Unit 5 Education 使役动词（核心语法精练）英语北师大版选择性必修第二册

Unit 5 Education 核心语法精练（使役动词） 目录 1 B 考点夯基·专项突破 2 一、单句语法填空 3 二、完成句子 8 C 综合攻坚·能力跃升 11 题型一 语法填空（模考真题） 11 题型二 阅读理解（模考真题） 16 have/get sth.done [归纳用法] 一、“have/get sth.done”结构的应用 1．用法 (1)done所表示的动作可以是主语发出的，也可以是主语要求别人发出的； (2)宾语sth.与过去分词所表示的动作之间是动宾关系。 2．含义 (1)让(请)别人为自己做某事 I had/got my TV set repaired yesterday.昨天我叫人把我的电视机修理了一下。 (2)遭遇某种不好或不幸的事情 Be careful，or you'll have/get your hands hurt.当心，否则你会弄伤手的。 Tom had his leg broken while playing football.汤姆踢足球时，一条腿摔断了。 (3)使某事被完成(自己也有可能参加) He had/got the job done before the end of the month.他在月底前完成了那项工作。 二、“have/get sb./sth.doing/(to)do”结构的应用 1．have sb./sth.doing sth.表示“让……一直做某事”，现在分词表示主动和正在进行。get sb./sth.doing sth.表示“让……开始做某事”。前者侧重持续做某事，后者侧重开始做某事。 The peasants had the tractors working day and night at the harvest time.农忙时，农民们让拖拉机白天黑夜不停地工作。 The captain got the soldiers moving toward the front after a short rest.休息了片刻之后，上尉让士兵们开始朝前线行进。 [名师点津]　“have sb.doing”若用于否定句，have有“容忍；容许”之意。 I won't have you doing nothing all day at all.我完全不能容许你整天无所事事。 2．have sb.do sth.或get sb.to do sth.都表示“使/让某人做某事” Mother had me go to the shop and buy some salt.母亲让我去商店买些盐。 I can't get him to stop smoking.我无法让他戒烟。 [名师点津]　 have sth.to do表示“有某事要做”，动词不定式表示将来的动作，作定语修饰sth.，其逻辑主语为句子主语。 I still have a lot of homework to finish tonight.我今晚仍有很多作业要完成。 一、单句语法填空 1．This is the cell phone he had (repair) last week. 2．The coal miners should have their lungs   (examine) regularly to ensure their health. 3．I’ll have the gardener (plant) some trees. 4．They will have you (arrest) if you don’t pay taxes, because it is everyone’s duty to pay taxes. 5．Bob wrote a poem about the butterfly and he had it (polish) before it was published. 6.A good teacher can get students ________ (interest) in learning through creative activities. 7．We can't have people (arrive) late all the time. 8．The teacher raised his voice in order to make his students (hear)what he said. 9．The foreigner tried to make himself (understand), but failed. 10．He walked into the room quietly in order not to make himself (notice)． 二、完成句子 11．当他在街上骑自行车时把胳膊摔断了。 (have+宾语+宾语补足语) When he was riding a bike in the street, he ________. 12．I have ________________ for firewood. 我已经把所有的树枝截成段做柴火了。 13．Unfortunately, his right leg was injured during the training. →Unfortunately, he _______ during the training.（“have+宾语+宾语补足语”结构） 14．I need a new passport so I will ________· 我需要一本新护照，所以我得去拍照。(have sth. done) 15．They always need to_________________________________. 所有事情都非要你跟他们解释清楚他们才能懂。 16．We figured that in twenty years each of us  ____________________. 我们当时觉得二十年后应该能为各自的命运找到出路。 17．When will you go to the hospital and ________? 你什么时候去医院检查你的牙齿? 18．My parents _______________________ my own friends. 我父母让我自己选择自己的朋友。 19．遵循以下建议，你的问题会得到解决。 Take the following advice and you can________________. 20．The local government has ______________________ these years. 当地政府这些年建造了更多的中学。 题型一 语法填空 （26-27高二上·安徽六安·阶段检测）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。 Learning is one of the most important abilities for human beings. It is universally acknowledged that lifelong learning plays an important role in personal growth. With society 1 (develop) rapidly, new knowledge and skills keep emerging every day. If we want to keep pace with the times, we must keep learning constantly. Effective learning requires good methods. Firstly, we should have a flexible learning attitude. We should not stick 2 fixed learning patterns. Instead, we need to adjust our ways 3 (fit) different learning tasks. Secondly, timely review is essential. Knowledge 4 (forget) easily if we do not review it in time. Thirdly, active thinking helps us gain 5 (deep) understanding of knowledge than simple repetition. In addition, learning is not a lonely process. 