2027届高考英语一轮复习：模拟测试卷（4）

**基本信息** 2027届高考英语一轮复习模拟卷，精选科技应用（Turnitin工具）、个人成长（写作心理）、生态文化（鸟类歌声传承）等真实情境素材，通过梯度化问题设计考查语言理解、思维分析及跨文化意识，适配高考命题趋势。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |阅读|50分|细节理解、推理判断、主旨归纳|融合温州二模等真题素材，科技与人文主题并重| |语言运用|30分|词汇辨析、语法结构、语篇衔接|完形填空以情感叙事考查语境理解，语法填空聚焦健康生活话题| |写作|40分|应用文写作、故事续写|申请信贴近真实活动场景，读后续写（风之电话）注重情感表达与逻辑构建|

2027届高考一轮复习：模拟测试卷（4） 笔试部分（共120分） 第二部分 阅读(共两节，满分50分) 第一节(共15小题；每小题2.5分，满分37.5分) A（2026温州二模） Turnitin is an assessment tool to check similarity for text-based submissions.It compares a submitted assessment against a database of other papers and journals to detect similarity.However, Turnitin may be unsuitable for some submissions.You can use the workflow below to help determine if Turnitin is the right tool. ● What should I know? Step 1: Create your Turnitin assignment by selecting the plus icon on your module content and select External Apps from the menu. Step 2: Select Turnitin: Create assignment in Ultra from the list Step 3: Enter a title, maximum points, the start date, due date, and feedback release date. ●Settings for Assignment details Title: Name the assignment something clear and descriptive. Instructions: You can use the instructions area to provide information or directions that are specific to this assignment, for example, if you want students to use their student number as the name of the work when they upload it. Max Grade: ▶If you are using the default grading system, set the max grade as “23”. ▶ If you are using Turnitin for formative work, or paper similarity checking, then you may wish to enter 0 as the max grade. Dates: ▶ The start date is when students can start to submit work, and it will also automatically hide the assignment from student view until that date. ▶The feedback release date should be three weeks after the due date, for work that is being formally marked. 1. What is Turnitin used for? A. Scanning assignments. B. Tracking academic progress. C. Checking text originality. D. Assessing class performance. 2. Which of the following can be submitted to Turnitin? A. A group project report. B. An individual, text-based essay. C. A personal English video. D. A handwritten math assignment 3. Where can users give assignment requirements? A. Title. B. Instructions. C. Max Grades. D. Dates. B（2026广东一模） 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. 4．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. 5．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. 6．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. 7．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（2026深圳一模） 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. 8．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. 9．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. 10．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. 11．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（2023全国一卷） On March 7, 1907, the English statistician Francis Galton published a paper which illustrated what has come to be known as the “wisdom of crowds” effect. The experiment of estimation he conducted showed that in some cases, the average of a large number of independent estimates could be quite accurate. This effect capitalizes on the fact that when people make errors, those errors aren’t always the same. Some people will tend to overestimate, and some to underestimate. When enough of these errors are averaged together, they cancel each other out, resulting in a more accurate estimate. If people are similar and tend to make the same errors, then their errors won’t cancel each other out. In more technical terms, the wisdom of crowds requires that people’s estimates be independent. If for whatever reasons, people’s errors become correlated or dependent, the accuracy of the estimate will go down. But a new study led