高考英语综合训练卷 A29 -2027届高三英语一轮复习专项

**基本信息** 以“包容性设计与协作”为主题整合语言知识，通过真实语境考查语言能力、思维品质与文化意识，方法提炼系统且迁移性强。 **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、推理判断、主旨归纳|从活动公告到设计案例、原理及协作理念，形成“实践-问题-解决-理念”逻辑链| |七选五|5题|逻辑衔接分析（目的-方法-观察-记录-修正）|按设计测试流程构建步骤间因果联系| |完形填空|15题|语境词义辨析、情感线索追踪|以戏剧演出意外处理展现团队协作与应变能力| |语法填空|10题|时态、非谓语、固定搭配等语法规则应用|通过“公交阅读计划”语篇考查语法在真实场景中的运用| |写作|2题|邮件格式与内容要点、续写情感转折|应用文考查沟通能力，续写通过“助人vs目标”冲突深化价值观|

原创高考英语综合训练卷 A29（内容质量修订版） 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 RIVERSIDE SCHOOL ACCESSIBLE GARDEN OPEN DAY invites families to explore a garden designed with and for visitors of different ages and abilities. Admission is free, but two guided activities require booking. Student guides will be available at the entrance. All activities are free unless a booking requirement is stated below. 09:30–10:10 Sensory Path Walk: open to all; collect a route card at the gate. 10:30–11:15 Raised-Bed Workshop: twelve places; booking closes Thursday at 17:00. 13:30–14:15 Sign-Making Studio: eight family teams; materials are provided. The main path is firm and step-free. Quiet seating is available beside the greenhouse. Visitors who need large-print route cards should request them when booking so the team can prepare enough copies. A workshop place may be transferred before Thursday at 17:00 if the new participant confirms the required print format. After name cards and worktables are assigned, transfers are not accepted. To make the change, email garden@riverside.edu with both names and the booking number. 21. Which activity is open without booking? A. the raised-bed workshop with twelve reserved places B. the morning walk along the garden's sensory path C. the sign-making studio for eight registered teams D. the large-print route briefing beside the greenhouse 22. What should visitors request while booking? A. quiet seating near the main greenhouse entrance B. extra materials for the family sign studio C. large-print copies of the garden route card D. step-free access along the garden's main path 23. When can a workshop place be transferred? A. before Thursday evening with print needs confirmed B. after worktables are assigned to all participants C. whenever another visitor accepts the same activity D. during Friday morning before the garden gate opens B Nora felt proud when her student team installed new labels in the school garden. The signs used bright colours and short plant names, and they looked clear from the path. Then Mr Ellis, a visitor with low vision, asked whether he could test the route before the open day. Instead of standing back and commenting, he invited Nora to walk beside him. Sunlight reflected from the plastic covers, hiding several words. A pale yellow arrow almost disappeared against the stone wall, and one label was placed beyond comfortable reading distance. Nora initially wanted to defend the design: every sign had passed the team's classroom checklist. Yet the route revealed conditions the checklist had missed. She photographed each difficult point, asked Mr Ellis what information he needed first, and returned with the team to revise the signs. They used matt covers, stronger contrast and repeated symbols at decision points. Mr Ellis tested the revised route without being told where changes had been made. This time he reached every bed independently. Nora learned that inclusion was not a quality a designer could simply declare; it had to be checked with the people expected to use the design. 