# 怡宝的英语学习程序：学习路线与使用说明

本课程共 60 课：36 节入门课、12 个语法篇章单元、12 个四级专项单元。建议 36 周教学学习，之后安排约 8 周陌生材料整卷练习。根据实际表现可延长。

## 阶段与每天安排
- 第 1—12 周：每周三节基础课，每天约 20—30 分钟。
- 第 13—24 周：每周一个语法篇章单元，每天 40—60 分钟。
- 第 25—36 周：每周一个四级专项单元，每天 40—60 分钟。
- 第 37—44 周：使用未见过的四级完整试卷限时练习，逐项复盘。写作和翻译需要有经验的评阅者反馈。
- 每周进阶安排：周一词句与语法；周二听力；周三阅读；周四写作；周五翻译；周六选词、匹配或错题；周日休息或新材料迁移。
- 词汇：先复习到期词，入门每天约 10 个新词，逐步增至 20—25 个；不要为追求数量牺牲理解。

## 判断进阶
入门能独立完成自我介绍和生活情景；篇章与专项的首次独立听读正确率建议达到 80%，并用不同材料验证。80% 是内部复习建议，不是官方四级分数线。课程完成和自评都不能保证达到四级水平或通过考试。

## 官方结构与范围
四级笔试共 125 分钟：写作 30 分钟／15%；听力 25 分钟／35%；阅读 40 分钟／35%；翻译 30 分钟／15%。写作练习目标 120—180 词，翻译阶段练习约 140—160 汉字的原文。本站为原创衔接练习，听读篇幅和题量较全卷缩短；六组信息匹配是定位小练习，选词填空与匹配复用阅读材料作巩固。
[中国教育考试网：试卷结构](https://cet.neea.edu.cn/html1/report/16123/177-1.htm) · [考试大纲](https://cet.neea.edu.cn/res/Home/1704/55b02330ac17274664f06d9d3db8249d.pdf) · [分数解释](https://cet.neea.cn/html1/folder/19081/5124-1.htm)

## 词库与音频
词库包含 ECDICT 的 3,849 条 cet4 标签词，含释义、以英式为主的音标和拼写／间隔复习。这不是逐词审核的官方词表，不提供整库朗读；词句课程保留固定美式英语与普通话音频。专项听力先播英文，作答后可看原文。
数据来源：[ECDICT](https://github.com/skywind3000/ECDICT)，MIT 许可。旧义和专门义应结合上下文辨别。

## 保存说明
学习进度、答题记录、词汇复习与写作草稿仅保存在当前浏览器。清除浏览器数据会删除记录；重要草稿可复制备份。录音仅暂存于当前页面。

# 基础听读课讲义（含进阶词句）

## 学习目标
前 36 课建立日常入门能力；第 37—60 课的词句是对应专项单元的准备材料。

## 建议节奏
第 1—12 周每周三节新课，每天约 20—30 分钟。进阶单元按前文的每周计划学习。

| 日程 | 任务 |
|---|---|
| 周一 | 本周第 1 课：听、跟读、自测、录音 |
| 周二 | 复习第 1 课，重练错题，脱离英文说一次 |
| 周三 | 本周第 2 课 |
| 周四 | 复习第 2 课，回顾第 1 课 |
| 周五 | 本周第 3 课 |
| 周六 | 复习第 3 课，重练本周对话 |
| 周日 | 本周复习 + 周目标检查 |

## 每天的 20 分钟
1. 3 分钟：回顾昨天的词句。
2. 5 分钟：发音和词语，听清后跟读。
3. 7 分钟：短句与情景对话，选一个角色自己回答。
4. 5 分钟：自测、录音对比、开口任务。

## 进入下一课的建议
听完本课；自测至少 2/3；不看英文独立完成一次开口任务。没有达到就再练一天，不用赶进度。建议学习后第 1、3、7 天再次回顾。自测检查意思理解，不自动评价发音；录音请与示范比较。

## 发音学习说明
采用美式英语示范和普通话解释。字母名称用于拼写；音标表示声音，两者不能混用。发音音频播放完整例词或短句，不把音标字符直接交给合成器读。词典记号与地区口音可能不同，例如 /ɛ/ 在有些词典写作 /e/。先模仿清楚、自然的例词，再逐渐学习连读和轻读。

## 36 周课程总览
| 周次 | 主题 | 本周课程 | 周末检查 |
|---|---|---|
| 1 | 敢开口 | 见面打招呼；礼貌与求助；字母与拼姓名 | 不看英文，完成打招呼和姓名介绍；没听清时能请求重复。 |
| 2 | 说清基本信息 | 数字零到十；年龄与电话号码；来自哪里 | 读出十个数字；介绍来自哪里、住哪里，并逐位说虚构号码。 |
| 3 | 介绍身边的人 | 家人与朋友；职业与工作；描述一个人 | 用四句话介绍自己和一位家人，职业前的 a 使用正确。 |
| 4 | 描述身边环境 | 身边的物品；位置与房间；家里有什么 | 找三件真实物品，说明名称和位置，再介绍房间。 |
| 5 | 谈日常与喜好 | 每天的生活；时间与星期；喜好与兴趣 | 说三项日常活动、两个喜好，并问一个时间问题。 |
| 6 | 吃饭与买食品 | 点饮料；餐厅点餐；超市购物 | 独立完成点饮料、点主食、结账的简短对话。 |
| 7 | 购物与解决问题 | 价格与付款；衣服与尺码；表达问题与换货 | 询价、试穿，并用一句话说明商品问题。 |
| 8 | 出行与住宿 | 问路与方向；公交与地铁；打车与入住 | 模拟从问路到乘车、入住的完整过程。 |
| 9 | 照顾自己与求助 | 身体与不舒服；天气与穿着；能力与请求 | 说明一个不舒服的症状，描述天气，并请求帮助。 |
| 10 | 谈过去与计划 | 昨天做了什么；明天的计划；邀请与约时间 | 分别说昨天做了什么、明天打算做什么，并约一次见面。 |
| 11 | 处理生活信息 | 简单电话；工作中的沟通；读懂常见标识 | 打一个简短电话，没听懂时请解释，识别常见标识。 |
| 12 | 把英语用起来 | 旅行综合练习；日常综合练习；我的第一段英语 | 完成旅行情景和一段 30—60 秒个人介绍。 |
| 13 | 从单句到段落：学习习惯 | 从单句到段落：学习习惯 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 14 | 说清过去：经历与顺序 | 说清过去：经历与顺序 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 15 | 描述变化：进行时与计划 | 描述变化：进行时与计划 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 16 | 比较与选择：理由要具体 | 比较与选择：理由要具体 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 17 | 经历与结果：现在完成时 | 经历与结果：现在完成时 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 18 | 建议、义务与条件 | 建议、义务与条件 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 19 | 理解流程：被动语态 | 理解流程：被动语态 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 20 | 连接信息：定语从句 | 连接信息：定语从句 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 21 | 表达观点：从句与论证 | 表达观点：从句与论证 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 22 | 读懂数据：比例、趋势与限制 | 读懂数据：比例、趋势与限制 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 23 | 信息组织：摘要与转述 | 信息组织：摘要与转述 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 24 | 衔接测评：独立处理一篇文章 | 衔接测评：独立处理一篇文章 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 25 | 短篇新闻：主旨与关键事实 | 短篇新闻：主旨与关键事实 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 26 | 长对话：人物意图与转折 | 长对话：人物意图与转折 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 27 | 听力篇章：结构、例证与结论 | 听力篇章：结构、例证与结论 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 28 | 选词填空：词性与搭配 | 选词填空：词性与搭配 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 29 | 长篇匹配：定位与同义改写 | 长篇匹配：定位与同义改写 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 30 | 仔细阅读：主旨、细节与推断 | 仔细阅读：主旨、细节与推断 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 31 | 议论文写作：观点、解释与例子 | 议论文写作：观点、解释与例子 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 32 | 应用文写作：通知、建议与邮件 | 应用文写作：通知、建议与邮件 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 33 | 段落翻译：中国文化与日常生活 | 段落翻译：中国文化与日常生活 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 34 | 段落翻译：社会发展与公共服务 | 段落翻译：社会发展与公共服务 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 35 | 综合训练一：教育与技术 | 综合训练一：教育与技术 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |
| 36 | 综合训练二：向四级全卷过渡 | 综合训练二：向四级全卷过渡 | 听读首次独立正确率建议达到 80%；完成写作与翻译自查后，用不同材料再检验。 |

## 使用与进度
播放顺序：英文 → 普通话意思 → 英文 → 跟读停顿。发音练习先听中文引导。可设置速度、重复次数和跟读时间；开启“连续学习”后自动衔接本课各项、下一课和下一周，最后一课或复习结束后停止。关闭后仅播放当前项。建议每课结束后先自测和开口练习。
进度仅保存在当前浏览器，清除浏览器数据会丢失；录音仅保存在当前页面，离开后清除。音频为预生成的固定合成语音。

## 第 01 课｜见面打招呼（第 1 周）

**目标：** 能说你好、介绍姓名，并回应初次见面。

**句型：** My name is + 名字，表示“我叫……”。Nice to meet you 用于初次见面。

### 发音与字母
/h/ · /ə/ · 呼气与轻读

发 h 时自然呼气，不要加上“喝”的尾音。hello 开头的元音短而轻，嘴巴放松。

例词或短句：hi. hello. —— 嗨。你好。

### 常用词
| 英文 | 中文 |
|---|---|
| hello | 你好 |
| hi | 嗨，你好 |
| name | 名字 |
| morning | 早上 |

### 核心表达
- Hello. —— 你好。
- Good morning. —— 早上好。
- My name is Lin. —— 我叫林。
- Nice to meet you. —— 很高兴认识你。

### 情景对话
- **A：** Hello. My name is Lin. —— 你好。我叫林。
- **B：** Hi, Lin. I am Tom. —— 你好，林。我叫汤姆。
- **A：** Nice to meet you. —— 很高兴认识你。
- **B：** Nice to meet you, too. —— 我也很高兴认识你。

### 开口任务
用自己的名字录一段打招呼和自我介绍。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 02 课｜礼貌与求助（第 1 周）

**目标：** 能说谢谢、道歉，并请对方重复。

**句型：** Please 让请求更礼貌。Sorry 可以表示道歉；Excuse me 可以用于引起注意。

### 发音与字母
A — I · 字母名称第一组

这些是字母名称，用来拼姓名。听一遍，每个字母跟读一次；不要把名称当成所有单词中的发音。

例词或短句：A. B. C. D. E. F. G. H. I. —— 字母 A 到 I。

### 常用词
| 英文 | 中文 |
|---|---|
| please | 请 |
| thanks | 谢谢 |
| sorry | 对不起 |
| again | 再一次 |

### 核心表达
- Thank you. —— 谢谢你。
- Excuse me. —— 打扰一下。
- Please say that again. —— 请再说一遍。
- Please speak slowly. —— 请说慢一点。

### 情景对话
- **A：** Excuse me. —— 打扰一下。
- **B：** Yes? —— 有什么事吗？
- **A：** Please speak slowly. —— 请说慢一点。
- **B：** Of course. —— 当然可以。

### 开口任务
模拟没听清楚，请对方再说一遍并说慢一点。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 03 课｜字母与拼姓名（第 1 周）

**目标：** 能问姓名，并用字母拼出一个简单名字。

**句型：** How do you spell ...? 用来问怎么拼写。字母名称和字母在单词里的发音不是一回事。

### 发音与字母
J — R · 字母名称第二组

逐个跟读字母名称。特别区分 G 与 J；记不住时可以反复播放。

例词或短句：J. K. L. M. N. O. P. Q. R. —— 字母 J 到 R。

### 常用词
| 英文 | 中文 |
|---|---|
| spell | 拼写 |
| letter | 字母 |
| first | 第一的 |
| last | 最后的 |

### 核心表达
- What is your name? —— 你叫什么名字？
- How do you spell it? —— 它怎么拼写？
- My first name is Lin. —— 我的名字是林。
- My last name is Wang. —— 我姓王。

### 情景对话
- **A：** What is your name? —— 你叫什么名字？
- **B：** My name is Tom. —— 我叫汤姆。
- **A：** How do you spell it? —— 它怎么拼写？
- **B：** T. O. M. —— 字母 T、O、M。

### 开口任务
先说自己的名字，再一个字母一个字母拼出英文或拼音写法。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 04 课｜数字零到十（第 2 周）

**目标：** 能听辨和说出零到十，并表达数量。

**句型：** How many + 复数名词，用来询问数量。one 后用单数，two 等后通常用复数。

### 发音与字母
S — Z · 字母名称第三组

这组读美式字母名称。Z 在美式中通常读 zee，英式中常读 zed，两种都存在。

例词或短句：S. T. U. V. W. X. Y. Z. —— 字母 S 到 Z。

### 常用词
| 英文 | 中文 |
|---|---|
| zero | 零 |
| one | 一 |
| two | 二 |
| three | 三 |

### 核心表达
- Zero, one, two, three. —— 零，一，二，三。
- Four, five, six. —— 四，五，六。
- Seven, eight, nine, ten. —— 七，八，九，十。
- Two tickets, please. —— 请给我两张票。

### 情景对话
- **A：** How many tickets? —— 要几张票？
- **B：** Two tickets, please. —— 请给我两张票。
- **A：** Here you are. —— 给你。
- **B：** Thank you. —— 谢谢你。

### 开口任务
从零数到十，再模拟买两张票。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 05 课｜年龄与电话号码（第 2 周）

**目标：** 能说年龄，并逐位读出电话号码。

**句型：** 年龄用 I am + 数字 + years old。电话号码按单个数字读，不用当成大数读。

### 发音与字母
/iː/ · /ɪ/ · 不要只靠长短区分

sheep 的元音舌位较高，嘴角略向两边；ship 的元音更松、更短，舌位略低。跟读完整例词比较。

例词或短句：sheep. ship. —— 绵羊。船。

### 常用词
| 英文 | 中文 |
|---|---|
| eleven | 十一 |
| twelve | 十二 |
| twenty | 二十 |
| thirty | 三十 |

### 核心表达
- How old are you? —— 你多大了？
- I am thirty years old. —— 我三十岁。
- What is your phone number? —— 你的电话号码是多少？
- My phone number is one two three, four five six. —— 我的电话号码是一二三，四五六。

### 情景对话
- **A：** How old are you? —— 你多大了？
- **B：** I am thirty. —— 我三十岁。
- **A：** What is your phone number? —— 你的电话号码是多少？
- **B：** One two three, four five six. —— 一二三，四五六。

### 开口任务
用虚构的号码练习，逐位读清楚；再说一个年龄。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 06 课｜来自哪里（第 2 周）

**目标：** 能介绍来自哪里、住在哪里。

**句型：** I am from ... 说来自哪里；I live in ... 说目前住在哪里。

### 发音与字母
/ɛ/ · /æ/ · 嘴张多大

bed 的元音嘴张得较小；bad 的元音嘴张得更大，舌位更低。有些词典把第一个音写作 e。

例词或短句：bed. bad. —— 床。坏的。

### 常用词
| 英文 | 中文 |
|---|---|
| China | 中国 |
| city | 城市 |
| live | 居住 |
| from | 来自 |

### 核心表达
- Where are you from? —— 你来自哪里？
- I am from China. —— 我来自中国。
- Where do you live? —— 你住在哪里？
- I live in Shanghai. —— 我住在上海。

### 情景对话
- **A：** Where are you from? —— 你来自哪里？
- **B：** I am from China. —— 我来自中国。
- **A：** Do you live in Shanghai? —— 你住在上海吗？
- **B：** Yes, I do. —— 是的。

### 开口任务
把上海换成自己熟悉的城市，完成两问两答。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 07 课｜家人与朋友（第 3 周）

**目标：** 能介绍两位家人或朋友。

**句型：** This is ... 用于介绍人或物。He 是他，she 是她；his 是他的，her 是她的。

### 发音与字母
/ʌ/ · /ɑː/ · 短促与张口

cup 的元音在口腔中部，短促自然；father 的重读元音嘴张得较大，舌位靠后。

例词或短句：cup. father. —— 杯子。父亲。

### 常用词
| 英文 | 中文 |
|---|---|
| mother | 母亲 |
| father | 父亲 |
| sister | 姐姐；妹妹 |
| friend | 朋友 |

### 核心表达
- This is my mother. —— 这是我的母亲。
- This is my friend. —— 这是我的朋友。
- His name is Tom. —— 他叫汤姆。
- Her name is Anna. —— 她叫安娜。

### 情景对话
- **A：** Who is this? —— 这是谁？
- **B：** This is my sister. —— 这是我姐姐。
- **A：** What is her name? —— 她叫什么名字？
- **B：** Her name is Anna. —— 她叫安娜。

### 开口任务
用照片或想象的场景介绍两个人。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 08 课｜职业与工作（第 3 周）

**目标：** 能说自己的职业，并询问工作。

**句型：** I am a + 职业，表示“我是一名……”。teacher 等单数职业前通常用 a。

### 发音与字母
/ʊ/ · /uː/ · 圆唇与放松

full 的元音较短且放松；food 的元音较长，嘴唇较圆。不要把两者都读成同一个“乌”。

例词或短句：full. food. —— 满的。食物。

### 常用词
| 英文 | 中文 |
|---|---|
| teacher | 老师 |
| doctor | 医生 |
| driver | 司机 |
| office | 办公室 |

### 核心表达
- What do you do? —— 你做什么工作？
- I am a teacher. —— 我是一名老师。
- I work in an office. —— 我在办公室工作。
- Are you a doctor? —— 你是医生吗？

### 情景对话
- **A：** What do you do? —— 你做什么工作？
- **B：** I am a teacher. —— 我是一名老师。
- **A：** Are you a doctor? —— 你是医生吗？
- **B：** No, I am a driver. —— 不是，我是一名司机。

### 开口任务
选择一个职业，练习提问、介绍和确认。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 09 课｜描述一个人（第 3 周）

**目标：** 能用简单词语描述外貌和性格。

**句型：** He is / She is + 形容词。形容词在这里不用加 a。

### 发音与字母
/ɔː/ · /ɝː/ · 圆唇与卷舌元音

law 的元音开口、略圆唇，美式地区口音会有差别；bird 的重读元音带 r 音，舌头不碰上颚。

例词或短句：law. bird. —— 法律。鸟。

### 常用词
| 英文 | 中文 |
|---|---|
| tall | 高的 |
| short | 矮的 |
| kind | 友善的 |
| busy | 忙碌的 |

### 核心表达
- She is tall. —— 她个子高。
- He is kind. —— 他很友善。
- My sister is busy. —— 我姐姐很忙。
- Are you busy? —— 你忙吗？

### 情景对话
- **A：** Is Tom tall? —— 汤姆个子高吗？
- **B：** Yes, he is. —— 是的。
- **A：** Is he kind? —— 他友善吗？
- **B：** Yes, he is very kind. —— 是的，他很友善。

### 开口任务
描述一个熟悉的人，说两句即可。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 10 课｜身边的物品（第 4 周）

**目标：** 能问物品名称，区分这个和那个。

**句型：** What is this? 问近处物品；What is that? 问远处物品。It is 可缩写为 It’s。

### 发音与字母
/eɪ/ · /aɪ/ · 声音要滑动

day 从较窄的元音滑向较高的位置；my 从张口较大的元音滑向较高的位置，不要读成两个断开的音。

例词或短句：day. my. —— 一天。我的。

### 常用词
| 英文 | 中文 |
|---|---|
| book | 书 |
| phone | 手机 |
| bag | 包 |
| key | 钥匙 |

### 核心表达
- What is this? —— 这是什么？
- It is a book. —— 这是一本书。
- What is that? —— 那是什么？
- That is my bag. —— 那是我的包。

### 情景对话
- **A：** What is this? —— 这是什么？
- **B：** It is a phone. —— 这是一部手机。
- **A：** Is it your phone? —— 这是你的手机吗？
- **B：** Yes, it is. —— 是的。

### 开口任务
拿起两件真实物品，自己提问并回答。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 11 课｜位置与房间（第 4 周）

**目标：** 能说明东西在哪里。

**句型：** Where is ...? 问位置。in 是在里面，on 是在上面，under 是在下面。

### 发音与字母
/ɔɪ/ · /aʊ/ · 两个常用双元音

boy 从圆唇的元音滑向较高的位置；now 从张口较大的元音滑向圆唇。

例词或短句：boy. now. —— 男孩。现在。

### 常用词
| 英文 | 中文 |
|---|---|
| room | 房间 |
| table | 桌子 |
| chair | 椅子 |
| door | 门 |

### 核心表达
- Where is my phone? —— 我的手机在哪里？
- It is on the table. —— 它在桌子上。
- The key is in the bag. —— 钥匙在包里。
- The book is under the chair. —— 书在椅子下面。

### 情景对话
- **A：** Where is the key? —— 钥匙在哪里？
- **B：** It is in the bag. —— 它在包里。
- **A：** Where is the bag? —— 包在哪里？
- **B：** It is under the table. —— 它在桌子下面。

### 开口任务
摆放一本书和一个包，分别说出三种位置。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 12 课｜家里有什么（第 4 周）

**目标：** 能介绍房间里有什么，并表达拥有。

**句型：** There is + 单数，There are + 复数。I have ... 表示“我有……”。

### 发音与字母
/oʊ/ · /ɚ/ · 双元音与轻读 r

go 的元音末尾嘴唇收圆；teacher 结尾在美式中是轻读的带 r 元音。

例词或短句：go. teacher. —— 去。老师。

### 常用词
| 英文 | 中文 |
|---|---|
| bed | 床 |
| window | 窗户 |
| kitchen | 厨房 |
| bathroom | 浴室；卫生间 |

### 核心表达
- There is a bed in the room. —— 房间里有一张床。
- There are two chairs. —— 有两把椅子。
- I have a small kitchen. —— 我有一个小厨房。
- Where is the bathroom? —— 卫生间在哪里？

### 情景对话
- **A：** Is there a window? —— 有窗户吗？
- **B：** Yes, there is. —— 有。
- **A：** How many chairs are there? —— 有几把椅子？
- **B：** There are two chairs. —— 有两把椅子。

