Unit 2 Improving yourself（复习讲义）英语外研版选择性必修第二册

该高中英语复习讲义以“人与自我——完善自我管理”为核心主题，通过表格、结构化梳理等工具系统构建单元知识体系。语篇复盘部分用表格呈现Social Media Detox和Valuable Values的语篇类型、多人物视角、组织结构及主题意义，核心词汇通过“教材语境—用法辨析—即时小练”三步梳理，语法模块以对比表格区分过去完成时被动与一般过去时被动，清晰呈现重难点分布与内在逻辑。 讲义亮点在于“问题导向—方法迁移—分层训练”的设计逻辑，针对学情诊断中“反思作文缺少认识与行动”的问题，写作部分提供“概述经历—转折结果—反思认识—后续行动”的结构支架，引导学生将叙述提升为有行动指向的反思，培养思维品质与语言能力。语法训练采用“观察—比较—归纳—判断—运用”五步法，如通过改写、改错等题型帮助学生掌握过去完成时被动语态，基础题巩固知识，迁移题提升能力，支持学生自主复习，也为教师提供精准教学依据。

外研版选择性必修第二册 Unit 2 Improving yourself（复习讲义） 2019版｜解析版｜适用：新高二单元复习 复习要点 1. 围绕“人与自我——完善自我管理”理解自控、习惯与价值选择。 2. 复盘 Social Media Detox 与 Valuable Values 的结构、观点和语言。 3. 掌握8个核心词汇、主题表达和过去完成时被动语态。 4. 能完成80—100词的反思短文。 复习重难点 重点：在数字生活、习惯管理和理财语境中准确使用核心语言。 难点：区分目标与可执行系统；理清过去事件先后及被动关系；把经历叙述提升为有行动指向的反思。 学情诊断 常见问题：把自控理解为一次忍耐；只记单词中文义；过去完成时被动漏写 been；阅读只摘事实、不概括方法；反思作文只有经过、缺少认识与后续行动。 【教师使用建议】先用学情诊断完成2分钟自测，再沿“觉察问题—设计系统—持续行动—反思改进”组织讲练评。 一、单元语篇复盘：从“想变好”走向“会管理自己” 1. Social Media Detox 语篇类型与主问题 在线论坛记录：一场七天社交媒体脱瘾活动如何改变参与者对时间、联系与自控的认识？ 多人物视角 Anna、Devon、Cindy、George、Max 的坚持时间、情绪和结果不同，形成成功与失败的对照。 组织结构 主持人交代背景 → 五名学生发布体验 → 数据与个人感受交织 → 主持人总结活动的双重收获。 主题意义 自控不是否定技术，而是觉察依赖、设计替代行为，并让技术重新服务于真实交流和健康生活。 【关键句】The detox raised not only money, but also awareness of how heavily students relied on social media. 【长难句抓手】识别 how much 引导的宾语从句；用 had been done 说明活动开始前已经完成的安排。 【课堂追问】Why does the forum include both successful and unsuccessful participants? 【参考】The contrast makes the record credible and shows that self-control depends on awareness, support and practical alternatives rather than determination alone. 2. Valuable Values 论证链 青少年消费问题 → Khloe 的公益案例 → 四罐理财法 → Spending/Saving/Investing/Giving 的价值 → 总结。 核心方法 用四个可见容器把抽象价值转化为选择规则：当下幸福、未来目标、自我投资和帮助他人。 语言方法 标题 Valuable Values 运用 wordplay：valuable 与 values 词形和意义相连，强化“金钱服务价值”的主题。 主题迁移 明智理财不只追求存得更多，而是能说明每次支出、储蓄、投资和给予背后的目的与后果。 【结构复盘】消费问题引入 → 公益案例 → 四罐法 → 四种价值逐一解释 → 明智选择与成年生活。 【阅读抓手】标题用 wordplay 把 valuable（有价值的）与 values（价值观）连接起来：金钱管理本质上是价值选择。 【迁移任务】比较两篇语篇中的自我管理方法，并说明哪一种方法更容易在你的生活中执行。 【示例】Both texts make an invisible goal visible: one uses a time-limited detox, while the other uses four jars to guide repeated choices. 知识点1：核心词汇精讲 persuade / persuasion：说服需要理由与行动 【教材语境】Social Media Detox 中，学生在活动前 had been persuaded to stop using social media。 1. persuade v. 说服；使信服。persuasion n. 说服；persuasive adj. 有说服力的。 2. 常用：persuade sb to do；persuade sb into/out of doing；persuade sb that...。 3. 辨析：persuade 强调说服成功；advise 只表示提出建议，不保证对方接受。 【即时小练】The coach finally persuaded Leo ______ (keep) a daily habit record. 【答案与点拨】to keep。persuade sb to do sth 为固定结构，表示“说服某人做某事”。 motivate / motivation：把目标转化为行动动力 【教材语境】活动主持人想知道有多少学生 had been motivated enough to last the full seven days。 1. motivate v. 激励；成为……的动机。motivation n. 动力；motivated adj. 积极的。 2. 常用：motivate sb to do；be motivated by；strong/intrinsic motivation。 3. 易错提醒：motivate 后接宾语再接 to do；不能直接写 motivate doing 表示激励某人做事。 【即时小练】Clear short-term goals can ______ students to continue a difficult plan.（motivation） 【答案与点拨】motivate。情态动词 can 后用动词原形；motivate sb to do 表示激发行动。 occupy / occupied：识别时间被什么占用 【教材语境】Anna 反思自己大量时间 had been occupied with checking her phone。 1. occupy v. 占用；使忙碌。occupied adj. 忙于；被占用的。occupation n. 职业；占用。 2. 常用：occupy time/space；be occupied with sth；be occupied in doing。 3. 易错提醒：表示“忙于”常用 be occupied with/in；occupy oneself with 需带反身代词。 【即时小练】During the exam week, Maya was fully ______ with revision.（occupy） 【答案与点拨】occupied。be occupied with 为固定搭配，表示“忙于……”。 distract / distraction：管理注意力而非只靠意志 【教材语境】Cindy 与朋友面对面交谈时没有被其他人的消息 distracted。 1. distract v. 使分心。distraction n. 分心的事物；distracted adj. 心不在焉的。 2. 常用：distract sb from；be distracted by；remove/avoid distractions。 3. 辨析：distract 强调转移注意力；disturb 强调打扰过程或安宁。 【即时小练】Turning off pop-ups prevents messages from ______ me from reading.（distraction） 【答案与点拨】distracting。from 后接动名词；distract sb from doing 为固定结构。 access / accessible：能获得不等于会合理使用 【教材语境】Max 因没有 access to social media 而记不起聚会地点，最终打开手机。 1. access n. 使用或进入的机会；v. 访问。accessible adj. 可获得的；可进入的。 2. 常用：have/get access to；gain access to；be accessible to sb。 3. 易错提醒：access 作名词时常与 to 搭配；作及物动词时直接接宾语，不写 access to the file。 【即时小练】Every student should have equal ______ to the online learning platform.