2024北京昌平区高三上学期期末考试英语含答案

这是一份2024北京昌平区高三上学期期末考试英语含答案，共14页。试卷主要包含了5分，共15分)等内容，欢迎下载使用。

本试卷共11页，共100分。考试时长90分钟。考生务必在答题卡区域作答，在试卷上作答无效。考试结束后，将本试卷和答题卡一并交回。
第一部分知识运用 (共两节，30分)
第一节 (共10小题；每小题1.5分，共15分)
阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
When Hallween arrives, yu knw there is bund t be sme mischief (恶作剧). S I wasn’t entirely surprised when I pened my frnt dr that night t see my candy bwl cmpletely—and very suddenly— 1 . T be fair, this was after sme light rain had 2 the street f mst trick-r-treaters and the yungest had already made the runds. I never saw wh tk it, but I did shut “Happy Hallween!” int the night air.
Was a candy theft ideal? Npe. But, hey, we all make 3 —especially as kids. What did 4 me was what appeared in frnt f my dr the next evening: a plastic bag filled with the lst candy. Stuck t it was the fllwing handwritten nte:
“Hell, I am the kid that tk all f yur candy. After thinking it ver I want t 5 . Because it was late and n ne else was ut, I thught it was OK. It was nt. I tk the candy befre yu said it was 6 . S, I am srry, and I’d like t give the candy back. Maybe yu can give it t a kid wh is mre 7 .”
A tiny Hallween miracle! I have never been pruder f a kid wh wasn’t mine. I assume a parent had smething t d with this sudden reflective 8 , but I’ll never knw fr sure.
What I d hpe is that this kid knws hw gd it can feel t 9 a wrng. I hpe they dn’t think they’re bad—simply that they made a nt-s-great chice. They d deserve t get their fill and have fun and run wild. 10 , next year they’ll cme back fr mre.
第二节（共10小题；每小题1.5分，共15分）
阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个适当的单词，在给出提示词的空白处用括号所给词的正确形式填空。请在答题卡指定区域作答。
A
Last mnth, students at an elementary schl, with the help f their art teacher, 11 (create) a telephne htline that peple can call t get cheerful advice frm kids during difficult times. The htline was available 12 English and Spanish. It ffered the happy vices f children f different ages 13 (share) psitive messages. Fr example, by pressing 3, yu can hear a grup f kindergartners saying tgether: “Yu can d it! Keep trying, and dn’t give up!”
B
Ecsia is a search engine that plants trees by dnating majrity f 14 (it) prfit t envirnmental rganizatins. In return, the nn-prfit rganizatins used the fund t plant trees in the places 15 they are needed the mst. With every search yu make thrugh Ecsia, yu’re helping a glbal cmmunity that 16 (fcus) n refrestatin and frest cnservatin. With ver 7 millin Ecsia users, the cmpany has already planted ver 50 millin trees. As internet users cntinue t search nline n Ecsia, this number 17 (expect) t increase ver the curse f time.
C
City walk, a unique way t experience urban culture and lifestyle, is 18 many yungsters in China enjy ding when they visit a new city. Traditinally, city walks were led by prfessinal guides, fllwing planned rutes thrugh city neighbrhds 19 (gain) insights int lcal histry, culture, and architecture. Hwever, recent versins f city walks in China have taken n a mre casual apprach. They invlve wandering 20 (aimless) arund the city, visiting scenic spts, and capturing (捕捉) mments. In fact, it’s simply “walking in the city.”
第二部分 阅读理解 (共两节，38分)
第一节 （共14小题；每小题2分，共28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，并在答题卡上将该项涂黑。
A
The Cmmn Yung Writers Prgram (TCYWP) welcmes high schl students passinate abut creative writing t jin ur virtual classes fr tw inspiring weeks dedicated t fictin writing. Students will learn and experiment with the key building blcks f fictin and be guided thrugh the prcess f writing and revising their wn shrt stries. At the end f the prgram, students will emerge mre cnfident in their skills and mre cnnected t a supprtive writing cmmunity.
Taught by the editrs and editrial assistants f Amherst Cllege’s literary magazine, the summer curse run Mnday-Friday and are pen t all high schl students.
Fictin Class
Our fictin class guides students thrugh the prcess f writing a shrt stry. N previus writing experience is necessary. Thrugh daily writing assignments and class meetings, students will learn abut the key building blcks f fictin and will each cmplete their wn shrt stry by the end f the curse. In additin t submitting daily assignments, students will meet as a grup with ur instructrs nline. Students will als meet individually with an instructr t discuss their wn shrt stries, and will nt nly receive written feedback n their first drafts and final stries, but n all daily assignments.
