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龙东十校联盟高二学年度下学期期末考试
英语参考答案
第一部分 听力
1-5 BCBAB 6-10 CCBAC 11-15 BACBA 16-20 ABCAC
第二部分 阅读
第一节
21-25 ABDAB 26-30 DBDCB 31-35 CDDCC
第二节
36-40 FCGEB
第三部分 语言运用
第一节
41-45 ABCAC 46-50 ADBCB 51-55 DABCD
第二节
56. were marketed 57. a 58. has shifted 59. where 60.
ranging
61. response 62. professionals 63. to create 64. posed 65. in
第四部分 写作
第一节
Dear fellow students,
I’m Li Hua, thrilled to win the award in the “Campus Creative Green Space” design competition.
With this precious chance, I’d like to brief you about my creation for the contest.
My entry features a garden wall in the school’s central courtyard, combined with a small eco-
friendly reading corner. The design uses recycled plastic bottles as planters for climbing plants,
while the corner provides wooden benches made from old furniture. It not only brings greenery into
our daily campus life but also creates a cozy public zone for reading and promotes waste recycling at
the same time!
The project taught me that environment protection isn’t about grand gestures but everyday
choices. Let’s embrace innovation and work hand in hand to safeguard our green campus.
第二节
Then through the headset, a strong male voice came out. Dr. King’s powerful words
flowed into my ears, filling me with inspiration. His rhythm and passion ignited
something within me, and I began penning my own thoughts, weaving them into a poem.
For days, I worked tirelessly, revising each line until it mirrored the emotions I felt. I
wanted my poem to reflect not just my dreams, but the struggles and hopes of my
family’s journey to America. The words came from my heart, shaped by the stories my
parents had shared and the resilience I had witnessed in them.
“My poem is called If a Boy Could Dream,” I said, straightening my back. Silence
gripped the room as I began reciting. My voice trembling at first but growing stronger
with each line. I spoke of dreams that soared high like eagles and a boy who, despite theodds, dared to dream big. As I reached the end, the teacher’s skeptical frown melted
into approval, and my classmates’ stares turned to nods. And in that moment, I knew I
had found my voice, not just in English, but in expressing my own thoughts and dreams.
听力原文
Text 1
M: I find it so quick to do writing tasks on my laptop now. My written output is accurate too.
W: What is your secret? Mr. Maude is always correcting my spelling mistakes! (1)
M: I use a great AI program that helps me correct all my grammar errors.
Text 2
W: Last week the engine stopped, and you rang the breakdown services. Now there is another
strange noise.
M: And while I was checking, the lights suddenly went off.
W: There is a garage just around the corner. Maybe we could try our luck there. (2)
Text 3
W: Did you notice the new soups that are on sale at the supermarket? I’ve never heard of
some of the flavors.
M: Yeah, I saw them. Maybe they’re trying out different recipes to get more customers.
W: Maybe, but some don’t even sound like soup at all. (3)
Text 4
M: I got here early, but she was already waiting at the gate.
W: That doesn’t surprise me. She loves school and always arrives before everyone else.
M: True. I think we should ask her parents to wait with her until we arrive at work. (4)
Text 5
M: Let me help you. The belt moves so quickly.
W: That’s kind. I can never manage to get close enough to catch my orange-colored case.
M: At least you can spot it easily among the black cases. (5)
Text 6
W: It’s getting harder to manage both my job here and looking after the kids since my
husband went on a business trip. (6)
M: It is very demanding to both work full-time and be a parent, especially when we’re on
such a tight work schedule. (6)
W: Exactly. There’s homework to check, dinner to make, and then bath and playtime.
M: It sounds tiring.
W: Luckily, my parents will come to help me next week. Until then I’m on my own.
M: Have you thought of leaving the children to play with each other while you make dinner?
Or let them go to bed earlier and shower in the morning. (7)
W: Maybe.Text 7
M: I’ve nearly finished organizing the clues for the party. It was a bit like creating a crossword
puzzle! (9)
W: Sounds like you’ve enjoyed it! Have you figured out how many party bags you’ll need? (8)
M: Well, I invited ten kids, but two can’t make it. (8)
W: And we should do one for the birthday girl too! (8)
M: Exactly. (8) I hope the kids will love the gifts inside the bags. (10) I can’t wait to see
them run around solving the clues! (9) (10)
W: It’ll be fantastic. What’s the treasure at the end? (9) (10)
M: It’s a surprise, and they will be excited. (9) (10) Watching them enjoy it all through
will make all the organizing worth it! (10)
W: That’s what counts in the end! And taking a rest after it is all over!
