【周周有招】新教材同步尖子班讲义第4讲Unit 1 Cultural Heritage（教材语篇精读-结构拆解与长难句）-2026-2027学年高中英语人教版必修第二册（教师版+学生版）

Unit 1 Cultural Heritage 精品讲义2026秋高一（上）英语-新教材人教版必修二 第4讲 教材语篇精读：结构拆解与长难句 语篇课（学生版） 语篇课 ● 精读文化类说明文，拆解“问题—协作—解决—意义”结构，专项攻破长难句 一、课时安排与学习目标 【课时安排】 本讲为语篇精读课，建议120分钟（2课时连排）。第1课时：任务导入5分钟→结构盲测（撞墙）10分钟→说明文骨架精讲30分钟→长难句三步法25分钟。第2课时：精读实战（语篇结构拆解）35分钟→分层实战30分钟→收尾固化10分钟。 【学习目标】学完本讲，你能： 1．用“问题—协作—解决—意义”四段骨架，一眼看清文化类说明文的段落功能； 2．用“找主干—划修饰—验成分”三步法，拆解长难句，说出各从句的功能； 3．识别说明文中的例证、数字与结论句，完成结构类与细节类题目； 4．把“结构先行”的读法迁移到任何一篇说明文。 【重难点】 重点：四段骨架的识别信号与段落功能题的解法。难点：① 长难句中“插入语/定语从句”的剥离顺序；② 数字句与例证句支撑的是哪个论点（推理题的落点）；③ 强调句 It was not until...that... 与定语从句的嵌套拆解。 二、撞墙导入：读不懂，是因为你从第一句开始逐词读 下面是一段短文开头。先按你习惯的方式读一遍，回答两个问题。 In the 1950s, the Egyptian government planned to build a dam across the Nile, which would flood a valley where dozens of ancient temples stood. The temples had to be either moved or lost forever. The question was how to save them. 1．这段开头属于“问题—协作—解决—意义”四段中的哪一段？ A．问题段　B．协作段　C．解决段　D．意义段 2．这一段的中心任务是？ A．引出难题（神庙要么搬走要么消失）　B．引出解决途径　C．说明保护意义　D．列举协作国家 【错因自诊·写完两题再对照】 把每一题的判断依据先写下来，再往下看。 1．这段在陈述一个“待解决的问题”还是“解决的办法”？which would flood 和 The question was 在提示什么？我判断：____ 2．save 是出现在“问题”里还是“办法”里？看到 save 就选“解决途径”，是不是被这个词带偏了？我判断：____ 【拆解·照这两点回看自己的判断】 1．which would flood...、The question was how to save them，全文在陈述一个待解决的难题——这段是“问题段”。 2．had to be either moved or lost ＋ the question was how to save them，核心是“难题”本身，而非解决途径。错答 B 的原因：看到 save 就以为在讲办法——但 save 出现在 question 里，是“问题”的内容。 很多学生读说明文从第一句开始逐词翻译，读完整段还不知道作者要干嘛。其实说明文的结构是高度可预测的：先抛问题，再讲协作，再给方案，最后谈意义。你带着“这段是四段中的哪一段”去读，等于先拿到地图再进楼。这就是本讲的立论——读结构，比读词更省力。 三、核心精讲：说明文骨架与长难句 （一）文化类说明文的“四段骨架” 读任何说明文，先花20秒给每段贴一个功能标签（问题/协作/解决/意义），再做题。结构题直接看标签；细节题也知道去哪一段找。 段落功能 信号语言 你的读法 问题段 the question was... / in danger of / had to be moved or lost 锁定“难题是什么、谁受威胁” 协作段 brought together / government asked for help / contributions from 锁定“谁参与、如何分工” 解决段 the project was completed / managed to / succeeded in 锁定“方案是什么、结果如何” 意义段 as a result / not only...but also... / thanks to 锁定“影响与启示” 这张表是“支架”。用法：遮住“信号语言”栏自测——看到 in danger of 能说出“问题段”，看到 brought together 能说出“协作段”，才算过关。 错误路径演示：有学生做“第二段的作用是什么”，把第二段读了两遍，在选项里挑“讲得最像”的那句。正确做法：先看第二段在四段中的位置——它在问题段之后、方案段之前，且段首有 brought together，功能必然是“协作”，直接选“展示国际合作”，30秒解决。 （二）长难句三步法：找主干→划修饰→验成分 长难句不可怕，可怕的是你从第一个词开始线性地读。改走三步： 第一步找主干：先删掉所有插入语、定语从句、状语，只留“主—谓—宾/表”。主语通常是名词，谓语是动词。 第二步划修饰：把被删的从句、短语重新挂回它们修饰的“中心词”上，明确“谁修饰谁”。 第三步验成分：检查每个从句引导词在从句里做什么成分（which 作主语、where 作状语），确认逻辑通顺。 示范：Egyptian government planned to build a dam across the Nile, which would flood a valley where dozens of temples stood. 主干：government planned to build a dam。which 指代 dam，在从句中作 would flood 的主语；where 引导定语从句修饰 valley，作地点状语。三步一过，句子的“骨架”和“血肉”立刻分明。 【哪些成分最常插在主干中间】 定语从句（who/which/that...）、分词短语（faced with..., moved by...）、插入语（however, of course）、介词短语（in the 1950s）——它们不是主干，却最容易让你找不到主谓。三步法的关键一步是“先删后找”：把逗号之间的、引导词开头的成分先圈出来放一边，主干自然浮出。一个反例：有学生看到 It was not until...that 就想拆成定语从句，结果把强调句和定语从句混为一谈。区分一句话——去掉 it was...that 后句子仍然成立，就是强调句；不成立，才是别的结构。 【重难点：强调句与定语从句的“嵌套”拆法】 It was not until 1980 that the project was completed, which proved... 这句是两层嵌套：外层是强调句 It was not until 1980 that...（强调时间），里层 which proved 是非限制性定语从句，which 指代前文“工程完成”整件事。拆的时候顺序反过来：先剥最外面的框架（it was...that），再剥 which 从句。若先被 which 缠住，主干就被埋了。凡遇到“it be + 时间/人 + that/who”，先当强调句试拆——能删 it was...that 而句子通顺，就是强调句，主干在 that 后面。 （三）数字句与例证句是考点高发区 说明文里的数字（年份、工程量、国家数）和例证（for example / such as）几乎必考。读到时停下来问两句：数字用来证明什么？例证支撑哪个观点？如 “The project cost 80 million dollars and took 20 years” 这一数字支撑的是“工程浩大、协作不易”。考细节题与推理题时，答案往往是对数字/例证的“转述”，而不是数字本身。 【数字和例证的“转述”规律】 考数字句，正确项几乎从不直接抄数字，而是把数字“翻译”成它证明的那个观点。twenty years and eighty million dollars → huge and difficult，two thousand years → ancient。考例证句，正确项是把 example 抽象成它支撑的论点（such as → for instance → 论证“合作/困难”）。你做题时，先别盯着数字本身，先问：作者给这个数字/例子，是想让我得出什么判断？答案往往在这个判断里，不在数字里。 【三步法的实战迁移：从拆句到读懂】 考场上真正让你卡壳的，往往是“拆完三步仍不通”的句子。这时别放弃，走补招：① 若主干里有两个动词，八成是并列谓语句或从句藏在了中间——回第二步重新挂修饰；② 若 which/that 找不到指代对象，回上文找离它最近的那个名词（which 通常指紧邻名词或前整件事）；③ 若整个从句看不懂，先读主干判断它讲“谁”“做了什么”，从句信息留着做细节题时再回看。三步是骨架，这三招是急救，两套并用，长难句就不再是失分点。 【长难句三类“变形金刚”，先认脸】 ① 分词开头句：Faced with the problem, the government turned to the UN。段首的过去分词作状语，逻辑主语是后面主句的主语 the government，不是“面对”的动作对象——这是“谁在承受动作”的陷阱。② 含 that 从句套 that 从句：...that proved that...，两个 that 挨着，第一个是关系代词引导定语从句，第二个是连接词引导宾语从句——拆的时候先找第二个 that 的动词（proved），就能分清层次。③ 被插入成分隔断的主谓：the team, after years of planning, came up with a solution。逗号夹着的是状语，主干是 the team came up with。认出这三张脸，长难句的拆解速度能快一半。 【即时练习·长难句拆解3句】 用三步法拆解下列句子，写出主干并说明从句功能。 1．The workers, who came from over twenty countries, finally succeeded in moving the huge statues to a new site. 2．It was not until 1980 that the project was completed, which proved that international cooperation could save cultural heritage. 3．The temple that was rebuilt piece by piece is now one of the most popular tourist attractions in the area. 【答案自查·先删修饰找主干】 1．who came from... 是什么从句、修饰谁？先删它，主干还剩什么？succeeded in 是谓语核心吗？我写的主干：________ 2．It was not until...that 是强调句还是定语从句？which proved 指代什么？