必修1 Unit 1 第2课时 培优•阅读表达(课件PPT)-【新高考方案】2027年高考英语一轮总复习（人教版）

该高中英语高考复习课件聚焦写作句型优化、读后续写情感表达及阅读理解命题分析三大核心考点，依据高考评价体系梳理了it作形式主语、“make+宾补”结构等高频写作句型，结合2025浙江1月、2024北京高考写作真题，明确写作句式变换占35%、情感表达占40%的考点权重，归纳了句型转换、语段补写等常考题型。 课件亮点在于“真题应用+语块积累+思维建模”的备考策略，如通过“先抑后扬”结构赏析培养学生思辨思维，借助“困惑与迷茫”情感表达的直陈式、修辞式表述提升语言能力。特设高考语篇精读训练，以“低头一代”主题对接2025北京卷阅读命题，帮助学生掌握细节理解、态度推断技巧，教师可据此系统开展针对性复习，助力学生高效冲刺。

第2课时　培优•阅读表达 目录 学教材佳句•把句子写美 精读“Workbook”语篇•发掘命题导向—(作为随堂训练使用) 建构语义网•把语段写详 课时作业评价 01 02 03 04 学教材佳句•把句子写美 3 句型1　it作形式主语 |解|读|规|则| 　　it作形式主语的常用句式有: (1)It+is/was+adj./n.+to do sth.，不定式作真正的主语。 (2)It+is/was+adj./n.+doing sth.，动名词作真正的主语。 (3)①It+is/was+adj./n.+从句 ②It+动词(seem， happen， occur， appear等)+从句 ③It+is/was+分词(said， reported， known等)+从句 以上这三个句型中，从句作真正的主语。 名师指津:(1)不定式作真正的主语时，其前可以加for sb.或of sb.。(2)动名词作真正的主语时，句中的名词或形容词一般是use， good， fun， useless， worthwhile等。 |习|练|规|则|　(变换句式) ①To ask the teacher about the confusing parts in the textbook is helpful. →_________________ the teacher about the confusing parts in the textbook.  ②People say that a sincere apology can mend a broken relationship. →____________ a sincere apology can mend a broken relationship.  It is helpful to ask It is said that |应|用|写|美| ③(2025·浙江1月高考写作)捕捉记忆并与他人分享是件好事，但这种行为可能会破坏学习环境。 While ____________________________ and share them with others， this behavior can be disruptive to the learning environment.  ④(2024·北京高考写作)此外，强调“一带一路”倡议也是一个好主意，该倡议促进了全球贸易和合作。 Additionally， ______________________________ the Belt and Road Initiative， which has fostered global trade and cooperation.  it is great to capture memories it is also a good idea to highlight 句型2　“make+宾语+宾语补足语”结构 |解|读|规|则| (1)此结构中，宾语补足语可由名词或形容词、不带to的不定式、分词或介词短语充当。 (2)当该结构的宾语是不定式短语或从句时，多用it作形式宾语，而把不定式短语或从句后置。 (3)make sb.do sth.结构变为被动语态时，省略的不定式符号to要补上。 |习|练|规|则|　(变换句式) ①What he said caused those kids who were scared to calm down gradually. →What he said __________________________________________ gradually.  ②My coach made me improve my skills and achieve my goals. →I ___________________________________________________ by my coach.(变为被动语态)  made those kids who were scared calm down was made to improve my skills and (to) achieve my goals |应|用|写|美| ③(“建议信”范句)你最好提前掌握一些基础的汉语，这能让你更轻松地适应在北京的新生活。 You’d better master some basic Chinese in advance， which ____________________________________________________.  ④(写作话题:语言学习)我们班规定每天读 30分钟英文小说，这有助于我们积累词汇。 Our class ___________________________________ for 30 minutes daily， which helps us accumulate vocabulary.  makes it easier for you to adapt to the new life in Beijing makes it a rule to read English novels ⑤(写作话题:环境保护)废物再利用可以使我们周围的环境越来越干净。 Reusing waste can ____________________________________________ _______.  make the environment around us cleaner and cleaner 句型3　“先抑后扬”结构 |教|材|佳|句| Studying hard isn’t always fun， but I’ll be well prepared for university or whatever else comes in the future. 努力学习并不总是那么有趣，但我会为未来上大学或是任何其他的事情做好充分准备。 [赏析]　该句采用“先抑后扬”的结构，前一分句“Studying hard isn’t always fun ...”首先引入一个普遍的、消极的事实，以此建立共鸣。“ but ...” 这个转折词是关键，它果断地将话题从“消极”转向“积极”，标志着句子重心的转移。“... I’ll be well prepared ...”是句子的重点。转折后的内容清晰地表达了作者的价值观和目标。这种“承认困难/挑战+转折+强调积极应对/收获”的结构有助于在写作中展现思辨思维。 |应|用|写|美| ①每天锻炼或许看似乏味，但它能铸就强健的体魄，以应对任何挑战。 Exercising every day seems dull，___________________________ ____________________.  ②广泛阅读并不总是令人兴奋的，但这能让我为未来的职业生涯或其他任何机遇储备广博的知识。 Reading widely isn’t always exciting， _______________________ ________________ for my career or any other opportunities ahead.  but it will build a strong body to face any challenge but it will equip me with broad knowledge 建构语义网•把语段写详 读后续写·写作序列(2)——情感表达之“困惑与迷茫” Ⅰ.