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{"anchorId": "ca_lbiHj20K", "prerequisiteId": "ca_nVsMUWv6", "type": "component", "strength": "hard", "inInferenceGraph": true, "failureSignature": "他会在第一步就卡住，因为连 France、Japan 这些国家名都说不出来，更别说后面加 French、Japanese 了。", "reason": "「能说出常见国家、地区名称的英文表达」是母条「能说出常见国家、地区名称及其对应的国民与」的一个子动作", "evidence": [{"kind": "set-containment", "detail": "子条文字全部来自母条原句，机器校验（不许新增一个实词）"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 semantic"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "retagHash": "c32a3133777afb8e"}
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{"anchorId": "ca_LARmngwc", "prerequisiteId": "ca_uTNveYfj", "type": "component", "strength": "hard", "inInferenceGraph": true, "failureSignature": "他会在写过去分词时卡住，比如写出 go 的过去式 went 后，过去分词写成 went 或 go，而不是 gone。", "reason": "「能写出英语不规则动词的过去分词」是母条「能说出并写出英语不规则动词的过去式和过去」的一个子动作", "evidence": [{"kind": "set-containment", "detail": "子条文字全部来自母条原句，机器校验（不许新增一个实词）"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "retagHash": "f657497e07f5e154"}
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{"anchorId": "ca_jfH499CK", "prerequisiteId": "ca_7uacrxQc", "type": "component", "strength": "hard", "inInferenceGraph": true, "failureSignature": "他描述文化现象时，句子主干完整但缺乏修饰；一到描述文化差异，他反复使用 'but' 连接两个简单句，且两个分句的时态、主语都相同，无法表达对比。", "reason": "「能基于已有经验和知识，用所学英语描述熟悉」是母条「能基于已有经验和知识，用所学英语描述熟悉」的一个子动作", "evidence": [{"kind": "set-containment", "detail": "子条文字全部来自母条原句，机器校验（不许新增一个实词）"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "retagHash": "493ccabed0dcf5f3"}
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{"anchorId": "ca_hCzUf94s", "prerequisiteId": "ca_PYAFVZsd", "type": "component", "strength": "hard", "inInferenceGraph": true, "failureSignature": "他会在句子中把作定语的不定式和作结果状语的不定式混为一谈，比如把 'I have a book to read' 中的 'to read'（定语）错误地理解为 'I read the book and then...'（结果状语），导致翻译或造句时逻辑混乱。", "reason": "「能在语篇中理解和使用动词不定式作句子中的」是母条「能在语篇中理解和使用动词不定式作句子中的」的一个子动作", "evidence": [{"kind": "set-containment", "detail": "子条文字全部来自母条原句，机器校验（不许新增一个实词）"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "retagHash": "a5cb84db1ba698c2"}
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{"anchorId": "ca_wygfbtVj", "prerequisiteId": "ca_z2f4UFRi", "strength": "soft", "reason": "-ing形式作状语属于非谓语动词体系，需先掌握其作主语的用法", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 40 选 16，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "学生在写句子时，会把作状语的 -ing 形式错误地放在主语位置，例如写成 'Running, the bus left.' 而不是 'The bus left, running away.'", "inInferenceGraph": true, "retagHash": "da2af662963a58d1", "strengthCappedBy": "matrix-track"}
{"anchorId": "ca_wygfbtVj", "prerequisiteId": "ca_tRGYRKuH", "strength": "soft", "reason": "此能力包含作状语，是更综合的能力，但学习状语需先理解其在定语、补语中的基本功能", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 40 选 25，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "他会在句子中把作状语的 -ing 形式误认为是定语，比如把 'Walking along the street, I saw a friend.' 中的 'Walking along the street' 错误地理解为修饰 'I' 的定语，而不是表示时间的状语。", "inInferenceGraph": true, "retagHash": "8ca7b4b7eec16d21", "strengthCappedBy": "matrix-track"}
{"anchorId": "ca_muzfeTJ5", "prerequisiteId": "ca_jKuYY4d7", "strength": "soft", "reason": "动词-ing形式作表语是补语的一种，需先掌握其基本用法才能扩展到其他补语类型。", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 40 选 18，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "看到 She is crying，把 crying 错当成表语，想当然填在 The noise kept her ______ 的空里。", "inInferenceGraph": true, "retagHash": "4c79efeb0f03bb9d", "strengthCappedBy": "matrix-track"}
{"anchorId": "ca_muzfeTJ5", "prerequisiteId": "ca_vuumhRjU", "strength": "soft", "reason": "动词-ing形式作宾语是补语的基础，需先理解其在句中的基本功能。", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 40 选 17，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "他会在补语位置误用动词原形或不定式，例如把 I saw him run 写成 I saw him running，或把 I enjoy swimming 写成 I enjoy swim。", "inInferenceGraph": true, "retagHash": "e0ceee3e492f0307"}
