高考英语综合训练卷 A26-2027年高三英语一轮复习专项

**基本信息** 以“透明材料应力与光学现象”为主题，整合多文本阅读与语言运用，强化科学探究情境中的细节理解与逻辑推理，提升语言能力与思维品质。 **综合设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |阅读理解|15题（A-D篇）|科学文本细节定位、实验逻辑分析|从现象描述（工作室活动）→原理应用（偏振光检测）→实验方法（控制变量）| |七选五|5题|信息衔接与论证逻辑|图像证据解读步骤：物理变化→观察条件→现象描述→替代解释→结论限制| |完形填空|15题|语境词汇与科学探究过程|实验发现→变量记录→证据分析→结论修正的科学思维链| |语法填空|10题|技术操作语境语法应用|实验准备（标签重建）→操作流程（样品处理）→安全规范的动作逻辑| |写作|2题|应用邮件与故事续写|科学展台任务说明、实验意外处理的问题解决能力|

原创高考英语综合训练卷 A26（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 LIGHT AND MATERIALS STUDIO offers supervised activities for secondary-school visitors interested in reflection, filters and the behaviour of transparent objects. The room contains bright lamps and loaded demonstration frames, so every participant must follow the marked viewing positions. Sessions explain what an optical image can show without treating colour alone as a complete measurement. The 09:20 reflection-and-glare table is open to visitors without advance booking. At 11:00, a crossed-filter demonstration requires registration because places at the rotating viewers are limited. The 14:40 loaded-model inspection is restricted to names on the approved list; participants observe a teacher apply force in small steps and may not adjust the frame themselves. Every group must bring a notebook, a soft pencil and the issued eye-protection case. The studio supplies lenses, filters and cleaning cloths. Visitors should remove hard jewellery before handling acrylic samples and place phones in the padded tray. Direct viewing of the demonstration lamp without the filter housing is prohibited, even when the lamp appears dim. A visitor may exchange a reserved session before Wednesday evening, but protective-equipment sizes must be reconfirmed. The booking page must also update the emergency contact. Once fitted eye protection and viewing positions have been assigned, later substitutions are refused because staff need to know that every person near a loaded model has received the correct briefing. 21. Which light-studio activity is available without a prior booking? A. the morning demonstration using crossed filters on transparent samples for reserved visitors only B. the afternoon inspection applying measured loads to several transparent model brackets C. the safety briefing preparing approved visitors to handle specialist viewing equipment D. the morning table comparing reflection and polished-surface glare under controlled studio lighting 22. What must a group bring rather than borrow from the studio? A. the studio lenses, optical filters and cleaning materials B. a fitted model, calibrated load weights and measuring instruments C. the protective screens, coded samples and registration records D. a notebook, soft pencil and issued eye-protection case 23. Until when may a reserved session be exchanged? A. before fitted equipment and viewing positions receive their final assignment B. before Wednesday’s specialist session begins later during the same afternoon C. before Wednesday evening once protective sizes are fully reconfirmed D. before both registered visitors receive their formally issued equipment cases B Jules volunteered in a small theatre workshop where transparent clips held lightweight signs and fabric panels. The clips were designed to be tightened only until two surfaces met, but their clear material made that stopping point difficult to see. Crew members often added an extra turn because a clip that looked unchanged did not feel secure. Most clips survived, so the habit continued. Over time, however, fine cracks formed near several screw holes, and one sign tilted during rehearsal. The workshop manager initially proposed replacing all clear clips with metal ones. Jules wondered whether the damage came from the material itself or from the way people judged when to stop. He made a reusable torque guide that slipped over the small hand tool and flexed at the recommended load. A contrasting alignment mark showed when the two clip surfaces had met. Neither part was glued to the clip, which allowed the theatre to keep its usual assembly method and remove the guide for unusual fittings. Jules then gave mixed clips to crew members who had not seen the prototype. Observers watched from both workbenches and recorded extra turns, pauses and requests for help. They did not tell participants which clips had previously been damaged. At the right bench, the guide reduced overtightening; at the left bench, several people still missed the alignment mark. Stage lighting explained the difference. From the left, a bright reflection crossed the mark and made it nearly disappear. Jules moved the mark to a shaded edge and repeated the test under rehearsal lighting. Damage fell, although the guide still could not identify a clip weakened by earlier use. The final system therefore included inspection as well as the visible stopping cue. The writer appreciates its practical value and its limits: Jules did not claim to make transparent clips unbreakable. He used observation to reduce one repeated error while leaving material checks and technical judgement to the people responsible for safety. 