文档内容
湛江市 2025 年普通高考测试(二)
英 语
注意事项：
1.答题前，考生务必将自己的姓名、考生号、考场号、座位号填写在答题卡上。
2.回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。如需改动，
用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上。写在本试卷上无
效。
3.考试结束后，将本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
Whether you′ re a fan of memoirs(回忆录), self-help books, or page-turning bestsellers,this reading guide
has a little bit of something for everyone looking for gentle reminders that kindness is alive and well.
The Kindness Method: Change Your Habits for Good Using Self-Compassion and UnderstandingBy Shahroo
Izadi
Genre: Self-Help
Behavioral Change Specialist Shahroo Izadi has dedicated her life to working in support groups and
recovery houses for young women. Here, Izadi uses her therapeutic(治疗的)style to create daily habits that
encourage readers to practice radical self-compassion.
Be Kind: A 52-Week Journal for Practicing Kindness
By Houston Kraft
Genre: Activity Journal
From creating a shared playlist with an old friend to leaving thoughtful voicemails to family members, Be
Kind is a year-long journal that encourages readers to incorporate random acts of kindness into their day-to-day
lives.
The Good Neighbor: The Life and Work of Fred Rogers
By Maxwell King
Genre: Biography
As the creator and host of Mister Rogers′ Neighborhood, Fred Rogers inspired generations of children to
move through the world with curiosity and empathy. Across 416pages, Maxwell King takes on the mighty task of
capturing a beloved figure′s life in words and painting an inspiring tale for readers.
【高三英语 第1页(共8页)】The Language of Kindness: A Nurse′s Story
By Christie Watson
Genre: Memoir
After spending twenty years as a nurse in a neonatal (新生儿的) care unit, ChristieWatson stitches together hea
rt-breaking anecdotes that show compassion. in action as she pens a moving memoir on her days providing vital care
to families in their most vulnerable moments.
21. What can we know about Shahroo Izadi′s book?
A. It focuses on daily habits. B. It is designed for teenagers only.
C. It stresses the importance of teamwork. D. It is practical to build physical fitness.
22. How long does the journal Be Kind last?
A. A week. B. A month. C. A year. D.52 days.
23. Which book is based on the author′s professional experience in medical care?
A. The Kindness Methed. B. Be Kind.
C. The Good Neighbor. D. The Language of Kindness.
B
In India, tigers haven′t just survived— they′ ve made a comeback. Despite a growing population and increasing
pressure on their habitats, the number of wild tigers is rising. The reason? A combination of ecological restoration,
economic initiatives, and political stability.And just as important: a deeply rooted reverence for tigers that has
fostered a culture where humans and large predators(捕食性动物) can coexist
India′s tiger conservation strategy combmes two approaches: some areas are strictly protected reserves, while
others are multı-use landscapes where tigers and people share space.And this isn′t just for the benefit of the tigers.
“The advantage of combining these two methods is that reserves act as a source of tigers for surrounding areas.
And if coexistence no longer works, the reserves provide a fallback(应变的) option— ensuring that tigers are not at
risk of extinction,” explains Ninad Mungi,assistant professor at Aarhu s University and co-author of the study.
According to researchers, human population density alone is not what determines whether tigers can thrive—
it′s people′s lifestyles, economic conditions, and cultural attitudes that shape their willingness to share space with
large predators.
In relatively prosperous regions where ecotourism and government compensation schemes(补偿计划) generate
income, tolerance for tigers is much higher. In fact, for some Indian farmers, losing cattle to a tiger does not
essentially spell disaster. Farmers who keep their livestock in barns and enclosures are rarely affected by tigers.
However, when cattle are released to graze in tiger-inhabited areas, and if a tiger eats it, the farmer receives financial
compensation from the government— turning a loss into a gain.
India′s model could provide valuable insights far beyond its borders. In Europe, many countries are struggling
with wolves attacking livestock, and India′s experience may inspire new approaches that protect both wildlife and
farmers′ livelihoods.
“There are, of course, cultural challenges, but culture can change over time. India′s
【高三英语 第2 页(共8页)】experience proves that large predators can survive in a modern world— if we are willing to think creatively and
find a balance between protection and coexistence,” says Ninad.
