文档内容
泉州市2025 届高中毕业班质量监测（一）
英语试题参考答案及评分标准
第一部分
听力（共两节，满分30 分）
1—5 BACAC
6—10 ABCBC
11—15 BCAAB
16—20 CABCA
第二部分
阅读（共两节，满分50 分）
第一节（共15 小题；每小题2.5 分，满分37.5 分）
21—25BBDCD
26—30 ACBBC
31—35 ADADC
第二节（共5 小题；每小题2.5 分，满分12.5 分）
36—40 FCADG
第三部分
语言运用（共两节，满分30 分）
第一节（共15 小题；每小题1 分，满分15 分）
41—45 ACBDC
46—50 CBADB
51—55 ACABD
第二节（共10 小题；每小题1.5 分，满分15 分）
56. To overcome
57. a
58. achieving
59. reduces
60. principles
61. was included
62. which
63. actively
64. traditional
65. for
第四部分
写作（共两节，满分40 分）
第一节
（满分15 分）
【作答示例】
One possible version:
Dear Terry,
I’m writing to share with you a PE class I had at Qingyuan Mountain last week. During the
class, we participated fresh outdoor activities in the scenic area.
I engaged in a hike up the mountain trails, where we enjoyed breathtaking views and fresh air.
Our hiking started from appreciating the Laojun Rock to reaching the viewing platform on the
hillside, with some rest halfway to admire the leaves and ancient buildings.
The experience was refreshing. Being surrounded by nature made the physical activities less
tiring. And under my teacher’s guidance, we have learned to better treasure the local culture.
I hope you find this experience interesting!
Best regards,
Li Hua
1. 本题总分为15 分，按5 个档次给分。
2. 评分时，先根据文章的内容和语言初步确定其所属档次，然后以该档次的要求来衡量，
确定或调整档次，最后给分。
3. 词数少于60 和多于100 的，酌情扣分。
4. 评分时应注意的主要内容为：内容要点、应用词汇和语法结构的丰富性和准确性及上下
文的连贯性。
5. 拼写与标点符号是语言准确性的一个方面，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。
6. 如书写较差以致影响交际，可将分数降低一个档次。
二、内容要点
1. 活动过程；
2. 活动意义。
【说明】内容要点可用不同方式表达；应紧扣主题，可适当发挥。
三、各档次的给分范围和要求
第五档
13~15 分
完全完成了试题规定的任务。
—覆盖所有内容要点。
—应用了较多的语法结构和词汇。
—语法结构或词汇方面有些许错误，但为尽力使用较复杂结构或较高级词汇所
致；具备较强的语言运用能力。
—有效地使用了语句间的连接成分，使全文结构紧凑。
完全达到了预期的写作目的。
第四档
10~12 分
完全完成了试题规定的任务。
—虽漏掉1、2 个次重点，但覆盖所有主要内容。
—应用的语法结构和词汇能满足任务的要求。
—语法结构或词汇方面应用基本准确，些许错误主要是因尝试较复杂语法结构
或词汇所致。
—应用简单的语句间连接成分，使全文结构紧凑。
达到了预期的写作目的。
第三档
7~9 分
基本完成了试题规定的任务。
—虽漏掉一些内容，但覆盖所有主要内容。
—应用的语法结构和词汇能满足任务的要求。
—有一些语法结构和词汇方面的错误，但不影响理解。
—应用简单的语句间连接成分，使全文内容连贯。
整体而言，基本达到了预期的写作目的。
第二档
4~6 分
未适当完成试题规定的任务。
—漏掉或未描述清楚一些主要内容，写了一些无关内容。
—语法结构单调，词汇项目有限。
—有一些语法结构或词汇方面的错误，影响了对写作内容的理解。
—较少使用语句间的连接成分，内容缺少连贯性。
信息未能清楚地传达给读者。
第一档
1~3 分
未完成试题规定的任务。
—明显遗漏主要内容，写了一些无关内容，原因可能是未理解试题要求。
—语法结构单调、词汇项目有限。
—较多语法结构或词汇方面的错误，影响对写作内容的理解。
—缺乏语句间的连接成分，内容不连贯。
信息未能传达给读者。
0 分
未能传达给读者任何信息：内容太少，无法评判；写的内容均与所要求内容无
关或所写内容无法看清。
第二节（满分25 分）
【作答示例】
One possible version:
Inspired by Mrs. Benny’s words, I started to practice right away. In Mrs. Benny’s kitchen, I
carefully selected the materials, paying close attention to their freshness. I experimented with
different combinations, adjusting the seasonings and cooking techniques based on how the
materials reacted. The following days witnessed my daily efforts. By the end of the week, my
dishes were improving, and I felt more confident and decided to present a noodle. During the class
competition, I was surprised that my dish earned the teacher’s praises on the flavors of my
presentation.
