高考英语综合训练卷 A05 -2027届高三英语一轮复习专项

**基本信息** 以真实语境为载体，整合语言知识与思维能力，通过题型专项解析构建“定位-推理-表达”的解题逻辑链，提升语言理解与跨文化沟通能力。 **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|细节定位（如年龄要求）、推理判断（如“unconfirmed”含义）、主旨归纳（如逆向反光原理）|从信息获取到逻辑分析，覆盖生活应用、科普说明等真实语篇| |语言知识运用|20题|完形语境分析（如“tempered”情感调节）、语法规则应用（如现在完成时被动）|词汇辨析与语法结构结合，体现语言准确性| |写作|2题|应用文格式规范、续写情节逻辑（如“hand on/off”规则）|从规范表达到创造性思维，培养跨文化交际与叙事能力|

原创高考英语综合训练卷 A05 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 RIVERLINE COMMUNITY RADIO — OPEN STUDIO SATURDAY. Step inside a working local station on 22 June. Admission is free, but each timed session requires its own reservation. The reception desk opens at 08:45, and visitors may remain in the listening lounge between sessions. SESSIONS. 09:15–10:00 Sound Effects Table (ages 9+; visitors under 12 must stay with an adult). 10:30–11:20 Newsroom Challenge (ages 13+). 12:15–13:00 One-Minute Interview Lab (ages 15+). 14:00–14:25 Live Bulletin Viewing (all ages; late entry is not permitted once the red studio light is on). The control-room tour runs at 11:40 and 13:20 and has six places per group. INTERVIEW LAB. Participants will interview one another rather than a guest. By Wednesday evening, email three sentences about an everyday skill you could explain, such as repairing a zip or organizing a shared kitchen. The producer will use these notes to form pairs with different topics. Bring no script: the aim is to practise asking follow-up questions, not reading prepared answers. ACCESS AND RECORDING. The ground-floor studio and lounge are step-free, and live speech appears as text on a wall screen. Request a portable hearing loop by Tuesday. Some practice audio may be kept for staff training. If you do not want your voice stored, collect a blue badge at reception; the producer will place you in a non-recorded practice group. Reservations close at 18:00 on Friday. 21. Which session can an eleven-year-old attend? A. The Newsroom Challenge B. The One-Minute Interview Lab C. The Sound Effects Table with an adult D. The control-room tour without a reservation 22. What must Interview Lab participants do by Wednesday evening? A. Send a brief description of an everyday skill B. Prepare a complete interview script C. Choose a guest from the local station D. Request permission to enter the live bulletin 23. Why may a visitor collect a blue badge? A. To enter a session after the red light comes on B. To show that they need step-free access C. To reserve a place in the control room D. To indicate that their practice voice should not be stored B Imani liked the orderliness of the neighborhood seed exchange. Every donated envelope had a crop name, a date and a tray number, all copied in her careful handwriting. On Thursday afternoon, while she was preparing for the weekend exchange, a delivery driver held the side door open. A gust swept six loose tray labels onto the floor. The pale seeds left behind looked far more alike than their names had suggested. Imani first tried to rebuild the arrangement from memory. Then she remembered that two volunteers had moved trays earlier to make room for a large bean donation. A confident guess could put the wrong growing advice on dozens of envelopes. She stopped, placed the six trays on a separate shelf and attached one temporary card: UNCONFIRMED. She photographed the seeds and noted exactly where each tray had been found. At Saturday's exchange, Imani asked returning donors about pod color, plant height and harvest time. A photograph of a striped pod identified one bean variety, and a donor recognized the flat edge of a squash seed. Three trays remained uncertain. Instead of throwing them away or distributing them under guessed names, the volunteers planted small numbered test rows behind the center. Over the following months, leaf shape and fruit gradually supplied the missing evidence. By autumn, five trays had reliable names. The sixth contained two mixed varieties and became part of a display about record keeping. Imani added a new rule: each tray would carry a fixed label and a matching digital entry. Looking back, she thought her most useful label that year had not named a plant at all. It had been the honest word unconfirmed. 