6 (communicate) with classmates and teachers can help us solve difficult problems. We are honoured 7 (learn) from others’ experience and improve ourselves. Every effort we make in learning 8 (be) valuable. No matter how hard learning is, we should stick to it. In a word, lifelong learning is a long-term commitment. Only by mastering scientific learning methods and keeping persistent can we achieve continuous 9 (improve) and realize our 10 (person) value. （26-27高二上·浙江温州·期中）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。 On July 25, UNESCO officially added Jingdezhen’s handmade porcelain (瓷器) craftsmanship to its World Heritage List. The decision is 1 (scientific) significant, as UNESCO recognized not just a type of porcelain 2 an entire city and its complete porcelain-making system. Jingdezhen’s porcelain-making techniques enjoy a long history, 3 (date) back to the Tang Dynasty. By the 15th century, craftsmen there had mastered advanced techniques 4 (produce) stronger and whiter porcelain. Each craftsman concentrated on one specific stage and often 5 (spend) a lifetime perfecting a single skill. During the 16th century, the city’s influence went far beyond the borders of China. It became 6 unique luxury item, a symbol of taste and power, by 7 Europeans were deeply fascinated. This “factory” was built on the wisdom of craftsmen rather than machines. The exquisite craft and global recognition allowed the city to obtain its reputation 8 the “Porcelain Capital”. Today, the kiln fires still illuminate Jingdezhen, showing how humans can transform simple earth and fire into 9 (masterpiece). Their wholehearted 10 (commit) to craftsmanship is what drives the city forward. 题型二 阅读理解 （26-27高二上·江苏·阶段检测）When it comes to memorizing a list of words or concepts, writing notes has been the go-to method for a long time. However, recent psychological studies have brought attention to the “drawing effect” — the idea that sketching out information can significantly boost memory. To test this, a research group from the University of Waterloo presented student participants with a list of simple, easily drawn words, such as “apple”. The students were given 40 seconds to either draw the word, or write it out repeatedly. Following a short break, the researchers then asked students to freely recall as many words as possible from the initial list in just 60 seconds. The results were striking: the drawn words were consistently and significantly better recalled than written ones. To explain why drawing works so well, Jeffrey Wammes, the study’s lead author, noted that it forces the brain to process information using different senses. First, learners must think deeply about a word’s meaning to decide how to draw it. Then, their hands make physical movements to sketch the lines. Finally, they observe the visual image they have just created. “By bringing together word meanings, physical actions, and visual images, drawing builds a much stronger memory than simply writing,” Jeffrey explained. However, the drawing effect might not be a one-size-fits-all solution. Another recent study recruited 91 participants, who were randomly assigned to one of three strategies: drawing, paraphrasing, or writing the definitions. Interestingly, this study found, when they were dealing with difficult tasks, they showed no significant difference in memory performance across the three conditions. Researchers also noted that memory process actually tends to be complex, as it involves an interplay of many factors such as a participant’s working memory, drawing abilities, and prior familiarity with the terms. While drawing is undoubtedly a powerful tool for memorizing simple concepts, it is clearly not a magic pill for all learning situations. Rather than blindly adopting a single method, learners should adjust their study strategies based on the complexity of the task and their personal strengths. 1．What does the underlined word “go-to” in Paragraph 1 mean? A．