高考英语综合训练卷 A 39 -2027届高三英语一轮复习专项

**基本信息** 以真实语境整合语言知识与语用能力，通过多样化题型考查语言理解、逻辑分析及综合表达，体现一轮复习系统性与核心素养导向。 **综合设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |阅读理解|20题（4篇+七选五）|信息查找、推理判断、主旨归纳|从细节定位到语篇结构，培养逻辑分析与跨文本理解能力| |语言运用|25题（完形+语法填空）|语境词汇辨析、语法规则应用|从词汇语境适配到语法结构规范，构建语言知识网络| |写作|2题（应用文+读后续写）|情境表达、语篇连贯|从实用交际到叙事拓展，提升综合语言输出与思维品质|

原创高考英语综合训练卷 A39 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 Fold-and-Print Zine Lab — 09:30–11:00. Turn one sheet of A3 paper into an eight-page booklet using folding, cutting and a single black-and-white print. Bring a short piece of writing or up to six small drawings; basic paper and tools are provided. The original booklet goes home with its maker. A photocopy may be placed on the public reading table, but only after the maker signs a permission card. Booking is recommended, and walk-in places depend on whether a work station is free. Memory Map Workshop — 13:00–15:00. In small groups, participants rebuild a familiar local journey from remembered landmarks, sounds and turning points. The aim is to explore how people remember a place, not to produce a map for navigation, so private home addresses and people's names should be left out. If the weather is dry, the final thirty minutes are spent checking details on a nearby street. In rain, that activity is replaced by an indoor comparison with photographs from the town archive. All materials are supplied. Mechanical Puzzle Clinic — 18:30–20:00. Bring one non-electric household object with a simple moving part, such as a manual pencil sharpener or a wind-up toy. A volunteer will explain the mechanism, but the owner will do the careful opening and reassembly under guidance. Glued or sealed objects, and anything requiring heat, cannot be accepted. Booking is by object rather than by person, so two family members may work together under one booking. The clinic teaches investigation and does not promise that an object will be repaired. 21. Which statement is true about the Zine Lab? A. The library keeps every original booklet for permanent display. B. Participants can use colour printing for their finished work. C. A copy needs its maker's permission for public display. D. Every walk-in visitor is guaranteed a printing station. 22. What happens at the Memory Map Workshop if it rains? A. Archive photographs replace the outdoor observation. B. Participants turn their memory maps into navigation guides. C. The whole workshop is moved to a later afternoon. D. Visitors must supply photographs of their own streets. 23. Who is best prepared for the Mechanical Puzzle Clinic? A. A student bringing a sealed radio for a volunteer to repair. B. Two friends with separate toys but only one object booking. C. A parent hoping to have a damaged electric kettle tested. D. Two relatives sharing one booking for a hand-cranked sharpener. B Seventeen-year-old Nadia volunteered to edit interviews for a community podcast about the town's working lives. Her first recording was with Mr Bell, a retired boatbuilder whose speech moved slowly between practical detail and memory. Nadia had promised a clear five-minute episode, so she cut repeated phrases, breaths and every long pause. By midnight, the interview sounded smooth and efficient. She was proud that no listener would have to wait for Mr Bell to find his next sentence. When Mr Bell heard the draft, however, he frowned at the speakers. 'It sounds like somebody describing me,' he said, 'not like me remembering.' He pointed to a place where Nadia had joined two sentences. In the original recording, he had paused there after mentioning the first knot he learned. During that silence, a rope could be heard rubbing against the table before he added that his older sister had taught him. By removing the pause and the faint sound, Nadia had kept the information but weakened the moment in which the memory returned. Nadia reopened the raw recording with a transcript beside it. This time she did not treat all hesitation in the same way. She shortened repetitions that sent the account in circles, but kept pauses that marked a change of feeling or gave an image time to settle. She also restored the sound of the rope and added one brief line identifying Mr Bell's sister. The revised