天域全国名校协作体2026届高三上学期10月联考英语试题及答案含听力答题卡

这是一份天域全国名校协作体2026届高三上学期10月联考英语试题及答案含听力答题卡，文件包含2025-2026学年第一学期天域全国名校协作体联考英语docx、2025-2026学年第一学期天域全国名校协作体联考英语听力录音材料docx、2025-2026学年第一学期天域全国名校协作体联考英语答案docx、2025-2026学年第一学期天域全国名校协作体联考英语答题卡pdf、2025-2026学年第一学期天域全国名校协作体联考英语听力mp3等5份试卷配套教学资源，其中试卷共20页， 欢迎下载使用。
第一部分 听力（每小题1.5分，共30分）
1-5 CBCAA 6-10 ACBAB 11-15 ACBAB 16-20 ACCAB
第二部分 阅读理解
第一节 （每小题2.5分，共37.5分）
21-23 DCB24-27 CBDC28-31 ABDA32-35 CDAB
第二节 （每小题2.5分，共12.5分）
36-40 CGDBE
第三部分 语言运用
第一节 完形填空（每小题1分，共15分）
41-45 BDCDA 46-50 BDBCA 51-55 BACCA
第二节 语法填空（每小题1.5分，共15分）
56. glbal 57. is cnsidered58. requiring59. themselves 60. thugh/althugh/while
61. deeply 62. wishes 63. recgnitin64. whse65. as
第四部分 写作 （共两节，满分40分）
应用文（15分）
应用文评分标准：
评分时，根据内容、语言和卷面确定档次和分数，重点考虑内容要点、应用词汇和语法结构的丰富性和准确性及上下文的连贯性。
1. 结构 首段提出改造方案，中间段落陈述具体做法和理由，最后一段提出呼吁/祝愿。
2. 内容要点
完整性：内容包含两部分（做法+理由）比例协调，避免大段写意义，操作性做法过于简单。
创新性：点子新颖、贴近校园实际（如阅读角、能量补给站、文化墙等）。
3. 文体为投稿，避免写成书信体。
4. 卷面和书写差可降低一个档次。
一、评分原则
1. 总分15分，按照五个档次给分。
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. 词数少于60的，从总分中减去2分。
4. 评分时，应注意的主要内容为：内容要点、应用词汇和语法结构的丰富性和准确性及上下文的连贯性。
5. 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、美拼写及词汇均可以接受。
6. 如书写较差，以致影响交际，将分数降低一个档次。
二、各档次给分范围和要求
One pssible versin
A Campus Upgrade Tip
I wuld like t put frward a prpsal fr campus upgrading, namely the establishment f Bk Crners in the schl crridrs.​
Specifically, delicate bkshelves culd be installed at the crners f each flr’s crridr. These shelves culd be stcked with a diverse range f reading materials including strybks, science magazines and classic nvels. Sme chairs and sft cushins culd als be equipped nearby, allwing students t read cmfrtably. Students culd drp by during breaks r after schl, enjying a quiet space t unwind frm heavy studies.​Nt nly will these crners encurage us t read regularly, but they will als add cultural charm t ur campus, fstering a strnger reading atmsphere.​
I am lking frward t seeing these reading crners cme t life, making ur schl days mre rich and vibrant.
Anther pssible versin

A Campus Upgrade Tip
I wuld like t prpse adding crner culture walls in the crridrs.
We can place them at the L-shaped crners f crridrs n each flr. As fr design, ne sectin can display students’ calligraphy, paintings and shrt essays abut campus life; anther can share qutes frm famus schlars r essential knwledge pints. Besides, a small interactive area can be designed, where students pst ntes sharing insights int persnal grwth r study tips.”Such culture walls will nt nly refresh the crridr’s lk but als let students experience the cultural charm f the campus in daily walks.
I truly believe these crner culture walls will bring fresh vitality t ur campus.
读后续写（25分）
续写评分标准：
评分时，根据内容、语言和卷面确定档次和分数，重点考虑与所给短文及段落开头语的衔接程度，内容的丰富性，以及语法结构和词汇的丰富性和准确性。
1. 内容要点
第一段情节：Masn回家向家人（主要是向母亲）阐述Icecream sup的想法并获得支持; Martin一家积极筹备发布新品。
第二段情节：Icecream sup大受顾客欢迎，解决餐厅经营困难问题。
2. 主题：创新打破困境的智慧；亲情与责任的力量
3. 卷面和书写差可降低一个档次
一、评分原则
1. 本题总分为25分，按5个档次给分。
2. 评分时，先根据所续写短文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. 词数少于130的，从总分中减去2分。
4. 评分时，应主要从以下四个方面考虑：
（1）与所给短文及段落开头语的衔接程度；
（2）内容的丰富性和逻辑性；
（3）应用语法结构和词汇的丰富性和准确性；
（4）上下文的连贯性。
5. 拼写与标点符号是语言准确性的一个重要方面，评分时，应视其对交际的影响程度予以考虑。
6. 如书写较差以致影响交际，可将分数降低一个档次。
二、各档次的给分范围和要求
One Pssible Versin
Masn rushed hme, his mind racing with the pssibilities f his new idea. He burst int the huse, nearly kncking ver the duck-shaped drstp in a hurry. “What’s the rush, Masn?” asked Mrs. Martin. Masn tk a deep breath, trying t calm his racing heart. “I have an idea t save the restaurant. Ice cream sups!” he said, his wrds spilling ut in a rush. “Ice cream sups! Why didn’t I think f that?” she repeated, tasting the wrds and finding them delightful. The fllwing days were crazy-busy as the Martins prepared fr the launch f their new summer menu. Mrs. Martin perfected the recipes by mixing ice cream with different fruits and adjusting the sweetness, while Masn helped chp fruits and stir the creamy mixtures, ensuring each spnful was cld, smth and delicius.
