文档内容
名校联考联合体 2025 年秋季高一第二次(期中)联考
英语参考答案
题序 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
答案 B A A C C A C C B B C A B C B
题序 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
答案 A A B A B D A A B A C C A C B
题序 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
答案 D B D C B F G D A C D A C A C
题序 46 47 48 49 50 51 52 53 54 55
答案 D D C B B A B B C A
21. D。根据“This museum is special because it focuses on interactive(互动的) learning. Instead of just looking at exhibits(展品), you are encouraged to
play and experiment with them.”可确定答案。
22. A。根据第三段首句“The New York Hall of Science is perfect for school groups.”以及本段后面的内容可确定答案。
23. A。根据“This exhibit shows how different parts of our world, like water, plants, and animals, are all connected.”可确定答案。
24. B。根据“Don Shiffler didn’ t think much about it when his three-year-old son said that the thin, green rock he found was a dinosaur(恐龙) egg.”“Without
giving it serious thought, Shiffler placed the unusual‘rock’ on a shelf, where it remained for nearly two months.”可确定答案。
25. A。根据“… having just seen‘The Land Before Time’, a cartoon(动画片) about a young dinosaur”“David haddinosaurs on his mind”以及“Everything
he picked up that day was a dinosaur egg”可判断, David的脑海里充满了有关恐龙的想象，什么东西都与恐龙有关。这也符合儿童的心理。
26. C。根据“David, however, kept telling his father that the coin-sized ro ek was important.”和“After Dad finallygave in and brought the piece to
the museum...”可确定答案。儿子的坚持让父亲改变了主意,决定将石头送交博物馆让专家鉴定。
27. C。根据“Researchers say the‘rock’ young David Shiffler found is the oldest evidence(证据) of a meat-eating,egg-laying dinosaur.”和“... a major
discovery that is changing scientists’ understanding of when meat-eating, egg-laying dinosaurs first appeared.”可确定答案。
28. A。根据第一段内容可确定答案。
29. C。 John Christopher Padilla 所说的“How can we judge someone’ s value simply by whether they hold a door open?
(我们怎能仅凭是否帮人扶门来评判一个人的品德呢?)”可知，其言下之意是还有其他许多方式来表示礼貌。
30. B。根据“Asians argued that they did the study only by Western ideas of courtesy.”以及随后几位亚洲人所说的内容可确定答案。
31. D。短文前三段介绍美国《读者文摘》杂志所进行的有关礼貌的调查的背景、方式和结果，以引出本文的主要内容：亚洲人对这次调查的
不同看法。
32. B。根据“These will pick up messages being sent to the brain and send them to a computer.”可确定答案。
33. D。根据第六段内容可确定答案。如我们可以先将人体神经系统里“高兴”的电子信号存入电脑，当我们心情不好时，便可将已存入电脑
的这种电子信号再度输入到大脑中去，使心情好起来。
34. C。此处的“the two”指上句中的“their intelligence.(即 human intelligence)”和“intelligent machines(即computers)”。本结尾句体现了短文的主
题：将人脑与电脑相结合。
35. B。 Professor Warwick 要进行人脑与电脑相结合的实验,将改变人的意义(changing what it means to be human),这是一件创造性的工作，也体
现了他的创新精神。
36. F。联系上下句内容可确定答案。
37. G。本句核心内容为“write a letter to the new students”,下句接着表示信中可写的内容。
38. D。句中“in front of the class”与上句中的“call them up for short speeches”相呼应,表示“站在全班同学前面作演讲”。
39. A。联系上下句内容可确定答案。
40. C。此句与“the educational games”相呼应。
41. D。matter:要紧(be important)。根据文章中有关人们对这位女孩的关心、喜爱的叙述可确定答案。
42. A。different：不一般的；不寻常的。根据本句内容可确定答案。
43. C。本句 way(方式)后接省略了 that引导的定语从句。 Kaycee Nicole是一位身患癌症的女孩，但她对疾病持一种乐观的
态度，这就是她拥有众多粉丝的原因。
44. A。动词 work在句中表示“起作用、有效”。本段叙述这位女孩在病情有所好转和恶化时人们的反应。45. C。把握本段有关病情的“好转和恶化”对比叙述可确定答案。
46. D。 gathered round:聚集在一起。此处指网友们纷纷来到这位女孩的网站鼓励她与病魔作斗争。
47. D。 beat在本句中表示“打败”; this thing 即 cancer。
48. C。 spread 可用来表示消息的传开。
