高考英语综合训练卷 A10 -2027届高三英语一轮复习专项

**基本信息** 以真实语境为载体，融合语言能力与思维品质，构建“定位-分析-迁移”解题体系，实现知识逻辑与应试策略的综合训练。 **综合设计** |模块|题量/典例|方法提炼|知识逻辑| |----|-----------|----------|----------| |阅读理解|20题（含4篇不同体裁）|题干定位→原文比对→选项排除|信息获取→推理判断→文化理解| |语言知识运用|25题（完形+语法）|语境词义辨析+语法规则应用|词汇语境运用→语法结构构建| |写作|2题（应用文+续写）|情境任务驱动+逻辑连贯表达|交际意图表达→语篇逻辑组织|

原创高考英语综合训练卷 A10 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 MARLOWE PRINT HOUSE — WEEKEND SESSIONS. The restored workshop keeps its nineteenth-century presses in working order. All sessions begin at the reception desk. Lockers are available, but food and open drinks must remain outside the workshop. Online booking closes at 18:00 on the preceding Thursday. LETTERPRESS BASICS — Saturday, 09:00–11:15. For ages 15 and above; no previous experience is required. Participants set a short line of type and print six cards with water-based ink. Wear closed-toe shoes and bring an apron or old shirt. Paper, type and ink are included. PAPER MARBLING — Saturday, 13:30–15:00. For ages 12 and above; participants aged 12 or 13 must attend with a paying adult. Make four patterned sheets using prepared colour baths. The sheets need to dry overnight and may be collected from 10:00 on Sunday or posted for an additional fee. SINGLE-SECTION BOOKBINDING — Sunday, 09:30–12:30. For ages 16 and above. Bring twenty flat A5 sheets for the pages; thread, boards and tools are supplied. The finished book will be ready to take home at the end of the session. OPEN PRESS — Sunday, 14:00–16:00. Available to people who have already completed Letterpress Basics at Marlowe. Reserve a press bench and bring an approved small project. A technician supervises equipment use, but there is no design instruction during Open Press. 21. Who may book a place in Open Press? A. visitor who has completed Marlowe's Letterpress Basics B. A beginner hoping to receive individual design instruction C. A fourteen-year-old attending with a paying adult D. A bookbinding participant bringing an unfinished book 22. What must a Bookbinding participant provide? A. Six printed cards B. A set of binding tools C. Twenty flat A5 sheets D. Boards cut to the final size 23. What should a thirteen-year-old choosing Paper Marbling plan to do? A. Attend together with a paying adult B. Collect the finished sheets on Saturday C. Bring personal colour baths D. Wait until turning fifteen B Leila volunteered on the Bayline ferry because she liked the steady work of checking tickets and guiding passengers. On her third Saturday, the captain asked her to make the stop announcements. The route sheet looked simple, yet at Ternay Pier she placed the stress on the wrong syllable. Two passengers glanced up, and Leila hurried through the remaining names. After docking, she told Ossian, a retired deckhand who travelled every week, that she might announce only the pier numbers next time. Ossian did not laugh or supply a neat list of corrections. He said the names had crossed the bay for longer than the ferry and suggested that she learn them from the people who used them. ‘A number tells passengers where to step off,’ he added. ‘A name tells them where they have arrived.’ During the following week, Leila asked shopkeepers and passengers to repeat one difficult name at a time. With their permission, she wrote sound marks beside the printed words and practised the rhythm while walking home. Different speakers varied slightly, but they agreed on the stressed syllables. She began to hear the route as a sequence of places rather than a test she might fail. The next Saturday brought thick mist. The shoreline disappeared, so passengers depended more heavily on the announcements. Leila spoke slowly and gave every stop its full name. At Ternay, a woman carrying a sleeping child thanked her. The woman's family had left the island years before, she explained, and hearing the name spoken properly still felt like being welcomed back. Leila kept the marked route sheet, not as proof that she had mastered the bay, but as a reminder to keep listening. 24. Why did Leila consider using pier numbers alone? A. The printed route sheet omitted several names B. She felt embarrassed after mispronouncing a stop C. Passengers had asked for shorter announcements D. The captain preferred numbers in misty weather 25. What did Ossian want Leila to understand about the names? A. They were practical details best learned from the captain B. They carried local identity as well as route information C. They should be standardised to remove speaker differences D. They mattered less once pier numbers were clearly displayed 26. Which best describes Ossian's attitude towards Leila's mistake? A. Patient and constructive B. Amused but unconcerned C. Strict and disapproving D. Doubtful about her ability 27. Which title best captures Leila's experience? A. Ferry Hidden by the Mist B. Learning the Names between the Piers C. Why Numbers Make Travel Safer D. The Captain's New Route Sheet C A vertical seawall protects land by presenting waves with a hard barrier. Yet the returning water can strike incoming waves and scour sand from the wall's base. Coastal engineers are therefore testing interlocking panels made with crushed oyster shell. Their uneven surfaces contain ledges and openings where oysters and other small organisms may settle. In a wave tank, researchers placed a smooth wall and a row of shell panels under the same incoming waves. Pressure sensors behind the structures showed that less force reached the sheltered water behind the panels. High-speed images revealed water turning into small eddies around the ledges instead of forming one strong reflected crest. The rough network dissipates wave energy as water enters its openings. Swirls meet the inner surfaces, change direction and lose speed before emerging. As living oysters enlarge the surface over time, they may add further irregularity without creating a solid block that excludes marine life. The panels are not a universal replacement for seawalls. Oyster growth depends on suitable salinity and water quality, while sediment can clog openings. Engineers must also confirm that the units remain stable during severe storms. The approach is most promising where reducing everyday wave force and creating habitat are both useful goals. 