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(共36张PPT)
目 录
AI赋能课堂教学
2025年高考英语全国2卷真题词汇二次开发复习展示课
Can you can a can like a canner cans a can
He never saw a saw saw a saw.
情态动词
把...装罐 vt.
罐头 n.
罐头 n.
看到 vt.
锯子 n.
锯 vt.
锯子 n.
Guessing Game
把...装罐 vt.
你能像罐头制造商那样装罐头吗？
他从没见过一把锯子锯另一把锯子。
B篇 Kathy Ho teaches high school inside Lucile Packard Children’s Hospital Stanford (LPCH). “Sometimes I don’t like saying that I’m a teacher,” says Ho. “People get in their minds an idea of what teachers do, but that’s not really what it is here.”
“Here” is room 386, where each year, about 500 LPCH patients also become students. The hospital school is free of parents, doctors, and medical procedures. It’s a place of learning. About half of Ho’s students stay for a week or less; others are there for more than a year. Most of Ho’s students will recover, which means that preparing them to return to school is an increasingly important component of care.
Still, in room 386, academics don’t come first. Physical health and mental health are the priority. “If you’re scared about something and thinking only about that, there’s no way you’re going to be able to learn,” Ho says. “I’m a coach, an adviser, and a comforter, and that’s what it means to be a hospital teacher.”
There are up to 30 students at any given time in Ho’s class. She generally works with their regular teachers to get lessons and tests being used at their home schools. Some teachers don’t give the kids any assignments; they express sympathy instead. “I feel like it is a disservice to the kids,” Ho says. “They think their teachers don’t care about their schoolwork.”
Ho recognizes the psychological benefit of helping kids keep up with their peers (同龄人) outside the hospital. “I actually think the medicine is only a small piece for some problems,” says Julie Good, director of pain management services at LPCH. “It’s about problem-solving around what it means to have a full life. Those kids have dreams. School can keep those dreams alive by giving kids a way to learn and grow.”
24．Who does Ho teach at LPCH
A．Sick children. B．Young nurses. C．Medical students. D．Patients’ parents.
25．What is a characteristic of Ho’s job
A．Prioritizing academics. B．Encouraging innovation. C．Treating various diseases. D．Playing multiple roles.
26．What does the underlined word “it” refer to in paragraph 4
A．Offering regular lessons. B．Paying extra attention. C．Assigning no schoolwork. D．Showing no sympathy.
27．How does the hospital school benefit the students according to Good
A．It eases peer pressure. B．It helps them live in hope.
C．It frees them from aches. D．It entertains them with stories.
2025年新高考II卷 B篇阅读理解 6mins
B篇 Kathy Ho teaches high school inside Lucile Packard Children’s Hospital Stanford (LPCH). “Sometimes I don’t like saying that I’m a teacher,” says Ho. “People get in their minds an idea of what teachers do, but that’s not really what it is here.”
“Here” is room 386, where each year, about 500 LPCH patients also become students. The hospital school is free of parents, doctors, and medical procedures. It’s a place of learning. About half of Ho’s students stay for a week or less; others are there for more than a year. Most of Ho’s students will recover, which means that preparing them to return to school is an increasingly important component of care.
Still, in room 386, academics don’t come first. Physical health and mental health are the priority. “If you’re scared about something and thinking only about that, there’s no way you’re going to be able to learn,” Ho says. “I’m a coach, an adviser, and a comforter, and that’s what it means to be a hospital teacher.”
There are up to 30 students at any given time in Ho’s class. She generally works with their regular teachers to get lessons and tests being used at their home schools. Some teachers don’t give the kids any assignments; they express sympathy instead. “I feel like it is a disservice to the kids,” Ho says. “They think their teachers don’t care about their schoolwork.”
Ho recognizes the psychological benefit of helping kids keep up with their peers (同龄人) outside the hospital. “I actually think the medicine is only a small piece for some problems,” says Julie Good, director of pain management services at LPCH. “It’s about problem-solving around what it means to have a full life. Those kids have dreams. School can keep those dreams alive by giving kids a way to learn and grow.”
A 24．Who does Ho teach at LPCH
A．Sick children. B．Young nurses. C．Medical students. D．Patients’ parents.
D 25．What is a characteristic of Ho’s job
A．Prioritizing academics. B．Encouraging innovation. C．Treating various diseases. D．Playing multiple roles.
