高考英语综合训练卷 A08 -2027届高三英语一轮复习专项

**基本信息** 聚焦高考英语核心能力，整合多模块题型，通过解析系统提炼解题方法，构建“理解-应用-表达”的知识逻辑链，助力语言能力与思维品质提升。 **综合设计** |模块|题量/典例|方法提炼|知识逻辑| |----|-----------|----------|----------| |阅读理解|4篇15题+七选五5题|细节题定位原文、推理题逻辑分析、七选五衔接关系判断|从信息获取到逻辑推理，覆盖应用文、记叙文等体裁，构建“文本解读-选项比对”思维链| |语言知识运用|完形15题+语法填空10题|完形语境词义辨析、语法填空时态/冠词/非谓语等规则应用|以语篇为载体，融合词汇辨析与语法规则，体现“语境理解-语言知识”应用逻辑| |写作|应用文+读后续写|应用文格式规范与内容要点、续写情节连贯与人物塑造|从信息整合到创造性表达，衔接语言输出与思维拓展，落实“输入-内化-输出”学习闭环|

原创高考英语综合训练卷 A08 学科：高中英语 总分：120 考试时间：100 分钟 版本：V1 第二部分 阅读理解（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） 阅读下列短文，从每题所给的A、B、C和D四个选项中，选出最佳答案。 A CITY MEMORY LAB — PERSONAL PHOTO DIGITISATION. The lab helps residents make digital copies of family photographs, postcards and loose album pages. Sessions take place on Tuesdays and Saturdays at the Civic Records Centre. Book one 45-minute slot online; each booking covers up to 20 flat items belonging to one household. BEFORE YOU ARRIVE. Remove photographs from plastic sleeves if they slide out without force, but do not separate items that are stuck together. Write the booking number on a sheet of paper rather than on the photographs. Bring a USB drive with at least 2 GB of free space. The lab does not send files by email or retain a personal copy after the session. AT THE LAB. A technician demonstrates the scanner, then the visitor handles and scans the items. Standard files are saved as high-quality JPEGs; one selected image may also be saved as a larger TIFF file. Colour correction is limited to fading and brightness. Staff will not remove people, replace backgrounds or reconstruct missing corners. ACCESS AND PERMISSION. A height-adjustable table and a large-key keyboard are available. Visitors under 16 must attend with an adult. You may digitise photographs taken by your household for private use. Commercial studio portraits or images borrowed from another family require written permission from the copyright owner or lender. Fragile glass plates and tightly bound albums cannot be scanned during public sessions; ask about a conservation appointment. 21. What should a visitor bring to receive the scanned files? A. personal email password B. A new plastic photograph sleeve C. A USB drive with enough free space D. A cloud-storage account for the technician 22. Which request can be handled during a standard public session? A. Reconstructing a missing corner of an old print B. Saving one selected photograph as a larger TIFF file C. Scanning a fragile glass plate without an appointment D. Digitising a borrowed portrait without written permission 23. What can be inferred about the lab's handling of personal images? A. Technicians keep every image for future training B. Visitors must give the originals to the Records Centre C. All photographs become available for commercial use D. Visitors retain control while permission rules are respected B Anwen's first month in the pottery studio was measured by the shelf she avoided. On it stood cups whose rims leaned slightly or whose handles carried the clear pressure of a thumb. They were sound enough to hold tea, but Anwen placed her own uneven pieces there and called the shelf a record of mistakes. One afternoon, café owner Mr Iqbal came to choose cups for a new reading corner. Anwen guided him towards a row of smooth, nearly identical ones. Instead, he lifted a cup from the avoided shelf. Its handle curved inward, leaving a shallow hollow beneath the top. He held it with his stiff right hand and smiled. The hollow allowed his thumb to rest without forcing the joint. Anwen began to explain that the shape had not been planned, but stopped. Mr Iqbal was not praising an accident