Students shuld expect t spend arund 3-4 hurs each day n their assignments, including meeting times. Class size will be small, and we’ll break int small grups fr discussins during each sessin.
Cst & Schlarships
The cst f the TCYWP tw-week prgram is $725. We hpe that n student will let financial difficulty prevent them frm applying. Tuitin waivers(学费减免) will be awarded t students with strng applicatins wh cannt attend the prgram withut financial assistance. In the applicatin, students will have the pprtunity t briefly describe their financial circumstances and state the amunt they culd affrd t pay, if any, if accepted int the prgram. N dcumentatin is required. Cntact us at inf@thecmmnnline.cm, if there is any questin.
21. Participants f the Cmmn Yung Writers Prgram will ______.
A. attend a virtual learning curse
B. meet great writers frm clleges
C. becme passinate abut writing
D. gain cnfidence in writing reprts
22. In the Fictin Class, students need t ______.
A. cmplete a writing assignment every day
B. discuss their wn stry in a grup meeting
C. prve they have previus writing experience
D. spend mre than 4 hurs n their assignments
23. Which is a requirement fr the tuitin waiver?
A. Recmmendatin frm the TCYWP ffice.
B. Certificate f the academic achievement.
C. Dcuments t prve the need f financial help.
D. Applicatin t explain the financial difficulties.
B
My birth was a little mre dramatic than the standard way a baby enters the wrld. Within minutes f cming ut, I was brught int anther rm while dctrs gave my parents the difficult news: I was brn missing my left hand. I’m sure it was quite difficult fr them.
My parents tk gd care f me. I played sprts, acted in theater, std ut in schl, participated in student gvernment and had playdates with friends. While I did get sme stares and “plite” questins abut my disability, I am lucky because I wasn’t made fun f fr my limb (肢体) difference.
As kids d, I quickly learned t adapt, wrking arund the “missing” hand. One f my earliest memries is my father trying t teach me t tie my shes. I gently pushed him ut f the way because his tw-handed methd wuldn’t wrk fr me, and I figured ut a way t d it with ne hand.
Hwever, that fact that I was different hit me hard my first day f high schl. I was 13, an age when kids are already very self-cnscius and the demand t fit in increases. I remember getting n the yellw schl bus and ne f the ther kids stared just a little t lng at my left arm. The staring discuraged me in a way it never had befre, and I felt a sudden urge t hide my hand, s I impulsively (冲动地) slipped it int my pcket. I tld myself that I’d just hide it that ne day, while I was trying t make friends. But ne day f hiding turned int a week, which turned int a mnth, which became years—25 f them t be exact.
Tired f hiding and s lnely, the transfrmatin prcess came t me. I started with physical care. And when I was 38 years ld, I met smene special and invited them in. Fr the first time in my life, I allwed smene t really hld my limb, lk at it, take pictures f it, tuch it, lve it—lve me. Frm that pint n, I saw my limb difference as smething unique and beautiful abut me, smething that shuld be shwn, nt hidden.
Hiding things, especially frm lved nes, is exhausting and hurting, and it prevents us frm getting help and supprt. Unhiding can set yu free.
24. When the authr was a kid, she felt her limb difference was .
A. meaningfulB. incnvenient C. special D. acceptable
25. Why did the authr decide t hide her hand?
A. She was laughed at n the bus.
B. She felt afraid f scaring thers.
C. She became sensitive at that age.
D. She gt discuraged by her father.
26. The authr started her transfrmatin in her 30s because ______.
A. her hand was tuched and lved
B. she received a useful physical care
C. smene special came int her life
D. she had a desire t make a change
27. What can we learn frm this passage?
A. Family lve is imprtant fr ur grwth.
B. Stpping hiding pens up a new wrld.
C. Time is the best cure fr a brken heart.
D. Inner beauty matters mre than appearance.
C
Drught is an increasing prblem in ur warming wrld. All cntinents have been experiencing mre extended perids withut rain, leading t frest fires and pr crp grwth. Cnsequently, peple are lking at clud seeding t slve the prblem—a methd f encuraging precipitatin(降水) by sending small particles f certain chemicals int cluds.
