2026届河南华大新高考联盟高三下学期5月联考英语试卷

英语 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。每段录音播放两遍。 1. What will the woman do first? A. Pack her bag. B. Buy a ticket. C. Call her friend. 2. What will the speakers do this Friday evening? A. Go to a concert. B. Watch a movie. C. Visit their teacher. 3. How much will the man pay for the two books? A. $15. B. $27. C. $30. 4. What is the relationship between the speakers? A. Teacher and student. B. Doctor and patient. C. Shop assistant and customer. 5. Why is the man late? A. He missed the bus. B. His bike broke down. C. He got up late. 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。每段录音播放两遍。 听第6段材料，回答第6、7题。 6. What are the speakers talking about? A. A weekend plan. B. A work report. C. A travel experience. 7. What will the man do on Sunday? A. Visit his grandparents. B. Go hiking. C. Do some shopping. 听第7段材料，回答第8至10题。 8. What’s wrong with the woman? A. She has a headache. B. She has a fever. C. She has a stomachache. 9. What does the man advise the woman to do? A. Take some medicine. B. Go to a health center. C. Have a good rest. 10. Why can’t the woman take a day off? A. She has to go to the doctor. B. She needs to attend a meeting. C. She has to finish work at home. 听第8段材料，回答第11至13题。 11. When will the man leave for Beijing? A. On July 5th. B. On July 15th. C. On July 25th. 12. What will the man do in Beijing? A. Attend a conference. B. Visit a friend. C. Go sightseeing. 13. How will the man go to Beijing? A. By plane. B. By train. C. By car. 听第9段材料，回答第14至17题。 14. When is the sign-up deadline for the PE courses? A. This Wednesday. B. This Friday. C. Next Monday. 15. What does the woman think of the basketball course? A. It has too many students. B. The teacher is too boring. C. It’s held in the morning. 16. What is the man’s attitude towards yoga? A. He shows great interest in it. B. He thinks it’s better than badminton. C. He doesn’t like it but may consider it. 17. What do the speakers decide to do finally? A. Ask their parents for advice. B. Choose different courses. C. Take the same PE course. 听第10段材料，回答第18至20题。 18. What is the speaker doing? A. Introducing a school book fair. B. Explaining the rules of an exam. C. Recruiting volunteers for an event. 19. What can students get by joining the speech show? A. One school credit for their school record. B. A set of literature books from the library. C. A face-to-face talk with famous writers. 20. What benefit can the first 50 daily visitors get? A. A 30% discount on all books. B. A free personalized bookmark. C. A chance to join the reading club. 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 Bike-Friendly City Map Welcome to Copenhagen’s updated bike-sharing system! The new season runs from 1 March to 30 November. Enjoy electric pedal-assist bikes that make cycling effortless across our flat, bike-friendly city. How it works Download the “City-bike” app and create an account. The app shows real-time bike availability, battery levels, and suggested routes. Tap “Unlock” and scan the QR code on the bike. Choose from three electric-assist levels via the handlebar display. Ride up to 45 minutes free; after that, you pay 1 DKK per extra minute. Return the bike to any rack marked “B” shown on the map. Lock it, tap “End Trip” and receive a confirmation photo. Payment is cashless — link your credit card or Mobile-Pay. Bike features Each bike features adjustable seats, a front basket, and puncture-resistant tires. The electric motor assists riders at speeds up to 25 km/h, perfect for commuting or sightseeing. Safety tips ·Always use bike lanes; keep right. ·Give hand signals before turning. ·Night riding? Check that the bike lights are on in the app. ·Children under 12 must wear a helmet (free helmets available at racks). ·Check the weather forecast — avoid icy conditions. ·Never leave bikes unlocked; theft costs 1,000 DKK. Need help? Use the live chat in the app (available 24/7) or call + 45 33 14 10 10 (English & Danish). Visit our website for video tutorials and FAQ. 21. For how long can you ride for free? A. First 45 minutes. B. For 9 months. C. After 30 November. D. Only on weekends. 