高考英语综合训练卷 A20 -2027届高三英语一轮复习专项

**基本信息** 聚焦高考核心素养，整合语言知识与语用能力，通过“具体信息+逻辑推理”方法体系提升综合解题能力。 **综合设计** |模块|题量/典例|方法提炼|知识逻辑| |----|-----------|----------|----------| |阅读理解|4篇短文+七选五|细节定位与上下文推理|体裁覆盖应用文、记叙文等，强化信息筛选与逻辑分析| |语言知识运用|完形填空+语法填空|语境分析与语法规则应用|词汇辨析、时态/非谓语等语法点与语用场景结合| |写作|邮件+续写|任务要点与语篇组织|应用文格式规范与读后续写逻辑连贯，提升表达准确性|

原创高考英语综合训练卷 A20 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 HARBOUR ROPEWORKS occupies a restored warehouse beside Pier 6. The ground-floor gallery and shop are step-free. The working floor has narrow raised walkways, so bags larger than 30 × 20 cm must be left in free lockers. Children under 12 must remain with an adult. FIBRE TABLE — 09:30–10:10, ages 8+. Compare flax, hemp and recycled sailing rope through hand lenses. This seated activity takes place in the gallery; no booking is needed, but places are offered in arrival order. TWISTING DEMONSTRATION — 11:00–11:45, ages 12+. Watch the long ropewalk operate and help turn a small hand wheel when invited. Loose scarves must be stored. Reserve online; 18 places. KNOT CARD STUDIO — 13:30–14:40, ages 10+. Make a labelled sample card using four maritime knots. Materials are supplied. Finished cards may be taken home; original tools remain on the tables. WAREHOUSE SOUND WALK — 15:15–16:00, ages 14+. A guide explains how workers once used bells and calls across the long room. The route includes two flights of stairs and is not suitable for visitors who need the lift. 21. Which session can be attended without advance booking? A. Twisting Demonstration B. Fibre Table C. Knot Card Studio D. Warehouse Sound Walk 22. What must visitors do before entering the working floor with a large bag? A. Carry it below the walkway B. Pay for a storage ticket C. Leave it in a free locker D. Hand it to the shop staff 23. Who would be best suited to the Warehouse Sound Walk? A. A 15-year-old able to use stairs B. An 11-year-old visiting alone C. A visitor who requires the lift D. A 9-year-old hoping to make a knot card B When the travelling shoe-repair van first stopped near Kemi's village, she brought a pair of boots whose left sole had begun to separate. The repairer, Mr Olan, wrote each job on a paper ticket and placed the ticket inside the matching shoe box. Kemi volunteered to help arrange the boxes after school. On the third afternoon, rain drove several customers under the van's awning. Kemi hurried and stacked two similar black boxes together. Later she noticed that one ticket mentioned a narrow heel while the boots before her had flat soles. She could have quietly switched the tickets and hoped no one noticed, but the glueing order depended on the materials recorded there. Kemi told Mr Olan what had happened. Instead of blaming her, he asked her to identify details that remained visible without opening anyone's wrapped parcel: box size, ticket time and the small repair sketches customers had approved. Together they restored the correct pairings and added coloured corner marks to the tickets. The delay was brief, yet Kemi remembered the lesson. Accuracy was not the appearance of never making a mistake. It was the willingness to stop a smooth-looking process when one detail did not fit. Weeks later, Mr Olan gave her a blank ticket book and asked her to manage the afternoon queue. 24. What first made Kemi suspect that two tickets had been mixed up? A. A customer opened the wrong parcel B. The coloured corner marks had faded C. Mr Olan counted fewer boxes D. A description did not match the boots 25. Why did Kemi report the mistake instead of quietly switching the tickets? A. She wanted Mr Olan to shorten the queue B. The repair sequence relied on accurate material information C. The customers had demanded new boxes D. She was unable to read the repair sketches 26. How did Mr Olan respond to Kemi's mistake? A. Doubtfully and impatiently B. Coldly but efficiently C. Calmly and constructively D. Amusedly and carelessly 27. What did Kemi come to understand about accuracy? A. It includes stopping to examine a mismatch B. It depends on hiding small mistakes C. It requires replacing every old system D. It means working faster than customers C Geckos can climb smooth surfaces because millions of tiny hair-like structures on their toes make extremely close contact with a wall. Researchers wanted to know why some species pause before crossing leaves covered with early-morning moisture. They built two identical sloping glass tracks. One was dry; the