UNIT 1 Period 2 Grammar and usage 课后巩固 多维提能-【优学精讲】2026-2027学年高中英语必修第一册教用Word（译林版）

本讲义聚焦高中英语语法与语用核心知识点，系统涵盖句子成分分析（定语、宾补等）、基本句型写作（主谓、主谓宾等）、语篇填空及阅读理解、七选五、语法填空等综合题型，构建从基础语法到语篇应用再到综合技能的递进式学习支架。 该资料以分维度设计为特色，通过基础语法练习夯实语言能力，借助科学家奋斗故事等阅读材料培养思维品质，利用语法填空等题型提升学习能力。课中助力教师分层教学，课后学生可通过多样化练习巩固知识，有效查漏补缺，实现语言知识与综合技能的协同发展。

维度一　写出下列句中加黑部分在句中所作的成分 1．It was a beautiful morning.定语 2．Don't keep me waiting too long.宾语补足语 3．Eyes are the window to the soul.表语 4．I will order you a new dictionary for your birthday.直接宾语 5．What you said just now didn't make me happy.主语 6．Mr. Wang will give us a lecture on how to learn English well.间接宾语 7．We do sincerely hope that your health will improve soon.宾语 8．Making great progress in your new school will be not so easy for you. 主语 9．Three new schools have been opened in our town in the past five years.谓语 10．They should make use of their spare time to taste these wonderful works carefully.状语 维度二　语法与写作 1．国庆节就要到了。(主语＋谓语) National__Day__is__coming. 2．我们尚未决定什么时候再讨论这个问题。(主语＋谓语＋宾语) We__haven't__decided__when__to__discuss__the__problem__again. 3．每天早上我们都能听到他大声朗读英语。(主语＋谓语＋宾语＋宾语补足语) Every__morning__we__can__hear__him__read__English__aloud. 4．过去10年里，我的家乡发生了巨大变化。(主语＋谓语＋状语) Great__changes__have__taken__place__in__my__hometown__in__the__past__ten__years. 5．昨晚奶奶送给我一个非常漂亮的玩偶。(主语＋谓语＋间接宾语＋直接宾语) Granny__gave__me__a__very__beautiful__doll__last__night. 6．现在这种活动在高中里变得很受欢迎。(主语＋系动词＋表语) Nowadays__this__activity__is__becoming__very__popular__in__high__schools. 7．昨天，我们的英语老师给我们讲了一个关于勇敢女孩的故事。(主语＋谓语＋间接宾语＋直接宾语) Our__English__teacher__told__us__a__story__about__a__brave__girl__yesterday. 8．作为一名高中生，我认为英语是一门非常重要的学科。(主语＋谓语＋宾语＋宾语补足语) As__a__high__school__student,__I__consider__English__a__very__important__subject. 9．这个周末汤姆不打算去看电影。(主语＋谓语＋宾语＋状语) Tom__is__not__going__to__see__the__film__this__weekend. 10．山顶上有一座古庙。(There be句型) There__is__an__old__temple__on__the__top__of__the__mountain. 维度三　语篇填空 Good morning, everyone！1.It's__a__great__honour(很荣幸→SVP) for me to introduce myself to all of you.My name is Serena and 2.I'm__fifteen__years__old(我十五岁了→SVP). 3．I__come__from__Weihai(我来自威海→SVO)which is a beautiful coast place. I wish you can visit it and I believe that 4.you__will__be__impressed(你会印象深刻→SVP).English classics and movies are my favourites because 5.they__can__help__me__learn__and__relax(它们能帮助我学习和放松→SVOOC).6.I__like__making__friends(我喜欢交朋友→SVO), especially the ones who share common interests with me.And I think we can have much to share and talk about.7.I__hope__to__make__progress__with__my__friends(我希望能和我的朋友们一起进步→SVOA). Thank you. Ⅰ.阅读理解 A (2026·湖北黄冈中学高一月考)What kind of people can become scientists? When a group of researchers posed that question to ninth­and 10th­graders, almost every student gave such responses as “People who work hard” or “Anyone who seems interested in the field of science.” Many of these same students struggled to imagine themselves as scientists, citing concerns such as “I'm not good at science” and “Even if I work hard, I will not do well.” It's easy for them to see a scientist's work as arising from an inborn talent. But for high school students, learning more about some struggles of scientists can help students feel more motivated to learn science. Researchers at Teachers College, Columbia University and the University of Washington designed an intervention to change students' beliefs that scientific achievement reflects ability rather than effort by exposing students to stories of how accomplished scientists struggled and overcame challenges in their scientific efforts. During the study, the students read one of three types of stories about Albert Einstein, Marie Curie and Michael Faraday. Intellectual struggle stories: stories about how scientists “struggled intellectually，” such as making mistakes while tackling a scientific problem and learning from them. Life struggle stories: stories about how scientists struggled in their personal lives, such as not giving up in the face of poverty or lack of family support. Achievement stories: stories about how scientists made great discoveries, without any discussion of coexisting challenges. Researchers found that students who heard any type of “struggle stories” improved