2027届高考英语一轮复习限时训练2

**基本信息** 聚焦高考英语核心题型，通过多样化语篇类型与梯度设题，系统训练语言理解与思维分析能力，强化一轮复习基础能力与应试技巧。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |阅读理解|4篇（21-35题）|含应用文（旅游信息）、记叙文（写作经历）、科普文（鸟类文化）、议论文（大学人文学科），考查细节理解、推理判断、主旨大意|语篇类型与考查能力对应，从事实信息定位到深层逻辑分析，逐步提升思维层次| |七选五|1篇（36-40题）|说明文（博物馆嗅觉体验），考查上下文衔接与逻辑连贯|依托语篇结构，训练信息补全与段落衔接能力，强化语篇意识| |完形填空|1篇（41-55题）|记叙文（陶艺制作），考查语境词汇与情感逻辑|通过情节发展与人物心理，训练词汇在语境中的精准运用，提升语言综合能力|

【答案解析】 第一部分：阅读理解 A 【参考答案】21-23 BDA 主题语境：人与社会——旅游与休闲 【语篇导读】本文是一篇应用文。文章主要介绍了一项在斯图尔特岛进行的“崎岖山脉观鸟公路之旅”的具体信息，包括行程特点、价格、成团规定、时间安排及适合人群等。 第21题.B 细节理解。解析：根据文章第一段中“our knowledgeable guides will provide information on the birds seen and about the island”可知，导游会提供关于鸟类及岛屿的信息，即该行程提供有信息量的导览服务，故选B。 第22题.D 数字计算与细节理解。解析：价格：成人NZ $120/人，儿童 NZ $75/人。一对夫妇与一名青少年（按儿童价）的小计为120×2 +75 =315新西兰元。成团规定：成团人数为4至8人。若为2或3人，每人需额外支付NZ $25。该团共3人，低于最低成团人数，需额外支付25×3= 75新西兰元。总计：315+75 = 390新西兰元。故选D。 第23题.A 细节理解。解析：文章最后“Not suitable for children below the age of 10”明确表明10岁以下儿童不适合参加，即游客需达到最低年龄要求。故选A。 B 【答案解析】24-27 CDAB 主题语境：人与自我——生活与学习 【语篇导读】本文是一篇记叙文。文章主要讲述了作者在创作第二本书时遭遇写作障碍，通过自我反思认识到拖延背后是对评判的恐惧，最终以微小行动重启创作，并重新理解“停滞”的意义。 第24题.C 细节理解。解析：根据第二段“None of it helped...the familiar motions kept me occupied while the work itself remained still.”可知，作者重复同样的写作准备动作，虽然实际写作没有进展，但这些“熟悉的动作”让她保持忙碌，产生一种“虚假的进展感”，故选C。 第25题.D 因果推断。解析：根据第三段“Beneath the delay, I found fear—not of the work, but of judgment.”可知，作者通过日记反思发现，阻碍她写作的深层原因是害怕被读者评判，而非缺乏想法或追求完美，故选D。 第26题.A 细节理解。解析：根据第四段“I set a timer for five minutes and wrote whatever came...Piece by piece, those small beginnings grew into the book”可知，作者通过设定短时间、不设目标地写一点内容，一步步重新启动写作，故选A。 第27题.B 主旨要义。解析：根据最后一段“What I once called wasted time was, in truth, the stillness before courage—the quiet reward of writing.”可知，作者在文末强调，曾经视为浪费时间的“停滞”状态，实际上是创造力酝酿过程中的必要部分，故选B。 C 【参考答案】28-31 DCDB 主题语境：人与自然——文化传承与生物多样性 【语篇导读】本文是一篇说明文。文章主要讲的是阿根廷布宜诺斯艾利斯大学的研究人员利用“机器人导师”成功让一种南美小鸟——雄性chingolo重新学会了一种已消失半个多世纪的歌曲，旨在保护鸟类文化多样性的故事。 第28题.D 细节理解。解析：题干问“为什么研究人员教鸟儿这首歌”。根据文章第一段“Researchers from the University of Buenos Aires have successfully used a robotic tutor to teach...a song that was once part of the species’ culture but had been lost for more than half a century.”（布宜诺斯艾利斯大学的研究人员成功利用机器人导师教会......一种曾经是这个物种文化的一部分但已经消失半个多世纪的歌曲。）以及最后一段“This is about preserving not just genetic, but cultural biodiversity”（这是关于保护不仅是基因，而且是文化的多样性）可知，教歌是为了保护鸟类的文化遗产。故选D。 第29题.C 细节理解。解析：题干问“chingolo的歌曲的作用是什么”。根据文章第二段“It serves to attract females and protect territory. It is the bird’s way of saying, ‘This is me, and here I am.’”（它用于吸引雌性和保护领地。这是鸟儿表达‘这就是我，我在这里’的方式。）以及“It is a distinctive song—like a fingerprint”（这是一种独特的歌声——就像指纹一样），可知这首歌起到了表明其身份的作用，即社会身份认同。故选C。 第30题.D 推理判断。解析：题干问“随机停顿的目的是什么”。根据文章第四段“There were random pauses（停顿）in between so that the birds interpreted the playback from the three devices placed in the area as a real exchange, as if these devices were responding to each other. This stimulated the birds’ vocal responses.”（其间有随机停顿，这样鸟儿就会把放置在该区域的三台设备的播放理解为真实的交流，好像这些设备在相互回应。这刺激了鸟儿的发声反应。）由此可知，随机停顿是为了让鸟儿误以为设备之间在互动，从而引诱鸟儿也参与互动。故选D。 第31题.B 细节理解/推理判断。解析：题干问“从学习结果中我们能了解到什么”。根据文章第五段“Young chingolos learned and adopted the song, though they added their own population’s ‘accent’ to the final trill（颤音）, which showed that their singing is shaped by learned behaviors and inborn characteristics.”