by Joaquin Navajas offered an interesting twist (转折) on this classic phenomenon. The key finding of the study was that when crowds were further divided into smaller groups that were allowed to have a discussion, the averages from these groups were more accurate than those from an equal number of independent individuals. For instance, the average obtained from the estimates of four discussion groups of five was significantly more accurate than the average obtained from 20 independent individuals. In a follow-up study with 100 university students, the researchers tried to get a better sense of what the group members actually did in their discussion. Did they tend to go with those most confident about their estimates? Did they follow those least willing to change their minds? This happened some of the time, but it wasn’t the dominant response. Most frequently, the groups reported that they “shared arguments and reasoned together”. Somehow, these arguments and reasoning resulted in a global reduction in error. Although the studies led by Navajas have limitations and many questions remain, the potential implications for group discussion and decision-making are enormous. 12．What is paragraph 2 of the text mainly about? A．The methods of estimation. B．The underlying logic of the effect. C．The causes of people’s errors. D．The design of Galton’s experiment. 13．Navajas’ study found that the average accuracy could increase even if ________. A．the crowds were relatively small B．there were occasional underestimates C．individuals did not communicate D．estimates were not fully independent 14．What did the follow-up study focus on? A．The size of the groups. B．The dominant members. C．The discussion process. D．The individual estimates. 15．What is the author’s attitude toward Navajas’ studies? A．Unclear. B．Dismissive. C．Doubtful. D．Approving. 第二节（共5小题；每小题 2.5分，满分 12.5 分） （2026届12月八省联考）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。 After 20 years of teaching, I thought I’d heard every excuse from students trying to get a better grade. But recently I heard a new complaint: “My grade doesn’t reflect the effort I put into this course.” 16 In the past, students understood it and they knew “A” required great work. Yet today, Generation Z expect to be rewarded for the quantity of their effort rather than the quality of their knowledge. In surveys, two-thirds of college students say that “trying hard” should be a factor in their grades. 17 It’s the result of a misunderstanding about one popular educational theory. Psychologists have long found that rewarding effort helps form a strong work ethic and reinforces learning. 18 We’ve gone from praising effort to treating it as an end in itself. We’ve failed to remind them that working hard doesn’t guarantee doing a good job. There’s a reason we award Olympic medals to the athletes who swim the fastest, not the ones who train the hardest. What counts is not mere effort but the progress and result. The ideal response to a disappointing grade is not to complain that your diligence wasn’t rewarded. 19 Trying harder isn’t always the answer. Sometimes it’s working smarter, and other times, it’s working on something else altogether. Devotion is just one of the many contributing factors to achievement. Ability, opportunity and luck count, too. Now in my classes, students are assessed on the quality of their written essays, class participation, group presentations and final papers or exams. I make it clear that “A” is not granted for effort itself; it is earned through mastery of knowledge. The true measure of learning is not the time and energy you put in. 20 A．Teachers are to blame. B．It is to ask how to improve. C．This isn’t Generation Z’s fault. D．“B” may not fully reflect your dedication. E．It’s the knowledge and skills you acquire. F．