山东临沂市2026届下学期高三二模 英语试题+答案解析+听力音频及听力原文

这是一份山东临沂市2026届下学期高三二模 英语试题+答案解析+听力音频及听力原文，共32页。
注意事项：
1. 答卷前，考生务必将自己的姓名、考生号等填写在答题卡和试卷指定位置。
2. 回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上。写在本试卷上无效。
3. 考试结束后，将本试卷和答题卡一并交回。
第一部分听力（共两节，满分30分）
第一节（共5小题；每小题1.5分，满分7.5分）
听下面5段录音。每段录音后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段录音后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段录音播放两遍。
1. Why des the man quit drinking cffee?
A. It hurts his head.B. It makes him shake.C. It is bad fr his stmach.
2. What are the speakers mainly talking abut?
A. Watching a film.B. Ging fr a walk.C. Driving t wrk.
3. Where are the speakers?
A. In a library.B. In a classrm.C. In a bkstre.
4. What des the wman think f the man?
A. Bring.B. Heartless.C. Emtinal.
5. What d we knw abut the speakers?
A. They're visiting a twer.
B. They just get back t the city.
C. They're unable t make phne calls.
第二节（共15小题；每小题1.5分，满分22.5分）
听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听第6段录音，回答第6、7题
6. Where did the speakers have the large ice cream befre?
A. In Iceland.B. In Italy.C. In America.
7. What is the prbable relatinship between the speakers?
A. Friends.B. Mther and sn.C. Dctr and patient.
听第7段录音，回答第8、9题
8. Hw ld is the wman nw?
A. 10.B. 14.C. 15.
9. What des the wman want t d?
A. Travel and see new places.
B. Settle dwn as early as pssible.
C. Spend mre time with her family.
听第8段录音，回答第10至12题
10. What des Jhn d?
A. He is a prfessr.B. He is an actr.C. He is a hst.
11. What is the pint f the mvie accrding t Jhn?
A. Sharing happiness with thers.
B. Being brave t make a change.
C. Traveling at a yung age.
12. What is the wman ding?
A. Hsting a meeting.B. Giving a lecture.C. Ding an interview.
听第9段录音，回答第13至16题
13. Why des the man ask fr leave?
A. T visit a relative.B. T take a vacatin.C. T lk after his mther.
14. When will the man have his test?
A. On Mnday.B. On Thursday.C. On Friday.
15. What did the man plan t d fr the schl prject?
A. Write a reprt.B. G t an ld twn.C. Visit a histry museum.
16. What des the wman say abut the man's request?
A. It's a bad idea.
B. It needs further discussin.
C. It's unfair t the ther students.
听第10段录音，回答第17至20题
17. Wh is the speaker talking t?
A. Students.B. Teachers.C. Parents.
18. What is the speaker's first piece f advice?
A. Trying t relax.
B. Making decisins carefully.
C. Cmmunicating clearly with thers.
19. Wh might have a harder time at first?
A. Parents f nly children.
B. Children f single parents.
C. Teachers with n experience.
20. What des the speaker mean in the end?
A. Every challenge can be a success.
B. Grwing up desn't have t be difficult.
C. Everyne needs supprt n matter their age.
第二部分阅读理解（共两节，满分37.5分）
第一节（共15小题；每小题2.5分，满分37.5分）
阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。
A
Rles are available at The Cnversatin t ffer vluntary assistance t the editrial team, cvering the initial launch stage as well as daily nging wrk, designed as a wrk experience prgram. This pprtunity wuld particularly suit recent jurnalism r media graduates seeking practical industry experience.
Vluntary rles are unsalaried, althugh a daily expense f £15 will be prvided t cver lunch and travel csts. Bth full-time and part-time pprtunities are available, and hurs/days wrked can be discussed. Vlunteers will be based at The Cnversatin's newsrm in central Lndn (nearest tube: Angel r Farringdn).
Vlunteers will actively participate in a range f editrial activities, including:
—Prmting ideas and develping news leads
—Cmmissining (约稿) and editing articles
—Cntributing t scial media
—Writing research briefs
—Picture research, headline writing and sub-editing
—Cmmunicating with authrs and ther stakehlders (相关方)
All vlunteers must demnstrate excellent editing and writing skills, a keen interest in the media and public affairs, and a flexible attitude suitable fr a “start up”.
T apply, please send a CV and cver letter. Yur cver letter shuld utline yur interest in The Cnversatin, yur suitability fr the rle, yur availability, and any relevant experience yu have.
21. What d the vluntary rles ffer?
A. A salary f £15 a day.B. Free meals and travel.
C. Flexible wrking hurs.D. Chices f wrkplaces.
22. What are vlunteers respnsible fr?
A. Dealing with editrial wrk.B. Prviding training fr authrs.
C. Prpsing ideas and news leads.D. Planning lng-term develpment.
23. What qualities are required f vlunteers?
A. Rich wrk experience.B. Great wrd prcessing skills.
C. A strng interest in public speaking.D. A casual attitude t the media.
B
Yu knw the best part abut building a bridge? Finding ut what makes it cllapse.
