📚 Cambridge International AS & A Level English Language Coursebook: Your Essential Guide | 剑桥国际AS和A Level英语语言教材：你的必备指南
The Cambridge International AS & A Level English Language Coursebook, authored by Mike Gould and Marilyn Rankin, is the cornerstone resource for students preparing for the CIE 9093 syllabus. It has been meticulously designed to develop critical reading, analytical writing, and a deep understanding of how the English language functions in various contexts. Whether you are tackling unseen text analysis, crafting directed writing tasks, or exploring the fascinating realms of language diversity and change, this coursebook serves as both a classroom companion and a self‑study aid. Its structured approach mirrors the progression of the examination papers, ensuring that learners build confidence step by step across the two‑year course.
由Mike Gould和Marilyn Rankin编写的《剑桥国际AS和A Level英语语言教材》是备考CIE 9093课程大纲的基石资源。该书精心设计，旨在培养批判性阅读、分析性写作以及对英语语言在不同语境下如何运作的深层理解。无论你是在应对陌生文本分析、构思定向写作任务，还是探索语言多样性和变化的迷人领域，这本教材既是课堂伴侣又是自学利器。其结构化的编排方式呼应了考试试卷的进阶路径，确保学习者在两年课程中循序渐进地建立自信。
1. Coursebook Overview and Syllabus Alignment | 教材概览与大纲对接
The coursebook is organised into distinct sections that correspond directly to the CIE AS and A Level English Language assessment objectives. Early chapters focus on the foundations: understanding lexis, semantics, grammar, and discourse structure. These linguistic building blocks are then applied to the analysis of a wide range of written, spoken, and electronic texts. The later units shift towards extended writing skills and the thematic study of language variation, covering topics such as regional dialects, sociolects, and global Englishes. Every activity is labelled with the relevant assessment objective (AO), making it easy for students to see which skills they are practising at any given moment.
该教材被组织成若干清晰的部分，直接对应CIE AS和A Level英语语言的评估目标。前几章聚焦基础：理解词汇、语义、语法和语篇结构。这些语言构件随后被应用于分析各种书面、口头和电子文本。后面的单元则转向拓展写作技能以及语言变异的专题学习，涵盖地区方言、社会方言和全球英语等主题。每项活动都标有相关的评估目标（AO），使学生能够一目了然地知道自己在练习哪一项技能。
Furthermore, the coursebook includes dedicated sections on examination preparation, reflecting the structure of Paper 1 (Reading), Paper 2 (Writing), and the A Level options such as Paper 3 (Language Analysis) and Paper 4 (Language Topics). This alignment ensures that no part of the syllabus is overlooked, and teachers can confidently use the book as their primary scheme of work. The glossary of key terms at the back is particularly valuable, offering concise definitions of linguistic terminology that students must master for high‑band responses.
此外，该教材还包含备考专项内容，反映了卷一（阅读）、卷二（写作）以及A Level选项如卷三（语言分析）和卷四（语言专题）的结构。这种对接确保了大纲的任何部分都不会被遗漏，教师可以放心地将本书作为主要的教学计划。书末的关键术语表尤其有价值，它提供了学生必须掌握以获取高分的语言学术语的简明定义。
2. Unit Structure and Learning Pathways | 单元结构与学习路径
Each unit begins with clear learning intentions and a starter activity that activates prior knowledge or introduces a key concept through a short, engaging task. The main body of the unit interweaves explanation, worked examples, and scaffolded exercises. Commentary boxes offer analytical models, showing students how a high‑level response might deconstruct a text. ‘Get it right!’ tips highlight common pitfalls and examiner expectations, while extension activities push more confident learners to explore concepts in greater depth. The ends of units typically feature a self‑assessment checklist, enabling students to track their progress against the stated objectives.
每个单元都以明确的学习目标和导入活动开始，通过简短而引人入胜的任务激活先前知识或引入关键概念。单元主体将解释、范例和支架式练习交织在一起。评论框提供分析示范，向学生展示高级别答案如何解构文本。“别犯错！”提示突出常见陷阱和考官期望，而拓展活动则推动更自信的学习者更深入地探索概念。单元末尾通常配有自我评估清单，使学生能够对照既定目标跟踪自己的进展。
The book does not have to be followed rigidly from cover to cover. Teachers and independent learners can navigate the content according to the demands of each term. For AS Level, the reading and writing units are prioritised, while the language diversity and change modules become central in the second year. Cross‑references between units help to reinforce connections: a writing unit on commentary might point back to an earlier analysis unit that introduced the PEEL (Point, Evidence, Explanation, Link) paragraph structure. This flexibility makes the coursebook suitable for a variety of teaching styles and learner needs.