### 开口任务
用三句话介绍一个房间。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 13 课｜每天的生活（第 5 周）

**目标：** 能描述起床、吃饭、上班等日常安排。

**句型：** I + 动词，描述习惯。I go to work 是“我去上班”，work 前不加 the。

### 发音与字母
/p/ · /b/ · 双唇先合再开

双唇闭合后打开。p 在重读词首常有明显气流；b 发音时声带振动。不要在辅音后另加一个元音。

例词或短句：pat. bat. —— 轻拍。球棒。

### 常用词
| 英文 | 中文 |
|---|---|
| wake up | 醒来 |
| breakfast | 早餐 |
| work | 工作 |
| sleep | 睡觉 |

### 核心表达
- I wake up at seven. —— 我七点醒来。
- I have breakfast at eight. —— 我八点吃早餐。
- I go to work by bus. —— 我坐公交车上班。
- I go to bed at eleven. —— 我十一点上床睡觉。

### 情景对话
- **A：** What time do you wake up? —— 你几点醒来？
- **B：** I wake up at seven. —— 我七点醒来。
- **A：** How do you go to work? —— 你怎么去上班？
- **B：** I go by bus. —— 我坐公交车去。

### 开口任务
按早到晚的顺序说三件日常活动。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 14 课｜时间与星期（第 5 周）

**目标：** 能询问时间、约定星期几见面。

**句型：** at 后接时刻，on 后接星期。What time is it? 问现在几点。

### 发音与字母
/t/ · /d/ · 舌尖与齿龈

舌尖先接触上齿后面的齿龈，再放开。t 通常不振动声带，d 振动声带。

例词或短句：two. do. —— 二。做。

### 常用词
| 英文 | 中文 |
|---|---|
| Monday | 星期一 |
| Friday | 星期五 |
| today | 今天 |
| tomorrow | 明天 |

### 核心表达
- What time is it? —— 现在几点？
- It is three o’clock. —— 现在三点。
- See you on Friday. —— 星期五见。
- The meeting is at ten. —— 会议在十点。

### 情景对话
- **A：** What time is the meeting? —— 会议是几点？
- **B：** At ten on Monday. —— 星期一十点。
- **A：** Monday at ten? —— 星期一十点吗？
- **B：** Yes. See you then. —— 对。到时候见。

### 开口任务
说出现在的整点时间，再约一个见面时间。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 15 课｜喜好与兴趣（第 5 周）

**目标：** 能表达喜欢、不喜欢，并问对方喜好。

**句型：** I like ... 表示喜欢；I don’t like ... 表示不喜欢。Do you like ...? 用来提问。

### 发音与字母
/k/ · /ɡ/ · 舌后部抬起

舌头后部先抬起挡住气流，再放开。k 不振动声带，g 振动声带。

例词或短句：coat. goat. —— 外套。山羊。

### 常用词
| 英文 | 中文 |
|---|---|
| music | 音乐 |
| reading | 阅读 |
| movies | 电影 |
| coffee | 咖啡 |

### 核心表达
- I like music. —— 我喜欢音乐。
- I like reading. —— 我喜欢阅读。
- I don’t like coffee. —— 我不喜欢咖啡。
- Do you like movies? —— 你喜欢电影吗？

### 情景对话
- **A：** Do you like coffee? —— 你喜欢咖啡吗？
- **B：** No, I don’t. I like tea. —— 不喜欢。我喜欢茶。
- **A：** Do you like movies? —— 你喜欢电影吗？
- **B：** Yes, I do. —— 喜欢。

### 开口任务
说两件喜欢的事和一件不喜欢的事，再问对方一个问题。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 16 课｜点饮料（第 6 周）

**目标：** 能礼貌地点一杯饮料，说明是否加糖。

**句型：** I would like ... 可缩写为 I’d like ...，是礼貌的点单方式。

### 发音与字母
/f/ · /v/ · 上齿轻碰下唇

上齿轻碰下唇，让气流通过。f 不振动声带，v 振动声带；v 不要读成 w。

例词或短句：fan. van. —— 风扇。厢式货车。

### 常用词
| 英文 | 中文 |
|---|---|
| water | 水 |
| tea | 茶 |
| milk | 牛奶 |
| sugar | 糖 |

### 核心表达
- I would like a cup of tea. —— 我想要一杯茶。
- A glass of water, please. —— 请给我一杯水。
- No sugar, please. —— 请不要加糖。
- Can I have some milk? —— 能给我一些牛奶吗？

### 情景对话
- **A：** What would you like? —— 你想要点什么？
- **B：** A cup of tea, please. —— 请给我一杯茶。
- **A：** With sugar? —— 加糖吗？
- **B：** No sugar, please. —— 请不要加糖。

### 开口任务
点一杯饮料，并说明不加糖。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 17 课｜餐厅点餐（第 6 周）

**目标：** 能要菜单、点主食，并结账。

**句型：** Can I have ...? 是常见的礼貌请求。rice 不可数，不说 a rice。

### 发音与字母
/θ/ · /ð/ · 舌尖轻碰牙齿

舌尖轻触上齿或略伸到上下齿之间，让气流通过。think 开头不振动声带，this 开头振动。

例词或短句：think. this. —— 想。这个。

### 常用词
| 英文 | 中文 |
|---|---|
| menu | 菜单 |
| rice | 米饭 |
| chicken | 鸡肉 |
| vegetables | 蔬菜 |

### 核心表达
- Can I see the menu? —— 我能看一下菜单吗？
- I would like some rice. —— 我想要一些米饭。
- I would like chicken and vegetables. —— 我想要鸡肉和蔬菜。
- Can I have the check, please? —— 请给我账单，好吗？

### 情景对话
- **A：** Can I see the menu? —— 我能看一下菜单吗？
- **B：** Of course. Here you are. —— 当然。给你。
- **A：** Chicken and rice, please. —— 请给我鸡肉和米饭。
- **B：** Anything else? —— 还需要别的吗？

### 开口任务
完成要菜单、点一道菜、结账三个步骤。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 18 课｜超市购物（第 6 周）

**目标：** 能询问商品位置、挑选数量。

**句型：** Where are ...? 后接复数物品。I need ... 表示“我需要……”。

### 发音与字母
/s/ · /z/ · 细细的气流

舌头靠近上齿龈但不堵住气流。s 不振动声带，z 振动；不要在词尾多加“呃”。

例词或短句：sip. zip. —— 小口喝。拉链。

### 常用词
| 英文 | 中文 |
|---|---|
| apple | 苹果 |
| bread | 面包 |
| egg | 鸡蛋 |
| supermarket | 超市 |

### 核心表达
- Where are the apples? —— 苹果在哪里？
- I need some bread. —— 我需要一些面包。
- Six eggs, please. —— 请给我六个鸡蛋。
- Do you have milk? —— 你们有牛奶吗？

### 情景对话
- **A：** Do you have eggs? —— 你们有鸡蛋吗？
- **B：** Yes. How many? —— 有。要几个？
- **A：** Six, please. —— 请给我六个。
- **B：** Here you are. —— 给你。

### 开口任务
列出三样食品，用英语询问其中一样在哪里。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 19 课｜价格与付款（第 7 周）

**目标：** 能询价，并说明付款方式。

**句型：** How much is it? 问价格；How many ...? 问可数物品数量，注意区分。

### 发音与字母
/ʃ/ · /ʒ/ · 舌位稍靠后

she 开头气流从较靠后的窄缝通过，嘴唇略向前；vision 中间的音相近，但声带振动。

例词或短句：she. vision. —— 她。视力。

### 常用词
| 英文 | 中文 |
|---|---|
| price | 价格 |
| cash | 现金 |
| card | 卡；银行卡 |
| dollar | 美元 |

### 核心表达
- How much is it? —— 这个多少钱？
- It is ten dollars. —— 这个十美元。
- Can I pay by card? —— 我可以刷卡吗？
- I will pay in cash. —— 我用现金付款。

### 情景对话
- **A：** How much is it? —— 这个多少钱？
- **B：** Ten dollars. —— 十美元。
- **A：** Can I pay by card? —— 我可以刷卡吗？
- **B：** Yes, you can. —— 可以。

### 开口任务
模拟询价，听到十美元后选择一种付款方式。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 20 课｜衣服与尺码（第 7 周）

**目标：** 能说明颜色和尺码，并请求试穿。

**句型：** Do you have ...? 问有没有。Can I try it on? 请求试穿一件衣服。

### 发音与字母
/tʃ/ · /dʒ/ · 先堵住，再摩擦

这两个音先短暂挡住气流，再带摩擦放开。cheap 开头不振动声带，jeep 开头振动。

例词或短句：cheap. jeep. —— 便宜的。吉普车。

### 常用词
| 英文 | 中文 |
|---|---|
| shirt | 衬衫 |
| shoes | 鞋 |
| small | 小的 |
| blue | 蓝色的 |

### 核心表达
- I would like a blue shirt. —— 我想要一件蓝色衬衫。
- Do you have a small size? —— 你们有小码吗？
- Can I try it on? —— 我可以试穿一下吗？
- These shoes are too big. —— 这双鞋太大了。

### 情景对话
- **A：** Do you have this in blue? —— 这个有蓝色的吗？
- **B：** Yes. What size? —— 有。要什么尺码？
- **A：** Small, please. —— 请给我小码。
- **B：** You can try it on. —— 你可以试穿。

### 开口任务
选择颜色和尺码，模拟买衣服并试穿。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 21 课｜表达问题与换货（第 7 周）

**目标：** 能说明商品问题，礼貌地请求帮助。

**句型：** It doesn’t work. 表示东西不能正常工作。I bought ... 是“我买了……”。

### 发音与字母
/m/ · /n/ · /ŋ/ · 鼻音从鼻腔出去

m 双唇闭合；n 舌尖接触齿龈；ng 舌后部抬起。三个音气流都从鼻腔通过，sung 结尾不要额外加 g。

例词或短句：sum. sun. sung. —— 总和。太阳。唱过。

### 常用词
| 英文 | 中文 |
|---|---|
| receipt | 收据 |
| wrong | 错误的 |
| broken | 坏了的 |
| help | 帮助 |

### 核心表达
- This is the wrong size. —— 这个尺码不对。
- It doesn’t work. —— 它不能正常使用。
- Can I exchange it? —— 我可以换货吗？
- Here is my receipt. —— 这是我的收据。

### 情景对话
- **A：** Can I exchange this? —— 我可以换这个吗？
- **B：** What is the problem? —— 有什么问题？
- **A：** It is the wrong size. —— 尺码不对。
- **B：** Do you have the receipt? —— 你有收据吗？

### 开口任务
选一个商品问题，说出问题并提出换货请求。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 22 课｜问路与方向（第 8 周）

**目标：** 能询问目的地，听懂基本方向。

**句型：** Go straight 是直走，turn left / right 是左转／右转。

### 发音与字母
/l/ · /r/ · 舌尖是否接触

light 开头舌尖接触上齿后齿龈；right 开头舌头不接触上颚，嘴唇可略收圆。

例词或短句：light. right. —— 光。右边。

### 常用词
| 英文 | 中文 |
|---|---|
| left | 左边 |
| right | 右边 |
| straight | 直地；直行 |
| station | 车站 |

### 核心表达
- Where is the station? —— 车站在哪里？
- Go straight. —— 直走。
- Turn left at the next street. —— 在下一条街左转。
- Is it near here? —— 它离这里近吗？

### 情景对话
- **A：** Excuse me. Where is the station? —— 打扰一下。车站在哪里？
- **B：** Go straight and turn right. —— 直走，然后右转。
- **A：** Is it far? —— 远吗？
- **B：** No, it is near here. —— 不远，就在这附近。

### 开口任务
用两条简单指令，从房门指路到另一处。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 23 课｜公交与地铁（第 8 周）

**目标：** 能询问线路并购买车票。

**句型：** Does this bus go to ...? 问公交是否到某处。to 后面接目的地。

### 发音与字母
/w/ · /j/ · 快速滑向元音

west 开头嘴唇先收圆再放开；yes 开头像快速滑出的“衣”音。这里音标 j 对应 yes 开头，不是字母 J 的名称。

例词或短句：west. yes. —— 西方。是。

### 常用词
| 英文 | 中文 |
|---|---|
| bus | 公交车 |
| train | 火车 |
| ticket | 车票 |
| airport | 机场 |

### 核心表达
- Does this bus go to the airport? —— 这辆公交车去机场吗？
- One ticket, please. —— 请给我一张票。
- Where do I get off? —— 我在哪里下车？
- How long does it take? —— 需要多长时间？

### 情景对话
- **A：** Does this train go to the airport? —— 这班火车去机场吗？
- **B：** Yes, it does. —— 去的。
- **A：** How long does it take? —— 需要多长时间？
- **B：** About thirty minutes. —— 大约三十分钟。

### 开口任务
模拟询问是否去机场、买票、问下车地点。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 24 课｜打车与入住（第 8 周）

**目标：** 能告诉司机地址，并办理简单入住。

**句型：** I have a reservation. 表示已经预订。under + 名字，可说明预订人姓名。

### 发音与字母
重音 ˈ · 听出更突出的音节

一个词里有的音节更响、更长、更清楚。hotel 重音在后面；reservation 的主要重音在包含 vation 的部分，跟着完整词的节奏读。

例词或短句：hotel. reservation. —— 酒店。预订。

### 常用词
| 英文 | 中文 |
|---|---|
| hotel | 酒店 |
| address | 地址 |
| reservation | 预订 |
| passport | 护照 |

### 核心表达
- Please take me to this hotel. —— 请带我去这家酒店。
- Here is the address. —— 这是地址。
- I have a reservation. —— 我有预订。
- My reservation is under Wang. —— 我的预订登记在王这个姓下面。

### 情景对话
- **A：** Hello. I have a reservation. —— 你好。我有预订。
- **B：** What is your name? —— 你叫什么名字？
- **A：** My name is Wang. —— 我姓王。
- **B：** May I see your passport? —— 我可以看一下你的护照吗？

### 开口任务
模拟先打车去酒店，再说出有预订和预订姓名。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 25 课｜身体与不舒服（第 9 周）

**目标：** 能简单说明哪里不舒服，并请求就医。

**句型：** I have a headache. 表示头痛。I need ... 表示需要。此课练表达，不提供诊疗建议。

### 发音与字母
词尾 -s · 复数结尾也要听清

books 结尾是 s，bags 结尾是 z，buses 结尾多一个音节。先模仿这三个词，不要把所有复数都读成同一种结尾。

例词或短句：books. bags. buses. —— 书的复数。包的复数。公交车的复数。

### 常用词
| 英文 | 中文 |
|---|---|
| head | 头 |
| stomach | 胃；肚子 |
| headache | 头痛 |
| doctor | 医生 |

### 核心表达
- I don’t feel well. —— 我感觉不舒服。
- I have a headache. —— 我头痛。
- My stomach hurts. —— 我肚子疼。
- I need a doctor. —— 我需要医生。

### 情景对话
- **A：** Are you okay? —— 你还好吗？
- **B：** I don’t feel well. —— 我感觉不舒服。
- **A：** Do you need a doctor? —— 你需要医生吗？
- **B：** Yes, please. —— 是的，麻烦了。

### 开口任务
选一种不舒服的感觉，清楚说明并请求医生帮助。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 26 课｜天气与穿着（第 9 周）

**目标：** 能说天气，并给出简单建议。

**句型：** It is + 天气形容词。It is raining. 表示正在下雨。

### 发音与字母
清楚说完词尾 · 词尾不要丢

注意 cold 最后的 d 和 hot 最后的 t。可以轻轻收住，别多加一个“呃”，也不要为了慢读拆散整个词。

例词或短句：cold. hot. —— 冷的。热的。

### 常用词
| 英文 | 中文 |
|---|---|
| sunny | 晴朗的 |
| rainy | 多雨的；下雨的 |
| cold | 冷的 |
| umbrella | 雨伞 |

### 核心表达
- What is the weather like? —— 天气怎么样？
- It is sunny today. —— 今天阳光明媚。
- It is cold outside. —— 外面很冷。
- Take an umbrella. —— 带把雨伞。

### 情景对话
- **A：** Is it cold outside? —— 外面冷吗？
- **B：** Yes, it is. —— 冷。
- **A：** Is it raining? —— 在下雨吗？
- **B：** Yes. Take an umbrella. —— 是的。带把雨伞。

### 开口任务
描述今天的天气，并说一句出门建议。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 27 课｜能力与请求（第 9 周）

**目标：** 能说会做什么，并礼貌请求帮助。

**句型：** can 后接动词原形；can’t 表示不能。请求也常用 Can you ...?。

### 发音与字母
can · can’t · 把否定说清楚

can 在句中常轻读，can’t 通常更突出。练习时把不能的意思说清楚，注意最后的辅音，不要只靠响度猜意思。

例词或短句：I can swim. I can’t swim. —— 我会游泳。我不会游泳。

### 常用词
| 英文 | 中文 |
|---|---|
| swim | 游泳 |
| drive | 开车 |
| cook | 做饭 |
| English | 英语 |

### 核心表达
- I can swim. —— 我会游泳。
- I can’t drive. —— 我不会开车。
- Can you help me? —— 你能帮帮我吗？
- Can you speak English? —— 你会说英语吗？

### 情景对话
- **A：** Can you cook? —— 你会做饭吗？
- **B：** Yes, I can. —— 会。
- **A：** Can you help me? —— 你能帮帮我吗？
- **B：** Of course. —— 当然可以。

### 开口任务
说一件会做和一件不会做的事，再提出一个请求。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 28 课｜昨天做了什么（第 10 周）

**目标：** 能用几个常用过去式描述昨天。

**句型：** 昨天用 yesterday。go → went，have → had，stay → stayed；先熟悉常用表达。

### 发音与字母
过去式 -ed · 过去式三种结尾

worked 结尾像 t；played 结尾像 d；wanted 结尾多一个音节。不是每个 ed 都单独读一拍。

例词或短句：worked. played. wanted. —— 工作过。玩过。想要过。

### 常用词
| 英文 | 中文 |
|---|---|
| yesterday | 昨天 |
| went | 去过；去了 |
| had | 有过；吃过 |
| stayed | 停留过 |

### 核心表达
- I stayed at home yesterday. —— 我昨天待在家里。
- I went to work. —— 我去上班了。
- I had lunch at twelve. —— 我十二点吃了午饭。
- What did you do yesterday? —— 你昨天做了什么？

### 情景对话
- **A：** What did you do yesterday? —— 你昨天做了什么？
- **B：** I stayed at home. —— 我待在家里。
- **A：** Did you work? —— 你工作了吗？
- **B：** No, I rested. —— 没有，我休息了。

### 开口任务
用过去式说昨天的两件事。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 29 课｜明天的计划（第 10 周）

**目标：** 能说明打算做什么，并询问对方计划。

**句型：** I am going to + 动词原形，表示打算做某事。

### 发音与字母
句子重音 · 突出关键信息

把 visit 和 friend 说清楚。小词可以轻一些，初学时保持每个词都能辨认，不必追求速度。

例词或短句：I am going to visit my friend. —— 我打算去看朋友。

### 常用词
| 英文 | 中文 |
|---|---|
| weekend | 周末 |
| visit | 拜访 |
| shop | 购物 |
| rest | 休息 |

### 核心表达
- I am going to visit my friend. —— 我打算去看望朋友。
- I am going to rest tomorrow. —— 我明天打算休息。
- What are you going to do? —— 你打算做什么？
- Are you going to work tomorrow? —— 你明天打算工作吗？

### 情景对话
- **A：** What are you going to do tomorrow? —— 你明天打算做什么？
- **B：** I am going to visit my friend. —— 我打算去看朋友。
- **A：** Are you going by bus? —— 你打算坐公交车去吗？
- **B：** Yes, I am. —— 是的。

### 开口任务
说出明天的两项计划，并问对方的计划。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 30 课｜邀请与约时间（第 10 周）

**目标：** 能发出简单邀请、答应或礼貌拒绝。

**句型：** Would you like to + 动词原形，是邀请。Let’s + 动词原形，表示“我们……吧”。

### 发音与字母
自然停顿 · 按意思分组

先说见面和日期，再说时间。停顿按意思来，不要每个单词后面都停很久。

例词或短句：Let’s meet on Saturday, at twelve. —— 我们星期六十二点见吧。

### 常用词
| 英文 | 中文 |
|---|---|
| free | 有空的 |
| meet | 见面 |
| lunch | 午餐 |
| Saturday | 星期六 |

### 核心表达
- Are you free on Saturday? —— 你星期六有空吗？
- Would you like to have lunch? —— 你愿意一起吃午饭吗？
- Let’s meet at twelve. —— 我们十二点见吧。
- Sorry, I am busy. —— 抱歉，我有事。

### 情景对话
- **A：** Are you free on Saturday? —— 你星期六有空吗？
- **B：** Yes, I am. —— 有。
- **A：** Let’s have lunch at twelve. —— 我们十二点一起吃午饭吧。
- **B：** Great. See you then. —— 太好了。到时候见。

### 开口任务
邀请朋友吃午饭，给出日期和时间；再练习礼貌拒绝。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 31 课｜简单电话（第 11 周）

**目标：** 能在电话中表明身份、找人和请稍等。

**句型：** 电话中介绍自己常用 This is ...；May I speak to ...? 用来找人。

### 发音与字母
缩写形式 · 常见缩写听起来怎样

I am 可以缩写为 I’m；do not 缩写为 don’t；cannot 缩写为 can’t。先听清再跟读。

例词或短句：I’m. don’t. can’t. —— 我是。不。不能。

### 常用词
| 英文 | 中文 |
|---|---|
| call | 打电话 |
| message | 消息 |
| minute | 分钟 |
| later | 稍后 |

### 核心表达
- Hello, this is Lin. —— 你好，我是林。
- May I speak to Anna? —— 请问安娜在吗？
- One moment, please. —— 请稍等。
- Can I call you later? —— 我可以稍后给你打电话吗？

