湖南省株洲市2025届高三上学期期末教学质量统一检测（一模）英语试卷（Word版附答案）

这是一份湖南省株洲市2025届高三上学期期末教学质量统一检测（一模）英语试卷（Word版附答案），文件包含湖南省株洲市2025届高三上学期教学质量统一检测一模考试英语试题docx、湖南省株洲市2025届高三上学期教学质量统一检测一模考试英语试题答案docx等2份试卷配套教学资源，其中试卷共12页， 欢迎下载使用。
参考答案
命题人：符玉玲(二中) 宁瑜(二中) 欧阳振武(南方中学) 柳芳(十三中)
张光明(市教科院)
审题人：符玉玲(二中) 宁瑜(二中) 欧阳振武(南方中学) 骆杏元(二中)
袁俪珂(一中) 柳芳(十三中) 张光明(市教科院)
第一部分 听力 (30分)
1-5AACBC 6-10CABAC 11-15 ABACC 16-20 BCBBC
第二部分 阅读 (50分)
第一节 (37.5分)
21-23 ABD 24-27AABC 28-31BDCD 32-35 ADCB
第二节 (12.5分)
36-40CEAGF
第三部分语言运用 (30分)
第一节 (15分)
41-45ABCDC 46-50DBCAB 51-55CDBDA
第二节 (15分)
56.have been adpted 57.cmparisn 58.fired 59. an 60. as
61. that62. shws 63. flights 64. t tuch 65. appealing
第四部分写作 (40分)
第一节 (15分)
Pssible Versin 1
Dear teacher and fellw students,
It's my great hnr t talk abut labr tday.
On a regular basis, I engage in varius husehld tasks such as washing dishes, sweeping the flr and rganizing my living space, which typically take abut 30 t 60 minutes. Nt nly d these activities bring me a strng sense f respnsibility, but they als fster discipline and time management. Thrugh such labr, I have gained a deeper appreciatin fr patience and carefulness. Additinally, participating in weekly cllabrative schl prjects, like campus cleaning, has emphasized the significance f cperatin and mutual supprt.
T sum up, labr is an essential means f persnal grwth, shaping ur character and enhancing ur sense f accuntability. Thank yu fr yur attentin!
Pssible Versin 2
Dear teacher and fellw students,
It's my great hnr t talk abut labr tday.
The labr that I engage in is simple chres like cleaning, ding laundry, and assisting with cking, which usually take me abut an hur t accmplish each day. What I have gained thrugh labr are the sense f satisfactin and the value f respnsibility. It has als taught me the significance f cllabratin and the benefits f a neat and well-rganized living space. Only by ding husewrk can I acquire valuable life skills and devte myself t keeping my family mre united.
I believe that labr is a critical part f persnal develpment. Hence, it is advisable that all f the fellw students participate in it. Thank yu.
Pssible Versin 3
Dear teacher and fellw students,
It's my great hnr t talk abut labr tday.
What I ften d at hme is undertake physically demanding chres, such as carrying grceries, rearranging furniture, and maintaining the garden, which can nt nly deepen my appreciatin fr my parents’ dedicatin but als strengthen my sense f respnsibility. Meanwhile, devting time each week t vluntary wrk, including envirnmental clean-ups, traffic assistance, and agricultural aid, has bradened my perspective and enhanced my scial awareness, nurturing a prfund sense f scial cmmitment.
It is thrugh these experiences that I have cme t realize hw labr shapes my character. Nt nly des it enable me t supprt my family and serve sciety, but it als mtivates me t pursue self- imprvement. Thank yu fr yur listening!
第二节 (25分)
Pssible versin 1
Plly lked puzzled fr a secnd, and then laughed, “OK, let’ s d it.” They rushed t the steep rck standing still there like an ld friend waiting fr them t appear. Eager t win against Lily, Plly climbed ahead while Lily fllwed clsely behind. It was still challenging fr the tw teenagers t cnquer such a rck alne. Each time Plly lst her balance, Lily wuld give her a hand withut delay. In return fr Lily's assistance, Plly cnstantly reminded Lily what psitin wuld be better. Inch by inch, as they apprached the tp, the familiar childhd mments when they explred the new wrld tgether ran thrugh their minds.
