英語(yǔ)丨山東省威海市2024屆高三上學(xué)期1月期末考試英語(yǔ)試卷及答案

本試卷共10頁(yè)。滿(mǎn)分120分?？荚囉脮r(shí)100分鐘?？荚嚱Y(jié)束后，將答題卡交回。注意事項(xiàng)：1.答卷前，務(wù)必用0.5毫米黑色簽字筆將自己的姓名、座號(hào)、考生號(hào)填寫(xiě)在答題卡上。2.選擇題，選出每小題答案后，用鉛筆把答題卡上對(duì)應(yīng)題目的答案標(biāo)號(hào)涂黑；如需改動(dòng)，用橡皮擦干凈后，再選涂其他答案標(biāo)號(hào)。筆答題，用0.5毫米黑色簽字筆將答案寫(xiě)在答題卡上。不能答在本試卷上，否則無(wú)效。第一節(jié)（共15小題；每小題2.5分，滿(mǎn)分37.5分）閱讀下列短文，從每題所給的A、B、C和D四個(gè)選項(xiàng)中選出最佳選項(xiàng)。AFortheBirds!(FTB!)isaplace-basedcityconservationeducationprogramserving2,000+NewYorkCityyouthandcommunitymemberswithafocusonschoolsandcommunitiesacrossallfiveboroughs(行政區(qū))thatareunderservedbyenvironmentaleducation.ThemissionofFTB!istogetyouthexcitedabouthelpingbirdsandtheplacestheyneedtosurvive.FTB!notonlyprovidesknowledgeoflocalspeciesandhabitatsbutalsoencouragesasenseofecologicalplaceinone’sowncommunityandempowersyouthtotakeanactiveinterestinprotectingtheirlocalenvironmentforbirdsandpeople.FortheBirds!ProgramOptionsIn-personPrograms:Duringa4,8,or12sessionprogram,programparticipantslearnaboutbirdsandlocalhabitatsintheirneighborhoodthroughbothin-classandoutdoorlessons.Thecurriculumisadaptableforgrades6-12.Eachprogramendswithafieldtriptoalocalparkand/orahabitatprojectdesignedtoattractbirdsandotherwildlifetotheircommunity.Clickhereforourfullcoursecatalog.ContactFTB!Togetstarted,learnmore,orforquestionsaboutNewYorkCityFTB!programs,pleasecontactourNewYorkCityteammember.LocatedoutsideofNewYorkCity?AudubonNewYorkcentersalsoofferFTB!programandvolunteeropportunities.Reachouttoacenternearyoutolearnmore.NewYorkCityLianneD’Arcy,SeniorCoordinator,Education&VolunteerOutreachlianne.darcy@FingerLakesRegionMontezumaAudubonCenter2295StateRoute89,Savannah,NY13146montezuma@HudsonValleyRegionRebeccaSchultz,EducationManagerConstitutionMarshAudubonCenterandSanctuary127WarrenLandingRoad,Garrison,NY10524rschultz@LongIslandJulieNelsen,EducationManagerTheodoreRooseveltSanctuaryandAudubonCenter134CoveRoad,OysterBay,NY10524jnelsen@1.WhatisthegoalofFTB!?A.Tobuildupcommunityconnections.B.Togetyouthinvolvedinbirdprotection.C.Toraisemoneyforbird-savingprograms.D.Toinformyouthofendangeredbirdspecies.2.WhichcanbestdescribeFTB!programs?A.Theyfeatureonlinelessons.B.Theyinvolvehands-onactivities.C.Theyfocusonglobalenvironment.D.Theyoffer6optionsforprogramduration.3.WhichwebsitecanhelptheyouthinLongIslandlearnmoreaboutFTB!?A.lianne.darcy@B.rschultz@C.montezuma@D.jnelsen@BIntheworldofcontemporaryart,thereareartistswhosecreativityandoriginalitychallengetheestablishedboundaries,attractingthepublicwiththeirwisdom.OneoftheseinnovatorsisthefamousChineseartistCaiGuo-Qiang,whoseartinstallations(裝置藝術(shù))leaveeveryonespeechless.Withanimaginativemindandanunconventionalapproach,CaiGuo-Qianghasbecomeamasteroffireworksdisplay,employingthegunpowderoffireworksinhisartinatrulyextraordinaryway.Throughthemasteryofsaidmaterialandtheexplosionscontrolled,Caicreatesinstallationsthatgobeyondexpectationsandtakethepubliconanunforgettablejourney.Oneofhismostimportantcreationsistheinstallationtitled“Theriseofbutterflies”.Inthiswork,Caiusesacombinationofgunpowderandpapertocreateastrikingcloudofflyingbutterflies.Thedelicatewingedcreaturesmovebackandforthintheair,creatingamagicalandephemeraleffectthatgoesagainstthelawsofgravity.ButperhapsoneofthemostcuriousanddaringinstallationsofCaiGuo-Qiangis“Thegardenofephemeralsculptures”.Inthiswork,theartistusescontrolledexplosivestosculptshapesinhugeblocksofice.Astheexplosionsoccur,theicyfiguresgraduallytransform,creatinganephemeralandever-changingscene.Itisasifthesculpturescomealiveforabriefmomentbeforedisappearingcompletely.CaiGuo-Qiangisanartistwhobreaksthelimitsofimagination.Hisinstallationstransportustoaworldofmagic,wherefireandgunpowderbecometoolsforcreation.Hecombinesaesthetic(審美的)beautywithunusualelements,makinghisworksuniqueandfascinating.Withoutadoubt,Cai’simpactoncontemporaryartisundeniable.Hisinstallationshaveattractedaudiencesaroundtheworldandwillinspirefuturegenerationstobreakfreeandfindbeautyintheunpredictable(不可預(yù)測(cè)的).4.WhichmightbethebesttitleforCaiGuo-Qiang?A.Anexplosivegenius.B.Acreativesculptor.C.Atraditionalpainter.D.Anartisticpioneer.5.Whatdoestheword“ephemeral”meaninthepassage?A.Unique.B.Short-lived.C.Unconventional.D.Breath-taking.6.Whatcanbeinferredfromthelastparagraph?A.Cai’simpactonartisunpredictable.B.Cai’ssuccessresultsfromglobalrecognition.C.Cai’sartchangestraditionalconceptofbeauty.D.Cai’sartinspiresartiststothinkoutsidethebox.7.Whatisthetextmostlikelytobe?A.AdiaryentryofCaiGuo-Qiang.B.Aprofileofcelebrityinamagazine.C.Ascientificresearchpaperonfireworks.D.Anadvertisementforafireworkscompany.CTheworld’slargestwhalesaremorethanjustastonishingcreatures.Muchliketheocean,soilandforests,whalescanhelpsavehumansfromtheincreasingclimatecrisisbystoringcarbon.Inapaperpublishedrecently,climateresearcherssuggestthatwhalesareimportant,butoftenoverlooked,carbonsinks.Theenormoussizeofthesemarinemammals,whichcanreach150tons,meanstheycanstorecarbonmuchmoreeffectivelythansmalleranimals.Andbecausewhaleslivelongerthanmostanimals,theycouldbe“oneofthelargeststablelivingcarbonpools”intheocean.Evenwhenwhalesdie,theirdeadbodiesfalldowntothedeepestpartsoftheseaandsettleontheseafloor,trappingthecarbonthey’vestoredintheirbodies.Anindirectwaywhalescanbecriticalcarbonsinksisthroughtheirwaste.Whalepoop(糞便)isrichinnutrientswhichcanbetakenupbyphytoplankton—tinyorganismsthatsuckupcarbondioxideastheygrow.Theprocessofcarbonsequestrationhelpsreduceclimateimpact,becauseitlocksawaycarbonthatotherwisewouldhavewarmedtheplanetsomewhereelseforhundreds,ifnotthousandsofyears.Yetwhalesarethreatened,withsixoutof13greatwhalespeciesclassifiedasendangeredorvulnerableduetothreatsincludingindustrialwhaling,aswellastrapinfishingequipment,climatechange-causedshiftsinpreyavailability,noisepollutionandmore.HeidiPearson,aresearcherattheUniversityofAlaskaSoutheast,saidtheresearchshowsthatprotectingwhaleshasadoublebenefit—helpingtostopthebiodiversitycrisisaswellashuman-causedclimatechange.Protectingwhalesisalowriskandlowregretstrategy,becausethere’sreallynodownside.Shesaidtherewasnorisktothisstrategycomparedtootheruntested,expensivesolutionstocapturingandtrappingcarbon,suchasgeoengineering.Butthereremainbiggapsinknowledgetofullydeterminehowwhalecarbonshouldbeusedtoslowdownclimatechanges.Pearsonhopesthecurrentpaperpushespolicymakerstoconsiderwhalesasasignificantpartofclimatechangesolution.8.Whatdoesparagraph2focusonaboutwhales?A.Whattheirlifecyclesarelike.B.Whytheirrolesareoverlooked.C.Whytheyarecalledcarbonsinks.D.Wheretheyareonthefoodchain.9.Whatdoestheunderlined“it”referto?A.Thewasteofwhales.B.Thecarbontrapofwhales.C.Thedeathofwhales.D.Thecarboncycleinnature.10.WhatdoesHeidiPearsonwanttostress?A.Geoengineeringiscostlyanduntested.B.Thestrategyinvolvingwhalescarriesnorisks.C.Protectingwhalescanbeanaturalclimatesolution.D.Whales’survivalisthekeytostoppingbiodiversitycrisis.11.Whatisthepurposeofthetext?A.Tocallforfurtherresearchonwhales.B.Tocallonpeopletobalancetheecosystem.C.Topresentanewreasonforprotectingwhales.D.Tostresstheneedofaddressingclimatechanges.DCollegeandhigh-schoolteachersareexpressingconcernaboutChatGPT,anAIprogramthatallowspeoplewithlimitedwritingskillstocreatehigh-qualitytexts.Itcallsintoquestionhowandwhyweteachwritingatall.IfAIcandoafairlygoodjobatmostwritingtasks,whyspendsomuchtimelearningwritinginschool?Infact,learningtowritegoesbeyondjustmasteringgrammar,punctuation,andsentencestructure.Itinvolvesmuchmore.Foronething,it’saboutlearningtoturnaloosesetofthoughtsintoaclearlineofreasoning—askillthatisusefulforeveryone,notjustthosewhoenjoywritingorneedtodoalotofitforwork.Learningtowritealsotrainsyourimaginationtoconstructthepersonwhowillreadyourwords.Itputsyouinrelationtosomeoneyoumaynotknow,someonewhomayevennotexist.Whenyoulearntowrite,youlearntomeettheirneedsinanunfamiliarcontext.Evenordinaryassignmentsteachstudentstopredictwhatanotherpersonknowsandexpects.Writingisneversimplyself-expression.It’sexpressiontoaspecificaudienceforaspecificpurpose.Insomecases,likealoveletter,awriterknowstheiraudienceverywell.Inothers,theaudienceiseverybitaworkoftheimaginationasanovel’scharactersare.Writers,then,shouldgiveuptryingtoaddressthepublicatlarge,butshouldimaginethatafriend,thoughnottheclosestfriend,islisteningtoourtalk.Whenthisactofimaginationisdonewell,areadercanfeeldeeplyunderstood,asifastrangerhastoldthemsomepreviouslyunknowntruthaboutthemselves.That’showIfeltreading“DifferenceMaker”—anessayaboutparenthood.Whileoursituationswereunique,namingtheproblemprovidedadeeperunderstanding.Itseemsunavoidablethatlarge-languagemodelsofAIwillallowustooffloadsomeofthewritingtasksthatstudentslearninschool.Butwecan’tallowourselvestolosethecapacitytoempathize(共情)withdistantstrangersatjustthemomentwhenwe’remoreablethanevertocommunicatewiththem.12.Whatisteachers’concernaboutChatGPT?A.It’sachallengetoapplyittoteaching.B.It’shardtogradeapaperwrittenbyit.C.Itlimitsstudents’imaginationandcreativity.D.Itquestionsthenecessityofteachingwriting.13.Whatdoestheauthorthinkoflearningtowrite?A.Ithelpswithlogicalthinking.B.Itisabasicskillforeveryone.C.Itfocusesoncorrectexpression.D.Itiscloselyrelatedtosocialskills.14.Whatmakeswritingeffectiveaccordingtothetext?A.Expressingoneself.B.Targetingintendedreaders.C.Conveyingimaginativeideas.D.Creatingattractivecharacters.15.Whatmaybeasuitabletitleforthetext?A.WhatAICan’tTeachtheWritingStudentsB.ChatGPTWritingVSTraditionalWritingC.NeverLosetheCapacityforEmpathyD.WhatIstheFutureforAIWriting第二節(jié)（共5小題；每小題2.5分，滿(mǎn)分12.5分）根據(jù)短文內(nèi)容，從短文后的選項(xiàng)中選出能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)。Actionsspeaklouderthanwords—unless,ofcourse,yourpartner’slovelanguageis“wordsofaffirmation(肯定).”16.Wordsofaffirmationarewordsthatcommunicateyourlove,appreciation,andrespectforanotherperson.17What’smore,thesewordsofencouragementdon’thavetobesaiddirectlytotheperson.Asimplehand-writtennoteisappreciatedjustasmuchasapersonalphonecall.Peoplewhogiveandreceivelovethroughwordsofaffirmationtendtobethepeoplewhonoticeandcareaboutthedetailsofotherpeople’slives.18Theyalsoremembertoasktheneighborhowtheirsickdogisdoing.Theymayevenremembertoaskthecashieratthelocalsupermarketiftheyarefeelinganybetter. 19Forapersonwhotendstoplaceagreatdealofimportanceonwhattheirpartnersays,hearingwordsofaffirmationcanhelpthemtofeelvalued,satisfied,andhappierinarelationship.Byusingwordsofaffirmationinyourrelationship,youarestrengtheningcommunicationbetweenyouandyourpartner.20Whenyourpartnerfeelsappreciated,theyarelikelytoexperienceadeepersatisfactionwiththemselvesandwiththerelationship.Offeringyourpartneranencouragingwordcanhaveapositiveimpactonyou,too.Studieslinkgivingcompliments(贊美)withagreatersenseofwell-being.Thenwhynotmakewordsofaffirmationahabit?A.Inthiscase,wordsareeverything.B.Howdowordsofaffirmationmakeadifference?C.Whatarethetipsforusingwordsofaffirmation?D.They’repositivewordsandphrasesusedtoupliftsomeone.E.Youareshowingyourpartnerthatyounoticeandappreciatethem.F.Theywilllikelyfeelaboostinspiritandappreciateyoufornoticing.G.Forinstance,theymaybethefirsttonoticetheirpartner’snewhaircut.第一節(jié)（共15小題；每小題1分，滿(mǎn)分15分）閱讀下面短文，從短文后各題所給的A、B、C和D四個(gè)選項(xiàng)中選出可以填入空白處的最佳選項(xiàng)。Gettingastoryorabookpublishedisdifficultformostambitiousauthors.ButinMalaysia,auniqueprogramfor21peopleoffersahelpinghand.TheJuniorWritersProgramme(JWP)providesessentialwritingskillsandachancetobe22.“TheJWPisnotjustawritingprogram,”saidBrigitteRozario,who23theprogram.