### 情景对话
- **A：** Hello. May I speak to Anna? —— 你好。请问安娜在吗？
- **B：** This is Anna. —— 我就是安娜。
- **A：** Hi, Anna. This is Lin. —— 你好，安娜。我是林。
- **B：** Hi, Lin. How are you? —— 你好，林。你好吗？

### 开口任务
模拟给安娜打电话，表明身份并请求稍后回电。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 32 课｜工作中的沟通（第 11 周）

**目标：** 能确认安排，说明不懂，并请求解释。

**句型：** I understand / I don’t understand 表示懂／不懂。Could you ...? 是礼貌请求。

### 发音与字母
轻读 to · 小词不必每次重读

to 在自然语流中常轻读，元音短而轻。你可以先读完整、清楚，再模仿音频的节奏。

例词或短句：I want to learn English. —— 我想学英语。

### 常用词
| 英文 | 中文 |
|---|---|
| meeting | 会议 |
| email | 电子邮件 |
| finish | 完成 |
| understand | 理解 |

### 核心表达
- The meeting starts at nine. —— 会议九点开始。
- Please send me an email. —— 请给我发一封邮件。
- I don’t understand. —— 我不明白。
- Could you explain that again? —— 你可以再解释一遍吗？

### 情景对话
- **A：** The meeting is at nine. —— 会议在九点。
- **B：** Sorry, could you say that again? —— 抱歉，你可以再说一遍吗？
- **A：** At nine tomorrow. —— 明天九点。
- **B：** Thank you. I understand. —— 谢谢。我明白了。

### 开口任务
听到不懂的安排时，先说明没懂，再请对方解释。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 33 课｜读懂常见标识（第 11 周）

**目标：** 能识别常见公共标识，并询问开放时间。

**句型：** open / closed 表示营业／关闭。What time does ... open? 问几点开门。

### 发音与字母
thirteen · thirty · 数字尾部要听清

thirteen 常突出后面的 teen，thirty 常突出前面。上下文会影响重音，先配合数字意思一起辨认。

例词或短句：thirteen. thirty. —— 十三。三十。

### 常用词
| 英文 | 中文 |
|---|---|
| open | 营业中的；打开 |
| closed | 关闭的 |
| exit | 出口 |
| entrance | 入口 |

### 核心表达
- The shop is closed. —— 商店关门了。
- Where is the exit? —— 出口在哪里？
- What time does it open? —— 它几点开门？
- Please wait here. —— 请在这里等候。

### 情景对话
- **A：** Is the shop open? —— 商店开门了吗？
- **B：** No, it is closed. —— 没有，关门了。
- **A：** What time does it open? —— 它几点开门？
- **B：** At ten. —— 十点。

### 开口任务
找一个常见标识，读出它的英文并解释意思。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 34 课｜旅行综合练习（第 12 周）

**目标：** 能把交通、入住和问路表达串起来。

**句型：** 按顺序完成一个场景：说明目的地 → 确认信息 → 礼貌致谢。

### 发音与字母
问句语调 · 两类问句

问具体信息时句末常下降；需要是或否回答时常上升。语调会随语境变化，先模仿这两个示范。

例词或短句：Where is the station? Is it near here? —— 车站在哪里？它离这里近吗？

### 常用词
| 英文 | 中文 |
|---|---|
| luggage | 行李 |
| map | 地图 |
| room key | 房卡；房间钥匙 |
| night | 夜晚 |

### 核心表达
- I have a reservation for two nights. —— 我预订了两晚住宿。
- Can I leave my luggage here? —— 我可以把行李放在这里吗？
- Could I have a map? —— 可以给我一张地图吗？
- How do I get to the station? —— 我怎么去车站？

### 情景对话
- **A：** Can I leave my luggage here? —— 我可以把行李放在这里吗？
- **B：** Yes, of course. —— 当然可以。
- **A：** How do I get to the station? —— 我怎么去车站？
- **B：** Turn left and go straight. —— 左转，再直走。

### 开口任务
录一段到达酒店后的三句话：预订、寄存行李、问路。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 35 课｜日常综合练习（第 12 周）

**目标：** 能把介绍、喜好、工作和计划连成一段话。

**句型：** 用 and 连接相关信息。先说身份，再说日常，最后说计划。

### 发音与字母
连接而不抢快 · 词与词平顺连接

把 work、in、an、office 连成一组，词尾和下一个元音可以平顺相接。清楚比快速更重要。

例词或短句：work in an office. —— 在办公室工作。

### 常用词
| 英文 | 中文 |
|---|---|
| usually | 通常 |
| together | 一起 |
| because | 因为 |
| learn | 学习 |

### 核心表达
- I usually go to work by bus. —— 我通常坐公交车上班。
- I like tea because it tastes good. —— 我喜欢茶，因为它味道好。
- Let’s have lunch together. —— 我们一起吃午饭吧。
- I am learning English. —— 我正在学习英语。

### 情景对话
- **A：** What do you like to do? —— 你喜欢做什么？
- **B：** I like reading and learning English. —— 我喜欢阅读和学英语。
- **A：** Would you like to practice together? —— 你愿意一起练习吗？
- **B：** Yes, I would. —— 我愿意。

### 开口任务
用四句话说自己的日常、喜好和学习计划。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 36 课｜我的第一段英语（第 12 周）

**目标：** 能独立完成自我介绍，并在没听懂时求助。

**句型：** 先保证对方能听懂。把长句分成小段，想不起来时用已学的简单句。

### 发音与字母
完整表达 · 把已经会的句子连起来

一句说完可以稍停，再说下一句。注意姓名和关键信息，用自然音量，不需要故意压低声音。

例词或短句：Hello. My name is Lin. Nice to meet you. —— 你好。我叫林。很高兴认识你。

### 常用词
| 英文 | 中文 |
|---|---|
| practice | 练习 |
| slowly | 慢慢地 |
| repeat | 重复 |
| ready | 准备好的 |

### 核心表达
- My name is Lin, and I am from China. —— 我叫林，来自中国。
- I work in an office, and I like reading. —— 我在办公室工作，我喜欢阅读。
- I am going to visit my friend this weekend. —— 这个周末我打算去看朋友。
- Could you repeat that more slowly? —— 你可以更慢地重复一遍吗？

### 情景对话
- **A：** Please tell me about yourself. —— 请介绍一下你自己。
- **B：** My name is Lin. I live in Shanghai. —— 我叫林。我住在上海。
- **A：** What are your plans for the weekend? —— 你周末有什么计划？
- **B：** I am going to visit my friend. —— 我打算去看朋友。

### 开口任务
不看英文录一段 30—60 秒介绍：姓名、城市、工作、喜好、周末计划。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 37 课｜从单句到段落：学习习惯（第 13 周）

**目标：** 语法与篇章衔接：一般现在时描述习惯；第三人称单数通常加 -s。

**句型：** 一般现在时描述习惯；第三人称单数通常加 -s。频率副词通常放在实义动词前、be 后。段首先说明主题，再给细节。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：I review new words every evening. —— 我每天晚上复习新单词。

### 常用词
| 英文 | 中文 |
|---|---|
| habit | 习惯 |
| review | 复习 |
| regular | 有规律的 |
| schedule | 日程 |
| improve | 提高 |
| daily | 每天的 |
| focus | 专注 |
| progress | 进步 |

### 核心表达
- I review new words every evening. —— 我每天晚上复习新单词。
- She studies English before work. —— 她上班前学英语。
- A regular habit helps me make progress. —— 有规律的习惯帮助我进步。
- I do not check my phone during practice. —— 我练习时不看手机。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. I review new words every evening. —— 我们练习这个例子。我每天晚上复习新单词。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 38 课｜说清过去：经历与顺序（第 14 周）

**目标：** 语法与篇章衔接：一般过去时叙述已结束的事；did 后接动词原形。

**句型：** 一般过去时叙述已结束的事；did 后接动词原形。用 first、then、finally 表示顺序。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：I missed the bus yesterday. —— 我昨天错过了公交车。

### 常用词
| 英文 | 中文 |
|---|---|
| experience | 经历 |
| arrive | 到达 |
| notice | 注意到 |
| decide | 决定 |
| finally | 最后 |
| return | 返回 |
| miss | 错过 |
| solve | 解决 |

### 核心表达
- I missed the bus yesterday. —— 我昨天错过了公交车。
- Did you arrive on time? —— 你按时到了吗？
- We decided to walk to the station. —— 我们决定步行去车站。
- Finally, we found the right address. —— 最后，我们找到了正确的地址。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. I missed the bus yesterday. —— 我们练习这个例子。我昨天错过了公交车。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 39 课｜描述变化：进行时与计划（第 15 周）

**目标：** 语法与篇章衔接：现在进行时 be + -ing 表示正在发生或近期变化；be going to 表示计划。

**句型：** 现在进行时 be + -ing 表示正在发生或近期变化；be going to 表示计划。区分 usually 与 now。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：I usually work here, but I am working at home today. —— 我通常在这里工作，但今天正在家办公。

### 常用词
| 英文 | 中文 |
|---|---|
| change | 变化 |
| prepare | 准备 |
| project | 项目 |
| currently | 目前 |
| plan | 计划 |
| join | 参加 |
| develop | 发展 |
| recently | 最近 |

### 核心表达
- I usually work here, but I am working at home today. —— 我通常在这里工作，但今天正在家办公。
- Our town is building a new library. —— 我们镇正在建一座新图书馆。
- We are going to join the reading group. —— 我们打算参加阅读小组。
- What are you preparing for? —— 你正在为什么做准备？

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. I usually work here, but I am working at home today. —— 我们练习这个例子。我通常在这里工作，但今天正在家办公。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 40 课｜比较与选择：理由要具体（第 16 周）

**目标：** 语法与篇章衔接：比较级 + than；最高级常用 the。

**句型：** 比较级 + than；最高级常用 the。as ... as 表示同等。用 because 给理由，不把贵等同于好。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：This room is quieter than that one. —— 这个房间比那个安静。

### 常用词
| 英文 | 中文 |
|---|---|
| compare | 比较 |
| convenient | 方便的 |
| cost | 费用 |
| quality | 质量 |
| option | 选择 |
| distance | 距离 |
| comfortable | 舒适的 |
| affordable | 负担得起的 |

### 核心表达
- This room is quieter than that one. —— 这个房间比那个安静。
- The bus is not as fast as the train. —— 公交车没有火车快。
- Price is not the only important factor. —— 价格不是唯一重要因素。
- I chose this option because it saves time. —— 我选这个方案，因为它节省时间。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. This room is quieter than that one. —— 我们练习这个例子。这个房间比那个安静。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 41 课｜经历与结果：现在完成时（第 17 周）

**目标：** 语法与篇章衔接：have / has + 过去分词联系过去与现在；since 接起点，for 接时长。

**句型：** have / has + 过去分词联系过去与现在；since 接起点，for 接时长。明确过去时间如 yesterday 时用过去时。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：I have studied English for three months. —— 我已经学英语三个月了。

### 常用词
| 英文 | 中文 |
|---|---|
| achieve | 实现 |
| already | 已经 |
| yet | 还；已经 |
| since | 自从 |
| complete | 完成 |
| result | 结果 |
| skill | 技能 |
| recent | 最近的 |

### 核心表达
- I have studied English for three months. —— 我已经学英语三个月了。
- She has already finished the report. —— 她已经完成了报告。
- Have you tried this method yet? —— 你尝试过这个方法了吗？
- I started the course in June. —— 我在六月开始了这门课。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. I have studied English for three months. —— 我们练习这个例子。我已经学英语三个月了。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 42 课｜建议、义务与条件（第 18 周）

**目标：** 语法与篇章衔接：should 表建议，must 表强制，do not have to 表不必；if + 现在时，主句可用 will。

**句型：** should 表建议，must 表强制，do not have to 表不必；if + 现在时，主句可用 will。must not 是禁止。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：You should check the instructions first. —— 你应该先检查说明。

### 常用词
| 英文 | 中文 |
|---|---|
| require | 要求 |
| advice | 建议 |
| condition | 条件 |
| responsible | 负责的 |
| permission | 许可 |
| rule | 规则 |
| avoid | 避免 |
| necessary | 必要的 |

### 核心表达
- You should check the instructions first. —— 你应该先检查说明。
- You must not share your password. —— 你不得分享密码。
- You do not have to print the form. —— 你不必打印表格。
- If you need help, we will contact the organiser. —— 如果你需要帮助，我们会联系组织者。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. You should check the instructions first. —— 我们练习这个例子。你应该先检查说明。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 43 课｜理解流程：被动语态（第 19 周）

**目标：** 语法与篇章衔接：be + 过去分词突出动作承受者；is collected 现在，was collected 过去。

**句型：** be + 过去分词突出动作承受者；is collected 现在，was collected 过去。无需知道执行者时常用被动。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：The forms are checked every morning. —— 这些表格每天早上接受检查。

### 常用词
| 英文 | 中文 |
|---|---|
| process | 流程 |
| collect | 收集 |
| separate | 分开 |
| deliver | 运送 |
| produce | 生产 |
| material | 材料 |
| recycle | 回收利用 |
| reduce | 减少 |

### 核心表达
- The forms are checked every morning. —— 这些表格每天早上接受检查。
- The building was opened last year. —— 这栋楼去年启用。
- Used paper is collected separately. —— 废纸被单独收集。
- The final decision will be announced tomorrow. —— 最终决定将于明天公布。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. The forms are checked every morning. —— 我们练习这个例子。这些表格每天早上接受检查。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 44 课｜连接信息：定语从句（第 20 周）

**目标：** 语法与篇章衔接：who 修饰人，which 修饰事物，that 可用于限定性从句。

**句型：** who 修饰人，which 修饰事物，that 可用于限定性从句。先找到主句主谓，再读修饰信息。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：The person who called you is our teacher. —— 给你打电话的人是我们的老师。

### 常用词
| 英文 | 中文 |
|---|---|
| volunteer | 志愿者 |
| resident | 居民 |
| support | 支持 |
| service | 服务 |
| provide | 提供 |
| access | 使用机会 |
| local | 当地的 |
| community | 社区 |

### 核心表达
- The person who called you is our teacher. —— 给你打电话的人是我们的老师。
- This is a service that helps older residents. —— 这是一项帮助老年居民的服务。
- The book which I borrowed is useful. —— 我借的那本书很有用。
- People who live nearby can join the group. —— 住在附近的人可以加入小组。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. The person who called you is our teacher. —— 我们练习这个例子。给你打电话的人是我们的老师。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 45 课｜表达观点：从句与论证（第 21 周）

**目标：** 语法与篇章衔接：I think that 后接完整句；because 给原因，although 表让步。

**句型：** I think that 后接完整句；because 给原因，although 表让步。不能写 Although ..., but ...。观点后补理由和例子。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：I think that public libraries are important. —— 我认为公共图书馆很重要。

### 常用词
| 英文 | 中文 |
|---|---|
| opinion | 观点 |
| evidence | 证据 |
| reason | 原因 |
| benefit | 益处 |
| however | 然而 |
| although | 虽然 |
| therefore | 因此 |
| example | 例子 |

### 核心表达
- I think that public libraries are important. —— 我认为公共图书馆很重要。
- Although online learning is convenient, it requires self-discipline. —— 虽然在线学习方便，但它需要自律。
- This example supports my main point. —— 这个例子支持我的主要观点。
- We should consider both benefits and problems. —— 我们应该同时考虑益处和问题。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. I think that public libraries are important. —— 我们练习这个例子。我认为公共图书馆很重要。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 46 课｜读懂数据：比例、趋势与限制（第 22 周）

**目标：** 语法与篇章衔接：increase from A to B；increase by C；比较百分比与百分点。

**句型：** increase from A to B；increase by C；比较百分比与百分点。相关不等于因果，注意样本和时间范围。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：The number increased from twenty to thirty. —— 数量从二十增加到三十。

### 常用词
| 英文 | 中文 |
|---|---|
| survey | 调查 |
| percentage | 百分比 |
| increase | 增加 |
| decrease | 减少 |
| average | 平均数 |
| sample | 样本 |
| trend | 趋势 |
| represent | 代表 |

### 核心表达
- The number increased from twenty to thirty. —— 数量从二十增加到三十。
- The average does not describe every person. —— 平均数并不能描述每一个人。
- This survey included one hundred residents. —— 这项调查包括一百名居民。
- The results suggest a trend, not a proven cause. —— 结果显示一种趋势，并非已证实的原因。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. The number increased from twenty to thirty. —— 我们练习这个例子。数量从二十增加到三十。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 47 课｜信息组织：摘要与转述（第 23 周）

**目标：** 语法与篇章衔接：摘要保留主旨和关键依据，删去重复例子；转述改变表达但不改变范围。

**句型：** 摘要保留主旨和关键依据，删去重复例子；转述改变表达但不改变范围。some 不可写成 all，may 不可写成 must。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：The author argues that access matters. —— 作者认为使用机会很重要。

### 常用词
| 英文 | 中文 |
|---|---|
| summary | 摘要 |
| claim | 声称 |
| detail | 细节 |
| main | 主要的 |
| source | 来源 |
| accurate | 准确的 |
| mention | 提到 |
| conclude | 得出结论 |

### 核心表达
- The author argues that access matters. —— 作者认为使用机会很重要。
- The passage mentions two possible explanations. —— 文章提到两种可能的解释。
- The evidence does not support such a strong conclusion. —— 证据不足以支持如此强的结论。
- In summary, the project needs further evaluation. —— 总之，这个项目需要进一步评估。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. The author argues that access matters. —— 我们练习这个例子。作者认为使用机会很重要。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 48 课｜衔接测评：独立处理一篇文章（第 24 周）

**目标：** 语法与篇章衔接：综合运用时态、被动、从句与逻辑连接。

**句型：** 综合运用时态、被动、从句与逻辑连接。先限时独立作答，再看解释；熟悉文章的重做成绩不等同于迁移能力。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：I can explain the main idea in my own words. —— 我能用自己的话解释主旨。

### 常用词
| 英文 | 中文 |
|---|---|
| independent | 独立的 |
| evaluate | 评估 |
| purpose | 目的 |
| challenge | 挑战 |
| solution | 解决办法 |
| participate | 参加 |
| confidence | 信心 |
| adapt | 适应 |

### 核心表达
- I can explain the main idea in my own words. —— 我能用自己的话解释主旨。
- The plan was changed after residents gave feedback. —— 居民反馈后，计划作出了调整。
- If the evidence is limited, we should be careful. —— 如果证据有限，我们应当谨慎。
- I have become more confident, although I still make mistakes. —— 虽然还会犯错，但我已经更加自信。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. I can explain the main idea in my own words. —— 我们练习这个例子。我能用自己的话解释主旨。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 49 课｜短篇新闻：主旨与关键事实（第 25 周）

**目标：** 四级题型衔接：四级听力短篇新闻：先听事件、地点、原因、结果；注意数字修正和 but / instead。

**句型：** 四级听力短篇新闻：先听事件、地点、原因、结果；注意数字修正和 but / instead。新闻练习是原创情境，非真实报道。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：The service has been temporarily suspended. —— 这项服务已被暂时中止。

### 常用词
| 英文 | 中文 |
|---|---|
| announce | 宣布 |
| authority | 当局 |
| temporary | 暂时的 |
| restore | 恢复 |
| affect | 影响 |
| delay | 延误 |
| measure | 措施 |
| incident | 事件 |

### 核心表达
- The service has been temporarily suspended. —— 这项服务已被暂时中止。
- Officials announced a change to the schedule. —— 官员宣布了日程变更。
- The measure is intended to improve access. —— 这项措施旨在改善使用机会。
- Normal service is expected to resume on Monday. —— 正常服务预计将于周一恢复。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. The service has been temporarily suspended. —— 我们练习这个例子。这项服务已被暂时中止。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 50 课｜长对话：人物意图与转折（第 26 周）

**目标：** 四级题型衔接：先区分两人的问题、建议和最终决定。

**句型：** 先区分两人的问题、建议和最终决定。Would you mind ... 是礼貌请求；建议被拒绝时，不能把首次提议当最终答案。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：Would it be possible to change the appointment? —— 可以更改预约吗？

### 常用词
| 英文 | 中文 |
|---|---|
| appointment | 预约 |
| reschedule | 重新安排 |
| available | 有空的 |
| alternative | 替代方案 |
| confirm | 确认 |
| deadline | 截止时间 |
| arrange | 安排 |
| priority | 优先事项 |

### 核心表达
- Would it be possible to change the appointment? —— 可以更改预约吗？
- I had planned to attend, but something came up. —— 我原本打算参加，但临时有事。
- The earlier option would suit me better. —— 较早的选择更适合我。
- Let me confirm the details before we decide. —— 我们决定前，让我确认一下细节。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. Would it be possible to change the appointment? —— 我们练习这个例子。可以更改预约吗？
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 51 课｜听力篇章：结构、例证与结论（第 27 周）

**目标：** 四级题型衔接：听 introduction / for example / however / finally 等路标。

**句型：** 听 introduction / for example / however / finally 等路标。例子支持观点，题目问主旨时不要只选例子细节。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：Frequent interruptions can make a task take longer. —— 频繁被打断可能使任务耗时更长。

### 常用词
| 英文 | 中文 |
|---|---|
| attention | 注意力 |
| distraction | 干扰 |
| concentrate | 集中注意 |
| interrupt | 打断 |
| efficient | 高效的 |
| task | 任务 |
| mental | 心理的 |
| strategy | 策略 |

### 核心表达
- Frequent interruptions can make a task take longer. —— 频繁被打断可能使任务耗时更长。
- The example illustrates a broader problem. —— 这个例子说明了一个更广泛的问题。
- A short break may help you return with greater focus. —— 短暂休息可能帮助你恢复专注。
- The best strategy depends on the task. —— 最佳策略取决于任务。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. Frequent interruptions can make a task take longer. —— 我们练习这个例子。频繁被打断可能使任务耗时更长。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 52 课｜选词填空：词性与搭配（第 28 周）

**目标：** 四级题型衔接：先判断空格需要名词、动词、形容词还是副词；再看搭配和语义。

**句型：** 先判断空格需要名词、动词、形容词还是副词；再看搭配和语义。不要只凭中文意思选词。专项页另有可提交的选词练习。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：Several factors contribute to the result. —— 多个因素促成这一结果。