episode was still concise, yet its pace now followed the movement of his thought rather than Nadia's idea of perfect fluency. At the public listening evening, a visitor told Mr Bell that she felt as if she could hear him searching for the memory. Nadia finally understood why that response pleased him. Editing did require selection: an untouched recording might be confusing, and a time limit was real. But clarity did not have to mean sanding away every irregularity. From then on, Nadia listened to pauses before cutting them. Her task, she realised, was not simply to shorten a voice, but to make room for the person inside it. 24. What mainly guided Nadia's first edit? A. A wish to make the boatbuilding details more technical. B. A plan to create a fluent episode within the time limit. C. A request from Mr Bell to remove references to his family. D. A belief that listeners preferred background sounds to speech. 25. What did Mr Bell's reaction reveal? A. Smooth editing had preserved facts but reduced the voice's personal meaning. B. The interview contained too little information about traditional knots. C. Nadia had placed the sound of the rope in the wrong part of the episode. D. The five-minute limit made any honest account of his work impossible. 26. How did Nadia approach the second edit? A. She kept every pause so that the recording remained completely untouched. B. She replaced Mr Bell's explanations with a narrator's shorter summary. C. She removed family memories and focused only on practical knowledge. D. She judged each hesitation by what it contributed to the account. 27. What is the best title for the passage? A. The Last Boatbuilder in Town B. Why Long Interviews Lose Their Listeners C. Editing for a Voice, Not Length D. A Podcast That Needed More Background Sound C Automatic sound recorders have become useful tools for studying wildlife. Left in a wetland or forest, they can collect calls for weeks without a human observer being present. Yet a silent file is difficult to interpret. It may mean that no animal called, but it may also mean that rain covered the microphone, wind overwhelmed quieter sounds or the equipment failed. Counting every silence as an absence can therefore turn a technical problem into a false ecological pattern. To reduce that uncertainty, one research team added a small weatherproof speaker near each recorder. At fixed times, the speaker produced a short reference chirp that was different from any local animal call. The chirp was not intended to attract wildlife. Instead, it provided a sound whose time and strength were already known. If a recorder captured it normally, researchers had evidence that the system was working under those conditions; if the chirp was missing or distorted, nearby animal data could be flagged before analysis. The value of the check became clear after a period of heavy rain. Several recorders appeared to show a sudden drop in frog activity. The reference chirps in the same files, however, had also become unusually weak. Field inspection found water lying across the protective mesh in front of the microphones. Once the mesh was cleared, both the chirp and the frog calls returned to their usual strength. Without the reference sound, the team might have reported a biological change that had actually occurred in the equipment. A calibration chirp cannot explain every quiet recording. Even when the device works perfectly, researchers still need repeated samples, weather notes and knowledge of animal behaviour before concluding that a species was absent. What calibration offers is a way to separate some kinds of uncertainty from others. It makes silence more informative by showing when the listening system itself deserves suspicion. In environmental monitoring, knowing how evidence was produced can be as important as counting what the evidence appears to contain. 28. What is the main purpose of the reference chirp? A. To check whether the recording system captured a known sound properly. B. To encourage animals to call at the same time each day. C. To replace weather notes collected by field researchers. D. To measure how far frog calls travel through a wetland. 