寒假預習-第07講 必修三 Unit5 課文學習&知識點講練2025年高一英語寒假銜接講練 (人教版)

這是一份寒假預習-第07講 必修三 Unit5 課文學習&知識點講練2025年高一英語寒假銜接講練 (人教版)，文件包含寒假預習-第07講必修三Unit5課文學習知識點講練教師版2025年高一英語寒假銜接講練人教版docx、寒假預習-第07講必修三Unit5課文學習知識點講練學生版2025年高一英語寒假銜接講練人教版docx等2份試卷配套教學資源，其中試卷共32頁， 歡迎下載使用。

高頻詞匯
1.basis（基礎；根據(jù)；基準）
用法：常用于 “n the basis f...” 結構，表示 “在…… 基礎上；根據(jù)……”。
例如：We made the decisin n the basis f the infrmatin we had.（我們根據(jù)所掌握的信息做出了決定。）
拓展：其復數(shù)形式 “bases” 可表示 “基礎；根據(jù)；主要成分” 等。相關短語有 “l(fā)ay the basis fr...”（為…… 奠定基礎），
例如：His research laid the basis fr future discveries.（他的研究為未來的發(fā)現(xiàn)奠定了基礎。）形容詞 “basic” 表示 “基本的；基礎的”，
例如：Basic knwledge is essential fr learning advanced skills.（基礎知識對于學習高級技能至關重要。）
2.aplgise（道歉；謝罪）
用法：“aplgise t sb. fr sth.” 表示 “因某事向某人道歉”。
例如：He aplgised t his friend fr being late.（他因遲到向他的朋友道歉。）
拓展：名詞 “aplgy” 也表示 “道歉；歉意”，常用搭配 “make an aplgy t sb. fr sth.”，與 “aplgise t sb. fr sth.” 意思相同。
例如：She made a sincere aplgy t her teacher fr her mistake.（她為自己的錯誤向老師真誠地道歉。）
3.in return（作為回報；作為報答）
用法：通常在句中作狀語，可置于句首或句末。
例如：He helped me a lt, and I gave him a gift in return.（他幫了我很多，我送給他一份禮物作為回報。）
拓展：近義詞組有 “in reward”“in recmpense” 等，但 “in return” 使用更為廣泛和常見。
例如：She received a bnus in reward fr her hard wrk.（她因努力工作而獲得獎金作為回報。）區(qū)別在于 “in return” 更強調相互性、交換性，而 “in reward” 和 “in recmpense” 更側重于因某種功績或付出而得到的獎勵或補償。
4.judge（評價；評判；法官；裁判員）
用法：作動詞時，“judge sb. /sth. by /frm...” 表示 “根據(jù)…… 判斷某人 / 某事”。
例如：Yu can't judge a bk by its cver.（不能以貌取人。）作名詞時，指 “法官；裁判員” 等。
例如：The judge made a fair decisin.（法官做出了公正的判決。）
拓展：名詞 “judgment” 表示 “判斷；審判；評價”，
例如：In my judgment, he is a reliable persn.（在我看來，他是一個可靠的人。）形容詞 “judgmental” 表示 “評判性的；判斷的”，
例如：Try nt t be t judgmental when yu meet new peple.（當你結識新朋友時，盡量不要過于評判。）
5.scene（場；場景；景色；現(xiàn)場）
用法：指具體的某個場景或場面，如 “a scene in a mvie”（電影中的一個場景）；也可指某個地方的景色，如 “a beautiful scene f the cuntryside”（鄉(xiāng)村的美麗景色）；還可表示 “現(xiàn)場”，如 “the scene f the accident”（事故現(xiàn)場）。
例如：The scene f the crime was carefully examined.（犯罪現(xiàn)場被仔細檢查。）
拓展：相關短語 “behind the scenes” 表示 “在幕后；不公開地”，
例如：There is a lt f hard wrk ging n behind the scenes.（幕后有很多艱苦的工作在進行。）“set the scene” 表示 “為…… 做好準備；描述背景”，
例如：The first chapter sets the scene fr the whle stry.（第一章為整個故事做好了鋪墊。）
6.spt（看見；發(fā)現(xiàn)；地點；斑點）
用法：作動詞時，“spt sb. /sth.” 表示 “發(fā)現(xiàn)某人 / 某物”。
例如：I sptted my friend in the crwd.（我在人群中發(fā)現(xiàn)了我的朋友。）作名詞時，可表示 “地點；斑點” 等，如 “a famus turist spt”（一個著名的旅游景點），“a white spt n the shirt”（襯衫上的一個白點）。
