三年真题解读05（第一节写作）-2026年高考英语终极对决锦囊·三年真题解读&四层模考储能

三年真题解读05(第一节写作) 一、信息统计 表一 年份·卷别 题干主要内容 2025·全国一卷 假定你是李华，你班的英语报要增设一个栏目。外教 Jenny 提出“Fun at my school”和“Guess who I am”两个选项供大家选择。请给Jenny写一封邮件。内容包括：1. 你的选择；2. 说明理由。 2025·全国二卷 假定你是校英文报编辑李华，外教Chris上个月答应写一篇介绍加拿大体育运动的文章。请给 Chris写一封邮件。内容包括：1. 询问进展；2. 提醒交稿时间。 2024·新课标全国Ⅰ &II卷 假定你是李华，上周五你们班在公园上了一堂美术课。请你给英国朋友Chris写一封邮件分享这次经历。内容包括：1. 你完成的作品；2. 你的感想。 2023·新课标全国Ⅰ &II卷 假定你是李华，外教Ryan准备将学生随机分为两人一组，让大家课后练习口语，你认为这样分组存在问题。请你给外教写一封邮件。容包括：1. 说明问题；2. 提出建议。 表二 年份·卷别 文体 主题 题干形式 2025·全国一卷 建议信(邮件) 对给出的俩栏目作出选择并说明理由 文字提纲 2025·全国二卷 (以询问进展为切入点的)提醒信(邮件) 询问有关约稿的进展并提醒截稿日期 文字提纲 2024·新课标全国Ⅰ &II卷 告知信(邮件) 介绍公园里美术课的个人作品和感想 文字提纲 2023·新课标全国Ⅰ &II卷 建议信(邮件) 指出外教随机分组的不合理并提建议 文字提纲 二、多维解读 1. 从写作文体上看：清一色的电子邮件，涉及应用文的建议信、提醒信和告知信；具体写作时需要借鉴议论文、夹叙夹议文或说明文的写作方法；注意2025·全国二卷的应用文写作有所创新。创新之处在于它没有让考生生硬地写一封“催稿信”，而是要考生写一封“以询问进展为切入点的提醒信”。这就要求考生不仅要会写信，更要懂得沟通的艺术和策略。 2. 从题干主要内容看：短小精悍，留给考生自主发挥的空间非常大；四篇写作的题干都是以信息块的形式呈现材料，用简单笼统的文字信息给出写作内容和要求。它要求考生根据题干所给出的信息块，首先确定中心话题，然后紧紧围绕中心话题、适当增加细节(空间很大)展开写作，表达出题干所要求表达的全部意思。 3. 从主题内容看：聚焦校园生活，拓展多元视角；三年高考英语第一节写作主题紧密围绕校园生活，但展现多元视角。2023 年建议信要求学生给外教提建议，涉及教学活动优化等内容，侧重学生对校园教学的主动思考与反馈。2024 年告知信聚焦美术课个人作品及感想，关注学生艺术素养、个性发展，引导学生表达对校园文化活动的体验。2025 年建议信以班级英语报增设栏目为情境，要求从两个选项中抉择并说明理由，既考查学生对校园媒体建设的思考，又引导其权衡不同活动板块的价值，三者均以校园生活为核心，从教学优化、个人成长到文化活动建设，逐步拓展校园生活内涵。 【2025·全国一卷】 假定你是李华，你班的英语报要增设一个栏目。外教Jenny提出“Fun at my school”和“Guess who I am”两个选项供大家选择。请给Jenny写一封邮件。 内容包括：1. 你的选择； 2. 说明理由。 注意：1. 写作词数应为80个左右； 2. 请按如下格式在答题卡的相应位置作答。 Dear Jenny, I really like the idea of adding a new column to our English newspaper. ______________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 【答案】 Dear Jenny, I really like the idea of adding a new column to our English newspaper. I’m writing to express that my predilection goes to “Guess who I am”, which capitalizes on an object clause to signal its potential contents. The column will serve as a catalyst for closer bonds between students. Redoubling efforts to boost academic performance, we pay little heed to other classmates’ personalities, hobbies, strengths, and even aspirations. Such an inviting column, adopting a “description and guess” approach, must expose everyone to others’ characteristics, thus strengthening mutual understanding. More importantly, more friendships will be forged, since the column enables us to befriend someone on the same wavelength. This eye-catching column, I’m firmly convinced, won’t fail to grant the whole class a harmonious atmosphere. Yours, Li Hua 【导语】本篇书面表达属于应用文。要求考生就外教Jenny提出的校英文报增设一个栏目，在“Fun at my school”和“Guess who I am”两个选项中给出自己的推荐，并说明理由。 【详解】 【词汇积累】 表达：express→convey 利用：capitalize on→use 担当：serve as→act as 注意：pay heed to→take notice of 【句式拓展】 原 句：Such an inviting column, adopting a “description and guess” approach, must expose everyone to others’ characteristics, thus strengthening mutual understanding. 拓展句：Such an inviting column, which adopts a “description and guess” approach, must expose everyone to others’ characteristics, thus strengthening mutual understanding. 【高分句型】 1. I’m writing to express that my predilection goes to “Guess who I am”, which capitalizes on an object clause to signal its potential contents.(运用了that引导的宾语从句，which引导的定语从句) 2. More importantly, more friendships will be forged, since the column enables us to befriend someone on the same wavelength.(运用了since引导的状语从句) 【2025·全国二卷】 假定你是校英文报编辑李华，外教Chris上个月答应写一篇介绍加拿大体育运动的文章。请给 Chris写一封邮件。 内容包括：1. 询问进展； 2. 提醒交稿时间。 注意：1. 写作词数应为80个左右； 2. 请按如下格式在答题卡的相应位置作答。 Dear Chris, ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Best wishes, Li Hua 【答案】 Dear Chris, Hope this email finds you well! Last month, you kindly agreed to write an article about sports in Canada, and we’re all looking forward to reading it. I’m writing to politely inquire about the progress of the article. Would you mind letting me know how it’s going? Also, could I remind you that the deadline for submission is this Friday, June 14th? Your insights into Canadian sports will surely enrich our readers’ understanding of global sports culture, which will be of benefit to us. Thank you again for your support! Best wishes, Li Hua 【导语】本篇书面表达是一篇应用文。要求考生给外教Chris写一封邮件，询问他上个月答应写一篇介绍加拿大体育运动的文章的进展，并提醒交稿时间。 【详解】 【词汇积累】 询问：inquire→ask 理解：understanding→comprehension 此外：also→besides 肯定地：surely→certainly 【句式拓展】 原 句：I’m writing to politely inquire about the progress of the article. 拓展句：As you know, I’m writing to politely inquire about the progress of the article. 【高分句型】 1. Would you mind letting me know how it’s going?(运用了how引导的宾语从句) 2. Your insights into Canadian sports will surely enrich our readers’ understanding of global sports culture, which will be of benefit to us. (运用了which引导的非限制性定语从句 ) 【2024·全国新课标I&II卷】 假定你是李华，上周五你们班在公园上了一堂美术课。