【周周有招】新教材同步尖子班讲义第30讲Unit 3 The Internet（词汇巩固-介词型动词短语与to的两类用法）2026年秋人教版必修第二册高一英语上学期（教师版+学生版）
|
2份
|
34页
|
60人阅读
|
0人下载
普通
内容正文：
学科网周周有招-高中英语同步系列精品讲义
【周周有招】新教材同步尖子班讲义2026秋人教版必修第二册高一英语上学期
第30讲Unit3-The Internet （学生版）
（词汇巩固-介词型动词短语与to的两类用法）
目录
一、 开篇 2
（一） 课时安排 2
（二） 学习目标 2
（三） 本讲导航 2
二、 撞墙导入：学生问了一个问题，我答不上来 2
（一） 问题来自课堂 2
（二） 同一句话里，to 换了身份 3
三、 核心精讲：to 前面站着什么，决定 to 是哪种 to 3
（一） 换名词检验 3
（二） 高考怎么考这个 to 4
（三） 介词 to 与不定式 to 的对照句组 5
（四） 介词 to 的四类家族 5
四、 核心精讲：教材动词块的介词方向 6
（一） benefit 一族四面 6
（二） 方向对置：result in 与 result from 6
（三） 同类块，认识即可 7
（四） 同一件事，三种说法 7
（五） familiar 的介词由主语定，不由翻译定 8
（六） access 的词性两面 8
（七） 名词块：讲到这里就够 9
五、 随堂演练 9
六、 特殊结构与边界 10
（一） be used to 的两副面孔 10
（二） 名词后面接 to，先看 to 后面是什么 10
（三） give 家族，只记一条 10
（四） 本讲的边界 11
七、 课堂实战 11
（一） A 组·完形填空（15 空，课堂完成，15 分钟） 11
（二） B 组·语法填空（10 空，课堂完成，10 分钟） 13
（三） C 组·阅读理解（4 题，课堂完成，12 分钟） 13
八、 课堂小结 15
九、 课后巩固（独立作业，30 分钟） 15
（一） 语法填空（10 空） 15
（二） 阅读理解（4 题） 16
（三） 应用文写作（1 篇） 17
十、 订正区（课后自己填） 17
1、 开篇
（1） 课时安排
本讲为 Unit 3 第 30 讲，总时长 120 分钟（2 课时）。第一课时落在判定规则与教材动词块，第二课时落在随堂演练与实战。
（2） 学习目标
1. 能用换名词检验在 3 秒内判出句中 to 是介词还是不定式标记，并说出依据。
2. 能分清 have access to、benefit from、keep track of、be made fun of 的介词，并改正 to 后误接原形的错句。
3. 能完成以本单元搭配为考点的完形 15 空与语填 10 空，正确率不低于 85%。
（3） 本讲导航
本讲着力点：to 的介词／不定式分判（换名词检验）｜兼及：动词块介词方向、名词块介词、give 家族。
2、 撞墙导入：学生问了一个问题，我答不上来
（1） 问题来自课堂
上个星期讲完 have access to，一个学生举手：“老师，为什么这个词组后面跟的是名词，可是我看到过 access to do？”
我当时没直接回答。问题本身就歪了——答案给早了，你们就懒得想了。
把两句话摆到黑板上：
1 Everyone has access to the Internet.
2 Students can access the Internet.
【先别急着往下看】
1 第①句 to 后面跟的是 ______（写词性）；第②句 access 后面直接跟 ______，to 整个 ______。
2 他说的 access to do，是把哪两个用法拼在一起的？拼错在哪一步？写一句你的判断：
______________________________________________________________________
______________________________________________________________________
【答案与解析】
1 ________；________；________。
2 我的判断：______________________________；判据：______________________________。
（2） 同一句话里，to 换了身份
教材里有两句话挨得很近，抄在这里：
1 She believes that it is highly important to bridge the digital divide and make sure that everyone has access to the Internet and knows how to use new technology.
2 Thinking about other people's situations inspired me to offer help.
【动手】第①句里有两个 to，别漏掉
第①句前半截 has access to the Internet：to 后面是 ________；
第①句后半截 how to use new technology：to 后面是 ________；
第②句 inspired me to offer help：to 后面是 ________。
把上面三个空放在一起看，写出你发现的那条判据：to 的身份不由 ________ 定，由 ________ 定。
【答案与解析】
判据：______________________________；依据：______________________________。
公理（永远成立，可直接用）：介词后面必须站名词性成分；不定式后面必须站动词原形。两条路不可能同时成立。
3、 核心精讲：to 前面站着什么，决定 to 是哪种 to
（1） 换名词检验
操作步骤——本讲第一件工具，三步走完：
第1步 把 to 后面的词换成一个普通名词；
第2步 句子还成立、意思没跑 → to 是 ________，后接 ________；
第3步 意思变了、或者根本站不住 → to 是 ________ 标记，后接 ________。
一句话记住：换成名词还讲得通，to 就是介词。
【练】★★☆
1 I look forward to seeing you. → I look forward to the party. 讲得通，意思没变 → to 是 ________ → 后接 ________。
2 I want to see you. → I want the party. 语法能站，意思变成“我想要那场聚会” → to 是 ________ → 后接 ________。
【答案与解析】
1 __________。因为 ________________________。
2 __________。因为 ________________________。
这条判据为什么不会失灵？反过来看更清楚：have access to the Internet 换成动词说法是 access the Internet——to 当场 ______。
可见 to 不是跟着 access 这个“词”走的，是跟着 access 这个 ______ 走的。这一条可证伪：换成动词以后 to 还留着的，那它就不是 ______。
有一处会卡：to 后面本身就是动名词时（I look forward to hearing），换成名词反倒看不出差别。这时退一步看 to 前面——先看它是不是一个完整的“动词＋介词”块；介词的位置已经被占了，to 只能 ______。
两条路：换名词检验走不通，就看 to 前面站着什么。一般都能走到同一个结论。
再用成分法验算一遍：I look forward to seeing 里，seeing 是 to 的 ________，所以它是动名词；I want to see 里，to see 是 ________，作补足语。考场上用一个就够，另一个用来验算。
（2） 高考怎么考这个 to
语法填空里 to 的考法就三类。类别名先记住，答案自己填：
第一类 动词块缺介词：has access ______ the Internet
第二类 不定式缺 to：decided ______ start
第三类 给提示词考 to 后面的形态：look forward to ______ (hear)
第三类是前两类的附庸：to 的身份一定，后面的形态跟着定。身份定错了，形态必错，而且错得理直气壮。
【练】★★★
1 has access ______ the Internet （靠认出 ____________ 这个块）
2 decided ______ start （靠 ____________ 这个标记词）
3 look forward to ______ (hear) （靠前两类的判定结果）
【答案与解析】
1 ________ 2 ________ 3 ________。
三题答案里都有 to，判定路径却是三条，混着背必串。写一句你自己的区分办法：
______________________________________________________________________
（3） 介词 to 与不定式 to 的对照句组
自己动手填这张表：左列写 5 句 to 带名词或 -ing 的句子，右列写 5 句 to 带原形。教材里的句子可以直接搬，课外读到的也算。
介词 to（后接名词／-ing）
不定式 to（后接原形）
填完自己跑一遍换名词检验：左列换成名词还 ________，右列换过去意思就 ________。看一遍比背十遍管用。
（4） 介词 to 的四类家族
按词性收成四类，考场上认脸更快。这是速查表，先认脸，再落笔：
第一类 动词＋介词 to：have access to／look forward to／pay attention to／be used to／get down to／lead to／contribute to／be addicted to
第二类 形容词＋to：be familiar to／be similar to／be close to
第三类 名词＋to 表所属：the key to success／the solution to the problem／access to the Internet
第四类 动词＋sb.＋to do：inspire／encourage／remind sb. to do
前三类里的 to 都是 ________，后面接 __________；第四类里的 to 是 ________，后面接 ________，绝不接 -ing。
第四类被混进第一类——这是本讲最高发的错误。先给自己敲一记：落笔前先看 to 前面。
【练】★★★ 给提示词，形态被 to 的身份定死
1 look forward to ______ (hear)
2 pay attention to ______ (protect)
3 decide ______ (start)
【答案与解析】
1 __________ 2 __________ 3 __________。
第三例最阴：三个空长得像，落笔的方向却不在同一条路上。分水岭在 __________ 那个词。
把你认定分水岭的那句话写在下面：________________________________________
4、 核心精讲：教材动词块的介词方向
（1） benefit 一族四面
先摆一句上一届作业里的真错：I benefit a lot of reading.
