2016年浙江新高考《考試說(shuō)明》英語(yǔ)寫(xiě)作樣題

1、2016年新高考考試說(shuō)明英語(yǔ)寫(xiě)作樣題第一節(jié)：應(yīng)用文寫(xiě)作（滿分15分）假定你是明。上周末學(xué)生會(huì)組織部分學(xué)生去附近社區(qū)進(jìn)行了一次義務(wù)勞動(dòng)，受到居民的歡迎。請(qǐng)你給校園英文報(bào)寫(xiě)一篇報(bào)導(dǎo)?；顒?dòng)容包括：1.打掃衛(wèi)生；2.澆灌花木；3. 幫老人干家務(wù)。1. 詞數(shù)80左右，題目已為你寫(xiě)好；2. 可適當(dāng)增加細(xì)節(jié)，以使行文連貫。Students'VoluntaryWorkinaNeighbourhood第二節(jié)：讀后續(xù)寫(xiě)（滿分25分）閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫(xiě)，使之構(gòu)成一個(gè)完整的故事。AfunnythinghappenedtoArthurwhenhewasonthewaytoworkoneday.A

2、shewalkedalongParkAvenueneartheFirstNationalBank,heheardthesoundofsomeonetryingtostartacar.Hetriedagainandagainbutcouldn'tgetthecarmoving.Arthurstoppedandasked,“Itlookslikeyou'vegotaproblem,”Arthursaid.“I'mafraidso.I'minabighurryandIcan'tstartmycar.”“IstheresomethingIcandotohelp?

3、”Arthurasked.Theyoungmanlookedatthetwosuitcasesinthebackseatandthensaid,“Thanks.Ifyou'resureitwouldn'tbetoomuchtrouble,youcouldhelpmethesesuitcasesintoataxi.”“Notroubleatall.I'dbegladtohelp.”Theyoungmangotoutandtookoneofthesuitcasesfromthebackseat.Afterplacingitontheground,heturnedtogett

4、heotherone.JustasArthurpickedupthefirstsuitcaseandstartedwalking,heheardthelongloudnoiseofanalarm.Itwasfromthebank.Therehadbeenarobbery搶劫）!ParkAvenuehadbeenquietamomentbefore.Nowtheairwasfilledwiththesoundofthealarmandtheshoutsofpeoplerunningfromalldirections.Carsstoppedandapassengersjoinedthecrowdi

5、nfrontofthebank.Peopleaskedeachother,“Whathappened?”Buteveryonehadadifferentanswer.Arthur,stillcarryingthesuitcase,turnedtolookatthebankandwalkedrightintotheyoungwomaninfrontofhim.Shelookedatthesuitcaseandthenathim.Arthurwassurprised.“Whyisshelookingatmelikethat?"Hethought.“Thesuitcase!Shethink

6、sI'mthebankthief!"Arthurlookedaroundatthecrowdofpeople.Hebecamefrightened,andwithoutanotherthought,hestartedtorun.注意：1.所敘寫(xiě)短文的詞數(shù)應(yīng)為150左右；2. 應(yīng)使用5個(gè)以上短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)；3. 續(xù)寫(xiě)部分分為兩段，每段的開(kāi)頭語(yǔ)已為你寫(xiě)好；4. 續(xù)寫(xiě)完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。Paragraph1:Ashewasrunning,Arthurheardtheyoungmanshoutingbehind,“Stop,stop!”Paragra

7、ph2:ThetaxistoppedinfrontofthePoliceStationandArthur.第二節(jié)：概要寫(xiě)作（滿分25分）閱讀下面短文，根據(jù)容寫(xiě)一篇60詞左右的容概要。Gettingridofdirt,intheopinionofmostpeople,isagoodthing.However,thereisnothingfixedaboutattitudestodirt.Intheearly16thcentury,peoplethoughtthatdirtontheskinwasameanstoblockoutdisease,asmedicalopinionhaditthatwa

8、shingoffdirtwithhotwatercouldopenuptheskinandletillsin.Aparticulardangerwasthoughttolieinpublicbaths.By1538,theFrenchkinghadclosedthebathhousesinhiskingdom.SodidthekingofEnglandin1546.ThusbeganalongtimewhentherichandthepoorinEuropelivedwithdirtinafriendlyway.HenryIV,KingofFrance,wasfamouslydirty.Upo