请你给英国朋友Chris写一封邮件分享这次经历。 内容包括：1. 你完成的作品； 2. 你的感想。 注意：1. 写作词数应为80个左右； 2. 请按如下格式在答题纸的相应位置作答。 Dear Chris, I’m writing to share with you an art class I had in a park last Friday. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 【答案】 Dear Chris, I’m writing to share with you an art class I had in a park last Friday. We were tasked to draw or paint something that impressed us most. Inspired by the fantastic scenery, I decided to create a watercolor painting of the small bridge over the park’s pond, surrounded by blooming flowers. The entire experience was incredibly refreshing. Being surrounded by nature not only sparked my creativity but also offered a much-needed break from the usual hustle and bustle of school life. I felt a deep sense of peace as I painted. In a word, It was not just an art class; it was a moment of connection with nature that I truly cherished. Yours, Li Hua 【导语】本篇是应用文写作。要求考生给Chris写一封信, 分享在公园上美术课的经历。 【详解】 【词汇积累】 决定：decide→determine 整个的：entire→whole 提供：offer→provide 总之：in a word→in short 【句式拓展】 原 句：Inspired by the fantastic scenery, I decided to create a watercolor painting of the small bridge over the park’s pond, surrounded by blooming flowers. 拓展句：Because I was inspired by the fantastic scenery, I decided to create a watercolor painting of the small bridge over the park’s pond, which was surrounded by blooming flowers. 【高分句型】 1. We were tasked to draw or paint something that impressed us most. (that引导的定语从句) 2. I felt a deep sense of peace as I painted.(as引导的时间状语从句) 【2023·全国新课标I&II卷】 假定你是李华，外教Ryan准备将学生随机分为两人一组，让大家课后练习口语，你认为这样分组存在问题。请你给外教写一封邮件。 内容包括：1. 说明问题； 2. 提出建议。 注意：  1. 写作词数应为80个左右；    2. 请按如下格式在答题卡的相应位置作答。 Dear Ryan, I’m Li Hua from Class 3. ___________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours sincerely, Li Hua 【答案】 Dear Ryan, I’m Li Hua from Class 3. I think it’s not a good idea to randomly pair up students for the spoken English training after class. The reasons are as follows. To begin with, randomly pairing up students may lead to unbalanced language abilities within the groups. This can hinder the progress of students as the more advanced one may dominate the conversation, leaving little room for the other students to improve. Besides, students may feel uncomfortable or less motivated if paired with someone who they don’t get along with or have difficulty communicating with. My suggestion is to group students based on their language abilities or to let students choose their own partners. This way, everyone can feel more comfortable practicing and improving their spoken English together. Thank you for considering my suggestion. Yours sincerely, Li Hua 【导语】本篇是应用文写作，要求考生给外教写一封邮件，告诉他将学生随机分为两人一组，让大家课后练习口语，你认为这样分组存在问题。 【详解】 【词汇积累】 首先：to begin with→first of all 提高：improve→progress 建议：suggestion→advice 选择：choose→select 【句式拓展】 原 句：My suggestion is to group students based on their language abilities or to let students choose their own partners. 拓展句：My suggestion is that we are supposed to group students based on their language abilities or to let students choose their own partners. 【高分句型】 1. This can hinder the progress of students as the more advanced one may dominate the conversation, leaving little room for the other students to improve.(运用了现在分词作状语) 2. Besides, Students may feel uncomfortable or less motivated if paired with someone who they don’t get along with or have difficulty communicating with.(运用了省略句和who引导定语从句) 一、审读题干抓关键 仔细审读题干：考生需要认真审读题干中的文字，包括图画、图表所表达或所反映的信息，确保审读题干做到位；把握以下重点：明确写作主题、写作要求、写作体裁等。 二、攫取要点再拓展 攫取要点有两种情况：一是从题干中直接攫取要点，适当增加具体细节(拓展)；二是根据题干中的“内容包括(信息块)”中的几点内容进行充分的挖掘，通过合理的设想和一定的技巧，拓展要点。另外，写作时，还要注意在首段和尾段灵活套用相关应用文的套句。这一块特别是“中间段的写作”时考生完成第一节写作任务的难点所在，故要详细讲解(后续各专题练中还要涉及这一话题)。 (一)交际性拓展 顺着题目所给出的“刚性信息”，根据写作目的、对象和场合，添加合情合理、富有人情味的细节和情感，使文章读起来就是一次真实的交流，而不是机械地完成写作任务。(对写作首段或尾段的拓展)。 1.【简易表达】I’m writing to invite you to join us.我写信是想邀请您加入我们。 【拓展表达】The school basketball team is recruiting new members now. As a member of the team, I sincerely invite you to join us.学校篮球队现在正在招募新成员。作为球队的一员，我诚挚地邀请您加入我们。 2.【简易表达】I think it’s not a good idea to randomly pair up students for the oral English training class. 我认为英语口语训练课随机给学生分组不是个好主意。 【拓展表达】Hope my email finds you well! I’d like to thank you for your efforts to help us improve our oral English by assigning us into groups of two. However, I am writing to you about the grouping problem for oral practice.祝您一切安好！非常感谢您为帮助我们提高英语口语而将我们分成两人一组所做的努力。不过，我写这封邮件是想和您谈谈口语练习的分组问题。 3.【简易表达】Hi! Ryan. How are you? With regard to your grouping method for oral, I am writing to express my suggestions on it.