本书并不需要刻板地从头读到尾。教师和自主学习者可以根据每个学期的需求来安排内容。在AS阶段，阅读和写作单元是重点，而语言多样性与变化模块则在第二年成为核心。单元之间的交叉引用有助于强化联系：例如，关于评论的写作单元可能会提及更早引入PEEL（观点、证据、解释、联系）段落结构的分析单元。这种灵活性使得该教材适用于多种教学风格和学习者需求。
3. Mastering Directed Writing and Genre Transformation | 掌握定向写作与体裁转换
Paper 2 (Writing) requires students to respond to a source text by producing two pieces of original writing – a directed writing task and a transformative, or ‘re‑creative’, piece with commentary. The coursebook dedicates substantial space to developing these twin skills. Directed writing tasks might ask you to write a letter, speech, article, or blog post in a specific voice and for a set audience. The book unpacks the conventions of each genre, from salutations and persuasive rhetoric to the appropriate level of formality. Annotated exemplar responses then show how to weave in evidence from the source text without merely copying it.
卷二（写作）要求学生根据一篇源文本创作两篇原创写作——一项定向写作任务和一篇带有评论的转换性或“再创作”作品。教材为发展这双重技能投入了大量篇幅。定向写作任务可能要求你以特定的语气、针对设定的受众撰写信件、演讲、文章或博客帖子。本书剖析了每种体裁的惯例，从称呼语和说服修辞到适当的正式程度。随后，带注释的范例答案展示了如何在不简单照搬的情况下融入源文本的证据。
The transformative writing section is particularly innovative. It encourages students to rewrite a text in a completely different genre or perspective – for instance, turning a newspaper report into a dramatic monologue. The commentary that accompanies this piece must justify every stylistic choice using linguistic terminology. The coursebook provides frameworks for writing these commentaries, including how to discuss lexical choices, sentence structures, and discourse features. By working through the gradual increase in difficulty, learners develop the confidence to tackle even the most demanding exam prompts.
转换性写作部分尤其具有创新性。它鼓励学生用一种完全不同的体裁或视角重写文本——例如，将一篇报纸报道转变为一段戏剧独白。伴随该作品的评论必须用语言学术语证明每一项文体选择。教材为撰写这些评论提供了框架，包括如何讨论词汇选择、句子结构和语篇特征。通过逐步提升难度的训练，学习者能够建立自信，从容应对最具挑战性的考试提示。
4. Text Analysis Toolkit: Reading Unseen Passages | 文本分析工具箱：解读陌生篇章
In Paper 1, candidates face unseen texts that may range from travel writing and memoirs to promotional materials and transcribed speech. The coursebook equips students with a robust analytical toolkit. It introduces frameworks such as ‘Field, Tenor, Mode’ and ‘Genre, Audience, Purpose’ as entry points for any text. Learners are taught to annotate purposefully, identifying salient linguistic features – be it the use of the passive voice to obscure agency, high‑frequency lexis to create an informal register, or graphological devices like layout and font. The book models how to move from feature‑spotting to a coherent, evaluative argument.
在卷一考试中，考生会面对可能涵盖游记、回忆录、宣传材料以及转录口语的陌生文本。该教材为学生装备了强大的分析工具箱。它引入了诸如“语场、语旨、语式”和“体裁、受众、目的”等框架作为分析任何文本的切入点。学习者被教导如何进行有目的的标注，识别显著的语言特征——无论是使用被动语态来模糊施事者、高频词汇来创造非正式语域，还是像布局和字体这样的书写符号手段。本书示范了如何从特征指认转向连贯的评价性论证。
A key strength of the coursebook is its inclusion of full sample analyses across a range of text types. Commentary is provided alongside annotated scripts, illustrating how to integrate context, audience, and purpose with language analysis effectively. The book also commits space to comparative analysis, a skill tested in both AS and A Level components. Students learn to construct thematic links between two passages, exploring similarities and differences not in a superficial list but by weaving together insights into a single, flowing essay. Practical ‘Hints and tips’ boxes remind them to comment on the effect of language, not just its identification.