Random. B．Standard. C．Temporary. D．Complicated. 2．According to Jeffrey, how does drawing enhance memory? A．By increasing visual effect. B．By relieving mental pressure. C．By encouraging deep thinking. D．By engaging multiple channels. 3．The study in Paragraph 4 found that the drawing effect declined if ________ . A．learners relied on working memory B．participants wrote down definitions C．individuals tackled challenging tasks D．students improved drawing abilities 4．What is the author’s attitude toward the drawing effect? A．Objective. B．Unclear. C．Dismissive. D．Approving. （26-27高二上·山东临沂·开学考试）Exam anxiety is common. The silence, the ticking clock, and the pressure can feel overwhelming. It seems logical that those who worry about taking tests perform worse than those who do not. However, recent research led by Dr. Maria Theobald at the Leibniz Institute for Research and Information in Education reveals a surprising finding: it is not the pressure of the exam hall that causes the problem, but the pressure of revision. Dr. Theobald and her colleagues monitored 309 medical students who were preparing for their crucial final exams. Before the real test, all students used a digital-learning platform for practice and also took a mock (模拟) exam. Their anxiety levels were tracked daily throughout the revision period and on the exam day. The researchers expected that high anxiety on the exam day would harm performance. The results were unexpected. Anxiety on the exam day did not predict exam performance at all. What actually predicted performance was the level of knowledge a student showed in the earlier digital-learning activities and the mock exam. Students who did well in practice also did well in the real exam, regardless of how anxious they felt on the day. Students with greater pre-exam anxiety gained less knowledge during the days before the exam. As a result, they had less information to retrieve during the test. Interestingly, this is a positive discovery, for it suggests that a change of approach to revision by the anxious might help improve their results. Dr. Theobald notes that test anxiety peaks when students doubt their abilities while viewing the exam as extremely important. To reduce this anxiety, she proposes a two-fold strategy for students to consider as they revise: first, they can raise their belief in their own abilities by reminding themselves of just how much they know; second, they can reduce the exam’s perceived importance by reminding themselves that while it matters, it is not a life-or-death situation. 1．What does the research find? A．Revision is more stressful than the actual exams. B．High pressure during exams can lead to poor test scores. C．Revision anxiety has a negative impact on exam results. D．Exam anxiety is a common phenomenon among students. 2．Which aspect of the research does paragraph 2 mainly talk about? A．Its design. B．Its purpose. C．Its background. D．Its significance. 3．What does the underlined word “retrieve” in paragraph 3 probably mean? A．Recall. B．Analyze. C．Reflect. D．Understand. 4．What is Dr. Theobald’s two-fold strategy about? A．Setting realistic goals and doing more practice tests. B．Maintaining a positive attitude and taking regular breaks. C．Building confidence and putting the exam in perspective. D．Making detailed revision plans and learning from failures. 1 / 12 学科网（北京）股份有限公司 $ Unit 5 Education 核心语法精练（使役动词） 目录 1 B 考点夯基·专项突破 2 一、单句语法填空 3 二、完成句子 8 C 综合攻坚·能力跃升 11 题型一 语法填空（模考真题） 11 题型二 阅读理解（模考真题） 16 have/get sth.done [归纳用法] 一、“have/get sth.done”结构的应用 1．用法 (1)done所表示的动作可以是主语发出的，也可以是主语要求别人发出的； (2)宾语sth.与过去分词所表示的动作之间是动宾关系。 2．含义 (1)让(请)别人为自己做某事 I had/got my TV set repaired yesterday.昨天我叫人把我的电视机修理了一下。 (2)遭遇某种不好或不幸的事情 Be careful，or you'll have/get your hands hurt.当心，否则你会弄伤手的。 Tom had his leg broken while playing football.汤姆踢足球时，一条腿摔断了。 (3)使某事被完成(自己也有可能参加) He had/got the job done before the end of the month.他在月底前完成了那项工作。 二、“have/get sb./sth.doing/(to)do”结构的应用 1．have sb./sth.doing sth.表示“让……一直做某事”，现在分词表示主动和正在进行。get sb./sth.doing sth.表示“让……开始做某事”。前者侧重持续做某事，后者侧重开始做某事。 The peasants had the tractors working day and night at the harvest time.农忙时，农民们让拖拉机白天黑夜不停地工作。 The captain got the soldiers moving toward the front after a short rest.休息了片刻之后，上尉让士兵们开始朝前线行进。 [名师点津]　“have sb.doing”若用于否定句，have有“容忍；容许”之意。 I won't have you doing nothing all day at all.我完全不能容许你整天无所事事。 2．have sb.do sth.或get sb.to do sth.都表示“使/让某人做某事” Mother had me go to the shop and buy some salt.母亲让我去商店买些盐。 I can't get him to stop smoking.我无法让他戒烟。 [名师点津]　 have sth.to do表示“有某事要做”，动词不定式表示将来的动作，作定语修饰sth.，其逻辑主语为句子主语。 I still have a lot of homework to finish tonight.我今晚仍有很多作业要完成。 一、单句语法填空 1．This is the cell phone he had (repair) last week. 【答案】repaired 【详解】考查非谓语动词。句意：这是他上周让人修的手机。分析句子可知，此处为“have+宾语+宾补”结构，宾语the cell phone与repair之间是被动关系，应用过去分词作宾补。故填repaired。 2．The coal miners should have their lungs   (examine) regularly to ensure their health. 【答案】examined 【详解】考查非谓语动词。句意：煤矿工人应该定期检查肺部，以确保他们的健康。动词examine意为“检查”；此处考查have sth done，意为“让……被做”，设空处为非谓语动词，examine与逻辑主语their lungs之间为动宾关系，应用过去分词examined，作补语。故填examined。 3．I’ll have the gardener (plant) some trees. 【答案】plant 【详解】考查固定句式。句意：我将让园丁种些树。固定句式：have sb. do sth.“让某人做某事”，所以此处用动词原形plant，在句中作宾补，故填plant。 4．They will have you (arrest) if you don’t pay taxes, because it is everyone’s duty to pay taxes. 【答案】arrested 【详解】考查非谓语动词，句意：如果你不交税，他们会把你逮捕的，因为交税是每个人的义务。本句的谓语为have，此处考查动词短语“have sb+补语”，have的宾语为you，arrest与you之间为动宾关系，应用过去分词arrested，作you的补语。故填arrested。 5．Bob wrote a poem about the butterfly and he had it (polish) before it was published. 【答案】polished 【详解】考查非谓语动词。句意：鲍勃写了一首关于蝴蝶的诗，在出版前他把它润色了一下。分析句子结构可知，所设空处作宾语补足语，该句使用了“have + 宾语 +宾补”结构，该句中，宾语it与所给提示词polish之间为被动关系，所以应用过去分词作宾补，故填polished。 6.A good teacher can get students ________ (interest) in learning through creative activities. 【答案】interested 【详解】考查使役动词 get 的用法。句意：一位好老师能通过创造性活动让学生对学习产生兴趣。get 作为使役动词，此处表示 “使某人处于某种状态”，结构为 “get + 宾语 + 形容词”，interested 意为 “感兴趣的”，修饰人，故填 interested。 7．We can't have people (arrive) late all the time. 【答案】arriving 【详解】考查非谓语动词。句意：我们不能容忍人们一直迟到。固定搭配can't have sb. doing“不能允许或容忍某人做某事”，符合句意，故填arriving。 8．The teacher raised his voice in order to make his students (hear)what he said. 【答案】hear 【详解】考查非谓语动词。句意：为了让学生能听到他所说的话，老师提高了嗓门。句中his students与hear之间为逻辑上的主动关系，make后用省略to的不定式作宾语补足语，故用hear。 9．The foreigner tried to make himself (understand), but failed. 【答案】understood 【详解】考查过去分词。句意：那个外国人试图让别人听懂他的话，但没有成功。句子的主语为tried。设空处应用非谓语动词，understand与逻辑主语himself之间为动宾关系，应用过去分词，作宾补。故填understood。 10．He walked into the room quietly in order not to make himself (notice)． 【答案】noticed 【详解】考查动词的用法。句意：他悄悄地走进房间，以免引起别人的注意。make sb. done 意为“使某人被......”，notice应该使用过去分词形式noticed作宾语补足语，意为“被注意”。故填noticed。 二、完成句子 11．当他在街上骑自行车时把胳膊摔断了。 (have+宾语+宾语补足语) When he was riding a bike in the street, he ________. 【答案】had his arm broken 【详解】根据提示要求使用‌“have+宾语+宾语补足语”结构，即‌“have sth. done”表示‌“使……被……”；讲述过去的事情，谓语动词have用过去式had，宾语“胳膊”指“他的胳膊”，用his arm，“摔断”(break)作宾语补足语，与其逻辑主语his arm之间构成被动关系，用过去分词broken表被动。 12．I have ________________ for firewood. 我已经把所有的树枝截成段做柴火了。 【答案】had/got all the branches cut up 【详解】考查使役动词。根据句意可用have sth done或get sth done“让……被做/完成”，表示“所有的树枝”为all the branches作宾语，表示“截成段”用过去分词短语cut up作宾补。用现在完成时表示“已经”，空前已经有助动词have，故填had/got all the branches cut up。 13．Unfortunately, his right leg was injured during the training. →Unfortunately, he _______ during the training.（“have+宾语+宾语补足语”结构） 【答案】had his right leg injured 【详解】考查“have+宾语+宾语补足语”结构。句意：不幸的是，他的右腿在训练中受伤了。此处使用“have+宾语+宾语补足语”结构，名词短语his right leg作宾语，动词injure和宾语之间是被动关系，故用过去分词作宾补，原句中的was表明使用一般过去时，have用过去式had，故填had his right leg injured。 14．I need a new passport so I will ________· 我需要一本新护照，所以我得去拍照。(have sth. done) 【答案】have to have my photograph taken 【详解】考查情态动词用法。