29. Why was the apparent fall in frog activity misleading? A. The frogs had moved closer to the reference speakers. B. Wind had made the chirp sound similar to a frog call. C. Water had weakened both the test sound and the animal calls. D. Researchers had compared recordings from different seasons. 30. What does the underlined word “flagged” in paragraph 2 most nearly mean? A. Stored permanently. B. Marked for examination. C. Played more loudly. D. Divided at random. 31. What is the main idea of the passage? A. Automatic recorders should replace human observation in difficult habitats. B. Reference speakers can prove that a quiet habitat contains no animals. C. Frog populations can be measured accurately after a single night of recording. D. Calibration and context help researchers interpret silence in wildlife recordings. D A bus arrival board that says '7 minutes' appears to offer a simple fact. In reality, the number is usually the best estimate produced from vehicle location, traffic history and current movement. It is not a promise that the bus will arrive exactly seven minutes later. When a disruption pushes the arrival to twelve minutes, passengers may feel that the system has failed, even though the original estimate contained uncertainty that the display never revealed. Excessive precision can make a model look more certain than it is. One response is to show a range, such as '6–10 minutes', rather than a single number. A range can help passengers decide whether to wait, walk to another stop or step inside during bad weather. It can also communicate that the prediction is changing as new information arrives. However, a wide interval with no explanation may feel evasive rather than honest. 'Between 4 and 18 minutes' gives little practical guidance unless the display also says, for example, that an accident has blocked the normal route. Designers therefore face more than a choice between exact numbers and uncertainty. They must decide when uncertainty matters to a user's action and how much of it can be understood at a glance. One useful design keeps the best estimate prominent but adds a small range or a short reason when reliability falls. Passengers who want a quick answer still receive one, while those making a time-sensitive decision can see that the answer is less stable than usual. The information is layered instead of being either hidden or placed entirely in the foreground. Displaying uncertainty will not prevent delays, and it should not become an excuse for poor transport service. Its value is more modest: it aligns the appearance of the information with the strength of the prediction. Good public information is not the information with the greatest number of digits. It is information precise enough to support a decision and honest enough to show when that decision carries risk. Used in this way, uncertainty does not weaken trust; it gives trust a more realistic basis. 32. Why can a single exact arrival time be misleading? A. It is calculated from traffic history instead of vehicle location. B. It can make an estimate seem like a guarantee. C. It encourages passengers to ignore changes in the weather. D. It prevents transport workers from reporting route accidents. 33. According to paragraph 2, when is a time range most useful? A. When it contains the widest possible interval. B. When passengers already know the cause of every delay. C. When it helps passengers decide what to do. D. When it replaces the best estimate on every arrival board. 34. What can be inferred about the layered design in paragraph 3? A. It serves both quick checking and more careful decision-making. B. It hides unreliable predictions behind a single large number. C. It gives all passengers the same amount of technical detail. D. It is intended mainly for routes with consistently poor service. 35. What is the author's attitude towards displaying uncertainty? A. Doubtful. B. Indifferent. C. Critical. D. Favourable. 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。 