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2025 届大湾区普通高中毕业年级联合模拟考试(二)
英 语 2025.04
本试卷共 8页，满分 120分。考试用时 120 分钟。
注意事项：1.答卷前，考生务必将自己的学校、班级、姓名、考场号、座位号和准考证号填写在答题卡
上，将条形码横贴在答题卡“条形码粘贴处”。
2. 作答选择题时，选出每小题答案后，用 2B铅笔在答题卡上将对应题目选项的答案信息点
涂黑；如需改动，用橡皮擦干净后，再选涂其他答案。答案不能答在试卷上。
3. 非选择题必须用黑色字迹的钢笔或签字笔作答，答案必须写在答题卡各题目指定区域内
相应位置上；如需改动，先划掉原来的答案，然后再写上新答案；不准使用铅笔和涂改液。不按以上要
求作答无效。
4. 考生必须保证答题卡的整洁。考试结束后，将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
Set out on a comprehensive academic journey through history, analysis, composition, and performance, and
join some of the most celebrated musicians who have studied or taught at Stanford.The Echoes at Stanford course is
designed for those who are passionate about deepen ng the r understanding of music and its various aspects within
an academic setting.
TEACHING AND FACILITIES
At the heart of a vast network of musical study, research and practice, the Department of Music is where you'
ll find a wealth of knowledge and resources. Our research students, lecturers, and well-respected international
visitors explore diverse mus cal topics, from early modern music to opera, pop music, performance studies,
composition and scientific approaches to music.
Your academic experience will mainly take place within the Department, which includes:
West Road Concert Hall, an inviting venue with 500 seats
Pendlebury Library, offering a broad collection of music, books and recordings
A fully-equipped recording studio, complete with a control room and recording room
Music computing laboratories, featuring specialized software
COURSE FEES
$199 per person. Groups of 5 or more enjoy a discounted price of $149 per person.
COURSE COMPLETION
Upon completion of this course, you will earn 2 Continuing Education Units (CEUs). Please note that CEUs
cannot be applied toward any Stanford degree. The receiving institution's policies determine if CEUs can be accepted
elsewhere. You will receive an email with a link to download
2025 届大湾区联考 高三英语 第 1 页 共 8 页
your Record of Completion within 3 business days of course completion.
For any inquiries,pleasereachouttostanford-educ@stanford.edu.
21. Who is the course at Stanford intended for
A. Sound analysts. B. Music scholars.
C. Public speakers. D. History researchers.
22. What does the Department of Music offer
A. Computer laboratories. B. Extensive references.
C. High-end concert halls. D. Reliable internet access.
23. What can be expected after finishing the course
A. A recording of pertormances. B. A link for course application.
C. A proof of course completion. D. A Stanford degree with 2 CEUs.
B
The path to success isn't always clear-cut. Julia Green knows this well. Just as she graduated from college, a
financial crisis swept the country, making it hard to get a job in journalism. Despite her growing worries, she didn't
give up on her dream; instead, she tried a global volunteer program for her self-growth.
A year later, Green began taking random writing jobs to make ends meet, while dreaming of a day when she
could write freely and be paid for it. Afterwards, she applied for the fully fundedMaster of Fine Arts program, and
was accepted to study fiction writing at the University of Michigan.Though the program didn't end up opening
many doors for her, she was paid to write and take classes.
Green has never shied away from challenging topics. Marriage, healthcare, employment and more have
featured noticeably in her writing, and she is especially impressive when it comes to music criticism. “I’ ve
intentionally tried to keep my lane(道路) very wide,” she said. “It was what Ihad to do in the beginning. I wanted to
become a well-rounded writer.” She penned articles for a variety of websites. Slowly, she began to build a
reputation for fearlessness.
“I' ve been writing since I was 22. This craft requires that you have a tough skin.” said Green,when asked
about her writing journey. “As a writer, you are not well served by caring what other people think about you. You
have to be emotionally prepared to face rejection.”
