全国II卷2020年高考英语的名师分析

名师点评——2020年高考英语全国II卷试题评析

2020年全国II卷试题分析

第一部分：全国II卷命题特点

2020年终将是不平凡的一年，2020年是《中国高考评价体系》颁布后首次高考的第一年，是北京、天津、山东和海南作为第二批高考改革试点省市采用新的高考模式的第一年，是《普通高中英语课程标准（2017 年版2020 年修订）》颁布之后的第一年高考。

2020年高考英语试题体现立德树人时代特征，促进德智体美劳全面发展；体现高考评价体系要求，深入强化关键能力考查；稳定试卷结构和试题难度，体现时代性和公平性。

2020年高考英语全国II卷试题坚持稳中有进的原则，在稳定中求发展，强调关键能力的考查，体现时代特征，严格控制试卷难度，充分体现高考评价体系的要求，积极发挥引导中学英语教学的作用，为推进高考综合改革和高考考试内容改革打下了坚实的基础。

全国II卷的变化或特色之处如下：

一、深化考试内容改革，防止试题形式固化。

1、防止试题形式固化，进一步创新试题呈现形式。全国II卷书面表达试题改变了近年来常用的撰写书信、通知或邮件等应用文形式，以命题作文形式结合具体的语言活动情境考查语言表达能力。

2、修订和完善评分参考。修订和完善短文改错及书面表达试题的评分参考，使评分参考更好地体现测试目标，进一步提高阅卷评分的可操作性。

3、答题卡作文部分的横线格有变化。据我校学生亲测反馈：今年答题卡上作文部分一共16条横线，共15行。前五行行高8毫米，中间八行行高8.5毫米，最后两行行高10 毫米。关于行宽，学生没有测量。

二、以学科素养为导向，加强关键能力考查。

各题型在稳定中有变化、有发展，更加有利于促进思维的发展。

1、听力试题的变化与发展体现在朗读者的语音、语速、语调、听力材料内容的丰富性、试题的能力指向等方面。

2、阅读试题的变化与发展体现在四篇阅读篇章的排列顺序调整和七选五文章的段落展开思路、衔接手段、设空位置等方面。

3、完形填空试题的变化与发展体现在语篇类型、语篇内容中美育元素、中西方文化差异、备选项词汇的难度等方面。

4、语法填空试题的变化与发展主要体现在长难句的数量。

5、短文改错基本稳定。

6、书面表达的变化与发展主要体现在所考查的语篇类型、评分参考、答题卡。

第二部分：全国卷部分题型分析

一、全国卷听力

1、考查能力要求

突出考查学生在听力中快速提取信息、加工信息、分析推断的能力。2020年高考全国卷20道题中，大约有一半题属于推理判断题。

2、典型试题分析

（1）2020年全国卷听力试题选材与长度

话题丰富，拓展学生视野。话题覆盖面广，所有对话和独白均放在日常生活的不同交际场景中，注重语言材料的真实性，符合学生的认知水平。同时话题还涉及写书的创作灵感来源、small talk等，注重阅读积累，丰富学生的知识储备，渗透文化意识的培养，拓展学生视野。

个别语段长度有所增加。以第二节长对话Text9为例，对话内容信息量大，要点多，文字量接近于小独白。

（2）2020年全国卷听力试题题目设计

设题方面契合《课标》要求，立足细节和推理判断，且推理判断题数目增多。以第二节长对话Text8的第11题为例，三个选项的词汇均在听力录音材料中出现，学生答题时需要在理解、分析语段的基础上，对所听内容作出合理推断。

增加了词汇考查的维度，侧重对原文中词汇同义转化能力的考查。加大了对长难句的分析理解。例如第二节长对话Text7的第8题。增加了阅读技能在听力考查中的渗透。例如Text10独白。注重关键信息的捕捉。例如以第一节短对话Text2、Text3。侧重对省略句的正确理解，以及交际功能句式的考查。例如Text10独白第20题。