Text 8
M: Hi, Mrs. Green. I’m Philip. (13) We spoke on the phone earlier. Welcome!
W: Hi, Philip. We can talk about where I should go on holiday in Italy now.
M: Sure! What kind of trip are you looking for?
W: I want to experience some culture. And I love a little bit of shopping too. But most
importantly, I like to relax in the natural landscapes of Italy. (12) (13) There are just so
many places to choose from!
M: Italy’s full of beautiful spots. What about visiting Tuscany? It has impressive landscapes,
with forests close by too. Meanwhile, there are many world-famous art cities, including
Florence, Siena, and Pisa. (13)
W: That’s a great idea. I’ve also heard good things about the Amalfi Coast, known for its
amazing coastline scenery, but I’m not sure if it’s too crowded.
M: It can get busy, but it’s definitely worth it for the views. If you prefer something quieter, you could
also consider Lake Como. It’s peaceful, with a mix of nature and beauty.
W: That sounds amazing! I’ll definitely look into it.
Text 9
W: Thank you for inviting me to spend the summer on your farm, Uncle Pete. I’m so sad that it’s
over.
M: You’ve made yourself very useful in the past few weeks, Willa.
W: The first week was tough. I didn’t think I could manage to be up so early. (15)
M: Yes, we rise with the animals. As the old saying goes, “Early to bed, early to rise.”
W: Starting early, I really did a lot in one day — collecting eggs from the chickens, milking the
cows, and making sure the sheep were all OK.
M: I guess it must be a very different way of life for you.
W: Yes. I don’t miss the polluted air or the noise of constant traffic day and night.
M: Well, you are welcome back here anytime. Have you packed everything?W: Yes. I also borrowed a book for the train ride. (17) I hope you don’t mind.
M: No. It’s not my book. It’s your cousin’s. As he’s working overseas at the moment, (16)
I don’t think he’ll mind.
W: I’ll bring it back next time.
M: I’m sure he’d appreciate that. Well, it’s time to go. Let’s get your bags in the car. (17)
Text 10
Sometimes it’s easy to give up, but even when my book was rejected by fourteen different
publishers, I knew I had stories to tell. Writing means everything to me. (18) However, selling
books isn’t just about writing. These book tours are exhausting. (19) The good thing is that
nowadays I have an agent who organizes everything for me. I don’t need to worry about missing
the train and arriving at 2:00 p.m. instead of 11:00 a.m. as scheduled. Yes, that actually
happened right at the beginning of my writing career. (19)
Looking around, I can see lots of people turn up to buy my books. But you should know I have
never written for personal financial gain. You may not believe me. Even when I was surviving on a
small income, making money was not the reason for continuing. I consider myself as lucky. I
can write because, unlike so many children, I had great schooling. For them, if you buy my
book today, please remember what will happen to the money. It is for a good cause. (20)
详细解析
第二部分 阅读
第一节
A
语篇类型：应用文 主题语境：人与自然
语篇导读：关于一个调查当地野蜂的项目通知。
21. A。理解具体信息。由文章第四段 “We’re now focusing on better understanding local bee
communities, gathering information to inform future targeted monitoring, and contributing
local data to broader efforts seeking to study and protect native bees.” 可知该项目当前
专注于搜集当地野蜂的信息为未来对该物种的研究、保护和监测服务。
22. B。理解具体信息。第六段指出，“Please note that while you can register for this program
on multiple dates, locations will vary, so please note where each date is taking place.”，
因此，报名时需要特别注意的是每个时间点对应的调查地点。
23. D。推理判断。本文是一个关于调查当地野蜂项目的通知，涉及到项目的地点、时间、
报名方式、调查内容等信息。
B
语篇类型：报道 主题语境：人与社会
文章大意：本文报道了《驯龙高手》从原著小说到动画电影，再到即将上映的真人版电影
的改编历程。
24. A。推理判断。根据第三段导演Dean DeBlois的陈述 “many people can relate to the
way Hiccup ‘can put up with ridicule and still follow his heart’”以及结尾段
“ Hiccup is a hero for all the people who sometimes feel like they don’t
belong”，可知Hiccup故事的吸引力在于其坚持真我的勇气。
25. B。理解具体信息。第四段明确说明“To ensure that the actors’ reactions to the
creatures looked natural, they performed opposite foam dragons”，使用泡沫龙是为了让演员反应更真实。
26. D。推理判断。根据第四段“Toothless has not changed much...team closely watched the
original to ensure his personality stayed the same”可知主角龙的核心特质被保留，同时
“not all CG dragons look like their animated counterparts”说明视觉有所更新，体现传
承与创新的平衡。
27. B。主旨大意。全文围绕《驯龙高手》从动画到真人版的改编展开，重点分析了真人版
电影的创作理念和技术实现，B项“经典故事获真人改编”最能体现文章大意。
C
语篇类型：说明文 主题语境：人与社会
语篇导读：这篇文章主要探讨了为什么人类不容易鉴别AI生成的图像，以及AI生成图像
可能会误导人的判断。
28. D。推理判断。第三段中提到变焦镜头是为了用形象的方式说明人类视觉系统的运作方
式。“Visual attention operates like a zoom lens: You scan broadly to get an overview of
your environment or phone screen, but fine details require focused effort.”
