高考英语综合训练卷 A 37-2027届高三英语一轮复习专项

**基本信息** 以分题型解法为核心，整合多样体裁与能力层级，系统培养语言能力与思维品质的高考英语综合训练。 **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+七选五5题|细节题定位原文、推理题抓隐含信息、词义题语境分析、七选五关注逻辑衔接|从信息提取到逻辑推理，覆盖应用文、记叙文、说明文等体裁，梯度培养文本解读能力| |语言运用|完形15题+语法填空10题|完形语境分析+词汇搭配、语法填空关注词形变化与句法结构|从语篇理解到语言知识运用，强化语境中词汇、语法的灵活运用，提升语言准确性| |写作|邮件1题+续写1题|邮件结构规范+内容具体、续写情节连贯+主题深化|从规范表达到创新写作，结合校园生活与故事发展，培养书面表达与思维创新能力|

原创高考英语综合训练卷 A37 教师解析版 考试时间：100分钟　满分：120分 注意事项：1. 答题前填写个人信息；2. 选择题选出答案后按要求作答；3. 本卷解析供教师讲评使用。 第一部分　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、D四个选项中选出最佳选项。 A Sound Map Saturday — 09:00–11:30. Small teams borrow a recorder and follow one of three marked routes through the old town. Instead of collecting the loudest noises, participants note sounds that reveal how a place works: a baker sliding trays into an oven, bicycle bells near a narrow bridge, or chess pieces meeting a stone table. Recordings enter the city archive only after the people whose voices are clear have given permission. Repair Stories — 13:00–15:00. Bring one everyday object that has been repaired at least once. A craft worker will help you identify the repair method and write a sixty-word label about the object’s continued use. The session is about observation and memory; no repairs or valuations are offered on site. Night Reading Room — 18:30–20:00. Local actors read letters written by travellers who passed through the region between 1920 and 1980. Large-print copies and a quiet seating area are available. Visitors under sixteen must attend with an adult, and advance booking is required because the room holds only forty people. 21. What is required before a voice recording enters the archive? A. A technical quality check. B. The speaker’s agreement. C. A written route report. D. The team leader’s approval. 22. What should visitors expect at Repair Stories? A. Advice on describing a repaired object. B. A market price for an old possession. C. A complete repair by a craft worker. D. Training in operating electrical tools. 23. Who must reserve a place in advance? A. Sound-map teams. B. People bringing repaired objects. C. All Night Reading Room visitors. D. Only visitors under sixteen. B When eighteen-year-old Lin Yue returned to her mountain village for the summer, she found the primary school’s old science cupboard locked. Inside were cracked magnifying glasses, a balance with one missing pan, and wooden models that teachers considered too worn to use. Lin did not see rubbish. She remembered how, as a child, touching those objects had made scientific ideas feel real. She asked the head teacher for permission to open a weekly repair table. Her first announcement attracted only two pupils and an elderly carpenter named Uncle Qiao. The pupils cleaned metal parts while Qiao showed them how to copy a missing balance pan from thin bamboo. Lin photographed every stage and added short explanations, believing that a repair should preserve the object’s history rather than hide it. The table slowly became a meeting place. A farmer brought a rain gauge made by his daughter years earlier; a nurse donated unused measuring cups; and middle-school students tested whether the restored balance was accurate. Some objects could not be saved, but their parts became samples for learning about wood, glass and corrosion. By August, the cupboard had turned into a small ‘working museum’. Lin had planned to leave behind repaired equipment. What surprised her was the change in the pupils: they began asking not ‘Is it broken?’ but ‘What can it still teach us?’ The question, she realised, was the project’s most valuable result. 24. Why did Lin value the objects in the locked cupboard? A. They could be sold to raise school funds. B. They had once made science concrete to her. C. They were rare examples of local craft. D. They would be easy for pupils to repair. 25. What was Lin’s principle when documenting repairs? A. Make the repaired part impossible to notice. B. Record only the successful final result. C. Keep evidence of the object’s earlier life. D. Let pupils work without adult guidance. 