江苏省新高考基地学校2022届高三上学期期中大联考试题英语PDF版含答案（可编辑）（含听力）

这是一份江苏省新高考基地学校2022届高三上学期期中大联考试题英语PDF版含答案（可编辑）（含听力），文件包含2_期中质量监测英语参考答案doc、2022新高考基地学校期中大联考英语pdf、2022届高三期中质量监测英语听力mp3等3份试卷配套教学资源，其中试卷共16页， 欢迎下载使用。
一、听力
1—5 ABACA6—10 CACAB11—15 CBCBA16—20 CCBAA
二、阅读
21—25 BDCDD26—30ABAAC31—35CBACB36—40 EDBFG
三、完形填空
41—45 BDACC46—50 DCADC51—55 ABABB
四、语法填空
56. it 57. has tpped 58. is expected 59. reaching 60. pprtunities 61. recgnitin 62. practical 63. wh 64. extremely65. int
五、写作
应用文
One pssible versin:
Dear teachers and fellw students,
Aids is spreading all ver the wrld at a frightening speed, with the age f Aids infectin cntinuing t decline each year.
T prtect urselves frm Aids, we shuld be aware f its seriusness and the way the virus is passed n. Besides, it’s imprtant t share sme knwledge abut it with ur family, friends, and cmmunity. Last but nt least, we shuldn’t engage in certain behavirs that may increase ur chances f cntracting and spreading Aids, including drug abuse and alchl.
We all have a rle t play, s let’s stp Aids tgether!
That’s all. Thank yu!
读后续写
One pssible versin:
She was maning (呻吟) and hardly making sense. Her head, arms, and legs were bleeding. Apparently, she suffered severe injuries when falling 75 feet ff. At this sight, Grant sprang int actin. Securing himself against a tree, Grant gently put her hand in his and tried t keep her mind ff the pain by keeping asking her questins: “Where are yu frm? What d yu d fr a living? D yu have kids?” Anxius and hpeful, they stayed tgether, waiting fr rescue t cme.
Abut 45 minutes later, the rescuers arrived at the tp f the muntain.T reach them, a rescuer climbed dwn a rpe and secured Paula t a stretcher. Rescuers at the tp lifted the stretcher t the tp and then carried her t a waiting ambulance. Eventually, Paula and her husband were flwn by helicpter t a hspital. Meanwhile, Grant was helped back n the tp f the muntain with his mther, wh felt very prud that he had helped save a life and turn a mment f despair int hpe.
录音原文
(Text 1)
W: T teach thse students English, d yu have t speak their language quite well?
M: N, quite the cntrary. They benefit mst when the class is rganized entirely in the freign language.
(Text 2)
W: Why dn’t yu try t leave yur ffice at 6:15, and I’ll try t pick yu up at 6:30?
M: That may be a little late if we want t be sure and get gd seats. I think I’d rather leave here at 6:00.
(Text 3)
M: I’m terribly srry, but I've brken a plate.
W: That’s all right.
M: I must aplgize. I’ll buy yu a new ne tmrrw.
W: N, please dn’t. I culdn’t let yu d that.
(Text 4)
M: Excuse me. Can I brrw yur bag?
W: This bag? I have a lt f disks and tapes in it. Can I give yu a basket instead?
M: Oh, n. I want t use it t carry all these bks.
(Text 5)
W: Are yu ging t jin us fr lunch, r are yu ging t eat at yur desk again?
M: I’m afraid I have t stay at my desk. I am up t my neck in wrk.
(Text 6)
W: In spite f a high salary and a pwerful psitin within the cmpany, yu tk the decisin t leave and start up n yur wn. Why was that?
M: I’m ften asked that questin. Peple think the place I left must have been in truble. In fact, sales were at a recrd high that year. I just felt I needed mre freedm, the chance t prduce things that I knew the market wuld buy.
W: But wasn’t it stressful? Yu tk a big risk
M: Indeed, but my last rle was equally demanding. I decided that if I was ging t put in such lng hurs, at least it shuld benefit me directly.