When I was a ten-year-ld by, I walked acrss a shaky wden ftbridge ver a dried-up riverbed. I wndered what wuld make it fall. Eventually, curisity gt the best f me in a ht summer day. Let's just say it invlved bicycles, rpe, and buckets. The affair ended with my dad telling me t g t my rm. I was grunded fr three weeks. Once free, my architect father and I fund why it cracked and repaired it tgether.
One day in high schl, my gemetry teacher shwed me a cmputer prgram. He had just figured ut why it was brken. “Wh brke it?” I asked, withut thinking.
“Well, I brke it,” he respnded. Lking at my cnfused expressin, he added, “I mean, if yu think abut it, anything yu're building frm nthing is brken until it wrks, right?”
After that cnversatin, I started staying after schl t help my teacher break his prgram, which was suppsed t read 300 hmewrk assignments, grade them, and then shw him the lwest grades. Every time he brke the prgram, he culd figure ut a way t teach it a new trick. Testing my teacher's prgram was a lt like dragging buckets filled with sand nt an ld, wrn-ut bridge. This mtivated me t start learning prgramming.
Tday, I wrk in Quality Assurance as a sftware engineer, waking up every day and finding ways t break stuff. Once the engineers get a new mdel up, I create a test user n the cmputer wh tries hundreds f things in secnds, shwing what's brken and helping decide what t fix. Every nw and then, I find a bug that n ther persn wuld bther t explit.
24. Why did the authr destry the bridge?
A. T test his father's skills.B. T meet his curisity.
C. T kill bredm in ht weather.D. T learn hw t repair it.
25. What d the teacher's wrds mean?
A. Cding is a very hard task.B. Cmputers are easily damaged.
C. Prblems are part f prgress.D. What starts frm nthing is brken.
26. What drve the authr t learn prgramming?
A. The insight frm testing the prgram.
B. The tricks learned frm his classmates.
C. Building a bridge with buckets f sand.
D. Helping grade hmewrk fr his teacher.
27. What is the best title fr the text?
A. Building fr a DreamB. Breaking fr a Living
C. Prgramming fr FutureD. Wrking fr Bridging
C
Farm labr shrtages are pushing agriculture tward greater autmatin, especially when it cmes t harvesting. But nt all crps are easy fr machines t handle. Tmates, fr example, grw in clusters (簇), which means a rbt must carefully select ripe fruit while leaving unripe nes untuched. This requires accurate peratin and intelligent judgment.
T tackle this challenge, Prfessr Fujinaga f Osaka Metrplitan University develped a system that trains rbts t assess hw easy each tmat is t harvest befre attempting t pick it. His apprach cmbines image recgnitin with statistical analysis t determine the best angle fr picking each fruit. The rbt analyzes visual details such as the tmat itself, its stems, and whether it is hidden behind leaves r ther parts f the plant. These inputs guide the rbt in chsing the mst effective way t apprach and pick the fruit. This methd shifts away frm traditinal systems that fcus nly n detecting and identifying fruit. Instead, Fujinaga intrduces what he calls “harvest-ease estimatin.” “This mves beynd simply asking ‘can a rbt pick a tmat?' t thinking abut ‘hw likely is a successful pick?', which is mre meaningful fr real-wrld farming,” he explained.
In testing, the system achieved an 81% success rate, exceeding expectatins. Abut ne-quarter f the successful picks came frm tmates that were harvested frm the side after an initial frnt-facing attempt failed. This indicates the rbt can adjust its apprach when the first attempt is nt successful. “This research brings us ne step clser t the realizatin f agricultural rbts that can make infrmed decisins and act intelligently,” Fujinaga said.
Lking ahead, Fujinaga envisins rbts that can independently judge when crps are ready t be picked. “This is expected t bring abut a new frm f agriculture where rbts and humans wrk tgether,” he explained. “Rbts will autmatically harvest tmates that are easy t pick, while humans will handle the mre challenging fruits.”
28. What is the challenge t autmated agricultural harvesting?
A. Lack f precise cntrl and smart decisin-making.
B. High cst f harvesting machines and transprtatin.
C. Farm labr shrtages and cmplicated sil cnditins.
D. Lw maturity rate f crps and different grwing patterns.
29. What des “harvest-ease estimatin” mean fr the rbts?
A. Judging hw easy it is t harvest a tmat.
B. Predicting whether a tmat is ripe enugh.
C. Calculating the number f tmates n a plant.
D. Analyzing the grwth envirnment f tmates.
30. What can we knw abut the rbt in paragraph 3?
A. Cstly and fashinable.B. Reliable and lw-carbn.
C. Efficient and adaptable.D. Prtable and energy-saving.
31. What farming mdel des Fujinaga expect?
A. Fully autmatic farming.B. Cnventinal manual farming.
C. Remte-cntrlled rbtic farming.D. Human-rbt cperative farming.
D
The way peple express emtins while helping thers can influence whether their assistance is welcmed, rejected, r reciprcated (回应), accrding t a new research frm Washingtn State University. The study, led by Stephen Lee, assistant prfessr f management, fund that helpers wh express emtins like gratitude and sympathy are mre likely t be seen as having genuine mtives and are mre likely t prmte trust and future cllabratin. By cntrast, when helpers display pride r disrespect, their mtives are ften questined, weakening relatinships and reducing the likelihd f reciprcatin.
