河南省郑州外国语学校2025-2026学年高三上学期11月期中英语试题

郑州外国语学校2025-2026学年上期高三调研4考试试卷 英 语 （120分钟 150分） 第1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 about Mike? A. He has been job-hunting. B. He enjoys reading letters. C. He is offering the woman a job. 2. How much did the woman save? A. $9.36. B. $44.33. C. $53.69. 3. Why was the woman surprised? A. She lost her receipt. B. She had to pay for the repairs. C. The timing button of the radio was broken. 4. Where does the conversation take place? A. In a library. B. In a hotel. C. In a shop. 5. What are the speakers talking about? A. Organizing an activity. B. Selecting books. 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 do at last on the weekend? A. Go to the grocery store. B. Go on a hike. C. Go to the beach. 7. Who 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 woman upset with the man? A. He hasn’t been attending class. B. He didn’t turn in his essay. C. His essay is too short. 9. How many essays has the man rewritten altogether this year? A. Three essays. B. Two essays. C. One essay. 10. What does the woman instruct the man to do? A. Perform well on future work. B. Write a new essay. C. Show up to class. 听下面一段对话，回答第11 至 13题。 11. What does the man usually do at the gym? A. Running. B. Weight lifting. C. Swimming. 12. How does the man benefit from exercising with a class? A. He can try various machines. B. He is motivated to push himself harder. C. He can learn exercise skills from others. 13. What do the speakers agree to do together? A. Go biking. B. Learn yoga. C. Take a swimming class. 听下面一段对话，回答第14至 16题。 14. What is the relationship between the speakers? A. Brother and sister. B. Good friends. C. Roommates. 15. What will the woman do tonight? A. Visit her friends. B. See a play. C. Go to the gym. 16. What does the man promise the woman? A. He will return in five hours. B. He will never borrow 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 on Wednesday evening? A. A bake sale. B. A book club. C. An event to honor an artist. 18. When does the book fair end? A. On Wednesday. B. On Thursday. C. On Friday. 19. What will the money from the bake sale go toward? A. The sports teams. B. The art department. C. The computer lab. 20. Who is invited to attend the book 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 Application Requirements for LSU To apply for admission to Louisiana State University (LSU), you’ll need to consider the following requirements: ● Academic Record: A high school GPA of at least 3.0 based on 19 core units. If you have a 3.77GPA or above, you have a very good chance of being admitted. LSU considers your academic performance in high school and who you are as a student, not only inside but also outside the classroom. LSU is a test-optional institution, which means you can choose whether or not to submit standardized test scores (SAT or ACT). Test Scores: If you decide to submit test scores, the minimum requirements are: SAT: At least 1030 (with at least 450 in critical reading and 460 in math). ACT: At least 23. ● Application Submission: Use the Common Application for first-year applicants. It serves as both the application for admission and the application for all merit-based scholarships offered by LSU. If you’re interested in the Ogden Honors College, this application also serves as your Ogden Honors College application. Create an account as a First-Year Student on the Common App. Search for “Louisiana State University”  and add LSU to your colleges. Complete all sections under the Common App and LSU tabs. Once everything is complete, submit your application. The application fee is $50. ●Additional Considerations: While not required, you may choose to submit letters of recommendation from your teachers. If you’re an international applicant, TOEFL score is preferred. 21. What is the key factor that affects admission to LSU? A. High school GPA. B. Critical Reading and math ability. C. Standardized test scores. D. Participation points in the classroom. 22. What must be offered during the admission application process? A. The application fee. B. The TOEFL test score. C. Three different applications. D. A teacher’s recommendation letter. 23. Where is this text probably taken from? A. A test introduction. B. An admission guide. C. An application letter. D. A freshman handbook. B One day, my 11-year-old daughter told me that she wanted to return a pair of pants on Amazon. “You need to keep clicking the ‘something else’ button if you want to talk to a real person,” I told her. She followed my word, and after a bit of clicking, she managed to talk to a real person and get the pants returned. In the process, I had the chance to think about what this everyday interaction was teaching my daughter. I thought about what it meant to constantly ask for “something else”. It’s not only about having a real person to talk with. It’s equally about the quality of our communication. It’s about thinking something, then saying it, and then having another person think and