“It’sanopportunitytohelpyoungwriterschasetheirdreamsand24theeffortrequiredforpublishingabook.”Theprogramfocusesonwriting,revising,andediting,withpublicationthereward.Onlythemostdedicatedwritersare25.Thosewhowanttobeconsideredfortheprogrammust 26astrictapplicationprocess.Some27thefirsttimeandreapply.Rozariofoundedtheprogramin2018.“AcoupleIknewsaidthattheirdaughterwasveryinterestedinwriting,”sheexplained,“buttheydidn’tknowhowto28hertalent.”Rozariowas29tohelp.Afterseveralmonthsofplanning,theJWPwasborn.Eachyear,about20studentsgetthechancetoimprovetheir30.Theyaregivena 31toexploreintheanthology(選集)ofstoriestheycreateforpublication.In2022,thefifthyearoftheprogram,thetopicwas“SecretsandLies.”32intheanthologycovereverythingfromfriendshipsandfamiliestostayingtruetooneself.33fromthebookgotolocalcharitableorganizations.Whenyou34ananthology,youknowthatyouaresupportinga35cause.TheJWPprovesthefactthatateacher,friend,orinstructorcanmakeyourtalentsshine.ThatiswhoRozarioisandwhatshebelieves.21.A.poorB.activeC.youngD.creative22.A.soldB.writtenC.publishedD.translated23.A.publicizedB.foundedC.joinedD.supported24.A.jointB.describeC.doubleD.understand25.A.listedB.attractedC.noticedD.accepted26.A.passB.recordC.designD.study27.A.failB.hesitateC.leaveD.miss28.A.measureB.introduceC.nurtureD.recognize29.A.forcedB.inspiredC.allowedD.reminded30.A.habitsB.gradesC.skillsD.memories31.A.questionB.bookC.secretD.theme32.A.StoriesB.TopicsC.LessonsD.Pictures33.A.NotesB.ProfitsC.AwardsD.Examples34.A.buyB.collectC.readD.recommend35.A.commonB.worthyC.globalD.successful第二節(jié)（共10小題；每小題1.5分，滿(mǎn)分15分）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。HanfuwasthestandarddresscodeforpeopleduringtheHanDynastyandwaswornbybothmenandwomen.Theclothingischaracterizedbyitslongrobes,widesleeves,and36(flow)skirtsandthedesignsareofteninspiredbynature,withflowerpatternsandimagesofbirdsandanimals.Nowadays,ChineseHanfuismaking37comebackinmodernChina.Therevivalofthisancientfashioncanbeputdowntoseveralfactors,38includeitspromotionthroughsocialmedia39(platform)anditsappealamongyoungergenerationsasaformofculturalidentity.40(additional),thehistoricalsignificanceandpride41(associate)withHanfuhasledtoincreasedinterestanddemandforauthenticclothingpieces.Furthermore,modernadaptationsandvariationsofHanfuhavemade42moreaccessibleandappealingtoawideraudience.Inrecentyears,eventssuchasHanfufestivalsandcompetitions43(push)thetrendfurther.Hanfuisnolongerseenasoutdatedorold-fashioned44ratherasastylishanduniqueoptionforthoseseekingtoexpresstheirindividuality.Overall,ChineseHanfucontinuestogainpopularityasasymbolofculturalheritageandnationalpride,withmanyembracingitasaway45(celebrate)andpreservetraditionalChineseculture.第一節(jié)（滿(mǎn)分15分）假定你是李華，你校英國(guó)交換生Eric給你來(lái)信，就其設(shè)計(jì)的BookExchange宣傳海報(bào)，征求你的建議。請(qǐng)你寫(xiě)一封回信，提出至少兩條修改建議。