While past research ften treated helping behavirs as universally psitive, the new findings suggest that receivers actively interpret emtinal message when deciding whether t trust and reciprcate help. “Receivers are nt passive; they pick up n emtinal signals and use them t infer why smene is helping,” Lee said. “If they sense the helper is mtivated by self-interest r respnsibility, it changes the way they perceive the help and whether they feel like returning the favr.”
“In the wrkplace, we ften encurage helping behavirs, but nt all help is perceived the same way,” Lee said. “It's nt just whether yu help, but hw yu help — and the emtins yu express — that shape hw peple respnd.”
Fr leaders and managers, the study highlights the rle f emtinal expressins in shaping a culture f cllabratin. Rather than encuraging helping behavirs in and f itself, Lee recmmends creating a wrkplace envirnment where emplyees feel genuine gratitude fr their clleagues and develp a natural sense f sympathy fr thers' challenges. “Helping that arises frm gratitude r cncern fr thers is mre likely t create psitive, lasting relatinships,” Lee said. “If leaders can mdel thse kinds f emtins in hw they help their teams, it sets the tne fr a mre supprtive and engaged wrkplace.”
“When we express genuine gratitude r sympathy, we're nt just benefiting urselves,” Lee said. “We're strengthening ur wrkplace relatinships and building a mre healthy culture f cllabratin.”
32. What is the new finding abut helping behavirs?
A. Helpers' behavirs can bring psitive utcmes.
B. Helpers' emtins can affect receivers' respnse.
C. Helpers' emtins are ften ignred by receivers.
D. Helpers' mtives can weaken future cllabratins.
33. Hw d receivers react accrding t Lee in paragraph 2?
A. They return favr t the helpers.
B. They analyze helpers' intentins.
C. They assess help based n its value.
D. They cnsider helping acts negative.
34. What can be inferred frm paragraph 4?
A. Rewarding mdels imprves wrkplace culture.
B. Selfless help can create lasting wrking relatinships.
C. A natural wrkplace envirnment is vital t cllabratin.
D. Leaders shuld value sincere emtins rather than helping acts.
35. What is the authr's purpse f writing the text?
A. T criticize imprper helping behavirs at wrk.
B. T teach readers hw t express emtins prperly.
C. T stress the imprtance f cperatin in wrkplaces.
D. T intrduce a study n emtins and helping behavirs.
第二节（共5小题；每小题2.5分，满分12.5分）
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
Hw t prtect yurself after a data leakage
It's the email nbdy wants t get: “Yur infrmatin may have been expsed.” 36 Luckily, yu can take 4 simple steps right away t guard yur mney and get peace f mind — and they're cmpletely free.
Step 1: G t the surce
Check that the ntice yu received is actually real. Scammers (骗子) ften take advantage f data leakage news. They may send false warning messages t trick yu int clicking dangerus links r giving away mre private details. 37
Step 2: Beef up security
Once yu've cnfirmed the data leakage, lg int the accunt affected and change yur passwrd immediately. Update any accunts that use the same r similar passwrds. Hackers will try yur lgin details n ther websites and apps. Turn n tw-factr authenticatin (认证) fr accunts. 38 Thus, it is mre difficult fr thieves t get in even if they have yur passwrd.
Step 3: Cntrl yur credit
Scammers ften use yur stlen persnal infrmatin t take ut illegal credit cards and lans. 39 This measure prevents new accunts frm being pened in yur name withut yur apprval and it invlves n cst at all.
Step 4: Keep yur guard up
After a leakage, scammers are mre likely t target yu by crafting cnvincing scam messages. 40 Scammers rely n urgency t trick peple. Never share ne-time passcdes, passwrds r security cdes with anyne.
A. Repair yur damaged credit.
B. S always cnfirm with fficial channels first.
C. It will let yu knw if smene withdraws funds.
D. Frtunately, yu can chse t request a credit freeze.
E. This adds a secnd step befre yu can access yur accunt.
F. If an email insists that yu take immediate actin, cnsider it a red flag.
G. Learning that yur accunts experienced a data leakage can feel unsettling.
第三部分语言知识运用（共两节，满分30分）
第一节（共15小题；每小题1分，满分15分）
阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
My mther's mixer is heavy. As I carry it, I wnder hw her 41 bdy can lift it. I see my mther sitting with her head pillwed in her arms. Severe asthma (哮喘) has hurt her ver the past ten years. She sighs, 42 frm a night f cughing.
Lifting the twel, a 43 smell rises frm the bwl. In an instant, memries fld back, and I 44 watching her turn eggs int white muntains fr pies. One mrning, after 45 chclate chip dugh (面团), she put dwn the beaters (搅拌棒). I pulled at her clthes, 46 her attentin. “Dn't wrry,” she said. “I've left sme fr yu. Wuld yu like t lick (舔) them clean?” Laughing at the 47 that filled my eyes, she slid ut a chair. We 48 side by side, me with my tngue curled arund a dugh-cvered beater, she with a smile and a wden spn 49 in chclate. Such simple pleasure, such 50 happiness.
