高三英語本試卷共10頁。滿分120分?？荚囉脮r100分鐘?？荚嚱Y(jié)束后，將答題卡交回。留意事項：1.答卷前，務必用0.5毫米黑色簽字筆將自己的姓名、座號、考生號填寫在答題卡上。2.選擇題，選出每小題答案后，用鉛筆把答題卡上對應題目的答案標號涂黑；如需改動，用橡皮擦干凈后，再選涂其他答案標號。筆答題，用0.5毫米黑色簽字筆將答案寫在答題卡上。不能答在本試卷上，否則無效。第一部分閱讀（共兩節(jié)，滿分50分）第一節(jié)（共15小題；每小題2.5分，滿分37.5分）閱讀下列短文，從每題所給的A、B、C和D四個選項中選出最佳選項。AFortheBirds!(FTB!)isaplace-basedcityconservationeducationprogramserving2,000+NewYorkCityyouthandcommunitymemberswithafocusonschoolsandcommunitiesacrossallfiveboroughs(行政區(qū))thatareunderservedbyenvironmentaleducation.ThemissionofFTB!istogetyouthexcitedabouthelpingbirdsandtheplacestheyneedtosurvive.FTB!notonlyprovidesknowledgeoflocalspeciesandhabitatsbutalsoencouragesasenseofecologicalplaceinone’sowncommunityandempowersyouthtotakeanactiveinterestinprotectingtheirlocalenvironmentforbirdsandpeople.FortheBirds!ProgramOptionsIn-personPrograms:Duringa4,8,or12sessionprogram,programparticipantslearnaboutbirdsandlocalhabitatsintheirneighborhoodthroughbothin-classandoutdoorlessons.Thecurriculumisadaptableforgrades6-12.Eachprogramendswithafieldtriptoalocalparkand/orahabitatprojectdesignedtoattractbirdsandotherwildlifetotheircommunity.Clickhereforourfullcoursecatalog.ContactFTB!Togetstarted,learnmore,orforquestionsaboutNewYorkCityFTB!programs,pleasecontactourNewYorkCityteammember.LocatedoutsideofNewYorkCity?AudubonNewYorkcentersalsoofferFTB!programandvolunteeropportunities.Reachouttoacenternearyoutolearnmore.NewYorkCityLianneD’Arcy,SeniorCoordinator,Education&VolunteerOutreachFingerLakesRegionMontezumaAudubonCenter2295StateRoute89,Savannah,NY13146HudsonValleyRegionRebeccaSchultz,EducationManagerConstitutionMarshAudubonCenterandSanctuary127WarrenLandingRoad,Garrison,NY10524LongIslandJulieNelsen,EducationManagerTheodoreRooseveltSanctuaryandAudubonCenter134CoveRoad,OysterBay,NY105241.WhatisthegoalofFTB!?A.Tobuildupcommunityconnections.B.Togetyouthinvolvedinbirdprotection.C.Toraisemoneyforbird-savingprograms.D.Toinformyouthofendangeredbirdspecies.2.WhichcanbestdescribeFTB!programs?A.Theyfeatureonlinelessons. B.Theyinvolvehands-onactivities. C.Theyfocusonglobalenvironment.D.Theyoffer6optionsforprogramduration.3.WhichwebsitecanhelptheyouthinLongIslandlearnmoreaboutFTB!?A. B. D. BIntheworldofcontemporaryart,thereareartistswhosecreativityandoriginalitychallengetheestablishedboundaries,attractingthepublicwiththeirwisdom.OneoftheseinnovatorsisthefamousChineseartistCaiGuo-Qiang,whoseartinstallations(裝置藝術(shù))leaveeveryonespeechless.Withanimaginativemindandanunconventionalapproach,CaiGuo-Qianghasbecomeamasteroffireworksdisplay,employingthegunpowderoffireworksinhisartinatrulyextraordinaryway.Throughthemasteryofsaidmaterialandtheexplosionscontrolled,Caicreatesinstallationsthatgobeyondexpectationsandtakethepubliconanunforgettablejourney.Oneofhismostimportantcreationsistheinstallationtitled“Theriseofbutterflies”.Inthiswork,Caiusesacombinationofgunpowderandpapertocreateastrikingcloudofflyingbutterflies.Thedelicatewingedcreaturesmovebackandforthintheair,creatingamagicalandephemeraleffectthatgoesagainstthelawsofgravity.ButperhapsoneofthemostcuriousanddaringinstallationsofCaiGuo-Qiangis“Thegardenofephemeralsculptures”.Inthiswork,theartistusescontrolledexplosivestosculptshapesinhugeblocksofice.Astheexplosionsoccur,theicyfiguresgraduallytransform,creatinganephemeralandever-changingscene.Itisasifthesculpturescomealiveforabriefmomentbeforedisappearingcompletely.CaiGuo-Qiangisanartistwhobreaksthelimitsofimagination.Hisinstallationstransportustoaworldofmagic,wherefireandgunpowderbecometoolsforcreation.Hecombinesaesthetic(審美的)beautywithunusualelements,makinghisworksuniqueandfascinating.Withoutadoubt,Cai’simpactoncontemporaryartisundeniable.Hisinstallationshaveattractedaudiencesaroundtheworldandwillinspirefuturegenerationstobreakfreeandfindbeautyintheunpredictable(不行預料的).4.WhichmightbethebesttitleforCaiGuo-Qiang?A.Anexplosivegenius. B.Acreativesculptor. C.Atraditionalpainter. D.Anartisticpioneer.5.Whatdoestheword“ephemeral”meaninthepassage?A.Unique. B.Short-lived. C.Unconventional. D.Breath-taking.6.Whatcanbeinferredfromthelastparagraph?A.Cai’simpactonartisunpredictable.B.Cai’ssuccessresultsfromglobalrecognition.C.Cai’sartchangestraditionalconceptofbeauty.D.Cai’sartinspiresartiststothinkoutsidethebox.7.Whatisthetextmostlikelytobe?A.AdiaryentryofCaiGuo-Qiang.B.Aprofileofcelebrityinamagazine.C.Ascientificresearchpaperonfireworks.D.Anadvertisementforafireworkscompany.CTheworld’slargestwhalesaremorethanjustastonishingcreatures.Muchliketheocean,soilandforests,whalescanhelpsavehumansfromtheincreasingclimatecrisisbystoringcarbon.Inapaperpublishedrecently,climateresearcherssuggestthatwhalesareimportant,butoftenoverlooked,carbonsinks.Theenormoussizeofthesemarinemammals,whichcanreach150tons,meanstheycanstorecarbonmuchmoreeffectivelythansmalleranimals.Andbecausewhaleslivelongerthanmostanimals,theycouldbe“oneofthelargeststablelivingcarbonpools”intheocean.Evenwhenwhalesdie,theirdeadbodiesfalldowntothedeepestpartsoftheseaandsettleontheseafloor,trappingthecarbonthey’vestoredintheirbodies.Anindirectwaywhalescanbecriticalcarbonsinksisthroughtheirwaste.Whalepoop(糞便)isrichinnutrientswhichcanbetakenupbyphytoplankton—tinyorganismsthatsuckupcarbondioxideastheygrow.Theprocessofcarbonsequestrationhelpsreduceclimateimpact,becauseitlocksawaycarbonthatotherwisewouldhavewarmedtheplanetsomewhereelseforhundreds,ifnotthousandsofyears.Yetwhalesarethreatened,withsixoutof13greatwhalespeciesclassifiedasendangeredorvulnerableduetothreatsincludingindustrialwhaling,aswellastrapinfishingequipment,climatechange-causedshiftsinpreyavailability,noisepollutionandmore.HeidiPearson,aresearcherattheUniversityofAlaskaSoutheast,saidtheresearchshowsthatprotectingwhaleshasadoublebenefit—helpingtostopthebiodiversitycrisisaswellashuman-causedclimatechange.Protectingwhalesisalowriskandlowregretstrategy,becausethere’sreallynodownside.Shesaidtherewasnorisktothisstrategycomparedtootheruntested,expensivesolutionstocapturingandtrappingcarbon,suchasgeoengineering.Butthereremainbiggapsinknowledgetofullydeterminehowwhalecarbonshouldbeusedtoslowdownclimatechanges.Pearsonhopesthecurrentpaperpushespolicymakerstoconsiderwhalesasasignificantpartofclimatechangesolution.8.Whatdoesparagraph2focusonaboutwhales?A.Whattheirlifecyclesarelike. B.Whytheirrolesareoverlooked. C.Whytheyarecalledcarbonsinks.D.Wheretheyareonthefoodchain.9.Whatdoestheunderlined“it”referto?A.Thewasteofwhales. B.Thecarbontrapofwhales.C.Thedeathofwhales. D.Thecarboncycleinnature.10.WhatdoesHeidiPearsonwanttostress?A.Geoengineeringiscostlyanduntested.B.Thestrategyinvolvingwhalescarriesnorisks.C.Protectingwhalescanbeanaturalclimatesolution.D.Whales’survivalisthekeytostoppingbiodiversitycrisis.11.Whatisthepurposeofthetext?A.Tocallforfurtherresearchonwhales.B.Tocallonpeopletobalancetheecosystem.C.Topresentanewreasonforprotectingwhales.D.Tostresstheneedofaddressingclimatechanges.DCollegeandhigh-schoolteachersareexpressingconcernaboutChatGPT,anAIprogramthatallowspeoplewithlimitedwritingskillstocreatehigh-qualitytexts.Itcallsintoquestionhowandwhyweteachwritingatall.IfAIcandoafairlygoodjobatmostwritingtasks,whyspendsomuchtimelearningwritinginschool?Infact,learningtowritegoesbeyondjustmasteringgrammar,punctuation,andsentencestructure.Itinvolvesmuchmore.Foronething,it’saboutlearningtoturnaloosesetofthoughtsintoaclearlineofreasoning—askillthatisusefulforeveryone,notjustthosewhoenjoywritingorneedtodoalotofitforwork.Learningtowritealsotrainsyourimaginationtoconstructthepersonwhowillreadyourwords.Itputsyouinrelationtosomeoneyoumaynotknow,someonewhomayevennotexist.Whenyoulearntowrite,youlearntomeettheirneedsinanunfamiliarcontext.Evenordinaryassignmentsteachstudentstopredictwhatanotherpersonknowsandexpects.Writingisneversimplyself-expression.It’sexpressiontoaspecificaudienceforaspecificpurpose.Insomecases,likealoveletter,awriterknowstheiraudienceverywell.Inothers,theaudienceiseverybitaworkoftheimaginationasanovel’scharactersare.Writers,then,shouldgiveuptryingtoaddressthepublicatlarge,butshouldimaginethatafriend,thoughnottheclosestfriend,islisteningtoourtalk.Whenthisactofimaginationisdonewell,areadercanfeeldeeplyunderstood,asifastrangerhastoldthemsomepreviouslyunknowntruthaboutthemselves.That’showIfeltreading“DifferenceMaker”—anessayaboutparenthood.Whileoursituationswereunique,namingtheproblemprovidedadeeperunderstanding.Itseemsunavoidablethatlarge-languagemodelsofAIwillallowustooffloadsomeofthewritingtasksthatstudentslearninschool.Butwecan’tallowourselvestolosethecapacitytoempathize(共情)withdistantstrangersatjustthemomentwhenwe’remoreablethanevertocommunicatewiththem.12.Whatisteachers’concernaboutChatGPT?A.It’sachallengetoapplyittoteaching.B.It’shardtogradeapaperwrittenbyit.C.Itlimitsstudents’imaginationandcreativity.D.Itquestionsthenecessityofteachingwriting.13.Whatdoestheauthorthinkoflearningtowrite?A.Ithelpswithlogicalthinking. B.Itisabasicskillforeveryone.C.Itfocusesoncorrectexpression. D.Itiscloselyrelatedtosocialskills.14.Whatmakeswritingeffectiveaccordingtothetext?A.Expressingoneself. B.Targetingintendedreaders. C.Conveyingimaginativeideas. D.Creatingattractivecharacters.15.Whatmaybeasuitabletitleforthetext?A.WhatAICan’tTeachtheWritingStudentsB.ChatGPTWritingVSTraditionalWritingC.NeverLosetheCapacityforEmpathyD.WhatIstheFutureforAIWriting其次節(jié)（共5小題；每小題2.5分，滿分12.5分）依據(jù)短文內(nèi)容，從短文后的選項中選出能填入空白處的最佳選項。選項中有兩項為多余選項。Actionsspeaklouderthanwords—unless,ofcourse,yourpartner’slovelanguageis“wordsofaffirmation(確定).”16.Wordsofaffirmationarewordsthatcommunicateyourlove,appreciation,andrespectforanotherperson.17What’smore,thesewordsofencouragementdon’thavetobesaiddirectlytotheperson.Asimplehand-writtennoteisappreciatedjustasmuchasapersonalphonecall.Peoplewhogiveandreceivelovethroughwordsofaffirmationtendtobethepeoplewhonoticeandcareaboutthedetailsofotherpeople’slives.18Theyalsoremembertoasktheneighborhowtheirsickdogisdoing.Theymayevenremembertoaskthecashieratthelocalsupermarketiftheyarefeelinganybetter.19Forapersonwhotendstoplaceagreatdealofimportanceonwhattheirpartnersays,hearingwordsofaffirmationcanhelpthemtofeelvalued,satisfied,andhappierinarelationship.Byusingwordsofaffirmationinyourrelationship,youarestrengtheningcommunicationbetweenyouandyourpartner.20Whenyourpartnerfeelsappreciated,theyarelikelytoexperienceadeepersatisfactionwiththemselvesandwiththerelationship.Offeringyourpartneranencouragingwordcanhaveapositiveimpactonyou,too.Studieslinkgivingcompliments(贊美)withagreatersenseofwell-being.Thenwhynotmakewordsofaffirmationahabit?A.Inthiscase,wordsareeverything.B.Howdowordsofaffirmationmakeadifference?C.Whatarethetipsforusingwordsofaffirmation?D.They’repositivewordsandphrasesusedtoupliftsomeone.E.Youareshowingyourpartnerthatyounoticeandappreciatethem.F.Theywilllikelyfeelaboostinspiritandappreciateyoufornoticing.G.Forinstance,theymaybethefirsttonoticetheirpartner’snewhaircut.其次部分語言運用（共兩節(jié)，滿分30分）第一節(jié)（共15小題；每小題1分，滿分15分）閱讀下面短文，從短文后各題所給的A、B、C和D四個選項中選出可以填入空白處的最佳選項。Gettingastoryorabookpublishedisdifficultformostambitiousauthors.ButinMalaysia,auniqueprogramfor21peopleoffersahelpinghand.TheJuniorWritersProgramme(JWP)providesessentialwritingskillsandachancetobe22.“TheJWPisnotjustawritingprogram,”saidBrigitteRozario,who23theprogram.