积累语块(加蓝词汇为本单元词汇复现) 1.be at a loss　　　　　 不知所措 2.make the whole class feel very confused 让全班同学都感到非常困惑 3.get stuck in confusion 陷入迷茫中 4.lose one’s way 迷失方向 5.be puzzled by the math problem 对这道数学题感到很困惑 6.a wave of uncertainty washed over me 一股不确定的情绪席卷了我 7.have no clue 毫无头绪 8.hesitate before taking on the challenge 在接受挑战之前犹豫不决 9.struggle with survival puzzle 为生存难题而挣扎 10.wander between quit and persist 在放弃与坚持之间徘徊 Ⅱ.升格表达 1.直陈式表述 ①I’m unsure what to do. 我不确定做什么。 ②Everything seems unclear. 一切看起来都不够明确。 ③She has a strong feeling of confusion about her future. 她对自己的未来有一种强烈的困惑感。 ④He got stuck in the complicated problem. 他陷入了这道复杂的问题中。 ⑤We often lose our way in the crowd of choices. 我们常常在众多选择中迷失方向。 2.描述性表述 ①Staring at the messy desk， she didn’t know which book to pick up first. 盯着凌乱的书桌，她不知道该先拿起哪本书。 ②After listening to the long speech， he sat there with a blank expression on his face. 听完冗长的演讲后，他坐在那里，脸上一片茫然。 ③Facing the two job offers， she wandered back and forth in the room， unable to make a decision. 面对两份工作邀请，她在房间里徘徊，无法做出决定。 ④When the teacher asked the question， he lowered his head， his mind going blank. 老师提问时，他低下头，脑子一片空白。 3.修辞式表述 ①My mind is like a foggy forest， where I can’t see the path ahead.(明喻) 我的思绪像一片迷雾森林，看不到前方的路。 ②The questions kept dancing in front of me， refusing to show their true faces.(拟人) 这些问题一直在我面前萦绕，不肯露出真面目。 ③The options are as many as stars in the sky， making me dizzy.(夸张) 选择多得像天上的星星，让我眼花缭乱。 ④The confusion is a heavy chain， locking my steps tightly.(暗喻) 困惑是一条沉重的锁链，紧紧地锁住了我的脚步。 Ⅲ.补写语段(先完成，再背诵) 1.初入新校园时的“困惑” During the first month， ①___________________________ (记住无尽的公式) felt like climbing an invisible mountain.② ____________ ___________(这是令人沮丧的)to try to understand the physics teacher’s rapid explanations； the symbols blurred together. Solving these complex problems almost ③_______________________________ _________ (让全班同学都感到非常困惑). Was the answer A， B， memorizing endless formulas It was frustrating made the whole class feel very confused or something entirely different? The textbook instructions seemed written in another language， twisting simple ideas into impossible knots. Facing the blank homework page， ④_____________________ _______________ (一股不确定的情绪席卷了我). Choosing the right path forward ⑤_________________________________ (让我的思绪完全迷失了方向). Where do I even start?  a wave of uncertainty washed over me made my mind feel completely lost 2.入职新工作时的“迷茫” Starting a new job was like entering a maze with no exit. It was frustrating to figure out the complicated workflow； the professional terms were like a foreign language. Dealing with the various tasks assigned by the leader， ①________________________ (我陷入了迷茫之中). Should I finish the report first， attend the meeting， or communicate with the client? The colleagues’ ambiguous hints ②_____ ________________ (让我更困惑)， turning clear requirements into a I got stuck in confusion made me more puzzled puzzle. Thinking about the unclear career development path，③_____ ___________________(我在心里迷失了方向). Planning the future work goals ④_____________________ (让我毫无头绪). What should I do next?  I lost my way in my heart made me have no clue 精读“Workbook”语篇•发掘命题导向—(作为随堂训练使用) 人教必修1　UNIT 1　TEENAGE LIFE “Workbook” 阅读语篇 |价值立意|教考衔接| 本文以“低头一代”为切入点，紧扣数字时代青少年成长这一社会热点议题。在技术深度融入日常生活的背景下，文章直面代际之间的认知差异，通过理性剖析与实例佐证，揭示了社会对青少年“屏幕依赖”“溺爱成长”等刻板印象背后所隐藏的集体焦虑。这一主题具有鲜明的时代特征，与2025年北京卷C篇阅读中关于“青少年屏幕使用 时间争议”的内容形成跨文本呼应，共同指向一个核心教育命题: 在数字化已成常态的今天，我们应如何科学、全面地认识并引导新一代?本文不仅是对特定社会现象的描摹，更是对教育理念、成长观念与时代精神的深层思辨，旨在倡导以开放包容的态度理解年轻一代，并通过科学引导促进青少年健康成长。 