【初中英语命题】《从理念到试卷:初中英语命题工作全流程解析》(4)

第三章    从原材料到题目——材料改编与加工技巧

选好了材料，接下来就是最关键的一步——改编。

很多老师以为“改编”就是把长文章改短一点、把难词换成简单词。这没错，但远远不够。改编的本质，是在不破坏语篇逻辑与语言自然度的前提下，将原材料调整到适合学生认知水平和考试要求的“适考”状态。

有专家将文本改编策略归纳为形式、衔接、内容三个维度。我在三十五年的命题实践中，也逐步摸索出一套从宏观到微观的改编方法。改编流程可以简单归纳为：确定主题，搜索素材；测试难度；改编词句，降低难度。具体来说，通常先对材料文本进行语篇分析，确定其主要信息和重要的辅助信息，然后进行段落删除以初步精简文本，最后在段落内部进行词句的精简删改。

下面，我按照听力、完形填空、阅读理解、任务型阅读、词汇运用、语法填空、书面表达的顺序，逐一讲解每种题型的改编方法，每个题型都配有完整的改编实例。

一、听力材料的改编

听力材料的改编是所有题型中最特殊的——不仅要改文字，还要考虑“听起来”的效果。一篇文章看着顺眼，读出来不一定顺耳。

（一）听力改编的三大原则

1. 口语化原则

听力材料必须“听起来像真的”。对话要符合口语特征——有停顿、有重复、有省略、有自然的口语表达。

看下面这个例子。2025年浙江中考听力Text 4【参见2025年浙江省中考英语试卷】：

W: Have some more milk, please?
M: No, thanks. The cakes this morning are very delicious. A good start of the day.

短短三句话，口语特征非常明显——“No, thanks”是省略回答，“A good start of the day”是日常感叹。如果改成书面语“The cakes consumed this morning were exceptionally delicious, which constituted a favorable commencement of the day”，那就不叫听力了，叫折磨。

2. 信息密度适中原则

听力是瞬时信息处理，信息密度不能太高。每段对话的信息点（时间、地点、人物、事件、数字等）要控制在3-5个以内。

以2025年中考听力第6-7题的长对话为例【参见2025年浙江省中考英语试卷】：

M: Were you on holiday last week, Linda?
W: Yes, I visited my uncle in Africa.
M: Lucky you. Was it fun?
W: Yes, it was amazing. We drove our car to the middle of the African grassland.
M: Wow, it sounds fantastic.
W: From the car, we could see giraffes and elephants.
M: Did you see any lions?
W: We didn't see any at first. But later, when we were crossing the land, we saw some lions.
M: Were there any tigers?
W: No, there weren't. There are no tigers in Africa. Tigers are usually seen in Asia.

这段对话约100词，信息点包括：人物（Linda）、时间（last week）、地点（Africa）、事件（visited uncle, saw animals）、具体动物（giraffes, elephants, lions, no tigers）。信息点虽多，但通过问答形式逐步展开，学生可以跟上。

3. 干扰信息合理原则

听力题目中的干扰项必须来自对话中的真实信息，不能凭空捏造。以上面这段对话为例，如果题目问“What animals did Linda see?”，正确答案是“Lions”，干扰项可以设置“Tigers”（对话中明确提到“There are no tigers in Africa”）和“Bears”（对话中未提及，但属于同类词）。这样的干扰项既有效又合理。

（二）听力改编的具体操作

步骤一：确定话题和场景

先从课标话题出发，确定听力材料的主题。比如“学校生活”“购物”“问路”“天气”“饮食”等。然后设计具体场景——谁在什么情况下对谁说什么。

步骤二：编写对话框架

先写出对话的“骨架”——要传递哪些信息点、信息点以什么顺序出现。比如要考“时间”，就先确定时间信息放在第几句。

步骤三：填充口语化表达

用自然的口语表达填充框架。多用短句、简单句，少用长句和复合句。

步骤四：控制语速和长度

七年级听力短对话每段20-30词，八年级25-35词，九年级30-40词。长对话和独白相应递增【参见第二章的长度建议表】。

步骤五：录音稿校对

录音稿不仅要文字正确，还要标注停顿、重音、语调。我听过太多好题被糟糕的录音毁掉——语速太快、吐字不清、情感不对。

（三）改编实例：从书面语到听力稿

下面是我改编一段听力材料的完整过程。

原材料（摘自一篇游记）：

Last summer, my family and I embarked on a journey to the coastal city of Qingdao. The weather was extraordinarily pleasant, with a gentle breeze blowing from the sea. We spent the entire morning strolling along the golden beach, collecting various seashells of different shapes and colors. In the afternoon, we visited the renowned Zhanqiao Pier, which extends far into the blue ocean. The local seafood was incredibly fresh and delicious, especially the grilled oysters and boiled clams.

这段文字约80词，作为阅读材料尚可，但作为听力材料问题很大——词汇偏难（embarked, extraordinarily, renowned, extending）、句子偏长（平均15词以上）、书面语特征明显。

改编第一步：确定信息点和考查目标

我想考查三个信息点：地点（Qingdao）、活动（walking on the beach, visiting Zhanqiao Pier）、食物（seafood）。考查层次以事实细节为主。

改编第二步：替换难词、简化句式

把“embarked on a journey”改为“went”，“extraordinarily pleasant”改为“very nice”，“renowned”改为“famous”，“extending far into”改为“going out into”。把长句拆成短句。

改编第三步：增加口语特征

增加对话形式，加入问答、感叹、省略等口语元素。

改编成品（听力对话稿）：

M: Hi, Lily. Where did you go last summer?
W: I went to Qingdao with my family.
M: Oh, I've been there too. How was the weather?
W: It was very nice. A gentle breeze from the sea.
M: What did you do there?
W: We walked on the beach in the morning and collected shells.
M: Sounds fun! Did you visit Zhanqiao Pier?
W: Yes, we did. It's very famous.
M: What about the food?
W: The seafood was great! I loved the grilled oysters.