22. What must you do before turning left? A. Give a hand signal. B. Check the bike lights. C. Wear a helmet. D. Adjust the bike seat. 23. How can you ask for help when using the app? A. By sending “Please Help”. B. By speaking Danish. C. By dialing + 45 33 14 10 10. D. By chatting with friends. B I still remember the first time anxiety hit me. It was an ordinary Tuesday in Year 10. One moment I was taking notes in biology, the next my heart was racing, my palms were sweating, and the walls felt like they were closing in. I had no idea what was happening. I just knew I wanted to run. For months, I kept it secret. I smiled at friends, handed in homework on time, and answered teachers’ questions brightly. But inside, I was exhausted. My mind never stopped spinning: What if I fail? What if they laugh? What if I’m not enough? At night, I lay awake counting heartbeats instead of sheep. Mum noticed first. One evening, she found me crying over my maths book. Instead of asking questions, she simply sat beside me and held my hand. That small act of quiet understanding became my first lifeline. Slowly, I began to fight back. I tried everything: breathing exercises, journal-writing, yoga videos, even a meditation app that sounded like a robot was whispering. Some tricks worked for a day; others lasted a week. When panic returned, I felt defeated. But each tiny success — finishing a test without trembling, speaking in class without blushing — gave me the courage to test a new strategy. The turning point arrived unexpectedly. During a school camping trip, we were asked to climb a high-rope course. My legs shook as I climbed. Halfway up, my breath quickened and my vision blurred. “Not here,” I thought. Then I heard my classmates cheering below. Instead of escaping, I closed my eyes and counted my breaths slowly: In for four, hold for four, out for four. My heart steadied. I opened my eyes, reached the top, and shouted — loudly, proudly. In that moment, I realized anxiety wasn’t my enemy; it was my teacher, guiding me to discover my own strength. Today, I still feel the butterflies. But I’ve learned to make them fly in formation. I breathe, I ground myself, and I remember; I am stronger than the storm inside me. 24. What happened to the author on an ordinary Tuesday in Year 10? A. He liked running. B. He got anxious. C. He was sweating all over. D. He was closed inside. 25. What did the author do to hide anxiety? A. He pretended to be fine. B. He often asked for leave. C. He stayed up late to study. D. He refused to talk to friends. 26. Why did the writer mention the high-rope course experience? A. To describe fear of heights. B. To show overcoming anxiety. C. To prove camping dangerous. D. To criticize camping programs. 27. What can we learn from the passage? A. Classmates are usually very close. B. Parents should solve children’s problems. C. Anxiety can be cured with positive thinking. D. One can discover inner strength by facing fears. C A night of solid rest can feel like a panacea. The quantity and quality of our sleep influence our physical health, our moods, our cognition (认知)and our ability to function in almost every aspect of life. Good sleep seems to improve all these measures, and bad sleep takes a significant toll. Yet sleep can’t be divided into such a simplistic binary (两部分) — researchers are coming to understand that it’s more complicated. In a recent study, scientists analyzed brain scans and data on how shuteye affects many different measures of health. The data-set is based on self-reports from 770 healthy young adults. The researchers used statistical analysis to show that the complex relation between sleep and health can be boiled down to five different profiles that describe how certain patterns of sleep are associated with changes in various aspects of our biological, physical and social lives. “You are neither one nor the other of these profiles,” says study co-author Valeria Kebets of Concordia University in Montreal. “We all express these profiles to a certain degree at some point in our lives.” The researchers also emphasized that causality goes both ways: sometimes bad sleep damages our health, but problems in our lives and bodies can also cause sleep cycles to suffer. The profiles point to ways to improve sleep and health. Taking sleeping pills may negatively affect your memory, for instance, but can benefit your social relationships. And sleeping for at least six to seven hours a night might boost your cognitive performance and reduce your aggression tendencies. “Sleep is very individual,” Kebets says. “But there are some things that can definitely improve sleep.” These factors include going to bed at around the same time every night, following a set bedtime routine, and not consuming alcohol right before you try to sleep. 