广东广州市2025-2026学年高二下学期7月期末英语试题

2025学年第二学期高一年级教学质量监测 英语答案及作文评分细则 第一部分阅读（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 ABD 24-27 BACD 28-31 CADC 32-35 BABC 第二节（共5小题：每小题2.5分，满分12.5分） 36-40 BDCGF 第二部分语言运用（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 BDADC 46-50 ACDBA 51-55 BCDAC 第二节（共10小题：每小题1.5分，满分15分） (说明：词尾、形式、大小写等错误扣全分) 56.a 57.offering 58.To promote 59.emphasis 60.to 61.is held 62.toured 63.Additionally 64.professionals 65.how 第三节单项选择（共10小题，每小题1分，满分10分） 66-70 ABCAB 71-75 AABDC 第三部分写作（共三节，满分40分） 第一节单词拼写（共10小题；每小题1分，满分10分） (说明：大小写错误扣全分) 76.postponed 77.occurred 78.approached 79.sufficient 80.disappointment 81.resources 82.innovations 83.reflecting 84.diverse 85.gradually 答案(1分) 得0.5分 不得分 77.postponed postpone 其他都不得分 77.occurred occur 其他都不得分 78.approached approach 其他都不得分 79.sufficient 其他都不得分 80.disappointment disappoint 其他都不得分 81.resources resource 其他都不得分 82.innovations innovation 其他都不得分 83.reflecting reflect 其他都不得分 84.diverse 其他都不得分 85.gradually gradual 其他都不得分 第二节词性转换（共5小题：每空1分，满分5分） 86.efficiency 87.gently 88.abnormal 89.academically 90.satisfaction 第三节动词类填空（共5小题；每题1分，满分5分） 91.to explore 92.would be replaced 93.were permitted 94.celebrating 95.obtained 第四节完成句子（共2小题；每空1分，满分5分） 96.In memory of/In honor of 97.commits /committed/devotes devoted to 第五节（满分I5分）（回归教材必修三Unit2 Morals and Virtues) 假定你是李华，你校英语社团将举办“小善事·英语讲(Small Kindness Talks)主 题演讲活动。请你写一篇演讲稿，内容包括： 1.个人经历： 2.个人感悟。 Version1(141词) Good morning,dear teachers and students,I'm Li Hua.It's my honor to give a speech on"Small Kindness,"which is actually everywhere in our daily life. Last Saturday,walking out of the Beijing Road Metro Exit B,I saw a foreign tourist whose phone map kept turning in circles.He was pulling a heavy suitcase that kept hitting the step edge,looking hot and annoyed.I hesitated for a second,then walked over,and used the English I had leamned to show him the right way to the nearby hotel. That short walk changed how I see kindness.It is not only big donations but something simple we can do while we are living our own busy days.A small act of care can warm two hearts at once.Let's start spreading this warmth right now!That's all.Thank you! 2 Version2（148词) Good morning,dear teachers and students,I'm Li Hua.It is my great honor to deliver a speech on the theme of"Small Kindness." My view on kindness changed last term during a book donation activity.At first, I was unwilling to donate my favorite book,which my late grandfather had given me, until a fiiend reminded me:"What we treasure most becomes the truest gift." Motivated by his words,I made up my mind to send it away.Weeks later,I received a letter from a girl who showed sincere gratitude to me,referring to my book as her bedtime companion.That moment struck me deeply. Since then,I have realized that giving is not losing,but gaining.A small kindness can bridge hearts across distance.Let us start with small acts,for even the tiniest kindness can bring great warmth to others.That's all.Thank you. 作文评分细则： 应用文写作旨在考查考生日常交际中的基础书面表达能力，评价其能否用相 关常识和语言知识进行规范、有效的文字表达，完成特定的交际任务。评价时应 综合考虑三个维度：内容是否切题、完整、达意；语言是否准确、丰富、得体； 语篇是否规范、连贯、流畅。 本次写作情景为李华参与校内“小善事·英语讲”主题演讲活动，属于校园演 讲稿类文本，评价考生作文时需重点关注以下三个方面： 结构维度：文章需符合英文校园演讲稿的规范结构，三段式布局，各段落功能 清晰，段落衔接顺滑自然。试题要求包含个人经历、个人感悟两大核心内容， 三者逻辑层层递进，对应划分三段并合理补充细节拓展内容。 第一段：开篇问候听众，简洁引入演讲主题和核心内容： 第二段：主体叙事段落，完整细致讲述亲身经历，搭配简单细节，是全文内容 重心； 第三段：结合个人经历抒发感悟，升华主题内涵，收尾礼貌致谢。 内容维度：文章必须完整覆盖题干全部写作要求，内容排布逻辑通顺、详略分 配合理。完整包含三大核心要素：清晰说明演讲选题、完整叙述真实贴合校园 生活的个人小事、提炼贴合主题的思考感悟。补充细节贴合“微小善事”活 动背景，内容充实不空洞，全程围绕Kindness展开，无偏离主题内容。 语言维度：文章需灵活运用多样词汇与句式，语言表达贴合校园演讲场合，得 体完成交际目标，体现演讲稿文本风格。本次写作交际目的是面向全校师生分 3 享善意小事、传递温暖价值观，打动听众、引发共情。演讲稿语言兼具口语流 畅感与书面规范性，用词准确，长短句搭配自然，既能清晰讲述自身经历，又 能抒发正向感悟，语言富有感染力，让听众体会微小善意的力量。 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，应主要从内容组织、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： (②)使用词汇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。 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，从总分中减去2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、美拼写及词汇用法均可接受。 (3)书写较差以致影响交际的，将分数降低一个档次。 各档次的给分范围和要求： 第五档(13-15分)：能写明全部要点；语言基本无误，行文连贯，表达清楚： 第四档(10-12分)：能写明全部或绝大部分要点，语言有少量错误，行文不够连 贯，表达基本清楚； 第三档（门-9分）：能写明基本要点；语言虽有较多借误，但能基本达意， 第二档(4-6分)：能写出部分要点，语言错误多，影响意思表达 第一档(1-3分)：只能写出一两个要点；语言错误很多，只有个别句子正确。 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。 4 2025 学年第二学期高二年级教学质量监测 英 语 本试卷共 12 页, 满分 120 分。考试用时 120 分钟。 注意事项： 1. 答卷前, 考生务必用黑色字迹钢笔或签字笔将自己的姓名、学校、班级、座位号、准考证号填写在答题卡上并用2B 铅笔在答题卡的相应位置填涂考生号。 2. 作答选择题时, 选出每小题答案后, 用 2B 铅笔把答题卡上对应题目选项的答案信息点涂黑; 如需改动, 用橡皮擦干净后, 再选涂其他答案, 答案不能答在试卷上。 3. 非选择题必须用黑色字迹钢笔或签字笔作答, 答案必须写在答题卡各题目指定区域内相应位置上: 如需改动, 先划掉原来的答案, 然后再写上新的答案; 不准使用铅笔和涂改液 。不按以上要求作答的答案无效。 4. 考生必须保持答题卡的整洁 。考试结束后, 将试卷和答题卡一并交回。 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 TechForward is looking for local residents to test its new smart home assistant, a voice-controlled device designed to help users manage daily tasks such as setting reminders, controlling lights, checking the weather, and playing music. The company aims to gather real-world feedback before the official product launch later this year. The selected residents will receive the device free of charge and will be able to keep it after the trial ends. They will also be paid $100 for completing a final feedback survey that asks about their experience with the device’s features, ease of use, and any suggested improvements. TechForward will provide setup support and technical assistance throughout the testing period, including a one-on-one virtual session to help participants get started. The company will also be available by phone or email to answer any questions during the trial. 高二英语试题 第 1页 共 12 页 Program Timeline May 10 Applications due By May 20 Selected participants informed; agreements signed June 1-28 Device testing period July 18 Final feedback survey due Application Requirements This program will select 15 full-time participants to use the device in their homes for four weeks. The call is open to residents living within the city area. All applicants are supposed to be at least 18 years old and previous experience with smart devices is a must. To apply, applicants are required to provide the following information: l Name and a valid email address. This information will only be used for program-related communication. l A brief description of your experience with smart devices (maximum 100 words). This helps us understand your familiarity level. Please send the above materials to apply@techforward.com. Any application received after the deadline will not be considered. 