Memorising every sentence of a short talk can feel safe. Yet if one phrase disappears under pressure, the next phrase may become difficult to reach because the whole script has been stored as a single chain. ____36____ A flexible rehearsal plan treats the talk as a sequence of ideas and decisions rather than a fixed block of wording. Begin by writing the purpose of each section in a few words: the problem, an example, the consequence and the final request. Put these cues on one card and practise explaining each idea in more than one way. ____37____ Your eyes will be pulled towards the card, and the rhythm of reading may replace the directness of speaking. Short cues, by contrast, remind you where to go without deciding every word in advance. Once the route is clear, practise entering it from different points. Ask a friend to call out 'example' or 'conclusion', then begin from that section without returning to the opening. ____38____ It also reveals transitions that work only when you can remember the exact previous sentence. Rewrite those transitions as simple relationships: 'This example shows...' or 'The second reason differs because...'. Record one complete run, but review it with a specific question: Where did the pace change? Which explanation lost focus? Replaying the talk repeatedly in search of a performance you merely like provides little guidance. ____39____ Make one revision, then rehearse under a slightly different condition, perhaps standing farther from your notes or using a visible timer. On the day of the talk, repeat the opening and closing once, but allow the middle to vary. ____40____ Because the structure remains stable, a changed phrase is not a failure of memory; it is evidence that you can still reach the next idea. A. This exercise makes recovery a normal part of rehearsal. B. Otherwise, practice can become a search for polish rather than useful evidence. C. A technical subject always requires a fully written script. D. Therefore, the best cue card contains every sentence in smaller print. E. The goal is to remember the route of the talk, not every step of its wording. F. If the card contains complete sentences, however, it may become a second script. G. A different expression may even fit the listeners and the moment better. 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 team planned a courtyard book sale to support the neighbourhood library. Thirty minutes before opening, heavy rain drove us into the entrance hall. As student organiser, I tried to ____41____ our outdoor plan exactly: three long rows of tables, with checkout at the far end. The arrangement looked ____42____ in an empty hall, and I relaxed. It did not last. People with wet umbrellas ____43____ a knot at the entrance. Those moving towards checkout met those coming in, while volunteers were ____44____ behind boxes. A father lifted his daughter to see picture books on a high table. I asked volunteers to call out categories more loudly, hoping to ____45____ for poor sight lines. The extra noise only ____46____ the confusion. Then a visitor asked, 'Which way is out?' I realised I had treated each difficulty as an ____47____ problem rather than evidence of one design flaw. On the back of a price list, I ____48____ the paths people were trying to take. Our layout ____49____ that visitors could approach from both ends, but the narrow hall had only one entrance. We ____50____ the middle row, placed children's books on low benches, and moved checkout beside the exit. Coloured cards ____51____ the shouting. Because display space was reduced, two volunteers ____52____ the boxes on display, storing the rest in a classroom. Within minutes, pressure at the entrance ____53____. Visitors stopped ____54____ around one another and began browsing. Our librarian smiled at the open strip down the centre. 'You didn't lose a row,' she said. 'You found the room.' I had thought planning meant ____55____ a clear arrangement. That morning taught me that a useful plan must respond to the people inside it. 41. A. revise B. reproduce C. advertise D. examine 42. A. temporary B. complicated C. orderly D. generous 43. A. formed B. covered C. guarded D. divided 44. A. delayed B. protected C. seated D. trapped 45. A. arrange B. search C. compensate D. call 46. A. measured B. deepened C. replaced D. explained 47. A. solved B. shared C. predictable D. isolated 48. A. traced B. shortened C. crossed D. memorised 49. A. denied B. proved C. assumed D. required 50. A. widened B. decorated C. measured D. removed 51. A. challenged B. replaced C. followed D. encouraged 52. A. rotated B. counted C. delivered D. borrowed 53. A. increased B. shifted C. eased D. remained 54. A. calling B. reaching C. reading D. navigating 55. A. preserving B. ignoring C. describing D. testing 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。 