24. What did the classroom checklist fail to reveal? A. the labels contained several plant names that were too technical B. the route offered too few quiet places for visitors to rest C. some garden beds could not be reached easily from the main path D. outdoor glare and distance both made several garden signs unclear 25. How did Nora respond after walking with Mr Ellis? A. She removed every label that could not be read from the gate B. She asked him to approve the team's original classroom checklist C. She recorded the problems and revised the signs with her team D. She postponed the open day until all visitors tested the route 26. What does Nora learn about inclusion? A. It can be guaranteed simply by following a detailed design checklist B. It needs testing alongside people who will use the final design C. It depends mainly on choosing bright colours for public signs D. It requires one experienced visitor to make final decisions 27. Which quality best describes Nora? A. reflective and prepared to revise her own assumptions B. defensive but unwilling to change a completed design C. confident because her first signs passed every route test D. independent and reluctant to involve outside visitors C A colour combination that appears clear indoors may become difficult to read in a garden. Outdoor light changes with clouds, time of day and viewing direction. Glossy surfaces can also reflect a bright patch of sky, temporarily covering printed information. Contrast describes the difference in brightness between neighbouring areas. Dark letters on a light background usually provide stronger contrast than two colours of similar brightness. Colour names alone are unreliable: a vivid red and a vivid green may still look equally dark to some readers. Designers can test more than one condition. They can view a sample in sun and shade, tilt it to search for reflections, and photograph it in grayscale to compare brightness. These checks do not reproduce every visitor's vision, but they reveal weaknesses that a single indoor inspection may miss. Good outdoor information therefore depends on a system rather than one attractive colour choice. Letter size, distance, surface finish, symbols and placement work together. Testing the complete sign on the actual route provides better evidence than judging an isolated sample on a desk. 28. Why are colour names alone unreliable for sign design? A. garden light changes the spelling of neighbouring words B. outdoor visitors usually forget the names of bright colours C. printed colour names become unclear on glossy materials D. different vivid colours may have similar brightness levels 29. What is the purpose of taking a grayscale photograph? A. to remove reflections from a finished outdoor surface B. to compare the brightness contrast between sign areas C. to copy every visitor's particular form of vision D. to measure the exact reading distance of each letter 30. What does “isolated” in the last paragraph most nearly mean? A. printed without symbols or directional arrows B. protected completely from changing weather C. examined separately from its real setting D. positioned beyond the visitor's normal route 31. What is the main idea of the passage? A. Outdoor signs require combined design features and real-route testing B. Strong colour contrast removes the need to consider viewing distance C. Indoor inspections predict how every outdoor visitor will read a sign D. Glossy surfaces are the principal cause of unclear garden information D Teams often consult users near the end of a project, when most decisions have already been made. The meeting is called participation, but the invited people can do little more than approve details. Genuine collaboration begins earlier, while the problem itself is still being defined. Early involvement can change priorities. A garden team may assume that adding more benches is the main accessibility need. Visitors might instead identify confusing junctions or a lack of quiet spaces. Their experience does not automatically