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2023年新课标I卷高考英语试题分析
一、基本信息
试题来源 2023年全国新课标I卷高考英语试题
试卷结构（试题题型、赋分、题号、知识、内容板块等，可用表格形式呈现，）
2023年高考英语新课标I卷听力试题情况
文本序号 话题及所 属主题语境 材料形式 对话 轮次 原文词数 （词） 题量 （小题） 题号 考查的能力项 提问词
T1 周末计划（人与自我） 简短对话 2 33 1 1 获取具体信息 what
T2 帮忙照看行李（人与社会） 简短对话 1 36 1 2 获取具体信息 what
T3 探望出院友人（人与社会） 简短对话 2 37 1 3 获取具体信息 when
T4 算错帐给顾客退钱（人与社会） 简短对话 1 37 1 4 获取具体信息 why
T5 准备新年礼物（人与自我） 简短对话 1 32 1 5 理解主旨要义 what
T6 取消约会（人与社会） 中长对话 5.5 88 2 6 理解说话人的 目的 why
7 获取具体信息 what
T7 赶回家见友人（人与社会） 中长对话 3.5 99 2 8 推断 where
9 获取具体信息 what
T8 偶获姐姐旧书（人与自我） 中长对话 4.5 176 4 10 获取具体信息 what
11 获取具体信息 what
12 推断 where
13 获取具体信息 what
T9 采访留学生（人与自我） 中长对话 3.5 166 4 14 推断 what
15 获取具体信息 what
16 获取具体信息 what
17 理解说话人的观点态度 how
T10 推荐订阅杂志（人与社会） 独白 / 160 3 18 获取具体信息 who
19 推断 what
20 理解说话人的 目的 why
2023年高考英语新课标I卷阅读四选一试题情况
篇目 主题 语境 语篇内容 语篇 类型 文长 （词） 题量 （小题） 题号 考点 提问 方式
A 人与 社会 自行车租赁服务和游览项目介绍 应 用 文 202 3 21 理解具体信息 提问式
22 推断（计算题） 提问式
23 理解具体信息 提问式
B 人与 自然 John建造生态机器，利用大自然的自我修复能力来净化污水 记 叙 文 328 4 24 推断 提问式
25 推断 提问式
26 理解目的 提问式
27 理解具体信息 提问式
C 人与 社会 数字极简主义一书的组成部分及其主要内容 说 明 文 318 4 28 理解具体信息 提问式
29 理解词汇 提问式
30 推断 提问式
31 理解具体信息 提问式
D 人与 社会 群体智慧效应的介绍 说 明 文 337 4 32 理解主旨要义（段落） 提问式
33 理解具体信息 填空式
34 理解具体信息 提问式
35 理解观点、态度 提问式
2023年高考英语新课标I卷阅读七选五试题情况
主题语境 语篇内容 语篇 类型 文长（词） 选项 形式 选项词数 （词） 题号/答案 设空 位置 考点
人与自我 学习自我宽恕，增强自信 说明文（非标题类） 233 简单句 （完整句） 9 36/D 段中 指代关系
简单句 （完整句） 9 37/B 段中 解释关系
复合句 （完整句） 13 38/F 段尾 总结句
简单句 （完整句） 12 39/C 段中 指代关系
复合句 （完整句） 12 40/G 段中 因果关系
简单句 （完整句） 8 非答案项/A / /
复合句 （完整句） 12 非答案项/E
2023年高考英语新课标I卷完形填空试题情况
主题 语境 语篇内容 语篇 类型 文长 （词） 题号 设空间隔 词数（词） 考点 考点层次
人与 自我 越野赛跑运动员Bailey在比赛中不计个人得失，救助受伤的对手 记叙文 211 41 17 动词 句子
42 7 名词 句子
43 6 名词 段落
44 20 名词 段落
45 12 动词 句子
46 19 名词 句子
47 4 动词短语 句子
48 26 形容词 段落
49 5 动词 句子
50 25 名词 句子
51 16 形容词 段落
52 8 名词 句子
53 6 动词 句子
54 24 名词 语篇
55 10 名词 语篇
2023年高考英语新课标I卷语法填空试题情况
主题 语境 语篇内容 语篇 类型 文长 （词） 题号 设空间隔 词数（词） 给出 与否 考点
人与 社会 中华美食小笼包的介绍 说明文 206 56 14 给出 形容词（词性转换）
57 29 给出 非谓语动词（疑问词+to do结构）
58 13 未给出 并列连词（whether...or）
59 20 给出 非谓语动词（过去分词作定语）
60 41 未给出 介词（by hand固定搭配）
61 17 给出 非谓语动词（动词不定式的被动语态作宾补）
62 11 给出 代词（形容词性物主代词）
63 7 未给出 冠词（不定冠词）
64 19 给出 副词（词性转换）
65 32 给出 非谓语动词（现在分词做状语）
2023年高考英语新课标I卷应用文写作试题情况
任务情景 写作任务 写作体裁 任务提示方式 词数要求
针对外教在口语分组方面存在的问题发表看法和建议 给外教写信，说明他在口语活动分组时存在的问题，并提出自己的建议 应用文 （邮件） 中文文字提示（2条）；邮件开头的称呼语和落款已给出 80词左右