嗨！瑞安老师，您好！关于您的英语口语分组方式，我写这封邮件是想向您提出我的建议。 【拓展表达】I am Li Hua, a student in your English class. Knowing that you intend to divide students into groups of two at random for the purpose of practicing oral English, I am writing to give you my personal concerns and advice.我是李华，上您英语课的学生。了解到您打算随机将学生分成两人一组，以练习英语口语为目的，我特此写信向您说明我的一些顾虑并提供建议。 4.【简易表达】What do you think of becoming a part of us？I’m looking forward to your early reply! 你觉得成为我们中的一员怎么样？期待你早日回复！ 【拓展表达】What do you think of becoming a part of us？I sincerely hope that you can join us and have fun. I can’t wait to play basketball together with you. I’m looking forward to your early reply! 你觉得成为我们中的一员怎么样？我诚挚地希望你能加入我们，一起享受快乐时光。我已经迫不及待想和你一起打篮球了！期待你早日回复！ 5.【简易表达】In the end, we truly invite you again.最后，我们再次向您发出诚挚的邀请。 【拓展表达】I sincerely hope you can accept this invitation. I’m looking forward to your early reply. 我衷心希望您能接受这份邀约，期待您的早日回复！ (二)细节性拓展 解决“写什么”的问题。通过添加具体的事实、例子、描述(如感官细节、数据、名称、相关信息的时间、地点)来充实内容，使表达变得具体、生动、有说服力。(对写作中段的拓展)。 1.【简易表达】We teenagers should do what we can to protect the environment and save the earth. 我们青少年应尽我们所能保护环境、拯救地球。 【拓展表达】We teenagers should do what we can to protect the environment and save the earth. For example, we can use recyclable bags instead of plastic bags, refuse to use single-use products, plant more trees and save water and energy.我们青少年应尽我们所能保护环境、拯救地球。 例如：我们可以用可回收袋代替塑料袋,拒绝使用一次性产品，种植更多的树木，节约水和能源。 2.【简易表达】I’ll spend some time staying with my parents.我要花一些时间和父母在一起。 【拓展表达】I’ll spend some time staying with my parents, chatting with them and doing some housework.我要花一些时间和父母在一起。与他们聊天和做一些家务。 3.【简易表达】I would like to seek a pen pal who is interested in traveling just like me. 我想找一个像我一样喜欢旅行的笔友。 【拓展表达】I would like to seek a pen pal who is interested in traveling just like me. If possible, we can travel together or share traveling experiences.我想找一个像我一样喜欢旅行的笔友。如果可能的话，我们可以一起旅行或者分享旅行经历。 4.【简易表达】Traveling in China, you can learn a lot about Chinese traditional culture. 到中国旅行，你可以学到很多关于中国传统文化的知识。 【拓展表达】Traveling in China, you can learn a lot about Chinese traditional culture, such as traditional food, clothes, painting, local customs and so on.到中国旅行，你可以学到很多关于中国传统文化的知识。如传统饮食、服饰、绘画、地方风俗等。 5.【简易表达】I’m going to do some shopping with my parents in the supermarket. 我打算和父母一起去超市购物。 【拓展表达】I’m going to do some shopping with my parents in the supermarket and won’t be back until about 5:00 in the afternoon.我打算和父母一起去超市购物，下午5点左右才回来。 6.【简易表达】I have taken with me the two books you asked me to return. 我已经带来了你让我归还的这两本书。 【拓展表达】I have taken with me the two books you asked me to return to the City Library. 我已经带上了你让我还给市图书馆的那两本书。 (三)逻辑性拓展 解决“为什么”和“怎么样”的问题。通过分析原因、阐述结果、说明步骤、进行对比等，在句子与句子、观点与观点之间建立清晰的原因、结果、条件、让步、手段、目的等关系，使段落连贯、严谨、有深度。(对写作中段的拓展)。 1.【简易表达】What impresses me most is the culture column.给我印象最深的是文化专栏。 【拓展表达】What impresses me most is the culture column, for the reason that in this column I can read humorous stories, travel stories, historical stories and something else about the foreign countries.给我印象最深的是文化专栏，因为在这个专栏里，我能读到幽默故事、旅行见闻、历史典故以及其他关于外国的趣闻。 2.【简易表达】This approach may not be effective as students may have different levels of English proficiency and learning styles. 这种方法可能并不见效，因为学生的英语水平和学习风格可能各不相同。 【拓展表达】This approach may not be effective as students may have different levels of English proficiency and learning styles，leading to some students feeling left behind or not challenged enough. This can be discouraging and unproductive for both parties involved. 这种方法可能并不见效，因为学生的英语水平和学习风格可能存在差异，这会导致部分学生感到落后或得不到足够的挑战。这对相关双方来说都令人沮丧且收效甚微。 3.【简易表达】Our school has decided to hold an exhibition of traditional Chinese paintings in our stadium.我校决定在体育馆举办中国传统画展。 【拓展表达】Aiming to enrich students’ school life and stimulate interest in traditional culture, our school has decided to hold an exhibition of traditional Chinese paintings in our stadium.为了丰富学生的校园生活，激发大家对传统文化的兴趣，我校决定在体育馆举办中国传统画展。 4.【简易表达】I’ll take part in some social activities.我会参加一些社交活动。 【拓展表达】If I have free time/If possible, I’ll take part in some social activities. 如果我有时间/如果可能的话我会参加一些社交活动。 (四)情感性拓展 解决交流双方“情感共鸣”的问题。通过围绕写作主题与交流场景，自然融入契合身份与语境的真挚情感(如期待、喜悦、珍视、感激等)，让表达跳出机械的信息罗列，增强感染力，促进交流双方情感共鸣。(适用于全文，尤其在首段表达态度、中段深化共鸣、尾段升华情感等场景，与交际性拓展互补)。 1.【简易表达】The event was a great success.这次活动非常成功。 【拓展表达】The event was a great success. It not only provided us with valuable knowledge about plants, but also allowed us to appreciate the beauty and importance of nature. It was a great reminder that we should all do our part in protecting and preserving our environment.这次活动取得了巨大成功。它不仅让我们收获了宝贵的植物知识，还让我们领略了自然的美与重要性。这也深刻提醒我们，每个人都应该为保护和守护我们的环境尽一份力。 