（年轻的chingolos学会并采纳了这首歌，尽管它们在最后的颤音中添加了自己种群的“口音”，这表明它们的歌声是由后天学习的行为和天生的特征共同塑造的。）由此可知，它们的歌声带有特殊的声乐特征（即自己的“口音”）。故选B。 D 【参考答案】32-35 DBCD 主题语境： 人与社会——教育 【语篇导读】本文是一篇议论文。文章主要讲的是芝加哥大学以“财务压力”为借口缩减人文艺术学科，实则因过度投资STEM领域而牺牲人文教育，并分析了这一现象的历史根源及作者的批判态度。 第32题. D 细节理解。 解析：Ando教授指出，校领导多年来将大量资金投入到STEM项目中，随后试图通过削弱人文艺术学科来弥补这些投资。因此，他认为人文艺术学科的重组计划源于STEM领域的大量投资。故选D。 第33题. B 信息归纳。 解析：该段给出了三个削弱人文学科的原因：一是人工智能可能终结读写能力的报告(endless reports of artificial intelligence spelling the end of reading and writing aren’t helping matters)；二是STEM领域获得更多资助并能带来收入(STEM fields secure far more financial aid and thus serve as potentially important sources of income)；三是19世纪教育改革的历史根源(a deeper root traced back to the 19th century)。故选B。 第34题. C 态度推断。 解析：文章末段作者指出美国大学“abandoned their core original mission”，并强调大学应提供反思人类生活的空间、平衡人格培养与职业培训、在推进新知的同时保护文化遗产。结合前文将“财务危机”描述为“excuse”以及对人文学科被削弱的描述，可知作者对此持批判态度。故选C。 第35题. D 主旨大意。 解析：全文围绕美国大学（以芝加哥大学为例）在重视STEM发展的过程中削弱人文学科的现象展开，分析了表面原因与深层根源，并在结尾表达了对此的批判。故选D。 七选五 【参考答案】36-40 DBGCE 主题语境：人与社会——历史与文化 【语篇导读】本文是一篇说明文。文章主要讲的是气味在博物馆体验和历史研究中的重要性，以及科学家如何通过新技术手段重现历史气味，以丰富人们对过去的感知与理解。 第36题.D 上下文衔接（举例与逻辑顺承）。解析：空前文提出问题“当你走进博物馆时，首先注意到的是什么？是文物的颜色还是游客讨论的声音？”这是一个关于博物馆感官体验的引子。空格后提到“有些地方甚至可能提供受古代食谱启发的可食用美食”。这提示我们，空格处的内容应该也是除了颜色和声音之外的另一种博物馆感官体验，且这种体验比“可食用美食”更基础或更常见。D项“也许有一个你可以触摸的雕塑复制品”恰好补充了“触觉”这一感官体验，从视觉、听觉自然过渡到触觉，再引出下文“味觉”（可食用美食），逻辑通顺。故选D。 第37题.B 转折关系与主旨句。解析：前文提到“博物馆通过调动我们的视觉、听觉、触觉、味觉这些基本感官，让我们间接体验过去”。空格后引用了Barbara Huber的话：“对过去的呈现通常是无气味的，但气味可能在许多历史现实中扮演了重要角色。”这里提到了“无气味”和气味的重要性，与前文提到的多种感官形成对比，引出了文章的核心话题——气味。B项“然而，通常情况下，嗅觉是缺失的”恰好起到了承上启下的转折作用，既承接了前文提到的多种感官，又引出了下文关于“气味缺失”及其重要性的讨论。故选B。 第38题.G 因果关系与代词指代。解析：前一句Huber提到“气味可能在许多历史现实中扮演了重要角色”，但“对过去的呈现通常是无气味的”。后一句说她“追踪到了一些能让我们闻到过去的气味的分子残留”。是什么促使她去研究气味？显然是历史研究中气味的缺失激发了她的研究兴趣。G项“历史研究中气味的明显缺失启发了她”中的“this obvious absence of scent”直接对应前文观点，且“inspired her”与后文她具体的研究行动构成因果逻辑。故选G。 第39题.C 主旨句与段落逻辑。解析：该空位于段落开头，通常是该段的主题句。空格后解释了原因：“其中一个原因是它极难研究。气味在考古学家能够来调查遗址之前就已经消失了。”这解释了过去为什么很少研究气味。C项“长期以来，气味在研究过去时一直被忽视”能够概括本段主旨，即气味被忽视的现状及其原因。故选C。 第40题.E 递进关系与逻辑衔接。解析：前文提到通过重建气味（如“来世之香”），“我们可以把过去的一段历史带给今天的游客”。空格后引用了Huber的话，进一步说明如果闻到气味，“你将以一种不同的方式体验历史。历史不仅仅是我们看到的东西”。E项“博物馆里的展品不仅仅是展示的物体”起到了承上启下的作用。承上：它承接了前文“重建气味并将过去带给游客”这一做法，指出这种做法赋予了展品超越展示物的意义；启下：它引出了后文Huber的具体解释——当气味被重建，人们能体验到历史时，展品就不再仅仅是看到的物体，而是多维度的体验。这里的“不仅仅是展示的物体”与后文“历史不仅仅是我们看到的东西”形成了完美的呼应。故选E。 第二部分：完形填空 【参考答案】41-45 BCABC 46-50 BDACA 51-55 DBDCA 主题语境：人与自我——个人成长 【语篇导读】本文是一篇记叙文。文章主要讲的是年轻陶艺家Mia在创作过程中经历挫折，从祖父的话中获得启发，最终领悟到过程比结果更重要的人生哲理。 第41题.B 名词辨析。解析：A.performance表演；表现；B.attempt尝试；C.play玩耍；戏剧；D.action行动。根据语境“这是她这周的第十次______”，结合前文她盯着陶轮上的泥团，可知这是她第十次尝试制作花瓶。故选B。 第42题.C 形容词辨析。解析：A.hard硬的；B.dry干的；C.wet湿的；D.fine细的；好的。陶艺制作时，粘土需要保持湿润才能塑形，她的手因此沾满湿粘土。故选C。 第43题.A 动词短语辨析。解析：A.give up放弃；B.try out尝试；试验；C.break off中断；折断；D.settle down定居；安定。前文提到她因疲惫和沮丧而颤抖，内心有个声音催促她______，结合后文她深呼吸重新开始，可知这个声音是让她放弃。故选A。 第44题.B 名词辨析。解析：A.character性格；品质；B.skill技能；C.talent天赋；D.value价值。祖父的话“粘土测试你的______，而不是你的灵魂”强调技术层面的磨练，后文“裂纹是教训”也指向技能上的学习，而非性格或天赋。故选B。 第45题.C 名词辨析。解析：A.warning警告；B.barrier障碍；C.guide指引；D.sign标志。此时Mia想起祖父的话，感到这句话像是一个指引，促使她深呼吸并重新开始。故选C。 第46题.B 动词辨析。解析：A.removed移除；B.recycled回收利用；重新揉合；C.redistributed重新分配；D.returned归还。