24. Which of the following can explain the increase in wild tigers in India?
A. Reduced human disturbance. B. New tiger breeding programs.
C. Many factors working together. D. Enhanced ecological conditions.
25. What is the benefit of combining two approaches to tiger conservation?
A. It promotes local ecotourism. B. It ensures the survival of tigers.
C. It offers more land for farmers. D. It increases the number of tigers in zoos.
26. How might a farmer feel at his: cattle being eaten by a tiger?
A. Unworried. B. Depressed. C. Terrified. D. Unfortunate.
27. What does Ninad think of India′s ways of tiger conservation?
A. They are ineffective. B. They are traditional.
C. They are contradictory. D. They are innovative.
C
Students attending schools that ban the use of phones throughout the school day aren′t necessarily
experiencing better mental health and well-being, as the first worldwide study of its kind has found that just
banning smartphones is not enough to tackle their negative impacts.
In a landmark study published in The Lancet Regional Health— Europe, 1,227 students from 30 schools
across England provided data about smartphone and social media usage and a range of mental health, well-being
and other outcomes. Among the schools that took part in the study, 20 had various forms of restrictive phone
policies in place.
The study found that there was no difference in outcomes for students who attend schools that ban smartpho
nes throughout the school day, including mental health, well-being, and other health and educational outcomes.
Smartphone bans in schools did lead to a slight decrease in students using phones(approximately 40 minutes)
and social media (approximately 30 minutes) in school, but the study suggests that the impact is small and that
school policies banning recreational phone use didn′t lead to a meaningful reduction in the overall time spent
using phones and social media.
“We did find a link between more time spent on phones and social media and worse outcomes, with worse
mental well-being and mental health outcomes, less physical activity and poorer sleep, lower educational
attainment and a greater level of disruptive classroom behaviour,” said Dr Victoria Goodyear, associate professor
at the University of Birmingham and lead author of the study.
“This suggests that reducing this time spent on phones is an important focus. But we need to do more than
focus on schools alone, and consider phone use within and outside of school, across a whole day and the whole
week.”
Professor Miranda Pallan from the University of Birmingham said, “Our study suggests that school policies
are not the silver bullet for preventing the detrimental impacts of smartphone and social media use, but that
addressing overall phone use should be a priority for improving health and well-being among adolescents.”
【高三英语 第3 页(共8页)】28. What did the study mainly focus on?
A. Banning phones and mental health. B. Time on the phone and physical health.
C. Social media and personal preferences. D. School discipline and playing phones.
29. How did smartphone bans affect students′ phone usage during school hours?
A. A slight increase in use. B. No obvious effect.
C. Remaining unchanged. D. Switching to after-school activities.
30. What does the study suggest about school policies on smartphone use?
A. They are the only solution. B. They have no impact at all.
C. They have solved the problem. D. They are not a cure for all.
31. In which section is the text most likely to appear in a newspaper?
A. Public Health. B. Behaviour Psychology.
C. Educational Policy. D. Science and Technology.
D
Construction materials such as concrete and plastic have the potential to lock away billions of tons of
carbon dioxide, according to a new study by civil engineers and earth systems scientists at the University of
California, Davis(UC Davis) and Stanford University.The study shows that combined with steps to
decarbonize(脱去……的碳) the economy,storing CO₂ in buildings could help the world achieve goals for
reducing greenhouse gas emissions.
The goal of carbon sequestration is to take carbon diōxide, either from where it is being produced or from
the atmosphere, change it into a stable form and store it away from the atmosphere where it cannot contribute to
climate change. Proposed schemes have involved,for example, injecting carbon underground or storing it in the
deep ocean. These approaches pose both practical challenges and environmental risks.
“What if, instead, we can leverage materials that we already produce in large quantities to store carbon?” sai
d Van Roijen, who led the study as a graduate student at UC Davis.
Researchers found that while bio-based plastics could take up the largest amount of carbon by weight, by far
the largest potential for carbon storage is in using carbonated aggregates(碳化骨料) to make concrete. That′s
because concrete is by far the world′s most popular building material: Over 20 billion tons are produced every
year.
“If feasible, a little bit of storage in concrete could go a long way,” said Sabbi e Miller,associate professor at
UC. Davis. The team ealculated that if 10% of the world′s concrete aggregate production was carbonatable, it
ooułd absorb a gigaton (十亿吨) of CO₂ .