24. What caused the six tray labels to fall? A. large bean donation filled the shelves B. A gust entered through the open side door C. Imani moved the trays to copy their numbers D. A visitor mixed the seeds during the exchange 25. Why did Imani stop rebuilding the arrangement from memory? A. She discovered that the envelopes already had digital records B. She wanted donors to replace every uncertain seed C. She realized earlier tray movements made a confident guess unreliable D. She could identify all varieties from their shape alone 26. What does Imani's use of the word “unconfirmed” show about her? A. She valued honest uncertainty over a quick but unsupported answer B. She preferred planting seeds to keeping written records C. She believed mixed seeds were more useful than named varieties D. She wanted to delay the exchange until every donor returned 27. Which title best reflects the central change in the story? A. Seeds That Refused to Grow B. A Door That Should Stay Closed C. The Biggest Donation of the Year D. A Label for What Was Not Yet Known C On an unlit road, a sign can appear to shine when a car approaches, although the sign contains no lamp. Its surface is designed to send much of the headlight beam back toward the place it came from. This behaviour, called retroreflection, helps a driver notice words and symbols without adding electricity to every sign. A flat mirror would not do the same job. It sends light away at an angle determined by the mirror's position, while ordinary paint scatters light in many directions. Retroreflective signs instead use tiny glass beads or rows of microscopic prisms. Light entering these structures is bent, turned at a rear surface and bent again as it leaves. A large share of it then travels back close to its incoming route. That geometry explains a familiar difference. A driver sitting near the headlights receives a strong return beam, while a cyclist standing well to one side may see a much dimmer sign. The surface therefore privileges observers whose eyes are close to the original beam. Road crews test signs from several heights and angles rather than judging them only at arm's length. Retroreflection is useful but not perfect. Dirt can block the optical structures, and water may change how light enters them. Age also reduces performance, so inspection matters even when lettering remains readable in daylight. Manufacturers balance a bright return with a sufficiently wide viewing range, because drivers in a high truck and a low car do not look from exactly the same position. The apparent glow is therefore not simply a property of the sign; it results from a carefully managed path between light source, surface and observer. 