拓展：相關短語 “n the spt” 表示 “當場；在現(xiàn)場”，
例如：The plice arrested the thief n the spt.（警察當場逮捕了小偷。）“sptlight” 作名詞時表示 “聚光燈；公眾注意的中心”，作動詞時表示 “使突出；使受公眾注意”，
例如：The new prduct was sptlighted in the advertisement.（新產品在廣告中受到了特別關注。）
7.patience（耐心；忍耐力）
用法：常用于 “have patience with sb. /sth.” 結構，表示 “對某人 / 某事有耐心”。
例如：Yu need t have patience with children.（你需要對孩子們有耐心。）
拓展：形容詞 “patient” 表示 “有耐心的”，反義詞 “impatient” 表示 “不耐煩的”。
例如：A gd teacher shuld be patient with students.（一位好老師應該對學生有耐心。）名詞 “patient” 還可表示 “病人”，
例如：The dctr is examining the patient.（醫(yī)生正在給病人檢查。）
8.intentin（打算；意圖；目的）
用法：“have the intentin f ding sth.” 表示 “有做某事的打算”。
例如：He has the intentin f studying abrad.（他有出國留學的打算。）
拓展：形容詞 “intentinal” 表示 “故意的；有意的”，反義詞 “unintentinal” 表示 “無意的；非故意的”。
例如：It was an intentinal act.（這是一個故意的行為。）
9.in case（如果；假使；以防萬一）
用法：可引導條件狀語從句，相當于 “if”，
例如：In case it rains, we will stay at hme.（如果下雨，我們就待在家里。）也可表示 “以防萬一”，通常從句用一般現(xiàn)在時表示將來，
例如：Take an umbrella in case it rains.（帶把傘以防下雨。）
拓展：相關短語 “in case f...” 表示 “如果；萬一；倘若”，后接名詞或名詞短語，
例如：In case f fire, call the fire department.（如果發(fā)生火災，撥打消防電話。）與 “in case” 引導從句不同，“in case f” 后不能接句子。
10.hesitate（猶豫；躊躇；不情愿）
用法：“hesitate t d sth.” 表示 “猶豫做某事”。
例如：Dn't hesitate t ask fr help if yu need it.（如果你需要幫助，不要猶豫去尋求幫助。）
拓展：名詞 “hesitatin” 表示 “猶豫；躊躇”，
例如：He answered withut hesitatin.（他毫不猶豫地回答了。）形容詞 “hesitant” 表示 “猶豫的；遲疑的”，
例如：She was hesitant abut accepting the jb ffer.（她對接受這份工作邀請猶豫不決。）
11.manner（舉止；方式；方法；態(tài)度；禮貌）
用法：表示 “舉止；態(tài)度” 時，常用 “in a... manner” 結構，如 “in a friendly manner”（以友好的態(tài)度）；表示 “方式；方法” 時，與 “way”“methd” 等近義詞用法相似，
例如：He slved the prblem in a unique manner.（他以獨特的方式解決了問題。）
拓展：相關短語 “table manners” 表示 “餐桌禮儀”，
例如：We shuld learn gd table manners.（我們應該學習良好的餐桌禮儀。）“manners” 表示 “禮貌；禮儀”，
例如：It's bad manners t interrupt thers.（打斷別人是不禮貌的。）
12.permissin（準許；許可；批準）
用法：“ask fr permissin” 表示 “請求許可”，“give permissin” 表示 “給予許可”。
例如：Yu shuld ask fr permissin befre using smene else's things.（在使用別人的東西之前你應該請求許可。）
拓展：動詞 “permit” 表示 “允許；許可”，
例如：The teacher permitted the students t leave early.（老師允許學生們提前離開。）形容詞 “permissible” 表示 “可允許的；許可的”，
例如：Is it permissible t park here?（這里可以停車嗎？）
重要句型結構
1.find + 賓語 + 賓語補足語
構成與用法：
1)“find + sb. /sth. + 形容詞”，表示 “發(fā)現(xiàn)某人 / 某物……”，
例如：I fund the bk very interesting.（我發(fā)現(xiàn)這本書非常有趣。）這里 “very interesting” 是賓語補足語，補充說明 “the bk” 的特點。
2)“find + sb. /sth. + 現(xiàn)在分詞”，表示 “發(fā)現(xiàn)某人 / 某物正在做某事”，
