4. 近五年新高考I卷评析-写作

胶州教研室张春燕近五年新课标1卷语言输出类探究目录高考试题命题特点01高考试题分析02学情分析及思路探讨0304基于语言输出的复习建议高考试题命题特点012020-2024年应用文设题(2020年)假定你是李华,假定你是李华,上周日你校举办了5公里越野赛跑活动。请你为校英文报写一篇报道,内容包括:1.参加人员:2.跑步路线:从校门口到南山脚下:3.活动反响。你校英文报Youth正在庆祝创刊十周年。请你写一篇短文投稿，内容包括：1.读报的经历；2.喜爱的栏目；3.期望和祝福。假定你是李华，外教Ryan准备将学生随机分为两人一组，让大家课后练习口语，你认为这样分组存在问题。请你给外教写一封邮件，内容包括：1.说明问题；2.提出建议。假定你是校广播站英语节目“TalkandTalk”的负责人李华，请给外教Caroline写邮件邀请她做一次访谈。内容包括：1.节目介绍；2.访谈的时间和话题。假定你是李华，上周五你们班在公园上了一堂美术课。请你给英国朋友Chris写一封邮件分享这次经历，内容包括：1.你完成的作品；2.你的感想。20202021202220232024命题特点：应用文注重交际性和实用性

2020年：假定你是李华2021年：你校（学生）2022年：假定你是校广播站英语节目“TalkandTalk”的负责人李华，2023年：假定你是李华

2024年：假定你是李华

2020年：校英文报2021年：校英文报2022年：外教Caroline2023年：外教Ryan2024年：英国朋友Chris

2020年：越野赛跑活动2021年：庆祝创刊十周年2022年：做一次访谈

2023年：分组存在问题2024年：分享美术课交际主角交际对象交际话题动态变化1.文字提醒减少，由具体信息转向笼统表达，体现出对思维考查的要求提高。2.可以适当增加细节，以使行文连贯。请按如下格式在答题卡的相应位置作答。考查：把握关键信息的能力，语言运用能力和创新思维能力必修6.根据表达目的选择适当的语篇类型；7.根据表达的需要选择词汇和语法结构；8.根据表达的需要选择正式语或非正式语；选择性必修4.运用语篇衔接手段，提高表达的连贯性；5.根据表达意图和受众特点，有意识地选择和运用语言；6.根据表达的需要，设计合理的语篇结构；普通高中英语课程标准表达性技能要求要求的变化：选择语篇---运用语篇衔接和设计语篇结构

选择词汇与语法---有意识的选择和运用语言

选择---运用形式---思维应用文评分标准：评分主要依据三个方面：内容，语言表达和篇章结构。具体来讲为内容要点的覆盖、使用词汇和语法结构的准确性、恰当性和多样性，全文结构和上下文的连贯性。2020-2024年读后续写设题2020年卖爆米花帮助贫困人2021年母亲节为妈妈准备早餐2022年鼓励残疾学生参加越野比赛2023年在老师的鼓励下，参加写作比赛2024年出差途中与出租车司机协商解决车费支付问题命题特点

基本以大约中学生年龄的孩子为主人公，或者是中学生易理解的话题2024：陌生人之间2023：学生与教师2022：教师与学生

2021：孩子与父母

2020：孩子与陌生人

语言简单易懂，注重情节的发展。以实义动词为主。

体现核心素养，有助于学生学好做人做事，形成正确的价值观和道德情感，成长为有文明素养和社会责任感的人。考查学生分析问题和解决问题的能力。行为主体语言特点考查素养点涉及到亲情，师生情和陌生人之间的爱。文本特点01背景介绍04提示句特点02人物刻画03情节发展

（2020年）TheMeredithfamilylivedinasmallcommunity.Astheeconomywasindecline,somepeopleinthetownhadlosttheirjobs.Manyoftheirfamilieswerestrugglingtomakeendsmeet.Peopleweretryingtohelpeachothermeetthechallenges.