先剥哪个框架？我写的主干：________ 3．that was rebuilt... 是定语从句修饰谁？删掉它，剩下的是什么主系表？我写的主干：________ 【再走一个完整的】Looked at from another angle, the project, which lasted two decades, proved that cooperation could turn an impossible task into a shared victory. 按三步自己拆一遍，再对提示：第一步找主干——the project proved that...（Looked at 是分词状语，which lasted two decades 是定语从句，先删）。第二步划修饰——Looked at from another angle 的逻辑主语是 the project（被看待）；which 指 the project。第三步验成分——which 在从句中作 lasted 的主语，that 引导 proved 的宾语从句。三步下来：“换个角度看，这项历时二十年的工程证明了合作能把不可能变成共同的胜利”。长难句读到这里，不再是一句绕口令，而是一个能拆能懂的完整信息。 【成分判断三问，考场上拉回思路】 遇到读不懂的长难句，别慌，先问自己三句：① 这句缺谓语吗？缺，说明主干里藏着从句或并列，回第二步重挂修饰；② 引导词是 which 还是 that？which 常指“紧邻名词或前整件事”，that 常在宾语从句里当连接词；③ 我能删掉什么？逗号夹着的、介词短语开头的，多半是修饰不是主干。三问过完，主干基本就浮出来了。这一问把“拆句”从技术动作变成考场直觉，多练几次就不怕长难句。 【四段骨架的两大变式，别被“标准四段”框死】 真正的高考说明文不总是一段一个功能，常见两种变式：一是“合段”，把解决与意义、或问题与协作并在一段里，段内用转折词或因果词切开，例如“After years of hard work, the temple was restored. Thanks to this, more visitors come every year”——前半是解决、后半是意义，这就是巩固二里那类“前解决后意义”的合段。二是“缺段”，有的说明文不写问题段（因为读者早已知道背景），直接从协作讲起。遇到变式别慌，按“这句在讲什么、用什么信号”逐句判，而不是硬套四段模板。 段落功能题还有一个高频陷阱：正确项往往把“段落功能”表述得抽象（to show international cooperation），而干扰项常把“段落里的某个细节”当功能（to describe how the dam was built）。判功能要问“这段整体在干嘛”，而不是“这段提到了什么”。一提到的细节≠段落功能，这是结构题最容易丢分的地方。 再补一个长难句判断上的高频误区：有学生一看到 It was...that 就认定是强调句，结果遇到 It was the book that I lost yesterday（这就是强调句）与 The book that I lost was on the desk（这是含定语从句的主句）容易混。区分口诀仍是那句——能删 it was...that 而句意仍完整的，是强调句；删不掉的，就是普通句子含定语从句。这一条记牢，强调句与定语从句的纠缠就彻底解开。 最后把本讲的两套工具合并成一句考场心法：拿到说明文，先花20秒给每段贴功能标签（问题/协作/解决/意义），再做题——结构题直接看标签，细节题知道去哪段找，推理题抓住数字例证“证明什么”。遇到长难句，三步先骨架后血肉；遇到强调句与定语从句纠缠，用“删 it was...that 是否通顺”一锤定音。结构与长难句这两关都过了，文化类说明文就不再是失分点，而会成为你稳定拿分的阵地。 四、精读实战：结构拆解＋细节定位 （一）Passage 1 Saving the Ancient Temples In the 1950s, the Egyptian government decided to build a large dam across the Nile River to control floods and produce electricity. However, the project would flood a valley where dozens of ancient temples had stood for thousands of years. These priceless relics would be lost forever unless they were moved. Faced with this problem, the Egyptian government turned to the United Nations for help. In 1960, UNESCO launched a great project. It brought together engineers, historians and workers from more than twenty countries. Each country contributed money and experts. They worked side by side to find a way to save the temples. After years of planning, the team came up with a bold solution: to cut the huge stone statues and temples into pieces and move them to a higher, safer place. The work was slow and difficult. It took twenty years and cost eighty million dollars. Finally, in 1980, the project was completed, and the temples were rebuilt exactly as they had been. Thanks to this effort, the ancient temples were saved. The project not only protected the relics but also set an example for the whole world. It showed that when people work together, they can solve even the hardest problems and pass down our shared heritage to future generations. （二）阅读 Passage 1，完成第1—4题 1．What is the main purpose of Paragraph 2? A．To introduce the problem the dam caused.　B．To explain how the dam was built.　C．To describe the difficulty of the work.　D．To show international cooperation. 2．How did the team save the ancient temples? A．By building a higher dam.　B．By covering them with sand.　C．By cutting and moving them piece by piece.　D．By leaving them where they were. 3．The numbers “twenty years” and “eighty million dollars” in Paragraph 3 are used mainly to show that the project was ____. A．huge and difficult　B．unplanned　C．successful　D．unnecessary 4．What is the best title for the passage? A．Saving the Temples Together　B．The Power of the Nile Dam　C．A Lesson in Protecting Rivers　D．The Dangers of Building Dams 【答案自查·回原文定位】 1．第二段讲了什么功能？brought together ＋ from more than twenty countries 是“协作”还是“问题”信号？A 项该归哪一段？我选：____ 2．第三段用哪两个动词描述拯救方式？C 项 piece by piece 与 cut / move 一致吗？我选：____ 3．这两个数字支撑第三段哪一句观点（The work was slow and difficult）？它证明的是“难”还是“成功”？C 项“成功”在第几段才出现？我选：____ 4．全文围绕“国际合作拯救神庙”还是“大坝本身”？意义段 not only...but also... set an example 回扣什么？我选：____ 五、分层实战 A档·基础过关（结构标签匹配） 给下列句子贴上“问题/协作/解决/意义”标签。 1．The government asked experts from around the world to help.（　） A．问题段　B．协作段　C．解决段　D．意义段 2．The ancient city walls were in danger of collapsing.（　） A．问题段　B．协作段　C．解决段　D．意义段 3．As a result, the temples were saved for future generations.（　） A．问题段　B．协作段　C．解决段　D．意义段 【答案自查·认信号词】 1．asked experts...to help 是“寻求协作”还是“方案实施”？求助＋多国参与属于哪段？我选：____ 2．in danger of 是哪个功能的信号词？城墙危险属于什么段？我选：____ 3．as a result 引出“结果＋影响”，属于哪段？我选：____ B档·能力提升（长难句主干提取） 划出下列句子的主干（用括号标出修饰成分）。 1．The temple, which was built in the eighth century, stands on the hill. 2．It was the volunteers who helped to clean the ancient sites. 3．People who visited the museum were amazed by the ancient paintings. 【答案自查·先删修饰找主干】 1．which was built... 是插入修饰吗？删掉它，主干还剩什么？我划的主干：________ 2．It was...who 是强调句型框架还是定语从句？删掉 it was...who 后句意还完整吗？