After the competition, I went home with the dish cheerfully. I placed the dish on the table
with a smile, announcing what I had achieved to my family. My mom tasted the noodle and
looked at me with surprise and pride. “Malia, this is wonderful! You’ve really put your heart into
this,” she said. The twins enjoyed that too, and I felt a warm sense of accomplishment. My hard
work had paid off, and I truly learned that cooking was not just about following recipes but about
creativity, patience, and using all my senses.
一、评分原则
1. 本题总分为25 分，按五个档次进行评分。
2. 评分时，主要从内容、语言表达和篇章结构三个方面考查，具体为：
( 1 ) 续写内容的质量、续写的完整性以及与原文情境的融洽度。
( 2 ) 所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，应先根据作答的整体情况确定其所属的档次，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 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
—创造了丰富、合理的内容，富有逻辑性，续写完整，与原文情境融合度高。
—使用了多样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。
（21~25
分）
第四档
—创造了比较丰富、合理的内容，比较富有逻辑性，续写比较完整，与原文情
境融合度比较高。
—使用了比较多样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。
—比较有效地使用了语句间衔接手段，全文结构清晰，意义连贯。
（16~20
分）
第三档
—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，有一些错误和不恰当之处，但基本不影响理
解。
—基本有效地使用了语句间的衔接手段，全文结构基本清晰，意义基本连贯。
（11~15
分）
第二档
—未能创造合理的内容，全文逻辑性较差，续写不完整，与原文相关度不高。
—使用了较少词汇和语法结构，有较多错误，影响理解。
—很少使用语句间的衔接手段，结构不够清晰，意义不够连贯。
（6~10
分）
第一档
—未能创造合理的内容，全文逻辑性差，续写不完整，与原文情境无关。
—未能使用合适的词汇和语法结构，有很多错误，影响理解。
—未能使用语句间的衔接手段，结构不清晰，意义不连贯。
（1~5
分）
0 分
—未能传达给读者任何信息：内容太少，无法评判；写的内容均与所要求内容
无关或所写内容无法看清。
泉州市2025 届高中毕业班质量监测（一）英语听力部分录音稿
Text 1
W: A computer company is looking for a programmer. You can give it a try.
M: That sounds interesting. What are the requirements?
W: You can check on the website.
Text 2
W: Hi there! I’m looking for a birthday gift for my niece. She’s turning 14 next month. She’s
into novels.
M: Matilda by Roald Dahl is really a hit. It’s about a girl who stands up against injustice with
the help of her teacher. By the way, we also offer packaging service.
W: Sounds good! Give me one copy, please.
Text 3
W: When will they arrive? The train is leaving in half an hour. We can’t wait here forever.
M: It’s 9:30 already! They are supposed to be here by now. I told them to meet here by 9:15.
Text 4
M: There will be a lecture in our conference hall this Saturday morning.
W: Really? Is it about the career planning for the graduates?
M: I’m not sure. You can go and ask Mr. Johnson.
Text 5
M: What are you cooking? It smells delicious.
W: I’m making a carrot cake.
M: Nice! I see a roast chicken, and an apple pie over there too.