对比原材料和成品：词数从80降到75，平均句长从15词降到7词，生词从5个降到0个，书面语全部转化为口语。关键是——核心信息一个没丢。

（四）听力改编的常见误区

误区一：直接朗读书面语

有些老师把阅读理解的文章直接拿来当听力材料。学生“听”到的是一篇书面语，而不是“听”一段对话。这是对听力测试本质的误解。

误区二：信息密度过高

一段40词的对话塞进去6个信息点，学生还没反应过来就播完了。听力不是阅读，不能回看，信息密度必须适中。

误区三：忽视录音质量

文字稿再好，录音质量不行就全毁了。语速、停顿、重音、情感、背景噪音——每一个细节都影响学生的答题体验。

二、完形填空材料的改编

完形填空的改编是所有题型中最精细的。一篇文章能不能用完形填空来考，取决于它有没有足够的“设空点”——即有足够多的词可以挖掉而不影响整体理解。

（一）完形改编的三大原则

1. 保持叙事完整性

完形填空最理想的语篇是叙事性文本——有情节、有人物、有情感变化、有明确的因果链条。改编时不能破坏故事的完整性。删减只能删次要信息，核心情节线必须保留。

有命题专家指出，完形填空命题应“优先选择上下文逻辑关系明显”的语篇，这样才能有效考查学生对于语篇的整体理解。

2. 控制设空间距

空格之间的间距要均匀，通常6-8个词设一个空【参见第一章1.4.2】。不能连续两句都设空，也不能连续十几词不设空（理想状态是这样）。

3. 考点分布合理

设空应考虑动词、名词、形容词、副词等不同词性的均匀覆盖，避免针对某一词性的某一种形态反复考查。从双向细目表的数据来看，完形填空的考点通常覆盖：动词（3-4空）、名词（3-4空）、形容词/副词（3-4空）、连词/介词/代词（2-3空）【参见“21模拟双向细目表”】。

（二）完形改编的具体操作

步骤一：选材——找“有故事”的文章

完形填空的首选是叙事文——有情节推进、有人物互动、有情感变化的短文。科普说明文不适合完形，因为逻辑太抽象，空格一多就不知所云。

步骤二：删减——保留核心情节

原始材料往往偏长，需要删减。删什么？删次要描写、删重复信息、删与主线无关的细节。但不能删情节推进的关键节点。

步骤三：调整——控制词汇和句长

把超纲词换成课标词，把长句拆成短句，把被动语态换成主动语态（除非被动语态本身就是考点）。在不影响句子原意的情况下，把限定性从属句改编为简单句或其它复合句。

步骤四：设空——确定挖空位置

首句不挖空（这是铁律）。然后每隔6-8词设一个空。设空处必须是有语境支撑的词——即学生必须读上下文才能选对，不能靠语法就能判断。

步骤五：编写选项——保证干扰项有效

每个空的四个选项必须词性一致、语法正确。干扰项要“似是而非”——看起来像正确答案，但放在语境中不对。

（三）改编实例：从原材料到完形填空

下面以2025年浙江中考完形填空为例【参见“2025年浙江省中考英语试卷】，展示完整的改编过程。

原材料（来源：一篇关于母女关系的校园故事）：

Every school day morning, Cara's mother drove her to school. Before Cara got out of the car, her mother always gave her the same goodbye. She would kiss Cara on the face and say three things: "Work hard," "Be kind," and "Have fun!" Cara sometimes felt embarrassed by these kisses in front of her classmates, but she never said anything.

One particular day was no different from any other day. Cara received her mother's usual kisses and walked into her classroom. The first class of the day was mathematics, which Cara was not good at. She struggled with numbers and shapes. However, she remembered her mother's first piece of advice: Work hard! Cara thought to herself that asking for help when she needed it was part of working hard. She raised her hand and asked the teacher questions. By the end of the class, she had solved all her problems and felt proud of herself.

At lunchtime, Cara went to the cafeteria and sat down at a table with her friends. She noticed a new student sitting alone at the next table, looking sad. Cara remembered her mother's second piece of advice: Be kind! There were not enough chairs for another person at her table, so Cara said goodbye to her friends and went to sit with the new girl.

"Hi! I'm Cara," she said. "Can I join you?" The new girl smiled and said yes. Her name was Vanessa. Cara introduced Vanessa to her friends during break time. Suddenly, music came from an open classroom window. The girls started dancing, but Cara was nervous because she was not a good dancer. Then she heard her mother's voice in her head: Have fun! Cara started moving her feet and soon she was having a great time.

When Cara got home from school, her mother asked how her day was. "Great!" Cara replied with a big smile. "I worked hard. I was kind. And I had fun!"

