宁夏回族自治区银川一中2025-2026学年高三上学期10月月考英语试卷

这是一份宁夏回族自治区银川一中2025-2026学年高三上学期10月月考英语试卷，共10页。试卷主要包含了7 题等内容，欢迎下载使用。

注意事项：
银川⼀中 2026 届⾼三年级第三次⽉考
英 语 试 卷
听下⾯ 5 段对话或独⽩。每段对话或独⽩后有⼏个⼩题，从题中所给的 A、B、C三个选项中选出最佳选项。听每段对话或独⽩前，你将有时间阅读各个⼩题，每⼩题 5 秒钟；听完后，各⼩题将给出 5 秒钟的作答时间。每段对话或独⽩读两遍。
听第 6 段材料，回答第 6、7 题。
Where d the speakers plan t g tgether tmrrw?
Bill's hme.B. The gallery.C. The library.
答卷前，考⽣务必将⾃⼰的姓名、准考证号填写在答题卡上。
回答选择题时，选出每⼩题的答案后，⽤铅笔把答题卡上对应题⽬的答案标号涂⿊。如需改动，⽤橡⽪擦⼲净后，再选涂其他答案标号。回答⾮选择题时，将答案写在答题卡上。写在本试卷及草稿纸上⽆效。
考试结束后，将本试卷和答题卡⼀并交回。第⼀部分：听⼒（共两节，满分 30 分）
第⼀节 （共 5 ⼩题；每⼩题 1.5 分，满分 7.5 分）
听下⾯ 5 段对话。每段对话后有⼀个⼩题，从题中所给的A、B、C 三个选项中选出最佳选项。并标在试卷相应的位置。听完每段对话后，你都有 10 秒钟的时间来回答有关⼩题和阅读下⼀⼩题。每段对话仅读⼀遍。
例: Hw much is the shirt?
A. £19.15.B. £9.18.C. £9.15.
答案是 C。
What is the wman busy ding?
Watching TV.B. Preparing fr a party.C. Ding her hmewrk.
Hw many peple received medical treatment?
A.22.B.19.C.15.
What des Terry take-exercise fr?
Lsing weight.B. Aviding ding chres.C. Staying healthy.
Hw ften did Christpher swim befre?
Every day.B. Twice a week.C. Five times a week.
Hw did Lucy and Tm g t Berlin?
By mtrbike.B. By car.C. By air.
第⼆节 ( 共 15 ⼩题; 每⼩题 1 . 5 分, 满分 22. 5 分)
Why des Nancy want t g in the afternn?
T sleep in.B. T avid the crwd.C. T enjy the weather.
听第 7 段材料，回答第 8 ⾄ 10 题。
Where des Steve wrk nw?
In Chengdu.B. In Chngqing.C. In Beijing,
What is Steve's part-time jb?
A waiter.B. A musician.C. A phtgrapher.
What will Daisy prbably d in the future?
Teach kids.B. Learn pipa.C. Sell instruments.
听第 8 段材料，回答第 11 ⾄ 13 题。
What impressed the wman mst?
The-speed f a mdel.
The size f the cmpany.
The diversity f the prducts.
What is the advantage f the machine?
Its release date.B. Its lw price.C. Its high quality.
What des the wman's final remark suggest?
Pssible partnership.B. Immediate purchase.C. Slight disagreement.
听第 9 段材料，回答第 14 ⾄ 16 题。
Why will electrnic pets be used in the city?
T assess peple's lneliness.
T keep the elderly cmpany.
T mnitr the health f the ld.
What can an electrnic pet d t help its wner?
Send reprts t the center.
Call fr medical equipment.
Cmmunicate with its wner.
Hw des Sandy find the life in future?
Exciting.B. Surprising.C. Cncerning.
听第 10 段材料,回答第 17 ⾄ 20 题。
Which tpic will be discussed in the pening speech?
Cultural interactins.
Educatinal wrkshps.
Online educatin challenges.
Wh will lead the sessin n technlgy-assisted teaching strategies?
Dr. Michael Lee.B. Dr. Rbert Smith.B. Dr.Sarah Harris.
What can attendees d during the break?
Talk with the hst.
Watch a panel discussin.
Cnnect with ther educatrs.
When will the Q & A part end?
At 5 p. m.B. At 5:30 p. m.C. At 6 p. m.
