2026届高三英语：二轮复习策略 课件(共129张PPT)
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| 名称 | 2026届高三英语：二轮复习策略 课件(共129张PPT) |
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| 更新时间 | 2026-01-10 17:18:31 | ||
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(共129张PPT)
高三英语总复习策略
一轮复习
一轮复习（9月份—3月底）
核心：夯实基础，构建知识体系
特点：计划性、系统性、实用性
内容：听力、词汇、语法、读后续写以及应用文
听力复习
1.听力复习
1.1分题型专项突破
1.1.1 短对话：快速抓取细节（时间/地点/人物关系/数字/意图）。
精练真题短对话，听前快速圈题干关键词（如疑问词、动词），第一遍听答案，第二遍听干扰项设计逻辑，总结高频场景词汇。
1.1.2. 长对话/独白：理解主旨与逻辑链
分段听写法——播放一段（约30秒）后暂停，口头复述内容（用英语或中文），对照原文标记遗漏点。
1.2. 真题精听+跟读
第一遍做题并记录不确定题号，第二遍对照文本用红笔标出答案句位置，分析错题原因（词汇/连读/分心），第三遍跟读，模仿语音语调，重点关注弱读、连读。
具体做法：
1. 每周测试三次听力，并朗读错题的听力原文（晚自习晚读时间）。
2. 每周天学网布置听力作业一套（周天的家庭作业）。
3. 每周一节课听力训练及讲解。
词汇复习
01
把握词汇的广度及词汇深度
02
注重归纳整理和词汇积累
03
注重构词法
04
熟练掌握新课标词汇3000词。
05
在新课标词汇3000词的基础上，扩大词汇量。
注意：
—
熟词生义
多义词
同义词
近义词
达成目标：
1. 把握词汇的广度及词汇的深度
《普通高中英语课程标准（2017年版）》（以下简称“新课标”）将高中要求掌握的词汇从3500词降低至3000词。
删减的831词中，有很多是派生词，众所周知，课标内词汇的派生词、合成词以及变形也属于合理的考查范围之内，不算作课标外词，但往往是学生词汇学习的薄弱环节。所以，仔细对比后我们会发现，新课标对词汇的要求实际上是明降暗升——降的是词汇总量，升的是词汇考查的难度，新课标下的新高考确实暗藏玄机。
新课标删减词汇
新课标增加词汇
2. 如何应对“明降暗升”
第一步，确定学什么。
当然是课标考查的内容。
第二步，确定怎么学。
新课标词汇表只有3000词，但高考考查的可不止3000词，从词汇广度上，有3000词的派生词、合成词等；在词汇深度上，有搭配义、熟词生义、词块等。因此，在我们的日常教学中，要强化派生词、合成词等构词法和词块的概念，加大这方面的输入。
来观察以下词汇：
extensive 课标外词汇 → extend 课标内词汇 （考查构词法）
organized 课标内词汇 →organize 课标内词汇 （考查构词法）
generate 新课标新增词汇，意为“产生，创造”
distrust 课标外词汇 → trust 课标内词汇 （考查构词法）
funded by 名词动化；非谓语动词短语作后置定语（用法搭配难）
interest 熟词生义，此处意为“利益” （释义难）
in response, tend to do 均为固定搭配 （考查词块）
再看第一个题目的四个选项。
How does the author think of the scientific method
A. Stable B. Persuasive
C. Unreliable D. Unrealistic
Persuasive 课标外词汇 → persuade 课标内词汇 （考查构词法）
Unreliable 课标外词汇→ rely 课标内词汇 （考查构词法）
Unrealistic 课标外词汇→ real 课标内词汇 （考查构词法）
这一类词汇均要用构词法推导其释义。
由此可见，作为高考中阅读难度最大的C篇或D篇，对词汇的考查是十分苛刻的。既涉及大量派生词、词块，还有不少熟词生义，即在特定主题语境下词汇的语境义。而新高考对词汇的这些考查，完全出自新课标的要求：
了解了新高考对于词汇的考查趋势，明确了新课标对于词汇的考查要求，我们建议词汇教学从词汇的记忆（词汇的广度）、词汇的理解（词汇的深度）和词汇的使用（词汇的输出运用）三方面进行；词汇教和学都需要方法（词汇意识），好的老师应该教会学生学习词汇的方法，并激发学生学习词汇（英语）的兴趣，让学生感受到语言的味道（语言的魅力和真谛）。
具体做法：
1. 每天词汇复习30个，用时约20分钟。
2. 每天听写头一天学的30个单词（大约5分钟）。
3. 每周词汇测试一次（全年级）。
4. 每班英语教师组织自己班学生补考（不及格）。
5. 每500个词进行一次个性化测试。
6. 错误率高的词汇再编入下一次测试。
7. 作业：一套试卷分三次做完
第一天：A.C. 翻译题干及信息句，翻译每段的主旨大意。
第二天：B. 七选五 B篇翻译题干及信息句，翻译每段的主旨大意；七 选五标注信息句。
第三天: D. 翻译题干及信息句，翻译每段的主旨大意。
第四天：完型、填空
完型写出题干的意思。
填空写详解。
