第14讲 七选五专项训练 -2026-2027学年初高中英语衔接复习专项

**基本信息** 以“复现、指代、逻辑”三维线索为核心，构建“诊断-专项-综合-总结”四层训练体系，培养语篇连贯分析能力与逻辑思维品质。 **专项设计** |模块|题量/典例|方法提炼|知识逻辑| |----|-----------|----------|----------| |热身诊断+专项训练|3题热身+3类专项（代词/复现/逻辑）|证据优先、双向核对、线索标记法|从单一线索识别（代词所指、同义替换）到逻辑关系判断（转折/因果/举例），形成阶梯式能力进阶| |综合应用+方法总结|2篇完整语篇+线索速查表格|“位置功能-选项信号-干扰项排除”三步法|整合三维线索，构建“识别-分析-验证”连贯思维链，实现从基础技巧到语篇应用的迁移|

初升高英语暑假衔接学习手册 Day 14 · 第 14 讲 七选五专项训练：复现、指代与逻辑连接 项目 内容 版本 学生版 建议用时 30-40 分钟 学习程式 情境观察 → 规律发现 → 知识梳理 → 分层练习 → 语篇应用 → 学习打卡 学习目标 能为代词找到明确所指；能识别原词复现、同义替换和上下义关系；能根据连接词判断逻辑方向；能用双向核对完成整篇七选五并解释干扰项。 一、热身诊断：你凭什么选择这一句 阅读微型段落，从方框中选择最佳句子，并写出最关键的一项衔接证据。 A. This simple question gave our discussion a clear direction. | B. However, the first plan was too difficult for beginners. | C. For example, some students record new words in a phone app. 1. Our group first asked, "What problem do we want to solve?" ________ Evidence: ____________________ 2. We wanted to interview fifty people in one afternoon. ________ Evidence: ____________________ 3. Learners use different tools to review vocabulary. ________ Evidence: ____________________ 证据优先 正确选项通常不是“读起来顺”这么简单。你应能指出复现词、代词所指或逻辑连接中的至少一项文本证据。 二、方法回顾：把七个选项变成可检查的信息 动作 检查内容 作用 先看空格位置 主题、细节、转折、结果还是总结 缩小句子功能范围 再看选项信号 代词、连接词、重复或替换表达 预测它需要怎样的上下文 放回双向核对 既承接上句，又能引出下句 避免只顾一侧 最后处理干扰项 说明指代、逻辑、范围或位置哪里不合 确认答案不是碰巧选中 推荐标记 在选项旁只写简短标记即可，如“this→前句做法”“however→前后转折”“for example→前句总说”。标记是为了提高速度，不是增加抄写量。 三、专项一：代词必须找到明确所指 从A—C三个选项中选择能填入空格的句子，每项限用一次；再写出所选句中代词指代的内容。 A. This helped everyone see how the work was progressing. B. They can then decide which suggestion is most useful. C. It was built beside the old sports centre. 1. Our team put a task chart on the wall and updated it every day. ________ 代词所指：________________ 2. After each speaker shares an idea, group members ask one question about it. ________ 代词所指：________________ 四、专项二：识别原词、同义替换和上下义关系 从方框中选择最合适的句子，圈出前后呼应的表达。 A. One useful method is to divide a large task into smaller steps. | B. These public spaces give teenagers more chances to read. | C. As a result, the students arrived ten minutes earlier. 1. A difficult project can make a new learner feel lost. ________ Each step then feels possible to complete. 2. The town has opened reading rooms in parks and community centres. ________ 3. The class changed its morning meeting time and used a shorter route. ________ 五、专项三：用连接词画出逻辑方向 在横线上填写最合适的连接词，并判断句间逻辑。 for example | however | therefore | in addition 1. The website offers useful background information. ________, students still need to check who wrote it. 逻辑：________ 2. Mia practised her introduction several times. ________, she spoke more calmly in front of visitors. 逻辑：________ 3. Small actions can make a classroom more welcoming. ________, you can invite a new student to join your group. 逻辑：________ 4. Walking to school reduces traffic near the gate. ________, it gives students light exercise. 逻辑：________ 六、综合微练习：同时检查空格两侧 阅读短文，从A—E五个选项中选出三个最佳选项，选项中有两项为多余选项。 Preparing a short class talk begins before you make slides. First, decide what you want listeners to remember. 1.________ Next, choose only the information that supports that message. Interesting facts are not always useful. 2.________ Your talk will then be easier to follow. Finally, practise aloud and listen to your own speed. 3.