29. C。理解具体信息。第四段中讲到人类视觉系统两种处理信息的方式，当在网上浏览图
片时运行的是更加快速的走捷径的方式。“Human thinking uses two types of processing:
fast, intuitive thinking based on mental shortcuts, and slower, analytical thinking that requires
effort. When scrolling, our fast system likely dominates, leading us to accept images at face
value.”
30. B。理解具体信息。根据第四段的信息“This means AI-generated images are more likely to
slip by you when they are in line with your expectations or worldviews”可知，当AI图
片与你的预期和观点相符时，更不容易被鉴别。
31. C。推理判断。根据第五段的信息，“Research shows that people tend to assume images
are relevant to accompanying text. Even when the images provide no actual evidence, they
make people more likely to accept the text’s claims as true. Generated images can make false
claims seem more believable”，可推断出，counter的意思是AI图像有能力以一种难以
反驳的方式传播错误信息。
D
语篇类型：说明文 主题语境：人与自我
语篇导读：文章介绍了一种数学计算策略，可以帮助你成为更好的决策者。
32. D。理解具体信息。从第二段“The winning strategy is simple: reject the first approximately
37 percent of the choices no matter what. Then pick the first option that is better than all the
others you’ve encountered so far. (If you never find such an option, take the final one.)”可
知，在运用最佳策略时，应该跳过约前37%的选项。
33. D。推理判断。从第三段可知，当Michael Trick运用最佳策略找到他的“Ms. Right”时
对方拒绝了他。由此推断，最佳策略不适用于可双向选择的情况。
34. C。理解具体信息。第四段说明了运用该策略需满足的条件：已知数量的可排序的选项
以任意的顺序每次出现一个。由此可知，“每次出现一个”为其中一个先决条件。
35. C。主旨大意。文章介绍了一种数学计算策略，可以帮助你成为更好的决策者。这种数
学策略的使用需满足一定的条件，不是一条普世法则。
第二节
语篇类型：观点 主题语境：人与自我文章大意：探讨“讨好型人格”的表现、成因及应对方法。
36. F。前文提到“agreeableness（宜人性）能带来快乐和社交优势”，后文转折指出它可
能导致身心疲惫。F项“Sometimes, though, pleasing others comes at a cost”（然
而讨好他人可能需要代价）中的though承接前文转折关系，“comes at a cost”精
准对应后文"worn out and undervalued"的负面效应。
37. C。前文总述讨好者“过度承担他人情绪”，C项“They try to ‘fix them’ even
when it hurts”中“fix”指解决修复，与前文内容照应“even when it hurts”与后
文自我忽视后果相呼应。
38. G。前句提到“长期讨好行为有多种原因”，G项“对社会认可的高度渴望可能是原因
之一”自然承接：“A high desire for social approval”直接解释前句的“many
causes”中的一个具体原因，“may play a role”与前句的“has many causes”形成
总分关系。
39. E。本段主要论述如何改变讨好型行为模式。E项“然而，长期的讨好行为是可以改变
的”精准概括段落主旨。前文分析完讨好行为的成因后，需要一个转折引出解决方
案“However”实现从“问题分析”到“解决方法”的转换。“can be changed”总
领后文提出的具体改善策略。
40. B。B项“Learning self-kindness is also beneficial”（学会自我关怀也有益处）与后句
“Start by identifying actions that offer care and comfort”（从识别能带来关爱和安
慰的行为开始）构成直接的照应关系，后文说的散步、喝茶等活动都是自我关怀的
具体表现，“self-kindness”这个词正好概括了这些行为。
第三部分 语言运用
第一节
语篇类型：记叙文 主题语境：人与自我
语篇导读：文章讲述了一位摄影师在埃塞俄比亚给当地小男孩拍照的故事。
41. A。考查动词短语。根据后文可知，摄影师准备回营地，放下相机，没有力气再按一次
快门了。故选set aside。
42. B。考查形容词。根据后文摄影师没有力气再按一次快门可知，当小男孩请求他拍照时，
他感到很累。故选tired。
43. C。考查形容词。前后文男孩的表现，以及后文“anticipation”一次，可知小男孩很期
待拍照。故选desperate。
44. A。考查名词。 根据后文“I 45 the boy where to stand and how to 46 .”以
及“those photos turned out to be better than the composition I’d imagined.” 可知，摄影
师有了一个关于如何构图的想法。故选composition。
45. C。考查动词。摄影师指导男孩如何站位和摆姿势。故选instructed。
46. A。考查名词。摄影师指导小男孩如何摆pose。
47. D。考查名词。根据后文“He’d developed camera fear”可知小男孩变得害怕镜头。故选
shyness.