例如：When I entered the rm, I fund him reading a newspaper.（當我走進房間時，我發(fā)現(xiàn)他正在看報紙。）“reading a newspaper” 是現(xiàn)在分詞短語作賓語補足語，說明 “他” 當時的動作狀態(tài)。
3)“find + sb. /sth. + 過去分詞”，表示 “發(fā)現(xiàn)某人 / 某物被……”，
例如：He fund his wallet stlen.（他發(fā)現(xiàn)他的錢包被偷了。）“stlen” 是過去分詞作賓語補足語，表明 “錢包” 的遭遇。
4)“find + sb. /sth. + 名詞”，表示 “發(fā)現(xiàn)某人 / 某物是……”，
例如：We fund him a very gd singer.（我們發(fā)現(xiàn)他是一個非常好的歌手。）“a very gd singer” 是名詞短語作賓語補足語，對 “他” 進行身份或性質的說明。
5)“find + it + 形容詞 + t d sth.”，其中 “it” 是形式賓語，真正的賓語是 “t d sth.”，表示 “發(fā)現(xiàn)做某事……”，
例如：I find it difficult t learn a freign language.（我發(fā)現(xiàn)學習一門外語很難。）這種結構使句子更符合英語表達習慣，避免賓語過長而導致句子結構不平衡。
2.強調句型
結構與要點：
1)基本結構為 “It is /was + 被強調部分 + that /wh + 句子其他部分”。被強調部分可以是主語、賓語、狀語等。
例如：It was Tm that /wh helped me yesterday.（是湯姆昨天幫助了我。）這里強調的是主語 “Tm”。如果被強調部分是人的時候，既可以用 “that” 也可以用 “wh”；如果被強調部分是物或其他情況，則一般用 “that”。
強調句型的特點是去掉 “It is /was... that /wh...” 后，句子仍然完整且意思不變。
例如：Tm helped me yesterday.（湯姆昨天幫助了我。）這是原句，去掉強調結構后依然是一個完整的句子，這是判斷是否為強調句型的重要依據(jù)。
2)強調句型的一般疑問句形式是 “Is / Was it + 被強調部分 + that /wh + 句子其他部分？”
例如：Was it yesterday that Tm helped me?（是昨天湯姆幫助了我嗎？）強調句型的特殊疑問句形式是 “特殊疑問詞 + is /was it + that + 句子其他部分？”
例如：When was it that Tm helped me?（湯姆是什么時候幫助我的？）在構成特殊疑問句時，特殊疑問詞要放在句首，然后再接強調句型的一般結構。
單元語法
1.情態(tài)動詞
基本用法與區(qū)別：
can：表示能力，意為 “能；會”，
例如：I can speak English.（我會說英語。）也可表示許可，常用于口語中，相當于 “may”，
例如：Yu can g nw.（你現(xiàn)在可以走了。）還可用于否定句和疑問句中表示推測，意為 “可能”，
例如：He can't be at hme. He went t the ffice just nw.（他不可能在家。他剛才去辦公室了。）
culd：是 “can” 的過去式，表示過去的能力，
例如：When I was yung, I culd run very fast.（我年輕時，能跑得很快。）也可用于現(xiàn)在時態(tài)中，比 “can” 更委婉地表示請求或建議，
例如：Culd yu help me with this bx?（你能幫我搬這個箱子嗎？）在虛擬語氣中，“culd” 表示與事實相反的假設，
例如：If I culd fly, I wuld g t the mn.（如果我能飛，我會去月球。）
may：表示許可，意為 “可以”，
例如：May I use yur phne?（我可以用你的電話嗎？）也可表示推測，意為 “也許；可能”，可能性比 “can” 稍小，
例如：It may rain tmrrw.（明天可能會下雨。）
might：是 “may” 的過去式，表示過去的許可或推測，
例如：He asked if he might brrw my bk.（他問他是否可以借我的書。）在現(xiàn)在時態(tài)中，也可用于比 “may” 更委婉地表示推測或請求，
例如：Might I have a wrd with yu?（我可以和你說句話嗎？）同樣在虛擬語氣中，“might” 也有其用法，
例如：If yu were here, yu might understand my feelings.（如果你在這里，你可能會理解我的感受。）
must：表示必要性，意為 “必須；一定”，
例如：Yu must wear a seatbelt in the car.（在車里你必須系安全帶。）還可用于肯定句中表示推測，意為 “一定；肯定”，可能性非常大，
例如：He must be at hme. The light is n.（他一定在家。燈亮著。）其否定形式 “mustn't” 表示 “禁止；不許”，
例如：Yu mustn't smke here.（這里禁止吸煙。）
shuld：表示義務、責任，意為 “應該”，
例如：Yu shuld study hard.（你應該努力學習。）也可用于表示推測，意為 “按理說應該”，