28. What feature distinguishes the shell panels from a smooth wall? A. They float with the incoming waves B. They contain ledges and openings C. They prevent organisms from settling D. They send one reflected crest seaward 29. What does the underlined word “dissipates” in paragraph 3 most nearly mean? A. Stores for later release B. Spreads and weakens C. Measures with greater accuracy D. Redirects without reducing 30. What can be inferred about the panels' effect on wave energy? A. It is converted into a single stronger offshore wave B. It disappears as soon as oysters settle C. It is broken into smaller, slower movements around the surface D. It is transferred unchanged to the sheltered water 31. What is the author's main purpose in writing the text? A. To argue that conventional seawalls should be removed B. To advertise oyster farming as a coastal business C. To compare the cost of several marine habitats D. To explain how a habitat-friendly panel may reduce wave force and where it fits D When a public organisation causes harm, an apology is often expected quickly. Speed matters because silence can look like avoidance. But researchers who study institutional trust find that an immediate statement works best when it separates confirmed facts from questions still being investigated. Certainty that arrives before evidence may create a second credibility problem. Language matters as much as timing. Phrases such as ‘if anyone was upset’ turn attention from the organisation's action to the audience's reaction. A stronger apology names what happened, acknowledges who was affected and accepts the organisation's part without hiding responsibility inside the passive voice. Words also need a future tense. A repair plan should identify the next action, the person responsible for it and a date for reporting progress. This does not require promising that every consequence can be reversed. It shows that the organisation expects its conduct, not the audience's patience, to carry the burden of repair. Finally, an apology cannot demand forgiveness as proof of success. People affected by the harm may need time or may remain dissatisfied after improvements are made. The useful question is not whether the statement ends criticism, but whether it begins a verifiable change in behaviour. 32. According to paragraph 1, what should an early apology distinguish? A. Legal issues from emotional ones B. Confirmed facts from unresolved questions C. Private complaints from public criticism D. Short-term costs from long-term costs 33. Why does the author recommend naming a person and a reporting date in a repair plan? A. To shift responsibility to one employee B. To discourage further public questions C. To turn the promise into trackable accountability D. To guarantee that all harm will be reversed 34. What would the author probably say about the statement ‘Mistakes were made’? A. It is useful because it avoids emotional language B. It may weaken accountability by hiding who acted C. It is strongest when released before facts are known D. It guarantees that affected people will forgive the organisation 35. Why should an apology avoid demanding forgiveness? A. Forgiveness is required before repairs begin B. Affected people retain the right to respond in their own time C. Criticism usually ends once a plan is published D. Organisations cannot know who was affected 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。 