河北省石家庄市2026届高三二模英语试卷（PDF版，含答案、音频）

这是一份河北省石家庄市2026届高三二模英语试卷（PDF版，含答案、音频），共39页。
（本试卷满分150分，考试时间120分钟）
注意事项：
1．答卷前，考生务必将自己的姓名、准考证号填写在答题卡上。
2．回答选择题时，选出每小题答案后，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，写在本试卷上无效。
第一部分 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段录音。每段录音后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段录音后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段录音播放两遍。
1．What will the wman prbably d tnight?
A. Watch a mvie. B. Finish her paper. C. D sme shpping.
2．What happened t David?
A. He had an accident. B. He lst his jb. C. He hurt his arm.
3．Where will the man get ff?
A. At 5th Avenue. B. At 6th Avenue. C. At 8th Avenue.
4．What des the wman like abut her new jb?
A. Larger wrking place. B. Shrter wrking hurs. C. Fewer patients.
5．Where des the cnversatin prbably take place?
A. In a restaurant. B. In a stre. C. At hme.
第二节（共15小题；每小题1.5分，满分22.5分）
听下面5段录音。每段录音后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段录音前，你将有时间阅读各个小题，每小题5秒钟；听完后，每小题都有5秒钟的作答时间。每段录音播放两遍。
听下面的录音，回答第6和第7小题。
6．What des the wman wrry abut Terry?
A. His career prspects.B. His persnal interests. C. His nline habits.
7．What is the prbable relatinship between the speakers?
A. Prfessr and student.B. Wrkmates. C. Husband and wife.
听下面的录音，回答第8和第9小题。
8．What is the man prbably ding?
A. Interviewing a vlunteer.B. Arranging a meeting. C. Preparing a presentatin.
9．Hw will Mira help?
A. By making a vide. B. By cleaning the rm. C. By setting up furniture.
听下面的录音，回答第10至12小题。
10．Why did Lily chse her majr?
A. T learn abut sftware.
B. T preserve the envirnment.
C. T fllw her parents’ steps.
11．What is Jack mainly learning at present?
A. Data structures. B. Sftware develpment. C. Cmputer netwrks.
12．What d the speakers think abut their studies?
A. They are t difficult t cntinue.
B. They will bring them great success.
C. They are practical fr the future.
听下面的录音，回答第13至16小题。
13．What gave Sarah cnfidence at the beginning f her business?
A. Her savings. B. Her experience. C. Her ptential.
14．Hw did peple arund Sarah feel abut her career decisin?
A. Dubtful. B. Curius. C. Prud.
15．What des Sarah say abut her wrk tday?
A. She has many supprters.
B. She enjys much free time.
C. She wrks extremely hard.
16．What des the man advise Sarah t d?
A. Stick t her dream f design.
B. Pay mre attentin t her health.
C. Expand her business step by step.
听下面的录音，回答第17至20小题。
17．What did the speaker visit first n the trip?
A. A museum. B. A muntain. C. An academy.
18．Why did the guide avid the famus ancient temple?
A. It was hard t reach. B. It was t crwded. C. It was in ruins.
19．What made the speaker chse the wven basket wrkshp?
A. It ffered sea fd.
B. It had a quiet lcatin.
C. It featured special lcal design.
20．What is the speaker mainly talking abut?
A. A pleasant castal hliday.
B. Beautiful natural scenery.
C. Traditinal handmade skills.
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
The Phantm f the Opera is cmpser Andrew Llyd Webber’s award-winning musical, nw playing at His Majesty’s Theatre in Lndn. Opening in the West End in 1986, it wn the Tny Award fr Best Musical tw years later. In September 2006, it brke the recrd held by Cats, anther Webber’s musical, becming the lngest-running shw in Bradway histry.
The stry is a gthic rmance (哥特风格的) based n Gastn Lerux’s nvel launched in 1910. It fllws a mysterius masked figure wh appears at the Paris Opera Huse and his strng interest with a yung singer, Christine Daae. As he helps her rise t fame, he becmes increasingly dangerus, leading t a dramatic ending. The Lndn prductin is famus fr its splendid set design, including a turning stage, a grand staircase, and a large luxurius light that hangs frm the ceiling. Unfrgettable sngs include The Music f the Night and All I Ask f Yu.
