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2024届北京市大兴区高三下学期5月英语查漏补缺题练习（含答案）
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这是一份2024届北京市大兴区高三下学期5月英语查漏补缺题练习（含答案），共14页。试卷主要包含了5分，共15分）， A等内容，欢迎下载使用。
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）
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。
(1)
Kim Stemple, a special-educatin teacher, faced terrible diseases during her stay in a Bstn hspital. While wrestling with depressin in her hspital rm，Stemple received an unexpected present frm a friend: a medal.
Befre Stemple gt t sick t 1 , she had been a marathn runner and the medal brught back her racing memries. It served as a much-needed pick-me-up, 2 her f the strength and perseverance she nce pssessed. Surprisingly, it wrked like a charm, and then sme, 3 her spirits and renewing her determinatin.
Inspired by this life-changing 4 , Stemple began t think abut hw such a simple act culd bring hpe t thers ging thrugh 5 times. And frm this seed f inspiratin, her charity, We Finish Tgether, was brn. This initiative cllected medals frm strangers—runners, dancers, swimmers, singers and even spelling bee winners—and dnated them t individuals in need.
Part f the prcess 6 the dnr writing a persnalized nte n the ribbn, giving the recipient a unique cnnectin t smene wh cares. Indeed, fr thse wh were 7 in hspitals and battling health challenges, being presented with a medal and reading the warm 8 really made a big difference. It 9 a reminder that they were nt 10 in their struggles and that there was always supprt available t them.
1. A. live. B. heal C. exercise D. recver
2. A. cheating B. clearing C. breaking D. reminding
3. A. explaining B. lifting C. discvering D. absrbing
4. A. seasn B. plan C. experience D. slutin
5. A. tugh B. cmmn C. pintless D. dangerus
6. A. prmted B. insisted C. invlved D. shaped
7. A. trained B. stuck C. perated D. warned
8. A. dcument B. message C. receipt D. gift
9. A. threw away B. put dwn C. acted as D. drpped ut
10. A. shy B. weak C. tired D. alne
(2)
I’ve been paralyzed (瘫痪的) since childhd and I started using a wheelchair in first grade. S I’ve had 30 years t learn just hw 1 I am and just hw ften peple assume I’m helpless.
As a culture, Americans are 2 that disability is smething they’ve figured ut. Disability desn’t define anyne; try t be 3 ; and the rule that guides them all: be kind.
Well, here’s the 4 : we lk thrugh the eyes f nndisabled peple s regularly that we 5 t ask even ne f the many questins hvering (停留) arund the disabled recipients f “ help.” Did yu want anyne’s help? Was it 6 helpful?
“S hw am I suppsed t be helpful?” yu might be asking. Yu have t 7 the persn in frnt f yu. What signals are they giving yu? What expressin d yu see n their face? If yu really can’t 8 , yu can ask, but if smene says, “N thank yu,” listen.
Like anyne else, disabled peple are bth capable and in need f sme help. If yu want t be genuinely, actively “ 9 ” t disabled peple, invite them int yur rganizatins, businesses and prgrams. Include disabled engineers and cmedians and lawyers and teachers in yur wrld. This kind f 10 is a kindness fr all f us, because listening t vices that are typically silenced brings t the table creativity, innvatin and pwer.
1. A. capable B. desperate C. friendly D. respnsible
2. A. prmised B. cnvinced C. trusted D. questined
3. A. brave B. hnest C. helpful D. grateful
4. A. test B. change C. reasn D. prblem
5. A. frget B. refuse C. cntinue D. pretend
6. A. still B. als C. even D. already
7. A. believe in B. catch up with C. smile at D. pay attentin t
8. A. tell B. answer C. lie D. fcus
9. A. kind B. useful C. faithful D. plite
10. A. guidance B. prfessin C. perfrmance D. inclusin
第二节 语法填空（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内所给词的正确形式填空。
A
Cnnected t each ther like never befre, yung peple tday are becming agents f change, increasingly 11 （cntribute）t innvative slutins that imprve peple’s lives and the planet’s health.
The United Natins Institute fr Training and Research 12 (be) therefre delighted t launch the Yung Leaders Online Training Prgramme, a fur-week e-Learning curse, t prvide participants 13 the knwledge and skills t fully unfld their ptential as glbal leaders.
B
When Hallween arrives, yu knw there is bund t be sme mischief (恶作剧). S I wasn’t 14 (entire) surprised when I pened my frnt dr that night t see my candy bwl cmpletely—and very suddenly—empty. T be fair, this was after sme light rain 15 (clear) the street f mst trick-r-treaters and the yungest had already made the runds. I never saw 16 tk it, but I did shut “Happy Hallween!” int the night air.
C
When we’re slving a cmplicated prblem, we ften gather a grup 17 (brainstrm). We’re lking t get the best ideas as quickly as pssible. I lve seeing it happen—except fr ne tiny wrinkle. Grup brainstrming usually backfires.
Extensive evidence shws that when we generate 18 (idea) tgether, we’re unlikely t maximize cllective intelligence. As the humurist Jhn Smith said, “If yu had t identify, in ne wrd, the reasn 19 the human race has nt achieved, and never will achieve, its full ptential, that wrd wuld be：‘meetings’. ” But the prblem isn’t meetings 20 (they)—it’s hw we run them.
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
Hw t Use a Mdern Public Library
Has it been a while since yur last visit t a public library? If s, yu may be surprised t learn that libraries have changed fr the better. It’s been years since they were dusty little rms with bks. They have transfrmed themselves int places where yu can develp yur lve f knwledge, meet interesting peple, r find ut hw t start a business.
Check ut a bk. While libraries still lend bks, yu’ll find it easier t get a cpy f whatever yu’re lking fr, thanks t a cperative netwrk f area libraries. Via such netwrks, libraries share their bks with each ther thrugh the use f delivery vehicles. Once the bk yu’ve requested is delivered t the nearest branch, they will infrm yu by e-mail, s yu can pick it up.
