2025屆廣東省大灣區(qū)普通高中高三二模英語試題及答案

★啟用前注意保密2025屆大灣區(qū)普通高中畢業(yè)年級聯(lián)合模擬考試(二)英語2025.04本試卷共8頁，滿分分?？荚囉脮r分鐘。注意事項：1.答卷前，考生務(wù)必將自己的學(xué)校、班級、姓名、考場號、座位號和準(zhǔn)考證號填寫在答題卡上，將條形碼橫貼在答題卡“條形碼粘貼處”。2.作答選擇題時，選出每小題答案后，用2B鉛筆在答題卡上將對應(yīng)題目選項的答案信息點涂黑；如需改動，用橡皮擦干凈后，再選涂其他答案。答案不能答在試卷上。3.非選擇題必須用黑色字跡的鋼筆或簽字筆作答，答案必須寫在答題卡各題目指定區(qū)域內(nèi)相應(yīng)位置上；如需改動，先劃掉原來的答案，然后再寫上新答案；不準(zhǔn)使用鉛筆和涂改液。不按以上要求作答無效。4.考生必須保證答題卡的整潔?？荚嚱Y(jié)束后，將試卷和答題卡一并交回。第二部分閱讀共兩節(jié)，滿分50分)第一節(jié)共15小題;2.5分滿分37.5分)閱讀下列短文，從每題所給的A、、C、D四個選項中選出最佳選項。ASetonacomprehensiveacademicjourneythroughanalysis,composition,performance,joinofthecelebratedmusicianswhohavestudiedtaughtStanford.TheEchoesStanfordcoursedesignedthosewhoarepassionateaboutdeepen?ngthe?runderstandingofmusicitsvariousaspectsanacademicsetting.TEACHINGtheofanetworkofmusicalresearchandpractice,theDepartmentofMusicwhereyou'llfindawealthofknowledgeandresources.Ourresearchstudents,lecturers,andwell-respectedinternationalvisitorsexplorediversemus?caltopics,fromearlymodernmusictoopera,popmusic,performancestudies,compositionandscientificapproachestomusic.academicexperiencewillmainlytakeplacetheDepartment,whichincludes:ConcertHall,invitingvenuewith500seatsPendleburyabroadcollectionofbooksandrecordingsAfully-equippedrecordingstudio,completewithacontrolroomandrecordingroomMusiccomputinglaboratories,featuringspecializedsoftwareCOURSEFEES$199person.Groupsof5orenjoyadiscountedpriceof$149person.COURSECOMPLETIONUponcompletionthiscourse,willearn2ContinuingEducationUnits(CEUs).PleasenotethatcannotbeappliedtowardStanforddegree.Thereceivinginstitution'spoliciesdetermineifCEUsbeacceptedelsewhere.ureceiveanemailwithalinktodownload2025屆大灣區(qū)聯(lián)考第1頁共8頁yourRecordofCompletionwithin3businessdaysofcoursecompletion.Foranyinquiries,pleasereachouttostanford-educ@.21.WhoisthecourseStanfordintendedfor?Soundanalysts.C.Publicspeakers.B.Musicscholars.Historyresearchers.22.WhatdoestheDepartmentMusicComputerlaboratories.C.High-endconcerthalls.B.Extensivereferences.Reliableinternetaccess.23.Whatcanbeexpectedafterfinishingthecourse?Arecordingofpertormances.C.Aproofofcoursecompletion.B.Alinkcourseapplication.AStanforddegreewith2CEUs.BThepathtosuccessisn'talwaysclear-cut.JuliaGreenknowsthiswell.Justasgraduatedfromcollege,afinancialcrisissweptthemakingithardgetajobinjournalism.Despitegrowingworries,didn'tuponherinstead,shetriedaglobalvolunteerprogramforself-growth.Ayearbegantakingrandomwritingjobstoendsmeet,whiledreamingofawhencouldwritefreelyandpaidforit.Afterwards,appliedforthefullyfundedMasterofFineArtsandwasacceptedtostudyfictionwritingattheUniversityofMichigan.Thoughtheprogramdidn'tendupopeningmanydoorsforpaidtowriteandclasses.Greennevershiedfromchallengingtopics.Marriage,healthcare,employmentandhavefeaturednoticeablyinwriting,andsheespeciallyimpressiveitcomesmusiccriticism.intentionallytriedtokeeplane(道路)verywide,”shesaid.wastodothebeginning.IwantedtobecomearoundedShepennedarticlesforavarietyofwebsites.begantobuildareputationfearlessness.