8. 词汇作业:隔一天背诵30个单词。
9. 词汇积累：积累作业中出现的高频词汇及影响了理解的词汇，积累至单词积累本中。
语法复习
命题原则
特点
基础 常见 实用
归纳总结，讲解有度
注重运用，练习巩固
01
谓语动词的时态和语态
02
非谓语动词
03
简单句和并列句
04
定语从句
05
名词性从句
06
状语从句
专题分配
07
特殊句式（倒装、强调、省略）
08
名词和冠词
09
主谓一致
10
代词
11
形容词和副词
12
介词
专题分配
具体做法：
1. 每周分为两个阶段：第一个阶段词汇（周一、周三、周五）；第二个阶段语法（周二、周四）。
2. 布置语法复述作业。
3. 进行语法专项题训练。
4. 一周两次语法填空课堂训练（限时6mins）。
5. 归纳读后续写中常用的句型。
读后续写及应用文
命题原则
特点
德 智 体 美 劳
熟悉话题，多练多背
具体做法：
1. 应用文及读后续写系统性讲解。
2. 每周复习讲解一个应用文的写作模板。
3. 每周一次读后续写讲解（大约4周）。
4. 读后续写讲解完后，每周练习串一个故事。
一、读后续写三步法
第一步：写好描写句
第二步：串故事情节
第三步：写好过渡句
读后续写主题
德 智 体 美 劳
第一步：写好描写句
掌握描写情绪的名词和形容词
①愤怒 anger / annoyance
angry / annoyed
②焦虑 anxiety / worry
anxious / worried
③悲伤 sadness / sorrow
sad
④紧张 tension / nervousness
tense / nervous
⑤羞愧 shame / ashamed
⑥尴尬 embarrassment
embarrassed
⑦内疚 guilt / guilty
⑧失望 disappointment / frustration / depression
disappointed / frustrated / depressed
⑨不安 unease/uneasy
⑩恐惧 fight / scare / fear
frightened / scared / afraid
困惑 confusion / confused
疲惫 tiredness / tired / exhausted
绝望 desperation / desperate
不满 dissatisfaction / unsatisfied
后悔 regret / regretful
①喜悦 joy/delight
joyful/delighted
②激动 excitement / excited
③满足；满意 satisfaction / satisfied
④骄傲 pride / proud
⑤感激 gratitude / gratefulness
thankful / grateful
⑥温暖 warmth / warm
⑦惊讶 surprise/astonishment/amazement/shock/panic
surprised/astonished/amazed/shocked/panicked
⑧自信 confidence / confident
⑨镇静 calm / calm
⑩如释重负 relief / relieved
好奇 curiosity / curious
勇气 courage / courageous
moved / touched 感动的
determined 坚决的
mixed emotions 五味杂陈
描写句
① My legs/hands/voice trembled.
② My palms sweated.
③ I stood rooted to the spot.
④ My head lowered down.
⑤ My shoulders hung down.
⑥ I froze.
⑦ I felt a burden was lifted off my heart.
⑧ I had a lump in my throat.
⑨ I was at a loss.
⑩ I felt butterflies in my stomach.
11.I held my head high.
12.Big tears rolled down my cheek.
13.My blood rushed to my face.
14.I was wild with joy.
15.adj tears welled up from my eyes.
16.I felt incredibly comforted.
17.I grinned from ear to ear.
18.I squeezed a bitter smile.
19.A broad smile lit up my face.
20.My heart sank.
21.I burst into laughter/cheer/tears
=I burst out laughing/cheering/crying
22.My face blushed/flushed immediately.
23.I paced back and forth like ants on the hot pan.
24.A faint ripple stirred my heart.