我划的主干：________ 3．who visited the museum 修饰谁？删掉后主谓是什么？我划的主干：________ C档·高考冲刺（结构迁移写作） 用“问题—协作—解决—意义”四段骨架，为“保护本地一座老建筑”写一段80词左右的说明提纲，每段写一句主题句。 问题段：＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 协作段：＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 解决段：＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 意义段：＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 【自查·四段主题句齐全吗】 写完对照三处：① 问题段有没有点出“老建筑正面临的威胁”（in danger of...）？② 协作段有没有体现“多方参与”（students and teachers...joined hands with...）？③ 意义段有没有用 not only...but also... 或 thanks to 这类信号？四段齐全得40%，每段主题句明确得40%，语言准确得20%。 D档·综合运用（结构标签＋数字转述综合） 读下面两句话，先给句子贴结构标签，再回答数字/例证转述题。 1．Hundreds of volunteers, who came from different countries, worked together for three months to restore the ancient bridge. 句中 volunteers 后 who 从句的功能是？ A．强调句型　B．定语从句（修饰 volunteers）　C．宾语从句　D．原因状语从句 2．The project involved 5,000 workers and cost 30 million dollars. 这两个数字主要用来证明 ____。 A．工程规模大、成本高　B．工程进展顺利　C．遗址很有名　D．工人很辛苦 【答案自查·认从句、看转述】 1．who came from different countries 修饰 volunteers 吗？有逗号说明是限制还是非限制？who 指人且作从句主语，符合什么从句特征？我选：____ 2．5000工人＋3000万美金，数字支撑的是“规模大成本高”还是“进展顺利”？数字句的读法是什么？我选：____ 六、带走型收尾：四段骨架速记卡 ● 读说明文先贴标签：问题→协作→解决→意义，20秒定位每段功能。 ● 遇长难句走三步：找主干→划修饰→验成分，先骨架后血肉。 ● 数字句、例证句必停：它们支撑论点，是细节题与推理题的高发区。 口诀：先骨架后血肉，先功能后细节；说明文读结构，比读词更省力。 【课堂检测·三句话自检】 离开教室前用三句话自检：① 我能说出四段骨架各有什么信号词吗？② 给我一句长难句，我能先删修饰再找主干吗？③ 看到数字和例子，我会先问“它证明什么”吗？ 1．四段骨架各有什么信号词？我的答案：________ 2．给一句长难句，先删修饰再找主干。我的答案：________ 3．看到数字和例子，我先问“它证明什么”。我的答案：________ 七、课后巩固练习 （一）巩固练习一·阅读4题（题材：丝绸之路遗产保护） The Silk Road Heritage For centuries, the Silk Road connected China with the rest of the world, carrying goods, ideas and cultures. Today, many of its ancient sites are in danger because of weather, tourism and neglect. To protect this shared heritage, several countries have started to work together. One example is the project to restore an old desert city that once served as a key trading stop. Local people and international experts joined forces. They cleaned the buildings, repaired the walls and even replanted trees to hold back the sand. The work was hard, but every year more volunteers arrived. As a result, the old city has come back to life. Tourists now visit it to learn about history. More importantly, the project has shown that protecting heritage is not the job of one country alone. When people from different backgrounds work together, they can preserve the past for the future. 1．What is the main idea of the first paragraph? A．The Silk Road was once very busy.　B．Ancient sites face many dangers.　C．Several countries built the road together.　D．Trade brought great wealth to the region. 2．How did the project protect the old city? A．By cleaning, repairing and replanting trees.　B．By closing it to tourists.　C．By building new houses.　D．By moving it to another place. 3．The phrase “come back to life” in the last paragraph probably means ____. A．to become active and popular again　B．to be rebuilt somewhere else　C．to attract more animals　D．to be covered with plants 4．What lesson does the passage mainly teach? A．International cooperation protects heritage.　B．Tourism helps protect heritage.　C．The desert city is worth visiting.　D．Ancient sites are hard to repair. 【答案自查·回原文定位】 1．第一段后半讲什么？（in danger because of weather...）这是问题段还是背景？A 项只概括了首句背景吗？我选：____ 2．第二段列举了哪三个动作词（cleaned / repaired / replanted）？A 项是完整概括吗？B、C、D 在文中出现吗？我选：____ 3．“come back to life”后句 Tourists now visit it... 在解释什么意思？是“重新活跃受欢迎”还是“被搬走”？我选：____ 4．结尾 protecting heritage is not the job of one country alone 回扣什么主旨？B 项“旅游助保护”是局部还是主旨？我选：____ （二）巩固练习二·结构与长难句（题材：一座古塔的加固） 阅读短文，完成下列任务。 The old tower in our town began to lean two years ago.（1）Engineers, who were sent by the provincial museum, examined it carefully and found that its base had been weakened by underground water. The local government asked several universities for technical support, and a plan was soon made.（2）It was not until last autumn that the workers finished strengthening the base. Thanks to the joint work of engineers and local people, the tower now stands straight again, and it has become a symbol of what a community can do when it cares about its past. 任务一：为三个句子（段）贴功能标签。第1句：____　第2句：____　第3句：____　（A．问题段　B．协作段　C．解决段　D．意义段） 任务二：用三步法拆解文中画线的两个长难句，写出主干。 【答案自查·贴标签＋拆主干】 任务一：第1句 began to lean / had been weakened 是什么信号（问题）？第2句 asked...for technical support 是什么信号（协作）？第3句前半 finished strengthening 是方案完成、后半 Thanks to... has become a symbol 是什么？——若第3句“前解决后意义”合段，说明什么变式？我填：____ 任务二·句（1）：主干是 Engineers examined it and found...吗？who were sent by... 是什么从句、修饰谁？that 从句作 found 的什么成分？我写的主干：________ 任务二·句（2）：主干是 the workers finished strengthening...吗？It was not until...that 是强调句型，强调什么？我写的主干：________ （三）巩固练习三·长难句翻译与迁移（题材：一栋历史老屋的修复） 用三步法拆解下列句子，翻译成通顺的汉语，并写出主干。 1．The old house, which had stood for over a century, was finally given a new life thanks to the efforts of the local volunteers. 2．It was the community centre that was built on the site of the old factory. 