28. What does the underlined word “panacea” mean in paragraph 1? A. Something that can solve all problems. B. A kind of sleep disorder affecting health. C. A bad habit leading to poor sleep quality. D. Some medicine that can treat sleep problems. 29. What can we learn about the study? A. It studied unhealthy people’s sleep. B. It proved people have just one sleep profile. C. It was based on 770 young adults’ self-reports. D. It found sleep and health have one-way causality. 30. According to the text, why is it recommended to keep a regular bedtime? A. It will affect memory. B. It may enhance cognition. C. It might avoid aggression. D. It can benefit relationships. 31. What is the purpose of the text? A. To explain the sleep-health relationship. B. To sort people into different sleep profiles. C. To introduce ways of analyzing brain scans. D. To warn against sleeping pills’ disadvantages. D Visitors to my college often carry a suitcase of myths: “Progressive classrooms have no rules, no tests, no deadlines; students simply do what they feel like.” In reality, the opposite is true. In progressive schools the starting point is simple: learners take real responsibility for their education. This does not mean “anything goes”. Students must identify questions that matter to them, set clear goals, and then work with teachers to design a path toward those goals. Classes are small and interdisciplinary; each learner meets a tutor one-on-one every week. Instead of receiving a ready-made menu, students help write the recipe, but the chef — the teacher — still ensures the dish is nutritious and properly cooked. When I first arrived, I feared the system might leave students drifting (漂流). I soon discovered that drift is prevented by structure. Every learner keeps a journal, lists weekly objectives, and presents evidence of progress at the end of each term. If a reading is misinterpreted or a fact is wrong, I intervene immediately and explain why accuracy matters. Guidance is constant; what changes is the entry point. A student curious about climate change may explore carbon chemistry in science, data trends in mathematics, and persuasive writing in English. The same standards apply: the lab report must be rigorous, the statistics sound and the essay coherent. The myth of “no assessment” is also unfounded. We give grades, but they are accompanied by narrative comments that are often longer than the paper itself. Students read these reflections, reply in writing, and sometimes argue for a different evaluation. That conversation is itself part of the curriculum (课程体系): learning to judge quality, to defend one’s work, and to improve it. The strongest evidence that progressive education is not a free-for-all lies in the students themselves. They arrive expecting soft options; they leave knowing how to plan a project, manage time, question sources, and admit mistakes. Employers tell us our graduates adapt faster because they are used to seeking feedback and redesigning their own tasks. So, if you enter my class, you will see students talking more than I do — and that is intentional. Yet you will also see deadlines met, bibliographies checked, and hard questions pursued. Progressive teaching is not the absence of standards; it is the steady transfer of ownership from teacher to learner, until the learner can steer the ship confidently alone. 32. What is the main idea of the text? A. Encouraging school freedom. B. Comparing different schools of education. C. Proving a common sense about Progressive Education. D. Correcting misunderstandings of Progressive Education. 33. How is students’ “drift” prevented? A. By making students set goals. B. By reducing standards for work. C. By providing a clear framework. D. By letting students choose courses. 