25.I wished I could crawl into the cracks of the ground.
26.I shook all over in a cold sweat.
27.I whistled / hummed my favourite ballad all the way.
28. My mind went blank.
29. My stomach was in knots.
30. I fought back tears.
描写公式
wave crowded in.
① A spark of +n+ swept over/ran through/swallowed me.
burst flashed /spread across my face.
shadowed with
②I was overcome with + n
overwhelmed with
③ I was seized by + n
④ What made me + adj was that + 句子
=To my + n 句子
=I was + adj that + 句子
⑤ with的复合结构
⑥ So + adj was I that
描写组合
公式1：A wave of guilt crowded in/swept over me/flashed across my face.
描写：I had a lump in my throat.
→ A wave of guilt crowding in / sweeping over me / flashing across my face,I had a lump in my throat.
公式2：I was shadowed with embarrassment.
描写：I wished I could crawl into the cracks of the ground.
→ Shadowed with embarrassment, I wished I could
crawl into the cracks of the ground.
I was shadowed with embarrassment.
My face blushed immediately.
→I was shadowed with embarrassment, my face blushing immediately.
公式3：
I was seized by + n
公式4：
What made me disappointed was that...
= To my disappointment, ...
= I was disappointed that...
公式5:
with的复合结构：with+something doing
描写句：主语是物的描写句
A broad smile lit up my face.
→,with a broad smile lighting up my face.
公式6：So uneasy was I that
描写句：I felt butterflies in my stomach.
→So uneasy was I that I felt butterflies in my stomach.
第二步：串故事情节
读后续写七大原则：
*不偏离主题
*不增加人物
*不增加旁支情节
*不使用过多对话
*不负能量结尾
*不设置悬念
*不违背逻辑
读后续写结尾
*哲理式结尾
*自然式结尾
*对话式结尾
*以景触情式结尾
第二步：串故事情节
第一自然段:
①过渡句（衔接首句）a._____________ b.________________
②描写:
③过渡句 a._____________b._____________
④描写：
⑤过渡句 a._____________b._____________
⑥描写：
⑦过渡句（衔接第二自然段首句）________________
第二自然段:
①过渡句 a.________________ b._________________
②描写：
③过渡句 a.________________b.________________
④描写：
⑤过渡句 a.________________b.________________
⑥描写：
⑦结尾：a._________________b.________________
串故事情节练习
第一自然段:
①过渡句 a. 他想惩罚Bob b. 但这样做并不容易
②描写：焦虑（Eric）
③过渡句 a. 看了看Bob和手中的钱包 b. Eric下决心去还钱包
④描写：紧张（Eric）
⑤过渡句 a. 看见Eric走过来，Bob指着Eric说“还想要钱？”
b. Eric什么也没说递过钱包
⑥描写：内疚（Bob）
⑦过渡句：a. 接过钱包，不敢直视Eric。
b. Bob嘀咕道：“为什么？”
第二自然段:
①过渡句 a. Bob抬头，凝视着Eric的双眼 b. 不说一句话
②描写：羞愧
③过渡句 a. 就在这时，Eric的肚子咕咕叫起来
b. 打断了令人尴尬的沉默
④描写：尴尬
⑤过渡句 a. Bob伸手搂住Eric说：“一起吃午饭，我请客”
b. Eric还没来得及回答，Bob就把他推进食堂
⑥描写：喜悦
⑦结尾：a. 就是在那天Eric交到了第一个朋友
b. 回想起妈妈的话，Bob情不自禁又重复了一遍
第三步：写好过渡句
*动作链
*三大从句或并列句
*倒装
*强调
*对话
动作链
*Doing, 句子
过渡句：a. 看着Bob和手中的钱包.
Eric glanced at Bob and the wallet in his hand.
b. Eric下决心去还钱包.
Eric made up his mind to return it.
→ Glancing at Bob and the wallet in his hand, Eric made up his mind to return it.
*Having done,句子
过渡句：a.他们认真分析了这个问题:
They analysed the issue seriously.
b.他们最终找到了解决方案:
They finally found out the solutions.
→ Having analysed the issue seriously, they finally found out the solutions.
*句子，doing
过渡句：a.我向Mr Smith介绍了我的方案:
I introduced my project to Mr Smith.
b.我得到了他的赞许:
I obtained his praise.
→I introduced my project to Mr Smith, obtaining his praise.
