2027届高考英语一轮复习限时训练4

**基本信息** 聚焦高考英语核心题型，以真实语境材料为载体，系统训练语言理解与表达能力，融合思维品质与文化意识培养。 **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）|细节理解/推理判断/词义猜测|信息定位→选项比对→合理推断| |七选五|1篇（36-40题）|上下文逻辑衔接|主题句→过渡句→总结句| |完形填空|1篇（41-55题）|语境词汇运用|情境理解→词义辨析→情感呼应|

2027高考英语一轮复习限时训练 第一部分：阅读理解 A The Student Conservation Association (SCA) is the largest provider of hands-on environmental conservation programs for youth and adults. Its Urban Green Philadelphia Youth Conservation Crew, based at John Heinz National Wildlife Refuge（保护区）, is hiring Field Leaders for spring and summer 2026. Key duties The program connects young people with nature through conservation work and environmental education. Field Leaders will be in charge of 10-15 high schoolers, guide them in teamwork and conservation skills, and work alongside refuge staff in the departments of maintenance, education, and/or biology. They must also complete administrative tasks, ensure safety, and manage tools and equipment. Schedule February 23 to August 21, 2026. Leaders work 40 hours per week—Tuesday to Saturday in spring, Monday to Friday in summer. Location Philadelphia, PA Qualifications Applicants must be at least 21 years old, have a valid driver's license for 3+ years, and be able to perform physical labor (lift 40+ pounds, work outdoors). CPR certification & Wilderness First Aid certification are required. Certification opportunities are provided by SCA at leader training. Preferred skills include conservation work experience, project management, leadership, and communication. Compensation（待遇） $750/week, paid every two weeks. Benefits include health insurance and training in defensive driving, First Aid/CPR, and Wilderness First Aid. Work challenges Work involves contact with extreme weather, poisonous plants or insects etc., and physical demands such as carrying a backpack up to 30% of body weight for 5-15 miles. Leaders must interact positively with diverse groups and adapt to changing schedules. 21. What are Field Leaders supposed to do? A. Teach environmental science courses. B. Organize weekend camping trips. C. Manage the program’s national budget. D. Lead a team of high school students. 22. What is required for applicants? A. A minimum age of 18. B. Over three years of licensed driving. C. Working on weekends. D. Experience with conservation programs 23. What is a challenge for the position? A. Staying primarily indoors. B. Arranging flexible schedules. C. Exposure to natural dangers. D. Daily hiking at least 15 miles. B Sent through the washing. Eaten by insects. Bitten by a dog. These are just some of the ways that books can be damaged, as seen on a recent afternoon at the Weissman Preservation Center. Students in “Texts in Transition,” a GenEd class taught by Professors Ann Blair and Leah Whittington, were visiting the Weissman Preservation Center to witness preservation firsthand. Their course explores how written works are passed down through time. Conservators play a vital role in this process. Their work—repairing torn manuscripts（手稿）, reducing insect damage, and so on—ensures the survival of texts from the ancient to the present. At the Weissman Preservation Center, students learn what happens behind the scenes when conservators step in to keep materials usable and preserve them for the future. “Harvard Library not only has remarkable materials gathered over generations but also expert staff who allow students to experience these treasures up close and from new views,” said Blair, a professor in the History Department. As students handled the papers, ink and paints before them, they studied the evidence manuscripts offer researchers and the complexities of