28. What enables a retroreflective sign to appear bright to a driver? A. It produces electrical light when a vehicle approaches B. Its small optical structures redirect much of the headlight beam toward its source C. Its paint spreads the headlight beam equally in every direction D. It acts as a flat mirror fixed at the same angle on every road 29. What does the word “privileges” in paragraph 3 most nearly mean? A. Shields observers from changing weather B. Gives observers a viewing advantage C. Warns road users to move closer together D. Positions observers farther from the light source 30. Why may a cyclist standing far to one side see a dimmer sign? A. The cyclist's bicycle blocks all light from the car B. Retroreflective material stops working for people outside vehicles C. Less of the returning beam reaches eyes located away from the incoming beam D. Road signs reduce their brightness when viewed below truck height 31. What is the author's main purpose in the text? A. To explain how road signs return light and why viewing conditions affect the result B. To argue that every road sign should contain an electric lamp C. To compare the daytime reading skills of car and truck drivers D. To show that flat mirrors are the safest material for road signs D Lines of dried seaweed and plant fragments are common on beaches after high tides. Cleaning crews often remove this material, known collectively as beach wrack, to create a smooth walking surface. Yet young dune plants begin life in sand that loses water quickly, and researchers suspected that some wrack might alter those harsh conditions. At three beaches, the team established paired plots above the normal high-tide line. In one plot they left naturally scattered wrack; in another they cleared it. They also created separate test strips where the same material was spread either in a thin band or in a thick pile. For ten weeks, sensors recorded surface temperature and moisture, while researchers counted newly emerged dune seedlings. Cleared plots became hotter during the day and dried fastest. Thin wrack bands reduced temperature swings and held moisture after light rain, and these strips supported the most seedlings. Thick piles, however, produced fewer seedlings than thin bands because some shoots could not reach the light. The results showed that the material's effect depended on how it was distributed, not simply on whether it was present. Lead researcher Dr. Ines Romero says the findings support selective retention rather than leaving every pile untouched. She recommends keeping moderate bands away from busy access paths and checking how local tides redistribute them. Beaches differ in plant species and visitor pressure, she notes, so managers should test the approach in small areas before changing an entire shoreline. 32. What did thin bands of beach wrack do in the test? A. They reduced temperature changes and helped retain moisture B. They prevented all visitors from reaching the shore C. They produced more heat than the cleared sand D. They stopped tides from moving plant material 33. What can be inferred from the result for thick wrack piles? A. Wrack benefits seedlings regardless of its amount B. Seedlings grow best where all wrack is removed C. The effect of wrack depends partly on how densely it covers the sand D. Thick piles fail because they cannot retain rainwater 34. What is Dr. Romero's attitude toward retaining beach wrack? A. Supportive of a selective, locally tested approach B. Opposed because all wrack blocks seedling light C. Indifferent as long as beaches look smooth D. Fully supportive of leaving every pile exactly where it lands 35. How does the text develop its discussion? A. It compares two beaches and declares one management style universally best B. It lists beach plants before explaining how to identify each species C. It presents a cleaning dispute through interviews with opposing visitors D. It introduces a possible ecological role, reports a controlled study, and draws limited management implications 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 public lecture can deliver more ideas than any listener