2021北京市朝阳区高三英语高考练习含答案 15页

北京市朝阳区高三年级高考练习二 英语 ‎（考试时间100分钟 满分120分)‎ 本试卷共11页。考生务必将答案答在答题卡上，在试卷上作答无效。‎ 第一部分：知识运用（共两节，45分）‎ 第一节语法填空（共10小题；每小题1.5分, 共15分）‎ 阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写 1个适当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。‎ A A man called Andy set out for the Pacific Crest Trail,1 stretches from the borders of Mexico to Canada. He decided to take a selfie(自拍) every single mile along the 4,286-kilometre journey.‎ Andy created a time-lapse(延时的)video from his five-month hike and he was almost unrecognisable towards the end of the video—he had lost 23 kilograms.‎ ‎2 (sad), he never finished the journey, as he 3 (trap) by a snowstorm about 418 kilometres from the end.‎ B A US astronaut, Christina Koch, spent 328 days in space, which is a record for a female astronaut. She completed her mission, landing in a remote area of Kazakhstan.‎ Koch concluded six space walks and she did some experiments that studied 4 people are able to live outside Earth. Her time in space allows researchers 5 (study) the effects of a long-term spaceflight on the female body.NASA says the findings 6 (help) the agency during its future missions to the moon and Mars.‎ C The European Parliament(议会) voted for 7(cancel) the summer time by 2021. The next step is to discuss the issue with EU countries.‎ The current law 8(make) EU countries move their clocks forwards on the last Sunday in March and move them backwards on the last Sunday in October.‎ Some people say that the summer time saves energy,9the European commission(委员会) says that the 10(save) are small. Also, most people in the EU want to cancel the summer time.‎ 第二节 完形填空（共20小题；每小题1.5分，共30分）‎ 阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，‎ 15‎ 并在答题卡上将该项涂黑。‎ ‎“What kind of stuff do you write?” one student asked on my firstday at the University of Massachusetts, Lowell. After a decadeaway from the classroom, I was back to 11.‎ ‎“Creative non-fiction,”I said.‎ It was a 12 . I couldn’t rememberwhen I’d last written a creative essay. Itmust have been before my volatile(喜怒无常的) mother fell ill, leaving me resignedto the idea that our story of family dysfunction would not end 13. It seemed that nothing I wrote could 14 that.‎ With too much time and lack of 15, I accepted a positionto teach creative non-fiction. Although I couldn’t get myself to tell my own 16, I could requirethat my students tell theirs.‎ ‎“You’re going to be keeping a 17 in this class,”I said. “And I want you totell your storieslike they 18.”‎ ‎“Why?”a boy named Michael asked. “I mean, who 19about our stories?”‎ Looking out at the roomful of students, I realized I didn’t have an 20.‎ No one said a word. I 21 that mostdidn’t know their stories were stories—as beautifuland hard—as their own lives.‎ Finally, I said, “Because it’swhat you have. Stories allow us to make meaning of what we’ve been through. When you shapeyour 22into a story, it becomes yours and not justsomething that 23to you.”‎ Michael didn’t look24, but he didn’t challengeme either.‎ In his first essay, Michael wrote about how he grewup in one of the 25 neighborhoods in Boston. He wrote about thenight he was out with two friends:‎ The feeling of numbness(麻木) shot through my body as a car came zooming towards us. At that moment everything went blank. Both of my two mates were hit down, drenched in blood.Minutes after I witnessed that, I decided I was leaving the dangerous neighborhood and going to college.‎ He went on to write about how hishigh school teachers, who saw his 26, helpedhim get into this school.