四川省双流中学2026-2027学年度高三上入学监测英语试卷

**基本信息** 试卷以真实生活与社会热点为情境，如AI教育应用、跨文化适应、校园冲突等素材，融合语言能力与思维品质考查，实现检测与育人统一。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |听力|20题/30分|日常交际与信息获取|真实对话情境，如周末计划、图书馆场景，考查细节捕捉| |阅读|15题/37.5分|应用文理解、叙事分析、思辨能力|素材含大学规则（A篇）、成长故事（B篇）、AI教育（C篇），贴近学生生活与时代热点| |写作|2题/40分|实用写作与叙事表达|应用文评价错误求职邮件（逆向思维），读后续写校园冲突（情境体验），提升批判性思维与社会情感能力|

2026-2027学年度四川省双流中学高2024级高三上入学监测 （暑假学习效果验收测试） 英 语 考试时间：120分钟 满分:150分 （作答时请按照作答规范作答在答题卡上！） 1． 听力部分：（30分） 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。每段对话读两遍。 1. What will the woman do this weekend? A. Go camping. B. Visit her grandparents. C. Work on her project. 2. Where does the conversation probably take place? A. In a library. B. In a bookstore. C. In a classroom. 3. What does the man think of the film? A. Boring. B. Excellent. C. Too long. 4. How much will the man pay for the tickets? A. $20. B. $30. C. $40. 5. Why is the woman worried? A. She has lost her way. B. She has missed the bus. C. She has left her wallet at home. 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。 听第6段材料，回答第6、7题。 6. What is the probable relationship between the speakers? A. Teacher and student. B. Doctor and patient. C. Boss and employee. 7. What does the man advise the woman to do? A. Take a break. B. Drink more water. C. See a doctor immediately. 听第7段材料，回答第8、9题。 8. What are the speakers talking about? A. A travel plan. B. A weekend party. C. A new restaurant. 9. When will they meet? A. At 6:30 p.m. B. At 7:00 p.m. C. At 7:30 p.m. 听第8段材料，回答第10至12题。 10. What did the man buy yesterday? A. A jacket. B. A pair of shoes. C. A watch. 11. What color did the man finally choose? A. Black. B. Brown. C. Blue. 12. What does the woman suggest the man do? A. Return the item. B. Exchange it for another size. C. Keep it and wear it. 听第9段材料，回答第13至16题。 13. What is the woman’s major? A. Engineering. B. Computer Science. C. Business Administration. 14. Why did the woman choose her major? A. Her parents suggested it. B. She found it interesting. C. It offered good job opportunities. 15. What does the man think of the woman’s choice? A. Practical. B. Risky. C. Surprising. 16. What will the woman probably do after graduation? A. Start her own business. B. Work for a large company. C. Continue her studies abroad. 听第10段材料，回答第17至20题。 17. What is the speaker mainly introducing? A. A school activity. B. A new policy. C. A library service. 18. How long can students keep a book normally? A. One week. B. Two weeks. C. One month. 19. What is the fine for a late book? A. 10 cents per day. B. 20 cents per day. C. 50 cents per day. 20. Where can students find more information? A. On the school website. B. On the notice board. C. In the student handbook. 二．阅读部分（共15题，每题2.5分，共37.5分） A Progression Rules for Year 1 Students at Blue University Dear Students, Congratulations on completing your final examinations. The release of results is approaching, and we hope you will achieve satisfactory academic outcomes. Please pay close attention to the following rules regarding progression to Year 2, as they are essential for your academic planning. I. Basic Academic Passing Requirements (1) The passing mark for each course is 40. (2) The total credits for Year 1 (excluding additional learning modules) are 50. II. Course Retake Requirements After Failure If you fail a module, you are entitled to one free resit examination. Should you fail the resit as well, you may be required to retake the course in the following academic year, depending on the course type: (1) Compulsory courses: You must retake them in the next academic year. (2) Optional courses: You are also required to retake them. The term "optional" refers to your freedom to choose courses based on interest and academic goals; it does not imply that passing is discretionary. (3) Additional learning modules: Retaking these is at your own discretion. The University generally does not require students to retake such modules. III. Progression Classifications After Resit Results Are Released (1) Pending Progression If you fail more than 10 credits (excluding additional learning modules), you will be re-enrolled in Year 1. However, you may still take up to 10 credits of Year 2 courses. The tuition fee for the new academic year will be 4,000 RMB per credit. (2)  Conditional Progression