THE FACE⁃DOWN GENERATION If you’re reading this， you were probably born in the 2000s.The oh⁃ohs.The 21st century.That would make you young， creative， connected， global， and no doubt smart. Maybe good⁃looking， too. Right? But what do other people think about your generation? Some adults worry that you’re more interested in the screen in front of you than the world around you. They think of you as the “face⁃down generation” because you use your phone so much and they wonder how you will deal with school， friends， and family. Are today’s teenagers too busy texting and taking selfies to become successful in real life — or “IRL”， as you would say? Other adults worry that today’s youth are spoilt (宠坏的) and don’t want to face the challenges of adult life. Many children born in the 1990s and 2000s were raised by “helicopter parents” who were always there to guide and help them with a busy schedule filled with homework and extra⁃curricular activities such as dancing， drawing， or sports. With parents who do everything for them， today’s youth seem to prefer to live like teenagers even when they are in their 20s or 30s. Does the face⁃down generation need a heads⁃up? Well， probably not. The fact is that many of today’s teenagers are better educated and more creative than past generations. They also seem to be enthusiastic (热情的) and willing to become leaders. More young people than ever volunteer to help their communities. There are also brave young people such as Malala Yousafzai， the teenager who won the 2014 Nobel Peace Prize for pushing girls’ rights to go to school. So if you’re one of the oh⁃ohs， there’s reason to be hopeful about the future. Things are looking up for the face⁃down generation. Chances are that you will do GR8(great) and LOL (laugh out loud). |阅读理解|发掘命题导向 1.Why do some adults call 00s the “face⁃down generation”?(　　) A.They use phones a lot. B.They dislike outdoor life. C.They avoid face⁃to⁃face talks. D.They can’t communicate properly with their surroundings. 2.What kind of parents are “helicopter parents”? (　　) A.Parents who fly helicopters. B.Parents who always help kids. C.Parents who ignore kids’ needs. D.Parents who hate extra⁃curricular activities. 3.What is the author’s attitude to 00s? A.Deeply worried.　　　 B.Mostly optimistic. C.Fully negative. D.Highly doubtful. 4.What is the author’s purpose of writing the text? (　　) A.To explain 00s’ phone usage. B.To list 00s’ bad habits clearly. C.To criticize “helicopter parents”. D.To defend the “face⁃down generation”. 答案:1~4　ABBD |培优素养|提升语言能力 一、建构主题词汇 1.generation n.　　　　　　　 一代人；代际 2.connect v. 联系；连接 3.teenager n. 青少年 4.challenge n. 挑战 5.guide v. 指导；引导 6.prefer v. 更喜欢；宁愿 7.educated adj. 受过教育的 8.deal with 处理；应对 9.face the challenges 面对挑战 10.extra⁃curricular activities 课外活动 11.be willing to 愿意做某事 12.look up 情况改善 二、语境辨析词义 1.(构词明义)creative [学构词]　形容词后缀⁃ive表示“有……性质的；能……的”，强调与名词相关的性质或行为倾向。 ①The fact is that many of today’s teenagers are better educated and more creative than past generations.____________ ②(2025·浙江1月高考)Building effective communication skills takes time， but the effects are worth the effort.________ 有创造力的 有效的 2.(一词多义)volunteer v.自愿做；主动提供(信息)；自作主张地说n.志愿者；主动做某事的人 ①More young people than ever volunteer to help their communities._________ ②(2025·全国Ⅱ卷)Volunteers are also more likely to look after their own health and are more focused on adding physical activity into their lives.__________ v.自愿做 n.志愿者 3.(熟词生义)face[熟义]n.(某物的)面，表面；脸　[生义]v.面对；面临；面向；承认，正视(现实) ①Other adults worry that today’s youth are spoilt and don’t want to face the challenges of adult life._______ ②(2025·全国Ⅰ卷)As the world races to decarbonize everything， it faces particular problems with transportation — which accounts for about a quarter of our energy⁃related greenhouse gas emissions.______ v.面对 v.面临 三、习得亮点表达 1.They also seem to be enthusiastic (热情的) and willing to become leaders. 