高考英语综合训练卷 A25 -2027年高三英语一轮复习专项

**基本信息** 以“堆肥实验”为主题整合多模块，通过真实语境渗透细节定位、逻辑推理等解题方法，构建“实践操作-科学方法-语言运用”的连贯知识链。 **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A篇21题“without booking”）、主旨归纳（B篇24题三分区垫功能）|堆肥操作规范→问题解决→科学原理→实验验证| |语言知识运用|完形15题+语法10题|语境逻辑（完形41题“complicated”因探针位置误导）、语法规则（58题现在完成时被动）|实验记录→数据解读→方法优化| |写作|邮件+续写|信息整合（邮件说明实验变量）、情节发展（续写安全处理与改进）|实验设计→问题应对→结论呈现|

原创高考英语综合训练卷 A25（长文本·严格门禁V2重制版） 学科：高中英语 总分：120 考试时间：100 分钟 版本：待审核草稿 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 HILLSIDE COMPOST LAB offers secondary-school groups a practical introduction to safe decomposition in a school garden. Sessions examine ingredients, moisture, airflow and temperature rather than asking visitors to handle an active pile without guidance. The lab operates in most weather, although storms may move activities into the covered sorting area. The 08:40 ingredient-sorting station accepts visitors without advance booking. At 10:00, the moisture-and-airflow workshop requires registration because teams share calibrated scales and ventilation models. The 13:30 active-pile temperature survey is restricted to named samplers who have completed the hygiene briefing; other group members observe from the marked path. Every group must bring garden gloves, a labelled sample jar and the booking receipt. The lab supplies long-handled probes, hand-washing materials and protective aprons. Visitors may photograph the demonstration bins, but they must not collect material from an active pile or return a tested sample to it. Covered shoes are strongly recommended after rain. A class may replace one named sampler before Friday morning if the replacement completes the online hygiene briefing. The group leader must update the emergency contact and sample label. Once individual probes have been issued and checking positions assigned, no further change is accepted, because an unbriefed visitor could contaminate samples or record a reading under the wrong name. 21. Which compost-lab station welcomes visitors who have not registered? A. the morning workshop testing moisture control and compost airflow B. the afternoon survey tracking heat across active compost piles C. the hygiene briefing prepared for registered compost-sampling visitors D. the morning station for sorting several contrasting compost ingredients 22. What is each visiting group responsible for bringing? A. gardening gloves, one labelled container and current booking proof B. temperature probes, wash stations and clean protective aprons C. prepared compost, trays and coded labels for sample measurement D. sampling tools, hygiene guidance and current printed replacement receipts 23. What must occur before another student can replace a named sampler? A. The original sampler must complete the assigned temperature measurements. B. The class may change names after positioning the temperature probes. C. The substitute must take the hygiene briefing before Friday morning. D. A laboratory assistant must cancel the scheduled specialist sampling session. B At a neighbourhood repair café, Farah watched donated items move from the entrance table to shelves where visitors could borrow tested tools. The room relied on handwritten cards, but busy volunteers sometimes placed an electrical item awaiting inspection beside equipment already cleared for use. Similar-looking extension leads were especially easy to confuse. One Saturday, a visitor picked up an untested lead and was stopped before plugging it in. No one was hurt, yet the incident showed that a small movement across the table could erase the meaning of a status card. Experienced repairers remembered which items had arrived that morning; first-time volunteers had no such memory. Farah created a three-zone intake mat. The first zone, marked with a raised circle, meant “new arrival”; the middle zone meant “inspection pending”; and the final zone, separated by a firm ridge, held items a trained repairer had cleared. Written labels and tactile boundaries allowed the system to work without relying on colour alone. Rather than explaining the mat repeatedly, Farah mixed prepared items from all three stages and asked new volunteers to sort them. Observers recorded where hands paused and which labels were read. Several people correctly kept new arrivals away from cleared tools, but the middle label—originally just “waiting”—was interpreted as permission to borrow after a short delay. Farah replaced it with “inspection pending” and added a small card naming the repairer responsible for the next decision. In a second trial, the error disappeared, although technical approval still required trained staff. The mat did not turn volunteers into electricians; it preserved the difference between arrival and approval at the point where objects moved. The writer values the project because it responds to observed behaviour without claiming more than it achieved. A reversible, low-cost boundary reduced a real risk, while Farah kept expertise, documentation and final judgement in their proper roles. Its strength lay as much in its stated limit as in the visible improvement. 