C 26．What does the underlined word “it” refer to in paragraph 4
A．Offering regular lessons. B．Paying extra attention. C．Assigning no schoolwork. D．Showing no sympathy.
B 27．How does the hospital school benefit the students according to Good
A．It eases peer pressure. B．It helps them live in hope.
C．It frees them from aches. D．It entertains them with stories.
2025年新高考II卷 B篇阅读理解 6mins
本文是一篇记叙文。文章讲述了Kathy Ho在斯坦福露西尔 帕卡德儿童医院（LPCH）担任教师的工作情况，如何帮助患病学生在住院期间保持梦想、继续进行课业学习的故事。
①Kathy Ho teaches high school inside Lucile Packard Children’s Hospital Stanford (LPCH). “Sometimes I don’t like saying that I’m a teacher,” says Ho. “People get in their minds an idea of what teachers do, but that’s not really what it is here.”
②“Here” is room 386, where each year, about 500 LPCH patients also become students. The hospital school is free of parents, doctors, and medical procedures. It’s a place of learning. About half of Ho’s students stay for a week or less; others are there for more than a year. Most of Ho’s students will recover, which means that preparing them to return to school is an increasingly important component of care.
③Still, in room 386, academics don’t come first. Physical health and mental health are the priority. “If you’re scared about something and thinking only about that, there’s no way you’re going to be able to learn,” Ho says. “I’m a coach, an adviser, and a comforter, and that’s what it means to be a hospital teacher.”
④There are up to 30 students at any given time in Ho’s class. She generally works with their regular teachers to get lessons and tests being used at their home schools. Some teachers don’t give the kids any assignments; they express sympathy instead. “I feel like it is a disservice to the kids,” Ho says. “They think their teachers don’t care about their schoolwork.”
⑤Ho recognizes the psychological benefit of helping kids keep up with their peers (同龄人) outside the hospital. “I actually think the medicine is only a small piece for some problems,” says Julie Good, director of pain management services at LPCH. “It’s about problem-solving around what it means to have a full life. Those kids have dreams. School can keep those dreams alive by giving kids a way to learn and grow.”
24．Who does Ho teach at LPCH A
A．Sick children. B．Young nurses. C．Medical students. D．Patients’ parents.
25．What is a characteristic of Ho’s job D
A．Prioritizing academics. B．Encouraging innovation. C．Treating various diseases. D．Playing multiple roles.
26．What does the underlined word “it” refer to in paragraph 4 C
A．Offering regular lessons. B．Paying extra attention. C．Assigning no schoolwork. D．Showing no sympathy.
27．How does the hospital school benefit the students according to Good B
A．It eases peer pressure. B．It helps them live in hope.
C．It frees them from aches. D．It entertains them with stories.
2025年新高考II卷 B篇阅读理解 6mins
disservice
service
B篇 Kathy Ho teaches high school inside Lucile Packard Children’s Hospital Stanford (LPCH). “Sometimes I don’t like saying that I’m a teacher,” says Ho. “People get in their minds an idea of what teachers do, but that’s not really what it is here.”
“Here” is room 386, where each year, about 500 LPCH patients also become students. The hospital school is free of parents, doctors, and medical procedures. It’s a place of learning. About half of Ho’s students stay for a week or less; others are there for more than a year. Most of Ho’s students will recover, which means that preparing them to return to school is an increasingly important component of care.
Still, in room 386, academics don’t come first. Physical health and mental health are the priority. “If you’re scared about something and thinking only about that, there’s no way you’re going to be able to learn,” Ho says. “I’m a coach, an adviser, and a comforter, and that’s what it means to be a hospital teacher.”
There are up to 30 students at any given time in Ho’s class. She generally works with their regular teachers to get lessons and tests being used at their home schools. Some teachers don’t give the kids any assignments; they express sympathy instead. “I feel like it is a disservice to the kids,” Ho says. “They think their teachers don’t care about their schoolwork.”
Ho recognizes the psychological benefit of helping kids keep up with their peers (同龄人) outside the hospital. “I actually think the medicine is only a small piece for some problems,” says Julie Good, director of pain management services at LPCH. “It’s about problem-solving around what it means to have a full life. Those kids have dreams. School can keep those dreams alive by giving kids a way to learn and grow.”