High marks are for excellence, not perseverance. G．But we’ve taken the practice of celebrating diligence too far. 第三部分 语言运用(共两节，满分30分) 第一节(共15小题：每小题1分，满分15分) 阅读下面短文，从每题所给的A 、B 、C 、D四个选项中选出可以填入空白处的最佳选项。 Every year on my birthday, a white gardenia (栀子花) was 21 to my house. But no card or note came with it. Calls to the flower shop were always 22 — it was a cash purchase. After a while I stopped trying to discover the sender’s identity and just 23 in the beauty and heady perfume of that one magical, perfect white flower lying in soft pink paper. But I never stopped 24 who the giver might be. My mother 25 to these imaginations. She asked me if there was someone for whom I had done a special kindness who might be showing 26 . I had more fun imagining that it might be a boy I fell in love with or one who had a 27 on me even though I didn’t know him. One month before my high-school graduation, my father died. My feelings 28 from sorrow to fear and anger: my dad was 29 some of the most important events in my life. I became completely 30 in my coming graduation, the senior-class play and the ball. But my mother would not hear of my losing any of those things. Mother and I had gone shopping and found an impressive dress, but it was the 31 size. When my father died, I forgot about the dress. The day before my ball, I found that dress — in the right size — hanging over the living room sofa. It was 32 to me so lovingly. I didn’t 33 if I had a new dress or not. But my mother did. She wanted her children to feel 34 , filled with a sense that there was a beauty even in the face of 35 . My mother died ten days after I was married. The following year the gardenia stopped coming. 21．A．given B．delivered C．taken D．brought 22．A．useful B．helpful C．in vain D．in hope 23．A．delighted B．imagined C．enjoyed D．satisfied 24．A．considering B．remembering C．imagining D．recalling 25．A．referred B．led C．preferred D．contributed 26．A．appreciation B．honor C．kindness D．respect 27．A．love B．hate C．crush D．look 28．A．ranged B．differed C．suffered D．judged 29．A．ignoring B．attending C．abandoning D．missing 30．A．unsurprised B．uninterested C．exhausted D．pleased 31．A．wrong B．false C．proper D．right 32．A．provided B．presented C．introduced D．awarded 33．A．doubt B．wonder C．desire D．care 34．A．loving B．loved C．relaxing D．relaxed 35．A．trouble B．confusion C．boredom D．sorrow 第二节 (共10小题; 每小题1.5分, 满分 15分) 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 Up to 82 percent of children with healthy mothers are not easy to be obese（肥胖的）, according to research. A mother, 36 has a healthy weight, exercises regularly, eats a healthy diet, doesn’t smoke and only 37 (drink) wine in moderation, is significantly less likely 38 (have)a fat child, scientists say. And research suggests it could be more to do with nurture(养育) 39 nature, as a mother's lifestyle appears 40 (direct) linked to the health of her child. When both mother and child follow a healthy lifestyle, the risk of obesity 41 (reduce)even more, the study of more than 24,000 children found. The study examined the medical history and lifestyles of more than 24,000 children aged nine 42 fourteen, born to almost 17,000 women in the US. Researchers looked at the link between overall mother health and likelihood of a child 43 (be) obese. The mother's health was judged on her height-to-weight ratio(比例), her diet, amount of physical 44 (active), smoking status and how much alcohol she drank. A healthy weight and diet, regular exercise, no smoking and moderate drinking all reduce the chance of a woman having 45 obese child. 第四部分 写作(共两节，满分40分) 第一节 应用文（15分） 46.你校正在为即将举办的艺术节招募舞台总监（stage manager）。现请你给此次艺术节的总负责人外教Mr. Smith写一封申请信。内容包括：写信目的；个人优势 第二节 读后续写（25分） 47.