2025/06/26初高中英語(yǔ)如何銜接從核心素養(yǎng)看

語(yǔ)言能力核心素養(yǎng)思維品質(zhì)文化意識(shí)學(xué)習(xí)能力CONTENTS目錄01了解初高中英語(yǔ)差異02核心素養(yǎng)一：語(yǔ)言能力——從基礎(chǔ)積累到綜合運(yùn)用03核心素養(yǎng)二：文化意識(shí)

—從表層了解到深度探究04核心素養(yǎng)三：思維品質(zhì)——從信息提取到邏輯論證05核心素養(yǎng)四：學(xué)習(xí)能力——從被動(dòng)跟進(jìn)度到主動(dòng)規(guī)劃06總結(jié)：初高中英語(yǔ)銜接的關(guān)鍵行動(dòng)初高中英語(yǔ)的

差異？01新高考題型題型題量分值總分聽(tīng)力2030150閱讀理解(ABCD+七選五)2050語(yǔ)言運(yùn)用完形填空1515語(yǔ)法填空1015寫(xiě)作小作文（80字）大作文（150字）1+11525

初中高中初高中差異詞匯量較少2000+語(yǔ)法點(diǎn)零散閱讀文本篇幅短寫(xiě)作要求側(cè)重用簡(jiǎn)單英語(yǔ)描述事件、表達(dá)觀點(diǎn)，語(yǔ)法詞匯要求基礎(chǔ)中考為學(xué)業(yè)水平測(cè)試，題量少、難度小時(shí)間寬松、課業(yè)輕松詞匯量增大3500+語(yǔ)法點(diǎn)系統(tǒng)閱讀量增多寫(xiě)作語(yǔ)法正確、詞匯豐富，結(jié)構(gòu)清晰、邏輯連貫，讀后續(xù)寫(xiě)高考為選拔性考試，難度大時(shí)間緊、任務(wù)重核心素養(yǎng)一：語(yǔ)言能力——從基礎(chǔ)積累到綜合運(yùn)用02語(yǔ)音能力：初中音標(biāo)vs高中語(yǔ)流中考語(yǔ)音考點(diǎn)高考語(yǔ)音要求深層理解與綜合運(yùn)用，推測(cè)隱含意思、推理說(shuō)話者意圖等；需批判性、邏輯性思維，要梳理信息間關(guān)聯(lián)120-140詞/分鐘選材更廣（文化、歷史、科技、社會(huì)熱點(diǎn)等

），常出現(xiàn)真實(shí)語(yǔ)境的語(yǔ)音特征（如連讀、失去爆破、弱讀、不同口音

）側(cè)重淺層信息獲取，如直接抓取時(shí)間、地點(diǎn)、人物行為等明確答案，對(duì)推理要求低約100詞/分鐘，主題貼近日常（校園、家庭、購(gòu)物等簡(jiǎn)單場(chǎng)景

），生詞少語(yǔ)速慢WhenIwasyoungI'dlistentotheradioWaitingformyfavoritesongsWhentheyplayedI'dsingalongItmademesmileThoseweresuchhappytimesandnotsolongagoHowIwonderedwherethey'dgoneButthey'rebackagainjustlikealonglostfriendAllthesongsIlovedsowellEveryshalalalaeverywo'woStillshinesEveryshing-a-ling-a-ling詞匯能力：初中詞義記憶vs高中詞源分析中考詞匯考點(diǎn)中考詞匯題常以固定搭配選擇的形式出現(xiàn)，例如考查“makeadecision”“l(fā)ookforwardtodoingsth.”等固定短語(yǔ)的用法，學(xué)生主要通過(guò)記憶詞義和搭配來(lái)答題。高考詞匯要求高考閱讀中會(huì)出現(xiàn)一些生詞，需要學(xué)生運(yùn)用詞根、詞綴知識(shí)來(lái)推斷詞義。據(jù)統(tǒng)計(jì)，掌握常見(jiàn)詞根詞綴能幫助學(xué)生理解約70%的英語(yǔ)詞匯。掌握詞源知識(shí)可以幫助擴(kuò)大詞匯量，理解單詞的內(nèi)在邏輯。coloreddiscoloruncoloredwatercolortricolorcolorlessrecolorpress

