第一部分 聽(tīng)力
1. B 2. C 3. A 4. C 5. B 6. A 7. C 8. A 9. B 10. C
11. B 12. C 13. A 14. B 15. A 16. C 17. A 18. B 19. A 20. B
第二部分 閱讀理解
21. A 22. D 23. A 24. C 25. D 26. B 27. B 28. C 29. B 30. C
31. A 32. A 33. D 34. B 35. C 36. D 37. E 38. G 39. F 40. C
第三部分 語(yǔ)言知識(shí)運(yùn)用
第一節(jié)
41. D 42. B 43. C 44. D 45. A 46. C 47. B 48. A 49. D 50. C
51. B 52. A 53. D 54. B 55. A
第二節(jié)
56. values57. With58. mixed59. peaceful60. is reflected
61. t62. highlighting63. it 64. which65. steadily
第四部分 寫(xiě)作
第一節(jié)
Pssible Versin
Our schl newspaper recently cnducted a survey f “Factrs That Influence the Applicants’ Chices f Majr”.
In the survey, “career prspect” emerges as the mst significant, accunting fr 35% f the decisin-making prcess. This shws the practical apprach many applicants adpt when selecting their academic majr. They seek majrs that d nt necessarily crrespnd t the trends but ffer pprtunities fr advancement, cmpetitive salaries, and stability.
Different factrs mean different preferences. Individuals are seeking paths that lead t their wn gals.
第二節(jié)：讀后續(xù)寫(xiě)
評(píng)分原則
1. 本題總分為25分，按5個(gè)檔次給分。
2. 評(píng)分時(shí)，先根據(jù)文章的內(nèi)容和語(yǔ)言初步確定其所屬檔次，然后以該檔次的要求來(lái)衡量，確定或調(diào)整檔次，最后給分。
3. 所續(xù)寫(xiě)短文的詞數(shù)應(yīng)為150左右（詞數(shù)少于130的，從總分中減去2分）。
4. 閱卷評(píng)分時(shí)，主要從以下四個(gè)方面考慮：
（1）與所給短文及段落開(kāi)頭語(yǔ)的銜接程度；
（2）內(nèi)容的豐富性；
（3）應(yīng)用語(yǔ)法結(jié)構(gòu)和詞匯的豐富性和準(zhǔn)確性；
（4）故事發(fā)展的合理性和上下文的連貫性。
5. 拼寫(xiě)與標(biāo)點(diǎn)符號(hào)是語(yǔ)言準(zhǔn)確性的一個(gè)方面。評(píng)分時(shí)，應(yīng)視其對(duì)交際的影響程度予以考慮。
6. 如書(shū)寫(xiě)較差以致影響交際，可將分?jǐn)?shù)降低一個(gè)檔次。
各檔次給分范圍及要求
第五檔（21-25分）
—與所給短文融洽度高，與所提供各段落開(kāi)頭語(yǔ)銜接合理；
—所使用語(yǔ)法結(jié)構(gòu)和詞匯豐富、準(zhǔn)確，可能有些許錯(cuò)誤，但完全不影響意義表達(dá)；
—有效地使用了語(yǔ)句間的連接成分，使所續(xù)寫(xiě)短文結(jié)構(gòu)緊湊。
第四檔（16-20分）
—與所給短文融洽度較高，與所提供各段落開(kāi)頭語(yǔ)銜接較為合理；
—所使用語(yǔ)法結(jié)構(gòu)和詞匯較為豐富、準(zhǔn)確，可能有些許錯(cuò)誤，但完全不影響意義表達(dá)；
—比較有效地使用了語(yǔ)句間的連接成分，使所續(xù)寫(xiě)短文結(jié)構(gòu)緊湊。
第三檔（11-15分）
—與所給短文關(guān)系較為密切，與所提供各段落開(kāi)頭語(yǔ)有一定程度的銜接；
—應(yīng)用的語(yǔ)法結(jié)構(gòu)和詞匯能滿足任務(wù)的要求，雖有一些錯(cuò)誤，但不影響意義的表達(dá)；
—應(yīng)用簡(jiǎn)單的語(yǔ)句間的連接成分，使全文內(nèi)容連貫。
第二檔（6-10分）
—與所給短文有一定的關(guān)系，與所提供各段落開(kāi)頭語(yǔ)有一定程度的銜接；
—語(yǔ)法結(jié)構(gòu)單調(diào)、詞匯項(xiàng)目有限，有些語(yǔ)法結(jié)構(gòu)和詞匯方面的錯(cuò)誤，影響了意義的表達(dá)；
—較少使用語(yǔ)句間的連接成分，全文內(nèi)容缺少連貫性。
第一檔（1-5分）
—與所給短文和開(kāi)頭語(yǔ)的銜接較差；
—語(yǔ)法結(jié)構(gòu)單調(diào)、詞匯項(xiàng)目很有限，有較多語(yǔ)法結(jié)構(gòu)和詞匯方面的錯(cuò)誤，嚴(yán)重影響了意義的表達(dá)；
—缺乏語(yǔ)句間的連接成分，全文內(nèi)容不連貫。
0分
—白卷、內(nèi)容太少無(wú)法判斷或所寫(xiě)內(nèi)容與所提供內(nèi)容無(wú)關(guān)。
聽(tīng)力文稿
Text 1
M: I’ll pick yu up arund seven thirty. The mvie starts at eight.
