必修3 Unit 9 第3课时 强化•阅读性技能(课件PPT)-【新高考方案】2027年高考英语一轮总复习（北师大版）

该高中英语高考复习课件聚焦阅读性技能强化，覆盖阅读理解（细节理解、推理判断等）、读后续写、词汇语法三大核心考点，依据高考评价体系分析近五年真题，明确细节理解占40%、读后续写场景描写占35%的高频考点分布，归纳七选五、观点态度题等常考题型，构建系统备考框架。 课件亮点在于“精读语篇+真题训练+素养提升”策略，如以培根《论读书》解析词义猜测题，培养语言能力；读后续写提供修辞式表达模板，提升思维品质。特设“三步场景描写法”“词义语境辨析技巧”，通过2026年模拟题实战训练，助学生掌握答题规律，教师可据此精准指导，实现高效冲刺。

第3课时　强化•阅读性技能 目录 晨读 主题写作系列 素材•增分读后续写 课堂 精读“workbook” 语篇•发掘命题导向 课时作业评价 01 02 03 晨读 主题写作系列素材•增分读后续写 3 “续写”系列提能(9)——场景描写之学习活动 Ⅰ.积累语块(加蓝词汇为本单元词汇复现)　 1．with great effort　　　　　 努力地 2．pull up one's socks 加油干 3．acquire necessary skills 获得必要技能 4．boost one's confidence 增强信心 5．adopt effective approaches 采用有效的方法 6．enhance learning efficiency 提高学习效率 7．correct one's mistakes timely 及时纠正错误 8．adjust one's study strategies periodically 定期调整学习策略 Ⅱ.升格表达　 1．直陈式表述 ①The teacher impressed the importance of persistence on us. 老师让我们铭记持之以恒的重要性。 ②My teacher advised me to review the materials several times and read them aloud. 我的老师建议我把材料复习几遍并大声朗读出来。 ③After this experience, I have realized persistence turns struggles into success. 经过这次经历，我意识到了坚持能将困境转化为成功。 2．描述性表述 ①I spent long hours studying, but still felt anxious about whether I would do well. 我花了很长时间学习，但仍然对自己能否考好感到焦虑。 ②In the classroom, students sat with their heads bowed, writing their answers on their papers. 教室里，学生们低着头坐在那里，把答案写在试卷上。 ③She sat alone at a corner table in the library, surrounded by stacks of books and notebooks, her brow furrowed in concentration. 她独自坐在图书馆角落的桌子旁，周围堆满了书和笔记本，眉头紧锁，全神贯注。 3．修辞式表述 ①Every new concept is a bright star in the vast sky of knowledge, guiding me forward.(比喻) 每个新的概念都是浩瀚知识天空中的一颗明亮星星，指引我前行。 ②Challenges in study smile at me, saying, “You're getting stronger with each attempt.”(拟人) 学习中的挑战向我微笑，说：“每次尝试，你都在变得更强大。” ③The process of solving difficult problems is a thrilling adventure, full of surprises and rewards.(暗喻) 解决难题的过程是一场激动人心的冒险，充满惊喜与收获。 Ⅲ.出彩语段　 师生共破英语关 Tom once struggled with English. However, his teacher, a good teacher worthy of respect in his heart, never gave up on him. The teacher impressed the importance of persistence on Tom, recommended his compositions to the school newspaper, and advised him to repeat materials aloud to boost memory. Following this, Tom adjusted his study strategies, adopted effective approaches, and corrected mistakes timely — all with great effort. He kept both feet on the ground, and soon made great progress in his studies, which boosted boosted his confidence. Under the teacher's strict guidance, Tom finally understood: persistence turns struggles into success. 汤姆曾在英语学习中步履维艰。但他的老师——一位他心中值得尊敬的好老师——从未放弃他。老师向汤姆强调坚持的重要性，还将他的作文推荐到校报，并建议他通过大声重复材料来提升记忆力。此后，汤姆调整学习策略、采用有效方法并及时纠正错误，每一步都付出了巨大努力。他始终脚踏实地，很快就在学习上取得巨大进步，自信心也大大增强。在老师严格的教导之下，汤姆终于明白：坚持能将困境转化为成功。 课堂 精读“Workbook”语篇•发掘命题导向 译林选择性必修4　UNIT 4　Never too old to learn “Workbook” 阅读语篇 |价值立意|教考衔接| 本文《论读书》以超越时代的洞见，回应信息时代“浅层学习”与“知识焦虑”的普遍困境，与“终身学习”的命题及2021年全国乙卷“作聪明的在线学习者”的应用文写作相契合。培根提出的阅读三重价值——“怡情、傅彩、长才”，及其对“斟酌细思”“分类研读”的强调，为当下学习者提供了穿越信息迷雾的古典智慧。文章的深刻之处在于，它启迪学生成为清醒的自主学习者：在庞杂的信息环境中，养成慎思明辨、知行合一的学习品格，构建独立而有序的精神世界。 Of Studies Studies serve for delight, for ornament, and for ability. Their chief use for delight, is in privateness and retiring; for ornament, is in discourse; and for ability, is in the judgement and disposition of business. To spend too much time in studies, is sloth; to use them too much for ornament, is affectation; to make judgement wholly by their rules, is the humour of a scholar. They perfect nature, and are perfected by experience; for natural abilities are like natural plants that need pruning. Crafty men dislike studies, simple men admire them, and wise men use them; for they teach not their own use; but that is a wisdom without them and above them, won by observation. Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in parts; others to be read, but not curiously; and some few to be read wholly, and with diligence and attention. Reading makes a full man; discussion a ready man; and writing an exact man. And therefore, if a man writes little, he needs to have a great memory; if he discusses little, he needs to have a present wit; and if he reads little, he needs to be very clever to know that he does not know. Histories make men wise; poets, witty; the mathematics, subtle; natural philosophy, deep; moral，grave; logic and rhetoric, able to contend. No, there is no obstacle to the mind that cannot be improved by suitable studies, just like the disease of the body which can be treated by appropriate exercise. So if a man's wit is wandering, let him study the mathematics; for in demonstrations, if his wit is called away never so little, he must begin again. If he is not apt to beat over matters, and to call up one thing to prove and illustrate another, let him study the lawyers' cases. So every defect of the mind may have a special receipt.(Adapted from “Of Studies”， by Francis Bacon) |阅读理解|发掘命题导向 1．What does the metaphor (隐喻) of “pruning” in the third paragraph essentially refer to？(　　) A．The rejection of natural gifts. B．The process of reading deeply. C．The avoidance of overstudying. D．The adjustment through studies. 2．What distinguishes wise men from crafty men in their approach to studies？(　　) A．Admiring books.　　 B．Discussing ideas. C．Avoiding learning. D．Applying knowledge. 3．What does the author emphasize as the key to effective reading？(　　) A．To read quickly. B．To reflect deeply. C．To believe blindly. D．To seek discourse. 4．Why does the author recommend mathematics for a wandering mind？(　　) A．It demands focus. B．It enhances logic. C．It fosters creativity. D．It simplifies concepts. 答案：1～4　DDBA |培优素养|提升语言能力 一、建构主题词汇 1．delight n．　　　　　　　　 乐趣 2．judgement n. 判断 3．disposition n. 安排 4．perfect v. 完善 5．experience n. 经验 6．observation n. 观察 7．consider v. 思考 8．diligence n. 勤奋 9．attention n. 专注 10．improve v. 提高 11．demonstration n. 证明 12．weigh and consider 斟酌 13．chew and digest 咀嚼与消化 14．reading makes a full man 读书使人充实 二、语境辨析词义 1．(构词明义)affectation [学构词]　后缀－ation主要用于构成名词，表示动作或状态的结果。 ①To spend too much time in studies, is sloth; to use them too much for ornament, is affectation; to make judgement wholly by their rules, is the humour of a scholar._______________ ②(2025·全国Ⅱ卷)The pronunciation system of the Chinese language is quite different from that of English.______ 矫揉造作；假装 发音 2．(一词多义)weigh v．重；称重量；有……重；权衡；使平衡，使抵消；起(锚)；掂量；认真考虑，斟酌 ①Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider.____ ②Because of this, I'm careful not to connect what my kids weigh with their worth as people._________ 有……重 权衡 3．(熟词生义)nature n．[熟义]自然 [生义]人性，天性 ①They perfect nature, and are perfected by experience; for natural abilities are like natural plants that need pruning._____ ②(2025·全国Ⅱ卷)Adding more nature to our environment can change our mood and how we think.______   人性 自然 三、习得亮点表达 1．To spend too much time in studies, is sloth; to use them too much for ornament, is affectation; to make judgement wholly by their rules, is the humour of a scholar. 赏析：此处连用三个排比句将“过度学习”的三种弊端——惰性、矫饰与学究气——层层铺陈，以不容置疑的语势揭示了学习需把握适度原则的深刻道理，使说理既富有节奏感又增强批判力度。 2．Reading makes a full man; discussion a ready man; and writing an exact man. 赏析：本句由三个并列的简单句构成，后两个分句承前省略谓语makes，使句式更简洁，节奏更明快。 四、破译复杂长句 No, there is no obstacle to the mind that cannot be improved by suitable studies, just like the disease of the body which can be treated by appropriate exercise. 抓标志 关系代词________和_______ 判类型 主从复合句：主句(含一个定语从句)＋方式状语(含一个定语从句) 试翻译 凡有所学，皆成性格。正如身体之疾，皆可借适宜运动祛除。 that which 五、拓展文化认知 Francis Bacon：弗朗西斯·培根(1561—1626)是英国文艺复兴时期重要的哲学家、散文家，也是近代实验科学的倡导者，被誉为“英国唯物主义和整个现代实验科学的真正始祖”。其散文作品风格凝练、思想深刻，《论读书》(Of Studies)是他的经典散文之一。 课时作业评价 一、阅读理解提速练 Ⅰ.阅读理解 A (适变创新命题：语篇为非连续性文本) Stanford University Summer Fellowship in the USA Are you a Young Leader and interested in a Fully Funded Leadership Program? The applications are open to apply for the TF NUS LEARN Summer Program in Singapore. Candidates from all around the world are welcomed to apply for the TF NUS LEARN Program. The TF NUS LEARN Program is all about the cultural exchange, networking, and leadership development. Below are more details. Objective of the Program ·To identify the leader in you ·To further enhance your leadership skills ·To boost your leadership style for your future Detailed Programme Dates Events Locations 13 June Pre－Departure Briefing and Introduction Zoom (link will be sent at a later date) 30 June to 11 July Hidden Communities and Community Leadership NUS 14 July to 18 July Future Of Community Development in Southeast Asia NUS Financial Benefits The program covers airfare tickets, accommodation, living expenses, and program fee. Qualification Criteria ·The program requires full attendance. ·Students must be recommended by their home university. ·Recommended students will be contacted by the program for further information. ·Applicants are not required to pay the fees. How to Apply for the TF NUS LEARN Summer Program? Applicants must contact their home university to recommend them for the program. 语篇解读：本文是一篇应用文。文章主要介绍了斯坦福大学暑期领导力项目的目标、安排、福利及申请要求 1．What does the program intend to do? A．To evaluate leadership features. B．To identify outstanding leaders. C．To facilitate leadership growth. D．To build personal connections. 解析：细节理解题。根据Objective of the Program部分可知，该项目旨在促进领导力的成长。 √ 2．What is the feature of the program? A．Its applicants can ask for a leave. B．Its activity site is relatively fixed. C．It emphasizes on－the－spot visits. D．It lasts for more than three weeks. 解析：细节理解题。根据Detailed Programme部分中活动地点均为“NUS(新加坡国立大学)”和Zoom线上会议可知，其活动场地相对固定。 √ 3．What is a must for students to apply for the program? A．Speaking English fluently. B．Affording living expenses. C．Owning leadership talents. D．Being formally nominated. 解析：细节理解题。根据Qualification Criteria部分“·Students must be recommended by their home university.”可知，学生申请该项目必须得到正式提名。 √ B (2026·合肥模拟)“Están listos？” That was our Spanish teacher's opening question on our first day of night school.Silence.We met his question with blank looks.Mercifully, he translated it into English (Are you ready？)．Relieved, we all smiled.Well, I was scared.I kept hoping the teacher wouldn't ask me anything because I had no vocabulary and translation apps were strictly forbidden in the classroom. During the first six weeks of class, I crammed tons of new words into my brain, memorized the main verb tenses, drilled myself on irregular verbs, and discovered some similarities between my new language and those I already spoke.I was also surprised to learn some cool new things unique to Spanish.Who knew there could be two verbs for “to be”？ To be Canadian, or to be an engineer, was not like being bored or being happy in Spanish.This distinction required two different verbs (ser and estar)． As time went by, my learning progressed.Three years later, I was enrolled in Intermediate Spanish Conversation class.It committed students to engaging with others in an unrehearsed way.One day, we were to give a short presentation about a book we had read and then answer questions immediately.With notes at hand, everything started off well.But during the Q&A, I struggled to find the right words, completely forgot the verb tenses, and started using French instead of Spanish.I looked for work－arounds to express ideas that had suddenly become too complex for my limited vocabulary.Anxiety set in, but I decided to ask for help.My classmates graciously suggested the words I couldn't recall.I took a deep breath and realized that even though it wasn't perfect, no one really cared. When I first signed up for Spanish classes, I thought it would be a purely academic pursuit.I have come to see that you have to be ready to look foolish, have fun, and get creative: If you can't find the perfect word, others will work just as well.You have to acknowledge that connecting with people matters more than having all the “right” answers. 