9、nlearningthatanoblemanhadtakenabath,thekingorderedthat,toavoidtheattackofdisease,thenoblemanshouldnotgoout.Thoughthebeliefinthemerit（好處）ofdirtwaslong-lived,dirthasnolongerbeenregardedasaniceneighboreversincethe18thcentury.Scientificallyspeaking,cleaningawaydirtisgoodto_health.Cleanwatersupplyandhand

10、washingarepracticalmeansofpreventingdisease.Yet,itseemsthatstandardsofcleanlinesshavemovedbeyondsciencesinceWorldWarII.Advertisementsrepeatedlyselltheidea:clothesneedtobewhiterthanwhite,clothseversofter,surfacestoshine.Hasthehatefordirt,however,gonetoofar?Attitudestodirtstilldifferhugelynowadays.Man

11、yfirst-timeparentsnervouslytrytowarntheirchildrenofftouchingdirt,whichmightberesponsibleforthespreadofdisease.Onthecontrary,MaryRuebush,anAmericanimmunologist（免疫學(xué)家），encourageschildrentoplayinthedirttobuildupastrongimmunesystem.AndthelatteK后者positionisgainingsomeground.文點(diǎn)撥】原文所給關(guān)鍵詞分類：地點(diǎn)：ParkAvenue,the

12、bank人物：Theyoungman,people,thebankthief事件：suitcases,inthebackseat,loudnoiseofanalarm,robbery,theshouts在續(xù)寫(xiě)時(shí)，除了注意原文給出的關(guān)鍵詞，還需要注意以下線索：1. Whydidtheyoungmanlookworried?2. Whathappened?Buteveryonehadadifferentanswer.3. Arthurbecamefrightenedandwithoutanotherthought,hestartedtorun.二、題型解讀1. 題型介紹選材特點(diǎn)（1）所需閱讀的短文

13、詞數(shù)在350以；（2）多以記敘文故事類文章或者夾敘夾議類文章為主，故事情節(jié)有曲折、有起伏，但是故事線索的邏輯性比較強(qiáng)。評(píng)分參考閱卷時(shí)主要考慮以下容：（1）與所給短文及段落開(kāi)頭語(yǔ)的銜接程度；（2）容的豐富性和對(duì)所給關(guān)鍵詞語(yǔ)的覆蓋情況；（3）應(yīng)用語(yǔ)法結(jié)構(gòu)和詞匯的豐富性和準(zhǔn)確性；（4）上下文的連貫性。注意：1）所續(xù)寫(xiě)短文的詞數(shù)應(yīng)為150左右（詞數(shù)少于130的，從總分中減去2分）；2）應(yīng)使用5個(gè)以上短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)；（3）續(xù)寫(xiě)部分分為兩段，每段的開(kāi)頭語(yǔ)已為你寫(xiě)好；（4）續(xù)寫(xiě)完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。2. 考查能力讀后續(xù)寫(xiě)是一種將閱讀與寫(xiě)作緊密結(jié)合的考查形式，旨在考查學(xué)生的綜合

14、語(yǔ)言運(yùn)用能力。與應(yīng)用文不同，故事續(xù)寫(xiě)除了要求學(xué)生掌握豐富的詞匯和句式外，還注重學(xué)生的容構(gòu)思和情節(jié)銜接的能力。主要聚焦在以下四個(gè)方面：一是把握短文關(guān)鍵信息和語(yǔ)言特點(diǎn)的能力。學(xué)生需要了解給定短文的主要容，清楚其關(guān)鍵詞和語(yǔ)言結(jié)構(gòu)的使用情況，并通過(guò)續(xù)寫(xiě)短文表現(xiàn)出來(lái)。二是語(yǔ)言運(yùn)用的準(zhǔn)確性和豐富性。期望學(xué)生在詞匯和語(yǔ)言結(jié)構(gòu)的使用方面準(zhǔn)確、恰當(dāng)，能夠根據(jù)容需要使用較為高級(jí)的詞匯和語(yǔ)言結(jié)構(gòu)，閱卷老師會(huì)感覺(jué)這個(gè)學(xué)生很有水平。三是對(duì)語(yǔ)篇結(jié)構(gòu)的把控能力。考查學(xué)生對(duì)上下文邏輯關(guān)系的掌握情況，希望學(xué)生續(xù)寫(xiě)的短文語(yǔ)句連貫、有序。四是創(chuàng)造性思維能力。這是對(duì)學(xué)生續(xù)寫(xiě)短文容得要求，期望學(xué)生續(xù)寫(xiě)的短文具有較豐富的容。該試題具有一