preservation. “What happens when the original material is no longer available?” one student asked. “Any treatment we apply must not harm the object and can be restored,” explained Eliza, Senior Paper Conservator. “We always respect the integrity of the materials and only make changes that can be reversed, which is important in our conservation standards.” The class concluded with a close-looking exercise. Using angle lights and pocket microscopes, students examined manuscripts on the table, amazed at iridescent（泛着虹彩的）inks of the pages. One student, enthusiastic about her discoveries, set up her phone to photograph the scene. Turning to senior rare book conservator Jody Beenk, she declared, “I think I have found my career.” 24. What is the “Texts in Transition” course intended to do? A. Teach literary writing. B. Train paper conservators. C. Observe ancient books. D. Explore the survival of old texts. 25. What is special about the Weissman Preservation Center? A. It mainly centers on repairable treasures. B. It relies on support from Harvard Library. C. It houses the largest ancient book collection. D. It allows a thorough look at the preservation process. 26. What does the underlined word “reversed” in paragraph 4 mean? A. Changed back. B. Recreated. C. Turned over. D. Polished. 27. What can be inferred from the last paragraph? A. The course inspired career interest. B. New techniques were used in repairs. C. Texts were restored with special inks. D. Students improved photographic skills. C Cristiano Ronaldo sits on his bed, reminding himself that “sleep is the most important tool that I have,” and that a disciplined routine shapes his performance. The fitness-tracking band on his wrist reflects the close attention he gives to his body. But this once-specialized habit has gradually moved beyond professional sports, becoming part of the lives of ordinary people who want a clearer sense of their health condition. Many wearables on the market provide reliable heart-rate tracking and basic physiological（生理的）data, sufficient for general everyday monitoring. Some advanced models, however, go further. They show how habits like late-night eating or drinking directly influence recovery and readiness for the next day. Rather than offering separate data points, these devices track how small changes build up over time, revealing behavioral patterns that shape overall health trends. Health specialist Jess Whitmore says wearables have become essential tools for top athletes, who now consult their data as naturally as they tie their boots. Yet not everyone welcomes this shift toward constant monitoring. Sports dietitian Jess McGregor warns that the expectation to “train like an athlete” can push ordinary people toward perfectionism and anxiety. The urge to improve everything—sleep scores, readiness ratings, daily stress—can make lives center around numbers. While these numbers offer insight, they cannot replace subjective awareness of energy, emotions or recovery needs. “Everything is being digitized and reduced to numbers,” McGregor says. Perhaps that is the quiet reminder hidden beneath all the data. “When numbers begin to shadow our days, the watch on our wrist can make us forget the body’s gentler signals,” says Dr. Zachary Walston. He adds, “Living a healthy life still means adding enjoyable habits, like evening walks or taking the stairs, and appreciating the pleasure and freedom they bring, rather than simply chasing device targets. 28. What can we learn about fitness tracking from paragraph 1? A. It controls sports training routines. B. It is adopted to treat sleep disorders. C. It is common among ordinary people. D It guarantees top athletic performance. 