Unit 4 Breaking boundaries（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通过表格梳理、语篇分析框架构建Unit 4 "Breaking boundaries"的知识体系，涵盖人道援助等主题的语篇结构与主题意义、8个核心词汇（如assist/tackle）的用法及搭配、形式主语it与指代性it的对比，并用话题表达表格呈现"边界-行动-合作"的逻辑链，突出语境用词和句子平衡等重难点的内在联系。 讲义亮点在于基于学情诊断的分层练习设计，如语境词汇填空（Local volunteers ______ doctors with...）、语法改写（To collaborate...改写为形式主语it结构）、阅读理解（The River Lab Without Borders）及完形填空（Inclusive Voices），培养语言能力与思维品质。写作任务提供"人物身份-行动-评价"结构支架，要求用单元表达和形式主语it，助力不同学生提升，支持教师精准教学。

外研版选择性必修第二册Unit 4 Breaking boundaries（复习讲义） 复习要点 1. 理解人道援助、跨文化合作与平等理想如何共同指向“打破边界”。 2. 复盘 My 100 Days with MSF 与 The Words That Changed A Nation 的主题、结构和语言。 3. 掌握8个核心词汇点和形式主语it。 4. 能完成一篇80—100词的人物介绍演讲稿。 复习重难点 重点：在援助、合作、平等与跨文化理解的语境中准确用词，并用it保持句子平衡。 难点：区分形式主语it与指代性it；从事实概述上升到人物评价和单元主题。 学情诊断 常见问题：把breaking boundaries只理解为地理跨越；混淆assist/help的搭配；漏用形式主语导致主语过长；演讲稿堆砌生平事实，缺少“打破了什么边界—如何做到—我的评价”的逻辑。 一、单元语篇复盘：从援助到平等，理解边界如何被打破 1. My 100 Days with MSF 语篇情境 一名中国医生参加MSF在利比里亚的抗击埃博拉行动，以日记回顾约100天的工作。 叙事链 作出决定 → 接岗并认识跨国团队 → 经历高风险诊疗 → 见证康复奇迹 → 反思共同使命。 人物精神 专业、勇敢、无私、坚韧、合作；不同国籍、年龄与信仰的人因共同事业建立联结。 主题意义 疾病不尊重国界；有效的人道援助以需要为先，并依靠专业责任和跨国协作。 【关键句】It is vital not to take any chances. / It is absolutely essential for us all to collaborate. 【长难句抓手】日记按“决定—接岗—协作—病例—反思”推进；人物、行动与感受共同支撑“共同事业超越国界”，两处形式主语it使重要判断先行。 【课堂追问】What enabled people from different countries to become a strong team? 【参考】Professional duty gave them a common cause, while mutual trust, clear roles and collaboration turned their differences into a source of strength. 2. The Words That Changed A Nation 历史语境 1863年美国内战与葛底斯堡战役造成巨大伤亡，国家在南北、黑白之间严重分裂。 演说结构 回溯建国理想 → 说明战争考验 → 纪念牺牲者 → 把责任交给生者 → 展望自由与民治。 语言力量 短演说通过重复、对比和层层递进，把具体战场提升为关于自由、平等与共同责任的国家命题。 主题意义 真正打破社会边界，需要把抽象理想转化为生者继续完成的共同任务。 【关键句与结构】It is rather for us to be dedicated to the great task remaining before us. 历史背景 → 建国理想 → 战争考验 → 生者责任 → 未来愿景。 【迁移任务】用一句话回答：How can words help break social boundaries? Give one reason. 【示例】Words can break social boundaries when they reshape a shared understanding of equality and persuade people to take responsibility for change. 知识点1：核心词汇精讲 assist：提供帮助，而非替人完成 【教材语境】MSF根据医疗需要为受冲突、疫情或医疗资源不足影响的人提供帮助。 1. assist v. 帮助；assistance n. 帮助；assistant n. 助手；assist比help更正式。 2. assist sb with sth；assist sb in doing sth；come to sb's assistance。 3. assist后可接with或in doing；不要写assist sb to doing。 【即时小练】Local volunteers ______ doctors with patient registration and translation.（assistance） 【答案与点拨】assisted。句子缺谓语，语境为过去的协作行动；assist sb with sth为常用搭配。 tackle：主动处理复杂问题 【教材语境】日记围绕医护人员共同应对埃博拉疫情这一高风险问题展开。 1. tackle v. 处理、应对；强调采取具体行动解决困难问题。 2. tackle a problem/crisis/challenge；take measures to tackle sth。 3. tackle本身是及物动词，后面直接接宾语，不再加with。 【即时小练】No country can ______ a global health crisis completely on its own. 【答案与点拨】tackle。情态动词can后用原形；tackle a crisis搭配自然。 vital：从“重要”到“不可或缺” 【教材语境】疫情报告归零后，作者仍强调不能冒险；跨国协作也被视为必不可少。 1. vital adj. 至关重要的；比important语气更强。 2. be vital to/for sth；It is vital to do/that...；play a vital role in。 3. It is vital that...后的从句可用(should) do；vital to中的to是介词。 【即时小练】It is ______ that every volunteer receive safety training before departure. 【答案与点拨】vital。It is vital that...表示“……至关重要”，从句用receive原形。 relieve：换岗、缓解与解除负担 【教材语境】作者到达利比里亚后接替加拿大传染病专家Emma的岗位。 1. relieve v. 接替、缓解、解除；relief n. 宽慰、救济。 2. relieve sb of sth；relieve pain/pressure；to one's relief；relief supplies。 3. 表示“使某人免于某负担”用relieve sb of sth，不用from。 【即时小练】A second team arrived to ______ the doctors who had been on duty all night. 【答案与点拨】relieve。to do表示目的；语境指换班接替，relieve the doctors含义明确。 devotion / dedicate：把价值转化为行动 【教材语境】MSF成员对共同事业的奉献与林肯号召生者投身未竟事业形成主题呼应。 1. devotion n. 奉献；devote v. 投入；dedicate v. 献身、把……用于；dedication n. 奉献。 2. devotion to；devote oneself/time to doing；be dedicated to doing。 3. 上述短语中的to均为介词，后接名词或动名词。 【即时小练】Her ______ to the cause inspired the whole team to keep working.（devote） 【答案与点拨】devotion。形容词性物主代词Her后需名词；devotion to the cause为常用搭配。 compensate：弥补损失与不足 【教材语境】两名男孩的康复在情感上弥补了许多未能挽救的病例带来的失落。 1. compensate v. 补偿、弥补；compensation n. 补偿；常见结构强调平衡损失。 2. compensate for a loss/disadvantage；compensate sb for sth。 3. 事物弥补不足用compensate for；向某人赔偿用compensate sb for。 【即时小练】One small success can sometimes ______ for many hours of disappointment. 【答案与点拨】compensate。can后用动词原形；compensate for为固定搭配。 collaborate：跨边界协作 【教材语境】单元结尾强调各国、各领域的人需要协作，共建共享未来。 1. collaborate v. 合作；collaboration n. 合作；collaborative adj. 合作的。 2. collaborate with sb on sth；in collaboration with；a collaborative project。 