这篇原材料约350词，作为中考完形填空偏长了（中考完形通常在240-280词）。需要删减。

改编第一步：删减——保留核心情节

保留：妈妈的三句话、数学课举手、午餐时帮助新同学、跳舞时克服紧张、回家报喜。删减：Cara对亲吻感到尴尬的心理描写、数学课的具体内容、食堂场景的细节描写、跳舞时的具体动作描写。

改编第二步：调整——控制语言难度

把“mathematics, which Cara was not good at”改为“math. She was terrible at numbers and shapes!”——拆分长句、增加感叹号增强情感。把“she had solved all her problems”改为“Cara solved all her problems”——简化时态。把“went to the cafeteria and sat down at a table”改为“headed for the table”——简化表达。

改编第三步：设空——确定挖空位置

按照“首句不挖空、间距6-8词”的原则设空。2025年中考完形共15空【参见“2025年浙江省中考英语试卷】，考点分布如下：

注意看考点分布：动词4个、名词4个、形容词2个、副词1个、连词1个、介词1个、动词短语1个、代词所有格1个——词性覆盖非常均匀。

改编第四步：编写选项——保证干扰项有效

以第43题为例（原文：“There weren't enough chairs for another person, ______ Cara said bye to her friends”）：

A. butB. orC. soD. though

正确答案是C（so），表因果。干扰项设计：

·A（but）：表转折——学生如果不理解“椅子不够→离开”的因果逻辑，可能会选but

·B（or）：表选择——明显不符合

·D（though）：表让步——语法上说得通但逻辑不对

四个选项词性一致（全是连词）、语法正确（都能放在这个位置）、干扰有效（but和though都有迷惑性）。

（四）完形改编的常见误区

误区一：首句挖空

这是完形命题的大忌。首句是全文的“入口”，学生需要通过首句了解文章大意。首句挖空，学生连门都找不到。

误区二：设空间距不均

有的地方连续两句挖空，有的地方十几词不挖空。学生无法形成稳定的阅读节奏。

误区三：考点过于集中

一篇完形15个空，8个考动词、5个考名词，形容词和连词一个不考——这是考点分布失衡。好的完形应该“雨露均沾”。

误区四：干扰项无效

有些选项明显错误（词性不同、语法不对），学生不用看上下文就能排除。这样的干扰项等于没有。

三、阅读理解材料的改编

阅读理解是分值最大的题型，也是改编工作量最大的题型。一篇好的阅读材料，要“经得起考”——能出4-5道覆盖不同认知层次的题目。

（一）阅读改编的三大原则

1. 保留核心信息

改编可以删减、可以简化，但不能改变原文的核心信息和主要观点。文本改编要忠实于原文，要保留原文的核心内容，不能影响文本的完整性和连贯性。

2. 调整难度梯度

同一篇文章内部，不同段落的难度可以不同。一般来说，前面的段落容易一些，后面的段落难一些——这样方便设置从易到难的题目。

3. 确保结构清晰

考试用的阅读材料必须有清晰的结构——便于学生快速把握文章脉络，也便于命题人设置不同层次的题目。改编时要“删无关信息，明晰情节线；保留核心内容，连贯文本”。

（二）阅读改编的具体操作

步骤一：语篇分析——确定主要信息和辅助信息

拿到原材料，先做语篇分析：这篇文章的核心信息是什么？哪些段落是主干？哪些是枝叶？

步骤二：段落删减——精简文本

先删除与主题无关的段落或句子，初步精简文本。科普类文章尤其需要删减——原始科普文章往往有大量背景介绍和专业细节，这些对学生来说不是“必要信息”。

步骤三：词句改编——降低语言难度

这是最细致的环节：

·词汇降级：把超纲词换成课标词。比如把“utilize”换成“use”，把“purchase”换成“buy”。

·长句拆分：把长复合句拆成短句。比如把“The birds, which were once common in eastern Australia, have now declined in number”拆成“The birds were once common in eastern Australia. But that's changed.”

·被动改主动：把被动语态改为主动语态（除非被动本身就是考点）。

·直接引语改间接引语：如果原文有大量对话，可以考虑改为间接引语以提升连贯性。

步骤四：调整人物和情节（适用于叙事文）

如果是故事类文本，可能需要“调整人物，凸显矛盾”——让主线更清晰、冲突更明显。

步骤五：设题预判

改编的同时就要想：这段能出什么题？那段能出什么题？如果某个段落“无题可出”，要么删掉，要么重写。

（三）改编实例一：科普说明文

以2025年浙江中考D篇（AI监测珍稀鸟类）为例【参见2025年浙江省中考英语试卷】，展示科普说明文的改编过程。

原材料（来源：一篇关于AI保护鸟类的科学报道）：

Artificial intelligence technology has been increasingly applied in various fields of ecological conservation. A research team from Australia recently employed this advanced technology to track a rare avian species known as the Plains-wanderer (Pedionomus torquatus). This species was once widespread across the grasslands of eastern Australia. However, due to extensive land-use changes over the past century, including the conversion of native grasslands into agricultural farmland and urban developments, the population of this species has experienced a dramatic decline of more than 85% in recent decades. Current estimates suggest that merely 250 to 1,000 individuals remain in the wild.

The Plains-wanderer is a small ground-dwelling bird, measuring approximately 15 centimeters in height. Unlike many other bird species, it exhibits reversed sexual size dimorphism—the females are larger than the males and assume the primary role of protecting the offspring, while the smaller males are responsible for incubating the eggs. This unique behavioral pattern makes the species particularly interesting to ornithologists.

To locate these elusive birds, the research team deployed an innovative acoustic monitoring system. They installed over thirty recording devices, which they termed "song meters," across nine distinct locations within the grassland habitat. These devices were specifically programmed to capture the distinctive vocalizations of the female Plains-wanderers, which produce a characteristic "Ooom" call. The collected audio data were subsequently analyzed using advanced machine learning algorithms. The AI system successfully identified Plains-wanderer calls originating from two previously unknown locations west of Melbourne—the first such discovery in over three decades, which the researchers described as "equivalent to finding gold."