other carried a thin, even film of water. A soft harness prevented falls without pulling the animals forward. High-speed cameras recorded the angle at which each foot began to slip. On dry glass, the toe structures spread and recover their grip almost at once. On wet glass, water enters the narrow spaces beneath them and **__compromises__** the close contact. The geckos lower their bodies, take shorter steps and slip at gentler angles. Once the track dries, their usual climbing pattern returns. The result does not mean that every wet surface defeats every gecko. Toe shape, water chemistry and surface texture differ in nature. The controlled tracks isolate one condition, while field observations are needed to show how animals combine posture, route choice and timing outdoors. 28. What was the purpose of the soft harness? A. To measure the water film B. To spread the toe structures C. To change the track angle D. To prevent injury without aiding movement 29. What does the underlined word “compromises” in paragraph 3 most nearly mean? A. Records B. Restores C. Weakens D. Copies 30. What can be inferred from the geckos' return to their usual pattern? A. The harness trained them to climb B. The wet-track effect was reversible C. Their toe shape changed permanently D. The glass became rougher during the trial 31. Why does the author mention field observations in the last paragraph? A. To show the limits of the controlled result B. To reject the camera recordings C. To prove all geckos avoid water D. To replace the need for laboratory trials D Instruction manuals usually present the correct sequence and remove failed attempts. Educational researchers have tested a different approach: showing one carefully chosen wrong step beside a successful solution. In a study on folding paper mechanisms, one group saw only finished models and numbered instructions. Another saw the same material plus a photograph of a fold placed two centimetres too early. A caption asked learners to predict which later movement the error would block before revealing the outcome. The second group was slower on its first model, but it diagnosed new faults more accurately. The useful feature was not the mistake alone. Learners had to connect an early decision with a later consequence. When photographs displayed several unrelated errors at once, that advantage disappeared because attention scattered. Worked errors therefore need selection and timing. They can make hidden cause-and-effect visible, but a crowded collection may become another answer sheet to memorise. The goal is to help learners notice a relationship they can transfer, not to celebrate failure for its own sake. 32. What extra material did the second group receive? A. Several finished models without instructions B. A list of unrelated faults to memorise C. A video revealing every later movement D. A photographed early fold and a prediction prompt 33. Why did multiple unrelated errors reduce the benefit? A. They divided learners' attention B. They made the models too expensive C. They shortened the folding sequence D. They removed the correct instructions 34. What did the second group do better after the first model? A. Complete the first model faster B. Recall every caption word for word C. Diagnose unfamiliar faults D. Avoid looking at later consequences 35. What is the main idea of the text? A. Incorrect instructions should replace successful examples B. A selected error can teach causal structure when presented with focus C. Fast completion is the best measure of learning D. Learners benefit most from seeing many mistakes together 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 long non-fiction book may return to the same idea under different names. A personal index can reveal those connections. Begin by writing the question that brought you to the book. ____36____ It gives you a reason for choosing entries instead of marking everything that sounds important. Use a separate sheet and record a key term with its page number. Add a few words about what happens there. ____37____ The note should tell your future self why that page matters, not reproduce the paragraph. When a later chapter uses another term for a related idea, place the two entries near each other and draw a light link. ____38____ You are recording a possible connection that can be checked after more reading. Review the sheet at the end of each section. Merge entries that point to the same