24. Which title captures the workflow problem Farah solved? A. When Donors Think Used Equipment Appears Safe B. A Floor Mat Marking Equipment Before Formal Approval C. Why Donated Tools Require a Recorded Safety Check D. An Electrical Fault That Closed a Nearby Collection Point 25. Why were new volunteers allowed to sort the items without guidance? A. to measure whether volunteers sorted donated tools more quickly B. to test whether revised wording reduced volunteer questions C. to assign trained staff to each preliminary sorting decision D. to reveal which features helped or confused volunteers 26. What attitude does the writer take toward Farah's final system? A. supportive of a practical system with deliberately limited authority B. uncertain that volunteer observations could reveal design weaknesses C. confident that visitors would interpret the mat consistently D. disappointed that Farah revised wording instead of replacing equipment 27. Which incident first revealed the intake system's risk? A. Borrowers complained that approved tools remained difficult to locate. B. Staff found that the building lacked sufficiently experienced repair volunteers. C. Untested electrical items appeared beside tools cleared for lending. D. Visitors declined to place donated equipment on the marked intake mat. C A new compost pile can contain plenty of leaves and food scraps yet remain cool for several days. Decomposition depends on communities of bacteria, fungi and other organisms, but fresh material may initially contain too few of the species able to use it under the pile's particular moisture and temperature conditions. Gardeners sometimes mix in a small scoop of mature compost. This material inoculates the new pile by introducing an already active microbial community. When distributed through moist, carbon-rich ingredients, the organisms encounter both food and oxygen. Their metabolism releases heat, and the warmer conditions may allow other decomposers to become active. The starter is not a substitute for a balanced mixture. A waterlogged pile contains too little air even if millions of useful organisms are added, while a pile made almost entirely of dry stems may offer insufficient moisture and nitrogen. Crushing the starter into one warm pocket can also create a misleading temperature reading. Scale affects the process. A very small pile loses heat rapidly from its surface, whereas an oversized compact pile may prevent oxygen from reaching its centre. Gardeners therefore consider volume, particle size and turning as well as the amount of mature compost. Adding more starter cannot correct a structure that blocks airflow. To judge progress, temperatures are measured at several depths and positions with a clean probe. A single warm corner may reflect a recently added bucket of scraps rather than active decomposition throughout the pile. Repeating the temperature map before and after turning shows whether heat is widespread or confined. The practical lesson is conditional: mature compost can help a suitable process begin, but it cannot replace moisture control, ingredient balance or aeration. Successful management comes from observing the whole system. The starter supplies organisms; the pile's physical conditions determine whether those organisms can continue working. 28. What causes the early rise in temperature described in paragraph 2? A. Solar heating warmed outer layers before microbial activity increased within the pile. B. Mature compost introduced active microbes throughout a balanced mixture of fresh materials. C. Moisture released stored heat before microbial activity increased throughout the compost pile. D. Pile size retained warmth before microbial decomposition increased throughout the material. 