语篇解读：本文是一篇记叙文。作者讲述了自己学习西班牙语的经历，领悟到语言学习要接受不完美并勇于尝试。 4．Why did the author feel scared on the first day of class? A．She knew few Spanish words. B．The teacher spoke too quickly. C．She was nervous about speaking in public. D．She was not familiar with the teaching method. 解析：细节理解题。根据第一段中“I was scared ... because I had no vocabulary and translation apps were strictly forbidden in the classroom”可知，作者在第一天上课感到害怕是因为她知道的西班牙语单词很少。 √ 5．What surprised the author about learning Spanish? A．The large number of irregular verbs. B．The complex grammatical structure. C．The difference in how “to be” is used. D．The similarities between Spanish and other languages. 解析：细节理解题。根据第二段中“I was also surprised to learn some cool new things unique to Spanish.Who knew there could be two verbs for ‘to be’？ ...This distinction required two different verbs (ser and estar)．” 可知，学习西班牙语时，“to be”用法的不同让作者感到惊讶。 √ 6．What happened to the author during the presentation? A．She had trouble expressing herself clearly. B．She became embarrassed to ask for help. C．She forgot some key contents of the book. D．She was unable to use her prepared notes properly. 解析：细节理解题。根据第三段中“But during the Q&A, I struggled to find the right words ...that had suddenly become too complex for my limited vocabulary.” 可知，在展示过程中作者难以清晰地表达自己。 √ 7．What lesson does the author learn about language learning? A．Memorizing vocabulary is the key to success. B．It is important to always seek the perfect answers. C．It involves accepting imperfection and taking risks. D．Group work is more important than individual study. 解析：推理判断题。根据最后一段中“I have come to see that you have to be ready to look foolish ...You have to acknowledge that connecting with people matters more than having all the ‘right’ answers.”可推知，作者领悟到语言学习要接受不完美并勇于尝试。 √ C (2026·南阳模拟)New research from the University of South Australia (UniSA) highlights a critical but often overlooked factor in student success — well－being. In the study of more than 215,000 students, researchers from UniSA found that while standardized tests measure academic skills, different dimensions of well－being — emotional well－being, engagement, and learning readiness — can play a crucial role in performance. Specifically, the study found that learning readiness, which includes foundational skills such as perseverance, confidence, and engagement, was not just a desirable outcome, but a catalyst for academic success. “When we talk about learning readiness, we mean how prepared a child is to learn, not just academically, but also in their ability to stay focused, to overcome challenges, and believe in their ability to succeed，” says UniSA researcher Dr Rebecca Marrone. “It's about having good learning habits, and a motivation to learn, which together can help them perform better at school.” This study draws on data from the South Australian Well－being and Engagement Collection (WEC) to assess the impact of student well－being and engagement of students in Years 4－10, and their academic achievement in tests between 2016 and 2019. The results show that schools need to shift towards a model that values both student well－being and academic achievement as vital components of education. UniSA's Benjamin Lam says, “Student learning is complex, and it is affected by a range of contextual and individual differences. When students are mentally and emotionally healthy, they're more likely to be engaged and motivated and perform better academically. But the relationship is certainly not linear (线性的), and we can't infer that low－achieving students have low levels of well－being, or high－achieving students have high levels of well－being.” “This means that schools must look beyond test scores and take a more personal, holistic (整体的) approach to supporting students，” adds Lam. “They can do this by adopting learner profiles that include well－being and engagement metrics (指标) alongside traditional grades, so that schools can better understand and respond to each student's needs.” 