argument, but keep examples that serve different purposes apart. ____39____ One may provide evidence while another shows a limitation. Finally, return to your opening question. Use the index to find where your answer changed or became more precise. ____40____ The value of the index lies in tracing thought across the book, not in producing a complete list of its vocabulary. A. The link is a hypothesis, not a claim that the terms are identical. B. A colour code can make linked terms attractive, although it may not show why they belong together. C. That question becomes the filter for what deserves an entry. D. Write a short final note explaining that movement in your understanding. E. An alphabetical list can help locate words quickly, but it may hide the order in which the argument develops. F. A brief phrase is usually more useful than a copied sentence. G. Similar examples need not perform the same job in an argument. 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 a small maritime museum, the storage-room alarm began sounding on three quiet evenings. Each time, guard Lio found the door locked and the display cases ____41____. The easy explanation was a faulty sensor, yet replacing it immediately would erase useful evidence. Lio began a ____42____ log: time, weather, lights and which cleaning tasks had finished. He noticed that the alarm followed sunset but not at a fixed hour. That pattern ____43____ a simple timer. He asked technician Reva to watch the system without changing its settings. The next evening, a narrow beam from the corridor crossed a polished brass model as the automatic blinds lowered. Its moving reflection reached the motion detector. Reva ____44____ the event by covering the model; the alarm remained silent. Uncovering it made the detector respond again. They could have moved the model, but its position matched the curator's design. Instead, Reva adjusted the detector's angle and added a small shield that ____45____ the reflected beam while preserving coverage of the doorway. Lio then repeated the test under several lighting ____46____. The fix worked. More importantly, the log showed why a dramatic symptom need not have a dramatic cause. Lio had resisted the ____47____ to label the device unreliable. By holding one variable steady at a time, he turned an irregular alarm into a ____48____ sequence. The museum later added evening-light checks to installation plans. The change was not a rule against shiny objects; it was a reminder to consider how moving light could ____49____ with sensors. Lio's record also gave future guards a way to ____50____ unusual events before requesting repairs. What first looked like random equipment failure became a lesson in careful ____51____. The solution depended on noticing a timing relationship, ____52____ it through repetition and choosing an adjustment that did not create a blind spot. Reva praised Lio for treating the alarm as information rather than noise. He had not merely stopped a bell; he had ____53____ the system's behaviour. That understanding made the final change both ____54____ and defensible, and it left the museum better ____55____ for similar problems. 41. A. accessible B. intact C. portable D. visible 42. A. temporary B. private C. decorative D. systematic 43. A. ruled out B. confirmed C. replaced D. activated 44. A. postponed B. reported C. reproduced D. ignored 45. A. measured B. blocked C. widened D. coloured 46. A. conditions B. accounts C. editions D. positions 47. A. permission B. instruction C. capacity D. temptation 48. A. silent B. flexible C. traceable D. distant 49. A. interfere B. agree C. compete D. settle 50. A. predict B. dismiss C. repeat D. document 51. A. celebration B. investigation C. transport D. decoration 52. A. hiding B. announcing C. verifying D. dividing 53. A. explained B. limited C. copied D. forgotten 54. A. profitable B. proportionate C. accidental D. familiar 55. A. praised B. required C. charged D. prepared 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。 Willow baskets ____56____ (make) in riverside communities for generations. Makers cut young rods in winter and stand them in water, a treatment ____57____ keeps the fibres flexible. Before weaving, the rods are sorted by thickness. The strongest are bent into a base, with thinner ones ____58____ (use) for the sides. A maker turns the basket slowly, ____59____ (check) that the spaces remain even. If a rod feels dry, it is wrapped in ____60____ damp cloth for a few minutes. The final ends are tucked inward ____61____ (prevent) sharp points. Skilled ____62____ (craftsperson) work ____63____ (steady), because rushing can split the fibres. Each basket carries small differences in ____64____ shape, yet it must remain firm enough ____65____ daily use. 