can hold at once. Before it begins, write down one belief or expectation that the advertised topic brings to mind. ____36____ The resulting question gives you a thread: you can notice where the speaker confirms, complicates or overturns your starting view. During the talk, distinguish what the speaker claims from what is offered in support. ____37____ This simple separation makes it easier to notice when an example illustrates a point but does not fully prove it. An unfamiliar term can interrupt attention. Mark it briefly instead of opening a search page at once. ____38____ If the meaning remains unclear at the end, you will then know exactly what to check rather than losing the next five minutes of the talk. Soon after the lecture, close your notes and rebuild one argument from memory, moving from its main claim through each supporting reason. ____39____ Return to your notes only after locating that break. The comparison will show whether you missed evidence, a logical step or merely a detail. If you discuss the lecture with someone who disagrees, point to the exact claim or example that shaped your view. ____40____ You may still reach different conclusions, but both accounts will become more precise. The goal is not to win a summary contest; it is to understand how the reasoning worked. A. If a link is missing, mark the exact point where your explanation breaks. B. Pause immediately to search every unfamiliar term before the speaker moves on. C. Turn that starting belief into a question about what evidence might confirm or challenge it. D. Record claims and supporting evidence in separate places. E. Let later examples clarify a term before leaving the talk. F. Treat disagreement as a chance to compare reasons. G. Select only the evidence that supports the opinion you brought with you. 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。 Leah had spent six weeks turning the school play into a precise cue sheet. Twenty minutes before the final dress rehearsal, the digital image of a railway station froze into a pale grid. Her first impulse was to ____41____ the rehearsal until a technician arrived. The director instead asked what the scene truly needed. Leah ____42____ that no audience had seen the planned image. She asked the actors to ____43____ the farewell scene under plain work lights while the crew traced the cables. A lighting student suggested using three portable lamps to cast long shadows. Leah initially ____44____ the idea because it appeared nowhere in her cue sheet. As she watched, Leah realized that the scene's ____45____ was a tense departure, not a detailed station. She ____46____ the jobs among the crew. One group began to ____47____ lamp angles, while another secured the cables. They also had to ____48____ the heat from the lamps and keep the paper scenery at a safe distance. When the lamps rose, the shadows drew the actors visually closer, giving the farewell an unexpected ____49____. The projector flickered back to life, but Leah chose to ____50____ the new design. The crew documented it not as an emergency ____51____ but as a deliberate option. During the full run, the actors' timing became quieter and more focused. Leah's need for complete control had been ____52____, not abandoned. She learned that preparation meant preserving the ____53____ to respond rather than defending a single plan. The equipment failure had ____54____ skills already present in the room. Leadership, she now understood, was less about preventing every disruption than about ____55____ it into useful action. 