29. Which limit of mature compost as a starter is made explicit? A. It produced similar temperature patterns in compost piles built at different scales. B. It reduced the need for temperature checks at several internal depths. C. It could not correct poor aeration, moisture or unsuitable ingredient balance. D. It supplied the carbon required by the newly prepared compost mixture. 30. What does “inoculates” mean in this composting context? A. introduces selected microbes into another prepared living material B. breaks down material through an unknown biological mechanism C. moves an ingredient elsewhere while preserving its original condition D. conceals a temperature reading from investigators repeating the trial 31. Why are readings from several positions needed? A. because several internal depths are required to represent the compost pile B. because one isolated hot point predicts finished compost quality with confidence C. because deeper readings can restrict oxygen entering the compost mixture D. because additional probes can raise the pile’s average recorded temperature D Students monitoring a school compost pile reported that it had entered active decomposition because one probe showed a high temperature. The result pleased the garden team, which planned to add more food scraps and display the figure as evidence that its new method was working. However, the reading had been taken beside a bucket of fresh, warm scraps added less than an hour earlier. No one had measured the drier outer layers or the compact centre. The probe position therefore mixed the temperature of the addition with the condition of the pile as a whole. Before changing the feeding schedule, students mapped temperatures at several depths and points. They cleaned the probe between readings, marked each location on a grid and repeated the map before and after turning. Moisture was assessed by mass and feel, while notes recorded dense areas where material resisted the turning fork. The fuller record revealed that only one compact, wet pocket was warm. Most of the pile remained close to air temperature and contained few visible air spaces. After turning, heat from the recently added scraps spread briefly, then disappeared, evidence that the first result had not represented sustained activity. The team mixed in dry stems, broke apart the compact pocket and reopened blocked air passages. It delayed further food additions and continued measurements over several days. Temperature rose across a wider part of the pile, while excess liquid at the base declined. The response was more limited than the original plan but directly addressed the recorded problem. This case shows how representative evidence supports a precise intervention. One striking value can locate a feature worth investigating, yet it cannot describe an uneven system. By mapping conditions and retaining low readings, the students changed both their conclusion and their action instead of merely collecting more evidence for what they already hoped was true. 32. What did the temperature map show about the pile as a whole? A. One compact saturated pocket was warm while surrounding material lacked air. B. Each measured depth reached a similar temperature after fresh scraps arrived. C. The outer compost layers were warmest because they contained more oxygen. D. Measured warmth spread evenly while the ingredients remained tightly compacted. 33. How did the students make their later evidence representative? A. They recorded the hottest point immediately after adding fresh scraps. B. They used separate probes across central and outer pile layers. C. They omitted readings that directly challenged their initial explanation. D. They mapped multiple depths before and after turning the material. 34. What lesson is the compost-pile case designed to illustrate? A. Representative measurements can support a precise and practical response. B. One unusually elevated reading can define the compost pile’s condition. C. Local averages can replace nearby observations during practical decisions. D. Larger sample numbers can resolve uncertainty in the investigation. 35. Why could the first high reading not support the team's broad claim? A. It originated from a compact pocket beside recently added warm food scraps. B. It followed matching heat readings across several measured depths in the pile. C. It matched later readings from the central and outer compost pile layers. D. It followed the turning that reopened air spaces across several pile layers. 