（2026温州二模）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 The Wind Phone Every morning Mario visited his neighbor, Mr. Harper. Together they sat at the edge of his garden on the hill, looking down at the port. They made a game of spotting Mario’s dad as he unloaded the morning catch, and Mr. Harper’s daughter, Fiona, as she cleaned the fish one after another. “I see them!” Mario would say. Mr. Harper would laugh. “You win again, Mario.” It was their favorite game. Mario’s dad loved the ocean. He’d say, “Listen, Mario, the ocean’s saying good morning.” The lapping waves would whisper: O-mor-ning.O-mor-ning. Mario always returned the greeting. “Good morning, ocean.” But on the day the big wave came, the ocean didn’t whisper. It roared（咆哮). A big, watery hand swept into the port, grabbing everything—and everyone—in its grasp. Everyone lost someone that day. It took Mario’s dad, Fiona, and it even took Mario’s voice. Silence hung over the village like a dark, heavy cloud. Spring came. Here and there stood peach-trees that broke into delicate flowers of pink. One day: Tap-tap-tap. Bang-bang-bang. Mario watched from his window. Mr. Harper was building something in his garden. But what? It was a phone booth(电话亭), painted white and with many panes(窗格) of glass. Mr. Harper went inside and his voice floated out. “Fiona? It’s your father. miss you.” Mario was confused. Fiona had been grabbed by the ocean, just like Mario’s dad. When Mr. Harper left, Mario crept inside. An old-fashioned phone sat on a table. No plugs, no wires. It was a phone connected to nowhere. Mr. Harper visited his phone booth every day. Soon other villagers did too. They lifted the receiver to their ears and their voices floated on the wind. “Hello, cousin. Today I fixed the boat. I’ll fish again soon.” “Sister, how’re you? I rode your bike today. It fits me now.” For the first time since the big wave came, Mario wanted to use his voice. He went down to the port and screamed at the ocean. “Bring our people back!” Still, the waves lapped gently. O-mor-ning. O-mor-ning. Mario sighed and looked up. 注意: (1) 续写词数应为150左右; (2) 请按如下格式在答题卷的相应位置作答。 Mr. Harper’s phone booth sat high on the hill like a lighthouse._____________________ As Mario stepped out, he spotted Mr. Harper down at the port.____________________________ 学科网（北京）股份有限公司 $ 2027届高考一轮复习：模拟测试卷（4）答案 1-3 CBB 第1题 C 根据原文第一段 “Turnitin is an assessment tool to check similarity for text-based submissions.” 明确说明该工具用于检测文本相似度，即核查文本原创性，A 选项 “扫描作业”、B 选项 “追踪学业进度”、D 选项 “评估课堂表现” 均与原文核心功能不符，只有 C 选项 “Checking text originality（核查文本原创性）” 精准对应原文功能描述，因此选 C。 第2题 B 依据文中判断流程与功能说明，Turnitin 仅适用于个人、基于文本的提交内容，A 选项小组项目报告、C 选项英文视频、D 选项手写数学作业均不符合其文本类、个人提交的要求，只有 B 选项 “An individual, text-based essay（个人文本类论文）” 满足使用条件，因此选 B。 第3题 B 原文明确标注 “Instructions: You can use the instructions area to provide information or directions that are specific to this assignment”，说明 Instructions 区域是用于发布作业具体要求与说明的地方，A 标题、C 最高分数、D 日期设置均无此功能，因此选 B。 4．C 5．D 6．A 7．B 【导语】本文是一篇记叙文。主要讲述了作者在写第二本书时遇到拖延问题，最终克服并重新认识拖延的故事。 【详解】4．细节理解题。根据第二段中“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.(有一段时间，我责怪自己，把拖延误认为是懒惰或缺乏纪律。尽管如此，熟悉的动作让我忙碌起来，而工作本身却依然停滞不前)”可知，作者不断重复相同的日常是为了获得一种虚假的进步感，让自己忙碌起来。故选C。 5．细节理解题。根据第三段中“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.(在拖延的背后，我发现了恐惧——不是对工作的恐惧，而是对评判的恐惧。拖延已经成为一个安全网；静止不动意味着避免被看到，并可能被发现有所欠缺)”可知，实际上阻止作者写作的是对不被认可的担忧。故选D。 6．细节理解题。根据第四段中“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.(我设定了一个五分钟的计时器，写下任何想到的东西。一个句子，半个想法，一个场景的轻声细语。我的手先动了，我的思想也跟着动了。一块一块地，这些小小的开始逐渐变成了我害怕开始的那本书)”可知，作者通过一次迈出一步（设定五分钟计时器，写下任何想到的东西）的方式重新开始了写作。故选A。 7．主旨大意题。根据最后一段中“What I once called wasted time was, in truth, the stillness before courage — the quiet reward of writing.(我曾经称之为浪费时间的东西，实际上是勇气之前的宁静——写作的安静回报)”可知，作者在最后一段似乎要传达的信息是：静止可以是创造力的一部分。故选B。 8．D 9．C 10．D 11．B 【导语】本文是一篇说明文。文章主要讲述了布宜诺斯艾利斯大学的研究人员成功利用机器人导师，让一种南美小鸟——雄性红领带鹀重新学会了一首曾是该物种文化一部分，但已消失半个多世纪的歌曲，以及研究过程、结果和意义。 