Nw lking at her lined face, I wish fr that lng-ag day. S I find a 51 , flur and eggs, sme f this and that. Then the beaters turn, mixing waves f chclate. Subcnsciusly, I see my mther staring at me with the tuch f a 52 n her face.
In the sudden silence, I see anther way back. Picking up the bwl, I 53 my mther, “I've left sme fr yu. Wuld yu like t lick them clean?” Side by side, we laugh ludly, bth with 54 fingers cvered in chclate. It is a bwl f 55 that I greedily share nce again with my mther.
41. A. awkward B. graceful C. weak D. warm
42. A. injured B. exhausted C. shcked D. relieved
43. A. strange B. mysterius C. natural D. familiar
44. A. stp B. imagine C. keep D. remember
45. A. baking B. serving C. mixing D. cutting
46. A. fixing B. demanding C. giving D. aviding
47. A. greed B. grief C. hunger D. tears
48. A. std B. cked C. sat D. wrked
49. A. hidden B. brken C. melted D. cated
50. A. shared B. trusted C. limited D. unexpected
51. A. recipeB. fridge C. menu D. brchure
52. A. panic B. smile C. puzzle D. hurry
53. A. turn t B. lk after C. wait fr D. wave at
54. A. shaky B. clean C. sweaty D. sticky
55. A. pies B. sup C. happiness D. health
第二节（共10小题；每小题1.5分，满分15分）
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
In ancient times, much f the area that is tday's Sichuan Prvince in suthwest China belnged t the State f Shu. The name Shu is still smetimes used 56 (refer) t the Sichuan area. It als lives n in a type f richly-embridered silk fabric that has been prduced 57 (lcal) fr well ver 2,000 years — Shu brcade (织锦缎).
He Bin, 58 master weaver f Shu brcade, explained the prcess by which it is prduced. “Shu brcade frm Sichuan 59 (make) frm naturally-dyed silk threads. It uses three main clrs: red, brwn and black. Other than the clrs, 60 distinguishes Shu brcade is the craft. It takes mre than 120 steps t make Shu brcade. In the past, it 61 (say) t be wrth as much as gld,” He tld CGTN.
At the time f the Warring States Perid, Shu brcade was a majr exprt cmmdity. 62 (carry) alng what wuld becme knwn as the Suthern Silk Rad, prducts made frm the luxurius fabric — 63 (range) frm garments and handkerchiefs t cushin 64 (cver) and screens — made their way via Sutheast Asia, as far as India and Eurpe.
Hwever, by the turn f the 20th century, the skills f prducing the unique brcade had been almst lst. Then, in 2006, the art f Shu brcade-making was listed 65 part f China's intangible cultural heritage, and nw it's underging a revival.
第四部分写作（共两节，满分40分）
第一节（满分15分）
假如你是李华，最近你们学校上了一节户外劳动课。请你写信给你的英国笔友Alex，向他介绍你的上课情况，内容包括：
1. 你上劳动课的经历；
2. 你的感受。
注意：
1. 词数80左右；
2. 请按如下格式在答题卡的相应位置作答。
Dear Alex,
Yurs,
Li Hua
第二节（满分25分）
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Like mst nights when Vanessa tucked in (掖被角) her sn, Ams, he became talkative, hping t delay bedtime. But tnight, he had smething imprtant n his mind.
“I'm really ging t miss my schl,” said the 10-year-ld, wh wuld be graduating frm Maplewd Elementary in a few mnths and, in the fall, ging n t a middle schl in Missuri. “I want t d smething nice fr my schl, s they'll remember me.”
Vanessa thught it was a great idea. “Let's give it sme thught, but right nw it's time t g t sleep,” she said.
Vanessa remembered her ld schl days, and the embarrassment when she culdn't affrd t buy lunch. They had a free lunch prgram, but her family didn't qualify, even thugh her dad's incme was unreliable.
She knew the situatin was still the same at Ams's schl. They never refused t give a child lunch, but they kept a list f unpaid meals fr thse wh didn't pay. “It's nt a prblem fr them nw,” she tld Ams. “But if they still we mney when they get t high schl, they are nt allwed t g t the senir dance r attend their graduatin ceremny.”
“That's nt right!” he insisted. “We shuld ask all ur friends and relatives t dnate and pay ff all the kids' lunch debt, s they dn't have t miss things.”
Vanessa figured they culd easily raise a few hundred dllars, but when she called the principal and learned the utstanding debt tpped $3,000, she became wrried.
“We can raise it — I knw we can,” Ams insisted. S he and his mm wrte a speech draft fr a Facebk vide. Vanessa typed it up, then Ams practiced by reading the speech several times.
They filmed Ams's appeal in his bedrm. “Please dnate,” he begged in a 2-minute lng vide explaining the cause. And in the vide, Ams added, “I hpe smeday there will be an ‘Ams Legacy Award' t help kids in need and hnur utstanding students. This is my dream.”
注意：
1. 续写词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。
Then they psted the vide t Vanessa's Facebk page.
Ams cntacted the principal t hand ver the mney.
