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
- 结合语境运用反事实和强调等提高结构
- 在新语篇中建立双向衔接证据
- 准确比较对象并修复高频细节错误
核心讲解
建议55分钟，共80分。第1—5题各6分；第6—8题各10分；第9题5分；第10题15分。语言题中正确结构占4分、解释占2分；阅读多要点在题内等分。第10题使用独立量规。提高结构只在确有意义时使用，不为堆砌而强行倒装。
本卷小型三空衔接练习用于综合诊断，不冒称完整七选五。完整五空七选项见第22课及阶段卷。
阅读材料
Original mini gap exercise: After the Suggestion Box
Inviting students to put ideas into a box is easy. [1] A school can address this by publishing a short record of what happens to each suggestion.
The record might group ideas as accepted, under review or not currently feasible. [2] Such explanations allow students to distinguish a practical obstacle from a lack of attention. They also give students a chance to revise an idea that was initially unclear.
No school has unlimited money or time, so not every suggestion can be adopted. [3] When people can see how a judgement was reached, they may be more willing to trust the process even when the answer is no.
A. Each group should be accompanied by a brief reason.
B. Every suggestion must therefore be accepted immediately.
C. What happens to those ideas afterwards is often less visible.
D. A transparent response can nevertheless show that a contribution mattered.
E. The noticeboard can also display the results of yesterday’s football match.
例题解析
示范 The cost of Plan A is lower than Plan B 错在把 cost 与 plan 比；改为 …lower than that of Plan B。若比较总支出，应先统一人数、时间和单位，否则语法正确也可能逻辑失真。
练习
事实：We did not reserve a room, so the meeting was delayed. 用过去反事实条件句表达相反结果。
用Only after前置改写：The team realised the cost only after it checked the bills.
改错：The number of participants have doubled, and we need many new equipment.
以强调句突出地点：The volunteers found the missing sign near the gate.
改写准确比较：The opening hours of Library A are longer than Library B.
为短文[1]选A—E中的一句，并给前后证据。
为短文[2]选A—E中的一句，并给前后证据。
为短文[3]选A—E中的一句，解释为何不是“所有建议都采纳”。
未用选项是哪两个？简述各自问题。
写75—95词建议段：学校收集意见后，怎样让学生知道意见是否被采用？须给一个具体流程、一项限制和一个判断流程有效性的指标。
参考答案与解析 · 完成练习后展开
参考答案与解析
If we had reserved a room, the meeting would not have been delayed. 在题设将未预约定为延误原因下，过去条件+过去结果成立；真实情境若还有其他原因，应降低断言强度。
Only after the team checked the bills did it realise the cost. after 从句不倒装，主句 did it realise。
The number of participants has doubled, and we need a lot of new equipment. number 单数；equipment 不可数，不用 many。
It was near the gate that the volunteers found the missing sign. 强调地点使用 that，而非 where。
The opening hours of Library A are longer than those of Library B. those 替代复数 hours；若改为 Library A is open longer than Library B 也准确。
C。前句说投意见箱容易，C指出后续发生什么常不透明，后句由此提出公布处理记录；形成问题—解决。
A。前句分 accepted/under review/not feasible 三类，A说明每类需短理由，后句“Such explanations”指回这些理由。
D。前句强调有限预算不能实现每个建议，D说明透明过程仍让贡献有意义，结尾回到对判断过程的信任。
B、E。B要求无条件接受全部意见，与预算限制矛盾；E突然谈体育赛果，虽有 noticeboard 一词却与意见处理流程无关。
示例：The school could publish a monthly response table for student suggestions. Each item should be marked as accepted, under review or not currently possible, with a short reason and, where relevant, a planned date. Limited money means that not every idea can be adopted, but students should understand how decisions are made. After one term, the school could ask whether students can find the response to their suggestions and compare the number of unanswered items with the previous term. 量规15：流程5；限制3；可测指标3；连贯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：