（accessible） 【答案与点拨】access。have access to 为固定搭配；形容词 accessible 不能直接作 have 的宾语。 rely / reliable：依赖对象与可信程度 【教材语境】活动总结指出，人们意识到自己多么 rely on social media，才能主动退一步。 1. rely v. 依赖；信任。reliable adj. 可靠的。reliance n. 依赖；reliability n. 可靠性。 2. 常用：rely on/upon sb for sth；rely on sb to do；a reliable source。 3. 易错提醒：rely 为不及物动词，通常不能直接接宾语；reliable 描述人、信息或系统。 【即时小练】A habit tracker is useful only when its records are accurate and ______.（rely） 【答案与点拨】reliable。与 accurate 并列作表语，需要形容词。 invest / investment：为未来投入资源 【教材语境】Valuable Values 的 Investing jar 不只存钱，还象征 investing in yourself。 1. invest v. 投资；投入。investment n. 投资；投入。investor n. 投资者。 2. 常用：invest money/time in；invest in oneself；make an investment。 3. 辨析：spend 强调支出；invest 强调期待未来回报，回报也可表现为知识和能力。 【即时小练】Time spent learning a useful skill is an ______ in your future.（invest） 【答案与点拨】investment。不定冠词 an 后接单数名词；语义为“对未来的投入”。 equip / equipment：用能力支持明智选择 【教材语境】四罐法希望青少年成年后 better equipped to make informed choices about money。 1. equip v. 配备；使有能力。equipment n. 设备；知识技能。equipped adj. 有准备的。 2. 常用：equip sb with sth；equip sb for/to do；be well equipped to do。 3. 易错提醒：equipment 为不可数名词；不能写 equipments，单件设备可说 a piece of equipment。 【即时小练】The course equips students ______ practical strategies for managing time.（填介词） 【答案与点拨】with。equip sb with sth 表示“使某人具备……”。 知识点2：话题表达与语篇迁移 话题词汇与表达迁移 表达功能 核心表达 迁移句型 数字自控 step away from social media; resist the urge; switch off notifications A useful system makes the better digital choice easier to repeat. 时间与注意 be occupied with; avoid distractions; make full use of time Track what occupies your time before trying to change it. 习惯改进 turn over a new leaf; put off doing; build a routine A vague wish becomes useful only when it is turned into a routine. 理财选择 be in control of; put money aside; invest in oneself Money should be matched with a purpose, not only an impulse. 阐释举例 let me clarify; for instance; take...as an illustration To put it another way, self-control needs both awareness and action. 反思改进 on reflection; learn from; make an informed choice On reflection, I changed not only my behaviour but also the rule behind it. 【运用原则】把表达放进“觉察—选择—系统—坚持—反思”的逻辑链，避免把自我提升写成空泛口号。 【迁移训练】围绕“Self-control is a system, not a single refusal”写3句话：解释观点、举例、提出行动。 【示例】A strong intention may start a change, but a clear system keeps it going. For instance, fixed phone-checking times reduce distractions before they appear. Therefore, self-control grows through repeatable choices. 知识点3：过去完成时被动语态与单元写作 过去完成时被动语态：观察—比较—归纳—判断—运用 【观察】Before the detox started, the rules had been explained. / The rules were explained at the meeting yesterday. 比较维度 过去完成时被动 had been done 一般过去时被动 was/were done 基本形式 had been + 过去分词；否定为 had not been done was/were + 过去分词；否定为 was/were not done 时间关系 动作在另一个过去动作或时间点之前已经完成 动作发生在某个过去时间，不强调“过去的过去” 表达焦点 突出承受者及先完成的结果，施动者不重要或未知 突出过去发生的被动事实 常见标志 before/by the time + 过去时；already；when...started yesterday；last...；in 2024；then 语态选择流程 ① 先找过去时间锚点，再判断被动动作是否在该锚点之前已经完成。 ② 若主语是动作承受者，且强调完成结果，用 had been + 过去分词。 ③ 若只说明某个过去时间发生的被动事实，用 was/were + 过去分词。 ④ 与过去完成时主动比较：had done 突出施动者；had been done 突出承受者或结果。 【高频错误】漏写 been；把过去分词写成过去式；没有第二个过去时间参照却机械使用过去完成时；主动与被动关系判断错误。 即时训练 1. By the time the meeting began, all phones ______ (collect). 【答案】had been collected。手机是收取的承受者，且动作在会议开始前完成。 2. When Maya opened the app, her screen-time limit already ______ (set). 【答案】had already been set。限制在她打开应用前已被设定。 3. 改写：The organisers had explained the rules before the challenge started.（改为被动语态） 【答案】The rules had been explained by the organisers before the challenge started. 4. 改错：By noon, all the tasks had completed. 【答案】had completed → had been completed。tasks 与 complete 是被动关系。 5. 选择：The posters (had been put up / were put up) yesterday afternoon. 【答案】were put up。yesterday afternoon 只指过去时间，没有“过去的过去”参照。 6. 补全语篇：Before the review started, the data ______ (check) and two unclear goals ______ (revise). 【答案】had been checked; had been revised。两项均在 review started 之前被完成。 单元写作：写一篇反思短文 【任务】用80—100词反思一次自我管理经历。包含原有问题、采取的做法、结果与认识、后续行动；至少正确使用1处过去完成时被动语态。 段落功能 内容任务 语言支架 概述经历 交代问题、活动或改变目标 I used to...; Last month, I decided to... 