{"anchorId": "ca_muzfeTJ5", "prerequisiteId": "ca_z2f4UFRi", "strength": "soft", "reason": "动词-ing形式作主语是补语的基础，需先掌握其在句中的基本功能。", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 40 选 16，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "在补语位置写成 Swimming is good for health，把主语和补语搞混", "inInferenceGraph": true, "retagHash": "23ee56f752ecd20e", "strengthCappedBy": "matrix-track"}
{"anchorId": "ca_dGkKLp8r", "prerequisiteId": "ca_Ngy2VFXH", "strength": "soft", "reason": "不先掌握-ed形式作补语就难以掌握其作状语的句子成分功能", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 40 选 7，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "学生在写状语时，会把 -ed 形式错误地放在系动词后作补语，例如写成 'The window was broken by the boy' 而不是 'Broken by the boy, the window was repaired'。", "inInferenceGraph": true, "retagHash": "505234844edd7cfd", "strengthCappedBy": "matrix-track"}
{"anchorId": "ca_dGkKLp8r", "prerequisiteId": "ca_gy2dHvjs", "strength": "soft", "reason": "不先综合掌握-ed形式的各种句法功能就无法独立应用其作状语", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 40 选 26，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "在写作中，学生将'After finishing the homework, he went out.'写成'Finished the homework, he went out.'，无法正确使用过去分词作状语表示被动或完成。", "inInferenceGraph": true, "retagHash": "efd6d3fb816e04d3", "strengthCappedBy": "matrix-track"}
{"anchorId": "ca_KhjbcLrN", "prerequisiteId": "ca_HNS8Lgnj", "strength": "soft", "reason": "过去将来时是理解过去完成时时间参考点的关键，不先掌握就无法建立时态间的逻辑关系。", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 40 选 22，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "在阅读含过去完成时的语篇时，会把 'had done' 误判为一般过去时，无法识别出动作的先后顺序，导致理解错乱。", "inInferenceGraph": true, "retagHash": "0288626fc99e2361", "strengthCappedBy": "matrix-track"}
{"anchorId": "ca_KhjbcLrN", "prerequisiteId": "ca_dGkKLp8r", "strength": "soft", "reason": "过去完成时的构成和使用常与过去分词作状语的语法结构紧密相关，是理解和运用该时态的重要基础。", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 40 选 7，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "他会把过去完成时的句子拆成两个简单过去时的句子，忽略动作的先后顺序，只按时间顺序分别陈述。", "inInferenceGraph": true, "retagHash": "cd9af81ebe01a8b3", "strengthCappedBy": "matrix-track"}
{"anchorId": "ca_3x6RC6Sa", "prerequisiteId": "ca_8yKvaNxD", "strength": "soft", "reason": "将来进行时是现在完成进行时的延伸，需先掌握进行时态的构成和用法。", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 40 选 13，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "在写句子时，他会把 'I will be studying' 错写成 'I have been studying'，混淆将来进行时和现在完成进行时的结构。", "inInferenceGraph": true, "retagHash": "7cc4075943f953bb", "strengthCappedBy": "matrix-track"}
{"anchorId": "ca_3x6RC6Sa", "prerequisiteId": "ca_HNS8Lgnj", "strength": "soft", "reason": "将来进行时是将来时态的一种，需先理解将来时态的基本概念和构成。", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 40 选 22，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "在写作或口头描述中，他会把 'will be doing' 的结构误用为 'would be doing'，例如把 'Tomorrow at 5, I will be having dinner.' 说成 'Yesterday, he said tomorrow at 5, he would be having dinner.'，混淆了将来进行时和过去将来时的构成。", "inInferenceGraph": true, "retagHash": "b0146fb0cd172bde"}
{"anchorId": "ca_8yKvaNxD", "prerequisiteId": "ca_vuumhRjU", "strength": "soft", "reason": "现在完成进行时的构成包含动词-ing形式，需先理解其作宾语的用法。", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 40 选 17，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "学生在写句子时，可能会直接用动词原形或单个动词替代 'have/has been doing' 结构，例如写成 'I go to school every day' 而不是 'I have been going to school every day'。", "inInferenceGraph": true, "retagHash": "ccb8c67e1954cb9c"}
{"anchorId": "ca_h4wc8imp", "prerequisiteId": "ca_sMBqcdvq", "strength": "soft", "reason": "不先会动词不定式作表语，就无法理解其作主语时的句子结构与语义。", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 40 选 15，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "在填空题中，学生会把作主语的不定式短语（如 To learn English）错误地放在句末，或在需要主语的位置写成动词原形（如 Learn English is important）。", "inInferenceGraph": true, "retagHash": "a85443f7e3bb983f"}