在陶艺中，失败的泥团可以重新揉合使用，她深吸一口气后，将泥团重新处理并再次开始。故选B。 第47题.D 形容词辨析。解析：A.final最终的；B.late迟的；C.slow慢的；D.immediate即时的。她不再关注想象中的完美花瓶，而是专注于手指下粘土即时的反馈，如阻力、湿度等。故选D。 第48题.A 动词辨析。解析：A.grew增长；B.remained保持；C.disappeared消失；D.arose出现。随着时间推移，她不断尝试，角落里的失败泥团堆越来越多。故选A。 第49题.C 形容词辨析。解析：A.delicate精致的；B.fragile易碎的；C.finished完成的；D.creative有创意的。当她举起这个______的花瓶，虽有轻微瑕疵，但已制作完成。故选C。 第50题.A 形容词辨析。解析：A.honest真实的；诚实的；B.abstract抽象的；C.classic经典的；D.perfect完美的。她不再将其与理想比较，这个花瓶只是它自己，真实而自然。故选A。 第51题.D 名词辨析。解析：A.stage阶段；B.end终点；C.destination目的地；D.reminder提醒物。她将花瓶放在架子上，不是作为成就的证明，而是作为这段旅程的提醒。故选D。 第52题.B 动词辨析。解析：A.led引导；B.drawn吸引；C.instructed指导；D.addicted使上瘾。几个月后，一位访客被那个花瓶吸引。be drawn to 意为“被吸引到”。故选B。 第53题.D 名词辨析。解析：A.division分裂；B.conflict冲突；C.comparison比较；D.dialogue对话。真正的吸引力在于制作过程中怀疑与坚持之间的无声对话，与后文“mastery is a conversation”呼应。故选D。 第54题.C 形容词辨析。解析：A.visible可见的；B.apparent明显的；C.internal内在的；D.impressive印象深刻的。虽然花瓶售出是意外，但真正的回报是内在的成长与领悟。故选C。 第55题.A 名词辨析。解析：A.courage勇气；B.freedom自由；C.right权利；D.ambition雄心。最美丽的创造往往源于重新开始的勇气，呼应Mia一次次从头再来的经历。故选A。 学科网（北京）股份有限公司 $ 2027高考英语一轮复习限时训练 第一部分：阅读理解 A Ruggedy Range Birding Road Tour Are you interested in combining some birdwatching with a chance to enjoy beautiful scenery along the way? We have developed a delightful short tour for anyone seeking out a variety of native birds on Stewart Island. You don’t need to be a birdwatcher to do this tour, as our knowledgeable guides will provide information on the birds seen and about the island. We travel by mini-van so you don’t have to walk too many hills. We will stop often to take several easy short walks of 5 to 15 minutes with some excellent photo opportunities. Your driver or guide will help answer your questions and make this. an enjoyable and rewarding tour. Location: Oban, Halfmoon Bay, Horseshoe Bay, Lee Bay, Stewart Island. Pricing & Information Adult: NZ $120.00 per person Child: NZ $75.00 per person Includes: Birding tour, administration costs Extra: Transfers（转移）to and/or from Ruggedy Range Booking Office where tour starts/ends: NZ $10.00 one-way or NZ $20.00 return per person. Group size: 4 to 8 persons Important: Tours can operate for 2 or 3 persons with NZ$25.00 per person extra charge. If your booking is for less than the minimum, check to see if we have achieved the minimum or, we can reserve spaces, whilst we await further bookings, Duration: 2 hours Note: Subject to our availability, we may be able to offer longer tours. Departure Time: 9:00 a.m. or 1:00 p.m. or 3:30 p.m. Important: Departure times can be flexible to fit in with your schedule and our availability. Start/End: Ruggedy Range Booking Office Suitable for: Reasonable fitness Note: Not suitable for children below the age of 10. 21. What does Birding Road Tour offer? A. Free transportation. B. Informative guiding. C Expert photo service. D Tailored travel routes. 22. How much should a couple with a teenage child pay if they want to form a tour group? A. $315. B. $340. C. $365. D. $390. 