In the past decade, Green, lacking many examples to model after, has achieved remarkable success through
great effort. She landed regular writing positions, had worked in respected journals,made the Forbes 30 Under 30
list, and wrote a world-class bestseller. By any young journalist's definition, Green had arrived.
24. What do we know about Green from the first two paragraphs
A. A financial crisis ruined her dream. B. Further education made her optimist c.
C. Volunteering brought her new jobs. D. Her passion for writing did not change.
25. Why did Green pursue a diverse path
A. To show off her creativity. B. To please critical readers.
C. To develop her adaptability. D. To build her a reputation.
2025届大湾区联考 高三英语 第 2 页 共 8 页
*6. What matters most to her career according to Green
A. Handling criticism bravely. B. Maintaining youthful skin.
C. Gaining public recognition. D. Writing about her journey.
27. Which words can best describe Green
A. Independent and considerate. B. Generous and creative.
C. Hard-working and determined. D. Ambitious and modest.
C
Picture this: You' re sitting at your desk, finally getting to the task that has been put off for ages.You have
put your phone in your bag. Despite the urge to check it once in a while, you feel focused.Do you think you' re having
a productive time
Think again. We tend to believe putting our phone face-side down on our desk or in our bag is enough to
prevent us from being distracted (干扰). However, a recent study reveals that the mere presence of your phone, even if
it's out of sight, can be a distraction to your brain — a concept known as“brain drain”.
To test the“brain drain” theory, 548 college students at the University of Texas were divided into three
groups and asked to complete a set of brain performance tests, with their phones facing down on their desk, in their
bag, or outside the room. Researchers found that the group with their phones in another room scored significantly
higher. An analysis of 22 studies extends this line of research, indicating the mere presence of smartphones creates
a“brain drain” and that the farther away they are from the users, the easier it is for them to concentrate. Why
Our brains can only focus on a small amount of information at once, and need to prioritize what is the most
ever-present and relevant, like smartphones. In fact, we engage with the device an average of more than 150 times a
day, which means we are rarely focused on a task for more than a few minutes without our attention being divided.
This over-reliance on smartphones trains our brain to be inattentive, leaving less space for other tasks.
As our phones constantly battle for our attention, how can we prevent them from negatively impacting our
performance at work A good starting point is to educate ourselves on the impact of phone usage on our brains so we
can make more informed decisions when working on a task. To further improve our productivity, we should also
remember to place our phone outside the room,rather than simply turn it upside down or silence it right beside us.
⌒ , 28. What does the author open the text with
A. A heated discussion. B . A vividly-described painting.
C. A well-known theory. D. A common misunderstanding.
29. Why is the analysis of 22 studies cited
A. To confirm previous findings. B. To analyze studies’ outcomes.
C. To compare research methods. D. To track subjects' performances.
30. What causes a“brain drain” according to the text
A. The lack of concentration training. B. The limited capacity of our brains.
C. The overload of online information. D. The mindful use of digital devices.
2025 届大湾区联考 高三英语 第 3 页 共 8 页
31. How can we avoid distractions from phones at work
A. By reducing our phone's usage. B. By switching smartphones to silent mode.
C. By covering our phone's screen. D. By separating work zones and phone zones.
D
The long-held assumption that intelligence is the primary driver of academic achievement is challenged by
a recent study in Human Behavior. The study, led by Dr. Malan from University ofLondon and jointly carried
out by a group of international experts, has revealed that non-cognitive(非认知的) skills, such as motivation,
self-regulation and academic interest, are no less important than intelligence in determining academic success.
The influence of these skills accrues throughout a child's education, with genetic (基因 的 ) factors playing a
significant role in shaping this developmental path.
The study tracked over 10,000 children from age 7 to 16 in England and Wales and used twin studies and
DNA analysis to investigate the impact of non-cognitive skills on academic outcomes as well as the influential
factors, like genes and environment, that affect these skills.