“have sth. done”表示“让某事被做”，“拍照”表示为“have my photograph taken”，“得去拍照”强调不得不去做，用“have to do”表示，will后跟动词原形，故填have to have my photograph taken。 15．They always need to_________________________________. 所有事情都非要你跟他们解释清楚他们才能懂。 【答案】have things explained 【详解】考查非谓语动词。表示“让某事被做”应用have sth done，位于动词不定式符号to后面(need to do)，使用动词原形；表示“事情”应用things；表示“解释”应用explain，things和explain为逻辑动宾关系，需用过去分词作宾语补足语。故填have things explained。 16．We figured that in twenty years each of us  ____________________. 我们当时觉得二十年后应该能为各自的命运找到出路。 【答案】ought to(should) have our destiny worked out 【详解】考查情态动词。根据汉语提示，表示“应该做某事”用ought to(should) do sth，ought to和should为情态动词，后接动词原形；表示“为各自的命运找到出路”用have our destiny worked out，该结构中构成have sth done的结构，have为使役动词，表示“命运”用destiny，表示“找到出路”用work out，二者之间是被动关系，故使用过去分词作宾补结构。故填ought to(should) have our destiny worked out。 17．When will you go to the hospital and ________? 你什么时候去医院检查你的牙齿? 【答案】have your teeth examined 【详解】考查固定短语、使役动词、非谓语动词。分析句子结构，本句需使用使役动词have表示“使；让”含义，使用have sth. done结构表示“让别人做某事”，have与go并列，用于will之后，应用原形形式，根据汉语提示，表示“你的牙齿”含义的表达为：your teeth，使用名词的复数形式teeth表示泛指；表示“检查”含义的动词为：examine，该词在句子中作宾语补足语，examine与其逻辑主语your teeth之间为逻辑上的动宾关系，使用过去分词形式examined。故填have your teeth examined。 18．My parents _______________________ my own friends. 我父母让我自己选择自己的朋友。 【答案】leave me to choose/make (have) me choose 【详解】考查使役动词。“让……做……”可用leave sb. to do/make sb. do/have sb. do三种形式表示，其中leave、make和have均为使役动词，to do和do作宾语补足语；宾语“我”用宾格代词me；“选择”用动词choose。故填leave me to choose/make (have) me choose。 19．遵循以下建议，你的问题会得到解决。 Take the following advice and you can________________. 【答案】have your problems settled 【详解】考查have sth done结构。“你的问题会得到解决”可以用“have sth +宾语补足语”来表达，“解决”的英文为settle，“问题”的英文为problem，为可数名词，此处用复数泛指 ；根据 your problems与动词settle之间存在被动关系，应使用过去分词settled作宾语补足语，表示被动和完成，故填have your problems settled。 20．The local government has ______________________ these years. 当地政府这些年建造了更多的中学。 【答案】had more middle schools built 【详解】考查使役动词、过去分词和时态。分析句子结构，本句可用have sth done“使某物被……”，表示“更多的中学”为more middle schools；表示“建造”含义的词为build，用过去分词形式作宾补。根据空白处前面的助动词has判断本句为现在完成时，have用过去分词形式had，故填had more middle schools built。 题型一 语法填空 （26-27高二上·安徽六安·阶段检测）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。 Learning is one of the most important abilities for human beings. It is universally acknowledged that lifelong learning plays an important role in personal growth. With society 1 (develop) rapidly, new knowledge and skills keep emerging every day. If we want to keep pace with the times, we must keep learning constantly. Effective learning requires good methods. Firstly, we should have a flexible learning attitude. We should not stick 2 fixed learning patterns. Instead, we need to adjust our ways 3 (fit) different learning tasks. Secondly, timely review is essential. Knowledge 4 (forget) easily if we do not review it in time. Thirdly, active thinking helps us gain 5 (deep) understanding of knowledge than simple repetition. In addition, learning is not a lonely process. 6 (communicate) with classmates and teachers can help us solve difficult problems. We are honoured 7 (learn) from others’ experience and improve ourselves. Every effort we make in learning 8 (be) valuable. No matter how hard learning is, we should stick to it. In a word, lifelong learning is a long-term commitment. Only by mastering scientific learning methods and keeping persistent can we achieve continuous 9 (improve) and realize our 10 (person) value. 【答案】 1．developing 2．to 3．to fit 4．will be forgotten 5．deeper 6．Communicating 7．to learn 8．is 9．improvement 10．personal 【导语】本文主要论述了终身学习的重要性，并介绍了有效的学习方法，包括灵活的学习态度、及时复习、积极思考以及与他人交流合作。 1．考查非谓语动词。句意：随着社会快速发展，新知识和新技能每天都在不断涌现。此处为“with + 宾语 + 宾语补足语”的复合结构，宾语society与develop之间是主动关系，且表示正在进行的状态，所以用现在分词developing作宾语补足语。 2．考查介词。句意：我们不应该坚持固定的学习模式。stick to为固定短语，意为“坚持、固守”，to是介词。 3．考查非谓语动词。句意：相反，我们需要调整我们的方法以适应不同的学习任务。此处表目的，即调整方法是为了适应不同的学习任务，所以用动词不定式to fit作目的状语。 4．考查动词时态和语态。句意：如果我们不及时复习，知识将会很容易被遗忘。