高考英语综合训练卷 A 44 -2027届高三英语一轮复习专项

**基本信息** 聚焦真实情境与综合能力，整合阅读、语言运用及写作模块，系统考查语言能力与思维品质 **综合设计** |模块|题量/典例|方法提炼|知识逻辑| |----|-----------|----------|----------| |阅读|20题（含4篇阅读+七选五）|细节定位、推理逻辑、上下文衔接|从信息获取到语篇结构，层层递进考查理解能力| |语言运用|25题（完形+语法填空）|语境分析、语法规则运用|从词汇语境辨析到语法知识综合运用，构建语言基础| |写作|2题（应用文+读后续写）|问题解决、情节连贯|从实用文体规范到叙事逻辑构建，提升表达与思维能力|

原创高考英语综合训练卷 A44-教师解析版 教师解析版 | 共47题 | 满分120分 | 建议用时100分钟 | 难度：中上 试题部分 第一部分 阅读（共20小题；满分50分） 第一节 阅读理解（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 Borrow, Mend, Share: Saturday at Northgate Tool Library Northgate Tool Library is opening its workshop for a community skill-share day on Saturday, 18 October. The library lends household tools, but the event is designed for people who also want to learn how to use them safely. Entry is free. Bring one small repair project if you have one; observers are equally welcome. 09:30-10:15 | Tool Tour. Staff introduce the borrowing system and demonstrate how to check cables, blades and batteries before use. This session is recommended for first-time visitors and does not require booking. 10:30-12:00 | Fix-It Bench. Volunteer makers help with simple repairs to lamps, stools, bags and bicycles. They will guide you rather than complete the job for you. Places are limited to twelve, so reserve a bench online and describe the object you plan to bring. Electrical items must be unplugged and clean. 13:00-14:00 | One Tool, Three Jobs. A gardener, a set designer and a bicycle mechanic show unexpected uses of common hand tools. No booking is needed. At 14:15, the Swap Table opens for tools in good working order and spare materials only; paint, chemicals and broken batteries cannot be accepted. Residents aged 15 or over may join the library with proof of a local address. Those under 16 must attend workshops with an adult. Members borrow most tools without charge, although a refundable deposit is required for high-value equipment. The deposit is returned when the item comes back on time and passes a safety check. Questions about access needs can be sent to access@northgatetools.org by Wednesday. 21. What should a first-time visitor do if they want hands-on repair guidance? A. Attend the Tool Tour with an electrical item. B. Leave the object at the library before Saturday. C. Reserve a place at the Fix-It Bench and describe the object. D. Join the Swap Table and ask a mechanic to finish the repair. 22. Who may join the tool library as a member without paying a general borrowing fee? A. Any visitor who brings a broken bicycle. B. Only adults who have completed the Tool Tour. C. A local resident aged 15 or over with proof of address. D. Anyone under 16 who attends without an adult. 23. Why is a deposit required for some equipment? A. To pay volunteers for repair work. B. To cover the cost of workshop materials. C. To limit membership to experienced users. D. To encourage the timely and safe return of valuable tools. B When sixteen-year-old Imani began volunteering at the Harbor Archive, she expected to scan photographs. Instead, curator Rosa Vale handed her a recorder and asked her to prepare short audio descriptions for a new display about dockworkers. The archive wanted visitors who could not see the objects clearly to encounter more than a list of dates and materials. Imani's first recording was exact and lifeless. She read the printed label for a brass lunch bell, naming its size, maker and year. Mr. Lee, a visitor advising the project, listened patiently. 'I know what the card says,' he told her. 