### 常用词
| 英文 | 中文 |
|---|---|
| factor | 因素 |
| contribute | 促成 |
| significant | 显著的 |
| maintain | 维持 |
| approach | 方法 |
| resource | 资源 |
| effective | 有效的 |
| gradually | 逐渐地 |

### 核心表达
- Several factors contribute to the result. —— 多个因素促成这一结果。
- We need an effective approach to the problem. —— 我们需要有效解决问题的方法。
- The number of participants increased gradually. —— 参与人数逐渐增加。
- Regular review helps maintain new skills. —— 定期复习有助于保持新技能。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. Several factors contribute to the result. —— 我们练习这个例子。多个因素促成这一结果。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 53 课｜长篇匹配：定位与同义改写（第 29 周）

**目标：** 四级题型衔接：先浏览段落主旨，再找题干中的信息组合。

**句型：** 先浏览段落主旨，再找题干中的信息组合。题干与原文可能是同义改写；相同单词不代表相同事实。一个段落可以支持多条信息。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：The statement refers to a practical limitation. —— 这句话指的是一个实际限制。

### 常用词
| 英文 | 中文 |
|---|---|
| locate | 定位 |
| identify | 识别 |
| relevant | 相关的 |
| section | 部分 |
| reference | 参考 |
| equivalent | 相等的 |
| contrast | 对比 |
| structure | 结构 |

### 核心表达
- The statement refers to a practical limitation. —— 这句话指的是一个实际限制。
- The same idea is expressed in different words. —— 相同意思用不同措辞表达。
- This paragraph contrasts two approaches. —— 这一段对比两种方法。
- Look for evidence rather than a repeated keyword. —— 寻找证据，而不是只找重复的关键词。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. The statement refers to a practical limitation. —— 我们练习这个例子。这句话指的是一个实际限制。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 54 课｜仔细阅读：主旨、细节与推断（第 30 周）

**目标：** 四级题型衔接：推断必须有原文依据。

**句型：** 推断必须有原文依据。区分作者观点和引用观点，警惕 always / only / completely 等过度概括。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：The findings indicate a possible connection. —— 这些发现表明可能存在联系。

### 常用词
| 英文 | 中文 |
|---|---|
| imply | 暗示 |
| assume | 假设 |
| interpret | 解释 |
| attitude | 态度 |
| perspective | 角度 |
| indicate | 表明 |
| limitation | 局限 |
| conclusion | 结论 |

### 核心表达
- The findings indicate a possible connection. —— 这些发现表明可能存在联系。
- The author questions the assumption behind the policy. —— 作者质疑该政策背后的假设。
- This conclusion goes beyond the available evidence. —— 这个结论超出了现有证据。
- The passage presents a cautious rather than absolute claim. —— 文章提出的是谨慎而非绝对的判断。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. The findings indicate a possible connection. —— 我们练习这个例子。这些发现表明可能存在联系。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 55 课｜议论文写作：观点、解释与例子（第 31 周）

**目标：** 四级题型衔接：120—180 词练习：开头回应题目，主体解释原因并给具体例子，结尾提出可行建议。

**句型：** 120—180 词练习：开头回应题目，主体解释原因并给具体例子，结尾提出可行建议。避免空泛模板和未经证实的数字。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：A clear argument needs relevant support. —— 清晰的论点需要相关依据。

### 常用词
| 英文 | 中文 |
|---|---|
| argument | 论点 |
| justify | 证明合理 |
| illustrate | 举例说明 |
| coherent | 连贯的 |
| specific | 具体的 |
| relevant | 相关的 |
| revise | 修改 |
| draft | 草稿 |

### 核心表达
- A clear argument needs relevant support. —— 清晰的论点需要相关依据。
- This example shows how the proposal could work. —— 这个例子说明建议如何实施。
- One possible objection is the additional cost. —— 一种可能的反对意见是额外费用。
- The final paragraph should follow from the discussion. —— 最后一段应当自然承接前面的讨论。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. A clear argument needs relevant support. —— 我们练习这个例子。清晰的论点需要相关依据。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 56 课｜应用文写作：通知、建议与邮件（第 32 周）

**目标：** 四级题型衔接：先明确读者和目的；必要信息包含时间、地点、行动。

**句型：** 先明确读者和目的；必要信息包含时间、地点、行动。邮件与通知体裁不同，语气须匹配。完成后检查主谓一致、时态和拼写。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：I am writing to suggest a change to the programme. —— 我写信是为了建议调整项目。

### 常用词
| 英文 | 中文 |
|---|---|
| purpose | 目的 |
| recipient | 收件人 |
| request | 请求 |
| invitation | 邀请 |
| register | 登记 |
| participation | 参与 |
| contact | 联系 |
| appreciate | 感谢；欣赏 |

### 核心表达
- I am writing to suggest a change to the programme. —— 我写信是为了建议调整项目。
- Please register by Friday if you wish to attend. —— 如果你希望参加，请在周五前登记。
- We would appreciate your feedback. —— 我们欢迎你的反馈。
- Further details will be sent after registration. —— 更多详情将在登记后发送。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. I am writing to suggest a change to the programme. —— 我们练习这个例子。我写信是为了建议调整项目。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 57 课｜段落翻译：中国文化与日常生活（第 33 周）

**目标：** 四级题型衔接：先划分意群，确定每句主语与时态；专有文化词可用清楚的描述，不逐字硬译。

**句型：** 先划分意群，确定每句主语与时态；专有文化词可用清楚的描述，不逐字硬译。译后检查遗漏、逻辑和单复数。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：The festival provides an opportunity for family gatherings. —— 这个节日为家庭团聚提供了机会。

### 常用词
| 英文 | 中文 |
|---|---|
| tradition | 传统 |
| festival | 节日 |
| celebrate | 庆祝 |
| symbol | 象征 |
| cultural | 文化的 |
| generation | 一代人 |
| preserve | 保护；保存 |
| custom | 习俗 |

### 核心表达
- The festival provides an opportunity for family gatherings. —— 这个节日为家庭团聚提供了机会。
- The custom has been passed down through generations. —— 这一习俗世代相传。
- Different regions celebrate in different ways. —— 不同地区以不同方式庆祝。
- Traditions can change while retaining their meaning. —— 传统可以在变化中保留其意义。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. The festival provides an opportunity for family gatherings. —— 我们练习这个例子。这个节日为家庭团聚提供了机会。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 58 课｜段落翻译：社会发展与公共服务（第 34 周）

**目标：** 四级题型衔接：处理抽象名词时先确定动作：改善服务 improve services；促进交流 encourage communication。

**句型：** 处理抽象名词时先确定动作：改善服务 improve services；促进交流 encourage communication。避免一个中文词永远对应同一个英文词。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：Public services should respond to changing needs. —— 公共服务应当回应不断变化的需求。

### 常用词
| 英文 | 中文 |
|---|---|
| development | 发展 |
| urban | 城市的 |
| infrastructure | 基础设施 |
| expand | 扩大 |
| convenience | 便利 |
| sustainable | 可持续的 |
| investment | 投资 |
| opportunity | 机会 |

### 核心表达
- Public services should respond to changing needs. —— 公共服务应当回应不断变化的需求。
- Investment in infrastructure can improve daily life. —— 基础设施投资可以改善日常生活。
- The project aims to create equal opportunities. —— 这个项目旨在创造平等机会。
- Long-term benefits should be considered alongside costs. —— 应将长期益处与成本一并考虑。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. Public services should respond to changing needs. —— 我们练习这个例子。公共服务应当回应不断变化的需求。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 59 课｜综合训练一：教育与技术（第 35 周）

**目标：** 四级题型衔接：先在无中文提示下完成听读，再处理输出。

**句型：** 先在无中文提示下完成听读，再处理输出。把正确率与独立作答条件一起记录；看过答案后的成绩不用于阶段判断。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：Technology can support learning when it serves a clear purpose. —— 技术服务于明确目标时可以支持学习。

### 常用词
| 英文 | 中文 |
|---|---|
| adapt | 适应 |
| feedback | 反馈 |
| engagement | 参与程度 |
| assessment | 评估 |
| independent | 独立的 |
| reliable | 可靠的 |
| motivation | 动力 |
| potential | 潜力 |

### 核心表达
- Technology can support learning when it serves a clear purpose. —— 技术服务于明确目标时可以支持学习。
- Feedback should explain how to improve. —— 反馈应当解释如何改进。
- A correct answer does not always show deep understanding. —— 正确答案并不总能表明深刻理解。
- Learners need opportunities to apply skills independently. —— 学习者需要独立应用技能的机会。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. Technology can support learning when it serves a clear purpose. —— 我们练习这个例子。技术服务于明确目标时可以支持学习。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 第 60 课｜综合训练二：向四级全卷过渡（第 36 周）

**目标：** 四级题型衔接：本课是原创综合练习，不是完整真题或分数预测。

**句型：** 本课是原创综合练习，不是完整真题或分数预测。完成后，用未见过的四级试卷按官方 125 分钟结构训练，写作与翻译需人工反馈。

### 发音与字母
意群 · 重音 · 语境 · 听完整句，再按意思分组

先听完整示范，突出表达实质信息的词。可以降低速度，保持句子连贯，不把每个词拆开。

例词或短句：Progress should be checked with unfamiliar tasks. —— 进步应通过未见过的任务来检查。

### 常用词
| 英文 | 中文 |
|---|---|
| transfer | 迁移 |
| readiness | 准备程度 |
| performance | 表现 |
| criterion | 标准 |
| consistent | 稳定的 |
| underestimate | 低估 |
| reflect | 反思 |
| achievement | 成就 |

### 核心表达
- Progress should be checked with unfamiliar tasks. —— 进步应通过未见过的任务来检查。
- Repeated practice and independent assessment serve different purposes. —— 重复练习和独立测评服务于不同目的。
- A balanced plan includes listening, reading and written output. —— 均衡的计划包括听力、阅读和书面输出。
- The next step depends on evidence, not only on time spent. —— 下一步取决于证据，而不仅是投入时间。

### 情景对话
- **A：** What are we practising today? —— 我们今天练什么？
- **B：** We are working on this example. Progress should be checked with unfamiliar tasks. —— 我们练习这个例子。进步应通过未见过的任务来检查。
- **A：** How can I check my understanding? —— 我怎样检查自己是否理解了？
- **B：** Explain the main idea in your own words, then try a new example. —— 用自己的话解释主要意思，再尝试一个新例子。

### 开口任务
不看原文，用英语复述本课阅读主旨，再提出一个自己的例子。

### 自测与复习
在网站点击“做本课自测”，听英文选中文。错题会加入复习。答对后，遮住英文，把三道题亲口说一次。

## 入门阶段结课检查
不看英文完成以下任务，可分几次录音：
1. 30—60 秒自我介绍：姓名、城市、工作、喜好、计划。
2. 点一份简单餐食，询价并结账。
3. 问路、询问车次、说明酒店预订。
4. 简单说明不舒服或需要帮助。
5. 没听懂时主动请求重复、放慢或解释。

每项先自评“能独立完成／需要提示／还不会”。需要提示的回对应课程，不用重新从第一课开始。
# L37 专项｜从单句到段落：学习习惯

一般现在时描述习惯；第三人称单数通常加 -s。频率副词通常放在实义动词前、be 后。段首先说明主题，再给细节。

## 听力原文
Welcome to our evening English group. We meet on Tuesdays at seven, in room six. Please bring a notebook, but you do not need to buy a book. Each meeting begins with a short conversation. Then we work in pairs. This week, please prepare four sentences about your daily life. Do not worry about mistakes. Our aim is to help everyone speak a little more confidently. If you arrive late, join the nearest pair quietly.

## 听力问题
1. What should learners bring?
   A. A notebook.
   B. A new textbook.
   C. A laptop.
2. What is this week’s preparation?
   A. A twenty-minute speech.
   B. A grammar test.
   C. Four sentences about daily life.

## 阅读
Mei works in a small office. She wants to learn English, but she does not have two free hours every day. Instead, she studies for fifteen minutes before breakfast. She listens to a short conversation and says the sentences aloud. In the evening, she reviews three useful expressions. She keeps a small notebook, but she does not copy every new word. She writes words that she can use at work or at home. On Sunday, she records a short talk about her week. Sometimes she forgets a word. She uses a simpler expression and continues. After a month, she still makes mistakes, but she finds it easier to speak.

## 阅读问题
1. When does Mei first study each day?
   A. Before breakfast.
   B. After lunch.
   C. At midnight.
2. Why does she choose only some words?
   A. They are the longest words.
   B. Her notebook has no paper.
   C. They are useful in her life.
3. What does Mei do when she forgets a word?
   A. She copies a dictionary.
   B. She uses a simpler expression.
   C. She ends the talk.

## 写作
写 40—60 个英文词，介绍你的英语学习习惯。包含时间、活动、困难和一个解决办法。

### 参考表达
I study English before breakfast. I listen to four sentences and say them aloud. In the evening, I review the words in my notebook. Sometimes I forget an expression. I listen again and use it in a new sentence. This small habit helps me continue learning.

## 汉译英
我每天早上学习英语。虽然时间不长，但是我会复习昨天学过的表达。周末我用英语介绍自己的生活。

### 参考译文
I study English every morning. Although I do not study for long, I review the expressions I learned the day before. At weekends, I talk about my life in English.

## 听读答案与解析
- 听力 1：A。通知说 bring a notebook，不必买书。
- 听力 2：C。注意 four sentences 与 daily life。
- 阅读 1：A。第一段 before breakfast 表明时间。
- 阅读 2：C。她记录能在工作或家中使用的词。
- 阅读 3：B。末段明确说明替代表达并继续。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L38 专项｜说清过去：经历与顺序

一般过去时叙述已结束的事；did 后接动词原形。用 first、then、finally 表示顺序。

## 听力原文
I went to the community centre yesterday to collect my course certificate. At first, I could not find the office. The notice beside the stairs said it was on the second floor, but the office had moved. I asked a member of staff, who took me to the library next door. The certificate was ready there. Before leaving, I suggested changing the old notice. The staff member thanked me and removed it immediately.

## 听力问题
1. Why did the speaker visit the centre?
   A. To borrow a novel.
   B. To apply for a job.
   C. To collect a certificate.
2. What was wrong with the notice?
   A. It showed the wrong date.
   B. It gave an old office location.
   C. It was written in French.

## 阅读
Last Saturday, Jun visited a friend in another town. He checked the train time on Friday but did not check the station name. In the morning, he went to the old station near his home. A worker explained that the train left from the new station. Jun had forty minutes. He first thought about taking a taxi, but the road was very busy. The worker showed him a direct underground route. Jun bought a ticket and followed the signs. He reached the new station ten minutes before his train left. Later, he wrote both the time and the station name in his calendar. The journey taught him to check small details before travelling.

## 阅读问题
1. What mistake did Jun make?
   A. He travelled on Friday.
   B. He lost his train ticket.
   C. He went to the wrong station.
2. How did he reach the new station?
   A. On foot.
   B. By underground.
   C. By taxi.
3. What did he learn?
   A. To check travel details.
   B. To avoid visiting friends.
   C. To arrive after departure.

## 写作
写 50—70 词描述一次解决小问题的经历，至少使用三个过去式和两个顺序词。

### 参考表达
Last week, I could not find my house key. First, I checked my bag and coat. Then I called the cafe where I had lunch. A worker found the key under my chair. I returned to the cafe and thanked her. Finally, I put the key in a small pocket in my bag. Now I always keep it there.

## 汉译英
昨天我去图书馆，但是忘了带借书卡。工作人员告诉我可以出示电子借书卡。最后我借到了需要的书。

### 参考译文
Yesterday I went to the library but forgot to bring my library card. A staff member told me that I could show my digital card. Finally, I borrowed the book I needed.

## 听读答案与解析
- 听力 1：C。开头交代目的 collect certificate。
- 听力 2：B。office had moved 表示地点信息过时。
- 阅读 1：C。他查了时间，却没有查站名。
- 阅读 2：B。工作人员提供了直达地铁路线。
- 阅读 3：A。结尾强调小细节，而非放弃旅行。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L39 专项｜描述变化：进行时与计划

现在进行时 be + -ing 表示正在发生或近期变化；be going to 表示计划。区分 usually 与 now。

## 听力原文
Hello, this is a message for everyone in the walking club. It is raining heavily, so we are changing tomorrow’s plan. We are not going to climb the hill. Instead, we are meeting at the history museum at ten. A guide is preparing a special tour for our group. Please bring your membership card. If the weather improves next week, we will arrange another outdoor walk. You do not need to reply unless you cannot come.

## 听力问题
1. Why has the plan changed?
   A. Because the guide is ill.
   B. Because of heavy rain.
   C. Because the museum is closed.
2. Where will the group meet?
   A. At the history museum.
   B. At the top of the hill.
   C. At the railway station.

## 阅读
The old market in Brook Street is changing. Workers are repairing the roof, and local artists are painting the walls. The council plans to open a community centre there in September. It will include a reading room and a kitchen for cooking classes. At present, several volunteers are collecting suggestions from residents. Some people want computer lessons. Others prefer activities for older adults. The organisers are not choosing the final timetable yet. They are listening first. Next month, they are going to publish a draft and invite more comments. The building will look different, but the organisers hope it will remain a place where neighbours meet and exchange ideas.

## 阅读问题
1. What is happening now?
   A. The final timetable is published.
   B. Workers are repairing the roof.
   C. The centre is closing forever.
2. Why are volunteers collecting suggestions?
   A. To learn what residents want.
   B. To sell the building.
   C. To choose a train route.
3. What is planned for next month?
   A. Opening a shopping mall.
   B. Cancelling all classes.
   C. Publishing a draft timetable.

## 写作
写 50—70 词，说明你通常怎样学习、现在正在改变什么、下个月计划做什么。

### 参考表达
I usually learn English alone at home. This month, I am trying a different method. I am meeting a friend twice a week to practise conversations. We are also collecting useful expressions from short stories. Next month, we are going to join an evening class. I hope the class will help us ask questions more confidently.

## 汉译英
我们社区正在改造一栋旧楼。它将成为新的活动中心。居民们正在提出建议，希望这里能够提供更多学习机会。

### 参考译文
Our community is renovating an old building. It will become a new activity centre. Residents are making suggestions and hope that it will provide more learning opportunities.

## 听读答案与解析
- 听力 1：B。开头明确因果。
- 听力 2：A。instead 引出新安排。
- 阅读 1：B。正在修屋顶是当前活动；时间表尚未决定。
- 阅读 2：A。computer lessons 等是居民需求。
- 阅读 3：C。Next month 后给出计划。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L40 专项｜比较与选择：理由要具体

比较级 + than；最高级常用 the。as ... as 表示同等。用 because 给理由，不把贵等同于好。

## 听力原文
We tested two bags for our weekend trip. The blue one held more clothes, but it weighed nearly two kilograms before we packed anything. The grey one was lighter and had a useful outside pocket. It cost ten pounds more. We chose the grey one because we planned to walk from the station to the campsite. If we were travelling by car, the larger blue bag might have been a better choice.

## 听力问题
1. Which feature influenced the choice most?
   A. The lower weight.
   B. The brighter colour.
   C. The number of wheels.
2. When might the blue bag be better?
   A. When climbing a mountain.
   B. When carrying no clothes.
   C. When travelling by car.

## 阅读
Lina is choosing an evening course. The college near her office charges less, but its lessons end at half past ten. The community centre is more expensive, yet it is only a ten-minute walk from her home. Both courses offer speaking practice in small groups. Lina first compares the prices and decides that the college is better. Then she calculates the cost of travelling home late at night. She also considers how tired she will feel the next morning. In the end, she chooses the community centre. It is not the cheapest course, but it fits her daily life better. For Lina, a course she can attend regularly is more useful than one she often misses.

## 阅读问题
1. What is similar about both courses?
   A. They offer small-group speaking practice.
   B. They end at the same time.
   C. They cost the same.
2. Why does Lina reconsider the college?
   A. It has no teachers.
   B. It is far from her office.
   C. Late travel adds cost and tiredness.
3. What matters most in her final choice?
   A. Choosing the largest class.
   B. Being able to attend regularly.
   C. Having the lowest advertised price.

## 写作
写 60—80 词，比较两种通勤方式，至少提出两个比较标准并作出选择。

### 参考表达
I can travel to work by bus or by bicycle. The bus is more comfortable on rainy days, but it is often slow in the morning. Cycling is cheaper and takes about twenty minutes. However, I need a safe place to leave my bicycle. I usually choose to cycle because there is a bicycle park near my office. When it rains heavily, I take the bus instead.

## 汉译英
选择课程时，价格不是唯一的因素。上课时间和交通也很重要。适合自己生活安排的课程，往往更容易坚持。

### 参考译文
Price is not the only factor when choosing a course. Class times and transport are also important. It is often easier to continue a course that fits your daily schedule.

## 听读答案与解析
- 听力 1：A。步行到营地使重量重要。
- 听力 2：C。末句的假设条件。
- 阅读 1：A。Both 引出共同点。
- 阅读 2：C。比较需要考虑全部成本。
- 阅读 3：B。末句直接说明判断标准。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L41 专项｜经历与结果：现在完成时

have / has + 过去分词联系过去与现在；since 接起点，for 接时长。明确过去时间如 yesterday 时用过去时。

## 听力原文
Our reading challenge began in April. Since then, twenty members have finished at least one book. I have read two short novels, but I have not finished my third one yet. At first, I stopped every time I saw a new word. Now I try to understand the main idea before checking a dictionary. Last Sunday, our group discussed a story without using notes. It was difficult, but everyone shared an opinion.

## 听力问题
1. How many novels has the speaker finished?
   A. Three.
   B. Twenty.
   C. Two.
2. What does the speaker now do first?
   A. Read the ending only.
   B. Understand the main idea.
   C. Translate every word.

## 阅读
Three months ago, Amir joined a local repair group. Before that, he usually threw away broken household objects. Since joining the group, he has learned to fix a lamp and a chair. He has not repaired anything electrical on his own, because that requires special training. Last week, he helped a neighbour replace a chair leg under a volunteer’s supervision. The work took longer than expected, but the chair is useful again. Amir has also changed his shopping habits. He now asks whether a product can be repaired before buying it. The group has not made him an expert. It has given him a better understanding of when to try a simple repair and when to ask a professional.

## 阅读问题
1. When did Amir join the group?
   A. Last week.
   B. Yesterday.
   C. Three months ago.
2. Why does he avoid electrical repairs alone?
   A. Lamps cannot be repaired.
   B. They require special training.
   C. He dislikes his neighbours.
3. What has changed besides his skills?
   A. His shopping habits.
   B. His home address.
   C. His working hours.

## 写作
写 60—80 词，描述已经学会的事情、还没完成的事情和一次具体练习经历。

### 参考表达
I have learned English for several months. I have already learned to introduce myself and ask for directions. I have not learned to understand long news reports yet. Last weekend, I spoke to a visitor at a museum. I explained where to buy a ticket and asked him to repeat one question. The conversation was short, but it showed me that regular practice has helped.

## 汉译英
自从参加读书小组以来，我已经读完了两本英文书。上周我们讨论了其中一个故事。我还不能理解每一个词，但已经更有信心了。

### 参考译文
Since joining the reading group, I have finished two English books. Last week, we discussed one of the stories. I cannot understand every word yet, but I have become more confident.

## 听读答案与解析
- 听力 1：C。twenty 是人数，third 尚未完成。
- 听力 2：B。Now 与 At first 对比。
- 阅读 1：C。第一句明确过去时间。
- 阅读 2：B。because 从句说明安全技能要求。
- 阅读 3：A。also 引出额外变化。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L42 专项｜建议、义务与条件

should 表建议，must 表强制，do not have to 表不必；if + 现在时，主句可用 will。must not 是禁止。

## 听力原文
Before tomorrow’s visit, please read these instructions. You must arrive by nine fifteen because the bus leaves at nine thirty. You should bring a light jacket, as some rooms are cool. You do not have to bring lunch; the centre provides it. However, if you have a food allergy, please tell us today. Large bags must stay on the bus. You may take a small bag and your phone inside.

## 听力问题
1. What time must visitors arrive?
   A. 10:15.
   B. 9:15.
   C. 9:30.
2. Who needs to contact the organiser?
   A. Anyone with a food allergy.
   B. Anyone with a small bag.
   C. Anyone who owns a jacket.

## 阅读
A neighbourhood garden is looking for volunteers. Everyone must attend a short introduction before using the tools. Volunteers should wear strong shoes and bring drinking water. They do not have to bring their own equipment. Children may join an adult, but they must not use the larger cutting tools. If heavy rain is expected, the organiser will send a cancellation message by eight in the morning. Volunteers should check their phones before leaving home. The rules may seem detailed, but they help people work safely together. New members are encouraged to ask questions. A volunteer who is unsure about a task should wait for advice rather than guess how a tool works.

## 阅读问题
1. What is compulsory for everyone?
   A. Bringing a child.
   B. Attending an introduction.
   C. Buying new equipment.
2. What does “do not have to” mean here?
   A. It is not necessary.
   B. It is forbidden.
   C. It is impossible.
3. What should an unsure volunteer do?
   A. Guess the tool’s purpose.
   B. Continue without help.
   C. Ask for advice before acting.

## 写作
写 60—80 词给新学员提建议。包含 should、must not、do not have to 和一个 if 条件句。

### 参考表达
Welcome to our English group. You should practise a little every day and ask questions when something is unclear. You do not have to speak perfectly. Mistakes help you notice what to review. You must not laugh at other learners. If you cannot attend a meeting, please tell the organiser in advance. We will send you the main expressions so that you can continue practising at home.

## 汉译英
参加活动的人必须提前登记，但不必支付费用。如果天气不好，活动将在室内举行。请不要在未经允许的情况下拍照。

### 参考译文
Participants must register in advance, but they do not have to pay a fee. If the weather is bad, the activity will take place indoors. Please do not take photographs without permission.

## 听读答案与解析
- 听力 1：B。区分集合与发车时间。
- 听力 2：A。if 条件后给出需要联系的人。
- 阅读 1：B。must 表示必须。
- 阅读 2：A。不必，不是禁止。
- 阅读 3：C。结尾 rather than guess。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L43 专项｜理解流程：被动语态

be + 过去分词突出动作承受者；is collected 现在，was collected 过去。无需知道执行者时常用被动。

## 听力原文
This is an update on the community survey. Paper forms were collected on Monday, and online responses closed yesterday. All responses are being checked for missing information. Personal names will be removed before the results are shared. A short report will be published next Friday. The council has not made a decision about the new park yet. The survey is one source of information, alongside transport and cost reports.

## 听力问题
1. What will happen to personal names?
   A. They will be removed.
   B. They will be printed on posters.
   C. They will be sent to every neighbour.
2. Has the park decision been made?
   A. Yes, construction starts today.
   B. Yes, the park has been cancelled.
   C. No, information is still being considered.

## 阅读
At West Park Library, returned books are placed on a special shelf. They are checked by staff before being sent back to the reading rooms. Damaged pages are repaired when possible. Books that cannot be repaired are removed from circulation. Every month, a list of missing or worn books is prepared. Staff use the list to decide what should be replaced. Readers sometimes ask why a returned book is not immediately available. The library explains that checking takes time but protects the collection. Recently, an automatic return machine was installed near the entrance. It records returns quickly, although people still inspect the books. Technology has shortened one part of the process without removing the need for careful human work.

## 阅读问题
1. What happens before books return to reading rooms?
   A. Staff check them.
   B. Readers buy them.
   C. A machine writes new pages.
2. Why is a monthly list prepared?
   A. To rank all readers.
   B. To close the entrance.
   C. To help decide what to replace.
3. What has the machine changed?
   A. The number of reading rooms.
   B. The speed of recording returns.
   C. The need to inspect books.

## 写作
写 70—90 词，解释一个熟悉的流程。至少使用三个被动语态句子。

### 参考表达
At our office, used paper is collected in boxes beside the printers. First, confidential documents are separated from ordinary paper. They are destroyed safely by trained staff. Other paper is checked and sent to a recycling company once a week. Before printing, employees are encouraged to read documents on screen. Paper that has only been used on one side can be used for notes. This process reduces waste and helps everyone think about the materials they use each day.

## 汉译英
每周，社区里的废纸被送往回收中心。纸张会先被分类，然后加工成新的材料。居民也被鼓励减少不必要的打印。

### 参考译文
Every week, waste paper from the community is sent to a recycling centre. It is sorted first and then processed into new materials. Residents are also encouraged to reduce unnecessary printing.

## 听读答案与解析
- 听力 1：A。直接对应 removed。
- 听力 2：C。has not made a decision 明确否定。
- 阅读 1：A。before 明确先后顺序。
- 阅读 2：C。list 后面的目的从句。
- 阅读 3：B。记录更快，但人工检查仍保留。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L44 专项｜连接信息：定语从句

who 修饰人，which 修饰事物，that 可用于限定性从句。先找到主句主谓，再读修饰信息。

## 听力原文
We are looking for volunteers who can help at the Saturday reading club. The children who attend are between eight and eleven. You do not need teaching experience, but you should enjoy listening and asking simple questions. The stories that we use are provided by the library. A trained leader is always present. Volunteers must attend an introduction before their first session. Please contact Nadia, who organises the club, if you would like more information.

## 听力问题
1. What experience is required?
   A. Five years of teaching.
   B. Professional writing experience.
   C. No teaching experience is required.
2. Who provides the stories?
   A. A travel company.
   B. The library.
   C. The children’s employers.

## 阅读
The mobile library that visits East Village every Thursday has become more than a place to borrow books. Its driver, Rosa, also helps people find information about local services. Residents who cannot travel easily can request large-print books in advance. A small table inside the vehicle is used for short reading sessions. The service was originally designed for children, but many adults now use it too. One resident says that the weekly visit gives her a reason to leave home and talk to neighbours. The library cannot offer every service available in a large building. However, it reaches people who might otherwise have no regular contact with a library. Its value depends partly on where it goes, not simply on how many books it carries.

## 阅读问题
1. Who can request large-print books?
   A. Only children under five.
   B. Only professional drivers.
   C. Residents who find travel difficult.
2. What was the original audience?
   A. Office managers.
   B. Children.
   C. Tourists.
3. What is the passage’s main point?
   A. The library improves access and social contact.
   B. Large buildings are always unnecessary.
   C. The vehicle carries every published book.

## 写作
写 70—90 词，介绍一个对社区有帮助的人或服务，使用两个定语从句。

### 参考表达
There is a small library that opens in our community every weekend. The volunteers who work there help children choose books and help adults use the online catalogue. One volunteer, Mr Chen, also organises reading discussions. People who rarely speak to their neighbours can meet there in a relaxed setting. The library does not have a large collection, but it offers a welcoming place to learn. I think services that connect people are especially valuable in a busy city.

## 汉译英
每周来我们村的流动图书馆为居民提供了便利。不能远行的老人可以提前预约图书。负责这项服务的志愿者也帮助居民查找信息。

### 参考译文
The mobile library that visits our village every week makes life more convenient for residents. Older people who cannot travel far can reserve books in advance. The volunteers responsible for the service also help residents find information.

## 听读答案与解析
- 听力 1：C。do not need 否定经验要求。
- 听力 2：B。stories that we use 主语后的从句不改变答案。
- 阅读 1：C。定语从句限定相关居民。
- 阅读 2：B。originally 与 now 对比。
- 阅读 3：A。综合首尾句，不选绝对化说法。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L45 专项｜表达观点：从句与论证

I think that 后接完整句；because 给原因，although 表让步。不能写 Although ..., but ...。观点后补理由和例子。

## 听力原文
I used to think that online lessons were always easier than classroom lessons. I could study at home and save travel time. However, I often delayed the work because no one expected me to arrive at a fixed time. Now I use a weekly schedule and meet another learner online on Fridays. Although this takes planning, it helps me finish the lessons. For me, convenience is useful only when I have a clear routine.

## 听力问题
1. What problem did the speaker have?
   A. Having no internet at all.
   B. Delaying the work.
   C. Travelling too far.
2. What helped solve it?
   A. A schedule and a weekly partner meeting.
   B. Buying a larger screen.
   C. Stopping all lessons.

## 阅读
Some residents want the town library to stay open later. They argue that people who work during the day need a quiet place to study in the evening. Others worry about the cost of extra staff and heating. The library manager does not dismiss either view. She proposes a three-month trial on two evenings each week. During the trial, staff will count visitors and ask what services they use. These records will help the town compare the benefits with the cost. A popular idea is not automatically a practical one, but cost alone does not show its value either. The trial offers a way to replace guesses with information before making a long-term decision.

## 阅读问题
1. Why do some residents want later hours?
   A. They dislike quiet rooms.
   B. They work during the day.
   C. They want fewer books.
2. What does the manager propose?
   A. A limited trial with records.
   B. Immediate closure.
   C. A permanent change without checking costs.
3. What is the writer’s attitude toward the trial?
   A. Opposed because evidence is useless.
   B. Certain it will cost nothing.
   C. Supportive because it provides evidence.

## 写作
写 80—100 词，回答“社区图书馆是否应该延长开放时间”。给出观点、理由、例子和一个限制。

### 参考表达
I think a community library should offer some evening hours. People who work during the day may have no other opportunity to use its quiet study space. For example, an adult preparing for an examination could study there after work. However, keeping the building open every night might be expensive. The library could first try two evenings a week and record how many people attend. This would provide useful evidence before a permanent decision. A limited trial could balance the needs of residents with the cost of the service.

## 汉译英
我认为社区应该提供更多晚间课程，因为很多成年人白天需要工作。不过，课程安排应当考虑居民的实际需求，而不是只追求数量。

### 参考译文
I think communities should offer more evening courses because many adults need to work during the day. However, course schedules should reflect residents’ actual needs rather than simply increasing the number of classes.

## 听读答案与解析
- 听力 1：B。often delayed 表示拖延。
- 听力 2：A。Now 引出解决办法。
- 阅读 1：B。第一处论据。
- 阅读 2：A。three-month trial 加记录访客数据。
- 阅读 3：C。末句用 replace guesses with information 肯定试验。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L46 专项｜读懂数据：比例、趋势与限制

increase from A to B；increase by C；比较百分比与百分点。相关不等于因果，注意样本和时间范围。

## 听力原文
Here are the results of our small book-club survey. Forty members answered. Twenty-four preferred meeting in person, twelve preferred meeting online, and four had no preference. This does not mean that sixty percent of everyone in town prefers face-to-face meetings. Our members chose to join a book club, and their needs may differ from those of other residents. We will use the results to plan our own meetings, not to make claims about the entire town.

## 听力问题
1. How many preferred online meetings?
   A. Twelve.
   B. Twenty-four.
   C. Four.
2. What limitation does the speaker stress?
   A. No one answered the survey.
   B. The club has no meetings.
   C. The sample does not represent the whole town.

## 阅读
A sports centre surveyed one hundred members about how they travelled to exercise classes. In March, twenty said they usually cycled. In June, thirty gave the same answer. The centre reported a rise of ten percentage points. A new bicycle park had opened in April, but the manager warned against assuming that it explained the whole change. June was warmer, and some members had changed jobs. The survey also included only existing members, not everyone in the neighbourhood. The findings were useful for planning bicycle spaces, but they could not show how all residents travelled. The centre decided to repeat the survey in winter and ask members why they chose a particular form of transport.

## 阅读问题
1. How many more surveyed members cycled in June?
   A. Ten.
   B. Thirty.
   C. Fifty.
2. Why is the bicycle park not a proven sole cause?
   A. The survey had no members.
   B. March was after June.
   C. Other factors also changed.
3. What will the centre do next?
   A. Survey only car manufacturers.
   B. Repeat the survey in winter.
   C. Close all bicycle spaces.

## 写作
写 80—100 词，描述一项虚构调查：100 人中，40 人乘公交、35 人骑车、25 人步行。说明一个局限。

### 参考表达
A survey of one hundred people in our office asked how they travelled to work. Forty used the bus, thirty-five cycled, and twenty-five walked. The bus was the most common choice, but cycling and walking together accounted for a larger group. These figures may help our office plan bicycle parking and travel information. However, they do not represent the whole city. People who live far away may travel differently. A future survey could ask about journey length and the reasons behind each choice before the office changes its transport support.

## 汉译英
调查显示，更多员工开始骑车上班。然而，这项调查只包括一家公司的员工，因此不能代表整个城市的情况。

### 参考译文
The survey shows that more employees have started cycling to work. However, it includes employees from only one company, so it cannot represent the situation across the whole city.

## 听读答案与解析
- 听力 1：A。区分三组数字。
- 听力 2：C。只调查俱乐部成员。
- 阅读 1：A。30 减 20 为 10；不是增长了30人。
- 阅读 2：C。温度和工作变化都是其他解释。
- 阅读 3：B。末句提出下一步。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L47 专项｜信息组织：摘要与转述

摘要保留主旨和关键依据，删去重复例子；转述改变表达但不改变范围。some 不可写成 all，may 不可写成 must。

## 听力原文
The article I read was about a small gardening project. It said that several participants reported feeling less lonely after joining. It did not show that gardening would solve loneliness for everyone. People also met regularly and talked over tea, so social contact may have helped. My first summary left out this point. I have revised it to explain that the activity and the opportunity to meet others were both part of the project.

## 听力问题
1. What did participants report?
   A. Earning higher salaries.
   B. Moving to new houses.
   C. Feeling less lonely.
2. What had the speaker’s first summary omitted?
   A. The price of tea.
   B. The role of social contact.
   C. The colour of the garden gate.

## 阅读
A report describes a school’s six-week breakfast programme. The school offered a simple meal to students who wanted one before morning lessons. Teachers noticed that some regular participants seemed more alert. However, the report did not compare these students with a similar group at another school. It also noted that families who chose the programme might differ from families who did not. The report therefore recommended further investigation rather than claiming that breakfast alone improved academic results. A newspaper headline later said, “Free Breakfast Makes Every Student More Successful.” That headline removed the uncertainty and extended the claim to everyone. A careful summary would mention the observed change, the limited evidence, and the recommendation for more research.

## 阅读问题
1. What did teachers observe?
   A. Every student passed every examination.
   B. No student ate breakfast.
   C. Some participants seemed more alert.
2. What is wrong with the headline?
   A. It says the programme lasted six weeks.
   B. It makes a broader and more certain claim.
   C. It repeats the report exactly.
3. What belongs in a careful summary?
   A. The finding and its limitations.
   B. Only the strongest possible claim.
   C. Unrelated school statistics.

## 写作
用 60—80 词概括本课早餐项目文章。保留不确定性，不加入个人意见。

### 参考表达
The report examines a six-week breakfast programme at one school. Teachers thought some regular participants appeared more alert, but the project lacked a comparable control group. Families who participated might also differ from those who did not. The report recommends further research. A later headline exaggerated the findings by claiming benefits for every student. An accurate summary should preserve the limited scope and uncertainty of the original report.

## 汉译英
这篇报告介绍了一个小型社区项目。部分参与者表示自己的生活有所改善，但报告并没有证明所有人都会获得同样的效果。

### 参考译文
The report describes a small community project. Some participants said that their lives had improved, but the report did not prove that everyone would experience the same effect.

## 听读答案与解析
- 听力 1：C。听 reported 后的内容。
- 听力 2：B。this point 指见面交流的作用。
- 阅读 1：C。some 与 seemed 必须保留。
- 阅读 2：B。every 和 makes 超出有限观察。
- 阅读 3：A。最后一句列出摘要要点。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L48 专项｜衔接测评：独立处理一篇文章

综合运用时态、被动、从句与逻辑连接。先限时独立作答，再看解释；熟悉文章的重做成绩不等同于迁移能力。

## 听力原文
Our adult learning centre has changed the way new students choose a class. Previously, everyone completed a written form. Some students understood spoken English better than written English, so the form did not show all their skills. Now, a tutor also has a short conversation with each applicant. The result is used to suggest a starting class, not to reject people. After two weeks, students can discuss whether the class is suitable and move if necessary.

## 听力问题
1. What was a limitation of the old form?
   A. It was completed by tutors only.
   B. It did not show speaking and listening strengths.
   C. It asked no questions.
2. What is the purpose of the new process?
   A. To suggest a suitable starting class.
   B. To reject most applicants.
   C. To guarantee an examination score.

## 阅读
When the Green Lane community centre introduced online booking, staff expected everyone to find it convenient. Regular visitors could reserve a place without making a phone call. Yet attendance at several classes fell. A volunteer asked former participants why they had stopped coming. Some had difficulty reading the small text on their phones. Others were unsure whether their booking had succeeded. The centre kept the online system but added telephone booking and a weekly help desk. Confirmation messages were rewritten in simpler language. Over the following month, several former participants returned. The manager did not regard the first version as a complete failure. It had revealed needs that had been overlooked. She now asks residents to test changes before they are introduced widely. The centre’s aim is to make participation easier, not simply to use the newest technology.

## 阅读问题
1. Why did attendance fall for some classes?
   A. The centre stopped taking reservations.
   B. Some people struggled with the booking system.
   C. All classes became more expensive.
2. How did the centre respond?
   A. It added support and alternative booking.
   B. It removed every online service.
   C. It ignored former participants.
3. Which principle best summarises the lesson?
   A. New technology always reduces access.
   B. Visitors should never be consulted.
   C. Design changes around users’ actual needs.

## 写作
限时 20 分钟写 80—100 词：描述一项服务遇到的问题，提出改进，并说明如何检查改进是否有效。

### 参考表达
Our community centre has a useful website, but some older residents find its booking page confusing. I suggest using larger text and clearer confirmation messages. The centre should also keep telephone booking for people who need it. Before changing every page, staff could ask a small group of residents to try the new design. They could record which steps cause difficulty and ask whether users feel confident that their places are reserved. This feedback would show whether the change improves access. Technology should help residents take part rather than create another barrier.

## 汉译英
为了方便居民，社区中心增加了网上预约服务。但是，一些老人使用起来有困难。因此，中心保留了电话预约，并安排志愿者提供帮助。

### 参考译文
To make things more convenient for residents, the community centre introduced online booking. However, some older people found it difficult to use. The centre therefore kept telephone booking and arranged for volunteers to provide assistance.

## 听读答案与解析
- 听力 1：B。spoken better than written 揭示局限。
- 听力 2：A。not to reject 对比正确目的。
- 阅读 1：B。受访者指出小字和确认信息问题。
- 阅读 2：A。保留网络系统，同时增加电话和帮助。
- 阅读 3：C。结尾强调参与便利而非新技术本身。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L49 专项｜短篇新闻：主旨与关键事实

四级听力短篇新闻：先听事件、地点、原因、结果；注意数字修正和 but / instead。新闻练习是原创情境，非真实报道。

## 听力原文
The town of Norfield will provide a free shuttle bus while the riverside footbridge is repaired. Work begins on Monday and is expected to take six weeks. The council first suggested a walking route through Hill Street, but residents noted that the steps there could not be used by wheelchair users. The shuttle will now link the two sides of the river every thirty minutes between seven in the morning and seven in the evening. Additional signs will be placed near the closed bridge. Officials said the schedule would be reviewed after the first week, using passenger numbers and feedback. The bridge itself remains closed until engineers confirm that it is safe.

## 听力问题
1. Why was the shuttle introduced?
   A. The suggested walking route was not accessible to everyone.
   B. The river had disappeared.
   C. Residents wanted a sightseeing tour.
2. What will determine timetable adjustments?
   A. The colour of the new signs.
   B. The number of bridge photographs.
   C. Passenger numbers and feedback.