‎ I had Michael 27his essay out. After he finished, the class wentso 28 thatwe could hear the sound of eachother’s breath. After a moment, I said, “That’s why you tell your stories.”‎ I went home that night and pickedup my journal, 29anduntouched. I found a pen and for the first timein months, I had to 30.‎ ‎11．A．studying B．teaching C．visiting D．consulting ‎12．A．lie B．fact C．task D．dream ‎13．A．slowly B．naturally C．happily D．violently ‎14．A．prove B．explain C．destroy D．change ‎15．A．control B．support C．inspiration D．security ‎16．A．jokes B．stories C．thoughts D．faults 15‎ ‎17．A．list B．note C．record D．journal ‎18．A．exist B．succeed C．matter D．spread ‎19．A．cares B．worries C．debates D．inquires ‎20．A．argument B．opportunity C．influence D．answer ‎21．A．assumed B．predicted C．ignored D．checked ‎22．A．choice B．performance C．progress D．experience ‎23．A．applied B．happened C．belonged D．appealed ‎24．A．interested B．astonished C．convinced D．concerned ‎25．A．biggest B．quietest C．safest D．worst ‎26．A．potential B．creativity C．anxiety D．confusion ‎27．A．read B．bring C．figure D．point ‎28．A．relaxed B．still C．nervous D．friendly ‎29．A．clean B．special C．dusty D．marked ‎30．A．wonder B．write C．compete D．practise 第二部分：阅读理解（共两节，40分）‎ 第一节（共15小题；每小题2分，共30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，并在答题卡上将该项涂黑。‎ A Fun School Projects with Magnets and Metal Science is one of the most interesting and fun subjects for kids. There are endless opportunities for practical experiments that are sure to surprise and excite children’s imaginations. A great way to get into experimenting with science is with the use of magnets. The properties of magnets allow for an “invisible force” to move objects seemingly on their own!‎ If your kids are looking for something a little trickier, why not let them try using magnets to make their own compass(指南针)?‎ For this experiment, you will need 2 needles, a strong magnet, a pencil, a cup and some string.‎ Step 1: Rub the pointed end of the needle along one side of the magnet; this can be either the north or south end. Make sure you are rubbing the needle in one direction, not back and forth. You might need to do this about 30 times to magnetise the needle.‎ Step 2: Test the now magnetised needle with the spare needle to see if it can pick it up. If it can, the needle is ready to use for the experiment. If it doesn’t pick it up, you will need to rub the needle a few more times on the same end of themagnet you were using before.‎ 15‎ Step 3: With a piece of string that is a couple of inches long, get your child to tie this to the middle of the pencil. Then, at the bottom end of the hanging string, tie the magnetised needle.‎ Step 4: Place the pencil, with the needle hanging down, over the top of a cup so that the needle is hanging inside the cup.‎ Step 5: Watch as the needle moves on its own to point north.‎ Once your kids have got a taste for magnets, you might want to move on to more advanced experiments.Places like RS Components sell high-tech magnetic equipment that will be sure to carry on fuelling your children’s passion for science!‎ ‎31. According to the passage, the spare needle is used to ______.‎ ‎ A. pick the other needle up B. magnetise the other needle ‎ C. rub the magnet on the other side D. check if the other needle is magnetised ‎32. The magnetised needle can point north because ______.‎ ‎ A. it is tied to a hanging string B. it has the properties of a magnet ‎ C. it is connected with a magnet D. it is hanging down inside the cup ‎33. What is the main purpose of this passage?