24．Who does Ho teach at LPCH
A．Sick children. B．Young nurses. C．Medical students. D．Patients’ parents.
25．What is a characteristic of Ho’s job
A．Prioritizing academics. B．Encouraging innovation. C．Treating various diseases. D．Playing multiple roles.
26．What does the underlined word “it” refer to in paragraph 4
A．Offering regular lessons. B．Paying extra attention. C．Assigning no schoolwork. D．Showing no sympathy.
27．How does the hospital school benefit the students according to Good
A．It eases peer pressure. B．It helps them live in hope.
C．It frees them from aches. D．It entertains them with stories.
2025年新高考II卷 B篇阅读理解 6mins
medical
medicine
increasingly
academics
priority
prioritize
adviser
comforter
assignment
assign
disservice
service
psychological
management
2025年新高考II卷 B篇阅读理解 6mins
medical：在必修第一册 Welcome Unit 中出现
medicine：在必修第一册 Welcome Unit 中出现
increasingly：在必修第二册 Unit 5 中出现
academics：在必修第一册 Unit 1 中出现
priority：在必修第二册 Unit 4 中出现
prioritize： 在选择性必修第四册 Unit 1 中出现
adviser：在必修第一册 Unit 1 中出现
assignment：在必修第一册 Unit 1 中出现
assign：在必修第一册 Unit 1 中出现
service：在必修第二册 Unit 4 中出现
psychological：在选择性必修第一册 Unit 2 中出现
management：在选择性必修第一册 Unit 3 中出现
Method 1
回归教材词汇
Passage B
medicine n. 药品；医学 ______ adj. 医学的；医疗的 ______ adv. 医学上；医疗地
increase v. 增加；n. 增长 ______ adj. 日益增长的______ adv. 越来越多地
academy n. 学院；研究院 _______ adj. 学术的 n.教师；课程
prior adj. 优先的；先前的 ______v. 优先处理；优先考虑 ______ n. 优先事项
advise v. 建议；劝告______ n. 建议；意见______ n. 顾问；指导教师
comfort v. 安慰；使舒适；n. 舒适 ______ n. 安慰者；保暖被 ______ adj. 舒适的
assign v. 分配；布置；指定 ______ n. 任务；作业；分配
serve v. 服务；提供；招待 ______ n. 服务；接待______ n. 损害；帮倒忙
psychology n. 心理学；心理 ______ adj. 心理的；心理学的 ______ n. 心理学家
manage v. 管理；设法做到 ______ n. 管理；管理部门 ______ n. 管理者；经营者
medical
medically
increasing
increasingly
academic
prioritize
priority
advice
adviser
comforter
comfortable
assignment
service
disservice
psychological
psychologist
management
manager
练一练（Consolidation）：单词均来自 2025 高考二卷B篇核心词汇。
Method 2 构词法
考情分析 分析近年高考真题可知，高考试卷中对构词法的考查呈上升趋势。掌握构词法，有以下优势
1.大幅扩大词汇量： 认识一个词根/词缀，就能推测或理解多个相关单词。
2.更轻松地猜测生词含义： 在阅读中遇到生词，分析其结构有助于推断意思。
3.更准确地理解词义和用法： 理解单词的构成有助于区分近义词和掌握词性。
4.更有效地记忆单词： 理解单词的“构造”比死记硬背更牢固。
考情解码·命题预警
考情解码·命题预警
年份 部分例词
2025 （新高考I卷部分）automobile汽车; breakdown故障；分解; lightweight轻量的; sustainable可持续的；comparatively相对地；necessity必要性；crucially至关重要的；persuasive有说服力的；upgrade升级；a quick pick-me-up提神的东西；cutting-edge尖端的；contemporary当代的；
（新高考II卷部分）address设法解决；eateries餐馆；stronghold要塞；据点；medieval中古的；unused未用过的；tailor-made特制的；ingredient原料；well-being健康，幸福；surgery外科学；free-range散养；ship out发出；发货；exclusively唯一地，专门地；
（浙江首考卷部分）insecurity不安全感；restrictive限制性的；disapprove不赞成；costly昂贵的；workable可行的；切实可行的；contradictory矛盾的；minimal最小的；reproducible可复制的；popularize使普及；odd-looking相貌古怪的；absorption吸收，全神贯注；low-maintenance低维护的；substantial大量的；重要的；competitiveness竞争力；