3. 表示合作对象用with，合作事项用on；不要写collaborate sb。 【即时小练】Doctors from several countries ______ with local teams on infection control.（collaboration） 【答案与点拨】collaborated。句子缺过去时谓语；collaborate with...on...结构完整。 inclusive / mutual：包容带来共同受益 【教材语境】“地球村”板块主张文化交流不是抹平差异，而是建设更包容、和谐并能互惠的世界。 1. inclusive adj. 包容的；inclusion n. 包容；mutual adj. 相互的；harmonious adj. 和谐的。 2. an inclusive community；promote inclusion；mutual respect/benefits；live in harmony。 3. inclusive强调不排斥群体；mutual强调双方或多方彼此作用，不能简单互换。 【即时小练】Open dialogue can create a more ______ community based on ______ respect.（include; mutual） 【答案与点拨】inclusive; mutual。前者修饰community，后者构成mutual respect。 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 描述边界 national/social/cultural/ideological boundaries; division; prejudice The boundary was created by unequal access and long-held prejudice. 说明援助 provide assistance; based on need; relieve pressure; offer medical care The volunteers provided assistance based on need rather than nationality. 强调合作 collaborate with; join together in a common cause; make a joint effort Communities must collaborate on solutions that affect them all. 倡导包容 be inclusive; mutual respect; equal opportunity; listen before judging An inclusive society gives every person a fair chance to contribute. 评价人物 devotion to; be dedicated to; set sb apart; correct prejudice What set her apart was her devotion to truth and mutual understanding. 提出行动 It is vital/essential to...; It is up to us to...; work towards... It is up to us to turn shared values into practical action. 【运用原则】用“boundary—cause—action—collaboration—change”组织表达；既指出差异，也说明共同目标和可执行行动。 【迁移训练】围绕“Listening is the first step towards breaking a cultural boundary”写3句话：界定问题、提出行动、说明影响。 【示例】Cultural boundaries often grow from limited contact and quick judgement. It is therefore vital to listen to personal stories and ask respectful questions. Through mutual learning, unfamiliar differences can become starting points for collaboration. 知识点3：形式主语it与单元写作 形式主语it：观察—比较—归纳—判断—运用 【观察】It is vital to listen before judging. / It is important that every voice should be heard. / It takes time to build mutual trust. 判断维度 形式主语it 指代性it 作用 代替后置的不定式、动名词或从句，使句子平衡 指代上文已出现的具体事物、事件或内容 常见结构 It is + adj./n. + to do/that...；It takes sb...to do；It is said that... The report is useful. It shows where help is needed. 判断方法 删除it并查看句尾是否有真正主语；若有，it通常为形式主语 能明确回答“it指什么”，通常为指代性it 高频错误 漏掉to/that；for/of sb混用；主从句结构不完整 无明确指代对象却机械使用it 判断流程 ① 看it能否指代上文具体对象 → ② 找句尾真正主语 → ③ 判断不定式或从句类型 → ④ 选择合适结构。 结构一：It is + adj./n. + (for/of sb) + to do；for说明动作执行者，of评价人的品质。 结构二：It is + adj./n. + that从句；必要、建议类形容词后的从句可用(should) do。 结构三：It takes sb time to do；It is said/reported/believed that...。 【易错辨析】形式主语it不指代具体名词；指代性it能明确回指上文对象，如The report is useful. It shows...。 【高频错误】漏写to或that；for/of误用；把真正主语重复保留；that从句成分不完整。 即时训练 1. 改写：To collaborate across cultures is vital. 【答案】It is vital to collaborate across cultures. 不定式后置作真正主语。 2. ______ is important for volunteers to receive training before departure. 【答案】It。句尾不定式为真正主语，句首使用形式主语。 3. 改写：That every participant should be treated equally is essential. 【答案】It is essential that every participant should be treated equally. that从句后置。 4. 改错：It is difficult for understand another culture without real contact. 【答案】for understand → to understand。该结构为It is + adj. + to do。 5. 改写：People believe that dialogue can reduce prejudice.（形式主语it） 【答案】It is believed that dialogue can reduce prejudice. 使用“it + 被动报告结构 + that从句”。 6. 翻译：对不同文化的人来说，彼此倾听是很重要的。 【答案】It is important for people from different cultures to listen to one another. 单元写作：介绍一位打破边界、促进理解的人物 演讲部分 内容任务 语言支架 Opening 人物身份及打破的边界 Today I'd like to introduce... / He or she helped... Body 关键行动、方法与影响 At a time when... / What set...apart was... / By doing..., he or she... Summary 评价人物并连接现实 I admire...for... / It is vital for us to... 表达要求 80—100词；事实准确；至少2个单元表达；1处形式主语it boundary, devotion, mutual understanding, It was...of...to... 【任务】写80—100词的英文演讲稿，介绍人物身份、打破的边界、关键行动和你的评价；使用至少2个单元表达和1处形式主语it。 【演讲结构】Opening点明人物与边界；Body按行动—方法—影响展开；Summary评价品质并联系听众责任。 【参考范文】 Hello, everyone. Today I'd like to introduce Edgar Snow, an American journalist who helped readers in the West understand China in the 1930s. At a time when little was known about China abroad, he travelled with the Chinese Red Army, observed daily life and conducted interviews. His book Red Star over China told these stories with unusual authenticity and helped correct prejudice. It was brave of him to cross ideological boundaries in wartime. I admire his devotion to truth and believe that it is vital for us to listen before judging another culture. Thank you. 