On the day f the launch, the Martins were nervus but hpeful. As the first custmers began t arrive, there was an intense sense f anticipatin. The Martins watched anxiusly, their eyes fllwing the custmers as they entered and lingered ver the clrful displays—each glance a silent hpe fr this new dining experience. The first reactins were verwhelmingly psitive, with custmers exclaiming ver the nvelty and taste f the ice cream sups. By the end f the day, it was clear that Masn’s idea had been a hit. The summer slwdwn had been replaced by a surge f excitement and business, ensuring that Sup and Quackers wuld nt nly survive but thrive thrugh the summer mnths.
听力录音文字稿
(Text 1)
M: The bus is usually very crwded at this time f day. Wuld yu like me t drive yu t wrk?
W: N, thank yu. I’d like t try walking tday-the weather is nice, and I culd take sme exercise as well.
(Text 2)
W:Wuld yu like t have dinner with us tnight?
M:I’d lve t, but my daughter is ging t play in a shw. I can’t miss it.
(Text 3)
W:Hw was the firewrk shw last night?
M:Well, there was such a big crwd that we culdn’t get very clse, even thugh we gt there an hur befre it started.
(Text 4)
M: Hell, Aunt Plly, this is Jhn. Mary and I have tickets fr the cncert tnight. Wuld yu be able t cme ver and lk after ur baby while we’re ut?
W: N prblem. I’d be happy t help. What time shuld I arrive?
(Text 5)
M: Claire, thank yu s much fr buying me this back pillw. It’s really thughtful f yu. I hpe it wasn’t t expensive?
W: Yu’re welcme! It was nly £36, and since I’m a member f that stre, I gt a 10% discunt.
M: That’s great!
(Text 6)
W: Yu lk wrried. Is everything kay with yur histry assignment?
M: I gt my draft back with s many cmments. Prfessr Smith says my arguments aren’t supprted by evidence.
W: Did yu check the nline library database? There are lts f gd surces there.
M: I did, but mst articles are t difficult. Maybe I shuld chse an easier tpic.
W: Dn’t give up! The writing center tutrs can help yu analyze thse articles.
(Text 7)
M: May I brrw the Histrical Sciety Yearbk written by Jhn Smith?
W: Wait a secnd ... Oh, I’m srry, but it’s ut.
M: What bad luck! It was ut the last time I came fr it and the time befre that.
W: If I remember crrectly, it’s been ut fr sme time.
M: Culdn’t yu check and see if yu can get it back? Whever has it shuldn’t be keeping it s lng.
W: Smene frm the Histry Research Center brrwed it three mnths ag.
M: Why, that’s where I wrk. Wh is it?
W: David Thmas.
M: Why, why that’s me! When did I brrw it? Oh, by! I remember nw. I let Dennis, my neighbr, have it a lng time ag. I’m awfully srry. I’ll get it back as sn as pssible.
(Text 8)
M: Our team needs t finish the river clean-up prject this weekend t meet the envirnmental reprt deadline. Can yu jin us n Saturday?
W: I’d lve t help, but I have my basketball finals scheduled fr Saturday. Hwever, I’m cmpletely free n Sunday. Wuld that wrk?
M: Unfrtunately, the reprt must be submitted by Mnday mrning. If we wait until Sunday, there wn’t be enugh time t analyze the data and finalize the reprt.
W: I understand the urgency. Here’s an idea—what if I handle all the data analysis tnight after practice? That way, yu nly need t fcus n cllecting water and sil samples n Saturday.
M: That’s a great slutin! T speed things up, let’s ask Jenny t assist with the fieldwrk n Saturday. She’s experienced with sample cllectin.
W: Perfect! I’ll send yu the analyzed data by midnight tnight. Gd luck with the fieldwrk, and let me knw if yu need anything else.
M: Thanks! This plan shuld ensure we meet the deadline withut cmprmising quality.
(Text 9)
M: Hey Emma, I heard yu wrk in a theater, what's yur jb?
W: I'm a stage lighting designer. I use lights t set the md fr each scene.
M: Oh, s it's just turning lights n and ff?​
W: Nt at all. I have t understand the stry's emtins first.​
M: Hw d yu prepare fr that?​
W: I read the script carefully and figure ut the feelings f each scene. If it's a sad mment, I might research sft, cl-clred lights. Fr exciting parts, I lk int bright, dynamic light setups.