'But where does this bell sit in the room? Is it heavy? What happens when it rings?' His questions showed that accuracy alone had left the object floating without a place or purpose. The next week, Imani asked a retired dockworker to hold a similar bell and describe the end of a shift. She recorded the scrape of a wooden table, the worker's breath before he spoke, and one clear strike of the bell in the archive courtyard. She then rewrote the description so that listeners moved from the cool handle to the widening sound and finally to workers closing their toolboxes. The glass case had buffered the original bell from direct handling, but the recording returned some of its weight through sound. Imani still checked every factual statement with Rosa. Yet she also began testing each script while standing at the display, noticing the distance between cases and the hum of the ventilation system. Mr. Lee suggested shortening one passage because the nearby model ship deserved silence around it. Another visitor asked for the speaker's name, which led the archive to credit the people whose memories shaped each recording. By opening day, Imani no longer thought of description as translating sight into sentences. It was a form of guided attention, built through evidence, sound and other people's corrections. The final tracks did not tell every visitor what to imagine. They gave each person enough orientation to form an encounter of their own. 24. What was the main weakness of Imani's first recording? A. It repeated label facts without locating the object in an experience. B. It included an incorrect date for the lunch bell. C. It was too quiet to be heard beside the display. D. It relied on a dockworker whose memory was uncertain. 25. What can be inferred from Mr. Lee's suggestions? A. He wanted every object to be described in the same amount of detail. B. He valued descriptions that orient listeners without controlling their response. C. He believed factual checking should be left to visitors. D. He preferred personal memories to be removed from museum records. 26. What does the word "buffered" in paragraph 3 most nearly mean? A. Hidden. B. Protected. C. Replaced. D. Measured. 27. What is the author's main purpose in telling Imani's story? A. To argue that sound should replace objects in archives. B. To compare the duties of volunteers and curators. C. To explain why historical labels contain technical facts. D. To show how inclusive interpretation develops through listening and revision. C Small, densely planted 'pocket forests' are appearing beside schools, housing blocks and transport stations. Their supporters say that many layers of native trees and shrubs can cool hard-surfaced neighborhoods while creating habitat. Until recently, however, temperature claims often came from single sites measured on especially hot afternoons. A two-year study in Riverton compared eighteen pocket forests with nearby mown lawns and paved spaces. Sensors recorded air temperature, soil moisture, wind and shade every ten minutes. At midday, established forests were on average 1.6 degrees Celsius cooler than open lawns, with the strongest difference, 2.7 degrees, at sites where tree crowns formed a connected canopy and the soil still held water. Narrow plots exposed to dry wind produced much smaller effects. After sunset, the temperature gap mostly disappeared. The researchers also counted insects and tested how quickly rain entered the ground. Older pocket forests supported more kinds of pollinators and absorbed brief storms better than compacted lawns. Those gains did not arrive immediately. For the first two summers, young trees needed watering and weeds had to be controlled. Once roots deepened and leaf litter accumulated, maintenance demands fell sharply. Project leaders therefore warn against treating a pocket forest as a portable climate machine. A shaded bus route, drinking water and heat-safe buildings may protect people more directly during extreme weather. Nor should cities plant dense trees where they would block sight lines or compete with valuable open recreation space. Site choice matters as much as plant choice. The study does not weaken the case for pocket forests; it makes that case more precise. In suitable places, they can combine modest daytime cooling with storm-water and habitat benefits. But their value grows from patient establishment and thoughtful placement, not from the number of saplings squeezed into a photograph. 