“I'beenwritingsinceIwas22.Thiscraftrequiresthathaveatoughskin.”saidGreen,whenaboutwriting“Asaarenotwellservedbycaringwhatotherpeoplethinkaboutuhavetobeemotionallypreparedtofacerejection.”thepastdecade,Green,lackingexamplestomodelachievedremarkablesuccessthroughgreatShelandedregularwritingpositions,workedinrespectedjournals,madetheUnder30list,wroteaworld-classByanyyoungjournalist'sdefinition,Greenhadarrived.24.WhatdoknowaboutGreenfromthefirsttwoparagraphs?AfinancialcrisisruinedherB.Furthereducationoptimist?c.C.broughtnewjobs.Herforwritingdidnotchange.25.WhydidGreenpursueadiversepath?showC.developB.pleasecriticalreaders.buildareputation.2025屆大灣區(qū)聯(lián)考第2頁共8頁*6.WhatmatterstocareeraccordingtoGreen?HandlingcriticismC.Gainingpublicrecognition.B.Maintainingyouthfulskin.abouther27.WhichwordscanbestdescribeGreen?Independentconsiderate.C.Hard-workinganddetermined.B.Generousandcreative.D.Ambitiousmodest.CPicturethis:resittingatyourdesk,finallygettingtothetaskthatbeenputforhaveputyourphoneinyourbag.Despitethetocheckonceinawhile,focused.Dothinkyou'rehavingaproductiveThinkagain.tendtobelieveputtingourphoneface-sidedownonourdeskorinourisenoughtopreventfrombeingdistracted(干擾).arecentstudyrevealsthatthemerepresenceofyourevenit'soutsight,canbeadistractiontoyourbrain—aconceptknownas“braindrain”.testthe“braindrain”548collegestudentsattheUniversityofweredividedintothreegroupsandaskedtocompleteasetofbrainperformancetests,withtheirphonesfacingdownontheirintheirbag,oroutsidetheResearchersfoundthatthegroupwiththeirphonesanotherroomscoredsignificantlyanalysisof22studiesextendsthislineresearch,indicatingthemerepresencesmartphonescreatesa“braindrain”andthatthefartherawaytheyarefromtheusers,theeasieritisforthemtoconcentrate.Why?Ourbrainscanonlyfocusonasmallamountinformationatonce,andneedtoprioritizetheever-presentandrelevant,smartphones.fact,engagewiththedeviceaveragethanawhichmeansarerarelyfocusedataskforthanafewminuteswithoutourattentionbeingdivided.Thisover-relianceonsmartphonestrainsbraintoinattentive,leavinglessspaceforothertasks.ourphonesconstantlybattleourattention,howcanpreventthemfromnegativelyimpactingperformanceAgoodstartingpointistoeducateourselvesontheimpactofphoneusageonourbrainssocaninformeddecisionsworkingatask.furtherourshouldalsoremembertophoneoutsidetheroom,ratherthansimplyturnupsideorsilencerightbesideus.⌒,28.WhatdoestheauthoropenthetextAheateddiscussion.C.Awell-knownB.Avividly-describedpainting.Acommonmisunderstanding.29.Whyistheanalysisofstudiescited?confirmpreviousfindings.B.studies’outcomes.C.compareresearchmethods.tracksubjects'performances.30.Whatcausesa“braindrain”accordingtothetext?Thelackofconcentrationtraining.B.Thelimitedcapacityofourbrains.C.Theoverloadofonlineinformation.Themindfulofdigitaldevices.2025屆大灣區(qū)聯(lián)考第3頁共8頁31.HowcanavoiddistractionsfromphonesByreducingourusage.B.switchingsmartphonestosilentmode.C.Bycoveringourphone'sscreen.Byseparatingworkzonesandphonezones.DThelong-heldassumptionthatintelligenceistheprimarydriverofacademicachievementischallengedbyarecentstudyTheledbyMalanfromUniversityofLondonandjointlycarriedoutbyagroupinternationalexperts,revealedthatnon-cognitive(非認知的)skills,suchasmotivation,self-regulationandacademicinterest,arenolessimportantthanintelligenceindeterminingacademicsuccess.Theinfluencetheseskillsaccruesthroughoutachild'seducation,withgenetic(基因的)factorsplayingasignificantroleinshapingthisdevelopmentalpath.Thestudytrackedover10,000childrenfrom7to16inEnglandandusedtwinstudiesanalysistoinvestigatetheimpactnon-cognitiveskillsonacademicaswellastheinfluentialfactors,genesandenvironment,thattheseskills.Onestrikingfindingisthegrowingroleofgeneticsinshapingnon-cognitiveskillstheirimpactacademicachievement.Researcherscreatedaspecialmethodknownthe“polygenicscore”tomeasuretheseskillsandfoundthatgeneticassociatedwithnon-cognitiveskillsincreasinglypredictiveofacademicachievement,nearlydoublingbetweentheof7and16.Bytheofrequiredschooling,geneticinfluenceonnon-cognitiveskillsstrongasthatoncognitiveskillspredictingacademicsuccess.Besides,bycomparingchildrenfromtheresearcherscouldseparatetheimpactsharedfamilyenvironmentfromgeneticfactors.thathowchildrenwereraisedthefamilyplayedasignificantrole,althoughtheincreasinginfluencenon-cognitivegeneticsonacademicachievementwasstillevident,”saidAlleg,aco-researcherintheThefindingshavefar-reaching-implicationseducation.Thestudysuggeststhatschoolsshoulddevelopprogramstosupportstudents’emotionalandsocialdevelopment.Malansaid,“Bydoingso,cancreateainclusiveandlearningenvironmentstudents.”Thestudyalsohighlightstheneedforfurtherresearchintothecomplexinteractionbetweengenes,environmenteducation.Byunderstandingthesefactors,educatorspolicymakerscandevelopstrategiestosupportstudents’overalldevelopmentandachievebettereducationaloutcomes.32.Whatdoestheunderlinedword“accrues”inparagraph1mean?Mounts.B.C.Surfaces.33.Whywasthespecialmethodusedinthestudy?predictstudents'academicachievement.B.measuretheroleofenvironmentinlearning.C.evaluatethegeneticonnon-cognitiveskills.assesstheacademicinfluenceofcognitiveabilities.2025屆大灣區(qū)聯(lián)考第4頁共8頁34.Whataretheresearcherslikelytorecommend?Advancedmathcourses.C.trainingprograms.B.programmingworkshops.Communityserviceprojects.)35.Whatisthetitlethetext?PromotingEffectiveLearningC.UnlockingAcademicPotentialB.TheOverlookedBenefitsofGenesTheKeytoAcademicSuccess第二節(jié)共5小題；每小題2.5分，滿分12.5)閱讀下面短文，從短文后的選項中選出可以填入空白處的最佳選項。選項中有兩項為多余選項。