26. How did the repair table develop? A. It became a community-supported learning space. B. It was moved to a better-equipped middle school. C. It focused increasingly on collecting valuable objects. D. It replaced the school’s regular science lessons. 27. What does the pupils’ final question show? A. They learned to judge usefulness more imaginatively. B. They became unwilling to throw anything away. C. They preferred repairing objects to studying science. D. They doubted whether the project had achieved enough. C On a vegetable farm in Shandong, small sensors are being placed at different depths in the soil. They do not decide when crops should be watered. Instead, they send measurements of moisture and temperature to a simple phone display, giving farmers a clearer picture of conditions beneath the surface. Traditional decisions often depend on what the top layer looks like. Yet wind can dry that layer while water remains lower down. Watering at that moment may waste water and wash nutrients beyond the reach of young roots. By comparing readings from several depths, farmers can delay irrigation or deliver a smaller amount to the part of the field that needs it. The technology is useful only when interpreted with local knowledge. Clay soil holds water differently from sandy soil, and a sensor beside a path may not represent the whole field. Researchers therefore ask farmers to mark unusual readings and explain recent actions, such as adding compost or opening a drainage channel. These notes help turn numbers into decisions. Early trials have reduced water use, but the project’s larger lesson concerns design. A device succeeds not because it produces more data, but because it makes an important difference visible at the right time. The best systems leave the final judgement with the farmer while making that judgement better informed. 28. What problem can result from judging soil only by its surface? A. Crops may receive water they do not need. B. Sensors may be placed at the wrong depth. C. Young roots may grow too close to paths. D. Wind may carry nutrients out of the field. 29. Why are farmers asked to add notes to unusual readings? A. To compare their farms with farms abroad. B. To connect measurements with local conditions and actions. C. To train the sensors to control irrigation automatically. D. To prove that traditional knowledge is more reliable. 30. What does the underlined word “interpreted” in paragraph 3 most nearly mean? A. Displayed publicly. B. Protected carefully. C. Understood in context. D. Measured repeatedly. 31. What is the author’s main point about effective farm technology? A. It should replace uncertain human decisions. B. It should collect as much information as possible. C. It should make useful evidence available for human judgement. D. It should work equally well in every type of soil. D A quick answer often feels like evidence of a sharp mind. In classrooms and meetings, the first person to speak can appear confident, while a pause may be mistaken for uncertainty. Cognitive researchers, however, distinguish between empty delay and a deliberate pause used to test an initial judgement. An initial judgement is efficient because the brain matches new information with familiar patterns. This helps when the pattern is reliable, such as recognising a common road sign. Trouble arises when the situation merely resembles an earlier one. We may then notice evidence that supports the first interpretation and overlook details that point elsewhere. A deliberate pause creates a small interruption in that process. One useful question is: ‘What would I expect to see if my first explanation were wrong?’ The question does not demand endless doubt. It directs attention towards missing or contradictory evidence. In experiments involving short case descriptions, participants who used such a prompt changed fewer correct answers than participants told simply to ‘think again’, but corrected more mistaken ones. This finding matters because reflection is often taught as a general virtue rather than a specific practice. Telling people to be more careful can increase effort without improving its direction. A well-designed pause is different: it gives thought a task. Speed remains valuable when patterns are stable, but good judgement includes knowing when the pattern deserves a second look. 32. Why can an initial judgement be misleading? A. It always depends on incomplete memory. B. A new situation may only seem familiar. C. People usually ignore familiar patterns. D. Fast thinking prevents recognition of road signs. 