The research team plans to collaborate with local landowners to implement protective measures for both the birds and their grassland habitat. They are continuing their acoustic monitoring efforts, utilizing both song meters and AI technology to track additional populations of this endangered species.

这篇原材料约280词，语言难度偏高——词汇（avian, ornithologists, dimorphism, acoustic, algorithms）、句长（平均18词以上）、专业术语多。

改编第一步：语篇分析

核心信息：①AI用于追踪珍稀鸟类Plains-wanderer ②该鸟类数量锐减的原因和现状③该鸟类的独特习性（雌鸟大、保护幼鸟；雄鸟小、孵蛋）④AI如何通过声音追踪（song meters记录叫声→AI分析）⑤发现新种群及其意义⑥未来保护计划

辅助信息：学名、具体的统计方法、研究团队的背景等——这些可以删减。

改编第二步：段落删减和结构调整

原材料四段，改编后仍为四段，但每段都做了精简：

第一段：保留“AI追踪鸟类→数量锐减（85%）→现存250-1000只”，删除“increasingly applied in various fields” “ Pedionomus torquatus ” “over the past century”等冗余信息。

第二段：保留“15cm高、不擅飞行、雌鸟大且保护幼鸟、雄鸟小且孵蛋”，删除“reversed sexual size dimorphism ” “ornithologists”等专业术语。

第三段：保留“安装30多个song meters→收集雌鸟叫声→AI分析→发现两个新地点→'finding gold'”，删除“acoustic monitoring system” “machine learning algorithms”等术语。

第四段：基本保留，略作简化。

改编第三步：词句改编——降低语言难度

改编成品（2025年浙江中考D篇）：

AI has been used by a group of Australian scientists to follow a rare bird called the Plains-wanderer. This new technology will help scientists protect the birds, which are in danger.

The birds were once common in eastern Australia. But that's changed. As grasslands have been turned into farms and cities, the birds' numbers have fallen by over 85% in recent years. Scientists believe there are now only 250 to 1,000 of the birds left in the wild.

The cute little birds are only about 15cm tall. As they're not good at flying, they stay on the ground most of the time. One thing that makes Plains-wanderers unusual is that the mother birds are larger and they protect babies. The father birds are smaller and they take care of the eggs. To protect these rare birds, scientists first had to learn where they were. Since these birds are hard to spot, the team chose to "listen" for the birds instead.

Mother Plains-wanderers make an unusual "Ooom" call, and this was the key to following them. The researchers set up more than thirty "song meters" (a kind of recording tool) in nine different areas on the grasslands. They collected sounds of mother birds, and then used AI to analyze the recordings. The AI system discovered Plains-wanderer calls coming from two areas.

It's the first time in over 30 years that the Plains-wanderer has been discovered west of Melbourne. The discovery is like "finding gold". The new information will help scientists protect the birds. The team plans to work with the land owners to help protect the birds and the grasslands they depend on. Nowadays, the scientists are continuing their "listening"—using song meters and AI to try to follow more of these birds.

改编效果分析：

信息量一点没少，但可读性大幅提升。学生读得懂，老师出得了题。

改编第四步：设题预判

改编后的文章可以出以下题目【参见2025年浙江省中考英语试卷】：

·第27题：细节理解——“关于Plains-wanderer哪项正确？”（考查第二段信息）

·第28题：词义猜测——“spot的意思”（考查第三段语境）

·第29题：流程理解——“AI如何知道鸟的位置”（考查第四段）

·第30题：主旨大意——“文章主要讲什么”（考查全文）

四个题目覆盖了细节、词义、流程、主旨四个层次，从易到难排列。

（四）改编实例二：叙事文

以2025年浙江中考B篇（林中寻父）为例【参见“2025年浙江省中考英语试卷”】，展示叙事文的改编方法。

叙事文的改编重点不在“降难度”（叙事文本身语言通常不难），而在“理线索、强情感”——让故事线更清晰、情感变化更明显。

原材料（来源：一篇青少年小说片段）：

My father worked as a woodman, and we lived in a small house near the edge of a large forest. He was usually home by dinner time, but one evening he didn't return at his customary hour. I felt a growing sense of unease as the minutes passed. Finally, I decided I could wait no longer and set out to find him in the woods.

The sun was beginning to set, casting long shadows across the road. There were fewer people around now, and I felt a profound loneliness. But I had made my decision, and I pressed forward into the forest. The only sounds I could hear were my own footsteps and breathing. I stopped several times to listen for any sign of my father, but there was only silence.

As I ventured deeper into the woods, I began to feel nervous. But I pushed those feelings aside—I wanted my father to come home. It was getting darker, so I took out my torch and switched it on. The beam of light cut through the darkness like a long white arm, showing me the path ahead. This made me feel much better.

"Dad!" I called out. "Dad! It's Danny! Where are you?" Each time I called, I would stop and listen. But no answer came. Instead, I heard the distant sounds of animals. My voice began to shake, but I refused to give up.

"Where are you, Dad?" I shouted again. "It's Danny!"

I stood still, listening intently. In the silence that followed, I heard something—a human voice. I ran toward the sound. "Dad!" I shouted. "Is that you? Are you there?" I stopped again and listened. This time, the answer came, just loud enough for me to make out the words. "I'm here!" the voice called back. "Over here!"

It was him!