Perfrmance Times
Evening shws: Mnday t Saturday at 7:30 p.m.
Daytime shws: Wednesday and Saturday at 2:30 p.m.
Running time: 2 hurs 30 minutes (including a 20-minute break)
Cast
Lily Kerbas plays Christine Daae, Dean Chisall plays the Phantm, and Adam Rhys-Charles plays Raul, the secnd male lead. Janna Ampil takes the stage as Carltta, the secnd female lead. Several cast members have previusly appeared in Les Miserables. The perfrmers are subject t change.
Age Recmmendatin
Recmmended fr ages 8 and ver. The prductin features gunshts, flash lighting and stage firewrks.
Ticket Bking
Bk nline using the bking buttn. A seating plan is available t help yu chse yur seats.
21．When did The Phantm f the Opera win an award fr the best musical?
A. In 1910. B. In 1986. C. In 1988. D. In 2006.
22．When can yu see The Phantm f the Opera?
A. At 2:30 p.m. n Mnday. B. At 2:30 p.m. n Tuesday.
C. At 7:30 p.m. n Wednesday. D. At 7:30 p.m. n Sunday.
23．What can we learn abut the musical?
A. The set design is simple. B. Cast changes may ccur.
C. It’s suitable fr peple f all ages. D. It’s adapted frm Webber’s nvel.
B
I nce attended a French immersin (沉浸) prgram in France. On the first day, the schl directr warned: “Speak even a wrd f English and yu will be fined tw eurs.” I began t wnder if it was a wise decisin.
My interest in French began in high schl, but university curses bred me. Years later, my children attended a French immersin schl, and my enthusiasm returned — thugh I was t busy t study myself. A cuple f years ag, a neighbur fluent in French shared stries f traveling in France. I was envius. The next mrning, I wke up and decided t create my wn luck. Thugh in my mid-60s, I still enjyed challenges.
Three mnths later, I arrived in Paris fr a mnth f French studies. We were immersed in French eight hurs a day. Fellw students came frm arund the wrld: a Chinese lady wanted t perfect her French t fully appreciate the rich cultural heritage f France; a Turkish graduate hped t land a jb in Eurpe; many, like me, sught a persnal challenge.
The first week was exhausting. My head ached frm the cnstant stimulatin f learning. I rutinely embarrassed myself. With nly a limited French vcabulary, I culdn’t tell any f my usual stries and jkes. After much practice, I finally develped an amusing stry t tell t whmever I sat with. Yes, the same stry every day. At least I was never fined tw eurs!
Gradually, the immersin wrked. My brain shifted t French at the schl gate. One day, I met an American lady I had spken with in English the day befre in a restaurant. On schl grunds, I walked past her withut a greeting — paying a thusand eurs as punishment wuld d! During the fur weeks, I made significant prgress. On the last day, I presented a paper in French.
Attending the prgram inspired me t cntinue my French learning. And I’ve signed up fr anther sessin this spring. I can’t wait t get there and embarrass myself again!
24．Why did the authr questin her decisin n the first day f the prgram?
A. It was t bring. B. It cst much mney.
C. It had a strict rule. D. It had a tight schedule.
25．What drve the authr t start French studies in Paris?
A. Her children’s French learning. B. The desire t prve herself yung.
C. Mre free time after retirement. D. Her neighbur’s travelling experiences.
26．Why did the authr walk past the American lady withut greeting her?
A. She was in a hurry. B. She failed t recgnize her.
C. She was afraid f being fined. D. She fcused n her French thinking.
27．What des the authr want t cnvey?
A. Well begun is half dne. B. It’s never t late t learn.
C. Rules are made t be brken. D. Yu can’t teach an ld dg new tricks.
C
Nt lng ag, being “ready fr the wrkfrce” meant cmpleting a degree, landing a jb and building a clearly defined career path. But in 2025, readiness lks different. It’s nt a milestne we reach nce but a cnstant exercise.