【答案自查·主干＋译文】 1．先删 which 从句，主干是什么？thanks to the efforts... 是什么状语？译文：________　主干：________ 2．删 it was...that 后句子还成立吗？成立说明是强调句还是定语从句？强调什么？译文：________　主干：________ （四）巩固练习四·写作迁移（用四段骨架写保护倡议） 题目要求：用“问题—协作—解决—意义”四段骨架，写一段80词左右、倡议保护本地一处历史遗迹的段落，每段写一句主题句，并在括号里标注该段功能。 （问题段）＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ （协作段）＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ （解决段）＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ （意义段）＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 【自查·四段功能标注对吗】 写完对照三处：① 四段主题句齐全并标注了功能吗？② 协作段有没有体现“多方参与”（students, teachers and the local government...joined hands）？③ 意义段有没有用 not only...but also 或 thanks to 这类信号？四段齐全得40%，主题句能体现该段功能得40%，语言准确得20%。 （五）巩固练习五·综合阅读（题材：一处古城的整体搬迁） A Town That Moved In the 1950s, engineers discovered that a new dam would soon flood an old town. The town had stood for six hundred years, and hundreds of people still lived there. The question was whether it was possible to move an entire town. Faced with this huge challenge, the government turned to engineers from other countries for advice. Experts from different fields joined the project, working out how to take apart and rebuild houses, roads and even trees. They used special machines to move the heaviest buildings, one piece at a time. The work took several years and cost a great deal of money, but in the end the whole town was rebuilt on higher ground. Not a single family was left behind, and every house was restored to look exactly as it had before. Today the town is a living example of how people, working together, can overcome seemingly impossible problems. 1．What was the main problem mentioned in Paragraph 1? A．The town was too old to repair.　B．A new dam would flood the town.　C．There were too many people in the town.　D．The engineers lost their plans. 2．Which paragraph mainly talks about cooperation? A．Paragraph 1　B．Paragraph 2　C．Paragraph 3　D．None 3．The phrase “Not a single family was left behind” in Paragraph 3 means that ____. A．every family was moved safely　B．some families chose to stay　C．the town lost many families　D．families were unhappy about moving 4．What is the best title for the passage? A．The History of Dams　B．Moving a Whole Town　C．Engineers at Work　D．Living on Higher Ground 【答案自查·回原文定位】 1．第一段后半 The question was... 的难题是什么？（新大坝将淹没古城）A、C、D 与文中相符吗？我选：____ 2．哪一段有“多方参与”信号（turned to engineers from other countries / Experts from different fields joined）？第一段是问题段吗？我选：____ 3．Not a single family was left behind 结合上句 every house was restored，说明所有家庭都怎样？B、C 与句意相反吗？我选：____ 4．全文围绕“搬走整座城”还是“大坝历史”？主旨看意义段（living example...overcome problems）还是细节？我选：____ （六）巩固练习六·结构标签综合（题材：一座藏书楼的保护历程） 给下面短文的每一句贴上“问题/协作/解决/意义”标签，并圈出每句的信号词。 The old library in our city, built in the 1800s, has been damaged by years of rain and neglect.（　） The government therefore asked several universities to send experts.（　） The experts, together with local volunteers, spent two years restoring the roof and walls.（　） As a result, the library now welcomes thousands of readers every month and has become a symbol of the city's love for books.（　） 【答案自查·看一句贴一个标签】 第1句：damaged by / neglect 是什么信号？这属于哪段？信号词：________ 第2句：asked several universities to send experts 是“求助＋多方参与”吗？哪段？信号词：________ 第3句：together with / spent two years restoring 是方案与实施吗？哪段？信号词：________ 第4句：As a result / has become a symbol 是影响与启示吗？哪段？信号词：________ 这一篇把“四段骨架”压缩到四句里，检验你能否脱离完整段落、在单句层面识别功能。高考的说明文有时段落很短甚至一句一段，正是这个读法最需要的场景。做完这一题，你应该能“看一句贴一个标签”，而不再依赖整段长度来判断。 考场提速法补充一句：考场上一篇文章读两遍是奢侈，正确做法是“一遍带标签、回看查细节”。第一遍只做两件事——贴功能标签、圈数字和例证，其余快速带过；做题时再按需回某段精读。这套读法练熟了，阅读速度能提三分之一，而正确率不降反升，因为你的注意力始终放在考点上。 本讲易混错因提醒（课堂重点盯，别拖到课后） ① 做段落功能题爱“读两遍挑最像的”——先看位置与信号词，而不是逐词翻译；② 长难句拆解时先被 which 缠住找不到主干——反复练“先删修饰”；③ 把强调句 It was not until...that 误当定语从句——用“删 it was...that 后是否通顺”来检验。本讲的主线是“读结构，比读词省力”。 课堂任务与课后选做分层 课堂必做（全班底线，当堂完成并核对）：撞墙导入2题、即时练习3句、精读实战4题、分层实战A/B档、带走收尾三问自检——这几项保证核心考点人人落袋。课后选做（按自己的吸收速度安排）：分层实战C档（结构迁移写作）、D档综合运用、巩固练习三（长难句翻译）、巩固练习四（写作迁移）。吃力的先补C档与巩固一打底，学有余力的挑战巩固三与巩固四。本讲底线是：四段骨架＋三步法。 【错题留白·课后错因卡】 把本讲你做错的结构题或长难句抄在下面（至少3题），每道回答三个问题：① 我当初怎么判断的？② 正确判断依据是什么？③ 我错在“没看信号词”“不会先删修饰”还是“分不清强调句与定语从句”？想清第③问，错因就固化成了能力。 1．原题：____________ 我的判断：______ 正确依据：______ 错因类型：______ 2．原题：____________ 我的判断：______ 正确依据：______ 错因类型：______ 3．原题：____________ 我的判断：______ 正确依据：______ 错因类型：______ 提示：本讲最典型的三类错因是“段落功能凭感觉”“长难句先被修饰缠住”“强调句与定语从句混淆”。如果你的错因集中在这三类之一，说明这块还没内化，建议把四段骨架信号词重抄一遍，并各配一个“先删修饰找主干”的练习。 这一讲的落点是：让说明文从“逐词翻译的负担”变成“带地图进楼”。合上讲义时，愿你心里装的是四段骨架和三步拆句，而不是零散的词组。带着地图阅读，比多背几个词更划算。 愿四段骨架成为你每次阅读的起手式。 学科网（北京）股份有限公司 $ Unit 1 Cultural Heritage 精品讲义2026秋高一（上）英语-新教材人教版必修二 第4讲 教材语篇精读：结构拆解与长难句 语篇课（教师版） 语篇课 ● 精读文化类说明文，拆解“问题—协作—解决—意义”结构，专项攻破长难句 一、课时安排与学习目标 【课时安排】 本讲为语篇精读课，建议120分钟（2课时连排）。第1课时：任务导入5分钟→结构盲测（撞墙）10分钟→说明文骨架精讲30分钟→长难句三步法25分钟。第2课时：精读实战（语篇结构拆解）35分钟→分层实战30分钟→收尾固化10分钟。 【学习目标】学完本讲，你能： 1．用“问题—协作—解决—意义”四段骨架，一眼看清文化类说明文的段落功能； 2．用“找主干—划修饰—验成分”三步法，拆解长难句，说出各从句的功能； 3．识别说明文中的例证、数字与结论句，完成结构类与细节类题目； 4．把“结构先行”的读法迁移到任何一篇说明文。 