*定语从句
*状语从句
*名词性从句
*倒装句
*强调句
*省略
定语从句
The moment came when
The day came when
The days were gone when
It is the first time that
There was a time when
As sb planned/expected/indicated,
As is often the case,
As is known to us,
名词性从句
It happened that
It turned out that
It seemed that/as if as though
It occurred to sb that
It hit/struck sb that
It dawned on sb that
It makes a big difference that
It makes (no) sense that
sb think/ consider/feel/make/find it+ adj./n.+ to do/that 从句
be +adj.（人的情感）that
owe it to sb that
take it for granted that
hate/like it when
sb figure/agree / argue that
sb notice/noted that
This is because
This is why
The reason why…is that
On hearing the news that
owe it to sb that
take it for granted that
hate/like it when
sb figure/agree / argue that
sb notice/noted that
This is because
This is why
The reason why…is that
On hearing the news that
I made a firm decision that
I came up with a suggestion/an idea/a project/a plan that
There is no doubt that
There is no possibility that
It is no wonder that
There is no need to do
状语从句
No matter how + adj./adv.+主+谓，主句
It was not until…that
When it comes to
As a saying goes/As sb puts it,
The moment
When
Although
After / before
If / unless
倒装句
So adj. was/were ab that
Not only was/were sb, but…
Not only did sb do, but…
adj. as+主+be, 主句
强调句
It is/was…that…
It was then that
It was through this activity that
It was not until…that
省略句
If possible/necessary, …
When young/sunny, …
as planned/scheduled/expected
1.The day I looked forward to came eventually. The air buzzed with cheers as our relay team stepped onto the track. I was seized by tension and unease, my palms sweating constantly. Sarah patted me on my shoulders , giving me encouragement with an inspiring look. A sense of determination crowding in, I raised my head confidently . When the whistle blew, I dashed like an arrow. But my competitors ran rather fast . My teammates’ shouts urged me forward. What made me frustrated was that I didn’t catch up with them. I was the last one to hand over the baton.
2.Our opponent won narrowly, and I blamed our failure on myself. “If I’d run faster, we could have won.” I murmurred, burying my head, with tears of guilt rolling down my cheeks. Approaching to me, Sara said firmly, “We all gave our best!” The team gathered around, echoing her words. So warm was I that I felt incredibly comforted. Later, we shared snacks under a tree, encouraging each other to do it better next year. We were overwhelmed with joy, broad smiles lighting up our faces . It was then that I realized victory wasn’t just about medals; it was the courage to try and the bonds we’d built. Sports Day had taught me to cherish both.
自定作文布置：个性化布置情节线、范文，AI进行批改
扫描辅助批改
方式一：扫描仪
学校通用扫描仪即可批改
每个班2-3分钟
方式二：手机拍照批改
自动连拍，每个班3-5分钟
教师端查看班级报告、讲解与下载报告
个人报告：个性化点评、错误点纠错
学生作文答题卡样例与报告
范文鉴赏及情节线对比梳理
老师写的情节线
李邦兴同学的情节线
陈鸿臣原文
李垣致原文
AI大数据进行语篇自动查重
同篇作文练习查重筛选
老师手写的范文
课堂随练
第二轮复习
二轮复习（4月份—6月底）
核心：深化拓展基础知识，查缺补漏特点：计划性、系统性、实用性
内容：听力，熟词生义，转化词，词形变化复习，语法运用及书面表达。
复习策略：
1. 听力复习：实战模拟与心理调整。
2. 熟词生义，转化词复习（高考中的高频难点单词）。
3. 词性变化。
4. 夯实语法知识基础，并作进一步的提高。
听力复习
实战模拟与心理调整
按高考时间完成听力模拟题，严格限时，错题归因，专项再突破，坚持每日定量输入（精听+泛听结合），搭配错题针对性训练。
熟词生义及转化词复习
1. 熟词生义：
五级词汇：161个
四级词汇：159个
三级词汇：42个
二级词汇：47个
一级词汇：12个
总计：421个
2. 转化词：545个
熟词生义+转化词共966个
词形变化复习
词性变化：
1. 名词：325个
2. 形容词：142个
3. 动词：40个
共：507个
具体做法：
1. 每天复习讲解10个熟词生义，10个转化词，10个词形变化。
2. 每天听写10个熟词生义，10个转化词，10个词形变化。
3. 每天课堂测试语法填空一篇（限时6分钟）。
4. 第二天讲解时复习相关语法知识。
5.做完6篇后，总结常错点，整理成小白单进行测试。
期待与你一起携手共进!