Booksoftenstruggletomodernreaders,thiscanbeespeciallytruefornonfiction.Forpeople,it'slessexcitinglessemotionalthanfiction.theproblemmaynotwithnonfiction,buthowtheyreadit.peoplestartanonfictionbookbutquitafterreadingafewchapters.readprobablybecausesomeonethemthebookoreveryongisreadingit.That'snothelpfulstayinacommittedrelationshipwithnonfiction.36matterwhatyoursis,writeitbeforestartingtoread.It'llprepareyouronwhattolookforinthatbook.you'realreadyafictionstartwithnarrativenonfiction,whichcarriesastrongstorytellingelement.Thiskindofwritingissoengagingthatalmostthestorybeingisfactual.37ifstillfeelburdenedbyanentirebook,ananthology(選集beaperfectsolution.collectionsofshorterpieces,anthologiesaimtobringtogetherthebestwritingonasubject38findtoread.drawnin,you'll39thosewhopreferhighlightingandtakingnotes,aphysicalbookmaybeanicechoice.contrast,e-booksareidealportability(便攜性)ortheabilitytoadjustthetextareyourpriorities.you'realreadyalistenernonfictionrecordedprograms,audiobooksbetheperfectfityou.Readingnonfictioncanbechallenging,rememberthere'salwaysabookonthetopicthatinterestsmaybeabouthistoricaleventsthatshapeourlivesstorieswheretruthoutshinesfiction.40SoitrequiresapersonalinsightintotheB.ofthepiecesaresuretograbyourinterest.C.anaturalbridgebetweenfictionandnonfiction.Instead,shouldhaveaclearobjectiveofreading.E.Readinghabitsselectionsnonfictiontopics.Choosingsuitableformatsisalsotoenjoyingnonfiction.Whicheveris,thespentonnonfictioncanrewarding.2025屆大灣區(qū)聯(lián)考第5頁共8頁第三部分語言運用共兩節(jié)，滿分30分)第一節(jié)共15小題；每小題1分，滿分15分)閱讀下面短文，從每題所給的A、、C、D四個選項中選出可以填入空白處的最佳選項。IusedbeambitiousEveryJanuary1s1,Iwoulddutifullysitdownwriteout41resolutionslikelanding100newclients,gettingpromoted,orbeingthetopInever42thosegoals.ByMarch,losewillpowerand43oldhabits,andeverydfeelextremelyashamed,lookingbackatalloftheamazingthingsIdidn'tdo.Iwastiredofcycle.Fueledbytheweightyearsof,adesireforsomething45begantogrowwithinIdecidedto46.Iquitjobandpursuedpassionfor.wasn'tagrandexit,abravedecision.Thistransformation,course,48.Financialanxietyandself-doubt49everystep.Itriedtoworldshotbyshot.Isharpenedskills,builtaphotocollection,andconnectedwithotherartists.Insteadofaiming51,Isetachievablegoals.eachcheckedthelist,Ifeel52.Icansaythisdecisioncompletelyshifted53on“success”and“failure”.Before,IalwaysfeltlikeIwasfailing,butnowsimplyphotographingabeautifulmomentcheeringupsomeonewithaphotographcountsahuge54.shinygoalsneverturnto55!41.practical42.B.grandC.creativeC.setstrangesharedshakefailingdifficultstayB.raised43.fight44.arguing45.46.workB.upB.planningB.relevantB.continueB.investmentB.easyC.slideintoC.waitingC.complexC.changeC.photographyC.rapid47.shooting48.A.complete49.shadowed50.shakepaintingrealB.simplifiedB.defineC.outlinedC.ruledecidedrebuildright51.aheadB.straightB.amusedB.strategyB.successB.poisonC.high52.respected53.viewC.shockedC.emphasisC.burdenC.lightsatisfiedattentionadvantageD.dust54.impact55.gold2025屆大灣區(qū)聯(lián)考第6頁共8頁第二節(jié)共10小題；每小題1.5分，滿分15)閱讀下面短文，在空白處填入1個適當(dāng)?shù)膯卧~或括號內(nèi)單詞的正確形式。