【重难点】 重点：四段骨架的识别信号与段落功能题的解法。难点：① 长难句中“插入语/定语从句”的剥离顺序；② 数字句与例证句支撑的是哪个论点（推理题的落点）；③ 强调句 It was not until...that... 与定语从句的嵌套拆解。 二、撞墙导入：读不懂，是因为你从第一句开始逐词读 下面是一段短文开头。先按你习惯的方式读一遍，回答两个问题。 In the 1950s, the Egyptian government planned to build a dam across the Nile, which would flood a valley where dozens of ancient temples stood. The temples had to be either moved or lost forever. The question was how to save them. 1．这段开头属于“问题—协作—解决—意义”四段中的哪一段？ A．问题段　B．协作段　C．解决段　D．意义段 2．这一段的中心任务是？ A．引出难题（神庙要么搬走要么消失）　B．引出解决途径　C．说明保护意义　D．列举协作国家 【答案与错因拆解】 1．A——which would flood...、The question was how to save them，全文在陈述一个待解决的难题。 2．A——had to be either moved or lost ＋ the question was how to save them，核心是“难题”本身，而非解决途径。错答 B 的原因是看到 save 就以为在讲办法——但 save 出现在 question 里，是“问题”的内容。 很多学生读说明文从第一句开始逐词翻译，读完整段还不知道作者要干嘛。其实说明文的结构是高度可预测的：先抛问题，再讲协作，再给方案，最后谈意义。你带着“这段是四段中的哪一段”去读，等于先拿到地图再进楼。这就是本讲的立论——读结构，比读词更省力。 三、核心精讲：说明文骨架与长难句 （一）文化类说明文的“四段骨架” 段落功能 信号语言 你的读法 问题段 the question was... / in danger of / had to be moved or lost 锁定“难题是什么、谁受威胁” 协作段 brought together / government asked for help / contributions from 锁定“谁参与、如何分工” 解决段 the project was completed / managed to / succeeded in 锁定“方案是什么、结果如何” 意义段 as a result / not only...but also... / thanks to 锁定“影响与启示” 读任何说明文，先花20秒给每段贴一个功能标签（问题/协作/解决/意义），再做题。结构题直接看标签；细节题也知道去哪一段找。 错误路径演示：有学生做“第二段的作用是什么”，把第二段读了两遍，在选项里挑“讲得最像”的那句。正确做法：先看第二段在四段中的位置——它在问题段之后、方案段之前，且段首有 brought together，功能必然是“协作”，直接选“展示国际合作”，30秒解决。 （二）长难句三步法：找主干→划修饰→验成分 长难句不可怕，可怕的是你从第一个词开始线性地读。改走三步： 第一步找主干：先删掉所有插入语、定语从句、状语，只留“主—谓—宾/表”。主语通常是名词，谓语是动词。 第二步划修饰：把被删的从句、短语重新挂回它们修饰的“中心词”上，明确“谁修饰谁”。 第三步验成分：检查每个从句引导词在从句里做什么成分（which 作主语、where 作状语），确认逻辑通顺。 示范：Egyptian government planned to build a dam across the Nile, which would flood a valley where dozens of temples stood. 主干：government planned to build a dam。which 指代 dam，在从句中作 would flood 的主语；where 引导定语从句修饰 valley，作地点状语。三步一过，句子的“骨架”和“血肉”立刻分明。 【哪些成分最常插在主干中间】 定语从句（who/which/that...）、分词短语（faced with..., moved by...）、插入语（however, of course）、介词短语（in the 1950s）——它们不是主干，却最容易让你找不到主谓。三步法的关键一步是“先删后找”：把逗号之间的、引导词开头的成分先圈出来放一边，主干自然浮出。一个反例：有学生看到 It was not until...that 就想拆成定语从句，结果把强调句和定语从句混为一谈。区分一句话——去掉 it was...that 后句子仍然成立，就是强调句；不成立，才是别的结构。 【重难点：强调句与定语从句的“嵌套”拆法】 It was not until 1980 that the project was completed, which proved... 这句是两层嵌套：外层是强调句 It was not until 1980 that...（强调时间），里层 which proved 是非限制性定语从句，which 指代前文“工程完成”整件事。拆的时候顺序反过来：先剥最外面的框架（it was...that），再剥 which 从句。若先被 which 缠住，主干就被埋了。凡遇到“it be + 时间/人 + that/who”，先当强调句试拆——能删 it was...that 而句子通顺，就是强调句，主干在 that 后面。 （三）数字句与例证句是考点高发区 说明文里的数字（年份、工程量、国家数）和例证（for example / such as）几乎必考。读到时停下来问两句：数字用来证明什么？例证支撑哪个观点？如 “The project cost 80 million dollars and took 20 years” 这一数字支撑的是“工程浩大、协作不易”。考细节题与推理题时，答案往往是对数字/例证的“转述”，而不是数字本身。 【数字和例证的“转述”规律】 考数字句，正确项几乎从不直接抄数字，而是把数字“翻译”成它证明的那个观点。twenty years and eighty million dollars → huge and difficult，two thousand years → ancient。考例证句，正确项是把 example 抽象成它支撑的论点（such as → for instance → 论证“合作/困难”）。你做题时，先别盯着数字本身，先问：作者给这个数字/例子，是想让我得出什么判断？答案往往在这个判断里，不在数字里。 【三步法的实战迁移：从拆句到读懂】 考场上真正让你卡壳的，往往是“拆完三步仍不通”的句子。这时别放弃，走补招：① 若主干里有两个动词，八成是并列谓语句或从句藏在了中间——回第二步重新挂修饰；② 若 which/that 找不到指代对象，回上文找离它最近的那个名词（which 通常指紧邻名词或前整件事）；③ 若整个从句看不懂，先读主干判断它讲“谁”“做了什么”，从句信息留着做细节题时再回看。三步是骨架，这三招是急救，两套并用，长难句就不再是失分点。 【长难句三类“变形金刚”，先认脸】 ① 分词开头句：Faced with the problem, the government turned to the UN。段首的过去分词作状语，逻辑主语是后面主句的主语 the government，不是“面对”的动作对象——这是“谁在承受动作”的陷阱。② 含 that 从句套 that 从句：...that proved that...，两个 that 挨着，第一个是关系代词引导定语从句，第二个是连接词引导宾语从句——拆的时候先找第二个 that 的动词（proved），就能分清层次。③ 被插入成分隔断的主谓：the team, after years of planning, came up with a solution。逗号夹着的是状语，主干是 the team came up with。认出这三张脸，长难句的拆解速度能快一半。 【即时练习·长难句拆解3句】 用三步法拆解下列句子，写出主干并说明从句功能。 1．The workers, who came from over twenty countries, finally succeeded in moving the huge statues to a new site. 2．It was not until 1980 that the project was completed, which proved that international cooperation could save cultural heritage. 3．The temple that was rebuilt piece by piece is now one of the most popular tourist attractions in the area. 【答案与解析】 1．主干：The workers succeeded in moving the statues。who came from... 是定语从句修饰 workers，属插入信息——先删 who 从句留主干，succeeded in 是谓语核心。 2．主干：the project was completed。It was not until...that 是强调句型（强调时间）；which proved that... 是非限制性定语从句，which 指代前文整件事——先摘掉 it was...that 框架，再看 which 指代整句。 3．主干：The temple is now one of the most popular attractions。that was rebuilt... 是定语从句修饰 temple——删 that 从句，temple is... 是主系表。 【再走一个完整的】Looked at from another angle, the project, which lasted two decades, proved that cooperation could turn an impossible task into a shared victory. 第一步找主干：the project proved that...（Looked at 是分词状语，which lasted two decades 是定语从句，先删）。第二步划修饰：Looked at from another angle 的逻辑主语是 the project（被看待）；which 指 the project。第三步验成分：which 在从句中作 lasted 的主语，that 引导 proved 的宾语从句。三步下来：“换个角度看，这项历时二十年的工程证明了合作能把不可能变成共同的胜利”。长难句读到这里，不再是一句绕口令，而是一个能拆能懂的完整信息。 【成分判断三问，考场上拉回思路】 遇到读不懂的长难句，别慌，先问自己三句：① 这句缺谓语吗？缺，说明主干里藏着从句或并列，回第二步重挂修饰；② 引导词是 which 还是 that？