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普陀区2025学年第二学期高三命题指导研诊
英语样卷 2026.4
考生注意：
1．考试时间105分钟，试卷满分115分。
2．本次考试设试卷和答题纸两部分。所有答题必须涂(选择题)或写(非选择题，左答题纸上，做在试卷上一律不得分。
3．答题前，务必在答题纸上填写准考证号和姓名，并将核对后的条形码贴在指定位置上。在答题纸反面清楚地填写姓名。
I. Grammar and vocabulary
Section A
Directions: After reading the passage below, fill in the blanks to make the passage coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word. for the other blanks, use one word that best fits each blank.
Seeing is Believing
Have you ever looked up at clouds on a summer’s day and seen a face looking back at you Or spotted the “man in the moon” smiling down at you at night Or noticed eyes and a smile on the front of a car If you have, you’re ____1____ good company. The name for this phenomenon — our ability to see meaningful images in random places or things — is paredolia. Seeing faces in everyday objects is one of its most common forms.
Several theories have tried to explain pareidolia. One is that it is a survival mechanism. The lives of our ancestors often turned to ____2____ (distinguish) quickly between friends and enemies, so our brains adapted to detect faces everywhere.
In 2014, Dr. Kang Lee, a scientist at the University of Toronto in Canada who studies how young people’s brains work, ____3____ (propose) a different theory. He said that seeing faces in everyday objects is the result of the brain communicating that information back to ____4____. The brain, in fact, imagines a face and “tells” the eyes to see it. Dr Lee scanned the people’s brains while showing them a series of grainy images, some of ____5____ contained hidden faces. He then asked the participants, “Do you see a face ” Once they were asked the question, people answered yes 34% of the time, ____6____ there was no face. What’s more, if participants reported seeing a face, the visual cortex of their brain-the part of the brain which functions ____7____ (process) information from the eyes-lit up. Dr. Lee concluded that a lot of things we see in the world ____8____ (create) not by our sight but by our minds.
____9____ you know some of the tricks your mind can play, why not take another look up at the clouds and see what you can find Perhaps a camel or a fox will emerge — or maybe you’ll see someone you know, ____10____ (recognize) in the soft, floating shapes above. And who knows Maybe you’ll come up with something entirely new.
Section B
Directions: Fill in each blank with a proper word chosen from the box. Each word can be used only once. Note that there is one word more than you need.
A. access B. address C. competence D. considerable E. exposure F. hazardous G. idealized H. normalize I. safeguard J. prioritize K. vital
Social media: A double-edged Sword for Adolescents
Social media is offering significant opportunities alongside critical challenges. On the positive side, social platforms provide spaces for self-expression and meaningful connections. Adolescents can ____11____ mental health resources online, engage in supportive communities, and share personal stories. These interactions ____12____ conversations around mental health, reduce unfair labels, and encourage help-seeking behaviors.
However, these advantages are counterbalanced by ____13____ risks. Cyberbullying, social comparison, and the fear of missing out are widespread issues on most platforms. They often lead to heightened anxiety, depression, and weakened self-esteem among teenagers. The ____14____ lifestyle images shown online frequently make adolescents feel excluded from their social circles. Too much screen time and ____15____ to harmful content further worsen the situation, damaging their sleep quality, academic performance, and face-to-face social interactions. Adolescents with existing mental health conditions face even greater risks due to online discrimination and a lack of proper guidance.
To ____16____ these problems, a collective effort from policymakers, educators, parents and platform designers is greatly needed. Policymakers should establish clear regulations to ____17____ adolescents online, including stricter age checks and limits on harmful content. International cooperation is also necessary to create unified rules for global social platforms.
Educational institutions play a(n) ____18____ role in helping adolescents use social media responsibly. Schools can empower students to critically evaluate online content and manage screen time by integrating digital ____19____ and mental health education into school curricula. Schools can also set up peer support groups and offer counselling services to deal with related challenges early.
Parents should stay actively involved in their children’s digital lives by setting clear boundaries and communicating openly. Most importantly, social media platforms must _____20_____ user well-being in their designs. They can provide mental health support tools, content reminders and balanced usage guidance to protect young users. With joint efforts from all sides, society can make social media a positive force for the healthy mental development of adolescents.