（3）2020年全国卷听力试题应试策略

紧抓听前阶段---攻坚听中阶段---加工听后阶段

①学生在听之前通过题目的核心词预测听力文段的内容，并对题目可能考查的内容有所期待。这样有助于提高听力时的专注度，提高对材料的理解。

②在听的过程中，对听力内容利用速记等策略有选择地记录有效信息。同时大脑迅速进行即时记忆，便于信息加工。

③利用大脑中的即时记忆或简要笔记，让听力测试内容较完整再现，并快速做出选择。在目前的听力试题中，题干与选项不会完全从文中获得信息原词，学生一般都需要在获得听力录音材料的基础上，整合性地进行

分析归纳、推断，如：利用语篇衔接词等分辨出语段中的重要信息；利用表达交际功能的句式判断对话的交际目的；运用生活常识推断人物身份或对话场景；通过计算得出题干中要的正确信息；根据说话者的语气、语调来判断意思；抓准关键词，尤其是动词形容词等，根据朗读者朗读时的停顿位置，分辨意群，判读语段的正确含义；通过同义转换，正确匹配语段内容与选项；运用辩证思维能力，根据备选项内容合理推测出正确答案。

3、备考建议

总体思路：精听与泛听结合。精听得方法，泛听得能力。

（1）关于高三毕业班听力训练的建议

①训练内容：应试习惯、大脑短时记忆、适当记笔记……

②训练方式：上精听训练课；按照《课标》里规定的听力微技能进行针对性听力训练；听并跟读、听后重复、听后朗读等。

③为学生提供一些巩固或提高听力效果的辅助材料：听力原文；听力常用场景词汇；按英语交际功能意念项目表分类的词汇、短语、句式等。

（2）关于高一、高二基础年段听力教学的建议

解题策略只起辅助作用，扎扎实实讲解、操练基础知识、培养基本能力才是硬道理。具体操作建议如下：

①坚持开展主题语境单元整体教学。针对每个单元主题，以词汇树的形式学习、积累主题词汇。同时备课组内分工合作，建立主题语料库：按照教科书上的单元话题，将高考真题、外刊及其它渠道获得的优质语料按照不同主题语境进行分类汇总。设置情境反复不断运用主题词汇，使一些沉默词汇成为活跃词汇。同时也积累这个主题的相关背景信息。把语言学

习与意义探究融为一体。例如2020年全国卷听力独白Text10的主题与2018年全国II卷阅读理解D篇的主题相同，学生有那篇阅读做基础，有利于激活相关背景信息，促进对听力独白内容的理解。

②听的教学要根据语篇类型、文本组织方式，对听力策略进行指导。

③听的教学要与说、读、写、看结合，加强听说读看写多种语言技能的综合训练，使听说读看写的速度和质量同步提升。

④扩宽学习渠道，选择真实、地道、多样化的听力材料。

⑤利用信息技术手段提高听力、口语训练的针对性。

二、全国卷完形

1、考查能力要求

完形填空考查的能力包括：对文本信息进行梳理，把握主旨，理顺文本所要

表达的内在逻辑，并通过已知信息来破解未知信息，在阅读过程中体会作者写作意图。

2、典型试题分析

以2020年高考全国II卷为例，与近几年全国卷完形的夹叙夹议文体略有不同，本文是一篇叙事记叙文，依照故事的发生、发展、高潮、结局

的顺序讲述了一家人的一次意外收获，情节有反转，在对文章完全理解后会读出趣味。

与近几年全国卷的完形相比，这篇完形的另一个变化在于备选项词汇的难度的提升。在备选项的80个词中，有12个词是出现在选修课本中的课标词汇。

高频错题包括：43、45考查生活常识；44考查生活常识及按照语境要求打破思维定势；46、51考查词性活用和在语境中的灵活理解熟词新义；

47、48考查前后故事链的串联。50、58、60考查前后文逻辑推理能力，以及对词义在语境中的精准理解。

以上高频错题反映出：本篇完形重点考查考生的逻辑思维能力和对具体语境的把握，尤其是对整体语义的统整、分析、理解能力。

3、备考建议

长期以来的英语碎片化教学只关注零散知识点，词汇教学往往脱离语篇和语境。要提高完形填空的得分率，我们必须从源头抓起，所谓源头就是词汇知识及由词汇建立起来的语篇内在逻辑关系。从近年高考试题中的命题趋势看，现在的完形填空更侧重对意义和逻辑关系的考查，因此，加强词汇教学，注重基础知识的积累，提高语篇能力，提高学生对语篇内在逻辑关系的理解能力，至关重要。