as art; he was showing her a use she had never considered. Together they tested several cups. Some uneven rims were uncomfortable and had to be recycled. Other differences made a cup steadier, easier to recognise by touch or simply pleasant to hold. After that visit, Anwen did not lower her standards. She became more exact about which details affected strength and comfort, while becoming less eager to erase every trace of the hand that made an object. The avoided shelf changed too. It was no longer a place where flaws waited to be hidden, but where questions about users could begin. 24. Why did Anwen call the avoided shelf a record of mistakes? A. She judged visible irregularities as failures B. Every cup on it had broken during firing C. She was reserving the cups for Mr Iqbal D. The shelf contained only ancient pottery 25. What did Mr Iqbal's choice help Anwen realise? A. café should buy only cups with obvious faults B. Smooth cups are always difficult for readers to hold C. An unexpected feature can serve a user's real need D. Planning a shape prevents a potter from improving 26. How did Anwen's standards change after the visit? A. She accepted every uneven object without testing it B. She judged differences by their effects on strength and comfort C. She stopped caring whether cups could hold tea D. She copied the inward handle on every new cup 27. Which title best captures Anwen's change in understanding? A. The Café with a Reading Corner B. How to Make Every Cup Identical C. Why Potters No Longer Need Standards D. When a Flaw Became a Useful Question C Bats hunting at night send out ultrasonic calls and judge returning echoes. Many moths are small enough to be detected this way, yet some have developed surfaces that change the exchange of sound. Researchers have examined the tiny scales covering their wings to understand why a bat may receive a weaker signal than expected. A moth wing is not a flat sheet. Each scale rises on a narrow stalk and contains ridges linked by thin membranes. Different parts bend most strongly at slightly different ultrasonic frequencies. Together, millions of scales interact with a wider band of calls than one uniform layer could affect. In laboratory tests, a pulse aimed at a wing after its scales had been removed produced a clear return. When the scales remained intact over the same area, far less sound energy reached the receiver. As the echo travelled back through the layered surface, the bat received less acoustic information from that patch of wing. This does not make a moth invisible. Distance, wing angle and the frequency of a bat's call still matter, and the body may reflect sound differently from the wings. Nor should the scales be treated as simple padding: their spacing and varied resonances are central to the effect. Engineers are interested in the principle because conventional sound absorbers often work best only when they are relatively thick. A very thin surface containing many differently tuned elements might inspire lighter materials for controlling unwanted high-frequency sound. Any manufactured design, however, would have to perform reliably outside the carefully controlled conditions of a laboratory. 