“The feedstocks for these new processes for making building materials are mostly low-value waste materials
such as biomass,” Van Roijen said. “Performing these new processes would enhance their value, boosting
economic development and promoting a circular economy.”
“Some technology development is needed, particularly in cases where material performance and net-storage
potential of individual manufacturing methods must be confirmed. However,many of these technologies are just
waiting to be adopted,” Sabbie Miller said.
32. What does the underlined word“sequestration” in paragraph 2 mean?
A. Separation. B. Collection. C. Reduction. D. Production.
【高三英语 第4 页(共8页)】33. What makes concrete a better option for carbon storage?
A. Its low price. B. Its heavy weight.
C. Its common use. D. Its special function.
34. What benefit does using new building material processes bring?
A. Lower material costs. B. Increasing the value of waste.
C. Higher concrete production. D. No need for technology development.
35. What can be a suitable title for the text?
A. Concrete and Plastic: the Emerging Stars of Carbon. Storage
B. Innovations in Building Materials: Towards Net Zero Carbon
C. Decarbonisation Teehnologies: Challenges and Opportunities
D. New Building Materials: the Potential and Prospects of Carbon Storage
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。
The Ultimate Guide to Making Your Dreams Happen
There is no greater time than now to start living your dreams. But how do you do it? All you have to
do is visualize your success and take baby steps with individual goals.
Be specific about your dream
Think of it this way: If you don′t know what you really want, how can you achieve it? 36 . What do
you need to accomplish them? How cán you make progress each day? For example, let′s say you want to be
an accomplished writer. Take some time to think about what type of writer you want to be— what do you
really want. If you want to write a book,that might involve writing a chapter each day.
(
Create a plan of action
37 . When do you want to accomplish this goal? What steps do you need to take to get there? Write
down every step of your plan, or make a to-do list to help yourself stay on track.
38
As you start on the path to making your dreams come true, it′s important to have a sense of what you
are accomplishing. Even, if you′ re not moving as quickly as you′d like, you′ re still moving forward and
making progress.
Visualize your success
Close your eyes and picture what your life will be like when your dream comes true. 39 . This can
help you feel motivated when you′ re stuck or feeling down.
Believe in yourself
Being confident and self-assured is a great way to stay on track. When you believe in yourself, it can
be easier to keep moving forward, even when things get tough. 40 .
A. Turn your dream into a desire
B. Review your progress regularly
C. If you believe you can do it, there′s nothing that can stop you
【高三英语 第5页(共8页)】D. Imagine the excitement and joy you′ ll experience when your dream becomes a reality
E. View your dreams as goals and desires so they′ re easier to break down and accomplish
F. The time away from your goal or dream can actually make you more eager to accomplish it
G. It is suggested that you write your dreams down in a notebook like they were attainable goals
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。
In the fall of 2008, 20-year-old Cara Beth Rogers was taking part in a study abroad program in Rabat Morocco.
That - day she 41 a call from her parents that her younger brother, Luke, who was 15 months, apart from her, had
died in a boating accident. His passing rocked her to her core. Rogers needed to get back to her 42 of Seattle.
The next day was a blur(模糊的记忆) of booking airline tickets and 43 her bags.Soon she found herself on
the 44 , alone for the first time since she got the news. She found it was impossible for her to sit still. She couldn′t
stop 45 because the strength of the emotions was so intense.
She was surrounded by other 46 . But sitting there in the aisle(过道) seat, Rogers felt 47 . Then, partway
through the flight, a man crouched(蹲) in the aisle next to her seat. He made direct eye 48 with her and began to
speak 49 and slowly.
“I know you don′t know me, and I don ′t know what′s 50 for you. But I want you to know that if you need
anything, Im here,” said the man.
After 51 the man, Rogers watched him go back to his seat. They didn′t 52 again, but his reaching out to her
made the rest of the flight a little more 53 .
“Being on a plane with someone who can 54 me and know what I need, even if he doesn′t know me, is an
incredible 55 . I will always be grateful to him,” Rogers said.