In fact, 70% f U.S. wrkers say they feel unprepared fr tday’s wrkfrce, and nearly three-quarters wrry they wn’t be able t adapt in the next five years, accrding t a new reprt. Traditinal educatin and career systems priritized linear career paths and fixed rles. But tday’s wrld demands smething mre fluid. With technlgy like AI evlving faster than any curriculum (课程) can keep pace and entire industries being upended, it’s n wnder s many feel uncertain. In this envirnment, wrkfrce readiness means being digitally literate, willing t cntinuusly develp skills and adaptable, as well as having mre than a little curisity.
Wrkers want t understand which skills and credentials (资格证书) matter. Educatrs and emplyers can help by cnnecting learning with real-wrld applicatins and creating accessible pprtunities, such as micr-credentials and shrt certificate prgrams t upskill quickly and affrdably.
Still, readiness can shw differently acrss generatins. Our reprt fund mst yung prfessinals say they’re struggling t find their fting, with 87% f Generatin Zs feeling unprepared fr the cmpetitive jb market. Nw, with AI quickly tackling tasks such as cding, data analysis and even editing, “sft skills” including teamwrk, empathy and prblem-slving are mre imprtant than ever. Generatin Ys ccupy a unique middle grund, as 72% say they feel unprepared fr tday’s wrkfrce. Fr Generatin Xers and Baby Bmers wh may feel steadier, the pace f change means the skills they used t rely n may nt remain relevant fr lng. Cntinuing educatin can g a lng way in helping mid-level wrkers stay current with the market.
Whatever their level, wrkers need curisity and drive. Educatrs shuld prvide flexible learning that meets peple where they are. Emplyers need t ffer supprt, guidance and space t reskill. We can build the capacity t adapt. That’s what readiness really is — nt a state f arrival, but a shared cmmitment t grwth.
28．What des the underlined wrd “fluid” in paragraph 2 mean?
A. Practical. B. Challenging. C. Predictable. D. Dynamic.
29．What des the reprt find abut different generatins in the wrkfrce?
A. Generatin Z has the highest rate f feeling unprepared.
B. Generatin Ys wrry less abut their future careers.
C. Generatin Xers and Baby Bmers have ever-relevant skills.
D. Older generatins need n further educatin.
30．What is suggested t help wrkers stay current?
A. Priritizing advanced technical knwledge.
B. Sticking t lng-established wrking rutines.
C. Seeking higher academic degrees cntinuusly.
D. Taking shrt-term skill-fcused training prgrams.
31．What is the authr’s purpse in writing the text?
A. T explain mdern wrkfrce readiness.
B. T argue against utdated educatin systems.
C. T recmmend persnal develpment curses.
D. T cmpare jb perfrmances f different generatins.
D
New research has fund that scientists studying sea-level rise have been using methds that underestimate hw high the water already is. One result is that hundreds f millins mre peple wrldwide are already living dangerusly clse t the rising cean than previusly estimated.
The study, published in Nature, shws that castal sea levels are n average eight inches t a ft higher than many glbal maps and mdels suggest. The differences are especially large in Sutheast Asia and Pacific natins. Scientists have ften been wrking frm the wrng starting pint when calculating what land and ppulatins might be affected in the future.
That matters as plicymakers turn t science t understand hw much land and hw many peple may be affected as the wrld warms and ceans rise. The new study has identified far-reaching prblems in the methd that researchers ften use t understand castlines and hw they might change in a warming climate. It checked 385 ther papers and fund that less than 1 percent had crrectly assessed where sea levels are tday.
Fr decades, scientists have used a satellite-based gravitatinal-field mdel. Hwever, ther instruments can measure real sea level and reveal lcal differences frm factrs like currents, winds and tides, which can als influence sea levels but are nt included in the gravitatinal-field mdel. Scientists can mst accurately estimate sea level when bth pieces f the puzzle are cmbined crrectly.
But the study fund that hasn’t been the case. Sme 90 percent f the studies relied nly n the gravitatinal-field methd. Anther 9 percent used bth kinds f data but failed t cmbine them prperly.