49. B。支持这位女孩的网友是来自世界各地。
50. B。根据本段及后面两段内容可知，并无 Kaycee Nicole此人，所有这一切都是一位自称 Lucy的女人编造的。
51. A。参见第50题解析。
52. B。 lie:谎言。参见第50题解析。
53. B。 like:喜欢；喜爱。根据上句内容可确定答案。
54. C。根据本段内容或下句中的“the love”可确定答案。
55. A。 truth:真相。根据第五段内容可确定答案。
56. that/ which。关系代词 that/ which引导一个定语从句。
57. attractive。用形容词形式修饰名词“rope paintings”。
58. how。连接副词 how引导一个宾语从句。
59. himself。用反身代词 himself作宾语。 call himself…:称自己为……。
60. grew。根据语境，此处用一般过去时。
61. an。“exchange student”前用不定冠词表示类别。根据发音, exchange 前用 an。
62. experienced。 experienced painters:有经验的画家。动词- ed 形式作定语修饰 painters,表完成。
63. better。此处根据语境用副词的比较级形式 better,与“he met with some famous artists”之前相比。
64. finding。 spend time doing sth.:花时间做某事。
65. to create。动词不定式作目的状语。
第四部分
第一节
【参考范文】
English Club Notice
Dear members,
We are pleased to announce that the English Club will hold a discussion session on the topic“My Experience
inEnglish Reading”, which takes place at 3:00 PM on November 26th(Wednesday) in the School Library.
The discussion will focus on what to read and how to read effectively. We encourage you to think about your own
reading experiences and get prepared to share:
1. Your favorite English reading materials.
2. Your personal tips and challenges in reading.
We look forward to hearing your creative ideas.
English Club
November 12
【评分标准】
1.评分时，阅卷老师先根据文章的写作内容初步确定其所属档次，然后根据考生的语言能力和逻辑连贯性确定或调整档次，最
后综合给分。
2.遗漏正文写作要点的文章不能上第四档。
3.评分时，应注意的主要内容为：内容要点的全面性、切题性和层次性；语言表达的准确性、地道性和丰富性；逻辑结构的合
理性、连贯性和流畅性。
4.写作要点的核心词汇拼写以及用法出错、句子中谓语动词和非谓语动词出错，复合句中连词使用出错较多的文章降一档给分。
5.超过80 词不扣分；少于60词扣1—2分。
6.无论书写美观还是凌乱，阅卷老师都要认真阅读考生的文章。书写严重影响交际的文章可以给下一档的高分。
7.特殊情况说明：
(1)完全抄袭试卷中阅读理解等文段内容的文章判零分；部分抄袭试卷中文段内容的文章，只取文章中有效信息给分；
(2)套用一篇与本次考试试题内容不相关的文章，只取文章中有效的信息给分。
【说明】
1.要点分
(1)讨论会的主题以及时间和地点(主题：2分；时间：2分；地点：2分)
(2)参会成员可准备的交流内容(4分)
2.词数少于60的，从总分中减去1—2分
3.如书写较差影响交际，降低一个档次计分
【各档次的给分范围和要求】档次 描述
·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；
第五档
·语法结构或词汇方面有些许错误，但为尽力使用复杂结构或较高级词汇所致；具备较强的语言运用能
(13~15分)
力；
·有效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。
·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；
第四档 ·应用的语法结构和词汇能满足任务的要求；
(10~12分) ·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复杂结构或词汇所致；
·应用了简单的语句间的连接成分，使全文结构紧凑；
·达到了预期的写作目的。
·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；
第三档 ·应用的语法结构和词汇能满足任务的要求；
(7~9分) ·有一些语法结构或词汇方面的错误，但不影响理解；
·应用了简单的语句间的连接成分，使全文内容连贯；
·整体而言，基本达到了预期的写作目的。
·未恰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；
第二档 ·语法结构单调，词汇项目有限；
(4~6分) ·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。
·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；
第一档 ·语法结构单调，词汇项目有限；
(1~3分) ·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；写的内容与所要求内容无关或所写内容无法看清。
第二节
【参考范文】
“Maybe the other children will have some good ideas,” he thought. So Jimmy talked with them about the matter.One
child suggested that they should ask the hospital to arrange for Debby to go to the dance, as they could take care of
themselves that evening. Another child said that they could prepare some snacks and drinks for her to enjoy. All at once,
Jimmy had an idea.“Since she can't go to the hospital dance, why not hold a party for her in our room tonight?” he
said.