28. Which condition was linked to the strongest daytime cooling? A. A narrow plot exposed to dry wind. B. A recently planted site with many visible saplings. C. A connected canopy above moisture-holding soil. D. An open lawn that released heat after sunset. 29. What does the study suggest about maintaining a pocket forest? A. It requires early investment before becoming less demanding. B. It needs increasing amounts of water as trees mature. C. It becomes effective only if weeds are never removed. D. It should be replanted after every winter storm. 30. What is the author's attitude toward pocket forests? A. Dismissive. B. Unreservedly enthusiastic. C. Cautiously optimistic. D. Indifferent. 31. What is the passage mainly about? A. Why cities should replace lawns with dense forests everywhere. B. How one neighborhood photographed its planting campaign. C. Why pollinator counts are more reliable than temperature sensors. D. What evidence reveals about both the benefits and limits of pocket forests. D Digital reading tools often promise to remove friction: pages load instantly, unfamiliar terms open with a tap, and progress bars encourage continuous movement. Convenience matters, especially for readers using translation or accessibility tools. Yet researchers are asking whether an entirely smooth interface can also remove moments in which readers decide what a text means. In one study, 180 university students read the same unfamiliar article in three interfaces. The first group scrolled normally. The second encountered four brief pauses and typed a one-sentence prediction about what the author would argue next. The third saw a neutral timer at the same four points but made no prediction. All groups could use a glossary, and notifications were disabled. The prediction group took only three minutes longer than the normal-scroll group. On questions that asked students to recall stated facts, all three groups performed similarly. On transfer questions, which required applying the article's reasoning to a new case, the prediction group did better. The timer group showed no comparable gain. Slowing readers, then, was not enough; the pause helped when it required a meaningful choice. A follow-up trial allowed readers to dismiss each prediction prompt. Frequent readers of technical material skipped more prompts at first, but many chose to use them near sections containing competing explanations. Interviews suggested that control mattered. A compulsory interruption felt like a barrier, whereas an optional prompt could become a tool readers selected when the argument grew dense. This is why 'friction' should not be confused with inconvenience for its own sake. Pop-up quizzes after every paragraph can divide attention, and decorative animations may add effort without thought. Productive friction is selective: it interrupts automatic movement at a point where a reader can predict, connect or revise. The best digital reading environment may therefore be neither perfectly smooth nor constantly demanding. It may simply make room for deliberate pauses and let readers learn when to use them. 32. Which group performed best on transfer questions? A. The group that made predictions at selected pauses. B. The group that scrolled without interruption. C. The group that waited for a neutral timer. D. The group that received phone notifications. 