2.【简易表达】You help hast enabled me to achieve my dream. Thank you very much! 你的帮助使得我的实现了我的梦想。非常感谢你！ 【拓展表达】It is your help that has enabled me to achieve my dream. For the following years I will study harder to return your sincere help and expectations with excellent grades.正是你的帮助使得我的实现了我的梦想，在以后的时间里我会更加努力学习，以优异的成绩报答你的真诚帮助和期望。 三、拟稿修改誊上卡 建议考生先在草稿纸上(如果不发草稿纸，也可以在试卷的空白处)拟写初稿，然后对初稿进行修改或润色，最后誊写上卡。誊写一环考生不可马虎，要求书写倩丽，搏人眼球。 【典例】 现以【2025·全国一卷】为例演示与【解题锦囊】相匹配的解题过程(仅供考生自主练习或考试后反思<复盘>时以及教师考后讲评时参考)。题目，请见【真题解析】。 第一步：审读题干抓关键 作者身份：李华(学生)； 交流对象：外教Jenny(师生平等尊重的交际关系)； 写作目的：推荐报纸新增栏目，说明选择理由(理由要充分具有说服力)； 写作刚性要求：明确二选一(栏目：Fun at my school和Guess who I am)+阐述理由； 写作隐性要求：符合学生身份，彰显语言使用的得体性； 格式与词数：邮件格式(含称呼、正文、结尾客套语)，80词左右(实际要写120词左右)。 第二步：攫取要点再拓展 A. 栏目选择：Guess who I am 1. 交际性拓展(首段/尾段，体现“利他性交流”) 目的：打破机械陈述，建立真实对话感，呼应外教的积极提议。 【示例】1. I’m writing to share my preference for the new column. After careful thought, I’m truly fascinated by the “Guess who I am” option. It reminds me of the joyful guessing games we often play in your class, which always spark laughter and curiosity.”通过关联课堂共同经历(“你课上的猜谜游戏”)拉近距离，用“fascinated”传递真诚的态度，而非生硬的直接表态“我选择某某栏目”，符合“利他性”——让对方感受到提议被认真对待且引发共鸣。 【示例】2. Thank you for considering my opinion. I’m already excitedly imagining the lively discussions this column might inspire in our classroom. Can’t wait to see the first puzzle!用感谢+期待的表达收尾，既尊重对方的选择与决定，又传递对栏目落地的热切盼望，让邮件成为“双向交流”而非单向提议的载体。 2. 细节性拓展(中段，解决“写什么”，充实“选择”之理由) 目的：用具体例子、场景、名称让你的“理由”具象化，避免空泛而谈。 【示例】1. For instance, we could describe our hard-working librarian, Ms. Zhao, by detailing her habit of recommending books with a warm smile and her profound knowledge of classic novels, without revealing her name.通过“图书管理员赵老师”的具体身份、“微笑荐书”“精通经典小说”的感官细节，让“描述——猜测”的栏目形式变得可感知，更为生动而又有趣。 【示例】2. By describing classmates’ unique hobbies, talents or unforgettable moments through riddles, it encourages interaction as readers guess who is being described.列举“独特爱好、天赋、难忘瞬间”等具体描述方向，用“谜语”明确表达形式，让栏目内容更具体，回答了“这个栏目能做什么”的问题。 3. 逻辑性拓展(首段/中段，建立“因果/递进/对比”关系) 目的：让理由链连贯严谨，体现思考深度。 【示例】1. Redoubling efforts to boost academic performance, we pay little heed to other classmates’ personalities... Such an inviting column... must expose everyone to others’ characteristics, thus strengthening mutual understanding. More importantly, more friendships will be forged, since the column enables us to befriend someone on the same wavelength.”先分析现状(学业繁忙→忽视同学)，再说明栏目作用(暴露特质→增进理解→缔结友谊)，用“thus”“since”串联因果，让“为何选该栏目”的逻辑闭环。 【示例】2. Unlike “Fun at my school”, this column adds an element of mystery, making the newspaper more appealing.”通过与另一选项对比，突出“神秘性”的独特优势，让推荐理由更具排他性，逻辑更严谨。 4. 情感性拓展(全文，引发“情感共鸣”) 目的：融入真挚情感，增强感染力，引发情感共鸣。 【示例】1. It reminds me of the joyful guessing games we often play in your class, which always spark laughter and curiosity.(怀旧喜悦) 【示例】2. I’m already excitedly imagining the lively discussions this column might inspire in our classroom. Can’t wait to see the first puzzle!(期待迫切) 【示例】3. This eye-catching column, I’m firmly convinced, won’t fail to grant the whole class a harmonious atmosphere.(珍视班级和谐的情感) B. 栏目选择：Fun at my school 1. 交际性拓展(首段/尾段，体现“利他性交流”) 目的：礼貌回应提议，传递“为班级/报纸添彩”的真诚。 【示例】1. Both options sound interesting, but I prefer ‘Fun at my school’ for several reasons.先肯定两个选项，再表达偏好，避免否定对方提议，体现尊重与交际智慧，符合“利他性”——让外教感受到提议的价值被认可。 【示例】2. ①I believe this column will both entertain and strengthen our sense of community. Thanks for considering the idea! ②I hope this column will both record joyful campus moments and deepen classmates’ friendships. Thanks for considering my suggestion! ③I think this column will both bring more fun and make English expression stress-free. Thanks for taking my opinion into account! ④I’m sure this column will both highlight campus joys and enhance our mutual connection. Thank you for considering my proposal! 以上四例均以积极的预判和真诚的感谢为结尾，既表达对自己建议的认可，也传递对报纸改版的美好期待，让此次书面交流更具温度。 2. 细节性拓展(中段，解决“写什么”，充实“选择”之理由) 目的：用具体场景、事件让“校园趣事”可感可知。 【示例】1. .. like funny moments in English class or unexpected surprises at lunchtime. It will showcase our vibrant campus activities, from exciting sports matches and colorful art festivals to lively English corners and cheerful picnic days.列举“英语课趣事、午餐惊喜、体育比赛、艺术节、英语角、野餐日”等具体场景，覆盖课堂、活动、日常，让“校园趣事”有明确载体，避免无本之源。 【示例】1. ... like funny mix-ups during morning reading or unexpected laughs in science labs.”聚焦 “早读混乱、实验室趣事”等微观场景，用 “funny mix-ups”“unexpected laughs”传递画面感，让读者直观感受到“趣味”所在。 3. 逻辑性拓展(中段，建立“因果/递进”关系) 目的：让“推荐理由”层层递进，逻辑清晰。 【示例】1. This column would be a great way to share interesting moments... which would make the newspaper more lively and relatable. Additionally, by reading about each other’s experiences, we’ll better understand our classmates and build stronger bonds.