2025届高三一轮复习英语课件第1部分主题专项突破主题语境2人与社会主题群4科学与技术主题1TheInternet互联网（人教版新高考新教材）

这是一份2025届高三一轮复习英语课件第1部分主题专项突破主题语境2人与社会主题群4科学与技术主题1TheInternet互联网（人教版新高考新教材），共28页。PPT课件主要包含了内容索引， 主题词汇， 主题语篇， 主题写作，主题词汇，词汇认知，词汇拓展，identify ，distant ，inspiring 等内容，欢迎下载使用。
1.identity n.身份; 个性→　　　　　　 vt.鉴定; 确认→　　　　 　　 n.鉴定; 确认 2.cnvenient adj.方便的; 近便的→　　　　　　　　 n.方便; 便利→　　　　　　　　 adj.不方便的; 不便利的→　　　　　　　　 n.不便利; 不方便 3.benefit n.益处　vt.使受益　vi.得益于→　　　　　　　 adj.有益的; 有好处的 4.distance n.距离→　　　　　　 adj.遥远的 5.inspire vt.鼓舞; 激励; 启发思考→　　　　　　 adj.鼓舞人心的→　　　　　　　 n.激励; 灵感 
identificatin
cnvenience
incnvenient
incnvenience
beneficial
inspiratin
6.access n.通道; (使用、查阅、接近或面见的)机会　vt.进入; 使用; 获取→　　　　　　　 adj.有机会接近的; 能进入的→　　　　　　　 adj.难以达到的; 不可得到的 7.resident n.居民; (美国的)住院医生　adj.(在某地)居住的→　　　　　　 n.居住; 住所; 定居→　　　　　　　 adj.住宅的 8.functin n.功能; 作用; 机能　vi.起作用; 正常工作; 运转→　　　　　　　　　 adj.功能的→　　　　　　　　 adv.功能上 9.cnfirm vt.确认; 使确信→　　　　　　　　 n.确认 10.press vt.按; 压; 敦促→　　　　　　 n.压力 11.accunt n.账户; 描述→　　　　　　　 n.会计  12.privacy n.隐私; 私密→　　　　　　 adj.个人的; 隐私的 13.theft n.偷(窃); 盗窃罪→　　　　　　 n.小偷; 贼 
accessible
inaccessible
residential
functinally
cnfirmatin
14.rude adj.粗鲁的; 无礼的→　　　　　 adv.粗鲁地→　　 　　 n.粗鲁 15.particular adj.特定的; 特别的; 讲究的→　　　　　　　 adv.特别地; 尤其 16.embarrass vt.使尴尬→　　　　　　　　 adj.让人难堪(尴尬; 害羞)的→　　　　　　　 adj.(感到)尴尬的→　　　　　　　　 n.尴尬; 难堪 17.guideline n. 准则; 指导原则→　　　　　　 n.导游; 向导　vt.指导→　　　　　　 n.指导 18.familiar adj.熟悉; 熟知→　　　　　 adv.熟悉地→　　　　　　　 n.熟悉; 认识 19.define vt.给……下定义; 界定; 解释→　　　　　　 n.定义 
particularly
embarrassing
embarrassed
embarrassment
familiarly
familiarity
用适当的单词或短语填空1.There are cuntless articles telling us hw the Internet has made ur lives mre 　　　　　　　(方便的). 2.We can get the mst 　　　　　　(更新的) infrmatin frm large realised that ne f the greatest 　　　　　　(益处) f the Internet was its ability t remve the　　　　　(距离) that usually exists between believes that it is highly imprtant t bridge the digital divide and make sure that everyne has 　　　　　　(机会) t the Internet and knws hw t use new technlgy.  