24. Which repeated action made Jules question the clips' apparent material failure? A. Crew members stored clear clips beside a heated workshop bench. B. Users overtightened clips because the stopping point was unclear. C. Technicians replaced worn clips after documenting their visible condition. D. Visitors examined clear clips beneath the workshop’s inspection lighting. 25. How does the writer evaluate Jules's final design? A. disappointed that the solution changed a single relatively minor workshop component B. favourable toward the guide’s practical value while recognising its carefully defined limits C. confident that workshop teams would interpret the revised system consistently in practice D. doubtful that user testing could improve routine transparent-clip design in practice 26. Why did observers withhold information about previously damaged clips? A. to reduce later criticism of the proposed torque-guide design B. to help the workshop trial reach its decision sooner C. to confirm that later guide revisions were unnecessary D. to test whether the prototype clarified the stopping point 27. Which title best represents the solution developed in the workshop? A. A Conspicuous Torque Indicator for Safer Operation of Transparent Clips B. A Practical Repair Rule for Replacing Damaged Workshop Clips Safely C. A Torque Guide That Replaced Careful Workshop Clip Inspection Procedures D. The Repair Bench Closed by Unexpected Hidden Equipment Replacement Costs C A transparent plastic bracket can look perfectly clear even when tightening a screw has concentrated stress around one hole. The molecules inside are displaced slightly by the load, but ordinary room light carries waves vibrating in many directions, so the internal change is difficult to see directly. A polarizing filter provides a more organized input. The first filter polarizes the light, allowing mainly waves aligned in one direction to enter the bracket. A second filter is turned across the first; without a sample between them, it blocks most of that aligned light and makes the view appear dark. Stressed plastic changes the speed of different components of the light by unequal amounts. When those components reach the second filter, some can pass through and interfere, producing coloured bands. Crowded bands often indicate a region where stress changes rapidly, which is why they may gather around a hole, notch or sharp corner. The colours are not a direct force scale. Their appearance depends on sample thickness, material properties, wavelength and the angle between the filters. Two brackets photographed with different settings cannot be ranked simply by counting bright bands. Even under matched conditions, a model is needed to convert an optical pattern into a mechanical value. The method is nevertheless useful. Designers can compare equal samples under controlled loads, locate regions worth redesigning and check whether a smoother corner spreads the pattern. It can also reveal residual stress left from manufacturing before an external load is applied. Polarized-light inspection should guide rather than replace mechanical testing. A band pattern cannot predict the exact moment a part will fail, and removing visible concentration does not guarantee durability under repeated use. Its strength lies in making a hidden distribution observable, provided that viewers keep the measurement conditions and limits in view. 28. What role should polarized-light patterns play in design testing? A. They can estimate exact structural failure thresholds from single coloured stress-band photographs. B. They can replace direct mechanical load measurements during preliminary safety inspections. C. They can preserve decorative photographic records of changing coloured loading patterns. D. They can guide later investigations alongside carefully controlled mechanical loading measurements. 