赏析:本句采用了“主语+seem+不定式作表语”的主系表结构，既保留了陈述的客观性，又避免了绝对化表述可能带来的武断感，体现了委婉含蓄的表达技巧。 2.Chances are that you will do GR8(great) and LOL (laugh out loud). 赏析:本句运用了固定句式“Chances are that+从句”。该句式语气轻松自然，常用于社交媒体或日常交流场景，搭配网络语言“GR8”和“LOL”，增强了表达的趣味性。 四、破译复杂长句 1.They think of you as the “face⁃down generation” because you use your phone so much and they wonder how you will deal with school， friends， and family. 抓标志 并列连词_____；从属连词________；连接副词____ 判类型 并列复合句:分句1(含一个原因状语从句)+and+分句2(含一个宾语从句) 试翻译 他们(成年人)将你们称为“低头族”一代，因为你们如此频繁地使用手机，并纳闷你们将如何应对学业、朋友和家人。 and because how 2.Many children born in the 1990s and 2000s were raised by“helicopter parents” who were always there to guide and help them with a busy schedule filled with homework and extra⁃curricular activities such as dancing， drawing， or sports. 抓标志 关系代词____；并列连词_____ 判类型 主从复合句:主句+定语从句(从句中第一个and连接并列不定式短语) 试翻译 许多90后和00后是由“直升机父母”抚养长大的，这些父母总是围绕在孩子身边指导和帮助他们，并把孩子的日程安排得很满，充斥着家庭作业和课外活动，比如跳舞、画画或体育运动。 who and 五、拓展文化认知 helicopter parents:直升机父母，网络用语，指如直升机般持续盘旋在子女周围、过度干预其成长的家长群体。该术语最初由西方学者提出，被引入使用后，随着中国家庭对教育焦虑的加剧，逐渐演变为描述代际过度保护的代名词，并在网络语境中被拓展出生活干预、学业控制等多重内涵。 课时作业评价 Ⅰ.阅读理解 A (适变创新命题:语篇为非连续性文本) Tonbridge School Summer English Courses Age:8-17 English level: From elementary to advanced Arrival Date Departure Date Duration Fees 09 July， Wednesday 23 July， Wednesday 2 weeks ￡1，000 23 July， Wednesday 06 August， Wednesday 2 weeks ￡1，000 09 July， Wednesday 30 July， Wednesday 3 weeks ￡2，000 09 July， Wednesday 06 August， Wednesday 4 weeks ￡3，000 10% discount for bookings of 4 weeks. Tonbridge School Summer English Courses are classic English summer school programmes carefully designed for students who are streamed by age and ability and are tested at the beginning of the course to ensure they are placed in the appropriate class.The syllabus (教学大纲) is designed to provide international students with: 　The comprehensive syllabus makes sure students live， study and play in an English⁃speaking， multinational environment， where they have fun， make new friends from around the globe， and enjoy every opportunity to improve their English ability. Excursions (短途旅行): Excursions are a vital part of the summer experience for international students.They will have a 2⁃full⁃day excursion each week to experience the rich cultural heritage of Britain.The choices include Shakespeare’s Globe， the National Gallery， the Science Museum， Chessington World of Adventures. 语篇解读:本文是一篇应用文。文章介绍了Tonbridge School暑期英语课程的详细信息，包括课程时间安排、费用、教学内容及文化活动等。 √ 1.How much would a student pay for a 4⁃week course? A.￡1，800.　　　　　　 B.￡2，000. C.￡2，700. D.￡3，000. 解析:细节理解题。根据表格中的“4 weeks”“￡3，000”并结合表格下面的“10% discount for bookings of 4 weeks.”可知，四周课程享受九折优惠，故应付费用为3 000×0.9=2 700(英镑)。 √ 2.What is the highlight of the summer courses? A.Grouping students by country. B.Combining learning with fun. C.Stressing independent learning. D.Centering on general English. 解析:推理判断题。根据三个圈中的课程内容可知，除了通用英语学习，该课程还包含各种语言活动(新闻工作、创意写作、戏剧等)和课后活动(室内外体育活动、校外活动等)；再结合倒数第二段中的“makes sure students live， study and play ... have fun， make new friends ... enjoy every opportunity to improve their English ability”可知，该暑期课程体现学乐结合的理念。 √ 3.What can students do through the excursions? A.Learn about British culture. B.Experiment in a museum. C.Have adventures in the wild. D.Read Shakespeare’s originals. 解析:细节理解题。根据最后一段中的“experience the rich cultural heritage of Britain”及“Shakespeare’s Globe， the National Gallery”可知，该课程中的短途旅行能够让学生体验和了解英国的文化。 