高考英语综合训练卷 A22-2027届高三英语一轮复习专项

**基本信息** 该训练卷以真实情境为载体，整合多主题语篇与语言运用任务，注重信息处理与综合表达能力考查，融合语言能力与思维品质培育。 **综合设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |阅读理解|20题（含天文观测、设计案例等4篇语篇）|信息查找、推理判断、主旨概括|通过不同主题语篇考查信息提取与逻辑分析，构建“文本信息-问题解决”思维链| |语言知识运用|25题（完形填空+语法填空）|语境词汇运用、语法规则应用|以果园管理等情境整合词汇辨析与语法结构，体现“情境-语言知识-意义表达”关联| |写作|2题（邮件+故事续写）|应用写作、情境续写|结合校园活动与模型制作情境，考查信息组织与连贯表达，落实语言能力与思维品质的综合运用|

原创高考英语综合训练卷 A22 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 HILLTOP OBSERVATORY runs public evenings from September to March. The exhibition hall is step-free, but the historic dome is reached by 36 spiral stairs. Outdoor viewing depends on cloud cover; indoor activities continue in all weather. Warm clothing is recommended. SKY CLOCK — Friday, 18:00–18:40, ages 9+. Build a rotating card showing which stars appear in different seasons. Materials are included. Twenty walk-in places are available. DOME INSTRUMENT TOUR — Friday, 19:00–19:45, ages 14+. Examine the 1892 telescope without touching its controls. Advance booking required; visitors must climb the spiral stairs. RED-LIGHT FIELD SESSION — Saturday, 20:00–21:10, ages 12+. Learn to read a star chart outdoors using a supplied red torch. If the sky is cloudy, the session moves to the projection room. Book by noon on Saturday. DATA DESK — Sunday, 15:00–16:00, ages 15+. Compare printed brightness records from three variable stars. This indoor session is suitable for wheelchair users. Twelve reserved places. 21. Which activity offers walk-in places? A. Dome Instrument Tour B. Red-light Field Session C. Data Desk D. Sky Clock 22. What happens to the Red-light Field Session if clouds prevent viewing? A. It moves indoors B. It is shortened to forty minutes C. It uses the historic dome D. It becomes a data-recording class 23. Who is best suited to the Data Desk? A. A 13-year-old without a booking B. A 16-year-old wheelchair user C. A 10-year-old wanting to build a card D. A visitor wishing to operate the old telescope B Omar painted shop signs by hand. When baker Lysa ordered a board, she supplied a long list: bread, cakes, coffee, opening hours and a family slogan. Omar sketched every line, but the letters became so small that they disappeared from across the square. Lysa feared that removing words would make the bakery seem less welcoming. Omar did not decide for her. He placed three paper versions at the shop entrance and invited her to view them from the bus stop. From there, only the bakery name and one short phrase remained readable. They watched customers for an hour. People who already knew the shop looked for opening times near the door, not on the high sign. New visitors first needed to recognise what the shop sold. Lysa chose ‘Bread baked here’ for the board and moved the schedule to a smaller panel at eye level. Omar painted generous spaces around the words. The finished sign contained less information but performed its job more clearly. Lysa kept the unused slogan inside the shop, where customers had time to read it. Both learned that choosing where words belong can matter as much as choosing the words themselves. 24. Why were Omar's first letters ineffective? A. They used the wrong family slogan B. They blocked the shop entrance C. They were too small to read from afar D. They lacked opening times 25. Why did Omar ask Lysa to view the versions from the bus stop? A. To advertise to bus drivers B. To test the sign from a newcomer's likely distance C. To measure the shop's opening hours D. To avoid showing the signs to customers 26. How did Omar approach Lysa's concern? A. Patiently and collaboratively B. Dismissively and secretly C. Proudly and competitively D. Anxiously and impatiently 27. What principle guided the final placement of information? A. Every detail belongs on the highest sign B. Family slogans must be removed from shops C. Each message should appear where readers can use it D. Opening hours matter only to new visitors C Wind-blown sand often forms repeated ridges. To track their movement, researchers filled a narrow tunnel with pale grains and added a thin line of dark grains across the surface. A steady fan then blew at one controlled speed. Individual grains climbed the windward side of a ridge and dropped beyond its crest. Some dark grains soon