河南省郑州市2026届高三英语上学期11月期中试题

这是一份河南省郑州市2026届高三英语上学期11月期中试题，共17页。试卷主要包含了5分，满分7，36等内容，欢迎下载使用。
（120分钟 150分）
听力（共两节，满分30分）
做题时，先将答案标在试卷上，录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。
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。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。
1. What can we learn abut Mike?
A. He has been jb-hunting.
B. He enjys reading letters.
C. He is ffering the wman a jb.
2. Hw much did the wman save?
A. $9.36. B. $44.33. C. $53.69.
3. Why was the wman surprised?
A. She lst her receipt.
B. She had t pay fr the repairs.
C. The timing buttn f the radi was brken.
4. Where des the cnversatin take place?
A. In a library. B. In a htel. C. In a shp.
5. What are the speakers talking abut?
A. Organizing an activity. B. Selecting bks. C. Managing time.
第二节(共15小题：每小题1.5分，满分22.5分)
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。
听下面一段对话，回答第6、7题。
6. What will the man d at last n the weekend?
A. G t the grcery stre. B. G n a hike. C. G t the beach.
7. Wh might Miles be?
A. The man’s friend. B. A pet. C. The man.
听下面一段对话，回答第8至 10题。
8. Why is the wman upset with the man?
A. He hasn’t been attending class.
B. He didn’t turn in his essay.
C. His essay is t shrt.
9. Hw many essays has the man rewritten altgether this year?
A. Three essays. B. Tw essays. C. One essay.
10. What des the wman instruct the man t d?
A. Perfrm well n future wrk. B. Write a new essay. C. Shw up t class.
听下面一段对话，回答第11 至 13题。
11. What des the man usually d at the gym?
A. Running. B. Weight lifting. C. Swimming.
12. Hw des the man benefit frm exercising with a class?
A. He can try varius machines.
B. He is mtivated t push himself harder.
C. He can learn exercise skills frm thers.
13. What d the speakers agree t d tgether?
A. G biking. B. Learn yga. C. Take a swimming class.
听下面一段对话，回答第14至 16题。
14. What is the relatinship between the speakers?
A. Brther and sister. B. Gd friends. C. Rmmates.
15. What will the wman d tnight?
A. Visit her friends. B. See a play. C. G t the gym.
16. What des the man prmise the wman?
A. He will return in five hurs.
B. He will never brrw her car.
C. He will fill up her car with gas.
听下面一段对话，回答第17至 20题。
17. What is happening n Wednesday evening?
A. A bake sale. B. A bk club. C. An event t hnr an artist.
18. When des the bk fair end?
A. On Wednesday. B. On Thursday. C. On Friday.
19. What will the mney frm the bake sale g tward?
A. The sprts teams. B. The art department. C. The cmputer lab.
20. Wh is invited t attend the bk club?
A. Parents. B. Teachers. C. Students.
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和D四个选项中，选出最佳答案。
A
Applicatin Requirements fr LSU
T apply fr admissin t Luisiana State University (LSU), yu’ll need t cnsider the fllwing requirements:
● Academic Recrd:
A high schl GPA f at least 3.0 based n 19 cre units. If yu have a 3.77GPA r abve, yu have a very gd chance f being admitted.
LSU cnsiders yur academic perfrmance in high schl and wh yu are as a student, nt nly inside but als utside the classrm.
LSU is a test-ptinal institutin, which means yu can chse whether r nt t submit standardized test scres (SAT r ACT).
Test Scres:
If yu decide t submit test scres, the minimum requirements are:
SAT: At least 1030 (with at least 450 in critical reading and 460 in math).
ACT: At least 23.
● Applicatin Submissin:
Use the Cmmn Applicatin fr first-year applicants. It serves as bth the applicatin fr admissin and the applicatin fr all merit-based schlarships ffered by LSU.
If yu’re interested in the Ogden Hnrs Cllege, this applicatin als serves as yur Ogden Hnrs Cllege applicatin.