【详解】8．细节理解题。根据第一段“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.(布宜诺斯艾利斯大学的研究人员已成功使用机器人导师，教南美一种小型鸟类 —— 雄性红领带鹀 学习一首曾属于该物种文化、但已消失半个多世纪的鸣唱)”以及最后一段“This is about preserving not just genetic, but cultural biodiversity (这不仅是为了保护遗传多样性，也是为了保护文化多样性)”可知，研究人员教鸟儿这首歌是为了保护鸟类的文化遗产。故选D项。 9．细节理解题。根据第二段“It serves to attract females and protect territory. It is the bird’s way of saying, “This is me, and here I am.” (它用来吸引雌鸟和保护领地。这是鸟儿表达“这就是我，我就在这里”的方式。)”可知，红领带鹀的歌声是它们的社会身份标识。故选C项。 10．细节理解题。根据第四段“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. (中间有随机停顿，这样鸟儿就会把放置在该区域的三个设备播放的声音当作真实的交流，就好像这些设备在互相回应一样。这刺激了鸟类的发声反应。)”可知，随机停顿的目的是诱使鸟儿进行互动。故选D项。 11．推理判断题。根据倒数第二段“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. (年轻的红领带鹀学习并采用了这首歌，尽管它们在最后的颤音中加入了自己种群的“口音”，这表明它们的歌声是由习得行为和先天特征共同塑造的。)”可知，从红领带鹀的学习结果中我们可以了解到它们的歌声表现出特殊的发声特征。故选B项。 12．B 13．D 14．C 15．D 【导语】本文是说明文。没有人是一座孤岛，文章陈述了“群体智慧”效应。实验表明，在某些情况下大量独立估计的平均值可能是相当准确的。 【详解】12．主旨大意题。根据第二段内容“This effect capitalizes on the fact that when people make errors, those errors aren’t always the same. Some people will tend to overestimate, and come to underestimate. When enough of these errors are averaged together, they cancel each other out, resulting in a more accurate estimate. If people are similar and tend to make the same errors, then their errors won’t cancel each other out. In more technical terms, the wisdom of crowds requires that people’s estimates be independent. If for whatever reasons, people s errors become correlated or dependent, the accuracy of the estimate will go down. (这种效应利用了这样一个事实，即当人们犯错误时，这些错误并不总是相同的。有些人常常会高估，或者低估。当这些误差中有足够多的误差被平均在一起时，它们会相互抵消，从而产生更准确的估计。如果相似的人倾向于犯同样的错误，那么他们的错误不会相互抵消。从更专业的角度来说，群众的智慧要求人们的估计是独立的。如果由于任何原因，人们的错误变得相关或依赖，估计的准确性就会下降)”可知，本段阐述了人们所犯的错误不总是相同的，各不相同的误差平均在一起，相互抵消就会产生更准确的估计，讨论了独立估计的平均如何由于误差的消除而产生更准确的预测。因此本段主要解释了“群体智慧”效应这一现象的基本逻辑。故选B。 13．细节理解题。根据第二段的“In more technical terms, the wisdom of crowds requires that people’s estimates be independent. (从更专业的角度来说，群众的智慧要求人们的估计是独立的)”和第三段的“The key finding of the study was that when crowds were further divided into smaller groups that were allowed to have a discussion, the averages from these groups were more accurate than those from an equal number of independent individuals. For instance, the average obtained from the estimates of four discussion groups of five was significantly more accurate than the average obtained from 20 independent individuals. (这项研究的关键发现是，当人群被进一步划分为允许进行讨论的小组时，这些小组的平均值比同等数量的独立个体的平均值更准确。例如，从四个五人讨论组的估计中获得的平均值明显比从20个独立个体获得的平均值更准确)”可知，人们在没有独立的情况下，分成更小群体，平均值是更准确的，说明即使在估计数字并非完全独立的情况下，准确率提高也是可以做到的。故选D。 14．推理判断题。根据第四段的“In a follow-up study with 100 university students, the researchers tried to get a better sense of what the group members actually did in their discussion. Did they tend to go with those most confident about their estimates? Did they follow those least willing to change their minds? (在一项针对100名大学生的后续研究中，研究人员试图更好地了解小组成员在讨论中的实际行为。他们是否倾向于选择那些对自己的估计最有信心的人？他们追随那些最不愿意改变主意的人吗)”可知，在后续研究中，研究人员试图更好地了解小组成员在讨论中实际做了什么。结合两个问题，因此可知后续研究的重点是小组内的讨论过程。故选C。 15．推理判断题。根据最后一段内容“Although the studies led by Navajas have limitations and many questions remain, the potential implications for group discussion and decision-making are enormous. (尽管Navajas领导的研究有局限性，仍存在许多问题，但对小组讨论和决策的潜在影响是巨大的)”可知，作者认为虽然Navajas领导的研究有局限性也存在许多问题，但对小组讨论和决策的潜在影响巨大。因此推断作者对于Navajas的研究表示一定的赞许和支持。故选D。 16．F 17．C 18．G 19．B 20．E 【导语】本文是一篇议论文。文章主要探讨了当下学生将努力与成绩挂钩的现象，阐明成绩应基于知识掌握而非单纯付出的观点。 【详解】16．根据空前“But recently I heard a new complaint: “My grade doesn’t reflect the effort I put into this course.” (但最近我听到了一个新的抱怨：“我的成绩没有体现出我在这门课上付出的努力。”)”以及空后“In the past, students understood it and they knew “A” required great work. Yet today, Generation Z expect to be rewarded for the quantity of their effort rather than the quality of their knowledge. (过去，学生们都明白这一点，也知道A级成绩需要实打实的出色表现。