29. What does the first filter do when it “polarizes” light? A. selects light waves vibrating mainly along one particular direction B. splits plastic samples along a previously hidden stress line C. moves light through plastic while preserving its original pattern D. conceals measured values from a later researcher repeating the trial 30. Which limitation of the coloured bands is stated directly? A. The bands indicate stress patterns but not exact force values. B. The colours stay similar across plastic samples with differing thickness. C. The patterns stay reliable despite changes in viewing angle. D. The images provide failure loads before mechanical testing begins. 31. How does stressed plastic become visible between crossed filters? A. Stress redirects aligned light and forms patterns between crossed filters. B. Surface pigments gradually brighten while measured mechanical load increases. C. Electronic signals project artificial coloured bands onto each transparent sample. D. Trapped air pockets redirect incoming light within the plastic sample. D A student report claimed that one clear bracket carried twice the internal stress of another because its photograph showed more coloured bands. The images looked dramatic on the science-festival poster, and the brighter bracket was immediately labelled the weaker design. The comparison mixed several factors. One bracket was thicker, the camera stood at a different distance and the second polarizing filter had been rotated between photographs. The samples were also tightened by hand rather than loaded to a recorded force. Any of these differences could change the visible pattern without proving a twofold change in stress. For a controlled investigation, the team remade equal-thickness samples from the same sheet. A fixed camera and filter frame kept the viewing angle constant. Loads were added in measured steps, and each photograph was paired with the force reading and an unloaded reference image. Under matched conditions, the first dramatic colour difference largely disappeared. Both designs developed crowded bands near the screw hole at similar loads, although a sharper corner in one sample produced a smaller region of concentration. The result supported a design concern but not the numerical “twice the stress” claim. Students changed both the model and the caption. They rounded the corner, repeated the stepwise loading and then used the optical bands to identify where a later mechanical test should focus. The revised poster explained that colour location and crowding were observations, while exact force and failure time required additional evidence. The case demonstrates how representative comparisons produce a precise response. An attractive image can reveal a pattern, but it cannot carry a conclusion whose measurement conditions were never controlled. The revised evidence also allowed the team to distinguish a local concentration from the overall strength of the bracket. By equalizing thickness, fixing the camera and recording load, the later investigation separated a useful visual clue from an unsupported numerical statement. 32. Which uncontrolled difference most undermined the first poster claim? A. The brackets differed in thickness and camera angle. B. The brackets matched thickness but differed in material batch. C. The brackets matched load but differed in support position. D. The brackets matched angle but differed in loading interval. 33. What happened to the dramatic colour difference under matched conditions? A. The stronger bracket still retained more bands under matched viewing. B. The two brackets failed simultaneously in the same matched-load trial. C. The corner pattern remained clearly visible after matching the sample thickness. D. The striking colour difference disappeared under the matched viewing conditions. 34. How was the second investigation made more controlled? A. The team selected photographs that favoured the original claim. B. The team changed camera position during each loading stage. C. The team compared sample pairs made with different material thicknesses. D. The team matched thickness, camera position and measured loading steps. 