became buried while pale grains from below appeared at the surface. The ridge shape remained recognisable even though its members changed. Frame-by-frame images showed that each ridge **__migrates__** down the tunnel. Its crest occupied a new position after every cycle of lifting and settling, while no single group of grains travelled together as a solid object. Natural dunes are affected by changing wind, moisture and plants, so the tunnel does not predict their exact speed. It does reveal a useful distinction: a landform can move because material passes through its shape, not because the same material stays fixed inside it. 28. Why did researchers add a line of dark grains? A. To increase the fan speed B. To keep the ridge shape fixed C. To measure moisture in the tunnel D. To trace how individual grains moved 29. What does the underlined word “migrates” in paragraph 3 most nearly mean? A. Shifts gradually to another position B. Breaks into grains of one colour C. Stops changing its outer shape D. Rises as a single solid body 30. What does the experiment show about a ripple's identity? A. It depends on dark grains remaining visible B. Its form can persist while its grains change C. It moves only when all grains move together D. Its windward side contains no buried grains 31. Why does the author discuss natural dunes in the final paragraph? A. To claim plants have no effect on sand B. To show the tunnel copied every outdoor condition C. To recommend colouring dunes for observation D. To distinguish the model's insight from an exact field prediction D Most library shelves show only book spines. Some small libraries have tested ‘face-out bays’ that display a rotating selection of covers. The method uses more space, so the important question is not whether covers attract eyes, but how they change exploration. In one branch, staff alternated two arrangements for six weeks. The same 120 books appeared either spine-out in one row or face-out in several bays. Staff recorded borrowing and returned every book to its assigned arrangement; no titles were promoted in announcements. Face-out display increased borrowing of unfamiliar authors, especially when a short topic label linked neighbouring books. However, frequent borrowers found fewer titles in a single glance and sometimes assumed the bays held the library's entire collection. A nearby sign pointing to the full shelves reduced that misunderstanding. The trial suggests that display is a guide, not a neutral container. Covers can lower the effort of starting a search, while rows of spines support efficient scanning once readers know what they want. Combining the two may serve different moments of choosing better than declaring one arrangement superior. 32. What remained the same during the six-week trial? A. The direction of every cover B. The number of library announcements C. The set of 120 books D. The position chosen by borrowers 33. Why was a sign placed near the face-out bays? A. To show that more books were available elsewhere B. To advertise selected authors C. To explain how covers were designed D. To prevent books from being borrowed 34. Who benefited most from rows of spines? A. Visitors who had never seen a book cover B. Staff making public announcements C. Readers searching efficiently for known interests D. Authors requesting special promotion 35. What is the text mainly about? A. Book covers should replace topic labels B. Different displays support different stages of book choice C. Libraries need to reduce their collections D. Unfamiliar authors are difficult to borrow 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 recorded interview can sound like a smooth conversation even when its ideas follow a careful structure. On the first listen, note the question the interviewer is trying to answer. ____36____ This prevents interesting details from becoming a substitute for the central issue. On the second listen, mark each moment when the speaker shifts from an event to an explanation. ____37____ The signal may be a phrase such as ‘what I realised later’ rather than a formal topic sentence. Next, write a short label for the role of each example. One may establish a problem; another may show a change. ____38____ Two stories about the same person