Create an accunt as a First-Year Student n the Cmmn App.
Search fr “Luisiana State University” and add LSU t yur clleges.
Cmplete all sectins under the Cmmn App and LSU tabs.
Once everything is cmplete, submit yur applicatin.
The applicatin fee is $50.
●Additinal Cnsideratins:
While nt required, yu may chse t submit letters f recmmendatin frm yur teachers.
If yu’re an internatinal applicant, TOEFL scre is preferred.
What is the key factr that affects admissin t LSU?
High schl GPA.B. Critical Reading and math ability.
C. Standardized test scres.D. Participatin pints in the classrm.
22. What must be ffered during the admissin applicatin prcess?
A. The applicatin fee.B. The TOEFL test scre.
C. Three different applicatins.D. A teacher’s recmmendatin letter.
23. Where is this text prbably taken frm?
A. A test intrductin.B. An admissin guide.
C. An applicatin letter.D. A freshman handbk.
B
One day, my 11-year-ld daughter tld me that she wanted t return a pair f pants n Amazn. “Yu need t keep clicking the ‘smething else’ buttn if yu want t talk t a real persn,” I tld her. She fllwed my wrd, and after a bit f clicking, she managed t talk t a real persn and get the pants returned. In the prcess, I had the chance t think abut what this everyday interactin was teaching my daughter.
I thught abut what it meant t cnstantly ask fr “smething else”. It’s nt nly abut having a real persn t talk with. It’s equally abut the quality f ur cmmunicatin. It’s abut thinking smething, then saying it, and then having anther persn think and say smething back t yu. It seems simple and yet it may becme the exceptin, nt the rule. In many cases, it already has.
With the “quick respnses” at the bttm f Gmail, ptential respnses ften appear right in frnt f us. “Yes, sure.” “Of curse!” r “I gt it.” The respnses, I’ve nticed, are mstly kay. Smetimes, they’re exactly what I want t say. Occasinally, they’re wildly wrng. At first, I tld myself I wuldn’t use thse pre-made respnses. Sn enugh, thugh, I gt in a rush and fund they were gd.
What wuld happen if ur language gt autmated in general in this way? What if, instead f generating respnses, we simply pinted and clicked? Chsing a respnse is a kind f thinking, but it’s far less accurate than the kind needed t generate cntent. It has t d mre with recgnizing a “gd enugh” respnse. Instead f starting with a blank bard, we critique (评判) things. That’s nt useless, but it desn’t replace thinking in a generative way. If kids nly critique smething, they wn’t have riginal thughts. They may becme great editrs, but they’ll likely struggle t create ideas in fresh ways.
There’s n simple slutin and certainly n way t turn back the clck n autmated talk. Yet, as we mve frward, we need t cnsider carefully hw simple changes in cmmunicatin can have serius effects. If we want t help ur kids, the “smething else” we searched fr —authentic human cnversatin — shuld nt be the exceptin, but the rule.
What cntributes t high-quality cmmunicatin accrding t paragraph 2?
A. The clear gals. B. The exact expressins.
C. The prcess f thinking. D. The immediate respnse.
25. Hw des the authr feel abut using the pre-made respnses?
A. Excited and eager t try them ut.
B. Annyed and nt interested in them.
C. Disappinted by their inaccurate suggestins.
D. Unwilling but finally aware f their cnvenience.
26. What wuld happen t kids with the autmatin f language?
A. Their creativity will suffer.
B. Their critical thinking ability will increase.
C. Their editing skills will hardly imprve.
D. Their expressins will be mre accurate and efficient.
27. What can be the best title fr the text?
A.The Art f Guiding Children’s Creativity
B. My Unfrgettable Online Return Experience
C. My Reflectins n Autmated Talk
D. The Benefits f Using Autmatin in Cmmunicatin
C
A grundbreaking annuncement fr the recvery f lst ancient literature was recently made. Using a methd pwered by machine learning, an internatinal team f schlars recvered the ancient Greek text n papyrus scrlls (纸莎草卷轴) frm Herculaneum, a seaside Rman twn in Italy.