Check ut ther items. The library is nw a multimedia zne, laded within frmatin in many frmats. Yu can brrw mvies n DVDs, music n CDs, and ppular magazines. Sme libraries even lend tys and games. If a ppular magazine yu want isn’t ffered and the library keeps a list f such requests, they may bring it in when enugh interest is shwn.
Jin targeted reading grups. Libraries will ften hld reading-grup sessins targeted t varius age grups. Perhaps yu’d like t learn a language r imprve yur English. The library may spnsr a language grup yu culd jin. If yu have difficulties reading, ask abut special reading pprtunities. Yur library might be able t accmmdate yu. And yu might find it relaxing t bring yur small kid t a half-hur Stry Time while yu sit quietly in a crner with a gd bk.
Start a business using the help f yur lcal library. If yu want t have a business f yur wn, yur lcal library can becme a launch space fr it. In library bks and cmputers, yu can find infrmatin n starting a business. Many libraries will help yu with lcally supplied infrmatin abut business management shared thrugh chambers f cmmerce and gvernment agencies, and they will ffer printing, faxing and database services yu need.
21. Public libraries cnnected by a cperative netwrk benefit readers by .
A. sharing their bks n the Internet
B. giving access t nline reading at a library branch
C. sending a needed bk t a library branch nearby
D. making the checkut prcedures diverse
22. Accrding t Paragraph 3, what items may be checked ut frm a public library?
A. A magazine and an e-bk.
B. A game and an il painting.
C. A music CD and a kid’s ty.
D. A DVD and a vide player.
23. As is described in Paragraph 4, taking a small kid t a half-hur Stry Time allws .
A. the kid t learn a new language
B. the parent t enjy quiet reading
C. the kid t vercme reading difficulties
D. the parent t meet their prgram spnsr
B
One day, I received a call frm a clleague. He was abut t give a student a zer fr his answer t a physical prblem, while the student claimed a perfect scre. I was elected as their arbiter(仲裁人). I read the examinatin prblem: “Shw hw it is pssible t determine the height f a tall building with the aid f a barmeter(气压计) ” The student had answered: “Take the barmeter t the tp f the building, attach a lng rpe t it, lwer it t the street, and then bring it up, measuring the length f the rpe. The length f it is the height f the building. ”
The student had really answered the questin cmpletely, but the answer didn’t prve his ability in physics. I suggested the student try again. I gave him six minutes t answer the questin, warning that the answer shuld shw sme knwledge f physics. Five minutes later, he said he had many answers and dashed ff ne, which read: “Take the barmeter t the tp f the building and lean ver the edge f the rf. Drp the barmeter, timing its fall with a stpwatch. Then, use the physical frmula t calculate the height f the building. ”
At this pint, my clleague had t accept it, and then the student made almst full marks. I culdn’t help asking the student what the ther answers were. He listed many thers, and then added, “ Prbably the best is t take the barmeter t the administratr and said t him, ‘Sir, here is a fine barmeter. If yu tell me the height f the building, I will give it t yu.’ ”
Then, I asked the student if he really did nt knw the cnventinal answer t this questin. He admitted that he did, but said that he was fed up with high schl and cllege instructrs trying t teach him hw t think.
The name f the student was Bhr wh later was famus all ver the wrld. He wn the Nbel Prize fr Physics in 1922.
24. The student gt a zer at the beginning because .
A. the teacher wasn’t satisfied with him
B. his answer wasn’t cmplete r crrect
C. the teacher didn’t fully understand his answer
D. his answer didn’t shw his knwledge f physics
25. We knw frm the passage that .
A. the student knew the expected answer
B. the administratr tld Bhr the height
C. the authr preferred Bhr’s last answer
D. the teacher was a very stubbrn persn
26. We can learn frm the passage that .
A. instructrs can teach students hw t think
B. arbiters can help students t get high scres
C. students shuld be given mre freedm in thinking
D. teachers shuld make students use physical frmulas
27. What was Bhr’s attitude tward his schling?
A. Optimistic. B. Critical. C. Apprving. D. Ambiguus.
C
Wmen experience a “gender tenure gap”, lasting in CEO rles at publicly listed cmpanies fr shrter perids than men, accrding t new research which may supprt the idea that female leaders are subject t a “ glass cliff ” where they are set up t fail.
The cncept f the glass cliff is that wmen are mre likely t be appinted as leaders when an rganizatin is in a time f crisis, s that their psitin is seen as mre precarius than male cunterparts.
Researchers at the University f Exeter fund in 2005 that wmen were mre likely t be appinted as bard members after a cmpany’s share price had perfrmed badly. Prfessr Ryan tld the Observer that the Russell Reynlds analysis was “ rbust and added t the bdy f wrk in this area”.
“If wmen are mre likely t take n leadership rles in times f crisis, then it fllws that their time in ffice is likely t be stressful, mre heavily scrutinised and shrter in tenure. This reduced tenure culd be fr a number f reasns—because there is ften higher turnver in times f crisis, because they are judged as nt perfrming well, even thugh pr perfrmance was in train befre their appintment, r because when things start t turn arund, men cme back int leadership rles.” she said.
Chief executive rles have a very lw turnver, she said, which makes prgress harder. “I think men can enjy a greater fllwership—supprt within the rganizatin. They can suffer big setbacks and rise again. Wmen wh have been CEOs tend t g ff t an alternative career.
Hwever, she said that there was cause fr ptimism. The number f wmen n FTSE 350 bards is nw 41%, up frm 9.5% in 2011, and appinting wmen is “nw the nrm”. Russell Reynlds als fund in a survey f 1,500 leaders wrldwide that there were n significant differences in hw wmen and men were perceived by the peple wh wrked fr them, shwing that they were equally effective as leaders, althugh wmen were seen as being better at caching and develpment.
28. What des the underlined wrd “precarius” prbably mean?
Dangerus.
Prfitable.
Essential.
Available.
29. Which f the fllwing statements is crrect?
“gender tenure gap” can be fund in the majrity f cmpanies.
Male leaders are less likely t be appinted as bard members.
