高考英语综合训练卷 A04-2027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，通过题型分类解析构建系统性解题方法，强化知识逻辑与高考考点的精准对接。 **综合设计** |模块|题量/典例|方法提炼|知识逻辑| |----|-----------|----------|----------| |阅读理解|20题（4篇+七选五）|细节定位、推理分析、词义猜测、篇章结构|信息筛选→逻辑推理→跨文本关联，提升文化意识与思维层次| |语言知识运用|25题（完形15+语法10）|语境词义辨析、语法规则应用、语篇衔接|词汇辨析→语法结构→语篇连贯，强化语言能力与学习策略| |写作|2题（应用文+读后续写）|情境交际、情节发展、语言表达|信息整合→逻辑构建→文化适配，培养跨文化沟通与创造思维|

原创高考英语综合训练卷 A04 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 HARBOR EDGE FIELD STATION — TIDAL OPEN DAY. Saturday, 18 May. Meet marine researchers, examine samples and learn how a changing tide reshapes the coast. Admission is free, but every activity requires a separate online reservation. SESSIONS. 08:40–09:00 Shoreline Safety Briefing. 09:15–10:30 Salt-marsh Survey Walk (ages 12+). 10:15–11:00 Plankton Under the Microscope (ages 8+; an adult must stay with children under 12). 13:30–14:20 Data-to-Map Workshop (ages 14+). The visitor hall and laboratory remain open from 09:00 to 15:00. FOR THE SURVEY WALK. The route crosses wet, uneven ground and may be changed if the tide is higher than forecast. Walkers must attend the 08:40 briefing, wear a waterproof outer layer and use station boots. Enter your boot size in the booking form by Thursday so that the correct pair can be set aside. Personal boots are not permitted because mud from other wetlands can carry seeds or organisms. BOOKING AND ACCESS. Reservations close at noon on Friday. If a session is full, choose the waiting-list option; places released before 18:00 on Friday are offered automatically by email. The laboratory and visitor hall are step-free. The survey route is not suitable for wheelchairs, but a live camera link from the marsh can be viewed in the hall. Contact the station before Wednesday to reserve a portable hearing loop. 21. Which activity can a ten-year-old visitor attend? A. The salt-marsh survey walk B. The data-to-map workshop C. The plankton microscope session D. The shoreline survey walk without an adult 22. What must every participant in the salt-marsh walk do before it starts? A. Attend the shoreline safety briefing B. Bring boots from another wetland C. Complete the data-to-map workshop D. Collect a hearing loop on Friday 23. Why are walkers asked to enter their boot size by Thursday? A. To decide whether the tide is safe B. To measure how far each visitor can walk C. To charge for protective equipment D. To reserve suitable station footwear in advance B When Yuto borrowed a violin score from the community music room, he almost returned it at once. Pale pencil marks crowded the margins: arrows over long phrases, circles around rests and one instruction—‘leave air for the flute’. He was preparing for his first rehearsal with the town youth ensemble and wanted a clean copy that would not distract him. The music-room volunteer, Mrs. Calder, recognized the handwriting. The score had belonged to Elena Cho, who had led the ensemble twenty years earlier. Mrs. Calder offered Yuto an unmarked photocopy but suggested that he keep the original beside it. ‘Those marks are not the correct way to play,’ she said. ‘They are evidence that somebody listened carefully.’ At home, Yuto compared the two copies. In a difficult passage, the printed notes encouraged him to hold a sound to the end of the bar. Elena's arrow, however, began the phrase earlier, while the penciled words asked the violin to release its final note gently. Yuto tried the change and heard how it made space for the flute's entrance. At rehearsal the next day, he watched the flutist breathe and shortened the note again. That small adjustment allowed both lines to remain clear. Yuto did not copy every old mark. Some belonged to a different tempo, and one made little sense to him. Instead, he placed a removable note beside the hardest transition: ‘Watch for the breath, not the bar line.’ He dated it and returned the score after the concert. Weeks later, another student borrowed it. The printed music was unchanged, but the margins now held two generations of attention. 24. Why did Yuto initially want an unmarked copy of the score? A. He intended to add the flutist's notes B. He thought the pencil marks would distract him C. He doubted that the printed notes were complete D. He planned to return the original after the concert 25. What did Yuto come to understand about Elena's markings? A. They should be copied into every new score B. They mainly recorded a faster performance tempo C. They proved that printed music was unreliable D. They preserved listening choices that could guide cooperation 26. What does “That small adjustment” in paragraph 3 refer to? A. Releasing the violin's final note more gently B. Starting the rehearsal one bar earlier C. Replacing the original score with a photocopy D. Writing a dated reminder in the margin 27. Which title best captures the change at the heart of the story? A. Concert Without a Conductor B. The Search for a Perfect Photocopy C. Listening Through the Margins D. Why Old Scores Should Never Be Changed C Science exhibits usually explain themselves immediately. A visitor turns a wheel, a bridge model begins to shake, and a label states why. A team of museum educators wondered whether a brief delay in that explanation might make the science easier to remember. They tested two versions of four hands-on exhibits with secondary-school visitors. At the first version, the explanation appeared before anyone touched the controls. At the second, visitors first predicted what would happen and wrote one reason. They then operated the exhibit and received exactly the same explanation as the first group. The prediction took less than a minute and was never graded. Visitors who predicted were often wrong. Yet seeing the mismatch made them return to their written reasons, compare expectation with result, and search the later explanation for what they had missed. This productive uncertainty kept attention active rather than ending inquiry. One week later, this group remembered more of the mechanisms and was better at applying them to unfamiliar examples. The team does not recommend hiding every explanation. Safety instructions must come first, and prediction is unhelpful when visitors lack even the basic information needed to form a reasonable idea. The method worked best when the outcome was visible, the question was focused and the correct explanation followed quickly. Under those conditions, waiting briefly for an answer can turn reading from reception into comparison. 28. How did the prediction-first version differ from the label-first version? A. It used more difficult scientific explanations B. It asked visitors to predict before showing the same explanation C. It graded visitors on the accuracy of their reasons D. It removed the controls from four exhibits 29. What does the phrase “productive uncertainty” in paragraph 3 most nearly mean? A. useful state of not yet knowing that encourages a search for explanation B. A confusion that remains because evidence and explanation cannot be connected C. A cautious habit of delaying predictions until the correct answer is available D. A productive disagreement in which