Herculaneum was cvered by the eruptin f Munt Vesuvius in 79 AD. Much f the ancient twn remains undergrund. But in 1752, peple discvered hundreds f papyrus scrlls in an ancient library. The papyri are s weak that many were destryed by early attempts t access their texts. Mre recently, special phtgraphy has greatly imprved their legibility. But until nw, a methd that wuld leave the scrlls cmplete withut causing damage remained ut f reach. Its develpment marks a significant breakthrugh.
The schlars’ achievement earned them a grand prize f $700,000 frm the Vesuvius Challenge. The challenge is a machine learning and cmputer visin cmpetitin that uncvers the secrets f the scrlls. The cmpetitin drives technlgical develpment in the research by encuraging data sharing fr smaller gals t benefit all cmpetitrs. Schlars gathered t share ideas and appraches t imprve the results. S technlgy can becme much mre efficient in uncvering the entire scrlls.
After 5 percent f ne scrll was read in 2023, the challenge set a 2024 grand prize gal f reading 90 percent f fur scrlls. But high-quality images requires special equipment that isn’t cmmnly available. Access t the right equipment is cstly. The prcess f digitally pening and straightening a scrll, knwn as segmentatin (分割), is slw. By current techniques which invlve a significant amunt f hands-n wrk, fully segmenting ne scrll wuld cst $1-5 millin.
Papyrlgy is nt nly exciting, but als challenging and painstaking wrk. The rle f an internatinal team f schlars is t study and understand the ancient Greek text prduced by the mdel and determine which appraches are the mst effective. It requires mastery f ancient languages and ideas as well as the puzzle-slver’s ability t fill in the gaps. Perhaps there’s a fair part f new ancient thughts that need t be pieced tgether int a text—letter by letter, wrd by wrd, sentence by sentence—befre they can be studied mre widely. That’s ging t rely n schlars.
28. What des the underlined wrd “legibility” in Paragraph 2 prbably mean?
A. Crrectness. B. Flexibility. C. Readability. D. Difference.
29. What is the primary purpse f the Vesuvius Challenge?
A. T supprt mdern literature studies.
B. T prmte innvatin in ancient text recvery.
C. T encurage partnerships between science lvers.
D. T raise public awareness f infrmatin penness.
30. What is the main difficulty in reading the scrlls?
A. The absence f strage methds.
B. The truble f translating ld writings.
C. The shrtage f histrical written recrds.
D. The lack f advanced affrdable technlgy.
31. What is the key message expressed in the last paragraph?
A. The challenge f training talents fr papyrlgy.
B. The need fr skilled experts fr ancient text studies.
C. The value f prtecting ld items fr educatinal purpses.
D. The pssibility f explring ancient language develpment.
D
In an era dminated by keybards and screens, the decline f handwriting has sparked debates abut its relevance. Yet research cnsistently highlights unique cgnitive (认知的) advantages f writing by hand that digital tls cannt imitate.
Numerus studies reveal that manual writing strengthens memry maintenance mre effectively than typing. Nami Susan Barn, a linguistics prfessr, ntes that peple acrss Japan, Nrway, and the U.S. recall infrmatin better when jtting it dwn (草草记下) manually. Fr instance, adults learning Arabic letters via handwriting utperfrmed typists in recgnitin and prnunciatin speed. Similarly, students wh take handwritten ntes during lectures demnstrate deeper cmprehensin cmpared t thse typing, as handwriting frces the brain t actively map sunds t letter shapes — a prcess critical fr literacy develpment.
Neurlgical evidence supprts these findings. Using EEG scans, Nrwegian researchers bserved that handwriting activates brader brain netwrks, including regins linked t memry, attentin, and mtr skills, while typing nly stimulates lcalized areas. Theta (4-7Hz) and alpha (8-12.5Hz) brainwaves, assciated with learning and fcus, were ntably strnger during manual writing. This multi-sensry engagement — cmbining tuch, visin, and mvement — enhances neural cnnectivity and infrmatin encding.