此处为谓语动词，在if引导的条件状语从句中，从句用一般现在时表将来，主句要用一般将来时；且主语Knowledge与forget之间是被动关系，所以用一般将来时的被动语态will be forgotten。 5．考查形容词比较级。句意：第三，积极思考帮助我们获得比简单重复更深刻的知识理解。根据空后的than可知，此处表示两者之间的比较，要用形容词deep的比较级deeper，修饰名词understanding。 6．考查非谓语动词。句意：与同学和老师交流可以帮助我们解决难题。此处所填词在句中作主语，谓语动词是can help，所以要用动名词形式communicating 作主语，且位于句首首字母大写。 7．考查非谓语动词。句意：我们很荣幸能从他人的经验中学习并提升自己。be honoured to do sth.为固定搭配，意为“很荣幸做某事”，所以用不定式to learn。 8．考查主谓一致和时态。句意：我们在学习中付出的每一份努力都是有价值的。空处是主句谓语，主语为Every effort，是单数概念；此处陈述客观事实，用一般现在时，所以be动词用is。 9．考查名词。句意：只有通过掌握科学的学习方法并保持坚持，我们才能实现持续的进步并实现我们的个人价值。形容词continuous后需接名词作动词achieve的宾语，动词improve的名词形式为improvement，表示“进步、提升”。 10．考查形容词。句意：只有通过掌握科学的学习方法并保持坚持，我们才能实现持续的进步并实现我们的个人价值。此处修饰名词value，需用形容词，名词person的形容词形式为personal，表示“个人的”。 （26-27高二上·浙江温州·期中）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。 On July 25, UNESCO officially added Jingdezhen’s handmade porcelain (瓷器) craftsmanship to its World Heritage List. The decision is 1 (scientific) significant, as UNESCO recognized not just a type of porcelain 2 an entire city and its complete porcelain-making system. Jingdezhen’s porcelain-making techniques enjoy a long history, 3 (date) back to the Tang Dynasty. By the 15th century, craftsmen there had mastered advanced techniques 4 (produce) stronger and whiter porcelain. Each craftsman concentrated on one specific stage and often 5 (spend) a lifetime perfecting a single skill. During the 16th century, the city’s influence went far beyond the borders of China. It became 6 unique luxury item, a symbol of taste and power, by 7 Europeans were deeply fascinated. This “factory” was built on the wisdom of craftsmen rather than machines. The exquisite craft and global recognition allowed the city to obtain its reputation 8 the “Porcelain Capital”. Today, the kiln fires still illuminate Jingdezhen, showing how humans can transform simple earth and fire into 9 (masterpiece). Their wholehearted 10 (commit) to craftsmanship is what drives the city forward. 【答案】 1．scientifically 2．but 3．dating 4．to produce 5．spent 6．a 7．which 8．as 9．masterpieces 10．commitment 【导语】本文介绍了景德镇手工制瓷技艺列入世界遗产名录，讲述了景德镇制瓷历史、工艺特色以及“瓷都”名号的由来。 1．考查副词。句意：这项决定具有科学意义，因为联合国教科文组织认可的不只是一类瓷器，而是整座城市以及它完整的制瓷体系。修饰形容词significant，此空填副词scientifically，意为“从科学角度看”，作状语。 2．考查连词。句意：同上。根据“not just a type of porcelain”以及句意可知，此处是固定句型not just...but (also)...，意为“不仅……而且……”，此空填but。 3．考查非谓语动词。句意：景德镇制瓷技艺历史悠久，可以追溯到唐朝。句子已有谓语enjoys，此空是非谓语；date back to无被动，此空填现在分词dating，作后置定语。 4．考查非谓语动词。句意：到15世纪，那里的工匠已经掌握先进技艺，用来烧制更加坚固洁白的瓷器。根据句意可知，此处表示“用来生产”，此空填不定式to produce，作目的状语。 5．考查动词时态。句意：每位工匠专注于一个特定工序，常常花费毕生时间打磨一项技艺。and连接并列谓语，和concentrated时态保持一致，用一般过去时，此空填spent。 6．考查冠词。句意：它成为一种独特的奢侈品，品味与权力的象征，欧洲人深深为之着迷。 item是可数名词单数，unique以辅音音素开头，此处表示泛指，填a。 7．考查定语从句。句意：同上。“by ____”引导非限制性定语从句，先行词item指物，介词by提前，此空填关系代词which。 8．考查介词。句意：精湛的工艺和国际认可让这座城市获得了“瓷都”的称号。reputation for后接具体特质或行为，reputation as后接身份、角色或类别‌，空格后“瓷都”是身份称号，此空填as。 9．考查名词。句意：如今窑火依旧照亮景德镇，展现人类如何把朴素的泥土与火焰转化成一件件杰作。介词into后跟可数名词复数masterpieces，意为“杰作”，作宾语。 10．考查名词。句意：他们对工艺全心全意的投入，推动这座城市不断前行。根据“is”可知，此空填名词commitment，意为“投入”，作主语。 题型二 阅读理解 （26-27高二上·江苏·阶段检测）When it comes to memorizing a list of words or concepts, writing notes has been the go-to method for a long time. However, recent psychological studies have brought attention to the “drawing effect” — the idea that sketching out information can significantly boost memory. To test this, a research group from the University of Waterloo presented student participants with a list of simple, easily drawn words, such as “apple”. The students were given 40 seconds to either draw the word, or write it out repeatedly. Following a short break, the researchers then asked students to freely recall as many words as possible from the initial list in just 60 seconds. The results were striking: the drawn words were consistently and significantly better recalled than written ones. To explain why drawing works so well, Jeffrey Wammes, the study’s lead