35. Why does the author recount the bracket comparison? A. to show larger samples reducing uncertainty across repeated material tests B. to show user judgments directly guiding later physical measurement decisions C. to show published scientific claims resisting revision after formal review D. to show controlled evidence turning initial claims into precise conclusions 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 An image-based test should begin by explaining what physical change can affect the image. Bright colours and sharp boundaries attract attention, but they do not automatically represent force, temperature or damage. ____36____ Use a simple diagram to connect the physical change with the camera or filter response, while making clear which parts are directly observed. This first statement gives viewers a mechanism against which later interpretations can be checked. Next, describe how the image was produced. Camera distance, filter angle, lighting and sample thickness may all alter what appears on the screen. ____37____ Without that information, two photographs can look comparable while actually representing different viewing systems. Interpretation should start with an observation another viewer can locate. ____38____ Record where the feature begins, how it changes as the controlled input increases and whether it disappears after the input is removed. “Bands gather around the upper hole” is checkable; “the sample is dangerously weak” already adds a conclusion that may require further evidence. The same appearance may have more than one cause. A crowded pattern could result from load, a manufacturing mark or a change in thickness. ____39____ Considering that possibility does not prevent a conclusion; it identifies the comparison needed to make the conclusion stronger. Finally, state what the image cannot provide on its own. ____40____ If failure time, exact force or material identity remains unknown, name the mechanical or chemical test that could supply it. A useful display leads the audience from mechanism to observation, interpretation and limit. It does not hide uncertainty behind technical colour, and it leaves a clear route toward the next measurement. A. Begin by identifying the physical change that the image can reveal. B. Describe a plausible alternative cause for the same visible appearance. C. The brightest colour must represent the greatest force in every material. D. Point to one visible pattern before offering a broader interpretation. E. End by identifying the additional measurement needed for a stronger claim. F. State which viewing conditions remained constant throughout the comparison. G. A technical image explains itself without any account of testing conditions. 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。 Mei joined the theatre materials team after two clear clips showed different colour patterns under polarized light. The contrast ____41____ the group because both clips carried the same label, had been stored in the same drawer and were expected to respond similarly when the same hand tool was used. Instead of ____42____ one sample immediately, Mei ____43____ thickness, screw position and viewing angle for every photograph. The record ____44____ one variable that had been overlooked: the brighter sample was slightly thicker. A crew member was ____45____ to repeat the trial because the festival deadline was close and the first photographs already looked convincing on the nearly finished display. The workshop teacher ____46____ that an attractive image was not useful if its conditions could not be reconstructed. The group ____47____ a matched-load test and kept the camera ____48____ on a fixed stand, recording every load beside the image so that appearance and input could be compared rather than remembered separately. At first the new evidence did not ____49____ the preferred explanation. When filter angles were checked, however, a second series ____50____ Mei's understanding of why the original bands had differed. On the revised display, the team clearly ____51____ that colour did not directly equal force. Visitors became more ____52____ when they could rotate a spare filter and watch the pattern change. The interactive step made the limitation visible instead of presenting it as a warning in small print. Mei chose to ____53____ the first photographs beside the controlled series. Her written ____54____ linked each change in appearance to a possible cause and marked what remained unknown, allowing visitors to follow the investigation instead of seeing only a polished final answer. The earlier mistake became ____55____ because it taught the audience how measurement settings shape a scientific image. 