Experts argue that handwriting’s tactile (触觉的) nature fsters deeper cgnitive prcessing. Unlike typing, which allws fr quick crrectins and aut-cmpletins, writing by hand requires deliberate planning f each strke, prmting mindfulness and reducing mental shrtcuts. Such “neural maintenance”, as Van der Meer terms it, nt nly sharpens memry but als delays cgnitive decline.
Educatrs are re-evaluating handwriting’s rle. While sme cuntries have drpped cursive (手写体的) instructin, thers like Nrway and parts f the U. S. are reintegrating it int curricula t supprt brain develpment. Fr adults, maintaining handwriting practice serves as a lw-cst cgnitive exercise, similar t physical wrkuts fr the mind.
In cnclusin, handwriting remains a vital tl fr ptimizing brain functin. Thugh digital tls excel in efficiency, the sensry and mtr demands f writing by hand cultivate richer learning experiences, fstering creativity, fcus, and lng-term maintenance. As Barn emphasizes, preserving this skill safeguards nt just traditin, but the fundamental ways we prcess and retain knwledge.
32. Accrding t the passage, what is ne significant advantage f handwriting ver typing in terms f cgnitive develpment?
A. Handwriting imprves typing speed.
B. Handwriting enhances memry preservatin.
C. Handwriting increases reliance n technlgy.
D. Handwriting reduces the need fr literacy develpment.
33. What can be inferred abut the impact f the activatin n learning in paragraph 3?
A. It enhances learning and fcus. B. It makes learning mre difficult.
C. It nly benefits children, nt adults. D. It has a significant impact n learning.
34. What is the likely reasn fr the reintrductin f cursive handwriting in sme educatinal curricula?
A. T imprve students’ typing skills.
B. T preserve traditinal calligraphy techniques.
C. T increase the efficiency f nte-taking in lectures.
D. T supprt brain develpment thrugh multi-sensry engagement.
35. What is the main purpse f the article?
A. T highlight the cgnitive benefits f handwriting ver typing.
B. T prvide a histry f handwriting and its cultural significance.
C. T argue that digital tls shuld replace handwriting in educatin.
D. T describe the neurlgical differences between typing and handwriting.
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。
Human behavirs are ften intercnnected. Fr example, cnsider the case f a wman named Jennifer Dukes Lee. Fr ten years, she never made her bed except when her guests drpped by the huse. Occasinally, she managed t make her bed fur days in a rw. On the mrning f that furth day, when she finished making the bed, she als flded a few clthes lying arund the bedrm. Next, she fund herself washing dirty dishes. 36 She was experiencing the Dmin Effect(多米诺骨牌效应).
What is the Dmin Effect? The Dmin Effect states that when yu change ne behavir, it will activate a chain reactin and cause a shift in related behavirs t. In the wrds f Stanfrd prfessr BJ Fgg, “Yu can never change just ne behavir. 37 When yu change ne behavir, ther behavirs als shift.”
The Dmin Effect is nt merely a phenmenn that happens t yu. It is smething yu can create. 38 Here are three keys t making this wrk in real life:
Start with the thing yu are mst mtivated t d. Start with a small behavir and d it cnsistently. This will nt nly make yu feel satisfied, but als pen yur eyes t the type f persn yu can becme. ___39___
Maintain mmentum(动力)and immediately mve t the next task yu are mtivated t finish. Let the mmentum f finishing ne task carry yu directly int the next behavir. With each repetitin, yu will becme mre cmmitted t yur new self-image.
40 As yu try new habits, fcus n keeping them small and manageable. The Dmin Effect is abut prgress, nt results. Simply keep up the mmentum. Let the prcess repeat as ne dmin autmatically kncks dwn the next.