A bouquet begins with the vase, not the flowers. Residue from an earlier arrangement can cloud new water and shorten stem life. ____36____ Rinse the vase well before filling it with fresh water at room temperature. Next, recut the stems with a clean, sharp blade. A crushed or dried end makes it harder for water to move upward. ____37____ Place each stem into the vase soon after cutting rather than leaving the fresh end exposed on the table. Check what will sit below the waterline. Leaves that look harmless at first soon soften when submerged. ____38____ Keep healthy leaves above the rim, where they can contribute shape without affecting the water. The bouquet's location matters after arranging. Direct sun, a warm appliance and a bowl of ripening fruit can all shorten its useful life. ____39____ This may be less dramatic than a bright windowsill, but the flowers will change more slowly. Finally, treat a mixed bouquet as a changing arrangement. Some varieties fade before others, and cloudy water should be replaced rather than merely topped up. ____40____ The bouquet can remain balanced even as its number of stems gradually falls. A. Those leaves can decay in the water and create conditions that affect the remaining stems. B. Adding another dose of flower food whenever the water level falls may seem like the quickest response. C. A brief wash removes material that clear-looking glass can still carry. D. Removing a fading stem early gives the healthier flowers more room and cleaner water. E. A wide decorative vase may appear to offer enough space for several additional stems. F. The new cut opens a clearer path through which the stem can take up water. G. A cooler place with steady indirect light usually offers a gentler setting. 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。 At the first rehearsal for the harbour anniversary, trumpeter Amari expected the loudest passages to be the hardest. Guest conductor Ms Venn asked the band to play an old march in a stone courtyard. The echo blurred the entries. Instead of blaming the space, she asked the musicians to ____41____ what actually reached them. Amari noticed the percussion returning a fraction late, tempting him to ____42____ the tempo. They changed from a tight circle to a staggered arc, but the lower horns were still ____43____ by a side wall. Ms Venn then asked every section to mark the moments when the melody changed hands. The requirement ____44____ rehearsal from repeated playing into an exercise in listening. Amari usually ____45____ every pause with sound; now he had to release his final note precisely. When another section took the melody, he resisted the impulse to ____46____ it. During the break, Amari admitted that restraint felt like ____47____ control. Ms Venn replied that control in an ensemble was ____48____, not owned by its loudest player. The courtyard's echo remained, yet the musicians began to ____49____ it as part of their timing. Amari shortened his attacks and waited for the tuba's signal. Each change seemed ____50____ on its own but became decisive in combination. At the performance, the opening phrase sounded almost spare. Amari feared they were underplaying, but the answering melody emerged with unexpected ____51____. He understood that confidence did not require constant ____52____. His attention shifted from proving his part to ____53____ the whole piece. Afterwards, Ms Venn said the band had learned to ____54____ responsibility across the courtyard. For Amari, musicianship now meant knowing not just when to enter, but when to ____55____. 