5.　　　　　　(居民) here can surf nline as easily as in large mdern cities. 6.Laura needs an app that will help her get 　　　　　　(折扣). 7.She decided t add mney t her bank 　　　　　　(账户). 8.Being nline is n excuse fr being rude, and yu dn’t want t becme a　　　　　　(目标) fr a trll r cyberbully.  9.Dn’t 　　　　　　(泄露)yur address r phne number. 10.A trll is a persn wh psts cmments r questins in rder t 　　　 (激起) truble nline. 11.Like a trll, a cyberbully will als write smething mean but it is usually directed at 　　　　　　(特定的) peple.  
particular
1.We can dwnlad sftware, dcuments, and images whenever we need them. 在任何需要的时候, 我们可以下载软件、文档和图片。【提炼】whenever引导的让步状语从句【浅析】whenever, wherever和hwever 可以引导让步状语从句, 意为 “无论何时/何地/如何”, 相当于n matter when/where/hw。
【仿写】(1)无论到哪里旅游, 你最好入乡随俗。(2)无论我表现得多么糟糕, 妈妈总是鼓励我。(3)你无论什么时候来拜访, 都会受到热烈欢迎。
Wherever/N matter where yu are travelling, yu’d better d as the Rmans d.Hwever/N matter hw badly I perfrmed, my mther was always encuraging me.Whenever/N matter when yu visit us, yu will be warmly welcmed.
2.She was s inspired by the peple she met nline that she decided t start an IT club t teach lder peple hw t use cmputers and the Internet. 她受到网友的启发, 决定成立一个IT俱乐部来教年长一些的人们学习使用电脑和互联网。【提炼】s+ adj./adv.+that 从句【浅析】为固定句式, 意为 “如此……以至于……”, s后面接形容词或副词, that引导的从句为结果状语从句。同义句型有, such后接名词(短语)。当 “s+adj./adv.” 或 “such+n.” 位于句首时, 它们所在的主句用部分倒装语序。
【仿写】(1)这个女孩如此善良, 她经常放学后就去做志愿者帮助别人。(2)你英语说得这么快, 很多学生会听不懂的。
The girl is s kind that she ften vlunteers t help thers after schl.或: S kind is the girl that she ften vlunteers t help thers after schl.Yu speak English s fast that many students can’t fllw yu.或: S fast d yu speak English that many students can’t fllw yu.
Passage 1Much 1.　　　　　　　　　　　　(write) abut the wnders f the Wrld Wide Web. There are cuntless articles 2. 　　　　　　(tell) us hw the Internet has made ur lives mre cnvenient. We n lnger have t wait in line 3.　　　　　　 carry cash arund when we g shpping. We can get the mst updated infrmatin frm large databases. We can dwnlad sftware, 4. 　　　　　　(dcument), and images whenever we need them. But the Internet has dne much mre fr peple 5.　　　　　　 simply make life mre cnvenient. Peple’s lives 6.　　　　　　　　　(change) by nline cmmunities and scial netwrks. 
has been written
have been changed
Jan Tchamani, an English teacher in Birmingham, UK, suddenly develped a serius illness and had t quit her jb. At age 50, she fund 7.　　　　　(her) ut f wrk and stuck at hme with nly her cmputer t keep her cmpany. After a while, she discvered that surfing the Internet culd help her feel less lnely and 8.　　　　　　　 (bre). She culd listen t music, watch films, play games, and explre the wrld. She als jined an nline grup 9.　　　　　　 she culd talk abut her prblems and get supprt and advice frm thers. She realised that ne f the greatest benefits f the Internet was its ability 10.　　　　　　　　　　(remve) the distance that usually exists between peple. 