34. What do we know about teachers in progressive classes? A. They just teach one subject. B. They closely track progress. C. They let students do anything. D. They never give grades or comments. 35. What is the author’s attitude toward progressive education? A. Critical. B. Opposed. C. Neutral. D. Supportive. 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。 Why Do We Hiccup (打嗝)? A hiccup happens when your diaphragm (横膈膜) suddenly contracts and your vocal cords snap shut, producing that familiar “hic” sound we all know. 36 , ending on their own without any effort, but some can go on for hours or even days, which can be annoying and distracting. What causes it? Common triggers include eating too quickly, which makes you swallow extra air, drinking fizzy drinks that are full of carbon dioxide, or swallowing very hot or cold food that stimulates the throat. These actions affect nerves that control the diaphragm, causing it to spasm (痉挛). 37 , which explains why some people hiccup when they are nervous, anxious or laughing hard. 38 ? One idea is that hiccups help newborn babies learn to breathe and feed at the same time. Studies show that premature infants hiccup more often than full-term babies, suggesting this reflex may help train their breathing muscles to work properly as they adapt to life. Do any measures really work? 39 . Simple actions — such as breathing into a paper bag to balance oxygen levels, drinking cold water slowly, or gently pulling your tongue to stimulate the throat — can all help reset the nerve signals. None works every time, but they are safe and worth a try. When hiccups last longer than 48 hours or keep returning, see a doctor. 40 , such as nerve damage or acid reflux, so don’t ignore them. A. Could hiccups serve a hidden purpose B. Most episodes last only a few minutes C. Most remedies aim to stop the nerve spasms D. Emotional stress and excitement are also on the list E. New research may soon solve the puzzle completely F. Long-lasting hiccups can signal an underlying problem G. Why do scientists still debate why our bodies keep this strange reflex 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。 It was an October afternoon on the coast when the Marine Mammal Center got a call on its public hotline. There were 41 cries coming from the freezing waters in Morro Bay. The center’s experts were able to 42 that the calls — which sounded almost like a human baby screaming — were coming from a(n) 43 2-week-old sea otter (獭) pup (幼崽) that had been separated from its mother. That could be 44 for the young sea otter and it could die, according to Shayla Zink, who works at the center. “That pup is really 45 everything it learns from the mother to be able to survive in the ocean,” Zink said. The employees at the center jumped into action without 46 . First, they put the baby otter, whom they named “Caterpillar,” into a safe container where it wouldn’t overheat. Then, they recorded the 47 of the pup’s frightened cries. The plan was to 48 the mother towards the boat by broadcasting the pup’s cries through a Bluetooth speaker. Eventually, a female otter 49 the boat. Once Zink felt certain that the otter was looking for her baby, she 50 the pup into the water. Instantly, the mom 51 her baby in her arms and appeared to smell him, 52 her small hands over his fur. The 53 has bigger significance to the region, where sea otters play a crucial role in 54 biodiversity. “It’s just a really special 55 to see them gather together, because every individual in this population is of great importance in keeping it going and bringing it back from that threatened status,” Zink said. 41. A. awful B. painful C. doubtful D. cheerful 42. A. guess B. recall C. imagine D. determine 43. A. annoyed B. excited C. scared D. confused 44. A. unique B. common C. dangerous D. comfortable 45. A. relying on B. handing out C. contributing to D. springing into 46. A. delay B. doubt C. exception D. permission 47. A. action B. sound C. behaviour D. expression 48. A. cheat B. protect C. attract D. comfort 49. A. left B. avoided C. controlled D. followed 50. A. brought B. lowered C. replaced D. attacked 51. A. threw B. grabbed C. affected D. ignored 52. A. running B. placing C. pushing D. drawing 53. A. condition B. ambition C. reunion D. decision 54. A. destroying B. restricting C. identifying D. preserving 55. A. duty B. lesson C. example D. moment 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。 