Wman leaders in times f crisis tend t be shrter in tenure.
Female leaders are generally nt perfrming well during their appintment.
30. What des the last paragraph indicate?
Wmen leaders are destined t eliminate glass cliff in the future.
Nwadays wman leaders differ hugely frm man leaders in fllwership.
Man leaders are superir t wman leaders in every aspect.
Wman leaders are n less cmpetent than man cunterparts.
D
Lying is smething that mst f us are expert at. We lie at ease, in ways big and small, t strangers, c-wrkers, friends, and lved nes. Our capacity fr dishnesty is as fundamental t us as ur need t trust thers, which irnically makes us terrible at detecting lies. Being deceitful is wven int ur very fabric, s much s that it wuld be truthful t say that t lie is human.
The universality f lying was first dcumented systematically by Bella DePaul, a scial psychlgist at the University f Califrnia, Santa Barbara. Tw decades ag DePaul and her clleagues asked 147 adults t write dwn fr a week every instance they tried t mislead smene. The researchers fund that the subjects lied n average ne r tw times a day. Mst f these untruths were nt ffensive, intended t hide ne’s inadequacies r t prtect the feelings f thers. Sme lies were excuses—ne subject blamed the failure t take ut the garbage n nt knwing where it needed t g. Yet ther lies—such as a claim f being a diplmat’s sn—were aimed at presenting a false image. While these were minr crimes, a later study by DePaul and ther clleagues invlving a similar sample indicated that mst peple have, at sme pint, tld ne r mre “serius lies”—making false claims n a cllege applicatin, fr example.
That human beings shuld universally pssess a talent fr deceiving ne anther shuldn’t surprise us. Researchers speculate that lying as a behavir arse nt lng after the emergence f language. The ability t cntrl thers withut using physical frce likely gave an advantage in the cmpetitin fr resurces and mates, similar t the evlutin f deceptive strategies in the animal kingdm, such as camuflage (伪装).“Lying is s easy cmpared t ther ways f gaining pwer,” ntes Sissela Bk, an ethicist at Harvard University wh’s ne f the mst prminent thinkers n the subject. “It’s much easier t lie in rder t get smebdy’s mney r wealth than t hit them ver the head r rb a bank.”
As lying has cme t be recgnized as a deeply-rted human trait, scial science researchers and neur-scientists have sught t explain the nature and rts f the behavir. Researchers are learning that we tend t believe sme lies even when they’re bviusly cntradicted by clear evidence. These insights suggest that ur tendency t deceive thers and ur weakness t be deceived, are especially cnsequential in the age f scial media. Our ability t separate truth frm lies is under unprecedented threat.
31. What can we learn abut the study by Bella DePaul and her clleagues?
A. They made adults write the instances where they misled smene ne r tw times a day.
B. The subjects tended t lie t hide their wn feelings and present a different image.
C. Lying was first dcumented systematically by Bella DePaul and her clleagues.
D. Bella DePaul and her clleagues made mre than ne study t shw mst peple lied.
32. In paragraph 2, the researchers thught that mst lies the subjects tld in the test were .
A. meaningless B. useless C. harmless D. endless
33. It can be cncluded frm the passage that .
A. mst human beings pssess a talent fr deceiving because f the emergence f language
B. animals als use deceptive strategies in rder t gain an advantage in the cmpetitin
C. human beings universally have bth talents fr deceiving thers and detecting lies
D. scial media will be able t help human beings t tell truth frm lies in the future
34. What is the best pssible title fr the passage?
A. A Surprising Discvery f Lies
B. Lying: A Deeply-rted Human Trait
C. The Nature and Rt f Deceptin
D. On Human Weakness in Sptting Lies
第二节（共5小题；每小题2分，满分10分）
根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
Having a shy style isn’t necessarily a prblem. 35 But shyness blcks sme peple frm being as cmfrtable r sciable as they’d like t be. Sme peple want t feel less shy s they can have mre fun scializing and being themselves arund thers. Here are sme tips fr vercming shy feelings.
36
Practice scial behavirs like eye cntact, cnfident bdy language, intrductins, small talk, asking questins, and invitatins with the peple yu feel mst cmfrtable arund. Smile. Build yur cnfidence this way. Then branch ut t d this with new friends, t.
Think f sme cnversatin starters.
Often, the hardest part f talking t smene new is getting started. Think f cnversatin peners, like intrducing yurself, giving a cmpliment, r asking a questin. 37
Give yurself a chance.
Give yurself a chance t practice scializing with new peple, and get t knw them slwly. Peple wh are shy ften wrry abut failing r hw thers will judge them. 38 If self-criticism plays a rle fr yu, ask yurself whether yu’d be this critical f yur best friend. Chances are yu’d be much mre accepting. S treat yurself like yur wn best friend. Encurage yurself instead f expecting t fail.
Develp yur cnfidence.
Because shy peple can be verly cncerned with ther peple’s reactins, they dn’t want t rck the bat. It can mean they are less likely t be cnfident. Being cnfident means speaking up fr yurself when yu shuld, asking fr what yu want r need, r telling ther peple when they’re stepping n yur tes.
Mst f all, be yurself. It’s OK t try ut different cnversatinal appraches yu see thers using. 39 Being the real yu—and daring t let yurself be nticed—is what attracts friends.
A. But say and d what fits yur style.
B. Write dwn what yu want t say befrehand.
C. Start small with peple yu knw.
D. Wrries and feelings like these can keep yu frm trying.
E. It’s perfectly OK t take time t warm up t new peple and situatins.
F. Find grup activities where yu can be with peple wh share yur interests.
G. Being ready with a cnversatin starter makes it easier t apprach smene.
第三部分 书面表达（共两节，32分）
第一节（共4小题；第40、41小题各2分，第42小题3分，第43小题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。
Children learn best when the significant adults in their lives—parents, teachers, and ther family and cmmunity members—wrk tgether t encurage and supprt them. This basic fact shuld be a guiding principle as we think abut hw schls shuld be rganized and hw children shuld be taught. Schls alne cannt address all f a child’s develpmental needs: the meaningful invlvement f parents and supprt frm the cmmunity are essential.