41. A. missed B. made C. received D. expected
42. A.company B. hometown C. hotel D. office
43. A. emptying B. collecting C. losing D. packing
44. A. plane B. train C. bus D. ship
45. A. thinking B. moving C. sleeping D. talking
46. A. relatives B. friends C. passengers D. locals
47. A. lonely B. angry C. shy D. strong
48. A. level B. exam C. roll D. contact
49. A. loudly B. softly C. wildly D. roughly
50. A. getting over B.coming to C. going on D. setting in
51. A. thanking B. knowing C. hugging D. touching
52. A. work B. discuss C. quarrel D. interact
53. A. enjoyable B. bearable C. believable D. terrible
54. A. judge B. tell C. notice D. monitor
55. A. experience B. energy C. impression D. concept
一/共8页)】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。
In his article penned in 1934, painter Feng Zikai (1898-1975) recalled his childhood enlightenment(启蒙) as he
learned about painting. When he studied Chinese poetry and theThree Character Classic, 56 13th-century text for
children on Confucian philosophy, he found 57 (he), instead of being attracted by the text, seized by the illustrations.
These images 58 (attract) him so much that he began coloring them 59 (use) pigment(颜料) from his family′s
dyehouse.
“The children new 60 school enjoy coloring illustrations in textbooks,” says LiHungbo, an art professor at Jilin
Normal University. “They may have limited understanding of colors, 61 they often take pride in their′creations′ and
find 62 (end) pleasure from such activities.”
Feng′s story is shown in the ongoing Mirror to the Future: Chinese Basic Art EducationLiterature Exhibition,
63 highlights the development of the country′s fundamental fine arts education since 1904, at The First Historical
Archives(档案) of China in Beijing.
64 (organize) by the archives and Beijing Normal University, the exhibition follows the 120-year history of th
e development of basic fine arts education in China, through 1,359items, including files, textbooks and teaching aids.
This exhibition shows the rich value of fine arts education in enhancing the ability 65 (appreciate) beauty,
nurture the soul, and stımulate innovative vitality. It also enables the rich archival resources containing historical
cultural and aesthetic value to integrate into the field of education, giving full play to their roles of preserving history
and educating people.
第四部分 写作(共两节，满分40分)
第一节 (满分15分)
假定你是李华，你校学生会拟面向全校高三学生举办一场主题为“奋斗的青春最美丽(Striving Youth Sh
ines Brightest)”的英语演讲比赛。请你写一则书面通知发表在校报英语专栏上，内容包括：
1.举办目的；
2.相关安排；
3.期待参与。
注意：
1.写作词数应为80个左右；
2.请按如下格式在答题卡的相应位置作答。
Notice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。
“Why are you wearing your red dress?” asked Sherry, my classmate in sixth grade. The look on my face must
have indicated that I didn′t understand the question. She asked again,“Your red dress... Why are you wearing it?
Today is a blue-dress day.”
I rarely noticed what other people wore, so it never occurred to me that anyone would notice I had only two
school dresses: a red dress with little yellow flowers and a blue one with navy trim around the neck. The red dress
was my favorite, so I wore it on Mondays andTuesdays. I put on the blue one onrWednesdays and Thursdays, then
back to red each Friday.
“Oh,” I stammeréd (结结巴巴地说). “I, uh, dropped chili (辣椒) on it yesterday at lunch. I, uh, can′t wear it
until Mama washes it.”
There was nō judgment in Sherry′s question, just curiosity. For the first time in my life,though, I wondered,
“Am l poor? Do my friends feel sorry for me?”
Until the day when Sherry asked about my red dress, I had never compared my clothes,my little white house,
or my life with anyone else′ s.
After school, I hung my red dress in the closet I shared with my older sister, Debra. Iput on play clothes and
went outside to sulk(生闷气). I climbed to the lowest branch of a scrawny oak and stared at my house.
My mother called through the screen door for me to come set the table. I climbed down from my tree and
shuffled into the kitchen. Mama was mashing potatoes in a big, green bowl.
I opened a cabinet door and reached for five dinner plates. “Mama, are we poor?” I asked.
I thought my question might make her feel bad. Instead, she asked, “What do you mean by′poor′?”
“You know, not enough money. Not enough food or clothes. No place to live.”
注意：
1.续写词数应为150个左右；
2.请按如下格式在答题卡的相应位置作答。
“We don′t have a lot of extra money,” she answered, “but we get by.”