settle every design question, but it changes what the team knows enough to ask better questions. Collaboration also requires visible responses. If a suggestion cannot be adopted because of safety, cost or conflicting needs, the reason should be explained. Otherwise, consultation becomes a box that organisers tick while decisions remain hidden. Designing with users is slower at certain stages, yet it can prevent expensive corrections and create stronger trust. Its purpose is not to transfer every decision to one group. It is to make relevant experience part of the evidence from which responsible decisions are made. 32. What weakness does the author see in late consultation? A. Organisers transfer every design decision to one invited group B. Teams become unable to explain the cost of proposed changes C. Visitors usually focus on seating instead of route information D. Users influence only minor details after key decisions are fixed 33. Why should teams explain rejected suggestions? A. to prove that user experience matters less than practical safety B. to keep decisions open and consultation genuinely meaningful C. to persuade visitors to accept every original design priority D. to shorten the time required for future collaborative meetings 34. What is the author's attitude toward designing with users? A. Supportive while recognising time and decision-making limits B. Unreservedly positive because users should settle every question C. Doubtful because early collaboration usually raises project costs D. Neutral since its value depends entirely on the project's size 35. Which title best fits the passage? A. Letting One User Group Control Design Decisions B. Why Public Garden Projects Need More Seating C. From Consultation to Shared Design Decisions D. Reducing the Costs of Late Project Changes 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 sign should be tested where people will actually use it. ____36____ A classroom wall cannot reproduce every reflection, distance or distraction on a public route. Begin by defining the decision the sign supports. ____37____ When that purpose is clear, unnecessary wording becomes easier to remove. Invite testers with different needs and avoid explaining the sign first. ____38____ Their first movement often reveals whether the information hierarchy works. Record the conditions as well as the result. ____39____ Without these details, a later team may be unable to repeat the test. Finally, revise one feature at a time when possible. ____40____ A controlled change makes it clearer which improvement actually helped. A. Changing several elements together can hide the cause. B. Watch where they pause, turn or ask for help. C. Use decorative details to attract attention to every sentence. D. Test it on the real route at more than one time. E. Ask testers to memorise the wording before they begin. F. Note the light, weather, distance and viewing direction. G. Is it directing someone, identifying a place or giving a warning? 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。 Mia had spent a month preparing to play the narrator in the school production. She knew every line at home, but the crowded theatre made the opening night feel suddenly ____41____. As the lights dimmed, she repeated her first sentence under her breath. The first scene went smoothly until a younger actor missed an entrance. A long ____42____ spread across the stage, and several performers looked towards Mia. Her script did not tell her what to do in such a moment. Mia remembered the director's advice: protect the story rather than your own performance. She stepped forward and ____43____ the previous line as a question to another character. The actor recognised the cue, entered from the side and continued