author, noted that it forces the brain to process information using different senses. First, learners must think deeply about a word’s meaning to decide how to draw it. Then, their hands make physical movements to sketch the lines. Finally, they observe the visual image they have just created. “By bringing together word meanings, physical actions, and visual images, drawing builds a much stronger memory than simply writing,” Jeffrey explained. However, the drawing effect might not be a one-size-fits-all solution. Another recent study recruited 91 participants, who were randomly assigned to one of three strategies: drawing, paraphrasing, or writing the definitions. Interestingly, this study found, when they were dealing with difficult tasks, they showed no significant difference in memory performance across the three conditions. Researchers also noted that memory process actually tends to be complex, as it involves an interplay of many factors such as a participant’s working memory, drawing abilities, and prior familiarity with the terms. While drawing is undoubtedly a powerful tool for memorizing simple concepts, it is clearly not a magic pill for all learning situations. Rather than blindly adopting a single method, learners should adjust their study strategies based on the complexity of the task and their personal strengths. 1．What does the underlined word “go-to” in Paragraph 1 mean? A．Random. B．Standard. C．Temporary. D．Complicated. 2．According to Jeffrey, how does drawing enhance memory? A．By increasing visual effect. B．By relieving mental pressure. C．By encouraging deep thinking. D．By engaging multiple channels. 3．The study in Paragraph 4 found that the drawing effect declined if ________ . A．learners relied on working memory B．participants wrote down definitions C．individuals tackled challenging tasks D．students improved drawing abilities 4．What is the author’s attitude toward the drawing effect? A．Objective. B．Unclear. C．Dismissive. D．Approving. 【答案】1．B 2．D 3．C 4．A 【导语】本文介绍了“绘画效应”：画画记信息有助于提升记忆，但它并非万能方法，学习者需要结合任务难度与自身优势调整学习策略。 1．词句猜测题。根据第一段“When it comes to memorizing a list of words or concepts, writing notes has been the go-to method for a long time. (在记忆单词或概念清单这件事上，记笔记长期以来一直是____方法。)”及常识可知，记笔记是大家一贯使用的常规办法。此处go-to和“standard (标准的，常规的)”含义相近。 2．细节理解题。根据第三段“To explain why drawing works so well, Jeffrey Wammes, the study’s lead author, noted that it forces the brain to process information using different senses. (为了解释绘画为何效果好，该研究的第一作者Jeffrey Wammes指出，绘画会迫使大脑运用多种感官处理信息。)”以及“By bringing together word meanings, physical actions, and visual images, drawing builds a much stronger memory than simply writing (绘画将词义、肢体动作和视觉图像结合在一起，比单纯书写形成更牢固的记忆)”可知，绘画是通过调动多种感官通道来增强记忆。 3．细节理解题。根据第四段“Another recent study recruited 91 participants...when they were dealing with difficult tasks, they showed no significant difference in memory performance across the three conditions. (另一项研究招募了91名参与者……当他们处理难度高的任务时，三种学习方式下的记忆表现没有明显差别。)”可知，当人们处理有挑战性的任务时，绘画带来的记忆优势就消失了，也就是绘画效应减弱。 4．推理判断题。根据最后一段“While drawing is undoubtedly a powerful tool for memorizing simple concepts, it is clearly not a magic pill for all learning situations. (虽然绘画无疑是记忆简单概念的有力工具，但它显然不是适用于所有学习场景的灵丹妙药。)”可知，作者既肯定绘画记忆的优点，又点明它的局限性，能看出作者对此持客观的态度。 （26-27高二上·山东临沂·开学考试）Exam anxiety is common. The silence, the ticking clock, and the pressure can feel overwhelming. It seems logical that those who worry about taking tests perform worse than those who do not. However, recent research led by Dr. Maria Theobald at the Leibniz Institute for Research and Information in Education reveals a surprising finding: it is not the pressure of the exam hall that causes the problem, but the pressure of revision. Dr. Theobald and her colleagues monitored 309 medical students who were preparing for their crucial final exams. Before the real test, all students used a digital-learning platform