注意：1.詞數(shù)80個(gè)左右；2.可以適當(dāng)增加細(xì)節(jié)，以使行文連貫。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。10-year-oldBuddywasjustanordinaryboybutwithanextraordinaryheart.Hehadalotoffriendsbutneverreallyhada“bestfriend”untilhemetSimon—anewboyinclasswhousedawheelchair.NobodyshowedanyinterestinmakingfriendswithSimonexceptforBuddy.HequicklybondedwithSimonbecausehebelievedtruefriendscomeindifferentsizesandshapes...Buddylivedwithhisgrandma,Doris,intheirsmallhomeinthesuburbs.Hehadlosthisparentsfiveyearsagoinacarcrash.Dorisraisedhim,andshewasallhehad.Buddypromisedhimselfthathewoulddoanythingtomakehisgrandmaproudandhappy,andhisprayers(祈禱)weresoonanswered,butinawayheneverimagined.BuddyhadalwayswantedtohelpDoriswithherrent,soduringhisfreetime,hecutgrassforneighbors,walkeddogs,andevenhelpedolderpeoplecarrytheirgrocerieshomeinexchangefor$1.Sofar,hehadsaved$70,butthatwasn’tenoughtomeettheirexpenses.Notonetobediscouraged,BuddykeptgoingandtheonlyotherpersonwhocomfortedhimwasSimon.Thetwoboysoftenventured(冒險(xiǎn))intothewoodsneartheirschooltowatchbirdsduringtheirsparetime.Itwastheirfavoritehobby.Oneafternoonbeforethesummervacation,theywenttotheirfavoritespotinthewoods.BuddypushedSimon’swheelchair,discussinghowexcitingtheiradventurewouldbe.Theylaughedtheirwayintothedenseforest,knowinglittleaboutwhatwascoming.Momentslater,theboyshadaproblemmovingforward.Oneofthewheelssankintoabranchbeneaththemud.Thewheelchairbrokedown,makingitdifficulttomoveahead.Worsestill,itseemedtherainwasaroundthecorner.Theboyscouldhearrollingthunderacrossthemountains,whichscaredthem.Theywantedtorunbutcouldnotleaveoneanother.“Wait!I’vegotaplan,”shoutedBuddy,tryingtolean(傾斜)overandlifthisfriendupfromthewheelchair.HisattemptfailedbecauseSimonwastooheavyforhim.注意：1.續(xù)寫(xiě)詞數(shù)應(yīng)為150個(gè)左右；2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。Paragraph1:Buthewouldn’tgiveupjustyet.Paragraph2:Afewdayslater,Dorisgotsurprisingnewsfromtheirlandlord(房東).一、閱讀理解（共兩節(jié)，滿(mǎn)分50分）1-5:BBDAB6-10:DBCBC11-15:CDABA16-20:ADGBE二、完形填空（共15小題；每小題1分，滿(mǎn)分15分）21-25:CCBDD26-30:AACBC31-35:DABAB三、短文填空（共10小題；每小題1.5分，滿(mǎn)分15分）36.flowing37.a38.which39.platforms40.Additionally41.associated42.it43.havepushed44.but45.tocelebrate四、應(yīng)用文（滿(mǎn)分15分）【評(píng)分要點(diǎn)】1.結(jié)構(gòu)：應(yīng)包括不合理設(shè)計(jì)以及修改建議兩部分；可分開(kāi)陳述，也可融合表達(dá)。2.內(nèi)容：設(shè)計(jì)不合理之處可以包括圖片與主題不匹配、圖片與文字比例失調(diào)、圖片位置不當(dāng)、版塊內(nèi)容順序不合理、聯(lián)系方式缺失等。3.注意：①僅提及不合理設(shè)計(jì)的習(xí)作，最高分不超過(guò)及格分，9分。②僅提出一條修改建議，最高不超過(guò)9分。3.語(yǔ)言：具有一定的交際性，語(yǔ)氣委婉，使用正確的語(yǔ)法和詞匯。檔次描述五檔緊扣主題，內(nèi)容充實(shí)，語(yǔ)法結(jié)構(gòu)多樣，詞匯豐富，行文流暢，顯示出較強(qiáng)的語(yǔ)言運(yùn)用能力，允許有個(gè)別語(yǔ)言錯(cuò)誤，但不影響意思表達(dá)。緊扣主題，內(nèi)容較充實(shí)，行文較流暢。語(yǔ)言有少許錯(cuò)誤，但基本不影響意思表達(dá)。三檔7-9緊扣主題，語(yǔ)言錯(cuò)誤已經(jīng)影響到部分意思的表達(dá)，但多數(shù)句子基本正確，基本能夠達(dá)到預(yù)期的寫(xiě)作目的。二檔4-6語(yǔ)言錯(cuò)誤較多，尚能夠?qū)懗雠c內(nèi)容相關(guān)的可讀句子。