the scene. Relief almost made Mia rush her next speech, but she caught the conductor's small ____44____ from below the stage. She slowed down and allowed the music to finish. The audience seemed to accept the pause as part of the ____45____. During the interval, the younger actor apologised repeatedly. Mia told him that everyone could lose a cue and suggested they ____46____ the entrance once backstage. By the second act, his nervousness had begun to ____47____. A more serious problem arrived near the ending when a door in the scenery would not open. The lead actor was supposed to walk through it, so he stood ____48____ for half a second. Mia described an imaginary sound outside the room, giving two crew members time to free the door. After the curtain call, the director praised the cast's calm response rather than pretending that the show had been ____49____. She explained that live theatre depended on performers noticing one another and making choices that remained ____50____ to the story. Mia understood why rehearsals had included unexpected interruptions. The next morning, friends congratulated Mia on remembering all her lines. She was proud of that work, yet the moment she ____51____ most was the sentence she had invented. It succeeded because it helped another actor recover without drawing attention to the ____52____. At the final performance, nothing went wrong. Even so, Mia listened more ____53____ than she had on opening night and felt connected to every movement on stage. She had once believed confidence meant controlling each detail, but now she saw it as the ____54____ to respond when control disappeared. A strong performance was not one person's achievement; it was a story the whole cast agreed to ____55____. 41. A. distant B. ordinary C. silent D. unfamiliar 42. A. argument B. shadow C. silence D. distance 43. A. ignored B. repeated C. translated D. printed 44. A. signal B. warning C. complaint D. promise 45. A. building B. argument C. rehearsal D. performance 46. A. avoid B. discuss C. practise D. cancel 47. A. return B. fade C. spread D. matter 48. A. uncertain B. proud C. hidden D. relaxed 49. A. popular B. brief C. private D. perfect 50. A. useful B. equal C. faithful D. open 51. A. forgot B. valued C. predicted D. feared 52. A. mistake B. audience C. music D. costume 53. A. politely B. frequently C. secretly D. carefully 54. A. right B. reason C. ability D. request 55. A. measure B. share C. replace D. question 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。 A city bus company has turned several morning journeys into short reading sessions for children. The idea began when a driver noticed that many pupils ____56____ (spend) the trip looking tired or restless. She placed a small box of donated books behind her seat and invited them to choose one. The response was ____57____ (warm) than the company expected. Within two weeks, other drivers asked for boxes of ____58____ (they) own, and a local library offered to select suitable titles. Each book carries a label ____59____ (remind) readers to return it on any participating bus. Volunteers now check the boxes every Friday, replacing damaged copies and adding new ones. Children are also encouraged ____60____ (write) one-sentence recommendations, which are displayed inside the buses. These notes help less confident readers choose books ____61____ (suit) to their interests. The project costs little because most books ____62____ (give) by residents and publishers. More importantly, reading has become a shared part of an ordinary journey rather ____63____ a separate school task. The company plans to expand the programme ____64____ (gradual), while continuing to ask young passengers ____65____ their choices should shape each new collection. 