29. What makes advanced wearables different from other products? A. They are designed specifically for night eating. B. They offer separate and independent data points. C. They reveal connections between habits and health. D. They provide rich and solid physiological information. 30. What is Jess McGregor worried about regarding using wearables? A. Reduced enjoyment in daily routines. B. Lack of timely professional guidance. C. Physical injuries from training too hard. D. Mental pressure from chasing numbers. 31. What does Dr. Zachary Walston suggest people do? A. Listen to your physical signals. B. Predict body responses from data. C Abandon fitness tracking devices. D. Set clear targets for daily exercise. D We’ve all seen this happen in a science-fiction movie: The super heroes jump into a shaky spaceship and escape the bad guys by flying through the asteroid（小行星）belt, where huge rocks fall and spin so close that the crew has to duck and dive to avoid being broken into pieces. It’s exciting, but it’s wrong: In our solar system, the odds are pretty good that you could stand on the surface of an asteroid and not even be able to see another! Yet they do interact if given enough time. Even in the main asteroid belt between the orbits of Mars and Jupiter, crashes are ineluctable. And when two space rocks go “crash” in the main belt, big impacts blow lots of asteroidal fragments（碎片）out into space. In many cases, these fragments stay on much the same orbital path as the parent asteroid, although they gradually separate from it because of slight speed differences. After thousands of years, some fragments might be clear across the Sun, but their distance from the Sun and the shape and direction of their orbits remain similar. Such conserved features are collectively called an asteroid’s orbital elements. The groupings sharing orbital elements are identified as “families”, which are named after the largest asteroid in the group. Studying asteroids by focusing on their families can help us make a good guess about what properties a newly-found one has if it belongs to a better-studied family. Care must be taken, though. Some very large asteroids have differentiated materials in the center and on the surface, so confirming those guesses usually requires taking spectra, the time-consuming process of breaking an object’s incoming light into individual colors to reveal its composition. It’s more than a mere academic exercise to find this particular branch of an asteroid family tree: Some asteroids are potentially risky, meaning they could crash with Earth some time in the distant future. If we know how they find their way to the inner solar system from the main belt to pose threats in the first place, we can defend our planet from future worrisome asteroids. 32. What is the author’s view on the scene in the sci-fi movie? A. It goes against the established facts. B. It overstates the super heroes’ role. C. It downplays the special visual effects. D. It fuels people’s interest in the asteroid. 33. Which is closest in meaning to the underlined word “ineluctable” in paragraph 2? A. Unavoidable. B. Uncommon. C. Incredible. D. Invisible. 34. What is paragraph 3 mainly about? A. The definition of orbital elements. B. The formation of asteroid families. C. The naming rule of asteroid groups. D. The moving pattern of asteroid fragments. 35. What can be inferred about the study of asteroid family? A. It is a high-risk practice. B. It is built on assumptions. C. Its value can’t be overstated. D. Its coverage needs to be expanded. 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。 