Last autumn, an unused corner beside a secondary-school library ____56____ (redesign) as a 'listening garden'. The idea grew from an art project during ____57____ students recorded everyday sounds that were usually ignored. At the centre is a curved wooden wall whose openings face different directions. Instead of speakers, hollow tubes are used ____58____ (carry) sounds from leaves, footsteps and rain. During construction, students tested tubes of several lengths, ____59____ (discover) that each emphasised a different range of sound. Two openings ____60____ (lower) so younger children could reach them. When wind entered one tube too strongly, the team placed a thin piece of cloth across it. This softened the noise without blocking it ____61____ (complete). Students also added a small bench, encouraging visitors to stay for half ____62____ minute before comparing what they had heard. The garden ____63____ (become) part of science and art lessons since it opened. Visitors are often surprised by ____64____ much activity can be detected in an apparently quiet place. Teachers say the project does more than train the ear; it shows that careful design can make the ordinary worthy ____65____ attention. 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，你校英语社将为来访的国际学生制作一份电子校园指南，现向社员征求建议。请你给负责人Chris写一封邮件，内容包括：1. 建议增加的栏目；2. 栏目应包含的信息；3. 信息收集方式。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。 Elian's school was preparing an exhibition called 'Objects with a Story'. Each student had to display something made from reused material and explain where that material had come from. Elian decided to build a nesting box with his grandfather. At the back of the shed, Grandpa had kept several cedar boards from the garden gate they had taken down the previous year. The gate had stood through twenty winters. Its boards carried dark nail holes, faint pencil lines and one pale strip where a hinge had protected the wood from the sun. As they worked, Grandpa chose where to cut so that one old nail hole would remain beside the entrance. 'People should be able to see that the wood had a life before this one,' he said. Elian liked the idea. He measured while Grandpa held the boards steady, and together they left a tiny pencilled mark inside the roof to show where their measurements had met. When the box was finished, it was strong and neatly made, though its surface still showed the gate's uneven colour. At the exhibition setup, Elian saw projects with smooth painted surfaces and perfectly hidden joints. Suddenly, his own box looked unfinished. That evening, without telling Grandpa, he filled the old nail hole, sanded away the faded strip and covered the whole box in bright blue paint. The result looked almost new. The next morning, his teacher read Elian's label—'Made from our old garden gate'—then looked closely at the box. 'What can a visitor notice that supports the label?' she asked. Elian had no answer. The object claimed to have a story, but he had removed every visible trace of it. Since the exhibition would not open until the following morning, the teacher allowed him to take the box home once more. Paragraph 1: Elian placed the nesting box between them and admitted what he had done. ____________________ Paragraph 2: The next morning, the nesting box stood on the display table again. ____________________ 答案与解析 21. 标准答案：C 解析：定位第一项最后两句：原作由制作者带回；若要把复印件放在公共阅读台，必须先由制作者签署许可卡。因此选C。 22. 标准答案：A 解析：第二项明确说明，遇到下雨，最后三十分钟的户外核对改为在室内比较城镇档案照片，选A。 23. 标准答案：D 解析：物品须为非电器且有简单活动部件；预约按物品计算，两名家人可以共同操作一件。D中的手摇削笔器符合全部条件。 24. 标准答案：B 解析：首段的five-minute episode和smooth and efficient是关键。Nadia第一次剪辑只想在时限内让节目更流畅，选B。 25. 标准答案：A 解析：Mr Bell并不反对删减；他在意的是，停顿和绳子摩擦声被删后，记忆失去了个人节奏。因此A最符合他的反应。 26. 标准答案：D 解析：第三段区分了两类停顿：删掉使叙述兜圈子的重复，保留能表现情绪或让画面展开的停顿。她是在判断每处犹豫对叙述有何作用，选D。 27. 标准答案：C 解析：全文写Nadia如何从“只求简短流畅”转向“保留说话者的声音”。C既扣住editing，也概括了人物认识的变化。 28. 标准答案：A 解析：参考声的时间和强度都是已知的，录下来的效果可用来检查设备当时是否正常工作，选A。 29. 标准答案：C 解析：如果青蛙真的减少，参考声不应同时变弱。