If you fail between 0 and 10 credits (inclusive, excluding additional learning modules), you may progress to Year 2, but you will be required to pay an additional fee for retaking the failed modules. (3)  Full Progression If you pass all modules (excluding additional learning modules), you may progress to Year 2 with a fixed annual tuition fee of 218,000 RMB. 21. Which of the following statements is correct? A. The passing mark for each course is 60. B. Ling Wang forgot to take the first-attempt exam, so he must retake the course. C. Ling Wang still has failed courses after the resit, so he must repeat Year 1. D. Typically, a student with Conditional Progression will incur the highest total tuition fee in the following academic year. 22. Based on the resit results, which student is eligible to progress to Year 2? A. Student A: fails 5 credits in additional learning, 5 credits in compulsory courses, and 10 credits in optional courses. B. Student B: fails 30 credits in additional learning but passes all compulsory and optional courses. C. Student C: fails 20 credits in compulsory courses, though his additional learning results are excellent. D. Student D: fails all courses. 23. If a student fails 20 credits of compulsory courses, 5 credits of optional courses, and 5 credits of additional learning courses, what is the minimum annual tuition fee he must pay in the next academic year? A. 120,000 RMB B. 218,000 RMB C. 100,000 RMB D. 80,000 RMB B A Secret Change In my second year of high school, math was my weakest subject. Every weekly test made me nervous, and I often got scores far below my classmates. One Friday afternoon, after the weekly test ended, all students were free to go home. But I stayed behind, pretending to wait for a friend. I saw our math teacher leave her office for a meeting, and the door was left unlocked. My heart pounded. I quickly entered the office. There on the desk lay a neat pile of test papers—still unmarked. I found my paper and took out my pen. One by one, I erased my wrong answers and wrote the correct ones. I knew the solutions because I had checked the textbook right after the test. When I finished, I put the paper back in the middle of the pile and hurried out. The whole process took less than five minutes. The next Monday, the teacher handed back the papers. She announced that I had scored 135 out of 150—the highest in our class. My classmates turned to look at me with surprise and admiration. But I couldn't meet their eyes. I forced a smile, but my stomach twisted. That “135” felt like a burning mark on my soul. I didn't feel proud; I felt miserable. That night, I lay in bed staring at the ceiling, thinking: This is not my real score. I don't deserve any of this. From that week on, I made a secret promise to myself. I would no longer run away from math. I started doing extra exercises every night, asked the teacher questions after class, and reviewed my mistakes carefully. I even formed a study group with two hardworking classmates. Slowly, numbers and formulas stopped scaring me. I began to enjoy solving problems. Every small progression gave me real confidence—not the fake kind I had stolen. When the final college entrance exam came, I was ready. I finished the math paper calmly and checked every answer twice. When the results came out, I scored 146 out of 150—again the highest in my class, 14 points ahead of the second-place student. This time, I felt a quiet joy, but also a heavy burden. I knew I had to clear my conscience. I went to my math teacher’s office and told her everything—about that Friday afternoon, the erased answers, the fake top score. She listened without interrupting. When I finished, she gently said, “You know, I always check the papers before leaving the office. That day, I noticed the eraser marks on your paper, but I chose not to say anything. I wanted to see what you would do next. And you didn’t disappoint me.” I stood there, shocked, then tears flooded my eyes. She added, “I’ve always believed in you—not because of one score, but because of who you became afterward.” I cried for a long time, but this time, they were tears of relief and gratitude. 