第⼆部分 阅读（共两节，满分50 分）
第⼀节（共 15 ⼩题；每⼩题 2. 5 分，满分 37. 5 分）
阅读下列短⽂，从每题所给的A 、B 、C 、D 四个选项中选出最佳选项。
A
Grups f 3 t 5 diners get 10% ff and larger grups get 15% ff! Returning custmers wh make a reservatin will receive an extra 5% discunt n their visit.
Custmer Reviews
“When I tasted the unusual dishes I had never heard f befre, it felt like I was a character in the mvie. I will always remember that meal!”
Charlene, 20-year-ld student
“What really left an impressin n us were the rbt waiters. We made quite a number f requests and they were able t instantly respnd in an apprpriate manner. It was an unfrgettable family uting!”
Thmas, father f tw
Friendly Reminders
Scan the QR cde n yur table t lk at the menu and place yur rder nline. Press the buzzer n yur table t reprt a rbt malfunctin.
What des the utlet feature?
Mvie-themed dishes.B. Rle-play experience.
C. Custmized service.D. Rbtic chefs.
What is the maximum discunt a grup f 6 regular diners can enjy?
A. 10%.B. 15%.C. 20%.D. 25%.
What is the text prbably?
A pster.B. A blg.
C. A reprt.D. An advertisement.
B
My father lved lists. Over 25 years, he recrded 539 bks he read and 322 episdes f Bkntes n C-SPAN, which he watched every Sunday night. He als kept grcery lists fr his mini-fridge — Pepsi, cffee, heavy cream — and daily tasks. These ntes filled small ntebks, always near his reading chair. He wrte them until December 31, 2004, when cancer stpped him. After his death, I gathered the ntebks int a bx. Fr years, I culdn’t bear t pen them.
Brn in 1927 in Lwell, Massachusetts, my father was the sn f a leather factry wrker and grandsn f an Irish immigrant wh cleaned hrse manure frm the streets. Despite his humble beginnings, he was brilliant. After a summer in the leather factry, he graduated high schl at 16 and went n t Bstn Cllege. He served in Wrld War II and later earned degrees in physics. Then he wrked at MIT’s Lincln Labratry, mved his family frm Lwell t Bstn,
and sent his kids t private clleges. It seemed he had left Lwell behind — but nt s. Deep
IMMERSIVE DINING
Menu
Cntact
Rbts and Immersive Dining
We have recently pened a fancy utlet in Tech Park, specializing in weaving tgether the fields f rbtics and dining.
The utlet prvides a futuristic dining experience set against the backdrp f the blckbuster mvie, Rbchefs, where rbts set ut t delight peple with their wnderful cking.
Cme and embark n a culinary adventure. Indulge in delicius nvel dishes that ur team f lcal chefs specially adapted frm thse featured in the mvie t suit ppular taste. Immerse yurself in the mvie’s plt and enjy the chance t be served by ur rbt waiters wh can gracefully navigate crwded dining spaces, interact with diners and deliver fd n time.
Special Prmtins
dwn, he saw himself simply as a wrking-class Lwell kid wh had just read a lt f bks.
He didn’t travel much, and didn’t feel the need. When I asked if he regretted nt seeing the wrld, he defended himself: “I’ve sailed the Atlantic in strmy winds, climbed the Himalayas, and stared dwn wild animals.” Then he added, “I read.” Bks were his wrld. Frm them, he learned t survive landslides, shark attacks, and even grilla attacks. He had what he called “a rich inner life” and it was true.
Shrtly befre his death, he pened a small purple ntebk and began ne last list. It described details frm 1930s Lwell — things lst in time. Twenty years later, I fund it. In his flwing handwriting, Dad reached back t Lwell — a time lng gne, nw captured nly in memry. Lst and nly in memry — that was hw I was experiencing Dad nw. Squinting my eyes, I saw nt just the city he lved, but the quiet, extrardinary man I called Dad.
Why are the details f the father’s lists mentined in Paragraph 1?
T imply his fear f frgetting.
T shw his lve fr literature and cuisine.
T reveal his reliance n cntrl.
T reflect his rdered and thughtful life.
What can we learn abut the authr’s father frm the passage?
He stayed humble and rted all the time.
He was the sn f a hrse manure cleaner.
He attributed his degrees in physics t his brilliance and ambitin.