15、定的開(kāi)放性，要求學(xué)生詳細(xì)和生動(dòng)地描述情景、態(tài)度和感情，符合課程標(biāo)準(zhǔn)的要求和學(xué)生的能力水平（慶思，康，2016）。3.續(xù)寫(xiě)特點(diǎn)讀后續(xù)寫(xiě)，簡(jiǎn)言之，就是閱讀完一篇還未寫(xiě)完的文章之后，根據(jù)要求和提示把這篇文章未寫(xiě)完部分補(bǔ)充完整，使之渾然一體。它一方面很好地考查考生對(duì)所學(xué)語(yǔ)言知識(shí)的實(shí)際運(yùn)用能力，而另一方面，它也培養(yǎng)學(xué)生的發(fā)散思維能力。根據(jù)考試說(shuō)明該部分的規(guī)定，考生在續(xù)寫(xiě)文章時(shí)，要注意續(xù)寫(xiě)部分“與所給短文及段落開(kāi)頭語(yǔ)的銜接程度”，“容的豐富性和對(duì)所標(biāo)出關(guān)鍵詞語(yǔ)的應(yīng)用情況”，“應(yīng)用語(yǔ)法結(jié)構(gòu)和詞匯的豐富性和準(zhǔn)確性”以及“上下文的連貫性”。根據(jù)這些規(guī)定，我們會(huì)發(fā)現(xiàn)讀后續(xù)寫(xiě)有如下特點(diǎn)：（1）讀后續(xù)寫(xiě)不是隨心所欲，

16、是要在引導(dǎo)語(yǔ)（開(kāi)頭語(yǔ)）和提示詞的幫助下完成續(xù)寫(xiě)部分。如考試說(shuō)明樣題中規(guī)定“應(yīng)使用5個(gè)以上短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)（10處）”。這些關(guān)鍵詞語(yǔ)類似于傳統(tǒng)寫(xiě)作中的要點(diǎn)提示，如人物、地點(diǎn)、事件，但是不同點(diǎn)在于這些關(guān)鍵詞語(yǔ)并不是全用。這樣考生可根據(jù)自己的理解有很大的自主權(quán)。另外，所續(xù)寫(xiě)部分不能脫離各自段落的首句開(kāi)頭語(yǔ)，即：不能另起爐灶。這些開(kāi)頭語(yǔ)與傳統(tǒng)寫(xiě)作中的開(kāi)頭語(yǔ)類似，在某種程度上引導(dǎo)你的思路向哪方面發(fā)展。（2）續(xù)寫(xiě)短文多以記敘文故事類文章或者夾敘夾議類文章為主，故事情節(jié)有曲折、有起伏，但是，故事線索的邏輯性比較強(qiáng)。這樣考生能夠根據(jù)提示詞語(yǔ)，順著原來(lái)文章的思路續(xù)寫(xiě)文章，并適當(dāng)發(fā)散。（3）讀后續(xù)寫(xiě)要求

17、讀寫(xiě)并重。與閱讀理解題一樣，讀后續(xù)寫(xiě)同樣需要對(duì)本篇文章精確理解，這樣所續(xù)寫(xiě)部分才不至于偏離主題，就這方面而言有點(diǎn)類似閱讀理解題中對(duì)文章后續(xù)發(fā)展的推斷，如“Whatwouldhappennext?"。（4）所給文章的未完部分的思路和容并不一定是唯一的，考生可以根據(jù)自己對(duì)文章的理解，從而對(duì)文章的結(jié)尾有不同的詮釋。如考試說(shuō)明中讀后續(xù)寫(xiě)的樣題的結(jié)尾，考生可以理解為這個(gè)年輕人是銀行搶劫者，而Arthur因此成為一個(gè)大英雄；考生也可以理解為這個(gè)年輕人不是一個(gè)銀行搶劫者，結(jié)果產(chǎn)生了誤會(huì)。4.續(xù)寫(xiě)步驟（1）精讀文章，確定文章線索。每篇文章都有各自獨(dú)特的寫(xiě)作思路，通過(guò)精讀文章，找到該篇文章的寫(xiě)作線索，