After dinner, Mama said to me, “I washed and ironed your blue dress today.”湛江市 2025 年普通高考测试(二)
英语参考答案
阅读(共20小题；每小题2.5分，满分50分)
21—23 ACD
A篇：本文介绍了几本不同体裁的以善良为主题的书。
21. A 【解析】细节理解题。根据第一本书的介绍中的最后一句可知，该书聚焦日常习惯。
22. C 【解析】推理判断题。根据第二本书的介绍中的 yearlong一词可知，该书持续一年。
23. D 【解析】细节理解题。根据最后一本书的介绍可知，该书是作者基于她当护士的职业经历创
作的。
24—27 CBAD
B篇：印度在老虎保护的问题上采用保护与共存相结合的方法。这一模式为全球提供了平衡野生动物
保护和农民生计保障的新思路。
24. C 【解析】细节理解题。根据第一段可知，印度的野生老虎的数量增加是多种因素共同作用的
结果。
25. B 【解析】细节理解题。根据第三段可知，将这两种方法结合起来的好处是，保护区可以作为
周边地区的老虎来源。如果共存不再可行，保护区提供了一个退路，确保老虎没有灭绝的风险。
26. A 【解析】推理判断题。根据第五段最后一句可知，如果农民的牛被老虎吃了，农民会得到政
府的补助，所以农民不会担心。
27. D 【解析】推理判断题。根据最后一段 Ninad说的话可知，印度的经验证明，如果我们愿意创
造性地思考，在保护与共存之间找到平衡，大型食肉动物可以在现代世界中生存。因此，Ninad
认为印度在老虎保护方面采用的方法很有创新性。
28—31 ABDC
C篇：研究表明，单靠学校禁止使用智能手机并不能有效改善学生的心理健康，我们还需要关注学生
在校外的手机使用时间。
28.A 【解析】细节理解题。根据第一段可知，该研究的结果聚焦在禁止使用手机和心理健康上。
29.B 【解析】细节理解题。根据第四段可知，在学校禁止使用智能手机确实导致学生使用手机和浏
览社交媒体的时间略有减少。但研究表明，其影响很小，且学校禁止娱乐性使用手机的政策并没
有导致学生使用手机和浏览社交媒体的总时间减少。这说明学校禁令的效果不明显。
30.D 【解析】推理判断题。根据最后一段可知，学校政策并不是避免智能手机和社交媒体给学生带
来负面影响的良方。这说明学校的禁令不是万能的。
31.C 【解析】推理判断题。本文主要内容：单靠学校禁止使用智能手机并不能有效改善学生的心
理健康，我们还需要关注学生在校外的手机使用时间。这篇文章与学校教育政策有关，因此最有
可能出现在报纸的 Educational Policy 栏目里。
【高三英语·参考答案 第1页(共6页)】32—35 ACBD
D篇：研究表明，结合经济脱碳措施，在建筑材料中储存二氧化碳可以帮助我们实现减少温室气体排
放的目标。
32. A 【解析】词义推测题。根据画线词所在句可知，碳分离的目标是从产生二氧化碳的地方或大
气中提取二氧化碳，将其转化为稳定的形式并储存在大气之外，使其不会作用于气候变化。此处
sequestration 意为“分离;隔离”。
33. C 【解析】推理判断题。根据第四段最后一句可知，混凝土是迄今为止世界上最受欢迎的建筑
材料：混凝土每年的生产量超过 200 亿吨。因此，混凝土是储存碳的更好选择是因为它的普遍使
用。
34. B 【解析】细节理解题。根据第六段最后一句可知，使用这些新工艺将提高它们(废物)的价值，
推动经济发展，促进循环经济。
35. D 【解析】主旨大意题。研究表明，结合经济脱碳措施，在建筑材料中储存二氧化碳可以帮助
我们实现减少温室气体排放的目标。
36—40 GEBDC
七选五：本文介绍了让梦想成真的终极指南。
36. G 【解析】根据上文(这样想：如果你不知道你真正想要什么，你怎么能实现它呢)可知，G 项
(建议把你的梦想写在笔记本上，就像它们是可以实现的目标一样)承接上文，符合语境。
37. E 【解析】根据本段小标题(制订一个行动计划)可知，E 项(把你的梦想看作目标和愿望，这
样它们更容易分解和实现)可作为本段首句。
38. B 【解析】本段主要内容：当踏上实现梦想的道路时，你要清楚自己正取得什么样的成就。因
此，B项(定期回顾你的进步)可作为本段小标题。
39. D 【解析】根据上文(闭上你的眼睛，想象当你的梦想实现时，你的生活会是什么样子)可知，
D 项(想象一下，当你的梦想成为现实时，你将体验到的兴奋和喜悦)与上文衔接紧密，符合语境。