28. Why can intact moth scales affect a broad band of bat calls? A. Different scale structures respond most strongly to different frequencies B. The wing is a perfectly flat sheet that reflects every call C. The moth's body produces no sound reflection at all D. Every bat uses exactly the same ultrasonic frequency 29. What does the underlined word “intact” in paragraph 3 suggest about the scales? A. They were arranged at equal distances B. They remained complete and in their natural position C. They had been coated with an added material D. They were separated from the wing for testing 30. Why does the author say that the scales are not simple padding? A. They make the whole moth invisible to every bat B. They prevent the moth's body from reflecting sound C. Their arrangement and varied resonances contribute to the effect D. They work identically at every distance and wing angle 31. What is the author's purpose in discussing engineered materials? A. To advertise a sound absorber already on sale B. To show that thick materials never control sound C. To claim that moth wings can be installed in machines D. To show a possible application while noting practical limits D A fully worked example can be valuable when students first meet a complex kind of problem. Instead of dividing attention between discovering a procedure and performing calculations, they can follow how each step changes the information available for the next one. The example makes otherwise hidden decisions visible. Yet keeping every step visible for too long may create a different difficulty. A learner can recognise a familiar solution without practising when to choose that method independently. Success while reading the page may then be mistaken for the ability to begin a new problem without support. One response is guidance fading. The first example shows a complete solution and explains key choices. A later problem leaves one strategically important step for the learner; the next leaves two. Eventually only the question remains. The missing steps are selected by function, not simply removed from the bottom upwards. Teacher-researcher Dr Mensah is cautiously positive about this approach. She values the gradual transfer of responsibility, but rejects a fixed schedule in which every class loses the same step on the same day. Students' errors can show whether a choice is ready to be made independently or still needs a prompt. Evaluating fading also requires care. Practice problems should be comparable in difficulty, and an immediate correct answer is not the only outcome that matters. A later, unfamiliar problem may provide stronger evidence that a learner can select and adapt the method. Guidance is effective not when it disappears quickly, but when its removal creates genuine thinking without making the next step unreachable. 32. What is one benefit of a fully worked example for a beginner? A. It removes the need to perform any calculation B. It guarantees success on every unfamiliar problem C. It makes the decision process between steps visible D. It requires students to memorise only the final step 33. Why are missing steps selected by function in guidance fading? A. To make learners practise particular strategic choices B. To shorten every solution by the same number of lines C. To ensure all classes progress on an identical schedule D. To prevent learners from meeting unfamiliar problems 34. What is Dr Mensah's attitude towards guidance fading? A. Entirely opposed B. Supportive but cautious C. Unconditionally enthusiastic D. Neutral and uninterested 35. How does the author develop the explanation? A. By tracing the history of textbooks over several centuries B. By telling the life story of one successful student C. By ranking school subjects according to difficulty D. By moving from a benefit and a risk to a method and conditions for using it 第二节（共5小题；每小题2.5分，满分12.5分） 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。 