say something back to you. It seems simple and yet it may become the exception, not the rule. In many cases, it already has. With the “quick responses” at the bottom of Gmail, potential responses often appear right in front of us. “Yes, sure.” “Of course!” or “I got it.” The responses, I’ve noticed, are mostly okay. Sometimes, they’re exactly what I want to say. Occasionally, they’re wildly wrong. At first, I told myself I wouldn’t use those pre-made responses. Soon enough, though, I got in a rush and found they were good. What would happen if our language got automated in general in this way? What if, instead of generating responses, we simply pointed and clicked? Choosing a response is a kind of thinking, but it’s far less accurate than the kind needed to generate content. It has to do more with recognizing a “good enough” response. Instead of starting with a blank board, we critique (评判) things. That’s not useless, but it doesn’t replace thinking in a generative way. If kids only critique something, they won’t have original thoughts. They may become great editors, but they’ll likely struggle to create ideas in fresh ways. There’s no simple solution and certainly no way to turn back the clock on automated talk. Yet, as we move forward, we need to consider carefully how simple changes in communication can have serious effects. If we want to help our kids, the “something else” we searched for —authentic human conversation — should not be the exception, but the rule. 24. What contributes to high-quality communication according to paragraph 2? A. The clear goals. B. The exact expressions. C. The process of thinking. D. The immediate response. 25. How does the author feel about using the pre-made responses? A. Excited and eager to try them out. B. Annoyed and not interested in them. C. Disappointed by their inaccurate suggestions. D. Unwilling but finally aware of their convenience. 26. What would happen to kids with the automation of language? A. Their creativity will suffer. B. Their critical thinking ability will increase. C. Their editing skills will hardly improve. D. Their expressions will be more accurate and efficient. 27. What can be the best title for the text? A.The Art of Guiding Children’s Creativity B. My Unforgettable Online Return Experience C. My Reflections on Automated Talk D. The Benefits of Using Automation in Communication C A groundbreaking announcement for the recovery of lost ancient literature was recently made. Using a method powered by machine learning, an international team of scholars recovered the ancient Greek text on papyrus scrolls (纸莎草卷轴) from Herculaneum, a seaside Roman town in Italy. Herculaneum was covered by the eruption of Mount Vesuvius in 79 AD. Much of the ancient town remains underground. But in 1752, people discovered hundreds of papyrus scrolls in an ancient library. The papyri are so weak that many were destroyed by early attempts to access their texts. More recently, special photography has greatly improved their legibility. But until now, a method that would leave the scrolls complete without causing damage remained out of reach. Its development marks a significant breakthrough. The scholars’ achievement earned them a grand prize of $700,000 from the Vesuvius Challenge. The challenge is a machine learning and computer vision competition that uncovers the secrets of the scrolls. The competition drives technological development in the research by encouraging data sharing for smaller goals to benefit all competitors. Scholars gathered to share ideas and approaches to improve the results. So technology can become much more efficient in uncovering the entire scrolls. After 5 percent of one scroll was read in 2023, the challenge set a 2024 grand prize goal of reading 90 percent of four scrolls. But high-quality images requires special equipment that isn’t commonly available. Access to the right equipment is costly. The process of digitally opening and straightening a scroll, known as segmentation (分割), is slow. By current techniques which involve a significant amount of hands-on work, fully segmenting one scroll would cost $1-5 million. Papyrology is not only exciting, but also challenging and painstaking work. The role of an international team of scholars is to study and understand the ancient Greek text produced by the model and determine which approaches are the most effective. It requires mastery of ancient languages and ideas as well as the puzzle-solver’s ability to fill in the gaps. Perhaps there’s a fair part of new ancient thoughts that need to be pieced together into a text—letter by letter, word by word, sentence by sentence—before they can be studied more widely. That’s going to rely on scholars. 28. What does the underlined word “legibility” in Paragraph 2 probably mean? A. Correctness. B. Flexibility. C. Readability. D. Difference. 29. What is the primary purpose of the Vesuvius Challenge? A. To support modern literature studies. B. To promote innovation in ancient text recovery. C. To encourage partnerships between science lovers. D. To raise public awareness of information openness. 