thelate181haformofdramacalled“FrenchLightandShadow”widespreadpopularityinParisandMarseilles.ThisartformwasinspiredbytraditionalChineseshadowplaydatingbackover2,000years,which,often56(refer)astheearliest“movieart”,combinesperformancewithBytheSongit..ow)intoahighly-developedartcapableofrelatingstoriesoftheThreeKingdomsbeforetheriseoftraditionalChineseopera.DuringtheMingpopularformofentertainment,especiallyincitiesBeijing.Evenitsinfluencecanstillbeseenfilm-making,shape)storiesaretold.cts...Creatingshadow-playpuppets(木偶)requiresbothchoice60(material)andskills.Donkeyhide(驢皮)carvedintotheheads,limbsbodiesthefigures,thenpaintedjoinedusingthreadsandlinks.Thetruemagicofshadowplaynotjustinits縱師),narrators,musiciansDuringtheperformance,aslightshinesthehumanfigures,vividshadows(project)ontoascreen.Thepuppeteers,standing.thescreen,thefiguresinitsperformance,ateamofpuppeteers(木偶操withbamboosticks,whilethenarratorssingandthemusiciansplayinstrumentsdrumsandtheoppositeside,audiencesseethefiguresonthescreentolifethroughthshadows,whosemovementsare65(express)thatpeoplethey'rejustwatchinshadows.第四部分寫作共兩節(jié)，滿分40分)第一節(jié)(15分)最近，你班越來越多的同學(xué)使用AI助手完成學(xué)習(xí)任務(wù)，請你就該現(xiàn)象寫一篇短文投稿英文報，內(nèi)容包括：(1)你的看法；(2)你的建議。注意：(1)寫作詞數(shù)應(yīng)為80(2)請按如下格式在答題紙的相應(yīng)位置作合。2025屆大灣區(qū)聯(lián)考第7頁共8頁第二節(jié)滿分25分)閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。Thelightsshoneaboveshelvesthatwerelinedwithcannedfood.Itookplaceinline.routine,differentTheaheadofcoughedintohersleeve;thebehindshiftedhisweightfromfootfoot.allavoidedcontact,waitinginsilence.ThegroceriesquietedemptystomachbutincreasedtheacheIfeltinchest.Unemploymentaidstoppedthreemonthsago.Thered-inkedwarningsforrentpoppeduplikemushroomsafterrain.avolunteerdryingsweatherface,Iwashappythattheatthefoodbank(食物救濟站)weretoobusyaskquestions.JustshowandtakeyourbagsofButthatsomethingchanged.Avolunteer—earlytwenties,wearingashopWhileothersrushed,hearrangedboxesofcookieslibrarybooks.tagreadJOHNincapitalletters.“Odd,”Ithought.“Whotakesprideinsortingthese?”Myturntocheckout.“Mrs.Thompson?”voiceheldunexpectedwarmth,ifheknownforyearsratherthanseconds.hasyourweekbeen?”ThequestioncaughtwhileIwasreachingforbags.onehereusedMythroattightened.“GettingIsaid,voicebarelyaboveaThen,toamazement,IcouldnothelpaddingthatthebillswereeatingsavingsaliveasIhadbeenunemployedforthreemonths.John'seyessoftened,“That'stough,”hesaid,hisvoicethereanythingIcandotohelp?”Ifroze,caughtguardbyhisMyfirstreactionwasignoreit—Ididn'twanttobeaburden—soIforcedasmallsmiletoldhimIwouldbefine.Beforehecouldsaymore,Igrabbedheavybagsandhurriedout.注意：(1)續(xù)寫詞數(shù)應(yīng)為150個左右；(2)請按如下格式在答題紙的相應(yīng)位置作答。