【教师点拨】范文用At a time when...建立历史语境，用devotion/correct prejudice复用单元语言，用It was brave of...与it is vital...落实形式主语；先核事实，再评价人物。 （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. Trained volunteers ______ families with forms and translation at the clinic.（assistance） 2. The two teams worked together to ______ the shortage of clean water. 3. It is ______ that every medical report be checked before it is shared. 4. Fresh workers arrived to ______ those who had been on duty all night. 5. Her ______ to public health inspired younger volunteers.（devote） 6. One successful rescue ______ for several disappointing results.（compensation） 7. Schools on both sides of the river agreed to ______ on a water study.（collaboration） 8. Clear rules helped create a more ______ environment for every participant.（include） 【答案】1. assisted；2. tackle；3. vital；4. relieve；5. devotion；6. compensated；7. collaborate；8. inclusive 二、语法与句式迁移（每题2分，共12分） 9. 改写：To collaborate across cultures is vital. ___________________________________________________________________________ 10. ______ is important for volunteers to receive training before departure. 11. 改写：That every participant should be treated equally is essential. ___________________________________________________________________________ 12. 改错：It is difficult for understand another culture without real contact. ___________________________________________________________________________ 13. 改写：People believe that dialogue can reduce prejudice.（形式主语it） ___________________________________________________________________________ 14. 翻译：对不同文化的人来说，彼此倾听是很重要的。 ___________________________________________________________________________ 【答案解析】 9 It is vital to collaborate across cultures. 不定式后置作真正主语。 10. It。句尾for volunteers to receive...为真正主语。 11. It is essential that every participant should be treated equally. that从句后置。 12. for understand → to understand。It is + adj. + to do结构中不能用for直接接动词原形。 13. It is believed that dialogue can reduce prejudice. 使用形式主语与被动报告结构。 14. It is important for people from different cultures to listen to one another. 【点拨】先判断it是否回指具体对象；若不能回指，再寻找句尾不定式或that从句作为真正主语。 三、阅读理解（每题2.5分，共10分） The River Lab Without Borders Two secondary schools stood on opposite sides of the River Alba, which also marked the border between their countries. Students could see the other town from their classroom windows, yet few had ever spoken to anyone there. Both communities depended on the river for farming and drinking water, and both complained when the water turned cloudy after heavy rain. For years, however, they collected information separately and blamed problems on the other side. A science teacher named Mara suggested that the schools form a shared river lab. The first meeting revealed an unexpected obstacle. One group measured distance in metres but recorded water quality with a different scale; the other used colour descriptions that were hard to compare. Even the names of several plants changed across the border. Rather than choosing one school's method and asking the other to follow it, the students designed a common data sheet. It used numbers, simple symbols and photographs, with explanations in both languages. Each month, mixed teams tested water at six points along the river. They uploaded results to the same map and discussed unusual changes in short video calls. When one team found a sudden rise in a chemical linked to fertiliser, the shared records showed that the change began after storms, not at the national border. Students then visited farms in both communities. They did not accuse the farmers. Instead, they demonstrated how strips of grass beside fields could slow rainwater and keep more soil and fertiliser out of the river. The project produced cleaner data, but its larger result was trust. Farmers were more willing to act because students from both sides presented the evidence together. The schools later added art and history activities, allowing families to share river stories as well as scientific results. The river still separated two countries on a map, but it no longer divided the young people studying it. The lab succeeded because it did not pretend that differences in language or practice were unimportant. It made those differences visible, then built a fair system for working through them. In doing so, the students turned a boundary from a reason for blame into a reason to collaborate. 