21. What is the purpose of this text? A. To introduce a new smart device. B. To advertise a technology company. C. To explain how to use a smart assistant. D. To seek volunteers for a product trial. 22. How long are participants expected to test the device? A. 18 days. B. 28 days. C. 20 days. D. 30 days. 23. Who is the most suitable for the program? A. Fia, a junior high school student fond of technology. B. Christopher, a retired teacher living outside the city. C. Samantha, a local college graduate majoring in IT. D. Max, a part-time worker seldom using smart devices. ( 第 2 页 ) ( 共 12 页 )高二英语试题 学科网（北京）股份有限公司 B This summer, I marked what is called a “milestone birthday” . My approach to birthdays is usually twofold: fear them in advance and bear them at the moment. But this year, I decided to face my birthday directly instead of tolerating it awkwardly. Rather than wait to receive gifts, why not celebrate my birthday by giving others presents? Maybe turning tradition upside down would assuage my discomfort. Science was on my side. Studies have found that spending money on others makes us happier than spending money on ourselves. “We observe this all over the world, even in places where people are struggling to meet their own basic needs. Charitable contributions activate the reward centres of our brain that excite delights such as music and food,” Elizabeth Dunn, a psychology professor at the University of British Columbia told me. Armed with these studies, I began planning my experiment. The gift had to be small enough to mail in an envelope and meaningful enough to touch hearts. I decided on pencils. I located a vendor (商贩) in Central California who could customize pencils. I ordered them in pink to honour my last name. And I carved them with three messages about pencils that double as messages about life: Stay sharp. Get to the point. Erasing is creating. With my wife, I turned our kitchen into a workshop. We printed labels, slid three pencils into each envelope and then went to our neighbourhood post office. We sent 98 gifts out. A few days later, I heard from about three-fourths ofthe pencil recipients (收件者). They told me they liked the gift. Several people sent photos of their new pink pencils along with thanks or birthday wishes. A few told me how touched they were that I thought of them. One person texted happy emojis. This exercise deepened my sense of gratitude and connection. For a few moments, I forgot I was turning old. Now I could proudly declare—I am 60. 24. What does the underlined word “assuage” in paragraph 1 mean? A. Ease. B. Cause. C. Hide. D. Express. ( 第 3 页 ) ( 共 12 页 )高二英语试题 学科网（北京）股份有限公司 25. What can we learn from Elizabeth Dunn’s words in paragraph 2? A. Material wealth generates charity. B. Giving offers people more pleasure. C. People worldwide observe birthdays. D. People in need are more likely to donate. 26. Why did the author tailor the pencils pink? A. To entertain receivers. B. To make them striking. C. To highlight the messages. D. To bear a mark of himself. 27. What is paragraph 5 mainly about? A. How the pencils were packed and sent out. B. How people responded to the author’s gift. C. How the author’s birthday was celebrated. D. How the author reflected on the experience. C Urban agriculture, the practice of farming within the restrictions of a city, is becoming increasingly popular and is viewed as a sustainable alternative to big industrial farms. By some estimates, between 20% and 30% of the global urban population engages in some form of urban agriculture. But until recently, its carbon footprint remained understudied. Using data from 73 low-tech city farms, community gardens, and personal plots of land, Newell and his team examined how the average carbon emissions (排放) of food produced at low-tech urban agriculture sites differed from those of conventionally grown crops. The team found that because of urban gardens ’ relatively low outputs, along with the energy used in constructing the planting beds, big-city potatoes were significantly more carbon-intensive than commercially grown ones. This held true even when the researchers factored in emissions from transporting commercially grown produce to often distant grocery stores. That doesn’t mean that growing vegetables in big cities is totally bad, however. “Urban farming is great,” if imperfect, says Carola Grebitus, a food choice expert. It can be a powerful tool for job creation and education, she says, and a good way to introduce ( 第 4 页 ) ( 共 12 页 )高二英语试题 学科网（北京）股份有限公司 fresh produce to urban “food deserts” where healthy fruits and vegetables are hard to come by. Community gardens can also provide a place to connect with nature, and the added green space can reduce the risks of heat and flooding. Aware of these benefits, Newell’s team highlighted several ways to make urban agriculture more sustainable. One option is to be selective about what crops are grown. For instance, tomatoes grown in the soil of open-air urban plots had a lower carbon intensity than those grown in conventional greenhouses. Another strategy is to rely on existing constructions. Include old structures in a new garden’s design instead of taking down old buildings. Finally, take the local climate, water quality and soil into account. Avoid growing plants that require more water, energy and pesticides (杀虫剂), all of which affect the environment. 28. What can we know about urban agriculture from paragraph 1? A. It is thoroughly researched. B. It is practiced outside cities. C. It is limited to industrial farms. D. It is welcomed by urban citizens. 29. How does the author explain urban agriculture’s higher carbon intensity? A. By making a comparison. B. By quoting an expert. C. By defining a concept. D. By telling a story. 30. What is a benefit of urban agriculture according to Carola? A. Adding variety to people’s diets. B. Providing recreational opportunities. C. Strengthening community bonds. D. Reducing drought and flood risks. 