23. Which of the following is required for tourists? A. Reaching the minimum age. B. Experience in birdwatching. C. Arriving before a fixed time. D. Reservation in groups of four. B When I wrote my first book three years ago, the words came naturally. Eight weeks of even rhythm（节奏）and it was finished with ease. So when I sat down to write my second book, I expected the same effortless flow. Instead, I found myself staring at a blinking（闪烁的）typing line that seemed to flash with quiet accusation. I couldn’t begin. Day after day, I repeated the same routines. I set up the perfect workspace, blocked out hours for writing, and reread old pages that had once made me proud. None of it helped. For a while, I blamed myself, mistaking my procrastination（拖延）for laziness or lack of discipline. Still, the familiar motions kept me occupied while the work itself remained still. Eventually, exhaustion softened my stress, and I stopped pushing. What if the resistance was trying to tell me something? I opened my journal and started writing—not about the book, but about why I couldn’t write it. The truth that poured out was simple and childlike: What if this book isn’t as good as the first? What if readers decide a woman like me has already said everything she knows? Beneath the delay, I found fear—not of the work, but of judgment. Procrastination had become a safety net; staying still meant avoiding being seen and possibly found lacking. So I tried something different. I set a timer for five minutes and wrote whatever came. A sentence, half an idea, a small whisper of a scene. My hand moved first, and my mind followed. Piece by piece, those small beginnings grew into the book I had been afraid to start By the time I finished, I saw procrastination differently. It was never merely delay. It was a quiet dialogue between the part of me that wants to try and the part that fears the fall. What I once called wasted time was, in truth, the stillness before courage—the quiet reward of writing. 24. Why did the author keep. following the same routines? A. To look for creative inspiration. B. To overcome her procrastination. C. To gain a false sense of progress. D. To. improve her writing technique. 25. What actually prevented the author from writing? A. Lack of new ideas. B. Pursuit of perfection. C. Desire for social fame. D. Concern over disapproval. 26. How did the author manage to restart her writing? A. By taking one step at a time. B. By focusing on small details. C. By reflecting on the outcome. D. By following a flexible schedule. 27. What message does the author seem. to deliver in the last paragraph? A. Courage helps fight against fear. B. Stillness can be part of creativity. C. Procrastination is a waste of time. D. Writers should avoid taking breaks. C Researchers from the University of Buenos Aires have successfully used a robotic tutor to teach the male chingolo, a kind of small bird in South America, a song that was once part of the species’ culture but had been lost for more than half a century. Male chingolos learn their unique, two-second melody from adult males. “It is a distinctive song—like a fingerprint, but learned,” says one of the researchers. “It serves to attract females and protect territory. It is the bird’s way of saying, ‘This is me, and here I am.’”However, urbanization and habitat loss have broken this learning chain, causing