33. What can be inferred from the comparison with the timer group? A. Any delay improves a reader's memory of facts. B. An interruption helps when it directs the reader toward meaningful thought. C. Neutral timers are more demanding than written predictions. D. Prediction prompts mainly help by extending reading time. 34. Why does the author mention readers dismissing prompts in the follow-up trial? A. To prove that experienced readers never need support. B. To show that reader control helps turn a prompt from a barrier into a tool. C. To suggest that technical articles should contain fewer explanations. D. To demonstrate that optional prompts always shorten reading time. 35. Which is the best title for the passage? A. Why Faster Screens Always Produce Better Readers B. The End of Glossaries in Online Articles C. When a Small Pause Deepens Digital Reading D. How Notifications Improve Technical Memory 第二节 七选五（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。 When visitors repeatedly get lost in a library, park or school, the first response is often to order more signs. That may help, but a sign designed from a map can miss what a person actually sees while moving. An observation walk offers a better starting point. ___36___ Include someone who knows the site well and someone who does not; their different assumptions are useful evidence. Choose one real destination, such as the accessible entrance or the music room, and begin where visitors normally arrive. Give the newcomer only the information an ordinary visitor would have. ___37___ Comments such as 'I expected the corridor to continue' reveal the mental map behind a wrong turn. Record decisions, not just mistakes. Note where the walker slows, looks above eye level, follows another person or turns back. ___38___ It may show that two arrows compete, a doorway resembles a staff-only entrance, or the destination changes name on different signs. After several walks, place the observations on a simple route map. Look for points where different walkers hesitated for the same reason. ___39___ A poorly lit doorway may need maintenance, while an inconsistent room name may require agreement among departments before any sign is printed. Make temporary signs from card and removable tape, then repeat the walk with new participants. ___40___ A sign that works in an empty corridor may disappear behind an open door or a lunchtime crowd. Only after this second round should durable signs be ordered. The aim is not to cover every wall with directions, but to give the right clue at the moment a visitor must decide. A. A missed turn is therefore a diagnosis rather than a failure. B. Permanent signs should use the brightest color available. C. Return at a different time of day to test changing light and traffic. D. Start with a small group and assign one person to observe without leading. E. Experienced staff can usually predict every point of confusion. F. Next, separate problems that signs can solve from those that need another response. G. Do not correct the walker immediately; ask what they expected to find instead. 第二部分 语言运用（共25小题；满分30分） 第一节 完形填空（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。 Nara joined a student project that was collecting memories of the old river ferry. She was assigned to interview Mr. Gao, its last ticket keeper. Armed with twelve carefully ordered questions, she expected stories to arrive on schedule. Instead, she ___41___ through twenty minutes of one-word replies. Her teacher advised her not to fill every silence. Before returning, Nara searched the town archive and found a large route map. When she laid it on Mr. Gao's table, his guarded expression ___42___. His finger moved along the river and stopped at Bend Seven, which someone had ___43___ in blue pencil. Nara asked about the mark, then waited. Mr. Gao explained that the ferry bell was more than a signal; for him, its uneven ring carried the ___44___ of the night a flood struck the town forty years earlier. He had been seventeen, and the river had cut the road to the clinic. The ferry crews explained their plan at every doorway and asked families to ___45___ them while they tied three boats side by side. Mr. Gao began to ___46___ how people passed medicine across the moving decks, adding each