41. A. project B. identify C. preserve D. imitate 42. A. abandon B. divide C. suspend D. accelerate 43. A. obscured B. welcomed C. polished D. counted 44. A. separated B. protected C. converted D. shortened 45. A. examined B. occupied C. predicted D. recorded 46. A. duplicate B. interrupt C. measure D. simplify 47. A. claiming B. displaying C. restoring D. relinquishing 48. A. temporary B. accidental C. collective D. visible 49. A. accommodate B. remove C. calculate D. ignore 50. A. expensive B. dramatic C. modest D. random 51. A. volume B. clarity C. speed D. warmth 52. A. movement B. accuracy C. agreement D. prominence 53. A. describing B. serving C. measuring D. directing 54. A. share B. conceal C. postpone D. estimate 55. A. insist B. expand C. yield D. arrive 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。 Wind towers, tall structures rising above rooftops in dry regions, ____56____ (use) for centuries to guide moving air into buildings. In a traditional house, a tower catches a breeze and directs it through ____57____ vertical shaft. Builders shaped the upper openings, often ____58____ (face) them towards the prevailing wind. The descending air then enters rooms near floor level, ____59____ allows warmer air to leave through another opening. Thick walls slow ____60____ (it) return to outdoor heat. Modern architects are revisiting the idea ____61____ (reduce) dependence on powered cooling. Computer models help create towers ____62____ (adapt) to dense streets and changing wind directions. Their success still depends ____63____ local climate and careful operation. When designed well, the system can move air more ____64____ (efficient) through homes, schools and other public ____65____ (building). 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。校学生会将在下周试行一次‘Screen-Free Lunch Hour’，鼓励同学午餐时暂时放下手机并参加线下活动。请给交换生Owen写一封邮件，内容包括：1. 介绍试行目的；2. 邀请他带来一种适合午间的线下活动；3. 告知时间、地点和反馈方式。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。 Mina and Theo volunteered to lead a Saturday English circle for six younger students at the community centre. They planned an informal hour in which everyone could talk about school, music or weekend life. Theo was quick with stories and could turn any silence into another question. During the first meeting, most students laughed and answered him. Kofi, a boy in a green sweater, smiled several times but said almost nothing. Whenever he opened his mouth, someone else had already followed Theo's latest question. Theo decided Kofi was probably tired and kept the conversation moving. At the end, Kofi remained behind to return a pencil. Mina asked whether the topics had been difficult. He shook his head and pointed to the list on the board. ‘I had an answer for three of them,’ he said, ‘but by the time I knew how to start, the talk was somewhere else.’ Then he thanked them and left to catch his bus. Theo looked at the empty chairs. He had wanted the circle to feel lively, and it had. Yet he now saw that his rescue of each quiet second had created a pace that suited confident speakers. Mina noticed a stack of blank cards in the supply box. They still had a week before the next meeting, but neither wanted to replace conversation with a rigid classroom exercise. 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: Mina turned the stack of blank cards over and wrote one simple question on the top card. Paragraph 2: When the circle met again, Kofi reached for a card before anyone else could speak. 答案与解析 21. 标准答案：A 解析：最后一段明确说明Open Press只向已经在Marlowe完成Letterpress Basics的人开放，因此A正确。