can therefore serve different parts of the argument. Pay attention to a question that the interviewer asks after a pause. ____39____ It may redirect the discussion, request evidence or invite the speaker to qualify an earlier claim. Finally, outline the interview in four or five moves and listen once more. ____40____ Revise the outline where the spoken transitions do not support your first division. A. Classify examples by function instead of subject alone. B. A time stamp can help you return to a vivid story, although vividness does not show its function. C. Use those shifts as possible boundaries between sections. D. Its position often reveals what the conversation still needs. E. Check whether your divisions match changes you can actually hear. F. Write it at the top of your page in your own words. G. A complete transcript may support close quotation, but reading it first can hide the sound cues you are trying to notice. 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。 Lea helped manage a small pear orchard. One April night, a bell from the upper field rang, signalling that the temperature had crossed a warning level. Yet the lower thermometer still showed a safe reading. The two instruments appeared to ____41____. Rather than starting the fans at once, Lea checked the sensor heights. The upper sensor hung near the blossoms; the lower one had slipped close to the soil, where stored daytime warmth made the air less ____42____. The readings described different layers, not a faulty device. Lea restored the lower sensor to its marked position and waited for a second ____43____. Both values then fell together. She started the fans, which mixed slightly warmer air above the trees with the colder air around the flowers. Her uncle had once treated every bell as an automatic command. Lea respected that caution, but she now understood why placement was ____44____ to interpretation. A correct number from the wrong height could still ____45____ a poor decision. At dawn, most blossoms remained firm. Lea photographed each sensor mount and added its height to the weekly checklist. The record would make future comparisons more ____46____ and prevent a loose clamp from becoming an invisible variable. The night's lesson was not to delay action whenever readings differed. It was to investigate the difference with enough ____47____ to act wisely. Lea had balanced urgency with verification, neither ____48____ the warning nor obeying it blindly. She also learned that instruments do not speak without context. Their numbers gain meaning from where and how they are ____49____. The bell had done its job by attracting attention; Lea's task was to ____50____ that attention into a sound response. She revised the checklist so sensor height would be confirmed before the cold season, not after a confusing alert. This small procedural change made the system more ____51____. It linked maintenance to interpretation and reduced reliance on memory. When another cold night arrived, both sensors agreed, and Lea could act without ____52____. Her careful response had strengthened not only the orchard's protection but also the family's ____53____ in the data. Experience, she realised, was not the ability to predict every variation. It was the habit of noticing when a familiar signal needed ____54____ and of building that insight into future ____55____. 41. A. settle B. recover C. expand D. conflict 42. A. visible B. exposed C. similar D. useful 43. A. measurement B. permission C. harvest D. visitor 44. A. familiar B. available C. essential D. temporary 45. A. record B. cancel C. divide D. prompt 46. A. reliable B. colourful C. private D. distant 47. A. speed B. discipline C. comfort D. silence 48. A. copying B. repairing C. measuring D. dismissing 49. A. hidden B. borrowed C. collected D. celebrated 50. A. convert B. compare C. postpone D. translate 51. A. expensive B. decorative C. secret D. robust 52. A. evidence B. equipment C. hesitation D. permission 53. A. interest B. confidence C. surprise D. access 54. A. interpretation B. movement C. replacement D. praise 55. A. argument B. weather C. practice D. ownership 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。 