该教材的一个关键优势在于，它涵盖了一系列文本类型的完整范例分析。评注随附在带注释的脚本旁，说明了如何有效地将语境、受众和目的与语言分析相结合。本书还投入篇幅讲授比较分析，这是AS和A Level考试都会测试的技能。学生学会在两篇文章之间建立主题联系，探索相似与差异，并非肤浅地列表，而是将见解编织成一篇流畅的论文。实用的“提示与技巧”框提醒他们评论语言的效果，而不仅仅是指认它。
5. Language and Context: The Situational Parameters | 语言与语境：情境参数
Understanding that language is shaped by its context is fundamental to the CIE syllabus. The coursebook thoroughly examines how factors such as setting, relationship between participants, and topic influence linguistic choices. A chapter on spoken language, for example, dissects the features of spontaneous conversation – fillers, false starts, overlaps, and ellipsis – explaining how they function in natural discourse as opposed to scripted dialogue. The analysis of texts like political speeches shows how power dynamics and rhetorical strategies are linguistically encoded through pronouns (‘we’, ‘you’), modals, and figurative language.
理解语言受其语境塑造是CIE课程大纲的基础。该教材深入探讨了如场景、参与者之间的关系以及话题等因素如何影响语言选择。例如，关于口语的章节剖析了自然对话的特征——填充词、错误开头、重叠和省略——并解释了它们在自然语篇中与脚本对话相比如何运作。对政治演讲等文本的分析展示了权力动态和修辞策略如何通过代词（“我们”、“你们”）、情态动词和比喻性语言在语言上被编码。
Another contextual layer that the book explores expertly is the medium of communication. Whether a message appears in print, online, or in a multimodal format profoundly affects its structure and tone. The coursebook presents examples of online chats, forum posts, and social media updates alongside traditional print genres, prompting students to reflect on how technology is altering conventional ideas of ‘text’. This awareness is vital for the critical evaluation task on Paper 3, where candidates must assess how context drives language variation.
该教材专业探讨的另一个语境层面是交流媒介。一条信息是出现在印刷品、网络还是多模态格式中，会深刻影响其结构和语气。教材将在线聊天、论坛帖子和社交媒体更新与传统印刷体裁并置呈现，促使学生反思技术如何改变传统的“文本”观念。这种意识对于卷三的批判性评价任务至关重要，在该任务中考生必须评估语境如何驱动语言变异。
6. Writing with Purpose: Crafting Analytical and Evaluative Prose | 有的放矢：撰写分析与评价性文章
Success in English Language hinges not just on what you say but on how you say it. The coursebook dedicates a full section to academic writing style, focusing on the discursive and analytical essays required across all papers. Students are guided through the process of formulating a thesis statement, establishing a line of argument, and structuring paragraphs so that each one advances that argument. Model paragraphs are deconstructed to show topic sentences, embedded quotations, close linguistic analysis, and evaluative summative comments. The book also addresses common stylistic weaknesses, such as the overuse of ‘the writer uses’ phrases, offering more sophisticated alternatives like ‘the text employs’ or ‘the lexical choice conveys’.
英语语言学科的成功不仅取决于你说什么，还取决于你怎么说。该教材用一个完整的章节来讲解学术写作风格，重点关注所有试卷都要求的论述性和分析性文章。学生被引导完成制定论点陈述、建立论证线索以及组织段落以使每一段都推进论证的过程。示范段落被解构以展示主题句、嵌入式引文、细致的语言分析和总结性评价评语。本书还指出常见的文风弱点，例如过度使用“作者使用了”这类短语，并提供了更精练的替代表达，如“文本采用了”或“词汇选择传达了”。
Building a wide vocabulary of linguistic terms is essential for precise analysis. The coursebook contains a running glossary in the margins, but it also encourages learners to actively apply terms like ‘anaphoric reference’, ‘collocation’, ‘modification’, and ‘prosodic features’ in their writing. Revision activities involve quickly scanning texts and labelling features using metalanguage, which trains the speed and accuracy needed in timed conditions. For evaluative writing, the book promotes a balanced approach: acknowledging alternative interpretations while confidently justifying a dominant reading based on textual evidence and contextual knowledge.