________ With these steps, a short talk can be both clear and confident. A. Remove anything that takes attention away from your main point. B. This main message will guide every later choice. C. If a sentence is hard to say, make it shorter. D. Many classrooms now have large screens. E. Some listeners prefer reading long reports. 答案：1. ________ 2. ________ 3. ________ B. 语句排序题。将每组语句A—E按逻辑顺序排列，构成一篇完整、连贯的短文。 1. 让小组学习更有条理 A. After two weeks, everyone completed tasks on time and our meetings became shorter. B. We then divided the project into small tasks and wrote each member's name beside one task. C. At first, our study group often forgot what each person needed to prepare. D. We tested the plan for one week and moved two difficult tasks to a later date. E. To solve the problem, we created a weekly task board before our next meeting. ________ → ________ → ________ → ________ → ________ 2. 帮助一名新同学找到归属感 A. During lunch, I asked about her interests and learned that she enjoyed drawing. B. On Monday, I noticed a new student sitting alone near the classroom window. C. A week later, she joined the art club and began greeting classmates with confidence. D. I introduced myself and invited her to have lunch with my friends. E. After lunch, we showed her the art club notice and walked with her to the activity room. ________ → ________ → ________ → ________ → ________ 七、语篇应用一：校园博物馆志愿讲解 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 Our school museum keeps old photographs, uniforms and science tools. This term, it invited students to become weekend guides. I joined because I enjoy local history, but I soon learned that knowing facts was only the beginning. 1.________ The first step was to understand the visitors. Young children wanted short stories and chances to ask questions. Older visitors often connected the objects with their own memories. 2.________ We therefore prepared different versions of the same tour. A good guide also turns information into a story. Instead of listing dates, our teacher asked us to choose one main idea for each room. 3.________ In the science room, for example, we explained how students once made simple tools by hand. Practising with a partner was especially useful. One student acted as a visitor and asked unexpected questions. 4.________ It also showed us where our explanations were unclear. On my first real tour, I was nervous for the opening minute. Then a child smiled and asked about an old schoolbag. 5.________ By the end, I understood that guiding is not a performance but a conversation. A. This helped us organise details around a clear message. B. Their different interests changed the way we planned our talks. C. Answering them taught us to listen before speaking. D. That simple question made the rest of the tour feel natural. E. We also needed to communicate those facts clearly. F. Visitors often spend longer in the room that displays old photographs. G. Some guides prefer to memorise every sentence before meeting visitors. 八、语篇应用二：为上学路增加绿色选择 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 Many schools want to reduce traffic around their gates. Telling every family to stop using cars, however, is neither practical nor fair. A better starting point is to give students more safe choices. 6.