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【高考英语真题】2025年高考英语(全国Ⅰ卷)阅读B篇-语篇分析

发布时间：2026-09-15 07:07:47 最近访问：2026-09-15 07:09:10

In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A's, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who'd created these people, knew their subjects so well.

But things were different for their first essay, which was about the question: “Why is writing important?”Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis(论点)statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn't strike them as important. This would have to change.

As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre(体裁) and that it contain a thesis. The results were staggering. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart.

I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing's most powerful significance—the ability to connect people, to put us in another's skin, to teach us what it means to be human.

24. Who are the people mentioned at the beginning of paragraph 1?

A.Ninth graders.

B. Students’ parents.

C. Modern writers.

D. Fictional characters.

25. Why did the students perform poorly in writing their first essay?

A. They were not given enough time.

B. They had a very limited vocabulary.

C. They misunderstood the question.

D. They had little interest in the topic.

26. What does the underlined word“staggering” in paragraph 3 mean?

A. Mixed. B.Amazing.

C. Similar. D. Disturbing.

27. What does the author's experience show?

A. Teaching is learning.

B. Still waters run deep.

C. Knowledge is power.

D. Practice makes perfect.

答案解析：

24. 答案 D

解析：开篇cowboy、strict father、modern‑day Juliet都是学生写作虚构出来的人物fictional characters。学生虚构人物生动（牛仔/严父/朱丽叶）

A 九年级学生（是创作者，不是文中这些人物）；B学生父母；C当代作家，均错。

25. 答案 D

解析：原文 writing, in and of itself, simply didn't strike them as important 写作本身学生觉得不重要，对话题没有兴趣，所以写得很差。议论文写作失败（缺乏论点/篇幅短）

A没有给够时间，原文无；B词汇有限无依据；C误解题目，原文是话题本身不感兴趣，不是读不懂问题，排除C。

26. 答案 B

staggering /ˈstæɡərɪŋ/ adj. 惊人的，令人惊叹的

解析：更换写作主题（健康话题→个人叙事→创意写作）仅要求体裁+论点。前后对比：第一篇写不满一页；后来每篇10‑20页、内容动人。所以结果是“令人惊叹的”=amazing。

mixed混杂的；similar相似的；disturbing令人不安的。

27. 答案 A

Teaching is learning. 教学相长。

解析：写作=沟通工具学生揭示深层价值：共情与人性的桥梁。老师本来带着固有认知上课，学生的作品反过来启发老师，让老师重新理解写作的真正意义，体现教学相长。

B静水流深；C知识就是力量；D熟能生巧，均不符合主旨。

翻译：

去年，在我的九年级写作课上，我遇见了一位拯救了自己小镇的牛仔、一位要求儿子必须门门功课拿全A的严厉父亲，还有一位当代版朱丽叶——因父母反对自己此生挚爱，心碎而亡。不止一次，我心生疑惑：创造出这些人物的我的学生们，怎么会对笔下角色如此了解。

但他们第一篇作文情况却大相径庭，作文题目是：“写作为什么重要？”大部分作文写不满一页，几乎没有文章能找出一句可以视作中心论点的句子。我大为震惊。随后我意识到，问题出在题目本身。他们本可以洋洋洒洒写好几页论述电脑的重要性，可写作这件事本身，在他们看来压根就不重要。这种现状必须改变。

开启新单元时，我让每位学生自选一个和健康相关的话题，写一篇说服类文章。这一次，学生觉得这项写作任务有趣得多。之后的两项作业，先是个人叙事单元，再是创意写作研讨课，我只提出两点要求：文章符合对应体裁的规范，并且要有中心论点。结果令人惊叹。学生选取各式各样的主题，上交的故事每篇长达10‑20页，文中塑造的人物拓宽了我的视野，也触动了我的内心。

走进课堂的时候，我坚信写作作为一种沟通手段，意义重大。然而，学生向我展现了更为重要的东西。六月期末铃声响起，我带着写满留言的纪念册离开，读懂了写作最强大的意义：它能够建立人与人之间的联结，让我们换位思考，教会我们何为人性。

语篇解读：

✅ What（语篇写了什么）

主题语境：人与自我——语言学习，教师成长

本文是记叙文，讲述九年级写作老师的教学经历：布置“写作为什么重要”抽象话题，学生写作质量很差；调整任务，选用学生感兴趣话题，降低束缚，只保留体裁、论点两项硬性要求，学生产出高质量创意作品。学生的创作反过来更新教师对写作价值的理解：写作不只是沟通工具，更是共情、人与人建立联结、理解人性的途径。

✅ Why（作者写作意图）

1. 揭示写作教学现实问题：抽象宏大话题容易让学生缺少表达欲望；

2. 说明写作教学启示：选择学生感兴趣的真实话题，少束缚，给学生表达空间，能释放写作创造力；

3. 传递主旨：写作核心价值是共情与人的联结；教师在教学过程中也会向学生学习，实现教学相长。

✅ How（语篇是如何构建的）

1. 叙事结构：对比叙事

①开头：学生创意写作可以塑造鲜活人物；

②转折：抽象命题作文惨败；分析根源：学生对话题无感；

③行动：教师调整教学任务，更换话题，简化写作要求；

④结果：学生产出高质量作品；

⑤结尾升华：教师获得新感悟，升华写作的意义。

2. 语言特征：记叙文，夹叙夹议；叙事描写生动，结尾议论升华主旨。

3. 逻辑手段：but、however 制造前后对比，突出教学改变带来的巨大变化。

重点单词&短语1. cowboy /ˈkaʊbɔɪ/ n. 牛仔

2. demand /dɪˈmɑːnd/ v. 要求

3. straight A's 全A成绩4. subject /ˈsʌbdʒɪkt/ n. 笔下对象；主题；科目5. essay /ˈeseɪ/ n. 短文，作文6. thesis /ˈθiːsɪs/ n. 论点，中心观点（复数theses）7. interpret /ɪnˈtɜːprɪt/ v. 解读，阐释8. persuasive /pəˈsweɪsɪv/ adj. 有说服力的9. assignment /əˈsaɪnmənt/ n. 作业，任务10. personal‑narrative /ˈpɜːsənl ˈnærətɪv/ n. 个人叙事11. creative‑writing /kriˈeɪtɪv ˈraɪtɪŋ/ n. 创意写作12. specification /ˌspesɪfɪˈkeɪʃn/ n. 规范，要求13. genre /ˈʒɒnrə/ n. 体裁14. staggering /ˈstæɡərɪŋ/ adj. 令人惊叹的15. diverse /daɪˈvɜːs/ adj. 多种多样的16. demonstrate /ˈdemənstreɪt/ v. 证明；展示17. significance /sɪɡˈnɪfɪkəns/ n. 意义，重要性18. in and of itself 就其本身而言19. strike sb as … 给某人留下……印象；使某人觉得……20. meet the specifications 符合规范21. put sb in another’s skin 换位思考，设身处地体会他人

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