visitors compare competing explanations 30. Why could an incorrect prediction still improve learning? A. It reduced the time spent operating the exhibit B. It allowed visitors to skip the written explanation C. It proved that visible outcomes were always simple D. It made the difference between expectation and result noticeable 31. What is the text mainly trying to explain? A. Why museums should replace labels with graded tests B. How visitors can memorize every scientific mechanism C. When a brief prediction can make later explanations more effective D. Why safety instructions make hands-on exhibits less engaging D A woodland floor may look inactive after a long dry period, yet much of its recovery begins out of sight. Fine roots expand, insects resume feeding and tiny soil animals move through narrow spaces. These actions produce vibrations too faint for people to hear but detectable with sensitive underground microphones. Researchers placed the microphones ten centimetres below the surface in twelve young oak plots. Temporary rain shelters had reduced water in half the plots for six weeks; the other plots received normal rainfall. After the shelters were removed, every plot was monitored at the same hours for a month. The team also measured soil moisture and photographed leaf growth. Within three days of watering, short insect-like clicks increased in the previously dry plots. Lower, continuous signals associated with root movement rose more gradually over the following two weeks. From above, most plots became equally green at about the same time, but the underground recordings revealed that different parts of the soil community recovered on different schedules. Project leader Dr. Laila Solano describes soil sound as a promising addition to ecological monitoring, not a replacement for moisture tests or direct sampling. She supports a longer trial across several soil types, while noting that rain, machinery and even footsteps can interfere with recordings. A useful monitoring system, she argues, will need local calibration before its signals can guide land management. 32. What did the underground microphones detect? A. Faint vibrations produced by activity below the soil surface B. Changes in the color of leaves after watering C. The exact number of insects in each oak plot D. Rainfall passing through the temporary shelters 33. What did the comparison with surface greenness reveal? A. Leaf growth stopped before underground activity returned B. All parts of the soil community recovered at the same rate C. Similar-looking plots could hide different stages of underground recovery D. Microphones responded only after the plots became fully green 34. How would Dr. Solano most likely describe the future use of soil sound? A. Immediately ready to replace direct sampling B. Promising, provided it is tested and calibrated locally C. Too easily disturbed to deserve further study D. Useful only in young oak plots after artificial drought 35. How is the text organized? A. debate is followed by two opposing personal accounts B. A hidden process is introduced, a study and its findings are reported, and limits are discussed C. Several monitoring tools are ranked from least to most accurate D. A land-management failure is traced to one piece of machinery 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。 