高考英语综合训练卷 A 45 -2027届高三英语一轮复习专项

**基本信息** 该综合训练卷以高考题型为载体，系统整合语言能力、思维品质等核心素养，通过题型专项解析构建“定位-分析-迁移”的解题方法体系，逻辑覆盖阅读、语言运用及写作全模块。 **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+5选5）|细节题定位原文、推理题逻辑分析、七选五上下文衔接|语篇理解→信息筛选→逻辑推理，层层递进考查文本解读能力| |语言运用|25题（完形15+语法10）|完形语境词义匹配、语法填空词形转换规则|词汇语境应用→语法规则迁移，构建语言知识综合运用链| |写作|2题（应用文+读后续写）|建议书“问题-影响-建议”结构、续写情节逻辑闭环|真实情境写作→叙事逻辑构建，提升语言表达与思维品质|

原创高考英语综合训练卷 A45 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 Ridge Observatory: Night-Sky Imaging Workshop Friday, 17 April | 18:30-22:15. This workshop introduces the decisions behind clear night-sky photographs. It is open to participants aged 16 or over who can operate their camera in manual mode. No previous astronomy experience is required. The fee is 18 dollars, including hot drinks and use of the observatory's tracking mounts. 18:30 | Indoor setup. The tutor explains focus, exposure and how stars appear to move during a long photograph. Participants practice attaching cameras to an unpowered demonstration mount. This opening session is included for everyone and does not require a separate booking. 19:30 | Small-group stations. Choose one station when registering: Wide Sky for constellations and landscape, or Deep View for a bright star cluster. Deep View has only eight places because each pair shares a tracking mount. A limited number of tripods can be borrowed; reserve one on the registration form. Bring a digital camera with manual controls, a fully charged battery and an empty memory card. Phones may be used only if they offer manual exposure. White torches and camera flashes are not permitted outdoors because they interrupt the eyes' adjustment to darkness. Red lights will be provided along the path. Cloud will not cancel the workshop. If the sky is covered, participants will use stored telescope images to practice stacking and noise reduction indoors. Only severe weather that makes travel unsafe will cause cancellation; a decision will be emailed by 15:00. The control room is step-free, and a seated outdoor viewing position can be arranged by contacting access@ridgeobservatory.org three days in advance. 21. What is available to every registered participant without a separate reservation? A. A personal tripod. B. The indoor setup session. C. A place at the Deep View station. D. A camera with manual controls. 22. What will participants do if cloud covers the sky but travel remains safe? A. Receive a full refund immediately. B. Use white lights to photograph the path. C. Move the workshop to another date. D. Practice image processing with stored material indoors. 23. Why are only red lights allowed on the outdoor path? A. To preserve people's adjustment to darkness. B. To make camera batteries last longer. C. To identify the two workshop stations. D. To prevent stored images from fading. B Mara expected her career-shadow day with piano technician Luis Ortega to consist of matching notes to an electronic tuner. Before touching the concert grand, however, Luis checked the hall's humidity, examined the pedals and asked the pianist how the instrument had felt during rehearsal. 'Pitch is only one part of what the player experiences,' he said. The pianist reported that several notes in the middle register felt slow. They sounded normal to Mara, but Luis asked her to press one key softly, then sharply, and watch the hammer return. When Mara pressed the key more quickly, the hammer hesitated by a fraction of a second. Damp weather had slightly swollen two small felt bushings, increasing friction inside the action. Luis did not replace the parts immediately. He made a minute adjustment, then had Mara repeat the key at several speeds while he listened and watched. Each trial went into a service log. The process seemed unusually cautious until Mara realized that an adjustment helpful for a forceful passage might make quiet playing harder to control. Only then did Luis tune the strings, listening to the beats created when nearby pitches sounded together. He also voiced three hammers whose felt had become compacted. With fine needles, he changed how the felt met the strings so that the notes blended with their neighbors without losing clarity. Mara heard no dramatic new sound; she heard an uneven edge disappear. During the final rehearsal, the pianist played the troublesome passage and simply nodded. Luis packed his tools before the audience arrived. Mara had imagined a job defined by a perfect reading on a machine. She left understanding that the technician's work combined trained hearing, mechanical knowledge and ongoing communication, often succeeding most clearly when the performer no longer had to think about the instrument. 24. What first challenged Mara's idea that piano service was mainly about pitch? A. The hall did not own an electronic tuner. B. The pianist wanted three hammers replaced. C. Luis investigated how the keys felt before tuning. D. The rehearsal began before Luis arrived. 25. Why did Luis ask Mara to repeat the adjusted key at several speeds? A. To test whether the response remained controllable under different demands. B. To teach her the melody planned for the rehearsal. C. To warm the felt before measuring the hall's humidity. D. To make the service log easier to complete. 26. What does the word “voiced” in paragraph 4 most nearly mean? A. Named the notes aloud. B. Recorded the strings electronically. C. Raised the overall volume. D. Adjusted the hammers' tonal character. 