33. What is special about the question suggested in paragraph 3? A. It searches specifically for evidence against the first explanation. B. It asks people to replace their first answer in every case. C. It encourages participants to spend equal time on all details. D. It measures how confident people feel about their answers. 34. What can be inferred from the experiment? A. General instructions to reconsider are the most effective. B. A targeted prompt can improve correction without causing needless changes. C. Participants rarely corrected errors after making a quick judgement. D. Longer thinking time alone guarantees more accurate decisions. 35. What is the author’s attitude towards speed in judgement? A. Entirely critical. B. Carefully approving. C. Conditionally accepting. D. Strongly enthusiastic. 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 useful reading notebook is not a warehouse for sentences. It is a place where a reader records what changed in his or her understanding. ____36____ A notebook built around this idea remains small enough to revisit and rich enough to support later writing. Begin each entry with a question, not a summary. The question might concern a character’s choice, an unfamiliar concept or a connection with another text. ____37____ You are deciding what deserves further attention. Next, copy only one short phrase or note one precise detail that helps you think about the question. ____38____ The evidence gives your reflection something firm to work with. Then write two or three sentences explaining your present answer. Mark uncertainty honestly. ____39____ When you return a week later, add a different-coloured line: confirm the answer, revise it or replace the question. This return visit is the part many readers skip, yet it turns a record into a conversation across time. Finally, review several entries together. Look for repeated interests, assumptions you often make, or questions that remain open. ____40____ The notebook then becomes more than proof that you have read; it becomes a map of how your attention is developing. A. A question with no evidence can easily produce vague opinion. B. This does not mean you have failed to understand the text. C. Such patterns can suggest what to read or investigate next. D. For that reason, many readers copy every striking sentence they meet. E. The central unit is therefore not a quotation but a change in thought. F. At this stage, you are not trying to retell the whole reading. G. A digital tool will automatically make this process more meaningful. 第二部分　语言运用（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，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。 Our school radio club had promised to record the stories of retired teachers. On the first interview day, however, the main recorder refused to start. I felt an immediate ____41____ to cancel, because Mr Han had travelled across town and the careful schedule now seemed ____42____. He noticed our worried faces but calmly asked whether the problem was the machine or our ____43____. His question made us pause. We still had two phones, a quiet room and a guest willing to talk. We decided to ____44____ the interview into short sections and test each file before continuing. The phone microphones picked up an air conditioner, so one student held a folded coat near the wall to ____45____ the echo. Another wrote time marks whenever Mr Han mentioned a name we needed to ____46____ later. Our arrangement looked less professional than planned, yet everyone became more ____47____ to the sound itself. When a delivery cart passed outside, Mr Han simply waited and then ____48____ the sentence with greater clarity. That evening, we discovered that one section had still been ____49____. My first reaction was embarrassment, but