2025屆廣東省大灣區(qū)普通高中高三二模英語(yǔ)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(jí)聯(lián)合模擬考試(二)英語(yǔ)2025.04本試卷共8頁(yè)，滿(mǎn)分分?？荚囉脮r(shí)分鐘。注意事項(xiàng)：1.答卷前，考生務(wù)必將自己的學(xué)校、班級(jí)、姓名、考場(chǎng)號(hào)、座位號(hào)和準(zhǔn)考證號(hào)填寫(xiě)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(shí)，選出每小題答案后，用2B鉛筆在答題卡上將對(duì)應(yīng)題目選項(xiàng)的答案信息點(diǎn)涂黑；如需改動(dòng)，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(xiě)在答題卡各題目指定區(qū)域內(nèi)相應(yīng)位置上；如需改動(dòng)，先劃掉原來(lái)的答案，然后再寫(xiě)上新答案；不準(zhǔn)使用鉛筆和涂改液。不按以上要求作答無(wú)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(mǎn)分50分)第一節(jié)共15小題;2.5分滿(mǎn)分37.5分)閱讀下列短文，從每題所給的A、、C、D四個(gè)選項(xiàng)中選出最佳選項(xiàng)。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(yè)共8頁(yè)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(yè)共8頁(yè)*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(yè)共8頁(yè)31.HowcanavoiddistractionsfromphonesByreducingourusage.B.switchingsmartphonestosilentmode.C.Bycoveringourphone'sscreen.Byseparatingworkzonesandphonezones.DThelong-heldassumptionthatintelligenceistheprimarydriverofacademicachievementischallengedbyarecentstudyTheledbyMalanfromUniversityofLondonandjointlycarriedoutbyagroupinternationalexperts,revealedthatnon-cognitive(非認(rèn)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(yè)共8頁(yè)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(mǎn)分12.5)閱讀下面短文，從短文后的選項(xiàng)中選出可以填入空白處的最佳選項(xiàng)。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。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(yè)共8頁(yè)第三部分語(yǔ)言運(yùn)用共兩節(jié)，滿(mǎn)分30分)第一節(jié)共15小題；每小題1分，滿(mǎn)分15分)閱讀下面短文，從每題所給的A、、C、D四個(gè)選項(xiàng)中選出可以填入空白處的最佳選項(xiàng)。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(yè)共8頁(yè)第二節(jié)共10小題；每小題1.5分，滿(mǎn)分15)閱讀下面短文，在空白處填入1個(gè)適當(dāng)?shù)膯卧~或括號(hào)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(xiě)作共兩節(jié)，滿(mǎn)分40分)第一節(jié)(15分)最近，你班越來(lái)越多的同學(xué)使用AI助手完成學(xué)習(xí)任務(wù)，請(qǐng)你就該現(xiàn)象寫(xiě)一篇短文投稿英文報(bào)，內(nèi)容包括：(1)你的看法；(2)你的建議。注意：(1)寫(xiě)作詞數(shù)應(yīng)為80(2)請(qǐng)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(yè)共8頁(yè)第二節(jié)滿(mǎn)分25分)閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)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(jì)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(xiě)詞數(shù)應(yīng)為150個(gè)左右；(2)請(qǐng)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(yè)共8頁(yè)2025屆大灣區(qū)普通高中畢業(yè)班聯(lián)合模擬考試(二)英語(yǔ)科參考答案第二部分閱讀(共兩節(jié)，滿(mǎn)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(mǎn)分12.5分)DCBFG第三部分語(yǔ)言運(yùn)用共兩節(jié)，滿(mǎn)分30分)第一節(jié)共15小題；每小題1分，滿(mǎn)分15分)BACDA46-50CCBADCDABD第二節(jié)共10小題；每小題1.5分，滿(mǎn)分15注：?jiǎn)卧~拼寫(xiě)錯(cuò)誤、大小寫(xiě)未區(qū)分不給分56.referred57.grown58.a59.shaping60.materials61.butwhere63.areprojected64.behind65.expressive第四部分寫(xiě)作(共兩節(jié)，滿(mǎn)分40分)第一節(jié)滿(mǎn)分分)詞)MyontheofAssistantsinLearninganincreasingofstudentsinclasshavestartedusingAIassistantsforlearningtasks.Whilethisseemefficient,itraisesconcernsitslong-termimpactonlearningAlthoughassistantscanprovidehelpfulsupport,relianceonthemmaylimitstudents’abilitytothinkcriticallyandWhenstudentsskiptheprocessofexploringunderstandingontheirown,theirknowledgetendstoremainaddressthis,IsuggestthatAIshouldbeusedasasupportivetoolratherthanaprimaryresource.Byusingitwiselyandonlywhenneeded,studentscanbenefitfromitshelpwhilestilldevelopingessentialthinkingskills.conclusion,balancingusewithlearningistoittrulybeneficial.