Clud-seeding expert Arlen Huggins has been studying its effectiveness. “My earliest experience was t use clud seeding t reduce the amunt f hail(冰雹) in nrtheast Clrad. We didn’t have any luck with that, but we had success later n in increasing snwfall in Utah. Nw, the fcus is shifting twards increasing rainfall frm summer cluds, which is far mre unpredictable.” said he.
The prblem is that it’s pretty hard t knw whether precipitatin resulted directly frm clud seeding. It might have rained r snwed anyway. Even if yu clud seed in ne place and dn’t in anther, it’s impssible t knw fr sure what caused the precipitatin. Als, it’s nt during fggy and snwy cnditins that peple think f increasing the chance f rainfall. When a cuntry is hit by drught, then clud seeding isn’t an ptin due t the lack f cluds. During drught, skies tend t be clear with few cluds. The best ptin t prevent drught is t seed at times f the year when rainfall levels are nrmal r higher. That way, slightly mre rain can be stred the dry seasn.
As clud seeding is expensive and its effectiveness tenuus, its usefulness is still a matter f pinin. University f Clrad researcher Katja Friedrich says clud seeding can’t end a drught. Hwever, it can be beneficial, prvided it ccurs alngside ther water cnservatin strategies. Still, fr that t happen, the water wuld need t be captured and stred effectively.
There are als envirnmental issues regarding the impact f clud seeding. At high levels, the chemicals sent int the cluds can harm humans and ther animals, and sme studies have fund them slightly pisnus. Apart frm that, sme envirnmentalists are cncerned abut the lng-term impacts, as there isn’t data n hw much thse chemicals accumulate (累积) in the envirnment ver 10 years.
Anther fear is that clud seeding culd ptentially steal water frm neighburing areas by encuraging the water in cluds that wuld therwise fall smewhere else t fall in yur lcatin. If ne cuntry uses clud seeding t create rain, a neighburing cuntry will als be very likely t lse ut because cluds are cnstantly frming and refrming.
28. In Huggins’ study, at first clud seeding was used t .
A. increase annual snwfall in Utah
B. send chemicals int summer cluds
C. lwer the amunt f hail in Clrad
D. put ut frest fires and help crps grw
29. What des the underlined wrd tenuus in the furth paragraph prbably mean?
A. Negative. B. Weak. C. Surprising.D. Varius.
30. What’s the best title f the passage?
A. Shuld we seed cluds t make rain?
B. Shuld we seed cluds at a lwer price?
C. Can clud seeding help end a drught?
D. Can clud seeding be mre ec-friendly?
D
What des it mean t be intelligent? If it’s defined by having the biggest brain, then sperm whales—whse brain is 20 punds—wuld be the brightest creatures n Earth. But, mre likely, intelligence is what gives an rganism the best chance t survive in an envirnment. Language may be ne f the best ways t demnstrate that kind f smarts. Thugh all animals can cmmunicate with thers, humans are ne f the few species t have a spken language. Using speech, we culd share cmplex ideas, pass knwledge thrugh generatins, and create cmmunities. Whether spken language actually helped us evlve (进化) as species int mre advanced beings, hwever, has never really been tested.
“Language allwing humans t be a mre advanced species is an assumptin that smebdy came up with ne day withut really trying t prve it,” says Erich Jarvis, a prfessr wh studies the neurbilgy f vcal learning.
But Jarvis and his clleagues were able t examine this assumptin with the help f sngbirds. Jarvis’ new study prvides sme f the first evidence that vcal learning—ne f the crucial cmpnents fr a spken language—is assciated with prblem-slving. Vcal learning is the ability t prduce new sunds by imitating (模仿) thers, relying n experience rather than instinct.
T get a better grasp f vcal learning and cgnitin (认知), the study authrs turned t sngbirds. The team perfrmed seven cgnitive experiments n 214 sngbirds frm 23 different species. Of these, 21 species were caught frm the wild. Tw sngbirds studied are dmesticated. The behaviral tests examined the birds’ prblem slving, fr instance by figuring ut hw t remve an bject t access the fd reward. The researchers als tested tw ther skills ften assciated with intelligence: learning by assciatin, plus what’s called reversal (倒转的) learning, in which an animal adjusts its behavir t get a reward. They then lked at whether being vcal learners helped develp the three skills, cmparing 21 bird species t tw thers, which were vcal nn-learners.