{"anchorId": "ca_h4wc8imp", "prerequisiteId": "ca_hCzUf94s", "strength": "soft", "reason": "不先掌握动词不定式作定语和结果状语，就无法全面理解其在语篇中的不同功能。", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 40 选 24，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "看到句中有不定式作定语的结构（如 a man to do the job）时，会错误地将其整个视为句子主语，导致句子主谓不一致或意思不通。", "inInferenceGraph": true, "retagHash": "725f9b29ad063ec7", "strengthCappedBy": "matrix-track"}
{"anchorId": "ca_vuumhRjU", "prerequisiteId": "ca_z2f4UFRi", "strength": "soft", "reason": "不先掌握动词-ing形式作主语，就无法理解其作宾语的用法，因为宾语和主语都是句子核心成分。", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 40 选 17，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "学生在写句子时，会把动词-ing形式放在句首作主语，而不是放在动词后作宾语，例如写成'Swimming is my hobby'而不是'I like swimming'。", "inInferenceGraph": true, "retagHash": "cc11e1e1727d153d"}
{"anchorId": "ca_vuumhRjU", "prerequisiteId": "ca_jKuYY4d7", "strength": "soft", "reason": "不先掌握动词-ing形式作表语，就无法理解其作宾语的用法，因为表语和宾语都涉及动词形式的语义功能。", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 40 选 18，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "他在造句时会把 -ing 形式用在 be 动词后，而不是用在动词如 enjoy, like 后面，例如写成 'I am interesting' 而不是 'I am interested'，或者 'I enjoy swimming' 但说成 'I enjoy swim'。", "inInferenceGraph": true, "retagHash": "5f9e25422e940af6"}
{"anchorId": "ca_jKuYY4d7", "prerequisiteId": "ca_z2f4UFRi", "strength": "soft", "reason": "不先会 -ing 作主语就难以理解其在表语位置的类似语法功能。", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 40 选 17，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "看到 Playing football is fun. 会误以为 playing football 是动词谓语，在旁边写上 is playing football is fun，或不会识别 Swimming is good. 中 swimming 是主语，而把它当作谓语动词去寻找后面的 is。", "inInferenceGraph": true, "retagHash": "c995641e41f7f0c3", "strengthCappedBy": "matrix-track"}
{"anchorId": "ca_jKuYY4d7", "prerequisiteId": "ca_tRGYRKuH", "strength": "soft", "reason": "不先会 -ing 作定语、状语、补语就难以理解其在表语位置的系统性用法。", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 40 选 25，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "把表语位置的 -ing 形式当成谓语动词，导致一个句子里出现两个谓语，写出 'The job is boring makes me happy' 这样的句子。", "inInferenceGraph": true, "retagHash": "32ab1d668af1fdb5", "strengthCappedBy": "matrix-track"}
{"anchorId": "ca_pXthXNNP", "prerequisiteId": "ca_h4wc8imp", "strength": "soft", "reason": "主语从句是句子作主语，需先掌握动词不定式作主语这一更简单的主语形式。", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 40 选 15，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "在写主语从句时，会把从句的谓语动词误用为不定式形式，例如写成 'What he wants to do is to study' 而不是 'What he wants is to study'。", "inInferenceGraph": true, "retagHash": "3ddfa6c0a5a3ad64"}
{"anchorId": "ca_pXthXNNP", "prerequisiteId": "ca_z2f4UFRi", "strength": "soft", "reason": "主语从句是句子作主语，需先掌握动词-ing形式作主语这一更简单的主语形式。", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 40 选 17，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "在写主语从句时，会把从句的动词直接用-ing形式开头，写成 Swimming is good for health 而不是 That swimming is good for health，或者完全不知道用 that 引导从句。", "inInferenceGraph": true, "retagHash": "c48a0cb396010527", "strengthCappedBy": "matrix-track"}
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{"anchorId": "ca_CPeWS9nG", "prerequisiteId": "ca_MbHhC0ud", "strength": "soft", "reason": "归纳提炼口头交流主要内容时，需要概括和提取关键信息，这直接依赖于语文中概括文本主要内容或关键信息的技能", "crossDiscipline": true, "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "听完一段长对话后，他无法说出'所以刚才他们主要在讨论什么'，而是开始逐字复述对话中的每一句话，或者只能说出对话中的最后几个词。", "inInferenceGraph": true, "retagHash": "a885cc4a784392d3", "evidence": [{"kind": "llm", "detail": "跨学科候选池 40 选 25，判据见 gen_edges.CROSS_PROMPT（跨学科，判据更严）"}, {"kind": "standard-hierarchy", "detail": "课标学段序：G5 → G10"}, {"kind": "llm", "detail": "两段式失败表征：先写失败表现（不告知有分类任务），再独立调用分类为 component（specs/001）"}], "note": "失败表现有判别力：孩子能把对话逐字复述出来，说明听懂了、词汇不是瓶颈，卡住的恰恰是「归纳」这一步。这个观测能把「不会概括」和「英语听力差」分开，所以它是可证伪的能力依赖，不是「都是听读」的泛化。 | MATRIX 档不得 hard（非拆分边，无 containment 证据），入库时降为 soft", "strengthCappedBy": "matrix-track"}