‎ ‎ A. To promote high-tech magnetic equipment.‎ ‎ B. To entertain kids with magnet experiments.‎ ‎ C. To stress the importance of advanced experiments.‎ ‎ D. To provide a way to fuel kids’ passion for science.‎ B The Wolfat the Door Russ Fee was asleep inside histentlast summer when a seriesof screams shocked him awake. Throwing on his shoes, he ran outto investigate. Fee and his wife weretravelling through Canada’sBanff NationalPark to enjoy its breathtakingbeauty and awesomewildlife. It was thelatter he now experienced.Although it wasdark, Fee could seea neighboring tent was in a mess. Backing outwas a wolf, draggingsomething in his teeth.That thing was a man!‎ Moments earlier,Elisa and Matt Rispoli,from New Jersey, wereasleep with their twoyoung children when the wolf brokeinto their tent. “It was like somethingout of a horror movie,” Elisa postedon Facebook. “For three minutes, Matt threw his body in front of meand the boys and fought against the wolf. Atone point, Matt got the upper hand,pinning(压住)the wolf to the ground. Butthe wolf held its jaw onto Matt’sarm tightly,set its powerful legs, and begandragging Matt outside while I waspulling on his legs trying to get himback,” Elisa wrote.‎ It was then that Fee enteredthe picture. He ran at the wolf, kickingit “like I was kicking in a door,” hetold ABC New York. The wolf droppedMatt and emerged from the tent.“Wolves are ‎ 15‎ large,” Fee told the radioshow Calgary Eyeopener. “I felt like Ihad hit someone that was wayout of my weight class.”‎ Before the wolf couldturn its anger on Fee, Matt,his arms bloodied, flewout of the tent to continuethe battle. Themen threw rocks at the wolf, forcing itback, then the Feesand the Rispolis escaped tothe shelter of the Fees’ minivan(厢式旅行车). An ambulancewas called, and Mattwas taken to a local hospitalsuffering from open wounds. Luckily he has fully recovered.The wolf was trackeddown by park officials and killed in a painless way.‎ As for Fee, whom Elisa calledtheir lifesaver, he does admit to a fleeting(闪现的), if less-than-heroic, thought during the heat of battle. Themoment the wolf locked eyes withhim, Fee says, “I immediately regrettedkicking it.”‎ ‎34. What happened to the Rispolisone night last summer?‎ ‎ A. They were scared by a horror movie.‎ ‎ B. They were suddenly woken up by screams.‎ ‎ C.They got injuredand taken to the hospital.‎ ‎ D. They suffered a surprise attack from a wolf.‎ ‎35. Russ Fee joined Matt Rispoli when ______.‎ ‎ A. Matt was dropped down by the wolf ‎ B. Matt gained the advantage over the wolf ‎ C. the wolf was draggingMatt out of the tent ‎ D. the wolf broke into the tent of the Rispolis ‎36. Matt Rispoli survived because______.‎ ‎ A. the wolf was killed by park officials ‎ B. he took shelter in a neighboring tent ‎ C. he got great help and timely treatment ‎ D. the wolf was driven away by Russ Fee ‎37. What can we learn about Russ Fee from the last paragraph?‎ ‎ A. He feels regretful for what he did. B. He enjoys being called a lifesaver.‎ ‎ C. He feels quite heroic about himself. D. He admits his fear during the fight.‎ C In autumn of 1975, two mothers in Lyme, Connecticut, were desperate for answers their doctors could not provide. Their families and others in the Lyme area were suffering from a mysterious(神秘的) illness. Two doctors from Yale, Allan Steere and Stephen Malawista, began an investigation that would result in a groundbreaking medical discovery.