“Here we are.” Plly cheered, realizing it was time t aplgize t Lily. “I shuldn’t have messed up yur Califrnia Spirit T-shirt.” She felt ashamed but fund Lily smiled at her with a cmfrting reply,“And I'm srry fr having pushed yu earlier.” Tears blurring her
eyes, Plly threw her arms arund her sister tightly. The wind gently blew their hair, as if wiping away the previus unhappiness and bringing back their precius memries. Nt until then did they realize that unavidable as challenges f life are like their ccasinal cnflicts, their mutual supprt and understanding can help them cnquer anything.
Pssible versin 2
Plly lked puzzled fr a secnd, and then laughed, “OK, let's d it.” Lily's face brightened, and the tensin between the sisters seemed t ease. They stepped utside, the glden rays f the sunlight casting lng shadws acrss the backyard. Plly raised an eyebrw, murmuring, “Are yu sure we haven't utgrwn this?”“We will never utgrw the passin fr cnquering the wrld tgether.” Lily replied. As they began the climb, the uneven surface quickly prved mre difficult than they remembered. Suddenly, Plly's ft slipped and she wbbled fr a mment. Lily reached ut her hand ffering steady supprt. Every nw and then, they paused t help each ther, each shared effrt reminding them f their childhd adventures.
“Here we are.” Plly cheered, realizing it was time t aplgize t Lily. As they reached the tp, a breathtaking view unflded befre them — a sea f green trees stretching t the hrizn. Plly std still, letting the cl breeze calm her nerves, and then turned t face Lily. “I'm srry fr everything. I verreacted,” she said in a regretful tne. Lily smiled, “It wasn’t just yu. I messed up t. Maybe cnquering the wrld isn't abut big victries. It's abut small nes —— like mending this.” Plly chuckled lightly, nudging her sister's arm. The unspken bnd f sisterhd, strnger than their cnflicts, gradually recnnected their hearts as they watched the sun setting.
Pssible versin 3
Plly lked puzzled fr a secnd, and then laughed, “OK, let’ s d it.” Suddenly, Plly’ s ft slipped, and she was abut t lse her balance when Lily quickly grabbed Plly's arm with strng instinct.“Hld n!” she shuted, with heart punding vilently in her chest. Her eyes brimming with a mix f gratitude and guilt fr her earlier explsin, Plly met Lily’ s gaze and whispered, “Thank yu.” Lily grinned and said, “Smehw, I felt there was smething that drve me t prtect yu.” After a shrt silence, they giggled tgether. Then they prceeded with their climb, each mvement nw mre deliberate and cautius.
“Here we are.” Plly cheered, realizing it was time t aplgize t Lily. Befre speaking, Plly breathed deeply and gathered curage. “Lily, I'm srry,” Plly said sftly and sincerely. “I let ur fights get in the way f what’ s truly imprtant.” Lily, her eyes filled with emtin, replied, “We all make mistakes, but it's hw we cme tgether that matters.” They embraced tightly, and althugh the wind was a little strng, their hearts were alive with warmth. Althugh disagreements might clud their judgement temprarily, lve has the strength t vercme difficulties even the mst heated disputes.