高三英语总复习策略
一轮复习
一轮复习（9月份—3月底）
核心：夯实基础，构建知识体系
特点：计划性、系统性、实用性
内容：听力、词汇、语法、读后续写以及应用文
听力复习
1.听力复习
1.1分题型专项突破
1.1.1 短对话：快速抓取细节（时间/地点/人物关系/数字/意图）。
精练真题短对话，听前快速圈题干关键词（如疑问词、动词），第一遍听答案，第二遍听干扰项设计逻辑，总结高频场景词汇。
1.1.2. 长对话/独白：理解主旨与逻辑链
分段听写法——播放一段（约30秒）后暂停，口头复述内容（用英语或中文），对照原文标记遗漏点。
1.2. 真题精听+跟读
第一遍做题并记录不确定题号，第二遍对照文本用红笔标出答案句位置，分析错题原因（词汇/连读/分心），第三遍跟读，模仿语音语调，重点关注弱读、连读。
具体做法：
1. 每周测试三次听力，并朗读错题的听力原文（晚自习晚读时间）。
2. 每周天学网布置听力作业一套（周天的家庭作业）。
3. 每周一节课听力训练及讲解。
词汇复习
01
把握词汇的广度及词汇深度
02
注重归纳整理和词汇积累
03
注重构词法
04
熟练掌握新课标词汇3000词。
05
在新课标词汇3000词的基础上，扩大词汇量。
注意：
—
熟词生义
多义词
同义词
近义词
达成目标：
1. 把握词汇的广度及词汇的深度
《普通高中英语课程标准（2017年版）》（以下简称“新课标”）将高中要求掌握的词汇从3500词降低至3000词。
删减的831词中，有很多是派生词，众所周知，课标内词汇的派生词、合成词以及变形也属于合理的考查范围之内，不算作课标外词，但往往是学生词汇学习的薄弱环节。所以，仔细对比后我们会发现，新课标对词汇的要求实际上是明降暗升——降的是词汇总量，升的是词汇考查的难度，新课标下的新高考确实暗藏玄机。
新课标删减词汇
新课标增加词汇
2. 如何应对“明降暗升”
第一步，确定学什么。
当然是课标考查的内容。
第二步，确定怎么学。
新课标词汇表只有3000词，但高考考查的可不止3000词，从词汇广度上，有3000词的派生词、合成词等；在词汇深度上，有搭配义、熟词生义、词块等。因此，在我们的日常教学中，要强化派生词、合成词等构词法和词块的概念，加大这方面的输入。
来观察以下词汇：
extensive 课标外词汇 → extend 课标内词汇 （考查构词法）
organized 课标内词汇 →organize 课标内词汇 （考查构词法）
generate 新课标新增词汇，意为“产生，创造”
distrust 课标外词汇 → trust 课标内词汇 （考查构词法）
funded by 名词动化；非谓语动词短语作后置定语（用法搭配难）
interest 熟词生义，此处意为“利益” （释义难）
in response, tend to do 均为固定搭配 （考查词块）
再看第一个题目的四个选项。
How does the author think of the scientific method
A. Stable B. Persuasive
C. Unreliable D. Unrealistic
Persuasive 课标外词汇 → persuade 课标内词汇 （考查构词法）
Unreliable 课标外词汇→ rely 课标内词汇 （考查构词法）
Unrealistic 课标外词汇→ real 课标内词汇 （考查构词法）
这一类词汇均要用构词法推导其释义。
由此可见，作为高考中阅读难度最大的C篇或D篇，对词汇的考查是十分苛刻的。既涉及大量派生词、词块，还有不少熟词生义，即在特定主题语境下词汇的语境义。而新高考对词汇的这些考查，完全出自新课标的要求：
了解了新高考对于词汇的考查趋势，明确了新课标对于词汇的考查要求，我们建议词汇教学从词汇的记忆（词汇的广度）、词汇的理解（词汇的深度）和词汇的使用（词汇的输出运用）三方面进行；词汇教和学都需要方法（词汇意识），好的老师应该教会学生学习词汇的方法，并激发学生学习词汇（英语）的兴趣，让学生感受到语言的味道（语言的魅力和真谛）。
具体做法：
1. 每天词汇复习30个，用时约20分钟。
2. 每天听写头一天学的30个单词（大约5分钟）。
3. 每周词汇测试一次（全年级）。
4. 每班英语教师组织自己班学生补考（不及格）。
5. 每500个词进行一次个性化测试。
6. 错误率高的词汇再编入下一次测试。
7. 作业：一套试卷分三次做完
第一天：A.C. 翻译题干及信息句，翻译每段的主旨大意。
第二天：B. 七选五 B篇翻译题干及信息句，翻译每段的主旨大意；七 选五标注信息句。
第三天: D. 翻译题干及信息句，翻译每段的主旨大意。
第四天：完型、填空
完型写出题干的意思。
填空写详解。
8. 词汇作业:隔一天背诵30个单词。
9. 词汇积累：积累作业中出现的高频词汇及影响了理解的词汇，积累至单词积累本中。
语法复习
命题原则
特点
基础 常见 实用
归纳总结，讲解有度
注重运用，练习巩固
01
谓语动词的时态和语态
02
非谓语动词
03
简单句和并列句
04
定语从句
05
名词性从句
06
状语从句
专题分配
07
特殊句式（倒装、强调、省略）