‎ The doctors began by conducting individual examinations of each patient. They found ‎ 15‎ patients of all ages were suffering from a set of symptoms(症状) rarely observed together. Blood samples revealed no virus that offered a clue about the cause. However, they found fruitful information in their interviews with patients: one quarter of them recalled a skin rash(皮疹) with a bull’s-eye pattern about four weeks before other symptoms arose.‎ Armed with this new clue, the Department of Health worked with the Yale doctors, conducting surveys to learn where the disease was most widely seen. It seemed that the majority of patients lived in heavily wooded areas, who spent a good deal of time outdoors, gardening, landscaping, or playing. The symptoms were nearly always experienced for the first time during summer. Crucially, some recalled having been bitten by a tick(蜱), which feeds mostly on the blood of mammals and birds.‎ By 1977, investigators confirmed that the deer tick was responsible. But no one could say why it was causing the illness or how patients could be treated. In 1982, a scientist named Willy Burgdorfer discovered a specific type of bacteria(细菌), carried by the deer tick, which was causing the disease. But how did the deer tick acquire the bacteria in the first place? Finally, scientists determined that the ticks picked up the bacteria from their hosts. As its name suggests, the deer tick often feeds on deer, carriers of the Lyme disease bacteria. Scientists concluded that the bacteria passed from wildlife to ticks to humans. All lived closely among one another in the area.‎ How could a disease from a common parasite(寄生虫) spring up so suddenly? Many areas of the northeast, including Lyme, were once farmland. The farmland was replanted with trees. After the forest grew in, the area was then developed with houses. Gradually, neighborhoods pushed deeper into the habitat of deer ticks and, more importantly, the wildlife they fed upon. As humans encountered more ticks, they became more likely to contract the disease.‎ One of the remaining mysteries about Lyme disease is where and when it truly began. This puzzle may never be solved. Today, Lyme disease—if caught early—is easily treated with antibiotics, thanks to the hard work of many scientists, doctors, and patients.‎ ‎38. Which of the following method helped Dr. Steere and Dr. Malawista most?‎ ‎ A. Conducting patient interviews. B. Carrying out a field survey.‎ ‎ C. Studying patients’ blood samples. D. Separating patients into age groups.‎ ‎39. From the passage, we can learn that _______.‎ ‎ A. deer ticks were first carriers of the Lyme disease bacteria ‎ B. patients’ remembrance of tick bites was vital to the medical discovery ‎ C. Lyme disease spread because deer ticks and humans both fed on deer ‎ D. Lyme disease is less common now because people spend less time outdoors ‎40. What do the underlined words “spring up” in Paragraph 5 probably mean?‎ 15‎ ‎ A. Worsen. B. Return. C. Appear. D. Decrease.‎ ‎41. Which of the following would be the best title for the passage?‎ ‎ A. A Desperate Need B. An Unsolved Puzzle ‎ C. A Medical Mystery D. An Effective Treatment D If there’s one cliché(陈词滥调) that really annoys Danah Boyd, a specialist researcherwho has made a career from studying the way teenagers use the web, it’s that of the digital native. “Today the world has computer-mediated communications. Thus, in order to learn about their social world around them, teenagers are learning about those things too. And they’re using that to work out the stuff that kids have always worked out: peer(同龄人) sociality, status, etc.,” she says.