It was 10 years ag, n the shres f the Mekng delta in Suthern Vietnam, where Dr. Minderhud, the senir authr f the paper, first realized there may be a difference. He said the study shws that methds f studying sea level rise that seemed t wrk relatively well fr castlines in Eurpe r the United States led t bigger gaps in ther parts f the wrld.
Trbjrn Trnqvist, a prfessr at Tulane University wh was nt invlved with the study, said the findings were a real “wake up call” with wide implicatins.
32．Why is the research finding f great imprtance?
A. It helps imprve technlgies f measuring sea levels.
B. It has persuaded scientists t change research methds.
C. It explains why sea levels keep rising arund the wrld.
D. It ffers plicymakers mre reliable scientific evidence.
33．What is the big prblem with the cmmnly used methd?
A. It relies n invalid data.
B. It leaves ut real lcal factrs.
C. It verestimates the risks.
D. It ignres the effect f glbal warming.
34．What can be inferred frm Dr. Minderhud’s experience in Vietnam?
A. Lcal bservatins are less reliable than satellite data.
B. Methds used in Eurpe may nt apply well glbally.
C. The Mekng delta is the mst threatened castal area.
D. Scientists need lnger time t detect sea-level changes.
35．What is the best title f the text?
A. Sea Levels are Higher than Assumed
B. Climate Change Threatens Human Survival
C. Glbal Warming Causes Sea Level Rise
D. Satellite Data Imprves Research Accuracy
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。
One persn’s trash is anther’s treasure. At a recycling centre in nrth-east Lndn, when a rabbit specimen (标本) arrived, Lisa Charltn knew she had t save it. She was s sure that Tracy, ne f her regulars, wuld want it. 36
Charltn wrks at the centre’s nsite ReUse shp, and has saved a lt f rubbish frm landfill (垃圾填埋场). The centre was built n an ld sprts field at Kings Rad and pened in 1994. Charltn shws me arund. It is a cld and rainy Friday mrning. 37 By 10:30 in the mrning, the place is already very busy.
Thrughut the day, I meet peple getting rid f unwanted stuff: a cuple thrwing away wdwrk and bxes, a wman drpping ff pts f unused paint and anther dnating bird bks. I meet prductin designer Alisn Julian. The bjects she finds will feature in TV, film, pht and vide shts. 38 “I seldm leave with less stuff than I arrived with,” she says.
“This is the future,” says ne f the waste management fficers. “We live at a time when the climate is becming crazier. In rder t survive n this planet, we have t recycle.”
39 Nrth Lndn Waste Authrity chair Clyde Lakes wants a push twards reuse and repair as well. “Fr my father’s generatin, reuse was smething that they grew up with,” says Lakes. “My dad can still pretty much fix basic electrical items. 40 “In the past 12 mnths, the NLWA has been running a prgram where residents can get husehld appliances fixed at a shp at a maximum discunt f £50.
“It’s nice,” says Charltn, “nt t see things g t waste when they’ve gt s much mre life in them.”
A. And she did.
B. That’s nt a skill I’ve picked up.
C. But nt everyne is in favr f recycling.
D. That hasn’t stpped peple frm cming, anyway.
E. I never thught a dead rabbit culd make smene s happy.
F. Others believe that ding s will require mre than recycling.
G. But tday she is eyeing up a cast-irn lg burner fr her hme.
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。
I gt my first jb at a burger restaurant. I had years f vlunteer experience and befre graduatin I successfully 41 a pre-emplyment training prgram. S I believed that I was
42 t enter the wrking wrld.
After several weeks f searching, I managed t 43 an interview. Arriving at the restaurant fr my interview, I was nervus but excited abut hw 44 the place was. During the interview I was 45 abut the fact that I was hearing impaired (损伤). Knwing my prblem, the bss was very 46 . He tld me that he wanted me t 47 . After a fllw-up interview, I met with an emplyment cnsultant and gt the news that I was 48 . All the effrts I had been making finally 49
At first, I was given a six-hur shift, and cheerfully ended the day having received
50 frm the bss. Unfrtunately, the next mnth I was 51 t wrk nly 8 hurs a week. My bss 52 business was slw and assured me that the lack f shifts wasn’t cnnected t my 53 . Mnths later, I finished my cntract and my first jb was dne.