Online reviews can be useful, but only after a broad claim has been made precise. A statement such as ‘the battery lasts all day’ sounds informative while leaving the conditions unclear. ____36____ Without that step, two reviewers may appear to disagree even though one streamed video and the other read documents. Next, notice when the judgement was written. An enthusiastic comment posted on the day of delivery mainly describes a first impression. ____37____ This does not make every old review correct; it means that experience over time answers questions that unpacking cannot. Consider the reviewer's position as well. A free sample does not automatically make praise false, and a verified purchase does not guarantee careful testing. ____38____ The aim is to judge the available evidence, not to replace evidence with a label. Then compare accounts rather than hunting for the most dramatic one. ____39____ By contrast, identical promotional phrases repeated across several profiles may reveal copying rather than independent experience. Finally, return to the decision you actually face. A camera praised for professional controls may still be wrong for someone who needs a light travel device. ____40____ Reviews should help you identify a trade-off, not choose which trade-off you must accept. A. Turn the praise into a question about the kind of use and the length of time involved. B. Treat the oldest available comment as the most reliable because it has remained online longest. C. A later update can show whether that first reaction survived repeated use. D. Check disclosures and the reviewer's history before deciding how much weight to give the claim. E. Matching wording across several accounts proves that each reviewer reached the same conclusion independently. F. Repeated reports of the same specific limitation usually matter more than one unusually emotional complaint. G. Decide whether the reported strength and weakness match your own priorities. 第三部分 语言知识运用（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。 When Saira joined the student team studying lunch waste, she expected photographs of the bins to ____41____ which dishes students disliked. Ms Zhou, the kitchen manager, welcomed her energy but ____42____ that a full bin could tell several stories. Low attendance, oversized servings or a delayed lunch period might produce the same ____43____. The team therefore spent a week establishing a ____44____. They counted diners, weighed serving leftovers and kept plate waste ____45____ from food that had never left the counter. Saira found the routine less exciting than proposing a new menu, yet the categories prevented one number from ____46____ unlike causes. On Thursday, a large amount of rice remained. Saira was ready to ____47____ that students had rejected it. Then a cleaner mentioned that one dining line had opened late after a cooker fault. The attendance sheet also showed that two classes had eaten elsewhere. Together, these details ____48____ her first explanation. Instead of deleting the result, Saira marked it as ____49____ and recorded the interruption beside it. The following week, rice waste returned to its usual range. She now had grounds to ____50____ a one-day disruption from a stable preference. At the final meeting, Saira proposed smaller first servings with free second helpings for one heavily wasted dish. She also asked the team to ____51____ attendance and service delays before comparing days. The change was deliberately ____52____: it could be tested without redesigning every meal. Waste fell, but not ____53____, and the team continued measuring. Saira had learned that useful action does not require perfect data; it requires a method that makes uncertainty ____54____ rather than invisible. Careful measurement had not slowed improvement. It had given improvement a more reliable ____55____. 