15. What obstacle did the students discover at their first meeting? A. Neither school had equipment for testing water. B. Their methods and descriptions were difficult to compare. C. Farmers refused to discuss the river with young people. D. The two towns depended on completely different water sources. 16. What does “a common data sheet” in paragraph 2 mainly refer to? A. A shared system for recording comparable information. B. A legal document that removed the national border. C. A map showing which school owned each part of the river. D. A list translating every plant name into one language. 17. Why were farmers more willing to take action? A. They were promised financial rewards by both schools. B. The students stopped mentioning fertiliser in their reports. C. Evidence and solutions were presented jointly and respectfully. D. The river stories proved that scientific testing was unnecessary. 18. What is the author's main purpose in writing the passage? A. To argue that national borders should be removed from maps. B. To show how a shared problem turned differences into collaboration. C. To compare farming methods used in two neighbouring countries. D. To explain why art is more effective than science in building trust. 【解析】15 B。定位第二段：双方使用不同量表、颜色描述和植物名称，信息难以比较；A、C、D均与原文不符。 【解析】16 A。该表用数字、符号、照片和双语说明建立共同记录系统；B夸大，C、D曲解其功能。 【解析】17 C。定位第四段：两边学生共同、尊重地呈现证据与方案，因此农民更愿行动；A、B、D无依据或相反。 【解析】18 B。全文以隔阂—方法差异—共同标准—联合行动—信任为主线，展示共同问题如何促成协作。 四、完形填空（每题1分，共15分） Inclusive Voices When Lina began volunteering at a community radio station, she 19 ______ that nearly every programme about the town was produced by the same small group. Newcomers listened, but few called in because they feared making language mistakes. Lina proposed a weekly multilingual segment. Its purpose was not to translate every word, but to make the studio more 20 ______. The volunteers soon had to 21 ______ a practical problem. Interviews arrived in several languages, and no single person could check every detail. 22 ______ of lowering their standards, the station paired each newcomer with a local student. One recorded the story while the other helped to summarise and verify it. A retired technician created a clear recording guide to 23 ______ beginners with the equipment. It was 24 ______ that guests should understand how their words would be used. Before each interview, the team therefore explained the editing process and asked for permission. This careful routine gave nervous speakers a sense of 25 ______ and increased their confidence. The first episode almost failed 26 ______ a guest used an expression that had no exact translation. Rather than hide the uncertainty, the hosts explained the phrase and invited listeners to compare similar sayings. Unexpectedly, this became the most popular part of the programme. People wrote to say that the discussion had helped them notice assumptions they normally took for granted. The team also 27 ______ time to residents who could not visit the studio. Travelling took extra hours, but the warmth of face-to-face conversations 28 ______ for the rougher sound quality. After six months, the programme had grown 29 ______ a translation experiment into a shared public space. Its success depended on 30 ______, not on one heroic presenter. Newcomers and long-time residents offered 31 ______ assistance, corrected one another respectfully and learned to disagree without closing the conversation. Lina concluded that a boundary does not always disappear. What 32 ______ is whether people use it as a wall or as a place to meet. For the station, it became the point 33 ______ better listening began. 