One striking finding is the growing role of genetics in shaping non-cognitive skills and their impact on
academic achievement. Researchers created a special method known as the“polygenic score” to measure these
skills and found that genetic effects associated with non-cognitive skills became increasingly predictive of
academic achievement, nearly doubling between the ages of 7 and16. By the end of required schooling, genetic
influence on non-cognitive skills was as strong as that on cognitive skills in predicting academic success.
Besides, by comparing children from the same family, researchers could separate the impact of shared
family environment from genetic factors. “We found that how children were raised in the family played a
significant role, although the increasing influence of non-cognitive genetics on academic achievement was still
evident,” said Dr. Alleg,a co-researcher in the study.
The findings have far-reaching-implications for education. The study suggests that schools should develop
programs to support students’ emotional and social development. Dr. Malan said,“By doing so, we can create a
more inclusive and effective learning environment for students.”
The study also highlights the need for further research into the complex interaction between genes,
environment and education. By understanding these factors, educators and policymakers can develop more
effective strategies to support students’ overall development and achieve better educational outcomes.
32. What does the underlined word“accrues” in paragraph 1 mean
A. Mounts. B. Remains. C. Varies. D. Surfaces.
33. Why was the special method used in the study
A. To predict students' academic achievement.
B. To measure the role of environment in learning.
C. To evaluate the genetic impact on non-cognitive skills.
D. To assess the academic influence of cognitive abilities.
2025届大湾区联考 高三英语 第 4 页 共 8 页
34. What are the researchers most likely to recommend
A. Advanced math courses. B. AI programming workshops.
C. Writing training programs. D. Community service projects.
)35. What is the best title for the text
A. Promoting Effective Learning B. The Overlooked Benefits of Genes
C. Unlocking Academic Potential D. The Hidden Key to Academic Success
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。
Books often struggle to engage modern readers, and this can be especially true for nonfiction.For many
people, it's less exciting and less emotional than fiction. However, the problem may not be with nonfiction, but
how they read it.
Some people start a nonfiction book but quit after reading a few chapters. They read probably because
someone gives them the book or everyong is reading it. That's not helpful to stay in a committed relationship with
nonfiction. 36 No matter what yours is, write it down before starting to read. It' ll prepare your mind on what
to look for in that book.
If you' re already a fiction reader, start with narrative nonfiction, which carries a strong storytelling element.
This kind of writing is so engaging that you may almost forget the story being told is factual. 37 However, if
you still feel burdened by an entire book, an anthology (选集)might be a perfect solution. As collections of shorter
pieces, anthologies aim to bring together the best writing on a part subject 38 Once you're drawn in, you'll
find more to read.
39 For those who prefer highlighting and taking notes,a physical book may be a nice choice. In
contrast,e-books are ideal if portability(便携性) or the ability to adjust the text are your priorities. However, if
you' re already a listener to nonfiction recorded programs, audio books might be the perfect fit for you.
Reading nonfiction can be challenging, but remember there's always a book on the topic that interests you.
It may be about historical events that shape our lives or stories where truth outshines fiction. 40
A. So it requires a personal insight into the book.
B. Some of the pieces are sure to grab your interest.
C. It's a natural bridge between fiction and nonfiction.
D. Instead, you should have a clear objective of reading.
E. Reading habits affect our selections of nonfiction topics.
F. Choosing suitable formats is also key to enjoying nonfiction.
G. Whichever it is, the time spent on nonfiction can be rewarding.
2025 届大湾区联考 高三英语 第 5 页 共 8 页
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。
I used to be an ambitious resolution-maker. Every January 1s , I would dutifully sit down and write out my
41 resolutions like landing 100 new clients, getting promoted, or being the top seller. However, I never 42 those
goals. By March, I'd lose my willpower and 43 my old habits, and every winter, I’ d feel extremely ashamed,
looking back at all of the amazing things Ididn't do.