of 表所属，不表来源。益处从哪儿来，用 ______：I benefit a lot ______ reading.
四个面，四种形态——这是词块清单，先记住形状，再做题：
benefit from B 从 B 中获益（B 是来源）
benefit A 使 A 受益（及物，A 是受益者）
be beneficial to A 对 A 有益（形容词）
bring great benefits to A 给 A 带来很大好处（名词）
判定顺序（按这个顺序扫，不许跳）：
1 空前有 great／one of／the 这类限定语 → ________；
2 空前是 be 或 more → ________；
3 空后直接跟宾语、中间没有介词 → ________；
4 空后有 from → ________。
【练】★★☆
1 The Internet has brought great __________ to our daily lives.（提示：great 前的位置只允许 ________ 站进去）
【答案与解析】
1 __________。判据：______________________________。
这一句是本单元最容易写成 benefits to／benefit from 混串的地方，别顺手。
（2） 方向对置：result in 与 result from
判定信号只有一句：看空后是 ______ 还是 ______。
年年有人在这里丢分，毛病都一样——只背了“result in 是导致”，没看这个句子往哪个方向走。
【练】★★★
1 The accident resulted ______ careless driving.
2 Careless driving resulted ______ the accident.
3 His carelessness led ______ the failure of the experiment.
【答案与解析】
1 ________ 2 ________ 3 ________。
同族一起记：in／to 指向 ________，from 指向 ________。
把上面这句抄一遍：________________________________________
完形里这一族的挖法有迹可循：把 result in 与 result from 拆到不同段落分别设空，再把 benefit from 塞进去当干扰。你的防身动作只有一个——落笔前先问：空后是 ______ 还是 ______？
（3） 同类块，认识即可
be addicted to、get down to、contribute to、lead to 都算“动词＋介词 to”，to 后面接名词或动名词。be addicted to ________ games，不是 play。这四块本讲不逐块展开，考到能认出来就够。
keep track of 的 of 后面接被追踪的对象：keep track of the latest updates。把 of 漏掉写成 keep track ______ the news，这一块就废了。
make fun of 的被动式是 be made fun of，of 留在 ________：She was being made fun of. 这里错得最多的是写成 be made fun——被动一上手，介词就忘了。
【练】★★☆
1 They are addicted to ______ (play) online games.
2 She was being made fun ______.
【答案与解析】
1 __________ 2 ________。
（4） 同一件事，三种说法
1 The Internet is good for us.
2 We benefit a lot from the Internet.
3 The Internet has brought great benefits to our daily lives.
三句说的是同一件事。②用 __________ 块，③用 __________ 块。写作时看句子缺什么位置：主语后面要谓语，用 ________；前面有 great 这类限定语，用 ________。
Reading widely benefits my writing.（及物，writing 是受益者）
Reading widely is of great benefit to my writing.（名词块）
两句都不算错：第一句短，适合放在段中；第二句重，适合放在段末收束。
【改病句】本讲八成的错都出在词性站错位
× Reading widely is benefit to my writing.（benefit 占不了表语位）
改法一：Reading widely is __________ to my writing.
改法二：Reading widely is of great __________ to my writing.
【答案与解析】
改法一 __________；改法二 __________。
再追一句：用动词 benefit 时，教材搭配只有两条——不及物的 benefit ________（得益于）和及物的 benefit ________（使受益），都不接 ______。
写出 benefit to，是从名词块 benefits to 那里串过来的。
（5） familiar 的介词由主语定，不由翻译定
判定落点：看主语是“熟悉者”还是“被熟悉的东西”。中文看不出介词，英文看 ________。
【练】★★☆
1 I am familiar ______ this app.（人作主语）
2 This app is familiar ______ me.（物作主语）
3 The song is familiar ______ me.（先判 the song 是熟悉者，还是被熟悉的东西）
【答案与解析】
1 ________ 2 ________ 3 ________。
完形里这一空的四个选项常常是 with／to／for／of，判定只看 __________。
（6） access 的词性两面
先判 ______，再定 to 的去留。这块年年考，年年有人栽，本讲把它单拎出来。
名词：have access ______ the Internet（to 是 ______）
动词：access the Internet（直接带宾语，to ______）
【练】★★★
× I can access to the Internet.
改正：I can __________ the Internet.（判断：此处 access 是 ______ 词）
【答案与解析】
1 __________。判据：______________________________。
两条易错放在一处，自己判、自己改：
× I am familiar to this app. 改正：I am familiar ________ this app.
× This app is familiar with me. 改正：This app is familiar ________ me.
× I can access to the Internet. 改正：I can __________ the Internet.
【答案与解析】
1 ________ 2 ________ 3 __________。
语感在这里是靠不住的——两种说法你都听过。落笔前只做那一个动作：先判 ______。
（7） 名词块：讲到这里就够
make use of、play a role in、pay attention to、make a contribution to、make a difference to，共同骨架是“动词＋抽象名词＋介词”，of／in／to 三个介词是钉死的。
写作提分点在抽象名词前面那个形容词——加一个形容词，句子的密度就上去了。
make use of → make full use of the resources online
play a role in → play an important role in our study
pay attention to → pay attention to protecting your privacy
make a contribution to → make a contribution to the project
make a difference to → make a great difference to our life
keep track of → keep track of the latest updates
六块的介词是钉死的，其中三块以 to 收尾，那三块的 to 一律按 ______ 处理，后面接 __________。
教材那三条上网准则——不随意透露地址与电话、保护隐私、礼貌发言——是建议类语块最好的现成语料。看这句：
The key to staying safe online is to protect your privacy.