用“which从句”说明栏目对报纸的作用(更生动更亲切)，用“additionally”递进说明对同学关系的作用(增进理解→巩固友谊)，逻辑链条完整。 【示例】2. It will make the newspaper more fascinating and interactive, as everyone has their own stories to share. Besides, it helps us express ourselves in English happily instead of feeling stressed.先讲对报纸的价值(有趣互动)，再讲对学生的价值(轻松练英语)，由“集体”再到“个人”，层层深入。 【示例】3. ①This topic connects closely with our daily life, so everyone can share interesting stories easily... More importantly, sharing happy moments helps foster better friendships among classmates and makes our school life more memorable. ②This column would be a great way to share interesting moments from our daily school life... which would make the newspaper more lively and relatable. Additionally, by reading about each other’s experiences, we’ll better understand our classmates and build stronger bonds. ③This topic allows us to share captivating stories from daily campus life... It will make the newspaper more engaging, as every student can relate to these joyful moments. Additionally, it encourages us to appreciate small happiness and practice English writing in a casual way. 以上三例均以“贴近校园生活”为起点，用“so并列句”“which定语从句”“as原因状语从句”体现“贴近生活→分享更为容易→报纸更为生动”的因果关系，用 “More importantly” “Additionally”递进延伸到“增进友谊、发现幸福、亲近快乐时刻、轻松练英语”等等深层价值，逻辑链接更为紧密。 4. 情感性拓展(全文，引发“情感共鸣”) 目的：融入对校园生活的热爱、对同学情谊的珍视，引发情感共鸣。 【示例】1. sharing happy moments helps foster better friendships among classmates and makes our school life more memorable.(珍视友谊与校园生活回忆) 【示例】2. it encourages us to appreciate small happiness and practice English writing in a casual way. (珍惜校园日常的轻松和乐趣) 【示例】3. It helps us express ourselves in English happily instead of feeling stressed.” (传递轻松学习的愉悦感) 【参考答案】 1. Dear Jenny, I really like the idea of adding a new column to our English newspaper. I’m writing to express that my predilection goes to “Guess who I am”, which capitalizes on an object clause to signal its potential contents. The column will serve as a catalyst for closer bonds between students. Redoubling efforts to boost academic performance, we pay little heed to other classmates’ personalities, hobbies, strengths, and even aspirations. Such an inviting column, adopting a “description and guess” approach, must expose everyone to others’ characteristics, thus strengthening mutual understanding. More importantly, more friendships will be forged, since the column enables us to befriend someone on the same wavelength. This eye-catching column, I’m firmly convinced, won’t fail to grant the whole class a harmonious atmosphere. Yours, Li Hua 2. Dear Jenny, I really like the idea of adding a new column to our English newspaper. I’m writing to share my preference for the new column. After careful thought, I’m truly fascinated by the “Guess who I am” option. It reminds me of the joyful guessing games we often play in your class, which always spark laughter and curiosity. I believe this column would be a brilliant way to deepen our understanding of school community members. For instance, we could describe our hard-working librarian, Ms. Zhao, by detailing her habit of recommending books with a warm smile and her profound knowledge of classic novels, without revealing her name. Such clues would make the reading experience engaging and interactive. Thank you for considering my opinion. I’m already excitedly imagining the lively discussions this column might inspire in our classroom. Can’t wait to see the first puzzle! 3. Dear Jenny, I really like the idea of adding a new column to our English newspaper. Between the two options, I would recommend “Guess who I am”. This column can spark students’ curiosity and engagement. By describing classmates’ unique hobbies, talents or unforgettable moments through riddles, it encourages interaction as readers guess who is being described. It is also a great way to discover hidden sides of each other, thus strengthening friendships. Additionally, writing these riddles requires creative use of English, which can improve our language skills in a fun way. Unlike “Fun at my school”, this column adds an element of mystery, making the newspaper more appealing. I believe this choice would bring more laughter and closer connection to our class! Thanks for considering my suggestion. Yours, Li Hua 4. Dear Jenny, I really like the idea of adding a new column to our English newspaper. After careful consideration, I believe “Guess who I am” would be a better choice. This column would be fun and interactive because students can write short, creative descriptions of classmates or teachers, and