An unfamiliar piece of music can feel like a wall of sound. Trying to decide immediately whether you like it often makes the first listening even harder. ____36____ For example, follow one instrument, notice a repeated rhythm or listen for the quietest moment. A limited purpose gives your attention somewhere to begin. On the second listening, notice where your attention wakes up or drifts away. ____37____ Replay that section before reading background information. Curiosity formed from the sound itself gives later facts a question to answer. Comparing performances can reveal choices hidden in the printed music. ____38____ Listen to the same passage at two tempos, or compare a solo version with an ensemble version. If tempo, instruments and recording quality all change together, it becomes difficult to identify what shaped your response. Describe what happened before judging it. ____39____ Instead of writing ‘the middle was boring’, note that the pulse stayed unchanged while the melody repeated. Concrete language gives you evidence to reconsider and helps another listener understand what you heard. Finally, discuss one short section with a friend and point to the sound that supports your view. ____40____ Two listeners may focus on different layers, and explaining those choices can sharpen both accounts. The aim is not to force affection for every piece, but to make your listening more deliberate. A. Replace broad labels with details another listener could locate. B. Give the first listening one modest task. C. Read the composer's full biography before hearing the opening note. D. Change only one feature at a time when comparing versions. E. Agreement is less important than giving evidence for what you heard. F. Mark one moment that creates a genuine question for you. G. Avoid replaying a section, because surprise can never be recovered. 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。 Theo arrived at Greyfen Marsh for the winter bird survey with a camera, a spreadsheet and a private hope of producing the day's most exact count. Then fog swallowed the mudflats. Posts twenty metres away disappeared, and Theo was ready to ____41____ the morning as unproductive. Survey leader Anika reminded him that the birds had not vanished simply because the observers could not see them. She asked Theo to close his notebook and listen. At first the calls merged into noise, but repeated patterns helped him ____42____ a curlew's long rising note from a redshank's sharper alarm. Anika told him to record confident matches and mark the rest as ____43____ rather than discard them. A new difficulty soon appeared. One curlew walked along the hidden waterline, calling from several points. To avoid counting it repeatedly, the team had to ____44____ its movement. At fixed ____45____, observers compared the direction and distance of each call. As their notes ____46____, a pattern ____47____: several apparent birds were probably one moving individual. Theo still wanted a single total, but the fog thickened and cleared without warning. Anika asked him to ____48____ his figure into a range and ____49____ two records that lacked enough support. He feared the report would look weak. Instead, the notes made the limits of the count ____50____. At the evening meeting, the coordinator said that such openness strengthened the survey's ____51____. Theo's assumption that one exact number was always superior had been ____52____. He began to see ____53____ not as hesitation but as a scientific choice. The fog had not ruined the survey; it had ____54____ his understanding of ____55____—which depends as much on honest limits as on careful measurement. 