31. What is recommended to make urban agriculture more sustainable? A. Developing greenhouse crops. B. Selecting pesticide-free crops. C. Reconstructing urban gardens. D. Growing eco-friendly plants. D Every trip to the supermarket involves a quiet battle between what we want now and what we know is better for us later. That tension explains why many choose crisps and cakes over fruit and vegetables. New research, published in the Journal ofPublic ( 第 5 页 ) ( 共 12 页 )高二英语试题 学科网（北京）股份有限公司 Economics, suggests that this everyday struggle is strongly shaped by how individuals think about the future. The study examined the influence of people’s time preferences on real-world food decisions, connecting financial decision-making patterns to what ultimately gets purchased and consumed. The researchers also tracked actual grocery purchases and eating habits among low-income shoppers across the US. Participants completed a short set of tasks that measured two features. The first was general patience, meaning how willing someone is to wait for larger future rewards. The second was present focus, meaning how strongly someone is pulled toward immediate satisfaction when a reward is available right now. Results showed that more patient individuals purchased and ate more fruits and vegetables. By contrast, people who were more present focused showed the opposite pattern. They bought and consumed fewer fruits and vegetables and had less healthy diets overall. The pull of instant pleasure appeared to be greater than longer-term health benefits at the moment of choice. The research went further by testing how these tendencies change when healthy food becomes cheaper. Some shoppers were given discounts on fruits and vegetables during their normal shopping trips. These subsidies (补贴金) greatly increased healthy purchases across the board. Crucially, the biggest improvements were seen among the most present focused shoppers. The same group that usually struggled to make healthier choices responded most strongly when the immediate cost was reduced. Lower prices helped offset (抵消) their tendency to favor short-term rewards, making healthier choices easier in the moment. This matters for public health policy. Governments often assume that people simply need more information about nutrition. But for many households, unhealthy eating is not about ignorance but about how the brain weighs now and future under pressure. Policies that acknowledge this reality, such as lowering the cost of fruit and vegetables, can be more effective than health advice in the long run. ( 第 6 页 ) ( 共 12 页 )高二英语试题 学科网（北京）股份有限公司 32. What did the new research mainly explore? A. Factors leading to higher food prices. B. Common demand for unhealthy snacks. C. Shopping concerns of low-income families. D. Links between time preference and food choice. 33. What mainly drives present-focused shoppers ’ purchases? A. The frequency of shopping. B. The draw of short-term reward. C. The length of shopping time. D. The value of nutritious products. 34. What can be inferred from the further test? A. Both groups responded equally. B. Subsidies are irrelevant to choices. C. Present focused shoppers benefited most. D. Patient individuals made a purchase faster. 35. What policy insight does the study offer for improving public health? A. Food security is the top priority. B. Planning ahead is worth advocating. C. Price cuts may be an effective solution. D. Nutrition education needs to be sufficient. 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。 It is natural to compare ourselves with others and to get caught in a mental comparison cycle, yet this is seldom beneficial. You may have heard the expression, “Comparison is the thief of joy.” 36 Comparison not only robs us of joy, but it can also fuel self-criticism and a lack of self-acceptance. 37 “I am not as successful and competent as they are.” “Why don’t I have what they have?” We use comparison as a way of self-criticism, which prevents self-acceptance. Another issue with comparison is that it causes unrealistic expectations. When we compare ourselves to others, we often overlook the context of their journey. We see the ( 第 7 页 ) ( 共 12 页 )高二英语试题 学科网（北京）股份有限公司 success, but not the failures, sacrifices, or struggles. 38 But in reality, no one’s life is without difficulties, and by focusing on someone else’s highlights, we’re ignoring the complexity of our own story. Comparison may secretly play tricks on us. If we meet expectations, lose weight, or get a promotion, we will feel better, calmer, and stop comparing ourselves. This may be temporarily true. 39 We can always find something else to compare ourselves with, another expectation we tell ourselves we are not meeting, leaving us feeling worse once again. Let go of the idea that you need to compete with others. Life is not a race, and there is no finish line you must cross to prove your worth. Instead of comparing, try to celebrate others ’ successes and use them as inspiration for your own journey. 40 Not just for yourself, but for those around you. A. Yet comparison is an endless process. B. Comparison lowers your sense of security. C. So, what can we do to break free from comparison? D. Typically, it leads to perceiving others as superior to us. E. By doing so, you create an environment of positivity and growth. F. This makes it easy to assume that everyone else is living a perfect life. G. This rings true as comparing ourselves with others makes happiness hard to feel. 第三部分 语言运用 (共两节, 满分30 分) 第一节 (共 15 小题; 每小题 1 分, 满分 15 分) 阅读下面短文, 从每题所给的 A 、B 、C 、D 四个选项中选出可以填入空白处的最佳选项。 