2023年高考英语新课标I卷读后续写试题情况
主题 语境 语篇内容 语篇 类型 文长 （词） 续写两段给出 部分的词数 续写要求
人与 自我 作者在老师的鼓励下参加写作竞赛并获奖的故事 记叙文 321 Para 1：14词 Para 2：10词 1. 续写词数应为150左右； 2. 根据其内容和所给段落开头语续写两段，使故事完整。
对试题整体评价意见
试题落实了高考“立德树人”根本任务，进一步加强对学生“德智体美劳”全面发展的引导，充分发挥高考的育人功能和积极导向作用。以英语学科核心素养为基础，考查英语基本技能和关键能力。选材和命题结合了学生学习生活经历，创建了真实情景。具体体现在:
1.试题育人导向明确
新课标一卷试题在语篇选择和情境设置上都体现出“无价值，不入题”的命题导向和落实五育并举的思路。在德育方面:七选五阅读部分选取的语篇讲述要学会适度自我原谅，通过罗列个人优点和做过的好事来增强自信。语篇通过说明阐释和给出建议引导学生养成自尊 自爱、自信的心理素质，积极乐观地看待自己、善待他人。在智育方面:阅读C篇讲述数字时代的极简生活--通过少用手机，多做自己喜欢做的事情等方式简化自己的生活，让内心更加宁静;阅读D篇讲群体智慧是如何帮助我们减少或抵消判断误差的。这些语篇引导学生学习科学的方法、激发学生的求知欲，进而追求健康的生活方式。在体育方面:完形填空题选取了一名越野赛跑运动员在比赛中将受伤的运动员背至终点就医的语篇，旨在引导学生关注体育与身心健康，增强运动意识，在体育锻炼中锤炼意志，涵养体育精神。在美育方面:语法填空语篇讲述中华美食小笼包的美妙滋味与制作知识。通过用英语讲述中华美食魅力，以浸润的方式引导学生传承和弘扬中华优秀传统文化之美，增强文化自信和价值观自信，厚植爱国主义情怀。
2.题选材情景真实
今年的题目立意丰富且深远，在题目设置上体现出“无情境，不成题;无思维，不命题”的命题理念。阅读A篇的自行车租赁广告，创建了一个真实的语用情境，贴近学生生活实际，让英语回归语言交流工具的本质。此外应用文写作创建了和外教就课堂活动分组规则沟通意见建议的情境，引导学生学会沟通，勇敢表达自我观点。符合高考评价体系中“四翼”之一“综合性”的要求，注重在真实情境下对学生关键语言能力和思维品质的考查，将价值素养的导向与语言能力的考查有机融合，促进学生的综合能力发展。
3.试题难度稳中求变
和2022年新课标I卷相比，今年的试题卷面结构及命题方式保持相对稳定，但难度有所提升。试卷语篇文章长度和词汇都和去年相当，文章也同样大多取材于外网、外刊，内容丰富、体裁多样，有很强的实用性，但文章难度有所增加，尤其C篇与D篇。还有值得关注的是语法填空考点变化:和往年不同的是，今年试卷该题型中没有从句引导词考查，侧重非谓语动词考察，考点分布并不匀称。需要考生灵活应对这一变化，过分拘泥于刷题经验和做题策略反而会影响答题正确率。
各小题分析
题号及题目：
第一部分 听力 (共两节，满分 30 分)
做题时，先将答案标在试卷上。录音内容结束后，你将有两分钟的时间将试卷上的答案 转涂到答题卡上。
第一节 (共 5 小题；每小题 1.5 分，满分 7.5 分)
听下面 5 段对话，每段对话后有一个小题，从题中所给的 A 、B 、C 三个选项中选出最 佳选项。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。
例：How much is the shirt
A. 19. 15. B. 9. 18. C. 9. 15.
答案是 C。
1. What will Jack probably do this weekend
A. Go camping. B. Visit a friend. C. Watch a film.
2. What does the woman ask the man to do
A. Take care of her bags. B. Pack the food for her. C. Check the train schedule.
3. When will the man see Bob
A. This Friday. B. This Saturday. C. Next Monday.
4. Why does the man apologize
A. For the terrible food. B. For the overcharge. C. For the waiter’s rudeness.
5. What are the speakers talking about
A. Writing a book. B. Holding a celebration. C. Buying a present
第二节 (共 15 小题；每小题 1.5 分，满分 22.5 分)
听下面 5 段对话或独白。每段对话或独白后有几个小题，从题中所给的 A 、B 、C 三个选项中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题 5 秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听下面一段对话，回答第 6 和第 7 两个小题。