local song “dialects” to disappear. Driven by this problem, researchers took on a pioneering task: bringing back a song that had disappeared from the wild—known only from a musical record made in the 1960s—to a population of chingolos. Using physics-based modeling of the bird's vocal tract（声道）, the team first created an accurate artificial version of the lost song. They then engineered this model into a physical device designed to broadcast the forgotten melody—a “robotic tutor.” This artificial song was introduced to the chingolos in the park during their critical learning period from October to February. The sessions took place during peak singing hours and were limited to a maximum of eight hours. There were random pauses（停顿）in between so that the birds interpreted the playback from the three devices placed in the area as a real exchange, as if these devices were responding to each other. This stimulated the birds’ vocal responses. The results were impressive. Young chingolos learned and adopted the song, though they added their own population’s “accent” to the final trill（颤音）, which showed that their singing is shaped by learned behaviors and inborn characteristics. “This is about preserving not just genetic, but cultural biodiversity,” says another researcher. The team is now developing AI systems to automatically identify individual bird songs and planning to study cultural spread in bird populations to ensure that bird culture is not lost again. 28. Why did the researchers teach the birds the song? A. To save an endangered species. B. To study the birds’ brain structure. C. To develop new robotic devices. D. To preserve the birds’ cultural heritage. 29. What is a role of chingolos’ song? A. It keeps hunters away from them. B. It helps them adapt to urban growth. C. It functions as their social identity. D. It makes them remember their habitat. 30. What is the purpose of the random pauses? A. To protect the birds’ vocal tract. B. To test the birds’ reaction speed. C. To push the birds to catch the beat. D. To trick the birds into interaction. 31. What can we learn from chingolos’ learning results? A. The song has spread to other bird species. B. Their singing shows special vocal features. C. Their response to the song needs improving. D. The effectiveness depends on their population. D In July, the University of Chicago’s principal announced plans to “restructure” its Division of the Arts, and Humanities, potentially reducing language instruction, establishing minimum class sizes and so on. As for why an institution with a huge fund of over $10 billion, renowned worldwide for its humanities programs, would make such dramatic changes, administrators offered a vague reason centered on “historic funding pressures”. But what, specifically, are these pressures? As Clifford Ando, a distinguished professor of classics at Chicago, details the university’s leadership has for years spent vast amounts of money, largely on STEM projects, and then attempted to weaken its Division of the Arts and the Humanities as a means to pay for these investments. In fact, as Ando writes, they are the “only staff in the