（2021年）ThetwinswerefilledwithexcitementastheythoughtofthesurprisetheywereplanningforMother’sDay.HowpleasedandproudMotherwouldbewhentheybroughtherbreakfastinbed.TheyplannedtomakeFrenchtoastandchickenporridge.Theyhadwatchedtheirmotherinthekitchen.Therewasnothingtoit.JennaandJeffknewexactlywhattodo.

（2022年）Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute（路线）throughthickevergreenforest.

（2023年）Ididnotlovewriting.MyfamilycamefromBrazil,soEnglishwasonlymysecondlanguage.WritingwassodifficultandpainfulformethatmyteacherhadallowedmetopresentmypaperonthesinkingoftheTitanicbyactingoutaplay,whereIplayedalltheparts.Noonelaughedharderthanhedid.

（2024年）ImetGunteroracold,wetandunforgettableeveninginSeptember.IhadplannedtoflytoViennaandtakeabustoPragueforaconference.Duetoabigstorm,myflighthadbeendelayedbyanhourandahalf.ItoucheddowninViennajust30minutesbeforethedepartureofthelastbustoPrague.ThemomentIgotofftheplane,Iranlikecrazythroughtheairportbuildingandjumpedintothefirsttaxiontherankwithoutasecondthought.

人物刻画

（2020年）Mrs.Meredithwasamostkindandthoughtfulwoman.Shespentagreatdealoftimevisitingthepoor.Sheknewtheyhadproblems,andtheyneededallkindsofhelp.Whenshehadtime,shewouldbringfoodandmedicinetothem.

（2022年）Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.情节发展模式——滚动式

冲突-解决-冲突-解决2020年：卖爆米花帮助贫困人Hewantsverymuchtoearnsomemoney---IwishwecouldhelphimtoearnmoneyButIdon'tseewhathecando---Ihaveasolutionthatwecanallhelpaccomplishwecanmakepopcorn(爆米花),andputitintopaperbags---how?2021年：母亲节惊喜Frythebread,thebreadturnedblack---threwtheburntpieceintothe

sink,turndownthefire.Theporridgeboiledoverandputoutthefire---turnoffthegasThestovewasamess---Jeffcleaneditup.Jeff’shandtouchedthehotburner---puthishandincoldwaterBreadturnedblack---how?2022年Hehaddecidednottorun.---gavehimthechoiceandlethimdecide(coach)（矛盾1）AftermakingsurethatDavidcouldrunifhewanted---how?（矛盾2）2023年Isaidnowithoutthinking.---Encouragedbyhiswords,Iagreedtogiveitatry.Igottired.Ihaddoubts.Iwantedtoquit.---IkeptgoingIfIdidn’twin,Iwouldn’tcare.---what?how?2024年Hehadn'theardofthebusstation---rangupafriendandstartedthecar.Ihadzerocash，thecardmachinejustdidnotplay，acashmachine

outoforder.---how?

提示句特点

2020年WhenMrs.MeredithheardofJohn’sidea,shethoughtitwasagoodone,too.Witheverythingready,Bernardstartedoutonhisnewbusiness.提示句特点：一个状语从句和一个with复合结构考查思维能力：爆米花是怎样做的，怎么卖光的？

学科核心素养：助人为乐的品质。

2021年Asthetwinslookedaroundthemindisappointment,theirfatherappeared.Thetwinscarriedthebreakfastupstairsandwoketheirmotherup.提示句特点：状语从句和并列动词句考查思维能力：如何做好早餐及推断妈妈的反应。学科核心素养：孩子对父母的爱。

2022年Wesatdownnexttoeachother,butDavidwouldn’tlookatme.IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.提示句特点：一个并列句和一个状语从句考查思维能力：教师是怎样说服大卫的，推测大卫的表现。学科核心素养：尊重学生的残疾，认可学生的付出，鼓励学生参与，对胜利和成功有更高级的诠释。

2023年Afewweekslater,whenIalmostforgotthecontest,therecamethenews.