W: Then what abut the gathering?
M: The mvie lasts tw hurs, and the gathering begins at ten thirty.
Text 2
M: What are yu thinking abut?
W: I want t jin the schl musical club. The music teacher said many students had picked vilin and she nly needed tw mre pians. But I like a drum.
Text 3
M: That’s my friend Emma ver there. Didn’t yu get a chance t meet her at the picnic last mnth?
W: I wish I culd have, but I was taking care f my mther then. She wasn’t feeling well
M: I’m s srry t hear that.
Text 4
W: We’re s srry, uncle. We never thught that the ball wuld hit the windw in the yard.
M: Haven’t I tld yu nt t play in the street?
W: We’re really srry. We’ll g t the park right nw.
Text 5
W: I’m very srry, sir. I’ll pay fr the damages.
M: I hpe yu will drive mre carefully in the future.
W: I will. Please send me the bill fr the repairs as sn as pssible.
Text 6
W: Hi, Rn. Can yu ck?
M: I wuldn’t say I’m a chef, but I d ck. I can eat anything, s I dn’t try very hard t make it taste gd.
W: What d yu like t ck?
M: I like t barbecue utside n the grill.
W: What d yu put n yur barbecue?
M: Mstly meat. I keep the spices simple, just salt and pepper. It’s amazing hw these basic flavrs can enhance the taste, especially cmpared t steaming r stewing.
W: That sunds great. I can’t wait t try it smetime.
Text 7
W: Ww, lk at all the snakes.
M: Yes, s many different types. I like t see them when I cme here.
W: Oh, listen! I can hear birds singing smewhere.
M: Yes. They have parrts and ther birds.
W: They are all gd but I like sft and furry animals the best.
M: They have dgs, cats, rabbits and thers.
W: Great.
M: By the way, I have t buy sme fd fr my dg here and then g hme.
W: I’m impressed with the animals and want t have a gd lk.
M: Abslutely, take yur time. Remember the party tnight.
Text 8
M: What’s the matter, Clare?
W: I’ve gt a histry exam n Friday, and I’m wrried I’ll fail it.
M: Why? Yu’re brilliant at histry.
W: Yes. But lk at the amunt f infrmatin I need t remember. These are my ntes frm tday.
M: These aren’t ntes! This lks mre like a full text.
W: What d yu mean?
M: Yu dn’t need t cpy everything wrd fr wrd. “Ntes” shuld be brief, fcusing n key terms and cncepts. Yu can cnsider drawing symbls – they can be really effective memry aids and yu dn’t need t write s many wrds.
W: That’s a great idea!
Text 9
M: Hi, Laura, welcme! S, yu make televisin prgrammes abut travel. Hw ften are yu away frm hme?
W: A lt. Last summer, I was away almst every Saturday and Sunday fr abut tw mnths.
M: Which is the cldest place yu’ve ever travelled t?
W: The Suth Ple. Befre I went, I heard lts f bad stries abut peple lsing their fingers and tes. Luckily, that didn’t happen t me but my glasses did break!
M: And what was yur wrst trip?
W: Oh, Australia. When I gt back t my htel, the dr was pen and my laptp was missing! The wner acted very quickly, telling me the plice wuld handle everything. Despite their best effrts t investigate, unfrtunately, my laptp was never recvered.
M: I’m srry t hear that. And yur favurite trip?
W: Turkey. I drve t the sea.
M: What is a nrmal hliday fr yu when yu are nt wrking?
W: Hmmm, I prefer t sit by the pl with a bk, g fr a walk in a lcal park, r have a gentle bat ride n a lake. It is great nt t be busy!
M: Where are yu ging next?
W: I’m ging t Barbads. My friend’s getting married there, s I’m ging t visit sme f the ther islands in the area, t. I’d als lve t g t the muntains, but I wn’t have any time.
Text 10
It’s been arund fr mre than 200 years, standing at the entrance f my village. The ld tree is s big that it takes tw peple t hug it prperly.
When I was a kid heading t schl in twn, I’d walk past it every day. Back then, I was t wrried abut staying fed and warm t think much f it – it was just a tree, as rdinary as any rck n the side f the rad.
Then, after years f hard study, waiting fr my cllege letter, I fund myself staring at that tree, hping fr gd news. Days passed when it felt like, smehw, this tree and I had built up this bnd, this friendship. And guess what? The letter came.
When I went t the city fr cllege that September, walking past that tree hit me hard. I lked back, and thrugh its branches, I culd see my hme, my family waving gdbye.
Fast frward t when I was 21, I used t wrk in a village. There were times I just felt the urge t see that tree and my family, s I’d walk thse thirty kilmeters f muntain rads.
And yu knw what? As I gt int writing, that tree fund its way int my stries. I am successful. Hwever, whenever I find myself stuck in my writing, I will g back t see it. It’s frtunate hw a tree I nce passed withut a secnd thught has becme such a big part f my life.

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