27. What did Mara finally understand about a piano technician's work? A. It is successful only when listeners notice a dramatic change. B. It combines listening, mechanics and communication to support performance. C. It depends more on machine readings than on a pianist's report. D. It should be completed while an audience is present. C A lake may preserve a biological record even when shells, bones and leaves have disappeared. As organisms shed cells, fragments of environmental DNA settle through the water and can become trapped in mud. Researchers working at Lake Maren recently tested whether those fragments could reveal changes in the lake's animal communities over the past 150 years. The team removed a narrow sediment core and dated its layers using known traces from two documented volcanic eruptions. In a clean laboratory, they sampled the center of each layer, where modern material was least likely to have entered. Blank tubes traveled through every stage of the work. DNA found in a blank would signal contamination and prevent the related result from being accepted. The deeper layers contained DNA from a cold-water fish now found only in streams north of the lake. Its signal weakened after layers containing more erosion minerals appeared, then vanished from layers deposited after a dam raised the water level. Pollen and microscopic algae from the same core indicated warmer, less oxygen-rich conditions during that period. Together, the records made a habitat change more convincing than the DNA pattern alone. The method has limits. DNA can move a short distance through wet sediment, and the amount recovered does not translate directly into the number of animals once present. Some species also leave more detectable material than others. For these reasons, the researchers describe each result as evidence of presence across a time interval, not as a precise population count for a particular year. Even with those cautions, sedimentary DNA can extend ecological records far beyond written surveys. It is especially useful when researchers compare it with independent clues such as pollen, minerals and historical engineering records. The Lake Maren study shows both the promise of the method and the discipline it requires: an unfamiliar sequence is the beginning of an explanation, not the end of one. 28. What was the purpose of sending blank tubes through the laboratory process? A. To estimate the age of each sediment layer. B. To detect contamination introduced during the work. C. To store fish DNA for later population counts. D. To measure how far DNA moved through the mud. 29. Why did the researchers compare fish DNA with pollen, algae and minerals? A. To turn DNA amounts into exact fish numbers. B. To prove that DNA never moves between layers. C. To support the habitat-change explanation with independent evidence. D. To replace the dates provided by volcanic traces. 30. What is the author's attitude toward sedimentary environmental DNA? A. Cautiously optimistic. B. Entirely dismissive. C. Unquestioningly enthusiastic. D. Deeply indifferent. 31. What is the main idea of the passage? A. A dam completely erased the biological history of Lake Maren. B. Volcanic traces are the only reliable way to date lake sediment. C. Environmental DNA can produce precise yearly population counts. D. Sedimentary DNA can extend ecological records when interpreted with controls and other evidence. D Engineering simulators are often judged by how closely they reproduce a real system. Accuracy matters, but a training simulator has another job: it should expose the decisions that engineers make when a model and a physical machine disagree. A flawless-looking run can teach less than a controlled failure if students never examine the assumptions underneath it. In one robotics course, teams designed a controller for an automated warehouse arm. Their first virtual tests were perfect because the model assumed constant joint friction, instant sensor messages and boxes of identical weight. The instructor then introduced small delays, warmer motors and an off-center load. Several arms began to swing past their targets, even though the same code had just earned high scores. The strongest teams did not simply repeat the simulation until a favorable run appeared. They compared the model with measurements from a small physical rig, marked the conditions under which oscillation began, and added a safe-stop rule when sensor timing exceeded a tested limit. In effect, they designed an interruption: the controller admitted when its information was no longer reliable enough for normal operation. Assessment focused on decision logs as well as performance. Students had to explain which variables they trusted, what evidence changed their view and why a fallback action was safe. A team could therefore receive a high mark even if its fastest design failed, provided the members located the weak assumption and revised the operating boundary. This shifted attention from defending an answer to improving a judgment. Simulation remains valuable because real failures can be costly or dangerous. Its educational power, however, does not come from producing certainty on a screen. It comes from letting learners vary assumptions, meet unexpected behavior and practice stopping for the right reason. Engineers need models they can use, but they also need the habit of asking when those models should no longer be obeyed. 