6. Why does Sara make the phone call
A. To ask for advice. B. To arrange an outing. C. To cancel an appointment
7. What does David want to do
A. Go to a dinner party. B. Talk to Sara in person. C. Work on the new case.
听下面一段对话，回答第 8 和第 9 两个小题。
8. Where is Jim now
A. In a taxi. B. On a bus. C.In his office
9. What is the woman’s suggestion
A. Going to the city center. B. Taking a short cut home. C. Meeting Jim in the park.
听下面一段对话，回答第 10 至第 13 四个小题。
10. What did Clara do at the weekend
A. She planted vegetables. B. She went to a yard sale. C. She visited her grandpa.
11. What did Mark find inside one of the books he bought
A. A plane ticket. B. A family photo. C. A post card.
12. Where does Mark live
A. Los Angeles. B. Chicago. C. Philadelphia.
13. What is the relationship between Mark and Ashley
A. Brother and sister. B. Husband and wife. C. Father and daughter.
听下面一段对话，回答第 14 至第 17 四个小题。
14. What is probably the woman
A. A teacher. B. A journalist. C. An athlete.
15. What does Victor find difficult as a member of the basketball team
A. Adapting himself to the intense training.
B. Dealing with the pressure from the coach.
C. Regaining the skills learned in high school.
16. What does Victor say about the players on the team
A. They are of the same age.
B. They are similar in character.
C. They are from different countries.
17. How does Victor feel about his team now
A. It’s about to break up. B. It’s the best in Indiana. C. It’s getting stronger.
听下面一段独白，回答第18至第20三个小题。
18. Who is Tom Hodgkinson
A. Founder of a magazine. B. Publisher of a novel. C. Editor of a newspaper.
19. What do we know about the content of The Idler
A. It’s old-fashioned. B. It’s wide-ranging. C. It’s student-targeted.
20. Why does the speaker give the talk
A. To do a promotion. B. To discuss an issue. C. To introduce a lecturer.
知识 考点 语言知识 mind vt. 照看（熟词生义） convenience store 便利店 reschedule sth for 将某事改期到…… add sth up 把……加起来 call on sb 短暂拜访某人 be done with sth 做完某事 a hundred percent 完全；百分之百（completely） take a short cut 抄近道 land v 意外出现（熟词生义） drop by 顺便造访 yard sale 庭院拍卖会（在自家庭院售卖二手物品） leaf through 匆匆翻阅 a second-hand bookstore 二手书店 bond v 增强（与某人的）信任关系（名词动化） fruitful adj. 成果丰硕的 regain v 重新获得 meet deadlines 赶截止期；如期完成 fit into 适应…… break up （团体）散伙 feature v以……为特色 launch v 发起；创办 intention n[C] & [U] 意图；目的 bimonthly adv 两月一次地 issue n. [C]（杂志或报纸的）一期 / 期号 l eisure activities 休闲活动 wide-ranging adj. 覆盖面广的；内容广泛的 guides to housekeeping 家政指南 subscribe to 订阅（报纸或杂志） a cheering read 令人愉悦的读物 download the application 下载应用程序
素养 指向 本套试卷听力材料主要围绕人与自我和人与社会两大主题选材，语言地道、情景真实，体现高考对学生德育、劳育和体育的引导。其中： 在德育方面， Text 2是讲在火车站帮陌生人看包；Text 3是去探望出院的友人；Text 4提倡当别人犯错时，少责备、多谅解；Text 6反映说话者认真工作的态度。 在劳育方面，Text 8中女士周末去祖父的农场摘菜，引导学生在实践中培养劳动意识和劳动习惯。 在体育方面，Text 9选取一段努力适应新篮球队高强度训练的大学新生的采访，鼓励学生参加运动，热爱运动并发扬运动精神。
考查 依据 课标依据 该部分要求考生能听懂新课标所要求的三大主题语境下的有关日常生活话题的对话和独白，且考生应能：1. 获取具体信息；2. 理解主旨要义；3. 理解说话人的观点态度；4. 理解说话人的目的；5.（对所听内容作出）推断。
教材依据 (1)失去爆破 本段对话中存在多处失去爆破的语音现象，多为前后爆破音相连，致使前音失去爆破，如I can’t come for dinner tonight; things get pretty crazy here How about tomorrow night 等等。 (2)重读 I can’t come for dinner tonight.此句中，“can’t”和“tonight”进行重读，表示强调。同样表强调重读的还有We need to talk. It’s about my job和No, it’s better if we do it in person，这些重读单词均是对话中的重点信息，学生需要快速识别，迅速抓取。 (3)连读 Jim will call on us this afternoon.词尾辅音+词首元音，“call”以辅音/l/结尾，后接元音/a/，在这种情况下需要进行连读以使过渡自然。同样进行了连读的还有at the office and got a taxi, and he’ll arrive in twenty minutes等等。
教学建议 针对高中段学生的日常英语听力训练听力教学建议如下： （1）选取合适的材料作为听力训练的素材，如英文人物采访或者时事节目等。此外，注重锻炼自己听不同口音英语的能力。 （2）有效地运用学习策略，以提高听力技能与技巧，如听前，通过阅读试题有意识地训练自己预测听力内容的能力；在听的过程中，训练自己听取关键信息并速记信息的能力等。 （3）熟悉所考查的听力微技能的特点，注重培养信息归纳与整合的能力。作答题目时，不仅要能对所听材料中的具体信息准确提取，同时也要能正确理解对话发生的背景及场合，并能从中听出“弦外之音”。 （4）在日常的英语学习中，加强对英语词汇的积累。学习单词时，注重掌握其词根的含义，并了解一些常见词缀的用法。同时，注重培养自己英语词汇同义替换的能力。 （5）打好扎实的语音基础，掌握常见字母组合的发音规律，熟悉单词缩略形式的发音特点，知晓哪些字母在单词中是不发音的，并注意积累同形同音异义词（如present）、同形异音异义词（如object）、同音异形异义词（如flower & flour）。此外，要熟悉英语中常见的语流现象，如连读、重读、弱读、吞音与爆破等。 （6）由于高考使用的听力材料大多为欧美国家日常生活中的真实场景，所以在日常学习中也应重视对跨文化知识的积累。
题号及题目：
第二部分 阅读 (共两节，满分 50 分)
第一节 (共 15 小题；每小题 2.5 分，满分 37.5 分)
阅读下列短文，从每题所给的 A 、B 、C 、D 四个选项中选出最佳选项。
A
Bike Rental & Guided Tours
Welcome to Amsterdam, welcome to MacBike. You see much more from the seat of a bike ! Cycling is the most economical, sustainable and fun way to explore the city, with its beautiful canals, parks, squares and countless lights. You can also bike along lovely landscapes outside of Amsterdam.
Why MacBike
MacBike has been around for almost 30 years and is the biggest bicycle rental company in Amsterdam. With over 2,500 bikes stored in our five rental shops at strategic locations, we make sure there is always a bike available for you. We offer the newest bicycles in a wide variety, including basic bikes with foot brake (刹车), bikes with hand brake and gears (排挡), bikes with child seats, and children’s bikes.
Prices
Hand Brake, Three Gears Foot Brake, No Gears
1 hour ?7.50 ?5.00
3 hour ?11.00 ?7.50
1 fly (24 hours) ?14.75 ?9.75
Each additional day ?8.00 ?6.00
Guided City Tours
The 2.5-hour tour covers the Gooyer Windmill, the Skinny Bridge, the Rijksmuseum, Heineken Brewery and much more. The tour departs from Dam Square every hour on the hour, starting at 1:00 pm every day. You can buy your ticket in a MacBike shop or book online.
21. What is an advantage of MacBike
A. It gives children a discount. B. It offers many types of bikes.
C. It organizes free cycle tours. D. It has over 2,500 rental shops.
22. How much do you pay for renting a bike with hand brake and three gears for two days
A. ?15.75. B. ?19.50. C. ?22.75. D. ?29.50.
23. Where does the guided city tour start
A. The Gooyer, Windmill. B. The Skinny Bridge.
C. Heineken Brewery. D. Dam Square.
B
When John Todd was a child, he loved to explore the woods around his house, observing how nature solved problems. A dirty stream, for example, often became clear after flowing through plants and along rocks where tiny creatures lived. When he got older, John started to wonder if this process could be used to clean up the messes people were making.
After studying agriculture, medicine, and fisheries in college, John went back to observing nature and asking questions. Why can certain plants trap harmful bacteria (细菌) Which kinds of fish can eat cancer-causing chemicals With the right combination of animals and plants, he figured, maybe he could clean up waste the way nature did. He decided to build what he would later call an eco-machine.
The task John set for himself was to remove harmful substances from some sludge (污泥). First, he constructed a series of clear fiberglass tanks connected to each other. Then he went around to local ponds and streams and brought back some plants and animals. He placed them in the tanks and waited. Little by little, these different kinds of life got used to one another and formed their own ecosystem. After a few weeks, John added the sludge.
He was amazed at the results. The plants and animals in the eco-machine took the sludge as food and began to eat it! Within weeks, it had all been digested, and all that was left was pure water.
Over the years, John has taken on many big jobs. He developed a greenhouse-like facility that treated sewage ( 污 水 ) from 1,600 homes in South Burlington. He also designed an eco-machine to clean canal water in Fuzhou, a city in southeast China.
“Ecological design” is the name John gives to what he does. “Life on Earth is kind of a box of spare parts for the inventor,” he says. “You put organisms in new relationships and observe what’s happening. Then you let these new systems develop their own ways to self-repair.”
