建议位置：高3·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
- 根据关系和目的区分请求、建议和报告
- 用准确约束组织多个信息点而非模板堆叠
- 保持事实、推断和建议的语气区别
- 在“公共服务、无障碍与机构沟通”语境中区分常用词义、搭配并完成新的书面迁移。
核心讲解
1. 三种目的的动词不同
询问：Could you confirm whether…? 建议：One option would be to… 报告：During the visit, we observed… / Three participants reported…。不能把听说的问题写成亲眼证实的事实，也不能把建议写成已批准安排。
2. 任务矩阵
对每个信息标注必写/可选/不可虚构：已定时间地点必须准确，未知费用应询问，尚未批准的路线只能建议。对象不同语域不同：写给熟悉伙伴可简洁，写给机构不必夸张恭维。署名/称呼只服务真实格式，不是评分万能项。
3. 压缩而不漏项
把同类问题并列：Could you confirm the group size limit, booking deadline and accessibility arrangements? 若三项太复杂，分两句更清楚。一个段落最好围绕一个目的：先交代背景，再提请求/建议，最后给需要回应的时间。
4. 真实报告禁止补剧情
不知道人数就不写精确人数；看到队伍长不能断言工作人员懒惰；可记录“11点等待约20分钟”，再建议“比较不同时段”。诚实的限定并不削弱有效沟通。
主题词汇拓展：公共服务、无障碍与机构沟通
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
| 词条 | 词性 / 条目类型 | 核心义 | 语境搭配 |
|---|---|---|---|
| admission | n. | 入场；录取 | an admission fee |
| accessibility | n. | 无障碍性；易用性 | accessibility arrangements |
| booking | n. | 预约 | a group booking |
| directional | adj. | 指示方向的 | directional signs |
| lettering | n. | 字体；文字 | clear lettering |
| enlarge | v. | 放大 | enlarge a copy |
| finalise | v. | 最终确定 | finalise arrangements |
| assessment | n. | 评价 | a complete assessment |
| provisional | adj. | 暂定的 | a provisional plan |
| accommodate | v. | 容纳；满足需要 | accommodate a group |
| feedback | n. | 反馈 | collect feedback |
| feasible | adj. | 可行的 | a feasible suggestion |
| service desk | 短语 | 服务台 | ask at the service desk |
| reception | 单词 | 接待处 | check in at reception |
| helpdesk | 单词 | 帮助台 | contact the helpdesk |
| visitor centre | 短语 | 游客中心 | a visitor centre |
| community centre | 短语 | 社区中心 | a community centre |
| municipal | 单词 | 市政的 | municipal services |
| facility | 单词 | 设施 | a public facility |
| wheelchair | 单词 | 轮椅 | wheelchair access |
| ramp | 单词 | 坡道 | an entrance ramp |
| handrail | 单词 | 扶手 | a secure handrail |
| lift | 单词 | 电梯 | a passenger lift |
| step-free | 单词 | 无台阶的 | a step-free entrance |
| large-print | 单词 | 大字版的 | a large-print guide |
| Braille | 单词 | 盲文 | Braille labels |
| captioning | 单词 | 字幕制作 | video captioning |
| plain language | 短语 | 简明语言 | use plain language |
| readability | 单词 | 易读性 | improve readability |
| legibility | 单词 | 字迹辨认度 | check legibility |
| contrast ratio | 短语 | 对比度比值 | a suitable contrast ratio |
| accommodation | 单词 | 便利调整；住宿 | reasonable accommodation |
| inclusive service | 短语 | 包容性服务 | provide an inclusive service |
| assistance dog | 短语 | 辅助犬 | access for assistance dogs |
| carer | 单词 | 照护者 | support for carers |
| beneficiary | 单词 | 受益者 | identify beneficiaries |
| eligibility check | 短语 | 资格核验 | complete an eligibility check |
| service standard | 短语 | 服务标准 | publish service standards |
| response time | 短语 | 响应时间 | a clear response time |
| complaints procedure | 短语 | 投诉流程 | explain the complaints procedure |
| follow-up enquiry | 短语 | 后续询问 | send a follow-up enquiry |
| contact point | 短语 | 联络点 | a named contact point |
阅读材料
主题词汇语境：公共服务、无障碍与机构沟通
The visitor centre offered a step-free entrance, but its notice did not explain where the ramp began. A carer asked the service desk for a clearer map and a large-print guide. The manager treated the request as useful feedback rather than proof that every service had failed. A revised notice identified a contact point and stated the expected response time. Inclusive service depended on accurate information as well as physical facilities.