这篇原材料约280词，语言本身不难，但情节推进稍显拖沓——多处心理描写和场景描写可以精简。

改编第一步：语篇分析——理清情节线

核心情节：①父亲未按时回家→②男孩入林寻找→③天色渐暗开手电→④呼喊无应答听到动物声→⑤继续呼喊终于听到人声→⑥是父亲！情感线：担忧→孤独→紧张→坚定→害怕但不放弃→希望→激动

改编第二步：删减——精简心理描写和场景描写

保留所有情节推进的关键节点，但精简心理描写（“profound loneliness ” “pushed those feelings aside”）和场景描写（“casting long shadows” “beam of light cut through the darkness”）。中考叙事文不需要太多文学性描写，情节推进和情感变化才是重点。

改编第三步：调整——增强情感张力

把长句拆成短句，增加短句营造紧张感【参见第二章的数据，改编后平均句长仅8.5词】。比如把“I felt a growing sense of unease as the minutes passed”改成“One day, he didn't come home at the usual time.”——更直接、更有冲击力。

改编成品（2025年浙江中考B篇）：

My father and I lived near a wood and he was a woodman. One day, he didn't come home at the usual time. I decided to look for him in the wood.

The sun was setting, and there were fewer people on the road. I felt a sense of loneliness, but I'd already made up my mind and went on into the wood. The only sounds were the ones I made myself. I tried to keep still to see if I could hear anything. I listened but heard nothing.

Going deeper into the wood, I began to feel a bit nervous, but I didn't care. I wanted my dad to come back home. It was getting darker, so I turned on the torch. The light reached out ahead of me like a long white arm. That was much better. Now I could see where I was going.

"Dad!" I shouted. "Dad! It's Danny! Where are you?" Each time I called, I would stop and listen. But no answer came. Instead, I heard some animals in the distance. My voice began to shake, but I didn't want to give up.

"Where are you, Dad?" I shouted. "It's Danny!"

I stood still, listening. In the silence that followed, I heard the sound of a human voice. I ran towards the sound. "Dad!" I shouted. "It's Daddy! Are you there?" I stopped again and listened. This time the answer came just loud enough for me to hear the words. "I'm here!" the voice called out. "Over here!"

It was him!

改编效果：词数从280降到220，但核心情节一个没丢。短句的大量使用（“It was him!”）增强了情感冲击力。学生读起来节奏感强、代入感强。

（五）阅读改编的常见误区

误区一：过度改编导致语言不自然

有些老师改编时“用力过猛”——把所有从句都拆成简单句、所有难词都换成简单词。结果文章虽然“简单”了，但读起来支离破碎，毫无语言美感。改编要适度，要保持原文的语言风格。

误区二：删减过多导致信息不连贯

删了太多内容，段落之间逻辑断裂，学生读不懂。改编时每删一处都要问：删了这段，下一段还接得上吗？

误区三：忽视文化背景的调整

原文中的文化背景如果对中国学生太陌生，要在改编时适当补充说明，而不是直接删掉。比如2024年C篇Sir John Soane's Museum——18世纪英国建筑师——对学生来说陌生，但文章通过“stepping back in time”的比喻和清晰的游览路线，把陌生变成了新奇【参见“浙江省2024年中考英语试卷”】。

四、任务型阅读材料的改编

任务型阅读的命题逻辑与四选一阅读有本质不同——四选一是“让学生读懂”，任务型阅读是“让学生在用中读”。前者侧重信息提取与理解，后者侧重信息处理与表达。任务型阅读通常由“五选四”（或类似形式）加一道开放性题目组成。五选四要求学生从五个选项中选出四个填入文中空缺处，考查的是句间逻辑关系和语篇连贯性，因此，这一部分的改编，重点不在“降难度”，而在“制造信息差和逻辑缺口”——让学生需要通过理解上下文才能选出正确选项；开放性题目则要求学生基于文本信息进行判断并表达个人观点或经历，考查的是理解加表达的综合能力。

（一）任务型阅读改编的三大原则

1. 选项与文本的匹配度

五个选项（其中一项多余）必须都与文本内容相关。不能有“一看就不对”的选项——那样就失去了干扰作用。多余的选项往往是“似乎相关、实则不搭”的内容，学生如果不仔细读上下文就容易误选。

2. 逻辑缺口的合理性

挖空的位置必须是“有逻辑依赖”的位置——即学生不读上下文就无法确定该填什么。不能挖在独立句的位置（学生不用读上下文也能选）。

3. 开放性问题的可答性

最后的开放性问题必须“有话说”——学生能根据文本内容给出合理回答，且不同水平的学生能给出不同水平的答案。2025年浙江中考的第35题就是典型范例：第一问考查对文本信息的理解（Does Lissie learn Spanish by playing with Flory?），第二问引导学生联系自身实际（How do you learn English?）。这种“理解+迁移”的设计，既考查了阅读理解，又给了学生表达的空间。

（二）改编实例：从原材料到任务型阅读

下面以2025年浙江中考任务型阅读（Book Club访谈）为例【参见“2025年浙江省中考英语试卷”】。

原材料（来源：一篇作家访谈）：

Lynne Rae Perkins is the author of the book "At Home in a Faraway Place". The story follows Lissie, a girl who travels with her father from the United States to Guatemala. They are visiting Raul, her father's friend. Lissie speaks very little Spanish when she arrives, but Raul's daughter Flory is there on holiday. The two girls play together and quickly become friends. By the end of the stay, Lissie has learned much more Spanish and has also learned a great deal about Guatemalan culture.

Perkins has visited Guatemala twice. On her first trip, she went with a study group and attended Spanish classes every morning. She liked it so much that she returned the following year. During that second visit, she stayed with a family that had a ten-year-old daughter. Watching how that girl experienced her own country gave Perkins the idea for the story.

When asked about what she liked most about Guatemala, Perkins mentioned three things. The climate was wonderful—never too hot nor too cold. She was amazed by the beautiful waterfalls. And she enjoyed the local food very much.