He assumed that a private cllege utweighed a public ne.
What des the father’s qute in paragraph 3 mainly reveal?
His dream f glbal travel.B. His pride in inner jurneys.
C. His desire fr real adventure. D. His escape frm physical wrld.
What is the main theme f the passage?
Pursuit and actin.B. Lss and regret.
C. Ambitin and escape.D. Memry and identity.
C
Telegraphic (电报的) speech, limited t a nun and verb and usually cntaining little t n
grammar, btains its name frm its brief nature. It is characterized by using nly the mst essential wrds t get the pint acrss, such as “dg running” instead f “the dg is running”.
Sme parents use telegraphic speech when cmmunicating with their children in the belief that speaking this way will enable a child t learn t speak faster because nly the key wrds are emplyed. Experts disagree, hwever. Telegraphic speech may blck the child frm learning prper grammar and wrd meaning, accrding t Marc Fey, a prfessr at the University f
Kansas Medical Center. Fr example, when parents use grammatically crrect sentences, a child can learn that wrds ending in “-ing” are usually verbs, which gives him r her the ability t make clear distinctins between verbs and nuns.
T encurage a child t leave the telegraphic speech stage, parents want t repeat what their child says in a cmplete, grammatically crrect sentence. The Hanen Center recmmends this rule: use nly the sentences with yur child that yu use with an adult.
A child’s vcabulary dramatically increases during the pst-telegraphic stage. On average, after 24 mnths, children begin using grammatical cnstructins f varius kinds, such as adding “-ing” t verbs and using define articles such as “the”. Althugh it may seem that a child’s vcabulary is n decline after leaving this stage, it is actually the cntrary. Children begin learning new rules fr grammar, which they tend t vergeneralize, thus leading them t make mistakes, such as the use f “-ed” fr the past tense f all verbs.
Hwever, parents d nt need t wrry abut these mistakes, as the children are ging thrugh a stage that generally passes after they learn and becme mre familiar with grammar rules. Repeating yur child’s sentence with a grammatically crrect ne will enhance his r her linguistic abilities faster than if yu d nt crrect his r her sentence.
Hw des the authr intrduce the tpic f the passage?
By ffering statistics.B. By defining a cncept.
C. By making a cntrast.D. By quting an expert.
Why are experts against using telegraphic speech?
It harms parent-child chats.B. It mistakes verbs fr nuns.
C. It dismisses cntextual clues.D. It excludes functinal wrds.
What can we infer frm the pst-telegraphic stage?
Linguistic learning shuld be flexible.
Children’s vcabulary seems stable.
Generalizatin shuld nt be prmted.
Kids can naturally grasp grammar rules
What des the passage suggest parents d?
Regard kids as adult speakers.B. Try t use varius vcabulary.
C. Value targeted language inputs.D. Fresee kids’ expressive errrs.
D
When it cmes t prblem-slving, almst everyne can use either insightful r analytical methds, but many peple tend t use ne rather than the ther. Mathematician Rger Penrse, fr example, can bviusly think analytically but rather seems t be naturally insightful. “I d mst f
my thinking in visual terms rather than writing dwn equatins (⽅程式),” he nce said in an
interview.
In the 2010s Brian Ericksn, then a dctral student at Drexel University, and his clleagues demnstrated that peple’s tendency tward insightful r analytical thinking is evident during “resting-state” brain activity — while a persn relaxes with n task t perfrm r expectatin
abut what is t cme. Ericksn recrded peple’s resting-state EEGs (脑电图) and then, weeks
later, tasked the same participants with slving a series f puzzles. The astnishing result: a few minutes f EEG predicted, up t seven weeks in advance, whether a persn wuld slve the puzzles mstly insightfully r analytically. Our dminant thinking style is stable ver time.
The subjects wh relied mstly n insight had greater resting-state activity at the back f the brain, whereas the analytical subjects had greater activity in frntal areas. The frntal areas, where a persn’s executive prcesses are centered, rganize activity in the rest f the brain. These executive prcesses enable peple t think in a fcused and strategic way, but they can als restrict creativity by limiting thught t straightfrward plans, just as a hrse’s blinders blck ut distractins that wuld lead it t wander frm its path. When activity in this regin is relatively lw, as it was fr the insightful subjects, psterir (后部) areas can “g rgue,” smetimes resulting in aha! mments.