例如：The train shuld arrive at 5 'clck.（火車按理說應該 5 點到達。）在虛擬語氣中，“shuld” 用于一些特定的句型中，如 “It is /was + 形容詞 + that + sb. + shuld d sth.”，
例如：It is imprtant that we shuld prtect the envirnment.（我們應該保護環(huán)境，這很重要。）
shall：用于第一人稱疑問句中，表示征求對方意見，
例如：Shall I pen the windw?（我打開窗戶好嗎？）用于第二、三人稱陳述句中，表示命令、警告、允諾、威脅等，
例如：Yu shall d as I say.（你要照我說的做。）
will：表示意愿，意為 “愿意；想要”，
例如：I will help yu.（我愿意幫助你。）也可用于表示將來時態(tài)，
例如：I will g t Beijing tmrrw.（我明天將去北京。）在條件狀語從句中，“will” 可用于表示 “愿意”，
例如：If yu will cme, we will be very happy.（如果你愿意來，我們會非常高興。）
wuld：是 “will” 的過去式，表示過去的意愿，
例如：He said he wuld help me.（他說他愿意幫助我。）也可用于現(xiàn)在時態(tài)中，比 “will” 更委婉地表示請求或建議，
例如：Wuld yu like sme tea?（你想要些茶嗎？）在虛擬語氣中，“wuld” 也有多種用法，
例如：If I had mre time, I wuld travel arund the wrld.（如果我有更多時間，我會環(huán)游世界。）
2.過去將來時
概念與用法：
過去將來時表示從過去的某一時間來看將來要發(fā)生的動作或存在的狀態(tài)。它常用于賓語從句中，當主句的謂語動詞是過去時態(tài)時，賓語從句中要使用過去將來時來表示將來的概念。
例如：He said he wuld cme back the next day.（他說他第二天會回來。）這里 “said” 是過去式，“wuld cme back” 就是過去將來時，表示在 “說” 這個過去動作發(fā)生時，“回來” 這個動作是相對于當時的將來。
也可用于其他一些表示過去的語境中，描述在過去某個時間點之后將要發(fā)生的事情。
例如：I knew that they were ging t have a party.（我知道他們打算舉辦一個派對。）“knew” 是過去式，“were ging t have” 是過去將來時的一種表達形式，說明在 “知道” 這個過去時間點，“舉辦派對” 是之后將要發(fā)生的事情。
構成形式：
“wuld + 動詞原形”，這是過去將來時的一種常見形式，如上述例句 “He said he wuld cme back the next day.” 中的 “wuld cme back”。
“was /were ging t + 動詞原形”，這種形式強調過去的計劃、打算或有跡象表明將要發(fā)生某事。
例如：She was ging t visit her grandparents last weekend, but she gt sick.（她上周末打算去看望她的祖父母，但她生病了。）“was ging t visit” 表示過去的計劃。
(2019人教版英語必修三第54頁和87頁)
Bth“wuld d”and“was/were ging t d”can be used t talk abut future events r intentins in the past. Cmplete the fllwing sentences that describe the future using either frm f the given verbs.
1. Philip bught tw tickets fr The Phantm f the Opera. He ___________________________ (watch) this musical with his girlfriend n the weekend.2. I was s surprised at the news that David _____________________________ (play) the rle f the dinsaur in the play that I gave him a hug ut f jy.
3. Lily decided that she _________________________________ (settle) in New Yrk and pursue her dream f becming an actress.
4. Hey, Timmy. I ______________________ (call) yu. But nw that yu are here, I dn’t have t.
5. The cmpetitin was s clse that n ne was sure wh __________ (win) the Best Actr award.
6. Jim is nt here right nw. He said he ___________________________ (be) n duty at the library this afternn.
Cmplete the sentence with wuld, was/were ging t, and the wrds in brackets.