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 fair garden trial begins with a prediction that can be wrong. “The treatment will help” is too vague because almost any change could later be called improvement. ____36____ Naming both parts makes it possible to choose a measurement before the plants grow. Comparison plots should not begin with obvious advantages. A sunnier bed or richer soil may influence growth more strongly than the treatment under study. ____37____ When perfect matching is impossible, use several plots and record the starting difference rather than selecting the pair that looks most promising. A schedule matters as much as a measuring tool. Plant responses may appear after rain, during a dry week or only near the end of the trial. ____38____ Taking the same measurement at planned intervals reduces the chance that a dramatic day will be mistaken for the general pattern. Outdoor work never follows a perfect script. A storm may break one stem, an animal may disturb a plot or a volunteer may miss watering. ____39____ These notes do not automatically remove a result; they help the team decide whether it still answers the original question. At the end, observation and explanation must remain separate. A graph may show that treated plants were taller without proving why they grew. ____40____ Compare the pattern with the prediction, but also note whether untreated plots changed in the same direction. A photograph can illustrate the result, yet it should not replace the measurements collected from every plot. This distinction keeps a preferred mechanism from becoming stronger than the evidence and points clearly to the next useful test. A. Write a prediction naming both the treatment and its expected response. B. Select comparison plots with similar light and starting soil conditions. C. Separate the measured pattern from the explanation you currently favour. D. Remove unusual results before calculating the final experimental pattern. E. Record unexpected events such as storm damage or missed watering. F. Call a treatment successful whenever one plant grows unusually quickly. G. Decide how often the same measurement will be taken during testing. 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 joined the school compost team when one warm reading seemed to prove that the whole pile was active. A probe had been placed beside fresh scraps, which ____41____ the interpretation. Some students proposed using only the highest value on their poster. Rather than ____42____ the pattern, Theo ____43____ every probe position and the time of each food addition. The map ____44____ that most of the pile was still cool. One teammate became ____45____ and wanted to turn everything immediately, but the garden coordinator ____46____ that action without a baseline would make the next reading difficult to interpret. The team needed evidence that could survive its own expectations. Theo ____47____ a multi-depth grid and made each location ____48____ with numbered sticks. The broader pattern did not ____49____ until the probe reached the compact centre. Repeated measurements ____50____ the team's trust because different students now obtained similar values at the same points. The team ____51____ that moisture had been judged only at the surface. Parents visiting the garden were ____52____ when the students explained this limitation openly. Instead of presenting a single successful number, they showed how the question had changed from “Is it warm?” to “Where and why is heat developing?” Theo chose to ____53____ both the first chart and the revised map, because hiding the earlier decision would have removed the clearest evidence of how the investigation improved. Together they offered an ____54____ into how measurement position shapes a conclusion. Adding dry stems and reopening air spaces proved ____55____: several regions warmed over the next week, and the evidence now described the pile rather than one convenient corner. 41. A. substantiated B. complicated C. settled D. simplified 42. A. simplifying B. copying C. protecting D. abandoning 43. A. documented B. estimated C. inspected D. misremembered 44. A. veiled B. showed C. predicted D. reversed 45. A. uneasy B. impatient C. grateful D. confident 46. A. complained B. reasoned C. promised D. guessed 47. A. noticed B. delayed C. complicated D. organized 48. A. hidden B. flexible C. visible D. temporary 49. A. emerge B. shrink C. repeat D. agree 50. A. reduced B. earned C. doubted D. spent 51. A. measured B. predicted C. repeated D. admitted 52. A. misled B. bored C. reassured D. rushed 53. A. recalculate B. publish C. withdraw D. translate 54. A. insight B. boundary C. argument D. diagram 55. A. brief B. minor C. unclear D. decisive 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。 