Althugh individuals may tend tward mre analytical r insightful thinking, we aren’t lcked int ne r the ther. Our thinking style can shift, at least temprarily, t the ther strategy.
This flexibility is key t making the best pssible use f bth creativity and lgic in ur decisin-making. By using the right strategy at the right time, we can address challenges mre effectively, enhancing ur ability t think critically and innvatively.
What did Brian Ericksn’s study reveal abut resting-state brain activity?
It predicts ur future grwth.
It reflects ur thinking ability.
It indicates ur dminant thinking style.
It determines ur prblem-slving speed.
What des the underlined expressin “g rgue” in paragraph 3 prbably mean?
Get stuck.B. Turn inactive.
C. Grw mature.D. Run wild.
What advice des the authr give in the last paragraph?
Fllw yur natural thinking style.
Adjust yur thinking style as needed.
Reflect n yur thinking style regularly.
Limit yur analytical thinking t stay creative.
What des the text mainly talk abut?
Peple slve prblems insightfully r analytically.
Researchers has demnstrated peple’s thinking trends.
Brain regins impact peple’s puzzle-slving differently.
Bth creativity and lgic are used in ur decisin-making.
第⼆节（共 5 ⼩题；每⼩题 2. 5 分，满分 12. 5 分）
阅读下⾯短⽂，从短⽂后的选项中选出可以填⼊空⽩处的最佳选项。选项中有两项为多余选项。
In the nisy subway, Li Zining is fcused n the audibk f “The Three-Bdy Prblem.” She is part f Generatin Z, digital natives. Similar t many, she prefers e-bks and audi-bks ver traditinal nes. This generatin, making up nearly ne-fifth f China’s ppulatin, is mre likely t dwnlad e-bks nt their devices than t visit bkstres r libraries. 36
Platfrms like WeChat Reading and Zhangyue have many Gen Z users wh spend hurs immersed in nline literature. They share reviews and cmments n scial media, fllw “bk blggers”, and seek “reading buddies”. 37 She finds e-reading very flexible and cst-effective. She ften shares her thughts n bks thrugh scial media, which allws her t cnnect with ther readers and discver new titles.
Gen Z readers actively fllw “bk blggers” and engage with their cntent. They appreciate the insights and discussins these blggers prvide. 38 Thus, it enhances a sense f cmmunity and interactin.
39 Xia Xia, a cllege student, finds that reading with a friend helps keep schedules n track and ffers fresh perspectives. On platfrms like WeChat Reading, users can interact with thers by highlighting and cmmenting n specific sentences. This interactive feature enhances reading experience and a sense f cmmunity. Traditinal publishers are nw embracing the digital flw, using big data t target readers and livestreaming t launch new titles, further integrating the digital and traditinal wrlds f literature.
40 They embrace digital platfrms and interactive reading experiences, making it mre accessible and engaging than ever befre.
Sme traditinal readers prefer physical bks, unlike Gen Z.
Physical bkstres still matter, but Gen Z favrs digital platfrms.
Fr instance, Chen Wenting is a subscriber t sme reading apps. D．Finding like-minded “reading friends” is ppular amng Gen Z readers. E．They have a tendency t share their thughts and cmments n scial media.
F．Overall, Generatin Z are transfrming the landscape f literature and reading. G．These preferences are reflected in their reading habits and interactins with media.
第三部分 语⾔运⽤（共两节，满分 30 分）
第⼀节（共 15 ⼩题；每⼩题 1 分，满分 15 分）
阅读下⾯短⽂，从每题所给的A、B、C、D 四个选项中选出可以填⼊空⽩处的最佳选项。 Bnnie frever remembered her mther’s kindness thrugh the handmade sweaters she grew
up in. That same warm 41 beynd their hme — her mther ften vlunteered t sew clthes fr the needy. Every stitch (针脚 ) witnessed her 42 t the cmmunity. When an accident 43 her mther’s life, Bnnie felt smething imprtant was missing in her heart.
While srting thrugh her late mther’s belngings, she fund an 44 sweater labeled with “Bnnie”.Her heart ached the instant she recgnized its 45 . The warmth f her mther’s sweaters 46 her nt t cast it aside and t finish it. She searched fr slutins nline and 47 n Lse ends, a nnprfit 48 partly-finished prjects with skilled
vlunteer knitters (编织者).