（1）开展单元整体词汇教学。词汇学习不是单纯的词语记忆，也不是孤立的词语操练，而是结合具体主题、在特定语境下开展的综合性语言实践活动。可以坚持词-句-文语境教学法，引导学生利用构词法知识和大量丰富的语境理解词语的意思。并借助词典等资源，学习词语的丰富用法。

学生通过听、说、读、看、写等方式，感知、理解相关主题意义。课文教学中，可设置猜词词义和推理判断题以训练学生在语境中理解具体词语的功能、词义的内涵和外延以及使用者的意图和态度等。见下面插图：

（2）在主题语境下复现词汇，强化词块意识。在学习新词语后，教师可结合主题语境，不断复现有关词语，其中包括教师自己的课堂教学话语和学生发言、对话、讨论的话语，譬如在小组活动前，教师提示相关词语运用的要求，有意识地促使学生在讨论中使用新学词语。在学生学习词汇过程中，教师可以根据主题，引导学生使用思维导图梳理词汇，根据词性、词语的习惯搭配和主题内容，构建不同词汇语义网。还要注意词块的呈现，帮助学生关注动词词组、介词词组、名词词组、形容词词组和副词词组的习惯搭配和表达。在不断的语言操练中，积累一词多义，强化语感，最终达到词语内化。

（3）提升词语运用能力。培训学生借助英语释义和例句语境，深度学习词语，在表达各种信息时提高词语使用的准确性和丰富性。在口语和写作中，鼓励学生大胆使用新的词语表达自己的思想。使学生能够根据话题、语境、场合和人际关系等各种因素，选择适当的词语进行比较流利的交流或表达。

（4）培养在语境中寻找关联信息的能力。课文阅读教学中，可以训练学生梳理语篇中由词汇形成的故事链和情感链。例如人教版Book3 Unit2 Come and eat here. Book7Unit2Satisfaction Guaranteed. Book7Unit4 A Letter Home等记叙文阅读后可以按照故事发展脉络理出动作链和情感链，这两条链相互制约，相互作用。这种思路对于理清语篇内在逻辑关系有很清晰的作用，也有利于完形填空寻找信息源。

（5）日常训练中，用多种手段强化语境意识。如：将课文或精选外刊挖空，模拟无选项完形训练。训练学生多多关注前后文语境，尤其是后文语境限制。将完形填空的文章根据语境及学科素养培养目标重新挖空。

（6）重视语篇知识的学习。教师应系统讲解语篇知识，引领学生认识语篇类型、分析语篇的常见组织形式。

（7）引导学生广泛阅读，让学生体验更丰富的主题语境，发挥特定主题所承载的文化信息，在增加学生的语言知识储备的同时，也增加文化背景知识储备。

三、全国卷七选五

1、考查能力要求

七选五信息还原题主要考查对语篇类型和语篇知识的掌握情况。其中涉及到的认知策略包括：根据语篇中的核心词、代词等，理解段落与句子之间的内在衔接，根据不同语篇类型中的衔接方式，理解语篇的行文逻辑，以及段落间的衔接。

2、典型试题分析

以2020年全国II卷七选五为例，本次挖空的位置为四处段中空，一处段首空。有两处是填半句话，三处填整句话。

其中错误率较高的37题是考查段中句，此段第二句表明了段落主旨，谈论表情符号有助于清楚表达意图。37空要填的句子是对前一句的解释，同时由后面的现在分词作为它的伴随状语。所以根据37空前后的相关关键词，可以得出选 A.有的学生选不出A，是因为选项中的派生词conversational不能正确理解,以至于不敢选。另一个错误率较高的是40题。此空可利用文章标题、全文各段落展开思路以及后面的代词指代和同义词衔接多种方式来解题。