The need fr a strng partnership between schls and families t educate children may seem like cmmn sense. In simpler times, this relatinship was natural and easy t maintain. Teachers and parents were ften neighbrs and fund many ccasins t discuss a child’s prgress. Children heard the same messages frm teachers and parents and understd that they were expected t uphld the same standards at hme and at schl.
As sciety has becme mre cmplex and demanding, thugh, these relatinships have all t ften fallen by the wayside. Neither educatrs nr parents have enugh time t get t knw ne anther and establish wrking relatinships n behalf f children. In many cmmunities, parents are discuraged frm spending time in classrms and educatrs are expected t cnsult with family members nly when a child is in truble. The result, in t many cases, is misunderstanding, mistrust, and a lack f respect, s that when a child falls behind, teachers blame the parents and parents blame the teachers.
At the same time，ur sciety has created artificial distinctins （区别）f the rles that parents and teachers shuld play in a yung persn’s develpment. We tend t think that schls shuld stick t teaching academics and that hme is the place where children’s mral and emtinal develpment shuld take place.
Yet children dn’t stp learning abut values and relatinships when they enter a classrm, nr d they cease learning academics— and attitudes abut learning —when they are at hme r elsewhere in their cmmunity.
These days, it can take extrardinary effrts t build strng relatinships between families and educatrs. Schls have t reach ut t families, making them feel welcme as full partners in the educatinal prcess. Families, in turn, have t make a cmmitment f time and energy t supprt their children bth at hme and at schl.
40. What is imprtant when it cmes t children’s educatin?
41. Why is it hard fr parents and teachers t build a strng partnership nwadays?
42. Please decide which part is false in the fllwing statement, then underline it and explain why.
Families and schls shuld jin hands t supprt students’ develpment, and they shuld be aware that there is a clear divisin f their respnsibilities in the educatin f children.
43. What are yur suggestins n hw t get parents invlved in schl affairs?
第二节（20分）
假设你是红星中学高三学生李华。你的英国好友Jim给你发邮件寻问你打算如何渡过即将到来的暑假。请用英文给他回复，内容包括：
1.假期安排。
2.说明其理由。
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
大兴区2023~2024学年度高三查漏补缺题答案
高三英语参考答案及评分标准
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）
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。
（1）1-5 CDBCA 6-10 CBBCD
（2）1-5 ABCDA 6-10 CDAAD
第二节 语法填空（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内所给词的正确形式填空。
11. cntributing12. is13. with14. entirely 15. had cleared
16.wh17. t brainstrm 18.ideas 19. why 20. themselves
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。
21-23 CCB24-27 DACB28-30 ACD31-34 DCBB
第二节（共5小题；每小题2分，共10分）
根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
35-39 ECGDA
第三部分 书面表达（共两节，32分）
第一节（共4小题；第40、41小题各2分，第42小题3分，第43小题5分，共12分）。
第一节 阅读表达
40. It is imprtant that parents, teachers and ther family and cmmunity members wrk tgether t (encurage and) supprt the children./Parents, teachers and ther family and cmmunity members wrk tgether t (encurage and) supprt the children.(2分)
the meaningful invlvement f parents and supprt frm the cmmunity(1分)
41. In tday’s sciety, parents and teachers are left with little time t build a strng relatinship fr the benefit f children./Because neither parents nr teachers have enugh time t get t knw ne anther and establish wrking relatinships n behalf f children.
42. Families and schls shuld jin hands t supprt students’ develpment, and they shuld be aware that there is a clear divisin f their respnsibilities in the educatin f children.
1. Accrding t the passage, it’s a false impressin that parents fcus n children’s mral and emtinal develpment and teachers stick t teaching academics. In fact, parents shuld als help the children with their studies and teachers shuld cntribute t children's mral and emtinal develpment as well.
2. Accrding t the passage, in reality, children dn’t stp learning abut values and relatinships when they enter a classrm, nr d they cease learning academics—and attitudes abut learning—when they are at hme r elsewhere in their cmmunity, s parents and teachers shuld be aware that there isn’t a clear divisin f their respnsibilities in the educatin f children.
43. Parents can be invlved in schl affairs in many ways. Fr example, they can encurage children t cmplete hmewrk, attend parent-teacher cnferences, and be active members f the parent-teacher rganizatin. Besides, they can als vlunteer fr schl activities r prvide assistance fr schls and students in varius ways.
第二节（20分）
One pssible versin:
Dear Jim,
I'm glad t hear frm yu. After the cllege entrance examinatin, I plan t have a clrful summer vacatin.
First, I'll travel t sme beautiful places t relax and enjy the beautiful scenery. This can help me relieve the stress frm the exam. Als, I want t learn a new skill, such as playing a musical instrument r cking, t develp my hbbies. I think it's a gd way t enrich my life. Finally, I'll read sme interesting bks t expand my knwledge.
I believe this summer vacatin will be very fulfilling and enjyable.
Best wishes,
Yurs,
Li Hua
评分标准
【注释】
1.分数计算：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)×1＋语言(8分)×1＋结构(8分) ×0.5。
词数要求：词数如果少于80，或者明显多于120，在内容维度酌情扣1-2分。
2.评分时先判断作答内容与题目是否有关，若内容判为零分，语言与结构均为零分。
3.英式、美式拼写均可接受。
4.内容完整包括 = 1 \* GB3 ①所给要点内容； = 2 \* GB3 ②前后根据情景和交际需要表述的内容； = 3 \* GB3 ③所表述内容详略得当，展开适度。
5.表述与主题相关度是指所表达内容与情景及给出提示要点的关联疏密程度。
6.语言准确包括语法（主谓一致、时态、数、人称、冠词、代词、介词等）、用词、拼写、大小写及标点符号等要素。
7.语言表达得体指语言表达恰当，考虑到了情景、交际对象和语体变化等因素。
结构既包括段落排布，也包括小句间、句间及段落间的衔接和连贯。其中衔接包括逻辑衔接、语法衔接和词汇衔接。
分档
内容（8分）
语言（8分）
结构（8分）
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。
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）
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。
(1)
Kim Stemple, a special-educatin teacher, faced terrible diseases during her stay in a Bstn hspital. While wrestling with depressin in her hspital rm，Stemple received an unexpected present frm a friend: a medal.