B (2026·河南模拟预测)To those outside of education， it may come as a surprise that the hardest aspect of teaching is often not what happens in the classroom， but the preparation that must happen outside it， beyond normal work hours. The toughest work is in the planning and structuring of lessons for classes with students of varying knowledge and skill levels. Against that backdrop， education and computer science researchers at Stanford University have evaluated large language models’ (LLMs’) ability to help middle school math teachers create tiered (分层的) lessons that allow them to nurture those who might have fallen behind while holding the interest of more advanced students at the same time. Researchers introduced the first evaluation framework for lesson scaffolding (脚手架) grounded in expert teachers’ processes and the first experiments that test and adapt LLMs for this task. Before they began experimenting with LLMs， Malik， a Knight⁃Hennessy scholar studying education data science at the Stanford Graduate School of Education， analyzed teachers’ lesson planning to understand the fundamentals of scaffolding. “The precondition of the project was to see what technology can do to help teachers with that process of taking a curriculum and making the classroom ready，” says Malik. “We’re not just creating a tool， but a framework that helps teachers scaffold curriculum effectively， ensuring AI⁃generated content matches real classroom needs.” In their analysis， they identified three steps teachers go through in creating lesson plans: observation (evaluating their students’ skill levels)， formulation of an instructional strategy， and implementation (实施) through a scaffolded lesson plan that meets the needs of all students. The AI model was designed to generate “warm⁃up” exercises that help students activate prior knowledge. In user evaluations， these AI⁃generated exercises were rated better than human⁃created ones in terms of accessibility， agreement with learning objectives， and teachers’ preference. AI is not without limitations， the researchers stress. LLMs are quite good at generating text⁃based content — story problems and written descriptions — but they struggle with visual approaches， diagrams， graphs， and so on， which are an essential part of math instruction. The researchers are working to address these limitations now. 语篇解读:本文是一篇说明文，主要介绍了斯坦福大学研究团队利用大语言模型(LLMs)帮助中学数学教师设计分层课程的研究。 √ 4.What might teachers think of as the most challenging part of teaching? A.Delivering lessons in the classroom. B.Using technology to enhance teaching. C.Designing lessons to meet varying needs. D.Evaluating students’ performance during class. 解析:细节理解题。根据第一段中的“The toughest work is in the planning and structuring of lessons for classes with students of varying knowledge and skill levels.”可知，教师认为最具挑战性的是设计出满足不同学生需求的课程。故选C。 √ 5.What does the underlined word “nurture” in paragraph 2 mean? A.Declare.　　　　　　　 B.Assist. C.Restrict. D.Convey. 解析:词义猜测题。根据第二段画线单词前的“Against that backdrop ...teachers create tiered (分层的) lessons ”及画线单词后的“those who might have fallen behind while holding the interest of more advanced students at the same time”可知，设计分层课程使他们能够帮助落后的学生，同时保持高水平学生的兴趣，由此可知，画线单词的意思与“帮助”含义相近。故选B。 √ 6.What is Malik’s attitude to the research program? A.Confident. B.Skeptical. C.Indifferent. D.Concerned. 解析:推理判断题。根据第四段中的“We’re not just creating a tool， but a framework that helps teachers scaffold curriculum effectively， ensuring AI⁃generated content matches real classroom needs.”可知，Malik对该研究项目持积极态度，相信其能切实帮助教师。故选A。 √ 7.Which can be the best title for the text? A.The Future of AI in Replacing Human Teachers B.AI Helps Math Teachers Build Better “Scaffolds” C.The Limitations of LLMs in Classroom Teaching D.LLMs Have the Ability to Design an Interesting Lesson 解析:标题归纳题。通读全文，尤其是第二段可知，本文主要介绍的是斯坦福大学研究团队利用大语言模型(LLMs)帮助中学数学教师设计分层课程的研究，由此可知，B项“AI帮助数学教师构建更好的课程脚手架”概括了全文的主题，适合作为最佳标题。故选B。 Ⅱ.