To be “literate” implies the ability to decode language on its most basic terms, but literacy also expands to one’s ability to “read and write” the world. _____36_____ Soccer players, for example, learn the game language. Doctors talk medical terms. Literacy in these specific languages allows us to navigate, participate in and contribute to such a world. Famous writers have penned literacy narratives to reveal the journey of language learning. But you don’t have to be famous to tell your own—everyone has their own story to tell about their relationships with reading and writing. _____37_____ Recall a story linked to your personal history of reading and writing. Perhaps you want to write about your favorite book and its impact on you. _____38_____ Whatever it is, make sure to consider why this particular story is the most important to tell. Once you’ve settled on your story, picture the first scene that comes to mind. Take the story of your favorite book: it may start with describing where you were when you first got it. _____39_____ Where did this lead you in your writing and reading journey? Writing literacy narratives can be joyful, but it can also trigger hidden feelings about the complexities of literacy. _____40_____ Writing them down can help us explore these feelings in order to strengthen our relationship with reading and writing. This, in turn, deepens our understanding of ourselves and others. A. Ready to go but stuck for a start? B. Continue from there to explore further. C. At any given moment, we all orbit language worlds. D. Usually, there are powerful lessons and truths found in it. E. What are your strongest memories of reading and writing? F. Maybe you remember your first brush with poetry’s great power. G. Many of us carry scars and wounds from early literacy experiences. 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。 Last week, my decades-old fiddle leaf ficus tree（琴叶榕）was dying. I texted my neighbor Karen. She texted me back __41__ to teach me how to make the yellow return to green. I was __42__ to have a neighbor who cared about my plants. When my family moved here in 2017, Karen created a detailed map of the homes surrounding us, so I could become __43__ with the other neighbors. Karen wanted to help create a sense of __44__, and she wasn’t going to leave it up to __45__. Soon after we moved in, Karen began __46__ when I was in the yard. I loved flowers as much as Karen did. I was a gardener before I became a caregiver to my 10-year-old daughter. who had a rare __47__. I didn’t have much time for __48__ at that time. Karen __49__ what it took to care for a person with disabilities. Yet Karen went even further—she helped us __50__ an uplifting landscape. Now, my home is flanked（两侧环绕）with deep-pink roses that climb up almost as tall as the roof. It was Karen and I who planted them together several years ago. When I look at those long-lasting flowers, I know I am not __51__. Sometimes, my husband and I think about __52__ to a bigger house, especially during the long Minnesota winters. Having a neighbor like Karen is one good reason to __53__ where we are. She makes me want to be a better neighbor. Most importantly, a better __54__. She makes me want to be like those __55__ that climb up the front of my home, displaying something beautiful. 