Eventually, I was tired of this cycle. Fueled by the weight of years of 44 , a desire for something 45 began
to grow within me. I decided to 46 . I quit my job and pursued my passion for 47 . It wasn't a grand exit, but a
brave decision.
This transformation, of course, wasn't 48 . Financial anxiety and self-doubt 49 my every step. I tried to 50
my world shot by shot. I sharpened my skills, built a photo collection,and connected with other artists. Instead of
aiming 51 , I set achievable goals. With each one checked off the list, I feel 52 .
I can say this decision has completely shifted my 53 on“success” and“failure”. Before,Ialways felt like I was
failing, but now simply photographing a beautiful moment or cheering up someone with a photograph counts as a huge
54 .
Now, my shiny goals never turn to 55 !
41. A. practical B. grand C. creative D. strange
42. A. met B. raised C. set D. shared
43. A. fight for B. give up C. slide into D. shake off
44. A. arguing B. planning C. waiting D. failing
45. A. different B. relevant C.complex D. difficult
46. A. work B. continue C. change D. stay
47. A. shooting B. investment C. photography D. painting
48. A.complete B. easy C. rapid D. real
49. A. shadowed B. simplified C. outlined D. decided
50. A. shake B. define C. rule D. rebuild
51. A. ahead B. straight C. high D. right
52. A. respected B. amused C. shocked D. satisfied
53. A. view B. strategy C. emphasis D. attention
54. A. impact B. success C. burden D. advantage
55. A. gold B. poison C. light D.dust
2025 届大湾区联考 高三英语 第 6 页 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 the late 18 h century, a form of drama called“French Light and Shadow” gained widespread popularity in
Paris and Marseilles. This art form was inspired by traditional Chinese shadow play dating back over 2,000 years,
which, often 56 (refer) to as the world's earliest“movie art”,combines live performance with cts.
By the Song Dynasty, it . . . ow) into a highly-developed art capable of relating stories of the Three
Kingdoms before the rise of traditional Chinese opera. During the Ming Dynasty,shadow plays became .
popular form of entertainment, especially in cities like Beijing.Even today, its influence can still be seen in modern
film-making, shape) how stories are told.
Creating shadow-play puppets(木偶) requires both choice 60 (material) and skills.Donkey hide (驴皮) is
carved into the heads, limbs and bodies of the figures, then painted and joined using threads and links. The true
magic of shadow play lies not just in its making, in its live performance, a team of puppeteers(木偶操
纵师), narrators, and musicians work together. in harmony. During the performance, as light shines on the human
figures, vivid shadows 65 (project) onto a screen. The puppeteers, standing . the screen, move the figures
with five bamboo sticks, while the narrators sing and the musicians play instruments like drums and gongs. On the
opposite side, audiences see the figures on the screen come to life through th shadows, whose movements are so
65 (express) that people forget they' re just watchin shadows.
第四部分 写作 (共两节，满分 40分)
第一节(满分 15分)
最近，你班越来越多的同学使用 AI 助手完成学习任务，请你就该现象写 一篇短文投稿英文报，内
容包括：
(1)你的看法；
(2)你的建议。
注意：
(1)写作词数应为 80个左右；
(2)请按如下格式在答题纸的相应位置作合。
My Views on the Use of AI Assistants in Learning
2025届大湾区联考 高三英语 第 7 页 共 8 页
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。
The lights sh one above shelves that were lined with canned food. I took my place in line. Same routine,
different week. The woman ahead of me coughed into her sleeve; the man behind shifted his weight from foot to
foot. We all avoided eye contact, waiting in silence.
The groceries quieted my empty stomach but increased the ache I felt in my chest.Unemployment aid
stopped three months ago. The red-inked warnings for rent popped up like mushrooms after rain. Watching a
volunteer drying sweat off her face, I was happy that the staff at the food bank(食物救济站) were too busy to ask
questions. Just show identity and take your bags of dignity.
