建议位置：高1·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
- 在新材料中整合语态、情态和非谓语
- 区分读物中明确证据与过强结论
- 完成准确、可执行的活动通知
核心讲解
建议50分钟，总分80。第1—6题各5分，第7—8题各10分，第9题10分，第10题20分。多空/多要点题在该题分数内等分，语法解释占该题1分、正确形式占其余；阅读解释题答案要点均分，写作按独立量规。先阅读再做语言题；第10题必须根据给定信息写通知，不能用泛泛的书信套句取代任务。
阅读时按“计划—实施—结果—下一步”做四格笔记。语言检查时先区分谓语和非谓语，再看被动与时间。错题补救：语态→第7课；推断强弱→第8课；动词搭配→第9课；任务信息→第10课；指标与限制→第11课。
阅读材料
Original assessment reading: A Shelf for Sharing
A school committee placed a small shelf near the library entrance. It held rulers, clips, simple tools and other objects that students often needed briefly but did not need to own. Borrowers wrote down their names and a return date.
During the two-week trial, the shelf was used more often than the committee expected. Most objects were returned on time. However, two tools were left in the wrong boxes, and several students misunderstood the dates on the labels. Nothing had been confirmed lost when the trial ended.
Some members wanted to buy more equipment immediately. The coordinator preferred another short trial with clearer labels. She pointed out that many early users were friends of the volunteers and already understood the project. A larger group might use the shelf differently. Before spending more money, the committee needed to know whether a simple change could make returns easier to manage.
例题解析
示范 The boxes need repairing 与 The volunteers need to repair the boxes 表达同一个维修需求，但前者以箱子为焦点，doing 含被动意义；后者明确执行者。转换时不能写 The boxes need to repair。
练习
根据材料列出试点中两个实际问题。
Which statement is supported? A. Every borrowed object was lost. B. Students were forbidden to borrow tools. C. Most returns were on time. D. The trial proved that sharing always saves money.
为什么协调员不愿立刻扩大项目？
填词：A shelf ___ (install) last month, and the labels ___ (check) by two students every Friday.
填词：The committee suggested ___ (extend) the trial before ___ (buy) more equipment.
改错并说明：The missing ruler must be stolen. It may simply be in another classroom.
按证据写一句合理过去推测：一个夹子今天早上不见了，但昨天有人借过。须用 might have，不得指控特定同学偷窃。
比较两种计划，选出更便于判断效果的一种并说明：A. 同时换借用规则、地点和全部物品；B. 保持其他条件，只试行更醒目的归还标签。
用40—55个英文词概括试点结果及下一步，不作“必定成功”的保证。
写80—100词通知：学校物品共享角下周一开放；地点图书馆入口；开放时间每个上学日12:30—13:00；每次最多借2件，3天内归还；志愿者周五前到学生办公室报名。标题可不计字数。
参考答案与解析 · 完成练习后展开
参考答案与解析
两件工具被放在了错误位置；一些学生未看懂归还日期。材料没有说大规模丢失或没人使用。
C。材料给出 most…returned on time。其他项分别把少量错放变成全部丢失、把短试点夸大为普遍省钱证据、把提供借用反说为禁止。
试点只有两周，不少早期使用者已熟悉规则；若扩大，使用者和负担可能变化，需要先解决标签和记录问题。
was installed；are checked。last month 定位一般过去被动；every Friday 表常规现在被动。主语 labels 为复数。
extending；buying。suggest 后用 doing；before 此处作介词后接 doing。
The missing ruler might have been moved. It may simply be in another classroom. 原句强断言盗窃与后句开放解释不匹配，且讨论过去发生的移动/拿走常用 have been。也可写 The ruler may be misplaced。关键是保留不确定，不无据指控。
It might have been left in another room after someone borrowed it yesterday. might have been left 为过去被动推测；不把可能性写成已查明事实。
B。只改变标签更便于比较改动前后的归还情况；A 同时改多个变量，无法区分哪个因素影响结果。仍需注意人数、时间等差异，不能保证B完全排除干扰。
示例：The sharing shelf was used frequently during the two-week trial, and most items were returned on time. However, some tools were misplaced and return dates caused confusion. The coordinator recommends improving the labels and extending the trial before deciding whether to add more equipment. 量规10：使用/归还2；问题3；下一步3；语言2。
示例：Notice
Our school sharing corner will open next Monday at the library entrance. Students can borrow useful items from 12:30 to 13:00 on school days. Please borrow no more than two items at a time and return them within three days so that others can use them. Check the labels carefully and record what you borrow. We also need volunteers to help manage the corner. If you would like to join the team, please sign up at the student office by Friday.
量规20：开放日/地点4；时段4；数量和归还规则4；志愿者报名3；组织语域2；语言3。没有给具体日期，不擅自编造；同义内容可得分。
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：