readers can guess who is being described. It is also a great way to practice descriptive writing, discover the hidden sides of each other and learn more about each other in a playful way. Additionally, the mystery element would make it more engaging for everyone. I believe this choice would bring more laughter and closer connections to our class! Thanks for considering my suggestion. Yours, Li Hua 5. Dear Jenny, I really like the idea of adding a new column to our English newspaper. After considering both options, I would recommend “Fun at my school”. This column would be a great way to share interesting moments from our daily school life, such as funny classroom stories, exciting events, and memorable activities, which would make the newspaper more lively and relatable. Additionally, by reading about each other’s experiences, we’ll better understand our classmates and build stronger bonds. I believe this column will both entertain and strengthen our sense of community. Thanks for considering the idea! Yours, Li Hua 6. Dear Jenny,​ I really like the idea of adding a new column to our English newspaper. Both options sound interesting, but I prefer “Fun at my school” for several reasons.​ This topic connects closely with our daily life, so everyone can share interesting stories easily—like funny moments in English class or unexpected surprises at lunchtime. It will showcase our vibrant campus activities, from exciting sports matches and colorful art festivals to lively English corners and cheerful picnic days. More importantly, sharing happy moments helps foster better friendships among classmates and makes our school life more memorable. I believe it will become a popular part of our newspaper.​ I hope this column will both record joyful campus moments and deepen classmates’ friendships. Thanks for considering my suggestion! Yours sincerely,​ Li Hua​ 7. Dear Jenny,​ I really like the idea of adding a new column to our English newspaper. After thinking carefully, I choose “Fun at my school” as my favorite option.​ This column can cover various interesting parts of our campus life. For example, we can write about funny interactions with teachers or exciting moments in school competitions. It will make the newspaper more fascinating and interactive, as everyone has their own stories to share. Besides, it helps us express ourselves in English happily instead of feeling stressed. I think this column will both bring more fun and make English expression stress-free. Thanks for taking my opinion into account! Yours sincerely,​ Li Hua​ 8. Dear Jenny,​ I really like the idea of adding a new column to our English newspaper. After careful consideration, I strongly recommend the column “Fun at my school”.​ This topic allows us to share captivating stories from daily campus life, like funny mix-ups during morning reading or unexpected laughs in science labs. It will make the newspaper more engaging, as every student can relate to these joyful moments. Additionally, it encourages us to appreciate small happiness and practice English writing in a casual way.​ I’m sure this column will both highlight campus joys and enhance our mutual connection. Thank you for considering my proposal! Yours sincerely,​ Li Hua 1 学科网（北京）股份有限公司 $ 三年真题解读05(第一节写作) 一、信息统计 表一 年份·卷别 题干主要内容 2025·全国一卷 假定你是李华，你班的英语报要增设一个栏目。外教 Jenny 提出“Fun at my school”和“Guess who I am”两个选项供大家选择。请给Jenny写一封邮件。内容包括：1. 你的选择；2. 说明理由。 2025·全国二卷 假定你是校英文报编辑李华，外教Chris上个月答应写一篇介绍加拿大体育运动的文章。请给 Chris写一封邮件。内容包括：1. 询问进展；2. 提醒交稿时间。 2024·新课标全国Ⅰ &II卷 假定你是李华，上周五你们班在公园上了一堂美术课。请你给英国朋友Chris写一封邮件分享这次经历。内容包括：1. 你完成的作品；2. 你的感想。 2023·新课标全国Ⅰ &II卷 假定你是李华，外教Ryan准备将学生随机分为两人一组，让大家课后练习口语，你认为这样分组存在问题。请你给外教写一封邮件。容包括：1. 说明问题；2. 提出建议。 表二 年份·卷别 文体 主题 题干形式 2025·全国一卷 建议信(邮件) 对给出的俩栏目作出选择并说明理由 文字提纲 2025·全国二卷 (以询问进展为切入点的)提醒信(邮件) 询问有关约稿的进展并提醒截稿日期 文字提纲 2024·新课标全国Ⅰ &II卷 告知信(邮件) 介绍公园里美术课的个人作品和感想 文字提纲 2023·新课标全国Ⅰ &II卷 建议信(邮件) 指出外教随机分组的不合理并提建议 文字提纲 二、多维解读 1. 从写作文体上看：清一色的电子邮件，涉及应用文的建议信、提醒信和告知信；具体写作时需要借鉴议论文、夹叙夹议文或说明文的写作方法；注意2025·全国二卷的应用文写作有所创新。创新之处在于它没有让考生生硬地写一封“催稿信”，而是要考生写一封“以询问进展为切入点的提醒信”。这就要求考生不仅要会写信，更要懂得沟通的艺术和策略。 2. 从题干主要内容看：短小精悍，留给考生自主发挥的空间非常大；四篇写作的题干都是以信息块的形式呈现材料，用简单笼统的文字信息给出写作内容和要求。它要求考生根据题干所给出的信息块，首先确定中心话题，然后紧紧围绕中心话题、适当增加细节(空间很大)展开写作，表达出题干所要求表达的全部意思。 3. 从主题内容看：聚焦校园生活，拓展多元视角；三年高考英语第一节写作主题紧密围绕校园生活，但展现多元视角。2023 年建议信要求学生给外教提建议，涉及教学活动优化等内容，侧重学生对校园教学的主动思考与反馈。2024 年告知信聚焦美术课个人作品及感想，关注学生艺术素养、个性发展，引导学生表达对校园文化活动的体验。2025 年建议信以班级英语报增设栏目为情境，要求从两个选项中抉择并说明理由，既考查学生对校园媒体建设的思考，又引导其权衡不同活动板块的价值，三者均以校园生活为核心，从教学优化、个人成长到文化活动建设，逐步拓展校园生活内涵。 【2025·全国一卷】 假定你是李华，你班的英语报要增设一个栏目。外教Jenny提出“Fun at my school”和“Guess who I am”两个选项供大家选择。请给Jenny写一封邮件。 内容包括：1. 