Perkins went to college intending to study architecture. But she changed her mind and studied art instead. Writing was not on her radar until a friend connected her with an art director at a book publishing company.

When asked about books that influenced her writing, Perkins mentioned The Forgotten Door by Alexander Key as a major inspiration. The book is about a boy who arrives from another place and is taken in by a family. She said it opened up new ways of thinking for her.

这篇原材料包含了完整的访谈信息，但作为任务型阅读，需要做几件事：一是把叙述体转化为问答体（符合“访谈”这一体裁特征）；二是选择四个位置设置逻辑缺口；三是设计五个选项（其中一项多余）；四是设计开放性问题。

改编第一步：语篇分析——明确体裁与信息结构

任务型阅读的第一步是确定语篇的体裁和结构。这篇原材料属于“作家访谈”，天然具有“问答”特征。改编时保持问答形式，既保留了体裁的真实性，又便于设空——因为每个问答轮次都可以成为一个独立的逻辑单元。

信息结构如下：

·书籍介绍：书名、主人公Lissie、故事梗概（去危地马拉、学西班牙语、交朋友）

·问题1（写作灵感）：去过危地马拉两次，第二次寄宿家庭有一个10岁女儿→由此获得写作灵感

·问题2（喜欢危地马拉什么）：天气、瀑布、食物

·问题3（大学专业）：原本想学建筑，后来学了艺术→经朋友介绍进入出版行业

·问题4（影响最大的书）：《The Forgotten Door》给了她新的想法

五段信息，正好对应四个空（第一段书籍介绍不设空，作为引子）加四个问答轮次，每个轮次设一个空。

改编第二步：转化为问答体

把叙述体改为第一人称问答体。这一步要注意两点：一是问题的措辞要自然（不能太书面化），二是回答的信息要完整但简洁。

改编第三步：确定挖空位置和选项设计

这是任务型阅读改编的核心。四个空的设空逻辑各不相同：

31空——设在上文“I went back the next year”与下文“I saw her experience in the country and wanted to write a story about it”之间。上文说她第二年又去了危地马拉，下文说“我看到她在那个国家的经历，想写一个故事”——读者自然会问：她看到了“谁”的经历？这里需要一个过渡句，说明她在那里的具体经历。正确答案是E. The family I stayed with had a 10-year-old daughter. ——这个信息解释了“她看到了谁的经历”（寄宿家庭的10岁女儿），同时与下文的“I saw her experience”形成照应。这里的逻辑缺口是承上启下型——既承接“went back”的铺垫，又引出“saw her experience”的具体内容。

32空——设在上文“What did you like about the country?”与下文“The weather was perfect... The waterfalls were wonderful... And I really liked the food there.”之间。问题问的是“你喜欢这个国家的什么”，回答列举了天气、瀑布、食物。但按常理，先回答的往往是“人”——当地人的热情好客。正确答案是D. The people there were warm and friendly. ——这个句子自然引出了对危地马拉的第一印象（人），然后才接着描述天气、瀑布、食物。这里的逻辑缺口是情感递进型——从对人的印象到对自然和食物的印象。

33空——设在一个问题位置，下文回答“I was going to learn about architecture, but I ended up studying art.”——这段对话问的是大学学了什么。正确答案是A. What did you study in college? ——直接对应下文的回答。这里的逻辑缺口是问答对应型——问题必须与回答内容匹配。

34空——设在一个问题位置，下文回答“The Forgotten Door by Alexander Key gave me big, new ideas. It's about a boy who arrives from another place and a family takes him in.”——这段对话问的是“有没有一本书给了你写作的灵感/想法”。正确答案是C. Is there a book that gave you the idea to write? ——直接对应下文对这本书的描述。这里的逻辑缺口同样是问答对应型。

多余选项：B. Do you have any advice for readers? ——这个选项虽然在“作家访谈”这个场景中合理，但在上下文中没有对应之处（文中没有任何关于“给读者建议”的内容），因此作为多余项。

改编第四步：编写开放性试题——第35题

2025年浙江中考任务型阅读第35题：

35. Does Lissie learn Spanish by playing with Flory? How do you learn English? (不超过15词)

这道题的命题逻辑非常精巧，值得仔细拆解：

第一问：Does Lissie learn Spanish by playing with Flory?

这是一个一般疑问句，答案在文本第一段：Lissie knows only a few words of Spanish at first. When they go to Raul's house, his daughter Flory is home on holiday. They play together and become friends. A few days later, Lissie can speak Spanish better.

关键信息链：会一点点西班牙语→和Flory一起玩→几天后西班牙语更好了。由此可以推断：Lissie是通过和Flory玩耍来学习西班牙语的。答案应是“Yes, she does.”（或类似表达）。

这道题的设计精妙之处在于：它不是直接考查事实细节（文中没有直接说“Lissie learned Spanish by playing with Flory”），而是要求学生基于文本信息进行合理推断。这就要求学生真正理解了故事的情节发展，而不是简单地“回原文找原词”。

第二问：How do you learn English?