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。学校英语社准备制作一期“校园声音地图”，请给外教Ms Carter写一封邮件，内容包括：1. 介绍项目目的；2. 请她推荐一个值得记录的校园声音；3. 说明录音时间和简短说明要求。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。 Nara and her cousin Tomas were making a wind chime for their grandmother's balcony. They had collected five hollow bamboo tubes from an approved craft shop and sanded every edge smooth. Tomas arranged them by length, expecting the longest tube to make the lowest note. Four tubes sounded clear when tapped. The middle-sized one produced a dull click. Tomas wanted to replace it, but no spare tube matched the colour, and their grandmother had chosen that warm brown piece herself. Nara examined the cord holes and saw no crack. They hung the tubes from a temporary frame. The dull tube touched the wooden centre disc even when the air was still. Shortening its cord lifted it too high; lengthening the cord made it strike a neighbouring tube. After several attempts, both cousins grew quiet. Nara placed the frame on the table and rolled the centre disc between her fingers. One side was slightly thicker because Tomas had sanded a stain away from the opposite edge. The uneven disc leaned toward the troublesome tube. They could not restore the removed wood. Tomas found two small wooden beads left from another project. Nara suggested using them as movable weights rather than decorations. Before attaching anything permanently, they agreed to test one bead at a time and listen from the balcony doorway. 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: Nara tied the first bead loosely to the lighter side of the centre disc. Paragraph 2: When the evening breeze reached the balcony, the five tubes finally sounded in turn. 答案与解析 21. 标准答案：B 解析：Fibre Table说明无需预约、按到达顺序安排，故选B；其他活动未给出这一条件。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 22. 标准答案：C 解析：总说明要求超过规定尺寸的包存入免费储物柜，故选C。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 23. 标准答案：A 解析：声音导览要求14岁以上且路线含两段楼梯、不适合需要电梯者，因此15岁且能走楼梯者符合，选A。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 24. 标准答案：D 解析：票据写窄跟，而眼前靴子是平底，描述与实物不符使Kemi发现问题，故选D。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 25. 标准答案：B 解析：第二段指出上胶顺序取决于票据记录的材料，因此暗中调换可能造成错误维修；她选择报告是为了保证信息准确，选B。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 26. 标准答案：C 解析：他没有责备，而是带她依据可见细节恢复配对并改进标记，体现冷静且建设性的态度，选C。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 27. 标准答案：A 解析：她认识到准确并非从不出错，而是在细节不吻合时愿意停下检查，故选A；其余与结尾认识相反。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 28. 标准答案：D 解析：第二段说明软带用于防止跌落且不把动物向前拉，即保护安全而不辅助运动，选D。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 29. 标准答案：C 解析：湿轨上水进入足部微结构下方，随后壁虎缩低身体、步幅变短并更早打滑，可推知该词表示“削弱”紧密接触，选C；正文通过结果而非直接释义给出线索。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 30. 标准答案：B 解析：轨道干燥后恢复通常攀爬方式，说明水膜造成的影响可逆，选B；并非足形永久改变或玻璃变粗糙。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 31. 标准答案：A 解析：末段强调自然条件还有足形、水质和表面纹理等变量，野外观察用于补充受控实验，意在说明结论边界，选A。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 32. 标准答案：D 解析：第二组额外看到提前两厘米的错误折痕照片，并先预测其会阻碍哪个后续动作，故选D。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 33. 标准答案：A 解析：第三段明确指出多种无关错误同时出现时，注意力被分散，优势消失，故选A。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 34. 标准答案：C 解析：第二组首个模型较慢，但后来更准确诊断新故障，故选C。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 35. 标准答案：B 解析：全文论证经选择的单一错误配合预测，可显现因果并促进迁移，但过多错误会分散注意，A概括最完整。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 36. 标准答案：C 解析：空前要求写下阅读问题，A说明该问题成为筛选条目的标准；空后It指代question并解释作用，衔接完整。G局部涉及索引形式，但未承接问题。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 37. 标准答案：F 解析：空前要求记录术语、页码和作用，B提出用短语而非整句；空后说明笔记应提示意义而非复制原文，逻辑递进。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 38. 标准答案：A 解析：空前是把相关术语相连，C指出连线只是待验证假设；空后possible connection that can be checked与其同义指代但补充后续验证，不是简单复述。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 39. 标准答案：G 解析：空前说合并同一论点条目但保留用途不同的例子，D指出相似例子功能可能不同；空后evidence与limitation具体说明两种功能。F虽谈颜色连接可局部接在第三段，却不能解释本段例子用途。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 40. 标准答案：D 解析：空前要求寻找答案变化处，E要求写出理解如何移动；空后说明索引价值在追踪思考，故选D。G关于字母顺序是相关但不服务结尾回到问题的功能。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 41. 标准答案：B 解析：报警后门仍锁、展柜未被动过，intact表示完好无扰，选B。