你的选择； 2. 说明理由。 注意：1. 写作词数应为80个左右； 2. 请按如下格式在答题卡的相应位置作答。 Dear Jenny, I really like the idea of adding a new column to our English newspaper. ______________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 【2025·全国二卷】 假定你是校英文报编辑李华，外教Chris上个月答应写一篇介绍加拿大体育运动的文章。请给 Chris写一封邮件。 内容包括：1. 询问进展； 2. 提醒交稿时间。 注意：1. 写作词数应为80个左右； 2. 请按如下格式在答题卡的相应位置作答。 Dear Chris, ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Best wishes, Li Hua 【2024·全国新课标I&II卷】 假定你是李华，上周五你们班在公园上了一堂美术课。请你给英国朋友Chris写一封邮件分享这次经历。 内容包括：1. 你完成的作品； 2. 你的感想。 注意：1. 写作词数应为80个左右； 2. 请按如下格式在答题纸的相应位置作答。 Dear Chris, I’m writing to share with you an art class I had in a park last Friday. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 【2023·全国新课标I&II卷】 假定你是李华，外教Ryan准备将学生随机分为两人一组，让大家课后练习口语，你认为这样分组存在问题。请你给外教写一封邮件。 内容包括：1. 说明问题； 2. 提出建议。 注意：  1. 写作词数应为80个左右；    2. 请按如下格式在答题卡的相应位置作答。 Dear Ryan, I’m Li Hua from Class 3. ___________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours sincerely, Li Hua 一、审读题干抓关键 仔细审读题干：考生需要认真审读题干中的文字，包括图画、图表所表达或所反映的信息，确保审读题干做到位；把握以下重点：明确写作主题、写作要求、写作体裁等。 二、攫取要点再拓展 攫取要点有两种情况：一是从题干中直接攫取要点，适当增加具体细节(拓展)；二是根据题干中的“内容包括(信息块)”中的几点内容进行充分的挖掘，通过合理的设想和一定的技巧，拓展要点。另外，写作时，还要注意在首段和尾段灵活套用相关应用文的套句。这一块特别是“中间段的写作”时考生完成第一节写作任务的难点所在，故要详细讲解(后续各专题练中还要涉及这一话题)。 (一)交际性拓展 顺着题目所给出的“刚性信息”，根据写作目的、对象和场合，添加合情合理、富有人情味的细节和情感，使文章读起来就是一次真实的交流，而不是机械地完成写作任务。(对写作首段或尾段的拓展)。 1.【简易表达】I’m writing to invite you to join us.我写信是想邀请您加入我们。 【拓展表达】学校篮球队现在正在招募新成员。作为球队的一员，我诚挚地邀请您加入我们。 2.【简易表达】我认为英语口语训练课随机给学生分组不是个好主意。 【拓展表达】祝您一切安好！非常感谢您为帮助我们提高英语口语而将我们分成两人一组所做的努力。不过，我写这封邮件是想和您谈谈口语练习的分组问题。 3.【简易表达】Hi! Ryan. How are you? With regard to your grouping method for oral, I am writing to express my suggestions on it.嗨！瑞安老师，您好！关于您的英语口语分组方式，我写这封邮件是想向您提出我的建议。 【拓展表达】我是李华，上您英语课的学生。了解到您打算随机将学生分成两人一组，以练习英语口语为目的，我特此写信向您说明我的一些顾虑并提供建议。 4.【简易表达】What do you think of becoming a part of us？I’m looking forward to your early reply! 你觉得成为我们中的一员怎么样？期待你早日回复！ 【拓展表达】你觉得成为我们中的一员怎么样？我诚挚地希望你能加入我们，一起享受快乐时光。我已经迫不及待想和你一起打篮球了！期待你早日回复！ 5.【简易表达】In the end, we truly invite you again.最后，我们再次向您发出诚挚的邀请。 【拓展表达】我衷心希望您能接受这份邀约，期待您的早日回复！ (二)细节性拓展 解决“写什么”的问题。通过添加具体的事实、例子、描述(如感官细节、数据、名称、相关信息的时间、地点)来充实内容，使表达变得具体、生动、有说服力。(对写作中段的拓展)。 1.【简易表达】We teenagers should do what we can to protect the environment and save the earth. 我们青少年应尽我们所能保护环境、拯救地球。 【拓展表达】我们青少年应尽我们所能保护环境、拯救地球。例如：我们可以用可回收袋代替塑料袋,拒绝使用一次性产品，种植更多的树木，节约水和能源。 2.【简易表达】I’ll spend some time staying with my parents.我要花一些时间和父母在一起。 【拓展表达】我要花一些时间和父母在一起。与他们聊天和做一些家务。 3.【简易表达】I would like to seek a pen pal who is interested in traveling just like me. 我想找一个像我一样喜欢旅行的笔友。 【拓展表达】我想找一个像我一样喜欢旅行的笔友。如果可能的话，我们可以一起旅行或者分享旅行经历。 4.【简易表达】Traveling in China, you can learn a lot about Chinese traditional culture. 到中国旅行，你可以学到很多关于中国传统文化的知识。 【拓展表达】到中国旅行，你可以学到很多关于中国传统文化的知识。如传统饮食、服饰、绘画、地方风俗等。 5.【简易表达】I’m going to do some shopping with my parents in the supermarket. 我打算和父母一起去超市购物。 【拓展表达】我打算和父母一起去超市购物，下午5点左右才回来。 6.【简易表达】I have taken with me the two books you asked me to return. 我已经带来了你让我归还的这两本书。 【拓展表达】我已经带上了你让我还给市图书馆的那两本书。 (三)逻辑性拓展 解决“为什么”和“怎么样”的问题。通过分析原因、阐述结果、说明步骤、进行对比等，在句子与句子、观点与观点之间建立清晰的原因、结果、条件、让步、手段、目的等关系，使段落连贯、严谨、有深度。(对写作中段的拓展)。 1.【简易表达】What impresses me most is the culture column.给我印象最深的是文化专栏。 【拓展表达】给我印象最深的是文化专栏，因为在这个专栏里，我能读到幽默故事、旅行见闻、历史典故以及其他关于外国的趣闻。 2.【简易表达】This approach may not be effective as students may have different levels of English proficiency and learning styles. 这种方法可能并不见效，因为学生的英语水平和学习风格可能各不相同。 【拓展表达】这种方法可能并不见效，因为学生的英语水平和学习风格可能存在差异，这会导致部分学生感到落后或得不到足够的挑战。这对相关双方来说都令人沮丧且收效甚微。 3.【简易表达】Our school has decided to hold an exhibition of traditional Chinese paintings in our stadium.我校决定在体育馆举办中国传统画展。 【拓展表达】为了丰富学生的校园生活，激发大家对传统文化的兴趣，我校决定在体育馆举办中国传统画展。 4.【简易表达】I’ll take part in some social activities.我会参加一些社交活动。 【拓展表达】如果我有时间/如果可能的话我会参加一些社交活动。 (四)情感性拓展 解决交流双方“情感共鸣”的问题。通过围绕写作主题与交流场景，自然融入契合身份与语境的真挚情感(如期待、喜悦、珍视、感激等)，让表达跳出机械的信息罗列，增强感染力，促进交流双方情感共鸣。(适用于全文，尤其在首段表达态度、中段深化共鸣、尾段升华情感等场景，与交际性拓展互补)。 1.【简易表达】The event was a great success.这次活动非常成功。 【拓展表达】这次活动取得了巨大成功。它不仅让我们收获了宝贵的植物知识，还让我们领略了自然的美与重要性。这也深刻提醒我们，每个人都应该为保护和守护我们的环境尽一份力。 2.【简易表达】You help hast enabled me to achieve my dream. Thank you very much! 你的帮助使得我的实现了我的梦想。非常感谢你！ 【拓展表达】正是你的帮助使得我的实现了我的梦想，在以后的时间里我会更加努力学习，以优异的成绩报答你的真诚帮助和期望。 三、拟稿修改誊上卡 建议考生先在草稿纸上(如果不发草稿纸，也可以在试卷的空白处)拟写初稿，然后对初稿进行修改或润色，最后誊写上卡。誊写一环考生不可马虎，要求书写倩丽，搏人眼球。 【典例】 现以【2025·全国一卷】为例演示与【解题锦囊】相匹配的解题过程(仅供考生自主练习或考试后反思<复盘>时以及教师考后讲评时参考)。题目，请见【真题解析】。 第一步：审读题干抓关键 作者身份：李华(学生)； 交流对象：外教Jenny(师生平等尊重的交际关系)； 写作目的：推荐报纸新增栏目，说明选择理由(理由要充分具有说服力)； 写作刚性要求：明确二选一(栏目：Fun at my school和Guess who I am)+阐述理由； 写作隐性要求：符合学生身份，彰显语言使用的得体性； 格式与词数：邮件格式(含称呼、正文、结尾客套语)，80词左右(实际要写120词左右)。 第二步：攫取要点再拓展 A. 栏目选择：Guess who I am 1. 交际性拓展(首段/尾段，体现“利他性交流”) 目的：打破机械陈述，建立真实对话感，呼应外教的积极提议。 