41. A. distort B. postpone C. conceal D. reveal 42. A. cautioned B. rewarded C. assigned D. assured 43. A. permission B. principle C. outcome D. preference 44. A. compromise B. baseline C. shortcut D. barrier 45. A. available B. hidden C. useful D. separate 46. A. measuring B. masking C. removing D. predicting 47. A. conclude B. pretend C. guarantee D. recall 48. A. preserved B. simplified C. undermined D. confirmed 49. A. representative B. efficient C. deliberate D. atypical 50. A. distinguish B. translate C. borrow D. withdraw 51. A. oppose B. estimate C. track D. announce 52. A. permanent B. modest C. random D. costly 53. A. secretly B. temporarily C. completely D. accidentally 54. A. visible B. precise C. harmless D. constant 55. A. audience B. permission C. exception D. basis 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。 In regions where winter winds sweep across open roads, snow fences ____56____ (use) for decades to control where drifts form. A fence is not a solid wall but ____57____ barrier with regular openings. Wind passing through those gaps loses speed, causing snow ____58____ (fall) on the sheltered side. Engineers calculate the number and size of the ____59____ (opening), since a completely closed wall can create unwanted turbulence. The deepest drift usually forms some distance behind the fence, ____60____ surprises people who expect snow to collect directly against it. The fence ____61____ (it) does not catch each flake. Its purpose is ____62____ (reshape) the airflow so that snow settles ____63____ (gradual) before it reaches the road. Placement depends ____64____ local wind direction and the space available for a drift. A fence positioned too close to the road may simply move the problem. Once properly ____65____ (locate), however, it can reduce repeated clearing while leaving drivers' view unobstructed. 第四部分 写作（共两节，满分40分） 第一节（满分15分） 66. 假定你是李华。你想在校报英文版开设一个介绍校园幕后工作人员的专栏‘Behind the School Day’。请给校报编辑Ms Wright写一封邮件，内容包括：1. 说明专栏目的；2. 建议首期采访对象和内容；3. 说明你能承担的工作并请对方回复。注意：写作词数应为80左右；请按邮件格式作答。 第二节（满分25分） 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。 At a Sunday family lunch, Aunt Rina brought out a strategy game she had found in a cupboard. Four sets of wooden pieces—red, green, brown and orange—had to travel between small islands on the board. Ana and her cousin Malik joined the younger children at the table. During the first round, Malik moved one of Ana's pieces instead of his own. A child laughed and moved it back. Two turns later, Malik confused the brown and green pieces. This time someone accused him of ignoring the rules. Malik pushed his chair away and said the light was poor. Ana followed him to the hallway. There, Malik admitted that red and green had always been difficult for him to distinguish. He usually relied on position, labels or small differences in shape. The game pieces, however, were identical except for colour. He had not mentioned this because he did not want the younger children to treat him as helpless. Ana said she was sorry the table had become uncomfortable, but she did not immediately offer to play for him. Instead, she asked what would make the pieces clear without announcing his private explanation to everyone. Malik looked back towards the game and said that each team needed a sign that could be recognised by touch as well as sight. In a drawer, Ana found a packet of removable raised stickers: circles, stars, waves and triangles. Malik examined them, then carried the packet to the quiet end of the room with her. The others were setting the board for another round. 