W: The chicken is for dinner, and the pie is for Jeff. He has to take something to school
tomorrow.
Text 6
M: Hello. City Bank. Can I help you?
W: Hi. I’m calling for information on opening a savings account.
M: Have you had any accounts in our bank before?
W: No, I don’t think so.
M: Then you’ll have to go in person to one of our branches and talk to a clerk there.
W: I see. Is there a bank near Brown College?
M: We have one branch at 135 Dudley Road and one at 512 Kingfield Street.
W: I think I will go to the one on Dudley. Thank you.
Text 7
W: David, have you heard the news? Our school volleyball team is in the finals.
M: I know. I watched the match on TV last night.
W: Do you think they were good?
M: They certainly were. A group of us have decided to go and support them in the finals. Will
you come along, too?
W: I’m not sure. When is it?
M: It’s at 3:30 on Saturday afternoon and we’ll get at the school gate at 3:00. So, are you
coming?
W: I am afraid not. I’ve got piano lessons at 2:30 every Saturday.
M: Can’t you have it on another day?
W: But my mother has made an appointment with the teacher.
M: Come on, Lisa. This is the finals. Our school team has been working hard and they need
our support.
W: Well, let me ask for my mom’s opinion first, okay?
M: Once you have made a decision, just give me a call.
Text 8
W: What’s that, Brett?
M: It’s my new e-book reader. I’m just downloading some new books onto it.
W: I haven’t bought one yet. I still prefer a printed book.
M: But if you haven’t tried it yet, how do you know you wouldn’t like it better, Fiona? This
e-book reader can store over 10,000 digital books. Imagine trying to carry an entire library
from place to place.
W: I don’t usually read 10,000 books all at once and I like the look of text on a printed page.
M: Don’t worry. You can experience it on an e-book reader. You can even adjust the text size
and line spacing.
W: Can I get all of the out-of-print books on my shelves in digital format?
M: Well, I’m not sure.
W: Until I can, I’ll stick to my low-tech books. Let’s take our seats. The class is about to
begin.
Text 9
M: Hi, Lynn. I saw you at registration yesterday. I sailed right through, but you were standing
in a long line.
W: Hi, Anderson. I was signing up for a distance-learning course.
M: Well, what is it?
W: It’s a course on child psychology. We need to watch a twelve-week series of televised
lessons. The department shows them seven different times a day.
M: Don’t you have to meet with the professor?
W: Yeah. After each part of the series I talk to her and other students on the phone about our
ideas. Then we’ll meet on campus three times for reviews and exams.
M: It sounds pretty non-traditional. But it makes sense, considering how it will cut down on
traffic.
W: Not only that. Last year my department did a survey and they found out that 80 percent of
all psychology majors were employed. That’s why they came up with the program.
M: Doesn’t it seem impersonal? I mean, I enjoy having class discussions and hearing what
other people think.
W: Well, I guess that’s why phone contact is important. Anyway, it’s an experiment. Maybe
I’ll end up hating it.
M: Maybe. But I’ll be curious to see how it works up.
Text 10
Lynn Colwell is an artist in Redmond, Washington. In grade school, a teacher told her
she had no artistic talent and Lynn believed her. Until 2015, that is, when she retired. She
started painting striking pictures of women’s faces, combined with short messages of hope. In
five years, she’s completed about 1,000 paintings. Then she read about a movement called Art
Abandonment, which encourages artists to leave their art in public places for anyone to pick
up. That gave her the idea of putting her work into the hands of strangers through Facebook.
Lynn wanted to feel she was making a difference in the world. She was interested in
living simply, protecting the environment and giving back. She wondered if her paintings
could inspire others. What if she asked people to donate to their favorite nonprofit in
exchange for one of her works? Five years later, her paintings have raised more than $57,000
for nonprofits such as animal rescue centers, homeless shelters and for people who have lost
their jobs or been struggling with medical bills. Lynn spends most of her time in her art studio
– there’s painting to be done. “I wake up every day and can’t wait to get started,” she says.
停顿00ˊ02〞