40. C 【解析】根据上文(当你相信自己时，即使事情变得艰难，你也能更容易地继续前进)可知，
C项(如果你相信你能做到，没有什么事情能阻止你)与上文衔接紧密，符合语境。
语言运用 第一节(共15 小题；每小题1分，满分15分)
41—45 CBDAB 46—50 CADBC 51—55 ADBCA
完形填空：文章讲述了一位年轻女子在得知弟弟去世后，在回家的飞机上得到陌生人的关心的故事。
41.C 【解析】考查动词。那天，她接到了父母的电话。
42. B 【解析】考查名词。Rogers需要回到她的家乡西雅图。
43. D 【解析】考查动词。关于第二天的记忆是模糊的，那时她忙着订机票和收拾行李。
44. A 【解析】考查名词。很快，她发现自己已经在飞机上。
45. B 【解析】考查动词。她发现安静地坐着是不可能的。她不停地动来动去，因为她的情绪太强
烈了。
46. C 【解析】考查名词。她被其他乘客包围着。
【高三英语·参考答案 第2页(共6页)】47. A 【解析】考查形容词。但坐在靠过道的座位上，Rogers感到孤独。
48. D 【解析】考查名词。然后，在飞行途中，一个男人蹲在她座位旁边的过道上。他直视她的眼
睛，然后开始轻声细语地和她说话。
49. B 【解析】考查副词。解析参考上一题。
50. C 【解析】考查动词短语。“我知道你不认识我，我也不知道你怎么了。但我想让你知道，如
果你需要什么，我就在这里。”男人说道。
51. A 【解析】考查动词。谢过那个男人后，Rogers看着他回到座位上。
52. D 【解析】考查动词。他们没有再交流，但他向她伸出了援手，这让接下来的飞行变得可以忍
受一些。
53. B 【解析】考查形容词。解析参考上一题。
54. C 【解析】考查动词。“和一个即使不认识我，却能看到我并且知道我需要什么的人在同一架
飞机上，是一种难以置信的经历。我将永远感激他。”Rogers说道。
55. A 【解析】考查名词。解析参考上一题。
第二节(共10小题；每小题1.5分，满分15分)
56. a 57. himself 58. attracted 59. using 60. to
61. but/ yet 62. endless 63. which 64. Organized 65. to appreciate
56. a 【解析】考查冠词。此处意为“13世纪的一本教科书”，故用a。
57. himself 【解析】考查代词。本句主语是 he,此处要用反身代词 himself来表达“他自己”。
58. attracted 【解析】考查时态。此处作谓语，且讲述的是过去的事，故用一般过去时。
59. using 【解析】考查非谓语动词。此处是现在分词作状语，use与逻辑主语he之间是主动关系。
60. to 【解析】考查介词。new to something是固定用法。此处意为“刚上学的(孩子)”。
61. but/yet 【解析】考查连词。根据句意可知，上下文之间是转折关系，故此处用 but/yet。
62. endless 【解析】考查词性转换。分析句子可知，此处要用形容词修饰名词。
63. which 【解析】考查定语从句。分析句子结构可知，这是一个非限制性定语从句，先行词是物，
且从句中缺少主语，故此处用 which引导从句。
64. Organized 【解析】考查非谓语动词。此处是过去分词作状语, organize 与 the exhibition 之间是
逻辑上的被动关系。
65. to appreciate 【解析】考查非谓语动词。此处是不定式作后置定语修饰 ability,意为“做某事的
能力”。
评分原则：
1.铅笔作答不给分。
2.有拼写或大小写错误的作答不给分。
3.所填词汇正确，但有形式错误的不给分。
4.英式、美式拼写均可给分。
5.除所列答案外，若试评过程中发现其他可接受答案，经评卷专家组讨论确认后也可给分。
【高三英语·参考答案 第3页(共6页)】
写作：
第一节(满分15分)
参考范文：Notice
To inspire senior students to reflect on the value of perseverance and celebrate the beauty of youthful
dedication, the Students′ Union is organizing an English speech contest with the theme“Striving Youth Shines
Brightest”.