18、如是以時(shí)間為線索還是以空間為線索等，這樣有利于考生“順藤摸瓜（結(jié)尾）”。（2）仔細(xì)審題，明確續(xù)寫(xiě)要求。一般短文后面的“注意”都有對(duì)此次短文續(xù)寫(xiě)的具體要求，如字?jǐn)?shù)限制、使用幾處下劃線關(guān)鍵詞語(yǔ)、續(xù)寫(xiě)段落的首句提示，這樣考生做到“心中有數(shù)”。（3）回扣原文，揣摩續(xù)寫(xiě)思路。根據(jù)文章后面的要求，再次快速回讀短文，抓住文章的思路，結(jié)合段首的提示語(yǔ)，最終確定續(xù)寫(xiě)段落的思路，同時(shí)結(jié)合文章劃線詞語(yǔ)提示，確定續(xù)寫(xiě)段落的容。（4）擬寫(xiě)草稿，修改錯(cuò)詞病句。在確定了思路和容之后，最關(guān)鍵的就是結(jié)合提示語(yǔ)或者文中劃線的關(guān)鍵詞擬寫(xiě)草稿。擬寫(xiě)時(shí)，注意句子結(jié)構(gòu)的多樣性，語(yǔ)言的豐富性，并通過(guò)句與句之間連接詞的正確使用，使上下文連貫

19、。（5）標(biāo)出續(xù)寫(xiě)部分中使用到的原材料中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)。這一點(diǎn)可以幫助考生自己檢查關(guān)鍵詞的使用情況并根據(jù)情況做出修改。最后在謄寫(xiě)文字時(shí)，務(wù)必做到“字跡工整、清晰”。5.備考建議面對(duì)讀后續(xù)寫(xiě)這一新寫(xiě)作題型，在了解了其特點(diǎn)和寫(xiě)作技巧之后，考生只要加以適度練習(xí)，對(duì)此新題型可以做到得心應(yīng)手。1. 充分利用記敘文故事類的閱讀理解或者完形填空。考生在做此類文章的試題時(shí)，讀到適當(dāng)?shù)奈恢?，可以短暫停止，根?jù)已讀部分文章的脈絡(luò)，對(duì)文章進(jìn)行發(fā)散思維，設(shè)想可能的幾種結(jié)尾，最后對(duì)照原文的結(jié)尾，看自己的設(shè)想是否與原文一致。2. 經(jīng)常實(shí)施微型化訓(xùn)練，也就是對(duì)所讀文章的某一段落進(jìn)行設(shè)想。根據(jù)某一段落的首句提示，結(jié)合文章

20、的上文對(duì)該段進(jìn)行合理設(shè)想，具體推斷該段可能要講述的容。3. 與傳統(tǒng)寫(xiě)作類似，續(xù)寫(xiě)文章更加要注意句與句之間的連接詞，甚至是冠詞的暗示作用。如考試說(shuō)明的樣題中續(xù)寫(xiě)部分的第二段“thePoliceStation”中的“the表明在上一段中已經(jīng)提到，同時(shí)后面的and表明前后之間是并列關(guān)系。4. 進(jìn)行適度專題化練習(xí)。俗話說(shuō)，熟能生巧。對(duì)于讀后續(xù)寫(xiě)這一新題型也是如此。通過(guò)適度地練習(xí)，可以進(jìn)一步熟知該種題型的特色，更好地掌握該種題型的寫(xiě)作技巧，更有效地調(diào)動(dòng)傳統(tǒng)寫(xiě)作的基礎(chǔ)知識(shí)，從而寫(xiě)出一篇優(yōu)美的續(xù)寫(xiě)短文。需要注意的是，后續(xù)寫(xiě)補(bǔ)全的是語(yǔ)篇，而非單詞或短語(yǔ)。5. 在平時(shí)的教學(xué)中，老師要幫助學(xué)生釋放創(chuàng)造力和想象力，

21、激發(fā)表達(dá)動(dòng)機(jī)。綜合以上分析可知，新高考更加重視考查考生高中階段英語(yǔ)基本技能的掌握情況，也注意考查考生進(jìn)入高等學(xué)校繼續(xù)學(xué)習(xí)的潛能，目標(biāo)是利用高考命題的導(dǎo)向功能推動(dòng)新課程的課堂教學(xué)改革。Onepossibleversion：Lastweekend，somestudentstookpartinanactivityorganizedbytheStudents'Union.TheydidsomevoluntaryworkinanearbyneighbourhoodOncetheygotthere,theydividedthemselvesintosmallgroupstododifferentj