pressuren.壓力v.給...施壓pressingadj.緊迫的compressv.壓縮depressv.使抑郁suppressv.鎮(zhèn)壓v.壓impressV.使印象深刻expressv.表達(dá)n.快遞repressv.壓抑（感情）表結(jié)果共同，加強(qiáng)向下在...下面向內(nèi)，進(jìn)入又；往回向外熟詞生義：高考閱讀的“隱形難點(diǎn)”2025年高考中出現(xiàn)的熟詞生義案例1.Skirtthetownsquare,you’llfindlovelyshops......

(2025全國(guó)II卷閱讀A篇Para.2)SkirtV.

沿著...的邊緣走2.Ifeellikeitisadisservicetothekids.(2025全國(guó)II卷閱讀B篇Para.4)disservicen.傷害，危害3.Thissparedmethediscomfortofhavingtoover-explain.（2025年高考英語(yǔ)II卷讀后續(xù)寫(xiě)）這讓我避免了一再解釋的尷尬。使免遭....,使避免可以通過(guò)閱讀英文原著增加接觸熟詞生義的機(jī)會(huì)。2025高考I卷完形填空核心素養(yǎng)二：文化意識(shí)——從表層了解到深度探究03高中文化：跨文化差異的“批判性思考”高中英語(yǔ)文化學(xué)習(xí)要求學(xué)生理解文化背后的價(jià)值觀差異，進(jìn)行批判性思考。高考真題閱讀理解C篇Morestudentsthaneverbeforearetakingagapyear(間隔年)beforegoingtouniversity.Itusedtobecalledthe“yearoff”betweenschoolanduniversity.Thegap-yearphenomenonoriginated(起源)withthemonthsleftovertoOxbridgeapplicantsbetweenentranceexamsinNovemberandthestartofthenextacademicyear.Thisyear,25,310studentswhohaveacceptedplacesinhighereducationinstitutionshaveputofftheirentryuntilnextyear,accordingtostatisticsonuniversityentranceprovidedbytheUniversityandCollegeAdmissionsService(UCAS).Thatisarecord14.7%increaseinthenumberofstudentstakingagapyear.TonyHigginsfromUCASsaidthatthestatisticsaregoodnewsforeveryoneinhighereducation.“Studentswhotakeawell-plannedyearoutaremorelikelytobesatisfiedwith,andcomplete,theirchosencourse.Studentswhotakeagapyearareoftenmorematureandresponsible.”hesaid.Butnoteveryoneishappy.OwainJames,thepresidentoftheNationalUnionofStudents(NUS),arguedthattheincreaseisevidenceofstudenthardship—youngpeoplearebeingforcedintoearningmoneybeforefinishingtheireducation.“Newstudentsarenowawarethattheyarelikelytoleaveuniversityupto￡15,000indebt.Itisnotsurprisingthatmoreandmorestudentsaretakingagapyeartoearnmoneytosupporttheirstudyforthedegree.NUSstatisticsshowthatover40%ofstudentsareforcedtoworkduringtermtimeandthefigureincreasesto90%duringvacationperiods,”hesaid.1.Whatdowelearnaboutthegapyearfromthetext?A.Itisflexibleinlength. B.Itisatimeforrelaxation.C.Itisincreasinglypopular. D.Itisrequiredbyuniversities.2.AccordingtoTonyHiggins,studentstakingagapyear.A.arebetterpreparedforcollegestudiesB.knowalotmoreabouttheirfuturejobsC.aremorelikelytoleaveuniversityindebtD.haveabetterchancetoentertopuniversities3.HowdoesOwainJamesfeelaboutthegap-yearphenomenon?A.He’spuzzled. B.He’sworried.C.He’ssurprised. D.He’sannoyed.4.WhatwouldmoststudentsdoontheirvacationaccordingtoNUSstatistics?A.Attendadditionalcourses. B.Makeplansforthenewterm.C.Earnmoneyfortheireducation. D.Preparefortheirgraduatestudies.間隔年閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文?！癢hatisyourname?”isaquestionmostfrequentlyaskedwhenpeoplemeetforthefirsttime.Butforme,itwasthefirstchallengeIencounteredasaninternationalstudentinIreland.ThepronunciationsystemoftheChineselanguageisquitedifferentfromthatofEnglish.FornativespeakersofEnglish,someChinesewordsareratherdifficulttopronounce.MygivennameQiuyu(秋雨),forinstance,happenedtobeagreatchallengeformanyofthem.EverytimeIgaveaself-introduction,Ihadtoexplainhowtopronouncemynameatleastfivetimes,yettheystillcouldnotsayitthewayIdid.Onceinalecture,theprofessortriedrepeatingmynameaftermeoverandoverinfrontofthirtyclassmates.IreallydidnotknowwhetherIshouldcontinuecorrectinghimorsimplydropthematter.Ifearedthatmyclassmatesmightgrowtiredofmyeffortsorevenlosepatiencewithme.Afterall,Ididcareabouthowotherswouldthinkofme.IrealizedthatifIdidn’tstop,theentirelecturewouldberuined.