The bilgists nticed a strng relatinship between vcal learning and prblem-slving skills. Vcal learning bird species culd cme up with innvative ideas, such as getting seeds, r a wrm trapped under a cup by remving the bstacle r pulling it apart. All three abilities—prblem slving, assciative learning, and reversal learning—are typically cnsidered “cmpnents f intelligence,” he says.
Brain size was anther benefit t vcal learning that may have supprted these prblem-slving abilities. The 21 vcal-learning species had slightly larger brains, relative t their bdy size, than the tw wh weren’t. Jarvis says it’s pssible these big-headed birds packed mre neurns.
One questin left unanswered is why there’s such a strng relatinship between prblem-slving abilities and vcal learning. The brain areas in charge f vcal learning are nt the same nes that get activated when we need t trublesht an issue, says Jarvis.
31. The purpse f the first paragraph is t ______.
A. prmte a new theryB. ffer an example
C. present an assumptinD. make a cntrast
32. Why des Jarvis carry ut the study?
A. T examine the prblem-slving ability f sngbirds.
B. T prve the significance f vcal learning t humans.
C. T illustrate the influence f brain size n vcal learning.
D. T test the relatin between vcal learning and intelligence.
33. What d we knw frm the study n sngbirds?
A. Advanced species have better prblem-slving ability.
B. Vcal learners have a better develpment f intelligence.
C. Better prblem-slving ability leads t bigger brain size.
D. Humans and sngbirds are bth gd at vcal learning.
34. We can infer that future study will fcus n ________.
A. why humans’ prblem-slving abilities develp better
B. hw ther abilities are cnnected t sngbirds’ intelligence
C. hw prblem-slving and vcal learning brain areas are related
D. why vcal learning differences exist in varius sngbirds species
第二节（共5小题；每小2分，共10分）
根据短文内容，从短文题后的七个选项中选出能填入空白处的最佳选项，并在答题卡上将该项涂黑。选项中有两项为多余选项。
Get Cmfrtable Giving Hnest Feedback
Shuld yu cautiusly tell a cwrker she’s been misprnuncing a client’s name? Or wuld yu tell smene abut the piece f vegetable left in his teeth? 35 Recent research finds that a cmmn cgnitive errr may help explain why—and that a simple apprach culd help vercme it.
In five experiments, study participants tk part in real-time interactins in which they gave r received feedback. Thse wh gave feedback estimated hw much the ther persn wanted t hear a well-intentined criticism; receivers reprted their actual desire fr cnstructive critiques.
36 The miscalculatin was particularly bvius when the feedback was cnsidered rather essential fr the result, as well as when thse ffering the infrmatin predicted that ding s wuld be scially uncmfrtable, either fr themselves r fr the receiver.
The underestimatin is likely due t a human tendency t ascribe(归因) different mtives and desires t thers than we d t urselves, says Harvard dctral student Nicle Abi-Esber, wh authred the study. Peple tend t want feedback fr themselves, but they underestimate hw much thers want it, t. 37
Skipping ffering cnstructive criticism culd have cnsequences. In ne study, the subjects were asked t engage in a public-speaking cntest. The feedback-givers, again, underestimated the speakers’ desire fr cnstructive criticism. 38 Yet it was the speakers wh heard mre critical feedback that shwed the mst imprvement.
Is it pssible t vercme this and get better at giving feedback when it’s mst needed? 39 “Take a secnd and imagine yu are the ther persn,” Abi-Esber suggests. If yu’d want feedback, it’s likely the ther persn feels the same—and might even be grateful that yu tk the time t speak up.
A. They chse t give them praises instead.
B. A quick rle-exchanging exercise culd mve the needle.
C. It can als help identify ptential prblems befre they ccur.
D. The reasn is that they’re nt putting themselves in the ther persn’s shes.
E. Hw yu ask fr feedback may stp yu frm hearing what yu need t hear.
F. Many peple hesitate t ffer such hnest criticism even when the benefits seem bvius.
G. Feedback-givers always underestimated hw much thers wanted t hear helpful criticism.
第三部分 书面表达（共两节，32分)
第一节（共4小题；第40、41题各2分，第42题3分，第43题5分， 共12分）
阅读下面短文，根据题目要求用英文回答问题。请在答题卡指定区域作答。
When advising children and adlescents wh are learning t regulate their emtins, experts explain that hw they think affects hw they feel. After children learn t use sme basic techniques t regulate their emtins, a greater sense f internal cntrl arises. Thereafter, peple start t ntice the pwer they can feel in their minds by changing their thught patterns.