41. A. extend B. schedule C. dismiss D. observe 42. A. distinguish B. imitate C. combine D. estimate 43. A. identical B. automatic C. irrelevant D. provisional 44. A. compete with B. account for C. depend on D. recover from 45. A. boundaries B. versions C. priorities D. intervals 46. A. accumulated B. scattered C. weakened D. shifted 47. A. collapsed B. paused C. emerged D. escaped 48. A. defend B. revise C. exchange D. announce 49. A. withhold B. repeat C. display D. transfer 50. A. acceptable B. flexible C. temporary D. transparent 51. A. efficiency B. credibility C. popularity D. uniformity 52. A. protected B. confirmed C. challenged D. simplified 53. A. restraint B. curiosity C. confidence D. ambition 54. A. limited B. borrowed C. refined D. replaced 55. A. patience B. precision C. cooperation D. visibility 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。 A tactile astronomy trail ____56____ (create) along the main corridor of Beichen High since the beginning of this term. It starts with a raised model of the Moon, on ____57____ students can compare smooth plains with rough crater edges. The design team selected contrasting materials ____58____ (represent) different surfaces. Each station also carries ____59____ short audio label, and several ____60____ (student) recorded the descriptions. The models, ____61____ (build) at different heights, can be explored by both younger pupils and wheelchair users. During trial visits, students move ____62____ (slow) along the route and ask ____63____ (they) how touch changes the way they imagine distance. The team worked ____64____ volunteers with visual impairments, whose suggestions improved the spacing of the labels. By ____65____ (test) every station with real users, the designers turned a display into a shared learning tool. 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，你校将开展“Campus Route Lab”活动，邀请中外学生实地检查校园双语导向标识。请给交换生Maya写一封邮件，内容包括：1. 介绍活动目的；2. 邀请她参加路线检查并记录不清楚的标识；3. 告知集合时间和建议提交截止时间。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。 Milo's first Saturday as a volunteer at Harbor Animal Centre was supposed to be simple. He would help photographer Rosa take an adoption picture of Fern, a grey-muzzled dog who had been at the centre for two months. Milo had painted a cheerful sign with Fern's name and collected three bright toys. A good photograph, he believed, might help somebody notice her online. Fern did notice the equipment—then backed into the far corner of her room. The squeaky toy made her lower her head, and the sign knocked lightly against a chair when Milo moved it. Rosa suggested trying outside, but rain was striking the windows and the yard had been closed. She had to leave in forty-five minutes for another appointment. Another volunteer offered to lift Fern onto a blanket near the window. Milo remembered the coordinator's warning that frightened animals should be given choices whenever possible. Still, doing nothing felt like failure. He sat near the doorway, facing sideways, while Fern watched him without moving. A laundry cart rolled past in the hall. Mrs. Park, who folded towels each weekend, was humming softly. Fern's ears lifted. She took two steps toward the sound, stopped, and then settled beside a pile of plain brown towels. Mrs. Park explained that she often hummed while cleaning Fern's room and that Fern usually came closer when nobody called her. Milo looked at his bright sign and toys. They showed how hard he had worked, but they did not show what Fern needed. Rosa checked the time and quietly asked, ‘What would make this feel less like a photograph?’ 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: Milo put down the squeaky toy and carried the bright sign out of sight. Paragraph 2: When Rosa finally raised the camera, Fern was no longer looking for a place to hide. 