Befre Stemple gt t sick t 1 , she had been a marathn runner and the medal brught back her racing memries. It served as a much-needed pick-me-up, 2 her f the strength and perseverance she nce pssessed. Surprisingly, it wrked like a charm, and then sme, 3 her spirits and renewing her determinatin.
Inspired by this life-changing 4 , Stemple began t think abut hw such a simple act culd bring hpe t thers ging thrugh 5 times. And frm this seed f inspiratin, her charity, We Finish Tgether, was brn. This initiative cllected medals frm strangers—runners, dancers, swimmers, singers and even spelling bee winners—and dnated them t individuals in need.
Part f the prcess 6 the dnr writing a persnalized nte n the ribbn, giving the recipient a unique cnnectin t smene wh cares. Indeed, fr thse wh were 7 in hspitals and battling health challenges, being presented with a medal and reading the warm 8 really made a big difference. It 9 a reminder that they were nt 10 in their struggles and that there was always supprt available t them.
1. A. live. B. heal C. exercise D. recver
2. A. cheating B. clearing C. breaking D. reminding
3. A. explaining B. lifting C. discvering D. absrbing
4. A. seasn B. plan C. experience D. slutin
5. A. tugh B. cmmn C. pintless D. dangerus
6. A. prmted B. insisted C. invlved D. shaped
7. A. trained B. stuck C. perated D. warned
8. A. dcument B. message C. receipt D. gift
9. A. threw away B. put dwn C. acted as D. drpped ut
10. A. shy B. weak C. tired D. alne
(2)
I’ve been paralyzed (瘫痪的) since childhd and I started using a wheelchair in first grade. S I’ve had 30 years t learn just hw 1 I am and just hw ften peple assume I’m helpless.
As a culture, Americans are 2 that disability is smething they’ve figured ut. Disability desn’t define anyne; try t be 3 ; and the rule that guides them all: be kind.
Well, here’s the 4 : we lk thrugh the eyes f nndisabled peple s regularly that we 5 t ask even ne f the many questins hvering (停留) arund the disabled recipients f “ help.” Did yu want anyne’s help? Was it 6 helpful?
“S hw am I suppsed t be helpful?” yu might be asking. Yu have t 7 the persn in frnt f yu. What signals are they giving yu? What expressin d yu see n their face? If yu really can’t 8 , yu can ask, but if smene says, “N thank yu,” listen.
Like anyne else, disabled peple are bth capable and in need f sme help. If yu want t be genuinely, actively “ 9 ” t disabled peple, invite them int yur rganizatins, businesses and prgrams. Include disabled engineers and cmedians and lawyers and teachers in yur wrld. This kind f 10 is a kindness fr all f us, because listening t vices that are typically silenced brings t the table creativity, innvatin and pwer.
1. A. capable B. desperate C. friendly D. respnsible
2. A. prmised B. cnvinced C. trusted D. questined
3. A. brave B. hnest C. helpful D. grateful
4. A. test B. change C. reasn D. prblem
5. A. frget B. refuse C. cntinue D. pretend
6. A. still B. als C. even D. already
7. A. believe in B. catch up with C. smile at D. pay attentin t
8. A. tell B. answer C. lie D. fcus
9. A. kind B. useful C. faithful D. plite
10. A. guidance B. prfessin C. perfrmance D. inclusin
第二节 语法填空（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内所给词的正确形式填空。
A
Cnnected t each ther like never befre, yung peple tday are becming agents f change, increasingly 11 （cntribute）t innvative slutins that imprve peple’s lives and the planet’s health.
The United Natins Institute fr Training and Research 12 (be) therefre delighted t launch the Yung Leaders Online Training Prgramme, a fur-week e-Learning curse, t prvide participants 13 the knwledge and skills t fully unfld their ptential as glbal leaders.
B
When Hallween arrives, yu knw there is bund t be sme mischief (恶作剧). S I wasn’t 14 (entire) surprised when I pened my frnt dr that night t see my candy bwl cmpletely—and very suddenly—empty. T be fair, this was after sme light rain 15 (clear) the street f mst trick-r-treaters and the yungest had already made the runds. I never saw 16 tk it, but I did shut “Happy Hallween!” int the night air.
C
When we’re slving a cmplicated prblem, we ften gather a grup 17 (brainstrm). We’re lking t get the best ideas as quickly as pssible. I lve seeing it happen—except fr ne tiny wrinkle. Grup brainstrming usually backfires.
Extensive evidence shws that when we generate 18 (idea) tgether, we’re unlikely t maximize cllective intelligence. As the humurist Jhn Smith said, “If yu had t identify, in ne wrd, the reasn 19 the human race has nt achieved, and never will achieve, its full ptential, that wrd wuld be：‘meetings’. ” But the prblem isn’t meetings 20 (they)—it’s hw we run them.
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
Hw t Use a Mdern Public Library
Has it been a while since yur last visit t a public library? If s, yu may be surprised t learn that libraries have changed fr the better. It’s been years since they were dusty little rms with bks. They have transfrmed themselves int places where yu can develp yur lve f knwledge, meet interesting peple, r find ut hw t start a business.
Check ut a bk. While libraries still lend bks, yu’ll find it easier t get a cpy f whatever yu’re lking fr, thanks t a cperative netwrk f area libraries. Via such netwrks, libraries share their bks with each ther thrugh the use f delivery vehicles. Once the bk yu’ve requested is delivered t the nearest branch, they will infrm yu by e-mail, s yu can pick it up.
Check ut ther items. The library is nw a multimedia zne, laded within frmatin in many frmats. Yu can brrw mvies n DVDs, music n CDs, and ppular magazines. Sme libraries even lend tys and games. If a ppular magazine yu want isn’t ffered and the library keeps a list f such requests, they may bring it in when enugh interest is shwn.