“I believe that changing ur thinking patterns helps engage different parts f the brain,” said Ran D. Anbar, the authr f Changing Children’s Lives with Hypnsis: A Jurney t the Center, “Fr instance, we may find urselves habitually thinking in a particular way that predictably makes us feel prly, fr example angry, anxius, r sad. Peple can becme angry when they feel that they have been treated prly r have nt gtten their way. The anger ccurs because the persn fcuses n the perceived(察觉到的) injustice. When we shift ur thinking, we can mre easily create new, healthier thught patterns.”
Fr instance, 14-year-ld “Sarah” became angry with her parents fr restricting her use f scial media. While discussing why her parents did s, Sarah recgnized that they were attempting t prtect her frm sme f the ill effects f verusing scial media. Sarah let g f her anger. She switched frm thinking abut her frustratin with her parents’ restrictins and instead fcused her thughts n hw t slve the dilemma (困境) regarding her veruse f scial media. She was able t recgnize that her parents were her valuable friends rather than her ppnents.
Frequently, peple explain t themselves and thers that their pr md is related t unfrtunate circumstances. While hlding such a belief, peple smetimes take cmfrt in the idea that since they cannt change their circumstances, there shuld be n expectatin that they take charge f imprving their feelings.
Hwever, as demnstrated in this pst, ur emtinal respnse t unfrtunate circumstances can be brught under ur cntrl and imprved thrugh a change in ur thinking patterns. Smetimes, that change can even help us figure ut new ways t act that als will imprve ur situatin.
40.What happens after children regulate their emtin?
41. Why des the authr mentin the example f Sarah in the 3rd paragraph?
42．Please decide which part is false in the fllwing statement, then underline it and explain why.
Peple always believe their pr md is due t unfrtunate circumstances, s they will try t change their situatin in rder t have a gd md.
43. Besides changing thinking patterns, d yu have ther way(s) t cntrl yur emtins? (In abut 40 wrds)
第二节（20分）
假设你是红星中学高三学生李华，近期你的英国笔友Jim得知你的学校上周举办了“长城之约 ”(A date with the Great Wall)主题文化宣传活动，来信询问你活动的详情，请给他写一封邮件介绍相关情况。
内容包括：1. 活动目的；
2. 活动内容。
注意: 1.词数100左右；
2.开头和结尾已给出，不计入总词数。
Dear Jim,
_____________________________________________________________________
_____________________________________________________________________
Yurs,
Li Hua
参考答案
第一部分：知识运用（共两节，30分）
第一节 完形填空（共10小题；每小题1.5分，共15分）
1．A2．B3．D4．C5．C
6．B7．A8．A9．D10. B
第二节 语法填空（共10小题；每小题1.5分，共15分）
11．created 12.in 13.sharing 14.its 15. where
16. fcuses 17. is expected 18.what 19. t gain 20. aimlessly
评分原则
1.写出正确答案的同时，如出现影响理解的冗余信息，不得分；如不影响理解，不扣分。
2.大小写扣0.5分。
3.拼写错误不得分。
4.语态考点里如出现时态错误，不得分。
第二部分：阅读理解（共两节，38分）
第一节（共15小题；每小题2分，共28分）
21．A22．A23．D24．D25．C
26．D27．B28．C29．B30．A
31．C32．D33．D34．C
第二节（共5小题；每小题2分，共10分）
35．F36． G37．D38．A39．B
第三部分：书面表达（共两节，32分）
第一节（共4小题；第1-2题 每小题 2 分，第3小题 3 分，第4题 5 分，共12分）
40. A greater sense f internal cntrl arises.
内容：意义忠实于原文，表达内容完整2分。语言不完整扣1分，语言表达与试题答案无关或者关联性较小0分。
语言：准确、连贯。语言表达有少量错误，但不影响理解，扣1分。语言质量影响理解给0分。
41. T shw when we shift ur thinking, we can mre easily create new, healthier thught patterns.
The authr mentins the example f Sara t shw when we shift ur thinking, we can mre easily create new, healthier thught patterns.
内容：意义忠实于原文，表达内容完整2分。语言不完整扣1分，语言表达与试题答案无关或者关联性较小0分。
语言：准确、连贯2分。语言表达有少量错误，但不影响理解，扣1分。语言质量影响理解给0分。
42. 一、划线标准
划线Peple always believe their pr md is due t unfrtunate circumstances, s they will try t change their situatin in rder t have a gd md.