句里 key to 是“名词＋to”块，后面接 __________；protect your privacy 是 __________ 类词块。这个结构在应用文里几乎年年能用。
仿写一句（用上 The key to... 结构，写一条上网建议）：
______________________________________________________________________
5、 随堂演练
下面四句，先把 to 前面那个词圈出来，再动手填。圈不出来就别猜。
1 He is used to ______ (get) up early.
2 The key to ______ (solve) the problem is patience.
3 She decided ______ (join) the online group.
4 They are addicted to ______ (play) online games.
【答案与解析】
1 __________ 2 __________ 3 __________ 4 __________。
四句落笔的方向不全是同一个——这句话只用来提醒你对照，别当答案抄。判定动作是同一个：圈出 ________ 那个词，看它是一个完整的“动词＋介词”块、一个“名词＋to”块，还是一个需要 ________ 的标记词。
自评：用时 ______ 分钟 正确 ______ / 4 错因：□ 认错块 □ 方向反了 □ 词性没判 □ 语感下手
6、 特殊结构与边界
（1） be used to 的两副面孔
主语是人、表状态 → 习惯于 → 后接 __________：I am used to cleaning the room.
主语是物、表用途 → 被用来做 → 后接 __________：The machine is used to clean the room.
判定看 ________ 是人还是物；加一句看后面给的动词形态——题面把 -ing 摆出来了，那就是“________”。
（2） 名词后面接 to，先看 to 后面是什么
接“对象” → ________：the key to success／the solution to the problem／access to the Internet
接“动作” → ________：the chance to win／the way to learn English／the ability to use technology
完形常把 to 和 of 混着挖。判定看能否“______”：能通向的用 ______，纯归属的用 ______。
【练】★★☆
1 the key ______ the door（门的钥匙）
2 the cover ______ the book（书的封面）
【答案与解析】
1 ________ 2 ________。
（3） give 家族，只记一条
give out 泄露、分发（后接 password、address、phone number）；give up 放弃（后接 the chance、the habit）；give away 赠送、无意暴露；give in 屈服；give off 散发。
后接信息类名词 → give ______，这一条够用了。
【练】★★☆
1 He nearly gave ______ his password to a stranger.
【答案与解析】
1 ________。判据：空后是 ________ 类名词。
（4） 本讲的边界
本讲只处理 to 作 ________ 与 ________ 的分判，以及教材块的方向介词。
inspire／encourage／remind sb. to do 里的 to 都是 ________，后接 ________，绝不接 -ing。
这一族和“动词＋介词 to”最容易张冠李戴。遇到先做一个动作：看清 to 前面是不是一个完整的 ____________ 块。
7、 课堂实战
（1） A 组·完形填空（15 空，课堂完成，15 分钟）
阅读下面短文，从短文后各题所给的 A、B、C、D 四个选项中选出可以填入空白处的最佳选项。
I used to think that being good with computers meant knowing a lot of programs. Last November I found out it mostly means noticing small things.
Our class entered an online speaking contest. The rules were short: record a three-minute talk and send it in before Friday. I recorded mine on Wednesday and felt pleased with myself.
Then I tried to send it. The page asked for a password I had written on a piece of paper, and I had left that paper on my desk at school. Our neighbour let me use her connection, so I could keep 1. ______ of the time I had left, and the school office gave me 2. ______ to a computer after hours. By Thursday I was 3. ______ with the upload page and had stopped guessing.
What I had missed was simple. I had not bothered to pay attention 4. ______ the file size, and the system refused anything over 100 MB. I also nearly 5. ______ my password to someone who emailed me claiming to be from the contest. A single careless reply has 6. ______ real loss for students before, and this time it nearly did.
Nobody likes being 7. ______ fun of for a mistake like that. What changed things was one small habit: check the size, check the sender, check the address. Those three checks made a great 8. ______ to how calm I felt. My partner was looking forward 9. ______ recording her own talk by then, though at first she was not used 10. ______ speaking to a camera at all.
One wrong click can 11. ______ a week of trouble, and we both knew it. Our teacher 12. ______ us to record a second version anyway, and that second try 13. ______ the whole class, not just us. I 14. ______ to write the three checks on the board before every contest.
Now our class makes 15. ______ of a shared checklist. It is short. It has saved us twice.
1 pace B. track C. touch D. step
2 way B. key C. entry D. access
3 familiar B. popular C. busy D. angry
4 for B. with C. to D. on
5 give up B. give out C. give in D. give off
6 resulted from B. come with C. led from D. resulted in
7 made B. taken C. had D. got
8 change B. choice C. difference D. point
9 with B. for C. on D. to
10 for B. to C. with D. in
11 lead to B. result C. cause D. bring
12 made B. let C. had D. inspired
13 contributed B. resulted C. benefited D. led
14 suggested B. considered C. avoided D. decided
15 sense B. use C. fun D. room
【答案与解析】
1 _____ 2 _____ 3 _____ 4 _____ 5 _____
6 _____ 7 _____ 8 _____ 9 _____ 10 _____
11_____ 12 _____ 13 _____ 14 _____ 15 _____
层次：前五空考 ________，中五空考 ________，后五空考 ________。
讲后回填（不写答案，只写判据关键词）：
1—5 我的判据：_____________________________________________
6—10 我的判据：_____________________________________________
11—15 我的判据：_____________________________________________
自评：用时 _____ 分钟 正确 _____ / 15
错因：□ 认错块 □ 方向反了 □ 词性没判 □ 语感下手
（2） B 组·语法填空（10 空，课堂完成，10 分钟）
阅读下面短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。
Last July I decided to teach myself how to make a simple website. I had no plan and no teacher, which turned out to be the best part.
The first thing I had to get used 1. ______ was failing. My first page broke four times before it worked. Every evening I kept track 2. ______ what had gone wrong, and I paid attention 3. ______ one thing at a time instead of changing everything at once.
The second thing was finding help. I had access 4. ______ a small library of free lessons online, and the person who wrote them answered questions every weekend. That mattered more than the lessons themselves. Whenever a page finally worked, I looked forward 5. ______ showing it to someone, because a page nobody sees is only half finished.
There were mistakes, of course. Once I nearly gave 6. ______ my password to a site that looked exactly like the real one. I noticed in time, but the lesson stayed: check the address before you type.
By September the site had grown into something my classmates used. Several of them decided 7. ______ (build) their own, and two asked me to help. Helping them 8. ______ (benefit) me more than it benefited them—explaining a step out loud shows you which part you do not really understand.
The whole project 9. ______ (result) from a single boring afternoon. What kept it going was not talent. It was having somewhere to turn 10. ______ the next step was unclear.
【答案与解析】
1 _____ 2 _____ 3 _____ 4 _____ 5 _____ 6 _____ 7 _______ 8 _______ 9 _______ 10 _____
讲后回填（每空只写判据关键词）：_____________________________________________
自评：用时 _____ 分钟 正确 _____ / 10 错因：□ 介词块 □ 不定式标记 □ -ing 形态 □ 词性
（3） C 组·阅读理解（4 题，课堂完成，12 分钟）
阅读下列短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。
Most people who sign up for a free online course never finish it. The figure usually quoted is around ninety per cent, and it has barely moved in ten years. Plenty of explanations have been offered: the courses are too long, the videos are dull, the certificates are worthless.
A closer look at the data suggests something less comfortable. Students who finish are not noticeably smarter or more disciplined than those who drop out. What separates them is often a single thing—someone else is doing the course too. In one large study, learners who were paired with a partner finished at more than twice the rate of those who worked alone. The partner did not need to be an expert. He only needed to be expecting a message on Tuesday.