arts and sciences who systematically pay for themselves: they do not need expensive buildings; the provision of instruction in their fields is cheap”, Thus, it seems to many professors of the humanities that “financial crisis” has become an excuse for far-reaching changes that are not necessary so much as desired by university leaders. Why might university leaders deliberately choose to undercut humanistic education and research? Many reasons suggest themselves. Surely the endless reports of artificial intelligence spelling the end of reading and writing aren’t helping matters. STEM fields secure far more financial aid and thus serve as potentially important sources of income for universities: But we should not overlook a deeper root traced back to the 19th century. Prior to that time, higher education in the United States was greatly influenced by the spirit of Renaissance humanism. The institutions devoted outsized attention to the study of ancient Greek and Roman literature, key to shaping students’ characters. In the late 19th century, reformers shifted their focus to the scientific method, on which they aimed to recenter higher education. Amid these changes, American colleges have abandoned their core original mission. They ought to offer students space for reflection on human life, balance character development with career training, and preserve human cultural heritage as diligently as they advance new knowledge. 32. What accounts for Chicago University’s restructuring plan according to Professor Ando? A. Fund shortage. B. AI’s popularity. C. Humanities’ costly instruction. D. STEM’s huge investments. 33. How many reasons are given in Paragraph 3 for undercutting humanities? A. Two. B. Three. C. Four. D. Five. 34. What is the author’s attitude towards the changes? A. Approving. B. Objective. C. Critical. D. Skeptical. 35. What is the main idea of the passage? A. The influence of AI on higher education. B. The development of STEM fields in the US. C. The financial problem of American universities. D. The neglect of humanities in American universities. 七选五 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 What’s the first thing you notice when you step into a museum? Is it the long-faded colors of ancient artifacts or the sounds of visitors discussing what they see? _____36_____ Some locations might even offer an eatable treat inspired by an ancient recipe. Museums allow us to indirectly experience the past by tapping into our primary senses-sight, hearing, touch, taste. _____37_____ “Representations of the past are often scentless（无气味的）, but smell probably played a huge role in many historical realities,” says Barbara Huber, an archaeochemist in Germany. _____38_____ She and her workmates tracked down some molecular（分子的）remains that can let us smell the past. Through trial and error, they created Scent of the Afterlife, a mix of scent that would have accompanied mummification processes in ancient Egypt. “_____39_____ One of the reasons is that it is incredibly hard to study. The scents and smells in the past were already gone before archaeologists could come and investigate the sites,” says