The children all said Jimmy's idea of holding a party for Debby in their room was the best one. So they set about
making some preparations. The moment Debby entered the room, they went up to her, offered her their snacks and drinks
and invited her to dance with them. There, lying in bed, Jimmy greeted Debby warmly.“Thank you for looking after us,
Debby. I'd get up and dance with you too if I was able to,” he added. Suddenly the hospital dance seemed very far away.
To Debby, it was the most pleasant evening she had ever had.
【评分标准】1.本题总分为25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)创造内容的质量，续写的完整性以及与原文情境的融洽度。
内容和情节(定档)：基于考生的续写文阅卷老师能明确感受到考生已经理解原文并能创造出合情合理的续文，故事情节完整，
续文与原文内容、主题、人物预设一致。
(2)使用词汇和语法结构的准确性、恰当性和多样性。
语言表达(给分)：谓语动词的准确性，句子结构完整，表意清楚，符合语言习惯。
(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，扣1-2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，降低一个档次计分。
【说明】
1.写作参考要点：
续写段一：
(1) Jimmy与其他孩子商量(3分)
(2)其他孩子的主意(3分)
(3) Jimmy的主意(3分)
续写段二：
(4)孩子们为 party作准备(3分)
(5) party的过程(3分)
(6) Debby的心情或感受(3分)
2.词数少于 120的，从总分中减去1-2分
3.如书写较差影响交际，降低一个档次计分
【各档次的给分范围和要求】
档次 描述
·与所给短文融洽度高，与所提供各段落开头语衔接合理；
第五档
·内容丰富，所使用语法结构和词汇丰富、准确，可能有些许错误，但完全不影响意义表达；
(21~25分)
·有效地使用了语句间的连接成分，使所续写短文结构紧凑。
·与所给短文融洽度较高，与所提供各段落开头语衔接较为合理；
第四档 ·内容比较丰富，所使用语法结构和词汇较为丰富、准确，可能有些许错误，但完全不影响意
(16~20分) 义表达；
·比较有效地使用了语句间的连接成分，使所续写短文结构紧凑。
档次 描述
·与所给短文关系较为密切，与所提供各段落开头语有一定程度的衔接；
第三档 ·写出了若干有关内容，应用的语法结构和词汇能满足任务的要求，虽有一些错误，但不影响意
(11~15分) 义的表达；
·应用了简单的语句间的连接成分，使全文内容连贯。
·与所给短文有一定的关系，与所提供各段落开头语有一定程度的衔接；
第二档 ·写出了一些有关内容，语法结构单调、词汇项目有限，有些语法结构和词汇方面的错误，影响
(6~10分) 了意义的表达；
·较少使用语句间的连接成分，全文内容缺少连贯性。
·与所给短文和开头语的衔接较差；
第一档 ·产出内容太少，语法结构单调、词汇项目很有限，有较多语法结构和词汇方面的错误，严重影
(1~5分) 响了意义的表达；
·缺乏语句间的连接成分，全文内容不连贯。
0分 白卷、抄袭、内容太少无法判断或所写内容与所提供内容无关。
听力材料
(Text 1)
W: Harry, did you go to the party last Sunday?