24. What did the author most probably mean by saying “I couldn’t meet their eyes” in paragraph 3? A. He felt too shy to accept his classmates’ praise. B. He was afraid that his classmates would doubt his score. C. He was ashamed because he knew the score was not earned honestly. D. He was angry with himself for not performing well in the weekly test. 25. Why did the math teacher choose not to question the author about the eraser marks on the test paper? A. She wanted to avoid causing trouble for a high-achieving student. B. She intended to give the author a chance to reflect and change on his own. C. She was not certain whether the marks were made by the author himself. D. She believed the final exam would naturally reveal the author’s true ability. 26. The author mentions his college entrance exam score of 146 mainly to ______. A. prove that he had become the best math student in his class B. show that his hard work finally paid off and he regained his self-respect C. contrast it with his previous dishonest score and emphasize his regret D. explain why he finally decided to confess to his teacher 27. What message does the story mainly convey? A. Honest effort brings more lasting satisfaction than temporary success. B. Teachers should punish cheating strictly to prevent students from lying. C. Academic pressure often drives students to make wrong decisions. D. One mistake in the past cannot be undone, but it can be overcome. C The integration of Artificial Intelligence (AI) into academic settings has sparked a contentious debate, often polarizing educators into two camps: the prohibitionists who advocate for a complete ban to preserve intellectual integrity, and the enthusiasts who champion its use as a revolutionary learning tool. However, a more nuanced perspective suggests that the core issue is not the technology itself, but the pedagogical framework that governs its application. The responsible use of AI in education should be viewed through the lens of cognitive offloading—a process where we delegate certain mental tasks to external tools, much like using a calculator for complex arithmetic. The danger, therefore, does not lie in the act of using AI, but in the nature of the interaction. Superficial engagement, where students simply input a prompt and copy the output, constitutes a failure of learning, as it bypasses the critical stages of problem-solving and synthesis. Conversely, a sophisticated interaction involves a recursive dialogue, where the student interrogates the AI’s suggestions, identifies logical fallacies, and refines the output based on their own conceptual understanding. In this scenario, the AI transforms from an oracle that provides answers into a Socratic partner that stimulates deeper inquiry. This process aligns with the "zone of proximal development," where the AI acts as a scaffold to support the learner in achieving a cognitive level they could not reach independently. Nevertheless, this model presupposes a level of epistemic maturity—the ability to critically evaluate the source and validity of information—that many students have yet to develop. AI models are inherently probabilistic; they generate responses based on patterns in data, not on verifiable truth. Consequently, an over-reliance on AI without rigorous verification can lead to the internalization of subtle inaccuracies or biased perspectives embedded within the training data. The real pedagogical challenge, then, is to cultivate a culture of "trust but verify," where AI is utilized as a provisional draft generator, but the ultimate responsibility for accuracy, originality, and ethical reasoning remains firmly with the human intellect. 28. What does the author imply by comparing AI use to "cognitive offloading" in paragraph 1? A. It is a natural extension of human intellectual evolution. B. Its effectiveness depends on the user’s existing knowledge base. C. It risks weakening our fundamental mental capabilities. D. Its value is determined by the educational purpose it serves. 