‎ It’s no surprise Boyd takes exception, really: as one of the first digital anthropologists to dig into the way teenagers use social networking sites, she gained insights into the social web by taking a closer look at what was going on.‎ Lately, her work has been about explaining new ways of interpreting the behavior we see online. She outlined some examples at a recent conference in San Francisco, including the case of a young man from one of the poorest districts of Los Angeles who was applying for a top American college. The applicant said he wanted to escape the influence of violence, but the admissions officer was shocked when he discovered that the boy’s MySpace page was covered with precisely the violent language he claimed to hate. “Why was he lying about his motivations?” asked the university. “He wasn’t,” said Boyd. “In his world, showing the right images online was a key part of surviving daily life.”‎ Understanding what’s happening online is especially important, for today’s teenagers have a vastly different approach to privacy from their parents. She says, “Adults think of the home as a very private space. That’s often not the case for teenagers because they have little or no control over who has access to it, or under what conditions. As a result, the online world can feel more private because it feels like there’s more control.”‎ The concept of control is central to Boyd’s work, and it applies to pointing out the true facts about teenage behavior. Boyd suggests control remains in the same places as it always did. “Technologists all go for the idea of ‘techno-utopia(乌托邦)’, the web as great democratizer(民主化),” she says. “But we’re not actually democratizing the whole system; we’re just shifting the way in which we discriminate.”‎ It’s a call to arms that most academicresearchers would tend to sidestep, but then Boyd admits to treading a fine line between academics and activists.“The questions I continue to want to ask are the things that are challenging to me: having to sit down and be forced to think about uncomfortable social stuff, and it’s really hard to get my head around it, which means it’s exactly ‎ 15‎ what I should dive in and deal with,” she says.‎ ‎42. What does Danah Boyd think of“computer-mediated communications”?‎ ‎ A. They teach teenagers about social interaction.‎ ‎ B. They replace other sorts of social interaction for teenagers.‎ ‎ C. They are necessary for teenagers to have social interaction.‎ ‎ D. They are barriers to wider social interaction among teenagers.‎ ‎43. Why does Danah Boyd cite the example of the Los Angeles college applicant?‎ ‎ A. To show how easy it is to investigatesomebody’s online activity.‎ ‎ B. To illustrate how easy it is to misinterpret an individual online activity.‎ ‎ C. To prove how important it is to check the content of someone’s online activity.‎ ‎ D. To express how necessary it is to judge someone’s sincerity from his online activity.‎ ‎44. Danah Boyd argues inParagraph 4 that _______.‎ ‎ A. teenagers feel more private in the online world than in the home ‎ B. teenagers are less concerned about privacy than their parents ‎ C. parents tend not to respect teenagers’ need for online privacy ‎ D. parents value the idea of privacy less in a domestic environment ‎45. It can be inferred from the last paragraph that Danah Boyd _____.‎ ‎ A. is willing to take on research challenges others would avoid ‎ B. regards herself as being more of anactivist than a researcher ‎ C. is aware that she is lacking in ability to deal with the challenges ‎ D. feels likeabandoning the research into uncomfortable social stuff 第二节（共5小题；每小题2分，共10分） ‎ 根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。