II. Reading Comprehension
Section A
Directions: For each blank in the following passage there are four words or phrases marked A, B, C and in each blank with the word or phrase that best fits the context.
As the holiday season draws near, one category on people’s gift lists is causing increasing concern: products with artificial intelligence. The development has raised new concerns about the dangers smart toys could pose to ____21____, as consumer advocacy groups say AI could harm kids’ safety and development. The trend has ____22____ calls for increased testing of such products and governmental oversight.
Last month, those fears were given disturbing ____23____ when an AI-equipped teddy bear started discussing topics inappropriate for children. The product, FoloToy’s Kumma, ran on an AI model and suggested role play as ways to enhance a relationship, according to the Public Interest Research Group (PIRG), the consumer protection organization behind the study. “It took very little effort to get it to go into all kinds of ____24____ topics; and probably a lot of content that parents would not want their children to ____25____,” said Teresa Murray, PIRG director.
Murray said AI toys could be particularly dangerous because whereas earlier smart toys provided children-programmed responses, a bot can “have a free-flowing conversation with a child and there are no ____26____”.
Companies also use the AI toys to collect ____27____ from children and have not been open about what they are doing with that information. That potentially puts users ____28____ because of a lack of security around such data.
____29____ such concerns, the Public Interest Research Group is not calling for a ban on AI toys. Some could have ____30____ value, such as helping children learn a second language or state capitals.
There needs to be more independent research conducted to ensure the products are safe for children and, until that is done, they should be ____31____ shelves, Murray said.
AI toys are being marketed to families as safe and even beneficial to learning before their impact has been ____32____ by independent research. By contrast, ____33____ teddy bears and toys have been proven to benefit children’s development with none of the risks of AI toys.
Mattel, a toy company, stated that they are concerned about “the impact of AI toys on ____34____ mental health” and that “its first products with AI are not intended for users under 13”, adding: “AI enhances — not ____35____ — traditional play, and we are emphasizing safety, privacy, creativity and responsible innovation.”
21. A. companies B. schools C. seniors D. children
22. A. generated B. answered C. avoided D. delayed
23. A. imagination B. justification C. hesitation D. assumption
24. A. academic B. attractive C. sensitive D. technical
25. A. be opposed to B. be exposed to C. be related to D. be applied to
26. A. advantages B. connections C. boundaries D. resources
27. A. data B. feedback C. prizes D. opinions
28. A. at ease B. at length C. at risk D. at fault
29. A. Beyond B. Besides C. Despite D. Unlike
30. A. commercial B. educational C. geometric D. geographic
31. A. taken on B. sent off C. pulled from D. wiped off
32. A. assessed B. witnessed C. replaced D. overlooked
33. A. antique B. expensive C. electronic D. offline
34. A. masses’ B. minors’ C. majors’ D. majorities’
35. A. replaces B. reserves C. resolves D. reverses
Section B
Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.
(A)
A new study has revealed that the Greenland ice cap is melting far faster than previously thought, as satellite data show widespread ice loss over the past four decades. Using artificial intelligence to analyse satellite photos from 1985 to 2022, researchers mapped the end positions of more than 235,000 glaciers(冰川) around the island. This unusual dataset showed that almost every glacier has become smaller in recent decades, losing an area of about 5,000 sq km of ice-equivalent to a trillion tonnes.
The study, published in Nature, adds significant new insight to earlier measurements based on ice height or gravity data, which could only detect losses that ended up in the ocean. By identifying the withdrawal of glaciers lying mostly below sea level in Greenland’s narrow fjords (峡湾), the researchers uncovered an additional and previously unaccounted source of ice loss. Dr Chad Greene, at Nasa’s Jet Propulsion Laboratory, who led the research, described the changes as “tremendous and happening everywhere.”
When the team combined their findings with existing measurements of the Greenland ice sheet, they found the total annual loss of ice since 2003 reached about 264bn tonnes — roughly 30m tonnes every hour. The new data show an increase of 43bn tonnes a year compared with earlier estimates, or about 20% more than previously thought. The implications, scientists warn, are alarming.
As Greenland’s glaciers withdraw and release vast quantities of freshwater into the North Atlantic, they may speed up the weakening of the Atlantic Meridional Overturning Circulation (AMOC) — a system of ocean currents that regulates global climate. The AMOC is already at its weakest point in 1,600 years, and recent research has indicated it could collapse as soon as 2027 in a worst-case situation. Such a collapse would disrupt global weather patterns, damage ecosystems, and threaten food security worldwide.