完全正确，得1分。
划线try t change their situatin得1分。
整句全划等情况不得分。
二、内容：解释符合原文意义。
语言：准确、连贯2分。语言表达有少量错误，但不影响理解，扣1分。语言质量影响理解给0分。
参考：Accrding t the passage, peple smetimes take cmfrt in the idea that since they cannt change their circumstances, there shuld be n expectatin that they take charge f imprving their feelings.
43. ne pssible versin:
Engaging in exercising is anther gd way t cntrl my emtin. It can release natural gd chemicals in brain, which can help me relieve tensin and reduce feelings f sadness. Additinally, Exercising serve as a distractin frm negative thughts and emtins, allwing me t temprarily escape and find relief.（请根据学生答题情况酌情给分）
一、评分标准
二、评分细则：
1. 内容：内容意义上言之有理即可得分。
照抄原文某些段落，不得分。
所表达内容与题目要求无关，不得分。
能用自己的语言说出提高大脑功能的措施，如学习，玩游戏等，条理清楚，语言准确，给5分。
语言：准确、连贯；如有错误，酌情扣分。
字数要求
如超过50字，扣0.5分。 2）如少于30字，扣0.5分。
第二节（20分）
一、评分原则：
1.本题总分20分，采用分项评分方式，其中内容8分，语言8分，结构4分。
具体计算方法：总分20分)=内容(8分)x1十语言(8分)x1+结构8分)x0.5
2.评分时先判断作答内容与题目要求是否有关。评分时，根据文章内容、语言质量和结构初步确定档次，以档次的要求来确定分数。若内容判为零分，语言与结构均为零分。
3. 拼写、标点符号或书写影响内容表达时，应视其影响程度予以考虑。英式、美式拼写均可接受。
4．词数少于100，从总分中减去1分。
5. 如书写较差，以至影响交际，将分数降低一个档次。
二、内容要点：
1. 活动目的 2. 活动内容; 3. 适当的开头和结尾。
三、各档次的给分范围和要求
One pssible versin:
Dear Jim,
Hw’s everything? I’m delighted t share with yu the details f the cultural event, “A date with The Great Wall”, rganized by my schl.
It aims t educate students abut the histrical significance and architectural charm f the Great Wall, prviding participants with a deeper insight. The event featured a variety f activities. There were infrmative exhibitins displaying the histry and unique features f the Great Wall, alng with artwrks painted by students. Additinally, we had hands-n activities t make a mdel f the Great Wall, allwing participants t feel the wisdm and hard wrk f ancient Chinese peple in persn.
Please let me knw if yu have any ther questins. I’m lking frward t yur reply.
Yurs,
Li Hua
1. A. empty
B. painted
C. brken
D. dirty
2. A. wetted
B. cleared
C. cled
D. blcked
3. A. decisins
B. changes
C. chices
D. mistakes
4. A. delight
B. wrry
C. surprise
D. calm
5. A. argue
B. respnd
C. aplgize
D. cmplain
6. A. wrthy
B. fine
C. funny
D. easy
7. A. deserving
B. daring
C. prmising
D. amusing
8. A. turn
B. character
C. apprach
D. trip
9. A. frgive
B. judge
C. avid
D. right
10. A. Nrmally
B. Hpefully
C. Undubtedly
D. Amazingly
分档
具体描述
一档
5分
紧扣主题。语言准确、连贯，仅有个别错误。
二挡
3-4分
贴近主题。在准确性和连贯性上，有少量语言错误，不影响理解。
三挡
1-2分
和主题相关。语言上有大量错误，影响理解。
四挡
0分
所表达内容和主题完全不相关。或者仅孤立地罗列出和主题相关的个别单词。
分档维度
内容(8分x1)
语言(8分x1
结构(8分x0.5)
一档(6-8)
·内容完整,详略得当·表述与主题相关。
语言准确，基本无语言错误：句式多样
语言表达基本得体
条理清晰,结构合理。
衔接自然,行文连贯
二档(3-5)
·内容基本完整。·表述与主题基本相关。
·语言有一些错误，但不影响理解：句式有一定变化
语言表达不太得体。
条理基本清晰，结构基本合理
有一定衔接手段，行文基本连贯。
三档(0-2)
·内容不完整。·表述与主题不太相关或完全无关。
语言有大量错误，影响理解。·语言表达不得体。
条理不清晰。
支离破碎。