转折与结果 概述做法、困难、关键变化与可观察结果 Before..., ... had been done; At first...; Gradually... 反思认识 说明经历揭示的原因、价值或方法 The experience taught me that...; On reflection,... 后续行动 提出具体、可检查的改进计划 From now on, I will...; If..., I will... 【参考范文】 Last month, I joined a two-week phone-management challenge because messages interrupted my study. Before each study period, notifications had been switched off and my phone was placed outside the room. At first, I felt anxious and checked the clock repeatedly. After several days, however, I finished tasks faster and slept earlier. The experience taught me that self-control depends on a practical system. I will keep fixed message times and review my habit every Sunday so that technology remains a useful tool rather than a distraction. 【教师点拨】范文按“问题—系统—变化—认识—行动”展开；had been switched off 交代挑战开始前已完成的准备。 【自检】□ 80—100词 □ 经历清楚 □ 有结果证据 □ 有反思认识 □ 有后续行动 □ 1处过去完成时被动语态 （建议用时：45分钟　满分：60分　共34题） 一、语境词汇（每题1分，共8分） 1. The teacher finally ______ us to keep a record of every interruption.（persuasion） 2. A visible progress chart can ______ students to continue a difficult habit.（motivation） 3. Too much of Kai's evening was ______ with checking short videos.（occupy） 4. Put the phone away so that messages will not ______ you from reading.（distraction） 5. Every learner should have equal ______ to the digital library.（accessible） 6. Use information from a ______ source before changing your plan.（rely） 7. Learning a practical skill is an ______ in your future.（invest） 8. The workshop equips students ______ strategies for managing money.（填介词） 【答案】1. persuaded；2. motivate；3. occupied；4. distract；5. access；6. reliable；7. investment；8. with 二、语法与句式迁移（每题2分，共12分） 9. By the time the coach arrived, all the equipment ______ (prepare). 10. When the students returned, their weekly goals already ______ (display) on the wall. 11. 改写：The staff had set three rules before the challenge began.（改为被动语态） 12. 改错：By noon, all the reflection forms had completed. 13. 翻译：活动开始前，参与者已经被告知不要使用社交媒体。 14. 补全：Before the class reviewed the plan, the unnecessary steps ______ (remove) and the deadline ______ (change). 9. had been prepared。equipment 是 prepare 的承受者，准备发生在 coach arrived 之前。 10. had already been displayed。目标在学生返回前已被展示。 11. Three rules had been set by the staff before the challenge began. 12. had completed → had been completed。forms 与 complete 为被动关系。 13. Before the activity started, the participants had been told not to use social media. 14. had been removed; had been changed。两项调整均先于 reviewed。 【易错提醒】过去完成时被动语态为 had been done；先确认“过去的过去”，再判断主语是否承受动作。 三、阅读理解（每题2.5分，共10分） A Scheduled Silence At Eastport High, Nia often began homework with good intentions, yet every small notification pulled her away. She would answer one message, watch a short video and then discover that forty minutes had disappeared. Her grades had not fallen, but she was sleeping later and remembering less of what she studied. Simply telling herself to “use the phone less” changed nothing because the instruction was too vague to guide a decision. For a school self-management project, Nia designed a fourteen-day experiment called Scheduled Silence. She did not ban her phone completely. Instead, she chose two twenty-minute periods each evening when messages could be checked. Before study time, notifications were switched off, the phone was placed in a kitchen drawer, and a paper card was put on her desk. Whenever she wanted to reach for the phone, she marked the card and wrote what had triggered the urge. Her teacher explained that this small delay created “friction”: an extra step that made an automatic habit easier to notice. The first three evenings felt uncomfortable. Nia marked the card sixteen times on Monday and worried that friends would think she was ignoring them. However, she had told her close friends about the experiment in advance, so none of them was upset. By the second week, the number of marks had dropped to five or six. More importantly, Nia began finishing one task before starting another. During her scheduled message periods, she replied more carefully