Thrugh Lse ends Bnnie was linked t a nearby 49 Anna, wh tk great pleasure in 50 her mther’s wrk. Anna spent weeks knitting int the small hurs and 51 t finish the prject. When the sweater was passed t her, Bnnie threw her arms arund it, jumping at the chance t 52 with her mther acrss time.
41. A. ceased
B. hatched
C. extended
D. riginated
42. A. reactin
B. cmmitment
C. adjustment
D. prmise
43. A. suspended
B. celebrated
C. transfrmed
D. claimed
44. A. unrepaired
B. unpacked
C. unflded
D. uncmpleted
45. A. influence
B. intentin
C. histry
D. chice
46. A. urged
B. warned
C. allwed
D. dared
47. A. cmmented
B. relied
C. chanced
D. reflected
48. A. replacing
B. matching
C. cmparing
D. rewarding
49. A. cwrker
B. shpkeeper
C. teacher
D. finisher
50. A. testing ut
B. taking ver
C. preparing fr
D. figuring ut
51. A. managed
B. pretended
C. happened
D. ffered
52. A. argue
B. cmpete
C. engage
D. negtiate
53. A. curage
B. challenge
C. prfit
D. value
54. A. randm
B. unique
C. physical
D. premier
Hugging the finished piece, Bnnie realized the beauty and 53 in the finisher’s rhythm f knitting. It’s nt just abut being kind, but abut making sure peple have 54 bjects they can hug when missing smene. Fr Bnnie, hlding that cmpleted sweater finally filled the emptiness in her heart with genuine 55 .
55. A. warmthB. truthC. depthD. grwth
第⼆节（共10 ⼩题；每⼩题1.5 分，满分 15 分）
阅读下⾯短⽂，在空⽩处填⼊ 1 个适当的单词或括号内单词的正确形式。
In China, yung peple are explring new side businesses.These include teaching Chinese, giving Chinese names t freigners, and wrking as freign language tur guides. This trend 56
(drive) by the increasing ppularity f inbund (⼊境的) turism.
A market fr such side businesses targeting freigners has emerged. Fr example, Xianyu, Alibaba’ s secndhand gds trading platfrm, has witnessed the grwing ppularity f different tur guide services. These services range frm helping freign cuples plan hneymns in China 57 guiding turists t the Great Wall.
Frm the previus year until this mid-February, the number f prjects related t tur guide services fr freigners and Chinese name-giving n Xianyu 58 (increase) by 98%.The rdering vlume f these services jumped by 275%. Wu Pengfei, a Shanghai cllege student 59 (majr) in Chinese teaching, has been a part-time tur guide since June last year. He says this jb helps him earn mre incme, imprve cmmunicatin skills, and gain 60 (recgnize).
Currently, China has abut 660,000 qualified tur guides, with nly 8.4% being freign language guides. 61 inbund turism grws, the shrtage f such guides is becming mre bvius. Besides tur guiding, yung Chinese are als ffering name-giving services n Red Nte, 62 lifestyle platfrm. They chse names based n traditinal Chinese culture and ancient petry.
Since late 2023, China has been prmting inbund turism and has intrduced a series f visa-free(免签证的) 63 (plicy) t many cuntries. Recently, China launched a visa-free
plicy fr ASEAN (Assciatin f Sutheast Asian Natins) tur grups visiting Xi shuang ban na in Yunnan. Malaysia and Thailand were amng the tp 10 cuntries f rigin fr inbund turists during the Spring Festival. With 64 (culture) similarities and cnvenient transprtatin, mre turists frm ASEAN cuntries are expected 65 (visit) China.
第四部分写作（共两节，满分40 分）
第⼀节（满分 15 分）
假定你是李华，交换⽣ Terry 在你校成语闯关⽐赛(Idim Challenge Cmpetitin)中荣获
⼆等奖，请你给他写⼀封祝贺信。内容包括：
向他表示祝贺；
肯定他的付出。注意：
写作词数应为 80 左右；
请在答题卡的相应位置作答。
wuld react when I asked them t team up with me. The fear f rejectin held me back frm appraching them.
But then, Kim came t me, “D yu want t jin us fr the relay race(接⼒赛)? I' ve seen
yu run befre and yu' ve gt the speed. If yu jin us, we' ll have a gd chance t win.” In disbelief, I managed t utter“Yes”, still feeling self-cnscius but als incredibly grateful.