At the garden entrance, ____56____ airy demonstration bin stands beside cards showing dry and wet ingredients. Farah begins by ____57____ (sort) sample materials before anyone handles a probe. The community method ____58____ (teach) in the school garden since last spring, and records of unsuccessful piles remain beside successful examples. After each session, washed tools are stored ____59____ the covered bench. Farah, ____60____ handbook links every safety decision to a measurement, asks students to reconstruct the procedure from dates and position codes. Air moves ____61____ (even) through a loose mixture than through a compact pocket, but colour alone cannot prove that oxygen has reached the centre. Students compare several moisture-card ____62____ (shade) with mass and texture. A clean probe is used ____63____ (compare) temperatures at fixed depths, and each pile keeps ____64____ own record card so that one bin's observation is never copied into another treatment. The card also identifies who cleaned the probe before the next reading. Removed samples are allowed ____65____ (cool) before disposal. Teams then exchange guides and look for a missing date, an unclear position or a conclusion based only on the warmest point. Correcting those gaps before publication turns the guide into a reproducible account rather than advice based on a successful-looking photograph. 第四部分 写作（共两节，满分40分） 第一节（满分15分） 66. 学校花园拟开展“小规模堆肥改进实验”。请给交换生Noah写邮件，说明要解决的问题、实验中的对照安排和安全要求，并邀请他参与。词数80左右。 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。 Ravi and June had designed a compost demonstration box for younger pupils. Its clear side panel allowed visitors to see alternating layers of dry leaves, vegetable scraps and open air spaces. A removable top weight kept the lightweight frame steady, while a tray underneath collected any liquid. Their teacher had warned them that the box was an observation model, not a storage bin. Only a shallow layer of damp mixture should be added before each session and removed afterwards. Ravi marked a maximum fill line, and June prepared picture cards explaining why oxygen mattered to decomposition. On the morning of the first demonstration, another group delivered more damp material than expected. Ravi did not want to waste it, so they added most of the mixture and placed the top weight firmly in position, even though the wet contents now rose above the maximum line that he and June had marked during the safer empty-frame test. At first the box looked impressive, with every layer visible through the panel. As the mixture settled, one clear side panel slowly bowed outward. June noticed a screw head pulling against the plastic and asked Ravi to stop the demonstration. Several younger pupils were already waiting beside the table, excited to press their hands against the transparent wall. Ravi closed the demonstration area and explained that the start would be delayed. He moved the pupils to the picture-card activity while June placed an empty collection tray under the weakest corner, watching the bowed edge from a safe distance and marking its position without pressing the plastic back into shape. They did not tighten the screw because the loaded panel was still under pressure. The teacher was called from another part of the garden. Until she arrived, Ravi and June had to remove the top load safely without releasing the bowed wall suddenly, preserve evidence of the deformation and decide whether the box could be redesigned. The disappointed class watched from behind the marked line, expecting the demonstration to be cancelled but also listening as June explained why a delayed activity was safer than a hurried repair. 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: Ravi closed the demonstration table and explained the delay to the waiting class. Paragraph 2: At the rescheduled session, the braced box showed airflow without placing pressure on the clear panel. 答案与解析 21. 标准答案：D 解析：08:40的原料分类站明确允许现场参加；10:00工作坊需要登记，13:30测温只面向完成卫生说明的指定采样者。 作答时要扣住“accepts visitors without advance booking”，不能把局部信息扩大。正确选项正文为“the morning station for sorting several contrasting compost ingredients”；按最终选项位置，第21题选D。 22. 