41. A. baffled B. reassured C. delighted D. alarmed 42. A. ranking B. replacing C. dismissing D. polishing 43. A. weighed B. documented C. sketched D. misinterpreted 44. A. obscured B. questioned C. confirmed D. exposed 45. A. enthusiastic B. eager C. proud D. reluctant 46. A. stated B. noticed C. insisted D. replied 47. A. conducted B. abandoned C. described D. watched 48. A. mobile B. idle C. angled D. stable 49. A. predict B. support C. damage D. replace 50. A. deepened B. ended C. distorted D. blurred 51. A. stated B. doubted C. changed D. cut 52. A. divided B. silenced C. frightened D. engaged 53. A. retain B. replace C. enlarge D. colour 54. A. comparison B. mistake C. formula D. account 55. A. expensive B. incomplete C. illuminating D. temporary 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。 Each restored frame keeps ____56____ inspection tag from cleaning through final testing. The school's collection of transparent stress models ____57____ (revive) for this year's science festival, but missing labels first had to be rebuilt from old diagrams and photographs. Students select ____58____ undamaged model as a reference. Ada, ____59____ diagrams show the original loading points, examines several support ____60____ (rim) under side lighting before any force is applied. A crack or cloudy mark is photographed beside the frame code rather than treated as part of the later loading pattern. Ada begins by ____61____ (soak) protective pads so that old adhesive can be removed without scratching the clear surface. A clamp is fitted ____62____ (hold) the sample while leaving the marked viewing area unobstructed. Thin samples respond ____63____ (gentle) than brittle stored pieces, so loads are added only in measured steps. During the exhibition, spare parts remain ____64____ the locked cabinet. The plastic is allowed ____65____ (bend) only under a teacher's supervision, while visitors rotate an unloaded filter wheel. After each session, students compare the pattern with its reference image and record any change before the model is stored. This record lets the next group repeat the same inspection safely. 第四部分 写作（共两节，满分40分） 第一节（满分15分） 66. 你校科技节将设置“图像能证明什么”展台。请给交换生Leo写邮件，介绍展台任务、证据说明要求和观众互动方式，并邀请他合作。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。 Ada and Nico had built a polarised-light model for the science festival. A clear plastic strip sat in a small frame between two filters, allowing visitors to see coloured bands appear as a teacher applied a gentle load. The model was designed to show where stress concentrated, not to predict exactly when the strip would break. They had finished the explanation cards and were adjusting the frame on the afternoon before the festival. Their teacher reminded them to unload both clamps before changing a support. She then left to collect a fixed camera stand from another laboratory, asking them to check only alignment while she was away. Nico noticed that one corner of the frame stood slightly higher than the others. Believing the foot was loose, he held the upper rail while Ada tightened a nearby screw. A faint click sounded, and one support foot cracked. The frame twisted enough for the coloured bands to shift across the plastic strip. Ada immediately switched off the lamp and placed a warning card beside the model. Nico kept his hands on the unloaded rail but was unsure whether releasing it would cause another movement. Students preparing the next display came closer, interested in the sudden change of colour. The construction drawing showed that the opposite clamp could hold residual tension even when the main load scale read zero. Ada asked Nico not to pull the cracked foot away. They photographed the alignment marks, moved loose tools from the table and found a spare support with the same dimensions. Their teacher had not yet returned, and the festival setup period was almost over. If they replaced the foot incorrectly, the frame might twist the sample during the demonstration and produce misleading images. Ada and Nico needed to make the area safe, release the remaining tension in the correct order and preserve the evidence their teacher would need to approve any 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: Ada switched off the lamp and placed a warning card beside the model. Paragraph 2: After a teacher checked the new support, the model displayed the stress bands without twisting the sample. 答案与解析 21. 标准答案：D 解析：09:20反射与眩光台允许直接参加；交叉滤镜演示受名额限制，加载模型检查则只允许批准名单中的人员。 材料以“open to visitors without advance booking”给出了可核对的判断依据。正确选项正文为“the morning table comparing reflection and polished-surface glare under controlled studio lighting”；按最终选项位置，第21题选D。 22. 