然而如今，Z世代期望自己付出的努力多少能得到回报，而非依据掌握知识的质量来评判)”可知，此空应点明成绩的评定标准，即高分奖励的是优秀成果而非努力过程，F选项“High marks are for excellence, not perseverance. (高分是对优秀成果的奖励，而非对坚持不懈的努力的认可)”承接前文的学生抱怨，且引出后文的古今对比，符合语境。故选F项。 17．根据空后“It’s the result of a misunderstanding about one popular educational theories. (这是对一种流行的教育理论产生误解所导致的结果)”可知，此空应表明Z世代的这种想法并非其自身的过错，C选项“This isn’t Generation Z’s fault. (这并不是Z世代的错)”引出后文对该现象成因的分析，符合语境。故选C项。 18．根据空前“Psychologists have long found that rewarding effort helps form a strong work ethic and reinforces learning. (心理学家早就发现，奖励努力有助于培养强烈的职业道德，还能强化学习效果)”以及空后“We’ve gone from praising effort to treating it as an end in itself. We’ve failed to remind them that working hard doesn’t guarantee doing a good job. (我们已经从赞扬努力，变成了将努力本身当作最终目的。我们没能提醒他们，努力并不一定能保证把事情做好)”可知，此空应形成转折，指出如今人们对赞扬努力这件事做得过了头，G选项“But we’ve taken the practice of celebrating diligence too far. (但我们把赞扬勤奋这件事做得太过火了)”承接前文的正确理念，且引出后文的过度做法，符合语境。故选G项。 19．根据空前“The ideal response to a disappointing grade is not to complain that your diligence wasn’t rewarded. (面对不理想的成绩，理想的反应不是抱怨自己的勤奋没有得到回报)”以及空后“Trying harder isn’t always the answer. Sometimes it’s working smarter, and other times, it’s working on something else altogether. (更努力地尝试并不总是解决问题的办法。有时候需要更聪明地学习，还有些时候则需要彻底转向其他方向)”可知，此空应说明面对不理想成绩的正确做法是寻求改进方法，B选项“It is to ask how to improve. (而是应该思考如何改进)”与前文的错误做法形成对比，且引出后文的具体建议，符合语境。故选B项。 20．根据空前“The true measure of learning is not the time and energy you put in. (衡量学习的真正标准，不是你投入了多少时间和精力)”可知，此空应点明衡量学习的真正标准是学到的知识和技能，E选项“It’s the knowledge and skills you acquire. (而是你所掌握的知识和技能)”与前文形成“不是……而是……”的逻辑关系，符合语境。故选E项。 21．B 22．C 23．A 24．C 25．D 26．A 27．C 28．A 29．D 30．B 31．A 32．B 33．D 34．B 35．D 【导语】这是一篇记叙文。文章讲述了母亲每年会在我生日时匿名送栀子花给我，并且由于我的父亲去世而未能参加我高中毕业典礼时给我买了新裙子鼓励我振作的故事，体现了母亲对我的深深爱意。 21．考查动词词义辨析。句意：每年我生日的时候，都会有一朵白色的栀子花被送到我家。 A. given给予；B. delivered递送；C. taken拿走；D. brought带来。根据后文“After a while I stopped trying to discover the sender’s identity”可知，过了一段时间，我不再试图发现送花人的身份，推断出栀子花是被送到我家的。故选B项。 22．考查形容词和介词短语辨析。句意：打电话给花店总是徒劳无功——那是用现金买的。A. useful有用的；B. helpful有帮助的；C. in vain徒劳的；D. in hope有希望的。根据后文“it was a cash purchase”可知，花是用现金购买的，根据常识，现金购买的物品是不会显示购买人身份的，推断出我打电话给花店查询送花人信息是徒劳无功的。故选C项。 23．考查动词词义辨析。句意：过了一段时间，我不再试图发现发件人的身份，只为躺在柔软的粉红色纸上的神奇、完美的白色花朵的美丽和令人陶醉的香水感到高兴。A. delighted高兴；B. imagined想象；C. enjoyed享受；D. satisfied满意。根据后文“in the beauty and heady perfume of that one magical, perfect white flower”可知，作者觉得栀子花有神奇而完美的白色花朵和令人陶醉的香水味道，说明她很喜欢这些鲜花，并且对收到鲜花这件事感到高兴。故选A项。 24．考查动词词义辨析。句意：但我从未停止想象给予者可能是谁。A. considering考虑；B. remembering记得；C. imagining想象；D. recalling回忆。根据后文“I had more fun imagining”可知，作者有更多有趣的想象，说明作者一直在想象给予者是谁。故选C项。 25．考查动词词义辨析。句意：我母亲促成了这些想象。A. referred谈及；B. led带领；C. preferred更喜欢；D. contributed增进。根据后文“She asked me if there was someone for whom I had done a special kindness”可知，母亲推测是否我对某个人特别友善，说明她促进了我的想象，contribute to (促成)。故选D项。 26．考查名词词义辨析。句意：她问我，是否我对某人特别友善，可能他会表示感谢。A. appreciation感谢；B. honor荣誉；C. kindness善良；D. respect尊敬。根据前文“there was someone for whom I had done a special kindness”可知，母亲推测我是否对某人特别友善，所以推断出这个人会对我表示感谢。故选A项。 27．考查名词词义辨析。句意：我更喜欢想象可能是一个我爱上的男孩，或者是一个尽管我不认识他但却暗恋我的男孩。A. love爱；B. hate恨；C. crush迷恋；D. look表情。根据前文“it might be a boy I fell in love with”及后文“even though I didn’t know him”可知，我一直想象有人爱上我，这个人可能是我不认识却暗恋我的人。故选C项。 28．考查动词词义辨析。句意：我的感受从悲伤到恐惧和愤怒：我父亲错过了我生命中一些最重要的事情。A. ranged变化；B. differed不同；C. suffered遭受；D. judged判断。根据后文“sorrow to fear and anger”可知，我对于父亲去世这件事的感情发生了变化，rang from… to…为固定搭配，意为“从……到……”，符合句意。故选A项。 29．考查动词词义辨析。句意：我的感受从悲伤到恐惧和愤怒：我父亲错过了我生命中一些最重要的事情。A. ignoring忽视；B. attending出席；C. abandoning放弃；D. missing错过。根据前文“One month before my high-school graduation, my father died.”可知，在我高中毕业的前一个月，我父亲去世了，推断出我的父亲错过了我生命中最重要的一些事情。故选D项。 30．考查形容词词义辨析。句意：我对即将到来的毕业典礼、高年级的戏剧和舞会完全不感兴趣。A. unsurprised不惊讶的；B. uninterested没兴趣的；C. exhausted精疲力竭的；D. pleased高兴的。根据后文“But my mother would not hear of my losing any of those things.”可知，母亲并不会听到我失去这些东西，说明因父亲去世，我对即将到来的毕业典礼、高年级的比赛和舞会失去兴趣。