24. What can we learn about John from the first two paragraphs
A. He was fond of traveling. B. He enjoyed being alone.
C. He had an inquiring mind. D. He longed to be a doctor.
25. Why did John put the sludge into the tanks
A. To feed the animals. B. To build an ecosystem.
C. To protect the plants. D. To test the eco-machine.
26. What is the author’s purpose in mentioning Fuzhou
A. To review John’s research plans. B. To show an application of John’s idea.
C. To compare John’s different jobs. D. To erase doubts about John’s invention.
27. What is the basis for John’s work
A. Nature can repair itself. B. Organisms need water to survive.
C. Life on Earth is diverse. D. Most tiny creatures live in groups.
C
The goal of this book is to make the case for digital minimalism, including a detailed exploration of what it asks and why it works, and then to teach you how to adopt this philosophy if you decide it’s right for you.
To do so, I divided the book into two parts. In part one, I describe the philosophical foundations of digital minimalism, starting with an examination of the forces that are making so many people’s digital lives increasingly intolerable, before moving on to a detailed discussion of the digital minimalism philosophy.
Part one concludes by introducing my suggested method for adopting this philosophy: the digital declutter. This process requires you to step away from optional online activities for thirty days. At the end of the thirty days, you will then add back a small number of carefully chosen online activities that you believe will provide massive benefits to the things you value.
In the final chapter of part one, I’ll guide you through carrying out your own digital declutter. In doing so, I’ll draw on an experiment I ran in 2018 in which over 1,600 people agreed to perform a digital declutter.You’ll hear these participants’ stories and learn what strategies worked well for them, and what traps they encountered that you should avoid.
The second part of this book takes a closer look at some ideas that will help you cultivate (培 养 ) a sustainable digital minimalism lifestyle. In these chapters, I examine issues such as the importance of solitude (独处) and the necessity of cultivating high-quality leisure to replace the time most now spend on mindless device use. Each chapter concludes with a collection of practices, which are designed to help you act on the big ideas of the chapter. You can view these practices as a toolbox meant to aid your efforts to build a minimalist lifestyle that works for your particular circumstances.
28. What is the book aimed at
A. Teaching critical thinking skills. B. Advocating a simple digital lifestyle.
C. Solving philosophical problems. D. Promoting the use of a digital device.
29. What does the underlined word “declutter” in paragraph 3 mean
A. Clear-up. B. Add-on. C. Check-in. D. Take-over.
30. What is presented in the final chapter of part one
A. Theoretical models. B. Statistical methods.
C. Practical examples. D. Historical analyses.
31. What does the author suggest readers do with the practices offered in part two
A. Use them as needed. B. Recommend them to friends.
C. Evaluate their effects. D. Identify the ideas behind them.
D
On March 7, 1907, the English statistician Francis Galton published a paper which illustrated what has come to be known as the “wisdom of crowds” effect. The experiment of estimation he conducted showed that in some cases, the average of a large number of independent estimates could be quite accurate.
This effect capitalizes on the fact that when people make errors, those errors aren’t always the same. Some people will tend to overestimate, and some to underestimate. When enough of these errors are averaged together, they cancel each other out, resulting in a more accurate estimate. If people are similar and tend to make the same errors, then their errors won’t cancel each other out. In more technical terms, the wisdom of crowds requires that people’s estimates be independent. If for whatever reasons, people’s errors become correlated or dependent, the accuracy of the estimate will go down.
But a new study led by Joaquin Navajas offered an interesting twist (转折) on this classic phenomenon. The key finding of the study was that when crowds were further divided into smaller groups that were allowed to have a discussion, the averages from these groups were more accurate than those from an equal number of independent individuals. For instance, the average obtained from the estimates of four discussion groups of five was significantly more accurate than the average obtained from 20 independent individuals.
In a follow-up study with 100 university students, the researchers tried to get a better sense of what the group members actually did in their discussion. Did they tend to go with those most confident about their estimates Did they follow those least willing to change their minds This happened some of the time, but it wasn’t the dominant response. Most frequently, the groups reported that they “shared arguments and reasoned together.” Somehow, these arguments and reasoning resulted in a global reduction in error.
Although the studies led by Navajas have limitations and many questions remain, the potential implications for group discussion and decision-making are enormous.
32.What is paragraph 2 of the text mainly about
A.The methods of estimation. B. The underlying logic of the effect.
C. The causes of people’s errors. D. The design of Galton’s experiment.
33.Navajas’study found that the average accuracy could increase even if________
A.the crowds were relatively small B.there were occasional underestimates
C. individuals did not communicate D.estimates were not fully independent
34.What did the follow-up study focus on
A.The size of the groups. B. The dominant members.
C. The discussion process. D. The individual estimates.
35.What is the author’s attitude toward Navajas’ studies
A.Unclear. B. Dismissive.
C. Doubtful. D. Approving.
第二节 (共 5 小题；每小题 2.5 分，满分 12.5 分)
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多 余选项。
Personal Forgiveness
Taking responsibility for mistakes is a positive step, but don’t beat yourself up about them. To err (犯错) is human. 36 You can use the following writing exercise to help you do this.
In a journal or on a piece of paper, put the heading “Personal strengths. ” 37 Are you caring Creative Generous A good listener Fun to be around They don’t have to be world-changing, just aspects of your personality that you’re proud of.
At the top of a second page, put the heading “Acts of kindness.” On this one, list all the positive things you’ve done for others. It might be the time when you helped a friend with their homework, when you did the ironing without being asked, or when you baked cookies after the family had had a tiring day. 38
You could ask a friend or family member to help add to your list. 39 That way, you could exchange thoughts on what makes each of you special and the aspects of your personality that shine through. In fact, don’t wait until you’ve made a mistake to try this — it’s a great way to boost self-confidence at any time.
It’s something of a cliché (陈词滥调) that most people learn not from their successes but their mistakes. The thing is, it’s true. 40 We’ re all changing and learning all the time and mistakes are a positive way to develop and grow.