Jin targeted reading grups. Libraries will ften hld reading-grup sessins targeted t varius age grups. Perhaps yu’d like t learn a language r imprve yur English. The library may spnsr a language grup yu culd jin. If yu have difficulties reading, ask abut special reading pprtunities. Yur library might be able t accmmdate yu. And yu might find it relaxing t bring yur small kid t a half-hur Stry Time while yu sit quietly in a crner with a gd bk.
Start a business using the help f yur lcal library. If yu want t have a business f yur wn, yur lcal library can becme a launch space fr it. In library bks and cmputers, yu can find infrmatin n starting a business. Many libraries will help yu with lcally supplied infrmatin abut business management shared thrugh chambers f cmmerce and gvernment agencies, and they will ffer printing, faxing and database services yu need.
21. Public libraries cnnected by a cperative netwrk benefit readers by .
A. sharing their bks n the Internet
B. giving access t nline reading at a library branch
C. sending a needed bk t a library branch nearby
D. making the checkut prcedures diverse
22. Accrding t Paragraph 3, what items may be checked ut frm a public library?
A. A magazine and an e-bk.
B. A game and an il painting.
C. A music CD and a kid’s ty.
D. A DVD and a vide player.
23. As is described in Paragraph 4, taking a small kid t a half-hur Stry Time allws .
A. the kid t learn a new language
B. the parent t enjy quiet reading
C. the kid t vercme reading difficulties
D. the parent t meet their prgram spnsr
B
One day, I received a call frm a clleague. He was abut t give a student a zer fr his answer t a physical prblem, while the student claimed a perfect scre. I was elected as their arbiter(仲裁人). I read the examinatin prblem: “Shw hw it is pssible t determine the height f a tall building with the aid f a barmeter(气压计) ” The student had answered: “Take the barmeter t the tp f the building, attach a lng rpe t it, lwer it t the street, and then bring it up, measuring the length f the rpe. The length f it is the height f the building. ”
The student had really answered the questin cmpletely, but the answer didn’t prve his ability in physics. I suggested the student try again. I gave him six minutes t answer the questin, warning that the answer shuld shw sme knwledge f physics. Five minutes later, he said he had many answers and dashed ff ne, which read: “Take the barmeter t the tp f the building and lean ver the edge f the rf. Drp the barmeter, timing its fall with a stpwatch. Then, use the physical frmula t calculate the height f the building. ”
At this pint, my clleague had t accept it, and then the student made almst full marks. I culdn’t help asking the student what the ther answers were. He listed many thers, and then added, “ Prbably the best is t take the barmeter t the administratr and said t him, ‘Sir, here is a fine barmeter. If yu tell me the height f the building, I will give it t yu.’ ”
Then, I asked the student if he really did nt knw the cnventinal answer t this questin. He admitted that he did, but said that he was fed up with high schl and cllege instructrs trying t teach him hw t think.
The name f the student was Bhr wh later was famus all ver the wrld. He wn the Nbel Prize fr Physics in 1922.
24. The student gt a zer at the beginning because .
A. the teacher wasn’t satisfied with him
B. his answer wasn’t cmplete r crrect
C. the teacher didn’t fully understand his answer
D. his answer didn’t shw his knwledge f physics
25. We knw frm the passage that .
A. the student knew the expected answer
B. the administratr tld Bhr the height
C. the authr preferred Bhr’s last answer
D. the teacher was a very stubbrn persn
26. We can learn frm the passage that .
A. instructrs can teach students hw t think
B. arbiters can help students t get high scres
C. students shuld be given mre freedm in thinking
D. teachers shuld make students use physical frmulas
27. What was Bhr’s attitude tward his schling?
A. Optimistic. B. Critical. C. Apprving. D. Ambiguus.
C
Wmen experience a “gender tenure gap”, lasting in CEO rles at publicly listed cmpanies fr shrter perids than men, accrding t new research which may supprt the idea that female leaders are subject t a “ glass cliff ” where they are set up t fail.
The cncept f the glass cliff is that wmen are mre likely t be appinted as leaders when an rganizatin is in a time f crisis, s that their psitin is seen as mre precarius than male cunterparts.
Researchers at the University f Exeter fund in 2005 that wmen were mre likely t be appinted as bard members after a cmpany’s share price had perfrmed badly. Prfessr Ryan tld the Observer that the Russell Reynlds analysis was “ rbust and added t the bdy f wrk in this area”.
“If wmen are mre likely t take n leadership rles in times f crisis, then it fllws that their time in ffice is likely t be stressful, mre heavily scrutinised and shrter in tenure. This reduced tenure culd be fr a number f reasns—because there is ften higher turnver in times f crisis, because they are judged as nt perfrming well, even thugh pr perfrmance was in train befre their appintment, r because when things start t turn arund, men cme back int leadership rles.” she said.
Chief executive rles have a very lw turnver, she said, which makes prgress harder. “I think men can enjy a greater fllwership—supprt within the rganizatin. They can suffer big setbacks and rise again. Wmen wh have been CEOs tend t g ff t an alternative career.
Hwever, she said that there was cause fr ptimism. The number f wmen n FTSE 350 bards is nw 41%, up frm 9.5% in 2011, and appinting wmen is “nw the nrm”. Russell Reynlds als fund in a survey f 1,500 leaders wrldwide that there were n significant differences in hw wmen and men were perceived by the peple wh wrked fr them, shwing that they were equally effective as leaders, althugh wmen were seen as being better at caching and develpment.
28. What des the underlined wrd “precarius” prbably mean?
Dangerus.
Prfitable.
Essential.
Available.
29. Which f the fllwing statements is crrect?
“gender tenure gap” can be fund in the majrity f cmpanies.
Male leaders are less likely t be appinted as bard members.
Wman leaders in times f crisis tend t be shrter in tenure.
Female leaders are generally nt perfrming well during their appintment.