their science performance post­intervention, relative to students in the control group. The effect was especially pronounced for lower performing students, for whom exposure to struggling stories led to significantly better science­class performance than low­performing students who read achievement stories. In addition, students who read struggle stories reported feeling more personally connected to the scientists. By identifying a scientist's struggles and introducing the growth mindset he or she applied to accomplish great works, the students were able to empathize (共情) with the scientists during their own struggles. 【解题导语】　本文是一篇说明文。文章介绍了学生误以为科学家是靠天赋，因此缺乏自信。研究表明让学生阅读科学家的奋斗故事可提升成绩与共情。 1．Why do students fail to imagine themselves as scientists? A．Because they lack interest in science. B．Because they don't possess inborn talent. C．Because they are short of confidence. D．Because they have no ability to study science. C　解析：推理判断题。根据第二段内容可知，学生因不自信，觉得自己不擅长科学或努力也无用，且认为科学工作需天赋，所以无法将自己想象成科学家。 2．What's the purpose of the intervention? A.To introduce some inspirational stories to students. B.To expose students to scientists' great achievements. C．To ensure students will become scientists in the future. D.To clear students' misunderstandings of scientific work. D　解析：细节理解题。根据第三段中的“Researchers at Teachers College...how accomplished scientists struggled and overcame challenges in their scientific efforts.”可知，干预措施的目的是纠正学生认为科学成就靠能力而非努力的误解，即消除学生对科学工作的错误认知。 3．What does the underlined word “pronounced” in the last paragraph mean? A．Soft.　　　　　　　　 B．Lasting. C．Doubtful. D．Obvious. D　解析：词义猜测题。根据最后一段中的“Researchers found that...science­class performance than low­performing students who read achievement stories.”可知，成绩差的学生受奋斗故事影响，成绩提升更显著。由此可推知，画线词意为“明显的”。 4．What can we learn from the research? A．Science ability has nothing to do with efforts. B．Students are more motivated by achievement stories. C.Scientists' struggle stories can influence readers' beliefs. D.Low­performing students tend to feel connected to scientists. C　解析：推理判断题。根据最后一段内容可知，科学家的奋斗故事可以影响读者的观念。 B The first week of September was a week that I had been expecting all summer. I didn't want summer to end, but I was eager to go to high school for my first week. When I got to school on the morning of the first day, I realized how large the school was and how many students went there. I ended up in the wrong classroom because of the size of the school. And then a kind senior showed up and guided me to my classroom before I was late. I was happy to see that in a class of unfamiliar faces, the only open seat was next to my good friend, Jimmy. My science teacher seemed like a good teacher. After finishing four periods I didn't feel too bad. However, the fifth period changed everything. I didn't feel ready after all. My literature teacher is Mr. Smith. He told us that we would have to write 40 essays (文章) and read AP­level books such as The Odyssey this term. I love reading and writing, but come on, 40 ESSAYS? AP­level books? Now I was anxious. The courses in high school seem like they're going to get much harder, but they haven't yet. Even though my classes look hard, they look really exciting too. The first week passed quickly. Although a lot of things were overwhelming (令人不知所措的): the size of the campus, the crowds and the seniors, having a totally different experience that I had never had before was really exciting. Now, I'm really happy about high school. I have lots of friends in my classes, I really like my teachers and I'm meeting new people. 【解题导语】　本文是一篇记叙文。文章讲述了作者上高中第一周的相关情况。 5．How did the author feel when his high school life was about to start? A．Confused. B．Anxious. C．Excited. D．Relaxed. C　解析：细节理解题。根据第一段中的“I didn't want summer to end, but I was eager to go to high school for my first week.”可知，当高中生活即将开始的时候，作者感到很兴奋。 6．What happened to the author on his first day of high school? A．He was late for class. B．He got help on the campus. C．He was praised by his science teacher. D．He made friends with Jimmy. B　解析：细节理解题。根据第二段中的“I ended up in the wrong classroom...before I was late.”可知，作者虽然迷路了，但是得到了别人的帮助。 7．What made the author anxious in the fifth period? A．The strict rules in classes. B．