第四部分 写作（共两节，满分40分） 第一节（满分15分） 66. 假定你是李华，你校英语社将开设“课间英语播客”。请给外教Ms Brown写一封邮件，内容包括：1.介绍播客安排；2.邀请她参加一期录制；3.询问可参与的时间。注意：写作词数应为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。 Daniel had trained for the school charity run with one goal: to finish among the first ten students. His little sister Emma planned to wait at the finish line with their father. Before the race, she handed Daniel a small sealed box and asked him not to open it until he finished. Daniel started quickly and stayed close to the leading group. Halfway through the course, he saw another runner, Ben, sitting beside the path and holding his ankle. Several students had already passed, and Daniel knew that stopping would cost him the position he wanted. He slowed down long enough to ask whether Ben could stand. Ben tried but immediately sat again, so Daniel called to a nearby volunteer and remained there until help arrived. When Daniel returned to the course, the leading group had disappeared around the next bend. 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: Daniel crossed the finish line much later than he had expected. Paragraph 2: Then Emma reminded him of the little box. 答案与解析 21. 标准答案：B 解析：公告说明感官路径步行对所有人开放，只需在入口领取路线卡。 正确选项正文为“the morning walk along the garden's sensory path”；按最终选项位置，第21题选B。 22. 标准答案：C 解析：公告要求需要大字版路线卡的访客在预约时提出。 正确选项正文为“large-print copies of the garden route card”；按最终选项位置，第22题选C。 23. 标准答案：A 解析：转让须在周四17时前，且新参与者确认所需印刷格式。 正确选项正文为“before Thursday evening with print needs confirmed”；按最终选项位置，第23题选A。 24. 标准答案：D 解析：实地测试发现反光、对比和阅读距离问题，课堂检查未覆盖真实环境。 正确选项正文为“outdoor glare and distance both made several garden signs unclear”；按最终选项位置，第24题选D。 25. 标准答案：C 解析：她拍摄难点、询问信息优先级并与团队共同修改。 正确选项正文为“She recorded the problems and revised the signs with her team”；按最终选项位置，第25题选C。 26. 标准答案：B 解析：结尾明确指出包容性不能由设计者宣称，必须与实际使用者检验。 正确选项正文为“It needs testing alongside people who will use the final design”；按最终选项位置，第26题选B。 27. 标准答案：A 解析：她虽最初想辩护，但接受证据并修正设计，体现反思与开放。 正确选项正文为“reflective and prepared to revise her own assumptions”；按最终选项位置，第27题选A。 28. 标准答案：D 解析：文章指出鲜艳红绿对部分读者可能同样暗，颜色名称不能代表亮度差。 正确选项正文为“different vivid colours may have similar brightness levels”；按最终选项位置，第28题选D。 29. 标准答案：B 解析：灰度照片用于比较明暗差异，从而发现对比不足。 正确选项正文为“to compare the brightness contrast between sign areas”；按最终选项位置，第29题选B。 30. 标准答案：C 解析：isolated sample与actual route对照，指脱离真实环境单独判断。 正确选项正文为“examined separately from its real setting”；按最终选项位置，第30题选C。 31. 标准答案：A 解析：全文强调多因素协同及真实场景测试，而非单一颜色或材质。 正确选项正文为“Outdoor signs require combined design features and real-route testing”；按最终选项位置，第31题选A。 32. 标准答案：D 解析：末期才咨询时多数决定已定，参与者只能认可细节。 正确选项正文为“Users influence only minor details after key decisions are fixed”；按最终选项位置，第32题选D。 33. 标准答案：B 解析：解释未采用原因可避免咨询沦为形式并保持决策透明。 正确选项正文为“to keep decisions open and consultation genuinely meaningful”；按最终选项位置，第33题选B。 34. 标准答案：A 解析：作者支持早期协作，同时说明并非交出所有决定且部分阶段更慢。 正确选项正文为“Supportive while recognising time and decision-making limits”；按最终选项位置，第34题选A。 35. 标准答案：C 解析：文章核心是从象征性末期咨询转向早期真实合作。 正确选项正文为“From Consultation to Shared Design Decisions”；按最终选项位置，第35题选C。 36. 标准答案：D 解析：前句强调必须在真实使用地点测试，D项补充还要在不同时间实地测试，后句说明教室墙面无法再现户外反光，逻辑连续。 正确选项正文为“Test it on the real route at more than one time.”；按最终选项位置，第36题选D。 37. 标准答案：G 解析：本段要求先明确标牌支持哪一种决定，G项列举指路、地点识别和警示三种具体目的，后句据此说明可删减无关文字。 正确选项正文为“Is it directing someone, identifying a place or giving a warning?”；按最终选项位置，第37题选G。 38. 标准答案：B 解析：前句要求不给解释就让不同使用者测试，B项要求观察其停顿、转向或求助的位置，后句的first movement正是这些行为证据。 正确选项正文为“Watch where they pause, turn or ask for help.”；按最终选项位置，第38题选B。 39. 标准答案：F 解析：前句提出不仅记录结果还要记录条件，F项列出光照、天气、距离和观察方向，后句说明缺少这些细节就无法复测。 正确选项正文为“Note the light, weather, distance and viewing direction.”；按最终选项位置，第39题选F。 40. 标准答案：A 解析：前句主张一次只修改一个特征，A项解释同时修改多项会掩盖原因，后句进一步说明控制变量的价值。 正确选项正文为“Changing several elements together can hide the cause.”；按最终选项位置，第40题选A。 