because she knew exactly how much time was available. At the end of the project, Nia compared her study records. She had gained about thirty minutes of sleep each night and remembered more from her reading. Still, she did not declare the phone an enemy. It helped her contact classmates and find useful information. Her real improvement was learning to choose when to use it. Nia kept the two checking periods but stopped recording every urge. She also added a weekly review: if the habit began controlling her again, she would restore the paper card. The experiment taught her that self-control is not one heroic refusal; it is a system that makes the better choice easier to repeat. 15. Why did Nia's instruction to “use the phone less” fail at first? A. Her friends refused to support it. B. It did not tell her what choice to make in a specific moment. C. Her grades had already become too low. D. She needed the phone for every homework task. 16. What does “friction” in paragraph 2 refer to? A. A disagreement between Nia and her teacher. B. Physical damage caused by repeated phone use. C. An extra step that interrupts an automatic response. D. A strong punishment for breaking a rule. 17. Why was the paper card useful during the experiment? A. It made Nia's friends send fewer messages. B. It helped Nia notice the triggers and frequency of her urges. C. It allowed Nia to finish messages more quickly. D. It replaced the need for scheduled checking periods. 18. What is the main idea of the passage? A. Effective self-control can be supported by a practical and adjustable system. B. Students should completely remove phones from their lives. C. Paper records are always more accurate than digital tools. D. Friendship is the main cause of poor study habits. 15. B　定位第一段：use the phone less 过于 vague，不能在具体时刻指导决定。 16. C　第二段冒号后同位解释为 an extra step that made an automatic habit easier to notice。 17. B　每次冲动时记录次数和触发原因，使无意识习惯变得可观察、可复盘。 18. A　全文核心不是禁用手机，而是用定时查看、移开设备、纸卡记录和每周复盘建立可调整系统。 四、完形填空（每题1分，共15分） When Amir got his allowance, he usually spent most of it during the first week. By month's end, he had no money 19 ______ for a class outing. He decided that a general promise to “spend less” was not enough. He prepared four envelopes and gave each one a clear 20 ______: daily spending, saving, learning and giving. Before dividing the money, Amir reviewed the previous month's payment record. He was 21 ______ to discover how often boredom, rather than need, had led to a purchase. He therefore set a twenty-four-hour rule: anything not on his weekly list had to wait for a day. This pause did not make every 22 ______ disappear, but it gave him time to ask whether the item supported one of his goals. At first, the system felt too 23 ______. Amir wanted the freedom to move money between envelopes whenever he liked. 24 ______, he kept the rule for two weeks and recorded every change. When the spending envelope became empty, he did not secretly 25 ______ money from saving. He chose a free activity with friends instead. The decision was small, yet it showed that he could 26 ______ an immediate desire in order to protect a longer-term plan. The learning envelope soon became Amir's favourite. He used it to buy a second-hand science book and later paid part of the fee for a weekend workshop. These choices were not simply costs; they were 27 ______ in himself. He also placed a modest amount in the giving envelope, which made generosity a planned 28 ______ rather than an occasional idea. After one month, Amir had not become a perfect money manager. However, his choices were more 29 ______ because he could explain what each amount was for. The envelopes gave him easy 30 ______ to a visible plan, and his records provided 31 ______ evidence of progress. During his final 32 ______, he realised that the most valuable result was not the money saved but the new 33 ______ of pausing, choosing and accepting consequences. 