考情解码·命题预警
年份 部分例词
2024 （浙江1月高考）encounter邂逅；criticism批判；technician技术人员；receptionist接待员；graveyard墓地；presence存在；出席；educational教育的；wastepaper纸屑；safety安全；hailstorm雹暴；delivery递送；thoughtful深思熟虑的；connectivity连通性；mismatch错失等。
（新高考I卷）restoration恢复；confirmation确认；defense防御；holistic全面的；alternative可供选择的事物；comprehension理解力；领悟力；abstraction抽象；
考情解码·命题预警
年份 部分例词
2023 （新高考I卷）competitor参赛者；economical adj. 经济的，实惠的;sustainable adj.可持续的;strategic adj. 战略(性)的; combination n. 结合；minimalism n. (艺术)极简主义；available adj.可用的，可得到的; foundation n. 根基；基础intolerable adj. 无法忍受的；minimalist n. 最低限要求者statistician n. 统计学家estimation n. 判断；估计additional adj. 附加的，另外的 countless adj. 无数的;多得数不清的overestimate v. 过高估计implication n. 牵连；含意；
（新高考II卷）arrival(arrive)；uneventful太平无事的；unavoidable不可避免的；occasionally adv. 偶尔；有时候；description描写；evaluation n. 评价，评估；emotional adj. 感情的；情感的；情绪的initiator n.发起人；创始人backcountry偏僻地区breathtaking令人叹为观止outnumber在数量上压倒，比...多representation代表, 描述increasingly越来越多；
英语构词法(Word Formation)
常用的构词法:
1. 派生(Derivation)
2. 合成(Compounding)
3. 转化(Conversion)
“天山英才”孙洁名师工作室精品课
1.Derivation（派生）:由一个词根加上前缀或后缀构成另外一个词。
前缀 (Prefix) + 词根 (Root) = 派生词 (Derived Word)
词根 (Root) +后缀 (Suffix) = 派生词 (Derived Word)
un-前缀，表示“否定意义”
规则 例词
un-前缀 ①necessary→unnecessary不必要的
②fair→unfair不公平的
③healthy→unhealthy不健康的
④comfortable→uncomfortable不舒服的
⑤finished→unfinished未完成的
⑥familiar→unfamiliar 不熟悉的
1)前缀(prefix)
前缀主要改变单词的词义（如肯定 / 否定、方向、程度等），不改变词性.
“天山英才”孙洁名师工作室精品课
2)后缀(suffix)
后缀主要改变单词的词性（如名词变形容词、动词变名词等），有时微调词义。
形容词后缀-ed表示“有……的，有……特征的”
＋ed ①limit限制→limited有限的
②gift天赋→gifted有天赋的
③talent天赋→talented有天赋的
④skill技能→skilled熟练的
2.Compounding（合成）
由两个或两个以上的词合成一个词。
1.用“-”符号连接，如：
reading-room,bank-note(钞票), good-looking
2.直接写在一起 ，如：
classroom,blackboard,cowboy,playground
3.分开写，如：
air conditioner，blood pressure，fast food,
3.Conversion(转化）：一个单词由一种词性转
化为另一种或几种词性。
(1) v—n :
(2) n—v :
(3) adj—v:
(4) adv—v:
charge (v)控告—charge (n)电量
hand (n)手—hand (v)交，递
clean (adj)干净的—clean (v)清理
down (adv)向下—down (v)打倒
语法填空
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
I was born and raised in Cleveland, Ohio in the United States. Yet now, I live in the countryside of Zhejiang, China with my Chinese husband and his family, 56 bamboo and tea bushes (灌木) grow wild in the mountains, chickens are always free-range, and 57 (center) heating doesn’t exist.
Nothing in my life before prepared me 58 this one-and to be sure, the first time I came here I never imagined I would ever feel comfortable in this area. But it’s amazing how you can adapt 59 learn in a new environment. Over time, I’ve found 60 (I) feeling extremely at home here. And in the process, I’ve experienced things that really surprise me at times. The “sunshine scent (香味)” of freshly sunned clothes 61 (be) one of them.