A. A little self-forgiveness also goes a long way.
B. Now list all the characteristics you like about yourself.
C. They might even like to have a go at doing the exercise.
D. It’s just as important to show yourself some forgiveness.
E. It doesn’t mean you have to ignore what’s happened or forget it.
F. Whatever it is, no matter how small it might seem, write it down.
G. Whatever the mistake, remember it isn’t a fixed aspect of your personality.
知识 考点 A篇 1.重难点词 rental n[派生词]租赁，出租(rent+-al) guided tour n有导游的游览 economical adj[学术词]经济的，实惠的 sustainable adj[学术词]可持续的，不破坏环境的; canal n运河; bike v[名词动化]骑自行车; landscape n[课标新增词](陆上)风景，景色， around adv[熟词生义]存在着，出现 strategic adj[学术词]重要的，合适的，战略(性)的(strategy+-ic) location n[学术词][课标新增词]地点位置 available adj可用的，可得到的 additional adj[派生词]附加的，另外的，追加的(近extra) cover v[熟词生义]涵盖，包括 depart v[正式用语]出发，启程，离开 2.重难点词块 in a wide variety 多种多样(地) (every hour) on the hour （每小时的）整点 B篇 1.重难点词 process n[学术词]过程，进程 fishery n[派生词]渔业，水产业(fish+-ery) trap v[熟词生义]吸收，留存 chemical n[学术词]化学品 figure v(经过考虑后)认为，以为 eco-machine n[合成词]生态机器 substance n[课标新增词] 物质 construct v建造，修建 Clear adj[熟词生义]透明的 fiberglass n[合成词]玻璃纤维 tank n(贮放液体或气体的)箱，槽，罐 life n[熟词生义]生物，活物 ecosystem n[派生词]生态系统 develop v[熟词生义]开发，研制 greenhouse-like adj[合成词]像温室一样的 facility n[课标新增词](设备或系统的)特殊装置 treat v[熟词生义](利用化学物质或反应)处理 ecological adj[派生词]生态的 spare part n[独立词条]配件，备用零件 organism n[派生词]微生物，有机体(organ+-ism) self-repair n合成词]自行修复 review v回顾，反思 application n[派生词](尤指理论、发现等的)应用，运用 erase v消除，清除 diverse adj不同的，多种多样的 2.重难点词块 clean up 清除(污染物) set (sb) a task 给(某人)布置任务/定下目标 remove…from 从……中除去/消除…… a series of (同类事物的)一系列，一连串 little by little 慢慢地，逐渐地 get used to (doing) sth 习惯于(做)某事 be amazed at 对……感到十分惊奇 take on 承担(责任) an inquiring mind 好奇心，探究精神 long to do sth 盼望/渴望做某事 C篇 1.重难点词 minimalism n[学术词]极简主义 detailed adj详细的 exploration n探讨，研究 work v奏效，起作用 philosophy n[学术词]哲学，生活准则 philosophical adj[学术词]哲学的 examination n研究，考察 increasingly adv越来越多地 intolerable adj无法忍受的 conclude v[学术词]结束 optional adj[学术词]可选择的 massive adj 大量的 value v[名词动化]重视，珍视 run v[熟词生义]组织 perform v执行 participant n[学术词]参与者 trap n陷阱，困境 encounter v[学术词]遭遇(尤指问题) sustainable adj[学术词]可持续的 high-quality adj[合成词]高质量的 mindless adj毫无目标的，无须动脑筋的 practice n实践，做法 toolbox n[合成词]工具箱 minimalist n[学术词|简约主义者 advocate v[学术词]提倡 promote v[学术词]促进 clear-up n[合成词]打扫，清理 add-on n[合成词]附加物 check-in n[合成词]登记处 take-over n[合成词]接管，控制 present v[熟词生义]描述 theoretical adj[学术词]理论上的 statistical adj[学术词]统计学的 identify v[学术词] 找出 2.重难点词块 make the case for 为……阐明理由 move on to 开始做(别的事) step away from 不靠近，远离 guide sb through 指导某人 carry out 实施，执行 draw on 利用 take a closer look at 更仔细地研究 be designed to do sth 目的是做某事 act on 根据……行事 view…as 将……看作 be meant to do sth 旨在做某事 be aimed at 旨在，目的是 critical thinking 批判性思维 theoretical models 理论模型 D篇 1.重难点词 illustrate v[课标新增词][学术词]说明，阐明 wisdom n智慧 average n平均数 independent adj独立的 estimate n[课标新增词]估算 accurate adj[学术词]准确的 average v[名词动化]算出……的平均数 classic adj[学术词]经典的 individual n[课标新增词][学术词]个人，个体 dominant adj[学术词]首要的，占支配地位的; response n[课标新增词][学术词]反应 frequently adv[课标新增词]经常地 reason v思考，推理 global adj[学术词][熟词生义]整体的，全面的 potential adj[学术词]潜在的 enormous adj[课标新增词][学术词]巨大的; 语 logic n[音译词]逻辑 2.重难点词块 conduct an experiment 做实验 in some cases 在某些情况下 capitalize on 充分利用; make errors 犯错 tend to do sth 倾向于做某事 cancel out 抵消，对消 result in 导致 in technical terms 用专业的术语来说 for whatever 于什么原因 godown 下降 be divided into 被分成 for instance 例如 get a better sense of更好地了解 go with 同意，接受 (be)willing to do sth 愿意做某事 change one’s mind 改变主意 reduction in……方面的减少 focus on 专注于，聚焦于 七选五 1.重难点词 forgiveness n[派生词]原谅 put v[熟词生义]写 heading n[派生词]标题，题目 caring adj[派生词]关心他人的 fixed adj[派生词]固定的，不变的 2.重难点词块 take responsibility for sth 承担某事的责任 beat yourself up about sth [非正式用语]为某事过分自责 acts of kindness 善举 do the ironing 熨衣服 add to 增添 exchange thoughts on 就……交流想法 shine through (某种品质)显现出来 boost self-confidence 增强自信心 go a long way 大有帮助 have a goat (doing) sth 尝试(做)某事
素养 指向 1.选材源于外刊真实文本，契合真实语言学习导向 外刊是英文学习不竭的源泉，能为高中英语的深度学习提供更高层次的思维训练，能为高中英语的语言积累提供更广维度的丰富语料，能为高中英语的课堂教学提供更深改革的转型探索。因而近些年高考一直延续文本原汁原味的语体风格，进行恰当的改编，使之适配于高考考生的水平，而今年选取的外刊从量上增加了整体阅读词数，对平时阅读不够的考生造成了冲击;从质上看，文本对课标词汇的考察鞭辟入里，不仅重点考查了课标新增词，更对新增词的派生词进行拓展，总体还渗透了诸多考生并不熟悉的较难词，搭配复杂的句法与结构，使整体文本变得更加不易理解。 2.选材涵盖多个主题语境，话题选取注重社会现实 2023高考阅读综合考虑了人与自我、人与社会、人与自然等多个主题语境，如C篇选材具有时代感，针对“网络极简主义”这一新名词展开说明，以书籍介绍为载体，提倡读者培养简化生活方式，契合2022年新课标对于育人功能的定位与要求;再如D篇选材瞄准“群体智慧”这一社会学概念，与2022年D篇“情商概念”遥相呼应，都在考生与命题间形成了信息鸿沟，呈现出近些年重点关照科普社科类概念与学术研究的方向。 3.命题重视宏观微观结合，泛读与精读齐头而并进 2023 高考阅读部分重视宏观与微观视角的有机结合，命题总体站在读者视角进行设问，契合考场作答的真实情境。设问上既重视考生对文本的整体感知,考查综合理解文本信息，提取主旨大意的抽象思维，又兼顾细节理解，重视原文信息转化，同义替代，考查精读文本，理解细节要点的具象思维。 4.命题渗透高阶思维品质，融合多元化的思维能力 2023高考阅读部分难在融合了“记忆，理解，推理，运用，分析，批判，创新”等多个思维层次。较多试题延续推理能力的考察引导，重视前后语境的暗示性;部分试题引导考生对原文信息进行有效提取，运用到问题解决中去，起到批判性思维和创新思维的培育作用。