But that Tuesday, something changed. A new volunteer came — early twenties, wearing a coffee shop staff
T-shirt. While others rushed, he arranged boxes of cookies like library books. His name tag read JOHN in capital
letters. “Odd,” I thought. “Who takes pride in sorting these ”
My turn to check out. “Mrs. Thompson ” His voice held unexpected warmth, as if he had known me for
years rather than seconds. “How has your week been ” The question caught me whileI was reaching for my bags.
No one here used names. My throat tightened. “Getting by,” I said, my voice barely above a whisper. Then, to my
amazement,I could not help adding that the bills were eating my savings alive as I had been unemployed for three
months.
John's eyes softened, and he moved closer. “That's tough,” he said, his voice steady. “Is there anything I can
do to help ” I froze, caught off guard by his sincerity. My first reaction was to ignore it — I didn't want to be a
burden — so I forced a small smile and told him I would be fine. Before he could say more,I grabbed my heavy
bags and hurried out.
注意：
(1)续写词数应为 150个左右；
(2)请按如下格式在答题纸的相应位置作答。
I was struggling forward when someone called my name.
The next day, I came to the coffee shop for the interview.
2025 届大湾区联考 高三英语 第 8 页 共 8 页
2025 届大湾区普通高中毕业班联合模拟考试(二)
英语科 参考答案
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)
21-23 BBC 24-27DCAC 28-31 DABD 32-35ACDD
第二节 (共 5 小题,每小题 2.5分,满分 12.5 分)
36-40 DCBFG
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 BACDA 46-50 CCBAD 51-55 CDABD
第二节 (共 10小题；每小题 1.5分，满分 15分)注：单词拼写错误、大小写未区分不给分
56. referred 57. had grown 58. a 59. shaping 60. materials
61. but 62. where 63. are projected 64. behind 65. expressive
第四部分 写作 (共两节，满分 40 分)
第一节 (满分 15分) (117 词)
My Views on the Use of AI Assistants in Learning
Recently, an increasing number of students in our class have started using AI assistants for learning tasks. While
this may seem efficient, it raises concerns about its long-term impact on learning quality.
Although AI assistants can provide helpful support, over-reliance on them may limit students’ ability to think
critically and solve problems independently. When students skip the process of exploring and understanding on their
own, their knowledge tends to remain shallow. To address this, I suggest that AIshould be used as a supportive tool
rather than a primary resource. By using it wisely and only when needed, students can benefit from its help while still
developing essential thinking skills.
In conclusion, balancing AI use with active learning is key to making it truly beneficial.
第二节 (满分 25分) (110+110 词)
I was struggling forward when someone called my name. I turned to see John dashing towards me,panting
heavily. " Mrs. Thompson, " he huffed and puffed, handing me a note, " here's my coffee shop address and manager's
number. " He added that the coffee shop was hiring cleaners and suggested that Imight want to try. With a tired but
sincere smile, he jogged back toward the food bank. Gripping the note, Ifelt its weight surpass even my heavy bags.
Unemployment, along with the mounting rent and bill pressures resulting from it, seemed to vanish instantly.
Nightfall found my hands shaking as I called the manager. To my surprise, the manager responded immediately,
scheduling an interview for the next day.
The next day, I came to the coffee shop for the interview. There stood John at the counter,arranging packaged
coffees like library books. Spotting me, his eyes lit up with warmth. " Mrs. Thompson,so glad you' re here!" he said
softly, his steady voice wrapping around me like a cozy blanket, calming my interview nerves instantly. The interview
process went smoothly - I started working the same day. Working with John provided me with more opportunities to
observe how he took pride in his work, which deepened my determination not to be a burden on society but a
contributor to this vibrant space. My encounter withJohn proved something greater: the unyielding force of
compassion can light up the world like never before.