语篇解读：本文是一篇说明文。南澳大学的一项研究发现，学生幸福感对学业成功至关重要。 8．What does the underlined word “catalyst” in paragraph 2 mean? A．Definition.　　　　　　 B．Estimator. C．Facilitator. D．Certificate. 解析：词义猜测题。根据第二段可知，学习准备度不仅是理想结果，更是学业成功的促进因素。故catalyst的意思是“促进因素，催化剂”，与facilitator“促进者”意思相近。 √ 9. What does Dr Marrone try to explain in paragraph 3? A．The benefits of good habits. B．The way to pick up readiness. C．The internal motivation to learn. D．The concept of learning readiness. 解析：段落大意题。根据第三段中“When we talk about learning readiness, we mean how prepared a child is to learn ”可知，她在解释学习准备度的概念。 √ 10．What do the researchers do for the study? A．They analyze student－related data. B．They organize happiness－themed tests. C．They design various education models. D．They interview students for more than 4 years. 解析：细节理解题。根据第四段中“This study draws on data from ... and their academic achievement in tests between 2016 and 2019.”可知，研究者分析了学生的相关数据。 √ 11．Which of the following does Benjamin Lam approve of? A．A holistic education mode is far from practical. B．Student learning is less complex than expected. C．More engaged students are emotionally healthier. D．Schools shouldn't just focus on traditional grades. 解析：推理判断题。根据最后一段中的“This means that schools must look beyond test scores and take a more personal, holistic approach to supporting students”可知，他认为学校不应只关注传统成绩。 √ D (适变创新命题：第12题考查语篇的组织结构) (2026·黄冈模拟)France has not allowed smartphone use in primary or secondary schools since 2018, claiming that it would help children focus, and reduce their social media use.The Netherlands and Hungary initiated similar bans in 2024.The key question facing them is whether banning smartphones in schools offers any benefits to mental health. A 2021 US Surgeon General report revealed a 40% rise in feelings of hopelessness among American high school students between 2009 and 2019, with 48% of lifelong mental－health problems (like depression and anxiety) originating in adolescence.It is tempting to connect these trends with the increased availability of smartphones, but establishing a causal connection is difficult.Part of the problem is that smartphones contain multitudes.Using a smartphone to solve crosswords or read the news may well have distinctly different psychological effects than intensive social media use. Additionally, children's brain undergoes profound changes during adolescence, meaning that any research on the effects of smartphone use needs to consider the developmental age of the children being studied as well as their precise smartphone habits. Few studies fully address these slight differences.A 2022 Cambridge University study of 17,409 youths aged between 10 and 21 linked increased social media use to reduced life satisfaction, particularly in girls aged 11－13 and boys aged 14－15.However, school－level bans alone may be insufficient.Recent research compared schools with strict and relaxed smartphone policies, finding no mental health differences between the groups.While heavy smartphone users showed declines, policy strictness had no measurable effect. Researchers are trying to paint a complete picture with both hands tied behind their back.According to Dr Orben, social media companies routinely refuse to give independent researchers access to detailed data on the behaviors of their users.This forces researchers to rely on less accurate measures, like overall screen time.It also means that children playing educational games are being put in the same analytical bin as children who are on social media.A more detailed picture of the effects of smartphones needs to be painted. 语篇解读：本文是一篇说明文。