‎ The Buy Nothing Movement Social media, magazines and shop windows bombard(猛轰) people daily with things to buy, andBritish consumers are buying more clothes than ever before. The average person spends more ‎ 15‎ than£1,000 on new clothes a year, which might not sound like much. 46A lot of consumerspending is by means of credit cards. British people currently owe about £670 per adult tocredit card companies. Also, people arespending money they haven’t earned to buy things they don’t need. Britainthrows away 300,000 tons of clothing a year, most of which goes into landfill(垃圾填埋地) sites.‎ ‎47 But charity shops can’t sell all those unwantedclothes.A lot of clothes that charities can’t sell are sent abroad, causing even moreeconomic and environmental problems.‎ ‎48The idea originated in Canada in the early 1990s and then moved to the US. On Buy Nothing Day people organise various types of protests and cut up their credit cards. Throughout the year, Buy Nothing groupsorganise the exchange and repair of items they already own.‎ The trend has now reached influencers on social media who now encouragetheir viewers not to buy anything at all for periods as long as a year. Two friends in Canadaspent a year working towards buying only food. For the first three months they learned how tolive without buying electrical goods, clothes or things for the house. For the next stage, theygave up services, for example, haircuts, eating out or buying petrol for theircars.49‎ The changes they made meant two fewer cars on the roads, a reduction in plastic and paperpackaging and a positive impact on the environment from all the energy saved.50 But even if you can’t manage a full year without going shopping, you can participate in the anti-consumerist movement byrefusing to buy things you don’t need.‎ A. In one year, they’d saved $55,000.‎ B. If everyone followed a similar plan, the results would be impressive.‎ C. Online shopping means it is easy for customers to buy without thinking.‎ D. Second-hand clothes are often of too poor quality to recycle in charity shops.‎ E. But that figure hides two far more worrying trends for society and for the environment.‎ F. However, a different trend arises in opposition to consumerism—the ‘buy nothing’ trend.‎ G. People might not realise the problems because they donate their unwanted clothes to charities.‎ 第三部分：书面表达（共两节，35 分）‎ 第一节（15 分）‎ 假设你是红星中学高三学生李华。你的英国好友Jim在你的视频博客(Vlog)上看到你做中餐的视频，很感兴趣并表示也想学做中国美食，发来邮件询问。请你给他回复邮件，内容包括：‎ ‎1．推荐一道中国菜或饭；‎ ‎2．推荐理由。‎ 15‎ 注意： 1．词数不少于50；‎ ‎ 2．开头和结尾已给出，不计入总词数。‎ Dear Jim, ‎ ‎______________________________________________________________________________________________________________________________________________________________Yours,‎ Li Hua ‎（请务必将作文写在答题卡指定区域内）‎ 第二节（20 分）‎ 假设你是红星中学高三学生李华。请根据以下四幅图的先后顺序，为校刊“英语园地”写一篇短文，讲述上周你校高三年级举行趣味运动会的过程。‎ 注意：词数不少于60。‎ 提示词：趣味运动会fun sports meeting 15‎ ‎ 二人三足 three-legged race ‎（请务必将作文写在答题卡指定区域内）‎ 北京市朝阳区高三年级高考练习二 英语参考答案2020. 6‎ 第一部分：知识运用（共两节，45分）‎ 第一节 语法填空（共10小题；每小题1.5分，共15分）‎ ‎1．which 2．Sadly 3．was trapped/had been trapped ‎4．if/whether 5．to study 6．will help ‎7．cancel(l)ing 8．makes 9．but 10．savings 15‎ 第二节 完形填空（共20小题；每小题1.5分，共30分）‎ ‎11．B 12．A 13．C 14．D 15．C ‎16．B 17．D 18．C 19．A 20．D ‎21．A 22．D 23．B 24．C 25．D ‎26．A 27．A 28．B 29．C 30．B 第二部分：阅读理解（共两节，40分）‎ 第一节（共15小题；每小题2分，共30分）‎ ‎31．D 32．B 33．D 34．D 35．C ‎36．C 37．D 38．A 39．B 40．C ‎41．C 42．C 43．B 44．A 45．A 第二节（共5小题；每小题2分，共10分）‎ ‎46．E 47．G 48．F 49．A 50．