“There is some concern that any small source of freshwater may serve as a ‘tipping point’ that could trigger a full-scale collapse of the AMOC,” the scientists said. Yet freshwater from Greenland’s glacier withdrawal is not currently included in oceanographic models. The inflow of less salty freshwater slows the normal sinking of heavier, saltier water in the polar region — the engine that drives the AMOC. The findings suggest that Greenland’s hidden ice loss may play a far greater role in the stability of Earth’s climate system than once imagined.
36. What is the main purpose of the article
A. To promote the growing use of AI in environmental science research.
B. To report a study revealing faster Greenland ice loss and its global impact.
C. To criticize the inaccuracy of previous ice loss measurements in Greenland.
D. To describe how scientists discovered a new form of glacier below sea level
37. What can be inferred about previous methods of measuring ice loss
A. They ignored surface melting entirely.
B. They overestimated Greenland’s total ice loss.
C. They were more accurate than satellite imagery.
D. They underestimated losses occurring below sea level.
38. The underlined word “implications” in the 3rd paragraph refers to ______.
A. the new measurements of the Greenland ice sheet
B. the consequences of faster Greenland ice loss
C. the methods used to analyze satellite data
D. the warnings from scientists about climate change
39. Which diagram best illustrates the process of AMOC weakening described in the passage
A. Glacier melting → Freshwater inflow → Ocean temperature↑ → AMOC weakening
B. Glacial freshwater input→ Ocean saltiness↓—Sinking of salty water↓→ AMOC weakening
C. Ocean saltiness↓ → Ice loss data ↑→ Scientist warnings → AMOC weakening
D. Ice height measurement↓ → Gravity data↑ → Ocean model error → AMOC weakening
(B)
This research examines what makes ideas creative across country-language groups, what cognitive processes lead to more creative ideas, and how successfully students can think creatively in multiple tasks, as well as the characteristics of high-performing students.
* What makes “creative ideas” creative
Creative ideas tend to be highly appropriate, original and valuable across country-language contexts. However, judges’ appropriateness, originality and value scores don’t fully explain their overall evaluations of the creativity of students’ responses, accounting for around 66% of the variation in overall creativity scores on average.
* Which tasks led to more creative ideas on the test
Some of the tasks in the test asked students to come up with two or three ideas for a given situation that were as different as possible. Although the task instructions did not instruct students to think of creative ideas in these tasks, around 1 in 2 students managed to come up with at least one creative idea in their response. In fact, students were more successful in thinking of creative ideas in the open-ended thinking tasks than when asked to generate a single original idea, with only 1 in 4 student responses evaluated as creative in those tasks. Such tasks can thus encourage creative idea generation and help students practice their thinking skills.
Cultural norms and expectations can influence students’ capacity to engage in creative work. Unsurprisingly, across all country-language groups in the study, students found it relatively easier to come up with appropriate ideas across tasks than original and valuable ideas. Students also consistently demonstrated a relative weakness in coming up with original ideas, which was particularly evident in some countries.
* Are girls really better than boys in creative thinking
Girls consistently scored higher than boys in the creative thinking tasks — across country-language groups, task types and scoring method — suggesting it is a relatively reliable finding that is not driven by any single scoring method, task feature, or abnormal sample. Girls’ greater engagement with the test, in general, may go some way to explain this result.
40. This passage would most probably be taken from ______.
A. a college teaching journal B. a daily educational newspaper
C. a psychology research website D. a guidebook for creative writing
41. Which of the following might be the missing subtitle
A. Are there cross-cultural differences in creativity
B. What type of creativity are students poor at
C. Are some types of ideas easier to generate than others
D. What shapes students’ capability to create ideas
42. Which of the following may account for girls’ higher performance in the test
A. A stable in-born edge in basic creative thinking.
B. A generally higher level of active test participation.
C. A clearer personal grasp of official marked rules.
D. A richer practical background in designed grouped drills
(C)
One of the children, probably inspired by a movie, used a stick to draw a “treasure map” in the sand pit (沙坑). Other children gathered around as he told the story of what “treasure” is, what a “map” is, and the adventure on which they were about to go.