## 阅读
When a bridge closes, the most visible consequence is often a longer journey. Yet a small change to a transport route can affect people in different ways. A driver may simply choose another road, while a person who depends on a bus may lose a convenient connection to work or medical appointments.
In the fictional town of Norfield, repairs to a pedestrian bridge were expected to last six weeks. The council initially published a map showing an alternative crossing. Several residents then pointed out that the route included a steep flight of steps. It was unsuitable for wheelchair users and difficult for parents with pushchairs. The map was accurate, but the solution was incomplete.
After meeting local groups, the council introduced a temporary shuttle bus. It ran at times linked to the main town bus service. Staff also placed information at the closed bridge rather than relying entirely on online notices. The shuttle cost more than a simple diversion sign, so the council recorded passenger numbers to review its schedule each week.
The case illustrates a broader point about public information. Providing correct facts is necessary, but it is not sufficient. A useful notice must also help people decide what to do next. Planning should therefore ask who is affected, what alternatives they can realistically use, and how they will receive the information. These questions are easy to overlook when success is measured only by whether a notice has been published.

## 阅读问题
1. Why was the first alternative inadequate?
   A. It was not accessible to some residents.
   B. The map showed no crossing at all.
   C. The bridge had already reopened.
2. Why were passenger numbers recorded?
   A. To identify every resident’s income.
   B. To avoid providing any transport.
   C. To adjust the shuttle timetable.
3. What does the writer argue?
   A. Accuracy is unnecessary in public notices.
   B. Useful information should support practical action.
   C. Online notices should always be banned.

## 选词填空（巩固）
information / beneath / temporary / whose / yesterday / realistically / alternative / neither / accurate / connection / necessary / different / despite / expected / consequence
When a bridge closes, the most visible  [1]  is often a longer journey. Yet a small change to a transport route can affect people in  [2]  ways. A driver may simply choose another road, while a person who depends on a bus may lose a convenient  [3]  to work or medical appointments.
In the fictional town of Norfield, repairs to a pedestrian bridge were  [4]  to last six weeks. The council initially published a map showing an  [5]  crossing. Several residents then pointed out that the route included a steep flight of steps. It was unsuitable for wheelchair users and difficult for parents with pushchairs. The map was  [6] , but the solution was incomplete.
After meeting local groups, the council introduced a  [7]  shuttle bus. It ran at times linked to the main town bus service. Staff also placed  [8]  at the closed bridge rather than relying entirely on online notices. The shuttle cost more than a simple diversion sign, so the council recorded passenger numbers to review its schedule each week.
The case illustrates a broader point about public information. Providing correct facts is  [9] , but it is not sufficient. A useful notice must also help people decide what to do next. Planning should therefore ask who is affected, what alternatives they can  [10]  use, and how they will receive the information. These questions are easy to overlook when success is measured only by whether a notice has been published.
答案：consequence / different / connection / expected / alternative / accurate / temporary / information / necessary / realistically

## 写作
30 分钟写 120—180 词：Why Clear Public Information Matters。说明重要性，给出一个例子并提出建议。

### 参考表达
Clear public information helps people make everyday decisions. A notice may contain correct facts, yet still fail if readers cannot understand what action to take.
For example, when a bridge is closed, a sign should do more than announce the closure. It should explain how long repairs may take and offer a practical alternative route. The needs of people with disabilities should also be considered. Otherwise, a route that works for one traveller may be impossible for another.
I believe public organisations should test important notices with a small group of users before publishing them widely. They should use familiar language, provide contact details and offer information through more than one channel. This approach takes extra effort, but it can reduce confusion and help more people use public services with confidence.

## 汉译英
近年来，中国许多城市不断改善公共交通服务。除了建设新的地铁线路，一些城市还调整公交车的发车时间，使乘客换乘更加方便。车站里的标识也逐渐变得清晰，部分车站提供多种语言的信息。对于老年人和残障人士来说，无障碍设施尤其重要。完善的交通服务不仅能够缩短出行时间，还能帮助更多居民平等地参与城市生活。这些服务还需要不断完善。

### 参考译文
In recent years, many Chinese cities have continued to improve public transport services. Besides building new underground lines, some cities have adjusted bus departure times to make transfers more convenient. Signs at stations have also become clearer, and some stations provide information in several languages. Accessible facilities are particularly important for older people and people with disabilities. Better transport services can not only shorten travel time but also help more residents participate equally in urban life. These services also need continued improvement.

## 听读答案与解析
- 听力 1：A。but 后解释台阶问题。
- 听力 2：C。reviewed 后给出两个依据。
- 阅读 1：A。第二段：路线有陡峭台阶，准确地图仍不能满足所有人。
- 阅读 2：C。第三段 review its schedule each week。
- 阅读 3：B。necessary but not sufficient：准确必要但不充分。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L50 专项｜长对话：人物意图与转折

先区分两人的问题、建议和最终决定。Would you mind ... 是礼貌请求；建议被拒绝时，不能把首次提议当最终答案。

## 听力原文
Student: Could we move our meeting about my project? I have a practical class on Thursday morning.
Tutor: Of course. I could see you on Friday at three.
Student: I am working then. Would Wednesday be possible?
Tutor: I will be away from the office, but we could meet online at eleven.
Student: That would work. Do I need to finish the whole report first?
Tutor: No. Send me your outline by Tuesday evening. We can discuss the structure before you write the final version.
Student: Thank you. I was worried that I had to finish everything this week.
Tutor: The final deadline is next month. For now, focus on making your main question clear.

## 听力问题
1. What arrangement do they finally make?
   A. An office meeting on Thursday morning.
   B. A meeting on Friday at three.
   C. An online meeting on Wednesday at eleven.
2. What must the student send first?
   A. A work contract.
   B. A project outline.
   C. The complete final report.

## 阅读
Many workplace misunderstandings begin with an assumption that an indirect request is merely a comment. A colleague who says, “It is rather noisy here,” may be describing the room, asking someone to close a door, or suggesting a different place to meet. The words alone do not settle the matter. Context and the response that follows are essential.
For language learners, this creates a challenge. Recognising vocabulary is only the first step in understanding a conversation. They must also notice what each person is trying to achieve. A suggestion can be accepted, rejected politely, or modified. Speakers may begin with one plan and settle on another after discussing a constraint.
Consider a student asking to move an appointment. The tutor offers Thursday morning, but the student has a laboratory session then. Friday afternoon is considered next, yet the tutor needs to leave early. They finally agree on a short online meeting on Wednesday. Someone who remembers only the first available time will misunderstand the outcome.
A useful listening strategy is to make brief notes in three columns: problem, options and decision. These notes should be short enough that writing does not replace listening. Afterward, learners can explain why the rejected options did not work. This checks whether they understood the relationship between the details rather than merely remembering isolated words. With practice, they become better at following a conversation as it develops.

## 阅读问题
1. Why can “It is rather noisy here” have different meanings?
   A. The words have no meaning.
   B. It always means the door is broken.
   C. Its purpose depends on context.
2. What is the final appointment in the example?
   A. Friday afternoon.
   B. An online meeting on Wednesday.
   C. Thursday morning.
3. What is the purpose of the note-taking strategy?
   A. To track how options lead to a decision.
   B. To write down every spoken word.
   C. To ignore rejected suggestions.

## 信息匹配（巩固）
A. Many workplace misunderstandings begin with an assumption that an indirect request is merely a comment. A colleague who says, “It is rather noisy here,” may be describing the room, asking someone to close a door, or suggesting a different place to meet. The words alone do not settle the matter. Context and the response that follows are essential.
B. For language learners, this creates a challenge. Recognising vocabulary is only the first step in understanding a conversation. They must also notice what each person is trying to achieve. A suggestion can be accepted, rejected politely, or modified. Speakers may begin with one plan and settle on another after discussing a constraint.
C. Consider a student asking to move an appointment. The tutor offers Thursday morning, but the student has a laboratory session then. Friday afternoon is considered next, yet the tutor needs to leave early. They finally agree on a short online meeting on Wednesday. Someone who remembers only the first available time will misunderstand the outcome.
D. A useful listening strategy is to make brief notes in three columns: problem, options and decision. These notes should be short enough that writing does not replace listening. Afterward, learners can explain why the rejected options did not work. This checks whether they understood the relationship between the details rather than merely remembering isolated words. With practice, they become better at following a conversation as it develops.
1. The meaning of an indirect comment depends on its context. → A
2. Understanding vocabulary is only the beginning of following a conversation. → B
3. The participants reject two meeting times before reaching an agreement. → C
4. A three-column note structure is recommended. → D
5. Explaining rejected choices can check understanding of relationships. → D

## 写作
30 分钟写 120—180 词的邮件，请求调整与老师的预约。解释原因，提出两个时间，询问准备事项，语气礼貌。

### 参考表达
Dear Professor Lee,
I am writing to ask whether it would be possible to change our meeting about my research project. We agreed to meet on Thursday morning, but a compulsory practical class has now been scheduled for that time. I am sorry for the inconvenience.
I am available on Wednesday after ten or on Friday before noon. If neither time suits you, I would be happy to arrange a short online meeting at another time. I have completed a draft outline and collected several relevant sources, although I have not written the full report yet. Please let me know whether you would like me to send the outline before our discussion.
Thank you for your time and understanding. I look forward to your advice on improving the project.
Best regards,
Lin

## 汉译英
在大学里，学生不仅需要掌握专业知识，也需要学会有效沟通。当学习安排发生变化时，及时向老师说明情况十分重要。一封清楚、礼貌的电子邮件应包括写信目的、必要的背景和具体请求。学生还可以提出可行的替代方案，方便对方作出决定。良好的沟通习惯能够减少误解，帮助学生更顺利地完成小组任务，并为未来的工作做好准备。这需要在实践中不断练习。

### 参考译文
At university, students need not only professional knowledge but also effective communication skills. When study arrangements change, it is important to explain the situation to teachers promptly. A clear and polite email should include its purpose, the necessary background and a specific request. Students can also suggest practical alternatives to help the recipient make a decision. Good communication habits can reduce misunderstandings, help students complete group tasks more smoothly and prepare them for future employment. This requires continued practice.

## 听读答案与解析
- 听力 1：C。排除被否决的两个选项。
- 听力 2：B。No 后纠正学生的假设。
- 阅读 1：C。第一段展示相同话语的不同意图。
- 阅读 2：B。finally 引出最后决定。
- 阅读 3：A。最后一段强调细节之间的关系。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L51 专项｜听力篇章：结构、例证与结论

听 introduction / for example / however / finally 等路标。例子支持观点，题目问主旨时不要只选例子细节。

## 听力原文
Today I want to discuss planning a study session. Many learners begin with a vague goal such as “study English”. A more useful goal names a task that can be completed, such as understanding one short passage and explaining its main idea. Next, remove avoidable interruptions. You may need your phone for the audio, but you can still turn off unrelated notifications. Finally, leave a few minutes to check what you remember without looking at the page. This last step matters because familiar-looking material can create a false sense of understanding. You do not need a perfect environment. You need a clear task, fewer unnecessary interruptions and a way to check the result.

## 听力问题
1. What does the speaker recommend first?
   A. Study without any goal.
   B. Choose a specific, finishable task.
   C. Buy a new phone.
2. Why check memory without looking?
   A. Familiarity can be mistaken for understanding.
   B. The page always contains errors.
   C. Reading is less useful than shopping.

## 阅读
A crowded desk is not the only source of distraction. A person can sit in a quiet room and still move repeatedly between a report, messages and a shopping page. Each change may seem brief, but it requires the person to remember where the previous task stopped. The cost is therefore not limited to the seconds spent looking away.
Some workers respond by trying to remove every interruption. This can be useful during a demanding task, but it is not realistic for every job. A receptionist must respond to visitors, and a team member may need to answer an urgent question. The aim should be to distinguish necessary interruptions from avoidable ones, rather than treating all contact as a failure of concentration.
One small office experimented with a shared quiet period each morning. Staff turned off non-essential notifications for forty minutes, while one person handled urgent calls. After the trial, several employees said that beginning difficult work had become easier. However, the office did not measure productivity objectively, and the arrangement might not suit a different workplace.
The example suggests a practical way to think about attention: change the environment as well as personal habits. Telling people to “try harder” may overlook the systems that continually demand a response. A useful plan should specify which tasks need sustained attention, how genuine emergencies will be handled, and when normal communication will resume. Focus is easier to protect when expectations are shared.

## 阅读问题
1. What hidden cost of switching tasks is described?
   A. Travelling to the office.
   B. Remembering where the previous task stopped.
   C. Buying a larger desk.
2. Why should not all interruptions be removed?
   A. Some are necessary for the job.
   B. All messages are emergencies.
   C. Quiet periods always reduce attention.
3. What limitation is noted about the office trial?
   A. Nobody tried the arrangement.
   B. It lasted for ten years.
   C. Productivity was not objectively measured.

## 选词填空（巩固）
demanding / realistic / distraction / neither / shared / despite / repeatedly / whose / urgent / previous / yesterday / necessary / objectively / environment / beneath
A crowded desk is not the only source of  [1] . A person can sit in a quiet room and still move  [2]  between a report, messages and a shopping page. Each change may seem brief, but it requires the person to remember where the  [3]  task stopped. The cost is therefore not limited to the seconds spent looking away.
Some workers respond by trying to remove every interruption. This can be useful during a  [5]  task, but it is not  [6]  for every job. A receptionist must respond to visitors, and a team member may need to answer an  [7]  question. The aim should be to distinguish  [4]  interruptions from avoidable ones, rather than treating all contact as a failure of concentration.
One small office experimented with a  [10]  quiet period each morning. Staff turned off non-essential notifications for forty minutes, while one person handled urgent calls. After the trial, several employees said that beginning difficult work had become easier. However, the office did not measure productivity  [8] , and the arrangement might not suit a different workplace.
The example suggests a practical way to think about attention: change the  [9]  as well as personal habits. Telling people to “try harder” may overlook the systems that continually demand a response. A useful plan should specify which tasks need sustained attention, how genuine emergencies will be handled, and when normal communication will resume. Focus is easier to protect when expectations are shared.
答案：distraction / repeatedly / previous / necessary / demanding / realistic / urgent / objectively / environment / shared

## 写作
30 分钟写 120—180 词：How to Protect Attention While Studying。提出方法并讨论实际限制。

### 参考表达
Protecting attention is an important part of effective study. Simply spending a long time at a desk does not guarantee that meaningful learning has taken place.
First, learners should choose a clear task, such as reading a short article and explaining its main argument. This makes it easier to notice progress. Second, they can reduce unnecessary interruptions by turning off unrelated notifications and preparing materials in advance. A short planned break may also be more helpful than repeatedly checking a phone.
However, not everyone has access to a completely quiet room. People who share a home or care for family members may need flexible study periods. For this reason, the aim should be a realistic routine rather than perfect conditions. At the end of each session, a brief recall exercise can show whether the learner understood the material or merely looked at it.

## 汉译英
随着数字技术的发展，人们获取信息变得更加方便，但注意力也更容易受到干扰。一些大学鼓励学生在学习时关闭无关通知，并为需要安静环境的人提供专门的自习空间。有效学习并不只是延长学习时间，还包括明确目标、合理休息和及时复习。学生可以根据自己的生活安排选择适合的方法，逐渐建立稳定的学习习惯，提高独立学习的能力。

### 参考译文
As digital technology develops, people can obtain information more conveniently, but their attention is also more easily distracted. Some universities encourage students to turn off unrelated notifications while studying and provide dedicated study spaces for those who need a quiet environment. Effective learning involves not only longer study time but also clear goals, appropriate breaks and timely review. Students can choose methods that suit their daily schedules, gradually establish regular habits and improve their ability to learn independently.

## 听读答案与解析
- 听力 1：B。first 内容为明确任务。
- 听力 2：A。because 后给出检验回忆的理由。
- 阅读 1：B。第一段说明重新进入任务的成本。
- 阅读 2：A。第二段接待员例子说明必要打断。
- 阅读 3：C。第三段 however 后给出局限。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L52 专项｜选词填空：词性与搭配

先判断空格需要名词、动词、形容词还是副词；再看搭配和语义。不要只凭中文意思选词。专项页另有可提交的选词练习。

## 听力原文
A teacher noticed that her students often chose the wrong word in gap-filling exercises even when they knew its meaning. She asked them to explain each choice. Many had ignored whether the sentence needed a noun or a verb. In the next lesson, students first labelled the role of each gap. Then they compared possible words in context. Their discussion became more specific. Instead of saying “it sounds right”, they could explain that a word described a noun or followed a particular verb. The teacher still required a final reading of the whole passage, because grammar alone could not establish the intended meaning.

## 听力问题
1. What had many students ignored?
   A. The grammatical role of the missing word.
   B. The colour of their pencils.
   C. The teacher’s name.
2. Why reread the whole passage?
   A. Every answer must be a noun.
   B. The title is always the answer.
   C. Grammar alone does not establish meaning.

## 阅读
A vocabulary exercise may appear to test only the meanings of words, but successful answers often depend on grammar. In the phrase “an effective solution”, the position between an article and a noun is commonly filled by an adjective. In “participation increased gradually”, the final word describes how the change occurred. Recognising these relationships reduces the number of plausible choices before the reader considers the wider meaning.
Word families provide another useful clue. A learner may know the verb “develop” but fail to recognise “development” as a noun. Recording related forms together can reveal patterns, although not every word follows a predictable rule. Learners should check real examples rather than invent a form simply because it looks possible.
Context remains essential. Two words may fit grammatically, yet only one may express the relationship intended by the paragraph. A sentence about reducing waste, for instance, requires different choices from a sentence about increasing production. Readers should therefore return to the whole passage after filling individual gaps and check whether the argument is coherent.
This process is slower at first than choosing the first familiar word. With practice, however, it becomes a sequence of manageable decisions: identify the grammatical role, consider common combinations, check the meaning and reread the completed sentence. An incorrect answer can then be analysed precisely. The problem may be a missing meaning, an unfamiliar word form or a misunderstood connection between ideas. Each type of error calls for a different kind of review.

## 阅读问题
1. What usually fits between “an” and “solution”?
   A. An adjective.
   B. A complete independent sentence.
   C. A plural verb.
2. Why should learners avoid inventing word forms?
   A. English has no word families.
   B. All nouns end in the same letters.
   C. Not every word follows a predictable pattern.
3. What is recommended after filling the gaps?
   A. Delete all unfamiliar words.
   B. Reread for overall coherence.
   C. Ignore the passage’s meaning.

## 信息匹配（巩固）
A. A vocabulary exercise may appear to test only the meanings of words, but successful answers often depend on grammar. In the phrase “an effective solution”, the position between an article and a noun is commonly filled by an adjective. In “participation increased gradually”, the final word describes how the change occurred. Recognising these relationships reduces the number of plausible choices before the reader considers the wider meaning.
B. Word families provide another useful clue. A learner may know the verb “develop” but fail to recognise “development” as a noun. Recording related forms together can reveal patterns, although not every word follows a predictable rule. Learners should check real examples rather than invent a form simply because it looks possible.
C. Context remains essential. Two words may fit grammatically, yet only one may express the relationship intended by the paragraph. A sentence about reducing waste, for instance, requires different choices from a sentence about increasing production. Readers should therefore return to the whole passage after filling individual gaps and check whether the argument is coherent.
D. This process is slower at first than choosing the first familiar word. With practice, however, it becomes a sequence of manageable decisions: identify the grammatical role, consider common combinations, check the meaning and reread the completed sentence. An incorrect answer can then be analysed precisely. The problem may be a missing meaning, an unfamiliar word form or a misunderstood connection between ideas. Each type of error calls for a different kind of review.
1. The position of a missing word can suggest its part of speech. → A
2. Related word forms can be learned together, but patterns have exceptions. → B
3. Grammatically possible choices may differ in meaning. → C
4. Errors can be classified to guide different kinds of review. → D
5. The completed passage should be checked for coherence. → C

## 写作
30 分钟写 120—180 词：The Value of Learning from Mistakes。包含具体学习例子和可操作的复习方法。

### 参考表达
Mistakes are useful only when learners examine them carefully. Repeating an exercise without understanding why an answer was wrong may produce little improvement.
For example, a student may choose a familiar word in a gap-filling task but overlook the fact that the sentence needs a noun. Learning another translation of the word will not solve that problem. The student should compare related word forms and write a new example that uses the correct one. If the mistake concerns the main idea of a paragraph, the review should focus on connections between sentences instead.
I suggest keeping a short error record with three parts: the incorrect answer, the reason for the error and a fresh example. Reviewing this record after several days can show whether the difficulty has been resolved. In this way, mistakes become information that guides future practice rather than a reason to lose confidence.

## 汉译英
词汇学习是英语学习的重要组成部分。除了记住中文意思，学习者还需要了解单词的词性、常见搭配和具体用法。把新词放在句子中练习，往往比孤立地重复更有帮助。复习时，学习者可以记录错误的原因，并尝试自己造句。随着阅读经验的积累，他们能够逐渐理解同一个词在不同语境中的含义，从而更准确地表达自己的想法。这种能力需要长期培养。

### 参考译文
Vocabulary learning is an important part of learning English. Besides remembering Chinese meanings, learners need to understand parts of speech, common combinations and specific uses. Practising new words in sentences is often more helpful than repeating them in isolation. During review, learners can record the reasons for mistakes and try making their own sentences. As they gain reading experience, they can gradually understand how a word changes meaning in different contexts and express their ideas more accurately. This ability takes time to develop.

## 听读答案与解析
- 听力 1：A。noun or verb 是核心问题。
- 听力 2：C。最后一句表明还需语义检查。
- 阅读 1：A。effective 是修饰 solution 的形容词。
- 阅读 2：C。第二段 although 后的限制。
- 阅读 3：B。第三段最后一句。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L53 专项｜长篇匹配：定位与同义改写

先浏览段落主旨，再找题干中的信息组合。题干与原文可能是同义改写；相同单词不代表相同事实。一个段落可以支持多条信息。

## 听力原文
Our garden committee has reviewed the first year. We harvested fewer vegetables than expected, partly because the summer was dry. However, thirty residents took part in regular activities, including several who had not joined local groups before. We also discovered that the narrow entrance made access difficult for some visitors. Next year, our first priority is to improve the entrance and paths. We will continue measuring the harvest, but we will also record who can use the space and what participants learn. A successful garden should be useful to people as well as productive.

## 听力问题
1. What is the first priority for next year?
   A. Replacing all vegetables with flowers.
   B. Stopping all community activities.
   C. Improving the entrance and paths.
2. What broader approach is proposed?
   A. Ignoring all records.
   B. Measuring access and learning as well as harvest.
   C. Measuring only the size of vegetables.