For two months, a California couple was heartbroken. They wondered where their 41 cat was after losing him in Yellowstone National Park. As summer came to a close, so did their 42 story. Fortunately Benny and Susan 43 with their lost cat Rayne last month in Roseville, California, about 800 miles from Yellowstone. In June, the couple went camping in Yellowstone. Rayne, 44 by something in the wilderness, ran away in fear. They didn’t see him again for 60 days. During the ( 第 8 页 ) ( 共 12 页 )高二英语试题 学科网（北京）股份有限公司 trip, they searched every day, 45 treats and toys in the hope he’d return, but without 46 . “We had to leave without him,” Susan told KSBW. “That was the 47 day because I felt as ifI were 48 him.” In early August, Rayne’s microchip, which they had previously 49 in the cat, came in handy. The couple received a 50 from the microchip company indicating that Rayne was in a 51 in Roseville. A woman had discovered him in the street alone and brought him in. “He was really tired,” said Susan, “He 52 didn’t have much energy left to go any farther.” How exactly Rayne travelled the 800 miles from Yellowstone to Roseville remains a 53 . Susan shared their story on Facebook, hoping it might encourage someone to come forward with any 54 . In their KSBW interview, the couple also urged other pet owners to put in microchips to 55 losing their pets for good. 41. A. beloved B. pitiful C. playful D. clever 42. A. unique B. sad C. strange D. funny 43. A. played B. reunited C. dealt D. connected 44. A. discouraged B. confused C. scared D. delighted 45. A. setting up B. putting aside C. giving away D. laying out 46. A. success B. progress C. condition D. exception 47. A. longest B. toughest C. wildest D. busiest 48. A. abusing B. leaving C. forgetting D. abandoning 49. A. registered B. scanned C. fitted D. loaded 50. A. message B. note C. proposal D. comment 51. A. park B. hospital C. shelter D. street 52. A. initially B. apparently C. particularly D. exactly 53. A. concern B. surprise C. challenge D. mystery 54. A. updates B. explanations C. photos D. details 55. A. avoid B. delay C. risk D. regret 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。 ( 第 9 页 ) ( 共 12 页 )高二英语试题 学科网（北京）股份有限公司 A walk through the hutong near Beijing’s Drum Tower is always like stepping back in time. But recently, 56 a cold winter night, during a walk through a well-traveled hutong, I found myself suddenly 57 (transport) back to my childhood years. I was heading toward one of the 58 (area) two excellent CD record stores, when a display in a shop window caught my eye. Upon 59 (close) inspection, I realized the painting was a jigsaw puzzle ( 七 巧板), and the shop was devoted to such puzzles. When I stepped inside, the store’s 60 (warm) relighted fires in my heart and memory. Long ago, while doing the puzzles and searching 61 (endless) for the proper piece, I often found myself wondering whether perhaps I had lost a piece 62 maybe my cat had stolen one. I would keep staring at the blank spot for ages yet get nowhere, until I stepped away for a while and suddenly spotted the missing piece at a glance. 63 (solve) problems effectively, we need effort and rest; when stuck, we need a break to bring clearness, finding the missing piece rapidly. Among the valuable lessons and rewards that these puzzles offer is that patience and determination are enhanced. But what is most beneficial is how, like the detective Sherlock Holmes, we look for answers or clues, working tirelessly to find 64 perfect fit. It’s an approach that 65 (pay) off when we encounter any challenge that life presents. 第四部分 写作 (共两节, 满分40 分) 第一节 (满分 15 分) 你校英文报 “Safety” 栏目正在征稿，请你从以下安全话题中选择两个你认为最值得关注的话题，并阐述理由，写一篇短文向该栏目投稿。 Safety Topics Worth Our Attention □ Food safety □ Information safety □ Property safety □ Traffic safety □ Physical safety □ Other: ( 第 10 页 ) ( 共 12 页 )高二英语试题 学科网（北京）股份有限公司 注意： （1）写作词数应为 80 左右； （2）请按如下格式在答题纸的相应位置作答。 Safety Around Us 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。 Kevin woke to the loud beep of his alarm clock. “Can’t wait for that camping trip,” Kevin thought, filled with excitement. As he was leaving home, his dad grabbed him by the hand and said, “Before you go, just tell me the directions on where you and your friends are going to stay.” “But dad!” Kevin complained. “No buts!” Kevin’s dad added. “Fine.” Kevin told him the directions and left. The three friends, Kevin, Jay and Nathan, had been planning this adventure for weeks, packing their stuff — tents, snacks, and a map — preparing for a three-day outdoor exploration. Excitement ran through Kevin as they departed for their campsite. “This trip is going to be awesome!” Nathan excitedly shouted as they set off. But little did they know that nature had a surprise in store for them. They spent the first day at the campsite setting up tents, collecting firewood, and sharing stories. “Man, we nailed these tents,” Kevin said. “I know it was easy really,” Nathan replied. The friends were happy. Yet towards night, as the dark clouds gathered overhead, the atmosphere shifted, ( 第 11 页 ) ( 共 12 页 )高二英语试题 学科网（北京）股份有限公司 and a sudden storm erupted with unforgiving anger. Rain poured down from the heavens like an endless waterfall, transforming the peaceful campsite into a muddy battleground. Worse still, a huge tree was uprooted and crashed down with a deafening noise onto their only means of escape — their car. Kevin’s eyes widened in horror as he spotted the damaged car beneath the fallen giant. “Our car!” he screamed over the strong wind, his voice a mix of disbelief and desperation. “We’re stuck here,” he declared, his words barely heard against the thunder and rain. They realized that their plans had been ruined by forces beyond their control. The once quiet campsite now stood as a deserted battlefield, the fallen tree serving as a painful reminder of the unpredictable nature of the world around them. With no way to leave, they had to spend the night in the tent. 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。 The next day, they faced the immediate problem of finding water. On the third night, a distant engine sound broke the terrible stillness. ( 第 12 页 ) ( 共 12 页 )高二英语试题 学科网（北京）股份有限公司 $ 2025学年第二学期高二年级教学质量监测 英语答案及作文评分细则 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 DBC 24-27 ABDB 28-31 DAAD 32-35 DBCC 第二节（共 5 小题；每小题 2.5 分，满分 12.5 分） 36-40 GDFAE 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 ABBCD 46-50 ABDCA 51-55 CBDDA 第二节（共10小题；每小题 1.5 分，满分15分） （说明：词尾、 形式、 大小写等错误扣全分） 56. on 57. transported 58. area’s 59. closer 60. warmth 61. endlessly 62. or 63. To solve 64. the 65. pays 第四部分 写作（共两节，满分40分） 第一节 （满分15分） 你校英文报“Safety”栏目正在征稿，请你从以下安全话题中选择两个你认为最值得关注的话题，并阐述理由，写一篇短文向该栏目投稿。 