Iwenttomyteacher’sofficeaftertheawardpresentation提示句特点：两个状语从句考查思维能力：推测news的内容和我与老师的互动。体现核心素养：体现学生的人格品行及学习品质，以及感恩情怀。

2024年IranbacktoGunterandtoldhimthebadnews.Fourdayslater,whenIwasbackinVienna,IcalledGunteraspromised.一个并列动词句，一个状语从句考查思维能力：推测thebadnews的内容和我们再次互动的场景.学科核心素养：诚信，诚实和正直。提示句共性：1.以状语从句和并列动词句为主。2.注重学科核心素养的考查和落实立德树人的根本任务。3.考查逻辑思维能力（分析，推断，创新等能力)和问题解决意识。4.情节发展+人物互动

并行人物互动推动情节的发展，情节的发展渗透人物的品质。存在的问题01理解02构思03表达理解包括应用文审题的理解和续写原文的理解假定你是李华。你的外国笔友Frank今年即将高中毕业，最近在考虑申请来中国留学，他写邮件询问你的意见，请你给他回一封邮件。内容包括：1.发表意见;2.陈述理由。应用文审题之一

应用文审题之二假定你是李华。上周你参加了主题为“我身边的科技”的校园展览活动，请你给校英文报写一篇报道。内容包括：1.活动介绍；

2.你的感悟。OneyearitseemedwewerehavingtheworstChristmasever.Thatautumnmyhusbandhadbeeninacaraccident.Becausehewasn’tmedicallycleared

toreturntowork,wehadtopayforhishealthinsurance.Wewerepennilessandworried.ButIinsistedonanormalChristmas.Iputupourusualdecorations,bakedthesamecookies,andmanagedtowrapaninexpensivegiftfor

myson.Everyoneelseonmylistwouldbegettingsomethinghomemade.WhenIwokeupthenextmorning,

Ifeltgood

foralltheeffortsthatIsparedfortheChristmas.

Atthattime,thephonerang.Ithoughtitwasa“MerryChristmas”

frommyfriends.ButwhenIpickedupthereceiverandfounditwasKaty.Katywasmyformercolleague.Shesaidsheneededtotalktome.IknewKatywasasinglemotherwithtwokids.Shedidherutmosttolookafterherkidsanddideverythingwithconfidencelikeasuperwoman.Iwaspuzzledaboutherintentionofcallingme.Shehesitatedforawhileandpouredoutherheart.ShesaidIwastheonlypersonshefeltfreetotalktobecausesheknewofmyfamily’sbadsituations.“We’reinthesameboatIguess,”shesaid,“sinking.”Duringourconversation,Katyrevealedthatshelostherjoblastmonth.Itwashardforhertocoverthedailyexpensesandnecessities,letalonebuyChristmasgiftsforhertwokids.Shehadrunoutofmoneyandthebankaccountwasempty.Shefeltguiltyandrestlessandburstoutcrying.

Heartsickathersituation,Idecidedtodosomething.Everythingwasready

andIdrovetoKaty’shousewithmyson.

理解偏差型---前文阅读不到位理解偏差型---前文阅读不到位Susanhadalwaysbeenthesmallestpersoninanyclassthatshehadbeenin.Soitwasnotatallsurprisingthatshewastreatedlikeachildandmadefunofabouthersize.Theclassmatesdidnotmeananyrealharm;itwasjusttheirideaoffun.Theydidnotrealizethatshewasfeelinghurt.ThenonedayitwasTim’sturntocleanupthelaboratoryafteroursciencelesson.Hehadtostaybackandhelpcleantheplace.Therestofuswenttothecanteentogetoursnacks.Asweweresittingdownandeating,weheardahugeexplosionfromthelab.Everyonehadonethought,“Tim!”