The treasure, he explained, was a chest full of gold and jewels. Some of the kids wanted to know what a chest was. Others wondered, knowing it was all imaginary, why the treasure couldn’t be ice cream or toys. The concept of the map was difficult. Although he assured the crew that treasure was buried somewhere on the playground, the map included a coconut tree and giant rocks.
“Let’s pick some coconuts when we get there,” shouted one pirate. “Pirate,” in this case, had been defined as “guys who go around and find treasure.”
These scenes are the gold standard of play-based learning. I’m sure there are many preschool educators who would have felt forced, in the name of learning, to step in with corrections and clarifications, or worse. In a moment, we see the children turn away from one another, away from their own questions, explorations, assumptions, and conclusions based on dialogue and agreement. They are now relying on the adult for questions and answers, rather than continuing to engage in the highest pursuit of human intellectual effort.
There are those who would argue that this game is, at best, a waste of time, that these children playing their fantastical games of imagination, getting the facts wrong, playing with wrong ideas, and even spreading them amongst themselves, may be learning, but that it’s false knowledge that will somehow have to be undone. But that, I think, is a misunderstanding of what play is all about, and, for that matter, what learning is all about.
The birth of the universe and the nature of space and time are every bit as much mysteries to physicists as treasure maps and pirates are to these preschoolers. What drives scientists is the same thing that drives playing children: they are motivated by the mystery, by their own questions, and by the freedom to seek answers. Too often, educators, in our commitment to facts, truth and teaching, take over the learning by providing shortcuts to answers, eliminating the mystery that has driven humans since the beginning of time. We forget that getting it wrong is every bit as important to this process as being right. The job in life is not to know stuff, but rather to figure stuff out so that we will then know. And we get there through play.
43. Why does the writer mention the “treasure map” in the 1st paragraph
A. To present a typical example of play-based learning.
B. To introduce a popular game among young children.
C. To show kids’ creative ideas about treasure and pirates.
D. To explain different kinds of outdoor playground activities.
44. According to the passage, what is a possible result of the stepping in of the preschool teachers
A. A deeper understanding of facts and a more efficient learning process.
B. The successful integration of imagination-based games into formal curricula.
C. A shift from self-directed exploration to adult-dependent knowledge acquisition
D. The immediate correction of false concepts and elimination of misunderstandings.
45. What can be inferred about the author’s attitude toward traditional educators
A. He hopes they are as motivated as physicists are.
B. He admires their commitment to providing correct facts.
C. He thinks they should participate more in children’s games.
D. He worries they might unintentionally kill children’s curiosity.
46. Which of the following would be the best title for this passage
A. How to Draw a Perfect Treasure Map
B. Play: The Highest Pursuit of Learning
C. Why Facts Matter Most in Preschools
D. Insight: The Myth of Games in Education
Section C
Directions: Read the passage carefully. Fill in each blank with a proper sentence given in the box. Each sentence can be used only once. Note that there are two more sentences than you need.
Dancing into Middle Age
By my early 40s, I had exhausted all the hobbies that were supposed to make me feel better about entering middle age. I had started learning a new language, launched myself into an unsuccessful pursuit of a craft only to collect a pile of handmade books, and given yoga a second chance. And then, at the height of my low-grade desperation, I decided to sign up for a ballet class.
Not being flexible, I could see how I didn’t exactly look like prospective ballerina (芭蕾舞女演员) material. ____47____ I needed confirmation that my body was capable of movement and grace.
And though I’d expected my classes to be physically demanding and my muscles to ache, I hadn’t anticipated that my teacher’s command to”take up more space” would change my way of being in the world. My teacher reminded me that ballet isn’t about perfection. ____48____
Slowly, I started becoming more comfortable with the body I saw staring back at me in the mirror. My posture still needs improving and my jumps are never as high as they feel. But the idea that my body hasn’t become fixed and that it’s still a work in progress encourages me. ____49____ Instead of noticing only the beginnings of older age arriving, I now marvel at the changes I’ve seen as I’ve learned to stand with more confidence and courage.
As for the imperfections They’ re part of being alive. Eight years into my ballet classes, I’m what you would call a lifelong advanced beginner. ____50____ Why do I continue Because when I do my daily ballet class, I focus on my breathing and move my body in ways that always challenge me and remind me of everything that is possible.