This experience may nt have gne as 54 as I had expected, but I’m grateful that my bss lked past my hearing and saw me first. Mre imprtantly, it shwed me I’m capable. That imperfect jb prved I belng in the wrking wrld, and I knw the right 55 is cming.
41．A. cmpleted B. dcumented C. launched D. spnsred
42．A. anxius B. curius C. frced D. prepared
43．A. cnduct B. decline C. secure D. pstpne
44．A. grand B. familiar C. peaceful D. remte
45．A. desperate B. hnest C. sensitive D. hesitant
46．A. accmmdating B. ambitius C. demanding D. suspicius
47．A. recver B. lead C. try D. resign
48．A. prmted B. hired C. replaced D. awarded
49．A. died dwn B. ran ut C. slwed dwn D. wrked ut
50．A. instructins B. mercy C. cmments D. praise
51．A. trained B. allwed C. cntracted D. selected
52．A. accepted B. jked C. cmplained D. explained
53．A. appearance B. perfrmance C. experience D. persnality
54．A. smthly B. nrmally C. steadily D. naturally
55．A. reasn B. decisin C. fit D. slutin
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 1987, the Mga Caves became a UNESCO Wrld Heritage site. That same year, Neil Schmid, then 56 undergraduate studying Chinese at Gergetwn University, first visited the desert city f Dunhuang. He wes his lasting bnd with the caves 57 “yuanfen” — a special fndness.
Over thirty years later, in 2018, Schmid made histry as the first full-time freign researcher at the Dunhuang Academy. Since then, he has spent thusands f hurs 58 (examine) the caves’ murals (壁画) and sculptures. Each visit, he says, 59 (reveal) smething new, deepening his appreciatin f hw these sacred spaces 60 (design) t engage bdy, senses, and mind in acts f devtin and strytelling.
Schmid’s current research highlights Dunhuang as a test f cultural integratin. In Cave 25, he identified a hand gesture 61 (striking) similar t that in ne f Lenard da Vinci’s wrks, which was painted ver five centuries 62 (early). These discveries shw
63 cultural exchange generates: new visual languages and devtinal frms, making Dunhuang nt just a crssrad but a site f innvatin.
64 (regard) as a stryteller and a crss-cultural guide, Schmid cmmits himself t sharing Dunhuang with glbal audiences thrugh lectures and exhibitins. Fr him, the ancient caves remain a steady surce f inspiratin — prf that lasting achievements cme frm
65 (pen).
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，你校下周举办”阳光体育节”。请你给英国交换生Chris写一封邮件，邀请他一起参加师生接力赛。内容包括：
1．介绍活动；
2．发出邀请。
注意：
1．写作词数应为80个左右；
2．请按如下格式在答题卡的相应位置作答。
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。
Last week in bilgy class, the teacher had the students pair up t care fr a plant r a small animal fr a mnth. Alex and Sam became partners. They picked ut a little hamster with sft brwn fur and shiny black eyes. They named it Peanut and set up a cage fr it n the bkshelf next t their desks.
They tk turns feeding Peanut, cleaning the cage and giving it water. Alex liked watching Peanut run n the wheel in the cage. Sam liked hlding it gently. Peanut sn became the class star. Everyne passing by wuld stp and say hi. Sme even brught vegetable pieces and Peanut wuld eat them greedily.
One mrning, it was Alex’s turn t clean the cage. He tk Peanut ut and set it n a chair while he cleaned the plastic base. When he finished and lked back, Peanut was gne. Alex’s heart sank. He gt dwn n his hands and knees and searched under the desks, his face pale with wrry. At that mment, Sam rushed ver, face red, blaming Alex fr being careless. Alex felt awful but als angry. “Hey, remember yesterday yu left the cage dr unlcked? S dn’t just blame me.” Sam shk his head. “I didn’t lse him tday — yu did!” They said n mre and searched under every chair, behind the bkshelf, and inside desks. But Peanut was nwhere t be seen. Then the bell rang. They had t stp. Sam walked back t his seat, head dwn. Alex std there fr a secnd, then did the same. The empty cage sitting n the bkshelf was like a wall standing between them, right in their hearts.