Forty AP­level books he had to read. C．The requirements from his literature teacher. D．The reading homework on the first day of high school. C　解析：推理判断题。根据第三段中的“He told us that...Now I was anxious.”可推知，让作者焦虑的是文学老师提出的要求。 8．What is the best title of the passage? A．My First Week in High School B．My Best Friend in High School C．The Challenge I Met in High School D．The Subject I Like in High School A　解析：标题归纳题。通读全文，尤其是根据第一段内容可知，文章讲述了作者上高中第一周的详细情况，由此可知，A项最适合作文章标题。 C (2026·济宁一中高一月考)How good are you at maths? Some people love the challenge of algebra (代数) or enjoy working out number puzzles. Maths is all around us, from working out how to split the bill after a meal to calculating your household bills. But many people dread the moment when they have to deal with numbers and figures, and feel a real sense of worry and confusion. It can seem depressing, but this “maths anxiety” is perfectly normal, and you're definitely not alone. And anyway, our worries and fears don't necessarily show our ability. Research traces maths anxiety back to school experiences. Nervous teachers may unintentionally pass their fears to students, and girls are particularly vulnerable. Data from 34 countries reveals striking numbers: 31% of teenagers feel nervous about solving problems, 33% stress over homework, and nearly 60% fear difficult classes. Shulamit Kahn, a Boston University expert, argues that positive role models—especially female teachers—are critical to building confidence in young learners. Writing for BBC Future, David Robson says, “It's not clear why maths causes so much fear compared to geography. But the fact that there's only one correct answer—there's__no__room__for__bluffing—might make you more worried about under­performing.” And once we suppose we're not a “maths person”， we avoid solving things that we probably could do. Psychologists have been trying to work out why maths can bring us out in a sweat. That seed of fear may come from many sources, but some suggest that expressing your fears can loosen their hold on you and recommend children to see a maths test as a challenge, not a threat. In fact, we need to think positively about maths and give it a second chance. 【解题导语】　本文是一篇议论文。文章围绕“数学焦虑”展开讨论，旨在引导人们正确看待数学学习，通过转变思维来缓解焦虑，从而以更健康的态度面对数学。 9．What does the author think of “maths anxiety”？ A．It doesn't mean poor ability. B．It affects almost everyone from birth. C．It naturally disappears with age. D．It only troubles school children. A　解析：推理判断题。根据第一段中的“this ‘maths anxiety’ is perfectly normal...our worries and fears don't necessarily show our ability”可知，作者认为人们对数学的焦虑和恐惧并不能反映出他们的能力，即“数学焦虑”并不意味着能力差。 10．What does the underlined sentence “there's no room for bluffing” mean about maths problems? A．They require creative thinking. B．They can be understood differently. C．They demand exact answers. D．They include many maths steps. C　解析：句意猜测题。根据画线句前的破折号可知，该句是对破折号前面fact的同位语从句“that there's only one correct answer”的解释，由此可推知，该句是强调数学学科题目答案的唯一性，即数学要求确切的答案。 11．How do psychologists advise reducing maths anxiety? A．Ignore it and move on to harder problems. B．Adjust exams to lower stress for students. C．Voice your worries and try again. D．Replace daily maths with puzzle games. C　解析：细节理解题。根据最后一段内容可知，心理学家建议勇敢说出自己对数学的担忧并保持积极的态度， 再试一次，以此来减少对数学的焦虑。 12．What is the best title for the passage? A．How Do We Learn Maths Effectively? B．Is Maths Worth Learning? C．Are Boys Better at Maths than Girls? D．Should We Fear Maths? D　解析：标题归纳题。通读全文，尤其是根据第一段内容可知，文章主要介绍了“数学焦虑”这一现象及成因，以及心理学家对于如何减少数学焦虑的建议， 整体围绕是否应该害怕数学展开讨论。因此，D项最适合作文章标题。 Ⅱ.七选五 (2026·潍坊高一期中)Life in senior high schools can be exciting, but also tiring. 1.________ Therefore, it's easy to forget things, especially in the morning when you're still a bit sleepy. How can you reduce stress levels and make sure you leave home feeling unhurried and prepared? Here are some tips for creating a productive, focused and energizing morning routine. Prepare the night before. The best way to ensure your morning runs smoothly is to prepare for it the night before. 2.________ Select books and check you have the essentials, like reading glasses. Lay out your uniform. And if you take a packed lunch, check whether it's ready. 