阅读七选五 How to Make the Most of Your Study Time As a senior high school student， effective study habits are crucial for academic success. Here are some tips on how to make the most of your study time. Create a study schedule 　8　 A study schedule helps you stay organized and ensures that you cover all the necessary subjects. Plan specific time slots for each subject， including breaks. This way， you can make sure you are giving enough attention to every area of study.  Find a suitable study environment Your study environment plays a significant role in your concentration. Look for a quiet， well⁃lit place with minimal distractions. It could be a library， a quiet corner in your home， or an empty classroom.　9　 A clean and organized space can also help you focus better.  Use active learning techniques Instead of just passively reading textbooks， engage in active learning. This can include summarizing what you’ve read in your own words， making mind maps， or teaching the material to someone else. 　10　 These techniques help you understand and remember the information better.  Take regular breaks It might seem counterintuitive， but taking short breaks during your study sessions can actually improve your productivity. Get up， stretch， have a snack， or do a quick physical activity. 　11　 This helps refresh your mind and prevents burnout.  Review and revise regularly Don’t wait until the last minute to review your notes and study materials. Regular review and revision help reinforce what you’ve learned and identify any areas where you need further clarification. 　12　 You can also use flash cards or quizzes to test your knowledge.  A.This can be a simple 10⁃minute walk around the room. B.Avoid places with a lot of noise or distractions like a busy coffee shop. C.You can also vary your study location to keep things interesting. D.Here are some suggestions to help you study smarter， not harder. E.By doing this， you are actively processing the information. F.Make sure to include time for sleep and relaxation in your schedule. G.Allocate specific time for each task and stick to your plan. 语篇解读:本文是一篇说明文。文章主要介绍了如何充分利用学习时间的一些建议。 8.选G　根据段落小标题“Create a study schedule”和下文“A study schedule helps you stay organized and ensures that you cover all the necessary subjects. Plan specific time slots for each subject， including breaks. ”可知，空处是在强调制定学习计划的重要性，且要具体安排每个科目的时间，选项G“为每项任务分配特定的时间，并坚持你的计划。”符合语境。选项G中的“Allocate specific time for each task”与下文的“Plan specific time slots for each subject”相呼应。故选G。 9.选B　根据段落小标题“Find a suitable study environment ”和上文“Look for a quiet， well⁃lit place with minimal distractions. It could be a library， a quiet corner in your home， or an empty classroom. ”可知，空处是在强调要找一个安静的地方学习，选项B“避免去有很多噪音或干扰的地方，比如繁忙的咖啡店。”符合语境。选项B中的“Avoid places with a lot of noise or distractions”与上文的“a quiet， well⁃lit place with minimal distractions”相呼应。故选B。 10.选E　根据段落小标题“Use active learning techniques ”和上文“This can include summarizing what you’ve read in your own words， making mind maps， or teaching the material to someone else. ”可知，空处是在强调主动学习技巧的好处，选项E“通过这样做，你是在积极地处理信息。”符合语境。选项E中的“By doing this”指代上文的“summarizing what you’ve read in your own words， making mind maps， or teaching the material to someone else”。故选E。 11.选A　根据段落小标题“Take regular breaks ”和上文“Get up， stretch， have a snack， or do a quick physical activity.”可知，空处是在举例说明休息时可以做的事情，选项A“这可以是在房间里简单走10分钟。”符合语境。选项A中的“This”指代上文的“Get up， stretch， have a snack， or do a quick physical activity.”。故选A。 12.选D　根据段落小标题“Review and revise regularly”和下文“You can also use flash cards or quizzes to test your knowledge. ”可知，本空是在介绍一些可以帮助你更聪明的学习方法，选项D“这里有一些建议可以帮助你更聪明地学习，而不是更努力地学习。”符合语境。故选D。 $