标准答案：A 解析：实验室提供探针、清洁用品和围裙，因此需要小组自行携带的是手套、带标签的样品罐和预约凭证。 材料以“The lab supplies long-handled probes, hand-washing materials and protective aprons”给出了可核对的判断依据。正确选项正文为“gardening gloves, one labelled container and current booking proof”；按最终选项位置，第22题选A。 23. 标准答案：C 解析：替换必须发生在周五上午之前，并由新采样者完成在线卫生说明；探针和点位一经分配就不再接受变化。 “Once individual probes have been issued and checking positions assigned, no further change is accepted”是定位答案的决定性细节。正确选项正文为“The substitute must take the hygiene briefing before Friday morning.”；按最终选项位置，第23题选C。 24. 标准答案：B 解析：文章的核心是三分区垫如何在物品移动时保持“刚到达”和“已批准”之间的区别，而不是让志愿者取代电气检验。 上下文真正支持的是“it preserved the difference between arrival and approval at the point where objects moved”所限定的情形。正确选项正文为“A Floor Mat Marking Equipment Before Formal Approval”；按最终选项位置，第24题选B。 25. 标准答案：D 解析：不即时提示能暴露标签和触觉边界在真实使用中的理解障碍，特别是“waiting”被误解为短暂等待后即可借用。 文中的关键限制“Observers recorded where hands paused and which labels were read”直接排除了其余解释。正确选项正文为“to reveal which features helped or confused volunteers”；按最终选项位置，第25题选D。 26. 标准答案：A 解析：作者既赞赏低成本边界减少了风险，也强调最终技术批准仍由专业人员完成，态度是肯定但不夸大。 作答时要扣住“Its strength lay as much in its stated limit as in the visible improvement”，不能把局部信息扩大。正确选项正文为“supportive of a practical system with deliberately limited authority”；按最终选项位置，第26题选A。 27. 标准答案：C 解析：未检验延长线险些被使用，说明相似物品只靠手写状态卡容易混淆，这一事件直接触发了Farah的设计。 材料以“a visitor picked up an untested lead and was stopped before plugging it in”给出了可核对的判断依据。正确选项正文为“Untested electrical items appeared beside tools cleared for lending.”；按最终选项位置，第27题选C。 28. 标准答案：B 解析：成熟堆肥带入活跃微生物；在水分、碳源和氧气合适时，其代谢释放热量，正是新堆升温的直接机制。 “Their metabolism releases heat”是定位答案的决定性细节。正确选项正文为“Mature compost introduced active microbes throughout a balanced mixture of fresh materials.”；按最终选项位置，第28题选B。 29. 标准答案：C 解析：文章反复限定starter只是提供微生物，不能弥补积水、缺氮或通气受阻，因此并非添加越多越有效。 上下文真正支持的是“Adding more starter cannot correct a structure that blocks airflow”所限定的情形。正确选项正文为“It could not correct poor aeration, moisture or unsuitable ingredient balance.”；按最终选项位置，第29题选C。 30. 标准答案：A 解析：该词后面的解释直接说明成熟堆肥把活跃微生物群带入新堆，含义是接种而非简单搬动物质。 文中的关键限制“introducing an already active microbial community”直接排除了其余解释。正确选项正文为“introduces selected microbes into another prepared living material”；按最终选项位置，第30题选A。 31. 标准答案：A 解析：堆体内部并不均匀，一个热角落可能只对应新加入的厨余；多深度、多位置测量才能判断整体状态。 作答时要扣住“A single warm corner may reflect a recently added bucket of scraps”，不能把局部信息扩大。正确选项正文为“because several internal depths are required to represent the compost pile”；按最终选项位置，第31题选A。 32. 标准答案：A 解析：完整记录推翻了“全堆活跃”的判断：只有一个潮湿紧实区域温暖，其余部分接近气温且缺少空气。 材料以“Most of the pile remained close to air temperature and contained few visible air spaces”给出了可核对的判断依据。正确选项正文为“One compact saturated pocket was warm while surrounding material lacked air.”；按最终选项位置，第32题选A。 33. 标准答案：D 解析：多点位、清洁探针和翻堆前后复测，使记录覆盖堆体空间变化，而不再依赖一个便利的高值。 “They cleaned the probe between readings, marked each location on a grid and repeated the map before and after turning”是定位答案的决定性细节。正确选项正文为“They mapped multiple depths before and after turning the material.”；按最终选项位置，第33题选D。 34. 标准答案：A 解析：作者用案例说明代表性证据如何支持精准干预：异常高值可以提出问题，却不能代表不均匀系统的整体。 上下文真正支持的是“One striking value can locate a feature worth investigating, yet it cannot describe an uneven system”所限定的情形。正确选项正文为“Representative measurements can support a precise and practical response.”；按最终选项位置，第34题选A。 35. 标准答案：A 解析：探针紧邻刚加入的温热厨余，且外围和中心都未测量，因此该读数混合了局部添加物与堆体状态。 文中的关键限制“No one had measured the drier outer layers or the compact centre”直接排除了其余解释。正确选项正文为“It originated from a compact pocket beside recently added warm food scraps.”；按最终选项位置，第35题选A。 36. 标准答案：A 解析：判断第36空不能只看单侧：空前是““The treatment will help” is too vague because almost any change could later be called improvement”，空后是“Naming both parts makes it possible to choose a measurement before the plants grow”。候选句“Write a prediction naming both the treatment and its expected response.”承上启下，“The treatment will help”缺少处理方式和预期反应，所选句补全这两部分；后文“Naming both parts”也形成明确回指。该句在最终共享选项中位于A项，因此第36题选A。 37. 标准答案：B 解析：“A sunnier bed or richer soil may influence growth more strongly than the treatment under study”构成第37空的空前线索；空后的“When perfect matching is impossible, use several plots and record the starting difference rather than selecting the pair that looks most promising”则检验衔接。完整句“Select comparison plots with similar light and starting soil conditions.”放回原处后，阳光和土壤会先天影响长势，因此比较地块应尽量同质；后文才进一步处理无法完美匹配的现实情况。该句在最终共享选项中位于B项，因此第37题选B。 38. 标准答案：G 解析：第38空前的“Plant responses may appear after rain, during a dry week or only near the end of the trial”提出当前问题，空后“Taking the same measurement at planned intervals reduces the chance that a dramatic day will be mistaken for the general pattern”继续给出后果。