2026普通高等学校招生全国统一考试（模拟）
英语参考答案 2026.5

第一部分 听力（共两节，每小题1.5分，满分30分）
1-5 CACBC6-10 CBBAB11-15 BCABA16-20 BCAAC
第二部分 阅读（共两节，每小题2.5分满分50分）
21-23 CAB 24-27 BCAB 28-31 AACD 32-35 BBDD 36-40 GBEDF
第三部分 语言运用（共两节，满分30分）
第一节 （共15小题；每小题1分，满分15分）
41-45 CBDDC 46-50 BACDA 51-55 ABADC
第二节 （共10小题；每小题1.5分，满分15分）
56. t refer 57. lcally 58. a 59. is made 60. what
61. was said 62. Carried 63. ranging 64. cvers/cverings 65. as
第四部分 写作（共两节，满分40分）
第一节 （满分15分）
One pssible versin:​
Dear Alex,
Hw’s everything ging? I’d lve t share my experience in ur first utdr labr class.
We were taken t the schl vegetable garden t harvest crps. I was assigned t dig up sweet ptates. At first, I kept breaking them by accident. But with my partner’s help, I sn gt the hang f it—bending lw, lsening the sil gently, and pulling carefully. When a whle ptat appeared in my palm, muddy but perfect, I culdn’t help grinning.
The class didn’t just teach me farming skills. It gave me real jy—the kind that cmes frm sweat and teamwrk. I finally understd the saying: “N pains, n gains.” What abut yur schl? Lking frward t yur reply.
Yurs,
Li Hua
一、评分原则
1．本题总分为15分，按以下5个档次给分。
2．评分时，应主要从内容组织、词汇语法和篇章结构三个方面考虑，具体为：
（1）对内容要点的覆盖情况以及表述的清楚程度和合理性。
（2）使用词汇和语法结构的准确性、恰当性和多样性。
（3）上下文的衔接和全文的连贯性。
3．评分时，先根据作答的整体情况初步确定其所属档次，然后以该档次的要求来综合衡量，确定或调整档次，最后给分。
4．评分时还应注意：
（1）词数少于60的，酌情扣分。
（2）单词拼写和标点符号是写作规范的重要方面，评分时应视其对交际的影响程度予以考虑。英、美拼写和词汇用法均可接受。
（3）书写较差以至影响交际的，酌情扣分。
二、各档次的给分范围和要求
第五档：（13-15分）能写明全部要点；语言基本无误；行文连贯，表达清楚；
第四档：（10-12分）能写明全部或绝大部分要点；语言有少量错误；行文不够连贯，表达
基本清楚；
第三档：（7-9分）能写明基本要点；语言虽有较多错误，但基本达意；
第二档：（4-6分）能写出部分要点；语言错误多，影响意思表达；
第一档：（1-3分）只能写出一两个要点；语言错误很多，只有个别句子正确。
第二节（满分25分）
One pssible versin:​
Then they psted the vide t Vanessa’s Facebk page. The respnse was verwhelming. Within hurs, the vide went viral acrss the lcal cmmunity. Strangers frm different states, tuched by the by’s sincerity, dnated generusly. Sme shared the pst; thers left encuraging wrds, praising Ams fr his remarkable empathy. By the end f the first week, dnatins frm ver 500 peple had surpassed $5,000—far beynd their gal. Ams’s eyes sparkled with disbelief. “See, Mm? I tld yu we culd d it,” he said, his vice filled with quiet pride. They decided that every penny wuld g t clearing lunch debts, ensuring n child wuld miss their senir dance r graduatin.
Ams cntacted the principal t hand ver the mney. The principal greeted them with a warm embrace, visibly mved. At the year-end graduatin ceremny, she called Ams t the stage. “Tday, I am hnred t annunce the ‘Ams Legacy Award’ fr students wh shw utstanding cmpassin,” she declared. “And the first recipient is Ams himself!” Thunderus applause erupted as Ams, cheeks flushing with surprise and jy, accepted the certificate. Lking ut at the cheering students, he realized that ne small act f kindness culd plant a seed f change—ne that wuld grw lng after he left Maplewd Elementary.