1. The clerk in the cnsulate tld Henry that they ________________________ (nt, give, a lan).
2. Henry entered the gentlemen’s huse, wndering if they _______________________________
_______________ (ffer, a jb).
3. The gentlemen said that Henry ________________________ (knw, everything) in an hur and a half.
4. Henry ________________________________________________ (explain why, nt pay, the bill) right away when the waiter became impatient.
5. The wner f the tailr’s shp never thught he _____________________________ (hld, such a large nte).
6. After ne mnth, Henry went t see the gentlemen with Prtia. He ________________________
___________ (give back, nte).
核心考點 1：basis
1.We shuld build ur thery n a slid ______ (base).
2.The research is carried ut n the ______ (basis) f previus studies.
3.Their friendship was frmed n the basis ______ mutual trust.
核心考點 2：aplgise
1.He ______ (aplgise) t his teacher fr being late fr class.
2.Yu shuld ______ (aplgy) t yur friend as sn as pssible.
3.She made a sincere ______ (aplgise) t her parents.
核心考點 3：in return
1.I helped him with his hmewrk and he gave me a bk ______ return.
2.She gave me a smile in return ______ my kindness.
3.What can we d ______ (return) fr their help?
核心考點 4：judge
1.We shuld nt ______ (judge) a persn nly by his appearance.
2.The ______ (judge) made a fair decisin in the end.
3.It's hard ______ (judge) which team will win the game.
核心考點 5：spt
1.I finally ______ (spt) my lst keys under the sfa.
2.This is a famus turist ______ (spt).
3.The plice ______ (spt) the suspect in the crwd.
核心考點 6：patience
1.The teacher has great ______ (patient) with his students.
2.Yu need t learn t be mre ______ (patience).
3.His ______ (patient) finally paid ff when he achieved his gal.
核心考點 7：intentin
1.He has n ______ (intent) f giving up his dream.
2.She expressed her ______ (intent) t study abrad.
3.Their ______ (intent) was clear frm the beginning.
核心考點 8: find + 賓語 + 賓語補足語
1.She fund the mvie ______ (excite).
2.I fund him ______ (lie) n the grass when I passed by.
3.They fund the windw ______ (break) when they came back.
核心考點 9: 強調句型
1.It was yesterday ______ I met my ld friend in the park.
2.______ was it that yu lst yur keys?
3.Was it because f the rain ______ the game was cancelled?
核心考點 10: 情態(tài)動詞
1.Yu ______ be careful when yu crss the rad.
2.He ______ cme t the party tnight, but he isn't sure.
3.She ______ study harder if she wants t get gd grades.
核心考點 11: 過去將來時
1.He said he ______ (visit) his grandparents the next week.
2.I knew that they ______ (have) a meeting.
3.She asked if it ______ (rain) the next day.
一、單句語法填空題
1.The prject was built n a slid ______ (base).
2.He ______ (aplgise) t me fr his rudeness yesterday.
3.I gave her a gift and she thanked me ______ return.
4.______ judge is knwn fr his fairness in curt.
5.We fund a beautiful spt______ ur picnic.
6.I fund the stry ______ (interest) and inspiring.
7.It was in the library ______ I met my favrite authr.
8.She fund her wallet ______ (steal) when she gt ff the bus.
9.It was Tm ______ helped me ut f truble.
10.Yu ______ wear a seatbelt in the car. It's a rule.
11.He ______ be at hme. I'm nt sure.
12.She said she ______ (wuld) cme t the meeting tmrrw.
13.In sme cultures, it is cnsidered bad ______ (manner) t speak with yur muth full.
14.We shuld shw ______ (patience) and respect in different situatins.
15.The custm f ______ (aplgise) sincerely is widely appreciated.
二、閱讀理解
閱讀下面短文，從A、B、C、D四個選項中選擇最佳選項
Parents have widely different views n pcket mney. Five new fathers were asked this questin and this is hw they answered.
Ashish Khanna: Althugh many argue that pcket mney helps develp children's sense f value, I dn’t agree. I wuldn’t give my child any pcket mney. First f all, I never gt pcket mney when I was a child and I seem t have a gd sense f value. If my child ever wants smething and I feel it is necessary, I will buy it fr him.
Sharad Sanghi: I wuldn’t give my child pcket mney because I dn't want her t frm the perceptin (看法) f “her” mney and “my” mney. Besides, if I refuse t buy her smething that I think is bad fr her, she may buy it with her pcket mney secretly. I feel it als encurages children t care mre abut mney than anything else. I dn’t want my child t start judging ther children by the amunt f mney they have.