Huber. Luckily, new chemical and biomolecular methods in archaeology have kind of reopened the door to continue to study these things. “These molecules that we detect can tell us a lot about ancient materials. At the same time, when we reconstruct them like we did with Scent of the Afterlife, we can bring a piece of the past to visitors today. _____40_____” says Huber. “If you enter a room and can somehow smell how it must have smelled in a mummification room in ancient Egypt, you’re experiencing the history in a different way. History isn’t something we only see.” A. It can also enrich our understanding of smells. B. However, more often than not, smell is missing. C. Smell has long been ignored in studying the past. D. Maybe there’s a copy of a sculpture you can touch. E. And the exhibit in the museum is not just a displayed object. F. This “aha moment” changed her attitude towards the research. G. The obvious absence of scent in the study of history inspired her. 第二部分：完形填空 阅读下面短文，从短文后各题所给的A、B、C和D四个选项中，选出可以填入空白处的最佳选项。 In her small studio, Mia stared at the lump（块）of clay on the wheel. It was her tenth __41__ this week. and still. the form refused to rise as she envisioned. Her hands. covered in __42__ clay, trembled with exhaustion and frustration. A voice inside urged her to __43__. Her grandfather, a retired potter, had once told her, “The clay tests your __44__, not your soul. Every crack（裂缝）is a lesson, not a judgment. “Now, it felt like a __45__. She took a deep breath, __46__ the lump, and started again. This time, she focused not on the perfect vase in her mind, but on the __47__ feedback of the clay beneath her fingers—its resistance, its moisture, its pace. Days turned into weeks. The pile of failed lumps in the corner __48__. One afternoon. when she lifted the __49__ vase—with slight imperfections that gave it character—she felt no urge to compare it to an ideal. It was simply __50__. She placed it on her shelf, not as a proof of achievement, but as a(n) __51__ of the journey itself. Months later, a visitor to her studio was __52__ to that same vase. The real attraction wasn’t in the vase’s form, but in its making—in the silent __53__ between doubt and persistence. The sale was unexpected, but the true reward was __54__ She had learned that mastery is a conversation, not a conquest. The most beautiful creations, she realized, are often born from the __55__ to simply begin again. 41. A. performance B. attempt C. play D. action 42. A. hard B. dry C. wet D. fine 43. A. give up B. try out C. break off D. settle down 44. A. character B. skill C. talent D. value 45. A. warning B. barrier C. guide D. sign 46. A. removed B. recycled C. redistributed D. returned 47. A. final B. late C. slow D. immediate 48. A. grew B. remained C. disappeared D. arose 49. A. delicate B. fragile C. finished D. creative 50. A. honest B. abstract C. classic D. perfect 51. A. stage B. end C. destination D. reminder 52. A. led B. drawn C. instructed D. addicted 53. A. division B. conflict C. comparison D. dialogue 54. A. visible B. apparent C. internal D. impressive 55. A. courage B. freedom C. right D. ambition 学科网（北京）股份有限公司 $