Mr Han agreed to answer the missing question by voice message. He also said the imperfect session had reminded him of early school broadcasts made with ____50____ equipment. We included a brief note about the repair in the final programme instead of ____51____ it. Listeners later wrote that the note made the interview feel ____52____, because it showed the care behind the recording. The experience changed our definition of ____53____: it was not the absence of trouble but the ability to protect what mattered when trouble arrived. Since then, the club has kept backup tools, but we have also kept Mr Han’s ____54____ question on the cupboard door. It reminds us that limited resources can become a ____55____ for closer attention rather than an excuse to stop. 41. A. impulse B. permission C. method D. advantage 42. A. perfect B. flexible C. useless D. private 43. A. audience B. equipment C. patience D. purpose 44. A. translate B. divide C. compare D. publish 45. A. reduce B. measure C. produce D. describe 46. A. avoid B. invent C. confirm D. remove 47. A. familiar B. equal C. polite D. sensitive 48. A. repeated B. shortened C. questioned D. translated 49. A. shared B. lost C. improved D. selected 50. A. expensive B. limited C. modern D. silent 51. A. celebrating B. copying C. hiding D. predicting 52. A. formal B. distant C. ordinary D. authentic 53. A. success B. comfort C. talent D. speed 54. A. technical B. opening C. written D. final 55. A. request B. test C. reward D. reason 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。 In a riverside neighbourhood in Chengdu, an unused guard station has become a tiny community reading room. The change began when residents noticed that children often waited outside for family members after school. A local designer suggested turning the six-square-metre space into somewhere books could be ____56____ (share). Volunteers cleaned the room and built narrow shelves from wood ____57____ had previously served as packing material. Rather than filling every wall, they left one window clear so that the room would remain ____58____ (visual) connected with the street. The collection grows through a simple rule: anyone may take a book, but each visitor ____59____ (encourage) to leave a short recommendation for the next reader. These handwritten cards have become as popular ____60____ the books themselves. Some describe a useful idea; others explain why a story mattered during a difficult week. By reading the cards, neighbours who had never spoken discovered interests they had ____61____ common. The room therefore supports not only reading but also a quieter form of ____62____ (communicate). Management is deliberately light. Two volunteers check the room each morning, while nearby shopkeepers keep ____63____ eye on it during the day. Since its opening, very few books ____64____ (disappear), and damaged ones are repaired at a monthly table. The project’s success has led other neighbourhoods to ask how such a small space can be copied. Organisers reply that the shelves are easy to reproduce, but trust must ____65____ (build) through repeated acts of care. 第三部分　写作（共两节，满分40分） 第一节（满分15分） 66. 假定你是李华，你校英文报正在征集“校园里的小型公共空间”改进建议。请你写一封投稿邮件，内容包括：1. 说明你关注的空间；2. 提出两项改进；3. 说明预期作用。词数80左右。 第二节（满分25分） 67. 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。 Maya had practised for weeks to introduce the school invention fair. Ten minutes before the doors opened, she found a first-year student, Leo, sitting behind his model bridge. One support had cracked during transport, and Leo was packing the pieces into a box. ‘It won’t survive the test,’ he whispered. Maya knew the judges expected every model to carry a fixed weight. She also knew the fair was meant to show how students investigated problems. Looking at the broken support, she noticed pencil marks, three earlier designs and a page of careful measurements beside it. The failed bridge contained a story that the perfect models did not. Paragraph 1: Maya knelt beside the box and asked Leo to show her what he had learned. ____________________ Paragraph 2: When the judges reached Leo’s table, they found no completed bridge. ____________________ 答案与解析 21. 