Rakesh Shah: I wuld give my child pcket mney. I feel that children shuld learn t spend mney intelligently and nt g verbard n spending. They will learn what their limitatins (局限) are and feel the difficulty when they have t pay fr smething that they can’t affrd.
Rajiv Patel: I wuld give my child pcket mney because it is imprtant fr her t learn hw t manage mney. I will give her a fixed amunt every mnth and if she spends all the mney befre the mnth is ver, then she will learn a lessn and nt spend mney s freely.
Vikram Desai: I wuld certainly give my child pcket mney. But I wuld nt give it t him n a weekly r mnthly basis. He wuld have t earn it. If he helps me finish sme f my jbs r helps his mther with husewrk, I will reward him. This helps him realize that “mney des nt grw n trees” and it needs hard wrk t earn mney.
1．What d yu knw abut Ashish Khanna?
A．Pcket mney helps children develp better.
B．He can have much cntrl f his child by mney.
C．He was given t much pcket mney when yung.
D．He will buy smething he thinks his child really needs.
2．What d Rakesh Shah and Rajiv Patel have in cmmn?
A．They allw their children t spend mney freely.
B．They want their children t learn t manage mney.
C．They teach their children the difficulty f making mney.
D．They ask their children t get pcket mney by wrking.
3．Accrding t Vikram Desai, what d children learn frm earning pcket mney?
A．Mney is nt easy t get.
B．Mney can be gt frm trees.
C．One can get lts f mney if he/she wrks hard.
D．Mney is nt s imprtant t peple nwadays.
4．Wh wuld give his child pcket mney every mnth?
A．Ashish Khanna.B．Sharad Sanghi.
C．Rakesh Shah.D．Rajiv Patel.
根據(jù)短文內容，從短文后的選項中選出能填入空白位置的最佳選項
Gd news fr all Wes Andersn fans — the US directr is back with the film The Wnderful Stry f Henry Sugar which hit Netflix, an nline film prvider, n Sept 27. It is a film adaptatin f UK nvelist Rald Dahl’s nvel under the same name.
The film stars UK actr Benedict Cumberbatch. Adaptatins are currently ppular in the mvie industry. SEQ a \* MERGEFORMAT 1 But what abut bk adaptatins f films? Bk adaptatins f films aren’t that cmmn, but it’s a medium that certainly takes skills t master.
The mst well-knwn versin f a film being adapted t bks is via the nvelizatin. Mvie nvelizatins went thrugh a bm perid befre the Internet era. Fans wanted t knw mre abut the fictinal wrlds and experience the stry again in a new way. SEQ a \* MERGEFORMAT 2 Thus, the nvelizatin was a great slutin.
Meanwhile, the screen t page prcess has als pened up the pssibility f sequels (續(xù)篇). Perhaps there simply wasn’t financial investment t create a fllw-up t a film. Maybe a sequel idea simply felt mre apprpriate fr a nvel. SEQ a \* MERGEFORMAT 3 In recent years, fr example, the film Heat, released in 1995 has received its wn nvel. ET: The Bk f the Green Planet cntinued the extra-terrestrial’s jurney after the cmpletin f the film’s narrative.
But what are the benefits f reading a nvel instead f waiting fr the big screen versin? Well, a nvel can take its reader deeper int the mind f the characters that the film had t represent in a mre visual way. SEQ a \* MERGEFORMAT 4 Althugh a film might characterize a fantastic scene r a specific cstume chice, it desn’t always tell why thse things are imprtant. Nvelizatins and sequels can take that extra step and shine a light n sme f thse mvie-making chices.
Bk adaptatins f films bviusly wn’t ever replace cinema, and there’s n need t chse ne r the ther. SEQ a \* MERGEFORMAT 5
A．Besides, descriptins can be mre detailed t.
B．Fr a time, they were everything fr cinema lvers.
C．We’re all familiar with film adaptatins f bks.
D．Films being adapted t bks has been talked repeatedly.
E．Regardless, sme terrific films have been expanded upn thanks t this medium.
F．But they culdn’t simply ggle it, r immediately purchase the prductin n tape.
G．Actually, these tw mediums are cnsiderably interdependent and cmplementary.