30. What is the main difficulty in reading the scrolls? A. The absence of storage methods. B. The trouble of translating old writings. C. The shortage of historical written records. D. The lack of advanced affordable technology. 31. What is the key message expressed in the last paragraph? A. The challenge of training talents for papyrology. B. The need for skilled experts for ancient text studies. C. The value of protecting old items for educational purposes. D. The possibility of exploring ancient language development. D In an era dominated by keyboards and screens, the decline of handwriting has sparked debates about its relevance. Yet research consistently highlights unique cognitive (认知的) advantages of writing by hand that digital tools cannot imitate. Numerous studies reveal that manual writing strengthens memory maintenance more effectively than typing. Naomi Susan Baron, a linguistics professor, notes that people across Japan, Norway, and the U.S. recall information better when jotting it down (草草记下) manually. For instance, adults learning Arabic letters via handwriting outperformed typists in recognition and pronunciation speed. Similarly, students who take handwritten notes during lectures demonstrate deeper comprehension compared to those typing, as handwriting forces the brain to actively map sounds to letter shapes — a process critical for literacy development. Neurological evidence supports these findings. Using EEG scans, Norwegian researchers observed that handwriting activates broader brain networks, including regions linked to memory, attention, and motor skills, while typing only stimulates localized areas. Theta (4-7Hz) and alpha (8-12.5Hz) brainwaves, associated with learning and focus, were notably stronger during manual writing. This multi-sensory engagement — combining touch, vision, and movement — enhances neural connectivity and information encoding. Experts argue that handwriting’s tactile (触觉的) nature fosters deeper cognitive processing. Unlike typing, which allows for quick corrections and auto-completions, writing by hand requires deliberate planning of each stroke, promoting mindfulness and reducing mental shortcuts. Such “neural maintenance”, as Van der Meer terms it, not only sharpens memory but also delays cognitive decline. Educators are re-evaluating handwriting’s role. While some countries have dropped cursive (手写体的) instruction, others like Norway and parts of the U. S. are reintegrating it into curricula to support brain development. For adults, maintaining handwriting practice serves as a low-cost cognitive exercise, similar to physical workouts for the mind. In conclusion, handwriting remains a vital tool for optimizing brain function. Though digital tools excel in efficiency, the sensory and motor demands of writing by hand cultivate richer learning experiences, fostering creativity, focus, and long-term maintenance. As Baron emphasizes, preserving this skill safeguards not just tradition, but the fundamental ways we process and retain knowledge. 32. According to the passage, what is one significant advantage of handwriting over typing in terms of cognitive development? A. Handwriting improves typing speed. B. Handwriting enhances memory preservation. C. Handwriting increases reliance on technology. D. Handwriting reduces the need for literacy development. 33. What can be inferred about the impact of the activation on learning in paragraph 3? A. It enhances learning and focus. B. It makes learning more difficult. C. It only benefits children, not adults. D. It has a significant impact on learning. 34. What is the likely reason for the reintroduction of cursive handwriting in some educational curricula? A. To improve students’ typing skills. B. To preserve traditional calligraphy techniques. C. To increase the efficiency of note-taking in lectures. D. To support brain development through multi-sensory engagement. 35. What is the main purpose of the article? A. To highlight the cognitive benefits of handwriting over typing. B. To provide a history of handwriting and its cultural significance. C. To argue that digital tools should replace handwriting in education. D. To describe the neurological 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 behaviors are often interconnected. For example, consider the case of a woman named Jennifer Dukes Lee. For ten years, she never made her bed except when her guests dropped by the house. Occasionally, she managed to make her bed four days in a row. On the morning of that fourth day, when she finished making the bed, she also folded a few clothes lying around the bedroom. Next, she found herself washing dirty dishes. 36 She was experiencing the Domino Effect(多米诺骨牌效应). What is the Domino Effect? The Domino Effect states that when you change one behavior, it will activate a chain reaction and cause a shift in related behaviors too. In the words of Stanford professor BJ Fogg, “You can never change just one behavior. 