The contest will take place in the school auditorium from 2:00 pm to 5:00 pm on March20th. All
students in Senior Grade Three are welcome to participate. Students who are interested should sign up at the
Students′ Union office by March 15th. Each speech should last no more than 5 minutes, focusing on personal
experiences or inspirational stories related to the theme.
We look forward to your enthusiastic participation. Let′s showcase the brilliance of our youth together!
The Students′ Union
一、评分原则
1.本题总分为15分，按五个档次进行评分。
2.评分时，应主要从内容、词汇语法和篇章结构三个方面考虑，具体为：
(1)对内容要点的覆盖情况以及表述的清楚程度和合理性。
(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个的，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(13—15分)
——覆盖了所有内容要点，表述清楚、合理。
——使用了多样并且恰当的词汇和语法结构，可能有个别小错，但完全不影响理解。
——有效地使用了语句间衔接手段，全文结构清晰，意义连贯。
完全达到了预期的写作目的。
第四档(10—12分)
——覆盖了所有内容要点，表述比较清楚、合理。
【高三英语·参考答案 第4页(共6页)】——使用了比较多样并且恰当的词汇和语法结构，可能有些许错误，但不影响理解。
——比较有效地使用了语句间衔接手段，全文结构比较清晰，意义比较连贯。
达到了预期的写作目的。
第三档(7—9分)
——覆盖了大部分内容要点，有个别地方表述不够清楚、合理。
——使用了简单的词汇和语法结构，有一些错误或不恰当之处，但基本不影响理解。
——基本有效地使用了语句间衔接手段，全文结构基本清晰，意义基本连贯。
基本达到了预期的写作目的。
第二档(4—6分)
——遗漏或未清楚表述一些内容要点，或一些内容与写作目的不相关。
———所使用的词汇有限，语法结构单调，错误较多，影响理解。
——几乎不能有效地使用语句间衔接手段，全文结构不够清晰，意义不够连贯。
未能达到预期的写作目的。
第一档(1——3分)
——遗漏或未清楚表述大部分内容要点，或大部分内容与写作目的不相关。
————所使用的词汇有限，语法结构单调，错误很多，严重影响理解。
——几乎没有使用语句间衔接手段，全文结构不清晰，意义不连贯。
完全未达到预期的写作目的。
零分
未作答；所写内容太少或无法看清以致无法评判；所写内容与题目要求完全不相关。
第二节(满分25分)
参考范文：
“We don′t have a lot of extra money,” she answered, “but we get by.” Look around, we have a roof over
our heads, food on the table, and clothes on our backs. She continued,“Your father works hard, and I take care
of this home. We love each other, and that′s what matters most. There will always be people with more, but t
hat doesn′t make us poor. We have what we need.” I listened intently, understanding dawning on me. Her wor
ds made me feel better. I realized being poor wasn′t about clothes or money.
After dinner, Mama said to me, “I washed and ironed your blue dress today.” She paused a moment and
continued, “You can wear it tomorrow if you want.” I considered the offer. “No, I want to wear the red dress
again. Its little yellow flowers make me feel good,”I replied. Enough to get by? Oh, I had more than that. I wa
s fortunate with an amazing mother. She worked hard, played hard, and loved easily. Despite the hard blows
of life,Mama chose joy and contentment. I was rich in every way that mattered.
一、评分原则
1.本题总分为25分，按五个档次进行评分。
【高三英语·参考答案 第5页(共6页)】2.评分时，应主要从内容、词汇语法和篇章结构三个方面考虑，具体为：
(1)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。
3.评分时，先根据作答的整体情况初步确定其所属档次，然后以该档次的要求来综合衡量，确
定或调整档次，最后给分。
4.评分时还应注意：
(1)词数少于120个的，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。
【高三英语·参考答案 第6页(共6页)】