After schl, withut a wrd, they bth stayed behind. They searched everywhere again but fund nthing. Alex was abut t give up when he heard a tiny scratching sund. It came frm the crner near the bkshelf.
Dear Chris,
Yurs,
Li Hua
Immediately, Alex rushed t the bkshelf.
Picking Peanut up, Alex and Sam lked at each ther, bth with a guilty lk.
石家庄市2026届普通高中毕业年级教学质量检测（二）
英语参考答案
第一部分 听力（共两节，满分30分）
1—5 BABBC6—10 ACBCB11—15 ACCAC16—20 BABCA
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）
21—23 CCB24—27 CDCB28—31 DADA32—35 DBBA
第二节（共5小题；每小题2.5分，满分12.5分）
36—40 ADGFB
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）
41—45 ADCAB 46—50 ACBDD 51—55 CDBAC
第二节（共10小题；每小题1.5分，满分15分）
56. an 57. t 58. examining 59. reveals 60. were designed
61. strikingly 62. earlier 63. what 64. Regarded 65. penness
第四部分 写作（共两节，满分40分）
第一节 应用文（15分）
Dear Chris,
Hpe this email finds yu well. I’m writing t invite yu t jin the teacher-student relay race f ur schl’s upcming Sunshine Sprts Festival next week.
Designed t prmte physical fitness and build team spirit, the relay race is ne f the mst exciting events, gathering students and teachers t cmpete tgether and creating a lively and energetic atmsphere. Given yur athletic talent and enthusiasm, I truly hpe yu can team up with me. It will be a fantastic chance t experience campus culture and enjy the jy f cperatin.
Lking frward t yur psitive reply.
Yurs,
Li Hua
第二节 读后续写（25分）
Immediately, Alex rushed t the bkshelf. Bending dwn, he gently mved aside the piled bks ne by ne, his heart punding with anxiety. There, curling in the narrw space behind the shelf, was Peanut, trembling faintly, its tiny paws still hlding a piece f vegetable. Alex let ut a lng sigh f relief and gently scped up the little creature int his palms, rubbing his face against its sft fur. At that mment, Sam hurried ver, eyes wide with astnishment, and the tense atmsphere between them instantly melted away.
Picking Peanut up, Alex and Sam lked at each ther, bth with a guilty lk. Alex was the first t break the silence, aplgizing sincerely fr his carelessness. Sam, his face flushed with shame, als aplgized fr lsing his temper and blaming Alex withut thinking twice. They carefully placed Peanut back in its cage and secured the dr firmly. This small accident taught them a valuable lessn: staying calm and wrking tgether. Nt nly did they regain their lvely little pet, but they als learned t be mre respnsible and frgiving. Their friendship became deeper and mre precius thrugh this experience.
（注：“一个故事，多种结尾”，此文仅供参考。）
评分细则：
 阅卷赋分时，请按照内容、语言、结构、规范四个维度归档后给出综合评价。
（一）应用文写作评分参考标准
各档次给分范围和要求
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。
— 应用简单的语句间的连接成分，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。
应用简单的语句间的连接成分，使全文内容连贯。
整体而言，基本达到了预期的写作目的。
第二档（4-6分）
未恰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。
明显遗漏主要内容，写了一些无关内容，原因可能是未理解试题要求。
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分
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。
（二）读后续写评分参考标准
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。
使用了多样并且恰当的词汇和语法结构，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，与原文情境融洽度较高。
使用了比较多样并且恰当的词汇和语法结构，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，有一些错误或不恰当之处，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。
零分
所写内容太少或无法看清以致无法评判；所写内容全部抄自原文或与题目要求完全不
相关；未作答。
听力原文：
Text 1
M: Wuld yu like t watch a mvie with me tnight?
W: Srry, but my paper is due tmrrw.
M: That’s a pity. I’ve bught sme ppcrn. Maybe next time.
Text 2
W: Hw’s David ding? I heard his car rlled ver.