08
名词和冠词
09
主谓一致
10
代词
11
形容词和副词
12
介词
专题分配
具体做法：
1. 每周分为两个阶段：第一个阶段词汇（周一、周三、周五）；第二个阶段语法（周二、周四）。
2. 布置语法复述作业。
3. 进行语法专项题训练。
4. 一周两次语法填空课堂训练（限时6mins）。
5. 归纳读后续写中常用的句型。
读后续写及应用文
命题原则
特点
德 智 体 美 劳
熟悉话题，多练多背
具体做法：
1. 应用文及读后续写系统性讲解。
2. 每周复习讲解一个应用文的写作模板。
3. 每周一次读后续写讲解（大约4周）。
4. 读后续写讲解完后，每周练习串一个故事。
一、读后续写三步法
第一步：写好描写句
第二步：串故事情节
第三步：写好过渡句
读后续写主题
德 智 体 美 劳
第一步：写好描写句
掌握描写情绪的名词和形容词
①愤怒 anger / annoyance
angry / annoyed
②焦虑 anxiety / worry
anxious / worried
③悲伤 sadness / sorrow
sad
④紧张 tension / nervousness
tense / nervous
⑤羞愧 shame / ashamed
⑥尴尬 embarrassment
embarrassed
⑦内疚 guilt / guilty
⑧失望 disappointment / frustration / depression
disappointed / frustrated / depressed
⑨不安 unease/uneasy
⑩恐惧 fight / scare / fear
frightened / scared / afraid
困惑 confusion / confused
疲惫 tiredness / tired / exhausted
绝望 desperation / desperate
不满 dissatisfaction / unsatisfied
后悔 regret / regretful
①喜悦 joy/delight
joyful/delighted
②激动 excitement / excited
③满足；满意 satisfaction / satisfied
④骄傲 pride / proud
⑤感激 gratitude / gratefulness
thankful / grateful
⑥温暖 warmth / warm
⑦惊讶 surprise/astonishment/amazement/shock/panic
surprised/astonished/amazed/shocked/panicked
⑧自信 confidence / confident
⑨镇静 calm / calm
⑩如释重负 relief / relieved
好奇 curiosity / curious
勇气 courage / courageous
moved / touched 感动的
determined 坚决的
mixed emotions 五味杂陈
描写句
① My legs/hands/voice trembled.
② My palms sweated.
③ I stood rooted to the spot.
④ My head lowered down.
⑤ My shoulders hung down.
⑥ I froze.
⑦ I felt a burden was lifted off my heart.
⑧ I had a lump in my throat.
⑨ I was at a loss.
⑩ I felt butterflies in my stomach.
11.I held my head high.
12.Big tears rolled down my cheek.
13.My blood rushed to my face.
14.I was wild with joy.
15.adj tears welled up from my eyes.
16.I felt incredibly comforted.
17.I grinned from ear to ear.
18.I squeezed a bitter smile.
19.A broad smile lit up my face.
20.My heart sank.
21.I burst into laughter/cheer/tears
=I burst out laughing/cheering/crying
22.My face blushed/flushed immediately.
23.I paced back and forth like ants on the hot pan.
24.A faint ripple stirred my heart.
25.I wished I could crawl into the cracks of the ground.
26.I shook all over in a cold sweat.