Safety Topics Worth Our Attention £ Food safety £ Information safety £ Property safety £ Traffic safety £ Physical safety £ Other: ______ 注意： 1. 写作词数应为80个左右； 2. 请按如下格式在答题纸的相应位置作答。 Version 1（154词） Safety Around Us Among all the safety topics, I believe food safety and information safety deserve the most attention in school life. They are closely connected with our health, study and daily communication, so neither should be ignored by students. First, food safety matters because what we eat directly influences our energy, health and learning. Many students order takeout or buy snacks after school, yet some food may be oily, stale or not properly cooked. Once students fall ill, they may miss classes and fall behind. Second, information safety is equally important. As we use apps for homework, chatting and payment, unsafe links, weak passwords or careless sharing of personal details may lead to online fraud, information leaks or even property loss. Therefore, we should choose food from reliable places, order less unhealthy takeout, and develop safe online habits. When we protect both our bodies and our information, we create a safer and more responsible school life. Version 2（190词） Safety Around Us Safety is the foundation of a happy school life. Among all the topics, I think information safety and food safety deserve the most attention. They may seem ordinary, but they are closely connected with our study, health and daily life. First, information safety should be taken seriously. We frequently rely on phones, laptops and online platforms to communicate, search for materials and submit homework. However, a random link or a fake website may lead us to give away private information. As a result, our accounts may be stolen, and our personal data may be misused. Therefore, we should examine messages carefully and avoid clicking on suspicious links. Second, food safety is equally important, especially when many students order takeout. Some food may come from restaurants without proper licenses or regular inspections, so its quality cannot be guaranteed. Unsafe food can cause physical problems and disturb our school life. Therefore, schools should offer practical guidance to help students make safe food choices, while students should choose licensed restaurants or simply dine at the school canteen. All in all, with caution and discipline, we can make our campus safer and more harmonious. 应用文写作评分细则 应用文写作旨在考查考生日常交际中的基础书面表达能力，评价其能否用相关常识和语言知识进行规范、有效的文字表达，完成特定的交际任务。评价时应综合考虑三个维度：内容是否切题、完整、达意；语言是否准确、丰富、得体；语篇是否规范、连贯、流畅。 本次应用文的写作情景为：你校英文报 “Safety” 栏目正在征稿，要求学生从所给安全话题中选择两个最值得关注的话题，并阐述理由。这是一篇属于校园安全主题的短文投稿类文本，兼具观点表达与理由说明的特点。评价作文时应具体关注以下三个方面： 结构维度： 文章应符合英文报刊投稿短文的基本结构规范，整体采用总—分—总的三段式结构，段落功能清晰，逻辑推进自然。本题的核心要求是“选择两个安全话题并说明理由”，因此写作时不能只泛泛谈安全，而要明确指出自己推荐的两个话题，并分别展开说明。 例如： 第一段：总起全文，点明投稿主题，明确选择的两个安全话题，如 information safety 和 food safety，并简要说明它们与学生日常生活密切相关。 第二段：说明第一个话题的重要性，如信息安全。可结合学生使用手机、电脑、网络平台提交作业、搜索资料等校园生活场景，分析随意点击链接、输入私人信息、使用弱密码等可能带来的风险。 第三段：说明第二个话题的重要性，如食品安全，并在段末自然总结全文。可结合学生点外卖、选择无证餐馆、食品缺乏检查等现实问题，说明食品安全对身体健康和校园生活的影响，最后升华到建设安全、健康、和谐校园。 或者： 第一段总起，明确提出最值得关注的两个安全话题，如food safety 和 information safety； 第二段分别阐述两个话题的重要性； 第三段提出保护措施并总结全文。 内容维度： 文章需要覆盖“选择两个安全话题”和“阐述推荐理由”两个核心任务，内容组织要合理、充实、平衡。两个话题的篇幅应大致均衡，不能一个话题展开充分，另一个话题只简单带过。理由应贴合学生生活场景，体现现实意义。 如果选择 information safety，内容可以围绕网络学习、账号安全、个人信息保护、可疑链接、虚假网站等展开；如果选择 food safety，内容可围绕食物来源、外卖平台、餐馆是否有营业许可、学校食堂或外卖食品检查等展开，而不宜偏离到“少吃糖”“健康饮食”这类更接近饮食习惯的话题。整体内容应紧扣 “Safety” 栏目主题，避免无关拓展或生硬堆砌词汇。 语言维度： 文章应使用丰富多样的语言表达手段，但语言的运用要准确、自然、有逻辑、得体，有效服务于“投稿表达观点”的交际目的。开头应像正式短文投稿，而不是邮件或演讲稿；表达观点时可使用 I think / I believe / should be taken seriously / be worthy of attention 等句式。理由说明部分应适当使用因果、举例和建议类表达，如 because, however, as a result, therefore, especially when, while students should...。词汇运用应精准贴合语境，句式可结合简单句、并列句和复合句，做到表达流畅、无明显语法错误。 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，应主要从内容组织、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; (2) 使用词汇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。 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，从总分中减去2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、美拼写及词汇用法均可接受。 (3) 书写较差以致影响交际的，将分数降低一个档次。 各档次的给分范围和要求： 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，词汇知识有限。 － 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。 第2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。（回归教材选择性必修第三册 Unit 4 Adversity and Courage和必修第一册 Unit 4 Natural Disasters） Kevin woke to the loud beep of his alarm clock. “Can’t wait for that camping trip,” Kevin thought, filled with excitement. As he was leaving home, his dad grabbed him by the hand and said, “Before you go, just tell me the directions on where you and your friends are going to stay.” “But dad!” Kevin complained. “No buts!” Kevin’s dad added. “Fine.” Kevin told him the directions and left. The three friends, Kevin, Jay and Nathan, had been planning this adventure for weeks, packing their stuff — tents, snacks, and a map — preparing for a three-day outdoor exploration. Excitement ran through Kevin as they departed for their campsite. “This trip is going to be awesome!” Nathan excitedly shouted as they set off. But little did they know that nature had a surprise in store for them. They spent the first day at the campsite setting up tents, collecting firewood, and sharing stories. “Man, we nailed these tents,” Kevin said. “I know it was easy really,” Nathan replied. The friends were happy. Yet towards night, as the dark clouds gathered overhead, the atmosphere shifted, and a sudden storm erupted with unforgiving anger. Rain poured down from the heavens like an endless waterfall, transforming the peaceful campsite into a muddy battleground. Worse still, a huge tree was uprooted and crashed down with a deafening noise onto their only means of escape — their car. Kevin’s eyes widened in horror as he spotted the damaged car beneath the fallen giant. “Our car!” he screamed over the strong wind, his voice a mix of disbelief and desperation. “We’re stuck here,” he declared, his words barely heard against the thunder and rain. They realized that their plans had been ruined by forces beyond their control. The once quiet campsite now stood as a deserted battlefield, the fallen tree serving as a painful reminder of the unpredictable nature of the world around them. With no way to leave, they had to spend the night in the tent. 