29. The author mentions "recursive dialogue" in paragraph 2 primarily to ______. A. illustrate a method that ensures the AI’s output is factually correct B. distinguish a productive application from a passive one C. recommend it as a strategy to reduce study time D. argue that AI should replace traditional Socratic teaching 30. According to the passage, the primary obstacle to using AI as a "Socratic partner" is that ______. A. most AI models are not designed for interactive dialogue B. students often lack the critical thinking skills required for such engagement C. the "zone of proximal development" is difficult to achieve with technology D. educators are resistant to changing their pedagogical frameworks 31. Which of the following best summarizes the author’s stance on AI in education? A. AI should be strictly regulated to prevent academic dishonesty. B. The integration of AI should prioritize technological advancement over traditional methods. C. The educational merit of AI is contingent upon the cultivation of critical evaluation habits. D. The primary benefit of AI is its efficiency in generating preliminary research drafts. D Children may be innocent，unaware of the challenges and complexities of adult communication.But lacking all"learned"sophistication，that very innocence can reveal insights that adults struggle to come up with. In human affairs，wisdom is typically regarded as developing only through gathering and correct interpretation of human interactions.It's an outgrowth of sufficient relational experience.Sometimes，adults hide the truth of what they see to be polite or avoid trouble.On the contrary，children are not aware of other people's feelings and how easy it is to hurt them.So they just say what they think，without thinking twice.What they say is honest and not meant to be mean，but it might not be the best thing to say either. Kids understand in a simple way that being friendly is more important than small arguments that can mess up relationships for a while.They might ask，"Why can't you just be friends？"To them，it doesn't make sense to fight，and people should just forget about the past and get along again.The complexity of adult thinking makes it difficult to return to a more straightforward way of interacting. On another note，because children don't comprehend that as responsible adults，play is earned through work，they'll innocently inquire as to why we can't just play all the time.And as easy as it is to dismiss such innocent thinking，it can also get us to think about whether our work/play balance is messed up，as we regularly，and unthinkingly，value work over play. The golden mean here often involves finding the middle ground between work and play.Children may lean too heavily in the direction of play but adults may be just as guilty in unintentionally prioritizing work over play. Sure，we may need to engage in a certain amount of work just to survive，but our overstated sense of what our survival depends on may make us unhappy.We might not realize it，but our real goal in life isn't just to survive.It's to be truly happy and feel good about ourselves. 32.What does the underlined word"sophistication"in paragraph 1 refer to？______ A. Strong desire. B. Worldly wisdom. C. Simple honesty. D. Detailed information. 33.Why do children sometimes say truths directly that adults might avoid saying？______ A. They are educated to follow their heart. B. They lack awareness of others' emotions. C. They are trained to be honest from a young age. D. They enjoy seeing adults struggle with their words. 34.What do children think of relational conflict？______ A. They believe it is natural and unavoidable. B. They see it as a sign of deep-seated problems. C. They avoid discussing it to prevent further disagreements. D. They think it can be resolved by forgetting previous conflicts. 35.What might children's question about playing all the time make adults reflect on？______ A. The need to work harder to earn more playtime. B. The impossibility of playing all the time as adults. C. Whether they focus too much on work rather than play. D. How important it is to teach children the value of work. 三．七选五：每题2.5分，共12.5分 Each place on this planet has its own unique local culture and customs.In addition，different locales have their own languages and dialects.(36) As people travel more frequently，they exchange goods and ideas.Thus，the blending of cultures has become easier and more commonplace.In the age of globalization，one may argue that language acts as a barrier to communication.Individual dialects may divide people even further.(37) Dialects are important for international business.Read on to learn how. DIALECTS RETAIN IDENTITY Many cultures use different words or pronunciations for the same thing.