practical ___47___ as if he could still feel the ropes in his hands. The story was not about one dramatic hero. It was a careful community ___48___, with cooks bringing hot water, mechanics checking engines and teenagers carrying messages. Its meaning reached ___49___ Mr. Gao's own family. Nara understood that her failed first interview contained a useful ___50___: trust could not be hurried by a polished list. For the exhibition, she chose to present the work ___51___ rather than hide its false starts. The map, a recording of the bell and several unfinished questions were displayed ___52___. She also ___53___ Mr. Gao to stand beside the map rather than placing his voice behind a screen. When Nara ___54___ the recording, he pointed to the blue bend and credited every group involved in the rescue. The audience heard a fuller history because Nara had finally learned to be ___55___ enough for it to emerge. 41. A. hurried B. struggled C. refused D. pretended 42. A. hardened B. softened C. puzzled D. vanished 43. A. marked B. repaired C. folded D. ignored 44. A. decoration B. warning C. memory D. destination 45. A. doubt B. interrupt C. reward D. trust 46. A. describe B. avoid C. shorten D. invent 47. A. doubt B. anger C. relief D. detail 48. A. accident B. contest C. rescue D. argument 49. A. beyond B. against C. beside D. within 50. A. demand B. guess C. excuse D. lesson 51. A. dramatically B. privately C. silently D. honestly 52. A. separately B. secretly C. together D. late 53. A. invited B. ordered C. warned D. forced 54. A. checked B. played C. replaced D. hid 55. A. perfect B. patient C. famous D. formal 第二节 语法填空（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。 On Luma Island, a secondary school ___56___ (locate) above the harbor has long depended on water delivered by boat. In recent years, dry seasons ___57___ (become) less predictable, which led the science club to test fog-harvesting nets. The nets, ___58___ are made of fine vertical mesh, catch tiny drops carried by the wind. Working with a local engineer, students learned ___59___ (position) each net across the usual path of morning fog. They recorded wind direction ___60___ (careful) instead of assuming that the highest point would collect the most water. During the first month, only a small amount of water ___61___ (collect) each day, but a change in angle doubled the amount. The water flows ___62___ a covered pipe into a tank and is used for young trees, not for drinking. After the frame was made ___63___ (strong) than before, it survived a winter storm. The project is now ___64___ open-air lesson in how observation can improve design. More importantly, it has changed ___65___ students notice: a cloud that once seemed to pass without a trace can become a small, measurable resource. 第三部分 写作（共2小题；满分40分） 第一节 应用文写作（满分15分） 66. 假定你是学校安静自习室试运行项目的学生观察员李华。一个月试运行结束后，请用英语向学生发展办公室提交一份报告，题目为 Report on the Quiet Study Room Trial。内容包括：1. 说明你发现的一个问题，并给出具体场景或证据；2. 说明该问题的实际影响；3. 提出至少两项可执行的改进建议。词数120左右。 Report on the Quiet Study Room Trial 第二节 读后续写（满分25分） 67. 阅读材料，根据其内容和所给段落开头续写两段，使之构成一篇完整的短文。续写词数应为150左右。 Priya and Noah had spent six weeks raising trays of sedge and marsh marigold seedlings in the school greenhouse. The plants were due to be carried to Willow Fen on Saturday, where students would restore a strip damaged by heavy foot traffic. Priya kept careful temperature and watering records; Noah was usually the first to lift a tray or repair a loose shelf. On Friday evening, a cold front arrived hours earlier than forecast. The two students returned to check the greenhouse before the temperature fell below freezing. Most of the roof vents had closed automatically, but the largest one remained open. Their teacher was driving back from another campus and told them by phone to follow the emergency instruction card. The card said that a manual chain for the vent hung on the west wall behind the soil bags. A