M: What cmes next after that?​
W: I make a plan and shw it t the stage manager. We discuss if it matches the directr's visin. ​
M: Is that the end f yur wrk?​
W: Nearly. I still watch the final runs t make sure the lights change at the right time and enhance the perfrmance.
M: That sunds mre cmplicated than I thught.
W: It is, but I lve it. Being able t shape hw the audience feels abut the play makes it all wrth it.
(Text 10)
M: This is the afternn traffic update. A majr accident invlving several cars has ccurred n the Harbur Bridge int the city, and it is nw blcked in bth directins. All traffic heading int the city is being directed t use anther rad, causing lng delays f ver an hur. Drivers are strngly advised t avid this area and use a different bridge instead. Separately, n the M4 highway, a large truck has stpped wrking in the main lane near a ppular exit, resulting in very slw traffic fr thse traveling away frm the city. Emergency services are there t help, but delays are expected t last thrugh the evening rush hur. Lastly, due t necessary repairs earlier tday, train services n the T1 Western Line have started again but are running behind schedule by up t twenty minutes. Passengers shuld check the transprt app fr the latest infrmatin befre they travel.
第五档
（13-15分）
完全完成了试题规定的任务。
—覆盖所有内容要点。
—应用了较多的语法结构和词汇。
—语法结构或词汇方面有些许错误，但为尽力使用较复杂结构或较高级词汇所致；具备较强的语言运用能力。
—有效地使用了语句间的连接成分，使全文结构紧凑。
完全达到了预期的写作目的。
第四档
（10-12分）
完全完成了试题规定的任务。
—虽漏掉1、2个次重点，但覆盖所有主要内容。
—应用的语法结构和词汇能满足任务的要求。
—语法结构或词汇方面应用基本准确，些许错误主要是因尝试较复杂语法结构或词汇所致。
—应用简单的语句间连接成分，使全文结构紧凑。
达到了预期的写作目的。
第三档
（7-9分）
基本完成了试题规定的任务。
—虽漏掉一些内容，但覆盖所有主要内容。
—应用的语法结构和词汇能满足任务的要求。
—有一些语法结构或词汇方面的错误，但不影响理解。
—应用简单的语句间连接成分，使全文内容连贯。
整体而言，基本达到了预期的写作的目的。
第二档
（4-6分）
未适当完成试题规定的任务。
—漏掉或未描述清楚一些主要内容，写了一些无关内容。
—语法结构单调，词汇项目有限。
—有一些语法结构或词汇方面的错误，影响了对写作内容的理解。
—较少使用语句间的连接成分，内容缺少连贯性。
信息未能清楚地传达给读者。
第一档
（1-3分）
未完成试题规定的任务。
—明显漏掉主要内容，写了一些无关内容，原因可能是未能理解试题要求。
—语法结构单调，词汇项目有限。
—较多语法结构或词汇方面的错误，影响对写作内容的理解。
—缺乏语句间的连接成分，内容不连贯。
信息未能传达给读者。
0
未能传达给读者任何信息：内容太少，无法评判；写的内容均与所要求内容无关或所写内容无法看清。
档次
描述
第五档
（21—25）
— 与所给短文融洽度高，与所提供各段落开头语衔接合理。
— 内容丰富，理顺故事情节发展线和主人公的情感变化线。
— 所使用语法结构和词汇丰富、准确，可能有些许错误，但完全不会影响意义表达。
— 有效地使用了语句间的连接成分，使所续写短文结构紧凑。
第四档
（16—20）
— 与所给短文融洽度较高，与所提供各段落开头语衔接较为合理。
— 内容比较丰富，较好理顺故事情节发展线和主人公的情感变化线。
— 所使用语法结构和词汇较为丰富、准确，可能有些许错误，但不影响意义表达。
— 比较有效地使用了语句间的连接成分，使所续写短文结构紧凑。
第三档
（11—15）
— 与所给短文关系较为密切，与所提供各段落开头语有一定程度的衔接。
— 写出了若干有关内容，基本理顺故事情节发展线和主人公的情感变化线。
— 应用的语法结构和词汇能满足任务的要求，虽有一些错误，但不影响意义表达。
— 应用简单的语句间连接成分，使全文内容连贯。
第二档
（6—10）
— 与所给短文有一定的关系，与所提供各段落开头语有一定程度的衔接。
— 写出了一些有关内容，稍微理顺故事情节发展线和主人公的情感变化线。
— 语法结构单调，词汇项目有限，有些语法结构和词汇方面的错误，影响了意义的表达。
— 较少使用语句间的连接成分，全文内容缺少内容连贯性。
第一档
（1—5）
— 与所提供短文和开头语的衔接较差。
— 产出内容太少，不能理顺故事情节发展线和主人公的情感变化线。
—语法结构单调，词汇项目很有限，有较多语法结构和词汇方面的错误，严重影响了意义的表达。
— 缺乏语句间的连接成分，全文内容不连贯。
0
白卷、内容太少无法评判或所写内容与所提供内容无关。