B与“there is no design instruction”矛盾；C是纸张大理石纹课程的年龄规则；D完成装订课并不等于完成活版印刷基础课。 22. 标准答案：C 解析：第四段要求装订课参加者自带twenty flat A5 sheets，线、封面板和工具均由工作坊提供，故选C。A属于活版印刷课成果，B、D均已包含在课程材料中。 23. 标准答案：A 解析：纸张大理石纹课程最低年龄为12岁，但12或13岁参加者必须由一名付费成人陪同，因此13岁学生应安排成人同行，选A。作品需隔夜晾干，B错误；色浴由工作坊准备，C错误；D混淆了活版印刷课年龄。 24. 标准答案：B 解析：第一段写Leila读错Ternay后匆忙念完其他站名，第二段随即提出下次只报编号，说明她是因误读后的尴尬而回避站名，故选B。A、C、D均无文本依据。 25. 标准答案：B 解析：Ossian将“编号告诉人在哪里下船”与“名字告诉人到了哪里”对比，并建议向实际使用这些名称的人学习，说明站名不仅传递路线信息，也承载地方身份和记忆，故选B。A缩小为技术细节，C追求消除差异，D否定名称价值，均不符。 26. 标准答案：A 解析：Ossian没有嘲笑，也没有简单替她列出答案，而是解释名字的重要性并给出向当地使用者学习的可行方法，体现耐心且具有建设性的态度，故选A。其余选项分别强调取笑、责备或怀疑，与他的言行不符。 27. 标准答案：B 解析：全文核心是Leila由误读、回避站名，到向当地人学习并理解名称所承载的归属感，B概括了学习过程与人文意义。A只对应末段天气，C与文章立场相反，D把重点误放在船长和路线表上。 28. 标准答案：B 解析：第一段说明壳体板表面不平整，带有供牡蛎等生物附着的ledges and openings，这是其区别于光滑海墙的关键结构，故选B。A、C与原文相反，D描述的是光滑墙更容易产生的强反射浪。 29. 标准答案：B 解析：第三段写水进入孔洞后形成旋涡，撞上内部表面、改变方向并在流出前减速；这些连续结果表明波浪能被分散并削弱，因此dissipates最接近“spreads and weakens”，故选B。A强调储存，C强调测量，D否认能量减弱，均与lose speed不符。 30. 标准答案：C 解析：实验观察到水绕凸缘形成小旋涡，在孔洞内多次改变方向并减速，说明能量并非消失，而是转化为更小、更慢的局部运动，故选C。A、D与压力降低相反，B把牡蛎附着误解为能量立即消失。 31. 标准答案：D 解析：文章先指出光滑海墙问题，再说明壳体板的实验机制、生境价值和适用限制，目的在解释这种兼顾生境的结构如何减弱波力以及何时适用，故选D。A过度扩大，B、C均不是全文重点。 32. 标准答案：B 解析：第一段明确指出及时声明应把confirmed facts与still being investigated的questions分开，故选B。其余三组区分均未在文中提出。 33. 标准答案：C 解析：第三段要求明确下一步行动、负责人和进展报告日期，作用是让承诺可以被追踪和核对，把道歉落实为责任机制，故选C。A是推卸责任，B不是目的，D与“不必承诺逆转所有后果”相反。 34. 标准答案：B 解析：第二段批评把责任藏在被动语态中的做法，并主张明确发生了什么以及组织承担何种责任。‘Mistakes were made’没有说明行为主体，可能削弱问责，故选B。A把回避主体误作优点，C、D分别违背第一段的事实边界和末段对宽恕的说明。 35. 标准答案：B 解析：末段说明受影响者可能需要时间，也可能在改进后仍不满意，道歉的成效应看行为是否改变，而非要求他人以原谅证明成功，因此B正确。A、C与原文相反，D无依据。 36. 标准答案：C 解析：空前指出旧花束残留物会使新水浑浊并缩短花茎寿命，C项说明即使玻璃看起来清澈，简单清洗仍能去除残留，补足“为什么先洗花瓶”的逻辑；空后的Rinse the vase well承接具体动作，故选C。E项同样谈花瓶和容量，局部主题相关，但它转向增加花枝，不能解释residue，也无法引出清洗。 37. 标准答案：F 解析：空前说明被压坏或干燥的茎端妨碍水向上移动，F项指出新切口会重新打开吸水通道，构成明确因果；空后要求切后尽快入水，继续围绕保持新切口有效，故选F。B项提到补水和花肥，局部与养护相关，但没有解决茎端堵塞问题。 38. 标准答案：A 解析：空前指出水下叶片会很快变软，A项进一步说明其腐烂会改变水质并影响其他花茎；空后要求只保留水面以上健康叶片，逻辑完整，故选A。E项谈宽花瓶能容纳更多花枝，虽可接“空间”概念，却不能解释waterline和submerged leaves。 39. 标准答案：G 解析：空前列举阳光、热源和成熟水果都会加速衰败，G项提出较凉且光线稳定的替代位置；空后将其与醒目的窗台比较并说明变化更慢，故选G。B项补加花肥看似也是延寿措施，但此段讨论的是摆放环境，无法承接This和bright windowsill。 40. 标准答案：D 解析：空前说明不同花材衰败速度不同且浑水需要更换，D项提出及时移走衰败花茎，为健康花材留下空间和更清洁的水；空后说明花枝数量减少时仍可维持平衡，故选D。B项在水位下降时继续加花肥局部可接养护话题，但不能解决浑水和衰败花茎，且与rather than merely topped up的约束不符。 41. 标准答案：B 解析：回声使各声部进入点模糊，指挥没有责怪场地，而是要求乐手辨认实际听到的声音，identify符合“识别、确定”的语境，故选B。project强调发出声音，preserve强调保存，imitate强调模仿，均不能引出后文对回声延迟的发现。 42. 标准答案：D 解析：Amari听到打击乐回声略晚，容易误以为节奏落后而加快速度，因此accelerate the tempo最符合，故选D。abandon是放弃，divide是分割，suspend是暂停，均不符合被延迟回声诱导的反应。 43. 标准答案：A 解析：调整队形后，侧墙仍使低音乐器声部听不清，obscured表示“使模糊、遮蔽”，与回声和声部辨识困难一致，故选A。welcomed、polished、counted虽形式平行，但不能表达声音被墙体掩盖。 44. 标准答案：C 解析：标记旋律交接点这一要求使排练不再只是重复演奏，而转变成倾听训练，convert A into B为固定搭配，故选C。separate通常接from，protect不表达转变，shorten不符合后文功能变化。 45. 标准答案：B 解析：Amari过去总用声音占满每个停顿，occupied与every pause with sound构成自然表达，并与后文精确收音形成对比，故选B。examined、predicted、recorded均不能表达“不留空间”。 46. 标准答案：A 解析：旋律转交另一声部后，Amari要克制继续跟奏的冲动，因此duplicate表示“重复、叠加同一旋律”最准确，故选A。interrupt会打断，measure是测量，simplify是简化，均不对应让出旋律。 47. 标准答案：D 解析：Amari习惯以持续发声体现掌控，因此克制时感觉像在放弃控制权，relinquishing control搭配自然，故选D。claiming、displaying、restoring分别是主张、展示和恢复，与他的失落感不符。 48. 标准答案：C 解析：指挥说明合奏中的控制不属于最响的个人，而由全体共同形成，collective准确表达“共同的”，故选C。temporary、accidental、visible都不能与not owned by its loudest player形成概念对照。 49. 标准答案：A 解析：回声并未消失，乐手转而把它纳入节奏安排，accommodate表示“适应并为其留出空间”，故选A。remove与remained矛盾，calculate过度强调计算，ignore无法解释后续缩短发音和等待信号。 50. 