30. What des the last paragraph indicate?
Wmen leaders are destined t eliminate glass cliff in the future.
Nwadays wman leaders differ hugely frm man leaders in fllwership.
Man leaders are superir t wman leaders in every aspect.
Wman leaders are n less cmpetent than man cunterparts.
D
Lying is smething that mst f us are expert at. We lie at ease, in ways big and small, t strangers, c-wrkers, friends, and lved nes. Our capacity fr dishnesty is as fundamental t us as ur need t trust thers, which irnically makes us terrible at detecting lies. Being deceitful is wven int ur very fabric, s much s that it wuld be truthful t say that t lie is human.
The universality f lying was first dcumented systematically by Bella DePaul, a scial psychlgist at the University f Califrnia, Santa Barbara. Tw decades ag DePaul and her clleagues asked 147 adults t write dwn fr a week every instance they tried t mislead smene. The researchers fund that the subjects lied n average ne r tw times a day. Mst f these untruths were nt ffensive, intended t hide ne’s inadequacies r t prtect the feelings f thers. Sme lies were excuses—ne subject blamed the failure t take ut the garbage n nt knwing where it needed t g. Yet ther lies—such as a claim f being a diplmat’s sn—were aimed at presenting a false image. While these were minr crimes, a later study by DePaul and ther clleagues invlving a similar sample indicated that mst peple have, at sme pint, tld ne r mre “serius lies”—making false claims n a cllege applicatin, fr example.
That human beings shuld universally pssess a talent fr deceiving ne anther shuldn’t surprise us. Researchers speculate that lying as a behavir arse nt lng after the emergence f language. The ability t cntrl thers withut using physical frce likely gave an advantage in the cmpetitin fr resurces and mates, similar t the evlutin f deceptive strategies in the animal kingdm, such as camuflage (伪装).“Lying is s easy cmpared t ther ways f gaining pwer,” ntes Sissela Bk, an ethicist at Harvard University wh’s ne f the mst prminent thinkers n the subject. “It’s much easier t lie in rder t get smebdy’s mney r wealth than t hit them ver the head r rb a bank.”
As lying has cme t be recgnized as a deeply-rted human trait, scial science researchers and neur-scientists have sught t explain the nature and rts f the behavir. Researchers are learning that we tend t believe sme lies even when they’re bviusly cntradicted by clear evidence. These insights suggest that ur tendency t deceive thers and ur weakness t be deceived, are especially cnsequential in the age f scial media. Our ability t separate truth frm lies is under unprecedented threat.
31. What can we learn abut the study by Bella DePaul and her clleagues?
A. They made adults write the instances where they misled smene ne r tw times a day.
B. The subjects tended t lie t hide their wn feelings and present a different image.
C. Lying was first dcumented systematically by Bella DePaul and her clleagues.
D. Bella DePaul and her clleagues made mre than ne study t shw mst peple lied.
32. In paragraph 2, the researchers thught that mst lies the subjects tld in the test were .
A. meaningless B. useless C. harmless D. endless
33. It can be cncluded frm the passage that .
A. mst human beings pssess a talent fr deceiving because f the emergence f language
B. animals als use deceptive strategies in rder t gain an advantage in the cmpetitin
C. human beings universally have bth talents fr deceiving thers and detecting lies
D. scial media will be able t help human beings t tell truth frm lies in the future
34. What is the best pssible title fr the passage?
A. A Surprising Discvery f Lies
B. Lying: A Deeply-rted Human Trait
C. The Nature and Rt f Deceptin
D. On Human Weakness in Sptting Lies
第二节（共5小题；每小题2分，满分10分）
根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
Having a shy style isn’t necessarily a prblem. 35 But shyness blcks sme peple frm being as cmfrtable r sciable as they’d like t be. Sme peple want t feel less shy s they can have mre fun scializing and being themselves arund thers. Here are sme tips fr vercming shy feelings.
36
Practice scial behavirs like eye cntact, cnfident bdy language, intrductins, small talk, asking questins, and invitatins with the peple yu feel mst cmfrtable arund. Smile. Build yur cnfidence this way. Then branch ut t d this with new friends, t.
Think f sme cnversatin starters.
Often, the hardest part f talking t smene new is getting started. Think f cnversatin peners, like intrducing yurself, giving a cmpliment, r asking a questin. 37
Give yurself a chance.
Give yurself a chance t practice scializing with new peple, and get t knw them slwly. Peple wh are shy ften wrry abut failing r hw thers will judge them. 38 If self-criticism plays a rle fr yu, ask yurself whether yu’d be this critical f yur best friend. Chances are yu’d be much mre accepting. S treat yurself like yur wn best friend. Encurage yurself instead f expecting t fail.
Develp yur cnfidence.
Because shy peple can be verly cncerned with ther peple’s reactins, they dn’t want t rck the bat. It can mean they are less likely t be cnfident. Being cnfident means speaking up fr yurself when yu shuld, asking fr what yu want r need, r telling ther peple when they’re stepping n yur tes.
Mst f all, be yurself. It’s OK t try ut different cnversatinal appraches yu see thers using. 39 Being the real yu—and daring t let yurself be nticed—is what attracts friends.
A. But say and d what fits yur style.
B. Write dwn what yu want t say befrehand.
C. Start small with peple yu knw.
D. Wrries and feelings like these can keep yu frm trying.
E. It’s perfectly OK t take time t warm up t new peple and situatins.
F. Find grup activities where yu can be with peple wh share yur interests.
G. Being ready with a cnversatin starter makes it easier t apprach smene.
第三部分 书面表达（共两节，32分）
第一节（共4小题；第40、41小题各2分，第42小题3分，第43小题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。
Children learn best when the significant adults in their lives—parents, teachers, and ther family and cmmunity members—wrk tgether t encurage and supprt them. This basic fact shuld be a guiding principle as we think abut hw schls shuld be rganized and hw children shuld be taught. Schls alne cannt address all f a child’s develpmental needs: the meaningful invlvement f parents and supprt frm the cmmunity are essential.