构建丰富的语言学术语词汇对于精确分析至关重要。教材页边有持续的术语表，但它也鼓励学习者在写作中积极应用诸如“回指照应”、“搭配”、“修饰”和“韵律特征”等术语。复习活动涉及快速扫描文本并用元语言标注特征，这训练了限时条件下所需的速度和准确性。对于评价性写作，本书提倡一种平衡的方法：承认替代解读，同时自信地基于文本证据和语境知识证明一个主导解读。
7. Exploring Language Diversity: Dialects and Sociolects | 探索语言多样性：方言与社会方言
The A Level component of the CIE syllabus introduces a thrilling dimension: the study of language variation in society. The coursebook navigates this complex area with clarity, beginning with the distinction between accent and dialect, and moving on to regional variations in the British Isles and beyond. It introduces key studies – such as those by William Labov on Martha’s Vineyard and in New York department stores – to demonstrate how variables like post‑vocalic /r/ can signal social stratification. Students are encouraged to consider their own dialectal backgrounds and to collect data for small‑scale investigations, mirroring the linguistic ethnography approach.
CIE课程大纲的A Level部分引入了一个令人激动的维度：社会中语言变异的研究。该教材以清晰的方式导览了这个复杂的领域，从口音和方言的区别开始，进而探讨不列颠群岛及更远地区的区域变异。它引介了关键研究——例如拉博夫关于马萨葡萄园和纽约百货公司的研究——以展示像元音后/r/这样的变量如何标志社会分层。学生被鼓励反思自己的方言背景并为小规模调查收集数据，这反映了语言民族志学的方法。
Sociolects receive equally thorough treatment. The coursebook explains how social groups – defined by class, age, ethnicity, or profession – develop distinctive linguistic patterns. Topics such as youth slang, multi‑ethnolects like Multicultural London English (MLE), and occupational jargon are explored with reference to contemporary research. The book does not shy away from the sociolinguistic debates around standard English and linguistic prestige, asking students to critically evaluate whether non‑standard varieties can be seen as deficient or simply different. These discussions prepare them directly for the synoptic essay questions that demand a sophisticated grasp of social attitudes to language.
社会方言也得到了同样透彻的处理。教材解释了由阶层、年龄、种族或职业界定的社会群体如何发展出独特的语言模式。诸如青年俚语、多元民族语言如多元文化伦敦英语(MLE)以及行业术语等话题，都结合当代研究进行了探讨。本书并不回避围绕标准英语和语言声望的社会语言学辩论，要求学生批判性地评价非标准变体究竟应被视为欠缺还是仅仅不同。这些讨论直接为他们准备综合论述题，这些题目要求对语言的社会态度有精准的把握。
8. Language Change: From Old English to Global Englishes | 语言变迁：从古英语到全球英语
The coursebook presents language change not as a dry historical catalogue but as a dynamic, ongoing process. A timeline of the English language, from Old English through the Great Vowel Shift, to the impact of printing and industrialisation, is condensed into a visually accessible spread. Key linguistic processes such as semantic change (broadening, narrowing, amelioration, pejoration), borrowing, and neologism are defined and illustrated with contemporary examples like ‘selfie’, ‘ghosting’, and ‘greenwashing’. The book connects diachronic change to the synchronic study of language, showing that variation we observe today is often change in progress.
该教材将语言变迁呈现为一个动态、持续的过程，而非枯燥的历史编年。英语时间线从古英语经历元音大推移，到印刷术和工业化的影响，被浓缩成一个视觉上易读的跨页。关键的语义变化过程如语义变化（扩大、缩小、褒义化、贬义化）、借词和新词都被定义，并配以当代实例，如“selfie”、“ghosting”和“greenwashing”。本书将历时变化与语言的共时研究联系起来，表明我们今天观察到的变异往往是正在进行中的变化。
A significant portion of the later units is devoted to World Englishes and the implications of English as a global lingua franca. The coursebook examines models such as Kachru’s Three Circles, discussing the status of English in post‑colonial societies and the emergence of localized standards like Singapore English and Nigerian English. Students learn to challenge monolithic notions of correctness and to appreciate the diversity of expression across the Anglophone world. This content directly supports the Language Topics paper, providing case studies and theoretical frameworks that pupils can marshal in exam‑style essays on the future of English.