注意： 1. 续写词数应为150左右； 2. 请按如下格式在答题卡的相应位置作答。 67. Paragraph 1: Ana spread the game pieces on the floor between them. Paragraph 2: When they returned to the table, no one asked Malik to name a colour. 答案与解析 21. 标准答案：C 解析：第二段明确要求访客携带至少有2 GB可用空间的USB drive，实验室不会通过邮件发送文件，也不会在会后保留个人副本，因此选C。预订号应写在另纸上，塑料套并非文件载体，工作人员也不会代为提供私人云端空间。 22. 标准答案：B 解析：第三段说明标准会话可对褪色和亮度做有限校正，并可把一张选定照片另存为较大的TIFF文件，故B可办理。工作人员不重建缺角、不扫描玻璃底片，也不能在无书面许可时处理借来的他人照片。 23. 标准答案：D 解析：实验室由访客亲自操作扫描，既不邮件发送，也不在会后保留个人副本；对借用或商业照片还要求权利人许可。这些规定共同表明服务重视访客控制和授权边界，故选D。A与工作人员示范后由访客操作相反；B、C均无依据。 24. 标准答案：A 解析：第一段写到她把杯沿略歪、把手留有拇指压痕的作品放在那里，并以外形不够规整为“错误记录”，说明她最初把可见的不一致等同于失败，故选A。杯子能盛茶，并未碎裂；她也没有准备出售或研究旧陶器。 25. 标准答案：C 解析：Mr Iqbal手部僵硬，而杯把上的浅凹恰好让拇指无需强迫关节便能安放；这使Anwen认识到某些非标准形态可能回应真实使用需要，故选C。原文并未主张所有偶然形状都安全，也未否定平滑杯或要求她停止练习。 26. 标准答案：B 解析：末段明确说她没有降低标准，而是更精确地区分哪些细节影响强度和舒适度，同时不再急于抹去手工痕迹。因此她的标准从追求完全一致转向以功能和使用者为依据的判断，故选B。A、C、D均把这种更细致的标准误解为放弃质量。 27. 标准答案：D 解析：全文围绕Anwen从把不规整作品视为错误，到借助使用者体验重新理解差异、功能与手工痕迹展开，D“从缺陷到问题”准确概括认知变化。A只抓住咖啡馆，B把故事说成追求完全相同，C则错误宣称不再需要标准。 28. 标准答案：A 解析：第二段说明不同尺度部位在略有差异的超声频率上弯曲最强，数百万个不同调谐单元共同作用，因此能影响比均匀单层更宽的频带，故选A。不是因为翅膀完全平坦、身体无反射或蝙蝠只用一种频率。 29. 标准答案：B 解析：第三段把鳞片已被移除的翅面与鳞片仍留在原处的翅面进行实验对照；后者返回接收器的声能更少。由removed与remained intact的对应关系可推知intact表示鳞片保持完整并处于自然位置，故选B。A的等距排列、C的额外涂层均无依据，D则与remained及对照组关系相反。 30. 标准答案：C 解析：第四段强调真正关键的是鳞片的间距及多种共振，而非仅靠一层厚软材料阻隔声音；前文也说明不同结构针对不同频率。因此选C。A夸大为完全隐形，B与身体仍可反射矛盾，D把实验结果错误推广到所有环境。 31. 标准答案：D 解析：末段把蛾翼的薄层、多调谐单元原理与轻质高频吸声材料联系起来，同时提醒实验室效果还需在现实条件下验证，作用是说明生物机制可能带来的工程启发及其限制，故选D。不是推销产品、证明厚材料无用或声称已可直接制造。 32. 标准答案：C 解析：第一段说明完整例题让初学者看见每一步如何改变后续可用信息，把原本隐性的决策过程显现出来，并减少同时发现程序和计算的负担，故选C。它不会取消计算、保证所有新题成功或要求死记最后一步。 33. 标准答案：A 解析：第三段强调逐步撤除指导不是从答案末尾机械删步骤，而是让学习者练习具有策略意义的选择。因此按功能选空能把责任转移到关键决策上，故选A。B、C、D分别把目的误成缩短页面、统一进度或回避陌生题。 34. 标准答案：B 解析：第四段直接说她cautiously positive，认可逐步转移责任，但反对所有班级按同一固定日程撤掉同一步，并主张依据错误调整，体现审慎支持，故选B。完全反对、无条件热情和中立均不符合原文。 35. 标准答案：D 解析：文章先说明完整例题对初学者的价值，再指出长期保留全部步骤的局限，介绍逐步撤除方法，随后加入教师的审慎判断和评价证据要求，故选D。其余选项所述历史年表、学生传记和学科排名均不存在。 36. 标准答案：A 解析：空前以‘续航一整天’说明宽泛表述缺少使用条件，空后又比较视频播放与文档阅读两种负荷。A项要求把赞美转成关于使用方式和时长的具体问题，补足从模糊判断到可比较条件的逻辑，故选A。B项提到评论时长，局部像在判断可靠性，但本段讨论的是产品使用条件而非评论上线时间。 37. 标准答案：C 解析：本段按时间区分开箱当天的第一印象与长期使用证据。C项指出后续更新能检验最初反应能否经受反复使用，正好承接空前并解释空后experience over time的作用，故选C。B项把‘最老’机械等同于最可靠，空后明确说并非所有旧评论都正确，因此是具有时间词衔接但逻辑错误的干扰项。 38. 标准答案：D 解析：空前分别否定‘获赠样品必然虚假’和‘已验证购买必然可靠’两种标签化判断，空后要求评估证据。D项提出查看利益披露与评论历史后再决定权重，补足实际判断方法，故选D。E虽然涉及多账号证据，却把相同措辞误当独立结论，与下一段对复制内容的警惕冲突。 39. 标准答案：F 解析：空前要求比较多份叙述而非追逐最戏剧化的一条，空后用重复宣传措辞说明表面重复未必独立。F项强调多个独立评论反复指出同一具体限制，比单个情绪化投诉更有价值，建立了‘重复且独立’的证据标准，故选F。E项在语法上可接多账号比较，但相同措辞反而可能来自复制。 40. 标准答案：G 解析：本段先举相机专业控制与轻便旅行需求可能冲突，空后强调评论只能帮助识别取舍，不能替用户决定。G项要求回到自身优先级判断优缺点是否匹配，补足由他人评价到个人决策的最后一步，故选G。A虽也强调条件，但应在分析宽泛电池评价的开头使用，放在结尾会重复已完成的证据拆解。 41. 标准答案：D 解析：Saira原以为拍摄垃圾桶就能揭示学生不喜欢哪些菜，reveal表示使原因显现，故选D。distort为歪曲，postpone为推迟，conceal为隐藏，都不能表达她希望通过照片发现原因的预期。 42. 标准答案：A 解析：Ms Zhou欢迎她的热情，但提醒满垃圾桶可能对应多种故事，cautioned与but后的风险提示一致，故选A。rewarded需接奖励对象，assigned表示分派，assured通常表示使人确信，均不能引出审慎警告。 43. 标准答案：C 解析：出勤少、份量大或就餐延误都可能产生‘垃圾桶很满’这一相同结果，outcome正确，故选C。permission、principle和preference不能概括多种原因共同造成的可观察现象。 44. 标准答案：B 解析：团队先连续一周统计，以建立后续比较所需的基准，establish a baseline是数据调查中的自然搭配，故选B。compromise、shortcut、barrier分别为妥协、捷径和障碍，均不能为跨周比较提供参照。 45. 标准答案：D 解析：团队需要把学生盘中剩余与从未离开柜台的食物分开记录，keep A separate from B为固定结构，故选D。available、hidden、useful虽同为形容词，却不能与from构成此处分类关系。 46. 标准答案：B 解析：细分类别能防止一个总数掩盖彼此不同的原因，mask unlike causes符合调查逻辑，故选B。measuring是测量、removing是删除、predicting是预测，都不能说明汇总数字使原因差异难以看见的风险。 47. 标准答案：A 解析：看到大量米饭剩余时，Saira准备据此下结论说学生拒绝这道食物，conclude that搭配自然，故选A。pretend表示假装，guarantee表示保证，recall表示回忆，均不符合由单日数据作判断的语境。 48. 标准答案：C 解析：一条餐线因设备故障晚开、两个班在外就餐，这些信息削弱了‘学生不喜欢米饭’的最初解释，undermined正确，故选C。preserved和confirmed会维护或确认原解释，simplified也不能体现证据与解释的冲突。 49. 