第二節(jié)滿(mǎn)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(yǔ)答案第1頁(yè)(共6頁(yè))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(duì)象：全校師生4.人稱(chēng):第三人稱(chēng)(students)為主5.時(shí)態(tài)：一般現(xiàn)在時(shí)為主事實(shí)上，AI融入生活并走進(jìn)校園、走近學(xué)生，是時(shí)代發(fā)展的必然趨勢(shì)。在當(dāng)下的AI時(shí)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(shì)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(wèn)題，而是怎樣合理運(yùn)用的問(wèn)題。若運(yùn)用得當(dāng)，AI助手勢(shì)必能對(duì)學(xué)生的學(xué)習(xí)起到良好的推動(dòng)作用。所以，考生在面對(duì)“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(shí)，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(shí)可行的建議。內(nèi)容要點(diǎn)：①陳述看法：要清晰表明自己對(duì)該現(xiàn)象是支持、反對(duì)還是持中立態(tài)度，并簡(jiǎn)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(shí)可行的建議。(2)搭建框架OpeningBody寫(xiě)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(diǎn)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(xiě)一行不做額外扣分處理。三、評(píng)分檔位及要求1.本題總分為15分，按5個(gè)檔次給分；2.評(píng)分時(shí)，應(yīng)主要從內(nèi)容、詞匯語(yǔ)法和篇章結(jié)構(gòu)三個(gè)方面考慮，具體為：大灣區(qū)高三二模英語(yǔ)答案第2頁(yè)(共6頁(yè))(1)對(duì)內(nèi)容要點(diǎn)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(yǔ)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(píng)分時(shí)，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(lái)綜合衡量，確定或調(diào)整檔次，最后給分。建議綜合內(nèi)容、語(yǔ)言、結(jié)構(gòu)三個(gè)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(yǔ)言交際的目標(biāo)是否達(dá)到。4.評(píng)分時(shí)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(xiě)與標(biāo)點(diǎn)符號(hào)是寫(xiě)作規(guī)范的重要方面，評(píng)分時(shí)應(yīng)視其對(duì)交際的影響程度予以考慮。英、美拼寫(xiě)和詞匯用法均可接受；(3)書(shū)寫(xiě)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(xiě)成另一種文體(例如要求是投稿，結(jié)果寫(xiě)成了書(shū)信類(lèi)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(gè)別詞或詞組表述不太符合文體要求但又無(wú)法確認(rèn)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(diǎn)，表述清楚、合理；2.使用了多樣并且恰當(dāng)?shù)脑~匯和語(yǔ)法結(jié)構(gòu)，可能有個(gè)別小錯(cuò)，但完全不影響理解；3.有效地使用了語(yǔ)句間銜接手段，全文結(jié)構(gòu)清晰，意義連貫。完全達(dá)到了預(yù)期的寫(xiě)作目的。第四檔(10~12分)1.覆蓋了所有內(nèi)容要點(diǎn)，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(yǔ)法結(jié)構(gòu)，可能有些許錯(cuò)誤，但不影響理解；3.比較有效地使用了語(yǔ)句間銜接手段，全文結(jié)構(gòu)比較清晰，意義比較連貫。達(dá)到了預(yù)期的寫(xiě)作目的。第三檔(7~9分)1.覆蓋了大部分內(nèi)容要點(diǎn)，有個(gè)別地方表述不夠清楚、合理；2.使用了簡(jiǎn)單的詞匯和語(yǔ)法結(jié)構(gòu)，有一些錯(cuò)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(yǔ)句間銜接手段，全文結(jié)構(gòu)基本清晰，意義基本連貫?；具_(dá)到了預(yù)期的寫(xiě)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(diǎn)，或一些內(nèi)容與寫(xiě)作目的不相關(guān)；2.所使用的詞匯有限，語(yǔ)法結(jié)構(gòu)單調(diào)，錯(cuò)誤較多，影響理解；3.幾乎不能有效地使用語(yǔ)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(dá)到預(yù)期的寫(xiě)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(diǎn)，或大部分內(nèi)容與寫(xiě)作目的不相關(guān)；2.所使用的詞匯有限，語(yǔ)法結(jié)構(gòu)單調(diào)，錯(cuò)誤較多，嚴(yán)重影響理解；3.幾平?jīng)]有使用語(yǔ)句間銜接手段，全文結(jié)構(gòu)不清晰，意義不連貫。完全未達(dá)到預(yù)期的寫(xiě)作目的。0分未作答；所寫(xiě)內(nèi)容太少或無(wú)法看清以致無(wú)法評(píng)判；所寫(xiě)內(nèi)容與題目要求完全不相關(guān)。大灣區(qū)高三二模英語(yǔ)答案第3頁(yè)(共6頁(yè))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(yǔ)篇解讀故事主題涵蓋“人與社會(huì)”與“人與自我”兩大范疇。在“人與社會(huì)”維度，聚焦“公益事業(yè)與志愿服務(wù)”子主題，描寫(xiě)了食品救助站這一社會(huì)救助場(chǎng)景。在“人與自我”層面，涉及“認(rèn)識(shí)自我，豐富自我，完善自我”子主題，