“It’sanopportunitytohelpyoungwriterschasetheirdreamsand24theeffortrequiredforpublishingabook.”Theprogramfocusesonwriting,revising,andediting,withpublicationthereward.Onlythemostdedicatedwritersare25.Thosewhowanttobeconsideredfortheprogrammust26astrictapplicationprocess.Some27thefirsttimeandreapply.Rozariofoundedtheprogramin2024.“AcoupleIknewsaidthattheirdaughterwasveryinterestedinwriting,”sheexplained,“buttheydidn’tknowhowto28hertalent.”Rozariowas29tohelp.Afterseveralmonthsofplanning,theJWPwasborn.Eachyear,about20studentsgetthechancetoimprovetheir30.Theyaregivena31toexploreintheanthology(選集)ofstoriestheycreateforpublication.In2024,thefifthyearoftheprogram,thetopicwas“SecretsandLies.”32intheanthologycovereverythingfromfriendshipsandfamiliestostayingtruetooneself.33fromthebookgotolocalcharitableorganizations.Whenyou34ananthology,youknowthatyouaresupportinga35cause.TheJWPprovesthefactthatateacher,friend,orinstructorcanmakeyourtalentsshine.ThatiswhoRozarioisandwhatshebelieves.21.A.poor B.active C.young D.creative22.A.sold B.written C.published D.translated23.A.publicized B.founded C.joined D.supported24.A.joint B.describe C.double D.understand25.A.listed B.attracted C.noticed D.accepted26.A.pass B.record C.design D.study27.A.fail B.hesitate C.leave D.miss28.A.measure B.introduce C.nurture D.recognize29.A.forced B.inspired C.allowed D.reminded30.A.habits B.grades C.skills D.memories31.A.question B.book C.secret D.theme32.A.Stories B.Topics C.Lessons D.Pictures 33.A.Notes B.Profits C.Awards D.Examples34.A.buy B.collect C.read D.recommend35.A.common B.worthy C.global D.successful其次節(jié)（共10小題；每小題1.5分，滿分15分）閱讀下面短文，在空白處填入1個適當?shù)膯卧~或括號內(nèi)單詞的正確形式。HanfuwasthestandarddresscodeforpeopleduringtheHanDynastyandwaswornbybothmenandwomen.Theclothingischaracterizedbyitslongrobes,widesleeves,and36(flow)skirtsandthedesignsareofteninspiredbynature,withflowerpatternsandimagesofbirdsandanimals.Nowadays,ChineseHanfuismaking37comebackinmodernChina.Therevivalofthisancientfashioncanbeputdowntoseveralfactors,38includeitspromotionthroughsocialmedia39(platform)anditsappealamongyoungergenerationsasaformofculturalidentity.40(additional),thehistoricalsignificanceandpride41(associate)withHanfuhasledtoincreasedinterestanddemandforauthenticclothingpieces.Furthermore,modernadaptationsandvariationsofHanfuhavemade42moreaccessibleandappealingtoawideraudience.Inrecentyears,eventssuchasHanfufestivalsandcompetitions43(push)thetrendfurther.Hanfuisnolongerseenasoutdatedorold-fashioned44ratherasastylishanduniqueoptionforthoseseekingtoexpresstheirindividuality.Overall,ChineseHanfucontinuestogainpopularityasasymbolofculturalheritageandnationalpride,withmanyembracingitasaway45(celebrate)andpreservetraditionalChineseculture.第三部分寫作（共兩節(jié)，滿分40分）Whatdowedo?****************************************************************WHOAREWE?****************************Whatdowedo?****************************************************************WHOAREWE?