一檔只能寫(xiě)出與內(nèi)容相關(guān)的詞語(yǔ)，只能看到與主題相關(guān)的只言片語(yǔ)拼湊起來(lái)的支離破碎的語(yǔ)言，完全沒(méi)有句子的架構(gòu)能力，基本沒(méi)有有意義的句子表達(dá)。0不能傳達(dá)給讀者任何信息；抄寫(xiě)其他的文章，或只能寫(xiě)出與作文無(wú)關(guān)的內(nèi)容。范例1DearEric,ImustadmitIamimpressedwithyourposter—it'strulyfantastic!Theoveralllayoutistidy,especiallywiththewell-organizedtitlesandsubtitles.Whataboutfeaturing“WHOWEARE”atthefront?Afterall,gaininginsightintoouractivitiesislikelythefirstthingreaderswanttoknow.Ialsorecommendusingapictureofbooksinsteadofthehands.Thisadjustmentwouldcreateanimmediateassociationwiththetheme.Placingthecentralimageatthetoporbottommightbemoreeffective,preventinganyvisualdivisionofthetextandensuringsmootherreadability.Feelfreetoreachmeforfurtherdiscussion.(104)Bestwishes.LiHua范文2DearEric,Idoappreciateyourcreativity.Onlyafewadjustmentsmaymakeitbetter.First,theimageseemsabittoolargecomparedtothetext.Typically,awell-balancedlayoutallocatesaboutone-thirdofthepagetotheimage.Considerplacingtheimageeitheraboveorbelowthetexttoavoidasplitbetweenupperandlowersections.Lastly,let’srefinethearrangementofthetext.Theintroductoryinformationabouttheevent(WHOAREWE)atthebeginningwouldprovideaclearercontext.Also,it’scrucialtoincludedetailsabouttheevent,suchastimeandlocation.Ihopethesesuggestionsarehelpful.(102)Bestregards,LiHua范文3DearEric,IhavereceivedyourposterdesignandIamquiteimpressedwithyourcreativityandeffort.Therearesomesuggestionsforfurtherimprovement.Firstly,Ifeelthecontentshouldbearrangedintheorderofimportance.Forexample,“Whoarewe”maystandoutatthebeginning.Secondly,replacethepicturewithonethatechosthethemeoftheevent.YoucanalsoaddsomeinteractiveelementslikeQRcodeorwebsiteaddressestoguidestudentstolearnmoreordirectlyregisteronline.Ihopethesesuggestionsarehelpfulanddofeelfreetoaskformorefeedbackifneeded.Bestregards,LiHua第二節(jié)讀后續(xù)寫(xiě)（一）評(píng)分原則1.本題總分為25分，按五個(gè)檔次進(jìn)行評(píng)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：（1）續(xù)寫(xiě)內(nèi)容的質(zhì)量、完整性以及與原文情景的融洽度。（2）所使用詞匯和語(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)，應(yīng)先根據(jù)作答的整體情況確定其所屬的檔次，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。4.評(píng)分時(shí)還應(yīng)注意：（1）詞數(shù)少于120的，酌情扣分；（2）書(shū)寫(xiě)較差以致影響交際的，酌情扣分；（3）單詞拼寫(xiě)和標(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)及詞匯用法均可接受。（二）評(píng)分要點(diǎn)內(nèi)容要點(diǎn)：第一段：主要描述Buddy和Simon安全無(wú)恙回家，重點(diǎn)突出Buddy幫助Simon脫險(xiǎn)回家的艱辛（描述需具有畫(huà)面感）。注意：撬出輪椅把Simon推回家的習(xí)作不能評(píng)為一檔，最第二段：揭秘Simon父母給予的驚喜——幫付房租，可由房東轉(zhuǎn)述。（三）各檔次的給分范圍和要求檔次描述五檔21-251.創(chuàng)造了豐富合理的內(nèi)容，富有邏輯性，續(xù)寫(xiě)完整，與原文情境融洽度高。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。1.創(chuàng)造了比較豐富合理的內(nèi)容，比較有邏輯性，續(xù)寫(xiě)比較完整，與原文融洽度較2.使用了比較恰當(dāng)并且有效的詞匯和語(yǔ)法結(jié)構(gòu)，有些許語(yǔ)法錯(cuò)誤，但不影響理解。3.使用了比較有效的語(yǔ)句間的連接，全文結(jié)構(gòu)比較清晰，意義比較連貫。三檔1.創(chuàng)造了基本合理的內(nèi)容，基本具有邏輯性，續(xù)寫(xiě)內(nèi)容基本完整，與原文情境基