答案与解析 21. 标准答案：C 解析：活动年龄要求显示，盐沼调查步行限12岁以上，数据制图工作坊限14岁以上；浮游生物显微观察面向8岁以上，因此10岁访客可以参加C项。D项把不存在的活动名称与无人陪同条件拼接在一起，故不能选择。 22. 标准答案：A 解析：“FOR THE SURVEY WALK”明确要求所有步行参与者参加08:40的安全说明会，故选A。个人靴子因可能携带外来种子或生物而不允许使用；制图工作坊不是前置条件，助听环也只需有需要者提前预约。 23. 标准答案：D 解析：原文说明填写靴码是为了让现场站提前“set aside”合适的一双站内靴子，故选D。潮位由预报决定，与靴码无关；文中没有按步行距离筛选或收取装备费用，A、B、C均属无依据推断。 24. 标准答案：B 解析：第一段明确写道，Yuto认为页边铅笔记号会分散注意力，所以想要干净版本，故选B。A项把后来与长笛配合的内容前置；C项误称印刷乐谱不完整；D项是借阅后的正常结果，不是索要空白副本的原因。 25. 标准答案：D 解析：Elena的记号让Yuto听出应为长笛留出空间，体现了演奏者如何倾听并协调声部，故选D。文章还说他没有照抄所有记号，排除A；记号不全与速度有关，排除B的范围扩大；它们补充演奏选择，并未否定印刷乐谱，排除C。 26. 标准答案：A 解析：该指代紧接Yuto根据长笛呼吸再次缩短并轻收尾音的叙述，因此指“更轻地结束小提琴最后一个音”，故选A。B项混淆乐句与排练时间；C、D分别发生在前后其他段落，不是近距离指代对象。 27. 标准答案：C 解析：全文核心是Yuto从嫌弃页边记号，到借助记号学会倾听其他声部，并留下自己的可移除提示，C项概括了“通过页边记号学习倾听”的成长。A项无文中情节，B项只对应开头，D项把有选择地保留曲解为绝不改动。 28. 标准答案：B 解析：第二段说明两组最终得到完全相同的解释，区别在于预测组先写下结果预测和一个理由，故选B。A项违背“exactly the same explanation”；预测不评分，排除C；两组都操作展品，排除D。 29. 标准答案：A 解析：第三段没有直接下定义，而是通过行为链提供线索：预测出错后，访客回看理由、比较预期与结果，并继续从后续说明中寻找遗漏之处；这种暂时未知反而维持了探究，且一周后的迁移表现更好。因此该词组指“促使人继续寻找解释的有益未知状态”，故选A。B误称证据与解释无法连接，C与先预测的实验步骤相反，D把个人认知过程偷换成访客之间的争论。 30. 标准答案：D 解析：第三段指出，错误预测为访客提供了一个可与实际结果具体比较的对象，因此差异更醒目，故选D。预测组并未减少操作或跳过解释，排除A、B；文章也没有声称可见结果总是简单，C属于绝对化。 31. 标准答案：C 解析：文章先介绍对照设计，再说明预测产生比较的机制，最后限定适用条件，整体目的在于解释“何时短暂预测能增强后续说明的学习效果”，故选C。A误称替换标签和评分；B夸大为记住全部机制；D把安全说明曲解为负面因素。 32. 标准答案：A 解析：第一段说明地下麦克风用于检测根系、昆虫和小型土壤动物活动产生的微弱振动，故选A。叶色由照片记录；声音不能直接给出昆虫精确数量；遮雨棚阶段减少降水，并非监测对象，B、C、D均偷换测量内容。 33. 标准答案：C 解析：第三段说地表变绿时间相近，但地下点击声和根系信号恢复节奏不同，说明外观看似相似的样地可能处于不同地下恢复阶段，故选C。A、D颠倒时间关系，B又与“different schedules”直接矛盾。 34. 标准答案：B 解析：Solano称其为“promising addition”，支持更长期、多土壤类型试验，同时强调需要本地校准，体现有条件的积极态度，故选B。A忽略“not a replacement”；C与支持继续试验相反；D把当前试验范围误当成永久限制。 35. 标准答案：B 解析：文章依次介绍地下恢复这一隐蔽过程、说明实验设计、报告结果，最后讨论干扰因素和应用限制，故选B。A无人物争论，C未对工具排序，D也没有机械导致管理失败的因果链。 36. 标准答案：B 解析：先给首次聆听设定一个有限任务，能承接前文“不要立即判断喜好”，并自然引出后文跟随一种乐器或节奏的例子，故选B。C项要求先读完整传记，与第二段强调先从声音形成问题相冲突；G项禁止重听，也与后文做法相反。 37. 标准答案：F 解析：空前要求注意注意力被唤醒或游离的位置，F项进一步要求标记真正引发疑问的时刻；空后“Replay that section”中的that section正好指该时刻，故选F。其他选项缺少这一明确指代链。 38. 标准答案：D 解析：空后只改变速度，或只比较独奏与合奏，并说明同时改变多个变量会难以判断原因，所以D项“每次只改变一个特征”概括了比较原则，故选D。G项要求只听一个版本，无法形成比较。 39. 标准答案：A 解析：本段先要求描述再判断，空后又把“boring”改写为可定位的节拍和旋律细节，因此A项“用可观察细节替代宽泛标签”最契合，故选A。E项讨论意见一致，与本段语言记录重点不同。 40. 标准答案：E 解析：空前要求与朋友用声音证据交流，空后说两人可能关注不同层次，因此E项指出一致并非目标、证据才重要，逻辑完整，故选E。C项把背景阅读置于首次聆听前，不能承接朋友讨论。 41. 标准答案：C 解析：雾遮住泥滩后，Theo认为当天调查可能毫无成果，后句Anika反驳“看不见不等于鸟消失”，因此dismiss表示“把……认定为无价值并放弃”，故选C。extend是延长，schedule是安排，observe是观察，都不能体现他想否定整次调查的心理。 42. 标准答案：A 解析：反复出现的叫声模式使Theo能把杓鹬的长升调与红脚鹬的尖锐警报声区分开，distinguish A from B为固定结构，故选A。imitate是模仿，combine是合并，estimate是估计，均不符合两种声音辨别关系。 43. 标准答案：D 解析：Anika要求把不确定记录先标为“暂定”，而不是直接删除，provisional表示有待进一步确认，故选D。identical表示相同，automatic表示自动，irrelevant表示无关，都不能表达保留但暂不确认的状态。 44. 标准答案：B 解析：同一只鸟沿水线移动并从不同位置鸣叫，为避免重复计数，团队必须把这种移动因素纳入解释，account for表示“考虑并解释”，故选B。compete with、depend on、recover from分别表示竞争、依赖、恢复，均不能解决重复计数。 45. 标准答案：D 解析：调查者需要按固定时间间隔比较叫声方向和距离，at fixed intervals是固定搭配，故选D。boundaries是边界，versions是版本，priorities是优先事项，均不能表示定时重复观察。 46. 标准答案：A 解析：随着各观察者按间隔记录，笔记证据逐渐累积，随后才出现可识别模式，因此accumulated符合证据增长的篇章逻辑，故选A。scattered是散开，weakened是减弱，shifted是转移，都难以引出可靠模式。 47. 标准答案：C 解析：证据积累后，一个模式逐渐显现：多只表面上的鸟可能其实是同一只移动个体。a pattern emerged是常用搭配，故选C。collapsed、paused、escaped分别表示崩塌、暂停、逃离，均与模式显现不符。 48. 标准答案：B 解析：雾况不断变化使单一总数缺乏依据，Anika要求Theo把数字改成区间，所以revise表示依据新证据修订，故选B。defend是辩护，exchange是交换，announce是宣布，都没有调整估计方式的含义。 49. 标准答案：A 解析：asked him to后由and连接revise与第49空，两个动词共享不定式标记to，因此空格必须使用动词原形withhold。两条记录缺乏足够证据，应暂不计入正式总数，withhold表示“暂不发布或采用”，故选A。repeat、display、transfer虽同为动词原形，却分别表示重复、展示和转移，均不能表达因证据不足而暂缓采用。 50. 标准答案：D 解析：把区间和未采用记录写清楚，会让计数的局限公开可见，因此transparent意为“清楚透明”，故选D。