高三英語(yǔ)口語(yǔ)考試題目及答案安徽第一部分：情景對(duì)話（約3分鐘）題目：你和好友李明約好周末去合肥濱湖國(guó)家森林公園騎行，但李明臨時(shí)發(fā)來消息說他感冒了，可能無法赴約。請(qǐng)根據(jù)以下提示與李明進(jìn)行對(duì)話：表達(dá)對(duì)他身體的關(guān)心；詢問病情嚴(yán)重程度（是否發(fā)燒/咳嗽）；建議他好好休息，取消原定計(jì)劃；提議改期（如下周天氣轉(zhuǎn)晴后再去）；提醒他按時(shí)吃藥，多喝水。參考答案：You:Hi,Ming!Ijustgotyourmessage.Areyoufeelingokay?Iheardyoucaughtacold.Thatmustbetough.LiMing:Yeah,itcameoutofnowhere.Iwokeupwithasorethroatthismorning,andnowmyheadispounding.You:Ohno,thatsoundsserious.Haveyoutakenyourtemperature?Doyouhaveafever?LiMing:Ichecked.It’s37.8℃,soalowgradefever.AndI’vebeencoughingalotsincenoon.You:Poorguy.Youdefinitelyneedtorestinsteadofgoingout.Let’sforgetaboutthebikeridethisweekend.Healthcomesfirst,right?LiMing:Ifeelbadaboutcanceling.We’vebeenlookingforwardtothisforweeks.You:Don’tworry!Wecanreschedule.Theweatherforecastsaysit’llbesunnynextSaturday.Howaboutthen?Theleavesshouldbeevenmorecolorfulbythen.LiMing:Thatworks.I’llmakesureI’mfullyrecoveredbythen.You:Great.Andremembertotakeyourmedicineontime.Drinkplentyofwarmwatertoo.Gingerteamighthelpwiththecough.LiMing:Thanksforunderstanding.I’lltakegoodcareofmyself.Seeyounextweek!You:Takeiteasy.Bye!第二部分：話題陳述（約2分鐘）題目：近年來，“非遺進(jìn)校園”活動(dòng)在安徽多地中小學(xué)展開（如徽州三雕、廬劇、界首彩陶等）。請(qǐng)以“NonheritageCultureinMySchool”為題，陳述你校開展的一項(xiàng)非遺活動(dòng)（如具體項(xiàng)目、活動(dòng)形式、你的參與體驗(yàn)及感受）。參考答案：Lastsemester,ourschoollauncheda"IntangibleCulturalHeritageMonth"topromotelocaltraditions,andthemostimpressiveactivitywasthe"HuizhouWoodcarvingWorkshop".Huizhouwoodcarvingisoneofthe"ThreeCarvings"inAnhui,knownforitsdelicatepatternsandhistoricalstories.OurschoolinvitedamastercarverfromSheCounty,Mr.Wang,whohasbeenpracticingthisartforover30years.Theactivitywasheldintheschoolarthallforthreeafternoons.First,Mr.Wanggavealecture:heshowedusancientwoodcarvingsfromtheMingandQingdynasties,explaininghowcraftsmenusedsimpletoolslikechiselsandhammerstocreatescenesoffestivals,familyreunions,andevenpoems.Then,wegothandsonexperience.Eachofuswasgivenasmallblockofcamphorwoodandasetofminitools.Atfirst,Iwasnervous—Ithoughtcarvingrequiredsupersteadyhands!ButMr.Wangwalkedaround,guidingusstepbystep.Hetaughtmetostartwithsimplelines,liketheoutlineofaplumblossom,whichsymbolizesperseveranceinHuizhouculture.Ispentoveranhouronmyfirstcarving.Thewoodwasabitroughatfirst,butasIslowlychiseledaway,thepetalsbegantotakeshape.WhenIfinished,althoughitwasn’tperfect,Ifeltastrongconnectiontothepast.Irealizedthateverycarvingisnotjustapieceofart,butastorypasseddownthroughgenerations.Aftertheworkshop,ourschooldisplayedallthestudentcarvingsinthelobby.ManyparentscametoseethemduringtheOpenDay,andsomeevenaskedaboutthehistorybehindthepatterns.Forme,thisactivitywasn’tjustaboutlearningaskill—itmademeproudofourlocalculture.Iusedtothink"nonheritage"wassomethingoldandfaraway,butnowIseeit’salive,andit’sourresponsibilitytokeepitalivetoo.第三部分：觀點(diǎn)討論（約3分鐘）題目：某中學(xué)計(jì)劃取消課后書法課，認(rèn)為“中考不考書法，時(shí)間應(yīng)留給主科”。請(qǐng)與搭檔就這一計(jì)劃展開討論，需涵蓋以下要點(diǎn)：你是否支持取消書法課？說明理由；提及書法對(duì)中學(xué)生的其他價(jià)值（如文化傳承、專注力培養(yǎng)等）；提出折中建議（如減少課時(shí)但保留課程）。參考答案（A角色）：Idon’tthinkweshouldcancelthecalligraphyclass.Eventhoughit’snotpartofthehighschoolentranceexam,it’smuchmorethanjusta"subject".Letmeexplain.First,calligraphyisakeypartofChineseculture.It’snotjustwritingcharactersneatly—it’saboutthebeautyofstrokes,therhythmofwriting,andthephilosophybehindit.Forexample,whenwepracticeregularscript(kaishu),welearnpatiencebecauseeachstrokeneedstobeprecise;whenwetrycursivescript(caoshu),weunderstandhowtobalancefreedomandstructure.Thesearelifeskills,notjusttestskills.Second,calligraphyhelpswithconcentration.Inaworldfullofdistractionslikephonesandgames,spending40minutesfocusingonabrushandinkcanreallytrainourminds.Lastyear,ourclasshadacalligraphycompetition,andInoticedthateventhemostactivestudentssatquietlyforthewholeclass.Theirtestscoresdidn’tdrop—ifanything,someimprovedbecausetheylearnedtostayfocused.Iagreethatmainsubjectsareimportant,butcancelingcalligraphycompletelyistooextreme.Maybewecanreducethefrequency—likeonceaweekinsteadoftwice—butkeepitasamandatorycourse.Thatway,studentsstillgetexposuretotheculturewithouttakingtoomuchtimefrommathorChinese.Whatdoyouthink?