Shanghai’s Yuyuan Garden is hosting a festival that brings China’s intangible cultural heritage (ICH) to life. At the centre stands a giant bamboo-woven installation shaped like a golden ginkgo (银杏) tree, 56 (design) by Xiao Yao, the inheritor of Daoming bamboo-weaving. This craft, which dates back 57 the Qin Dynasty, was listed as national ICH in 2014. The woven structure, painted in gold and red, symbolizes a “thriving bloom”. Beneath the flexible bamboo strips lies a steel frame, 58 (keep) the shape stable. Xiao explained that combining traditional weaving with modern techniques makes the art more exciting and durable. Besides bamboo weaving, the festival features paper-flower flipping, straw ornaments and lion-dance 59 (souvenir) from the hit film I Am What I Am. These activities attract about 10,000 visitors 60 (annual), ranging from primary-school pupils to foreign tourists. Bamboo products have also improved local incomes and revived rural economies. Moreover, Chinese ICH is stepping onto the global stage. Xiao’s works 61 (exhibit) in France and Saudi Arabia last year, allowing international audiences 62 (appreciate) Chinese craftsmanship. The festival lasts for several months, and the activities are free of charge for the public. Visitors can try basic weaving, take photos with the giant ginkgo, 63 taste bamboo-tube rice. “The more people experience ICH, the 64 (strong) it becomes,” Xiao added. “When students touch 65 bamboo and smell the paint, history is no longer abstract,” one Shanghai teacher remarked. Events like this ensure that centuries-old skills will continue to inspire future generations — right here, right now. 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，你的英国朋友Tom对中国传统文化非常感兴趣，最近来信询问你对孔子名言“学而不思则罔，思而不学则殆”的解读。请你给他回复一封邮件，内容包括： 1. 简要介绍孔子及此名言； 2. 简要谈谈自己的看法。 注意： 1. 写作词数应为80个词左右； 2. 请按如下格式在答题纸的相应位置作答。 Dear Tom, Knowing that you’re fascinated by traditional Chinese culture, I’m glad to share something about Confucius. Yours, Li Hua 第二节（满分25分） 阅读下面的材料，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。 Every Friday, our small-town library held a “Story Hour” for kids. As the new librarian, I noticed one boy who always arrived early, sat in the corner, and never spoke. His name was Leo, eight years old, with a faded blue ribbon (丝带) pinned to his backpack. One afternoon, after reading about a brave little fox, I invited the children to draw their favorite scene. The room buzzed with this activity — children colored foxes leaping, trees blooming, and stars twinkling — but Leo sat still for a long moment, twisting his pencil between his fingers. Finally, he began to draw, and his hand moved slowly but surely: a small fox curled gently beside a sleeping boy, their forms wrapped in soft, quiet warmth. When he shyly held up the drawing, his dark eyes shone with a quiet light, yet the faded blue ribbon on his backpack fluttered gently in the breeze from the open window, like a tiny flag carrying unspoken sorrow. I knelt down to his level and whispered, “Your fox looks lonely.” Leo nodded. “He’s waiting for his friend to wake up.” Before I could ask more, his grandmother hurried in, thanking me quickly and leading him away. The ribbon was caught on the door, and came loose. Leo didn’t notice. The next Friday, Leo arrived late, ribbon missing. He searched his bag, tears welling. I pulled out a spare length of blue satin (缎) I used for craft hour. “Let’s make a new one,” I said. We cut, folded, and glued the satin together. When we finished, we pinned the new blue ribbon to his backpack, and as he looked at it, a smile bloomed on his face — bright, warm, and unhurried, like sunlight breaking through thin clouds at dawn. As we finished, he whispered, “My brother wore the old one in the hospital. He said blue was brave.” My heart tightened. “Where is your brother now?” Leo looked at the fox drawing, “Still asleep.” That evening, I closed the library with a plan. I printed Leo’s sketch, added a blank page, and wrote: “Once upon a time, a fox waited for a boy who breathed blue dreams ...” 