Recently, my teacher taught us a beginner-appropriate version of the dance from Sleeping Beauty. As I stood in my living room, balancing unsteadily on my toes and dancing for nobody but myself, I felt every inch a ballerina.
A. Every move made by me then invited my teacher’s critical evaluation.
B. If anything, ballet is forcing me to rethink my relationship with my body.
C. But I was determined to give it a try.
D. Rather, he said, it’s about striving for perfection.
E. I nearly injured myself the one time I tried to lift my leg onto the desk in an attempt to stretch.
F. At the age of 50, I am finally a ballerina, though not the kind that anybody would pay money to see on stage.
III. Summary Writing
51. Directions: Read the following passage. Summarize the main idea and the main point(s) of the passage in no more than 60 words. Use your own words as far as possible.
Neighbourly Strangers
The traditional British “community spirit” was once the foundation of local life, but today it is in a steady decline. A recent survey shows a cold picture of modern residential streets, where nearly 70% of respondents view their neighbours as virtual strangers. Although people live close by, sharing fences and walls, this no longer translates into real social connection. We are sharing the same space, yet we have never been further apart in our hearts.
These statistics highlight a calculated social avoidance. While sharing environments, over 70% of us stay unsure of neighbours’ names, with even fewer identifying their children. In the rush of modern life, two-thirds of people purposely ensure they go entire days without catching a glimpse of the person next door. In fact, many have become experts at timing their departures specifically to avoid the awkwardness of a brief “hello” in the hallway.
Furthermore, meaningful interaction has become rare in modern society. Only a small number of people still socialize through dinner dates or communal barbecues. Despite the clear need for human connection, fewer than one in ten would consider organizing a street party. Instead, our interactions have become purely transactional; we might ask a neighbour to water our plants, but we often have no intention of returning the favor or building a lasting friendship.
This social withdrawal has serious consequences, as collective disinterest is a primary driver of the loneliness epidemic in the UK. Isolation is no longer just a personal struggle; it has become a public health crisis that affects mental well-being. To bridge this gap, we desperately need innovative urban strategies and local initiatives to restore a sense of belonging. Only by turning back into true “neighbours” can we hope to cure the modern ache of being alone together.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
IV. Translation
Directions: Translate the following sentences into English, using the words given in the brackets.
52. 公园的管理方张贴了新告示，呼吁人们文明遛狗。(notice)(汉译英)
______________________________________________________________________________
53. 他打小就对海洋充满好奇，长大后竟真的成为了一名水手。(curious)(汉译英)
______________________________________________________________________________
54. 推进市区老旧小区改造，既要扮靓城市“面子”，更要夯实民生“里子”。（upgrade）（汉译英）
______________________________________________________________________________
55. 随着全球经济一体化的加深，许多企业发现自己正陷入一种境地：过度扩张的风险往往超过了潜在的获利空间。(where)(汉译英)
______________________________________________________________________________
V. Guided Writing
56. Directions: Write an English composition in 120-150 words according to the instructions given below in Chinese.
学校英语报“成长与选择”专栏举办征文活动，请学生谈谈对“Live more; fear less.”这句话的理解。写一篇征文稿，在文中你必须：
1)简述你对这句话的理解；
2)结合一个具体事例加以说明；
注：文中不得出现考生姓名、学校等真实个人信息。
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2025 学年第二学期高三命题指导研修
英语样卷答案
I. Grammar and vocabulary
Section A
1. in 2. distinguishing 3. proposed
4. itself 5. which 6. even if/though
7. to process 8. are created 9. Now that
10. recognized
Section B
11-15 AHDGE 16-20 BIKCJ
II. Reading Comprehension
Section A
21-25 DABCB 26-30 CACCB 31-35 CADBA
Section B
36-39 BDBB 40-42AAB 43-46ACDB
Section C
47-50 C D B F
III. Summary Writing
51 For reference
Traditional British community spirit is declining as most people see neighbours as strangers and avoid social contact. Meaningful interactions are rare and exchanges tend to be transactional. This withdrawal causes serious loneliness and a public health crisis, requiring measures to rebuild neighbourly bonds.