Alng with three ther classmates, I signed up fr the relay race. We trained and discussed strategies tgether, with n ne paying any attentin t my acne. Thanks t my speed advantage, I was even assigned t run the final leg—— the mst critical rle in the race.
注意：
续写词数应为 150 个左右；
请按如下格式在答题卡的相应位置作答。
Then came the lng-awaited sprts day.
第⼆节 ( 满分 25 分)
阅读下⾯材料，根据其内容和所给段落开头语续写两段，使之构成⼀篇完整的短⽂。
When entering seventh grade, I was excited abut many new things, but ne thing really bthered me——I started getting acne(⻘春痘). Initially, it was just a little, but then, it seemed
like vernight, my face was cvered with it. I tried t hide it with my hair, but it just wuldn't wrk.
I was cnsumed with wrry that my peers wuld make fun f me. I culdn't cncentrate in class, as my mind was cnstantly preccupied with my appearance, causing my grades t slip sharply. I started t feel inferir t my classmates and even avid interactin with them.I tried t get rid f the acne. I washed my face multiple times a day, using all srts f acne creams I fund. I als avided snacks that might cause it. But all ended up in vain.
One day, ur schl annunced a sprts day and the teacher asked us t frm ur wn teams. As a sprts enthusiast, I had been eagerly expecting it, but I was scared that n ne wuld jin me because f hw I lked. Standing in frnt f the mirrr, I kept imagining hw my classmates
The victry was a turning pint in my junir life.
银川⼀中 2026 届⾼三第三次⽉考英语答案
⼀、听⼒
1-5 BBCCA6-10 BABAA11-15 ACACA16-20 CCABB
、
⼆ 阅读
A 篇 21-23 ACDB 篇 24-27 DABDC 篇 28-31 BDACD 篇 32-35 CDBA
七选五 36-40 GCEDF
三、完形填空
41-45 CBDDC46-50ACBDB51-55 ACDCA
、
四 语法填空
56. is driven57. t58. had increased/increased59. majring
60. recgnitin61. As62. a63. plicies64. cultural65. t visit
、
五 应⽤⽂
【答案】Dear Terry,
I am thrilled t hear that yu have achieved the secnd prize in ur Idim Challenge Cmpetitin!
Cngratulatins n yur remarkable accmplishment!
Yur dedicatin and hard wrk have paid ff, and yur success is a testament t yur effrts. This achievement is nt nly a credit t yu but als a prud mment fr ur schl.
Keep up the gd wrk, and I am sure that many mre successes await yu in the future. Once again, cngratulatins!
Yurs, Li Hua
【导语】本篇书⾯表达属于应⽤⽂，要求考⽣给Terry 写⼀封祝贺信，祝贺他在校成语闯关⽐赛中获得⼆等奖，内容包括：向他表示祝贺，肯定他的付出。
【详解】1. 词汇积累
激动的：thrilled→excited
⾮凡的：remarkable→extrardinary
全身⼼投⼊：dedicatin→cmmitment证明：testament→prf
2. 句式拓展
同义句转换
原句：This achievement is nt nly a credit t yu but als a prud mment fr ur schl.
拓展句：Nt nly is this achievement a credit t yu but it als is a prud mment fr ur schl.
【点睛】【⾼分句型 1】I am thrilled t hear that yu have achieved the secnd prize in ur Idim Challenge Cmpetitin!(使⽤了不定式作状语、that 引导宾语从句)
【⾼分句型 2】Keep up the gd wrk, and I am sure that many mre successes await yu in the future. (使⽤了祈使句、that 引导宾语从句)
六、读后续写
【参考范⽂】
Then came the lng- awaited sprts day. As I std at the starting line fr the final leg, my heart
punded wildly.But with Kim's wrds eching in mind, I tk a deep breath and stayed fcused. I stretched my trembling arm backward and waited fr the third runner nervusly. The mment the batn(接
⼒棒) slapped int my palm, I swung my arms and ran with all my might. The cheers frm my teammates injected(注⼊) pwer int me, and my legs carried me like wind. I crssed the finish line just a bit faster
than the cmpetitrs. My teammates rushed ver,cheering excitedly in celebratin fr the cllective win. The victry was a turning pint t my junir life. Fr the first time in mnths, I frgt abut acne.