M: No. I had planned to watch a basketball game, but I changed my mind and visited the art museum instead.
(Text 2)M: Hurry up, Susan. The film begins at 7:00.
W: So we still have twenty minutes.
M: But I don't think we can get to the cinema in twenty minutes.
(Text 3)
M: What time is it?
W: Seven o’ clock.
M: Already? Is Michael home yet?
W: He went to get your birthday cake. Oh, here he is.
(Text 4)
M: Are you going to the meeting this afternoon, Mary?
W: No, I'm afraid I can't. I have to go to the library and get some information about American history for my paper.(Text 5)
W: What's wrong, Tony? You look a bit down.
M: Oh, it's nothing serious...
W: Come on, tell me. What happened?
M: Well, I missed the chance to see the movie star.
(Text 6)
W: When are you going to give a concert, Mike?
M: This Friday evening. Come along if you like.
W: Thank you very much. When did you say it is?
M: Friday evening, at seven.
W: Friday evening?
M: I' ll be doing another one on Saturday.
W: Good. I' ll try to make it on Saturday.
(Text 7)
W: Congratulations, Mark! You are famous now.
M: Famous?
W: Yes. There's an article about you in the paper.
M: Really? What's it about?
W: About your shop. It's good for business.
M: Yes, thank you. I' ll find the paper and have a look.
W: I can get one for you.
(Text 8)
M: Hello, Stephen speaking.
W: Hello, Stephen. This is Jean. I wonder whether you will be busy this weekend. A group of us have decided to go camping
in the country. Would you like to join us? We will leave after work on Friday and return early on Sunday evening.
M: That sounds fun. When are you meeting?
W: Well, we' re meeting at 5:30 at the gate of the park. I'm taking my things to work with me on Friday morning. Do you think
you can manage to be there then?
M: Yes, of course.
W: We' re taking clothes for a couple of days, small tents and sleeping bags. You don't have to worry about finding a tent
though, if you haven't got one, as Jim has a spare one. We haven't decided about food yet. I' ll let you know about that
later.
M: Fine. Thanks for the invitation.
(Text 9)
W: Hi, Jim. I was looking for you everywhere. I have something to tell you.
M: What's the matter, Lisa? You look so sad.
W: Oh, Jim, you won't believe what's happening.
M: What is it? Is someone sick? Was there an accident?
W: Oh, no, nothing like that. My family will move to California. I'm really upset.
M: California? But that's a wonderful place. I'm so glad for you.W: You don't understand. I' ll have to go to a new school where I won't know anyone, and I won't see my friends again.
M: Don't be silly, Lisa. Of course you can see us. And just think—— California! You' ll be in the sun, and you' ll make new
friends.
W: I didn't think of it that way... Well, I guess you' re right. And I could always come back here for a visit.
M: Yes, and we can also go to California during the summer vacation to see you.
(Text 10)
W: Good morning, everyone. Let's begin by getting to know each other. My name's Lucy Miranda, and this is my fifth
year of teaching literature at State College. I grew up in the Los Angeles area, and got a master's in literature from UCLA. I
worked as a reporter for a few years, and tried my hand at writing poetry and a couple of novels. My second novel,“LA Life”,
was published by a small firm, but I had decided by that time that I wanted to teach writing. Then I taught in high schools in
Southern California for six years, and then at a junior college. Finally, I was hired at San Diego State University, and was
there for four years before coming here. I was married four years ago,and I have a three-year-old daughter, Teresa, and a six
month-old son, Antonio. OK, now I'd like to know a little about each of you.