大湾区高三二模 英语答案 第 1 页 (共 6 页)
二、应用文题目解读
(1) 审题
1.文体：短文(投稿)
2.话题：学生使用 AI助手完成学习任务
3.对象：全校师生
4. 人称: 第三人称(students)为主
5.时态：一般现在时为主
事实上，AI 融入生活并走进校园、走近学生，是时代发展的必然趋势。在当下的 AI 时代，学生使用
AI 助手完成学习任务也成为一种必然现象。技术应用融入教育和校园已是大势所趋，如今我们要探讨的并
非学生能不能使用 AI助手的问题，而是怎样合理运用的问题。
若运用得当，AI 助手势必能对学生的学习起到良好的推动作用。所以，考生在面对“部分同学使用 AI
助手完成学习任务”这一现象时，不应完全否定使用 AI 助手辅助学习的做法，而应辩证看待，并提出切实
可行的建议。
内容要点：①陈述看法：要清晰表明自己对该现象是支持、反对还是持中立态度，并简要阐述原因。
(harmful/ improper/ inappropriate or beneficial/ advantageous or double-edged sword ) ; ②提出建议：基于自己的
看法，给出切实可行的建议。
(2)搭建框架
Opening 写作背景 +看法综述 (总起句)
Body 具体陈述看法(利与弊)+提出建议(具体措施一两点即可)
Ending 功能性结尾
第三步：谋篇布局
Para.1: Introduction
Recently, an increasing number of students in our class have started using AI assistants to complete their
learning tasks. While this may seem convenient, it raises concerns about its impact on learning quality.(这句话起
到承上启下的作用)
Para.2: Opinions+ suggestions
Opinions:
Although AI assistants can provide helpful support, over-reliance on them may limit students’ ability to think
critically and solve problems independently. When students skip the process of exploring and understanding on their
own, their knowledge tends to remain shallow.
Suggestions:
To address this, I suggest that AI should be used as a supportive tool rather than a primary resource.By using it
wisely and only when needed, students can benefit from its help while still developing essential thinking skills.
Para.3: Conclusion / expectation/ appeal
In conclusion, balancing AI use with active learning is key to making it truly beneficial.
此次学生在框内最底部多写一行不做额外扣分处理。
三、评分档位及要求
1.本题总分为 15分，按 5个档次给分；
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：
大湾区高三二模 英语答案 第 2 页 (共 6 页)
(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。建议综合内容、语言、结构三个维度衡量，为作文准确定档，但总体应遵循“内容为
王”的原则，即语言交际的目标是否达到。
4.评分时还应注意：
(1)词数少于 60的，酌情扣分；超行，酌情扣分；
(2)单词拼写与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
拼写和词汇用法均可接受；
(3)书写较差以致影响交际的，酌情扣分。
5.如果文章整体结构非常明显地写成另一种文体(例如要求是投稿，结果写成了书信类或演讲稿)，属
于文体误用，9 分及以下；如果文章一段出现文体混淆(例如要求是投稿，结果最后一段演讲稿)，属于文体
混淆，降一档处理；如果只有个别词或词组表述不太符合文体要求但又无法确认一定是前两种情况，则酌
情扣分。
第五档 (13~15 分)
1.覆盖了所有内容要点，表述清楚、合理；
2.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；
3.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)
1.覆盖了所有内容要点，表述比较清楚、合理；
2.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；
3.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)
1.覆盖了大部分内容要点，有个别地方表述不够清楚、合理；
2.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；
3.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)
1.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；
2.所使用的词汇有限，语法结构单调，错误较多，影响理解；
3.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)
1.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；
2.所使用的词汇有限，语法结构单调，错误较多，严重影响理解；
3.几平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。
0 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。
大湾区高三二模 英语答案 第 3 页 (共 6 页)
第二节 (满分 25 分)
一、参考范文(110+110词)
I was struggling forward when someone called my name. I turned to see John dashing towards me,panting
heavily. " Mrs. Thompson, " he huffed and puffed, handing me a note, " here's my coffee shop address and manager's
number. " He added that the coffee shop was hiring cleaners and suggested that Imight want to try. With a tired but
sincere smile, he jogged back toward the food bank. Gripping the note, Ifelt its weight surpass even my heavy bags.