Cacao beans ____56____ (process) after the pods are opened. Farmers place the beans and their sweet pulp in shallow boxes, ____57____ microorganisms begin fermentation. The mass is turned regularly, allowing air ____58____ (enter). Heat produced during fermentation changes the beans, ____59____ (reduce) some bitter flavours. After several days, they are spread in ____60____ thin layer under the sun. Workers move the beans ____61____ (prevent) uneven drying. Sudden ____62____ (shower) require quick covers, so teams watch the sky ____63____ (careful). The dried beans are packed in sacks, and samples from each group are cut open to check ____64____ colour. This early work is essential ____65____ the flavour developed later. 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。学校将试行“午间五分钟学生分享”，请给外教Mr Reed写一封邮件，内容包括：1. 介绍分享形式；2. 请他推荐一类适合的主题；3. 询问如何给发言者简短反馈。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。 Mara and Dev were building a model railway for Dev's younger brother. They fixed a paper track around a wooden board and placed four cardboard stations along it. Each station represented a place the brother knew: home, school, the swimming pool and their aunt's shop. When they pushed the toy train, it passed the school and reached the pool almost immediately. On the real route, those stops were far apart. Dev had drawn the track for appearance, while Mara had placed stations by memory. Moving the glued track would tear the board. They considered moving the pool station, but the painted river occupied the only open space. Mara then noticed that the train travelled at one constant speed. Real buses slowed near crowded streets and moved faster along the riverside road. Dev found three removable felt strips. When laid across the rails, they created gentle resistance without stopping the wheels. A strip near the school could represent the busy market street, while the open curve could remain fast. Before showing the model, they agreed to test whether the changing speed made the journey feel less compressed. They also needed a way to explain the felt strips without pretending the map was drawn to scale. 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: Mara placed one felt strip beyond the school and pushed the train again. Paragraph 2: When Dev's brother tried the model, he slowed the train before the market picture without being told. 答案与解析 21. 标准答案：D 解析：Sky Clock明确提供20个现场名额，故选D。 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。 22. 标准答案：A 解析：说明指出多云时活动转到投影室，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。 23. 标准答案：B 解析：Data Desk面向15岁以上、室内且适合轮椅使用者，故选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。 24. 标准答案：C 解析：信息过多使字太小，从广场对面看不清，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。 25. 标准答案：B 解析：公交站代表远处新访客的观看位置，用于检验高处招牌的可读性，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：A 解析：他未替她决定，而是制作版本、共同观察顾客并让她选择，体现耐心合作，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。 27. 标准答案：C 解析：招牌保留远处需识别的信息，营业时间移到门边、口号放店内，说明信息应置于读者能使用的位置，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。 28. 标准答案：D 解析：深色颗粒作为标记，用来追踪单个砂粒在脊中的移动，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。 29. 标准答案：A 解析：脊顶每轮抬升沉降后占据新位置，而砂粒并非整体同行，可推知migrates表示逐渐移位，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。 30. 标准答案：B 解析：脊形仍可辨认但组成颗粒不断替换，说明形态可持续而材料改变，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。 31. 标准答案：D 解析：末段说明自然沙丘变量更多，模型不能预测精确速度但揭示运动机制，用于限定并说明模型价值，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。 32. 标准答案：C 解析：两种陈列轮换但始终使用同一组120本书，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。 33. 标准答案：A 解析：部分读者误以为展湾就是全部藏书，指向完整书架的标识用于纠正该误解，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：末段指出当读者知道想找什么时，书脊行列支持高效扫描，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：文章比较封面朝外与书脊陈列的优势和限制，结论是二者服务选择的不同阶段，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。 36. 标准答案：F 解析：空前要求记录采访试图回答的问题，F要求将其写在页首；空后This指这一做法并说明可防止细节取代主线。 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：C 解析：空前要求标出从事件转向解释的时刻，C说明可将其作为段落边界；空后举提示语说明如何识别。 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：空前比较例子的不同作用，A强调按功能而非只按主题分类；空后therefore说明同一人物故事也可能功能不同。F局部谈故事时间戳，但鲜明程度不能回答功能。 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。 39. 标准答案：D 解析：空前聚焦停顿后的追问，D说明其位置显示对话尚缺什么；空后列举重定向、求证、限定等具体功能。 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。 40. 标准答案：E 解析：空前要求列出结构再听一遍，E要求核对划分是否对应听得见的变化；空后据此修订。