22、obs.Somesweptthefloors;somewateredtheflowersandplants;SomehelpedtheeldlydothehouseworkTheactivitywasmuchpraisedbytheneighbourhoodandthestudentsalsoenjoyedit.Theygottoknowthesocietybetterandlearnedhowtohelppeoplearound.Onepossibleversion：Lastweekend，somestudentstookpartinanactivityorganizedbytheStude

23、nts'Union.TheydidsomevoluntaryworkinanearbyneighbourhoodOncetheygotthere,theydividedthemselvesintosmallgroupstododifferentjobs.Somesweptthefloors;somewateredtheflowersandplants;SomehelpedtheeldlydothehouseworkTheactivitywasmuchpraisedbytheneighbourhoodandthestudentsalsoenjoyedit.Theygottoknowthe

24、societybetterandlearnedhowtohelppeoplearound.Onepossibleversion：Lastweekend，somestudentstookpartinanactivityorganizedbytheStudents'Union.TheydidsomevoluntaryworkinanearbyneighbourhoodOncetheygotthere,theydividedthemselvesintosmallgroupstododifferentjobs.Somesweptthefloors;somewateredtheflowersan

25、dplants;SomehelpedtheeldlydothehouseworkTheactivitywasmuchpraisedbytheneighbourhoodandthestudentsalsoenjoyedit.Theygottoknowthesocietybetterandlearnedhowtohelppeoplearound.Onepossibleversion：Ashewasrunning,Arthurheardtheyoungmanshoutingbehind,“Stop,stop!”Andalsoatthemoment,Arthursuddenlyrealizedthat

26、theyoungmanmightbethebankrobber.SoArthurdidn'tstop,butcontinuedtorununtilhesawataxi.Hestoppedit,jumpedinwiththesuitcaseandsaidtothedriver,“Gotothepolicestation,please.Themanshoutingbehindisthebankthief!''Thetaxiracedawaylikethewind.ThetaxistoppedinfrontofthePoliceStationandArthurtoldthep

27、olicewhathadhappened.Obviously,thepolicehadalreadylearnedabouttherobbery.Theyopenedthesuitcaseandtherewasalargesumofmoneyinside,asArthurhadexpected.ThenthepoliceaskedArthurtodescribetheyoungmanandtheothersuitcase.Later,withtheinformation,thepolicecaughttherobber.ThepoliceandthebankboththankedArthura

28、lot.(Words153)Anotherpossibleversion：Ashewasrunning,Arthurheardtheyoungmanshoutingbehind,“Stop,stop!”Thinkingofthewaytheyoungmanhadbehaved,herealizedtheyoungmanmightbethebankrobber.SoArthurranfasterandstoppedataxi.Themomenthegotintothetaxi,hetoldthedriverthemanshoutingbehindwasthebankthiefandaskedhi

29、mtodrivetothenearestpolicestation.ThedriverfollowedwhatArthursaidanddroveaway.ThetaxistoppedinfrontofthePoliceStationandArthurthankedthedriveranddirectlywentin.JustasArthurwasdescribingwhathadhappenednearthebankontheParkAvenueandreportedtheyoungmantothepolice,heheardavoiceoutside,“Help!Help!”Tothesu

30、rpriseofArthur,itwastheyoungman.HehadfollowedArthurinanothertaxi.Itturnedoutthattheyoungmanwasinnocentandinsidethesuitcaseswerejustsomeclothes.Arthurfeltembarrassedbutthepolicementhankedhimanyway.(Words:158)Onepossibleversion:Peoplehavemixedopinionstowardsdirtonourskin.（要點(diǎn)l）Foralongtimeinhistory,peo

31、pleofsomeEuropeancountries,suchasFrance,believedthatdirtprotectedpeoplefromgettingill.（要點(diǎn)2）However,peoplebegantochangetheirattitudestodirtabout200yearsago.Peoplehavebeentoldthatwashingdirtoffourbodycankeepushealthy.（要點(diǎn)3）However,somescientistsbelievethatexposuretosomedirtmayhelpourimmunesystem.（要點(diǎn)4）Peoplehavemixedopinionstowardsdirtonourskin.Foralongtimeinhistory,peopleofs