41. A. accelerate B. suspend C. document D. divide 42. A. predicted B. insisted C. conceded D. complained 43. A. rehearse B. postpone C. memorize D. shorten 44. A. welcomed B. repeated C. recorded D. resisted 45. A. sequence B. location C. essence D. duration 46. A. postponed B. redistributed C. concealed D. abandoned 47. A. test B. predict C. collect D. reserve 48. A. concentrate on B. account for C. recover from D. object to 49. A. publicity B. accuracy C. urgency D. intimacy 50. A. revise B. retain C. advertise D. imitate 51. A. obstacle B. estimate C. warning D. substitute 52. A. expanded B. justified C. tempered D. restored 53. A. capacity B. permission C. ambition D. evidence 54. A. consumed B. damaged C. replaced D. revealed 55. A. channeling B. predicting C. avoiding D. measuring 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。 For generations, hand-cut shadow puppets ____56____ (use) to tell stories in parts of China. To make one figure, ____57____ artist first draws a pattern on thin leather, ____58____ (leave) narrow spaces between lines so that light can pass through. Small ____59____ (joint) connect the arms and legs, allowing the figure to move. During a show, puppeteers work inside a darkened booth, ____60____ they move the figures between a lamp and a white screen. The performers position ____61____ (they) close to a lamp and control the figures with slender rods. Each gesture must be large enough ____62____ (remain) readable from the back of the room. Skilled puppeteers move the rods ____63____ (smooth), often matching each motion ____64____ the rhythm of drums. The figures, ____65____ (paint) in bright colours, may surprise visitors who expect objects seen only as shadows to be plain. Much of the art lies in making detailed craft disappear into a clear and lively performance. 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，你校图书馆下周将试行两类学习区：安静自习区和轻声讨论区。请给交换生Nora写一封邮件，内容包括：1. 说明试行目的；2. 邀请她体验两个区域并记录感受；3. 告知反馈交流的时间、地点及需要准备的内容。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。 Tessa had agreed to teach her nine-year-old cousin Jun to ride a bicycle. Jun wanted to reach the red gate at the end of the riverside path without anyone holding him. On their first Sunday practice, he checked his helmet twice, climbed onto the small blue bicycle and asked Tessa to keep one hand beneath the saddle. Tessa ran behind him. Whenever the bicycle leaned, she corrected it before Jun could react. After several straight runs, he asked her to let go. She said she would, but her fingers remained hooked under the saddle. Jun pedalled more confidently and called, 'Am I doing it alone?' Tessa answered yes. A moment later, their long shadows crossed the path. Jun could clearly see Tessa's arm stretched toward the bicycle. He braked and put both feet down. 'You said you had let go,' he said, looking more hurt than frightened. Tessa pointed to a pale scar on her knee. At Jun's age, she had fallen on her first unsupported ride and then refused to try again for weeks. She explained that she was only keeping him safe. Jun shook his head. 'Then tell me when you think I'm not ready. Don't make me believe something that isn't true.' He proposed a simple rule. Tessa would say 'hand on' whenever she was holding the saddle and 'hand off' before releasing it. Jun could ask for support again at any time. He wheeled the bicycle back to the start of the path. Tessa placed two fingers beneath the saddle and wondered whether protecting him had become a way of controlling the lesson. 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: Tessa told Jun exactly what she was afraid would happen. Paragraph 2: Near the red gate, Jun's bicycle began to lean toward the grass. 答案与解析 21. 标准答案：C 解析：活动年龄要求显示，Sound Effects Table面向9岁以上，12岁以下需由成人陪同，因此11岁访客可在成人陪同下参加，故选C。