G虽与录音和文字稿相关，但谈首次阅读会遮蔽声音线索，不承担最终核验功能。 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：D 解析：两仪器一报警一安全，读数似乎冲突，conflict正确，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。 42. 标准答案：B 解析：靠近土壤受白天储热，空气较少暴露于寒冷，exposed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。 43. 标准答案：A 解析：恢复位置后等待第二次测量，measurement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：传感器高度决定读数解释，placement至关重要，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：D 解析：错误高度的正确数字仍可能促成错误决定，prompt正确，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。 46. 标准答案：A 解析：记录安装高度使未来比较更可靠，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：B 解析：在紧迫中仍按步骤调查需要自律，discipline符合，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。 48. 标准答案：D 解析：neither...nor结构中与obeying平行，且意为不忽视警报，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。 49. 标准答案：C 解析：数字意义来自测量位置和方式，即数据如何采集，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。 50. 标准答案：A 解析：convert...into...表示把注意转化为合理回应，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。 51. 标准答案：D 解析：把高度检查写入流程使系统更稳健，robust正确，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。 52. 标准答案：C 解析：传感器一致后可毫不犹豫行动，without hesitation固定搭配，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：B 解析：处理加强家人对数据的信心，confidence in搭配，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。 54. 标准答案：A 解析：熟悉信号有时需要解释，interpretation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。 55. 标准答案：C 解析：将认识纳入未来实践，practice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。 56. 标准答案：are processed 解析：beans与process为被动关系，描述一般工艺用一般现在时被动are processed。 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：where 解析：从句修饰地点boxes且成分完整，用关系副词where。 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：to enter 解析：allow后接宾语加不定式，填to enter。 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。 59. 标准答案：reducing 解析：现在分词作结果状语，表示发酵变化带来苦味降低。 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：layer为首次出现的可数单数，填a。 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。 61. 标准答案：to prevent 解析：移动豆子是为了避免干燥不均，不定式作目的状语。 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：showers 解析：由动词require可知主语复数，填showers。 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。 63. 标准答案：carefully 解析：修饰watch用副词carefully。 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：their 解析：指代复数samples并修饰colour，填their。 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。 65. 标准答案：for 解析：essential for表示对……至关重要，填for。 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。 66. 参考范文：Dear Mr Reed, Our school will try a five-minute student talk at lunch each Friday. One student will explain a small idea, object or experience in English, followed by two audience questions. Could you recommend a type of topic that is focused enough for this format but still invites discussion? We would also value your advice on a simple feedback method. It should help speakers improve without turning the activity into a formal contest. If possible, please send two suggestions by Wednesday. Yours, Li Hua 写作指导：邮件应说明每周五午间由一名学生用英语讲五分钟，之后答两个问题；请外教推荐既聚焦又可讨论的主题类型；咨询不把活动变成竞赛的简短反馈方法，并请周三前给两项建议。评分关注任务点、形式边界和邮件语气。参考范文88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：Mara placed one felt strip beyond the school and pushed the train again. The wheels crossed it steadily, adding several seconds before the pool appeared. Dev tried two strips together, but the train jerked and nearly left the paper rails. They returned to one strip and marked it with tiny market-stall shapes. On a card, Mara wrote that distance on the model was represented partly by travel time, not by exact scale. When Dev's brother tried the model, he slowed the train before the market picture without being told. He then let it roll freely beside the river and announced each familiar stop. The uneven spacing no longer confused him because the movement matched how the real trip felt. Dev admitted that the fixed track had first seemed like a failure. Mara pointed to the removable strip: it let them revise one idea without hiding the model's limits. Together they added a second card inviting users to compare model time with actual distance. 写作指导：续写应承接轨道已粘牢、泳池站无处可移、毛毡可增加阻力以及需诚实说明比例的条件。第一段须逐字使用段首句，写测试一层与两层毛毡、选择平稳方案并制作说明卡；第二段须逐字使用段首句，写弟弟通过速度变化理解真实旅程、两人承认模型限制并增加比较提示。不得重新铺轨或声称模型按比例绘制。评分关注速度、空间、物品和认知连续。参考范文154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 $