19. A. realised　 B. promised　 C. argued　 D. forgot 20. A. expensive　 B. inclusive　 C. silent　 D. temporary 21. A. tackle　 B. avoid　 C. create　 D. measure 22. A. Because　 B. Instead　 C. Ahead　 D. Regardless 23. A. assist　 B. compare　 C. replace　 D. prevent 24. A. strange　 B. vital　 C. doubtful　 D. fortunate 25. A. relief　 B. danger　 C. direction　 D. distance 26. A. unless　 B. when　 C. though　 D. because 27. A. devoted　 B. limited　 C. owed　 D. compared 28. A. prepared　 B. allowed　 C. compensated　 D. called 29. A. from　 B. over　 C. through　 D. beside 30. A. competition　 B. collaboration　 C. protection　 D. division 31. A. mutual　 B. medical　 C. secret　 D. equal 32. A. follows　 B. matters　 C. appears　 D. remains 33. A. what　 B. which　 C. where　 D. why 【答案解析】 19 A。Lina观察并意识到节目长期由同一小群体制作；realised符合发现问题的语境。 20 B。新栏目让更多语言背景的人参与，目的在于使演播室更包容。 21 A。面对多语言采访核验难题，需要主动处理，tackle a problem搭配准确。 22 B。团队没有降低标准，而是结对核验；instead of与后文方案构成替代关系。 23 A。指南帮助初学者使用设备，assist sb with sth结构成立。 24 B。后文说明采访前必须解释用途并征得同意，因此这种知情是至关重要的。 25 A。清楚的流程缓解紧张并增加信心，a sense of relief语义自然。 26 D。节目险些失败的原因是表达没有对应译法，because引导原因。 27 A。devote time to sb/sth表示把时间投入不能到演播室的居民。 28 C。谈话温度弥补音质不足，compensate for为固定搭配。 29 A。grow from...into...表示从翻译实验发展为共享公共空间。 30 B。后文强调多人共同参与，成功依靠collaboration而非单个主持人。 31 A。双方相互帮助，mutual assistance符合彼此作用。 32 B。What matters is whether...表示“重要的是是否……”，概括主旨。 33 C。先行词the point表示抽象地点，where引导定语从句并作状语。 五、微写作（15分） 34. 请根据要点写一篇80—100词的英文演讲稿介绍Edgar Snow：美国记者；20世纪30年代在中国采访和观察；《红星照耀中国》向西方读者讲述中国故事；帮助减少偏见、促进理解。使用至少2个单元表达和1处形式主语it。 ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【评分标准】内容5分（身份、边界、行动、影响、评价）；结构3分（Opening—Body—Summary）；语言5分（至少2个单元表达和1处正确形式主语it）；书写与规范2分。 【参考范文】Hello, everyone. Today I'd like to introduce Edgar Snow, an American journalist who helped readers in the West understand China in the 1930s. At a time when little was known about China abroad, he travelled with the Chinese Red Army, observed daily life and conducted interviews. His book Red Star over China told these stories with unusual authenticity and helped correct prejudice. It was brave of him to cross ideological boundaries in wartime. I admire his devotion to truth and believe that it is vital for us to listen before judging another culture. Thank you. 【教师点拨】先核对人物事实，再用“边界—行动—影响—评价”组织；形式主语it应服务表达，不机械堆砌。综合检测均为教师自编或教学改编，未冒充真题。 6 原创精品资源学科网独家享有版权，侵权必究！ 1 / 27 学科网（北京）股份有限公司 $ 外研版选择性必修第二册Unit 4 Breaking boundaries（复习讲义） 复习要点 1. 理解人道援助、跨文化合作与平等理想如何共同指向“打破边界”。 2. 复盘 My 100 Days with MSF 与 The Words That Changed A Nation 的主题、结构和语言。 3. 掌握8个核心词汇点和形式主语it。 4. 能完成一篇80—100词的人物介绍演讲稿。 复习重难点 重点：在援助、合作、平等与跨文化理解的语境中准确用词，并用it保持句子平衡。 难点：区分形式主语it与指代性it；从事实概述上升到人物评价和单元主题。 学情诊断 常见问题：把breaking boundaries只理解为地理跨越；混淆assist/help的搭配；漏用形式主语导致主语过长；演讲稿堆砌生平事实，缺少“打破了什么边界—如何做到—我的评价”的逻辑。 一、单元语篇复盘：从援助到平等，理解边界如何被打破 1. My 100 Days with MSF 语篇情境 一名中国医生参加MSF在利比里亚的抗击埃博拉行动，以日记回顾约100天的工作。 叙事链 作出决定 → 接岗并认识跨国团队 → 经历高风险诊疗 → 见证康复奇迹 → 反思共同使命。 人物精神 专业、勇敢、无私、坚韧、合作；不同国籍、年龄与信仰的人因共同事业建立联结。 主题意义 疾病不尊重国界；有效的人道援助以需要为先，并依靠专业责任和跨国协作。 【关键句】It is vital not to take any chances. / It is absolutely essential for us all to collaborate. 【长难句抓手】日记按“决定—接岗—协作—病例—反思”推进；人物、行动与感受共同支撑“共同事业超越国界”，两处形式主语it使重要判断先行。 【课堂追问】What enabled people from different countries to become a strong team? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. The Words That Changed A Nation 历史语境 1863年美国内战与葛底斯堡战役造成巨大伤亡，国家在南北、黑白之间严重分裂。 演说结构 回溯建国理想 → 说明战争考验 → 纪念牺牲者 → 把责任交给生者 → 展望自由与民治。 语言力量 短演说通过重复、对比和层层递进，把具体战场提升为关于自由、平等与共同责任的国家命题。 主题意义 真正打破社会边界，需要把抽象理想转化为生者继续完成的共同任务。 【关键句与结构】It is rather for us to be dedicated to the great task remaining before us. 历史背景 → 建国理想 → 战争考验 → 生者责任 → 未来愿景。 【迁移任务】用一句话回答：How can words help break social boundaries? Give one reason. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________知识点1：核心词汇精讲 assist：提供帮助，而非替人完成 【教材语境】MSF根据医疗需要为受冲突、疫情或医疗资源不足影响的人提供帮助。 1. assist v. 帮助；assistance n. 帮助；assistant n. 助手；assist比help更正式。 2. assist sb with sth；assist sb in doing sth；come to sb's assistance。 3. assist后可接with或in doing；不要写assist sb to doing。 【即时小练】Local volunteers ______ doctors with patient registration and translation.（assistance） tackle：主动处理复杂问题 【教材语境】日记围绕医护人员共同应对埃博拉疫情这一高风险问题展开。 1. tackle v. 处理、应对；强调采取具体行动解决困难问题。 2. tackle a problem/crisis/challenge；take measures to tackle sth。 3. tackle本身是及物动词，后面直接接宾语，不再加with。 【即时小练】No country can ______ a global health crisis completely on its own. vital：从“重要”到“不可或缺” 【教材语境】疫情报告归零后，作者仍强调不能冒险；跨国协作也被视为必不可少。 1. vital adj. 至关重要的；比important语气更强。 2. be vital to/for sth；It is vital to do/that...；play a vital role in。 3. It is vital that...后的从句可用(should) do；vital to中的to是介词。 【即时小练】It is ______ that every volunteer receive safety training before departure. relieve：换岗、缓解与解除负担 【教材语境】作者到达利比里亚后接替加拿大传染病专家Emma的岗位。 1. relieve v. 接替、缓解、解除；relief n. 