The win in the relay race helped me realize that my wrth was nt defined by my appearance. It was a lessn in self-acceptance and the pwer f teamwrk. Frm that day frward, I began raising my hand in class again, jined study grups, and even cracked jkes with classmates. My grades imprved as I shifted fcus frm the mirrr t my gals. Years later,whenever I spt a pht frm that sprts day, I see the jy f a girl wh learned t run tward cnfidence freely withut the burden f insecurity.
【读后续写思路及要点】续写第⼀段：
⽐赛到来时“我”紧张、期待的⼼情和状态；
⽐赛开始，“我”接棒后奋⼒奔跑的动作描写，最终冲线获得⽐赛胜利。中间穿插观众和队友们的反应和表现。
续写第⼆段：
“我”和⾃⼰因⻘春痘⽽产⽣的⾃卑感和解，原⽂中过度关注外貌、注意⼒不集中等⽭盾得以解决；
“我”在事件中所获得的感悟：悦纳⾃⼰，⾃信勇敢或真的友谊不受外貌影响。
【评分细则】
本题总分为 25 分，按五个档次进⾏评分。
评分时，应从内容、词汇、语法和语篇结构⼏个⽅⾯考虑，具体为：
续写内容的质量、完整性以及与原⽂情境的融洽度；
所使⽤词汇和语法结构的准确性、恰当性和多样性；
上下⽂的衔接和全⽂的连贯性。
评分时，应先根据作答的整体情况初步确定其所属档次，然后以该档次的要求来综合衡量、确定或调整档次，最后给分。
评分时还应注意：
词数少于 130 的，从总分中减去 2-3 分；
书写较差以致影响交际的，从总分中减去 2-3 分；
单词拼写和标点符号是写作规范的重要⽅⾯，评分时，应视其对交际的影响程度予以考虑，英、美拼写及词汇⽤法均可接受。
档次
描述
第五档(21~25 分)
*与所给短⽂融合度⾼，与所提供各段落开头语衔接合理；
*内容丰富，故事发展合理、逻辑性强，续写完整，符合写作⽬的与情境；
*所使⽤语法结构和词汇多样、准确和恰当，可能有个别错误，但完全不影响意义表达；
*有效地使⽤了语句间的连接⼿段，结构清晰，意义连贯。
第四档(16~20 分)
*与所给短⽂融合度较⾼，与所提供各段落开头语衔接较为合理；
*内容⽐较丰富，故事发展⽐较合理、有逻辑性，续写⽐较完整，⽐较符合写作
⽬的与情境；
*所使⽤语法结构和词汇较为丰富、准确，可能有些许错误，但完全不影响意义表达；
*⽐较有效地使⽤了语句间的连接⼿段，结构⽐较清晰，意义⽐较连贯。
第三档(11~15 分)
*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，故事发展有合理之处、有⼀定的逻辑性，续写基本完整基本符合写作⽬的与情境；
*应⽤的语法结构和词汇能满⾜任务的要求，虽有⼀些错误，但不影响意义的表达；
*应⽤简单的语句间的连接⼿段，结构基本清晰，意义基本连贯。
【各档次的给分范围和要求】
，
听⼒材料
Text 1
W: Be quiet, Ethan. Can yu turn the TV dwn? I'm calculating hw many peple will cme t celebrate yur birthday.
M: OK. D yu need any help? I have learned additin at schl this week. W: Ha-ha, thanks. I'm nearly dne.
Text 2
W: Have yu heard abut the traffic accident that happened yesterday?
M: Yes. It is said that three died n the spt and fur died despite rescue effrts. Fifteen were injured, but luckily,they are ut f life-threatening danger.
W: That's the wrst news fr tday. I hpe this wn't happen again.
Text 3
W: Terry, where are yu ging? S many chres are waiting fr us.
M: Can I deal with them after I cme back? I have an appintment with my cach. Regular exercise will h elp t strengthen my muscles.
W: OK. I' ll g with yu, fr I'm gaining weight.
Text 4
W: Ww, Christpher, yu' re quite a skilled swimmer. Hw ften d yu hit the pl? Every day? M: These days, I swim arund twice a week. But back in the day, it was five times a week.
Text 5
M: Hw did yu get t Berlin, Lucy? Did yu take a plane?