SEQ b \* MERGEFORMAT SEQ b \* MERGEFORMAT SEQ b \* MERGEFORMAT SEQ b \* MERGEFORMAT SEQ b \* MERGEFORMAT SEQ c \* MERGEFORMAT SEQ c \* MERGEFORMAT SEQ c \* MERGEFORMAT SEQ c \* MERGEFORMAT SEQ c \* MERGEFORMAT 三、完形填空
On Saturday, Juliet and Darcy, 17-year-ld friends, were enjying sunshine at Furness Park SEQ d \* MERGEFORMAT 1 they nticed a man fall dwn n the sidewalk. They hurried t aid the man. Darcy felt SEQ d \* MERGEFORMAT 2 he was ging t die in frnt f them. She tk a clser lk. Then she bserved his chest nt ging up and dwn, which meant he wasn’t SEQ d \* MERGEFORMAT 3 .
The girls knew they needed t SEQ d \* MERGEFORMAT 4 help. While Darcy stayed with the SEQ d \* MERGEFORMAT 5 man, Juliet ran t nearby hmes and began ringing drbells, but n ne SEQ d \* MERGEFORMAT 6 . “I am really afraid he is ging t die withut help,” Darcy said SEQ d \* MERGEFORMAT 7 .
Juliet cntinued t run fr help. She finally fund sme men SEQ d \* MERGEFORMAT 8 a car and tld them f the emergency. But they didn’t believe what the girl said at first. They asked, “Is what yu said a jke?” And she answered, “N, call 911 right nw.”
The repairmen gt it and then SEQ d \* MERGEFORMAT 9 CPR (心肺復蘇術) n the uncnscius man until dctrs arrived and used a defibrillatr (電擊器) t restart his SEQ d \* MERGEFORMAT 10 . Dctrs said the man was in critical cnditin and shuld be SEQ d \* MERGEFORMAT 11 t hspital.
A dctr said, “T their SEQ d \* MERGEFORMAT 12 , the tw girls take fast actin which is called ‘a chain f survival.’ which can save the SEQ d \* MERGEFORMAT 13 f a patient in a dangerus situatin.” But dctrs didn’t get the girls’ names at that time, s they launched a(n) SEQ d \* MERGEFORMAT 14 t the public t find them.
Finally, the tw girls were fund and praised fr helping save a man’s life n the weekend. “We were brave,” Darcy said. “We gt a bit scared in the beginning, but later we realized SEQ d \* MERGEFORMAT 15 wn’t help the man.”
SEQ e \* MERGEFORMAT 1 ．A．whileB．sinceC．asD．when
SEQ e \* MERGEFORMAT 2 ．A．cnfusedB．frightenedC．pleasedD．curius
SEQ e \* MERGEFORMAT 3 ．A．bleedingB．breathingC．starvingD．explring
SEQ e \* MERGEFORMAT 4 ．A．frbidB．appreciateC．quitD．seek
SEQ e \* MERGEFORMAT 5 ．A．uncnsciusB．familiarC．visibleD．calm
SEQ e \* MERGEFORMAT 6 ．A．struggledB．rememberedC．answeredD．replied
SEQ e \* MERGEFORMAT 7 ．A．anxiuslyB．vluntarilyC．eagerlyD．dramatically
SEQ e \* MERGEFORMAT 8 ．A．applyingB．fixingC．reflectingD．exchanging
SEQ e \* MERGEFORMAT 9 ．A．came acrssB．winded upC．carried utD．brke dwn
SEQ e \* MERGEFORMAT 10 ．A．nudgeB．stmachC．thratD．heart
SEQ e \* MERGEFORMAT 11 ．A．rushedB．mvedC．persuadedD．guided
SEQ e \* MERGEFORMAT 12 ．A．disappintmentB．creditC．hrrrD．embarrassment
SEQ e \* MERGEFORMAT 13 ．A．pprtunityB．stageC．lifeD．hnr
SEQ e \* MERGEFORMAT 14 ．A．appealB．cntextC．awardD．aplgy
SEQ e \* MERGEFORMAT 15 ．A．misadventureB．regretC．errrD．panic