This is awkward for anyone who builds courses, because it means the content is not the bottleneck. A course can be clear, short, and beautifully made, and still be abandoned if the learner has nobody to report to. The opposite also holds: a poorly made course with a weekly meeting behind it often gets finished.
The practical lesson is not "make better videos". It is that finishing is a social act. People rarely give up because a task is hard. They give up at the point where the next step is unclear and nobody is waiting.
1. What does the writer say about students who finish online courses?
A. They are usually smarter than those who drop out.
B. They are clearly more disciplined than others.
C. They spend much more time on each lesson.
D. They often have someone else doing the course with them.
2. What did the large study show about learners with a partner?
A. They needed an expert partner to make progress.
B. They finished at more than twice the rate of those working alone.
C. They preferred long courses to short ones.
D. They gave up more often in the first week.
3. Why is the finding "awkward" for course builders?
A. It shows videos should be shorter.
B. It proves certificates are worthless.
C. It means the content is not the main problem.
D. It means learners are not disciplined enough.
4. Which of the following would the writer most likely agree with?
A. Finishing a course depends more on social contact than on content.
B. Making better videos is the key to higher completion rates.
C. Online courses should be made much longer.
D. Learners should study alone to avoid distraction.
【答案与解析】
1 _____ 2 _____ 3 _____ 4 _____
每题的落点句（在原文里把依据划出来，把题号写在旁边）：________________________________________
自评：用时 _____ 分钟 正确 _____ / 4
8、 课堂小结
三句话带走——关键词自己默，不许翻前面。
1 to 的身份看它前面站着什么：一个完整的“__________”块，或者一个“__________”，那就是介词；decide、want、manage 这类 ________，那就是不定式。
2 方向介词只看空后是 ______ 还是 ______：in／to 指向 ______，from 指向 ______。
3 access 先判 ______，再定 ______ 的去留。
我的笔记（本讲最该记住的三句话，自己写）：
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
9、 课后巩固（独立作业，30 分钟）
（1） 语法填空（10 空）
阅读下面短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。
A friend of mine runs a small reading group online. It began with six people and now has more than two hundred, though almost nothing about it has changed.
What makes it work is not the books. Every member is familiar 1. ______ the same rule: finish the chapter, or say you have not. Nobody is used 2. ______ (explain) themselves at length, and nobody is asked to.
The group has access 3. ______ a shared folder where people post one paragraph a week. My friend pays attention 4. ______ the length rather than the quality, because a short paragraph written on time beats a long one written late.
There have been problems. Once a new member gave 5. ______ the group's password in a public post. My friend noticed within minutes and changed it, but the lesson stayed with everyone.
What surprised me most was how quickly people improved once they had someone to report to. The group's first year resulted 6. ______ more finished books than any of the members had managed alone, and several of them decided 7. ______ (start) groups of their own.
The project has benefited 8. ______ (I) too. I used to read alone and stop at page forty. Now I finish, because on Sunday someone expects a paragraph.
Nothing about the group is expensive or clever. It works because it removes one moment—the moment 9. ______ the next page feels unclear and nobody is waiting. That is worth more than any new 10. ______ (able) to read faster.
【答案与解析】
1 _____ 2 ______ 3 _____ 4 _____ 5 ______ 6 _____
7 _______ 8 _____ 9 _____ 10 _______
判据回填（每空写判据，不写理由作文）：
_____________________________________________
（2） 阅读理解（4 题）
阅读下列短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。
A study of online help pages came to an uncomfortable conclusion: the most careful instructions are often the least read. The researchers watched what people actually did when a page failed to load, and the answer was almost always the same—they tried the same thing again, harder.
This is not stupidity. It is what happens when a person has no picture of what is going wrong. Given no model of the machine, a reasonable person assumes the fault is temporary and repeats the action. Instruction manuals, however good, cannot fix this, because they are written for someone who already knows which part has failed.
What does fix it is a name. In the study, users who were told simply that the problem was "the address, not the password" solved it in under a minute. The information was not new; both words appeared on the screen already. What was missing was knowing which of the two mattered.
The lesson generalises. People do not need more information at the moment of failure. They need one sentence telling them where to look. A help page that names the likely cause does more than a page that lists every possible one.
1. What did the researchers find about people when a page failed to load?
A. They usually tried the same action again.
B. They read the instructions carefully.
C. They immediately asked for help.
D. They gave up at once.
2. Why do people repeat the action, according to the writer?
A. They are careless by nature.
B. The instructions are too short.
C. They have no picture of what is going wrong.
D. The machine is usually at fault.
3. What helped users solve the problem in under a minute?
A. A longer instruction manual.
B. Being told which part had failed.
C. A new password.
D. Restarting the machine.
4. What does the writer say people need at the moment of failure?
A. More information about every possibility.
B. A faster machine.
C. A longer list of instructions.
D. One sentence telling them where to look.
【答案与解析】
1 _____ 2 _____ 3 _____ 4 _____
每题落点句：_____________________________________________
（3） 应用文写作（1 篇）
假定你是李华，你校英语社正在征集关于“如何坚持一项在线学习”的短文。请你用英语写一篇短文，介绍你的做法并说明它为什么有效。
注意：1. 词数 80 左右；2. 可适当增加细节，使行文连贯。
动笔前先圈出必须用到的三块：have access to／pay attention to／keep track of（至少用到两块）；再想清楚一处 to 的身份——写错一处，整句扣分。
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
自评：词数 _____；用到的本讲搭配：
__________________________________________________
10、 订正区（课后自己填）
抄错题 + 写清“我错在看成了什么”——只写这一句，别抄解析。
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
学科网（北京）股份有限公司
$学科网周周有招-高中英语同步系列精品讲义
【周周有招】新教材同步尖子班讲义2026秋人教版必修第二册高一英语上学期
第30讲Unit3-The Internet （教师版）
（词汇巩固-介词型动词短语与to的两类用法）
目录
一、 开篇 2
（一） 课时安排 2
（二） 学习目标 2
（三） 本讲导航 2
二、 撞墙导入：学生问了一个问题，我答不上来 2
（一） 问题来自课堂 2
（二） 同一句话里，to 换了身份 3
三、 核心精讲：to 前面站着什么，决定 to 是哪种 to 3
（一） 换名词检验 3
（二） 高考怎么考这个 to 4
（三） 介词 to 与不定式 to 的对照句组 4
（四） 介词 to 的四类家族 5
四、 核心精讲：教材动词块的介词方向 5
（一） benefit 一族四面 5
（二） 方向对置：result in 与 result from 6
（三） 同类块，认识即可 6
（四） 同一件事，三种说法 6
（五） familiar 的介词由主语定，不由翻译定 7
（六） access 的词性两面 7
（七） 名词块：讲到这里就够 8
五、 随堂演练 8
六、 特殊结构与边界 9
（一） be used to 的两副面孔 9
（二） 名词后面接 to，先看 to 后面是什么 9
（三） give 家族，只记一条 9
（四） 本讲的边界 9
七、 课堂实战 10
（一） A 组·完形填空（15 空，课堂完成，15 分钟） 10
（二） B 组·语法填空（10 空，课堂完成，10 分钟） 11
（三） C 组·阅读理解（4 题，课堂完成，12 分钟） 12
八、 课堂小结 14
九、 课后巩固（独立作业，30 分钟） 14
（一） 语法填空（10 空） 14
（二） 阅读理解（4 题） 15
（三） 应用文写作（1 篇） 16
1、 开篇
（1） 课时安排
本讲为 Unit 3 第 30 讲，总时长 120 分钟（2 课时）。第一课时落在判定规则与教材动词块，第二课时落在随堂演练与实战。
（2） 学习目标
1. 能用换名词检验在 3 秒内判出句中 to 是介词还是不定式标记，并说出依据。
2. 能分清 have access to、benefit from、keep track of、be made fun of 的介词，并改正 to 后误接原形的错句。
3. 能完成以本单元搭配为考点的完形 15 空与语填 10 空，正确率不低于 85%。
（3） 本讲导航
本讲着力点：to 的介词／不定式分判（换名词检验）｜兼及：动词块介词方向、名词块介词、give 家族。
2、 撞墙导入：学生问了一个问题，我答不上来
（1） 问题来自课堂
上个星期讲完 have access to，一个学生举手："老师，为什么这个词组后面跟的是名词，可是我看到过 access to do？"