注意： 1. 续写词数应为150个左右； 2. 请按如下格式在答题纸的相应位置作答。 The following Friday, Leo ran in, bringing the new ribbon and my printed page. Two weeks later, a nurse called the library, asking Leo to bring the fox story to Room 307. 学科网（北京）股份有限公司 $ 英语参考答案和评分标准 第一部分 听力 1—5 ACBCB 6—10 ABACB 11—15 BABBA 16—20 CCAAB 第二部分 阅读 21—25 AACBA 26—30 BDACB 31—35 ADCBD 36—40 BDACF 第三部分 语言运用 第一节 41—45 BDCCA 46—50 ABCDB 51—55 BACDD 第二节 56. designed 57. to 58. keeping 59. souvenirs 60. annually 61. were exhibited 62. to appreciate 63. and 64. stronger 65. the 第四部分 写作 第一节 Dear Tom, Knowing that you’re fascinated by traditional Chinese culture, I’m glad to share something about Confucius. Confucius was a great thinker and educator in ancient China. He stressed the importance of“learning without thought is labor lost; thought without learning is perilous”, urging us to combine learning with critical thinking. Additionally, he valued the virtue of“humility” in learning, encouraging students to respect teachers and learn from others. Confucius’ thoughts have shaped Chinese education for over 2,000 years. As students, we should inherit his wisdom to improve ourselves and pursue knowledge better. Yours, Li Hua 【评分标准】 一、评分原则 1.本题总分为15分，按五个档次进行评分。 2.评分时，应主要从内容、词汇语法和篇章结构三个方面考虑，具体为： （1）对内容要点的覆盖情况以及表述的清楚程度和合理性进行评分。 （2）对使用词汇和语法结构的准确性、恰当性和多样性进行评分。 （3）对上下文的衔接和全文的连贯性进行评分。 3.评分时，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。 4.评分时还应注意： （1）词数少于60的，酌情扣分。 （2）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。英式、美式拼写及词汇用法均可接受。 （3）书写较差以致影响交际的，酌情扣分。 二、各档次的给分范围和要求 第五档（13～15分） ——覆盖了所有内容要点，表述清楚、合理。 ——使用了多样并且恰当的词汇和语法结构，可能有个别小错误，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。 ——完全达到了预期的写作目的。 第四档（10～12分） ——覆盖了所有内容要点，表述比较清楚、合理。 ——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，达到了预期的写作目的。 第三档（7～9分） ——覆盖了大部分内容要点，有个别地方表述不够清楚、合理。 ——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，基本达到了预期的写作目的。 第二档（4～6分） ——遗漏或未清楚表述一些内容要点，或一些内容与写作目的不相关。 ——所使用的词汇有限，语法结构单调，错误较多，影响理解。 ——几乎不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，未能达到预期的写作目的。 第一档（1～3分） ——遗漏或未清楚表述大部分内容要点，或大部分内容与写作目的不相关。 ——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，完全未达到预期的写作目的。 零分 ——未作答；所写内容太少或无法看清以致无法评判；所写内容与题目要求完全不相关。 第二节 The following Friday, Leo ran in, bringing the new ribbon and my printed page. His cheeks glowed with excitement I had never seen before. “I read the beginning to Grandma, and she helped me finish it!” he announced, unfolding sheets covered with large, careful letters. The fox, he wrote, did not simply wait; he sang lullabies of blue bravery until the boy’s eyelids fluttered like butterfly wings. Leo’s voice trembled as he read, but each word flew steadily and strongly. I knelt beside him, heart swelling, and pinned the fresh ribbon to his bag—this time double-knotted, impossible to lose. Two weeks later, a nurse called the library, asking Leo to bring the fox story to Room 307. When we entered, a small boy who propped against white pillows broke into a grin that outshone the hospital lights. Leo placed the blue ribbon in his brother’s hand, whispering, “The fox saved me, now it saves you.” Tears blurred my eyes, yet I felt no sadness—only the warmth of a story looping love back to its source. Outside the window, winter sunlight painted the ward gold; inside, a fox and two boys breathed blue dreams together, wide awake. 【评分标准】 一、评分原则 1.本题总分为25分，按五个档次进行评分。 2.评分时，应主要从内容、词汇语法和篇章结构三个方面考虑，具体为： （1）对创造内容的质量、续写的完整性以及与原文情境的融洽度进行评分。 （2）对使用词汇和语法结构的准确性、恰当性和多样性进行评分。 （3）对上下文的衔接和全文的连贯性进行评分。 3.评分时，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。 4.评分时还应注意： （1）词数少于120的，酌情扣分。 （2）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。英式、美式拼写及词汇用法均可接受。 （3）书写较差以致影响交际的，酌情扣分。 二、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，可能有个别小错误，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的脱节。 ——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 ——未作答；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。 