Growing up, my family and our neighbors never used clotheslines to dry clothing, denying me the chance 62 (discover) one of the great wonders of sunshine — the sweet “sunshine scent” after sunning clothes for an entire day. The sun-dried clothes smell especially pleasant where I live, thanks to the 63 (absent) of smog and plenty of blue sky 64 (afternoon) with lots of fresh air.
If you’ve never experienced the “sunshine scent” from a sheet or shirt 65 (leave) to sun for a day, well, you’re missing out on one of life’s wonders.
2025年新高考II卷 语法填空 57题和63题
central
absence
阅读下面短文，在空白处填入 1 个适当的单词或括号内单词的正确形式（所填单词均来自 2025 高考二卷B篇核心词汇）。
With the development of education, schools are1 (increase) focusing on students' comprehensive growth. First, they attach great importance to
2 (medicine) care—every campus has a clinic to ensure students' physical health. For academic development, teachers 3 (priority) practical skills and often assign various 4 (assign) to encourage independent thinking. These tasks are designed under the guidance of educational
5 (academic) to match students' learning levels.
When students face stress, the school offers 6 (psychology) support. Professional 7 (adviser) and caring teachers act as 8 (comfort) to help them adjust their mood. Poor time 9 (manage) can do a
10 (service) to students' study, so the school also teaches them how to plan their time wisely. This holistic approach helps students balance study and life better.
increasingly
medical
prioritize
assignments
academics
psychological
advisers
comforters
management
disservice
D篇 Does your soul die a little every time you throw away unused food Mine does. Maybe that feeling comes from growing up in South Africa, where the phrase “there are children starving in Africa” was more of an uncomfortable reminder of fact than a prayer at dinner time.
Food waste is a growing concern in the restaurant, supermarket, and supply chain industries. From technological solutions to educational campaigns, food producers and sellers are looking for ways to use more of what we’re already growing. But last month, one popular New York City restaurant tried a different way: It changed its menu to exclusively (专门) offer food that would otherwise be thrown away.
For two weeks in March, Greenwich Village’s Blue Hill restaurant was renamed wastED, and served items like fried skate cartilage, a juice pulp burger, and a dumpster diver’s vegetable salad. Each dish was tailor-made to raise awareness regarding food waste.
A study by the Food Waste Alliance determined that the average restaurant generates 33 pounds of food waste for every $1,000 in revenue (收入), and of that waste only 15.7% is donated or recycled. Up to 84.3% is simply thrown out. Restaurants like Silo in the UK have experimented with zero-waste systems, but wastED took the concept to its logical conclusion.
It should be noted that none of the items on wastED’s menu was technically made from garbage. Instead, all the ingredients (配料) used were examples of meat cuts and produce that most restaurants would never consider serving. Things like kale ribs, fish collars, rejected sweet potatoes, and cucumber butts were all re-appropriated and, with the help of a number of good chefs, turned into excellent cuisine.
Though wastED received enthusiastic reviews, it was designed from the start as a short-lived experiment; Blue Hill has since returned to its regular menu. Nevertheless, it serves as a reminder that there are many ways to address problems of sustainability, and that you can make an amazing meal out of almost anything.
32．What can be inferred about the author’s early life
A．He witnessed food shortage. B．He enjoyed the local cuisine. C．He donated food to Africans. D．He helped to cook at home.
33．Why did Blue Hill carry out the experiment
A．To customize dishes for guests. B．To make the public aware of food waste.
C．To test a food processing method. D．To improve the UK’s zero-waste systems.
34．What is paragraph 5 mainly about
A．Why the ingredients were used. B．Which dishes were best liked.C．What the dishes were made of. D．Where the ingredients were bought.
35．What can we learn about wastED
A．It has ended as planned. B．It is creating new jobs. C．It has regained popularity. D．It is criticized by top chefs.
2025年新高考II卷 D篇阅读理解 7mins
①Does your soul die a little every time you throw away unused food Mine does. Maybe that feeling comes from growing up in South Africa, where the phrase “there are children starving in Africa” was more of an uncomfortable reminder of fact than a prayer at dinner time.
②Food waste is a growing concern in the restaurant, supermarket, and supply chain industries. From technological solutions to educational campaigns, food producers and sellers are looking for ways to use more of what we’re already growing. But last month, one popular New York City restaurant tried a different way: It changed its menu to exclusively (专门) offer food that would otherwise be thrown away.