我当时没直接回答，因为问题本身有问题——他记混了两个东西。
把两句话摆到黑板上：
1 Everyone has access to the Internet.
2 Students can access the Internet.
第①句 to 后面是名词 the Internet；第②句 access 后面直接跟宾语，to 整个消失。
他记的"access to do"，是把两个用法拼起来的产物。
（2） 同一句话里，to 换了身份
教材里有两句话挨得很近，抄在这里：
1 She believes that it is highly important to bridge the digital divide and make sure that everyone has access to the Internet and knows how to use new technology.
2 Thinking about other people's situations inspired me to offer help.
第①句前半截 has access to the Internet，to 后面是名词 the Internet；同一句后半截 how to use new technology，to 后面是原形 use。同一句话里，to 换了身份。第②句 inspired me to offer help，to 后面又是原形。
教材没在刁难人。英语本来如此：to 的身份不由 to 自己定，由它后面接的东西定。
介词后面必须站名词性成分；不定式后面必须站动词原形。两条路不可能同时成立，所以下面这条判据永远有效。
3、 核心精讲：to 前面站着什么，决定 to 是哪种 to
（1） 换名词检验
把 to 后面的词换成一个名词：句子还成立、意思没跑→to 是介词；换了以后意思变了，或者根本站不住→to 是不定式标记。
I look forward to seeing you. → I look forward to the party. 讲得通，意思没变→介词→后接 -ing。
II want to see you. → I want the party. 语法能站，意思变成"我想要那场聚会"，跑掉了→不定式→后接原形。
换成名词还讲得通，to 就是介词。
这条判据为什么不会失灵，反过来看更清楚。have access to the Internet 换成动词说法，是 access the Internet——to 当场消失。可见 to 不是跟着 access 这个"词"走的，是跟着 access 这个"名词"走的。
这一条可证伪：换成动词以后 to 还能留着的，那它就不是介词 to。
有一处会卡：to 后面本身就是动名词，比如 I look forward to hearing，再换成名词反倒看不出差别。这时退一步看 to 前面——look forward 是一个完整的"动词＋介词"块，介词的位置已经被占了，to 只能是介词。
换名词检验走不通的时候，看 to 前面站着什么，这是第二条路。两条路一般都能走到同一个结论。
再看成分：I look forward to seeing 里，seeing 是 to 的宾语，所以它是动名词；I want to see 里，to see 是不定式，作补足语。成分法和换名词法结论一致，考场上用一个就够，用另一个验算。
（2） 高考怎么考这个 to
语法填空里 to 的考法就三类。
第一类，动词块缺介词：has access ______ the Internet，填 to。
第二类，不定式缺 to：decided ______ start，填 to。
第三类，给提示词考 to 后面的形态：look forward to ______ (hear)，填 hearing。
第三类其实是前两类的附庸：to 的身份一定，后面的形态跟着定。身份定错了，形态必定错，而且错得理直气壮。
三类空放在一处看更清楚：has access ______ the Internet 填 to，靠的是认出 have access 这个块；decided ______ start 填 to，靠的是 decided 这个标记词；look forward to ______ (hear) 填 hearing，靠的是前两类的判定结果。三题答案里都有 to，判定路径却是三条，混着背必串。
（3） 介词 to 与不定式 to 的对照句组
介词 to（后面站名词或动名词）：
1. have access to the Internet
1. look forward to hearing from you
1. pay attention to protecting privacy
1. be used to reading on a screen
1. the key to staying safe online
不定式 to（后面站动词原形）：
1. decide to start an IT club
1. inspire sb. to offer help
1. how to use new technology
1. manage to finish the task
1. the chance to win
左列五句里的 to 都带名词性成分，右列五句里的 to 都带原形。左列换成名词还讲得通，右列换过去意思就跑——这组对照把换名词检验跑了一遍，看一遍比背十遍管用。
（4） 介词 to 的四类家族
按词性把介词 to 的家族收成四类，考场上认脸更快。
动词＋介词 to：have access to／look forward to／pay attention to／be used to／get down to／lead to／contribute to／be addicted to
形容词＋to：be familiar to／be similar to／be close to
名词＋to 表所属：the key to success／the solution to the problem／access to the Internet
动词＋sb.＋to do（不定式，最易混）：inspire／encourage／remind sb. to do
前三类里的 to 都是介词，后面接名词或动名词；第四类里的 to 是不定式，后面接原形，绝不接 -ing。
第四类被混进第一类，是这一讲最高发的错误。
给提示词的空，形态被 to 的身份定死，看三例：
1. look forward to ______ (hear) → hearing（介词）
1. pay attention to ______ (protect) → protecting（介词）
1. decide ______ (start) → to start（不定式，to 要自己补上）
第三例最阴：空里填的是 to，因为 decide 后面缺的是不定式标记，不是介词。同一个空，前两例填 -ing，第三例填 to，分水岭在 to 前面那个词。
4、 核心精讲：教材动词块的介词方向
（1） benefit 一族四面
先摆一句学生作业里的真错：
I benefit a lot of reading.
of 表所属，不表来源。益处从哪儿来，用 from：I benefit a lot from reading.
benefit 一族四面：
1. benefit from B 从 B 中获益（B 是来源）
1. benefit A 使 A 受益（及物，A 是受益者）
1. be beneficial to A 对 A 有益（形容词）
1. bring great benefits to A 给 A 带来很大好处（名词）
判定顺序：空前有 great／one of／the 这类限定语→名词 benefits；空前是 be 或 more→形容词 beneficial；空后直接跟宾语、中间没有介词→及物动词 benefit；空后有 from→不及物 benefit。
The Internet has brought great benefits to our daily lives.