考查 依据 课标依据 第一节阅读四选一，共有A、B、C、D四篇文章，设有15道小题。阅读四选一重在考查考生的七项基本能力，即：1. 理解词汇；2. 理解具体信息；3. 理解主旨要义；4. 理解观点、态度；5. 理解目的；6. 推断；7. 理解文章结构、类型。 第二节阅读七选五，有一篇文章，设有5道小题。阅读七选五重在考查考生把握文章主旨要义、语篇基本结构以及段内句间衔接关系以及逻辑关系的能力。
教材依据 试题篇目主题课本相关单元A篇旅行、交通出行必修一： Unit2 Travel around the world 选择性必修二： Unit4 Journey across to a Visa landB篇John Todd建造了一个生态机器选择性必修一： Unit2 Looking into the futureC篇倡导简单的数字生活方式必修二： Unit1 Cultural heritage Unit3 The Internet 选择性必修一： Unit2 Looking into the futureD篇“群体智慧”效应选择性必修一： Unit4 Body language七选五鼓励人们自我宽恕/
教学建议 高考命题阅读语篇经常涉及经济学、心理学等领域的通识知识，让老师和学生产生熟悉而又陌生的感觉。这就提醒英语教师，不仅要传授英语语言知识，更要化身跨领域通识知识的串联者。换言之，英语老师应该充当第二语言和学科知识之间的纽带。这样的趋势在新高考语文学科中也日益明显。 同时，在英语课堂教学中，低思维层次的教学活动已经不能适应当下英语教学的时代需求。教师需要认真地考量在“双减”背景下，如何坚持阅读教学主阵地，指导学生在主题意义的引领下，通过学习理解、应用实践、迁移创新等一系列体现综合性、关联性和实践性等特点的英语学习活动，帮助学生基于已有的知识，依托不同类型的语篇，在分析问题和解决问题的过程中，促进自身语言知识学习、语言技能发展、文化内涵理解、多元思维发展、价值取向判断和学习策略运用，整合发展语言知识与语言技能，涵养文化意识，培养思维品质，提升学习能力。 未来的语言学习，思维是上位要求，刷题的效果越来越差，这就要求学生通过大量阅读各学科领域的通识类书籍，拓宽思维深度，提高阅读素养。
题号及题目：
第三部分 语言运用 (共两节，满分 30 分)
第一节 (共 15 小题；每小题 1 分，满分 15 分)
阅读下面短文，从短文后各题所给的 A 、B 、C 、D 四个选项中选出可以填入空白处的 最佳选项。
On Oct. 11, hundreds of runners competed in a cross-country race in Minnesota. Melanie Bailey should have 41 the course earlier than she did. Her 42 came because she was carrying a 43 across the finish line.
As reported by a local newspaper, Bailey was more than two-thirds of the way through her 44 when a runner in front of her began crying in pain. She 45 to help her fellow runner,
Danielle Lenoue. Bailey took her arm to see if she could walk forward with 46 . She couldn’t. Bailey then 47 to let Lenoue climb onto her back and carried her all the way to the finish line, then another 300 feet to where Lenoue could get 48 attention.
Once there, Lenoue was 49 and later taken to a hospital, where she learned that she had serious injuries in one of her knees. She would have struggled with extreme 50 to make it to that aid checkpoint without Bailey’s help.
As for Bailey, she is more 51 about why her act is considered a big 52 . “She was just crying. I couldn’t 53 her,” Bailey told the reporter. “I feel like I was just doing the right thing. ”
Although the two young women were strangers before the 54 , they’ve since become friends. Neither won the race, but the 55 of human kindness won the day.
41. A. designed B. followed C. changed D. finished
42. A. delay B. chance C. trouble D. excuse
43. A. judge B. volunteer C. classmate D. competitor
44. A. race B. school C. town D. training
45. A. agreed B. returned C. stopped D. promised
46. A. courage B. aid C. patience D. advice
47. A. went away B. stood up C. stepped aside D. bent down
48. A. medical B. public C. constant D. equal
49. A. interrupted B. assessed C. identified D. appreciated
50. A. hunger B. pain C. cold D. tiredness
51. A. worried B. ashamed C. confused D. discouraged
52. A. game B. problem C. lesson D. deal
53. A. leave B. cure C. bother D. understand
54. A. ride B. test C. meet D. show
55. A. secret B. display C. benefit D. exchange
第二节 (共 10 小题；每小题 1.5 分，满分 15 分)
阅读下面短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。
Xiao long bao (soup dumplings), those amazing constructions of delicate dumpling wrappers, encasing hot, 56 (taste) soup and sweet, fresh meat, are far and away my favorite Chinese street food. The dumplings arrive steaming and dangerously hot. To eat one, you have to decide whether 57 (bite) a small hole in it first, releasing the stream and risking a spill (溢出), 58 to put the whole dumpling in your mouth, letting the hot soup explode on your tongue.
Shanghai may be the 59 (recognize) home of the soup dumplings but food historians will actually point you to the neighboring canal town of Nanxiang as Xiao long hao’s birthplace.There you will find them prepared differently — more dumpling and less soup, and the wrappers are pressed 60 hand rather than rolled.
Nanxiang aside, the best Xiao long bao have a fine skin, allowing them 61 (lift) out of the steamer basket without tearing or spilling any of 62 (they) contents. The meat should be fresh with 63 touch of sweetness and the soup hot, clear and delicious.
No matter where I buy them, one steamer is 64 (rare) enough, yet two seems greedy, so I am always left 65 (want) more next time.