标准答案：B 解析：细节理解题。声音清晰的录音只有在当事人许可后才能进入城市档案，因此选B。 22. 标准答案：A 解析：细节理解题。活动帮助参与者识别修复方式并撰写物品说明，不提供现场修理或估价，故选A。 23. 标准答案：C 解析：细节理解题。夜间阅览室容量有限，所有访客都须提前预约，故选C。 24. 标准答案：B 解析：细节理解题。Lin回忆这些实物曾让抽象科学概念变得可触可感，故选B。 25. 标准答案：C 解析：推理判断题。她认为修复应保留物品历史而非掩盖历史，说明记录要保留旧有生命痕迹，故选C。 26. 标准答案：A 解析：推理判断题。农民、护士、中学生陆续参与，修复桌由小活动成长为社区支持的学习空间，故选A。 27. 标准答案：A 解析：推理判断题。学生由判断“坏没坏”转向追问“还能教什么”，体现其对用途的理解更具创造性，故选A。 28. 标准答案：A 解析：细节理解题。表层被风吹干时，下层可能仍有水，此时灌溉会造成浪费，故选A。 29. 标准答案：B 解析：细节理解题。备注把异常数字与堆肥、排水等本地行动联系起来，使数据可解释，故选B。 30. 标准答案：C 解析：词义猜测题。技术必须结合土质和田间位置等本地知识来理解，interpreted意为“在语境中理解”，故选C。 31. 标准答案：C 解析：主旨大意题。末段强调好系统让关键差异及时可见，同时把最终判断留给农民，故选C。 32. 标准答案：B 解析：细节理解题。新情境可能只是表面类似旧模式，因此最初判断会被误导，故选B。 33. 标准答案：A 解析：推理判断题。问题要求设想“若第一解释错误会看到什么”，定向寻找反证，故选A。 34. 标准答案：B 解析：推理判断题。定向提示使受试者少改正确答案、又多纠正错误，说明它减少无谓改动并提高纠错，故选B。 35. 标准答案：C 解析：观点态度题。作者承认稳定模式下速度有价值，但认为必要时需复核，态度为有条件接受，故选C。 36. 标准答案：E 解析：设空后解释笔记应围绕“理解发生了什么变化”，E以therefore概括这一核心单位，衔接自然。 37. 标准答案：F 解析：上文要求以问题开篇，下文说明在决定关注点，F指出此时并非复述全文，逻辑完整。 38. 标准答案：A 解析：下文The evidence指代所选短语或细节；A说明没有证据的问题容易产生空泛观点，故选A。 39. 标准答案：B 解析：上文要求诚实标注不确定，B说明不确定不等于理解失败，承接恰当。 40. 标准答案：C 解析：上文寻找重复兴趣和未决问题，下文说笔记成为注意力发展地图；C中的Such patterns正好承接。 41. 标准答案：A 解析：面对设备故障，“取消的冲动”符合即时心理反应。 42. 标准答案：C 解析：日程被打乱后似乎失去作用，useless贴合语境。 43. 标准答案：D 解析：问题在机器还是目的，purpose与后文仍可完成采访呼应。 44. 标准答案：B 解析：将采访分成短段并逐段测试，divide搭配正确。 45. 标准答案：A 解析：折叠外套用于减弱回声，reduce符合声学效果。 46. 标准答案：C 解析：记录时间点以便之后核实名字，confirm正确。 47. 标准答案：D 解析：大家更敏感地关注声音本身，sensitive to为固定搭配。 48. 标准答案：A 解析：外界噪声后重新清楚说一遍，repeated正确。 49. 标准答案：B 解析：某一部分仍然丢失，与后文补录对应。 50. 标准答案：B 解析：早期广播设备有限，limited呼应资源不足。 51. 标准答案：C 解析：主动说明修复过程，而不是隐藏它。 52. 标准答案：D 解析：幕后照料使节目显得真实可信，authentic最恰当。 53. 标准答案：A 解析：成功不是没有麻烦，而是麻烦中保护重要之物。 54. 标准答案：B 解析：opening question指开头提出的关键问题。 55. 标准答案：D 解析：有限资源可成为更专注的理由，而非停止借口。 56. 标准答案：shared 解析：books与share构成被动关系，故用过去分词shared。 57. 标准答案：that/which 解析：定语从句修饰wood，关系词在从句中作主语，用that或which。 58. 标准答案：visually 解析：修饰形容词connected应用副词visually。 59. 标准答案：is encouraged 解析：each visitor与encourage构成被动关系，且陈述现行规则，用一般现在时被动语态。 60. 标准答案：as 解析：as popular as为同级比较结构。 61. 标准答案：in 解析：have ... in common为固定搭配。 62. 标准答案：communication 解析：形容词quiet修饰名词，communicate的名词形式为communication。 63. 标准答案：an 解析：keep an eye on为固定表达。 64. 标准答案：have disappeared 解析：Since its opening提示现在完成时，主语few books为复数。 65. 标准答案：be built 解析：情态动词must后接动词原形，trust与build为被动关系，故用be built。 66. 参考范文： Dear Editor, I would like to suggest improving the small waiting area outside our school library. First, two narrow benches could be placed along the wall so that students waiting for friends would not block the entrance. Second, a noticeboard could display short student book recommendations and upcoming activities. These changes would make the area more orderly while turning waiting time into an opportunity to discover something worth reading. I hope the idea can be considered. Yours, Li Hua 写作指导：邮件应明确具体空间，并用First/Second组织两项可实施建议；结尾说明秩序改善与阅读促进两方面作用。避免只写“增添设施”等空泛表述。 67. 参考范文： Maya knelt beside the box and asked Leo to show her what he had learned. At first he pointed only to the crack, but Maya guided him through the pencilled measurements. Leo explained that his first supports had been too heavy, the second pair too narrow, and the final one stronger until a sudden sideways force broke it. Together they arranged the three designs, the broken pieces and his test notes across the table. Maya found a card and wrote, ‘A bridge that failed—and the questions it built.’ Leo stopped packing. He could not offer a perfect model, but he could offer honest evidence of how his thinking had changed. When the judges reached Leo’s table, they found no completed bridge. Instead, Leo invited them to follow his design choices and predict where each version might fail. He then demonstrated the sideways pressure that had damaged the final support. The judges asked more questions there than at any other table. Later, Leo received a special award for clear investigation. As Maya announced his name, he held up the cracked support, no longer trying to hide it. The fair had not rescued his bridge; it had revealed the value already present in his careful work. 续写指导：第一段承接Maya发现的测量记录，推动Leo由收拾离场转向展示学习过程；第二段兑现评委到场后的结果。主题落在“失败证据也能呈现真实探究”，避免突然修好模型或依靠偶然获奖。 A37 · 学科网（北京）股份有限公司 $