great 前的位置决定了这里要填名词 benefits，beneficial 是形容词，挤不进去。这一句是本单元最容易写成 benefits to／benefit from 混串的地方。
（2） 方向对置：result in 与 result from
The accident resulted ______ careless driving. 空后是原因→from。
Careless driving resulted ______ the accident. 空后是结果→in。
两句的主语宾语一颠倒，介词跟着换。完形把这两块对置出题，是常规操作。
判定信号只有一句：看空后是原因还是结果。年年有人在这里丢分，毛病都一样——只背了"result in 是导致"，没看这个句子往哪个方向走。
同族放进一篇完形里，长这样：
1. The accident resulted ______ careless driving. → from（空后是原因）
1. Careless driving resulted ______ the accident. → in（空后是结果）
1. His carelessness led ______ the failure of the experiment. → to（与 in 同向）
三句里 result 出现两次，一次填 from 一次填 in，判定的全部依据落在空后那个名词是原因还是结果。完形把这三句拆进不同段落，考生就容易各填各的，两头都错在同一处。
同族还有 lead to（通向、导致）与 contribute to（促成；捐款），方向跟 result in 一致；benefit from 与 result from 一样，来源在后。这四块放一起记：in／to 指向结果，from 指向来源。
（3） 同类块，认识即可
be addicted to、get down to、contribute to、lead to 都算"动词＋介词 to"，to 后面接名词或动名词。be addicted to playing games，不是 play。这四块本讲不逐块展开，考到能认出来就够。
keep track of 的 of 后面接被追踪的对象：keep track of the latest updates。把 of 漏掉写成 keep track the news，这一块就废了。
make fun of 的被动式是 be made fun of，of 留在句末：She was being made fun of. 这里错得最多的是写成 be made fun，被动一上手，介词就忘了。
（4） 同一件事，三种说法
1 The Internet is good for us.
2 We benefit a lot from the Internet.
3 The Internet has brought great benefits to our daily lives.
三句说的是同一件事，②用动词块 benefit from，③用名词块 benefits to。写作时看句子缺什么位置：主语后面要谓语，用动词块；前面有 great 这类限定语，用名词块。
Reading widely benefits my writing.（及物，writing 是受益者）
Reading widely is of great benefit to my writing.（名词块）
两句都不算错，第一句短，适合放在段中；第二句重，适合放在段末收束。
benefit 的错，八成是词性站错位
Reading widely is benefit to my writing.（benefit 占不了表语位）
√ Reading widely is beneficial to my writing.
√ Reading widely is of great benefit to my writing.
再追一句：用动词 benefit 时，教材搭配只有两条——不及物的 benefit from（得益于）和及物的 benefit sb.（使受益），都不接 to。写出 benefit to，是从名词块 benefits to 那里串过来的。
完形里这一族的考法有迹可循：把 result in 与 result from 拆到同一篇的不同段落分别设空，再把 benefit from 塞进去当干扰。判定的全部负担压在"空后是因还是果"这一句上，跟认不认得这个单词关系不大。
（5） familiar 的介词由主语定，不由翻译定
人作主语→with：I am familiar with this app.
物作主语→to：This app is familiar to me.
完形挖空：The song is familiar ______ me，填 to。判定看主语 the song 属于"被熟悉的东西"，不是熟悉者。反过来，主语换成 I，介词立刻换成 with。
看主语是"熟悉者"还是"被熟悉的东西"，别盯着中文"熟悉"两个字翻译。中文看不出介词，英文看主语。
（6） access 的词性两面
名词：have access to the Internet（to 是介词）
动词：access the Internet（直接跟宾语，to 消失）
写错成 I can access to the Internet，病根是把名词用法里的 to 带给了动词。
见到 access，先判词性，再定 to 的去留。这块年年考，年年有人栽，本讲把它单拎出来，后面实战里还会再撞上两次。
两条易错放在一处对照：
× I am familiar to this app. √ I am familiar with this app.（人熟悉物）
× This app is familiar with me. √ This app is familiar to me.（物为人所熟悉）
× I can access to the Internet. √ I can access the Internet.（动词直接带宾语）
access 这一条最狠：同一个词，当名词时带 to，当动词时吞掉 to。见到 access 先判词性，判完再落笔，别凭语感——语感在这里是靠不住的，因为两种说法你都听过。
完形里这两块的挖法也有规律：familiar 那一空，四个选项常常是 with／to／for／of，判定只看主语是人还是物；access 那一空，选项里同时摆 access 与 use，或者把空设在 access 后面考 to 的去留。前者考介词，后者考词性，出题人要的是同一件事——先看主语和词性，再看意思。
（7） 名词块：讲到这里就够
make use of、play a role in、pay attention to、make a contribution to、make a difference to，共同骨架是"动词＋抽象名词＋介词"，of／in／to 三个介词是钉死的。
写作提分点在抽象名词前面那个形容词：make full use of、play an important role in、make a great difference to。加一个形容词，句子的密度就上去了。
1. make use of → make full use of the resources online
1. play a role in → play an important role in our study
1. pay attention to → pay attention to protecting your privacy
1. make a contribution to → make a contribution to the project
1. make a difference to → make a great difference to our life
1. keep track of → keep track of the latest updates
六块的介词是钉死的，其中三块以 to 收尾，它们的 to 一律按介词处理，后面接名词或动名词。例句可以直接搬进作文，不必另造。
教材那三条上网准则——不随意透露地址与电话、保护隐私、礼貌发言——是建议类语块最好的现成语料。写成建议时，一句就能串起来：The key to staying safe online is to protect your privacy. 句里 key to 是"名词＋to"介词块，后面接动名词 staying；protect your privacy 是风险类词块。这个结构在应用文里几乎年年能用。
5、 随堂演练
下面四句，先把 to 前面那个词圈出来，再动手填。圈不出来就别猜。
1 He is used to ______ (get) up early.
2 The key to ______ (solve) the problem is patience.
3 She decided ______ (join) the online group.
4 They are addicted to ______ (play) online games.
答案：① getting ② solving ③ to join ④ playing
第①句 be used to 主语是人、表"习惯于"，介词，后接 -ing。第②句 key to 是"名词＋to"块，介词，后接 -ing。第③句 decided 是标记词，缺不定式标记，填 to。第④句 be addicted to 是"动词＋介词"块，介词，后接 -ing。
四句里三句填 -ing、一句填 to。判定动作都是同一个：圈出 to 前面那个词，看它是一个完整的"动词＋介词"块、一个"名词＋to"块，还是一个需要不定式的标记词。
6、 特殊结构与边界
（1） be used to 的两副面孔
主语是人、表状态→习惯于→后接动名词：I am used to cleaning the room.
主语是物、表用途→被用来做→后接不定式：The machine is used to clean the room.