A. Celebrate yur little prgress.
B. Human behavirs are ften tied t ne anther.
C. Break things dwn int smaller tasks when in dubt.
D. It desn’t matter which dmin falls first, as lng as ne falls.
E. This prves the rle that creativity plays in the Dmin Effect.
F. Her act f bed-making had set ff a chain f small husehld tasks.
G. It is within yur pwer t make a chain reactin f gd habits happen.
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四个选项中选出最佳选项。
Yung Jayce Crwder felt different in kindergarten because he had nly ne hand. At first, this didn’t bther him, but everything changed when a classmate began t 41 him daily. The by’s cruel 42 left Jayce feeling withdrawn and alne, refusing t talk t anyne. “Why was I brn like this?” he asked his mther, wh felt 43 t prvide answers.
The answer came unexpectedly ne afternn. While watching the lcal news, they saw a(n) 44 abut Trashaun Willis, a high schl basketball star. Like Jayce, Trashaun was missing mst f his left arm, yet he culd dunk(扣篮) the ball with incredible skill. Jayce was
45 as he watched the ftage(片段), his eyes wide with amazement.
Jayce’s mther 46 the newspaper that had featured Trashaun’s stry. With their help, the tw bys finally met n a sunny April mrning. They discvered they shared the same rare 47 called amnitic band syndrme(羊膜带综合征), which had 48 the develpment f their left arms. That day was filled with 49 : biking, phts, and basketball. Trashaun 50 said, “Never let thers’ wrds 51 yur cnfidence.” This meeting 52 Jayce’s utlk.
In the mnths that fllwed, Jayce surprised everyne by jining the schl wrestling team with remarkable 53 . His psitive attitude greatly 54 his teammates. Meanwhile, Trashaun discvered a new passin fr mentring children with similar 55 . Tgether, they prved that physical differences can nt limit ne’s ptential.
第二节(共10小题；每小题1.5分，满分15分)
The pwerful peple-t-peple bnds between China and Malaysia are reflected in diverse frms, cnsidering the range f ____56____(share) traditinal and cultural values between the tw natins. The Malay peple have taken great interest in the lin dance, a traditin ____57____ emerged ver a thusand years ag in China and has many admirers in mdern Malaysia.
Amng them ____58____ (be) Adzwin Puteri Faizal, a petite yung wman, wh is a part f the lcally renwned Yng Jun Lin Dance Assciatin. “In earlier generatins, it was difficult fr peple frm ther ethnic grups and wmen t learn lin dance, ____59____ things have changed. The ____60____ (unique) and inclusiveness f lin dance have allwed us t build a family here,” her lin dance master said. The lin dance in Malaysia shares its rts with the Chinese lin dance, ____61____ (specific) frm the suthern lin dance style. It arrived in Malaysia with Chinese immigrants and tk rt. Initially, the lin dance ____62____ (perfrm) during Chinese festivals and celebratins, but ____63____ the blending f Malaysia’s ethnicities (种族特点) and cultures, it gradually crssed ethnic and religius bundaries, becming a belved cultural activity fr all cmmunities. Its cultural value is widely recgnized by the public.
2024 marked the 50th anniversary f the establishment f diplmatic ____64____ (tie) between China and Malaysia. Bth sides celebrated the lin dance as a frm f shared histry, jintly ____65____ (prmte) and safeguarding the heritage.
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，上周你校为高三的同学们举办了一场高考减压心理讲座。请你为校
英文报写一篇报道，内容包括：
1．活动的过程；
2．收获与感想。
注意：
1．词数80左右；
2．可适当增加细节，以使行文连贯。
Relieve Stress, Embrace the Challenge
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________
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。
The last lessn f the day was PE class. Mary was skipping rpe n the playgrund, surrunded by several classmates watching her. It was her best sprt. The rpe spun (旋转) quickly as she jumped. When time was up, the cunter shwed 201 skips. Smiling, Mary flashed a victry sign t the crwd. Just then, the schl bell rang—class was ver. Mary packed up her skipping rpe. It was time t give her answer t Ms. White.