后面单元有相当一部分内容专门探讨世界英语以及英语作为全球通用语的影响。教材审视了诸如卡齐鲁三圈模型等理论，讨论了英语在后殖民社会中的地位以及像新加坡英语和尼日利亚英语等地方化标准的出现。学生学会挑战单一的“正确性”观念，欣赏英语世界表达的多样性。这些内容直接支持语言专题试卷，提供案例研究和理论框架，学生可以在关于英语未来的考试式论文中加以运用。
9. Integrating Theory: Key Linguists and Conceptual Frameworks | 整合理论：关键语言学家与概念框架
To excel at A Level, students must move beyond description and engage with theoretical perspectives. The coursebook introduces a carefully selected roster of linguists and their ideas at the precise moment they become relevant. When discussing politeness, the work of Brown and Levinson on ‘face’ is introduced; when examining conversation, Grice’s Maxims and Sinclair and Coulthard’s Initiation‑Response‑Feedback (IRF) model appear. These theories are not presented as abstract summaries but are embedded within practical analysis tasks that show their explanatory power.
要在A Level考试中出类拔萃，学生必须超越描述，接触理论视角。该教材在理论变得相关的恰当时机引入了一组精心挑选的语言学家及其思想。在讨论礼貌时，介绍了布朗和莱文森关于“面子”的研究；在审视会话时，格莱斯准则以及辛克莱和库尔萨德的启动‑回应‑反馈(IRF)模型出现。这些理论并非作为抽象摘要呈现，而是嵌入到实际分析任务中，展示其解释力。
The book also covers language and gender theories, from the dominance and difference approaches (Lakoff, Tannen) to more recent constructionist views. For language and technology, it draws on concepts like ‘netspeak’ and ‘textspeak’, encouraging learners to question whether digital communication is corrupting or enriching language. Crucially, the coursebook teaches students how to use theory appropriately: not as a blunt label but as a lens to illuminate the data. Model essays demonstrate how to synthesise findings from multiple studies into a nuanced discussion, a skill that distinguishes top‑band candidates.
本书还涵盖了语言与性别理论，从支配论和差异论（莱考夫、坦嫩）到更近期的建构主义观点。对于语言与技术，它借助“网络用语”和“短信语言”等概念，鼓励学习者质疑数字交流究竟是腐蚀还是丰富了语言。至关重要的是，该教材教导学生如何恰当地运用理论：不是作为一个生硬的标签，而是作为照亮数据的透镜。范文示范了如何将来自多项研究的发现综合成细致入微的讨论，这是一项区分高分数考生的技能。
10. Exam Preparation and Assessment Objectives in Focus | 聚焦考试准备与评估目标
No coursebook is complete without robust exam preparation, and this one excels in that area. Dedicated exam‑practice chapters break down each paper into its constituent questions, offering step‑by‑step strategies. For Paper 1, students are taught how to manage their time between the short‑answer questions and the longer comparison essay, using techniques such as quick‑planning grids. For Paper 2, there are walk‑throughs of genre transformation tasks that illustrate the drafting and commentary‑writing process under timed conditions. The book even includes full specimen papers with mark schemes, enabling realistic self‑testing.
如果没有扎实的考试准备，任何教材都是不完整的，而这本书在这方面非常出色。专门的考试练习章节将每份试卷分解为各个组成问题，提供分步策略。对于卷一，学生被教导如何在简答题和较长的比较论文之间管理时间，使用快速规划表格等技巧。对于卷二，有体裁转换任务的全程示范，展示限时条件下的草拟和评论写作过程。本书甚至包含完整的样卷和评分方案，使学生能够进行真实的自我测试。
The coursebook continuously signals the assessment objectives (AOs) through marginal tags. AO1 focuses on precise linguistic knowledge, AO2 on analysis of meaning and effect, AO3 on context, and AO4 on connections and comparisons. By seeing how each activity maps onto these AOs, learners develop a sharper sense of what examiners are looking for. A final review section provides a glossary of command words such as ‘analyse’, ‘evaluate’, and ‘discuss’, clarifying the distinct demands of each. This transparency demystifies the examination process and empowers students to take control of their own revision.
