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1、（一） 命题：完形填空阅读下面短文，从短文后各题所给的A、B、C和D四个选项中，选出可以填入空白处的最佳选项。Mickey was a nice, cheerful, optimistic boy. No one could remember ever having seen him1 ; it seemed he didnt mind whatever people said to him. Even his teachers 2his good character. It was so 3 that a story was going around that Mickeys goodnes
2、s must be due to some special4. They asked Mickey so much that he 5 his favorite teacher, Mr. Anthony, to tea one afternoon. When they had 6, Mickey showed Mr. Anthony around the house. When Mickey opened his bedroom door, the teacher 7. The huge wall was a unique collage（拼贴画）of thousands of colors
3、and shapes! It was the loveliest 8 Mr. Anthony had ever seen.“Some people at school think that I never think 9 of anyone,” Mickey started to explain, “and that nothing at all bothers me,10 thats not true at all. Im just like anyone else. I used to get angrier than all the other kids. But years ago,
4、with the 11 of my parents, I started a small collage. With every little piece I 12 on, I added some bad thought or act.”It was true. The teacher looked 13at die wall. In each one of the small pieces he could read “fool”, “silly”, “idiot”, “pain”, and a thousand other 14things.“This is how I started
5、turning all my bad times into an15 to add to my collage. Now I 16 the collage so much that, each time someone makes me angry, I couldnt be happier. Theyve given me a new piece for my 17of art.”That day, the teacher was 18by Mickeys secret to have an optimistic 19. Without telling anyone, Mr. Anthony
6、 began his own collage and he would often 20 it to his students. 1.A. sadB. angryC. happyD. confused2.A. exploredB. hatedC. admiredD. saved3.A. unusualB. wonderfulC. interestingD. normal4.A. originB. secretC. tipD. person5.A. answeredB. appreciatedC. encouragedD. invited6.A. leftB. begunC. finishedD
7、. painted7.A. frozeB. stoodC. repliedD. departed8.A. pictureB. villageC. houseD. decoration9.A. highlyB. badlyC. criticallyD. doubtfully10.A. butB. soC. asD. since11.A. developmentB. moneyC. helpD. skill12.A. wroteB. wentC. carriedD. stuck13.A. closelyB. casuallyC. enthusiasticallyD. immediately14.A
8、. negativeB. positiveC. lovelyD. colorful15.A. experienceB. challengeC. experimentD. opportunity 16.A. designedB. likedC. respectedD. drew17.A. jobB. workC. fantasyD. affection18.A. dulledB. puzzledC. impressedD. annoyed19.A. languageB. moodC. characterD. teacher20.A. gaveB. spreadC. toldD. recommen
9、d（二）正确答案：15 BCABD6 10 CADBA1115 CDAAD1620 BBCCD（三）命题说明【文本内涵分析】这是一篇记叙文，讲述了作者一个学生性格非常好，从不生气，很多人都很好奇他性格如此之好的秘诀，这个学生带老师参观了他的拼贴画，揭示他的秘密-他每次有负面情绪就往墙上贴一幅画，这样不仅释放了负面情绪，而且还创造出了一幅非常棒的艺术作品，作者从中获得启发，也自制了这样一面“情绪”墙，并将其推荐给自己其他学生。这篇文章题材非常接近学生生活，是学生和老师的故事，学生读起来感到自然亲切，而文章的主题也是经常困扰学生的问题情绪的掌控，学生可以在阅读文本的同时明白原来很多人都面临着同样的
10、问题，而且还学习到了一种非常有效有趣的调整情绪的方法。故而这篇文章充满了人文关怀，它不仅仅是一份试题，还是一份“心灵鸡汤”，让学生不仅仅是做题目，而且是品故事，学人生哲理。这样一来，我们才能真正实现高考“立德树人”这一根本任务，不让学生做知识的容器，而是做一个有着正确价值观的人。其次，这篇全文299字，与高考250词左右的文章相比，略长一点，但是文章难度适中，话题贴近生活，学生并不会因阅读量大而影响理解。另外本人对文章的生僻字进行了筛查，发现没有超纲词汇，不需要用考纲3500词汇进行替换。总而言之，这是一篇非常适合命制完型填空的材料。【命题意图】1）立德树人,培养有正确价值观的.本篇试题通过培
11、养学生调控情绪的能力和正确对待外界的能力,养成他们正确的价值观.2) 服务选拔,挑选不同层次的人才.本次测试难度预设为0.55-0.66,题目以中等难度为主,能够实现良好的区分度,从而挑选出不同层次的人才.3) 导向教学,让课堂教学有章可循.本次试题的考查的内容和方向和考纲一致.考查学生常用词汇在特定语境中的使用以及学生对文章内在结构和逻辑的把握. 这样一来,老师在教学备考时不会失去方向,而是牢牢抓住词汇和逻辑。【命题技法】1) 了解测试性质。本次测试对象是高三毕业生,考查学生高中考纲内涉及的语法词汇等,考查学生常用词汇在特定语境中的使用以及学生对文章内在结构和逻辑的把握。2) 重温新课程标准
12、,仔细研读文本。了解新课程标准的教学目标，然后分析文本内涵，确定大概的考点和难点。3) 制定命题双向细目表。题型考查内容题量考查目标分值完型填空名词词义辨析6综合应用9动词词词义辨析8综合应用12形容词此意辨析3综合应用4.5副词此意辨析2综合应用3连词1综合应用1.54）根据命题细目表命题。命题时挖空要均匀分布在文章各处，空格不密不疏，干扰项的设置要具有一定的合理性，干扰词可来自原文，有可考查学生的词义辨析。5) 站在学生角度做题,审题,进行适度调整。6) 编写正确答案。【典型案例】“瞻前顾后”寻找文章内在逻辑“Some people at school think that I never
13、 think badly of anyone,” Mickey started to explain, “and that nothing at all bothers me,10 thats not true at all. Im just like anyone else. I used to get angrier than all the other kids.10.A. butB. soC. asD. since10题前面提到大家认为他不会生气，但他自己说自己经常生气，很明显这里是转折，所以填but,考查学生瞻前顾后把握逻辑的能力，而且也能考查道学生对各个连接词词义的辨析。利用词汇复
14、现中的概括词解题In each one of the small pieces he could read “fool”, “silly”, “idiot”, “pain”, and a thousand other 14things.14.A. negativeB. positiveC. lovelyD. colorful14题前面提到了“fool”, “silly”, “idiot”, “pain”等词,均可以用negative概括，考查学生概括的能力。并且干扰项的设置也非常巧妙。positive与negative是反义词，考查学生的词汇和对文章的理解，lovely和colorful均出自
15、如原文,对差生有很强的干扰性,能够非常好的体现区分度.利用同语词解题Theyve given me a new piece for my 17of art.”17.A. jobB. workC. fantasyD. affection此处的art（艺术）和work（作品）是同语词，考查学生对work一词多义的理解，干扰项也与art相关，干扰强。三、命题任务二书面表达 根据命题方向，命制一篇书面表达。要求：1. 设计一篇书面表达，体现中国文化元素，突出交际性。2. 命题立意、原则、思路、要求和难度参照高考全国卷。3. 字体要求：字号为小四号；中文用宋体；英文用Times NewRoman。注意：你必须提交的文本有：1. 书面表达试题；2. 参考范文；3. 评分要点；4. 命题说明（含命题立意、命题技法、创新之处）。（一） 命题方向：李华联系某外国学生，因故不能赴约。要求：自设情景，自定内容。书面表达假设你是李华，你与你的朋友美国交流生Peter约好本周六