41. A. hesitantly B. instantly C. eventually D. gradually 42. A. cautious B. lucky C. curious D. optimistic 43. A. strict B. patient C. content D. familiar 44. A. achievement B. humor C. belonging D. satisfaction 45. A. chance B. expectation C. standard D. challenge 46. A. showing off B. dropping by C. standing by D. putting off 47. A. habit B. disease C. talent D. opportunity 48. A. reading B. cleaning C. chatting D. gardening 49. A. understood B. predicted C. forgot D. complained 50. A. create B. imagine C. preserve D. assess 51. A. busy B. ready C. lazy D. alone 52. A. adapting B. returning C. moving D. sticking 53. A. rest B. wait C. stay D. recognize 54. A. human B. gardener C. caregiver D. mother 55. A. leaves B. roses C. trees D. weeds 学科网（北京）股份有限公司 $ 【答案解析】 第一部分：阅读理解 A【参考答案】21-23 DBC 主题语境：人与社会——社会服务与职业规划 【语篇导读】本文是一篇应用文。文章主要讲的是学生保护协会为2026年春季和夏季招聘城市绿色费城青年保护队的实地领队，介绍了其职责、时间地点、要求、待遇及工作挑战。 第21题.D 细节理解。解析：根据“Key duties”部分中“Field Leaders will be in charge of 10-15 high schoolers“可知，实地领队的主要职责是带领高中生的团队。故选D。 第22题.B 细节理解。解析：根据“Qualifications”部分中“have a valid driver’s license for 3+ years”可知，申请人需持有驾照三年以上。故选B。 第23题.C 细节理解。解析：根据“Work challenges”部分中“contact with extreme weather, poisonous plants or insects etc.”可知，工作挑战包括接触自然中的危险因素。故选C。 B 【答案解析】24-27 DDAA 主题语境：人与社会——历史文化传承 【语篇导读】本文是一篇新闻报道。文章主要讲的是哈佛大学"文本的传承"课程的学生参观韦斯曼保护中心，亲眼目睹古籍修复过程，了解文本保存的重要性和复杂性，并从中受到职业启发。　　 第24题.D 细节理解。解析：根据第一段中的“Their course explores how written works are passed down through time”可知，该课程旨在探究书面作品如何穿越时间传承下来。故选D。 第25题.D 推理判断。解析：根据第三段中的“At the Weissman Preservation Center, students learn what happens behind the scenes when conservators step in to keep materials usable and preserve them for the future”以及学生们在现场亲手接触纸张、墨水等细节可知，该中心的特别之处在于允许学生深入了解保护工作的全过程。故选D。 第26题.A 词义猜测。解析：根据划线词所在句子的下文“We always respect the integrity of the materials and only make changes that can be reversed, which is important in our conservation standards”可知，修复工作的原则是尊重材料的完整性，所做的改变必须是可逆的，即可以恢复到原来的状态。因此reversed意为"反转，还原"。故选A。 第27题.A 推理判断。解析：根据最后一段中的“One student...declared, ‘I think I have found my career’”可知，一名学生在参观过程中发现了自己的职业兴趣。由此推断，这次课程激发了学生的职业兴趣。故选A。 C 【参考答案】28-31 CCDA 主题语境： 人与社会——健康生活与科技 【语篇导读】本文是一篇议论文。文章主要讲了随着可穿戴健身追踪设备的普及，它们虽能为用户提供健康数据，但也引发了关于过度追求数据可能导致焦虑与忽视身体真实感受的担忧。 第28题.C 细节理解。解析：根据第一段最后一句“this once-specialized habit has gradually moved beyond professional sports, becoming part of the lives of ordinary people”，可知这种曾经专业的习惯已逐渐走入普通人的生活。故选C。 第29题.C 细节理解。解析：根据第二段中“They show how habits like late-night eating or drinking directly influence recovery...these devices track how small changes build up over time, revealing behavioral patterns”，可知高级设备能展示习惯与健康之间的关联，而非仅仅提供孤立的数据。故选C。 第30题.D 观点态度。解析：根据第三段中“the expectation to ‘train like an athlete’ can push ordinary people toward perfectionism and anxiety...can make lives center around numbers”，可知McGregor担心普通用户因追求数据完美而产生心理压力。故选D。 第31题.A 推理判断。解析：根据最后一段中“the watch on our wrist can make us forget the body’s gentler signals...rather than simply chasing device targets”，可知Walston医生建议人们关注身体自身发出的温和信号，而非只盯着设备上的数字。故选A。 D 【参考答案】32-35 AABC 主题语境：人与自然——宇宙探索 【语篇导读】本文是一篇科普说明文。文章主要讲的是小行星带中的小行星并非像科幻电影中那样密集，但实际上它们之间确实会发生碰撞，产生碎片形成小行星家族，而研究这些家族对于预测小行星特性和保护地球具有重要意义。 第32题. A 观点态度题。解析：根据第一段“It’s exciting, but it’s wrong: In our solar system, the odds are pretty good that you could stand on the surface of an asteroid and not even be able to see another!”可知，作者认为科幻电影中的场景虽然刺激但是错误的，因为在太阳系中，小行星之间的距离很远，你站在一颗小行星上甚至可能看不到另一颗。这说明作者认为电影场景与事实不符。故选A。 第33题. A 词义猜测题。解析：根据第二段“Even in the main asteroid belt between the orbits of Mars and Jupiter, crashes are ineluctable.”以及下文“And when two space rocks go ‘crash’ in the main belt, big impacts blow lots of asteroidal fragments out into space.”可知，即使在小行星带，碰撞也会发生，并且会产生大量碎片。结合语境，这里要表达的是碰撞是“不可避免的”。unavoidable意为“不可避免的”，符合语境。故选A。 第34题. B 段落主旨题。解析：第三段主要讲述了小行星碎片如何从母小行星中分离出来，并逐渐形成具有相似轨道要素的群体，这些群体被识别为“家族”。段落最后提到“Such conserved features are collectively called an asteroid’s orbital elements. The groupings sharing orbital elements are identified as ‘families’...”。因此，本段主要讲述的是小行星家族的形成过程。故选B。 第35题. C 推理判断题。