例题解析
例 事实：三名同行者说标签字小。报告可写 Three members of our group said that the labels were difficult to read。不能扩大为 Every visitor was unable to understand the exhibition。
例 建议：It may help to place a large-print guide near the entrance。不应写 The museum will provide…，除非已获确认。
练习
将事实、推断、建议分别标出：①We waited for twenty minutes at 11 a.m. ②The queue may have been longer because one desk was closed. ③Opening a temporary desk could help.
改写失礼且缺信息的邮件句：Tell me everything about the tour now. 已知需要了解20人团体费用与周六开放时段。
把未经证实断言修成准确报告：All visitors hated the signs. 实际只听到三位团员说字体偏小。
写45—60词建议信主体：建议图书馆提供大字版活动单；说明帮助哪些人和一种低成本试行方式。不得声称已获批准。
写80—100词询问邮件：你计划12月6日带20名学生参观地方历史馆；询问当天是否可预约、团体收费、无障碍入口位置；希望11月20日前回复。不得替对方承诺免费。
写90—110词参观报告主体：事实为上午11点入口等待20分钟、两处标识不清、3名成员说文字偏小；提出两项建议，并明确观察只来自一次团体参观。
【主题词汇·辨义】区分readability和legibility；为何“有ramp”不等于完整accessibility information？给两项还需告知的信息。
【主题词汇·迁移】写35—50词询问消息：问无台阶入口和大字指南、请求联系人；保持礼貌，不要求工作人员透露其他访客个人情况。
参考答案与解析 · 完成练习后展开
参考答案与解析
①事实陈述（须真实记录支撑）；②推断，may保留不确定；③建议，could不是已安排。推断的原因还需验证，不能由关一个柜台直接证实。
Could you please confirm the fee for a group of twenty and the opening hours on Saturday? 明确询问内容，礼貌而不含“everything”等无法执行的笼统要求。
Three members of our group said that the lettering on the signs was too small to read comfortably. 保留人数和自报属性，不扩大为all或情绪hated。
示例：The library could offer a large-print version of its event sheet for readers who find the current text difficult to read. A low-cost trial would be to place a few enlarged copies at the information desk and invite users to comment on the size and layout. 量规8：建议2；受益者2；试行2；语气/语言2。
示例：Dear Museum Team,
I am planning a visit to the local history museum with twenty students on 6 December. Could you please confirm whether a group booking is available that day and let me know the admission fee? We would also appreciate directions to the accessible entrance so that everyone can reach the exhibition comfortably. If possible, please reply by 20 November, as we need time to finalise our arrangements. Thank you for your time and help with our planning.
Best regards, Li Hua
量规15：日期人数3；预约/费用/入口问题6；回复期限2；格式语域1；语言3。称呼和署名可变，不扣不同礼貌表达。
示例：During our group’s visit, we waited at the entrance for about twenty minutes at 11 a.m. Two signs did not make the route clear, and three members said that the lettering was too small to read comfortably. We suggest checking the queue at several times of day before deciding whether an additional desk is needed. It may also help to test clearer directional signs and provide a large-print guide. These observations come from a single group visit, so they should be treated as a starting point for further checks rather than a complete assessment of the museum. 量规20：三事实6；两建议6；一次观察限制3；组织2；语言3。
readability常关注内容是否容易阅读理解；legibility关注字形、大小、对比等能否辨清。有坡道还需知道入口位置、路线、开放时间、是否受阻、求助联系人等；任选两项。不能仅凭设施存在声称所有人均可独立通行。
示例：Could you please tell me where the step-free entrance is and whether a large-print guide is available? We would also appreciate the name or role of a contact point for access questions, so that we can confirm the arrangements before our visit. 量规8：两问题3；联系人1；语域2；语言2。
订正与迁移
先遮住答案独立完成，再为每处错误记录“语境线索—适用规则—我的新例句”。隔一天换一个主题复做，不以背熟本页答案代替迁移。完整篇章写作按题后量规人工核查，短句产出按答案中的结构与信息要点自查；不把示例当成唯一答案。
课程与来源说明
原创高中书面英语能力递进课；参考人教版必修—选择性必修的能力梯度，但未取得学习者学校的准确版次和教学表，年级/学期仅为建议学习位置，不等同于官方教材单元对应。课标以2017年版2025年修订为当前版本；不把2020年文本称为最新，也不声称已逐条核对2025全文。考试形式参照已核验的江西/新课标公开说明；不含听力。
本课讲解、例句、语篇和题目为原创。来源链接用于课程/考试形式定位，不表示转载官方试题或逐句对应教材：