(Text 7)
M:Mary, yu’re lking very healthy and fit these days.
W: I’ve taken up crss-cuntry skiing.
M: Oh, yes. I’ve heard abut the benefits f the sprt.
W: It prvides a ttal bdy wrkut, the kind f exercise that wrks all the muscle grups. It’s the mst effective way t lse weight. The nicest thing abut it is that peple f all ages can take part.
M: That’s great, but what happens when the snw melts?
W:I’ve bught myself an exercise machine with a mveable track that prvides the same type f exercise, s I can stay fit regardless f the time f year.
(Text 8)
M: Gd mrning, Madam. What can I d fr yu?
W:I bught this nine-band radi here half a mnth ag. Then I psted it t my cusin’s daughter, but a week later, she psted it back saying that it desn’t wrk well. Culd yu help me check ut the radi?
M: Let me see. Did yu check it when yu bught it?
W: Of curse. I remember I culd receive shrt wave prgrams very well. And yu tld me it’s f gd quality.
M: Let me check it. It seems as if it’s nt ur fault. The radi seems t have been left in the rain. Yu shuld g t the pst ffice and explain everything t them.
W: That sunds reasnable, but I’d like t have my radi repaired here. I think yu ffer the best service. Am I right?
M: Thank yu, Madam. Yu can leave it t me.
W: That’s very kind f yu.
(Text 9)
M: Hw much mney have yu gt left?
W: Nt a lt. Why?
M: Well, I’ve run ut and we’ve still gt five days left. I dn’t knw hw I’m ging t manage it. Everything’s a lt mre expensive than I’d expected. Tnight’s dinner, fr example.
W: Well, exactly. Why n earth did yu chse that restaurant? I tld yu it lked expensive.
M: Oh, cme n! It didn’t cst all that much. And hw much did yu pay fr that carpet last week? 65 dllars!
W: Yes. But I bught it fr my mm. And it was a real bargain.
M: But it was smething fr yurself. I didn’t blame yu, did I?
W: Lk, let’s nt argue abut it. The imprtant thing nw is t be mre careful and make ur mney last till Sunday. We can’t ask any mney frm ur parents. I think we shuld take whatever mney we’ve gt left, put it tgether and share it. We’ll wrk ut hw much we have t spend each day n fd and drink. The htel is already paid fr s we dn’t have t wrry abut that.
M: I suppse yu’re right.
W: but I’m afraid there is nt much that we can spend n sme little presents.
(Text 10)
Welcme t the Califrnia Gvernr Schl.
Since it is yur first day at schl, I am ging t give yu a brief intrductin t ur students’ safety instructins.
First, an annuncement! Fr yur safety and the safety f thers, all f yu must attend a safety training prgram ffered by the ffice f safety this afternn. At the end f the prgram, yu will be required t cmplete a safety sheet prepared by the schl.
Secnd, yu must nt leave the d\campus during the weekdays. N parties unless a teacher is present. Trips t the beach, bank r pst ffice, are nt permitted.
Third, yu must get familiar with the safety equipment, such as fire escapes and fire blankets; never blck access t any emergency equipment r exits.
Furth, never wrk in the labratry withut yur teacher. Remember t tie back lse hair, therwise, it may catch fire, r fall int chemical liquids. Als, brushing hair frm yur face with a glved hand can pass harmful chemicals t yur face r eyes.