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 42. 标准答案：D 解析：记录时间、天气、灯光和清洁事项，属于系统化日志，选D。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 43. 标准答案：A 解析：报警随日落却非固定时刻，因此排除简单定时器，rule out搭配正确，选A。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 44. 标准答案：C 解析：遮盖与揭开模型反复使报警消失和出现，说明复现了事件，选C。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 45. 标准答案：B 解析：小挡板用于阻断反射光同时保留门口覆盖，blocked正确，选B。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 46. 标准答案：A 解析：在多种照明条件下复测，conditions为固定语境搭配，选A。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 47. 标准答案：D 解析：他克制立刻判定设备不可靠的冲动，resist the temptation为固定搭配，选D。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 48. 标准答案：C 解析：逐一控制变量使不规则报警变成可追溯序列，traceable正确，选C。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 49. 标准答案：A 解析：光会干扰传感器，interfere with为固定搭配，选A。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 50. 标准答案：D 解析：日志为守卫在报修前记录异常事件的方法，document作动词意为记录，选D。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 51. 标准答案：B 解析：从随机故障到查明原因，是认真调查的经验，选B。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 52. 标准答案：C 解析：发现时间关系后通过重复加以验证，verifying与noticing、choosing平行，选C。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 53. 标准答案：A 解析：他不仅止住铃声，还解释了系统行为，explained正确，选A。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 54. 标准答案：B 解析：只调角度并加挡板、未造成盲区，调整与问题相称且可辩护，proportionate正确，选B。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 55. 标准答案：D 解析：留下检查方法使博物馆更能应对类似问题，be prepared for固定搭配，选D。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 56. 标准答案：have been made 解析：for generations表持续至今，baskets与make为被动关系，故用现在完成时被动have been made。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 57. 标准答案：which 解析：空格引导定语从句修饰treatment，并在从句作主语，故填which。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 58. 标准答案：used 解析：with复合结构中rods与use为被动关系，故用过去分词used。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 59. 标准答案：checking 解析：主语maker主动执行check，逗号后表示伴随动作，用现在分词checking。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 60. 标准答案：a 解析：cloth在此指一块湿布，为可数名词单数且首次出现，故填不定冠词a。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 61. 标准答案：to prevent 解析：收进末端的目的是防止尖点，不定式作目的状语，填to prevent。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 62. 标准答案：craftspeople 解析：由work可知主语为复数；craftsperson的常用复数为craftspeople。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 63. 标准答案：steadily 解析：修饰动词work需用副词，steady变为steadily。 以上判断依据来自完整句和上下文关系，其他形式不符合该处语法或语义。 64. 标准答案：its 解析：指代每一个basket并修饰shape，用形容词性物主代词its。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 65. 标准答案：for 解析：表示“适合日常使用”用介词for，构成for daily use。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 66. 参考范文：Dear Ms Carter, Our English Club is creating a campus sound map to help students notice how different places shape daily school life. Could you recommend one sound worth recording, such as a regular activity or a natural sound, and explain why it matters? We plan to make recordings after class next Tuesday and Wednesday. Each entry will include a twenty-second clip and a two-sentence English note about its location and meaning. Please reply by Monday, and tell us when the sound is usually heard. Yours, Li Hua 写作指导：邮件应说明声音地图旨在关注校园空间与日常生活的联系；请外教推荐一种值得记录的声音并说明理由；交代下周二、周三课后录音，以及每项含20秒音频和两句英文说明，周一前回复并告知出现时间。评分关注三项任务、邮件格式与表达得体。参考范文89词。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 67. 参考范文：Nara tied the first bead loosely to the lighter side of the centre disc. Tomas held the frame while she slid the bead outward by a few millimetres. The disc became level, yet the middle tube still brushed it too soon. They moved the bead slightly inward and added the second one closer to the rim. This time each tube hung free. From the doorway, they tapped the disc and heard five separate notes instead of a click. When the evening breeze reached the balcony, the five tubes finally sounded in turn. Their grandmother listened without knowing which tube had caused trouble. Tomas explained the uneven sanding and showed her the two plain beads. She smiled at the solution rather than the flaw. Nara then tightened the knots, and Tomas marked the bead positions on a small card in case the cords stretched. The warm brown tube remained exactly where their grandmother had chosen it, now contributing a low, clear note to the whole chime. 写作指导：续写应承接中心木盘两侧厚度不均、两颗可移动木珠及先测试再固定的决定。第一段须逐字使用段首句，写两人通过移动配重使木盘平衡、各竹管互不碰触并试听；第二段须逐字使用段首句，写晚风中五个音依次响起、向祖母解释解决过程并固定和记录珠子位置。不得凭空更换竹管或重复发现木盘不均。评分关注材料、动作、因果和人物合作连续。参考范文158词。 该结论由材料中的具体信息和上下文关系共同支持，其他选项与关键条件不符。 学科网（北京）股份有限公司 $