宽慰、救济。 2. relieve sb of sth；relieve pain/pressure；to one's relief；relief supplies。 3. 表示“使某人免于某负担”用relieve sb of sth，不用from。 【即时小练】A second team arrived to ______ the doctors who had been on duty all night. devotion / dedicate：把价值转化为行动 【教材语境】MSF成员对共同事业的奉献与林肯号召生者投身未竟事业形成主题呼应。 1. devotion n. 奉献；devote v. 投入；dedicate v. 献身、把……用于；dedication n. 奉献。 2. devotion to；devote oneself/time to doing；be dedicated to doing。 3. 上述短语中的to均为介词，后接名词或动名词。 【即时小练】Her ______ to the cause inspired the whole team to keep working.（devote） compensate：弥补损失与不足 【教材语境】两名男孩的康复在情感上弥补了许多未能挽救的病例带来的失落。 1. compensate v. 补偿、弥补；compensation n. 补偿；常见结构强调平衡损失。 2. compensate for a loss/disadvantage；compensate sb for sth。 3. 事物弥补不足用compensate for；向某人赔偿用compensate sb for。 【即时小练】One small success can sometimes ______ for many hours of disappointment. collaborate：跨边界协作 【教材语境】单元结尾强调各国、各领域的人需要协作，共建共享未来。 1. collaborate v. 合作；collaboration n. 合作；collaborative adj. 合作的。 2. collaborate with sb on sth；in collaboration with；a collaborative project。 3. 表示合作对象用with，合作事项用on；不要写collaborate sb。 【即时小练】Doctors from several countries ______ with local teams on infection control.（collaboration） inclusive / mutual：包容带来共同受益 【教材语境】“地球村”板块主张文化交流不是抹平差异，而是建设更包容、和谐并能互惠的世界。 1. inclusive adj. 包容的；inclusion n. 包容；mutual adj. 相互的；harmonious adj. 和谐的。 2. an inclusive community；promote inclusion；mutual respect/benefits；live in harmony。 3. inclusive强调不排斥群体；mutual强调双方或多方彼此作用，不能简单互换。 【即时小练】Open dialogue can create a more ______ community based on ______ respect.（include; mutual） 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 描述边界 national/social/cultural/ideological boundaries; division; prejudice The boundary was created by unequal access and long-held prejudice. 说明援助 provide assistance; based on need; relieve pressure; offer medical care The volunteers provided assistance based on need rather than nationality. 强调合作 collaborate with; join together in a common cause; make a joint effort Communities must collaborate on solutions that affect them all. 倡导包容 be inclusive; mutual respect; equal opportunity; listen before judging An inclusive society gives every person a fair chance to contribute. 评价人物 devotion to; be dedicated to; set sb apart; correct prejudice What set her apart was her devotion to truth and mutual understanding. 提出行动 It is vital/essential to...; It is up to us to...; work towards... It is up to us to turn shared values into practical action. 【运用原则】用“boundary—cause—action—collaboration—change”组织表达；既指出差异，也说明共同目标和可执行行动。 【迁移训练】围绕“Listening is the first step towards breaking a cultural boundary”写3句话：界定问题、提出行动、说明影响。 ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________知识点3：形式主语it与单元写作 形式主语it：观察—比较—归纳—判断—运用 【观察】It is vital to listen before judging. / It is important that every voice should be heard. / It takes time to build mutual trust. 判断维度 形式主语it 指代性it 作用 代替后置的不定式、动名词或从句，使句子平衡 指代上文已出现的具体事物、事件或内容 常见结构 It is + adj./n. + to do/that...；It takes sb...to do；It is said that... The report is useful. It shows where help is needed. 判断方法 删除it并查看句尾是否有真正主语；若有，it通常为形式主语 能明确回答“it指什么”，通常为指代性it 高频错误 漏掉to/that；for/of sb混用；主从句结构不完整 无明确指代对象却机械使用it 判断流程 ① 看it能否指代上文具体对象 → ② 找句尾真正主语 → ③ 判断不定式或从句类型 → ④ 选择合适结构。 结构一：It is + adj./n. + (for/of sb) + to do；for说明动作执行者，of评价人的品质。 结构二：It is + adj./n. + that从句；必要、建议类形容词后的从句可用(should) do。 结构三：It takes sb time to do；It is said/reported/believed that...。 【易错辨析】形式主语it不指代具体名词；指代性it能明确回指上文对象，如The report is useful. It shows...。 【高频错误】漏写to或that；for/of误用；把真正主语重复保留；that从句成分不完整。 即时训练 1. 改写：To collaborate across cultures is vital. ___________________________________________________________________________ 2. ______ is important for volunteers to receive training before departure. 3. 改写：That every participant should be treated equally is essential. ___________________________________________________________________________ 4. 改错：It is difficult for understand another culture without real contact. ___________________________________________________________________________ 5. 改写：People believe that dialogue can reduce prejudice.（形式主语it） ___________________________________________________________________________ 6. 翻译：对不同文化的人来说，彼此倾听是很重要的。 ___________________________________________________________________________ 单元写作：介绍一位打破边界、促进理解的人物 演讲部分 内容任务 语言支架 Opening 人物身份及打破的边界 Today I'd like to introduce... / He or she helped... Body 关键行动、方法与影响 At a time when... / What set...apart was... / By doing..., he or she... Summary 评价人物并连接现实 I admire...for... / It is vital for us to... 