写作评分说明
第一节：应用文写作（满分15分）
一、评分原则
1. 本题总分为15分，按5个档次给分。
2. 评分时，先根据文章的内容和语言初步确定其所属档次，然后以该档次的要求衡量、确定或调整档次，最后给分。
3.词数少于60或多于100的，酌情扣分。
4. 评分时，应注意的主要内容为：内容要点、应用词汇和语法结构的丰富性和准确性及上下文的连贯性。
5. 拼写与标点符号是语言准确性的一个方面，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. 如书写较差，以至影响交际，将分数降低一个档次。
二、各档次的给分范围和要求
第五档 (13-15分) 完全完成了试题规定的任务。完全达到了预期的写作目的。
覆盖所有内容要点。
2. 应用了较多的语法结构和词汇。
3. 语法结构或词汇方面有些许错误，但为尽力使用较复杂结构或较高级词汇所致；具备较强的语言运用能力。
4. 有效地使用了语句间的连接成分，使全文结构紧凑。
第四档 (10-12分) 完成了试题规定的任务。 达到了预期的写作目的。
1. 虽漏掉一、二个次重点，但覆盖所有主要内容。
2. 应用的语法结构和词汇能满足任务的要求。
3. 语法结构或词汇方面应用基本准确，些许错误主要是因尝试较复杂语法结构或词汇所致。
4. 应用简单的语句间的连接成分，使全文结构紧凑。
第三档 (7-9分) 基本完成了试题规定的任务。 整体而言，基本达到了预期的写作目的。
1. 虽漏掉一些内容，但覆盖所有主要内容。
2. 应用的语法结构和词汇能满足任务的要求。
3. 有一些语法结构或词汇方面的错误，但不影响理解。
4. 应用简单的语句间的连接成分，使全文内容连贯。
第二档 (4-6分) 未恰当完成试题规定的任务。 信息未能清楚地传达给读者。
1. 漏掉或未描述清楚一些主要内容，写了一些无关内容。
2. 语法结构单调、词汇项目有限。
3. 有一些语法结构或词汇方面的错误，影响了对写作内容的理解。
4. 较少使用语句间的连接成分，内容缺少连贯性。
第一档 (1-3分) 未完成试题规定的任务。 信息未能传达给读者。
1. 明显遗漏主要内容，写了一些无关内容，原因可能是未理解试题要求。
2. 语法结构单调、词汇项目有限。
3. 较多语法结构或词汇方面的错误，影响对写作内容的理解。
4. 缺乏语句间的连接成分，内容不连贯。
不得分：（0分）
未能传达给读者任何信息：内容太少，无法评判；写的内容均与所要求内容无关或所写内容无法看清。
第二节读后续写（满分25分）
一、评分说明
1. 评分原则：
本题总分为25分，按5个档次给分。
给分公平、公正；宽严并济，不能过严或过松；得分有理，扣分有据。
2. 评分标准：立意积极、情节合理、语言水平及风格（语言风格与前文一致）、书写美观。
三个逻辑一致原则：续写部分与所给短文之间的逻辑；续写两段内容之间的逻辑；续写部分与所给开头语之间的逻辑。
3. 评分程序:
阅读第1遍：根据续写总体情节及重点内容描写，初步确定所属档次。
阅读第2遍：根据写作语言（修辞、句式、词汇等），确定或调整档次。
阅读第3遍：看词数（少于130个，从总分中扣2分）；
看书写（书写及卷面较差的建议降为三档或三档以下）。
二、各档次的给分范围和要求
档次
描述
第五档
（21—25）
与所给短文融洽度高，与所提供各段落开头语衔接合理。
内容丰富。
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。
有效地使用了语句间的连接成分，使所续写短文结构紧凑。
第四档
（16—20）
与所给短文融洽度较高，与所提供各段落开头语衔接较为合理。
内容比较丰富。
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。
比较有效地使用了语句间的连接成分，使所续写的短文结构紧凑。
第三档
（11—15）
与所给短文关系较为密切，与所提供各段落开头语有一定程度的衔接。
写出了若干有关内容。
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。
应用简单的语句间连接成分，使全文内容连贯。
第二档
（6—10）
与所给短文有一定的关系，与所提供各段落开头语有一定程度的衔接。
写出了一些有关内容。
语法结构单调，词汇项目有限，有些语法结构和词汇方面的错误，影响了意义的表达。
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）
与所提供短文和开头语的衔接较差。
产出内容较少。
语法结构单调，词汇项目很有限，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。
缺乏语句间的连接成分，全文内容不连贯。
0
白卷、内容太少无法评判或所写内容与所提供内容无关。