Unemployment, along with the mounting rent and bill pressures resulting from it, seemed to vanish instantly.
Nightfall found my hands shaking as I called the manager. To my surprise, the manager responded immediately,
scheduling an interview for the next day.
The next day, I came to the coffee shop for the interview. There stood John at the counter,arranging packaged
coffees like library books. Spotting me, his eyes lit up with warmth. " Mrs. Thompson,so glad you' re here!" he said
softly, his steady voice wrapping around me like a cozy blanket, calming my interview nerves instantly. The
interview process went smoothly - I started working the same day. Working with John provided me with more
opportunities to observe how he took pride in his work, which deepened my determination not to be a burden on
society but a contributor to this vibrant space. My encounter withJohn proved something greater: the unyielding
force of compassion can light up the world like never before.
二、语篇解读
故事主题涵盖“人与社会”与“人与自我”两大范畴。在“人与社会”维度，聚焦“公益事业与志愿
服务”子主题，描写了食品救助站这一社会救助场景。在“人与自我”层面，涉及“认识自我，丰富自我，
完善自我”子主题，通过主人公从领取救济到产生情感波折的心理轨迹，揭示个体在逆境中遇到善意帮助
重建社会联结的潜在可能。
故事以第一人称视角展开，叙述者是一位失业三个月、依靠食品银行度日的女性。开篇通过超市货架
的规整灯光与排队人群的疏离姿态，勾勒出社会救助机构程式化运作的底色。主人公将救济食品比作“装
满尊严的袋子”，体现领取救济时的尴尬和自尊需求。叙事转折出现在新志愿者 John 登场：这个穿着咖啡
店工作服的青年以图书馆员般的细致整理饼干，用姓氏尊称受助者并主动询问近况。当主人公意外向 John
吐露失业困境，后者体贴关心提供精神慰藉，主人公为了不给别人添麻烦仓促逃离。
三、续写的写作思路及建议
续写第一段: 承接第一段首句 I was struggling forward when someone called my name., 结合前文
内容,可以写主人公转头发现是 John 追上来。由第二段首句 The next day, I came to the coffee shop
forthe interview.可知，John 找主人公是来提供面试机会帮助的，结合原文 John 的咖啡店制服铺垫可以
推测出非常有可能就是在咖啡店的工作机会。此处还可以描写主人公得知 John 提供的帮助后的吃惊及感动
的反应。由第二段首句推断可知，此处还需要写主人公与咖啡店预约面试的沟通。
续写第二段：承接该段落首句并结合全文的主人公失业面临经济压力的主要矛盾冲突，本段应该写主
人公到咖啡店面试的具体情况及面试结果。接下来可以写主人公在新岗位开始工作。较为理想的情况是本
段也能出现 John 与主人公并肩工作，让主人公感受到温暖与感动。此处也可以通过新岗位的工作呼应文章
开始的窘迫尴尬境地。最后可以从主人公视角写自己对于从乐于助人中获益的感悟，为全篇点题，提升语
篇思维的高度与深度。