③For two weeks in March, Greenwich Village’s Blue Hill restaurant was renamed wastED, and served items like fried skate cartilage, a juice pulp burger, and a dumpster diver’s vegetable salad. Each dish was tailor-made to raise awareness regarding food waste.
④A study by the Food Waste Alliance determined that the average restaurant generates 33 pounds of food waste for every $1,000 in revenue (收入), and of that waste only 15.7% is donated or recycled. Up to 84.3% is simply thrown out. Restaurants like Silo in the UK have experimented with zero-waste systems, but wastED took the concept to its logical conclusion.
⑤It should be noted that none of the items on wastED’s menu was technically made from garbage. Instead, all the ingredients (配料) used were examples of meat cuts and produce that most restaurants would never consider serving. Things like kale ribs, fish collars, rejected sweet potatoes, and cucumber butts were all re-appropriated and, with the help of a number of good chefs, turned into excellent cuisine.
⑥Though wastED received enthusiastic reviews, it was designed from the start as a short-lived experiment; Blue Hill has since returned to its regular menu. Nevertheless, it serves as a reminder that there are many ways to address problems of sustainability, and that you can make an amazing meal out of almost anything.
A 32．What can be inferred about the author’s early life
A．He witnessed food shortage. B．He enjoyed the local cuisine. C．He donated food to Africans. D．He helped to cook at home.
B 33．Why did Blue Hill carry out the experiment
A．To customize dishes for guests. B．To make the public aware of food waste.
C．To test a food processing method. D．To improve the UK’s zero-waste systems.
C 34．What is paragraph 5 mainly about
A．Why the ingredients were used. B．Which dishes were best liked.
C．What the dishes were made of. D．Where the ingredients were bought.
A 35．What can we learn about wastED
A．It has ended as planned. B．It is creating new jobs. C．It has regained popularity. D．It is criticized by top chefs.
2025年新高考II卷 D篇阅读理解 7mins
本文是一篇说明文。文章通过将食材边角料加工成美味佳肴的案例，生动阐述了节约食物和物尽其用的可持续发展的理念。
①Does your soul die a little every time you throw away unused food Mine does. Maybe that feeling comes from growing up in South Africa, where the phrase “there are children starving in Africa” was more of an uncomfortable reminder of fact than a prayer at dinner time.
②Food waste is a growing concern in the restaurant, supermarket, and supply chain industries. From technological solutions to educational campaigns, food producers and sellers are looking for ways to use more of what we’re already growing. But last month, one popular New York City restaurant tried a different way: It changed its menu to exclusively (专门) offer food that would otherwise be thrown away.
③For two weeks in March, Greenwich Village’s Blue Hill restaurant was renamed wastED, and served items like fried skate cartilage, a juice pulp burger, and a dumpster diver’s vegetable salad. Each dish was tailor-made to raise awareness regarding food waste.
④A study by the Food Waste Alliance determined that the average restaurant generates 33 pounds of food waste for every $1,000 in revenue (收入), and of that waste only 15.7% is donated or recycled. Up to 84.3% is simply thrown out. Restaurants like Silo in the UK have experimented with zero-waste systems, but wastED took the concept to its logical conclusion.
⑤It should be noted that none of the items on wastED’s menu was technically made from garbage. Instead, all the ingredients (配料) used were examples of meat cuts and produce that most restaurants would never consider serving. Things like kale ribs, fish collars, rejected sweet potatoes, and cucumber butts were all re-appropriated and, with the help of a number of good chefs, turned into excellent cuisine.
⑥Though wastED received enthusiastic reviews, it was designed from the start as a short-lived experiment; Blue Hill has since returned to its regular menu. Nevertheless, it serves as a reminder that there are many ways to address problems of sustainability, and that you can make an amazing meal out of almost anything.
A 32．What can be inferred about the author’s early life
A．He witnessed food shortage. B．He enjoyed the local cuisine. C．He donated food to Africans. D．He helped to cook at home.
B 33．Why did Blue Hill carry out the experiment
A．To customize dishes for guests. B．To make the public aware of food waste.
C．To test a food processing method. D．To improve the UK’s zero-waste systems.
C 34．What is paragraph 5 mainly about
A．Why the ingredients were used. B．Which dishes were best liked.
C．What the dishes were made of. D．Where the ingredients were bought.