读后续写评分标准
一、评分原则
1．本题总分为25分，按七个档次给分。
2．评分时，应主要从内容、词汇语法和篇章结构三个方面考虑，具体为：
（1）续写内容的质量、完整性以及与原文情境的融洽度。
（2）所使用词汇和语法结构的准确性、恰当性和多样性。
（3）上下文的衔接和全文的连贯性。
3．评分时，先根据作答的整体情况初步确定其所属档次，然后以该档次的要求来综合衡量，确定或调整
档次，最后给分。
4．评分时还应注意：
（1）词数少于120的，酌情扣分；
（2）书写较差，以至影响交际的，酌情扣分。
（3）单词拼写和标点符号是写作规范的重要方面，评分时应视其对交际的影响程度予以考虑。英、美拼写和词汇用法均可接受。
二、各档次的给分范围和要求
第五档（21-25分）
（1）创造了丰富、合理的内容，富有逻辑性，续写完整，与原文情境融洽度高；
（2）使用了多样且恰当的词汇和语法结构，有个别小错，但完全不影响理解；
（3）有效地使用了语句间的衔接手段，全文结构清晰，意义连贯；
第四档（16-20分）
（1）创造了比较丰富、合理的内容，比较有逻辑性，续写比较完整，与原文情境融洽度较高；
（2）使用了比较多样且恰当的词汇和语法结构，错误较少，但不影响理解；
（3）比较有效地使用了语句间的衔接手段，全文结构比较清晰，意义比较连贯；
第三档（11-15分）
（1）创造了基本合理的内容，有一定的逻辑性，续写基本完整，与原文情境有关联；
（2）使用了简单的词汇和语法结构，有一些错误和不恰当之处，但基本不影响理解；
（3）基本有效的使用了语句间的衔接手段，全文结构基本清晰，意义基本连贯。
第二档（6-10分）
（1）内容和逻辑有一些重大问题，续写不完整，与原文情境有一定程度的脱节；
（2）所用的词汇有限，语法结构单调，错误较多，影响理解；
（3）未能有效的使用语句间的衔接手段，全文结构不够清晰，意义不够连贯；
第一档（1-5分）
（1）内容或逻辑有较多重大问题，或部分内容抄自原文，续写不完整，与原文情境基本脱节；
（2）所使用的词汇有限，语法结构简单，错误较多，严重影响理解；
（3）几乎没有使用语句间衔接手段，全文结构不清晰，意义不连贯；
零分：
未做答，所写内容太少或无法看清以致无法评判；所写内容全部抄自原文或与题目要求完全不相关。
附：听力原文材料
Text 1 (对他人的容忍；本题为推断题)
W: It’s nt a very gd feeling when yur tlerance has been taken fr granted again and again.
M: I’m srry that I’ve made yu feel that way. The last thing I want t d is upset yu.
W: That’s fine.
Text 2 (搭便车去裁缝店;本题为推断题)
W: Will yu be driving straight hme tnight?
M: Yes, I dn’t g t the gym n Thursdays. Why are yu asking?
W: I gt my dress taken in yesterday, and the clerk there called me t say the dress was altered well. S it wuld be great if yu culd drp me ff there.
Text 3 (不友好的行为)
W: Yesterday I had dinner with Jsh and his sister Sara.
M: Um... what did yu think?
W: Sara was really rude. She actually shuted at the waiter in the restaurant fr bringing her the wrng dish. Jsh just didn’t see hw unpleasant she was.
Text 4 (延期的比赛;本题为推断题)
W: Chris, what abut next Friday’s all-imprtant match in Sydney? Will yu play in it?
M: Oh, yu haven’t heard abut it, have yu? The match has been pstpned fr ne day because f sme kind f emergency.
Text 5 (谈论居住情况;本题为主旨题)
W: I really like living here in this apartment. It’s s clse t my ffice and the shpping mall.
M: That’s true. But I’m ften wken up at night by the traffic utside.
W: Oh, I didn’t knw yu are a light sleeper.
Text 6 (打印的资料出现问题;第7题为推断题)
W: I’ve printed ut a cpy f the material fr the meeting this afternn. Wuld yu mind taking a lk at it and telling me what yu think?
M: lks gd. But I think a few pages are missing. See here? It ges frm page 13 t page 18.
W: Oh, n. They must have made a mistake at the printer’s.
M: We still have a few hurs befre the meeting. Call them and tell them t deal with this prblem. This happened t me last time I rdered frm them.
W: Luckily, we discvered it.
Text 7 (关于语言学习)
W: Hi Lewis, what are yu ding?
M: Watching a Chinese mvie. I’m ging t spend the next year in China and I think I shuld find ut mre abut its culture.
W: Yu mean yu’ve been accepted int the prgram.
M: Yes.
W: Wnderful. Yu must be excited.
M: Excited and nervus. Yu knw I have t wrk n sme basic cnversatin skills. I’m ging t take a special language class next mnth.
W: I wish I were as gifted as yu in freign languages. I wuld als lve t further my study abrad.
M: Then, why dn’t yu, Sphia? The schl has a lt f prgrams that dn’t require mastery f a freign language. They’re suitable fr the kind f persn wh is eager t learn new things and can get used t a new envirnment fast. Yu are exactly that kind f persn.
W: I thught all prgrams required ne t knw a freign language. Thank yu fr letting me knw this. Maybe I shuld try traveling abrad at first.
Text 8 (宠物医院看病)
M: It’s been a while since the last time yu came here. What’s wrng with yur cat this time?
W: She hardly ate yesterday. I thught there must be smething wrng. S I brught her here.
M: Let me give her a check... Oh, it’s nthing t wrry abut. She has just had t much and lacked exercise.
W: Well, what a relief!
M: Yu can bring her here again next week fr a rutine examinatin. Besides, yu shuld bathe her, Her hair is nt shiny.
W: I dn’t want her t have a bath in a pet stre. Sme f the staff there are rude. But I’m a little afraid t d it n my wn. I usually d it with my husband, but he has been away frm hme.
M: Bathing pets is nt that hard. Yu nly have t be careful with her head and her ears.
W: Is there anything else I shuld knw?
M: Yu will need rubber glves, cat shamp and a large twel.