只有“Decide how often the same measurement will be taken during testing.”能把两部分连起来，因为植物反应可能随天气和阶段变化，预先决定固定测量频率可以防止只挑戏剧性的一天，和空后planned intervals完全呼应。该句在最终共享选项中位于G项，因此第38题选G。 39. 标准答案：E 解析：先核对第39空前“A storm may break one stem, an animal may disturb a plot or a volunteer may miss watering”，再看空后“These notes do not automatically remove a result; they help the team decide whether it still answers the original question”的指代和逻辑。选句“Record unexpected events such as storm damage or missed watering.”进入段落后，暴雨、动物干扰和漏浇都属于unexpected events，记录它们后，空后的“These notes”才有清楚指代。该句在最终共享选项中位于E项，因此第39题选E。 40. 标准答案：C 解析：第40空前先写到“A graph may show that treated plants were taller without proving why they grew”，空后又以“Compare the pattern with the prediction, but also note whether untreated plots changed in the same direction”推进论述。将完整句“Separate the measured pattern from the explanation you currently favour.”置于此处，图表只能呈现长势差异，不能自动证明机制；所选句要求把观察和偏好的解释分开，承接后文的预测比较。该句在最终共享选项中位于C项，因此第40题选C。 41. 标准答案：B 解析：探针紧贴新鲜残渣，使一次高温读数被误当成整堆状态。还原空格后，句子成为“A probe had been placed beside fresh scraps, which complicated the interpretation.”。探针位置让高温究竟来自新加材料还是整堆活动难以判断，因此complicated最准确；substantiated和settled都表示证据使结论更确定，simplified则表示问题变简单，三者均与后续重新布点测量的必要性矛盾。complicated位于B项，故第41题选B。 42. 标准答案：A 解析：面对诱人的最高值，Theo拒绝把其余测量藏到海报之外。这一处的完整表达是“Rather than simplifying the pattern, Theo ____43____ every probe position and the time of each food addition.”。只采用最高读数会把复杂空间差异simplify成单一成功故事；Theo选择完整记录，copying、protecting和abandoning都不能描述被拒绝的做法。最终答案是A（simplifying），本题选A。 43. 标准答案：A 解析：探针位置和投料时间被逐一登记，后续判断才有可追溯的坐标。把前后情节连起来，原句读作“Rather than ____42____ the pattern, Theo documented every probe position and the time of each food addition.”。位置和投料时间需要逐项写入可复查记录，documented最准确；estimated与行动相反，inspected会丢失位置，misremembered依赖记忆。documented位于A项，本题选A。 44. 标准答案：B 解析：位置图显示多数区域仍然偏凉，推翻了“全堆活跃”的印象。对应句可复原为“The map showed that most of the pile was still cool.”。温度图直接显示大部分堆体仍冷，故用showed；veiled和reversed与发现相反，predicted表示预测而非测量所得。对应最终选项位置，应选B。 45. 标准答案：B 解析：队友急于翻堆，是期限压力下的不耐烦，而不是证据已经充分。句中的实际搭配是“One teammate became impatient and wanted to turn everything immediately, but the garden coordinator ____46____ that action without a baseline would make the next reading difficult to interpret.”。队友想在没有基线时立刻翻堆，表现为impatient；uneasy、grateful和confident都不能解释这种急于行动。最贴合语境的是B项impatient，故选B。 46. 标准答案：B 解析：协调员强调先保留基线再行动，这是一段基于方法的推理。整句证据为“One teammate became ____45____ and wanted to turn everything immediately, but the garden coordinator reasoned that action without a baseline would make the next reading difficult to interpret.”。协调员说明缺少基线会破坏后续解释，这是基于方法的reasoning；complained只表达不满，promised是承诺，guessed缺乏论据。所以标准答案落在B项，应选B。 47. 标准答案：D 解析：编号木签和多深度网格把一次随意测量改造成有组织的调查。在段落中，这一句写成“Theo organized a multi-depth grid and made each location ____48____ with numbered sticks.”。编号木签和多深度网格需要被系统组织，organized符合行动；noticed仅是发现，delayed是推迟，complicated没有实施含义。据此选择D项organized，即选D。 48. 标准答案：C 解析：每个测点都能被编号识别，重复测量才不会混淆位置。空格所在结构是“Theo ____47____ a multi-depth grid and made each location visible with numbered sticks.”。编号木签使每个测点visible，便于不同学生回到同一位置；hidden方向相反，flexible和temporary不是位置标记的关键功能。答案为C，即visible，本题选C。 49. 标准答案：A 解析：探针进入压实中心后，更完整的温度分布才逐渐显现。与前后文连读时，句子是“The broader pattern did not emerge until the probe reached the compact centre.”。更广的温度格局直到探针进入紧实中心才emerge；shrink和repeat不描述发现，agree需要明确比较对象。本空应取emerge，其位置为A，故选A。 50. 标准答案：B 解析：不同学生在同一点获得近似结果，团队由此赢得了对记录的信任。原段保留的关键表达是“Repeated measurements earned the team's trust because different students now obtained similar values at the same points.”。不同学生在同一点得到相近读数，使程序earned团队信任；reduced和doubted方向相反，spent不能与trust构成此义。语义链支持B项earned，因此选B。 51. 标准答案：D 解析：表层湿度不能代表内部，团队在新证据面前承认了这一缺口。该空落入的完整从句是“The team admitted that moisture had been judged only at the surface.”。团队公开承认此前只判断了表层水分，admitted体现面对不足；measured、predicted和repeated都不能表达承担这一局限。因此第51题选D。 52. 标准答案：C 解析：家长的追问和参与说明坦白限制反而让说明更令人安心。人物反应在原句中表述为“Parents visiting the garden were reassured when the students explained this limitation openly.”。家长看到学生诚实展示限制后更放心，reassured符合情绪变化；misled、bored和rushed都与积极信任不合。情节证据指向C项reassured，应选C。 53. 标准答案：B 解析：第一张图与修订图并列展出，公开的是调查如何改变方向。原句为“Theo chose to publish both the first chart and the revised map, because hiding the earlier decision would have removed the clearest evidence of how the investigation improved.”。让两版图表同时面向公众应使用publish；recalculate表示重新计算，withdraw表示撤回，translate表示翻译，均改变了公开两版证据的目的。publish位于B项，故第53题选B。 54. 标准答案：A 解析：两张图共同提供的是关于测点如何影响结论的一层认识。名词所在的完整结构为“Together they offered an insight into how measurement position shapes a conclusion.”