2025屆大灣區(qū)聯(lián)考第8頁共8頁2025屆大灣區(qū)普通高中畢業(yè)班聯(lián)合模擬考試(二)英語科參考答案第二部分閱讀(共兩節(jié)，滿分50分)第一節(jié)共15小題每小題2.5分,37.5)21-23BBC2427DCAC28-31DABD32-35ACDD第二節(jié)共5小題,2.5分滿分12.5分)DCBFG第三部分語言運用共兩節(jié)，滿分30分)第一節(jié)共15小題；每小題1分，滿分15分)BACDA46-50CCBADCDABD第二節(jié)共10小題；每小題1.5分，滿分15注：單詞拼寫錯誤、大小寫未區(qū)分不給分56.referred57.grown58.a59.shaping60.materials61.butwhere63.areprojected64.behind65.expressive第四部分寫作(共兩節(jié)，滿分40分)第一節(jié)滿分分)詞)MyontheofAssistantsinLearninganincreasingofstudentsinclasshavestartedusingAIassistantsforlearningtasks.Whilethisseemefficient,itraisesconcernsitslong-termimpactonlearningAlthoughassistantscanprovidehelpfulsupport,relianceonthemmaylimitstudents’abilitytothinkcriticallyandWhenstudentsskiptheprocessofexploringunderstandingontheirown,theirknowledgetendstoremainaddressthis,IsuggestthatAIshouldbeusedasasupportivetoolratherthanaprimaryresource.Byusingitwiselyandonlywhenneeded,studentscanbenefitfromitshelpwhilestilldevelopingessentialthinkingskills.conclusion,balancingusewithlearningistoittrulybeneficial.第二節(jié)滿分25分)(110+110詞)Iwasstrugglingforwardwhensomeonecalledname.IturnedtoJohndashingtowardsme,panting"Mrs.Thompson,"handinganote,"shopaddressand"addedthatshophiringcleanersandsuggestedthatwantatiredsinceresmile,hejoggedbacktowardthefoodbank.Grippingthenote,Ifeltitsweightsurpassevenheavybags.Unemployment,alongwiththemountingrentandbillpressuresresultingfromit,seemedtovanishNightfallfoundhandsshakingasIcalledthesurprise,therespondedschedulinganinterviewforthenextThenextItotheshoptheinterview.TherestoodJohnthepackagedcoffeeslikelibrarybooks.Spottinghiseyeslitupwithwarmth."Mrs.Thompson,sogladyou'rehesaidhissteadyvoicewrappingaroundlikeacozyblanket,calminginterviewnervesTheinterviewprocesssmoothly-IstartedworkingthewithJohnprovidedwithopportunitiesobservehowhetookprideinhiswork,whichdeepeneddeterminationbeaburdenonsocietybutacontributortothisspace.MyencounterwithJohnprovedsomethinggreater:theunyieldingforcecompassioncanlightuptheworldlikeneverbefore.大灣區(qū)高三二模英語答案第1頁(共6頁)二、應(yīng)用文題目解讀(1)審題1.文體：短文(投稿)2.話題：學(xué)生使用AI助手完成學(xué)習(xí)任務(wù)3.對象：全校師生4.人稱:第三人稱(students)為主5.時態(tài)：一般現(xiàn)在時為主事實上，AI融入生活并走進校園、走近學(xué)生，是時代發(fā)展的必然趨勢。在當(dāng)下的AI時代，學(xué)生使用AI助手完成學(xué)習(xí)任務(wù)也成為一種必然現(xiàn)象。技術(shù)應(yīng)用融入教育和校園已是大勢所趨，如今我們要探討的并非學(xué)生能不能使用AI助手的問題，而是怎樣合理運用的問題。若運用得當(dāng)，AI助手勢必能對學(xué)生的學(xué)習(xí)起到良好的推動作用。所以，考生在面對“部分同學(xué)使用AI助手完成學(xué)習(xí)任務(wù)”這一現(xiàn)象時，不應(yīng)完全否定使用助手輔助學(xué)習(xí)的做法，而應(yīng)辯證看待，并提出切實可行的建議。內(nèi)容要點：①陳述看法：要清晰表明自己對該現(xiàn)象是支持、反對還是持中立態(tài)度，并簡要闡述原因。(harmful/improper/inappropriateorbeneficial/advantageousdouble-edgedsword?);②提出建議：基于自己的看法，給出切實可行的建議。(2)搭建框架OpeningBody寫作背景+看法綜述總起句)具體陳述看法(利與弊提出建議具體措施一兩點即可)功能性結(jié)尾Ending第三步：謀篇布局Para.1:IntroductionanincreasingnumberofstudentsinourclasshavestartedusingAIassistantscompletetheirlearningtasks.Whilethismayseemconvenient,raisesconcernsaboutitsimpactonlearningquality.(這句話起到承上啟下的作用)Para.2:Opinions+suggestionsOpinions:Althoughassistantscanprovidehelpfulsupport,relianceonthemmaylimitstudents’abilitytothinkcriticallyandWhenstudentsskiptheprocessofexploringunderstandingontheirown,theirknowledgetendstoremainSuggestions:addressthis,Isuggestthatshouldusedasasupportivetoolratherthanaprimaryresource.Byusingitwiselyandonlywhenneeded,studentscanbenefititshelpstilldevelopingessentialthinkingskills.Para.3:Conclusion/expectation/appealconclusion,balancingusewithlearningistoittrulybeneficial.