That mrning, Ms. White had asked her if she wuld be willing t take charge f the class bulletin bard (板报) fr the upcming cmpetitin. The student wh usually handled it, Lily, was ut sick, and smene needed t step in. Mary was shcked that Ms. White had chsen her. She respnded nervusly, insisting that her handwriting was terrible. But Ms. White reassured her, saying she believed in her ability and encuraged her t think it ver and let her knw her decisin after schl.
Nw, walking tward the teachers’ ffice, Mary felt nervus. The thught f her messy handwriting being put up n the wall fr everyne t see made her stmach turn. She had already made up her mind t say n. With that decisin in mind, she quickened her pace and ran acrss the sprts grund.
Mary was abut t pass the sandpit (沙坑) when smene nearby caught her attentin. It was Tm frm a different class. In her mind, Tm had never been gd at lng jump, but he was practicing it. Curius, she went ver t ask what he was ding. Tm explained that n ne else had signed up fr the lng jump event, and withut a participant, their class wuldn’t get any pints in the schl sprts meeting. S when the headteacher asked if anyne wuld give it a try, he vlunteered. Mary reminded him that he wasn’t gd at it, but Tm simply said he knew that and that it wasn’t abut being the best, but abut trying and ding his part fr the class. Then he went back t practicing. What a similar issue they bth faced!
注意：
1. 续写词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。
Paragraph 1: Mary std there, watching Tm practicing patiently and hard._______________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2: With determinatin, Mary stepped int the teachers’ ffice. __________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
郑州外国语学校2025-2026学年上期高三调研4考试英语答案
第一部分 听力
1-5 AABBC 6-10 CBCBA 11-15 BBCAB 16-20 CCBAA
第二部分 阅读理解
21-23 AAB 24-27 CDAC 28-31 CBDB 32-35 BADA 36-40 FBGDC
第三部分 语言运用
第一节 41-45 ABDBC 46-50 CBDAC 51-55 DABDC
第二节 56. shared 57.that/which 58.is 59. but 60.uniqueness
61. specifically 62.was perfrmed 63.with 64.ties 65.prmting
第四部分 写作
第一节
Relieve Stress, Embrace the Challenge
Last week, ur schl rganized a lecture titled “Relieve Stress, Embrace the Challenge” fr Senir Three students, aiming t help us students deal with the pressure frm the cllege entrance exam.
A prfessinal psychlgist was invited t give us a lecture, illustrating effective stress-management strategies such as mindful meditatin and psitive self-talk. What impressed me mst was the “Md Diary” activity, in which we were advised t write dwn ur feelings and thughts every evening. This way, we culd better understand ur stress and find ways t ease it.
This lecture was f great benefit. Nw I keep a md diary every day, which makes me feel mre relaxed and fcused n my studies. I’ve learned that handling stress prperly can cntribute t ur well-being and studies.We are firmly cnvinced that we can embrace the challenge and strive fr a mre prmising future.
【评分原则】本题总分为15分，按5个档次给分。评分时，主要从以下几个维度考虑：
1. 内容完整度(40%)：两大要点缺一不可。
2. 语言质量(30%)：用词准确、句式丰富、语法正确。
3. 交际效果(20%)：符合英文报道的语体特征，具有真实性和感染力。
4. 结构逻辑(10%)：结构清晰，开头、主体、结尾完整，衔接自然。
第二节
Mary std there, watching Tm practicing patiently and hard. Every time he jumped, he wuld stumble a little, but he never stpped. He wiped the sweat frm his frehead and adjusted his psture, then tried again. Mary thught abut hw Tm was willing t take n smething he wasn’t gd at just t help his class. She felt a little ashamed f herself—she was scared f shwing her bad handwriting, but what if she culd try her best like Tm? Maybe the bulletin bard wuldn’t be perfect, but she culd put her heart int it. The nervus feeling in her stmach slwly faded, and a new sense f determinatin tk its place. She turned arund and headed straight fr the teachers’ ffice, her steps n lnger hesitant.