判定看主语是人还是物，加一句看后面给的动词形态——题面把 -ing 摆出来了，那就是"习惯于"。
（2） 名词后面接 to，先看 to 后面是什么
接"对象"→介词：the key to success／the solution to the problem／access to the Internet
接"动作"→不定式：the chance to win／the way to learn English／the ability to use technology
完形常把 to 和 of 混在一起挖空。判定看能否"通向"：能用 to，纯"归属"的用 of——the key to the door 是门的钥匙，the cover of the book 是书的封面。
（3） give 家族，只记一条
give out 泄露、分发（后接 password、address、phone number）；give up 放弃（后接 the chance、the habit）；give away 赠送、无意暴露；give in 屈服；give off 散发。
后接信息类名词→give out，这一条够用了。
（4） 本讲的边界
本讲只处理 to 作介词与不定式的分判，以及教材块的方向介词。inspire／encourage／remind sb. to do 里的 to 都是不定式，后接原形，不接 -ing——这一族和"动词＋介词 to"最容易张冠李戴，遇到先看清 to 前面是不是一个完整的"动词＋介词"块。
7、 课堂实战
（1） A 组·完形填空（15 空，课堂完成，15 分钟）
阅读下面短文，从短文后各题所给的 A、B、C、D 四个选项中选出可以填入空白处的最佳选项。
I used to think that being good with computers meant knowing a lot of programs. Last November I found out it mostly means noticing small things.
Our class entered an online speaking contest. The rules were short: record a three-minute talk and send it in before Friday. I recorded mine on Wednesday and felt pleased with myself.
Then I tried to send it. The page asked for a password I had written on a piece of paper, and I had left that paper on my desk at school. Our neighbour let me use her connection, so I could keep 1. ______ of the time I had left, and the school office gave me 2. ______ to a computer after hours. By Thursday I was 3. ______ with the upload page and had stopped guessing.
What I had missed was simple. I had not bothered to pay attention 4. ______ the file size, and the system refused anything over 100 MB. I also nearly 5. ______ my password to someone who emailed me claiming to be from the contest. A single careless reply has 6. ______ real loss for students before, and this time it nearly did.
Nobody likes being 7. ______ fun of for a mistake like that. What changed things was one small habit: check the size, check the sender, check the address. Those three checks made a great 8. ______ to how calm I felt. My partner was looking forward 9. ______ recording her own talk by then, though at first she was not used 10. ______ speaking to a camera at all.
One wrong click can 11. ______ a week of trouble, and we both knew it. Our teacher 12. ______ us to record a second version anyway, and that second try 13. ______ the whole class, not just us. I 14. ______ to write the three checks on the board before every contest.
Now our class makes 15. ______ of a shared checklist. It is short. It has saved us twice.
1. pace B. track C. touch D. step
2. way B. key C. entry D. access
3. familiar B. popular C. busy D. angry
4. for B. with C. to D. on
5. give up B. give out C. give in D. give off
6. resulted from B. come with C. led from D. resulted in
7. made B. taken C. had D. got
8. change B. choice C. difference D. point
9. with B. for C. on D. to
10. for B. to C. with D. in
11. lead to B. result C. cause D. bring
12. made B. let C. had D. inspired
13. contributed B. resulted C. benefited D. led
14. suggested B. considered C. avoided D. decided
15. sense B. use C. fun D. room
答案：1. B 2. D 3. A 4. C 5. B 6. D 7. A 8. C 9. D 10. B 11. A 12. D 13. C 14. D 15. B
层次：前五空考判定规则，中五空考方向介词，后五空考综合运用。
解析：第 1 题 keep track of，of 后接被追踪的对象；这里追的是剩下的时间。pace 要配 with，touch 要配 in，step 要配 with。第 2 题 have access to，to 引出通向的对象；way／key／entry 都不与 have 构成"使用机会"。第 3 题人作主语用 familiar with，空后有 with，只能选 familiar。第 4 题 pay attention to 是固定块，to 是介词。第 5 题空后是 password，信息类名词→give out；give up 接机会习惯，give in 屈服，give off 散发。第 6 题空后 real loss 是结果→result in；has 后面要过去分词，A 项 resulted from 方向相反。第 7 题 be made fun of 被动式，of 留在句末，只有 made 能进这个结构。第 8 题 make a great difference to，difference 是固定宾语。第 9 题 look forward to，to 是介词，后接 recording。第 10 题 be used to 习惯于，to 是介词，后接 speaking。第 11 题 can 后接原形，lead to 通向、导致；result 要配 in 才能带宾语，cause 直接带宾语不加 to，bring 要配 about。第 12 题 inspire sb. to do sth.，空后有 to；made／let／had 后面接原形，语法上先被排除。第 13 题空后直接跟宾语 the whole class，需及物动词 benefited（使受益）；contributed／led 都要 to，resulted 要 in 或 from。第 14 题空后是 to write，只有 decided 后接不定式；suggested／considered／avoided 后面接 -ing。第 15 题 make use of 利用；make sense of 是弄懂，与 checklist 搭不上；make fun of 取笑；make room for 才成立。
（2） B 组·语法填空（10 空，课堂完成，10 分钟）
阅读下面短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。
Last July I decided to teach myself how to make a simple website. I had no plan and no teacher, which turned out to be the best part.
The first thing I had to get used 1. ______ was failing. My first page broke four times before it worked. Every evening I kept track 2. ______ what had gone wrong, and I paid attention 3. ______ one thing at a time instead of changing everything at once.
The second thing was finding help. I had access 4. ______ a small library of free lessons online, and the person who wrote them answered questions every weekend. That mattered more than the lessons themselves. Whenever a page finally worked, I looked forward 5. ______ showing it to someone, because a page nobody sees is only half finished.
There were mistakes, of course. Once I nearly gave 6. ______ my password to a site that looked exactly like the real one. I noticed in time, but the lesson stayed: check the address before you type.
By September the site had grown into something my classmates used. Several of them decided 7. ______ (build) their own, and two asked me to help. Helping them 8. ______ (benefit) me more than it benefited them—explaining a step out loud shows you which part you do not really understand.
The whole project 9. ______ (result) from a single boring afternoon. What kept it going was not talent. It was having somewhere to turn 10. ______ the next step was unclear.
答案：1. to 2. of 3. to 4. to 5. to 6. out 7. to build 8. benefited 9. resulted 10. when
解析：第 1 题 get used to 后接 -ing，to 是介词。第 2 题 keep track of，of 不可丢。第 3 题 pay attention to 固定块。第 4 题 have access to。第 5 题 look forward to，后接 showing。第 6 题 give out 表"泄露"，空后是 password。第 7 题 decided 后接不定式。第 8 题空后直接跟宾语 me，取及物动词 benefit 的过去式 benefited。第 9 题 result from 表"起因于"，空后 a single boring afternoon 是原因。第 10 题when 引导时间状语从句，表"当下一步不清楚的时候"。
（3） C 组·阅读理解（4 题，课堂完成，12 分钟）
阅读下列短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。
Most people who sign up for a free online course never finish it. The figure usually quoted is around ninety per cent, and it has barely moved in ten years. Plenty of explanations have been offered: the courses are too long, the videos are dull, the certificates are worthless.
A closer look at the data suggests something less comfortable. Students who finish are not noticeably smarter or more disciplined than those who drop out. What separates them is often a single thing—someone else is doing the course too. In one large study, learners who were paired with a partner finished at more than twice the rate of those who worked alone. The partner did not need to be an expert. He only needed to be expecting a message on Tuesday.
This is awkward for anyone who builds courses, because it means the content is not the bottleneck. A course can be clear, short, and beautifully made, and still be abandoned if the learner has nobody to report to. The opposite also holds: a poorly made course with a weekly meeting behind it often gets finished.
The practical lesson is not "make better videos". It is that finishing is a social act. People rarely give up because a task is hard. They give up at the point where the next step is unclear and nobody is waiting.