19. A. missing　 B. ready　 C. left　 D. borrowed 20. A. label　 B. purpose　 C. colour　 D. owner 21. A. relieved　 B. surprised　 C. annoyed D. proud 22. A. temptation　 B. payment　 C. envelope D. lesson 23. A. private　 B. simple　 C. strict　 D. expensive 24. A. Otherwise　 B. However　 C. Therefore D. Besides 25. A. move　 B. earn　 C. hide　 D. count 26. A. express　 B. resist　 C. satisfy　 D. create 27. A. investments B. risks　 C. limits　 D. discounts 28. A. accident　 B. secret　 C. choice　 D. reward 29. A. informed　 B. sudden　 C. popular　 D. generous 30. A. invitation　 B. access　 C. answer　 D. reaction 31. A. reliable　 B. distant　 C. colourful D. public 32. A. argument　 B. reflection　 C. celebration　 D. prediction 33. A. habit　 B. excuse　 C. theory　 D. fear 19. C　have money left 表示“有剩余的钱”，与前文首周花掉大部分形成结果。 20. B　四个信封分别承担消费、储蓄、学习、给予的不同 purpose。 21. B　记录显示无聊常导致购物，这与 Amir 原先认识不同，因此是 surprised。 22. A　等待规则不能让每个 temptation 消失，但能创造思考时间。 23. C　下文想随时挪钱，说明他起初认为规则 too strict。 24. B　觉得严格与仍坚持两周构成转折，However 最合适。 25. A　move money between envelopes 与前文表达呼应，不能暗中从储蓄信封挪钱。 26. B　resist an immediate desire 表示抵制即时欲望以保护长期计划。 27. A　买书和参加工作坊是对自己的 investments，与 Valuable Values 的主题呼应。 28. C　计划性给予使慷慨成为稳定 choice，而非偶然想法。 29. A　能解释每笔钱的目的，说明选择更 informed。 30. B　have easy access to a visible plan 表示随时可看到并使用计划。 31. A　准确记录为进步提供 reliable evidence。 32. B　月末回看经历并得出认识，属于 final reflection。 33. A　pausing, choosing and accepting consequences 构成新的单数 habit。 五、微写作（15分） 34. 请用80—100词反思一次自我管理经历。包括原有问题、采取的做法、结果与认识、后续行动；至少使用1处过去完成时被动语态。 ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【评分标准】内容5分（经历、结果、认识、行动完整）；结构3分；语言5分（含至少1处正确的过去完成时被动语态及本单元主题表达）；书写与规范2分。 【参考范文】Last month, I joined a two-week phone-management challenge because messages interrupted my study. Before each study period, notifications had been switched off and my phone was placed outside the room. At first, I felt anxious and checked the clock repeatedly. After several days, however, I finished tasks faster and slept earlier. The experience taught me that self-control depends on a practical system. I will keep fixed message times and review my habit every Sunday so that technology remains a useful tool rather than a distraction. 6 原创精品资源学科网独家享有版权，侵权必究！ 1/1 学科网（北京）股份有限公司 $ 外研版选择性必修第二册 Unit 2 Improving yourself（复习讲义） 复习要点 1. 围绕“人与自我——完善自我管理”理解自控、习惯与价值选择。 2. 复盘 Social Media Detox 与 Valuable Values 的结构、观点和语言。 3. 掌握8个核心词汇、主题表达和过去完成时被动语态。 4. 能完成80—100词的反思短文。 复习重难点 重点：在数字生活、习惯管理和理财语境中准确使用核心语言。 难点：区分目标与可执行系统；理清过去事件先后及被动关系；把经历叙述提升为有行动指向的反思。 学情诊断 常见问题：把自控理解为一次忍耐；只记单词中文义；过去完成时被动漏写 been；阅读只摘事实、不概括方法；反思作文只有经过、缺少认识与后续行动。 一、单元语篇复盘：从“想变好”走向“会管理自己” 1. Social Media Detox 语篇类型与主问题 在线论坛记录：一场七天社交媒体脱瘾活动如何改变参与者对时间、联系与自控的认识？ 多人物视角 Anna、Devon、Cindy、George、Max 的坚持时间、情绪和结果不同，形成成功与失败的对照。 组织结构 主持人交代背景 → 五名学生发布体验 → 数据与个人感受交织 → 主持人总结活动的双重收获。 主题意义 自控不是否定技术，而是觉察依赖、设计替代行为，并让技术重新服务于真实交流和健康生活。 【关键句】The detox raised not only money, but also awareness of how heavily students relied on social media. 【长难句抓手】识别 how much 引导的宾语从句；用 had been done 说明活动开始前已经完成的安排。 【课堂追问】Why does the forum include both successful and unsuccessful participants? ________________________________________________________________________________________________________________________________________________________________________________________ 2. Valuable Values 论证链 青少年消费问题 → Khloe 的公益案例 → 四罐理财法 → Spending/Saving/Investing/Giving 的价值 → 总结。 核心方法 用四个可见容器把抽象价值转化为选择规则：当下幸福、未来目标、自我投资和帮助他人。 语言方法 标题 Valuable Values 运用 wordplay：valuable 与 values 词形和意义相连，强化“金钱服务价值”的主题。 主题迁移 明智理财不只追求存得更多，而是能说明每次支出、储蓄、投资和给予背后的目的与后果。 【结构复盘】消费问题引入 → 公益案例 → 四罐法 → 四种价值逐一解释 → 明智选择与成年生活。 【阅读抓手】标题用 wordplay 把 valuable（有价值的）与 values（价值观）连接起来：金钱管理本质上是价值选择。 【迁移任务】比较两篇语篇中的自我管理方法，并说明哪一种方法更容易在你的生活中执行。 ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 知识点1：核心词汇精讲 persuade / persuasion：说服需要理由与行动 【教材语境】Social Media Detox 中，学生在活动前 had been persuaded to stop using social media。 1. persuade v. 说服；使信服。persuasion n. 说服；persuasive adj. 有说服力的。 2. 常用：persuade sb to do；persuade sb into/out of doing；persuade sb that...。 3. 辨析：persuade 强调说服成功；advise 只表示提出建议，不保证对方接受。 【即时小练】The coach finally persuaded Leo ______ (keep) a daily habit record. motivate / motivation：把目标转化为行动动力 【教材语境】活动主持人想知道有多少学生 had been motivated enough to last the full seven days。 1. motivate v. 激励；成为……的动机。