。两张图共同提供“测点如何塑造结论”的insight；boundary、argument和diagram都不能自然接offer an ... into。名词搭配确定答案A，本题选A。 55. 标准答案：D 解析：加入干茎并重新打开气道后，多处升温说明调整确有决定性作用。结尾的对应句是“Adding dry stems and reopening air spaces proved decisive: several regions warmed over the next week, and the evidence now described the pile rather than one convenient corner.”。多个区域随后升温，说明这项干预decisive；brief、minor和unclear都不能概括明确且广泛的成效。decisive位于D项，故第55题选D。 56. 标准答案：an 解析：结合校园堆肥示范的现场步骤，第56空中，“an”要由名词的可数性以及后接词的首音共同确定。补全结构“At the garden entrance, an airy demonstration bin stands beside cards showing dry and wet ingredients.”中，bin为首次提及的可数名词单数，airy以元音音素开头。因此第56空填写an。 57. 标准答案：sorting 解析：结合校园堆肥示范的现场步骤，第57空中，“sorting”在这里承担非谓语成分，形式受句中固定结构限制。补全结构“Farah begins by sorting sample materials before anyone handles a probe.”中，begin by中的by是介词，后接动名词sorting。因此第57空填写sorting。 58. 标准答案：has been taught 解析：结合校园堆肥示范的现场步骤，第58空中，“has been taught”属于谓语，必须同时服从时间标志和主被动关系。补全结构“The community method has been taught in the school garden since last spring, and records of unsuccessful piles remain beside successful examples.”中，since last spring要求现在完成时，method与teach构成被动关系。因此第58空填写has been taught。 59. 标准答案：under 解析：结合校园堆肥示范的现场步骤，第59空中，“under”表达的介词关系要由具体位置或固定搭配判断。补全结构“After each session, washed tools are stored under the covered bench.”中，工具被收纳在有遮盖的长凳下方，应使用under。因此第59空填写under。 60. 标准答案：whose 解析：结合校园堆肥示范的现场步骤，第60空中，“whose”连接从句，并要与先行对象及从句成分相匹配。补全结构“Farah, whose handbook links every safety decision to a measurement, asks students to reconstruct the procedure from dates and position codes.”中，handbook属于Farah，非限制性定语从句需要whose。因此第60空填写whose。 61. 标准答案：more evenly 解析：结合校园堆肥示范的现场步骤，第61空中，“more evenly”的级别与词性由比较标志和所修饰成分共同决定。补全结构“Air moves more evenly through a loose mixture than through a compact pocket, but colour alone cannot prove that oxygen has reached the centre.”中，than构成比较，修饰moves要用副词比较级more evenly。因此第61空填写more evenly。 62. 标准答案：shades 解析：结合校园堆肥示范的现场步骤，第62空中，“shades”采用复数形式，依据来自前面的数量限定或并列语境。补全结构“Students compare several moisture-card shades with mass and texture.”中，several后接可数名词复数shades。因此第62空填写shades。 63. 标准答案：to compare 解析：结合校园堆肥示范的现场步骤，第63空中，“to compare”在这里承担非谓语成分，形式受句中固定结构限制。补全结构“A clean probe is used to compare temperatures at fixed depths, and each pile keeps ____64____ own record card so that one bin's observation is never copied into another treatment.”中，be used to do说明探针的用途，填写to compare。因此第63空填写to compare。 64. 标准答案：its 解析：结合校园堆肥示范的现场步骤，第64空中，“its”既要指回对应名词，也要满足空格处所需的代词形式。补全结构“A clean probe is used ____63____ (compare) temperatures at fixed depths, and each pile keeps its own record card so that one bin's observation is never copied into another treatment.”中，each pile为单数，record card前用物主限定词its。因此第64空填写its。 65. 标准答案：to cool 解析：结合校园堆肥示范的现场步骤，第65空中，“to cool”在这里承担非谓语成分，形式受句中固定结构限制。补全结构“Removed samples are allowed to cool before disposal.”中，be allowed to do的被动结构要求to cool。因此第65空填写to cool。 66. 参考范文：Dear Noah, The school garden is starting a small compost-improvement trial because our current pile stays wet and cool. We plan to divide equal mixtures between two ventilated bins, adding mature compost to only one while keeping moisture and turning times the same. Teams will wear gloves, wash tools and record temperatures at several depths. Would you help design the chart and join Saturday's first measurement? Your careful data work would keep us from judging the trial by one warm spot. Yours, Li Hua 写作指导：邮件应交代堆肥过湿且低温的问题、两箱对照及仅一箱加入成熟堆肥的变量；手套、工具清洗和多深度测温不可遗漏，邀请内容要落到图表设计和首次测量。 67. 参考范文：Ravi closed the demonstration table and explained the delay to the waiting class. After the pupils moved away, June removed the top weight while Ravi held an empty tray below the bowed panel. They transferred the compost into covered buckets, photographed the frame and measured the bend. The screws were secure; the wet mixture had simply pressed too hard against the clear wall. With their teacher, they added an internal brace and reduced the fill line. At the rescheduled session, the braced box showed airflow without placing pressure on the clear panel. June added dry leaves in small portions while Ravi pointed out the air spaces. The side remained straight, and the younger pupils could see why “more material” did not mean “better compost”. Ravi attached the old photograph beside the new fill mark. The repaired box now taught two lessons at once: decomposition needs air, and safe displays need room for change. 写作指导：第一段先关闭展示、卸去顶部压力并固定外鼓侧板，人物不能在满载状态强行维修；第二段写加固后的低负荷复测和通风展示，收束到安全设计而非偶然恢复。 学科网（北京）股份有限公司 $