“It’sokay,professor,”Ishrugged(聳肩).Theawkwardmomentendedwiththeclasseruptingintolaughter.Iforcedasmile,unsurehowtorespondfurther.Afterthatincident,Istoppedactingasa“Chineseteacher.”Insteadofcorrectingotherswhentheywerestrugglingtopronouncemyname,Ijustsmiledandnoddedapprovingly.Thisapproachsparedmethediscomfortofhavingtoover-explain.However,Isoonfoundthatbydoingso,Imightbelosingsomethingmoreimportant:theopportunitytoshareasmallpartofmyculturalidentity.注意：(1)續(xù)寫(xiě)詞數(shù)應(yīng)為150個(gè)左右；(2)請(qǐng)按如下格式在答題卡的相應(yīng)位置作答SpreadChineseCulture核心素養(yǎng)三：思維品質(zhì)——從信息提取到邏輯論證04初中思維：細(xì)節(jié)查找與簡(jiǎn)單歸納中考閱讀題示例在中考英語(yǔ)閱讀題中，常出現(xiàn)“找出主人公做了什么”這類(lèi)題目。這主要考查學(xué)生對(duì)文章表層信息的提取能力。初中英語(yǔ)學(xué)習(xí)側(cè)重于讓學(xué)生從文本中直接獲取信息，不需要進(jìn)行深入的分析和推理。學(xué)生只需仔細(xì)閱讀文章，就能在文中找到答案，重點(diǎn)在于對(duì)細(xì)節(jié)的把握和簡(jiǎn)單的歸納總結(jié)。高中思維：主旨推斷與邏輯論證高中英語(yǔ)學(xué)習(xí)需要學(xué)生具備邏輯推理和觀點(diǎn)表達(dá)能力，不能僅僅停留在對(duì)表層信息的理解，要深入分析文章和問(wèn)題，形成自己的觀點(diǎn)并進(jìn)行合理的論證。2025年高考英語(yǔ)全國(guó)卷高考寫(xiě)作邏輯論證高考寫(xiě)作題如“論證科技對(duì)生活的影響”，要求學(xué)生提出自己的觀點(diǎn)，如“科技既給生活帶來(lái)便利，也帶來(lái)了一些問(wèn)題”，然后通過(guò)舉例、對(duì)比等方式進(jìn)行邏輯論證，展示自己的觀點(diǎn)表達(dá)能力。2025全國(guó)I卷邏輯分析：在說(shuō)明理由時(shí)，要梳理出合理的因果邏輯，比如選“Funatmyschool”，需從展現(xiàn)校園生活、激發(fā)寫(xiě)作熱情、增強(qiáng)文化交流等角度，有條理闡述原因，讓理由具有說(shuō)服力和連貫性。能綜合考查英語(yǔ)寫(xiě)作及相關(guān)思維素養(yǎng)。閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文?！癢hatisyourname?”isaquestionmostfrequentlyaskedwhenpeoplemeetforthefirsttime.Butforme,itwasthefirstchallengeIencounteredasaninternationalstudentinIreland.ThepronunciationsystemoftheChineselanguageisquitedifferentfromthatofEnglish.FornativespeakersofEnglish,someChinesewordsareratherdifficulttopronounce.MygivennameQiuyu(秋雨),forinstance,happenedtobeagreatchallengeformanyofthem.EverytimeIgaveaself-introduction,Ihadtoexplainhowtopronouncemynameatleastfivetimes,yettheystillcouldnotsayitthewayIdid.Onceinalecture,theprofessortriedrepeatingmynameaftermeoverandoverinfrontofthirtyclassmates.IreallydidnotknowwhetherIshouldcontinuecorrectinghimorsimplydropthematter.Ifearedthatmyclassmatesmightgrowtiredofmyeffortsorevenlosepatiencewithme.Afterall,Ididcareabouthowotherswouldthinkofme.IrealizedthatifIdidn’tstop,theentirelecturewouldberuined.“It’sokay,professor,”Ishrugged(聳肩).Theawkwardmomentendedwiththeclasseruptingintolaughter.Iforcedasmile,unsurehowtorespondfurther.Afterthatincident,Istoppedactingasa“Chineseteacher.”Insteadofcorrectingotherswhentheywerestrugglingtopronouncemyname,Ijustsmiledandnoddedapprovingly.Thisapproachsparedmethediscomfortofhavingtoover-explain.However,Isoonfoundthatbydoingso,Imightbelosingsomethingmoreimportant:theopportunitytoshareasmallpartofmyculturalidentity.注意：(1)續(xù)寫(xiě)詞數(shù)應(yīng)為150個(gè)左右；(2)請(qǐng)按如下格式在答題卡的相應(yīng)位置作答讀后續(xù)寫(xiě)好開(kāi)心??！