## 阅读
[A] A community garden is often described as a place to grow food. That description is correct, but incomplete. Gardens may also provide opportunities for neighbours to meet, learn practical skills and discuss shared concerns. Different participants may value entirely different aspects of the same project.
[B] Access can be a hidden difficulty. A garden may be physically close to a residential area but still be hard to use if its entrance is narrow or its paths become muddy. Raised growing beds can help some participants, although they do not solve every problem. Planners need to ask potential users about their actual needs.
[C] Water is another practical issue. One garden installed containers to collect rainwater from a nearby roof. Volunteers measured the amount available and changed their planting choices during dry periods. The system reduced demand for tap water, but it still required maintenance and could not remove the effects of a long drought.
[D] Decisions about shared spaces can lead to disagreement. Some members prefer vegetables, while others want flowers that attract insects. A monthly meeting gives both groups a chance to explain their priorities. The aim is not to ensure that everyone gets everything they want, but to make the reasons for decisions visible.
[E] Evaluating a garden only by the weight of its harvest misses much of its possible value. However, attractive photographs and positive comments are not sufficient evidence either. A balanced evaluation might consider participation, accessibility, costs and learning, as well as food production. The relevant measures depend on what the project originally intended to achieve.

## 阅读问题
1. Which paragraph discusses collecting and managing water?
   A. A
   B. D
   C. C
2. Which paragraph explains why output alone is insufficient?
   A. C
   B. E
   C. B
3. Which paragraph deals with competing preferences?
   A. D
   B. A
   C. B

## 选词填空（巩固）
incomplete / disagreement / participants / maintenance / practical / community / opportunities / narrow / Different / physically / despite / neither / yesterday / beneath / whose
[A] A  [1]  garden is often described as a place to grow food. That description is correct, but  [2] . Gardens may also provide  [3]  for neighbours to meet, learn  [8]  skills and discuss shared concerns.  [4]   [7]  may value entirely different aspects of the same project.
[B] Access can be a hidden difficulty. A garden may be  [5]  close to a residential area but still be hard to use if its entrance is  [6]  or its paths become muddy. Raised growing beds can help some participants, although they do not solve every problem. Planners need to ask potential users about their actual needs.
[C] Water is another practical issue. One garden installed containers to collect rainwater from a nearby roof. Volunteers measured the amount available and changed their planting choices during dry periods. The system reduced demand for tap water, but it still required  [9]  and could not remove the effects of a long drought.
[D] Decisions about shared spaces can lead to  [10] . Some members prefer vegetables, while others want flowers that attract insects. A monthly meeting gives both groups a chance to explain their priorities. The aim is not to ensure that everyone gets everything they want, but to make the reasons for decisions visible.
[E] Evaluating a garden only by the weight of its harvest misses much of its possible value. However, attractive photographs and positive comments are not sufficient evidence either. A balanced evaluation might consider participation, accessibility, costs and learning, as well as food production. The relevant measures depend on what the project originally intended to achieve.
答案：community / incomplete / opportunities / Different / physically / narrow / participants / practical / maintenance / disagreement

## 写作
30 分钟写 120—180 词：How to Evaluate a Community Project。说明为什么不能只看单一数字。

### 参考表达
A community project should be evaluated according to its purpose. A single number can be useful, but it rarely tells the whole story.
For instance, a shared garden may produce only a small quantity of vegetables. If the evaluation considers harvest alone, the project may appear unsuccessful. Yet it may also help residents meet neighbours and learn practical skills. These benefits deserve attention. At the same time, positive stories should not hide problems such as high costs or an entrance that some people cannot use.
A balanced evaluation should therefore combine several measures. Organisers can record participation, review spending and ask users about their experiences. They should also seek comments from people who stopped attending. This approach provides a clearer picture of both achievements and limitations, allowing the project to improve rather than simply advertise its success.

## 汉译英
社区花园在一些城市逐渐受到欢迎。居民可以在共享的土地上种植蔬菜和花草，也可以交流种植经验。对于平时很少接触邻居的人来说，这类活动提供了认识他人的机会。建设花园时，需要考虑用水、道路和日常管理等问题。一个成功的社区花园不应只以收获多少蔬菜来评价，还应关注不同年龄和身体状况的居民是否能够方便地参与其中。

### 参考译文
Community gardens are becoming popular in some cities. Residents can grow vegetables and flowers on shared land and exchange gardening experience. These activities offer opportunities to meet others, especially for people who rarely interact with their neighbours. When developing a garden, organisers need to consider water use, paths and daily management. A successful community garden should not be evaluated only by the quantity of vegetables harvested. Attention should also be paid to whether residents of different ages and physical abilities can participate conveniently.

## 听读答案与解析
- 听力 1：C。first priority 后直接给答案。
- 听力 2：B。not only food output。
- 阅读 1：C。C 段 roof / rainwater / dry periods。
- 阅读 2：B。E 段 weight of harvest 不是唯一指标。
- 阅读 3：A。D 段 vegetables 与 flowers 以及讨论机制。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L54 专项｜仔细阅读：主旨、细节与推断

推断必须有原文依据。区分作者观点和引用观点，警惕 always / only / completely 等过度概括。

## 听力原文
Our online training page had twice as many visits this month, but we should not immediately call that a success. Some learners may be returning because they cannot find the next lesson. We need to check completion records and ask users about their experience. A lower number of visits could even be positive if people finish their tasks more easily. The important question is not simply how much activity we can count, but whether that activity helps learners achieve their goals.

## 听力问题
1. Why is the speaker cautious about increased visits?
   A. All statistics are false.
   B. They may reflect difficulty navigating.
   C. The site has no learners.
2. What additional evidence is suggested?
   A. Completion records and user feedback.
   B. The colour of the logo only.
   C. The number of office chairs.

## 阅读
When an organisation offers a service online, it may report success by counting how many people visit the website. That figure is easy to collect and compare. However, a visit does not necessarily mean that someone completed the task they came to do. A person may open the same page repeatedly because the instructions are confusing.
A fictional housing office learned this when it redesigned its application system. Website visits increased sharply, and the team initially celebrated. Telephone complaints also increased, which seemed surprising. Interviews revealed that applicants were returning to the page to find out whether their forms had been submitted. The confirmation message was easy to miss, and the help link explained technical requirements rather than the next step in the process.
The office changed the confirmation page and added a plain-language summary of what would happen next. Website visits then fell, while completed applications rose. If visits had remained the only measure, the improvement might have been mistaken for declining interest.
This does not mean that traffic statistics have no value. They can reveal changes worth investigating. The problem arises when an available measure becomes a substitute for the outcome that matters. Good evaluation begins with a question about users’ goals, then selects evidence that can answer it. Sometimes the most useful sign of success is that people need to visit less often because the service works the first time.

## 阅读问题
1. Why did applicants repeatedly return to the page?
   A. They had no interest in housing.
   B. They were uncertain whether submission had succeeded.
   C. They wanted more technical vocabulary.
2. What happened after the confirmation page improved?
   A. Visits fell while completed applications rose.
   B. Every application failed.
   C. Telephone complaints were the only measure.
3. What can be inferred about website traffic?
   A. It always measures successful use.
   B. It should never be collected.
   C. It needs interpretation in relation to users’ goals.

## 信息匹配（巩固）
A. When an organisation offers a service online, it may report success by counting how many people visit the website. That figure is easy to collect and compare. However, a visit does not necessarily mean that someone completed the task they came to do. A person may open the same page repeatedly because the instructions are confusing.
B. A fictional housing office learned this when it redesigned its application system. Website visits increased sharply, and the team initially celebrated. Telephone complaints also increased, which seemed surprising. Interviews revealed that applicants were returning to the page to find out whether their forms had been submitted. The confirmation message was easy to miss, and the help link explained technical requirements rather than the next step in the process.
C. The office changed the confirmation page and added a plain-language summary of what would happen next. Website visits then fell, while completed applications rose. If visits had remained the only measure, the improvement might have been mistaken for declining interest.
D. This does not mean that traffic statistics have no value. They can reveal changes worth investigating. The problem arises when an available measure becomes a substitute for the outcome that matters. Good evaluation begins with a question about users’ goals, then selects evidence that can answer it. Sometimes the most useful sign of success is that people need to visit less often because the service works the first time.
1. Repeated visits may indicate that instructions are confusing. → A
2. Applicants could not easily tell whether their forms had been submitted. → B
3. Fewer visits coincided with more completed applications. → C
4. A convenient measurement can replace the outcome that actually matters. → D
5. Traffic statistics can still raise useful questions. → D

## 写作
30 分钟写 120—180 词：Numbers Need Context。通过例子说明数据解释的重要性。

### 参考表达
Numbers can make an argument look convincing, but they need context. A change in a measurement may have more than one explanation.
For example, an educational website might receive more visits after a redesign. This could mean that learners find it more attractive. However, it could also mean that they keep returning because they cannot locate the next lesson. Counting visits alone cannot distinguish these possibilities. Completion records and conversations with users would provide more useful evidence.
I believe organisations should first define what they want to achieve and then choose appropriate measures. They should also explain the limitations of the data rather than presenting every increase as an improvement. Numbers are valuable tools for asking better questions. They become misleading when they replace careful thinking about what people actually experience and what the service is intended to accomplish.

## 汉译英
数字能够帮助人们了解社会变化，但解释数字时需要考虑背景。例如，一个网站的访问次数增加，并不一定说明用户更加满意。有时，用户反复访问是因为找不到需要的信息。因此，评价一项服务时，除了记录使用次数，还应该了解任务是否完成、过程是否方便以及用户遇到了什么困难。把数据与实际经验结合起来，才能形成更加全面和可靠的判断。

### 参考译文
Numbers can help people understand social change, but context is necessary when interpreting them. For example, an increase in website visits does not necessarily mean that users are more satisfied. Sometimes people return repeatedly because they cannot find the information they need. When evaluating a service, it is therefore important to consider not only usage figures but also whether tasks are completed, whether the process is convenient and what difficulties users encounter. Combining data with actual experience allows a more comprehensive and reliable judgement.

## 听读答案与解析
- 听力 1：B。may be returning because 说明替代解释。
- 听力 2：A。明确两个补充指标。
- 阅读 1：B。第二段访谈结果解释访问增加。
- 阅读 2：A。第三段的反直觉变化。
- 阅读 3：C。最后一段既承认价值，又限制解释。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L55 专项｜议论文写作：观点、解释与例子

120—180 词练习：开头回应题目，主体解释原因并给具体例子，结尾提出可行建议。避免空泛模板和未经证实的数字。

## 听力原文
In your essay draft, you argue that universities should offer flexible study spaces. Your example is about a student who works late and needs a quiet place in the morning. That is relevant, but explain the connection more clearly. You also wrote that ninety percent of students agree with you. Unless you have a reliable source, remove that number. You can make a reasonable argument without inventing evidence. Finally, your conclusion introduces online examinations, which you have not discussed. Return instead to your main proposal and explain one practical first step.

## 听力问题
1. What should be removed from the draft?
   A. An unsupported percentage.
   B. The relevant example about a working student.
   C. Every practical suggestion.
2. What is wrong with the conclusion?
   A. It is written in English.
   B. It refers to the main proposal.
   C. It introduces an unrelated new topic.

## 阅读
Students are often told that a good essay needs examples. As a result, some add a story to every paragraph without checking what the story proves. An example is useful only when its relationship to the argument is clear. If the claim is that flexible learning helps working adults, a relevant example might describe how a learner uses recorded lessons around changing shifts. A story about a famous scientist’s childhood may be interesting, but it does not automatically support that claim.
The same problem occurs with impressive numbers. A writer may invent a percentage because it appears more persuasive than a cautious explanation. This weakens the argument rather than strengthening it. In a short practice essay, a plausible hypothetical example can be clearly presented as an example without pretending to be research.
Revision should focus on these connections before minor changes in vocabulary. A writer can underline the main claim of each paragraph and ask whether every following sentence explains, supports or qualifies it. Sentences that do none of these may need to be removed. This often produces clearer writing without adding more words.
Good organisation does not require every essay to have identical sentences. It requires readers to understand where the discussion is going and why each part is included. A simple statement supported by a specific reason is usually more effective than a complicated sentence whose purpose is unclear. Accuracy and relevance matter more than displaying every difficult word the writer knows.

## 阅读问题
1. When is an example useful?
   A. When its link to the argument is clear.
   B. Whenever it mentions a famous person.
   C. Only when it contains a percentage.
2. What should writers avoid?
   A. Using clearly hypothetical examples.
   B. Explaining reasons in simple language.
   C. Inventing statistics to sound persuasive.
3. What revision method is recommended?
   A. Make every essay use identical sentences.
   B. Check how sentences support each paragraph’s claim.
   C. Replace every short word with a long one.

## 选词填空（巩固）
yesterday / examples / Accuracy / despite / supports / hypothetical / beneath / whose / relationship / relevant / persuasive / neither / automatically / cautious / connections
Students are often told that a good essay needs  [1] . As a result, some add a story to every paragraph without checking what the story proves. An example is useful only when its  [2]  to the argument is clear. If the claim is that flexible learning helps working adults, a  [3]  example might describe how a learner uses recorded lessons around changing shifts. A story about a famous scientist’s childhood may be interesting, but it does not  [4]  support that claim.
The same problem occurs with impressive numbers. A writer may invent a percentage because it appears more  [5]  than a  [6]  explanation. This weakens the argument rather than strengthening it. In a short practice essay, a plausible  [7]  example can be clearly presented as an example without pretending to be research.
Revision should focus on these  [8]  before minor changes in vocabulary. A writer can underline the main claim of each paragraph and ask whether every following sentence explains,  [9]  or qualifies it. Sentences that do none of these may need to be removed. This often produces clearer writing without adding more words.
Good organisation does not require every essay to have identical sentences. It requires readers to understand where the discussion is going and why each part is included. A simple statement supported by a specific reason is usually more effective than a complicated sentence whose purpose is unclear.  [10]  and relevance matter more than displaying every difficult word the writer knows.
答案：examples / relationship / relevant / automatically / persuasive / cautious / hypothetical / connections / supports / Accuracy

## 写作
30 分钟写 120—180 词：Should Universities Provide More Flexible Study Spaces? 写清观点、例子、限制和建议。

### 参考表达
Universities should provide study spaces that reflect students’ different schedules. A single opening timetable may be convenient for administration but difficult for students with work or family responsibilities.
For example, a student who finishes a part-time job late may prefer to study early in the morning. Another student may need a quiet room between classes because home is crowded. Flexible access can help both students make better use of limited time. However, keeping every building open all night would create costs and safety concerns.
A practical approach would be to begin with one supervised study area and review demand during a trial period. Students should be consulted about the hours they need most. By combining flexible access with careful management, universities can improve learning conditions without assuming that the same arrangement works for everyone.

## 汉译英
大学自习空间的安排应当考虑学生的不同需要。有些学生课后需要兼职，有些学生在宿舍里难以集中注意力。学校可以先选择一处安全、方便管理的场所，试行更加灵活的开放时间，再根据实际使用情况作出调整。在改善学习条件的同时，也需要合理控制成本。听取学生意见并定期评价效果，有助于学校制定更加切实可行的服务方案。服务方案还应定期调整。

### 参考译文
University study spaces should reflect students’ different needs. Some students work part-time after class, while others find it difficult to concentrate in their dormitories. A university can first select a safe, easily managed space and try more flexible opening hours, then make adjustments based on actual use. While improving learning conditions, costs also need to be controlled reasonably. Consulting students and regularly evaluating results can help universities develop more practical service plans. Service plans should also be reviewed regularly.

## 听读答案与解析
- 听力 1：A。ninety percent 没来源需要删除。
- 听力 2：C。online examinations 未在正文讨论。
- 阅读 1：A。第一段总述条件。
- 阅读 2：C。第二段指出虚构统计损害论证。
- 阅读 3：B。第三段划出主张后检查关系。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L56 专项｜应用文写作：通知、建议与邮件

先明确读者和目的；必要信息包含时间、地点、行动。邮件与通知体裁不同，语气须匹配。完成后检查主谓一致、时态和拼写。

## 听力原文
This is a reminder about Saturday’s community workshop on repairing clothes. It begins at ten and finishes at noon in room four of the public library. The workshop is free, but places must be reserved by Thursday because equipment is limited. Please bring one clean item of clothing that needs a small repair. Materials will be provided. If you cannot attend after booking, contact the library so that another person can take your place. No previous sewing experience is required.

## 听力问题
1. Why is advance booking necessary?
   A. The workshop lasts all week.
   B. Participants must pass an examination.
   C. Equipment is limited.
2. What should participants bring?
   A. A completed certificate.
   B. A clean item needing a small repair.
   C. All sewing materials.

## 阅读
A notice for a community workshop once included a long description of the organiser’s history but failed to state whether participants needed to register. The result was predictable: some people arrived without a place, while others stayed away because they assumed the event was full. The notice was grammatically correct, yet it did not perform its basic function.
Practical writing begins with the reader’s decision. What does the reader need to know in order to act? For an event, that usually includes the purpose, time, location, cost and registration process. Not every message needs every detail, but essential information should be easy to find rather than hidden beneath background material.
Tone is also part of clarity. A request to a tutor may require a brief explanation and a polite alternative. A public notice should avoid sounding like a personal conversation with an unknown reader. Formality does not mean using the longest possible words. Familiar language often communicates professional respect more effectively than elaborate phrases.
Before sending a message, the writer can imagine being the recipient and ask three questions: What is happening? What am I expected to do? How can I get help if something is unclear? If the answers are missing, correcting punctuation will not be enough. Content, organisation and language work together. A concise message succeeds when it enables the intended reader to take the appropriate next step.

## 阅读问题
1. What essential detail was missing from the notice?
   A. The organiser’s entire history.
   B. The colour of the building.
   C. Whether registration was required.
2. What should practical writing begin with?
   A. A detailed autobiography.
   B. The decision the reader needs to make.
   C. The longest available words.
3. What does the writer say about formality?
   A. It does not require unnecessarily complex language.
   B. It prevents respect.
   C. It means avoiding all familiar words.

## 信息匹配（巩固）
A. A notice for a community workshop once included a long description of the organiser’s history but failed to state whether participants needed to register. The result was predictable: some people arrived without a place, while others stayed away because they assumed the event was full. The notice was grammatically correct, yet it did not perform its basic function.
B. Practical writing begins with the reader’s decision. What does the reader need to know in order to act? For an event, that usually includes the purpose, time, location, cost and registration process. Not every message needs every detail, but essential information should be easy to find rather than hidden beneath background material.
C. Tone is also part of clarity. A request to a tutor may require a brief explanation and a polite alternative. A public notice should avoid sounding like a personal conversation with an unknown reader. Formality does not mean using the longest possible words. Familiar language often communicates professional respect more effectively than elaborate phrases.
D. Before sending a message, the writer can imagine being the recipient and ask three questions: What is happening? What am I expected to do? How can I get help if something is unclear? If the answers are missing, correcting punctuation will not be enough. Content, organisation and language work together. A concise message succeeds when it enables the intended reader to take the appropriate next step.
1. A notice omitted registration information despite describing the organiser. → A
2. Writers should consider what readers need in order to act. → B
3. Professional respect does not require unnecessarily elaborate vocabulary. → C
4. A recipient should be able to identify the expected next step. → D
5. Correct punctuation cannot replace essential content. → D

## 写作
30 分钟写 120—180 词的活动通知：为大学英语读书会招募新成员。包括目的、时间地点、准备内容、报名办法和联系方式（使用虚构信息）。

### 参考表达
Notice: Join Our English Reading Group
The university language centre is inviting students to join a new English reading group. The group aims to help learners discuss ideas confidently and develop regular reading habits. Meetings will take place every Wednesday from four to five in Room 208 of the library, beginning next month.
At each meeting, members will discuss one short article or story provided in advance. Please read the material and prepare one question before attending. You do not need to understand every word, and students from different subject areas are welcome. A tutor will help guide the discussion.
To register, please visit the language centre reception by Friday. Places are limited so that everyone has an opportunity to speak. If you need further information or assistance accessing the materials, contact the reading-group coordinator at the same reception desk.

## 汉译英
学校读书会计划开展一系列英语阅读活动，鼓励不同专业的学生参加。每次活动前，组织者会提供一篇短文，参加者需要提前阅读并准备一个问题。讨论的目的不是检查每个单词是否认识，而是帮助学生理解主要观点、倾听不同意见并清楚表达自己的想法。为了让每个人都有发言机会，小组人数将受到限制。有需要的学生还可以向组织者申请学习支持。

### 参考译文
The university reading group plans to organise a series of English reading activities and encourages students from different subjects to participate. Before each meeting, organisers will provide a short text, and participants should read it and prepare one question. The purpose of the discussion is not to check whether every word is known, but to help students understand main ideas, listen to different opinions and express their thoughts clearly. Group sizes will be limited so that everyone can speak. Students who need assistance can also ask the organisers for learning support.

## 听读答案与解析
- 听力 1：C。because 后交代理由。
- 听力 2：B。bring 与 materials provided 区分。
- 阅读 1：C。首段提出反例。
- 阅读 2：B。第二段第一句。
- 阅读 3：A。第三段说明专业与简单语言兼容。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L57 专项｜段落翻译：中国文化与日常生活

先划分意群，确定每句主语与时态；专有文化词可用清楚的描述，不逐字硬译。译后检查遗漏、逻辑和单复数。

## 听力原文
For your translation exercise, first read the whole paragraph about the festival. Do not stop at the first unfamiliar food name. Identify who is doing what and why the activity matters. You may keep a cultural name and add a short description if necessary. After drafting, check that you have not changed “some families” into “all families”. Also check the time expressions. The aim is to communicate the source accurately, not to add everything you happen to know about the festival.

## 听力问题
1. What should learners do first?
   A. Add personal memories.
   B. Read the whole paragraph.
   C. Translate only the food names.
2. What error does the speaker warn against?
   A. Changing a limited statement into a universal one.
   B. Using any cultural name.
   C. Checking time expressions.