A 35．What can we learn about wastED
A．It has ended as planned. B．It is creating new jobs. C．It has regained popularity. D．It is criticized by top chefs.
2025年新高考II卷 D篇阅读理解 7mins
①Does your soul die a little every time you throw away unused food Mine does. Maybe that feeling comes from growing up in South Africa, where the phrase “there are children starving in Africa” was more of an uncomfortable reminder of fact than a prayer at dinner time.
②Food waste is a growing concern in the restaurant, supermarket, and supply chain industries. From technological solutions to educational campaigns, food producers and sellers are looking for ways to use more of what we’re already growing. But last month, one popular New York City restaurant tried a different way: It changed its menu to exclusively (专门) offer food that would otherwise be thrown away.
③For two weeks in March, Greenwich Village’s Blue Hill restaurant was renamed wastED, and served items like fried skate cartilage, a juice pulp burger, and a dumpster diver’s vegetable salad. Each dish was tailor-made to raise awareness regarding food waste.
④A study by the Food Waste Alliance determined that the average restaurant generates 33 pounds of food waste for every $1,000 in revenue (收入), and of that waste only 15.7% is donated or recycled. Up to 84.3% is simply thrown out. Restaurants like Silo in the UK have experimented with zero-waste systems, but wastED took the concept to its logical conclusion.
⑤It should be noted that none of the items on wastED’s menu was technically made from garbage. Instead, all the ingredients (配料) used were examples of meat cuts and produce that most restaurants would never consider serving. Things like kale ribs, fish collars, rejected sweet potatoes, and cucumber butts were all re-appropriated and, with the help of a number of good chefs, turned into excellent cuisine.
⑥Though wastED received enthusiastic reviews, it was designed from the start as a short-lived experiment; Blue Hill has since returned to its regular menu. Nevertheless, it serves as a reminder that there are many ways to address problems of sustainability, and that you can make an amazing meal out of almost anything.
A 32．What can be inferred about the author’s early life
A．He witnessed food shortage. B．He enjoyed the local cuisine. C．He donated food to Africans. D．He helped to cook at home.
B 33．Why did Blue Hill carry out the experiment
A．To customize dishes for guests. B．To make the public aware of food waste.
C．To test a food processing method. D．To improve the UK’s zero-waste systems.
C 34．What is paragraph 5 mainly about
A．Why the ingredients were used. B．Which dishes were best liked.
C．What the dishes were made of. D．Where the ingredients were bought.
A 35．What can we learn about wastED
A．It has ended as planned. B．It is creating new jobs. C．It has regained popularity. D．It is criticized by top chefs.
2025年新高考II卷 D篇阅读理解 7mins
tailor-made 定制的
generate 产生，引起
example 范例
produce 农产品
re-appropriate 重新使用
review 评论
address 解决
Method 3 熟词生义
2025年新高考II卷 完形填空 熟词生义48题
Evelyn Donohue is a 65-year-old grandma. She only started to 41 seven years ago after having a 42 call. She’d been struggling with eating disorders and health issues, which 43 led her to getting surgery. After that experience, she knew that she needed to make a 44 . Determined to turn her life around, Ms Donohue began to work out and follow a 45 lifestyle, before discovering a 46 for weightlifting.
Since setting out on the journey, the 47 lover has not only managed to 48 an impressive set of muscles but also a huge following on social media.
The well-liked grandma regularly posts workout content, explaining there’s no 49 others can’t look this good. She said it was all down to some key aspects.
“Hold on: Consider failure as a 50 to success and never give up. Stick to your plan,” she said. “ 51 others: Lift others up on your journey. Success is sweeter when 52 .” She previously explained that “you do not need to have an amazing body to exercise... the 53 is to feel good, not look good.”
Ms Donohue used to be laughed at for being too old to work out, but she has proved the 54 wrong in the best possible way and has indeed become an 55 for many social media users.