Passage 2Tday I thught I’d blg abut a questin that has been asked many times—hw d yu stay safe nline and avid bad experiences n the Internet? I’m nt an expert, 1.　　　　　　 many years as a blgger have taught me a thing r tw. First f all, there’s the glden rule f the Internet: If yu see r read smething that makes yu feel 2. 　　　　　 　(cmfrtable), leave the site immediately. Dn’t pst cmments 3.　　　　　　 click n anything. Secnd, prtect yur 4.　　　　　　(private). Dn’t give ut yur address r phne number. Smene might use the infrmatin t steal 5.　　　　(yu) identity. Identity theft is a cmmn and serius prblem.
uncmfrtable
Third, be plite. 6. 　　　　　　(be) nline is n excuse fr being rude, and yu dn’t want t becme a target fr a trll r cyberbully. A trll is a persn 7.　　　　　　psts cmments r questins in rder t stir up truble nline. Trlls ften use several false names s that they can stay n a site. A cyberbully uses the Internet t be mean 8. 　　　　　　 thers. Like a trll, a cyberbully will als write smething mean but it is usually directed at particular peple. He r she may als pst 9.　　　　　　　　　(embarrass) phts and infrmatin abut thse peple. Hwever, the mre plite yu are, the 10.　　　　　　(little) likely it is yu will be attacked. 
阅读下面材料, 根据其内容和所给段落开头语续写两段, 使之构成一篇完整的短文。续写词数应为150左右。Schl mrnings were always busy. The first sentence I usually heard was “It’s time t rise!” It was Mum’s ludest vice, and there was n way I culd pretend nt t hear it r hide frm it. By then, I culdn’t get t the kitchen fast enugh. In fact, it was a race between my sister, my brther, and me. We usually seated urselves at the same time, smetimes kncking each ther ut f ur places. After breakfast, we all rushed ut t the bus stp as we tk ur lunch bags that cntained a sandwich, fruit, and dessert.
Then, ne day, much t my surprise, there was n dessert in my lunch! What culd have happened t it? Did Mum frget t make r buy it?“Oh, well,” I thught, “it’s nly ne time, s it’s n big deal.” But fr the next few days, my lunch cntained n dessert! S ne day, after schl, as sn as I gt hme, I asked, “Mum! Why haven’t yu been putting a dessert in my schl lunch?”Mum answered, “Why, Eugene, I have been including a dessert in yur lunch. If yu’re nt getting it, then wh is?” S then we thught f my activities, and what I did with my lunch each day.
As sn as I arrived at schl, I always put my lunch in the classrm clset (储物间) alng with all f the ther lunches. And that brught us t Carl—the bad by f the third-grade classrm. The teacher didn’t like him in class and wuld send him t the clset, where he wuld spend mst f each day.Carl lived in a grup fster hme (集体寄养之家).He was lud and smewhat f a thief. He wuld take just abut anything that wasn’t fastened dwn (盖紧), s he wasn’t welcme at schl. Mum and I decided that with nthing else t d Carl was prbably ging thrugh the lunches and eating what he liked.
My mther and I talked abut ways t slve this prblem.______________________________________________________________________________Anther day, Carl asked me if he culd cme t my huse and meet my mther.________________________________________________________________________________________________________________________
本段材料主要讲述了作者带到学校的午餐里的甜点总是消失, 后来他想到可能是另外一个年级名叫卡尔的孩子偷的。这个孩子住在集体寄养之家, 行为习惯很差, 老师和同学们都不喜欢他。文章续写第一段的开头是: 妈妈和 “我” 谈论解决问题的方法, 所以可以接着写 “我” 和妈妈想出的具体办法是什么; 文章续写第二段开头是: 卡尔问 “我” 他是否可以去 “我” 家看 “我” 的妈妈, 所以可以接着写 “我” 是如何回应卡尔的以及卡尔是否发生了变化。
My mther and I talked abut ways t slve this prblem. After sme thinking, my mther said she was ging t put tw packages f gdies in my lunch: ne fr me and the ther fr Carl. And then I put my lunch bag in the classrm clset as usual. One day, Carl stpped and asked me why there were always tw desserts in my lunches. I tld him that ne was fr him.Anther day, Carl asked me if he culd cme t my huse and meet my mther. I tld him that he wuld be welcme at ur huse as lng as he did nt steal, fight r swear again. He agreed. After that, Carl wuld cme t ur huse every day after schl and we enjyed ur time tgether playing games. I learnt a lifelng lessn frm Mum abut hw t treat thers.