(38)Many times，exact translations are impossible.For example，one language may have a specific word for something，while another does not.If each language were standardized with the same set of words and pronunciations，cultures would lose their identities. DIALECTS HELP SPREAD CREATIVITY New words spread freely throughout different cultures thanks to world travel and the internet.In our modern society，each person can travel to experience new things.By learning new languages and dialects，a person expands his or her mind.Opening one's mind promotes creativity.(39)Therefore，as we interact internationally，these exchanges lead to innovations. DIALECTS INCREASE INDEPENDENCE (40) Even though a small group is part of a larger whole，their unique form of expression sets them apart.Their uniqueness provides them a sense of independence.Oftentimes，people from a specific area take pride in their dialect.Differences enhance cultural diversity and increase independence.Without diversity，our world would not progress in business or technology. Our world needs dialects and individual expression to keep cultures alive for future generations.Preserving dialects is good for creativity，innovation，and business. A．The free exchange of ideas leads to new ideas. B．Unique pronunciations help give a culture its identity. C．A dialect，by definition，is specific to a region or group. D．When exchanging ideas，they feel comfortable speaking dialects. E．Therefore，a standardized language is crucial in the communication. F．However，dialects express the unique qualities of a particular region. G．Language and dialects preserve the unique cultural elements of a given place. 四．完形填空（每题1分，共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。        Our family's relocation （搬迁） from the U.K.to Shanghai University in November 2022 was a transformative leap into a new culture and way of life.As a designer，artist，and academic，I eagerly embraced this opportunity for personal and professional growth，  (41)   of the challenges inherent in adapting to a foreign environment.Upon arrival，we encountered numerous barriers.The first  (42)   was the language barrier，making communication  (43)  .Besides，understanding the new social  (44)   took time.Simple daily tasks became challenges，but the warmth of our colleagues and the university community made a big  (45)  .        Simple acts of kindness，such as  (46)   us with daily chores，made us have a sense of belonging.The university showed its commitment to integrating international staff and students through  (47)   like museum visits，food festivals，and parties.These activities helped us connect with the campus and the city，and build friendships with people from  (48)   backgrounds.Learning about Chinese culture and language has been a  (49)   experience.        The campus provides a peaceful and inspiring setting for  (50)   and living.Over time，we have found our  (51)   in Shanghai.We've adapted to the local lifestyle and formed strong bonds with people around us.Sharing the joys of everyday life has made us feel  (52)   to this city.We're grateful for the kindness，care，and  (53)   shown to us.        Looking back，we see this as a journey of personal and professional  (54)  .We've grown individually and as a family，gaining a deeper understanding of the world.Moving to Shanghai University has been life-changing.We're excited about the future and  (55)   to continue exploring and learning in this vibrant city. 41.A. uncertain B. afraid C. aware D. confident 42.A. surprise B. advantage C. chance D. problem 43.A. easy B. difficult C. interesting D. boring 44.A. rules B. customs C. structures D. tools 45.A. difference B. mistake C. decision D. choice 46.A. guiding B. teaching C. helping D. introducing 47.A. events B. classes C. sports D. meetings 48.A. same B. cultural C. similar D. various 49.A. tiring B. worrying C. rewarding D. boring 50.A. working B. studying C. playing D. traveling 51.A. way B. voice C. match D. place 52.A. connected B. isolated C. unconcerned D. separated 53.A. competition B. collaboration C. comparison D. combination 54.A. change B. decline C. development D. crisis 55.A. eager B. reluctant C. indifferent D. forced 5． 语法填空。