Leavingeverything,werantothelab.Itwasonfireandthedoorwaslocked.Welookedthroughthewindowandsawthatitwastheareaaroundthedoorthatwasonfire.WelookedforTim

anxiously.OneofussawTimlyingnearthedoorunconscious.Thefirewasspreading.Inthatcriticalmoment,everyonesprangintoactionquickly,withsomecallingthepolice,andotherstryingtofindthefireextinguishing

equipment(灭火器)

aroundthelab.Althoughourheartswerefilledwithfearandanxiety,weknewwehadtostaycalminordertoeffectivelydealwiththisemergencysituation.Aswewerestrugglingtomake

aplan,

thesmokefromthefirewasthickening,makingitdifficulttobreathe,andtheflameswerespreadingrapidly.Wequicklyrealizedthatwedidn’thavemuchtime.Thepersonwhohadgonetocallthepolicereturnedwiththenewsthathelpwasonitsway,butitwouldtakesometimetoarrive.What’sworse,thosetryingtofindthefireextinguishingequipmentweredesperatelytolditwasinthelab.

Welookedhelplesslyateachother.ThenSusanshouted,

“Breakthewindow!”

Wehadseenadifferent

Susanthatday.构思不合理---没有认真分析提示句语言表达---拼写和语法表达的准确性语言表达建议：1.掌握英语语法句法知识（

避免低级错误）2.注重语块的积累

（积累高级词汇）3.英汉互译练习（

翻译句子，书面表达）4.及时归纳总结反思

（提高精准度）

表达问题---机械套用，语言不灵活背诵模仿句型句式是训练语言输出的有效方法，但是一定要提供不同情境来训练学生灵活使用句式的能力，不能生背诵，硬套用，导致出错多，表达不地道。基于语言输出的复习建议01树立溯源意识02培养赏析意识03养成情景创设意识01树立溯源意识2024年假定你是李华，上周五你们班在公园上了一堂美术课。请你给英国朋友Chris写一封邮件分享这次经历，内容包括：(1)你完成的作品；(2)你的感想。

AMOTHER’SDAYSURPRISE

（2021）ThetwinswerefilledwithexcitementastheythoughtofthesurprisetheywereplanningforMother’sDay.HowpleasedandproudMotherwouldbewhentheybroughtherbreakfastinbed.TheyplannedtomakeFrenchtoastandchickenporridge.Theyhadwatchedtheirmotherinthekitchen.Therewasnothingtoit.JennaandJeffknewexactlywhattodo.Thebigdaycameatlast.Thealarmrangat6a.m.Thepairwentdownthestairsquietlytothekitchen.Theydecidedtoboiltheporridgefirst.TheyputsomericeintoapotofwaterandleftittoboilwhiletheymadetheFrenchtoast.Jeffbroketwoeggsintoaplateandaddedinsomemilk.Jennafoundthebreadandputtwoslicesintotheeggmixture.Next,Jeffturnedonthesecondstoveburnertoheatupthefryingpan.EverythingwasgoingsmoothlyuntilJeffstartedfryingthebread.Thepanwastoohotandthebreadturnedblackwithinseconds.Jennathrewtheburntpieceintothesinkandputintheothersliceofbread.Thistime,sheturneddownthefiresoitcookednicely.ThenJeffnoticedsteamshootingoutofthepotandthelidstartingtoshake.Thenextminute,theporridgeboiledoverandputoutthefire.Jennapanicked.Thankfully,Jeffstayedcalmandturnedoffthegasquickly.Butthestovewasamessnow.JennatoldJefftocleanitupsotheycouldcontinuetocooktherestoftheporridge.ButJeff’shandtouchedthehotburnerandhegaveacryofpain.Jennamadehimputhishandincoldwater.Thenshecaughtthesmellofburning.Ohdear!Thepieceofbreadinthepanhadturnedblackaswell.（306词）Asthetwinslookedaroundthemindisappointment,theirfatherappeared.Thetwinscarriedthebreakfastupstairsandwoketheirmotherup.人与自我人与社会02培养深度赏析意识1.激发学生的兴趣和好奇心2.活动设计要让思维可视化3.学会赏析经典作品4.增加积累，鼓励创作与表达1.激发学生的兴趣和好奇心