W: Thanks. I have t g t the pet stre then.
Text 9 (需要适应转校生活;第16题为推断题)
W: I’m quite anxius abut transferring ver t ur cllege. I’m afraid I wn’t fit in, Mr. Lee.
M: Dn’t wrry, Catherine. It’s cmpletely nrmal fr yu t be nervus abut transferring schls. This happens t many transfer students.
W: Yes, I knw, but I’m yunger than mst students in my year. And that wrries me a lt.
M: Well, yu may be the nly yunger ne in yur year, but, yu knw, we have a lt f after-schl activities yu can jin in. And s, this way, yu will be able t meet new friends f different age grups.
W: That’s nice. I lve games and hbby grups.
M: I’m sure yu d. S yu’ll be just fine. Dn’t wrry s much and try t make the mst f what we are n ffer here. Als, remember that yu can cme t me anytime f the day if yu need help.
W: Thanks s much. I definitely feel better nw. As a matter f fact, I’ve already cntacted ne f
the girls wh’d be living in the same drmitry with me, and she seemed really nice. I guess living n campus, I’ll have a chance t have a clse circle f friends, since we’ll be living tgether.
M: All students are very friendly with new arrivals. Let me check wh wuld be living with yu in yur flat. Okay, there are Hannah, Kelly, and Bree. Bree is als a new student here, like yu. I’m sure yu tw will have mre t share with each ther.
Text 10 (植树活动)
W: Hell everyne. The Green Partnership is planning t plant trees in the village f Middletn. They’re lking fr vlunteers t cme alng and help. N experience is necessary, and there will be experts n hand t direct peratins and equipment will be prvided. They serve a snack lunch but evening meals are nt included. This activity aims t attract peple frm urban areas t spend their free time there, fr this area is heavily dependent n turism. The site lies n the western edge f the village f Middletn. Yu’d better walk there as parking will nt be available alng the rad t the west. A large yellw ntice will indicate the site entrance and the yellw arrw signs will lead yu t the site. A brchure will include further infrmatin abut the day’s prgram. The site will be quite muddy s bts are prbably a better idea than trainers if yu’re ding the digging, althugh yu’ll need smething t change int afterwards. Althugh yu wn’t feel very cld, the site is quite expsed. S it’s a gd idea t wrap up well when yu’re watching. And gardening glves will be essential if yu are actually digging.
答案解析
21. 答案：C
解析：根据第二段“Bth full-time and part-time pprtunities are available, and hurs/days wrked can be discussed.”可知，志愿岗位提供灵活的工作时间。A选项错误，£15是餐费和交通补贴，不是工资；B选项错误，补贴是现金形式，不是免费餐饮和交通；D选项错误，工作地点固定在伦敦市中心的新闻室。
22. 答案：A
解析：根据第三段“Vlunteers will actively participate in a range f editrial activities”及后续列举的工作内容，可知志愿者负责处理编辑相关工作。B选项错误，文中未提及培训作者；C选项错误，“prpsing ideas”是“prmting ideas”的误读，原文是“prmting ideas and develping news leads”；D选项错误，文中未涉及长期发展规划。
23. 答案：B
解析：根据第四段“All vlunteers must demnstrate excellent editing and writing skills”，优秀的文字处理能力（编辑和写作）是必备条件。A选项错误，原文提到适合应届毕业生，不要求丰富经验；C选项错误，要求的是对媒体和公共事务的兴趣，不是公众演讲；D选项错误，要求的是对初创团队的灵活态度，不是随意的态度。
B篇
24. 答案：B
解析：根据第二段“I wndered what wuld make it fall. Eventually, curisity gt the best f me...”可知，作者破坏桥是出于好奇心。
25. 答案：C
解析：老师的话“anything yu’re building frm nthing is brken until it wrks”意为：从零开始的事物在正常运转前都是“有问题的”，即问题是进步的一部分。
26. 答案：A
解析：根据第五段“Testing my teacher’s prgram was a lt like dragging buckets filled with sand nt an ld, wrn-ut bridge. This mtivated me t start learning prgramming.”可知，测试程序的经历启发了作者学习编程。
27. 答案：B
解析：全文讲述了作者从小对“破坏事物找问题”的兴趣，最终成为软件测试工程师，工作就是“找bug（破坏程序）”，因此标题“Breaking fr a Living”最贴切。
C篇
28. 答案：A
解析：根据第一段“This requires accurate peratin and intelligent judgment.”可知，自动化收割的挑战是缺乏精准控制和智能决策。
29. 答案：A