标准答案：C 解析：缩短起音、等待信号等单项变化幅度不大，但组合后产生决定性作用，modest与decisive in combination形成恰当对照，故选C。expensive无关成本，dramatic与“小变化”相反，random否定其有意调整。 51. 标准答案：B 解析：乐手减少不必要重叠后，回应旋律清楚地显现出来，clarity与前文echo blurred the entries形成首尾对照，故选B。volume、speed、warmth均不是排练调整要解决的核心问题。 52. 标准答案：D 解析：Amari原以为自信需要持续让自己的声部突出，如今发现适时让出旋律同样体现掌控，因此prominence表示“突出、显眼”最准确，故选D。movement、accuracy、agreement均不能概括持续发声占据中心。 53. 标准答案：B 解析：他的注意力从证明个人声部转向为整体乐曲服务，serving在此为“有助于、服从整体需要”的熟词生义，故选B。describing、measuring、directing均不符合普通乐手与整体作品的关系。 54. 标准答案：A 解析：合奏控制由全体共同承担，演出后指挥总结乐队学会在空间中分担责任，share responsibility为自然搭配，故选A。conceal、postpone、estimate都不能概括各声部协同。 55. 标准答案：C 解析：结尾把“何时进入”与“何时让出”并列，yield表示在合奏中退让、给其他声部空间，准确概括Amari的成长，故选C。insist与成长方向相反，expand和arrive不能表达声部交接。 56. 标准答案：have been used 解析：时间状语for centuries表示从过去延续至今；主语Wind towers为复数且与use构成被动关系，因此用现在完成时被动语态have been used。 57. 标准答案：a 解析：shaft为可数名词单数，首次出现且vertical以辅音音素开头，因此使用不定冠词a。 58. 标准答案：facing 解析：句中已有谓语shaped，face应用非谓语；builders与face为主动关系，often facing...作伴随状语，故填现在分词facing。 59. 标准答案：which 解析：逗号后为非限制性定语从句，which指代前面“冷空气从低处进入房间”这一整件事并在从句中作主语，故填which。 60. 标准答案：its 解析：return为名词，前面需要形容词性物主代词；指代前文air，故用its。 61. 标准答案：to reduce 解析：重新采用风塔的目的是减少对动力制冷的依赖，应用不定式to reduce作目的状语。 62. 标准答案：adapted 解析：towers与adapt为被动关系，过去分词adapted作后置定语，表示“适应密集街道和变化风向的风塔”。 63. 标准答案：on 解析：句子说明风塔能否成功运行取决于当地气候和具体操作。英语中表示“取决于”使用固定搭配depend on，因此空格处应填介词on。 64. 标准答案：efficiently 解析：修饰动词短语move air应用副词；more后接副词原级构成比较结构，故填efficiently。 65. 标准答案：buildings 解析：homes、schools与other public...构成并列，other后表示多种公共建筑，应用可数名词复数buildings。 66. 参考范文：Dear Owen, Our Student Union will try a ‘Screen-Free Lunch Hour’ next Wednesday from 12:20 to 1:10 in the east courtyard. The aim is to help students notice how face-to-face activities change the lunch break, rather than to criticise phone use. Would you bring one simple offline activity that a small group can join without special equipment? Cards, word games or a short paper-folding idea would work well. Afterwards, participants will post one comment on the noticeboard. Please tell me by Monday if you can come. Best wishes, Li Hua 写作指导：邮件应先说明学生会将于下周三12:20—13:10在东侧庭院试行‘Screen-Free Lunch Hour’，并解释目的是体验线下互动对午休的影响而非批评手机使用；再邀请Owen带来一种无需特殊设备、适合小组参与的线下活动，可举纸牌、文字游戏或折纸为例；最后说明参与者通过公告板留言反馈，并请其周一前确认。评分关注目的、活动要求、时间地点和反馈方式，语气应礼貌自然。参考范文90词。 67. 参考范文：Mina turned the stack of blank cards over and wrote one simple question on the top card. She suggested that each person draw a card, take half a minute to think, and choose whether to answer or pass it on. Theo added a small wooden counter: whoever held it had the floor until placing it in the centre. They prepared twelve open questions, leaving room for natural follow-ups rather than racing to the next topic. When the circle met again, Kofi reached for a card before anyone else could speak. He read, ‘What sound tells you that you are home?’ After a pause, he described the lift doors in his apartment building and everyone leaned closer. Theo waited until Kofi returned the counter, then asked about the sound at night. Other students began taking fuller turns too. By the end, the circle was no quieter than before, but its silences now opened doors instead of closing them. 写作指导：续写应承接Kofi已经说明自己有答案却找不到进入谈话的时机，以及Mina发现空白卡片、两位志愿者既想调整节奏又不想把活动变成僵硬课堂的情节。第一段必须逐字使用给定段首句，写他们设计抽卡、思考时间和发言物件，为每个人提供清晰入口；第二段必须逐字使用给定段首句，写Kofi主动抽卡并完整表达，Theo克制抢接话题，其他学生也获得更充分的轮次。不得重复前文已经完成的原因发现，也不得引入成人代办或突然事故。评分关注人物认识延续、活动规则可行、Kofi的主动变化和结尾自然。参考范文153词。 学科网（北京）股份有限公司 $