M: He’s finally cme back t wrk but with his head wrapped up. He is lucky he didn’t break his arm.
Text 3
M: What stp is this? I need t get ff at 5th Avenue.
W: It’s 6th Avenue. The bus wn’t stp again until 8th Avenue.
M: Oh, I have t get ff here and walk back.
Text 4
M: Hw d yu like yur new jb?
W: I’m glad the clinic isn’t as large as the last hspital. And we nly have 6-hur shifts instead f 8-hur and that makes a great difference when yu are helping patients nn-stp.
Text 5
W: Careful! Dn’t knck ver the apple juice n the kitchen table.
M: Dn’t wrry. I’ll be careful. Is there any mre in the fridge? I lve it s much.
Text 6
W: I d wrry abut Terry. He ttally has n idea f his future career.
M: Cme n. He’s still yung. And as parents, we just need t give him mre time t find where his passin lies.
W: But nthing seems t draw his interest.
M: I caught him searching fr cllege curses nline the ther day, s I dn’t think we shuld wrry t much.
W: Well, that’s gd t hear.
Text 7
M: Hey Mira, thanks fr vlunteering. We really appreciate yur help with this year’s sales cnference.
W: Dn’t mentin it. Can yu tell me what I shuld d?
M: Yes. We need sme help making a vide fr the presentatins and setting up the desks and the chairs. Which d yu prefer?
W: Well, I have been wrking s lng in frnt f a cmputer at my jb, s I’d like t d the latter.
M: OK, I understand. The furniture strage rm is ver there.
Text 8
W: Hi, Jack. Have yu decided n yur majr yet?
M: Yes, I chse cmputer science. I’ve always been interested in hw sftware wrks. What abut yu, Lily?
W: I’m studying envirnmental science because I want t help prtect the envirnment. And my parents really supprt me.
M: That sunds meaningful. What kind f curses d yu take?
W: We study eclgy and climate change, and smetimes we g ut t cllect samples.
M: Interesting. In my majr, we nw mainly learn data structures. And in the fllwing semesters, we will learn abut sftware develpment and cmputer netwrks, which can be mre difficult.
W: D yu enjy yur curses?
M: Yes, especially when I finish a prject successfully.
W: That’s nice. I think bth f us are learning useful things fr the future.
M: I can’t agree mre.
Text 9
M: Sarah, what was it like when yu first started yur business?
W: Yu knw, after graduatin, I didn’t have the mney, the cnnectins, r the experience. But I tld myself I shuld stp wrrying abut what I didn’t have. Instead, I lked at my abilities and what I culd d, which made me cnfident abut my dream — t create a well-made dress.
M: Hw did yur family and friends react t yur decisin t enter the fashin industry?
W: At the time, nt many peple believed I had made the right decisin. S I had t be my wn supprter, and make it wrk.
M: S yu’ve been building yur business fr at least five years nw. What’s it like tday?
W: It’s nt that different. I’m still sleeping abut fur t five hurs a day, wrking seven days a week, and managing five separate email accunts.
M: I really admire what yu’ve achieved thrugh all yur hard wrk. While wrk is certainly imprtant, yu shuld als take gd care f yur health. After all, slw and steady wins the race.
Text 10
W/M: During my summer hliday, I traveled t a small castal twn named Maris with my family.
On the first mrning, we visited a histry museum. After that, we jined a guided tur. Our guide didn’t take us t the famus ancient temple, which is always vercrwded. Instead, she tk us t a lw muntain and shwed us arund the remains f an ancient academy. Mst f the buildings were in ruins, but we culd still imagine hw schlars studied there hundreds f years ag. We then tk a bus t the suburban area fr lunch. We had lcal seafd dishes. After the meal, we walked alng the river t a quiet bay.
The next mrning, we culd chse frm several sea activities. Mst f ur grup chse surfing. In the afternn, there were tw different handmade wrkshps t pick frm. One made vases and bwls, which I was nt interested in. The ther prduced wven baskets with unique lcal patterns, s my family and I chse this ne. The craftsmen used skills passed dwn frm their ancestrs. I even tried making a small basket myself.