## 阅读
Translating a cultural text requires more than replacing each word with its dictionary equivalent. Some ideas are familiar to the original audience but unfamiliar to a new one. The translator must decide how much explanation is necessary without adding claims that the source does not contain.
Take a description of a family festival. The original may refer to a particular food whose name has no direct equivalent in English. Keeping the name with a short description can be clearer than using a misleading familiar word. However, a short examination translation does not require a lengthy history of the food. The explanation should serve the sentence, not overwhelm it.
Another challenge is sentence structure. Chinese writing may link several actions without repeatedly stating the subject. An English version often needs the subject to be made explicit. This does not mean inventing a new participant; it means showing a relationship that was already clear in the original context. Long sentences can sometimes be divided, provided that the logical connection is preserved.
After drafting, a translator should compare the two texts idea by idea. Are time expressions retained? Has a possibility become a certainty? Has a regional custom been described as something everyone does? These changes can distort the meaning even when the English sounds fluent. A useful translation aims for accuracy, completeness and natural expression together. Unfamiliar cultural content should be made understandable without being simplified into something different.

## 阅读问题
1. How can an unfamiliar food name be translated?
   A. Add an unrelated history.
   B. Keep its name with a brief useful description.
   C. Replace it with any familiar food.
2. Why may an English translation state a subject explicitly?
   A. To clarify a relationship already implied in the source.
   B. To introduce an invented person.
   C. To remove all actions.
3. Which change could distort the source?
   A. Preserving a time expression.
   B. Dividing a sentence without changing its logic.
   C. Turning a regional custom into a universal one.

## 选词填空（巩固）
beneath / familiar / whose / lengthy / cultural / neither / explicit / despite / participant / direct / description / necessary / certainty / yesterday / logical
Translating a  [1]  text requires more than replacing each word with its dictionary equivalent. Some ideas are  [2]  to the original audience but unfamiliar to a new one. The translator must decide how much explanation is  [3]  without adding claims that the source does not contain.
Take a  [5]  of a family festival. The original may refer to a particular food whose name has no  [4]  equivalent in English. Keeping the name with a short description can be clearer than using a misleading familiar word. However, a short examination translation does not require a  [6]  history of the food. The explanation should serve the sentence, not overwhelm it.
Another challenge is sentence structure. Chinese writing may link several actions without repeatedly stating the subject. An English version often needs the subject to be made  [7] . This does not mean inventing a new  [8] ; it means showing a relationship that was already clear in the original context. Long sentences can sometimes be divided, provided that the  [9]  connection is preserved.
After drafting, a translator should compare the two texts idea by idea. Are time expressions retained? Has a possibility become a  [10] ? Has a regional custom been described as something everyone does? These changes can distort the meaning even when the English sounds fluent. A useful translation aims for accuracy, completeness and natural expression together. Unfamiliar cultural content should be made understandable without being simplified into something different.
答案：cultural / familiar / necessary / direct / description / lengthy / explicit / participant / logical / certainty

## 写作
30 分钟写 120—180 词：介绍你熟悉的一项家庭或地方传统。解释活动、意义和可能的变化，避免说所有人都一样。

### 参考表达
One tradition I value is preparing a family meal during a festival. In my family, relatives choose dishes together and divide the work. Some prepare vegetables, while others cook or set the table. The meal creates time for conversation, especially when family members have been busy in different places.
The exact arrangements have changed. Older relatives once did most of the cooking, but younger members now take more responsibility. We sometimes order one dish from a restaurant when time is limited. I do not think this change removes the tradition’s value. The important part is the shared effort and the opportunity to meet.
Other families may celebrate differently, and no single pattern represents everyone. For me, a tradition remains meaningful when people understand its purpose and adapt it thoughtfully to their current lives.

## 汉译英
春节是中国重要的传统节日之一。许多家庭会在节日期间团聚，一起准备饭菜，交流过去一年的生活。不同地区有不同的庆祝习俗，食物和活动也各有特色。随着生活方式的变化，一些家庭选择更加简单的庆祝方式，但与亲友保持联系仍然是节日的重要意义。对于年轻一代来说，参与节日活动也是了解家庭故事和地方文化的一个机会。传统也在不断延续和发展。

### 参考译文
The Spring Festival is one of China’s important traditional festivals. Many families gather during the holiday, prepare meals together and share experiences from the past year. Different regions have different customs, with distinctive foods and activities. As lifestyles change, some families choose simpler ways to celebrate, but maintaining contact with relatives and friends remains an important part of the festival. For younger generations, taking part in festive activities also offers an opportunity to learn about family stories and local culture. Traditions continue to be passed on and developed.

## 听读答案与解析
- 听力 1：B。first read the whole paragraph。
- 听力 2：A。some families 与 all families 对比。
- 阅读 1：B。第二段建议名称加简短描述。
- 阅读 2：A。第三段明确不可创造新参与者。
- 阅读 3：C。最后一段审校问题。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L58 专项｜段落翻译：社会发展与公共服务

处理抽象名词时先确定动作：改善服务 improve services；促进交流 encourage communication。避免一个中文词永远对应同一个英文词。

## 听力原文
The paragraph says that the new service is designed to help residents access information. Your translation says that it has already solved every information problem. That is a stronger claim than the source makes. Please keep the idea of an intended purpose. Also, the text refers specifically to residents who find online forms difficult, not to all residents. A clear translation should identify that group and explain what support is provided. Simple verbs such as “help”, “provide” and “explain” may communicate the meaning better than a long sequence of abstract nouns.

## 听力问题
1. What problem does the tutor identify first?
   A. The translation exaggerates the result.
   B. The translation is too short to read.
   C. The source contains no purpose.
2. Which group does the source mention?
   A. All international tourists.
   B. Only professional translators.
   C. Residents who struggle with online forms.

## 阅读
Public-service texts often contain abstract expressions such as “improving access” or “promoting development”. These phrases can be useful, but a translation becomes clearer when the writer understands the concrete action behind them. Access may mean reaching a building, obtaining information or being eligible for a service. The appropriate English expression depends on the context.
A paragraph about a library may explain that longer opening hours make it easier for working adults to borrow books. Translating this as “the library promotes the development of convenience” would preserve some dictionary meanings while losing the actual message. A direct sentence about opening hours and users communicates the idea more naturally.
The same care is needed with cause and effect. A project may aim to reduce travel time, but an aim is not the same as a demonstrated result. “The project is intended to” should not automatically become “the project has successfully”. Time, certainty and responsibility are all part of meaning.
When revising, translators can replace vague strings of nouns with clear subjects and verbs where appropriate. They should then check that no important qualification has disappeared. A polished translation does not have to imitate the source sentence structure. It does have to preserve the relationships between ideas. This combination of flexibility and accuracy is especially important when describing changes that affect different groups of people in different ways.

## 阅读问题
1. Why does translating “access” require context?
   A. It can refer to several different practical situations.
   B. It always means building a road.
   C. It has no useful English meaning.
2. What is wrong with turning an aim into a successful result?
   A. It makes the sentence shorter.
   B. It uses a verb.
   C. It changes the level of certainty and achievement.
3. What should translation preserve above sentence structure?
   A. Every original word order.
   B. Relationships between ideas.
   C. The exact number of nouns.

## 信息匹配（巩固）
A. Public-service texts often contain abstract expressions such as “improving access” or “promoting development”. These phrases can be useful, but a translation becomes clearer when the writer understands the concrete action behind them. Access may mean reaching a building, obtaining information or being eligible for a service. The appropriate English expression depends on the context.
B. A paragraph about a library may explain that longer opening hours make it easier for working adults to borrow books. Translating this as “the library promotes the development of convenience” would preserve some dictionary meanings while losing the actual message. A direct sentence about opening hours and users communicates the idea more naturally.
C. The same care is needed with cause and effect. A project may aim to reduce travel time, but an aim is not the same as a demonstrated result. “The project is intended to” should not automatically become “the project has successfully”. Time, certainty and responsibility are all part of meaning.
D. When revising, translators can replace vague strings of nouns with clear subjects and verbs where appropriate. They should then check that no important qualification has disappeared. A polished translation does not have to imitate the source sentence structure. It does have to preserve the relationships between ideas. This combination of flexibility and accuracy is especially important when describing changes that affect different groups of people in different ways.
1. An abstract term may describe different practical situations. → A
2. Dictionary meanings can be combined in a way that loses the message. → B
3. An intended outcome must not be presented as an achieved result. → C
4. Clear subjects and verbs may improve a translation. → D
5. Meaning matters more than copying the source structure. → D

## 写作
30 分钟写 120—180 词：How Public Services Can Become More Accessible。给出例子并说明如何收集反馈。

### 参考表达
Public services should be easy to use for people with different needs. Moving a service online may increase convenience for some users while creating difficulties for others.
For example, an online appointment system can save time, but small text or unclear instructions may prevent some residents from completing a booking. A more accessible service could provide larger text, simple confirmation messages and telephone support. Staff should also consider people who do not have reliable internet access.
To evaluate these changes, organisations should ask users to complete real tasks and explain where they encounter problems. Feedback from people who stopped using the service is particularly valuable. Accessibility is not achieved merely by adding a new feature. It requires continued attention to whether people can understand the process and obtain the support they need in everyday situations.

## 汉译英
近年来，一些公共图书馆逐步扩大服务范围。除了借阅图书，读者还可以使用数字资源、参加讲座和学习基本的电脑操作。为了方便白天工作的居民，部分图书馆延长了晚间开放时间。同时，工作人员也为不熟悉网络服务的老年人提供帮助。这些变化体现了图书馆对不同群体需求的关注，使它不仅成为获取知识的场所，也成为促进社区交流的空间。

### 参考译文
In recent years, some public libraries have gradually expanded their services. Besides borrowing books, readers can use digital resources, attend lectures and learn basic computer skills. To help residents who work during the day, some libraries have extended their evening opening hours. Staff also assist older people who are unfamiliar with online services. These changes reflect attention to the needs of different groups, making libraries not only places for gaining knowledge but also spaces that encourage communication within the community.

## 听读答案与解析
- 听力 1：A。designed to 被译成 solved every。
- 听力 2：C。specifically 后限定群体。
- 阅读 1：A。首段列举到达建筑、获得信息、资格。
- 阅读 2：C。第三段区分 intended 与 has successfully。
- 阅读 3：B。末段强调逻辑关系。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L59 专项｜综合训练一：教育与技术

先在无中文提示下完成听读，再处理输出。把正确率与独立作答条件一起记录；看过答案后的成绩不用于阶段判断。

## 听力原文
Our team tested two versions of a vocabulary lesson. In the first, learners selected a translation from three options. In the second, they also used the word in a new sentence after a short delay. Both versions were popular, but the second revealed more difficulties that learners had not noticed. We are not claiming that one small trial settles the best way to learn vocabulary. It suggests that checking recognition alone may miss problems with independent use. Our next step is to see whether the additional practice helps learners remember the words several weeks later.

## 听力问题
1. What did the second version add?
   A. Only a larger font.
   B. An unrelated game.
   C. Using the word in a new sentence after a delay.
2. What will the team investigate next?
   A. Whether all dictionaries should be removed.
   B. Longer-term retention.
   C. The colour of the classroom.

## 阅读
A language application celebrated a high completion rate: most users who began a lesson reached its final screen. The result looked encouraging, but a teacher asked a different question. Could learners use the expressions a week later in a new situation?
The team invited a small group to try unfamiliar tasks after completing the lessons. Some participants performed well. Others recognised the correct answer when options were displayed but struggled to produce a sentence independently. The original lessons had provided useful practice, yet the completion measure had hidden differences between recognition and active use.
In response, the team added short recall activities and opportunities to change the example sentences. A lesson about ordering food now asked learners to choose different items and explain a preference. Feedback identified missing information rather than merely displaying a red mark. Learners could repeat practice, but the app kept first-attempt results separate from later attempts.
These changes did not prove that the application would suit every learner. The trial group was small, and longer-term outcomes still needed investigation. However, the process helped the team align its measurements with its educational purpose.
Digital tools can make practice convenient and provide immediate responses. Their value depends partly on the quality of the tasks and the meaning of the feedback. A smooth interface is helpful, but it cannot by itself establish that learning has occurred. Designers and learners both benefit from asking what a person can do after the screen is closed, when familiar prompts and answer choices are no longer available.

## 阅读问题
1. What distinction did the new tasks reveal?
   A. Reading versus owning a phone.
   B. Screen size versus battery capacity.
   C. Recognition versus independent production.
2. Why were first attempts kept separate?
   A. To guarantee official exam scores.
   B. To distinguish initial performance from repeated practice.
   C. To stop learners reviewing.
3. What is the central argument?
   A. Learning tools need meaningful tasks and evaluation.
   B. A smooth interface proves mastery.
   C. Digital practice can never help anyone.

## 选词填空（巩固）
despite / opportunities / recognition / Feedback / independently / unfamiliar / yesterday / separate / completion / outcomes / encouraging / convenient / neither / beneath / whose
A language application celebrated a high  [1]  rate: most users who began a lesson reached its final screen. The result looked  [2] , but a teacher asked a different question. Could learners use the expressions a week later in a new situation?
The team invited a small group to try  [3]  tasks after completing the lessons. Some participants performed well. Others recognised the correct answer when options were displayed but struggled to produce a sentence  [4] . The original lessons had provided useful practice, yet the completion measure had hidden differences between  [5]  and active use.
In response, the team added short recall activities and  [6]  to change the example sentences. A lesson about ordering food now asked learners to choose different items and explain a preference.  [7]  identified missing information rather than merely displaying a red mark. Learners could repeat practice, but the app kept first-attempt results  [8]  from later attempts.
These changes did not prove that the application would suit every learner. The trial group was small, and longer-term  [9]  still needed investigation. However, the process helped the team align its measurements with its educational purpose.
Digital tools can make practice  [10]  and provide immediate responses. Their value depends partly on the quality of the tasks and the meaning of the feedback. A smooth interface is helpful, but it cannot by itself establish that learning has occurred. Designers and learners both benefit from asking what a person can do after the screen is closed, when familiar prompts and answer choices are no longer available.
答案：completion / encouraging / unfamiliar / independently / recognition / opportunities / Feedback / separate / outcomes / convenient

## 写作
30 分钟写 120—180 词：What Makes an Educational App Useful? 包含功能、学习效果和评价方法。

### 参考表达
An educational app should help learners develop skills they can use independently. An attractive interface and convenient reminders are helpful, but they are not enough to demonstrate learning.
A useful language app should provide clear examples, suitable practice and feedback that explains mistakes. It should also ask learners to recall information without always displaying the answer. For instance, after practising a restaurant conversation, learners could create a new order with different food and drink. This checks whether they can adapt the language rather than simply repeat a familiar sequence.
Evaluation should include tasks completed after a delay and in a new context. First attempts should be distinguished from repeated practice, because improvement on a familiar question does not necessarily transfer elsewhere. Technology is most valuable when its design follows the learning goal and helps users understand both their progress and their remaining difficulties.

## 汉译英
在线学习工具为成年人提供了更加灵活的学习机会。人们可以利用零碎时间听录音、阅读短文或复习词汇。然而，完成页面上的练习并不一定意味着能够在真实情境中使用语言。好的课程应当提供独立表达和延迟复习的机会，并帮助学习者理解错误的原因。评价学习效果时，还需要关注长期记忆和实际应用，而不能只计算点击次数或连续签到的天数。

### 参考译文
Online learning tools offer adults more flexible learning opportunities. People can use short periods of free time to listen to recordings, read short texts or review vocabulary. However, completing exercises on a screen does not necessarily mean being able to use the language in real situations. Good courses should provide opportunities for independent expression and delayed review, and help learners understand their mistakes. Evaluating learning also requires attention to long-term memory and practical use, rather than merely counting clicks or consecutive days of attendance.

## 听读答案与解析
- 听力 1：C。also 后给出新增任务。
- 听力 2：B。several weeks later 表示延迟保持。
- 阅读 1：C。第二段选项识别与自主表达对比。
- 阅读 2：B。第三段讲重练与首答不同。
- 阅读 3：A。末段平衡评价技术价值。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。

# L60 专项｜综合训练二：向四级全卷过渡

本课是原创综合练习，不是完整真题或分数预测。完成后，用未见过的四级试卷按官方 125 分钟结构训练，写作与翻译需人工反馈。

## 听力原文
Before choosing your next study goal, review more than one result. Your reading practice may be strong while listening still needs attention. Use unfamiliar material and record the conditions: whether you paused the audio, checked a dictionary or saw the answers beforehand. For writing and translation, ask a capable reviewer to comment on meaning and organisation as well as language accuracy. If a skill is weak, plan focused practice and check it again with different material. A course can guide your preparation, but readiness should be based on what you can consistently do on your own.

## 听力问题
1. What should learners record besides results?
   A. Their friends’ examination numbers.
   B. The conditions under which they worked.
   C. Only the colour of the textbook.
2. How should a weak skill be checked again?
   A. With different material after focused practice.
   B. By copying the same answer.
   C. By counting only study days.

## 阅读
After months of study, learners naturally want a clear answer to the question, “Am I ready?” A completed course provides evidence of effort, but readiness depends on the task ahead. Someone may speak confidently about daily routines and still struggle with a timed academic reading passage. Another learner may understand written English well but need more practice following spoken information.
A useful readiness check therefore samples several skills under relevant conditions. The material should be unfamiliar, and the time available should resemble the target task. Repeating a well-known exercise can support learning, but its score should not be treated as an independent measure of ability. The learner may remember the answer rather than reconstruct the meaning.
Written work creates a further challenge. Word count and spelling checks can identify some problems, but they cannot fully judge whether an argument responds to the question or a translation preserves the source accurately. Feedback from a qualified teacher or another capable reviewer remains valuable. Learners should compare that feedback across more than one piece of work.
A disappointing result need not mean returning to the beginning. Error patterns can guide targeted revision. Difficulties with news reports may call for practice identifying events and causes, while weak reading inferences may require closer attention to evidence and qualifications. A good plan uses assessment to choose the next useful task. Readiness becomes a judgement supported by a range of recent performances, rather than a promise attached to the last page of a course.

## 阅读问题
1. Why is course completion insufficient as a readiness measure?
   A. Every learner has identical strengths.
   B. The target may require different skills and conditions.
   C. Effort has no value.
2. Why can repeated-question scores be misleading?
   A. Learners may remember answers rather than interpret meaning.
   B. All repeated practice is harmful.
   C. Familiar material has no vocabulary.
3. What is recommended after a disappointing result?
   A. Always restart from the alphabet.
   B. Ignore feedback from reviewers.
   C. Use error patterns for targeted revision.

## 信息匹配（巩固）
A. After months of study, learners naturally want a clear answer to the question, “Am I ready?” A completed course provides evidence of effort, but readiness depends on the task ahead. Someone may speak confidently about daily routines and still struggle with a timed academic reading passage. Another learner may understand written English well but need more practice following spoken information.
B. A useful readiness check therefore samples several skills under relevant conditions. The material should be unfamiliar, and the time available should resemble the target task. Repeating a well-known exercise can support learning, but its score should not be treated as an independent measure of ability. The learner may remember the answer rather than reconstruct the meaning.
C. Written work creates a further challenge. Word count and spelling checks can identify some problems, but they cannot fully judge whether an argument responds to the question or a translation preserves the source accurately. Feedback from a qualified teacher or another capable reviewer remains valuable. Learners should compare that feedback across more than one piece of work.
D. A disappointing result need not mean returning to the beginning. Error patterns can guide targeted revision. Difficulties with news reports may call for practice identifying events and causes, while weak reading inferences may require closer attention to evidence and qualifications. A good plan uses assessment to choose the next useful task. Readiness becomes a judgement supported by a range of recent performances, rather than a promise attached to the last page of a course.
1. Readiness depends on the demands of the target task. → A
2. Familiar answers can distort an independent assessment. → B
3. Automatic checks cannot fully evaluate written meaning. → C
4. A weak result can guide focused practice instead of a complete restart. → D
5. Readiness should draw on several recent performances. → D

## 写作
30 分钟写 120—180 词：How to Judge Progress in Language Learning。说明自测、陌生任务和外部反馈各自的作用。

### 参考表达
Progress in language learning should be judged through several kinds of evidence. Finishing lessons shows persistence, but it does not automatically show that a learner can use the language independently.
Short self-tests can reveal forgotten vocabulary and misunderstood sentences. Unfamiliar tasks are also necessary because learners may remember answers to exercises they have already seen. For example, listening to a new report without pausing provides different evidence from replaying a familiar recording. Both activities are useful, but they serve different purposes.
Writing and translation require particular care. A word counter can check length, yet it cannot fully evaluate the quality of an argument or the accuracy of meaning. Feedback from a capable reviewer can identify these problems. By combining self-tests, new tasks and external feedback, learners can recognise specific weaknesses and choose useful next steps rather than relying only on the number of hours studied.

## 汉译英
学习一门语言需要长期练习，也需要适当的评价。完成课程可以反映学习者的努力，但不能单独证明已经达到某种水平。通过陌生材料进行听力和阅读练习，可以检查知识能否迁移到新的情境。写作和翻译则需要关注内容、逻辑以及语言准确性，必要时应请有经验的人提供反馈。根据具体问题调整计划，比单纯增加学习时间更有助于持续进步。

### 参考译文
Learning a language requires long-term practice as well as appropriate evaluation. Completing a course can reflect a learner’s effort, but it cannot by itself prove that a particular level has been reached. Listening and reading practice with unfamiliar material can test whether knowledge transfers to new situations. Writing and translation require attention to content, logic and language accuracy, with feedback from experienced reviewers when necessary. Adjusting a plan according to specific problems is more helpful for continued progress than simply increasing study time.

## 听读答案与解析
- 听力 1：B。whether paused / dictionary / answers 是作答条件。
- 听力 2：A。different material 防止答案记忆影响。
- 阅读 1：B。第一段对比不同技能情境。
- 阅读 2：A。第二段区分练习与独立测量。
- 阅读 3：C。末段明确不必全部重来。

输出自查：回应任务；无遗漏或编造；逻辑清楚；检查主谓一致、时态、单复数与拼写。参考表达不是唯一答案，自动字数检查不等于正式评分。