四、评分原则
1.本题总分为 25分，按 5个档次给分。
2.评分时，先根据所续写短文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。
大湾区高三二模 英语答案 第 4 页 (共 6 页)
3.词数少于 120的，酌情扣分；只写一段的原则上不超过 13分。
4.评分时，应主要从以下四个方面考虑：
(1)与所给短文及段落开头语的衔接程度；
(2)内容的丰富性和关键信息的利用情况；
(3)应用语法结构和词汇的丰富性和准确性；
(4)上下文的连贯性。
5.拼写与标点符号是语言准确性的一个重要方面，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。
6.若书写较差以致影响交际，酌情扣分。
7.评分时，建议从内容(What)和方法 (How)两个维度综合衡量，为作文准确定档。
内容方面，可从主题和情节两个维度考量：
主题：是否与前文一致 是否符合社会主义核心价值观
情节：
完整性：故事各部分是否齐全 是否续写了结局
合理性：是否违背常识/常理 是否违背原文的逻辑意义
衔接性：续文与前文之间、段首句与段落续文之间、第一段续文结尾与第二段首句之间是否有效衔接
创新性： (属较高要求)在不违背完整性、合理性和衔接性要求的前提下，是否构思巧妙， 令人眼
前一亮
方法方面，可从语篇和语言两个维度考量：
(1)语篇：故事语篇特征是否典型(如：故事完整；时态一致；使用描述性语言等)
(2) 语言:
正确性：语法正确(句型、用词、搭配、时态、一致性等)
丰富性：使用的语言手段是否丰富多样(灵活运用简单句、并列句、复合句、非谓语、特殊句型、逻
辑连接手段等)
得体性：所使用的语言手段是否符合语境需要 是否地道自然 是否与原文风格一致
流畅性：内容与逻辑是否连贯、流畅
关于主题偏离的处理：出现严重的主题偏离时(如故事结局消极、负面，颂扬的主题与原文毫不相关)，
建议从最高不超过及格分往下评。主题有所偏离，但不太影响故事情节发展，视其程度采取扣 1-2 分的方
式处理。
关于合理性问题的处理：因前文没读懂而导致的情节严重偏差，建议从最高不超过及格分往下评。在
续文部分情节逻辑自洽的前提下，因忽略前文重要线索而导致的个别关键情节与前文不融洽，采取降一档
的方式处理；因文化背景知识不足、个别生词不理解等导致的常识性错误或细节不合理，酌情扣 1-2分。
8.各档次的给分范围和要求
第五档(21~25 分)
1.与所给短文融洽度高，与所提供的各段落开头语衔接合理。
2. 内容丰富，利用了文中的关键信息。
3.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。
4.有效地使用语句间的连接成分，使所续写短文结构紧凑。
第四档(16~20分)
1.与所给短文融洽度较高，与所提供的各段落开头语衔接较为合理。
2. 内容比较丰富，基本利用了文中的关键信息。
大湾区高三二模 英语答案 第 5 页 (共 6 页)
3.所使用语法结构和词汇较为丰富、准确，可能有些许错误，但不影响意义表达。
4.比较有效地使用语句间的连接成分，使所续写的短文结构紧凑。
第三档(11~15 分)
1. 与所给短文关系较为密切，与所提供的各段落开头语有一定程度的衔接。
2.写出了若干有关内容，部分利用了文中的关键信息。
3.应用的语法结构和词汇能满足任务的要求，虽有一些错误，但不影响意义表达。
4.使用简单的语句间连接成分，使全文内容连贯。
第二档(6~10 分)
1. 与所给短文有一定的关系，与所提供的各段落开头语有一定程度的衔接。
2.写出了一些有关内容，较少利用文中的关键信息。
3.语法结构单调，词汇有限，有语法结构和词汇方面的错误，且影响了意义的表达。
4.较少使用语句间的连接成分，全文内容缺少连贯性。
第一档(1~5 分)
1. 与所给短文和所提供的各段落开头语的衔接较差。
2.写出的内容较少，很少利用文中的关键信息。
3.语法结构单调，词汇很有限，有较多语法结构和词汇方面的错误，严重影响了意义的表达。
4.缺乏语句间的连接成分，全文内容不连贯。
0分
未能传达给读者任何信息：白卷、内容太少，无法评判或所写内容与所提供内容无关。
大湾区高三二模 英语答案 第 6 页 (共 6 页)

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