motivation n. 动力；motivated adj. 积极的。 2. 常用：motivate sb to do；be motivated by；strong/intrinsic motivation。 3. 易错提醒：motivate 后接宾语再接 to do；不能直接写 motivate doing 表示激励某人做事。 【即时小练】Clear short-term goals can ______ students to continue a difficult plan.（motivation） occupy / occupied：识别时间被什么占用 【教材语境】Anna 反思自己大量时间 had been occupied with checking her phone。 1. occupy v. 占用；使忙碌。occupied adj. 忙于；被占用的。occupation n. 职业；占用。 2. 常用：occupy time/space；be occupied with sth；be occupied in doing。 3. 易错提醒：表示“忙于”常用 be occupied with/in；occupy oneself with 需带反身代词。 【即时小练】During the exam week, Maya was fully ______ with revision.（occupy） distract / distraction：管理注意力而非只靠意志 【教材语境】Cindy 与朋友面对面交谈时没有被其他人的消息 distracted。 1. distract v. 使分心。distraction n. 分心的事物；distracted adj. 心不在焉的。 2. 常用：distract sb from；be distracted by；remove/avoid distractions。 3. 辨析：distract 强调转移注意力；disturb 强调打扰过程或安宁。 【即时小练】Turning off pop-ups prevents messages from ______ me from reading.（distraction） access / accessible：能获得不等于会合理使用 【教材语境】Max 因没有 access to social media 而记不起聚会地点，最终打开手机。 1. access n. 使用或进入的机会；v. 访问。accessible adj. 可获得的；可进入的。 2. 常用：have/get access to；gain access to；be accessible to sb。 3. 易错提醒：access 作名词时常与 to 搭配；作及物动词时直接接宾语，不写 access to the file。 【即时小练】Every student should have equal ______ to the online learning platform.（accessible） rely / reliable：依赖对象与可信程度 【教材语境】活动总结指出，人们意识到自己多么 rely on social media，才能主动退一步。 1. rely v. 依赖；信任。reliable adj. 可靠的。reliance n. 依赖；reliability n. 可靠性。 2. 常用：rely on/upon sb for sth；rely on sb to do；a reliable source。 3. 易错提醒：rely 为不及物动词，通常不能直接接宾语；reliable 描述人、信息或系统。 【即时小练】A habit tracker is useful only when its records are accurate and ______.（rely） invest / investment：为未来投入资源 【教材语境】Valuable Values 的 Investing jar 不只存钱，还象征 investing in yourself。 1. invest v. 投资；投入。investment n. 投资；投入。investor n. 投资者。 2. 常用：invest money/time in；invest in oneself；make an investment。 3. 辨析：spend 强调支出；invest 强调期待未来回报，回报也可表现为知识和能力。 【即时小练】Time spent learning a useful skill is an ______ in your future.（invest） equip / equipment：用能力支持明智选择 【教材语境】四罐法希望青少年成年后 better equipped to make informed choices about money。 1. equip v. 配备；使有能力。equipment n. 设备；知识技能。equipped adj. 有准备的。 2. 常用：equip sb with sth；equip sb for/to do；be well equipped to do。 3. 易错提醒：equipment 为不可数名词；不能写 equipments，单件设备可说 a piece of equipment。 【即时小练】The course equips students ______ practical strategies for managing time.（填介词） 知识点2：话题表达与语篇迁移 话题词汇与表达迁移 表达功能 核心表达 迁移句型 数字自控 step away from social media; resist the urge; switch off notifications A useful system makes the better digital choice easier to repeat. 时间与注意 be occupied with; avoid distractions; make full use of time Track what occupies your time before trying to change it. 习惯改进 turn over a new leaf; put off doing; build a routine A vague wish becomes useful only when it is turned into a routine. 理财选择 be in control of; put money aside; invest in oneself Money should be matched with a purpose, not only an impulse. 阐释举例 let me clarify; for instance; take...as an illustration To put it another way, self-control needs both awareness and action. 反思改进 on reflection; learn from; make an informed choice On reflection, I changed not only my behaviour but also the rule behind it. 【运用原则】把表达放进“觉察—选择—系统—坚持—反思”的逻辑链，避免把自我提升写成空泛口号。 【迁移训练】围绕“Self-control is a system, not a single refusal”写3句话：解释观点、举例、提出行动。 ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 知识点3：过去完成时被动语态与单元写作 过去完成时被动语态：观察—比较—归纳—判断—运用 【观察】Before the detox started, the rules had been explained. / The rules were explained at the meeting yesterday. 比较维度 过去完成时被动 had been done 一般过去时被动 was/were done 基本形式 had been + 过去分词；否定为 had not been done was/were + 过去分词；否定为 was/were not done 时间关系 动作在另一个过去动作或时间点之前已经完成 动作发生在某个过去时间，不强调“过去的过去” 表达焦点 突出承受者及先完成的结果，施动者不重要或未知 突出过去发生的被动事实 常见标志 before/by the time + 过去时；already；when...started yesterday；last...；in 2024；then 语态选择流程 ① 先找过去时间锚点，再判断被动动作是否在该锚点之前已经完成。 ② 若主语是动作承受者，且强调完成结果，用 had been + 过去分词。 ③ 若只说明某个过去时间发生的被动事实，用 was/were + 过去分词。 ④ 与过去完成时主动比较：had done 突出施动者；had been done 突出承受者或结果。 【高频错误】漏写 been；把过去分词写成过去式；没有第二个过去时间参照却机械使用过去完成时；主动与被动关系判断错误。 