知识 考点 完形填空 1.重难点词 course n [熟词生义]赛道 checkpoint n[合成词]检查站(check + point) assess v[学术词]评定，评价 identify v[课标新增词]确认,认出,识别 ashamed adj [派生词]羞耻的，惭愧的 discouraged adj [分词形容词]泄气的，失去信心的 big deal n[口语]重要的/令人激动的事情或情况 meet n[熟词生义]体育比赛，运动会 display n|熟词生义][课标新增词](特性、情感或能力的)显示，表露 2.重难点词块 compete in a cross-country race 参加越野比赛 medical attention 医疗救治 serious injury 重伤 struggle with /against 与……作斗争 make it to 到达…… aid check point 救助站 win the day [习语] 最终获得胜利 step aside 靠边站，让位 bend down / over 弯下腰 语法填空 有提示词无提示词非谓语动词词性转换代词冠词介词连词421111
素养 指向 完形填空 核心价值在于引导考生培养优秀品行、树立正确的人生态度，在关爱他人、助人为乐的过程中，践行“立德树人”的育人理念，构建正确的社会主义核心价值观。同时，教育部教育考试院的解析认为，本语篇旨在引导学生关注体育与身心健康，提高运动意识，在体育锻炼中锤炼意志，涵养体育精神。 语法填空 从美育角度看，语法填空语篇讲述中华美食小笼包的美妙滋味与制作知识。通过用英语讲述中华美食魅力，以浸润的方式引导学生传承和弘扬中华优秀传统文化之美，增强文化自信和价值观自信，厚植爱国主义情怀。
考查 依据 课标依据 完型填空 本篇完型填空文章的核心价值在于引导考生培养优秀品行、树立正确的人生态度，在关爱他人、助人为乐的过程中，践行“立德树人”的育人理念，构建正确的社会主义核心价值观。同时，教育部教育考试院的解析认为，本语篇旨在引导学生关注体育与身心健康，提高运动意识，在体育锻炼中锤炼意志，涵养体育精神。 语法填空 作为语法填空的选材，本篇很好地体现了新课标的英语教学语法观，即语法参与传递语篇的基本意义，语法形式的选择取决于具体语境中所表达的语用意义，有效的语言使用还涉及说话人的意图、情感态度及其对具体语境下参与人角色和身份的理解。
教材依据 完型填空 完形填空是一篇主题语境为“人与社会”记叙文。文章讲述了运动员Melanie Bailey将受伤运动员Danielle Lenoue背至终点就医的故事。通过阅读文本让考生体悟友爱互助、相互关爱的体育精神，感受人间真情，达到“春雨润物细无声”的育人效果。 语法填空 2023年新高考全国Ⅰ卷语法填空是一篇以“人与社会”为主题语境的说明文，介绍了传统美食小笼包的美味、制作过程和主要发源地，彰显了中华传统美食的魅力。语篇设计以贴近真实生活的话题，在地道的英语语境中考查考生在理解语篇的基础上，对英语词法、句法以及语篇知识的运用能力。通过语篇解读加深考生对中华传统美食的认识和热爱，增强文化自信，厚植爱国主义情怀。
教学建议 完型填空 1 .夯实基础。利用好新教材，每个单元语法过关，讲练结合，培养学生分析词法、句法和句子结构的能力。 2. 课上互动。对语气和措辞的把握，老师学说半句话，请学生接话，共同参与分析作者情感态度价值观；引导学生主动提问，分析疑点、盲点、难点，解决阅读中的障碍，激发学习的主观能动性。 语法填空 1. 最大可能接触真实地道的语料。平常在选材时，老师会下意识地规避一些“不标准”的文本，这样学生无法用泳池里的技巧去大海里遨游。 2. 强基固本。当“数考点”的方法已经失效时，我们能做的只有强基固本。如果试题没有规律可循，那么应考应试的时间应相对缩短，而把大量时间花在深度阅读，深挖文本，精研词法句法用法等使学生每节课有收获的常态课上，做好三年整体规划，在英语学习活动观引领下做好大单元设计、微技能训练等，提升学生英语学科核心素养。日日行，不怕千万里；常常做，不怕千万事。
题号及题目：
第四部分 写作 (共两节，满分 40 分)
第一节 (满分 15 分)
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。
注意：
1. 写作词数应为 80 个左右；
2. 请按如下格式在答题卡的相应位置作答。
Dear Ryan, I’m Li Hua from Class 3. Yours sincerely, Li Hua
第二节 (满分 25 分)
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
When I was in middle school, my social studies teacher asked me to enter a writing contest. I said no without thinking. I did not love writing. My family came from Brazil, so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play, where I played all the parts. No one laughed harder than he did.
So, why did he suddenly force me to do something at which I was sure to fail His reply: “Because I love your stories. If you’re willing to apply yourself, I think you have a good shot at this.” Encouraged by his words, I agreed to give it a try.
I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith (银匠) in Boston who rode a horse at night on April 18, 1775 to Lexington to warn people that British soldiers were coming. My story would come straight from the horse’s mouth. Not a brilliant idea, but funny; and unlikely to be anyone else’s choice.
What did the horse think, as he sped through the night Did he get tired Have doubts Did he want to quit I sympathized immediately. I got tired. I had doubts. I wanted to quit. But, like Revere’s horse, I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half-dozen books on Paul Revere from the library. I even read a few of them.
When I handed in the essay to my teacher, he read it, laughed out loud, and said, “Great. Now, write it again.” I wrote it again, and again and again. When I finally finished it, the thought of winning had given way to the enjoyment of writing. If I didn’t win, I wouldn’t care.
注意：
1. 续写词数应为 150 个左右。
2. 请按如下格式在答题卡的相应位置作答。
A few weeks later, when I almost forgot the contest, there came the news. I went to my teacher’s office after the award presentation.