****************************************************************Wheredowework?****************************************************************HOWCANYOUHELP?****************************************************************BookExchange!假定你是李華，你校英國交換生Eric給你來信，就其設計的BookExchange宣揚海報，征求你的建議。請你寫一封回信，提出至少兩條修改建議。留意：1.詞數(shù)80個左右；2.可以適當增加微小環(huán)節(jié)，以使行文連貫。其次節(jié)（滿分25分）閱讀下面材料，依據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。10-year-oldBuddywasjustanordinaryboybutwithanextraordinaryheart.Hehadalotoffriendsbutneverreallyhada“bestfriend”untilhemetSimon—anewboyinclasswhousedawheelchair.NobodyshowedanyinterestinmakingfriendswithSimonexceptforBuddy.HequicklybondedwithSimonbecausehebelievedtruefriendscomeindifferentsizesandshapes...Buddylivedwithhisgrandma,Doris,intheirsmallhomeinthesuburbs.Hehadlosthisparentsfiveyearsagoinacarcrash.Dorisraisedhim,andshewasallhehad.Buddypromisedhimselfthathewoulddoanythingtomakehisgrandmaproudandhappy,andhisprayers(祈禱)weresoonanswered,butinawayheneverimagined.BuddyhadalwayswantedtohelpDoriswithherrent,soduringhisfreetime,hecutgrassforneighbors,walkeddogs,andevenhelpedolderpeoplecarrytheirgrocerieshomeinexchangefor$1.Sofar,hehadsaved$70,butthatwasn’tenoughtomeettheirexpenses.Notonetobediscouraged,BuddykeptgoingandtheonlyotherpersonwhocomfortedhimwasSimon.Thetwoboysoftenventured(冒險)intothewoodsneartheirschooltowatchbirdsduringtheirsparetime.Itwastheirfavoritehobby.Oneafternoonbeforethesummervacation,theywenttotheirfavoritespotinthewoods.BuddypushedSimon’swheelchair,discussinghowexcitingtheiradventurewouldbe.Theylaughedtheirwayintothedenseforest,knowinglittleaboutwhatwascoming.Momentslater,theboyshadaproblemmovingforward.Oneofthewheelssankintoabranchbeneaththemud.Thewheelchairbrokedown,makingitdifficulttomoveahead.Worsestill,itseemedtherainwasaroundthecorner.Theboyscouldhearrollingthunderacrossthemountains,whichscaredthem.Theywantedtorunbutcouldnotleaveoneanother.“Wait!I’vegotaplan,”shoutedBuddy,tryingtolean(傾斜)overandlifthisfriendupfromthewheelchair.HisattemptfailedbecauseSimonwastooheavyforhim.留意：續(xù)寫詞數(shù)應為150個左右；請按如下格式在答題卡的相應位置作答。Paragraph1:Buthewouldn’tgiveupjustyet.Paragraph2:Afewdayslater,Dorisgotsurprisingnewsfromtheirlandlord(房東).高三英語參考答案一、閱讀理解（共兩節(jié)，滿分50分）1-5:BBDAB 6-10:DBCBC 11-15:CDABA 16-20:ADGBE二、完形填空（共15小題；每小題1分，滿分15分）21-25:CCBDD 26-30:AACBC 31-35:DABAB三、短文填空（共10小題；每小題1.5分，滿分15分）36.flowing 37.a 38.which 39.platforms 40.Additionally41.associated 42.it 43.havepushed 44.but 45.tocelebrate四、應用文（滿分15分）【評分要點】結(jié)構(gòu)：應包括不合理設計以及修改建議兩部分；可分開陳述，也可融合表達。內(nèi)容：設計不合理之處可以包括圖片與主題不匹配、圖片與文字比例失調(diào)、圖片位置不當、版塊內(nèi)容依次不合理、聯(lián)系方式缺失等。留意：①僅提及不合理設計的習作，最高分不超過及格分，9分。②僅提出一條修改建議，最高不超過9分。3.語言：具有確定的交際性，語氣委婉，運用正確的語法和詞匯。檔次描述五檔13-15緊扣主題，內(nèi)容充溢，語法結(jié)構(gòu)多樣，詞匯豐富，行文流暢，顯示出較強的語言運用實力，允許有個別語言錯誤，但不影響意思表達。四檔10-12緊扣主題，內(nèi)容較充溢，行文較流暢。語言有少許錯誤，但基本不影響意思表達。三檔7-9緊扣主題，語言錯誤已經(jīng)影響到部分意思的表達，但多數(shù)句子基本正確，基本能夠達到預期的寫作目的。