48. B。考查名词。由于小男孩害怕镜头，摄影师没办法拍到他想要的照片。故选shot.
49. C。 考查动词。根据上下文可知，小男孩的族人围过来欢呼拍手，给他打气。故选
cheering。
50. B。 考查名词。由于族人的鼓励，小男孩露出了微笑，呼应后文的joyful face。故选
smile。
51. D。考查形容词。根据上文可知，摄影师想拍到一张自己构思的特定的照片。故选
particular。52. A。考查动词。根据上下文可知，摄影师忽视了小男孩只是想拍一张照片，希望这一刻
被看到。故选seen。
53. B。考查动词。 摄影师意识到值得记录的是当下这一刻。故选documented。
54. C。考查动词。 通过这次经历，摄影师意识到要与摄影对象产生情感连接，而不是把
自己的意图强加给对方。故选relate。
55. D。考查名词。 根据上文，摄影师最初想把自己的想法强加给摄影对象。故选wants。
第二节
语篇类型：说明文 主题语境：人与社会
文章大意：文章介绍了在流媒体平台发展背景下，音乐产业收益模式的演变。
56. were marketed。考查动词时态与语态。根据“In the past”用一般过去时；主语
“revenue”与动词“market”构成被动关系（收益被公司营销），故填 were
marketed。
57. a。考查冠词用法。可数名词“share”在此处泛指“一份”利润，需用不定冠词a。
58. has shifted。考查动词时态。时间状语“In recent years”表示从过去持续至今的变化，用
现在完成时；主语“emergence”为单数，故填has shifted。
59. where。考查定语从句。先行词“model”表示抽象运作模式，从句中需用关系副词
where引导，指“在这种模式中”。
60. ranging。考查非谓语动词。现在分词作伴随状语，说明“payout per stream”的常态范围
从几厘到几分钱不等，与主语构成主动关系。
61. response。考查词形变化。“in response to”意为作为对...的回应，介词后接名词形式，
respond的名词形式是response。
62. professionals。考查名词复数形式。与“artists”并列的名词应用复数，也根据复数谓语
“have been”判断用复数形式professionals。
63. to create。考查非谓语动词。不定式作目的状语，表示艺术家采取限量发行等措施的目
的是为了创造稀缺性和提高收益。
64. posed。考查非谓语动词。过去分词作后置定语修饰 challenges，表示由流媒体平台带来
的挑战，与名词构成被动关系。
65. in。考查固定搭配。“lie in”,关键在于为固定短语，后接关键因素“innovation”。
第四部分 写作
第一节
一、评分原则
1. 本题总分为 15 分，按 5 个档次进行评分。
2. 评分时，先根据文章的内容和语言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。
3. 评分时，应主要从内容、词汇语法和篇章结构三个方面考虑，具体为：
（1） 对内容要点的合理覆盖以及表述的准确性和得体性。
（2） 应用词汇和语法结构的丰富性、准确性和恰当性。
（3） 上下文的衔接和全文的流畅性。
4. 评分时还应注意：
（1） 词数少于 60 的，酌情扣分。
（2） 单词拼写和标点符号是写作规范的重要方面，评分时，应视其对交际的影响
程度予以考虑。英、美拼写及词汇用法均可接受。
（3） 如书写较差，以至影响交际，酌情扣分。二、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。
— 覆盖了所有内容要点，表述清楚、合理。
— 使用了多样并且恰当的词汇和语法结构，可能有个别小错，但完全不影响理解。
— 有效地使用了语句间衔接手段，全文结构清晰，意义连贯。