Newsroom Challenge限13岁以上，Interview Lab限15岁以上，排除A、B；控制室参观名额有限，仍需预约，排除D。 22. 标准答案：A 解析：第三段要求参与者在周三晚前用三句话介绍自己能说明的一项日常技能，制作人据此匹配不同话题的搭档，故选A。文中明确要求不带脚本，排除B；参与者彼此采访而非选择嘉宾，排除C；该要求与直播观看无关，排除D。 23. 标准答案：D 解析：最后一段说明，不希望自己的声音被保存者可领取蓝色徽章，制作人会将其安排到不录音的练习组，因此徽章用于表达不保存练习声音的意愿，故选D。A违反直播开始后禁止迟到的规则；无障碍和控制室预约均不以蓝色徽章表示，排除B、C。 24. 标准答案：B 解析：第一段明确写到送货司机撑开侧门，一阵风把六张松放的托盘标签吹到地上，故选B。大豆捐赠只解释此前托盘曾被移动，A混淆因果；C、D均与原文事实不符。 25. 标准答案：C 解析：第二段指出，两名志愿者此前为腾出位置移动过托盘，因此凭记忆复原可能把错误种植建议附到许多种子上。Imani意识到猜测不可靠后停止复原，故选C。数字记录是事后新增规则，排除A；她没有要求捐赠者全部替换，排除B；种子外观相似，D与文意相反。 26. 标准答案：A 解析：Imani没有用看似确定的名称掩盖证据不足，而是标记“未确认”、继续收集证据并设置试种区，说明她重视诚实记录胜过快速猜测，故选A。她后来加强了书面与数字记录，排除B；混合托盘只是教学展示，不代表更有用，排除C；交换活动照常进行，排除D。 27. 标准答案：D 解析：故事核心不是辨认某一种种子，而是Imani从急于凭记忆恢复名称，转向用“unconfirmed”诚实保留未知并等待证据，D项概括了这一变化。A与种子最终生长的事实相反；B只抓住事故条件；C把背景细节误作主线。 28. 标准答案：B 解析：第一、二段说明，标志并不自发光，而是利用微小玻璃珠或棱镜使进入的车灯发生折射和转向，让大量光线沿接近入射路线返回，故选B。A误称标志用电发光；C是普通涂料的散射特点；D与文中平面镜会把光反射到另一角度相矛盾。 29. 标准答案：B 解析：第三段先对比两种观察位置：靠近车灯的驾驶员能接收到较强回光，而站在侧面的骑行者看到的标志更暗；随后说这种表面privileges眼睛靠近原光束的观察者。由前后结果可推断，该词表示“让某类观察者获得更有利的观看条件”，故选B。A把位置优势偷换成天气防护；C无警告含义；D与“眼睛靠近原光束”相反。 30. 标准答案：C 解析：逆向反光会把大量光线送回接近入射路线的位置。骑行者若站在光束侧面，眼睛不在主要回光路径附近，接收到的光更少，因此标志更暗，故选C。A把相对位置夸大成完全遮光；B错误绝对化使用对象；D把不同车型的测试需求误说成标志主动调节亮度。 31. 标准答案：A 解析：全文先解释标志无需电源却能显亮的原因，再说明玻璃珠或棱镜如何让光线返回，继而讨论观察位置、污物、水和老化对效果的影响，主要目的是解释逆向反光原理及观看条件为何重要，故选A。B与首段相反；C只抓住车型这一末段细节；D与第二段对平面镜的否定相反。 32. 标准答案：A 解析：第三段指出，薄层海藻带减小地表温度波动，并在小雨后保持水分，因此选A。试验带位于正常高潮线以上，且管理建议避开通道，B夸大；C与降温结果相反；研究没有声称阻止潮汐搬运材料，排除D。 33. 标准答案：C 解析：薄层支持最多幼苗，而厚堆会遮挡光线、幼苗反而较少，说明海藻沉积物的效果取决于覆盖分布和密度，故选C。A忽略厚堆负效应；清除区最热最干，排除B；厚堆问题是遮光而非不能保水，排除D。 34. 标准答案：A 解析：Romero支持“selective retention”，建议保留适量带状材料、避开繁忙通道，并先在小范围测试，体现有条件、因地制宜的支持态度，故选A。B把厚堆问题扩大到全部海藻；C与研究投入和建议不符；D又违背“rather than leaving every pile untouched”。 35. 标准答案：D 解析：文章先提出海滩清理与幼苗生境问题，再说明配对样地和不同厚度试验，随后报告结果，最后提出有限、需本地测试的管理建议，故选D。A无海滩优劣排名且不主张普遍方案；B未列物种鉴定；C没有游客访谈。 36. 标准答案：C 解析：空前要求先写下讲座标题引发的一项原有看法，空后说明由此形成的问题能帮助听者判断讲者是在确认、修正还是推翻这项看法。C项把原有看法转化为“哪些证据会支持或挑战它”的问题，补足了“形成问题—听证据检验”的关键环节，故选C。A处理讲后推理缺口，D处理主张与证据；G只选择支持原观点的证据，与开放检验相反。 37. 标准答案：D 解析：本段主题是区分讲者的主张与支撑证据，D项建议分开记录二者，后句的“这种简单分离”正好回指该方法，故选D。A用于讲后回忆，E处理陌生术语，均不对应指代。 38. 标准答案：E 解析：空前建议先简要标记陌生术语而不要立刻搜索，空后说若结束时仍不清楚再精准查询。E项让后续例子先帮助澄清术语，构成完整时间顺序，故选E。B正是文章反对的即时查词；其他选项不处理术语。 39. 标准答案：A 解析：空前要求凭记忆从主张逐步重建理由，空后要求先定位断点再打开笔记。A项提出在解释中缺少连接时标出具体中断位置，补足“重建—诊断—核对”的中间环节，故选A。D属于听讲当时的记录方法；F用于与他人讨论分歧，均不能引出“that break”的指代。 40. 标准答案：F 解析：本段讨论如何面对意见不同者，空后强调即使结论不同，双方表述也会更精确。F项把分歧视为比较理由的机会，既承接精确引用证据，也引出不必强求一致，故选F。G只选择支持既有观点的证据，会形成确认偏误，与比较双方理由和提高精确性的目标相反。 41. 标准答案：B 解析：投影故障且技术人员尚未到场，Leah的第一反应是暂停排练，suspend the rehearsal表示“暂时中止排练”，故选B。accelerate是加快，document是记录，divide是分开，都不能与等待维修的情境一致。 42. 标准答案：C 解析：导演追问场景真正需要什么后，Leah承认观众并不知道原计划的画面，conceded表示经过思考后承认一个对方观点或事实，故选C。predicted是预测，insisted是坚持，complained是抱怨，均不能引出她调整方案的转变。 43. 标准答案：A 解析：剧本和告别场景已经存在，Leah只是让演员在普通工作灯下把该场景排练一遍，以判断真正需要的舞台效果，因此rehearse the scene最自然，故选A。postpone与继续尝试相反；memorize强调记忆台词而非完整试演；shorten没有时长依据。 44. 标准答案：D 解析：灯光学生提出便携灯投影方案，但Leah因其不在提示表中而最初抗拒，resisted表示抵触建议，故选D。welcomed与最初态度相反；repeated和recorded只表示重复或记录，不能体现心理阻力。 45. 标准答案：C 解析：观看演员后，Leah意识到该场的核心是紧张的告别，而不是车站图像，essence表示本质、核心，故选C。sequence、location、duration分别是顺序、地点、时长，无法与“not a detailed station”构成深层对比。 46. 标准答案：B 解析：Leah接受新方向后，把测试灯位和固定电缆等工作重新分配给不同小组，redistributed准确表达任务再分配，故选B。postponed、concealed、abandoned分别表示推迟、隐藏和放弃，均与下文各组开始工作矛盾。 47. 标准答案：A 解析：灯光组需要实际尝试不同灯位角度，以确定影子效果，test表示测试，故选A。predict只预测而不操作，collect与reserve均不能与lamp angles形成合理任务搭配。 48. 标准答案：B 解析：使用便携灯时还必须把灯具发热这一安全因素考虑进去，account for表示将某因素纳入考虑，故选B。concentrate on只强调专注，recover from表示恢复，object to表示反对，都不能表达安全规划。 49. 标准答案：D 解析：长影在视觉上拉近演员，且后文表演变得更安静、更专注，说明告别场景获得了意外的亲密感，intimacy最符合，故选D。publicity是宣传，accuracy是准确度，urgency是紧迫感，均不能由人物视觉距离和表演语气推出。 50. 标准答案：B 解析：投影恢复后，Leah仍选择保留刚形成的灯影方案，retain表示继续采用、保留，故选B。revise是修改但文中强调继续使用；advertise和imitate都不符合舞台设计决策。 51. 