标准答案：D 解析：镜片、滤镜和清洁布由场馆提供；笔记本、软铅笔及已发放的护目镜盒才是每组必须自带的物品。 “The studio supplies lenses, filters and cleaning cloths”是定位答案的决定性细节。正确选项正文为“a notebook, soft pencil and issued eye-protection case”；按最终选项位置，第22题选D。 23. 标准答案：C 解析：预约可在周三晚前调整，但防护尺寸和紧急联系人必须更新；完成护具及站位分配后不能再换人。 上下文真正支持的是“Once fitted eye protection and viewing positions have been assigned, later substitutions are refused”所限定的情形。正确选项正文为“before Wednesday evening once protective sizes are fully reconfirmed”；按最终选项位置，第23题选C。 24. 标准答案：B 解析：透明夹的停止点难以看见，工作人员习惯多拧一圈；细裂纹因此更可能来自使用判断，而不只是材料本身。 文中的关键限制“Crew members often added an extra turn”直接排除了其余解释。正确选项正文为“Users overtightened clips because the stopping point was unclear.”；按最终选项位置，第24题选B。 25. 标准答案：B 解析：作者肯定可视停止提示减少了过度拧紧，同时保留旧损伤检查和专业安全判断，评价克制而积极。 作答时要扣住“Jules did not claim to make transparent clips unbreakable”，不能把局部信息扩大。正确选项正文为“favourable toward the guide’s practical value while recognising its carefully defined limits”；按最终选项位置，第25题选B。 26. 标准答案：D 解析：隐藏既往损伤信息可以检验未受提示的使用者是否真正看懂扭矩和对齐提示，从而定位原型在哪个工作台失效。 材料以“They did not tell participants which clips had previously been damaged”给出了可核对的判断依据。正确选项正文为“to test whether the prototype clarified the stopping point”；按最终选项位置，第26题选D。 27. 标准答案：A 解析：全文围绕透明夹缺少可见停止点、对齐标记受反光影响以及最终修正展开，A项标题概括最准确。 “A contrasting alignment mark showed when the two clip surfaces had met”是定位答案的决定性细节。正确选项正文为“A Conspicuous Torque Indicator for Safer Operation of Transparent Clips”；按最终选项位置，第27题选A。 28. 标准答案：D 解析：彩色条纹能指出应重点改进的区域，但不能直接给出失效时间或精确载荷，因此只能辅助机械试验。 上下文真正支持的是“Polarized-light inspection should guide rather than replace mechanical testing”所限定的情形。正确选项正文为“They can guide later investigations alongside carefully controlled mechanical loading measurements.”；按最终选项位置，第28题选D。 29. 标准答案：A 解析：下文解释第一滤镜只让主要沿一个方向振动的光通过，故polarizes表示使光波方向有序。 文中的关键限制“allowing mainly waves aligned in one direction to enter the bracket”直接排除了其余解释。正确选项正文为“selects light waves vibrating mainly along one particular direction”；按最终选项位置，第29题选A。 30. 标准答案：A 解析：颜色受厚度、材料、波长和滤镜角度影响，不能被当作精确受力刻度，更不能单独预测断裂时刻。 作答时要扣住“A band pattern cannot predict the exact moment a part will fail”，不能把局部信息扩大。正确选项正文为“The bands indicate stress patterns but not exact force values.”；按最终选项位置，第30题选A。 31. 标准答案：A 解析：受力塑料使光的不同分量产生速度差，随后部分光通过第二滤镜并发生干涉，形成可见彩带。 材料以“Stressed plastic changes the speed of different components of the light by unequal amounts”给出了可核对的判断依据。正确选项正文为“Stress redirects aligned light and forms patterns between crossed filters.”；按最终选项位置，第31题选A。 32. 标准答案：A 解析：厚度、相机距离、滤镜角度和载荷方式同时不同，原照片无法把条纹差异归因于设计或量化为两倍应力。 “The samples were also tightened by hand rather than loaded to a recorded force”是定位答案的决定性细节。正确选项正文为“The brackets differed in thickness and camera angle.”；按最终选项位置，第32题选A。 33. 标准答案：D 解析：控制厚度、视角和载荷后，原先明显的差别大幅消失，只剩尖角附近较小的局部集中。 上下文真正支持的是“Under matched conditions, the first dramatic colour difference largely disappeared”所限定的情形。正确选项正文为“The striking colour difference disappeared under the matched viewing conditions.”；按最终选项位置，第33题选D。 34. 标准答案：D 解析：同片材等厚样品、固定相机与滤镜框、分级记录载荷共同保证照片对应同一观察系统。 文中的关键限制“A fixed camera and filter frame kept the viewing angle constant”直接排除了其余解释。正确选项正文为“The team matched thickness, camera position and measured loading steps.”；按最终选项位置，第34题选D。 35. 标准答案：D 解析：案例用来说明如何从有吸引力但条件混乱的图片，走向范围准确、能指导下一步机械试验的结论。 作答时要扣住“The result supported a design concern but not the numerical “twice the stress” claim”，不能把局部信息扩大。正确选项正文为“to show controlled evidence turning initial claims into precise conclusions”；按最终选项位置，第35题选D。 36. 标准答案：A 解析：“Bright colours and sharp boundaries attract attention, but they do not automatically represent force, temperature or damage”构成第36空的空前线索；空后的“Use a simple diagram to connect the physical change with the camera or filter response, while making clear which parts are directly observed”则检验衔接。完整句“Begin by identifying the physical change that the image can reveal.”放回原处后，段首先否定“颜色自动等于力或损伤”，所选句要求说明图像对应的物理变化，后文才可以用示意图连接机制与成像。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：F 解析：第37空前的“Camera distance, filter angle, lighting and sample thickness may all alter what appears on the screen”提出当前问题，空后“Without that information, two photographs can look comparable while actually representing different viewing systems”继续给出后果。只有“State which viewing conditions remained constant throughout the comparison.”能把两部分连起来，因为相机距离、滤镜角度、光照和厚度都会改变图片；只有说明哪些条件保持不变，后句“that information”才有实际内容。该句在最终共享选项中位于F项，因此第37题选F。 38. 标准答案：D 解析：先核对第38空前“Interpretation should start with an observation another viewer can locate”，再看空后“Record where the feature begins, how it changes as the controlled input increases and whether it disappears after the input is removed”的指代和逻辑。