解析：根据最后一段“It’s more than a mere academic exercise to find this particular branch of an asteroid family tree: Some asteroids are potentially risky... If we know how they find their way to the inner solar system from the main belt to pose threats in the first place, we can defend our planet from future worrisome asteroids.”可知，研究小行星家族不仅仅是一个学术练习，因为有些小行星具有潜在风险，可能在未来与地球相撞。如果我们了解它们如何从主带进入内太阳系构成威胁，我们就可以保护地球。由此推断，小行星家族的研究对于保护地球具有重要意义，其价值非常重要，无论怎样强调都不为过(can’t be overstated)。故选C。 七选五 【参考答案】36-40 CAFBG 主题语境：人与自我——生活与学习 【语篇导读】本文是一篇说明文。文章主要讲的是读写能力不仅包括基本的语言解码能力，还涉及理解与参与不同专业领域的能力，并通过撰写读写叙事来反思个人与阅读、写作的关系，从而加深自我认知。 第36题.C 段落间的过渡与衔接。解析：前文提到“literacy also expands to one’s ability to ‘read and write’ the world”，强调读写能力扩展至理解世界，后文举例说明足球运动员和医生都有各自的“语言世界”，因此C项“At any given moment, we all orbit language worlds.”承上启下，引出具体领域语言世界的例子。故选C。 第37题.A 段落结尾与下文的衔接。解析：前文指出每个人都有自己的读写故事，后文开始指导如何回忆并讲述这些故事，A项“Ready to go but stuck for a start?”以问句形式自然引出后续的写作建议，符合逻辑。故选A。 第38题.F 细节信息匹配与排比结构。解析：前文提到可以写最喜欢的书及其影响，后文说“Whatever it is”，说明此处应列举另一种可能的叙事主题，F项“Maybe you remember your first brush with poetry’s great power.”与上文的“favorite book”形成并列，均为读写经历的典型例子。故选F。 第39题.B 动作顺序与写作指导。解析：前文描述从拿到书时的场景开始写，后文问“Where did this lead you in your writing and reading journey?”，B项“Continue from there to explore further.”承接上文“从场景开始”这一写作方法，并自然引出后续的发展与反思。故选B。 第40题.G 情感逻辑与上下文呼应。解析：前文提到“trigger hidden feelings about the complexities of literacy”，说明读写经历可能引发复杂甚至负面的情感，G项“Many of us carry scars and wounds from early literacy experiences.”具体说明这些隐藏情感的类型（伤痛经历），与后文“Writing them down can help us explore these feelings”形成因果逻辑。故选G。 第二部分：完形填空 【参考答案】41-45 BBDCA 46-50 BBDAA 51-55 DCCAB 主题语境：人与社会——人际关系 【语篇导读】本文是一篇记叙文。文章主要讲的是作者在家庭困难时期，得到了邻居Karen在园艺和生活上的无私帮助，感受到了社区的温暖与归属感，并由此反思自己也想成为像Karen那样能给他人带来美好的人。 第41题.B 上下文逻辑与副词辨析。解析：A.hesitantly犹豫地；B.instantly立即，马上；C.eventually最终；D.gradually逐渐地。根据前文作者发短信说自己的琴叶榕快死了，邻居Karen很快回复短信想要教她如何让黄叶变绿，体现Karen的热心和乐于助人，不是犹豫或逐渐，故选B。 第42题.B 形容词辨析与情感态度。解析：A.cautious谨慎的；B.lucky幸运的；C.curious好奇的；D.optimistic乐观的。作者因为有这样关心她植物的邻居而感到幸运，故选B。 第43题.D 固定搭配与上下文逻辑。解析：A.strict严格的；B.patient有耐心的；C.content满足的；D.familiar熟悉的。become familiar with是固定搭配，意为“熟悉”，符合Karen画地图让作者熟悉其他邻居的语境，故选D。 第44题.C 名词辨析与主旨理解。解析：A.achievement成就；B.humor幽默；C.belonging归属；D.satisfaction满意。sense of belonging意为“归属感”，符合Karen帮助新邻居融入社区，建立情感联系的意图，故选C。 第45题.A 名词辨析与固定表达。解析：A.chance机会/偶然；B.expectation期望；C.standard标准；D.challenge挑战。leave it up to chance意为“听天由命/任由偶然发生”，Karen主动行动，不把建立社区感这件事交给偶然，故选A。 第46题.B 动词短语辨析。解析：A.showing off炫耀；B.dropping by拜访/顺便来访；C.standing by准备/支持/袖手旁观；D.putting off推迟。根据语境，Karen开始在作者在院子里的时候顺便来访，故选B。 第47题.B 名词辨析与上下文逻辑。解析：A.habit习惯；B.disease疾病；C.talent天赋；D.opportunity机会。根据前文“caregiver”（照护者）和下文“care for a person with disabilities”（照顾残障人士），可知作者的女儿患有罕见的疾病，故选B。 第48题.D 名词辨析与上下文呼应。解析：A.reading阅读；B.cleaning清洁；C.chatting聊天；D.gardening园艺。前文提到作者在成为女儿的照护者之前是个园丁(gardener)，所以此处指那时没有太多时间做园艺，故选D。 第49题.A 动词辨析与上下文理解。解析：A.understood理解；B.predicted预测；C.forgot忘记；D.complained抱怨。Karen理解照顾残障人士需要付出什么（付出很多），所以她才会体贴地帮忙，故选A。 第50题.A 动词辨析与上下文逻辑。解析：A.create创造/打造；B.imagine想象；C.preserve保护/保存；D.assess评估。Karen更进一步，帮助作者打造(create)一个令人振奋的庭院景观，后文具体描述种玫瑰，故选A。 第51题.D 形容词辨析与情感主旨。解析：A.busy忙碌的；B.ready准备好的；C.lazy懒惰的；D.alone独自的/孤独的。看到这些长久绽放的花，作者感到自己不孤单，因为有邻居Karen的陪伴和帮助，呼应前文的温暖邻里情，故选D。 第52题.C 动词辨析与上下文逻辑。解析：A.adapting适应；B.returning返回；C.moving搬家/移动；D.sticking坚持。think about moving to a bigger house意为“考虑搬到更大的房子”，符合语境中冬天想换大房子的想法，故选C。 第53题.C 动词辨析与上下文逻辑。解析：A.rest休息；B.wait等待；C.stay停留/待在；D.recognize认出。有一个像Karen这样的邻居是作者留在原处(stay where we are)的好理由，故选C。 第54题.A 名词辨析与主旨升华。解析：A.human人/有人情味的人；B.gardener园丁；C.caregiver照护者；D.mother母亲。作者想成为更好的邻居，更重要的是，成为更好的人(human)，这是对Karen善良人性的致敬和自我期许的升华，故选A。 第55题.B 名词辨析与呼应前文。解析：A.leaves叶子；B.roses玫瑰；C.trees树；D.weeds杂草。前文详细描述了Karen和作者一起种的深粉色玫瑰(roses)，爬到房子前面，展示美丽的东西，所以作者想成为像那些玫瑰(roses)一样的人，故选B。 学科网（北京）股份有限公司 $