这是一个开放性问题，要求学生联系自身实际作答。学生可以写“By listening to English songs” “By reading English newspapers” “By watching English movies” “By speaking with my teacher”等等。不同水平的学生可以给出不同水平的答案——基础好的学生可以用更丰富的表达，基础弱的学生也可以用简单句表达清楚。

两个问题的组合设计：第一问考查“文本理解+推断”，第二问考查“联系自身+表达”。从文本到自我，从理解到表达，形成了一个完整的思维链条。评分标准采用“1+1”模式：每个问题1分，共2分，且要求总字数不超过15词【参见“2025年浙江省中考英语试卷参考答案”】。

让我们看看改编后的Book Club这篇【参见“2025年浙江省中考英语试卷”】。

改编成品（2025年浙江中考任务型阅读）：

Book Club

By Lynne Rae Perkins

Lissie and her dad fly to Guatemala to spend two weeks with Raul, her dad's friend. Lissie knows only a few words of the local language, Spanish. When they go to Raul's house, his daughter Flory is home on holiday. She is a little older than Lissie. They play together and become friends. A few days later, Lissie can speak Spanish better. She learns a lot about the culture there, as well.

Have you visited Guatemala?

Yes. On my first visit, I went with a group and took Spanish lessons each morning. I went back the next year. 31  I saw her experience in the country and wanted to write a story about it.

What did you like about the country?

32The weather was perfect—it was never too hot or too cold. The waterfalls were wonderful. And I really liked the food there.

33

I was going to learn about architecture, but I ended up studying art. I didn't think about writing books until a friend introduced me to the art director at a book publishing house.

34

The Forgotten Door by Alexander Key gave me big, new ideas. It's about a boy who arrives from another place and a family takes him in.

35. Does Lissie learn Spanish by playing with Flory? How do you learn English? (不超过15词)

改编第三步：编写选项

根据挖空位置编写五个选项（方框中所给A-E，其中一项多余））：

A. What did you study in college? 

B. Do you have any advice for readers? 

C. Is there a book that gave you the idea to write? 

D. The people there were warm and friendly. 

E. The family I stayed with had a 10-year-old daughter.

改编分析——四个空分别考查了什么？

第35题考查了什么？第一问考查基于文本信息进行合理推断（理解+推理），第二问考查联系自身实际进行表达（迁移+表达）。这种“理解+表达”的组合设计，使任务型阅读既不同于传统的四选一阅读（只读不写），也不同于纯粹的写作题（只写不读），而是真正实现了“在用中读、在读后用”。

（三）任务型阅读改编的常见误区

误区一：选项与文本关联度低

五个选项中有的明显与文本无关，学生不用读文章就能排除。这样的选项等于白设。2025年浙江中考的多余项B（Do you have any advice for readers?）虽然看起来像一个合理的访谈问题，但文本中完全没有相关内容，学生需要通过阅读确认其不匹配——这就是有效的干扰项。

误区二：挖空位置缺乏逻辑依赖

挖在独立句的位置，学生看了上下文也难选。比如在一个介绍人物背景的段落中挖掉“He is a teacher”这样的句子，前后文没有任何线索提示这个信息。任务型阅读的每个空都必须“有据可依”——前文或后文必须有明确的逻辑线索。

误区三：四个空的设空逻辑雷同

四个空全是“填一个过渡句”，或者全是“填一个问题”。选项之间缺乏区分度，学生靠“排除法”就能做对，不需要真正理解文本。好的任务型阅读应该让每个空的设空逻辑各有侧重——有的考承接、有的考递进、有的考问答对应。

误区四：开放性问题答案太窄

开放性问题的答案如果只有一种可能，那就不是“开放”的。好的开放性问题应该有多种合理解答。如2025年浙江省中考英语试卷的第35题第二问“How do you learn English?”之所以好，就是因为答案多种多样——每个学生都能根据自己的实际情况作答。

五、词汇运用和语法填空的改编

词汇运用和语法填空的改编，核心是“创造语境”——让单词和语法点在真实的语境中呈现，而不是孤立地考查。

（一）词汇运用改编

词汇运用通常分A、B两节：A节是方框选词（适当形式），B节是根据汉语提示写单词【参见“2025年浙江省中考英语试卷”】。

改编要点：

1.语篇依托：词汇运用不能是孤立的单句，必须放在短文中。让学生在语境中理解词义、判断词形。

2.词性覆盖：A节的方框选词要覆盖不同词性——动词、名词、形容词、副词、代词等【参见“21模拟双向细目表”】。

3.形式变化：学生需要根据语境判断是否要改变词形（时态、单复数、词性转换等）。

改编实例：2025年浙江中考词汇运用A节【参见“2025年浙江省中考英语试卷”】

方框词汇：sell, on, traditional, enjoy, restaurant, such as

短文（节选）：

When people talk about eating food, they often think of two places, their houses and 51. But some very tasty food is prepared and 52 on the street as well. Street food is cheap and delicious. You can smell, taste, and 53 it.

Don't miss tang hu-lu when you are in China. This popular54 snack is made of different fruits, 55 oranges, strawberries and pineapples. The fruits are covered in sugary syrup and served 56 a bamboo stick.

答案：51. restaurants（名词复数） 52. sold（动词过去分词被动） 53. enjoy（动词原形） 54. traditional（形容词） 55. such as（短语） 56. on（介词）

改编要点分析：

·每个空都有明确的语境线索（51空：前面提到“two places, their houses and ____”→填restaurants）

·词性覆盖均匀（名词、动词、形容词、介词、短语）

·形式变化丰富（restaurants复数、sold被动、traditional词性转换）

（二）语法填空改编

语法填空的改编核心是“在语篇中考查语法”——10个空，7个有提示词、3个无提示词，当然，这个比例也可以视需要做适当的调整。以浙江省2024年中考英语试卷为例：

改编要点：

1.有提示词（7空）：考查动词时态/语态/非谓语、词性转换、比较级等。

2.无提示词（3空）：考查冠词、介词、连词、代词、助动词等。

3.语篇选择：故事性或说明性文本，语言地道，设空点分布均匀。

改编实例：2024年浙江中考语法填空【参见“浙江省2024年中考英语试卷”】

Martin is a boy full of questions. He asks questions all day long and66 (hope) to get the answers at once.