此次學(xué)生在框內(nèi)最底部多寫一行不做額外扣分處理。三、評分檔位及要求1.本題總分為15分，按5個檔次給分；2.評分時，應(yīng)主要從內(nèi)容、詞匯語法和篇章結(jié)構(gòu)三個方面考慮，具體為：大灣區(qū)高三二模英語答案第2頁(共6頁)(1)對內(nèi)容要點的覆蓋情況以及表述的清楚程度和合理性；(2)使用詞匯和語法結(jié)構(gòu)的準(zhǔn)確性、恰當(dāng)性和多樣性；(3)上下文的銜接和全文的連貫性。3.評分時，先根據(jù)作答的整體情況初步確定其所屬檔次，然后以該檔次的要求來綜合衡量，確定或調(diào)整檔次，最后給分。建議綜合內(nèi)容、語言、結(jié)構(gòu)三個維度衡量，為作文準(zhǔn)確定檔，但總體應(yīng)遵循“內(nèi)容為王”的原則，即語言交際的目標(biāo)是否達到。4.評分時還應(yīng)注意：(1)詞數(shù)少于60的，酌情扣分；超行，酌情扣分；(2)單詞拼寫與標(biāo)點符號是寫作規(guī)范的重要方面，評分時應(yīng)視其對交際的影響程度予以考慮。英、美拼寫和詞匯用法均可接受；(3)書寫較差以致影響交際的，酌情扣分。5.如果文章整體結(jié)構(gòu)非常明顯地寫成另一種文體(例如要求是投稿，結(jié)果寫成了書信類或演講稿)，屬于文體誤用，9分及以下；如果文章一段出現(xiàn)文體混淆(例如要求是投稿，結(jié)果最后一段演講稿)，屬于文體混淆，降一檔處理；如果只有個別詞或詞組表述不太符合文體要求但又無法確認一定是前兩種情況，則酌情扣分。第五檔(13~15分)1.覆蓋了所有內(nèi)容要點，表述清楚、合理；2.使用了多樣并且恰當(dāng)?shù)脑~匯和語法結(jié)構(gòu)，可能有個別小錯，但完全不影響理解；3.有效地使用了語句間銜接手段，全文結(jié)構(gòu)清晰，意義連貫。完全達到了預(yù)期的寫作目的。第四檔(10~12分)1.覆蓋了所有內(nèi)容要點，表述比較清楚、合理；2.使用了比較多樣并且恰當(dāng)?shù)脑~匯和語法結(jié)構(gòu)，可能有些許錯誤，但不影響理解；3.比較有效地使用了語句間銜接手段，全文結(jié)構(gòu)比較清晰，意義比較連貫。達到了預(yù)期的寫作目的。第三檔(7~9分)1.覆蓋了大部分內(nèi)容要點，有個別地方表述不夠清楚、合理；2.使用了簡單的詞匯和語法結(jié)構(gòu)，有一些錯誤或不恰當(dāng)之處，但基本不影響理解；3.基本有效地使用了語句間銜接手段，全文結(jié)構(gòu)基本清晰，意義基本連貫。基本達到了預(yù)期的寫作目的。第二檔(4~6分)1.遺漏或未清楚表述一些內(nèi)容要點，或一些內(nèi)容與寫作目的不相關(guān)；2.所使用的詞匯有限，語法結(jié)構(gòu)單調(diào)，錯誤較多，影響理解；3.幾乎不能有效地使用語句間銜接手段，全文結(jié)構(gòu)不夠清晰，意義不夠連貫。未能達到預(yù)期的寫作目的。第一檔(1~3分)1.遺漏或未清楚表述大部分內(nèi)容要點，或大部分內(nèi)容與寫作目的不相關(guān)；2.所使用的詞匯有限，語法結(jié)構(gòu)單調(diào)，錯誤較多，嚴重影響理解；3.幾平?jīng)]有使用語句間銜接手段，全文結(jié)構(gòu)不清晰，意義不連貫。完全未達到預(yù)期的寫作目的。0分未作答；所寫內(nèi)容太少或無法看清以致無法評判；所寫內(nèi)容與題目要求完全不相關(guān)。大灣區(qū)高三二模英語答案第3頁(共6頁)第二節(jié)(25)一、參考范文(110+110詞)Iwasstrugglingforwardwhensomeonecalledname.IturnedtoseeJohndashingtowardsme,panting"Mrs.Thompson,"heandhandinganote,"coffeeshopaddressandmanager's"addedthatshophiringcleanersandsuggestedthatwantatiredbutsinceresmile,joggedbacktowardthefoodGrippingthenote,Ifeltitsweightsurpassevenheavybags.Unemployment,alongwiththemountingrentandbillpressuresresultingfromit,seemedtovanishNightfallfoundhandsshakingasIcalledthesurprise,themanagerrespondedschedulinganinterviewforthenextThenextIcametotheshopfortheinterview.TherestoodJohnatpackagedcoffeeslikelibrarybooks.Spottinghiseyeslitupwithwarmth."Mrs.Thompson,sogladyou'rehere!"hesaidhissteadyvoicewrappingaroundlikeacozyblanket,calminginterviewnervesTheinterviewprocesssmoothly-IstartedworkingthewithJohnprovidedwithopportunitiestoobservehetookprideinhiswhichdeepeneddeterminationtobeaburdenonsocietybutacontributorthisvibrantspace.MyencounterwithJohnprovedsomethinggreater:theunyieldingforceofcompassioncanlightuptheworldneverbefore.二、語篇解讀故事主題涵蓋“人與社會”與“人與自我”兩大范疇。在“人與社會”維度，聚焦“公益事業(yè)與志愿服務(wù)”子主題，描寫了食品救助站這一社會救助場景。在“人與自我”層面，涉及“認識自我，豐富自我，完善自我”子主題，