本篇读后续写围绕 Kevin 与朋友们第一次三天露营旅行中遭遇暴风雨被困展开。故事从 Kevin 对露营的兴奋期待写起，父亲临行前坚持要求他说出露营地点和路线，这一细节为后文救援埋下了重要伏笔。三位少年原本满怀期待，顺利搭好帐篷、分享故事，但夜晚突如其来的暴风雨打破了平静，倒下的大树砸坏汽车并堵住出路，使他们陷入困境。情节可分为以下五个阶段：“兴奋出发——风暴突袭——被困求生——等待救援——获救成长”。 这篇材料的核心矛盾是少年们在自然灾害面前从轻松冒险转向真实求生。续写第一段开头为 “The next day, they faced the immediate problem of finding water.”，因此应重点写三人如何面对缺水、寒冷、食物有限、环境潮湿等现实困难。此处不能直接写获救，而要突出他们在逆境中的冷静、合作与坚持，如寻找溪流、利用地图、搭建火堆、互相鼓励等。这样既能承接“被困”的情节，也能表现 Kevin 从害怕慌乱到逐渐承担责任的变化。 同时，第一段还应特别注意与第二段的时间衔接。第二段开头为 “On the third night, a distant engine sound broke the terrible stillness.”，因此第一段的结尾最好写到“第二夜过去、第三天漫长等待无果、天色逐渐暗下”这一时间节点，而不宜提前明确写出 “on the third night” 或直接出现发动机声、灯光、救援人员等内容。否则会与第二段首句在时间和情节上重复，造成衔接突兀。较自然的处理方式是让第一段停在第三天结束、夜晚即将来临的状态， 续写第二段开头为 “On the third night, a distant engine sound broke the terrible stillness.”，说明救援即将出现。此段应围绕“听到声音——呼救——救援人员到达——父亲路线信息发挥作用——Kevin 反思成长”展开。原文中父亲要求 Kevin 告知路线并非无关细节，而是后文获救的关键伏笔。因此结尾应点明 Kevin 终于理解父亲的谨慎与关心，认识到真正的冒险不仅需要 excitement，也需要 preparation, discipline and respect for nature。 主题上，本篇续写应突出“安全意识与成长”的意义。Kevin 原本把露营看作一次令人兴奋的 adventure，但风暴让他意识到 nature is unpredictable，冒险不能只靠热情，还需要计划、路线告知、应急能力和团队合作。通过动作描写、环境描写和心理刻画，可以展现三位少年在 adversity 中由 fear 到 perseverance 的转变，最终凸显：真正的成长来自亲身经历，也来自对父母提醒和自然力量的重新理解。 【参考范文】 The next day, they faced the immediate problem of finding water.Kevin began to search for water in the nearby area together with Jay and Nathan after the storm had stopped. Luckily, they found a small stream behind some rocks not far away. After filling their empty bottles with water, they hurried back to the campsite. Using the remaining dry firewood, they made a fire to boil the water and keep warm. In this way they struggled through the second night. On the third day, they made an SOS sign with stones and branches on the open ground and also waved bright jackets, hoping someone would spot it. Yet, the day dragged on without any sign of help. The boys were exhausted, cold and frightened, but they still tried to hold on to hope. On the third night, a distant engine sound broke the terrible stillness. “Listen! That’s an engine!” Kevin cried, rushing out of his tent. Jay and Nathan followed him close behind, shouting at the top of their voices, “We’re here! Help!” Before long, two bright lights appeared between the trees. It was Kevin’s dad, followed by a rescue crew. The moment Kevin saw him, he ran forward and threw himself into his father’s arms. “I’m sorry, Dad,” he said, his voice shaking. “I shouldn’t have complained.” His dad hugged him tightly and replied, “I’m just glad you’re safe.” Looking back at the fallen tree, the ruined car and the muddy campsite, Kevin finally understood that a real adventure was not only about excitement, but also preparation, caution and love.//Only then did he understand why his father had been so serious that morning. The failed camping trip became an unforgettable lesson: a real adventure requires not only excitement, but also preparation, caution and respect for nature. 各档次评分标准和要求 第五档（21-25 分） 内容丰富，与所给短文融洽度高，与所提供各段落开头语衔接合理；所使用语法结构和词汇丰富、准确，可能有些许错误，但完全不影响意义表达；有效地使用了语句间的连接成分，使所续写短文结构紧凑。 第四档（16-20 分） 内容比较丰富，与所给短文融洽度较高，与所提供各段落开头语衔接较为合理；所使用语法结构和词汇较为丰富、准确，可能有些许错误，但完全不影响意义表达；比较有效地使用了语句间的连接成分，使所续写短文结构紧凑。 第三档（11-15 分） 写出了若干有关内容，与所给短文关系较为密切，与所提供各段落开头语有一定程度的衔接；应用的语法结构和词汇能满足任务的要求，虽有一些错误，但不影响意义的表达。 第二档（6-10 分） 写出了一些有关内容，与所给短文有一定的关系，与所提供各段落开头语有一定程度的衔接； 语法结构单调、词汇项目有限，有些语法结构和词汇方面的错误，影响了意义的表达；较少使用语句间的连接成分，全文内容缺少连贯性。 第一档（1-5 分） 产出内容太少，与所给短文和开头语的衔接较差；语法结构单调、词汇项目很有限，有较多语法结构和词汇方面的错误，严重影响了意义的表达；缺乏语句间的连接成分，全文内容不连贯。 0 分档 白卷、内容太少无法判断或所写内容与所提供内容无关。 22 学科网（北京）股份有限公司 $2025学年第二学期高二年级教学质量监测 英语答案及作文评分细则 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 DBC 24-27 ABDB 28-31 DAAD 32-35 DBCC 第二节（共5小题：每小题2.5分，满分12.5分） 36-40 GDFAE 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 ABBCD 46-50 ABDCA 51-55 CBDDA 第二节（共10小题：每小题1.5分，满分15分） (说明：词尾、形式、大小写等错误扣全分) 56.on 57.transported .58.area's 59.closer 60.warmth 61.endlessly 62.o1 63.To solve 64.the 65.pays 第四部分写作（共两节，满分40分） 第一节（满分15分） 你校英文报Safy栏目正在征稿，请你从以下安全话题中选择两个你认为 最值得关注的话题，并阐述理由，写一篇短文向该栏目投稿。 Safety Topics Worth Our Attention ☐Food safety ☐Information safety ☐Property safety ☐Traffic safety ☐Physical safety ☐Other: 注意： 1.写作词数应为80个左右： 2.请按如下格式在答题纸的相应位置作答。 Version1(154词) Safety Around Us Among all the safety topics,I believe food safety and information safety deserve 1 the most attention in school life.They are closely connected with our health,study and daily communication,so neither should be ignored by students. First,food safety matters because what we eat directly influences our energy, health and learning.Many students order takeout or buy snacks after school,yet some food may be oily,stale or not properly cooked.Once students fall ill,they may miss classes and fall behind.Second,information safety is equally important.As we use apps for homework,chatting and payment,unsafe links,weak passwords or careless sharing of personal details may lead to online fraud,information leaks or even property loss. Therefore,we should choose food from reliable places,order less unhealthy takeout,and develop safe online habits.When we protect both our bodies and our information,we create a safer and more responsible school life. Version2(190词) Safety Around Us Safety is the foundation of a happy school life.Among all the topics,I think information safety and food safety deserve the most attention.They may seem ordinary,but they are closely connected with our study,health and daily life First,information safety should be taken seriously.We frequently rely on phones, laptops and online platforms to communicate,search for materials and submit homework.However,a random link or a fake website may lead us to give away private information.As a result,our accounts may be stolen,and our personal data may be misused.Therefore,we should examine messages carefully and avoid clicking on suspicious links. Second,food safety is equally important,especially when many students order takeout.Some food may come from restaurants without proper licenses or regular inspections,so its quality cannot be guaranteed.Unsafe food can cause physical problems and disturb our school life.Therefore,schools should offer practical guidance to help students make safe food choices,while students should choose licensed restaurants or simply dine at the school canteen.All in all,with caution and discipline,we can make our campus safer and more harmonious. 