One morning, he looked up at the sky67 asked, "What makes the day? What makes the night? And how?"

"The earth travels around the sun. It turns to face the sun to make the day and turns away from the sun to make the night," said68 (he) father. "Now please, will you go and play?"

But the boy didn't want69 (play). He looked up, down, and all around, and said, "I can't feel the earth turning. Why?"

"The earth is so big. We're too small to feel it turn." Dad replied in a much70 (loud) voice. "Now please, will you go and play 71 a moment?"

答案：66. hopes 67. and 68. his 69. to play 70. louder 71. for

改编要点分析：

·66空：有提示词hope→考查第三人称单数（语境线索：He asks...and ____）

·67空：无提示词→考查连词（连接两个并列动作looked up和asked）

·68空：有提示词he→考查物主代词（修饰father）

·69空：有提示词play→考查非谓语（want to do）

·70空：有提示词loud→考查比较级（much + 比较级）

·71空：无提示词→考查介词（固定搭配for a moment）

10个空覆盖了动词时态、连词、代词、非谓语、比较级、介词等多个语法点，且全部在真实语境中呈现。

六、书面表达题目的设计

书面表达不涉及“改编原材料”，而是“设计任务情境”。但设计本身也是一门技术。

（一）书面表达设计的三大原则

1. 任务真实

写作任务要有真实的交际目的——推荐、建议、投稿、写信等。不能是“请写一篇80词的短文介绍你的学校”——太宽泛、太不真实。

2. 有选择空间

好的写作题应该让学生“有话说、有选择”——不同水平的学生能写出不同水平的东西。

3.支架适度

提示信息不能太多（否则变成翻译题），也不能太少（否则学生无从下笔）

4.话题要有普适性

所设计的任务情境对于不同地区的学生都应该具有普遍的适应性。不会因城乡差异造成城区或者农村孩子没有过相关的经历或者没有相关的见识而无话可说，也不会因为家境的差异导致部分学生因为没有某一方面的体验而无话可写，从而造成一种试题话题的不公平。

（二）设计实例

2025年浙江中考书面表达【参见“2025年浙江省中考英语试卷”】：

假如你是张华，你正在参与校报主题为“A Good Way to Relax”的征稿活动。请根据以下相关信息，结合自身体验，选择或自定放松方式，完成一篇稿件。

（配图：reading books / playing basketball / listening to music / ...）

注意：（1）提供的信息仅供参考使用；（2）文中不得出现真实姓名、学校等信息；（3）词数80左右。

设计分析：

·任务真实：校报征稿——真实的写作场景

·有选择空间：学生可以选择reading、basketball、music或其他方式

·支架适度：配图给出提示但不限制具体内容

·话题要有普适性：这样的话题，不管城乡学校，无论贫富学生都公平，大家都有东西可写。

·评分标准清晰：内容、语言、结构、书写四个维度【参见“2025年浙江省中考英语试卷参考答案”】

七、改编的总体原则和常见误区总结

（一）改编的总体原则

综合以上各题型的改编方法，我总结出五条总体原则：

1. 忠实于原文，保留核心内容

文本改编要忠实于原文，保留原文的核心内容，不能影响文本的完整性和连贯性。改编是“调整”而不是“重写”。

2. 删减为主，慎用增补

改编以删减为主（删冗余、删枝节），尽量少增补。增补容易破坏原文的语言风格。

3. 难度适配，循序渐进

改编的目的是让材料“适合学生”，而不是“把文章变简单”。七年级有七年级的适合，九年级有九年级的适合。

4. 形式、衔接、内容三位一体

改编不仅是改词改句（形式），还要注意段落之间的衔接（衔接）和信息的完整性（内容）。

5. 设题导向，改编先行

改编时要“心中有题”——边改边想这段能出什么题。如果某段“无题可出”，就要考虑是否保留。

（二）常见误区总结

（三）改编自查清单

每次改编完一篇材料，我都会用下面这张清单自查：

□ 

核心信息是否完整保留？

□ 

改编后的语言是否自然流畅？（大声读一遍）

□ 

超纲词是否控制在合理范围？（每50词不超过1个）

□ 

句长是否符合年级要求？

□ 

段落之间逻辑是否连贯？

□ 

是否有足够的“命题点”？（能出几道题？）

□ 

改编后的语篇类型是否与双向细目表一致？

□ 

如果是完形填空：首句是否挖空？间距是否均匀？考点是否均衡？

□ 

如果是任务型阅读：挖空位置是否有逻辑依赖？选项是否都有效？

·□ 

如果是听力：读出来是否像口语？信息密度是否适中？

八、本章小结

材料改编，是命题工作中最见功夫的环节。

选材考验的是眼光——知道什么材料好；改编考验的是手艺——知道怎么把好材料变成好题目。

三十五年来，我改编过的材料不计其数。从最初拿着红笔在报纸上圈圈画画，到后来用Word逐句推敲，再到如今借助语料库和AI辅助改编——工具在变，但核心理念没变：

改编不是“破坏”，而是“重塑”——在保留原文灵魂的前提下，让它更适合学生阅读、更适合考试测评。

有专家将文本改编策略归纳为“删无关信息，明晰情节线；保留核心内容，连贯文本；调整人物，凸显矛盾”。这二十三个字，值得每一位命题老师反复琢磨。

下一章，我们进入听力理解题——语篇特点与命题规范，具体讲解听力题目的命题技术和规范要求。