知识 考点 应用文写作 撰写建议信 读后续写 读后续写题型旨在通过设置较为真实的问题情景，要求考生结合所给材料以及两个段首句，展开合理想象，将其发展成一篇与给定材料有所衔接，情节架构自然，而且结构完整的短文，体现了对学生语言的综合应用能力和创造性思维能力的考查。
素养 指向 应用文写作 思维品质：发现分组中存在的问题，解决这一问题的能力，而不是简单的字对字翻译，考查学生分析问题、解决问题以及批判性的思维能力。 文化意识：在人际交往中，恰当的语言和合适的语气会让交流双方都受益，我们应当尽量避免只考虑自我诉求而忽略他人感受的情况，需要考生具有一定的语用能力。 学习能力：如何让分组能在口语学习和提升方面最优化，引导考生们在平时学习中应当充分发挥同伴的作用。 语言能力：词汇积累和语法知识运用 读后续写 读后续写是一种将阅读与写作紧密结合的考查形式，要求考生阅读一篇词数在350以内的短文，续写文章150词左右，使之构成完整的文章。根据《考试说明》该部分的规定，高考读后续写题型对学生的能力要求主要聚焦在把握短文关键信息和语言特点的能力，对语篇结构的把控能力和创造性思维能力等方面。
考查 依据 课标依据 应用文写作 《课标》强调的书面表达能力是指学生在真实语境中传递与沟通信息、再现生活经历、表达观点、意图和情感的能力。书面表达侧重 考查学生写作的实际效果，以及表达的流利性、准确性和得体性。应用文写作部分所设置的情境贴近时代、贴近生活，反映了现代英 语在实际生活中的应用，凸显了试题生活化、生活情境化、情境应用化、应用有效化的特征，考查了学生用英语做事的能力。 读后续写 根据国家需要的人才特质和素质教育的培养目标，高考试题应考查学生运用所学知识分析问题和解决问题的能力，从而降低死记硬背和机械刷题的收益，引导学生向提高分析问题并解决何题的能力转变。因此，思维能力和综合能力考査题型的分量在试卷中大大增加 读后续写是一种将阅读与写作紧密結合的综含性语言测试形式，体现了国际语言测试理论的最新进展和英语课程标准的新理念，将获取信息和处理信息与用荚语思维表达紧密结合起来。
教材依据 应用文写作 必修一 Unit1 Teenager life Reading for writing 读后续写 单元教材例句读后续写素材分类必修三 Unit 2 A group of a woman came along, each balancing a pot of a water on her head. One woman tripped over the stone and her water pot went crashing to the ground. She picked herself up and limped away in tears.动作描写必修二 Unit 2 Have you ever faced a time when things looked dark and you had no hope at all Two years ago, I was told I had a serious disease which was difficult to cure. My body ached all the time and thus I thought I didn’t have much longer to live. I was very afraid and I felt so alone and discouraged.心理描写必修三Unit1I saw a lot of people wearing fancy Mongolian ropes. Some were feeding their horses, some were practicing archery and others were chatting or taking photographs.肖像描写选择性必修一Unit4They may also hide their faces in their hands like they are embarrassed or ashamed. 情绪描写
教学建议 应用文写作 从100词的应用文到80词的小作文，挑战更大的是老师，“怎么教”成了新问题。因为，老师已经熟悉了120词左右作文的套路，要减少至少20个词，可能需要先写一遍，再来精简。但随着读后续写的加入，时间的分配已然成为一大难题。为了练就一遍过的本领，最大限度地去除先入为主的思想包袱，我们需要有归零心态。 1. 舍得花时间。对于平常课上的以读促写，可以不限制字数，但对语言、思维和评价的要求要尽可能详尽，并且鼓励学生自评和生生互评，以促进学生运用好评价工具，采用逆向思维法列好写作提纲，同时进行语言和思维同步训练； 2. 活动要到位。教材设计的分组讨论、项目、辩论、分角色表演等各类活动即使学习活动，也是生活体验。以必修三第4单元 Space Exploration 的Reading for Writing 部分为例，依据文本是议论文的体裁，我们进行了创新设计：模仿文本语言、结构和思维方式，举办一场辩论赛，议题自拟。学生选取了最时新的话题：AI是否继续研发。当时征求了学生意见，是否随机分组，全班一致认为应该自主选择。相信有亲身体验的同学，会谈得更符合逻辑。 3. 注重文本解读，搭好写作支架。再以以上课时为例，Reading部分文本解读中有一条提出论点建议：先肯定对方的观点，再陈述自己的观点。如果将这条策略迁移到本卷，可以先肯定老师随机分组的好处，或表示理解老师这么分组的用意，再谈问题，最后提供解决问题的方法，相信能让人眼前一亮。 读后续写 1.内容的创造要有依据。对于成长在网络时代的Z世代来说，我们的日常教学要尽量创设真实情境，让学生关注“现生”，关注情节发展的因果关系，找出推动人物变化的关键因素，合理构思后续情节发展。 2.语言的模仿要有互动。读后续写这个题型主要依据王初明教授的“续”论。这个理论认为语言的学习要靠互动。最典型的互动发生在对话之中。试想和一个咿呀学语的婴儿讲大道理，和长辈们说叠词，这都是不合适的。如果说内容的创造要依据原文，语言的模仿更是如此。因此，我们可以围绕原文，设计语言赏析活动，指导学生鉴别原文的写作风格，在写作中予以还原。 以今年的读后续写为例，原文中有许多简短句子，表明主人公的行动和心理活动。第四段共78词，14个句子，平均每句话不到6个单词。简短句子符合人物出身，作为一名英语为第二外语的中学生，主人公的英语语言能力并不好。第二，简短的句子更便于表达强烈的情绪。人在情绪比较激动的时候，相对不容易讲出冗长的句子。所以在续写中，在得知比赛结果、颁奖以及和老师互动时，为了再现原文的写作风格，可以适当使用简短的句子。 3.文化意识的培养要有迁移。今年的读后续写提到了美国独立战争时期的一位史诗级人物——保罗·里维尔。高中历史必修课本上有美国独立战争的相关内容。如果将历史的相关知识进行迁移，原文内容并不难以理解。这就启示我们要know something of everything，也要指导学生将其他学科知识迁移运用到英语学科的理解和表达活动中，培养学生的文化意识。
复习备考建议
（一）加强词汇积累，筑牢语法基础
1.英语词汇犹如建筑砖瓦，没有词汇就没有听说读写，也就没有了一切，所以熟练掌握高考课标词汇，适当拓展外媒外刊阅读词汇量，提高阅读理解词汇“越障”能力。
2.熟练掌握课标要求的必会语法，尤其是常见的词类用法、名词性从句、形容词性从句、状语从句、谓语动词的时态语态以及非谓语动词等基础性语法，达到学以致用的目的。
（二）增强知识见识，深挖语言潜能
1.英语语言能力的提升并非一朝一夕的事，所谓“冰冻三尺非一日之寒”，多元化的语料输入可以有效地增长知识和见识。
2.注重遣词造句的能力，提高语言表达的精准性。
（三）重视语篇理解，提高读写技能
1.筑牢阅读基础，优化阅读策略，提高阅读效率。
2.重视跨文化交际能力的培养，扩大语言输入的“进口”，促进英语核心素养的发展。3.注重创新思维能力的培养，重视规范书写和写作过程，提升英语思维和表达能力。

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