雨水挡住麦克风后，两种声音一起减弱，所以表面上的下降来自设备问题，选C。 30. 标准答案：B 解析：flag前的missing or distorted表明录音出现异常，研究者应先把它挑出来检查，而不是直接分析。flagged在此意为“标记待查”，选B。 31. 标准答案：D 解析：文章先说明静音可能来自设备，再介绍校准声，并用雨天案例说明其作用，末段补充使用限制。中心是借助校准和背景信息正确解读录音中的静音，选D。 32. 标准答案：B 解析：“7 minutes”只是估计，显示成单一的精确数字却容易被乘客当成承诺，选B。 33. 标准答案：C 解析：第二段列举等车、步行换站和进室内避雨，说明时间范围的价值在于帮助乘客作选择。C正确。 34. 标准答案：A 解析：醒目的最佳估计供乘客快速查看；范围或原因留给需要判断风险的人。两层信息照顾了不同的使用需求，选A。 35. 标准答案：D 解析：末段指出，恰当展示不确定性不会削弱信任，反而能让信任建立在更真实的基础上。作者持Favourable态度，选D。 36. 标准答案：E 解析：空前指出逐句记忆容易因漏掉一句而中断，空后转向按ideas and decisions准备。E中的route正好概括这种新方法：记住演讲路线，而非固定措辞。 37. 标准答案：F 解析：空后的Your eyes will be pulled towards the card说明提示卡会牵制演讲者。F先提出“卡片写满完整句子”这一情况，正好引出后果。 38. 标准答案：A 解析：空后用It also reveals补充这种训练的另一项作用，因此空处应先写第一项作用。A中的This exercise指前句“从不同部分开始演讲”的练习。 39. 标准答案：B 解析：前句批评毫无目的地反复回放。B说明这样做容易只追求表面完美，却得不到有用信息，与下句“Make one revision”衔接。 40. 标准答案：G 解析：前句允许演讲中段的表达发生变化，G说明换一种说法有时反而更适合现场听众；后句再解释，只要结构不变，换词并不是忘词。 41. 标准答案：B 解析：exactly说明叙述者想把室外方案原封不动搬进门厅，reproduce最合适；revise表示“修改”，不合句意。 42. 标准答案：C 解析：三排桌子在无人使用时看上去整齐有序，叙述者因此放松。orderly符合这种表面印象。 43. 标准答案：A 解析：form a knot可表示人群“挤成一团”。携带湿雨伞的人堵在入口，正好触发后文的人流冲突。 44. 标准答案：D 解析：志愿者被桌子和箱子挡住，无法顺利移动，trapped符合现场状态。 45. 标准答案：C 解析：看不清分类时，叙述者试图用更大的声音来弥补，搭配为compensate for。 46. 标准答案：B 解析：The extra noise和only提示结果适得其反：叫喊让混乱更严重，故用deepened。 47. 标准答案：D 解析：rather than把两种判断放在一起：他原先把每个困难看成单独的问题，后来才发现它们都源于同一处布局缺陷。isolated符合题意。 48. 标准答案：A 解析：在价目表背面把人们的行走路线画出来，用trace最贴切，意为“描出轨迹”。 49. 标准答案：C 解析：这套布局默认访客能从两端接近桌子，但门厅实际上只有一个入口。assumed点出设计所依赖的前提并未经过现场验证。 50. 标准答案：D 解析：后文的open strip down the centre说明中间通道已经腾空，所以团队移走了中间一排桌子，选removed。 51. 标准答案：B 解析：彩色卡片让访客能直接辨认分类，不再需要志愿者喊叫，因此用replaced。 52. 标准答案：A 解析：展位放不下全部箱子，志愿者只好轮换台面上的箱子，其余暂存在教室。rotated在这里表示“轮换展示”。 53. 标准答案：C 解析：入口布局调整后，人群不再拥挤，pressure应是“减轻”，选eased。 54. 标准答案：D 解析：新通道出现后，访客不必在人群中彼此绕行。navigating around one another符合这一动作。 55. 标准答案：A 解析：前后是认识上的变化：起初他把计划理解为维持既定安排，后来才懂得布局应随使用者调整。preserving最能表现他原先想把方案原样保留下来的做法。 56. 标准答案：was redesigned 解析：last autumn表明动作发生在过去；corner与redesign是被动关系，填was redesigned。 57. 标准答案：which 解析：先行词是an art project，空前有介词during，填which，组成during which引导定语从句。 58. 标准答案：to carry 解析：这里说明中空管道的用途，用be used to do sth.，填to carry。 59. 标准答案：discovering 解析：句中谓语是tested，students与discover为主动关系；空处用现在分词作状语，填discovering。 60. 标准答案：were lowered 解析：openings是被降低位置，动作发生在建造阶段，填一般过去时的被动形式were lowered。 61. 标准答案：completely 解析：空格修饰blocking，应用副词；complete变为completely。 62. 标准答案：a 解析：half a minute是固定数量表达，填a。 63. 标准答案：has become 解析：since it opened要求主句用现在完成时，主语The garden为单数，填has become。 64. 标准答案：how 解析：how much引导宾语从句，表示“能发现多少活动”，填how。 65. 标准答案：of 解析：be worthy of意为“值得……”，填of。 66. 参考范文： Dear Chris, I think the guide could include a section called “Getting Help on Campus”. It should list the places international students may need in their first few days, such as the school office, medical room and lost-and-found desk. For each place, we can give its opening hours, location and the name of a student volunteer who can help. To collect the information, we could visit the offices and check the details with the staff. Best, Li Hua 写作指导：建议围绕一个栏目写透，不必堆列多个点子。范文选择“Getting Help on Campus”，用opening hours、location和student volunteer等信息说明栏目内容，再写明向各办公室工作人员核实资料，使“收集方式”与前面的信息项目一一对应。邮件保持礼貌、简洁，控制在80词左右。 67. 参考范文： Elian placed the nesting box between them and admitted what he had done. “The other projects looked new, so I covered every mark,” he said. Grandpa listened, then brought out the cedar offcuts. One narrow piece still showed a dark nail hole and several faint pencil lines. They cut it to fit the lower front edge of the box and fixed it with two screws. Elian added one sentence to his label: “This strip comes from the old gate.” The next morning, the nesting box stood on the display table again. The weathered strip stood out against the blue paint. A boy pointed to the nail hole and asked how old it was. Elian explained that it had been in the gate through twenty winters, then admitted why he had painted the box. The boy smiled and leaned closer. Soon two more visitors stopped to listen. When Grandpa arrived, Elian was telling them about the gate instead of hiding the box behind other projects. Grandpa caught his eye and gave a small nod. 续写指导：第一段承接Elian认错，写他和爷爷商量并完成一个现实可行的补救办法；第二段回到展览现场，通过参观者的提问和Elian的回答表现修改后的效果。注意照应旧木板、钉孔、铅笔线和展品标签等原文线索，结尾用人物动作收束即可，不必另加说理。 A39 · 学科网（北京）股份有限公司 $