for practice and also took a mock (模拟) exam. Their anxiety levels were tracked daily throughout the revision period and on the exam day. The researchers expected that high anxiety on the exam day would harm performance. The results were unexpected. Anxiety on the exam day did not predict exam performance at all. What actually predicted performance was the level of knowledge a student showed in the earlier digital-learning activities and the mock exam. Students who did well in practice also did well in the real exam, regardless of how anxious they felt on the day. Students with greater pre-exam anxiety gained less knowledge during the days before the exam. As a result, they had less information to retrieve during the test. Interestingly, this is a positive discovery, for it suggests that a change of approach to revision by the anxious might help improve their results. Dr. Theobald notes that test anxiety peaks when students doubt their abilities while viewing the exam as extremely important. To reduce this anxiety, she proposes a two-fold strategy for students to consider as they revise: first, they can raise their belief in their own abilities by reminding themselves of just how much they know; second, they can reduce the exam’s perceived importance by reminding themselves that while it matters, it is not a life-or-death situation. 1．What does the research find? A．Revision is more stressful than the actual exams. B．High pressure during exams can lead to poor test scores. C．Revision anxiety has a negative impact on exam results. D．Exam anxiety is a common phenomenon among students. 2．Which aspect of the research does paragraph 2 mainly talk about? A．Its design. B．Its purpose. C．Its background. D．Its significance. 3．What does the underlined word “retrieve” in paragraph 3 probably mean? A．Recall. B．Analyze. C．Reflect. D．Understand. 4．What is Dr. Theobald’s two-fold strategy about? A．Setting realistic goals and doing more practice tests. B．Maintaining a positive attitude and taking regular breaks. C．Building confidence and putting the exam in perspective. D．Making detailed revision plans and learning from failures. 【答案】1．C 2．A 3．A 4．C 【导语】本文主要介绍的是一项关于考试焦虑的研究发现，揭示了复习阶段的压力而非考试当天的压力才是影响考试成绩的关键因素，并提出了缓解复习焦虑的双重策略。 1．细节理解题。根据第一段“However, recent research led by Dr. Maria Theobald at the Leibniz Institute for Research and Information in Education reveals a surprising finding: it is not the pressure of the exam hall that causes the problem, but the pressure of revision. (然而，莱布尼茨教育研究与信息研究所的玛丽亚·西奥博尔德博士领导的最新研究揭示了一个令人惊讶的发现：造成问题的不是考场的压力，而是复习的压力。)”可知，研究发现复习焦虑对考试成绩有负面影响。 2．主旨大意题。根据第二段“Dr. Theobald and her colleagues monitored 309 medical students who were preparing for their crucial final exams. Before the real test, all students used a digital-learning platform for practice and also took a mock (模拟) exam. Their anxiety levels were tracked daily throughout the revision period and on the exam day. (西奥博尔德博士和她的同事监测了309名正在准备关键期末考试的医学生。在真正的考试之前，所有学生都使用数字学习平台进行练习，并参加了模拟考试。他们的焦虑水平在复习期间和考试当天每天都被追踪。)”可知，第二段主要介绍的是研究的设计方法。 3．词句猜测题。根据第三段“Students with greater pre-exam anxiety gained less knowledge during the days before the exam. As a result, they had less information to retrieve during the test. (考前焦虑更大的学生在考前几天获得的知识更少。结果，他们在考试期间可retrieve信息也更少。)”可知，焦虑导致生在考前几天获得的知识更少会导致考试期间可回忆的信息更少。所以retrieve意为“提取、回忆”，与Recall意思最接近。 4．细节理解题。根据最后一段“To reduce this anxiety, she proposes a two-fold strategy for students to consider as they revise: first, they can raise their belief in their own abilities by reminding themselves of just how much they know; second, they can reduce the exam’s perceived importance by reminding themselves that while it matters, it is not a life-or-death situation. (为了减少这种焦虑，她提出了一个双重策略供学生在复习时考虑：首先，他们可以通过提醒自己他们知道多少来提高对自己能力的信念；其次，他们可以通过提醒自己虽然考试重要，但不是生死攸关的事情来降低考试被认为的重要性。)”可知，双重策略是关于建立自信和正确看待考试。 1 / 12 学科网（北京）股份有限公司 $