（15分） The debate over whether children should be allowed unlimited access to smartphones before high school has been ongoing. While some argue that technology is an essential tool for modern education, the truth remains that 56______ (strict) controlling screen time before adolescence is not a restriction but a necessity, regardless of the era. First, the pre-high school brain is in a critical stage of development, 57 _____(make) it highly sensitive to instant rewards. Smartphone apps, especially games and social media, are designed 58______ (hook) users with dopamine-driven feedback loops. Without proper guidance, children can easily fall into addictive patterns, 59_______ can severely damage their attention spans and impulse control. Second, excessive phone use directly replaces time spent on offline activities that are vital for growth. Physical exercise, face-to-face communication, and even unstructured play are essential 60_______ building social skills and emotional resilience. A child 61 ______spends hours scrolling through videos is losing the very experiences that teach them how to handle boredom, frustration, and real-world relationships. Moreover, the virtual world exposes children 62 _____risks that their immature judgment cannot handle. From misinformation to online predators, the dangers are not always visible but are always present. 63 ______parent believes their child is “smart enough” to avoid these traps, a developing brain simply lacks the prefrontal cortex maturity 64_______ (make) wise long-term decisions independently. Some might say, “But every generation has its new technology!” This is true, yet the core principle remains unchanged: childhood is a time for building a strong foundation. Whether it was television in the 1960s or smartphones today, the duty of adults is to filter and pace exposure. The form changes, 65_______ the biological and psychological needs of children do not. Thus, strict control is an act of love, not oppression. 六．写作（40分） 应用文写作（15分） 以下是一个求职者写的求职邮件，这个求职者想应聘一家公司的数据分析师岗位，但是求职邮件发出去后一直没有收到回复，后来才知道招聘官看到这封邮件后非常生气，请根据邮件内容写一封简短的评价，80-100词，内容包含： （1） 你为什么觉得这封邮件会让招聘官非常生气 （2） 提出简短的改进建议 My Name is Xiaowei, you can call me Anna,and my Gaokao score is very high, so I think I am the smartest，and my expected salary is 30000 RMB every month, and I am the class leader, and I have a lot of friends, they all like me. And my parents told me we can have fun after Gaokao. So please recurit me immediately，I am the best candidate. Best, Anna 读后续写（25分） The lunch bell's echo had barely faded when the school cafeteria transformed into a battlefield of hungry students. Among them were Tom and Jerry, two seniors who, despite being in the same class for three years, had never quite seen eye to eye. Tom was known for his outspoken nature, always ready to voice his opinion, while Jerry was more reserved but equally stubborn when it came to his principles. Today, their long-simmering rivalry was about to boil over—and all over a simple bowl of tomato and egg noodles. It was the cafeteria's special for the day, and only one bowl remained. Both boys spotted it at the exact same moment. Their hands reached for the steaming bowl simultaneously. "Hey, I saw it first!" Tom declared, his voice sharp with irritation. Jerry, his face reddening, shot back, "That's ridiculous! My hand was on the tray before yours even left your pocket." "You're always so self-centered, Jerry! You never think about anyone else!" "Me? You're the one who's always pushing people around, Tom!" Their argument escalated rapidly, drawing the attention of nearby students. Voices grew louder, accusations flew thicker, and the once-appetizing noodles grew cold and unappetizing. Neither boy was willing to back down, their pride wounded more deeply than any physical blow. The argument reached its peak just as Mr. Thompson, their elderly English teacher, walked over. He was a gentle man with a calm demeanor that could soothe the most heated tempers. "Gentlemen," he said, his voice soft yet firm. "I see you have a disagreement. And it seems to be about this... tomato and egg noodles." "Mr. Thompson, he—" both started, but the teacher raised a hand, silencing them. "Enough," he said, a mysterious smile playing on his lips. "Since you both love this dish so much, I have a simple solution. I'll buy each of you ten bowls of tomato and egg noodles. Right here, right now." 