故选B项。 31．考查形容词词义辨析。句意：妈妈和我去购物，发现了一件令人印象深刻的连衣裙，但尺码不对。A. wrong错误的；B. false假的；C. proper合适的；D. right正确的。根据后文“The day before my ball, I found that dress — in the right size”可知，我在舞会之前发现了那条裙子变得合适，说明之前我和母亲购物时看见的裙子尺码是错的。故选A项。 32．考查动词词义辨析。句意：它被如此可爱地呈现给我。A. provided提供；B. presented呈现；C. introduced介绍；D. awarded奖励。根据后文“there was a beauty”可知，母亲希望我美丽，说明这条裙子被可爱地呈现给我，此处为固定搭配be presented to，意为“被呈现”，符合句意。故选B项。 33．考查动词词义辨析。句意：我不关心我有没有新衣服。A. doubt怀疑；B. wonder想知道；C. desire渴望；D. care关心。根据前文“When my father died, I forgot about the dress.”可知，父亲去世后，我对即将到来的毕业典礼、高年级的比赛和舞会失去兴趣，说明我不关心自己是否有新衣服。故选D项。 34．考查形容词词义辨析。句意：她希望她的孩子们感受到爱，充满一种即使在悲伤面前也有美的感觉。A. loving充满爱的；B. loved被爱的；C. relaxing令人放松的；D. relaxed感到放松的。根据后文“filled with a sense that there was a beauty even in the face of____35____.”可知，母亲希望我充满一种即使在悲伤面前也有美的感觉，说明她希望我感受到被爱的感觉。故选B项。 35．考查名词词义辨析。句意：她希望她的孩子们感受到爱，充满一种即使在悲伤面前也有美的感觉。A. trouble麻烦；B. confusion困惑；C. boredom无聊；D. sorrow悲伤。根据前文“My feelings____28____from sorrow to fear and anger”可知，对于父亲的去世我感到悲伤，说明母亲希望我即使悲伤时也要很美丽，sorrow为原词复现。故选D项。 36．who 37．drinks 38．to have 39．than 40．directly 41．is reduced 42．to 43．being 44．activity 45．an 【分析】本文是一篇说明文，介绍了研究发现健康的体重和饮食，定期锻炼，不吸烟以及适度饮酒都能降低女性生肥胖孩子的几率。 36．考查定语从句。句意：专家称，一个体重正常、经常锻炼、饮食健康、不吸烟、适量饮酒的母亲生出肥胖孩子的可能性要小得多。此处为非限定性定语从句，先行词为mother，指人，关系词在从句中作主语，故填who。 37．考查主谓一致和时态。句意参考上题解析。此处与has，exercises和eats等作并列谓语，时态为一般现在时，应该用第三人称单数形式，故填drinks。 38．考查不定式。句意参考第1题解析。be likely to do表示“可能做某事”，故填to have。 39．考查介词。句意：研究表明，这可能更多地与后天因素有关，而不是先天因素，因为母亲的生活方式似乎与孩子的健康直接相关。根据前面的“more”判断此处用than表示比较，故填than。 40．考查副词。句意参考上题解析。修饰linked用副词，故填directly。 41．考查时态和语态。句意：这项对24,000名儿童进行的研究发现，当母亲和孩子都遵循健康的生活方式时，肥胖的风险甚至会降低更多。描述的是客观事实，he risk of obesity与reduce之间是被动关系，应该用一般现在时的被动语态，故填is reduced。 42．考查介词。这项研究调查了美国近17,000名妇女所生的24,000多名9到14岁的儿童的病史和生活方式。from…to…表示“从……到”，故填to。 43．考查分词作定语。句意：研究人员研究了母亲的整体健康状况与孩子肥胖的可能性之间的关系。child是逻辑主语，空格处作介词of的宾语用动名词，故填being。 44．考查名词。句意：母亲的健康状况由身高体重比、饮食、运动量、吸烟情况和饮酒量等因素决定。此处的运动表示抽象意义，不可数，故填activity。 45．考查冠词。句意：健康的体重和饮食，定期锻炼，不吸烟以及适度饮酒都能降低女性生一个肥胖孩子的几率。此处泛指一个肥胖的孩子，obese以元音音素开头，故填an。 46. Version 1 Hearing that you are recruiting a stage manager for the upcoming art festival, I'm writing to apply for this position. I have the confidence that I can handle the job. First and foremost, having participated in art clubs actively, I have not only gained lots of knowledge but also accumulated practical experience in organizing various events. With creative ideas in mind, I am capable of refreshing traditional performance forms and bringing unique visual effects to the stage. Additionally, my advantages over others are leadership, passion, and a highly responsible attitude. Thus, I will take full charge of everything. Hopefully the chance will be offered to me. If selected, I would dedicate all my energy and wisdom to it. I'm looking forward to your reply. Version 2 Hearing that you are recruiting a stage manager for the upcoming art festival, I'm writing to apply for this position. I have the confidence that I can handle the job. First and foremost, having watched a number of excellent dramas and films, I not only showed great creativity, but mastered several filming techniques and developed an appreciation for wonderful music. What matters most is that I possess excellent communication and cooperation skills, which ensures/guarantees smooth and efficient teamwork. Lastly, equipped with excellent management capacity, I can handle different matters wisely and efficiently Hopefully the chance will be offered to me. If selected, I would dedicate all my passion and wisdom to it. I'm looking forward to your reply. Version 3 Hearing that you are recruiting a stage manager for the upcoming art festival, I'm writing to apply for this position. First and foremost, familiar with the stage design elements like lighting, music and costumes, I'm confident of being qualified for this job, contributing to a creative performance. Besides, the highlights of my advantages are my outgoing personality and cautious attitude, which are bound to not only ensure a flawless Art Festival, but also foster an enthusiastic and warm atmosphere. What's more, proficient in communicating with others, I can easily accept other creative ideas and get along well with the co-workers to give clear commands. Hopefully the chance will be offered to me. If selected, I would dedicate all my passion/energy and wisdom to it. I'm looking forward to your reply. 