which 常指“紧邻名词或前整件事”，that 常在宾语从句里当连接词；③ 我能删掉什么？逗号夹着的、介词短语开头的，多半是修饰不是主干。三问过完，主干基本就浮出来了。这一问把“拆句”从技术动作变成考场直觉，多练几次就不怕长难句。 【四段骨架的两大变式，别被“标准四段”框死】 真正的高考说明文不总是一段一个功能，常见两种变式：一是“合段”，把解决与意义、或问题与协作并在一段里，段内用转折词或因果词切开，例如“After years of hard work, the temple was restored. Thanks to this, more visitors come every year”——前半是解决、后半是意义，这就是巩固二里那类“前解决后意义”的合段。二是“缺段”，有的说明文不写问题段（因为读者早已知道背景），直接从协作讲起。遇到变式别慌，按“这句在讲什么、用什么信号”逐句判，而不是硬套四段模板。 段落功能题还有一个高频陷阱：正确项往往把“段落功能”表述得抽象（to show international cooperation），而干扰项常把“段落里的某个细节”当功能（to describe how the dam was built）。判功能要问“这段整体在干嘛”，而不是“这段提到了什么”。一提到的细节≠段落功能，这是结构题最容易丢分的地方。 再补一个长难句判断上的高频误区：有学生一看到 It was...that 就认定是强调句，结果遇到 It was the book that I lost yesterday（这就是强调句）与 The book that I lost was on the desk（这是含定语从句的主句）容易混。区分口诀仍是那句——能删 it was...that 而句意仍完整的，是强调句；删不掉的，就是普通句子含定语从句。这一条记牢，强调句与定语从句的纠缠就彻底解开。 最后把本讲的两套工具合并成一句考场心法：拿到说明文，先花20秒给每段贴功能标签（问题/协作/解决/意义），再做题——结构题直接看标签，细节题知道去哪段找，推理题抓住数字例证“证明什么”。遇到长难句，三步先骨架后血肉；遇到强调句与定语从句纠缠，用“删 it was...that 是否通顺”一锤定音。结构与长难句这两关都过了，文化类说明文就不再是失分点，而会成为你稳定拿分的阵地。 四、精读实战：结构拆解＋细节定位 （一）Passage 1 Saving the Ancient Temples In the 1950s, the Egyptian government decided to build a large dam across the Nile River to control floods and produce electricity. However, the project would flood a valley where dozens of ancient temples had stood for thousands of years. These priceless relics would be lost forever unless they were moved. Faced with this problem, the Egyptian government turned to the United Nations for help. In 1960, UNESCO launched a great project. It brought together engineers, historians and workers from more than twenty countries. Each country contributed money and experts. They worked side by side to find a way to save the temples. After years of planning, the team came up with a bold solution: to cut the huge stone statues and temples into pieces and move them to a higher, safer place. The work was slow and difficult. It took twenty years and cost eighty million dollars. Finally, in 1980, the project was completed, and the temples were rebuilt exactly as they had been. Thanks to this effort, the ancient temples were saved. The project not only protected the relics but also set an example for the whole world. It showed that when people work together, they can solve even the hardest problems and pass down our shared heritage to future generations. （二）阅读Passage 1，完成第1—4题 1．What is the main purpose of Paragraph 2? A．To introduce the problem the dam caused.　B．To explain how the dam was built.　C．To describe the difficulty of the work.　D．To show international cooperation. 2．How did the team save the ancient temples? A．By building a higher dam.　B．By covering them with sand.　C．By cutting and moving them piece by piece.　D．By leaving them where they were. 3．The numbers “twenty years” and “eighty million dollars” in Paragraph 3 are used mainly to show that the project was ____. A．huge and difficult　B．unplanned　C．successful　D．unnecessary 4．What is the best title for the passage? A．Saving the Temples Together　B．The Power of the Nile Dam　C．A Lesson in Protecting Rivers　D．The Dangers of Building Dams 【答案与解析】 1．D。段落功能题。第二段讲 UNESCO 组织多国工程师、历史学家参与，是“协作段”——brought together ＋ from more than twenty countries 是协作信号；A 项属第一段（问题段）的功能，B、C 与第二段内容不符。 2．C。细节题。第三段说 cut the statues into pieces and move them to a higher place——定位 cut / move 两个动词，C 项是其同义转述（piece by piece）。 3．A。推理题。二十年、八千万美元支撑的是“工程浩大、协作不易”——数字句必停——它证明的是其前的观点 The work was slow and difficult，故选 huge and difficult；B、D 与文中相反，C 项“成功”在第四段才出现。 4．A。主旨题。全文讲国际合作拯救神庙——意义段 not only...but also... set an example 回扣“合作”；B、D 偏到“大坝”本身，C 项“保护河流”离题。 五、分层实战 A档·基础过关（结构标签匹配） 给下列句子贴上“问题/协作/解决/意义”标签。 1．The government asked experts from around the world to help.（　） A．问题段　B．协作段　C．解决段　D．意义段 2．The ancient city walls were in danger of collapsing.（　） A．问题段　B．协作段　C．解决段　D．意义段 3．As a result, the temples were saved for future generations.（　） A．问题段　B．协作段　C．解决段　D．意义段 【答案与解析】 1．B。asked experts...to help 是寻求协作——求助＋多国参与。 2．A。in danger of 是“问题”信号——城墙危险。 3．D。as a result 引出影响，是“意义”——结果＋影响。 B档·能力提升（长难句主干提取） 划出下列句子的主干（用括号标出修饰成分）。 1．The temple, which was built in the eighth century, stands on the hill. 2．It was the volunteers who helped to clean the ancient sites. 3．People who visited the museum were amazed by the ancient paintings. 【答案与解析】 1．主干：The temple stands on the hill；（which was built in the eighth century）是插入修饰——删 which 从句留主谓。 2．主干：the volunteers helped to clean the sites；It was...who 是强调句型框架——去掉 it was...who 后句意仍完整。 3．主干：People were amazed by the paintings；（who visited the museum）修饰 people——删 who 从句留主谓。 C档·高考冲刺（结构迁移写作） 用“问题—协作—解决—意义”四段骨架，为“保护本地一座老建筑”写一段80词左右的说明提纲，每段写一句主题句。 【参考示例】（问题段）The old theatre in our town has been empty for years and is in danger of falling down.（协作段）Local students and teachers have joined hands with the government to raise money.（解决段）We plan to repair it and turn it into a cultural centre.