________ Schools first need to understand the journey students already make. A simple travel survey can show distance, road conditions and the times when traffic is heaviest. 7.________ For example, younger students may need an adult walking group, while older students may be ready to cycle independently. Small changes around the school can also matter. Clear crossing points help walkers, and safe bicycle parking makes cycling more convenient. 8.________ If the nearest streets remain dangerous, families will still choose cars even when they support greener travel. The plan should be tested rather than treated as finished. A school might begin with one "walk together" morning each week and collect feedback. 9.________ More families may join after seeing that the route is safe and well organised. The aim is not to make one form of travel compulsory. 10.________ When students have realistic choices, a greener school journey becomes easier to maintain. A. These details help the school choose actions for different groups. B. It is to make safe and active travel possible for more people. C. The results can then be used to improve the next activity. D. Such choices may include walking, cycling or sharing a bus. E. However, changes inside the gate are not enough. F. A shared bus may be useful when students live too far away to walk. G. Families may also need to consider when adults begin work each morning. 九、学习方法总结：三类线索速查 线索 常见信号 我的动作 代词 this、that、these、they、it 向前找明确所指 复现 原词、同义词、上下义词 把前后呼应词连线 逻辑 however、therefore、for example 判断转折、因果或举例 段落 主题句、细节句、总结句 检查句子位置功能 完成一篇后，只记录最有帮助的一条线索：____________________________ 十、学习效果检测与生词积累 A. 完成下面4题，每题1分。 1. This plan中的This应指向：A. 前文计划或做法 B. 后文人物 C. 任意名词 2. 前文出现questions，选项中的them最可能指：A. questions B. visitors C. guides 3. 前句说工具有帮助，后句说不能代替思考，中间最适合：A. For example B. However C. Therefore 4. 段尾空后没有新内容，通常优先考虑：A. 总结或结果句 B. 新例子 C. 无关细节 得分：____/4 4分：掌握良好；3分：基本掌握；0—2分：回看第三至五部分。 B. 从语篇一、语篇二中各选2个生词或词组，完成积累表。 序号 生词或词组 中文意思 原文搭配或短语 1 ________________ ____________ ________________________ 2 ________________ ____________ ________________________ 3 ________________ ____________ ________________________ 4 ________________ ____________ ________________________ 十一、学习打卡 我能为代词找到所指：□ □ □ □ □ 我能识别同义替换：□ □ □ □ □ 我能判断逻辑方向：□ □ □ □ □ 我能解释干扰项：□ □ □ □ □ 初升高英语暑假衔接学习手册 · 第14讲 · 第 1 页 学科网（北京）股份有限公司 $ 初升高英语暑假衔接学习手册 Day 14 · 第 14 讲 七选五专项训练：复现、指代与逻辑连接 项目 内容 版本 答案解析版 建议用时 30-40 分钟 学习程式 情境观察 → 规律发现 → 知识梳理 → 分层练习 → 语篇应用 → 学习打卡 使用建议 先独立完成，再对照解析补写文本证据。若答案正确但说不出代词所指、复现表达或逻辑方向，仍应把该题标为“需要复盘”。 一、热身诊断答案与解析 1. 答案：A 【七选五】 位置功能：段尾结果句。衔接线索：question—This simple question。解析：This simple question 指前句提出的核心问题。 干扰项辨析：C虽谈学习方法，但与小组讨论无关。 2. 答案：B 【七选五】 位置功能：段尾转折句。衔接线索：wanted—However; too difficult。解析：B评价前述计划对初学者难度过高。 干扰项辨析：A的This simple question在上文没有所指。 3. 答案：C 【七选五】 位置功能：段中举例句。衔接线索：different tools—For example—phone app。解析：C给出词汇复习工具的具体例子。 干扰项辨析：B的first plan在上文没有对应内容。 三、专项一答案与解析 1. 答案：A 【七选五】 位置功能：段尾结果句。衔接线索：task chart—This。解析：This 指把任务表贴墙并每天更新这件事。 干扰项辨析：B中的They缺少明确人物所指。 2. 答案：B 【七选五】 位置功能：段尾承接句。衔接线索：group members—They; suggestion—idea。解析：They 指 group members，suggestion 与 idea 形成同义复现。 干扰项辨析：C中的It没有明确所指，且地点信息无关。 四、专项二答案与解析 1. 答案：A 【七选五】 位置功能：段中方法句。衔接线索：large task—smaller steps—Each step。解析：A提出拆分任务，下句继续说明每一步。 干扰项辨析：B的public spaces与项目困难无关。 2. 答案：B 【七选五】 位置功能：段尾结果句。衔接线索：reading rooms—public spaces—read。