參考答案（B角色）：Iseeyourpoint.Atfirst,Ithoughtcancelingcalligraphymightfreeupmoretimeforexams,butyou’reright—it’saboutmorethantests.Letmeaddanotherangle:calligraphyconnectsustoourroots.Mygrandfatherisacalligrapher,andheoncetoldmethateachcharacterislikeapictureofhistory.Forexample,thecharacter"家"(family)hasaroofsymbolontopandapigbelow,showingthatinancienttimes,havingapigmeantastablehome.Learningthisthroughwritingmakeshistorymorerealthanjustreadingfromatextbook.Asforconcentration,Itotallyagree.Lastmonth,Ihadalotofstressfromexams,soIborrowedabrushfromtheartteacherandpracticedcalligraphyduringlunch.Itwaslikeabreakformybrain—after10minutes,Ifeltcalmerandcouldfocusbetteronmathproblems.Aboutthe折中建議,maybewecanmakeitoptionalforseniorstudents?Like,freshmenandsophomorestakeitasrequired,butjuniorscanchoosebetweencalligraphyandotherelectivesiftheyneedmorestudytime.Thatway,youngerstudentsstillbuildthefoundation,andseniorscanadjustbasedontheirneeds.第四部分：即興問答（約2分鐘）題目：考官根據(jù)考生之前的陳述或討論隨機(jī)提問，示例如下：1.（針對(duì)情景對(duì)話）IfLiMingsayshestillwantstogocyclingbecausehedoesn’twanttoletyoudown,whatwouldyousaytopersuadehim?2.（針對(duì)話題陳述）Whatothernonheritageactivitiesdoyouwishyourschoolcouldorganizeinthefuture?3.（針對(duì)觀點(diǎn)討論）Somepeoplearguethat"studentscanlearncalligraphyonlineinsteadofinclass".Doyouagree?Why?參考答案：1.IfLiMinginsistsongoing,I’dsay,"Ming,Iappreciatethatyoudon’twanttoletmedown,butridingabikewhenyouhaveafevercouldmakeyouworse.Thinkaboutit—ifyoupushyourselfnow,youmightendupsickfortwoweeksinsteadofone.Wecangoanytime,butyourhealthcan’twait.Let’sjusthaveavideochatthisweekendinstead,andI’llshowyouthephotosItakeofthepark.Howdoesthatsound?"2.Iwishourschoolcouldorganizea"HuizhouOperaDay".廬劇isatraditionaloperainHefei,withlivelymelodiesandstoriesaboutlocallife.Wecouldinvitea廬劇troupetoperformshortplays,andmaybeevenhaveaworkshopwherestudentstryonthecostumesandlearnbasicactinggestures.Itwouldbeagreatwaytoexperiencethecharmoftraditionaltheater.3.Idon’tfullyagree.Onlinelearningcanbeconvenient,butcalligraphyisahandsonart.Inaphysicalclass,theteachercanwatchyourposture,correcthowyouholdthebrush,andadjustthepressureofyourstrokesinrealtime.Forexample,whenIfirstlearnedtowrite"永"(thecharacterwitheightbasicstrokes),myonlinetutorialsaid"presslightlyatthestart",butIkeptmakingthestroketoothick.Myteacherinclassnoticedimmediatelyandheldmyhandtoshowmetherightangle.Thatkindofpersonalguidanceishardtogetonline.第五部分：看圖說話（約2分鐘）題目：圖片描述：安徽某鄉(xiāng)村小學(xué)的操場(chǎng)上，幾名學(xué)生正圍著一位白發(fā)老人學(xué)習(xí)剪紙。老人手中拿著紅色窗花，學(xué)生們有的拿著剪刀，有的舉著自己剪的小蝴蝶，臉上洋溢著笑容。請(qǐng)根據(jù)圖片內(nèi)容進(jìn)行描述，并談?wù)勀銓?duì)“傳統(tǒng)文化在鄉(xiāng)村傳承”的看法。參考答案：Inthepicture,there’sawarmsceneinaruralprimaryschoolinAnhui.Theplaygroundissurroundedbygreenmountains,andunderabigbanyantree,anelderlymanwithwhitehairisteachingagroupofkidshowtopapercut.Heholdsuparedwindowdecoration,probablya"doublehappiness"pattern,whichiscommoninChinesefestivals.Thechildrenareallfocused:somearecarefullycuttingtheirownpaperwithsmallscissors,othersareholdinguptheirfinishedworks—abutterfly,aflower,astar—andlaughing.Onelittlegirlisleaningforward,watchingtheoldman’shandsclosely,asifshe’safraidtomissanydetail.Thispicturemakesmethinkalotabouttraditionalcultureinruralareas.Incities,wehavemuseumsandworkshops,butinthecountryside,cultureisoftenpasseddownthroughdailylife.Theoldmanispro