The need fr a strng partnership between schls and families t educate children may seem like cmmn sense. In simpler times, this relatinship was natural and easy t maintain. Teachers and parents were ften neighbrs and fund many ccasins t discuss a child’s prgress. Children heard the same messages frm teachers and parents and understd that they were expected t uphld the same standards at hme and at schl.
As sciety has becme mre cmplex and demanding, thugh, these relatinships have all t ften fallen by the wayside. Neither educatrs nr parents have enugh time t get t knw ne anther and establish wrking relatinships n behalf f children. In many cmmunities, parents are discuraged frm spending time in classrms and educatrs are expected t cnsult with family members nly when a child is in truble. The result, in t many cases, is misunderstanding, mistrust, and a lack f respect, s that when a child falls behind, teachers blame the parents and parents blame the teachers.
At the same time，ur sciety has created artificial distinctins （区别）f the rles that parents and teachers shuld play in a yung persn’s develpment. We tend t think that schls shuld stick t teaching academics and that hme is the place where children’s mral and emtinal develpment shuld take place.
Yet children dn’t stp learning abut values and relatinships when they enter a classrm, nr d they cease learning academics— and attitudes abut learning —when they are at hme r elsewhere in their cmmunity.
These days, it can take extrardinary effrts t build strng relatinships between families and educatrs. Schls have t reach ut t families, making them feel welcme as full partners in the educatinal prcess. Families, in turn, have t make a cmmitment f time and energy t supprt their children bth at hme and at schl.
40. What is imprtant when it cmes t children’s educatin?
41. Why is it hard fr parents and teachers t build a strng partnership nwadays?
42. Please decide which part is false in the fllwing statement, then underline it and explain why.
Families and schls shuld jin hands t supprt students’ develpment, and they shuld be aware that there is a clear divisin f their respnsibilities in the educatin f children.
43. What are yur suggestins n hw t get parents invlved in schl affairs?
第二节（20分）
假设你是红星中学高三学生李华。你的英国好友Jim给你发邮件寻问你打算如何渡过即将到来的暑假。请用英文给他回复，内容包括：
1.假期安排。
2.说明其理由。
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
大兴区2023~2024学年度高三查漏补缺题答案
高三英语参考答案及评分标准
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）
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。
（1）1-5 CDBCA 6-10 CBBCD
（2）1-5 ABCDA 6-10 CDAAD
第二节 语法填空（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内所给词的正确形式填空。
11. cntributing12. is13. with14. entirely 15. had cleared
16.wh17. t brainstrm 18.ideas 19. why 20. themselves
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。
21-23 CCB24-27 DACB28-30 ACD31-34 DCBB
第二节（共5小题；每小题2分，共10分）
根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
35-39 ECGDA
第三部分 书面表达（共两节，32分）
第一节（共4小题；第40、41小题各2分，第42小题3分，第43小题5分，共12分）。
第一节 阅读表达
40. It is imprtant that parents, teachers and ther family and cmmunity members wrk tgether t (encurage and) supprt the children./Parents, teachers and ther family and cmmunity members wrk tgether t (encurage and) supprt the children.(2分)
the meaningful invlvement f parents and supprt frm the cmmunity(1分)
41. In tday’s sciety, parents and teachers are left with little time t build a strng relatinship fr the benefit f children./Because neither parents nr teachers have enugh time t get t knw ne anther and establish wrking relatinships n behalf f children.
42. Families and schls shuld jin hands t supprt students’ develpment, and they shuld be aware that there is a clear divisin f their respnsibilities in the educatin f children.
1. Accrding t the passage, it’s a false impressin that parents fcus n children’s mral and emtinal develpment and teachers stick t teaching academics. In fact, parents shuld als help the children with their studies and teachers shuld cntribute t children's mral and emtinal develpment as well.
2. Accrding t the passage, in reality, children dn’t stp learning abut values and relatinships when they enter a classrm, nr d they cease learning academics—and attitudes abut learning—when they are at hme r elsewhere in their cmmunity, s parents and teachers shuld be aware that there isn’t a clear divisin f their respnsibilities in the educatin f children.
43. Parents can be invlved in schl affairs in many ways. Fr example, they can encurage children t cmplete hmewrk, attend parent-teacher cnferences, and be active members f the parent-teacher rganizatin. Besides, they can als vlunteer fr schl activities r prvide assistance fr schls and students in varius ways.
第二节（20分）
One pssible versin:
Dear Jim,
I'm glad t hear frm yu. After the cllege entrance examinatin, I plan t have a clrful summer vacatin.
First, I'll travel t sme beautiful places t relax and enjy the beautiful scenery. This can help me relieve the stress frm the exam. Als, I want t learn a new skill, such as playing a musical instrument r cking, t develp my hbbies. I think it's a gd way t enrich my life. Finally, I'll read sme interesting bks t expand my knwledge.
I believe this summer vacatin will be very fulfilling and enjyable.
Best wishes,
Yurs,
Li Hua
评分标准
【注释】
1.分数计算：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)×1＋语言(8分)×1＋结构(8分) ×0.5。
词数要求：词数如果少于80，或者明显多于120，在内容维度酌情扣1-2分。
2.评分时先判断作答内容与题目是否有关，若内容判为零分，语言与结构均为零分。
3.英式、美式拼写均可接受。
4.内容完整包括 = 1 \* GB3 ①所给要点内容； = 2 \* GB3 ②前后根据情景和交际需要表述的内容； = 3 \* GB3 ③所表述内容详略得当，展开适度。
5.表述与主题相关度是指所表达内容与情景及给出提示要点的关联疏密程度。
6.语言准确包括语法（主谓一致、时态、数、人称、冠词、代词、介词等）、用词、拼写、大小写及标点符号等要素。
7.语言表达得体指语言表达恰当，考虑到了情景、交际对象和语体变化等因素。
结构既包括段落排布，也包括小句间、句间及段落间的衔接和连贯。其中衔接包括逻辑衔接、语法衔接和词汇衔接。
分档
内容（8分）
语言（8分）
结构（8分）
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。
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