【示例】1. I’m writing to share my preference for the new column. After careful thought, I’m truly fascinated by the “Guess who I am” option. It reminds me of the joyful guessing games we often play in your class, which always spark laughter and curiosity.” 【示例】2. Thank you for considering my opinion. I’m already excitedly imagining the lively discussions this column might inspire in our classroom. Can’t wait to see the first puzzle! 2. 细节性拓展(中段，解决“写什么”，充实“选择”之理由) 目的：用具体例子、场景、名称让你的“理由”具象化，避免空泛而谈。 【示例】1. For instance, we could describe our hard-working librarian, Ms. Zhao, by detailing her habit of recommending books with a warm smile and her profound knowledge of classic novels, without revealing her name. 【示例】2. By describing classmates’ unique hobbies, talents or unforgettable moments through riddles, it encourages interaction as readers guess who is being described. 3. 逻辑性拓展(首段/中段，建立“因果/递进/对比”关系) 目的：让理由链连贯严谨，体现思考深度。 【示例】1. Redoubling efforts to boost academic performance, we pay little heed to other classmates’ personalities... Such an inviting column... must expose everyone to others’ characteristics, thus strengthening mutual understanding. More importantly, more friendships will be forged, since the column enables us to befriend someone on the same wavelength.” 【示例】2. Unlike “Fun at my school”, this column adds an element of mystery, making the newspaper more appealing.” 4. 情感性拓展(全文，引发“情感共鸣”) 目的：融入真挚情感，增强感染力，引发情感共鸣。 【示例】1. It reminds me of the joyful guessing games we often play in your class, which always spark laughter and curiosity.( ) 【示例】2. I’m already excitedly imagining the lively discussions this column might inspire in our classroom. Can’t wait to see the first puzzle!( ) 【示例】3. This eye-catching column, I’m firmly convinced, won’t fail to grant the whole class a harmonious atmosphere.( ) B. 栏目选择：Fun at my school 1. 交际性拓展(首段/尾段，体现“利他性交流”) 目的：礼貌回应提议，传递“为班级/报纸添彩”的真诚。 【示例】1. Both options sound interesting, but I prefer ‘Fun at my school’ for several reasons. 【示例】2. ①I believe this column will both entertain and strengthen our sense of community. Thanks for considering the idea! ②I hope this column will both record joyful campus moments and deepen classmates’ friendships. Thanks for considering my suggestion! ③I think this column will both bring more fun and make English expression stress-free. Thanks for taking my opinion into account! ④I’m sure this column will both highlight campus joys and enhance our mutual connection. Thank you for considering my proposal! 以上四例用 2. 细节性拓展(中段，解决“写什么”，充实“选择”之理由) 目的：用具体场景、事件让“校园趣事”可感可知。 【示例】1. .. like funny moments in English class or unexpected surprises at lunchtime. It will showcase our vibrant campus activities, from exciting sports matches and colorful art festivals to lively English corners and cheerful picnic days. 【示例】1. ... like funny mix-ups during morning reading or unexpected laughs in science labs.” 3. 逻辑性拓展(中段，建立“因果/递进”关系) 目的：让“推荐理由”层层递进，逻辑清晰。 【示例】1. This column would be a great way to share interesting moments... which would make the newspaper more lively and relatable. Additionally, by reading about each other’s experiences, we’ll better understand our classmates and build stronger bonds. 【示例】2. It will make the newspaper more fascinating and interactive, as everyone has their own stories to share. Besides, it helps us express ourselves in English happily instead of feeling stressed. 【示例】3. ①This topic connects closely with our daily life, so everyone can share interesting stories easily... More importantly, sharing happy moments helps foster better friendships among classmates and makes our school life more memorable. ②This column would be a great way to share interesting moments from our daily school life... which would make the newspaper more lively and relatable. Additionally, by reading about each other’s experiences, we’ll better understand our classmates and build stronger bonds. ③This topic allows us to share captivating stories from daily campus life... It will make the newspaper more engaging, as every student can relate to these joyful moments. Additionally, it encourages us to appreciate small happiness and practice English writing in a casual way. 以上三例均以 4. 情感性拓展(全文，引发“情感共鸣”) 目的：融入对校园生活的热爱、对同学情谊的珍视，引发情感共鸣。 【示例】1. sharing happy moments helps foster better friendships among classmates and makes our school life more memorable.( ) 【示例】2. it encourages us to appreciate small happiness and practice English writing in a casual way. ( ) 【示例】3. It helps us express ourselves in English happily instead of feeling stressed.” ( ) 【参考答案】 1 学科网（北京）股份有限公司 $