选句“Point to one visible pattern before offering a broader interpretation.”进入段落后，本段要求从可定位的观察开始，所选句先让读者指出可见图样，再由后文记录其位置和随载荷的变化。该句在最终共享选项中位于D项，因此第38题选D。 39. 标准答案：B 解析：第39空前先写到“A crowded pattern could result from load, a manufacturing mark or a change in thickness”，空后又以“Considering that possibility does not prevent a conclusion; it identifies the comparison needed to make the conclusion stronger”推进论述。将完整句“Describe a plausible alternative cause for the same visible appearance.”置于此处，同一拥挤条纹可能来自载荷、制造痕迹或厚度，提出替代原因正是后文“that possibility”的指代对象。该句在最终共享选项中位于B项，因此第39题选B。 40. 标准答案：E 解析：判断第40空不能只看单侧：空前是“Finally, state what the image cannot provide on its own”，空后是“If failure time, exact force or material identity remains unknown, name the mechanical or chemical test that could supply it”。候选句“End by identifying the additional measurement needed for a stronger claim.”承上启下，最后一段讨论图像单独不能提供什么，所选句要求指出还需哪项测量，后句随后列出失效时间、精确力和材料身份。该句在最终共享选项中位于E项，因此第40题选E。 41. 标准答案：A 解析：同标签夹片却出现不同色纹，这个矛盾首先让团队困惑。还原空格后，句子成为“The contrast baffled the group because both clips carried the same label, had been stored in the same drawer and were expected to respond similarly when the same hand tool was used.”。同标签、同存放条件的夹子却呈现不同条纹，这种反差令团队baffled；reassured与疑问相反，delighted过于轻松，alarmed需要警告来源。由此确定A项baffled，应选A。 42. 标准答案：C 解析：Mei没有立即否定某个样品，而是阻止偏见提前决定取舍。这一处的完整表达是“Instead of dismissing one sample immediately, Mei ____43____ thickness, screw position and viewing angle for every photograph.”。Mei没有因第一张照片就dismissing某个样品，而是检查变量；ranking、replacing和polishing都不是“过早否定证据”。最终答案是C（dismissing），本题选C。 43. 标准答案：B 解析：厚度、螺钉位置和观察角度被写入记录后，照片才具备可复查性。结合完整语境，“Mei documented thickness, screw position and viewing angle for every photograph”强调的是逐项记录。weighed只涉及称重，sketched只是勾画，misinterpreted表示曲解信息，都不能代替系统记录。documented位于B项，故第43题选B。 44. 标准答案：D 解析：记录揭示出较亮样品也较厚，先前遗漏的变量终于可见。对应句可复原为“The record exposed one variable that had been overlooked: the brighter sample was slightly thicker.”。记录揭示亮样品略厚这一被忽视变量，exposed最恰当；obscured是阻挡，questioned只是质疑，confirmed只说明位置。对应最终选项位置，应选D。 45. 标准答案：D 解析：面对公开展板已经印好、团队又期待快速结论的局面，Mei不愿立刻挑战原说法。句中“Mei was reluctant to challenge a claim that had already been printed”表明她有所迟疑；enthusiastic表示热情，eager表示急切，proud表示自豪，均与这种谨慎压力不符。reluctant位于D项，故第45题选D。 46. 标准答案：C 解析：教师坚持影像必须能重建条件，论点指向证据的可重复性。整句证据为“The workshop teacher insisted that an attractive image was not useful if its conditions could not be reconstructed.”。insisted that呈现明确而不可退让的原则；stated只是陈述，noticed表示注意到，replied表示回应，语气均不足。insisted位于C项，故第46题选C。 47. 标准答案：A 解析：固定机位与匹配载荷表明团队实际开展了受控比较。在段落中，这一句写成“The group conducted a matched-load test and kept the camera ____48____ on a fixed stand, recording every load beside the image so that appearance and input could be compared rather than remembered separately.”。团队实际执行了匹配载荷试验，conducted符合；abandoned是不做，described和watched都不等于实施。据此选择A项conducted，即选A。 48. 标准答案：D 解析：相机保持稳定，色纹变化才不会与拍摄位置混在一起。空格所在结构是“The group ____47____ a matched-load test and kept the camera stable on a fixed stand, recording every load beside the image so that appearance and input could be compared rather than remembered separately.”。相机固定在支架上应保持stable；mobile和angled会重新引入视角变化，idle则表示相机未在执行记录任务。答案为D，即stable，本题选D。 49. 标准答案：B 解析：第一轮受控数据没有立即支持原解释，证据因而更值得追踪。与前后文连读时，句子是“At first the new evidence did not support the preferred explanation.”。新证据最初并未support团队偏好的解释；predict是预言，damage和replace都不能与explanation构成证据关系。本空应取support，其位置为B，故选B。 50. 标准答案：A 解析：检查滤镜角度后的第二组照片加深了Mei对差异来源的理解。原段的关键表达是“When filter angles were checked, however, a second series deepened Mei's understanding of why the original bands had differed.”。第二组照片让理解更深入，deepened正确；ended表示终止，distorted表示歪曲，blurred表示模糊，均破坏因果方向。deepened位于A项，故第50题选A。 51. 标准答案：A 解析：修订展板明说颜色不等于力，把限制写进了公开结论。完整句为“On the revised display, the team clearly stated that colour did not directly equal force.”。stated表示明确陈述；doubted会把结论改成怀疑，changed表示改变，cut表示删减，都不是在展板上公开说明限制。stated位于A项，故第51题选A。 52. 标准答案：D 解析：访客亲手转动滤镜后参与度提高，局限也变得可以观察。人物反应在原句中表述为“Visitors became more engaged when they could rotate a spare filter and watch the pattern change.”。访客能亲手旋转备用滤镜并看到图样变化，因此更engaged；divided、silenced和frightened与互动效果相反。情节证据指向D项engaged，应选D。 53. 标准答案：A 解析：首批照片没有被撤下，而是与控制组一起保留在展板上。这里应恢复为“Mei chose to retain the first photographs beside the controlled series.”。首批照片要与受控序列并列，必须retain而非替换；replace会删除对照，enlarge和colour只是处理图像外观。这里选择A项最准确，即选A。 54. 标准答案：D 解析：文字需要交代每种外观变化的可能原因，这属于解释而非装饰。名词所在的完整结构为“Her written account linked each change in appearance to a possible cause and marked what remained unknown, allowing visitors to follow the investigation instead of seeing only a polished final answer.”。