delivery that afternoon had left twelve heavy bags stacked tightly in front of it. Noah climbed onto a bench and tried to pull the vent frame down by hand. The metal gave a sharp groan, and Priya warned that another pull could bend the frame or crack a pane. Noah jumped down, frustrated. He argued that the seedlings would not survive while they followed instructions line by line. Priya agreed that they had to move quickly, but she pointed out that breaking the vent would expose the plants all night. Near the door she noticed a low platform trolley used for compost deliveries. The temperature display dropped another degree. Noah looked from the stacked bags to the trolley, then nodded. Neither student could solve the problem alone, and the fleece covers prepared for transport would help only after the open vent was secured. Paragraph 1: Priya pointed to the narrow gap behind the soil bags. Paragraph 2: When the vent finally settled into its frame, Noah reached for the fleece covers. 参考答案与解析 答案速查 21 C 22 C 23 D 24 A 25 B 26 B 27 D 28 C 29 A 30 C 31 D 32 A 33 B 34 B 35 C 36 D 37 G 38 A 39 F 40 C 41 B 42 B 43 A 44 C 45 D 46 A 47 D 48 C 49 A 50 D 51 D 52 C 53 A 54 B 55 B 56 located 57 have become 58 which 59 to position 60 carefully 61 was collected 62 through 63 stronger 64 an 65 what 66 见参考范文 67 见参考续写 第一部分 阅读 第一节 阅读理解（21—35） 21. 答案：C 题干：What should a first-time visitor do if they want hands-on repair guidance? 解析：细节理解题。Fix-It Bench 明确要求提前在线预订并说明所带物品，且志愿者提供操作指导，故选 C。 22. 答案：C 题干：Who may join the tool library as a member without paying a general borrowing fee? 解析：细节理解题。末段说明年满15岁且能提供本地住址证明的居民可加入，多数工具免费借用，故选 C。 23. 答案：D 题干：Why is a deposit required for some equipment? 解析：推理判断题。押金在工具按时归还并通过安全检查后退回，作用是促使借用者妥善、及时归还高价值设备，故选 D。 24. 答案：A 题干：What was the main weakness of Imani's first recording? 解析：细节理解题。第二段指出首版虽准确，却只是照读标签，缺少空间、重量、声音和用途等体验线索，故选 A。 25. 答案：B 题干：What can be inferred from Mr. Lee's suggestions? 解析：推理判断题。Mr. Lee 既要求补足方位与感官信息，又建议为模型船保留安静空间，说明他重视适度引导而非替听众包办想象，故选 B。 26. 答案：B 题干：What does the word "buffered" in paragraph 3 most nearly mean? 解析：词义猜测题。展柜使原铃铛免于被触摸，语境中的 buffered 表示隔离并保护，最接近 protected，故选 B。 27. 答案：D 题干：What is the author's main purpose in telling Imani's story? 解析：写作目的题。文章围绕 Imani 从照读标签到吸收访客、工人和策展人意见不断修订的过程，突出包容性说明由倾听与协作形成，故选 D。 28. 答案：C 题干：Which condition was linked to the strongest daytime cooling? 解析：细节理解题。研究显示树冠连续且土壤保有水分的地点降温最明显，故选 C。 29. 答案：A 题干：What does the study suggest about maintaining a pocket forest? 解析：推理判断题。幼林前两年需浇水除草，根系加深和落叶层形成后维护量显著下降，说明需先投入、后减负，故选 A。 30. 答案：C 题干：What is the author's attitude toward pocket forests? 解析：观点态度题。作者肯定其降温、蓄水与生境价值，同时强调选址、维护和替代措施的边界，态度为谨慎乐观，故选 C。 31. 答案：D 题干：What is the passage mainly about? 解析：主旨大意题。全文以两年研究为核心，同时呈现微型森林的多重收益、条件限制和适用边界，故选 D。 32. 答案：A 题干：Which group performed best on transfer questions? 解析：细节理解题。实验结果明确指出预测组在把文章推理迁移到新情境的题目上表现更好，故选 A。 33. 答案：B 题干：What can be inferred from the comparison with the timer group? 解析：推理判断题。计时组同样被放慢却无迁移优势，说明有效因素不是延迟本身，而是暂停时进行有意义的预测，故选 B。 34. 答案：B 题干：Why does the author mention readers dismissing prompts in the follow-up trial? 解析：推理作用题。后续实验表明读者可自主跳过或在复杂处启用提示，自主权使打断从障碍转化为策略工具，故选 B。 35. 答案：C 题干：Which is the best title for the passage? 解析：标题归纳题。文章重点说明选择性、带思考任务的短暂停顿能提升数字阅读的深层理解，C 最能概括全文。 第二节 七选五（36—40） 36. 答案：D 解析：空后说明小组中应包含熟悉与不熟悉场地的人，D 先提出组建小组并安排不带路的观察者，衔接自然。 37. 答案：G 解析：空后举例说明错误预期能揭示心理路线图，G 提出不要立即纠正而要追问预期，形成方法与例证关系。 38. 答案：A 解析：前文要求记录决策与错误，后文列出错误背后的多种设计原因，A 把走错视为诊断信息，承上启下。 39. 答案：F 解析：空后分别给出照明维护和名称协调两类非单纯标识问题，F 提出区分标识可解决与需其他措施的问题，逻辑严密。 40. 答案：C 解析：在不同时间段复测，以检验光线和人流变化对标识可见性的影响。 第二部分 语言运用 第一节 完形填空（41—55） 41. 答案：B 解析：面对连续的单词式回答，Nara 的访谈进行得十分艰难，struggled 符合语境。 42. 答案：B 解析：地图唤起熟悉记忆，使老人原本戒备的神情缓和，softened 最恰当。 43. 答案：A 解析：蓝铅笔在地图上标出了河湾，mark a place on a map 为自然搭配。 44. 答案：C 解析：不均匀的铃声让老人想起四十年前的洪水夜，carry the memory of 表示承载记忆。 45. 答案：D 解析：船员先逐户说明方案，再请各家相信他们的判断；ask families to trust them 与后续协作构成清晰因果，故选 D。 46. 答案：A 解析：老人开始讲述人们如何传递药品，describe 后接 how 从句准确。 47. 