英语听力录音材料 Text 1 M: Are you ready to go to the cinema? We need to buy the tickets first. W: Wait, I haven’t packed my bag yet. I’ll do that first, and then we can go to buy tickets. Text 2 M: Shall we go to the concert this Friday evening? W: I’d love to, but we promised to visit our teacher Mr. Li together. Remember? M: Oh, right! I totally forgot about it. Then we’ll have to put off the concert. Text 3 W: Good morning. What can I do for you? M: I want to buy these two books. How much are they? W: Each book is $15. But if you buy two, you can get a 10% discount. M: OK, I’ll take them. Text 4 M: I’d like to try on this shirt. Do you have a larger size? W: Let me check. Yes, here you are. The fitting room is over there. M: Thank you. Text 5 W: You’re late again. What happened this time? M: I’m sorry. My bike broke down on the way here. So I had to walk for 10 minutes. W: You should check your bike before you leave next time. Text 6 W: Hi, Tom. Do you have any plans for the weekend? M: Not yet. What about you? W: I want to go hiking in the mountains. Would you like to join me? M: That sounds great. But I need to visit my grandparents after shopping with my parents on Saturday. What about Sunday? W: Sunday is fine. We can start early in the morning. M: OK, let’s meet at the school gate at 8 o’clock on Sunday. Text 7 M: Hi, Lily. You look pale. Are you OK? W: I don’t feel well. I have a bad headache. M: Did you sleep well last night? W: No, I stayed up late to finish my work. I had a tight deadline and there was so much to do that I just couldn’t stop until it was all done. I think that’s the reason. M: You should have a good rest. Maybe you can take a day off today. W: I can’t. I have a meeting this afternoon. It’s a crucial meeting with important clients, and I’m in charge of presenting some key data. I really can’t miss it. M: Oh, I still think health is more important. Text 8 W: Hi, Jack. Are you going to Beijing soon? M: Yes. I’ll leave on July 15th. W: How long will you stay there? M: About a week. I’m going to attend a conference on environmental protection. It’s a significant event that will cover a wide range of topics from sustainable energy to waste management. W: That’s interesting. How will you go there? By plane? M: No, I’ll take the high-speed train. It’s both convenient and comfortable. I can enjoy the scenery along the way, and the train station is closer to my destination compared with the airport. W: Have a good trip. M: Thank you. Text 9 M: Hi, Jane. Have you decided which PE course to take this term? The sign-up deadline is this Friday. W: Not yet. There are so many choices — basketball, badminton, yoga and even swimming. I can’t make up my mind. What about you? M: I am thinking of basketball course first. It’s my favorite sport, and the training is after class every Wednesday and Friday. W: Basketball sounds fun. The class is always full of students, and you can hardly get enough practice time. M: Oh, I didn’t know that. Do you have any good suggestions? W: I’m quite interested in yoga. It’s relaxing and good for our body. The class is on Tuesday and Thursday afternoons. Oh, there are still plenty of badminton seats left. M: Yoga is not my type, but it’s better than nothing. I like playing badminton as well. It’s not as tiring as basketball and more interesting than yoga for me. W: Great! Then we can sign up for badminton together right now online. Text 10 Good morning, everyone. I’m here to tell you about our school’s autumn book fair, which will be held on the school playground next week. It starts on October 22nd and lasts for 8 days. This year’s fair has more interesting activities besides book-selling. First, a book-sharing session is held every afternoon, open to all students and teachers. Then, on the last two days, we’ll have a speech show themed “Reading and Growth”. Anyone who joins it can get one extra credit added to their school record. We also have a creative writing workshop with three famous local writers. They’ll give professional advice on creative writing, but this workshop is only for our school’s reading club members—we have strictly limited seats, so members need to sign up in advance. There will be various books available at the fair, from literature to science. Most books are at a 30% discount, and the first 50 students who come each day will get a free personalized bookmark with their name on it. We hope all of you can come and enjoy the fun of reading. Thank you! 学科网（北京）股份有限公司 $