二檔4-6語言錯誤較多，尚能夠?qū)懗雠c內(nèi)容相關(guān)的可讀句子。一檔1-3只能寫出與內(nèi)容相關(guān)的詞語，只能看到與主題相關(guān)的只言片語拼湊起來的支離裂開的語言，完全沒有句子的架構(gòu)實力，基本沒有有意義的句子表達。0不能傳達給讀者任何信息；抄寫其他的文章，或只能寫出與作文無關(guān)的內(nèi)容。范例1DearEric,ImustadmitIamimpressedwithyourposter—it'strulyfantastic!Theoveralllayoutistidy,especiallywiththewell-organizedtitlesandsubtitles.Whataboutfeaturing“WHOWEARE”atthefront?Afterall,gaininginsightintoouractivitiesislikelythefirstthingreaderswanttoknow.Ialsorecommendusingapictureofbooksinsteadofthehands.Thisadjustmentwouldcreateanimmediateassociationwiththetheme.Placingthecentralimageatthetoporbottommightbemoreeffective,preventinganyvisualdivisionofthetextandensuringsmootherreadability.Feelfreetoreachmeforfurtherdiscussion.(104)Bestwishes.LiHua范文2DearEric,Idoappreciateyourcreativity.Onlyafewadjustmentsmaymakeitbetter.First,theimageseemsabittoolargecomparedtothetext.Typically,awell-balancedlayoutallocatesaboutone-thirdofthepagetotheimage.Considerplacingtheimageeitheraboveorbelowthetexttoavoidasplitbetweenupperandlowersections.Lastly,let’srefinethearrangementofthetext.Theintroductoryinformationabouttheevent(whoarewe)atthebeginningwouldprovideaclearercontext.Also,it’scrucialtoincludedetailsabouttheevent,suchastimeandlocation.Ihopethesesuggestionsarehelpful.(102)Bestregards,LiHua范文3DearEric,IhavereceivedyourposterdesignandIamquiteimpressedwithyourcreativityandeffort.Therearesomesuggestionsforfurtherimprovement.Firstly,Ifeelthecontentshouldbearrangedintheorderofimportance.Forexample,“Whoarewe”maystandoutatthebeginning.Secondly,replacethepicturewithonethatechosthethemeoftheevent.YoucanalsoaddsomeinteractiveelementslikeQRcodeorwebsiteaddressestoguidestudentstolearnmoreordirectlyregisteronline.Ihopethesesuggestionsarehelpfulanddofeelfreetoaskformorefeedbackifneeded.Bestregards,LiHua其次節(jié)讀后續(xù)寫（一）評分原則1.本題總分為25分，按五個檔次進行評分。2.評分時，應主要從內(nèi)容、詞匯語法和篇章結(jié)構(gòu)三個方面考慮，詳細為：（1）續(xù)寫內(nèi)容的質(zhì)量、完整性以及與原文情景的融洽度。（2）所運用詞匯和語法結(jié)構(gòu)的精確性、恰當性和多樣性。（3）上下文的連接和全文的連貫性。3.評分時，應先依據(jù)作答的整體狀況確定其所屬的檔次，然后以該檔次的要求來綜合衡量，確定或調(diào)整檔次，最終給分。4.評分時還應留意：（1）詞數(shù)少于120的，酌情扣分；（2）書寫較差以致影響交際的，酌情扣分；（3）單詞拼法和標點符號是寫作規(guī)范的重要方面，評分時應視其對交際的影響程度予以考慮，英、美拼法及詞匯用法均可接受。（二）評分要點內(nèi)容要點：第一段：主要描述Buddy和Simon平安無恙回家，重點突出Buddy幫助Simon脫險回家的艱辛（描述需具有畫面感）。留意：撬出輪椅把Simon推回家的習作不能評為一檔，最高21分。其次段：揭秘Simon父母賜予的驚喜——幫付房租，可由房東轉(zhuǎn)述。（三）各檔次的給分范圍和要求檔次描述五檔21-251.創(chuàng)建了豐富合理的內(nèi)容，富有邏輯性，續(xù)寫完整，與原文情境融洽度高。2.運用了多樣并且恰當?shù)脑~匯和語法結(jié)構(gòu)，可能有個別小錯，但完全不影響理解。3.有效地運用了語句間連接手段，全文結(jié)構(gòu)清楚，意義連貫。四檔16-20創(chuàng)建了比較豐富合理的內(nèi)容，比較有邏輯性，續(xù)寫比較完整，與原文融洽度較高。運用了比較恰當并且有效的詞匯和語法結(jié)構(gòu)，有些許語法錯誤，但不影響理解。運用了比較有效的語句間的連接，全文結(jié)構(gòu)比較清楚，意義比較連貫。三檔11-151.創(chuàng)建了基本合理的內(nèi)容，基本具有邏輯性，續(xù)寫內(nèi)容基本完整，與原文情境基本一樣。2.運用了基本恰當?shù)脑~匯和語法結(jié)構(gòu)，可能有一些語法錯誤，但基本不影響理解。3.基本有效地運用了語句間連接手段，全文結(jié)構(gòu)基本清楚，意義基本連貫。二檔6-10內(nèi)容和邏輯上有一些重大