27.I whistled / hummed my favourite ballad all the way.
28. My mind went blank.
29. My stomach was in knots.
30. I fought back tears.
描写公式
wave crowded in.
① A spark of +n+ swept over/ran through/swallowed me.
burst flashed /spread across my face.
shadowed with
②I was overcome with + n
overwhelmed with
③ I was seized by + n
④ What made me + adj was that + 句子
=To my + n 句子
=I was + adj that + 句子
⑤ with的复合结构
⑥ So + adj was I that
描写组合
公式1：A wave of guilt crowded in/swept over me/flashed across my face.
描写：I had a lump in my throat.
→ A wave of guilt crowding in / sweeping over me / flashing across my face,I had a lump in my throat.
公式2：I was shadowed with embarrassment.
描写：I wished I could crawl into the cracks of the ground.
→ Shadowed with embarrassment, I wished I could
crawl into the cracks of the ground.
I was shadowed with embarrassment.
My face blushed immediately.
→I was shadowed with embarrassment, my face blushing immediately.
公式3：
I was seized by + n
公式4：
What made me disappointed was that...
= To my disappointment, ...
= I was disappointed that...
公式5:
with的复合结构：with+something doing
描写句：主语是物的描写句
A broad smile lit up my face.
→,with a broad smile lighting up my face.
公式6：So uneasy was I that
描写句：I felt butterflies in my stomach.
→So uneasy was I that I felt butterflies in my stomach.
第二步：串故事情节
读后续写七大原则：
*不偏离主题
*不增加人物
*不增加旁支情节
*不使用过多对话
*不负能量结尾
*不设置悬念
*不违背逻辑
读后续写结尾
*哲理式结尾
*自然式结尾
*对话式结尾
*以景触情式结尾
第二步：串故事情节
第一自然段:
①过渡句（衔接首句）a._____________ b.________________
②描写:
③过渡句 a._____________b._____________
④描写：
⑤过渡句 a._____________b._____________
⑥描写：
⑦过渡句（衔接第二自然段首句）________________
第二自然段:
①过渡句 a.________________ b._________________
②描写：
③过渡句 a.________________b.________________
④描写：
⑤过渡句 a.________________b.________________
⑥描写：
⑦结尾：a._________________b.________________
串故事情节练习
第一自然段:
①过渡句 a. 他想惩罚Bob b. 但这样做并不容易
②描写：焦虑（Eric）
③过渡句 a. 看了看Bob和手中的钱包 b. Eric下决心去还钱包
④描写：紧张（Eric）
⑤过渡句 a. 看见Eric走过来，Bob指着Eric说“还想要钱？”
b. Eric什么也没说递过钱包
⑥描写：内疚（Bob）
⑦过渡句：a. 接过钱包，不敢直视Eric。
b. Bob嘀咕道：“为什么？”
第二自然段:
①过渡句 a. Bob抬头，凝视着Eric的双眼 b. 不说一句话
②描写：羞愧
③过渡句 a. 就在这时，Eric的肚子咕咕叫起来
b. 打断了令人尴尬的沉默
④描写：尴尬
⑤过渡句 a. Bob伸手搂住Eric说：“一起吃午饭，我请客”
b. Eric还没来得及回答，Bob就把他推进食堂
⑥描写：喜悦
⑦结尾：a. 就是在那天Eric交到了第一个朋友
b. 回想起妈妈的话，Bob情不自禁又重复了一遍
第三步：写好过渡句
*动作链
*三大从句或并列句
*倒装
*强调
*对话
动作链
*Doing, 句子
过渡句：a. 看着Bob和手中的钱包.
Eric glanced at Bob and the wallet in his hand.
b. Eric下决心去还钱包.
Eric made up his mind to return it.
→ Glancing at Bob and the wallet in his hand, Eric made up his mind to return it.
*Having done,句子
过渡句：a.他们认真分析了这个问题:
They analysed the issue seriously.
b.他们最终找到了解决方案:
They finally found out the solutions.
→ Having analysed the issue seriously, they finally found out the solutions.
*句子，doing
过渡句：a.我向Mr Smith介绍了我的方案:
I introduced my project to Mr Smith.
b.我得到了他的赞许:
I obtained his praise.
→I introduced my project to Mr Smith, obtaining his praise.