41．A．write B．travel C．exercise D．recover
42．A．goodwill B．timeout C．long-distance D．wake-up
43．A．normally B．ultimately C．suddenly D．automatically
44．A．change B．fortune C．wish D．deal
45．A．risky B．traditional C．comfortable D．healthy
46．A．demand B．secret C．passion D．cure
47．A．peace B．fitness C．fun D．nature
48．A．grow B．control C．activate D．relax
49．A．need B．choice C．reason D．difference
50．A．green light B．road block C．passing mark D．stepping stone
51．A．Help B．Consult C．Follow D．Forgive
52．A．accepted B．shared C．expected D．celebrated
53．A．goal B．case C．duty D．cost
54．A．instructors B．admirers C．beginners D．doubters
55．A．authority B．excuse C．inspiration D．option
本文是一篇记叙文。文章主要讲述了一位65岁的老奶奶坚持健身，积极健康改变自己的生活，消除网络质疑的故事。
2025年新高考II卷 完形填空
Evelyn Donohue is a 65-year-old grandma. She only started to 41 seven years ago after having a 42 call. She’d been struggling with eating disorders and health issues, which 43 led her to getting surgery. After that experience, she knew that she needed to make a 44 . Determined to turn her life around, Ms Donohue began to work out and follow a 45 lifestyle, before discovering a 46 for weightlifting.
Since setting out on the journey, the 47 lover has not only managed to 48 an impressive set of muscles but also a huge following on social media.
The well-liked grandma regularly posts workout content, explaining there’s no 49 others can’t look this good. She said it was all down to some key aspects.
“Hold on: Consider failure as a 50 to success and never give up. Stick to your plan,” she said. “ 51 others: Lift others up on your journey. Success is sweeter when 52 .” She previously explained that “you do not need to have an amazing body to exercise... the 53 is to feel good, not look good.”
Ms Donohue used to be laughed at for being too old to work out, but she has proved the 54 wrong in the best possible way and has indeed become an 55 for many social media users.
41．A．write B．travel C．exercise D．recover
42．A．goodwill B．timeout C．long-distance D．wake-up
43．A．normally B．ultimately C．suddenly D．automatically
44．A．change B．fortune C．wish D．deal
45．A．risky B．traditional C．comfortable D．healthy
46．A．demand B．secret C．passion D．cure
47．A．peace B．fitness C．fun D．nature
48．A．grow B．control C．activate D．relax
49．A．need B．choice C．reason D．difference
50．A．green light B．road block C．passing mark D．stepping stone
51．A．Help B．Consult C．Follow D．Forgive
52．A．accepted B．shared C．expected D．celebrated
53．A．goal B．case C．duty D．cost
54．A．instructors B．admirers C．beginners D．doubters
55．A．authority B．excuse C．inspiration D．option
Since setting out on the journey, the 47 fitness lover has not only managed to 48 an impressive set of muscles but also a huge following on social media.
48．A．grow B．control C．activate D．relax
熟词生义 grow vt. 形成，产生
如何推测熟词的生义？
生义
熟义
①词性不变，结合上下文语境联想推断
②词性有变，结合原词意和上下文语境联想推断
Fresh water was taken to the city by train, truck and plane. Slowly the city began to breathe again. （B1U4）
to come to life
恢复了生机
Examples in our textbook（教材）:
①词性不变，结合上下文语境联想推断
I know you're dying to hear all about my life here, so I've included some photos which will help you picture the places I talk about.（B7U4）
picture（n. 图像、图画 → v. 在脑海中形成画面、想象）
②词性有变，结合原词意和上下文语境联想推断
练一练（Consolidation）： 完成下列句子的翻译：
1.环保话题：Local governments should address food waste by encouraging the reuse of fresh produce.
2.文化话题：Young designers often re-appropriate traditional elements to create tailor-made works for modern audiences.
3.教育话题：Teachers can generate students’ interest in science by using real scientific projects as an example.
4.社会话题：Newspapers often publish reviews of public policies to help the government
better address people’s needs.
写作迁移：用生义写高考话题句
tailor-made 定制的
generate 产生，引起
example 范例
produce 农产品
re-appropriate 重新使用
review 评论
address 解决
地方政府应通过鼓励新鲜农产品再利用来解决食物浪费问题。
年轻设计师经常重新运用传统元素，为现代受众打造量身定制的作品。
教师可以通过将真实的科学项目作为案例，激发学生对科学的兴趣。
报纸常发表公共政策评论，以帮助政府更好地解决民众需求。
Method 4
话题词汇
Summary
高三一轮词汇复习（Word Revision）方法:
1.回顾教材
2.构词法
3.熟词生义
4.话题词汇
Effective
Efficient
Thanks!
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