表达要求 80—100词；事实准确；至少2个单元表达；1处形式主语it boundary, devotion, mutual understanding, It was...of...to... 【任务】写80—100词的英文演讲稿，介绍人物身份、打破的边界、关键行动和你的评价；使用至少2个单元表达和1处形式主语it。 【演讲结构】Opening点明人物与边界；Body按行动—方法—影响展开；Summary评价品质并联系听众责任。 ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【教师点拨】范文用At a time when...建立历史语境，用devotion/correct prejudice复用单元语言，用It was brave of...与it is vital...落实形式主语；先核事实，再评价人物。 （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. Trained volunteers ______ families with forms and translation at the clinic.（assistance） 2. The two teams worked together to ______ the shortage of clean water. 3. It is ______ that every medical report be checked before it is shared. 4. Fresh workers arrived to ______ those who had been on duty all night. 5. Her ______ to public health inspired younger volunteers.（devote） 6. One successful rescue ______ for several disappointing results.（compensation） 7. Schools on both sides of the river agreed to ______ on a water study.（collaboration） 8. Clear rules helped create a more ______ environment for every participant.（include） 二、语法与句式迁移（每题2分，共12分） 9. 改写：To collaborate across cultures is vital. ___________________________________________________________________________ 10. ______ is important for volunteers to receive training before departure. 11. 改写：That every participant should be treated equally is essential. ___________________________________________________________________________ 12. 改错：It is difficult for understand another culture without real contact. ___________________________________________________________________________ 13. 改写：People believe that dialogue can reduce prejudice.（形式主语it） ___________________________________________________________________________ 14. 翻译：对不同文化的人来说，彼此倾听是很重要的。 ___________________________________________________________________________ 三、阅读理解（每题2.5分，共10分） The River Lab Without Borders Two secondary schools stood on opposite sides of the River Alba, which also marked the border between their countries. Students could see the other town from their classroom windows, yet few had ever spoken to anyone there. Both communities depended on the river for farming and drinking water, and both complained when the water turned cloudy after heavy rain. For years, however, they collected information separately and blamed problems on the other side. A science teacher named Mara suggested that the schools form a shared river lab. The first meeting revealed an unexpected obstacle. One group measured distance in metres but recorded water quality with a different scale; the other used colour descriptions that were hard to compare. Even the names of several plants changed across the border. Rather than choosing one school's method and asking the other to follow it, the students designed a common data sheet. It used numbers, simple symbols and photographs, with explanations in both languages. Each month, mixed teams tested water at six points along the river. They uploaded results to the same map and discussed unusual changes in short video calls. When one team found a sudden rise in a chemical linked to fertiliser, the shared records showed that the change began after storms, not at the national border. Students then visited farms in both communities. They did not accuse the farmers. Instead, they demonstrated how strips of grass beside fields could slow rainwater and keep more soil and fertiliser out of the river. The project produced cleaner data, but its larger result was trust. Farmers were more willing to act because students from both sides presented the evidence together. The schools later added art and history activities, allowing families to share river stories as well as scientific results. The river still separated two countries on a map, but it no longer divided the young people studying it. The lab succeeded because it did not pretend that differences in language or practice were unimportant. It made those differences visible, then built a fair system for working through them. In doing so, the students turned a boundary from a reason for blame into a reason to collaborate. 