（意义段）This will not only save a landmark but also bring new life to our community. 【评分要点】四段齐全得40%，每段主题句明确得40%，语言准确得20%。面批时逐段追问“这段的信号词是什么”。 D档·综合运用（结构标签＋数字转述综合） 读下面两句话，先给句子贴结构标签，再回答数字/例证转述题。 1．Hundreds of volunteers, who came from different countries, worked together for three months to restore the ancient bridge. 句中 volunteers 后 who 从句的功能是？ A．强调句型　B．定语从句（修饰 volunteers）　C．宾语从句　D．原因状语从句 2．The project involved 5,000 workers and cost 30 million dollars. 这两个数字主要用来证明 ____。 A．工程规模大、成本高　B．工程进展顺利　C．遗址很有名　D．工人很辛苦 【答案与解析】 1．B。who came from different countries 修饰 volunteers，是非限制性定语从句（有逗号）。判断依据：who 指人且作从句主语，符合定语从句特征。 2．A。5000工人＋3000万美金，数字支撑的是“工程规模大、成本高”。数字句的读法是“它证明什么观点”，而非只看数字本身。 六、带走型收尾：四段骨架速记卡 ● 读说明文先贴标签：问题→协作→解决→意义，20秒定位每段功能。 ● 遇长难句走三步：找主干→划修饰→验成分，先骨架后血肉。 ● 数字句、例证句必停：它们支撑论点，是细节题与推理题的高发区。 口诀：先骨架后血肉，先功能后细节；说明文读结构，比读词更省力。 离开教室前用三句话自检：① 我能说出四段骨架各有什么信号词吗？② 给我一句长难句，我能先删修饰再找主干吗？③ 看到数字和例子，我会先问“它证明什么”吗？三句都能过，这一讲才算真正带走。 七、课后巩固练习 （一）巩固练习一·阅读4题（题材：丝绸之路遗产保护） The Silk Road Heritage For centuries, the Silk Road connected China with the rest of the world, carrying goods, ideas and cultures. Today, many of its ancient sites are in danger because of weather, tourism and neglect. To protect this shared heritage, several countries have started to work together. One example is the project to restore an old desert city that once served as a key trading stop. Local people and international experts joined forces. They cleaned the buildings, repaired the walls and even replanted trees to hold back the sand. The work was hard, but every year more volunteers arrived. As a result, the old city has come back to life. Tourists now visit it to learn about history. More importantly, the project has shown that protecting heritage is not the job of one country alone. When people from different backgrounds work together, they can preserve the past for the future. 1．What is the main idea of the first paragraph? A．The Silk Road was once very busy.　B．Ancient sites face many dangers.　C．Several countries built the road together.　D．Trade brought great wealth to the region. 2．How did the project protect the old city? A．By cleaning, repairing and replanting trees.　B．By closing it to tourists.　C．By building new houses.　D．By moving it to another place. 3．The phrase “come back to life” in the last paragraph probably means ____. A．to become active and popular again　B．to be rebuilt somewhere else　C．to attract more animals　D．to be covered with plants 4．What lesson does the passage mainly teach? A．International cooperation protects heritage.　B．Tourism helps protect heritage.　C．The desert city is worth visiting.　D．Ancient sites are hard to repair. 【答案与解析】 1．B。段落功能题。第一段后半部分讲遗址面临威胁（in danger because of weather, tourism and neglect），是问题段——A 项只概括了首句背景，C、D 与文中不符。 2．A。细节题。第二段列举 cleaned the buildings、repaired the walls、replanted trees 三项措施——定位三个动作词，A 项是完整概括；B、C、D 在文中未出现。 3．A。词义猜测题。最后一段说城市“重获生机”，游客来访——后句 Tourists now visit it to learn about history 是对该短语的解释，即“重新活跃、受欢迎”。 4．A。主旨题。结尾 protecting heritage is not the job of one country alone 是意义段的主题句——意义段回扣国际合作；B、C 是局部细节，D 项无依据。 （二）巩固练习二·结构与长难句（题材：一座古塔的加固） 阅读短文，完成下列任务。 The old tower in our town began to lean two years ago.（1）Engineers, who were sent by the provincial museum, examined it carefully and found that its base had been weakened by underground water. The local government asked several universities for technical support, and a plan was soon made.（2）It was not until last autumn that the workers finished strengthening the base. Thanks to the joint work of engineers and local people, the tower now stands straight again, and it has become a symbol of what a community can do when it cares about its past. 任务一：为三个句子（段）贴功能标签。第1句：____　第2句：____　第3句：____　（A．问题段　B．协作段　C．解决段　D．意义段） 任务二：用三步法拆解文中画线的两个长难句，写出主干。 【答案与解析】 任务一：第1句 A（began to lean、had been weakened 是问题信号）；第2句 B（asked...for technical support 是协作信号）；第3句 C—D（finished strengthening 是方案完成，Thanks to... has become a symbol 是意义）。若按“句”贴标签，第3句前半为“解决”、后半为“意义”，说明意义段常与解决段合段出现，这是高考说明文的常见变式。 任务二：句（1）主干：Engineers examined it and found that...；（who were sent by the provincial museum）是定语从句修饰 Engineers；that 从句作 found 的宾语。句（2）主干：the workers finished strengthening the base；It was not until...that 是强调句型，强调时间 last autumn。 （三）巩固练习三·长难句翻译与迁移（题材：一栋历史老屋的修复） 用三步法拆解下列句子，翻译成通顺的汉语，并写出主干。 1．The old house, which had stood for over a century, was finally given a new life thanks to the efforts of the local volunteers. 2．It was the community centre that was built on the site of the old factory. 【答案与解析】 1．主干：The old house was finally given a new life。（which had stood for over a century）是定语从句修饰 The old house；thanks to the efforts... 是原因状语。译文：这栋矗立了百余年的老屋，在本地志愿者们的努力下终于重获新生。判断要点：先删 which 从句，主干 the house was given a new life 立即清晰。 2．主干：the community centre was built on the site of the old factory。It was...that 是强调句型，强调 the community centre。译文：就是这座社区中心，建在了旧工厂的遗址上。判断要点：删 it was...that 后句子仍成立，故为强调句而非定语从句。 （四）巩固练习四·写作迁移（用四段骨架写保护倡议） 题目要求：用“问题—协作—解决—意义”四段骨架，写一段80词左右、倡议保护本地一处历史遗迹的段落，每段写一句主题句，并在括号里标注该段功能。 【参考示例】（问题段）The old bridge across the river is cracking and may collapse at any time.（协作段）Students, teachers and the local government have joined hands to raise funds.（解决段）We are going to reinforce it and add a protective railing.（意义段）Once repaired, the bridge will not only ensure safety but also remind us of the town's long history. 【评分要点】四段齐全得40%，主题句能体现该段功能得40%，语言准确得20%。面批时追问：你的“协作段”有没有体现“多方参与”？“意义段”有没有用 not only...but also 或 thanks to 这类信号？ 【教师备讲提示】 本讲主线是“读结构，比读词省力”。课堂节奏建议：撞墙导入控制在10分钟内，关键是让学生自己说出“这段为什么是问题段”——引导他们看 The question was 这个信号，而不是逐词翻译。核心精讲部分，四段骨架表格不要逐行念，而是先抛一段未贴标签的短文，让学生抢答每段功能，教师再点明信号词。 常见错因要当堂点破：① 学生做段落功能题爱“读两遍挑最像的”，要纠正为先看位置与信号词；② 长难句拆解时先被 which 缠住找不到主干，反复示范“先删修饰”；③ 把强调句 It was not until...that 误当定语从句——用“删 it was...that 后是否通顺”来检验。 分层实战建议：A、B 档全班完成当堂核对，C 档写作作为课后作业并面批（重点看四段是否齐全、主题句是否贴功能），D 档给学有余力的学生。巩固练习一至四覆盖阅读、结构、翻译、写作四类，若课时紧张，巩固三、四留作周末作业。 收尾的三句话自检务必让每个学生口答——它能暴露“骨架没记牢”“三步法没内化”两类短板。时间允许时，让两名学生当场拆解一句长难句并画出主干，其他学生补充，记忆锚点就此落地。 【课堂任务与课后选做分层】 课堂必做：撞墙导入2题、即时练习3句、精读实战4题、分层实战A/B档、带走收尾三问自检。课后选做：分层实战C/D档、巩固练习三（长难句翻译）、巩固练习四（写作迁移）。教师可按学情勾选必交项：基础薄弱的学生先补C档与巩固一，学有余力的学生挑战巩固三与巩固四。这样既守住本讲底线（四段骨架＋三步法），又给尖子生留出向上空间。 【错题留白·课后错因卡】 把本讲你做错的结构题或长难句抄在下面（至少3题），每道回答三个问题：① 我当初怎么判断的？② 正确判断依据是什么？③ 我错在“没看信号词”“不会先删修饰”还是“分不清强调句与定语从句”？想清第③问，错因就固化成了能力。 1．原题：____________ 我的判断：______ 正确依据：______ 错因类型：______ 2．原题：____________ 我的判断：______ 正确依据：______ 错因类型：______ 3．原题：____________ 我的判断：______ 正确依据：______ 错因类型：______ 提示：本讲最典型的三类错因是“段落功能凭感觉”“长难句先被修饰缠住”“强调句与定语从句混淆”。如果你的错因集中在这三类之一，建议把四段骨架信号词重抄一遍，并各配一个“先删修饰找主干”的练习。 （五）巩固练习五·综合阅读（题材：一处古城的整体搬迁） A Town That Moved In the 1950s, engineers discovered that a new dam would soon flood an old town. The town had stood for six hundred years, and hundreds of people still lived there. The question was whether it was possible to move an entire town. Faced with this huge challenge, the government turned to engineers from other countries for advice. Experts from different fields joined the project, working out how to take apart and rebuild houses, roads and even trees. They used special machines to move the heaviest buildings, one piece at a time. The work took several years and cost a great deal of money, but in the end the whole town was rebuilt on higher ground. Not a single family was left behind, and every house was restored to look exactly as it had before. Today the town is a living example of how people, working together, can overcome seemingly impossible problems. 1．What was the main problem mentioned in Paragraph 1? A．The town was too old to repair.　B．A new dam would flood the town.　C．There were too many people in the town.　D．The engineers lost their plans. 2．Which paragraph mainly talks about cooperation? A．Paragraph 1　B．Paragraph 2　C．Paragraph 3　D．None 3．The phrase “Not a single family was left behind” in Paragraph 3 means that ____. A．every family was moved safely　B．some families chose to stay　C．the town lost many families　D．families were unhappy about moving 4．What is the best title for the passage? A．The History of Dams　B．Moving a Whole Town　C．Engineers at Work　D．Living on Higher Ground 【答案与解析】 1．B。问题段定位——第一段后半 The question was whether it was possible to move an entire town，即“新大坝将淹没古城”这一难题。A、C、D 与文中不符。 2．B。协作段信号——第二段 turned to engineers from other countries、Experts from different fields joined 是典型“多方协作”。第一段是问题段，第三段前半是解决、后半是意义。 3．A。短语理解题——Not a single family was left behind 意为“没有一户被落下”，结合上句 every house was restored，可知所有家庭都安全搬迁。B、C 与句意相反，D 项无依据。 4．B。主旨题——全文围绕“搬走整座城”展开，A、C、D 都是局部细节。这一题再次印证：主旨看意义段（living example...overcome problems），而非细节。 （六）巩固练习六·结构标签综合（题材：一座藏书楼的保护历程） 给下面短文的每一句贴上“问题/协作/解决/意义”标签，并圈出每句的信号词。 The old library in our city, built in the 1800s, has been damaged by years of rain and neglect.（　）The government therefore asked several universities to send experts.（　）The experts, together with local volunteers, spent two years restoring the roof and walls.（　）As a result, the library now welcomes thousands of readers every month and has become a symbol of the city's love for books.（　） 【答案与解析】 第1句：问题段。信号词 damaged by、neglect——陈述“藏书楼受损”这一难题。 第2句：协作段。信号词 asked several universities to send experts——“求助＋多方参与”。 第3句：解决段。信号词 together with、spent two years restoring——方案与实施。 第4句：意义段。信号词 As a result、has become a symbol——影响与启示。 【点评】这一篇把“四段骨架”压缩到四句里，检验学生能否脱离完整段落、在单句层面识别功能。高考的说明文有时段落很短甚至一句一段，正是这个读法最需要的场景。做完这一题，你应该能“看一句贴一个标签”，而不再依赖整段长度来判断。 给学生的提速法补充一句：考场上一篇文章读两遍是奢侈，正确做法是“一遍带标签、回看查细节”。第一遍只做两件事——贴功能标签、圈数字和例证，其余快速带过；做题时再按需回某段精读。这套读法练熟了，阅读速度能提三分之一，而正确率不降反升，因为你的注意力始终放在考点上。 教师可据此给学生一个可检验的目标：独立完成一篇400词左右说明文的结构拆解，要求8分钟内贴上四段标签、圈出所有数字与例证、说出每处证明的观点。做到这一步，本讲的“结构先行”读法就算真正内化，而不是停在“知道方法、用不出来”。 最后再提醒一句收束：本讲的“结构先行”不是否定精读，而是让精读更聚焦。真正读懂了四段骨架，那些信号词（in danger of、brought together、as a result）就不再是孤立的词组，而是帮你判断段落功能的路标。练到看一句能说一句功能，你的说明文阅读才算真正上了道。 这一讲的落点是：让说明文从“逐词翻译的负担”变成“带地图进楼”。愿你合上讲义时，心里装的是四段骨架和三步拆句，而不是零散的词组。带着地图阅读，比多背几个词更划算。 愿四段骨架成为你每次阅读的起手式。 学科网（北京）股份有限公司 $