文章主要讲述了学校禁止使用智能手机对学生心理健康的影响，以及相关研究的现状和挑战。 12. What is the purpose of paragraph 1? A．To illustrate a point. B．To present a solution. C．To introduce the topic. D．To describe a phenomenon. 解析：语篇结构题。根据第一段可知，本段通过介绍法国、荷兰和匈牙利等国家在学校禁止使用智能手机的情况，引出了文章要讨论的话题，即在学校禁止使用智能手机是否对心理健康有好处。 √ 13．What's the main barrier to linking smartphones to mental health issues? A．The varied purposes of smartphone apps. B．The changes in children's smartphone habits. C．The ineffectiveness of strict school policies. D．The complexity of proving direct causation. 解析：细节理解题。根据第二段中“It is tempting to connect these trends with the increased availability of smartphones, but establishing a causal connection is difficult.”可知，将智能手机与心理健康问题联系起来的主要障碍是证明直接因果关系的复杂性。 √ 14．What is the author's attitude toward school－level smartphone bans? A．Supportive.　　　　 B．Skeptical. C．Indifferent. D．Neutral. 解析：观点态度题。根据第四段中“However, school－level bans alone may be insufficient.”可知，作者认为仅靠学校层面的智能手机禁令可能不足以改善学生的心理健康，因此对此持怀疑态度。 √ 15．Which might be a suitable title for the article? A．Smartphone Bans Alone: Limited Impact on Youth Mental Health B．Smartphones in Schools: Balancing Risks and Educational Benefits C．The Rise of Social Media: A Primary Cause of Adolescent Depression D．Global Bans on Smartphones: A Simple Solution to Teen Mental Health √ 解析：标题归纳题。根据文章内容，特别是最后一段可知，文章主要讨论了学校禁止使用智能手机对学生心理健康的影响，以及相关研究的现状和挑战，指出仅靠学校层面的禁令可能不足以改善学生的心理健康，需要更详细地研究智能手机的影响。故A项“仅靠智能手机禁令：对青少年心理健康影响有限”适合作文章标题。 Ⅱ.阅读七选五 (2026·郑州模拟)Sometimes, you find yourself with only one day to study before a big test. Maybe you procrastinated (拖延) or ran out of time. Whatever the reason, with some discipline and focus, you can still succeed on your test. 16 Create a schedule by dividing up the hours in the day and deciding what you will focus on. Plan to spend more time on topics you're unsure about and less time on topics you already know pretty well. Include time for breaks and meals, and give yourself plenty of time to get a good night's sleep. Know exactly what is being covered on the test. 17 This may include date ranges, specific scientific theories, or mathematic equations. If you are unsure, ask your teacher or a classmate to clarify them. This way, you won't waste time studying information that won't be on the exam. Say the information out loud. Reciting the information you study out loud will make it easier to remember, as your brain is hearing and pronouncing the information rather than simply reading it. Try teaching a chapter or concept to an imaginary student. 18 You can also do this with a study group or partner. Use your textbook effectively. Simply rereading your textbook will not help you retain information, especially when you only have one day to study. 19 Pay attention to chapter introductions and conclusions, as they usually summarize essential information. Review and highlight your notes. Rereading your notes can help jog your memory on certain subjects. Go through them and highlight keywords and concepts, or use Post－it notes to signify important information. Try writing summaries of your notes for each chapter or major concept using simple terms on a separate sheet of paper. Study your notes out of order. 20 　 A．Make a study schedule. B．Try to seize every minute to study. C．Make sure you understand what you'll be tested on. D．Answering these questions can help know what you understand. E．Instead, look for chapter summaries and underlined keywords as you review. F．This will force you to fully express the subject so you can see how much you actually understand. G．This helps ensure you know each piece of information on its own rather than as a part of a series. 语篇解读：本文是一篇说明文。文章介绍了考前一天如何通过一些方法和策略来高效复习并取得成功。 16．解析：选A　根据下文“Create a schedule by dividing up the hours in the day and deciding what you will focus on.”可知，本段建议制订学习计划。故A项“制订学习计划”符合语境，其中“study schedule”呼应下文的“Create a schedule”。 17．