With determinatin, Mary stepped int the teachers’ ffice. Ms. White was sitting at her desk, grading papers. When she saw Mary, she lked up and smiled, gently asking whether she had made her decisin. Mary tk a deep breath and ndded firmly, “Yes, Ms. White. I’d like t take charge f the class bulletin bard.” She then added, “My handwriting isn’t gd, but I’ll practice and d my best t make it nice. I want t help ur class, just like Tm is helping his.” Ms. White’s eyes lit up with pride. She std up and patted Mary’s shulder, “That’s what I wanted t hear, Mary. Bravery t try is mre imprtant than being perfect. I’ll be right here t help yu.” Mary left the ffice with a big smile n her face, already lking frward t starting her new task.
【评分说明】
本题总分为25分，按五个档次进行评分。评分时，主要从续写情节内容、语言表达和过渡衔接三个方面考虑，具体为：
1. 续写的完整性以及与原文情境的融洽度；
2. 使用词汇、句型和语法结构的准确性、恰当性和多样性；
3. 上下文的衔接和全文的连贯性；
4. 单词拼写和标点符号也要予以考虑；书写较差，酌情扣分。
【评分细则】
1. 写作思路可开放式作答(不限定范文为唯一写作思路)，合理即可；
2. 按照五个档次评分规则进行给分，拉开差距；
3. 学生只要作答思路完整合理，表达准确，卷面整洁也可按照第五档给高分。
【各档次的给分范围和要求】
第五档(21~25分)
——创造了丰富、合理的内容，富有逻辑性，续写完整，与原文情境融洽度高。
——使用了恰当且多样的词汇和语法结构，可能有个别小错，但完全不影响理解。
——有效地使用了语句间衔接手段，全文结构清晰，意义连贯。
第四档(16~20分)
——创造了比较丰富、合理的内容，比较有逻辑性，续写比较完整，与原文情境融合度较高。
——使用了比较恰当、多样的词汇和语法结构，可能有些许错误，但不影响理解。
——比较有效地使用了语句间衔接手段，全文结构比较清晰，意义比较连贯。
第三档(11~15分)
——创造了基本合理的内容，有一定的逻辑性，续写基本完整，与原文情境相关。
——使用了简单的词汇和语法结构，有一定错误或不恰当之处，但基本不影响理解。
——基本有效地使用了语句间衔接手段，全文结构基本清晰，意义基本连贯。
第二档(6~10分)
——内容或逻辑上有一些重大问题，续写不够完整，与原文情境有一定程度脱节。
——所使用的词汇有限，语法结构单调，错误较多，影响理解。
——未能有效地使用语句间衔接手段，全文结构不够清晰，意义不够连贯。
第一档(1~5分)
——内容或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。
——所使用的词汇有限，语法结构单调，错误很多，严重影响理解。
——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。
41. A. make fun f
B. pay attentin t
C. take care f
D. cast light n
42. A. accusatins
B. remarks
C. arguments
D. cmplaints
43. A. abnrmal
B. relieved
C. reliable
D. helpless
44. A. ntice
B. prgram
C. advertisement
D. nvel
45. A. cnfused
B. bred
C. fascinated
D. awkward
46. A. blamed
B. avided
C. cntacted
D. ignred
47. A. interest
B. cnditin
C. sign
D. symbl
48. A. enhanced
B. balanced
C. accelerated
D. restricted
49. A. laughter
B. justice
C. silence
D. equality
50. A. quietly
B. hesitantly
C. firmly
D. cldly
51. A. build
B. recver
C. disprve
D. define
52. A. transfrmed
B. reflected
C. estimated
D. destryed
53. A. curisity
B. success
C. actin
D. tlerance
54. A. imitated
B.indicated
C. activated
D. mtivated
55. A. threats
B. prspects
C. challenges
D. regrets