15. What obstacle did the students discover at their first meeting? A. Neither school had equipment for testing water. B. Their methods and descriptions were difficult to compare. C. Farmers refused to discuss the river with young people. D. The two towns depended on completely different water sources. 16. What does “a common data sheet” in paragraph 2 mainly refer to? A. A shared system for recording comparable information. B. A legal document that removed the national border. C. A map showing which school owned each part of the river. D. A list translating every plant name into one language. 17. Why were farmers more willing to take action? A. They were promised financial rewards by both schools. B. The students stopped mentioning fertiliser in their reports. C. Evidence and solutions were presented jointly and respectfully. D. The river stories proved that scientific testing was unnecessary. 18. What is the author's main purpose in writing the passage? A. To argue that national borders should be removed from maps. B. To show how a shared problem turned differences into collaboration. C. To compare farming methods used in two neighbouring countries. D. To explain why art is more effective than science in building trust. 四、完形填空（每题1分，共15分） Inclusive Voices When Lina began volunteering at a community radio station, she 19 ______ that nearly every programme about the town was produced by the same small group. Newcomers listened, but few called in because they feared making language mistakes. Lina proposed a weekly multilingual segment. Its purpose was not to translate every word, but to make the studio more 20 ______. The volunteers soon had to 21 ______ a practical problem. Interviews arrived in several languages, and no single person could check every detail. 22 ______ of lowering their standards, the station paired each newcomer with a local student. One recorded the story while the other helped to summarise and verify it. A retired technician created a clear recording guide to 23 ______ beginners with the equipment. It was 24 ______ that guests should understand how their words would be used. Before each interview, the team therefore explained the editing process and asked for permission. This careful routine gave nervous speakers a sense of 25 ______ and increased their confidence. The first episode almost failed 26 ______ a guest used an expression that had no exact translation. Rather than hide the uncertainty, the hosts explained the phrase and invited listeners to compare similar sayings. Unexpectedly, this became the most popular part of the programme. People wrote to say that the discussion had helped them notice assumptions they normally took for granted. The team also 27 ______ time to residents who could not visit the studio. Travelling took extra hours, but the warmth of face-to-face conversations 28 ______ for the rougher sound quality. After six months, the programme had grown 29 ______ a translation experiment into a shared public space. Its success depended on 30 ______, not on one heroic presenter. Newcomers and long-time residents offered 31 ______ assistance, corrected one another respectfully and learned to disagree without closing the conversation. Lina concluded that a boundary does not always disappear. What 32 ______ is whether people use it as a wall or as a place to meet. For the station, it became the point 33 ______ better listening began. 19. A. realised　 B. promised　 C. argued　 D. forgot 20. A. expensive　 B. inclusive　 C. silent　 D. temporary 21. A. tackle　 B. avoid　 C. create　 D. measure 22. A. Because　 B. Instead　 C. Ahead　 D. Regardless 23. A. assist　 B. compare　 C. replace　 D. prevent 24. A. strange　 B. vital　 C. doubtful　 D. fortunate 25. A. relief　 B. danger　 C. direction　 D. distance 26. A. unless　 B. when　 C. though　 D. because 27. A. devoted　 B. limited　 C. owed　 D. compared 28. A. prepared　 B. allowed　 C. compensated　 D. called 29. A. from　 B. over　 C. through　 D. beside 30. A. competition　 B. collaboration　 C. protection　 D. division 31. A. mutual　 B. medical　 C. secret　 D. equal 32. A. follows　 B. matters　 C. appears　 D. remains 33. A. what　 B. which　 C. where　 D. why 五、微写作（15分） 34. 请根据要点写一篇80—100词的英文演讲稿介绍Edgar Snow：美国记者；20世纪30年代在中国采访和观察；《红星照耀中国》向西方读者讲述中国故事；帮助减少偏见、促进理解。使用至少2个单元表达和1处形式主语it。 ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6 原创精品资源学科网独家享有版权，侵权必究！ 1 / 27 学科网（北京）股份有限公司 $