flexible、temporary、acceptable分别强调灵活、暂时、可接受，不能表达信息披露。 51. 标准答案：B 解析：协调员认为如实说明不确定性会增强调查的可信度，credibility准确概括数据值得信赖的程度，故选B。efficiency、popularity、uniformity分别指效率、受欢迎度和一致性，并非诚实披露带来的主要价值。 52. 标准答案：C 解析：Theo原以为精确单值总是更好，经历雾天调查后这一假设受到质疑，challenge an assumption是常用搭配，故选C。confirmed、protected会强化旧看法，simplified只是使之简单，均不体现认知转变。 53. 标准答案：A 解析：Theo学会在证据不足时不强给结论，这是一种克制而非犹豫，restraint与后文“scientific choice”对应，故选A。curiosity、confidence、ambition都可能是积极品质，却不能表达主动限制判断。 54. 标准答案：C 解析：雾并未毁掉调查，而是使Theo对精确性的理解更细致成熟，refined表示“改进、深化”，故选C。limited是限制，borrowed是借用，replaced是替换，都不能表达原有认识被细化。 55. 标准答案：B 解析：末句解释这种品质既依赖谨慎测量，也依赖诚实说明限制，回扣Theo最初追求“最精确数字”的愿望，因此precision是全文主题词，故选B。patience、cooperation虽出现于过程，visibility只与雾有关，都不足以概括认知变化。 56. 标准答案：has been created 解析：时间状语“since the beginning of this term”要求现在完成时；主语trail与create之间是被动关系，因此使用现在完成时被动语态has been created，而不能用一般过去时或主动形式。 57. 标准答案：which 解析：先行词是a raised model of the Moon，空前已有介词on，后面的定语从句缺少介词宾语，因此填关系代词which，构成“on which students can compare smooth plains with rough crater edges”；where不能直接作on的宾语。 58. 标准答案：to represent 解析：设计团队选择不同材料的目的是表现不同表面，空格作目的状语，应使用不定式to represent；representing会更像伴随结果，represented则表示被动。 59. 标准答案：a 解析：label是首次提到的可数名词单数，short以辅音音素开头，因此用不定冠词a，表示每个站点配有一段简短音频说明。 60. 标准答案：students 解析：several后必须接可数名词复数，所以student变为students；单数形式不能与数量词several搭配。 61. 标准答案：built 解析：models与build之间是被动关系，完整结构相当于“the models, which are built at different heights”，省略关系词和be动词后用过去分词built作补充说明。 62. 标准答案：slowly 解析：空格修饰动词move，说明学生移动的方式，应把形容词slow变为副词slowly；此处没有比较对象，不使用比较级。 63. 标准答案：themselves 解析：动作ask的发出者和承受者都是复数主语students，因此用复数反身代词themselves，表示学生问自己。 64. 标准答案：with 解析：“work with somebody”是固定搭配，表示与某人合作；此处指设计团队与视障志愿者共同工作，因此填with。 65. 标准答案：testing 解析：介词by表示方式，后面应接动名词，故test变为testing；该空考查介词后的动名词作宾语，与58题目的不定式和61题被动分词功能不同。 66. 参考范文：Dear Maya, Our school is launching a Campus Route Lab to make the bilingual signs easier for both local and international students to follow. Would you join a short walk-through with us? We will follow the route from the main gate to the library and sports center, photograph any confusing signs, and note what information is missing. We will meet at the main gate at 4:20 p.m. this Thursday. Suggestions can be added to the shared form by Sunday evening. Your experience as a new campus user would be especially valuable. Best wishes, Li Hua 写作指导：写作应采用规范邮件格式，先说明活动旨在改善中英文校园导向标识，再明确邀请Maya参加从校门到图书馆、体育中心的路线检查，记录或拍摄含糊标识，并准确写出周四16:20集合及周日晚提交建议。参考范文应覆盖身份、目的、任务、时间和截止要求，语气自然得体，不能把活动写成普通校园参观，也不应遗漏国际学生视角的价值。 67. 参考范文：Milo put down the squeaky toy and carried the bright sign out of sight. He asked Mrs. Park to keep humming and spread two brown towels near the window. Then he sat sideways beside the laundry cart, reading the adoption notes in a low voice without calling Fern. After a while, Fern crossed the room and sniffed the cart. Milo placed one treat on the floor, then another closer to the light. Rosa waited with her camera lowered. When Rosa finally raised the camera, Fern was no longer looking for a place to hide. She stood beside Milo, listening to the familiar humming, and looked toward the window. Rosa took only three quiet photographs. In the best one, Fern was not performing; she simply looked settled and curious. Milo changed the online description to mention her love of calm voices and slow introductions. The bright sign had shown his effort, but the gentler photograph showed Fern. 写作指导：续写应承接Fern害怕鲜艳道具和镜头、雨天无法外拍、Rosa时间有限、熟悉哼唱能使Fern放松以及不得强迫动物等线索。第一段宜写Milo移走刺激物、征得Mrs. Park配合并让Fern自主靠近；第二段应呈现低压力拍摄成功及Milo对领养介绍的调整。情节要体现尊重动物选择，而不是通过抱、拉或强行摆拍解决问题。评分重点包括段首句衔接、动作因果、人物一致性、语言连贯和结局自然，主题应从具体行为中体现，不必口号化升华。 学科网（北京）股份有限公司 $