应用文写作评分细则 应用文写作旨在考查考生日常交际中的基础书面表达能力，评价其能否用相 2 关常识和语言知识进行规范、有效的文字表达，完成特定的交际任务。评价时应 综合考虑三个维度：内容是否切题、完整、达意；语言是否准确、丰富、得体： 语篇是否规范、连贯、流畅。 本次应用文的写作情景为：你校英文报Safy”栏目正在征稿，要求学生 从所给安全话题中选择两个最值得关注的话题，并阐述理由。这是一篇属于校 园安全主题的短文投稿类文本，兼具观点表达与理由说明的特点。评价作文时 应具体关注以下三个方面： 结构维度： 文章应符合英文报刊投稿短文的基本结构规范，整体采用总一分一总的三段 式结构，段落功能清晰，逻辑推进自然。本题的核心要求是选择两个安全话题 并说明理由”，因此写作时不能只泛泛谈安全，而要明确指出自己推荐的两个话 题，并分别展开说明。 例如： 第一段：总起全文，点明投稿主题，明确选择的两个安全话题，如information safety和food safety,并简要说明它们与学生日常生活密切相关。 第二段：说明第一个话题的重要性，如信息安全。可结合学生使用手机、电 脑、网络平台提交作业、搜索资料等校园生活场景，分析随意点击链接、输入 私人信息、使用弱密码等可能带来的风险。 第三段：说明第二个话题的重要性，如食品安全，并在段末自然总结全文。 可结合学生点外卖、选择无证餐馆、食品缺乏检查等现实问题，说明食品安全 对身体健康和校园生活的影响，最后升华到建设安全、健康、和谐校园。 或者： 第一段总起，明确提出最值得关注的两个安全话题，如food safety和 information safety; 第二段分别阐述两个话题的重要性； 第三段提出保护措施并总结全文。 内容维度： 文章需要覆盖“选择两个安全话题”和阐述推荐理由”两个核心任务，内容组 织要合理、充实、平衡。两个话题的篇幅应大致均衡，不能一个话题展开充分， 另一个话题只简单带过。理由应贴合学生生活场景，体现现实意义。 如果选择information safety,内容可以围绕网络学习、账号安全、个人信息 保护、可疑链接、虚假网站等展开：如果选择food safety,内容可围绕食物来 源、外卖平台、餐馆是否有营业许可、学校食堂或外卖食品检查等展开，而不 宜偏离到少吃糖健康饮食”这类更接近饮食习惯的话题。整体内容应紧扣 Safety”栏目主题，避免无关拓展或生硬堆砌词汇。 语言维度： 文章应使用丰富多样的语言表达手段，但语言的运用要准确、自然、有逻辑、 得体，有效服务于投稿表达观点”的交际目的。开头应像正式短文投稿，而不是 邮件或演讲稿：表达观点时可使用I think/I believe/should be taken seriously/ be worthy of attention等句式。理由说明部分应适当使用因果、举例和建议类表 ,because,however,as a result,therefore,especially when,while students should..。词汇运用应精准贴合语境，句式可结合简单句、并列句和复合句，做 到表达流畅、无明显语法错误。 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，应主要从内容组织、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， (②)使用词汇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。 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，从总分中减去2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、美拼写及词汇用法均可接受。 (3)书写较差以致影响交际的，将分数降低一个档次。 各档次的给分范围和要求： 第五档(13~15分) 完全完成了试题规定的任务。 一覆盖所有内容要点。 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。 4 一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。 一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。 一 应用简单的语句间连接成分，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。 一虽漏掉一些内容，但覆盖所有主要内容。 一 应用的语法结构和词汇能满足任务的要求。 一有一些语法结构或词汇方面的错误，但不影响理解。 一应用简单的语句间连接成分，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，词汇知识有限 一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。 一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。 一较多语法结构或词汇方面的错误，影响对写作内容的理解。 一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。 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。（回归教材选择性必修第三册Unit4 Adversity and Courage 和必修第一册Unit4 Natural Disasters) Kevin woke to the loud beep of his alarm clock."Can't wait for that camping trip,"Kevin thought,filled with excitement.As he was leaving home,his dad grabbed him by the hand and said,"Before you go,just tell me the directions on where you and your friends are going to stay." “But dad!”Kevin complained. "No buts!"Kevin's dad added. "Fine."Kevin told him the directions and left. The three friends,Kevin,Jay and Nathan,had been planning this adventure for weeks,packing their stuff-tents,snacks,and a map-preparing for a three-day outdoor exploration.Excitement ran through Kevin as they departed for their campsite "This trip is going to be awesome!"Nathan excitedly shouted as they set off.But little did they know that nature had a surprise in store for them. They spent the first day at the campsite setting up tents,collecting firewood,and sharing stories."Man,we nailed these tents,"Kevin said."I know it was easy really," Nathan replied.The friends were happy. Yet towards night,as the dark clouds gathered overhead,the atmosphere shifted, and a sudden storm erupted with unforgiving anger.Rain poured down from the heavens like an endless waterfall,transforming the peaceful campsite into a muddy battleground.Worse still,a huge tree was uprooted and crashed down with a deafening noise onto their only means of escape-their car.Kevin's eyes widened in horror as he spotted the damaged car beneath the fallen giant."Our car!"he screamed over the strong wind,his voice a mix of disbelief and desperation."We're stuck here," he declared,his words barely heard against the thunder and rain.They realized that their plans had been ruined by forces beyond their control.The once quiet campsite now stood as a deserted battlefield,the fallen tree serving as a painful reminder of the unpredictable nature of the world around them.With no way to leave,they had to spend the night in the tent. 本篇读后续写围绕Kevin与朋友们第一次三天露营旅行中遭遇暴风雨被困 展开。故事从Kevin对露营的兴奋期待写起，父亲临行前坚持要求他说出露营 地点和路线，这一细节为后文救援埋下了重要伏笔。三位少年原本满怀期待，顺 利搭好帐篷、分享故事，但夜晚突如其来的暴风雨打破了平静，倒下的大树砸坏 汽车并堵住出路，使他们陷入困境。情节可分为以下五个阶段：兴奋出发 风暴突袭—被困求生—等待救援—获救成长”。 6 这篇材料的核心矛盾是少年们在自然灾害面前从轻松冒险转向真实求生。续 写第一段开头为“The next day,they faced the immediate problem of finding water.”,因此应重点写三人如何面对缺水、寒冷、食物有限、环境潮湿等现实 困难。此处不能直接写获救，而要突出他们在逆境中的冷静、合作与坚持，如寻 找溪流、利用地图、搭建火堆、互相鼓励等。这样既能承接被困的情节，也能 表现Kevin从害怕慌乱到逐渐承担责任的变化。 同时，第一段还应特别注意与第二段的时间衔接。第二段开头为On the third ight,a distant engine sound broke the terrible stillness.”,因此第一段的结尾最好写 到第二夜过去、第三天漫长等待无果、天色逐渐暗下这一时间节点，而不宜提 前明确写出on the third night'”或直接出现发动机声、灯光、救援人员等内容。 否则会与第二段首句在时间和情节上重复，造成衔接突兀。较自然的处理方式是 让第一段停在第三天结束、夜晚即将来临的状态， 续写第二段开头为“On the third night,a distant engine sound broke the terrible stillness.”,说明救援即将出现。此段应围绕听到声音一呼救一救援 人员到达一父亲路线信息发挥作用一Kevin反思成长”展开。原文中父亲要 求Kevin告知路线并非无关细节，而是后文获救的关键伏笔。因此结尾应点明 Kevin终于理解父亲的谨慎与关心，认识到真正的冒险不仅需要excitement,也 需要preparation,discipline and respect for nature。 主题上，本篇续写应突出安全意识与成长的意义。Kevin原本把露营看作 次令人兴奋的adventure,但风暴让他意识到nature is unpredictable,冒险不能 只靠热情，还需要计划、路线告知、应急能力和团队合作。通过动作描写、环境 描写和心理刻画，可以展现三位少年在adversity中由fear到perseverance的 转变，最终凸显：真正的成长来自亲身经历，也来自对父母提醒和自然力量的重 新理解。 