即时训练 1. By the time the meeting began, all phones ______ (collect). 2. When Maya opened the app, her screen-time limit already ______ (set). 3. 改写：The organisers had explained the rules before the challenge started.（改为被动语态） 4. 改错：By noon, all the tasks had completed. 5. 选择：The posters (had been put up / were put up) yesterday afternoon. 6. 补全语篇：Before the review started, the data ______ (check) and two unclear goals ______ (revise). 单元写作：写一篇反思短文 【任务】用80—100词反思一次自我管理经历。包含原有问题、采取的做法、结果与认识、后续行动；至少正确使用1处过去完成时被动语态。 段落功能 内容任务 语言支架 概述经历 交代问题、活动或改变目标 I used to...; Last month, I decided to... 转折与结果 概述做法、困难、关键变化与可观察结果 Before..., ... had been done; At first...; Gradually... 反思认识 说明经历揭示的原因、价值或方法 The experience taught me that...; On reflection,... 后续行动 提出具体、可检查的改进计划 From now on, I will...; If..., I will... ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【自检】□ 80—100词 □ 经历清楚 □ 有结果证据 □ 有反思认识 □ 有后续行动 □ 1处过去完成时被动语态 （建议用时：45分钟　满分：60分　共34题） 一、语境词汇（每题1分，共8分） 1. The teacher finally ______ us to keep a record of every interruption.（persuasion） 2. A visible progress chart can ______ students to continue a difficult habit.（motivation） 3. Too much of Kai's evening was ______ with checking short videos.（occupy） 4. Put the phone away so that messages will not ______ you from reading.（distraction） 5. Every learner should have equal ______ to the digital library.（accessible） 6. Use information from a ______ source before changing your plan.（rely） 7. Learning a practical skill is an ______ in your future.（invest） 8. The workshop equips students ______ strategies for managing money.（填介词） 二、语法与句式迁移（每题2分，共12分） 9. By the time the coach arrived, all the equipment ______ (prepare). 10. When the students returned, their weekly goals already ______ (display) on the wall. 11. 改写：The staff had set three rules before the challenge began.（改为被动语态） 12. 改错：By noon, all the reflection forms had completed. 13. 翻译：活动开始前，参与者已经被告知不要使用社交媒体。 14. 补全：Before the class reviewed the plan, the unnecessary steps ______ (remove) and the deadline ______ (change). 三、阅读理解（每题2.5分，共10分） A Scheduled Silence At Eastport High, Nia often began homework with good intentions, yet every small notification pulled her away. She would answer one message, watch a short video and then discover that forty minutes had disappeared. Her grades had not fallen, but she was sleeping later and remembering less of what she studied. Simply telling herself to “use the phone less” changed nothing because the instruction was too vague to guide a decision. For a school self-management project, Nia designed a fourteen-day experiment called Scheduled Silence. She did not ban her phone completely. Instead, she chose two twenty-minute periods each evening when messages could be checked. Before study time, notifications were switched off, the phone was placed in a kitchen drawer, and a paper card was put on her desk. Whenever she wanted to reach for the phone, she marked the card and wrote what had triggered the urge. Her teacher explained that this small delay created “friction”: an extra step that made an automatic habit easier to notice. The first three evenings felt uncomfortable. Nia marked the card sixteen times on Monday and worried that friends would think she was ignoring them. However, she had told her close friends about the experiment in advance, so none of them was upset. By the second week, the number of marks had dropped to five or six. More importantly, Nia began finishing one task before starting another. During her scheduled message periods, she replied more carefully because she knew exactly how much time was available. At the end of the project, Nia compared her study records. She had gained about thirty minutes of sleep each night and remembered more from her reading. Still, she did not declare the phone an enemy. It helped her contact classmates and find useful information. Her real improvement was learning to choose when to use it. Nia kept the two checking periods but stopped recording every urge. She also added a weekly review: if the habit began controlling her again, she would restore the paper card. The experiment taught her that self-control is not one heroic refusal; it is a system that makes the better choice easier to repeat. 