41. 标准答案：D 解析：她在家熟悉台词，但拥挤剧场使首演环境突然显得陌生，unfamiliar与前面的转折构成对照。 正确选项正文为“unfamiliar”；按最终选项位置，第41题选D。 42. 标准答案：C 解析：演员错过入场后舞台上出现长时间空白，能在舞台上“蔓延”的是silence。 正确选项正文为“silence”；按最终选项位置，第42题选C。 43. 标准答案：B 解析：Mia把上一句改成问题再次说出，既给演员提示又维持剧情，repeated准确描述该动作。 正确选项正文为“repeated”；按最终选项位置，第43题选B。 44. 标准答案：A 解析：指挥在台下用小动作提醒她等待音乐结束，signal表示非语言提示。 正确选项正文为“signal”；按最终选项位置，第44题选A。 45. 标准答案：D 解析：观众把这次停顿当作演出本身的一部分，performance符合首演现场。 正确选项正文为“performance”；按最终选项位置，第45题选D。 46. 标准答案：C 解析：Mia建议在后台再走一遍入场过程，以降低紧张，practise与具体排练行为吻合。 正确选项正文为“practise”；按最终选项位置，第46题选C。 47. 标准答案：B 解析：经过安慰与练习，年轻演员的紧张逐渐减弱，fade表达情绪消退。 正确选项正文为“fade”；按最终选项位置，第47题选B。 48. 标准答案：A 解析：布景门打不开且原定动作无法完成，主演短暂不知如何继续，uncertain最符合状态。 正确选项正文为“uncertain”；按最终选项位置，第48题选A。 49. 标准答案：D 解析：导演表扬临场处理，而没有假装演出毫无问题，perfect与前文两次意外形成对照。 正确选项正文为“perfect”；按最终选项位置，第49题选D。 50. 标准答案：C 解析：即兴选择仍需服务原有故事，remain faithful to意为忠实于，与导演的protect the story相照应。 正确选项正文为“faithful”；按最终选项位置，第50题选C。 51. 标准答案：B 解析：朋友称赞背熟台词，但她最珍视的是临场编出的那句话，valued体现评价重心转移。 正确选项正文为“valued”；按最终选项位置，第51题选B。 52. 标准答案：A 解析：那句话帮助同伴恢复且没有让观众注意到失误，mistake指错过入场。 正确选项正文为“mistake”；按最终选项位置，第52题选A。 53. 标准答案：D 解析：即使末场无事故，她仍更留心整个舞台的动作，carefully承接前文notice one another。 正确选项正文为“carefully”；按最终选项位置，第53题选D。 54. 标准答案：C 解析：句意把信心重新定义为失去控制时作出回应的能力，ability可自然接不定式。 正确选项正文为“ability”；按最终选项位置，第54题选C。 55. 标准答案：B 解析：全体演员共同讲述同一个故事，share总结合作主题并与one person's achievement形成对照。 正确选项正文为“share”；按最终选项位置，第55题选B。 56. 标准答案：spent 解析：when引导的时间从句叙述项目开始前司机观察到的情况，主句noticed为过去时，因此填spent。 第56题标准答案为“spent”。 57. 标准答案：warmer 解析：than明确引出比较，warm的比较级为warmer。 第57题标准答案为“warmer”。 58. 标准答案：their 解析：of one's own为固定结构，主语other drivers为复数，形容词性物主代词填their。 第58题标准答案为“their”。 59. 标准答案：reminding 解析：句中已有谓语carries，空格需用非谓语；a label与remind为主动关系，故填现在分词reminding作后置定语。 第59题标准答案为“reminding”。 60. 标准答案：to write 解析：encourage sb to do sth为固定结构，被动形式be encouraged to do，填to write。 第60题标准答案为“to write”。 61. 标准答案：suited 解析：be suited to为固定搭配；过去分词suited作后置定语修饰books，表示“适合其兴趣的书”。 第61题标准答案为“suited”。 62. 标准答案：are given 解析：most books与give为被动关系，句子陈述项目当前常态，故用一般现在时被动are given。 第62题标准答案为“are given”。 63. 标准答案：than 解析：rather than构成固定对照，表示阅读成为日常旅程的一部分，而不是独立的学校任务。 第63题标准答案为“than”。 64. 标准答案：gradually 解析：修饰动词expand需用副词，gradual的副词形式为gradually。 第64题标准答案为“gradually”。 65. 标准答案：how 解析：从句成分完整但需表达“以何种方式影响”，how引导宾语从句并修饰shape。 第65题标准答案为“how”。 66. 参考范文：Dear Ms Brown, Our English Club is starting a short podcast to be played during Friday breaks. Each five-minute episode will introduce a useful expression and include a brief conversation about school life. Would you be willing to join us for one recording and share an expression that students can use naturally? We can record after school on Tuesday or Thursday next week, but we are happy to adjust the time. Please let me know when you would be available. Yours, Li Hua 写作指导：邮件应说明播客的播放与内容安排，明确邀请外教参与一期录制，并询问可参与时间；语气礼貌自然，格式完整，词数控制在80词左右。 67. 参考范文：Daniel crossed the finish line much later than he had expected. His legs were heavy, and the board already showed ten names above his. For a moment, disappointment kept him from looking at the crowd. Then he heard Emma shouting his name and saw Ben's mother speaking to their father. She thanked Daniel for staying until the volunteer came and explained that Ben's injury was not serious. Then Emma reminded him of the little box. Inside was a paper medal she had made, with the words “My Kindest Runner” written in bright blue. Emma admitted that she had prepared it before the race because Daniel had helped her practise running without ever leaving her behind. Daniel smiled and placed the paper medal around his neck. He had missed the result he had trained for, but the race had shown him another kind of achievement that no ranking board could measure. 写作指导：续写应先承接Daniel名次落后后的失落，并通过Ben家人的反馈确认停留帮助的价值；第二段围绕盒中自制奖牌完成情感转折，突出善意高于名次。两段需与给定首句衔接，人物行为合理，结尾积极而不过度说教。 学科网（北京）股份有限公司 $