完全达到了预期的写作目的。
第四档（10~12 分）
完全完成了试题规定的任务。
— 覆盖了所有内容要点，表述比较清楚、合理。
— 使用了比较多样并且恰当的词汇和语法结构，可能有些许错误，但不影响理解。
— 比较有效地使用了语句间衔接手段，全文结构比较清晰，意义比较连贯。
达到了预期的写作目的。
第三档（7~9 分）
基本完成了试题规定的任务。
— 覆盖了大部分内容要点，有个别地方表述不够清楚、合理。
— 使用了简单的词汇和语法结构，有一些错误或不恰当之处，但基本不影响理解。
— 基本有效地使用了语句间衔接手段，全文结构基本清晰，意义基本连贯。
整体而言，基本达到了预期的写作目的。
第二档（4~6 分）
未适当完成试题规定的任务。
— 遗漏或未清楚表述一些内容要点，或一些内容与写作目的不相关。
— 所使用的词汇有限，语法结构单调，错误较多，影响理解。
— 几乎不能有效地使用语句间衔接手段，全文结构不够清晰，意义不够连贯。
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。
— 遗漏或未清楚表述大部分内容要点，或大部分内容与写作目的不相关。
— 所使用的词汇有限，语法结构单调，错误较多，严重影响理解。
— 几乎没有使用语句间衔接手段，全文结构不清晰，意义不连贯。
信息未能传达给读者。
零分：未作答；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
一、评分原则
读后续写综合考查学生的阅读能力、书面表达能力以及思维品质和学习能力。评价
学生作文时，应遵循以下评分标准：
1. 本题总分为 25 分，按 5 个档次进行评分。
2. 评分时，先根据所续写短文的内容和语言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。
3. 评价读后续写的质量主要从内容、词汇语法和篇章结构三个维度考虑，具体为：
（1）创造内容的质量，续写的完整性以及与原文情境的融洽度；
（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。
4. 评分时还应注意：（1）词数少于 120 的，酌情扣分。
（2）单词拼写和标点符号是写作规范的重要方面，评分时应视其对交际的影响程
度予以考虑。英、美拼写及词汇用法均可接受。
（3）书写较差以致影响交际的，酌情扣分。
二、各档次的给分范围和要求
第五档（21~25 分）
— 创造了丰富、合理的内容，富有逻辑性，续写完整，与原文情境融洽度高。
— 使用了多样并且恰当的词汇和语法结构，可能有个别小错，但完全不影响理解。
— 有效地使用了语句间衔接手段，全文结构清晰，意义连贯。
第四档（16~20 分）
— 创造了比较丰富、合理的内容，比较有逻辑性，续写比较完整，与原文情境融洽度
较高。
— 使用了比较多样并且恰当的词汇和语法结构，可能有些许错误，但不影响理解。
— 比较有效地使用了语句间衔接手段，全文结构比较清晰，意义比较连贯。
第三档（11~15 分）
— 创造了基本合理的内容，有一定的逻辑性，续写基本完整，与原文情境相关。
— 使用了简单的词汇和语法结构，有一些错误或不恰当之处，但基本不影响理解。
— 基本有效地使用了语句间衔接手段，全文结构基本清晰，意义基本连贯。
第二档（6~10 分）
— 内容或逻辑上有一些重大问题，续写不够完整，与原文情境有一定程度脱节。
— 所使用的词汇有限，语法结构单调，错误较多，影响理解。
— 未能有效地使用语句间衔接手段，全文结构不够清晰，意义不够连贯。
第一档（1~5 分）
— 内容或逻辑上有较多重大问题，或有部分内容抄自原文，续写不完整，与原文情境
基本脱节。
— 所使用的词汇有限，语法结构单调，错误很多，严重影响理解。
— 几乎没有使用语句间衔接手段，全文结构不清晰，意义不连贯。
零分： 未作答；所写内容太少或无法看清以致无法评判；所写内容全部抄自原文或与题
目要求完全不相关。