解析：上下义词和同根词共同衔接。 干扰项辨析：C的arrived earlier没有原因依据。 3. 答案：C 【七选五】 位置功能：段尾结果句。衔接线索：changed time and route—As a result—earlier。解析：调整时间和路线带来早到结果。 干扰项辨析：A虽是方法句，但与到校无关。 五、专项三答案与解析 1. 答案：however；转折 【七选五】 位置功能：段中转折。衔接线索：useful—still need to check。解析：网站有用，但仍需核查作者。 干扰项辨析：therefore会错误地把核查作者写成信息有用的直接结果。 2. 答案：therefore；因果 【七选五】 位置功能：段中结果。衔接线索：practised—spoke more calmly。解析：多次练习带来表达更镇定的结果。 干扰项辨析：however不符合前后同向关系。 3. 答案：for example；举例 【七选五】 位置功能：段中举例。衔接线索：Small actions—invite a new student。解析：后句是营造友好课堂的具体行动。 干扰项辨析：in addition需要前面已有并列行动。 4. 答案：in addition；递进 【七选五】 位置功能：段中补充。衔接线索：reduces traffic—gives exercise。解析：两句列举步行的不同好处。 干扰项辨析：however会把两个好处误判为转折。 六、综合微练习答案与解析 1. 答案：B 【七选五】 位置功能：段尾承接句。衔接线索：want listeners to remember—This main message。解析：B承接核心信息并引出后续选择。 干扰项辨析：G只复现talk，不能连接准备步骤。 2. 答案：A 【七选五】 位置功能：段中方法句。衔接线索：only the information—Remove anything。解析：A具体说明如何筛选信息。 干扰项辨析：E谈听众偏好，不能引出表达清晰。 3. 答案：C 【七选五】 位置功能：段中方法句。衔接线索：practise aloud—hard to say—shorter。解析：C提供朗读练习中发现问题后的调整方法。 干扰项辨析：D只谈设备，话题相关但逻辑断裂。 六、综合微练习B语句排序答案与解析 【答案】1. C → E → B → D → A 2. B → D → A → E → C 【解析】 【1题详解】本文按照“发现问题—提出办法—分配任务—试用调整—取得效果”展开。C先写小组忘记准备事项的问题；E中的To solve the problem承接C并提出任务板；B中的then说明在任务板上分工；D写试用一周后调整日期；A用After two weeks说明最终效果。 【2题详解】本文按照“发现新生—主动邀请—了解兴趣—提供信息—融入集体”展开。B交代周一看到新生独坐；D中的introduced myself承接这一相遇；A用During lunch承接一起午餐并了解兴趣；E中的art club notice回应drawing；C用A week later写加入社团后的积极变化。 七、语篇应用一答案与解析 1. 答案：E 【七选五】 位置功能：段尾转折补充。衔接线索：knowing facts—also needed—communicate。解析：E指出志愿讲解还需要清楚传达事实。 干扰项辨析：F只是博物馆细节，不能承接only the beginning。 2. 答案：B 【七选五】 位置功能：段尾总结句。衔接线索：children; Older visitors—different interests。解析：B概括两类访客的不同兴趣并引出不同版本。 干扰项辨析：C中的them更适合指问题，不能概括访客差异。 3. 答案：A 【七选五】 位置功能：段中结果句。衔接线索：one main idea—This—organise details。解析：This 指为每个展室选择一个主旨。 干扰项辨析：G谈逐句背诵，既不承接one main idea，也不能引出后面的展室讲解实例。 4. 答案：C 【七选五】 位置功能：段中递进句。衔接线索：asked unexpected questions—Answering them。解析：them 指 unexpected questions，说明模拟练习的价值。 干扰项辨析：B的different interests属于前文访客分析。 5. 答案：D 【七选五】 位置功能：段中结果句。衔接线索：a child...asked—That simple question。解析：孩子的问题缓解紧张，使导览自然展开。 干扰项辨析：F虽与博物馆有关，却不能解释情绪变化。 八、语篇应用二答案与解析 6. 答案：D 【七选五】 位置功能：段尾举例说明。衔接线索：safe choices—Such choices。解析：D列举步行、骑行和乘公交等选择。 干扰项辨析：G虽谈家庭早晨安排，却没有解释safe choices，也不能总领下一段的出行调查。 7. 答案：A 【七选五】 位置功能：段中承上启下。衔接线索：survey details—These details—different groups。解析：A承接调查信息并引出不同年龄方案。 干扰项辨析：F只说明共享公交适合远距离学生，是局部措施，不能概括调查数据并引出不同群体。 8. 答案：E 【七选五】 位置功能：段中转折句。衔接线索：around the school—However—inside the gate not enough。解析：E把讨论从校内设施转向校外街道安全。 干扰项辨析：B是全文目标，放此处无法引出危险街道。 9. 答案：C 【七选五】 位置功能：段中结果句。衔接线索：collect feedback—results—improve。解析：C说明如何用反馈改进下一次活动。 干扰项辨析：A的These details更适合指调查数据。 10. 答案：B 【七选五】 位置功能：段中解释句。衔接线索：aim is not compulsory—It is to。解析：B从正面说明计划目标。 干扰项辨析：G补充家庭作息因素，但不能与The aim is not...构成否定后正面解释的句式衔接。 十、学习效果检测答案与解析 1. 答案：A 【七选五】 位置功能：代词指代。衔接线索：This。解析：This通常回指前文已经出现的单数计划、做法或整件事，不能任意指向后文人物。 干扰项辨析：B、C都没有明确的向前指代关系。 2. 答案：A 【七选五】 位置功能：代词指代。衔接线索：questions—them。解析：them为复数，且语义上能够被回答，因此最合理地指questions。 干扰项辨析：visitors和guides虽为复数，但不符合answer them的动作关系。 3. 答案：B 【七选五】 位置功能：逻辑连接。衔接线索：helpful—cannot replace。解析：前后由肯定工具价值转为限制其作用，需要However表示转折。 干扰项辨析：For example表示举例，Therefore表示结果，均不符合。 4. 答案：A 【七选五】 位置功能：段落功能。衔接线索：段尾位置。解析：段尾且后面没有新内容时，通常需要总结本段、说明结果或过渡到下段。 干扰项辨析：新例子和无关细节不能有效收束段落。 生词积累表为开放任务。建议优先记录能组成搭配的词组，如collect feedback、support thought，而不是只记孤立单词。 初升高英语暑假衔接学习手册 · 第14讲 · 第 1 页 学科网（北京）股份有限公司 $