【参考范文】 The next day,they faced the immediate problem of finding water.Kevin began to search for water in the nearby area together with Jay and Nathan after the storm had stopped.Luckily,they found a small stream behind some rocks not far away.After filling their empty bottles with water,they hurried back to the campsite.Using the remaining dry firewood,they made a fire to boil the water and keep warm.In this way they struggled through the second night.On the third day,they made an SOS sign with stones and branches on the open ground and also waved bright jackets,hoping someone would spot it.Yet,the day dragged on without any sign of help.The boys were exhausted,cold and frightened,but they still tried to hold on to hope On the third night,a distant engine sound broke the terrible stillness."Listen! That's an engine!"Kevin cried,rushing out of his tent.Jay and Nathan followed him close behind,shouting at the top of their voices,"We're here!Help!"Before long,two bright lights appeared between the trees.It was Kevin's dad,followed by a rescue crew.The moment Kevin saw him,he ran forward and threw himselfinto his father's ars."I'm sorry,Dad,"he said,his voice shaking."I shouldn't have complained."His dad hugged him tightly and replied,I'm just glad you're safe."Looking back at the fallen tree,the ruined car and the muddy campsite,Kevin finally understood that a real adventure was not only about excitement,but also preparation,caution and love.//Only then did he understand why his father had been so serious that morning. The failed camping trip became an unforgettable lesson:a real adventure requires not only excitement,but also preparation,caution and respect for nature. 各档次评分标准和要求 第五档（21-25分) 内容丰富，与所给短文融洽度高，与所提供各段落开头语衔接合理：所使用语法 结构和词汇丰富、准确，可能有些许错误，但完全不影响意义表达；有效地使用 了语句间的连接成分，使所续写短文结构紧凑。 第四档(16-20分) 内容比较丰富，与所给短文融洽度较高，与所提供各段落开头语衔接较为合理： 所使用语法结构和词汇较为丰富、准确，可能有些许错误，但完全不影响意义表 达：比较有效地使用了语句间的连接成分，使所续写短文结构紧凑。 第三档（11-15分) 写出了若干有关内容，与所给短文关系较为密切，与所提供各段落开头语有一定 程度的衔接：应用的语法结构和词汇能满足任务的要求，虽有一些错误，但不影 响意义的表达。 第二档（6-10分) 写出了一些有关内容，与所给短文有一定的关系，与所提供各段落开头语有一定 程度的衔接： 语法结构单调、词汇项目有限，有些语法结构和词汇方面的错误，影响了意义的 表达；较少使用语句间的连接成分，全文内容缺少连贯性。 第一档(1-5分) 产出内容太少，与所给短文和开头语的衔接较差：语法结构单调、词汇项目很有 限，有较多语法结构和词汇方面的错误，严重影响了意义的表达；缺乏语句间的 连接成分，全文内容不连贯。 0分档 白卷、内容太少无法判断或所写内容与所提供内容无关。 9 2025学年第二学期高一年级教学质量监测 英语答案及作文评分细则 第一部分 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 ABD 24-27 BACD 28-31 CADC 32-35 BABC 第二节（共 5 小题；每小题 2.5 分，满分 12.5 分） 36-40 BDCGF 第二部分 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 BDADC 46-50 ACDBA 51-55 BCDAC 第二节（共10小题；每小题 1.5 分，满分15分） （说明：词尾、 形式、 大小写等错误扣全分） 56. a 57. offering 58. To promote 59. emphasis 60. to 61. is held 62. toured 63. Additionally 64. professionals 65. how 第3节 单项选择（共10小题，每小题1分，满分10分） 66-70 ABCAB 71-75 AABDC 第三部分写作（共三节，满分 40 分） 第一节 单词拼写（共10小题; 每小题1分，满分10分） （说明：大小写错误扣全分） 76. postponed 77. occurred 78. approached 79. sufficient 80. disappointment 81. resources 82. innovations 83. reflecting 84. diverse 85. gradually 答案（1分） 得0.5分 不得分 77. postponed postpone 其他都不得分 77. occurred occur 其他都不得分 78. approached approach 其他都不得分 79. sufficient 其他都不得分 80. disappointment disappoint 其他都不得分 81. resources resource 其他都不得分 82. innovations innovation 其他都不得分 83. reflecting reflect 其他都不得分 84. diverse 其他都不得分 85. gradually gradual 其他都不得分 第二节 词性转换 （共5小题；每空1分，满分5分） 86.efficiency 87.gently 88. abnormal 89.academically 90. satisfaction 第三节 动词类填空（共5小题; 每题1分, 满分5分） 91.to explore 92.would be replaced 93.were permitted 94.celebrating 95.obtained 第四节 完成句子（共2小题; 每空1分, 满分5分） 96. In memory of / In honor of 97. commits / committed / devotes / devoted to 第五节（满分15分）(回归教材 必修三Unit 2 Morals and Virtues） 假定你是李华，你校英语社团将举办“小善事·英语讲”（Small Kindness Talks）主题演讲活动。请你写一篇演讲稿，内容包括： 1. 个人经历； 2. 个人感悟。 Version 1（141词） Good morning, dear teachers and students, I’m Li Hua. It’s my honor to give a speech on “Small Kindness,” which is actually everywhere in our daily life. Last Saturday, walking out of the Beijing Road Metro Exit B, I saw a foreign tourist whose phone map kept turning in circles. He was pulling a heavy suitcase that kept hitting the step edge, looking hot and annoyed. I hesitated for a second, then walked over, and used the English I had learned to show him the right way to the nearby hotel. That short walk changed how I see kindness. It is not only big donations but something simple we can do while we are living our own busy days. A small act of care can warm two hearts at once. Let’s start spreading this warmth right now! That’s all. Thank you! Version 2（148词） Good morning, dear teachers and students, I’m Li Hua. It is my great honor to deliver a speech on the theme of “Small Kindness.” My view on kindness changed last term during a book donation activity. At first, I was unwilling to donate my favorite book, which my late grandfather had given me, until a friend reminded me: “What we treasure most becomes the truest gift.” Motivated by his words, I made up my mind to send it away. Weeks later, I received a letter from a girl who showed sincere gratitude to me, referring to my book as her bedtime companion. That moment struck me deeply. Since then, I have realized that giving is not losing, but gaining. A small kindness can bridge hearts across distance. Let us start with small acts, for even the tiniest kindness can bring great warmth to others. That’s all. Thank you. 作文评分细则: 应用文写作旨在考查考生日常交际中的基础书面表达能力，评价其能否用相关常识和语言知识进行规范、有效的文字表达，完成特定的交际任务。评价时应综合考虑三个维度：内容是否切题、完整、达意；语言是否准确、丰富、得体；语篇是否规范、连贯、流畅。 本次写作情景为李华参与校内 “小善事・英语讲” 主题演讲活动，属于校园演讲稿类文本，评价考生作文时需重点关注以下三个方面： 结构维度：文章需符合英文校园演讲稿的规范结构，三段式布局，各段落功能清晰，段落衔接顺滑自然。试题要求包含个人经历、个人感悟两大核心内容，三者逻辑层层递进，对应划分三段并合理补充细节拓展内容。 第一段：开篇问候听众，简洁引入演讲主题和核心内容； 第二段：主体叙事段落，完整细致讲述亲身经历，搭配简单细节，是全文内容重心； 第三段：结合个人经历抒发感悟，升华主题内涵，收尾礼貌致谢。 内容维度： 文章必须完整覆盖题干全部写作要求，内容排布逻辑通顺、详略分配合理。完整包含三大核心要素：清晰说明演讲选题、完整叙述真实贴合校园生活的个人小事、提炼贴合主题的思考感悟。补充细节贴合 “微小善事” 活动背景，内容充实不空洞，全程围绕Kindness展开，无偏离主题内容。 语言维度：文章需灵活运用多样词汇与句式，语言表达贴合校园演讲场合，得体完成交际目标，体现演讲稿文本风格。本次写作交际目的是面向全校师生分享善意小事、传递温暖价值观，打动听众、引发共情。演讲稿语言兼具口语流畅感与书面规范性，用词准确，长短句搭配自然，既能清晰讲述自身经历，又能抒发正向感悟，语言富有感染力，让听众体会微小善意的力量。 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，应主要从内容组织、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; (2) 使用词汇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。 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，从总分中减去2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、美拼写及词汇用法均可接受。 (3) 书写较差以致影响交际的，将分数降低一个档次。 各档次的给分范围和要求： 第五档(13 - 15 分)：能写明全部要点;语言基本无误;行文连贯，表达清楚; 第四档(10 - 12 分)：能写明全部或绝大部分要点;语言有少量错误;行文不够连贯，表达基本清楚; 第三档(7 - 9 分)：能写明基本要点;语言虽有较多借误，但能基本达意; 第二档(4 - 6 分)：能写出部分要点，语言错误多，影响意思表达; 第一档(1 - 3 分)：只能写出一两个要点;语言错误很多，只有个别句子正确。 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。 5 学科网（北京）股份有限公司 $