标准答案：D 解析：剧组把新灯影方案记录为有意设计，而非只在故障时临时顶替的替代品，substitute表示替代方案，故选D。obstacle、estimate、warning分别是障碍、估计和警告，不能与“deliberate option”形成对应。 52. 标准答案：C 解析：Leah没有放弃准备和控制，而是使对完全控制的需求变得更适度，tempered表示缓和、调节，正好对应“not abandoned”，故选C。expanded、justified、restored会加强或恢复原需求，不能体现认知调整。 53. 标准答案：A 解析：她认识到准备的意义是保留应对变化的能力，capacity to respond为自然搭配，故选A。permission是许可，ambition是抱负，evidence是证据，都不能概括团队现场调整的能力。 54. 标准答案：D 解析：设备故障促使灯光、演员和剧组原有能力显现出来，revealed表示揭示、显露，故选D。consumed、damaged、replaced分别表示消耗、损坏和替换，都与“already present”及成功解决问题矛盾。 55. 标准答案：A 解析：句式为less about preventing...than about doing...，两个about后的动名词形成严格平行结构；channel A into B表示把A引导、转化为B，因此channeling能概括Leah把故障转为有效行动，故选A。predicting、avoiding、measuring虽形式平行，但均不符合into useful action的搭配和全文转折。 56. 标准答案：have been used 解析：时间状语For generations表示从过去延续至今，应使用现在完成时；主语hand-cut shadow puppets与use之间是被动关系，且主语为复数，因此填have been used。 57. 标准答案：an 解析：artist是首次提到的可数名词单数，此处泛指一位制作者；artist以元音音素开头，因此使用不定冠词an。 58. 标准答案：leaving 解析：artist与leave之间是主动关系，空格所在分词短语说明绘制图案时留下窄缝这一伴随结果，因此用现在分词leaving；left会错误地表示被动关系。 59. 标准答案：joints 解析：皮影人物的双臂和双腿由多个连接点活动，joint为可数名词，且谓语connect及复数部位表明此处不止一个，因此填复数joints。 60. 标准答案：where 解析：先行词是a darkened booth，非限制性定语从句they move the figures between a lamp and a white screen主谓宾结构完整，空格在从句中作地点状语，表示“在暗室里”，因此填关系副词where。完整句明确表演者位于暗室内，不会产生观众也在幕后的歧义。 61. 标准答案：themselves 解析：主语The performers为复数，position的宾语与主语指同一群表演者，表示他们把自己置于灯光附近，因此用复数反身代词themselves。 62. 标准答案：to remain 解析：large enough后接不定式，构成“足够……从而能……”结构；动作gesture与remain为主动关系，因此填to remain，表示动作幅度足以让后排观众看清。 63. 标准答案：smoothly 解析：空格修饰动词move，说明操纵细杆的方式，应把形容词smooth变为副词smoothly；句中没有比较对象，因此不用比较级。 64. 标准答案：with 解析：match A with B表示“使A与B相配”，此处指表演者让每个动作与鼓点节奏相配，因此填介词with。 65. 标准答案：painted 解析：The figures与paint之间是被动关系，且上色在参观者看到之前已经完成，因此用过去分词painted作非限制性后置说明，相当于which are painted in bright colours。 66. 参考范文：Dear Nora, Our library will test two study zones next week: one for silent work and one for quiet discussion. The trial aims to give students clearer choices without making either group feel unwelcome. Could you try both zones on different days and note how easily you can concentrate, communicate and find a seat? Your experience as an exchange student would help us notice unclear signs or expectations. We will compare feedback in Room 204 at 4:20 p.m. next Friday. Please bring three brief observations and one practical suggestion. Best wishes, Li Hua 写作指导：写作应使用规范邮件格式，先说明图书馆试行安静自习区和轻声讨论区，目的是让不同学习需求得到清晰、互不干扰的空间选择；再邀请Nora在不同日期体验两个区域，并记录专注、交流、找座位及标识是否清楚等感受；最后准确写出下周五16:20在204室交流反馈，并请她准备三条观察和一项建议。评分关注三项任务完整、邀请语气得体、信息具体和行文连贯。参考范文正文约87词。 67. 参考范文：Tessa told Jun exactly what she was afraid would happen. She described her first unsupported ride, the fall and the weeks she had avoided the bicycle. Jun nodded; their “hand on/hand off” rule was clear. Tessa said “hand on,” ran beside him for one stretch, then warned “hand off” before releasing the saddle. Jun's shoulders tightened, but he kept his eyes on the red gate and pedalled on. Tessa stayed close without touching the bicycle. Near the red gate, Jun's bicycle began to lean toward the grass. Tessa almost reached for the saddle, but Jun shifted his weight and turned the handlebar. The bicycle straightened. He stopped a few metres later, breathing hard and smiling. “I knew when I was on my own,” he said. Tessa realized that safety did not mean hiding every risk; it meant being honest and ready when he asked. On the way back, Jun rode while Tessa jogged beside him, silent until he called, “Hand on for the turn.” 写作指导：续写应承接Tessa因童年摔车经历而过度保护、隐瞒仍扶着车座、Jun因被欺骗而受伤，以及原文第5段已经建立的“hand on/hand off”规则。第一段必须先逐字使用给定段首句，再让Tessa说清恐惧并直接执行既有规则，不能再次写Jun提出规则；第二段必须逐字使用给定段首句，描写Jun在车身倾斜时自主调整，并体现Tessa从替他控制风险转向诚实提示和按需支持。不能新增比赛、围观者或成人救助。评分关注两处段首句逐字一致、规则连续性、动作因果、人物心理和语言连贯。参考范文165词。 学科网（北京）股份有限公司 $