解析：选C　根据上文“Know exactly what is being covered on the test.”可知，本段建议了解考试范围。故C项“确保你明白你要考什么”符合语境，选项中的“what you'll be tested on”呼应上文的“what is being covered on the test”。 18．解析：选F　根据上文“Try teaching a chapter or concept to an imaginary student.”可知，此处建议把知识教给想象中的学生。故F项“这将迫使你充分表达主题，这样你就能看到自己实际上理解了多少”符合语境，“This”指代上文提到的“Try teaching a chapter or concept to an imaginary student.”这个方法。 19．解析：选E　本段建议有效利用课本。上文提到仅仅重读课本并不能帮助你记住知识，故E项“相反，在复习的时候寻找章节总结和加下划线的关键词”符合语境，与上文构成转折关系，且引出下文。 20．解析：选G　本段建议复习笔记。上文提到不按顺序复习笔记，故G项“这有助于确保你了解每一条信息本身，而不是一系列信息的一部分”符合语境，“This”指代上文提到的复习笔记的方法。 二、读后续写强化练 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 (2026·烟台模拟)Samantha and Lisa were inseparable best friends, sharing everything from their favorite snacks to their deepest secrets. They were both in their final year of high school, preparing for the all－important college entrance exams. As the exams drew near, the pressure mounted, and with it, an underlying shift began to creep into (悄悄进入) their once rock－solid friendship. Samantha was a diligent student, always carefully reviewing her notes and doing exercises till the night. Lisa, on the other hand, had always relied more on her natural intelligence and a casual study routine. As the exam dates neared, Samantha noticed Lisa's lack of preparation and felt increasingly concerned. One evening, after school, Samantha suggested they stay back and review together. Lisa hesitated, her eyes flashing nervously. “I, um, have plans tonight，” she responded, avoiding Samantha's gaze (凝视). Samantha felt a sense of disappointment but nodded, trying to hide her displeasure. Days turned into weeks, and the differences in their study habits widened. Samantha found herself growing frustrated, especially when Lisa's grades began to slip. She wanted to help but felt rejected every time she brought it up. Their conversations became fewer and more strained, filled with awkward silences and half－hearted smiles. The conflict between them came to a head one evening when Samantha came across Lisa in the school library, not studying, but chatting warmly with a group of friends. Her heart sank. She had invited Lisa to study with her that very afternoon, only to be turned down again. “Lisa！” Samantha's voice was filled with anger. Lisa's face fell, and the group of friends went away quickly. “What？” Lisa said unwillingly, “I told you that I have my own way of studying！” 注意：1.续写词数应为150个左右； 2．请按如下格式作答。 “Your way isn't working！” Samantha burst out._____________ ____________________________________________________________________________________________________________________________________________________________________________________ Samantha's anger melted away, replaced by understanding and sympathy.___________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ 参考范文： “Your way isn't working！” Samantha burst out. Her hands trembled as she gestured at Lisa's barely－opened textbook. The library's lights hummed loudly in the sudden silence. Lisa's shoulders sank, her defensive posture falling apart. “You think I don't know？” she whispered hoarsely, tears spilling down her cheeks. “Every time I try to study, I just ... freeze. I'm terrified of failing no matter how hard I work.” The raw confession hung between them, melting Samantha's frustration like morning mist. Samantha's anger melted away, replaced by understanding and sympathy. She remembered how Lisa had stayed up comforting her during last year's math competition failure. Gently touching Lisa's arm, she said, “We'll figure this out together.” The next afternoon found them at their old study table, sunlight shining through classroom windows. Lisa hesitantly asked about note－taking strategies while Samantha learned to appreciate Lisa's creative memory techniques. Their laughter, absent for weeks, gradually returned as they quizzed each other with homemade flashcards. $