47. Version 1（官方范文） Mr.Harper's phone booth sat high on the hill like a lighthouse. Before Mario realized it, his feet had already carried him uphill. The moment he reached the white phone booth, however,he stopped. This was a place many had set foot in but he had never truly entered. Taking a deep breath,Mario pulled the door open,lifted the receiver to his ear and, after a moment's hesitation, dialed a number at random."Dad? It's Mario. I yelled at the ocean today. It said good morning anyway," he said, his head lowered. When he glanced up, the peach blossoms outside caught his eye."Guess what? The peach trees are in full bloom. Everything's pink!" With that, Mario held the receiver tighter and whispered,"I miss you,Dad." As Mario stepped out,he spotted Mr.Harper down at the port. The scene transported him back to the old days. He could almost see his dad there, unloading his morning catch again, with Fiona. No one could understand him better than Mr. Harper-at least, he still had Mr.Harper."I see you!" Mario called. As Mr.Harper raised his head, Mario waved. Seeing that, Mr.Harper laughed."You win,Mario."And they still had their game. Mario sat down at the edge of the garden, something I hadn't done for a long time. Below, the waves were lapping,carrying back his dad's voice-"Listen, Mario."Yes, he heard the ocean's whisper:O-mor-ning.O-mor-ning. Someday, he would return the greeting, and he knew it would ride the wind all the way to his dad. Version 2 Mr. Harper's phone booth sat high on the hill like a lighthouse. Looking up the phone booth, before Mario knew it, he walked up the hill and went inside the phone booth. With deep longing for his father, he lifted the receiver to his ear and cried out, "Dad, I'm Mario, I really miss you...", tears gradually blurring his eyes. Then, he apologized to his dad for hating the ocean, even though he knew his dad had once loved it deeply. "You adored the ocean yet it was the ocean that took you... why..." he choked out. The moment he put down the receiver, he felt his grief began to ease. The wind blew gently through the panes, as if carrying his words to the ocean. As Mario stepped out, he spotted Mr. Harper down at the port. Mario ran down the hill and approached him. "I talked to him." Mario said. Mr. Harper looked at him, and then a tearful smile broke across his face. They stood side by side, watching the waves lap gently against the shore. The ocean still whispered O-mor-ning, O-mor-ning. But this time, Mario sighed with relief. The wind phone became a bridge connecting the living the dead, letting people pour out their endless missing for loved ones lost in the disaster. Whenever you hold the receiver to your ear, they'll be right there on the other end. Mr. Harper先生的电话亭高高矗立在山丘之上，宛如一座灯塔。Mario抬眼望见这座电话亭，不知不觉便走上山坡，走进了亭中。他满心思念父亲，拿起听筒贴在耳边，失声喊道：“爸爸，我是Mario，我真的好想你……”泪水渐渐模糊了他的视线。从前他憎恶这片大海，如今他为此向父亲致歉——他清楚父亲曾深深挚爱这片海。“你那么热爱大海，可偏偏是这片海带走了你……为什么……”他哽咽着道出心声。放下听筒的那一刻，心中的悲痛终于稍稍缓解。微风轻轻穿过玻璃窗，仿佛正将他的倾诉捎向大海。 Mario走出电话亭，一眼看见港口下方的Mr. Harper先生。他快步冲下山坡，走到老人身旁。“我和他说上话了。”Mario开口道。Mr. Harper先生望着他，脸上缓缓绽开含泪的笑容。二人并肩伫立，静静看着海浪轻柔拍打海岸。大海依旧低声呢喃着“O-mor-ning, O-mor-ning”，但这一次，Mario释然地轻叹了一声。这座风中电话亭化作了一座桥梁，连通生者与逝者，让人们尽情倾诉对灾难中逝去至亲无尽的思念。只要你拿起听筒贴在耳畔，思念的人就仿佛一直在电话的另一端。 学科网（北京）股份有限公司 $