37 When you change one behavior, other behaviors also shift.” The Domino Effect is not merely a phenomenon that happens to you. It is something you can create. 38 Here are three keys to making this work in real life: Start with the thing you are most motivated to do. Start with a small behavior and do it consistently. This will not only make you feel satisfied, but also open your eyes to the type of person you can become. ___39___ Maintain momentum(动力)and immediately move to the next task you are motivated to finish. Let the momentum of finishing one task carry you directly into the next behavior. With each repetition, you will become more committed to your new self-image. 40 As you try new habits, focus on keeping them small and manageable. The Domino Effect is about progress, not results. Simply keep up the momentum. Let the process repeat as one domino automatically knocks down the next. A. Celebrate your little progress. B. Human behaviors are often tied to one another. C. Break things down into smaller tasks when in doubt. D. It doesn’t matter which domino falls first, as long as one falls. E. This proves the role that creativity plays in the Domino Effect. F. Her act of bed-making had set off a chain of small household tasks. G. It is within your power to make a chain reaction of good 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。 Young Jayce Crowder felt different in kindergarten because he had only one hand. At first, this didn’t bother him, but everything changed when a classmate began to 41 him daily. The boy’s cruel 42 left Jayce feeling withdrawn and alone, refusing to talk to anyone. “Why was I born like this?” he asked his mother, who felt 43 to provide answers. The answer came unexpectedly one afternoon. While watching the local news, they saw a(n) 44 about Trashaun Willis, a high school basketball star. Like Jayce, Trashaun was missing most of his left arm, yet he could dunk(扣篮) the ball with incredible skill. Jayce was 45 as he watched the footage(片段), his eyes wide with amazement. Jayce’s mother 46 the newspaper that had featured Trashaun’s story. With their help, the two boys finally met on a sunny April morning. They discovered they shared the same rare 47 called amniotic band syndrome(羊膜带综合征), which had 48 the development of their left arms. That day was filled with 49 : biking, photos, and basketball. Trashaun 50 said, “Never let others’ words 51 your confidence.” This meeting 52 Jayce’s outlook. In the months that followed, Jayce surprised everyone by joining the school wrestling team with remarkable 53 . His positive attitude greatly 54 his teammates. Meanwhile, Trashaun discovered a new passion for mentoring children with similar 55 . Together, they proved that physical differences can not limit one’s potential. 41. A. make fun of B. pay attention to C. take care of D. cast light on 42. A. accusations B. remarks C. arguments D. complaints 43. A. abnormal B. relieved C. reliable D. helpless 44. A. notice B. program C. advertisement D. novel 45. A. confused B. bored C. fascinated D. awkward 46. A. blamed B. avoided C. contacted D. ignored 47. A. interest B. condition C. sign D. symbol 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. coldly 51. A. build B. recover C. disprove D. define 52. A. transformed B. reflected C. estimated D. destroyed 53. A. curiosity B. success C. action D. tolerance 54. A. imitated B.indicated C. activated D. motivated 55. A. threats B. prospects C. challenges D. regrets 第二节(共10小题；每小题1.5分，满分15分) The powerful people-to-people bonds between China and Malaysia are reflected in diverse forms, considering the range of ____56____(share) traditional and cultural values between the two nations. The Malay people have taken great interest in the lion dance, a tradition ____57____ emerged over a thousand years ago in China and has many admirers in modern Malaysia. Among them ____58____ (be) Adzwin Puteri Faizal, a petite young woman, who is a part of the locally renowned Yong Jun Lion Dance Association. “In earlier generations, it was difficult for people from other ethnic groups and women to learn lion dance, ____59____ things have changed. The ____60____ (unique) and inclusiveness of lion dance have allowed us to build a family here,” her lion dance master said. The lion dance in Malaysia shares its roots with the Chinese lion dance, ____61____ (specific) from the southern lion dance style. It arrived in Malaysia with Chinese immigrants and took root. Initially, the lion dance ____62____ (perform) during Chinese festivals and celebrations, but ____63____ the blending of Malaysia’s ethnicities (种族特点) and cultures, it gradually crossed ethnic and religious boundaries, becoming a beloved cultural activity for all communities. Its cultural value is widely recognized by the public. 