评分标准：
档次 内容 语言
A 5 5
B 4 4c
C 3 3
D 2 2
E 1 1
F 0 0
评分标准：
1.本题总分为 10 分，其中内容 5 分，语言 5 分。
2.评分时应注意的主要方面：内容要点、信息呈现的连贯性和准确性。
3.词数超过 60，酌情扣分。
各档次给分要求:
内容部分
A.能准确、全面地概括文章主旨大意，并涵盖主要信息。
B.能准确概括文章主旨大意，但遗漏个别主要信息。
C.能概括文章主旨大意，但遗漏部分主要信息。
D.未能准确概括文章主旨大意，遗漏较多主要信息或留有过多细节信息。
E.几乎不能概括文章的主旨大意，未涉及文中有意义的相关信息。
F.完全未作答或作答与本题无关。
语言部分
A.能用自己的语言连贯、正确地表述。
B.能用自己的语言较连贯、正确地表述，但有个别语言错误。
C.基本能用自己的语言连贯、正确地表述，但连贯性较差，且有少量不影响表意的语言错误。
D.基本能用自己的语言表述，但连贯性较差，且严重语言错误较多。
E.几乎不能用自己的语言连贯、正确地表述。
F.完全未作答或作答与本题无关。
IV. Translation
Directions: Translate the following sentences into English, using the words given in the brackets
52.公园的管理方张贴了新告示，呼吁人们文明遛狗。(notice)
The park management (has) put up a new notice, calling on (appealing to) people /
1.5
to be civilized / responsible when walking their dogs.
1.5
53.他打小就对海洋充满好奇，长大后竟真的成为了一名水手。
(curious)
He has / had been curious about the ocean since childhood.
1.5
and when he grew up, he actually became a sailor.
1.5
54.推进市区老旧小区改造，既要扮靓城市“面子”，更要夯实民生“里子”。(upgrade) When upgrading old urban neighborhoods, we should not only beautify the city's appearance
1.5
but also improve/ enhance the well-being of residents.
1.5
55.随着全球经济一体化的加深,许多企业发现自己正陷入一种境地:过度扩张的风险往往超过了潜在的获利空间。(where)
With the deepening of global economic integration / economic globalization many companies find themselves trapped / caught in a situation
where the risks of excessive expansion often go beyond / outweigh the potential profits / rewards.
V. Guided Writing 评分标准:
1、本题总分为 25 分，其中内容 10 分，语言 10 分，组织结构 5 分。
2、评分时应注意的主要方面:内容要点、应用词汇和语法结构的数量和准确性以及上下文的连贯性。
3、评分时，先根据文章的内容和语言初步确定所属档次，然后对照相应的组织结构档次给予加分。其中，内容和语言两部分相加，得 15 分或以上者，可考虑加 4-5 分，15 分以下者只能考虑加 0、1、2、3 分。
4、词数少于 70，总分最多不超过 10 分。
档次 内容 语言 组织结构
A 9—10 9—-10 4-5
B 7—8 7—8 3
C 5—6 5—6 2
D 3—-4 3—-4 1
E 0—2 0—2 0
各档次给分要求：
内容部分
A.内容充实，主题突出，详略得当。
B.内容较充实，能表达出作文要求。
C.内容基本充实，尚能表达出作文要求。
D.漏掉或未能写清楚主要内容，有些内容与主题无关。
E.明显遗漏主要内容，严重离题。
语言部分
A.具有很好的语言表达能力，语法结构正确或有些小错误，主要因为使用了较复杂结构或词汇所致。
B.具有较强的语言表达能力，语法结构和词汇应用基本正确，错误主要因为尝试较复杂结构或词汇所致。
C.有一些语法结构和词汇方面的错误，但不影响理解。
D.语法结构与词汇错误较多，影响了对内容的理解。
E.语法结构与词汇的错误很多，影响了对内容的理解。
组织结构部分
A.自然地使用了语句间的连接成分，全文流畅结构紧凑。句子结构多样，词汇丰富。
B.能使用语句间连接成分，全文流畅结构紧凑。句子结构多样，词汇较丰富。
C.能使用简单的语句间连接成分，全文内容连贯。句子结构有一定的变化，词汇使用得当。
D.尚能使用语句间连接成分，语言连贯性较差，句子结构单调，词汇贫乏。
E.缺乏语句间的连接成分，语言不连贯。词不达意。
整体作文分类得分
A类 20—25分
B类 16—19分
C类 12—15分
Ｄ类 7―11分
E类 4―6分
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