SEQ f \* MERGEFORMAT SEQ f \* MERGEFORMAT SEQ f \* MERGEFORMAT SEQ f \* MERGEFORMAT SEQ f \* MERGEFORMAT SEQ f \* MERGEFORMAT SEQ f \* MERGEFORMAT SEQ f \* MERGEFORMAT SEQ f \* MERGEFORMAT SEQ f \* MERGEFORMAT SEQ f \* MERGEFORMAT SEQ f \* MERGEFORMAT SEQ f \* MERGEFORMAT SEQ f \* MERGEFORMAT SEQ f \* MERGEFORMAT SEQ g \* MERGEFORMAT SEQ g \* MERGEFORMAT SEQ g \* MERGEFORMAT SEQ g \* MERGEFORMAT SEQ g \* MERGEFORMAT SEQ g \* MERGEFORMAT SEQ g \* MERGEFORMAT SEQ g \* MERGEFORMAT SEQ g \* MERGEFORMAT SEQ g \* MERGEFORMAT SEQ g \* MERGEFORMAT SEQ g \* MERGEFORMAT SEQ g \* MERGEFORMAT SEQ g \* MERGEFORMAT SEQ g \* MERGEFORMAT 四、語法填空
閱讀短文內容，在空白處填入1個適當?shù)膯卧~或括號內單詞的正確形式。
I SEQ h \* MERGEFORMAT 1 (be) always full f cnfidence abut Hamlet befre I saw The Revenge f Prince Zidan — the Peking Opera versin f Hamlet. First, the pera brught a SEQ h \* MERGEFORMAT 2 (cmplete) new sund t my Western ears, beginning with an rchestra playing traditinal Chinese instruments, ne f SEQ h \* MERGEFORMAT 3 was an instrument with tw strings SEQ h \* MERGEFORMAT 4 (call) jinghu. Then, I was surprised when the main characters came n stage. The cstumes and masks were SEQ h \* MERGEFORMAT 5 (amaze). Althugh the SEQ h \* MERGEFORMAT 6 (perfrm) sang in Chinese, the music, exaggerated mvements and mime helped get the meanings SEQ h \* MERGEFORMAT 7 the audience. The vices sunded really unique. S high were sme f the female vices SEQ h \* MERGEFORMAT 8 I was sure they culd break glass! And the stage was really simple. SEQ h \* MERGEFORMAT 9 (use) sme special techniques, the pera had transfrmed a small stage int the whle universe. What I liked mst was hw the characters mved n stage. It was s dazzling and energetic that I wasn’t sure if the characters were perfrmers SEQ h \* MERGEFORMAT 10 athletes! Feeling the strng emtins f lve, anger, fear and grief in the perfrmance. I culd easily recgnise the theme f Hamlet.
SEQ i \* MERGEFORMAT SEQ i \* MERGEFORMAT SEQ i \* MERGEFORMAT SEQ i \* MERGEFORMAT SEQ i \* MERGEFORMAT SEQ i \* MERGEFORMAT SEQ i \* MERGEFORMAT SEQ i \* MERGEFORMAT SEQ i \* MERGEFORMAT SEQ i \* MERGEFORMAT SEQ j \* MERGEFORMAT SEQ j \* MERGEFORMAT SEQ j \* MERGEFORMAT SEQ j \* MERGEFORMAT SEQ j \* MERGEFORMAT SEQ j \* MERGEFORMAT SEQ j \* MERGEFORMAT SEQ j \* MERGEFORMAT SEQ j \* MERGEFORMAT SEQ j \* MERGEFORMAT 五、書信寫作
假設你是晨光中學的學生李津。一位外國游客近日在Understanding China網(wǎng)站上發(fā)布短視頻，贊嘆科技在中國人購物、出行、學習等方面的廣泛應用，一位名為 Chris的網(wǎng)友在評論區(qū)詢問是否確實如此。請根據(jù)以下提示留言：
（1）對視頻反映的情況予以肯定；
（2）介紹科技在你生活中的應用；
（3）希望國際友人來中國親身體驗。
試題詞匯：短視頻 vide clip
注意：
（1）詞數(shù)不少于100；
（2）可適當加入細節(jié)，使內容充實、行文連貫。
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模塊一 思維導圖串知識
模塊二 基礎知識全梳理（吃透教材）
模塊三 教材習題學解題
模塊四 核心考點精準練
模塊五 小試牛刀過關測
Vcabulary
Master wrds like "basis", "aplgise" fr daily use.
Sentence Patterns
Grasp "find + bj. + bj. cmplement" and emphasis structure.
Grammar
Understand mdal verbs and past future tense usage.
Cultural Awareness
Learn values and manners frm text scenaris.
Li Jin
@ Chris
Psted n Mar. 15, 202411: 00 AM