可以通过讲述有趣的文化故事、播放引人入胜的英文电影或纪录片，来激发他们的好奇心和探索欲。

鼓励学生选择自己感兴趣的英文书籍或文章进行阅读，这样他们会更愿意投入时间和精力去深入理解和赏析。兴趣是最好的老师2.活动设计要让思维可视化

阅读活动的设计不单单是理解作品表面的意思，更重要的是要能够深入分析作品的主题、结构、人物性格、语言风格等方面。

引导学生学会赏析文本，分析文本并有效组织答案，培养他们的思维能力。教学中可以采用小组讨论、辩论赛等活动，让学生在交流中碰撞思想、深化理解。Scene2:JimmyandRobutt1.What’stherelationshipbetweenJimmyandRobutt?Findtheevidencetosupportit.2.What’sthefunctionofparagraph4?ABoy’sBestFriend(选择性必修三unit4Developingideas)MrAnderson:Jimmy,comeback.Ihavesomethingtotellyou.Wehavesomethingforyou,Jimmy.It'sattherocketstationnow,butwe'llhaveittomorrowafterallthetestsareover.Jimmy:FromEarth,Dad?MrAnderson:AdogfromEarth,son.ThefirstdogontheMoon.Youwon'tneedRobuttanymore.Wecan'tkeepthemboth,andsomeotherboyorgirlwillhaveRobutt.Youknowwhatadogis,Jimmy.It'stherealthing.Robutt'sonlyamechanicalimitation,arobot-mutt.That'showhegothisname.Jimmy:Robuttisn’tanimitation,Dad.

excited/joyfulcuriousproudandeagertoexplainopposed/angryMrAnderson:Robutt'sjuststeelandwiringandasimplepositronicbrain.Jimmy:HedoeseverythingIwanthimtodo,Dad.Heunderstandsme.MrAnderson:No,son.Robuttisjustamachine.It'sjustprogrammedtoactthewayitdoes.Adogisalive.You'llseethedifferenceoncehegetshere.Jimmy:WhatwillthedifferencebebetweenRobuttandthedog?MrAnderson:It'shardtoexplain,butitwillbeeasytosee.Thedogwillreallyloveyou.Robuttisjustadjustedtoactasthoughitlovesyou.Jimmy:But,Dad,wedon'tknowwhat'sinsidethedog,orwhathisfeelingsare.Maybeit'sjustacting,too.

Whatkindofdialogueisthis?What’sthefunctionofthedialogue?Canyoufindsomewordstoexpressagreementordisagreement?tosupporttheiroppinionsandfeeling.debate3.学会赏析经典作品

经典英文作品是培养学生的深度赏析意识的重要资源。小说具有丰富的语言表达和引人入胜的情节发展。通过这些可以培养学生的续写构思和表达能力,也能引发学生的思考。同时学生通过小说的内容来感受不同文化背景下的思想碰撞，培养学生的文化意识，提升英语核心素养。

以《小王子》为例（胶州一中

徐凯丽）:WordMaster（词汇大师）ResponsibleforsolvingwordsandphrasesthataredifficultorofimportanceorspecialsignificanceinthereadingmaterialandexplainingwhyPassagePerson（篇章解读者）Para4-7Thispassagereflectstheauthor'scriticalattitudetowardstheadultworld.Throughthisstory,theauthorurgesthereadersnottobeconfusedbyexternalappearances,tohavetheabilitytothinkindependently,andtobebraveenoughtoacceptandrespectdifferentculturesandindividuals.Responsibleforexploringandinterpretingpassagesofsignificantorspecialmeaningorwell-writtentextinreadingmaterialsDiscussionLeader（阅读组长）刘奕航ResponsibleforaskingkeyquestionsaboutthereadingmaterialandorganizingdiscussionamonggroupmembersCultureCollector（文化连接者）ResponsibleforfindingandcomparingsimilaritiesanddifferenceswithChinesecultureastheyappearinthereadingmaterialConnector（实际生活联结者）Responsibleforidentifyinglife-relevantphenomenafromthereadingmaterialSummarizer（总结概括者）Responsibleforsummarizingthemainp