B 第三部分：书面表达（共两节，35分）‎ 第一节（15分）‎ 一、评分原则：‎ ‎1．本题总分为15分，按4个档次给分。‎ ‎2．评分时，先根据文章的内容和语言质量初步确定其档次，然后以该档次的要求来衡量，确定或调整档次，最后给分。‎ ‎3．评分时应考虑：内容是否完整，条理是否清楚，交际是否得体，语言是否准确。 ‎ ‎4．拼写、标点符号或书写影响内容表达时，应视其影响程度予以考虑。英、美拼写及词汇用法均可接受。‎ ‎5．词数少于50，从总分中减去1分。‎ 二、各档次的给分范围和要求：‎ 第一档 ‎（13分－15分）‎ 完全完成了试题规定的任务。‎ ‎·内容完整，条理清楚；‎ ‎·交际得体，表达时充分考虑到了交际的需求；体现出较强的语言运用能力。‎ 完全达到了预期的写作目的。‎ 15‎ 第二档 ‎（9分－12分）‎ 基本完成了试题规定的任务。‎ ‎·内容、条理和交际等方面基本符合要求；‎ ‎·所用语法和词汇满足了任务的要求；‎ ‎·语法或用词方面有一些错误，但不影响理解。‎ 基本达到了预期的写作目的。‎ 第三档 ‎（4分－8分）‎ 未恰当完成试题规定的任务。‎ ‎·内容不完整；‎ ‎·所用词汇有限，语法或用词方面的错误影响了对写作内容的理解。‎ 未能清楚地传达信息。‎ 第四档 ‎（1分－3分）‎ 未完成试题规定的任务。‎ ‎·写了少量相关信息；‎ ‎·语法或用词方面错误较多，严重影响了对所写内容的理解。‎ ‎0分 未传达任何信息；所写内容与要求无关。‎ 三、One possible version:‎ Dear Jim,‎ I am glad that you are interested in Chinese food. As is known to all, Chinese food focuses on diversified color, aromatic flavor, and excellent taste. Since you’re just starting out cooking Chinese food, I’d like to recommendnoodles with tomato egg sauceto you. The reasons are as follows.‎ Firstly, it is a traditional Chinese dish, and especially popular with people who don’t have much time to cook. In addition, its cooking method is very easy. Finally and most importantly, just as its name implies, it only needs three ingredients: noodles, tomatoes and eggs, whichare commonand easy to come by in our daily life.‎ ‎ You can refer to the detailed cooking steps on the vlog I posted a few days ago. I hope you can successfully make this delicious dish! If you have any questions, do let me know.‎ Yours,‎ Li Hua 第二节（20分）‎ 一、评分原则：‎ ‎1．本题总分为20分，按5个档次给分。‎ ‎2．评分时，先根据文章的内容和语言质量初步确定其档次，然后以该档次的要求来衡量，确定或调整档次，最后给分。‎ ‎3．评分时应考虑：内容要点的完整性、上下文的连贯性、词汇和句式的多样性及语言的准确性。‎ 15‎ ‎4．拼写、标点符号或书写影响内容表达时，应视其影响程度予以考虑。英、美拼写及词汇用法均可接受。‎ ‎5．词数少于60，从总分中减去1分。‎ 二、各档次的给分范围和要求：‎ 第一档 ‎（18分－20分）‎ 完全完成了试题规定的任务。‎ ‎·覆盖了所有内容要点；‎ ‎·运用了多样的句式和丰富的词汇；‎ ‎·语法或用词方面有个别错误，但为尽可能表达丰富的内容所致；体现了较强的语言运用能力；‎ ‎·有效地使用了语句间的连接成分，所写内容连贯、结构紧凑。‎ 完全达到了预期的写作目的。‎ 第二档 ‎（15分－17分）‎ 完全完成了试题规定的任务。‎ ‎·覆盖了所有内容要点；‎ ‎·运用的句式和词汇能满足任务要求；‎ ‎·语法和用词基本准确，少许错误主要为尽可能表达丰富的内容所致；‎ ‎·使用了简单的语句间连接成分，所写内容连贯。‎ 达到了预期的写作目的。‎ 第三档 ‎（12分－14分）‎ 基本完成了试题规定的任务。‎ ‎·覆盖了内容要点；‎ ‎·运用的句式和词汇基本满足任务要求；‎ ‎·语法和用词方面有一些错误，但不影响理解。‎ 基本达到了预期的写作目的。‎ 第四档 ‎（6分－11分）‎ 未恰当完成试题规定的任务。‎ ‎·漏掉或未描述清楚内容要点；‎ ‎·所用句式和词汇有限；‎ ‎·语法或用词方面的错误影响了对所写内容的理解。‎ 未能清楚地传达信息。‎ 第五档 ‎（1分－5分）‎ 未完成试题规定的任务。‎ ‎·明显遗漏主要内容；‎ ‎·句式单调、词汇贫乏；‎ ‎·语法或用词方面错误较多，严重影响了对所写内容的理解。‎ ‎0分 未能传达任何信息；所写内容与要求无关。‎ 15‎ 三、内容要点 ：‎ ‎1．报名 2．练习 3．比赛 4．获奖 四、One possible version:‎ Last week, our grade held a fun sports meeting aiming to relieve us senior three students from pressure and heavy school work.‎ On Monday morning, we were told that a fun sports meeting would be held on the school playground on Friday afternoon. Upon hearing the news, I, together with my best friend, registered for the three-legged race excitedly.‎ The three-legged race required effective cooperation between teammates. Thus, during the following days, we practised the game after school.Under the guidance of our classmate, we mastered the skills and got prepared.‎ Then came the big day.With my left foot and my friend’s right foot tied together, we set out quickly as soon as our PE teacher blew his whistle. Arm in arm, we managed to run fast at the same pace. The playground was filled with our schoolmates’ laughter and cheers. A few minutes later, we crossed the finishing line. We did a really good job and won the first prize. Standing on the platform, we felt proud and excited with the thunderousapplause from our classmates.‎ By getting involved in the game, we got not only a little leisure from our busy school lifebutthe joy of working together with others.‎ 15‎