写作第一节 评分标准
一、评分原则
1.本题总分为15分，按5个档次给分。
2.评分时，先根据文章的内容和语言初步确定其所属档次，然后以该档次的要求来衡量，确定或调整档次，最后给分。
3.评分时，应注意的主要内容为：时态、人称、内容要点、应用词汇和语法结构的数量和准确性、上下文的连贯性、语言的得体性及应用文体裁格式。
4.拼写与标点符号是语言准确性的一个方面，评分时，应视其对交际的影响程度予以考虑，英、美拼写及词汇用法均可接受。
5.如书写较差以至影响交际，将分数降低一个档次。
6.能力优先，以人为本，鼓励能得满分的作文给满分。
7.作文的 pssible versins并非范文，是不同人从不同角度写的，是为了让阅卷老师们改卷的时候不拘泥于一个思路，只要考生言之成理，基本符合逻辑，就可以按照评分标准评分。忽略一些可能的不影响表达的可以探讨的地方。
二、内容要点
1.劳动内容及时长；
2.劳动收获。
三、操作公式
1.内容要点 (8分) +表达 (5分) +词数书写 (2分) =15分;
2.两个要点，每个要点4分，少一个要点扣4分；
3.表达5分：词汇、语法结构的丰富和准确性、连贯性；
4.词数和书写2分，词数少于 60的，酌情扣分。
四、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，但能基本达意。
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)只能写出一至两个要点； 语言错误很多，只有个别句子正确。
写作第二节读后续写评分标准
一、评分原则
1.读后续写评分以15分为参考线，根据续写内容的连贯性，情节的合理性以及语言质量定档给分，然后以该档次的要求衡量，确定或调整档次，最后给分。
2.评分时，应注意的主要内容为：与所给短文及段落开头语的衔接程度； 内容的丰富性和情节的合理性； 语法结构和词汇的丰富性和准确性； 上下文的连贯性。
3.按照续写要求，第一段应写明 Plly和 Lily爬石头的过程，如“Plly和 Lily在攀爬的过程中遇到困难”等相关的描写, 还应提到“Plly 和 Lily互相帮助”, 如果第一段描写了“Plly与
Lily遇到困难”的内容，但如没有提到 Plly与Lily互相帮助，即使语言质量较高，最高也不能超过三档。如果对“攀爬的困难”没有涉及，三档以下。 第二段应有 Plly的道歉，并和 Lily 和好的描写，如果没有相应的表达，三档以下。
4.重点关注故事完整度，两个续写段落的内容要与前文阅读部分的内容相呼应，如没有关联，三档以下； 第一段结尾要和第二段首句有完整的衔接，如无流畅的衔接，降一档给分； 第二段结尾要对整个故事有升华，有升华描写可加1-2分。 (关于升华，不要出现几个抽象词就简单加分, 要有上升到“姐妹俩如何通过 lve或 supprt或 understanding来攻克生活中的 challenges”层面的完整表达，要出彩，如与前面阅读部分的伏笔形成呼应更好。因为这是加分项，不能滥用。 )
5.不足 120词扣1分； 对词数没有上限，超词不扣分； 字数整体满足要求均可给分。例如，第一段50词，第二段 100词，不因150个左右的字数在两段的分配不均而影响整体得分。
6.如果仅续写一个段落，三档中位12.5分为上限，在此基础上相应扣分。
7.拼写与标点符号是语言准确性的一个方面，评分时，应视其对交际的影响程度予以考虑。英、美拼写及词汇用法均可接受。
8.书写较差以致于影响交际的酌情扣分。
9.照抄照搬阅读理解或前文的一律记0分。
10.能力优先，以人为本，鼓励能得满分的作文给满分。
11.作文的 pssible versins并非范文，是不同人从不同角度写的，是为了让阅卷老师们改卷的时候不拘泥于一个思路，只要考生言之成理，基本符合逻辑，就可以按照评分标准评分。忽略一些可能的不影响表达的可以探讨的地方。
二、各档次的给分范围和要求
各档次给分范围和要求：总分为25分，根据文章的内容合理性，语言准确性和语篇连贯性按以下五个档次给分。
档次
描述
第五档
(21-25分)
①创造了新颖、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， 表达流畅， 语言错误很少， 且完全不影响理解。
③自然有效地使用了段落间、语句间衔接手段， 全文结构清晰， 前后呼应， 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， 与原文情境融洽度比较高。
②使用了比较多样且恰当的词汇和语法结构， 有些许语法错误， 不影响理解。
③比较有效地使用了段落间衔接手段， 全文结构比较清晰， 意义比较连贯。
第三档
(11-15分)
①创造了基本完整的故事内容， 但有的情节不够合理或逻辑性不强， 与原文情境基本相关。
②使用了简单的词汇和语法结构， 有部分语言错误和不恰当之处， 个别部分影响理解(低级语法错误， 如主宾格使用混乱， 时态错误， 拼写错误等) 。
③尚有语句衔接的意识， 全文结构基本清晰， 意义基本连贯。
第二档
(6-10分)
①内容和逻辑上有一些重大问题， 续写不够完整， 与原文有一定程度脱节。
②所用词汇有限， 语法结构单调， 错误较多且比较低级， 影响理解。
③未能有效地使用语句间衔接手段， 全文结构不够清晰， 意义欠连贯。
第一档
(1-5分)
①内容和逻辑上有较多重大问题， 或有部分内容抄自原文， 续写不完整， 与原文情境基本脱节。
②所用词汇非常有限， 语法结构单调， 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。