3．________ Some people rise very easily, but others need more time to feel awake. Build extra time into your routine if you find mornings hard. If you have an alarm clock, try to get up as soon as it goes off. Doing something right away can help you feel awake. You could also do some stretches as you listen to a song. Do essential tasks in order. There are a few things you need to do in the morning. To build a routine, doing these in the same order each day can be helpful. Examples are taking a shower, cleaning your teeth, dressing and checking your school bag. If you're forgetful, have a list pinned up so you can check things off as you go. 4.________ Eat a good breakfast. Not everyone feels hungry when they wake, but this changes when you start moving—such as walking to school. After sleep, your body has been without food for a long time. The word “breakfast” reflects this—it's a meal you use to “break” your “fast” (a fast is a period of time where you don't eat). 5.________ Foods like bread or porridge provide energy. Have a drink, too. A.Wake yourself in your own way. B．Early to bed and early to rise. C．Your brain can feel overloaded. D．Soon it will become second nature. E．Eating something tops up your fuel tank. F.Skipping breakfast increases the risk of heart diseases. G．Check your timetable and pack what you need for school. 【解题导语】　本文是一篇说明文。文章介绍了高中生如何打造高效、专注且充满活力的晨间流程以减轻压力，确保从容有序地开启校园生活。 1．C　解析：根据下文“Therefore, it's easy to forget things, especially in the morning when you're still a bit sleepy.”可知，空处应解释忘事的原因。C项符合语境。 2．G　解析：根据本段小标题以及上文“The best way...prepare for it the night before.”和下文“Select books and check you have the essentials”可知，空处应补充夜间准备的具体内容，且与上学所需物品相关。G项符合语境。 3．A　解析：空处为本段小标题，与其他段落小标题格式一致(均为祈使句)，且需概括段落核心内容。根据下文内容可知，本段围绕用适合自己的方式起床、唤醒自己展开。A项符合语境。 4．D　解析：根据本段小标题以及上文“To build a routine...you can check things off as you go.”可知，空处应说明“按顺序做事、用清单核对”的最终效果。D项符合语境。 5．E　解析：根据本段小标题以及本段内容可知，空处应说明吃早餐的作用。E项符合语境。 Ⅲ.语法填空 (2026·武汉高一检测)Every year, high school students aged 15­19 from all around the world make a huge 1.____________(decide). They leave their home and go to another country 2.____________(study) for up to a year. An exchange year 3.____________(know) as a time when new experiences educate students about a different way of life. Sometimes there will be difficulties and bad moments, but those are the moments 4.____________ the students grow the most. “An exchange year isn't a year in your life; it is a life in a year，” said Isabela, 5.____________ 18­year­old exchange student from Brazil. Isabela has been living in Saint Joseph this year. Her year didn't start exactly the way she was hoping. She had trouble making 6.____________(friend) and she couldn't connect with her host family. “I had the 7.____________(bad) and the best time here. The beginning was terrible. I didn't open up and no one talked to me. I was even ready to go home before the year ended，” she said. After a period of time, Isabela changed her host family and 8.____________(give) this country one more chance. She also changed her attitude. Now she has a great relationship with her host parents and has a lot of friends. She is enjoying her time. Exchange students grow a lot during their exchange year and they see the world 9.__________ a new way. They will have difficulties they need to overcome by 10.____________(they) but they will go back to their home more mature and independent. 【解题导语】　本文是一篇记叙文。文章报道了交换生伊莎贝拉的生活和学习经历。 1．decision　解析：考查名词。分析句子结构可知，空处作宾语，根据空前的不定冠词a可知，空处应用名词单数形式。make a decision意为“做出决定”。 2．to study　解析：考查非谓语动词。分析分子结构可知，空处为非谓语，此处表目的，空处应用动词不定式作目的状语。 3．is known　解析：考查动词的时态、语态和主谓一致。分析句子结构可知，空处作主句谓语动词；此处陈述客观事实，应用一般现在时；know与主语An exchange year之间是被动关系，应用被动语态；又因主语是单数名词，be动词应用第三人称单数形式。 4．when　解析：考查定语从句。分析句子结构可知，空处引导定语从句，修饰先行词the moments，在句中作时间状语，应用when。 5．an　解析：考查冠词。根据句意可知，此处意为“一个来自巴西的18岁交换生”，故应用定冠词；18­year­old发音以元音音素开头，应用an。 6．friends　解析：考查名词复数。make friends是固定短语，意为“交朋友”。 7．worst　解析：考查形容词最高级。空处与形容词best是并列关系，修饰名词time，应用最高级形式worst。 8．gave　解析：考查动词的时态。分析句子结构可知，空处与changed并列作谓语动词，应用一般过去时。 9．in　解析：考查介词。in a(n)...way是固定搭配，意为“以一种……方式”。 10．themselves　解析：考查代词。分析句子结构可知，空处作介词by的宾语，与主语They指代同一对象，应用反身代词themselves。by oneself意为“独自地”。 学科网（北京）股份有限公司 $