解析：根据第二段“assess hw easy each tmat is t harvest”和“hw likely is a successful pick?”可知，“harvest-ease estimatin”是指机器人判断采摘番茄的难易程度。
30. 答案：C
解析：根据第三段“achieved an 81% success rate”和“adjust its apprach when the first attempt is nt successful”可知，该机器人效率高且适应性强。
31. 答案：D
解析：根据最后一段“a new frm f agriculture where rbts and humans wrk tgether”可知，Fujinaga期望的是人机协作的农业模式。
D篇
32. 答案：B
解析：根据第一段“The way peple express emtins while helping thers can influence whether their assistance is welcmed, rejected, r reciprcated”可知，新发现是帮助者的情绪会影响接受者的反应。
33. 答案：B
解析：根据第二段“Receivers are nt passive; they pick up n emtinal signals and use them t infer why smene is helping”可知，接受者会分析帮助者的意图。
34. 答案：B
解析：根据第四段“Helping that arises frm gratitude r cncern fr thers is mre likely t create psitive, lasting relatinships”可知，出于真诚的帮助能建立持久的工作关系。
35. 答案：D
解析：全文围绕华盛顿州立大学关于“帮助行为与情绪表达”的研究展开，因此作者的写作目的是介绍这项研究。
七选五
36. G：承接上文信息泄露的邮件，引出“这种情况会让人不安，不过有办法应对”。
37. B：承接上文骗子会发虚假警告，因此要通过官方渠道确认。
38. E：解释两步验证的作用，即增加账户访问的额外步骤。
39. D：承接上文骗子可能盗刷信用，因此可以申请信用冻结。
40. F：承接上文骗子会制作有紧迫感的诈骗信息，因此要警惕要求立即行动的邮件。
语言运用部分
完形填空
41. C. weak：母亲患有哮喘，身体虚弱，作者疑惑她怎么能搬动沉重的搅拌机。
42. B. exhausted：母亲咳嗽了一整晚，疲惫不堪地叹气。
43. D. familiar：搅拌机里飘出熟悉的味道，勾起回忆。
44. D. remember：作者回忆起母亲做派的场景。
45. C. mixing：搅拌巧克力豆面团。
46. B. demanding：作者拉着母亲的衣服，想要吸引她的注意。
47. A. greed：作者眼里充满了对搅拌棒的渴望（想吃上面的面团）。
48. C. sat：母子俩并排坐着。
49. D. cated：木勺上沾满了巧克力。
50. A. shared：这是母子俩共享的简单快乐。
51. A. recipe：作者找来了食谱、面粉和鸡蛋，复刻当年的场景。
52. B. smile：母亲脸上带着微笑看着作者。
53. A. turn t：作者转向母亲，说出了当年母亲说的话。
54. D. sticky：两人的手指都沾满了巧克力，黏糊糊的。
55. C. happiness：这碗里装的是作者和母亲共享的幸福。
语法填空
56. t refer：固定搭配be used t d sth.，表示“被用来指代”。
57. lcally：副词修饰动词prduced，表示“本地生产”。
58. a：泛指“一位蜀锦大师”，用不定冠词a。
59. is made：被动语态，蜀锦由天然染色丝线制成，用一般现在时。
60. what：引导主语从句，表示“区分蜀锦的是工艺”。
61. was said：固定搭配it is said t be...，过去时形式为was said。
62. Carried：过去分词作状语，逻辑主语prducts与carry是被动关系。
63. ranging：现在分词作伴随状语，表示“从衣物到手帕再到靠垫套和屏风”。
64. cvers：与garments, handkerchiefs, screens并列，用复数形式。
65. as：固定搭配be listed as，表示“被列为”。
第一节应用文写作
写作思路
1. 结构：开头问候+引出劳动课话题；中间描述劳动课经历（如种菜/植树/烹饪）；结尾分享感受（如体会到劳动的辛苦与快乐、珍惜食物、团队合作的重要性）。
2. 要点：词数80左右，语气自然，符合书信格式。
参考范文
Dear Alex,
Hw is everything ging? I’m writing t tell yu abut my recent utdr labr class.
Last week, we went t the schl farm t grw vegetables. Under the teacher’s guidance, I dug hles, planted seedlings and watered them carefully. My back hurt after an hur, but seeing the green seedlings standing straight made me prud.
This experience taught me that fd desn’t cme easily. I als learned t wrk with my classmates. It was a meaningful lessn!
What abut yur schl activities? Lking frward t yur reply.
Yurs,
Li Hua
第二节读后续写
写作思路
1. 第一段（Then they psted the vide...）：描写视频发布后的反响，如迅速传播、网友捐款、收到大量留言，体现社会的善意。
2. 第二段（Ams cntacted the principal...）：描写Ams把钱交给校长，校长的反应，以及学校后续的行动（如取消欠款、设立Ams Legacy Award），呼应开头的梦想，升华主题。
参考范文
Then they psted the vide t Vanessa’s Facebk page. T their surprise, the vide spread like wildfire. Within 48 hurs, it was shared thusands f times, and dnatins pured in frm neighbrs, strangers, and even Ams’s distant relatives. Sme left warm cmments saying they were mved by the by’s kindness. By the end f the week, the ttal dnatins had exceeded $4,000, mre than enugh t cver all the kids’ lunch debt. Ams and Vanessa were verjyed, hugging each ther tightly.
Ams cntacted the principal t hand ver the mney. The principal was deeply tuched and called Ams a “her f the schl”. She immediately used the mney t pay ff all the students’ unpaid lunch fees, annuncing the gd news at the schl assembly. Inspired by Ams’s dream, the schl later set up the “Ams Legacy Award” t hnr students wh shw kindness t thers. Ams’s simple wish nt nly helped his classmates but als left a lasting mark n his schl.