书面account把外观变化与原因、未知项串联起来；comparison只是比较，mistake是错误本身，formula并非叙述记录。名词搭配确定答案D，本题选D。 55. 标准答案：C 解析：早期错误后来具有启发性，因为它展示了设置如何塑造图像。结尾的对应句是“The earlier mistake became illuminating because it taught the audience how measurement settings shape a scientific image.”。早期错误教会观众理解测量设置如何塑造图像，因此illuminating；expensive、incomplete和temporary都未体现教学价值。全文收束到C项illuminating，故选C。 56. 标准答案：its 解析：结合传统装饰技法的工序说明，第56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“Each restored frame keeps its inspection tag from cleaning through final testing.”中，each restored frame为单数，inspection tag前需用its。因此第56空填写its。 57. 标准答案：has been revived 解析：结合传统装饰技法的工序说明，第57空中，“has been revived”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 school's collection of transparent stress models has been revived for this year's science festival, but missing labels first had to be rebuilt from old diagrams and photographs.”中，for this year's festival说明已完成并影响当前，collection又是revive的承受者。因此第57空填写has been revived。 58. 标准答案：an 解析：结合传统装饰技法的工序说明，第58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“Students select an undamaged model as a reference.”中，model是首次提及的单数名词，undamaged以元音音素开头。因此第58空填写an。 59. 标准答案：whose 解析：结合传统装饰技法的工序说明，第59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“Ada, whose diagrams show the original loading points, examines several support ____60____ (rim) under side lighting before any force is applied.”中，diagrams属于Ada，需用whose引导非限制性定语从句。因此第59空填写whose。 60. 标准答案：rims 解析：结合传统装饰技法的工序说明，第60空中，“rims”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“Ada, ____59____ diagrams show the original loading points, examines several support rims under side lighting before any force is applied.”中，several限定可数名词复数，rim变为rims。因此第60空填写rims。 61. 标准答案：soaking 解析：结合传统装饰技法的工序说明，第61空中，“soaking”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“Ada begins by soaking protective pads so that old adhesive can be removed without scratching the clear surface.”中，begin by后接动名词soaking。因此第61空填写soaking。 62. 标准答案：to hold 解析：结合传统装饰技法的工序说明，第62空中，“to hold”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 clamp is fitted to hold the sample while leaving the marked viewing area unobstructed.”中，be fitted to do表示安装夹具的目的，填写to hold。因此第62空填写to hold。 63. 标准答案：more gently 解析：结合传统装饰技法的工序说明，第63空中，“more gently”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“Thin samples respond more gently than brittle stored pieces, so loads are added only in measured steps.”中，than构成比较且修饰respond，需用副词more gently。因此第63空填写more gently。 64. 标准答案：in 解析：结合传统装饰技法的工序说明，第64空中，“in”表达的介词关系要由具体位置或固定搭配判断。补全结构“During the exhibition, spare parts remain in the locked cabinet.”中，备用部件存放在锁柜内部，使用in。因此第64空填写in。 65. 标准答案：to bend 解析：结合传统装饰技法的工序说明，第65空中，“to bend”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“The plastic is allowed to bend only under a teacher's supervision, while visitors rotate an unloaded filter wheel.”中，be allowed to do要求不定式to bend。因此第65空填写to bend。 66. 参考范文：Dear Leo, For the science festival, our class is creating a booth called What Can an Image Prove? Visitors will compare photographs from a stress test and decide which claims the images support. Each display must state the controlled conditions, one alternative explanation and the measurement still missing. We also want visitors to revise an overconfident caption. Would you work with me on the English labels? Your clear explanations could make the limits as interesting as the colours. Yours, Li Hua 写作指导：邮件要说明观众根据受力图像判断可支持主张的任务，并列出控制条件、替代解释和缺失测量；邀请Leo应聚焦英文展签如何准确表达证据边界，而非只赞美彩色图像。 67. 参考范文：Ada switched off the lamp and placed a warning card beside the model. Nico steadied the unloaded frame as she released the opposite clamp, preventing the cracked foot from taking more strain. They photographed the coloured bands, removed the sample and compared the support with the construction drawing. A spare foot matched the dimensions, but they waited for their teacher to inspect both the replacement and the undamaged supports before tightening anything. After a teacher checked the new support, the model displayed the stress bands without twisting the sample. Ada increased the load in small recorded steps while Nico watched the alignment marks. The colours changed gradually, and the frame stayed level. They replaced the dramatic old caption with one that described only what the image showed and what still required measurement. Their repair made the model safer; their revised claim made the science more honest. 写作指导：第一段先断灯、卸载并释放对侧夹具，依据原图更换支脚，避免带载修补；第二段安排教师检查和小步加载，结尾说明图像用于定位风险而不是直接给出失效时刻。 学科网（北京）股份有限公司 $