注意：1、续写词数应为150词左右； 2、请按如下格式作答。 Paragraph 1: Tom and Jerry stared at Mr. Thompson in disbelief, thinking he was joking._______ _______________________________________________________________________________________________________________________________________ Paragraph 2: Finally, after what felt like an eternity, they managed to finish the last spoonful.____ _________________________________________________________________________________________________________________________________________ 2026-2027学年度四川省双流中学高2024级高三上入学监测英语答案 听力答案： 1-5 ABCBA 6-10 BBCBA 11-15 BABCA 16-20 AACBA 阅读答案： 21-23 DBC 24-27 CBBA 28-31 DBBC 32-35 BBDC 七选五答案：36-40 GFBAC 完型答案：41-45 CDBBA 46-50 CADCA 51-55 DABCA 语法填空答案： 56. strictly 57.making 58.to hook 59.which 60.for 61.who/that 62.to 63.Although/Though/While 64.to make 65.but 应用文写作范文： This email would upset the recruiter because it sounds like a school introduction, not a job application. The sender mentions Gaokao scores and class leadership, but these don't show she can do data analysis work. The tone "recruit me immediately" seems rude, even if she didn't mean it. Asking for 30,000 RMB without knowing the market is unrealistic for a fresh high school graduate. Suggestions: Since she's new to the job market, she should focus on her willingness to learn, basic computer skills, and strong math foundation from high school. She can mention being a quick learner and ask for a reasonable entry-level salary. A humble and polite tone matters more than self-praise. 点评：这道应用文写作题是一道极具匠心的逆向思维设计。它一反常态，没有让学生模仿标准的求职信，而是呈现一封错误百出的失败范例，要求学生“诊断”其问题并开出“药方”。这种以错为镜、以评促写的方式，远比正面灌输更能触发学生的深度思考。 更为可贵的是，这道题突破了单纯的语言技能考查，直指学生思维方式的转型。邮件中“高考高分即优秀”“人缘好即资本”等表述，正是典型的学生思维在职场语境中的错位。学生在批判这封邮件的过程中，实际上完成了一次从“校园人”到“社会人”的认知跨越——他们不得不思考：职场的通行证究竟是什么？用人单位真正在意的是什么？ 从育人维度看，这道题完美契合了新高考“立德树人”与“核心素养”导向。它让学生在真实的语言运用情境中，学会尊重他人、了解情境、准确定位自我——这不仅是求职邮件的写作要义，更是未来走向社会的基本素养。语言是思维的外衣，而这道题触及的，恰恰是思维的内核。 总之，这是一道既有工具性厚度、又有人文性温度的试题，是一堂融语言训练、思维进阶与职业启蒙于一体的生动课例。 评分细则： （1） 给出3点你觉得的原因，每一点2分（涵盖：内容1分，语法1分），共6分，原因可以是多维度的：比如求职信语法错误太多，书信基本格式都不正确，不礼貌，学生思维太重等等都ok。多写的话依旧按照前3点给分，多写部分可能会考虑是否会导致超词数。 （2） 衔接：4分 （3） 建议：5分，3点合理的建议就给3分，然后语法占2分。 （4） 当成书信写的，扣掉4分 （5） 超词数的，酌情扣分 （6） 书写好≠一定高分 基准分建议：10分 读后续写范文： Paragraph 1:Tom and Jerry stared at Mr. Thompson in disbelief, thinking he was joking. But the teacher simply nodded toward the cafeteria staff, who promptly brought out twenty steaming bowls—ten for each. “Eat,” Mr. Thompson said calmly. “Every drop.” The boys exchanged a horrified glance, but pride kept them from backing down. They sat across from each other, bowls piled high. The first few spoonfuls went down with defiance, each boy trying to prove he could handle it. By the fifth bowl, their pace slowed. Tom’s stomach groaned; Jerry’s face turned pale. Yet neither dared to quit, especially with Mr. Thompson watching quietly from the next table, occasionally sipping his tea and smiling. Paragraph 2:Finally, after what felt like an eternity, they managed to finish the last spoonful. They leaned back, groaning, completely defeated by the sheer volume of noodles. Mr. Thompson approached and placed a gentle hand on each boy’s shoulder. “Now,” he said softly, “tell me—was that bowl worth all this?” Tom and Jerry exchanged a weak, embarrassed glance. For the first time, they saw the absurdity of their fight. “No, sir,” they mumbled in unison. The teacher nodded. “Sometimes the biggest victory is knowing when to share.” From that day on, they never fought over food again—and surprisingly, they even started sitting together at lunch, bonded by their shared misery and a newfound respect. 试题点评：这道读后续写题是一道极具巧思的生活化叙事设计。它没有选取宏大的社会议题或离奇的冒险故事，而是将镜头对准校园食堂里一碗番茄鸡蛋面引发的争执，在日常烟火气中搭建起一个充满戏剧张力与成长契机的叙事空间。这种以小事见人心、以冲突促成长的方式，远比空泛的道德说教更能触发学生的情感共鸣与创作热情。 更为可贵的是，这道题突破了单纯的语言技能考查，直指学生社会情感能力的建构。故事中两名男生从争抢一碗面到互相指责，将三年的积怨倾泻于一件微不足道的小事——这种“为面子而战”的执拗，正是青春期学生自我意识膨胀的典型写照。而英语老师以“每人十碗面”这一近乎夸张的方式介入，既不是粗暴制止，也不是各打五十大板，而是让学生在“硬撑”与“求饶”的极限体验中自我醒悟。学生在续写中必须完成对人物心理的深度揣摩，在想象“吃撑”的过程中，实际经历一次从“我执”到“共情”的认知转变。 从育人维度看，这道题完美契合了新高考“立德树人”与“核心素养”导向。它让学生在真实的校园生活情境中，学会审视自我、理解他人、化解冲突——这不仅是情节续写的核心推动力，更是未来走向社会的必备品格。语言是思维的载体，而这道题让学生拿起笔时不得不问自己一句：如果我是Tom或Jerry，我会怎么做？那一碗面，到底值不值得？ 总的来说，这是一道既有生活温度、又有人文深度的试题，是一堂融语言训练、心理洞察与人格成长于一体的生动课例。 学科网（北京）股份有限公司 $