danceforjoy/jumpforjoyShehadahugesmileonherface.AbrightsmilespreadacrossherfaceShewassmilingforeartoearAsmilelitupherface.ShefeltontopoftheworldShewasoverthemoon.Thegirlopenedhergiftbox.unwrapped使用高級(jí)詞匯形容詞或形容詞短語(yǔ)

Thegirlunwrappedhergiftbox.Curiousandexcited,thegirlunwrappedhergiftbox.并列的形容詞Fullofjoy,thegirlunwrappedhergiftbox.形容詞短語(yǔ)介詞短語(yǔ)Thegirlunwrappedhergiftbox.Withoutanyhesitation,

thegirlunwrappedhergiftbox.Insurprise,thegirlunwrappedhergiftbox.非謂語(yǔ)動(dòng)詞Thegirlunwrappedhergiftbox.Screamingwithexcitement,

thegirlunwrappedhergiftbox.(句首)Thegirl,screamingwithexcitement,unwrappedhergiftbox.(句中)Thegirlunwrappedhergiftbox,screamingwithexcitement.(句尾)Heldbyhermom,Thegirlunwrappedhergiftbox,With復(fù)合結(jié)構(gòu)

with+n+adj/adv/介詞短語(yǔ)/非謂語(yǔ)動(dòng)詞Thegirlunwrappedhergiftbox.Withhermouthwideopen,

thegirlunwrappedhergiftbox.W