该教材通过页边标签持续标示评估目标(AOs)。AO1侧重精确的语言知识，AO2侧重意义与效果分析，AO3侧重语境，AO4侧重联系与比较。通过观察每项活动如何对应这些AO，学习者能更清晰地了解考官在寻找什么。最后一个复习部分提供了诸如“分析”、“评价”和“讨论”等指令词的词汇表，阐明了每个词的不同要求。这种透明度揭开了考试过程的神秘面纱，使学生能够主导自己的复习。
11. Supplementary Digital Resources and Self‑study Support | 补充数字资源与自学支持
Alongside the print coursebook, Cambridge University Press offers a range of digital resources accessible via the Cambridge Elevate platform. These include audio recordings of spoken texts, video interviews with linguists, and interactive quizzes that reinforce terminology. The enhanced edition allows students to highlight text, make notes, and access additional worksheets that extend the content of each unit. For independent learners, these digital tools bridge the gap between the classroom and home study, providing immediate feedback on multiple‑choice and short‑answer drills.
除了纸质教材之外，剑桥大学出版社还通过Cambridge Elevate平台提供一系列数字资源。其中包括口语文本的录音、对语言学家的视频访谈，以及强化术语的互动测验。增强版允许学生高亮文本、做笔记，并访问扩展每个单元内容的额外工作表。对于自主学习的学生来说，这些数字工具弥合了课堂与居家学习之间的鸿沟，在选择题和简答题练习上提供即时反馈。
The coursebook itself is also designed with the self‑study learner in mind. Chapters include clear ‘In this unit you will learn’ statements and ‘Check your progress’ reviews. There are frequent reflective prompts: ‘What do you already know about this topic?’ and ‘How might you apply this concept to your own writing?’. The back‑of‑book answer key, where appropriate, offers model responses for many exercises, not just the final answers. This level of support makes the book an ideal choice for home‑schooled candidates, international students who may have limited teacher contact hours, and anyone seeking to supplement their school curriculum with structured independent practice.
该教材本身的设计也考虑了自学者的需求。章节包含清晰的“本单元你将学到”陈述和“检查你的进步”回顾。书中频繁出现反思提示：“关于这个主题你已经知道什么？”以及“你怎样将这个概念应用到自己的写作中去？”。书末的参考答案在适当的地方为许多练习提供了示范回答，而不仅仅是最终答案。这种程度的支持使本书成为在家学习的考生、教师授课时间有限的国际学生以及任何希望用结构化的独立练习来补充学校课程的人的理想选择。
12. Best Practices for Using the Coursebook Effectively | 有效使用教材的最佳实践
To get the most from this resource, adopt an active approach. Do not simply read the commentary boxes – cover them first, attempt your own analysis, and then compare with the model. Create flashcards for metalanguage as you encounter new terms, and practise integrating them into your own writing orally before penning them down. The coursebook’s activities often work best in pairs or small groups, so if you are studying in a class, take advantage of the discussion tasks to articulate your ideas aloud. If you are learning alone, use a notebook to record your spoken paraphrases or even record yourself explaining a concept.
要从这本资源中获得最大收益，就要采取主动的学习方式。不要只是阅读评论框——先遮住它们，尝试自己的分析，然后再与范本进行比较。遇到新术语时制作元语言的抽认卡，并在动笔前先用口头表达的方式练习将其融入自己的写作。教材中的活动通常在两人或小组中效果最佳，所以如果你是在课堂学习，要利用讨论任务来大声阐述自己的观点。如果你是独自学习，就用笔记本记录你的口头释义，甚至给自己录音解释某个概念。
Integrate the coursebook with wider reading. The book references real‑world texts and linguistic research, but you should also build your own scrapbook of interesting language examples – an advertisement with a striking slogan, a snippet of overheard conversation that illustrates code‑switching, or a news article about the latest Oxford English Dictionary additions. Bringing these authentic materials to your study sessions enriches your understanding and provides a bank of original examples to use in exams. Finally, return to the coursebook at the end of each term to complete the revision checklists and deliberately target any areas where your confidence is still growing.
将教材与广泛阅读相结合。本书引用了真实世界的文本和语言学研究，但你还应该建立自己的有趣语言实例剪贴簿——一则有着醒目广告语的广告、一段偶尔听来说明语码转换的对话片段，或是一篇关于《牛津英语词典》最新新增词条的新闻文章。将这些真实的材料带入学习环节会丰富你的理解，并提供一个原创示例库供你在考试中使用。最后，每个学期末回到教材，完成复习清单，并有针对性地攻克那些你信心仍在增长的领域。
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