22 七选五：结构预判、回指与干扰项

建议位置：高2·下；原创能力递进，不等同于学校实际学期/人教版单元。只训练书面英语。每个编号计一道练习；编号内小项不重复计数。

学习目标

• 用段落功能与前后衔接共同定位缺句
• 用代词、复现、转折和范围检验候选句
• 识别主题相关但逻辑位置不合的干扰项
• 在“媒体、信息与数字判断”语境中区分常用词义、搭配并完成新的书面迁移。

核心讲解

七选五不是七个词的填空，而是通常从七个完整句子选五个，填入语篇五个空格；两个选项不用。先读首尾和段落逻辑，再选句，最后把全文连读。

1. 三步定位

先判断空格功能：主题句、解释、例子、转折还是总结。再找连接证据：this/they 的先行内容、another 的前一项、however 的反向关系、同义复现。最后查语义范围：候选句是否突然引入没讨论过的人/设备？是否把建议变成绝对保证？

2. 双向检验

只与前句相连还不够，必须能带出后句。主题词重复也不是充分条件。第一空若后句是“Then…”，可能需要前一步，但不能只凭 Then 就不读内容。遇到两个似可选句，比较信息新旧：先介绍对象，再用代词/限定词指回。

3. 订正方法

每空写一条前证据和一条后证据；干扰项写具体不合点，不写“感觉不通”。本篇所有句子原创，答案不靠课本记忆。

主题词汇拓展：媒体、信息与数字判断

下面的词条按本课情境扩展意义与搭配，不是课标完整词表。先把词分成“人/物、行动、性质/关系”三组；同一中文词不保证英语可互换。每条搭配示范本课采用的义项。读完语境再做新增的两项迁移题；能认出词义但不能在句中正确使用时，仍应保留为待复习项。

本课词汇与搭配

阅读材料

Original gap-matching passage: From Collecting to Understanding

Saving an article can feel like finishing a piece of research. Yet a folder full of links may tell you very little about what you understand. [1] Before opening another page, write down a question you actually want to answer.

As you read, make a brief note of the author’s main claim. [2] A statistic, a personal story and a controlled experiment do not support an argument in exactly the same way. Recording the kind of support makes later comparisons easier.

New information may conflict with what you already believe. [3] Instead, check whether the sources studied different groups, used different methods or asked different questions. A disagreement may reveal the limits of both accounts.

When you stop reading, explain the issue in your own words without looking at your notes. [4] Use it to decide what to investigate next, rather than pretending that every gap has been filled.

Research is therefore not best measured by the size of your collection. [5] A small set of well-examined sources may be more useful than hundreds of links you have never compared.

Options（各选项最多用一次）

A. Also record how the author supports that claim.

B. Mark any uncertainty that remains in your explanation.

C. The more pages you save, the more accurate your knowledge automatically becomes.

D. A better approach is to organise your reading around a specific question.

E. What matters is whether you can explain what you know, what you do not know and why.

F. That conflict is not, by itself, a reason to throw the new information away.

G. Expensive software guarantees that every source you collect is true.

主题词汇语境：媒体、信息与数字判断

A viral headline claimed that a town had banned bicycles. The full report described a temporary restriction on one path during repairs. A journalist checked the notice, contacted the council and published a correction. The mistake might have been misinformation, but without evidence of deliberate deception it would be premature to label it disinformation. Good source attribution and a clear explanation of context helped readers see how the original claim had changed in transmission.

例题解析

例（独立于练习） “A notebook can hold questions as well as answers. ____. These questions may guide your next reading.” 缺句需提供可被 These questions 回指的内容，例如 Write down anything the text leaves unexplained。一个只说 notebook 封面颜色的选项虽同主题词，却不能衔接。

练习

1. 为阅读材料空格[1]选择选项，并给前后证据。

2. 为空格[2]选择选项，并说明记录的对象。

3. 为空格[3]选择选项，解释转折。

4. 为空格[4]选择选项，解释“it”的指代。

5. 为空格[5]选择选项，解释其总结作用。

6. 两个未用选项是什么？分别说明为什么不能放入全文任一空格。

7. 把本篇建议用自己的话整理成三项中文操作清单，不增添作者没有提倡的“只收集支持自己观点的信息”。

8. 【主题词汇·辨义】为什么本语境不能直接把misinformation定为disinformation？headline与full report中范围有何差别？

9. 【主题词汇·迁移】写两句事实核查提示，至少用cross-check、quotation、context中的两个词；不能仅说“不要相信互联网”。