15. Why did Nia's instruction to “use the phone less” fail at first? A. Her friends refused to support it. B. It did not tell her what choice to make in a specific moment. C. Her grades had already become too low. D. She needed the phone for every homework task. 16. What does “friction” in paragraph 2 refer to? A. A disagreement between Nia and her teacher. B. Physical damage caused by repeated phone use. C. An extra step that interrupts an automatic response. D. A strong punishment for breaking a rule. 17. Why was the paper card useful during the experiment? A. It made Nia's friends send fewer messages. B. It helped Nia notice the triggers and frequency of her urges. C. It allowed Nia to finish messages more quickly. D. It replaced the need for scheduled checking periods. 18. What is the main idea of the passage? A. Effective self-control can be supported by a practical and adjustable system. B. Students should completely remove phones from their lives. C. Paper records are always more accurate than digital tools. D. Friendship is the main cause of poor study habits. 四、完形填空（每题1分，共15分） When Amir got his allowance, he usually spent most of it during the first week. By month's end, he had no money 19 ______ for a class outing. He decided that a general promise to “spend less” was not enough. He prepared four envelopes and gave each one a clear 20 ______: daily spending, saving, learning and giving. Before dividing the money, Amir reviewed the previous month's payment record. He was 21 ______ to discover how often boredom, rather than need, had led to a purchase. He therefore set a twenty-four-hour rule: anything not on his weekly list had to wait for a day. This pause did not make every 22 ______ disappear, but it gave him time to ask whether the item supported one of his goals. At first, the system felt too 23 ______. Amir wanted the freedom to move money between envelopes whenever he liked. 24 ______, he kept the rule for two weeks and recorded every change. When the spending envelope became empty, he did not secretly 25 ______ money from saving. He chose a free activity with friends instead. The decision was small, yet it showed that he could 26 ______ an immediate desire in order to protect a longer-term plan. The learning envelope soon became Amir's favourite. He used it to buy a second-hand science book and later paid part of the fee for a weekend workshop. These choices were not simply costs; they were 27 ______ in himself. He also placed a modest amount in the giving envelope, which made generosity a planned 28 ______ rather than an occasional idea. After one month, Amir had not become a perfect money manager. However, his choices were more 29 ______ because he could explain what each amount was for. The envelopes gave him easy 30 ______ to a visible plan, and his records provided 31 ______ evidence of progress. During his final 32 ______, he realised that the most valuable result was not the money saved but the new 33 ______ of pausing, choosing and accepting consequences. 19. A. missing　 B. ready　 C. left　 D. borrowed 20. A. label　 B. purpose　 C. colour　 D. owner 21. A. relieved　 B. surprised　 C. annoyed D. proud 22. A. temptation　 B. payment　 C. envelope D. lesson 23. A. private　 B. simple　 C. strict　 D. expensive 24. A. Otherwise　 B. However　 C. Therefore D. Besides 25. A. move　 B. earn　 C. hide　 D. count 26. A. express　 B. resist　 C. satisfy　 D. create 27. A. investments B. risks　 C. limits　 D. discounts 28. A. accident　 B. secret　 C. choice　 D. reward 29. A. informed　 B. sudden　 C. popular　 D. generous 30. A. invitation　 B. access　 C. answer　 D. reaction 31. A. reliable　 B. distant　 C. colourful D. public 32. A. argument　 B. reflection　 C. celebration　 D. prediction 33. A. habit　 B. excuse　 C. theory　 D. fear 五、微写作（15分） 34. 请用80—100词反思一次自我管理经历。包括原有问题、采取的做法、结果与认识、后续行动；至少使用1处过去完成时被动语态。 ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6 原创精品资源学科网独家享有版权，侵权必究！ 1/1 学科网（北京）股份有限公司 $