2024 marked the 50th anniversary of the establishment of diplomatic ____64____ (tie) between China and Malaysia. Both sides celebrated the lion dance as a form of shared history, jointly ____65____ (promote) 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 lesson of the day was PE class. Mary was skipping rope on the playground, surrounded by several classmates watching her. It was her best sport. The rope spun (旋转) quickly as she jumped. When time was up, the counter showed 201 skips. Smiling, Mary flashed a victory sign to the crowd. Just then, the school bell rang—class was over. Mary packed up her skipping rope. It was time to give her answer to Ms. White. That morning, Ms. White had asked her if she would be willing to take charge of the class bulletin board (板报) for the upcoming competition. The student who usually handled it, Lily, was out sick, and someone needed to step in. Mary was shocked that Ms. White had chosen her. She responded nervously, insisting that her handwriting was terrible. But Ms. White reassured her, saying she believed in her ability and encouraged her to think it over and let her know her decision after school. Now, walking toward the teachers’ office, Mary felt nervous. The thought of her messy handwriting being put up on the wall for everyone to see made her stomach turn. She had already made up her mind to say no. With that decision in mind, she quickened her pace and ran across the sports ground. Mary was about to pass the sandpit (沙坑) when someone nearby caught her attention. It was Tom from a different class. In her mind, Tom had never been good at long jump, but he was practicing it. Curious, she went over to ask what he was doing. Tom explained that no one else had signed up for the long jump event, and without a participant, their class wouldn’t get any points in the school sports meeting. So when the headteacher asked if anyone would give it a try, he volunteered. Mary reminded him that he wasn’t good at it, but Tom simply said he knew that and that it wasn’t about being the best, but about trying and doing his part for the class. Then he went back to practicing. What a similar issue they both 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 stood there, watching Tom practicing patiently and hard._______________ ____________________________________________________________________________ ____________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: With determination, Mary stepped into the teachers’ office. __________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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 performed 63.with 64.ties 65.promoting 第四部分 写作 第一节 Relieve Stress, Embrace the Challenge Last week, our school organized a lecture titled “Relieve Stress, Embrace the Challenge” for Senior Three students, aiming to help us students deal with the pressure from the college entrance exam. A professional psychologist was invited to give us a lecture, illustrating effective stress-management strategies such as mindful meditation and positive self-talk. What impressed me most was the “Mood Diary” activity, in which we were advised to write down our feelings and thoughts every evening. This way, we could better understand our stress and find ways to ease it. This lecture was of great benefit. Now I keep a mood diary every day, which makes me feel more relaxed and focused on my studies. I’ve learned that handling stress properly can contribute to our well-being and studies.We are firmly convinced that we can embrace the challenge and strive for a more promising 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 stood there, watching Tom practicing patiently and hard. Every time he jumped, he would stumble a little, but he never stopped. He wiped the sweat from his forehead and adjusted his posture, then tried again. Mary thought about how Tom was willing to take on something he wasn’t good at just to help his class. She felt a little ashamed of herself—she was scared of showing her bad handwriting, but what if she could try her best like Tom? Maybe the bulletin board wouldn’t be perfect, but she could put her heart into it. The nervous feeling in her stomach slowly faded, and a new sense of determination took its place. She turned around and headed straight for the teachers’ office, her steps no longer hesitant. With determination, Mary stepped into the teachers’ office. Ms. White was sitting at her desk, grading papers. When she saw Mary, she looked up and smiled, gently asking whether she had made her decision. Mary took a deep breath and nodded firmly, “Yes, Ms. White. I’d like to take charge of the class bulletin board.” She then added, “My handwriting isn’t good, but I’ll practice and do my best to make it nice. I want to help our class, just like Tom is helping his.” Ms. White’s eyes lit up with pride. She stood up and patted Mary’s shoulder, “That’s what I wanted to hear, Mary. Bravery to try is more important than being perfect. I’ll be right here to help you.” Mary left the office with a big smile on her face, already looking forward to 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。 学科网（北京）股份有限公司 $