答案：D 解析：老人仿佛仍能摸到绳索，说明他不断补充具体操作细节，detail 符合语境。 48. 答案：C 解析：厨师、机械师和青少年共同完成的是一次社区救援，rescue 与洪水情境一致。 49. 答案：A 解析：故事意义超越老人的个人家庭，reach beyond 表示影响范围延伸至……之外。 50. 答案：D 解析：首次失败让 Nara 明白信任不能被提问清单催促，这是她获得的一课，lesson 恰当。 51. 答案：D 解析：rather than hide its false starts 表明 Nara 选择如实呈现形成过程，副词 honestly 修饰 present，故选 D。 52. 答案：C 解析：地图、铃声录音和未完成的问题共同构成展览，displayed together 符合整体设计。 53. 答案：A 解析：Nara 尊重老人并邀请他站在地图旁，invited 符合积极的人际关系。 54. 答案：B 解析：展览现场应是播放铃声录音，play a recording 为固定搭配，故选 B。 55. 答案：B 解析：全文核心是 Nara 学会等待和建立信任，足够耐心才让完整历史浮现，patient 点题。 第二节 语法填空（56—65） 56. 答案：located 解析：school 与 locate 构成被动关系，过去分词短语 located above the harbor 作后置定语。 57. 答案：have become 解析：时间状语 In recent years 要求现在完成时，主语 dry seasons 为复数，故填 have become。 58. 答案：which 解析：逗号后为非限制性定语从句，先行词 nets 指物，关系词在从句中作主语，填 which。 59. 答案：to position 解析：learn to do sth. 表示学会做某事，故填不定式 to position。 60. 答案：carefully 解析：空处修饰 recorded，应使用副词 carefully。 61. 答案：was collected 解析：only a small amount of water 是以 amount 为中心词的单数主语，与 collect 为被动关系；During the first month 表明过去，因此填 was collected。 62. 答案：through 解析：水经过封闭管道流入水箱，表示从内部穿过使用介词 through。 63. 答案：stronger 解析：than before 是明确比较标志；make + 宾语 + 形容词作宾补，因此只能填比较级 stronger，原级 strong 不成立。 64. 答案：an 解析：lesson 为可数名词单数，open-air 以元音音素开头，故用 an。 65. 答案：what 解析：changed 后接宾语从句，空处既引导从句又作 notice 的宾语，表示学生注意到的事物，填 what。 第三部分 写作 第一节 应用文写作（66） 66. 答案：见参考范文 解析：报告应围绕一个核心问题形成证据—影响—建议链。体裁由任务决定为 REPORT，不使用邮件称呼、结束语和署名；给定标题属于合法结构化脚手架。 参考范文 Report on the Quiet Study Room Trial During the month-long trial, I observed that the room's silent-work rule was applied unevenly. On three afternoons, group-project discussions continued at the back tables even after the desk sign was turned to QUIET. Several students then moved into the corridor to finish reading. The problem reduced concentration and fair access. Students near the discussions repeatedly reread the same pages, while those who moved into the corridor lost access to seats and power sockets. Groups that genuinely needed to talk also had no clearly designated alternative space. I recommend keeping the entire room for silent study and directing group work to Room 204, with monitors reminding users at the door. The Student Development Office should also place a QR feedback form near the exit; weekly responses would show when extra supervision is needed. 写作指导 第一段交代试运行中的核心问题并嵌入具体观察，避免只写抽象评价。第二段说明噪声如何影响专注度和空间的公平使用：附近学生反复重读，转移到走廊的学生失去座位和插座，需要讨论的小组也没有明确替代空间。第三段提出可执行建议：整间自习室保持安静，将小组活动引导至 Room 204，并由值班人员在门口提醒；学生发展办公室在出口设置二维码反馈表，按周查看反馈以决定何时增加监督。标题独立呈现；三个正文段均使用真实首行缩进，不用空格、全角空格、Tab或软换行模拟。 第二节 读后续写（67） 67. 答案：见参考续写 解析：续写应紧扣温室天窗未闭、手动链条被土袋挡住以及两人做事方式不同。第一段须借助推车移袋，按应急卡操作手动链条并关闭天窗；第二段须及时铺好保温布，以幼苗安全、道歉和互相肯定完成合作闭环。 参考续写 Priya pointed to the narrow gap behind the soil bags. She held the trolley steady while Noah loaded the bags two at a time. Moving them took longer than Noah's attempted shortcut, but it was safer. Soon the manual chain came into view. Priya read the next instruction aloud while Noah pulled steadily, pausing whenever she checked the mechanism. The vent descended without another groan. With only a few centimeters left, Noah smiled. “Following the card was the right call,” he admitted. “And we needed your quick work,” Priya replied. When the vent finally settled into its frame, Noah reached for the fleece covers. He spread one over the trays on the far bench while Priya secured its corners. They moved along the rows, leaving space around the stems. When their teacher arrived, the temperature had stopped falling. The next morning, every tray was healthy and ready for Willow Fen. Noah apologized for pulling at the vent, and Priya admitted that even a good plan depended on quick action. Carrying the first tray together, they matched their steps across the muddy path. 写作指导 情节链为：寒潮提前到来—自动天窗卡住—手动链条被土袋遮挡—Priya 找到推车—两人移开土袋—按应急卡操作手动链条并关闭天窗—铺好保温布—次日幼苗顺利运往 Willow Fen。人物始终为同学 Priya 与 Noah；关键物品仅使用原文已铺垫的推车、手动链条、应急卡和保温布。两段分别完成关窗和保苗，并以道歉和互相肯定回应两人不同的做事方式，不引入安全扣、清单或偶然救援。 A44 教师解析版 · 第 页 / 共 页 学科网（北京）股份有限公司 $