有一点特殊之处。文中使用了专业术语learning curve(the rate of someone’s progress in learning a new skill)。学习曲线指人们为了知道学习进程中的现象和进步快慢的详情，作为今后努力的指针，应用统

计图的方法做一条线，把它表示出来。本文提到学习曲线，暗指对喜欢用传统工具的员工来说，学习使用表情符号是个挑战。（此处体现了对英语文化文化知识的考查）

值得一提的是，在2020年全国卷的阅读理解中，也出现了很多派生词与合成词，如spatial,predictor,high-tech,math-related,child-parent,self-cont rol,higher-income,guilt-free……还有一些熟词生义的情况。

3、备考建议

（1）重视语言知识教学，夯实语言知识基础。认识并正确理解词汇、正确理解每个句子的含义是完成七选五试题的第一步，是进行信息还原的基础和前提。学生对阅读材料的理解和掌握是建构在系统语言知识基础上的。在阅读教学过程中，教师的教和学生的学都必须重视对语音、词汇、语法等语言知识的扎实掌握。见下面插图：

（2）重视语篇层次的教学，加强语篇意识的培养。语篇是语言学习的主要载体。语言学习不应以孤立的单词或句子为单位，而应以真实且相对完整的语篇为单位进行。教师应系统讲解语篇知识，引领学生认识语篇类型、梳理语篇的组织形式、宏观和微观组织结构、文体特征、表达方式，确定语篇的主要信息和关键点，并在日常语言实践活动中有意识地不断渗透有关语篇的基本知识，帮助学生形成强烈的语篇意识，有效识别语篇中的显性或隐形衔接和连贯手段，理解文章首句、主题句、过渡句、段尾句的作用，从而提高理解语篇意义的能力。

（3）在课本教学中，可以分别从宏观层面和微观层面设计教学活动。

①宏观层面：分析语篇的宏观组织结构: 包括语篇类型、语篇格式、语篇中段与段的关系以及语篇各部分之间的关系，即信息排列顺序等。阅读教学中可以设计活动如下：根据文体特征确定文体；找出语篇中的立论句；分段；找出段落主题句；总结信息排列顺序；总结语篇各部分之间关系；阅读前将文章某部分内容改成七选五阅读形式；让学生补全文章之后再阅读；分析段落展开思路即句间关系等等。例如人教版Book5 Unit5 First Aid Using Language Heroic Teenager Receives Award 是一篇新闻，可以总结出新闻文体的信息排列顺序是按照重要程度排序，从最重要到最次要，形成倒三角形。

②微观层面：研究语篇的微观组织结构:包括句子内部的语法结构、词语搭配、指代关系、句子的信息展开方式等。语言教学应该围绕语篇来进行。语言教学的主要任务之一是帮助学习者认识到语音、词汇、语法等语

言要素是如何相互联系、共同组织和建构语篇的。教师可在教学中注意引导学生观察和分析具体语篇的结构和语言特征，即关注语篇的各个组成部分以及语篇所用的语言是如何表达意义的

例如：人教版Book3 Unit 4 Astronomy: the science of the stars

How Life Began On The Earth (reading for appreciating)

（4）在综合题强化训练（包括阅读理解、七选五、完形填空、语法填空、短文改错等各题型）和课外泛读中，以及在听和看的语言实践中，都可以从宏观和微观的层面设计教学活动, 如：

①宏观层面：根据文体特征确定文体、找出语篇中的立论句、段落主题句

②微观层面：关注语篇的各个组成部分以及语篇所用的语言是如何表达意义的，一切细节为中心服务。

（5）在口头和书面表达过程中，指导学生运用语篇知识，根据交流的需要选择恰当的语篇类型、设计合理的语篇结构、规划语篇的组成部分、保持语篇的衔接性和连贯性。使逻辑更加清晰，内容更有条理，整个语篇更加连贯。

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