标准答案：D 解析：Saira没有删除异常日，而是把它标为非典型结果并记录中断原因，atypical表示不具常态代表性的，故选D。representative与事实相反，efficient和deliberate分别强调效率和故意，都不能描述受偶发故障影响的数据。 50. 标准答案：A 解析：有了第二周数据，她能够把单日中断与稳定偏好区分开，distinguish A from B为固定搭配，故选A。translate、borrow、withdraw均不能表达对两类解释的辨别。 51. 标准答案：C 解析：比较不同日期前需持续记录出勤和供餐延误，track表示跟踪记录，故选C。oppose、estimate和announce分别为反对、估算和宣布，不能确保这些背景变量被实际纳入数据。 52. 标准答案：B 解析：小份首取、可免费续添只针对一道浪费较多的菜，且无需重做所有餐食，说明改动刻意保持适度、可测试，modest正确，故选B。permanent、random、costly均与可逆的小范围试验不符。 53. 标准答案：C 解析：浪费下降但团队仍继续测量，说明问题并未完全消失，not completely最合逻辑，故选C。secretly、temporarily、accidentally均缺少相应证据，且不能自然解释继续追踪的程度含义。 54. 标准答案：A 解析：方法应把不确定性明确呈现而不是让它隐形，visible与后面的rather than invisible构成直接但非机械的语义对照，故选A。precise会把不确定性误说成精确，harmless和constant也不是该方法的作用。 55. 标准答案：D 解析：细致测量没有拖慢改进，而是为改进行动提供更可靠的依据，basis符合全文从直觉到证据的成长线，故选D。audience、permission、exception均不能与reliable构成此处的因果总结。 56. 标准答案：have been used 解析：时间状语for decades表示从过去持续到现在，主语snow fences与use为被动关系且为复数，因此使用现在完成时被动语态have been used。 57. 标准答案：a 解析：barrier为首次出现的可数名词单数，此处泛指一种带规则开口的障碍物，且barrier以辅音音素开头，因此填不定冠词a。 58. 标准答案：to fall 解析：cause后接宾语snow，再用不定式作宾语补足语，构成cause snow to fall，表示风速降低使雪落在背风侧，因此填to fall。 59. 标准答案：openings 解析：opening为可数名词，the number and size以及雪栅上规则分布的多个开口共同要求复数形式，因此填openings。 60. 标准答案：which 解析：逗号后为非限制性定语从句，which指代‘最深积雪通常形成在雪栅后方一段距离处’这一事实，并在从句中作主语，因此填which。 61. 标准答案：itself 解析：主语The fence为单数，空格用于强调雪栅本身并非逐片拦住雪花，应使用反身代词itself。 62. 标准答案：to reshape 解析：句型Its purpose is to do表示事物的目的或功能；雪栅的作用是重塑气流，因此填不定式to reshape。该题与58题的宾补功能不同。 63. 标准答案：gradually 解析：空格修饰动词settles，说明雪逐渐沉降，应把形容词gradual变为副词gradually。 64. 标准答案：on 解析：placement与local wind direction之间为‘取决于’关系，固定搭配depend on后接名词短语，因此填on。 65. 标准答案：located 解析：Once properly located相当于Once it is properly located，fence与locate为被动关系，过去分词located构成省略式被动状语，表示位置确定恰当后。 66. 参考范文：Dear Ms Wright, I would like to propose a new English-page column called ‘Behind the School Day’. It would introduce staff whose work students often depend on but rarely notice, helping readers understand how the school runs. For the first article, could we interview the laboratory assistant about preparing experiments and checking equipment? I can draft the questions, conduct the interview with another student and write the first version for your review. Please let me know whether the idea suits the newspaper and what length you would prefer. Best wishes, Li Hua 写作指导：邮件应先提出在校报英文版开设‘Behind the School Day’专栏，并说明其目的是介绍常被忽视却支撑校园运转的工作人员；再建议首期采访实验室助理，围绕实验准备和设备检查展开；最后明确自己愿意拟问题、与同学采访并完成初稿，请Ms Wright确认选题是否合适及文章长度。评分关注专栏目的、首期对象与内容、个人协助和回复请求，语气应礼貌且具有可执行性。参考范文92词。 67. 参考范文：Ana spread the game pieces on the floor between them. Malik chose circles, stars, waves and triangles for the four teams. Together they pressed one raised sticker onto each piece. Ana asked how much he wanted the others to know. Malik said she could explain that each team now had a colour and a symbol. Ana repeated his suggestion without mentioning their hallway conversation. The children accepted the rule and checked each set. When they returned to the table, no one asked Malik to name a colour. He found the triangle team by touch and planned two moves ahead. The child who had criticised him asked why one island remained empty. Malik explained the trap, and everyone leaned closer. The symbols had not made strategy easier; they had made the information available. When the round ended, Malik mixed the pieces and invited the youngest child to sort them for the next game. 写作指导：续写应承接Malik已经私下说明自己难以区分红绿、希望用视觉之外的标记识别棋子，以及Ana找到可移除凸起贴纸但两人尚未实施方案的情节。第一段必须逐字使用给定段首句，写Malik自主选择四种符号、两人完成标记，并由Ana按他的意愿只解释新规则而保护其隐私；第二段必须逐字使用给定段首句，展示符号让信息可获得而非降低策略难度，Malik凭策略重新参与并自然融入家庭互动。不得重复发现色觉差异、重复Ana已经表达的歉意，或引入成人代替Malik决定。评分关注段首句一致、隐私边界、人物主动性、行动顺序和主题自然。参考范文152词。 学科网（北京）股份有限公司 $