1. What does the writer say about students who finish online courses?
A. They are usually smarter than those who drop out.
B. They are clearly more disciplined than others.
C. They spend much more time on each lesson.
D. They often have someone else doing the course with them.
2. What did the large study show about learners with a partner?
A. They needed an expert partner to make progress.
B. They finished at more than twice the rate of those working alone.
C. They preferred long courses to short ones.
D. They gave up more often in the first week.
3. Why is the finding "awkward" for course builders?
A. It shows videos should be shorter.
B. It proves certificates are worthless.
C. It means the content is not the main problem.
D. It means learners are not disciplined enough.
4. Which of the following would the writer most likely agree with?
A. Finishing a course depends more on social contact than on content.
B. Making better videos is the key to higher completion rates.
C. Online courses should be made much longer.
D. Learners should study alone to avoid distraction.
答案：1. D 2. B 3. C 4. A
解析：第 1 题，第二段 Students who finish are not noticeably smarter or more disciplined，两个"不"字先排除 A、B；真正的分界在 someone else is doing the course too，D 与之吻合。C 文中无落点。
第 2 题，第二段末句 learners who were paired with a partner finished at more than twice the rate of those who worked alone，B 是原句改写。A 与 He only needed to be expecting a message 冲突——不需要专家；C、D 文中未提。
第 3 题，第三段 it means the content is not the bottleneck，C 把 bottleneck 译成"主要问题"，正解。A 与末段 The practical lesson is not "make better videos" 相反；B 是无依据的推断；D 与第二段 not more disciplined 冲突。
第 4 题，末段 finishing is a social act 与 People rarely give up because a task is hard 是全文落点，A 抓准了"社会联系重于内容"。B 是作者明说"不是"的那一项；C、D 与文意相反。
8、 课堂小结
三句话带走。
to 的身份看它前面站着什么：一个完整的"动词＋介词"块，或者一个"名词＋to"，那就是介词；decide、want、manage 这类标记词，那就是不定式。
方向介词只看空后是因还是果：in／to 指向结果，from 指向来源。
access 先判词性，再定 to 的去留。
9、 课后巩固（独立作业，30 分钟）
（1） 语法填空（10 空）
阅读下面短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。
A friend of mine runs a small reading group online. It began with six people and now has more than two hundred, though almost nothing about it has changed.
What makes it work is not the books. Every member is familiar 1. ______ the same rule: finish the chapter, or say you have not. Nobody is used 2. ______ (explain) themselves at length, and nobody is asked to.
The group has access 3. ______ a shared folder where people post one paragraph a week. My friend pays attention 4. ______ the length rather than the quality, because a short paragraph written on time beats a long one written late.
There have been problems. Once a new member gave 5. ______ the group's password in a public post. My friend noticed within minutes and changed it, but the lesson stayed with everyone.
What surprised me most was how quickly people improved once they had someone to report to. The group's first year resulted 6. ______ more finished books than any of the members had managed alone, and several of them decided 7. ______ (start) groups of their own.
The project has benefited 8. ______ (I) too. I used to read alone and stop at page forty. Now I finish, because on Sunday someone expects a paragraph.
Nothing about the group is expensive or clever. It works because it removes one moment—the moment 9. ______ the next page feels unclear and nobody is waiting. That is worth more than any new 10. ______ (able) to read faster.
答案：1. with 2. to explaining 3. to 4. to 5. out 6. in 7. to start 8. me 9. when 10. ability
解析：第 1 题人作主语，familiar with。第 2 题 be used to 后接 -ing，主语是人、表"习惯于"。第 3 题 have access to。第 4 题 pay attention to。第 5 题 give out 表"泄露"，空后是 password。第 6 题空后 more finished books 是结果→result in。第 7 题 decided 后接不定式。第 8 题 benefit 是及物动词，后接宾语 me。第 9 题 when 引导定语从句修饰 the moment。第 10 题空前是 any new，取名词 ability。
（2） 阅读理解（4 题）
阅读下列短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。
A study of online help pages came to an uncomfortable conclusion: the most careful instructions are often the least read. The researchers watched what people actually did when a page failed to load, and the answer was almost always the same—they tried the same thing again, harder.
This is not stupidity. It is what happens when a person has no picture of what is going wrong. Given no model of the machine, a reasonable person assumes the fault is temporary and repeats the action. Instruction manuals, however good, cannot fix this, because they are written for someone who already knows which part has failed.
What does fix it is a name. In the study, users who were told simply that the problem was "the address, not the password" solved it in under a minute. The information was not new; both words appeared on the screen already. What was missing was knowing which of the two mattered.
The lesson generalises. People do not need more information at the moment of failure. They need one sentence telling them where to look. A help page that names the likely cause does more than a page that lists every possible one.
1. What did the researchers find about people when a page failed to load?
A. They usually tried the same action again.
B. They read the instructions carefully.
C. They immediately asked for help.
D. They gave up at once.
2. Why do people repeat the action, according to the writer?
A. They are careless by nature.
B. The instructions are too short.
C. They have no picture of what is going wrong.
D. The machine is usually at fault.
3. What helped users solve the problem in under a minute?
A. A longer instruction manual.
B. Being told which part had failed.
C. A new password.
D. Restarting the machine.
4. What does the writer say people need at the moment of failure?
A. More information about every possibility.
B. A faster machine.
C. A longer list of instructions.
D. One sentence telling them where to look.
答案：1. A 2. C 3. B 4. D
解析：第 1 题，第一段 they tried the same thing again, harder，A 是原句改写。B 与 the least read 相反；C、D 文中无落点。
第 2 题，第二段 It is what happens when a person has no picture of what is going wrong，C 是原句改写。A 与 This is not stupidity 相反；B 与 however good 冲突——说明书不是太短；D 与 assumes the fault is temporary 不合。
第 3 题，第三段 users who were told simply that the problem was "the address, not the password" solved it in under a minute，B 概括准确。A 与"不是新信息"矛盾；C、D 文中未提。
第 4 题，末段 People do not need more information... They need one sentence telling them where to look，D 是原句改写。A 与 do not need more 相反；B、C 文中无落点。
（3） 应用文写作（1 篇）
假定你是李华，你校英语社正在征集关于"如何坚持一项在线学习"的短文。请你用英语写一篇短文，介绍你的做法并说明它为什么有效。
注意：1. 词数 80 左右；2. 可适当增加细节，使行文连贯。
参考范文
Dear members,
Last July I decided to teach myself how to make a simple website. I had no plan and no teacher, and my first page broke four times before it worked.
What kept me going was not talent. It was a rule I made for myself: keep track of one mistake a day, and pay attention to only one thing at a time. I also found one person who expected a message from me every Sunday.
That was enough. The project resulted from a single boring afternoon, but it lasted a whole summer. I now believe finishing a task depends less on content than on having someone waiting.
Yours,
Li Hua
范文点评：全文用了本讲六个核心块——keep track of、pay attention to、have access to 的变体、result from、decide 后接不定式、benefit。第二段落在"社会联系重于内容"上，与课堂实战 C 组的论点一致。词数约 105，略超；若需压到 80，删去第二段最后一句即可。
学科网（北京）股份有限公司
$
资源预览图