*定语从句
*状语从句
*名词性从句
*倒装句
*强调句
*省略
定语从句
The moment came when
The day came when
The days were gone when
It is the first time that
There was a time when
As sb planned/expected/indicated,
As is often the case,
As is known to us,
名词性从句
It happened that
It turned out that
It seemed that/as if as though
It occurred to sb that
It hit/struck sb that
It dawned on sb that
It makes a big difference that
It makes (no) sense that
sb think/ consider/feel/make/find it+ adj./n.+ to do/that 从句
be +adj.（人的情感）that
owe it to sb that
take it for granted that
hate/like it when
sb figure/agree / argue that
sb notice/noted that
This is because
This is why
The reason why…is that
On hearing the news that
owe it to sb that
take it for granted that
hate/like it when
sb figure/agree / argue that
sb notice/noted that
This is because
This is why
The reason why…is that
On hearing the news that
I made a firm decision that
I came up with a suggestion/an idea/a project/a plan that
There is no doubt that
There is no possibility that
It is no wonder that
There is no need to do
状语从句
No matter how + adj./adv.+主+谓，主句
It was not until…that
When it comes to
As a saying goes/As sb puts it,
The moment
When
Although
After / before
If / unless
倒装句
So adj. was/were ab that
Not only was/were sb, but…
Not only did sb do, but…
adj. as+主+be, 主句
强调句
It is/was…that…
It was then that
It was through this activity that
It was not until…that
省略句
If possible/necessary, …
When young/sunny, …
as planned/scheduled/expected
1.The day I looked forward to came eventually. The air buzzed with cheers as our relay team stepped onto the track. I was seized by tension and unease, my palms sweating constantly. Sarah patted me on my shoulders , giving me encouragement with an inspiring look. A sense of determination crowding in, I raised my head confidently . When the whistle blew, I dashed like an arrow. But my competitors ran rather fast . My teammates’ shouts urged me forward. What made me frustrated was that I didn’t catch up with them. I was the last one to hand over the baton.
2.Our opponent won narrowly, and I blamed our failure on myself. “If I’d run faster, we could have won.” I murmurred, burying my head, with tears of guilt rolling down my cheeks. Approaching to me, Sara said firmly, “We all gave our best!” The team gathered around, echoing her words. So warm was I that I felt incredibly comforted. Later, we shared snacks under a tree, encouraging each other to do it better next year. We were overwhelmed with joy, broad smiles lighting up our faces . It was then that I realized victory wasn’t just about medals; it was the courage to try and the bonds we’d built. Sports Day had taught me to cherish both.
自定作文布置：个性化布置情节线、范文，AI进行批改
扫描辅助批改
方式一：扫描仪
学校通用扫描仪即可批改
每个班2-3分钟
方式二：手机拍照批改
自动连拍，每个班3-5分钟
教师端查看班级报告、讲解与下载报告
个人报告：个性化点评、错误点纠错
学生作文答题卡样例与报告
范文鉴赏及情节线对比梳理
老师写的情节线
李邦兴同学的情节线
陈鸿臣原文
李垣致原文
AI大数据进行语篇自动查重
同篇作文练习查重筛选
老师手写的范文
课堂随练
第二轮复习
二轮复习（4月份—6月底）
核心：深化拓展基础知识，查缺补漏特点：计划性、系统性、实用性
内容：听力，熟词生义，转化词，词形变化复习，语法运用及书面表达。
复习策略：
1. 听力复习：实战模拟与心理调整。
2. 熟词生义，转化词复习（高考中的高频难点单词）。
3. 词性变化。
4. 夯实语法知识基础，并作进一步的提高。
听力复习
实战模拟与心理调整
按高考时间完成听力模拟题，严格限时，错题归因，专项再突破，坚持每日定量输入（精听+泛听结合），搭配错题针对性训练。
熟词生义及转化词复习
1. 熟词生义：
五级词汇：161个
四级词汇：159个
三级词汇：42个
二级词汇：47个
一级词汇：12个
总计：421个
2. 转化词：545个
熟词生义+转化词共966个
词形变化复习
词性变化：
1. 名词：325个
2. 形容词：142个
3. 动词：40个
共：507个
具体做法：
1. 每天复习讲解10个熟词生义，10个转化词，10个词形变化。
2. 每天听写10个熟词生义，10个转化词，10个词形变化。
3. 每天课堂测试语法填空一篇（限时6分钟）。
4. 第二天讲解时复习相关语法知识。
5.做完6篇后，总结常错点，整理成小白单进行测试。
期待与你一起携手共进!