W: I was planning t. Yu knw, it's nt a gd idea t drive fr such a lng jurney. But Tm decided t ride a mtrcycle and invited me t g with him. It tk us three days and tw nights.
Text 6
M: Are yu free tmrrw, Nancy?
W: I planned t g t the library, but it wn't pen tmrrw. S I dn't have any plans.
M: There will be an exhibitin f phtgraphs at the gallery. Wuld yu like t g with me? W: I'd lve t. But when?
M: Hw abut tmrrw mrning? It may be cler and less crwded.
W: I'm afraid I cannt get up early. Hw abut tmrrw afternn, Bill? Believe me, there wn't be t many peple.
M: S, shall we meet at 2 ’ clck?
W: Great. I' ll meet yu at yur hme first.
Text 7
W: Hell, Steve. I knw yu' re frm China. Which city are yu frm? Frm Beijing? M: N, I'm frm Chengdu in the suthwest.
W: Wnderful! I' ve been there a few times. And what d yu d nw, Steve?
M: Well, I'm a musician. I'm playing in a lcal band in Chngqing, which is a big city like Chengdu. W: Music! That's amazing. What d yu d when yu' re nt wrking?
M: Well, I dn't have a lt f free time because I have t practice a lt and I have a part-time jb f serving custmers in a tea huse. But I like t take phts f the wnderful scenery and meet my friends. Wh at abut yu, Daisy?
W: Nw I'm learning t play a traditinal Chinese instrument—— pipa. Perhaps in the future I will launc h a pipa class fr British children.
M: That must be very cl.
Text 8
W: It was very kind f yu t shw me arund the place. It gave me a gd idea f yur prduct range. M: It's a pleasure t shw ur cmpany t yu. May I ask yur general impressin?
W: It's very impressive, indeed, especially hw fast this mdel can perfrm.
M: It is ur latest mdel, a high-perfrmance prduct. We put it n the market just three mnths ag. W: The machine gives yu an advantage ver yur cmpetitrs, I guess.
M: Certainly. N ne can match us in terms f hw gd a prduct can be.
W: Culd yu give me sme brchures fr that prduct? And the price if pssible. M: Of curse. Here is ur sales list and instructins.
W: Thank yu. I think we can wrk tgether in the future.
Text 9
M: Sandy, d yu hear that? Our city will begin using electrnic pets t help keep track f the physical c nditin f elderly peple. Peple wh live alne can buy these ty animals that have a built-in cmput er.
W: Hw can they help the senirs?
M: Health Centers are cnnected with the hme f the“pet” wner. A micrphne and a speaker attached t the pet can pass cnversatins between its wner and dctrs. The pet can als summarize the wne r's physical cnditin and send the data t the centre. It is a pity that the pets are unable t talk.
W: But what if the persn is seriusly ill?
M: If n respnse is received, a vehicle with special equipment will be sent frm hspital at nce. Technl gy has made great changes in ur lives, Sandy. In future, almst everything will be cntrlled by c mputers.
W: But I wuldn't get t excited abut that. D yu remember the“Terminatr” mvies? At first cmpute rs were invented t serve humans, but the cmputers ended up taking ver the wrld!
Text 10
Gd mrning, all educatrs. Welcme t the Internatinal Educatin Cnference. Tday's schedule i s packed with insightful sessins and discussins. We’ ll start with an pening speech at 9 a. m. by Prfess r Jane Petersn, wh will explre the future f nline educatin, with a special fcus n the prblems and barriers it presents fr develping cuntries. After that, we’ ll have a series f wrkshps. Frm 10:30 a.
m. t 12 p. m., Dr. Michael Lee will lead a sessin n integrating technlgy int the classrm. This sess in will mainly discuss practical strategies fr teachers t use digital tls t enhance learning experiences and prmte student engagement. We’ ll have a break at 1 2 p. m.when yu can cmmunicate with fell w attendees and watch a panel discussin, featuring experts in educatin plicy frm different regins. Aft er lunch at 2:30 p. m., we’ ll have a sessin n cultural exchanges in educatinal settings,led by Dr. Rbert Smith. The final sessin will be frm 4 p. m. t 5 p. m., where Dr. Sarah Harris will present her research n hw technlgy can help encurage better cmmunicatin. The whle cnference will end with a Q&A part, which lasts fr half an hur, fllwing Dr. Harris's speech.