32. Why were the teams' first virtual tests perfect? A. The students had already used the physical rig. B. The controller stopped whenever a message was delayed. C. The instructor removed all high-scoring designs. D. The model began with simplified and constant conditions. 33. Why did the strongest teams add a safe-stop rule? A. To stop the exercise whenever any model result looked imperfect. B. To halt normal operation when sensor timing moved beyond tested limits. C. To make every team face exactly the same random errors. D. To prevent students from comparing virtual and physical results. 34. What did the assessment encourage students to do? A. Hide failed designs from the final report. B. Treat speed as the only evidence of quality. C. Explain how evidence changed their assumptions and safety boundaries. D. Trust the simulator even when the physical rig disagreed. 35. Which statement best expresses the passage's central argument? A. Controlled simulator failures can train engineers to question models and make safer decisions. B. A simulator is useful only when it reproduces every physical detail. C. Engineering students should avoid models until they master real machines. D. Unexpected behavior usually proves that a controller has no value. 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 a conversation across cultures goes wrong, people often rush to defend their intention. Repair usually begins more effectively by separating what was observed from the meaning assigned to it. ___36___ This gives both speakers a shared event to discuss without declaring that one of them was rude, careless or unfriendly. Next, test your interpretation with a genuine question. ___37___ A long silence after a proposal, for example, may signal disagreement, careful thought or respect for a senior person who is expected to speak first. Asking replaces an invented explanation with information. Acknowledge the effect of the exchange even when no harm was intended. ___38___ Such a response accepts responsibility for repairing the interaction while leaving room to clarify intent. It is more useful than repeating, 'That is not what I meant,' as if intention erased the other person's experience. Then make the next interaction easier by naming one small, observable expectation. ___39___ A specific agreement can be tested and adjusted; a vague promise to 'communicate better' cannot. The aim is not to create one rule for every member of a culture, but to build a working habit between the people involved. Finally, return to the issue after the immediate tension has passed. ___40___ That check shows whether the new agreement actually helped and allows either person to correct it without reopening the original argument. Cross-cultural skill grows through this cycle of noticing, asking, acknowledging and revising, not through memorizing a list of national characteristics. A. Agree on a visible action, such as summarizing decisions before a meeting ends. B. The safest approach is to avoid discussing differences at all. C. Ask what the speaker meant and give them time to describe the context. D. Explain your own cultural rule for as long as necessary. E. A brief follow-up can reveal whether the same point now feels clearer. F. State what you heard or saw without assigning a motive. G. You can regret the confusion without suggesting that you intended harm. 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。 On a school career day, Eli entered the pastry kitchen of the Grand Meridian Hotel expecting to pipe cream onto cakes. Instead, pastry chef Ms. Ren gave him a clipboard and asked him to ___41___ every label on the morning's trays. One banquet order required nut-free lemon tarts, so she told him to ___42___ their tools and shelf from those used for the almond-glazed lemon tarts. Ms. Ren ___43___ that a green clip identified each nut-free tray and that the batch number had to remain visible. To Eli, the ___44___ seemed less exciting than decoration. Still, he placed the two kinds of tarts on ___45___ shelves, counted them and copied their batch numbers into the service log. During the banquet, a server ___46___ into the kitchen with a ticket for a guest with a severe nut allergy. Eli ___47___ toward a pale-yellow tart on the tray nearest him. Then he ___48___. The green clip marking the nut-free tray was ___49___ the wall on the neighboring upper shelf, while the two trays looked almost identical under the warm service lights. Rather than guess, Eli checked the batch ___50___. The number ___51___ that the tray nearest him held almond-glazed tarts; a returned tray had been set on the wrong side of the rack. The nut-free lemon tarts were still ___52___ in their covered green-clipped tray on the neighboring upper shelf. Eli and the server ___53___ the correct dessert before the rest of the table was served. After the rush, Ms. Ren ___54___ Eli not for moving fastest, but for stopping at the right moment. The labels, clips and log had seemed ordinary, yet together they had made a dangerous mistake visible. Eli left the kitchen understanding that professional ___55___ was often built on routines completed before anyone needed them. 41. A. decorate B. replace C. inspect D. photograph 42. A. separate B. deliver C. weigh D. display 43. A. doubted B. forgot C. denied D. explained 44. A. reward B. routine C. mystery D. performance 45. A. fragile B. distinct C. expensive D. temporary 46. A. wandered B. joked C. waited D. rushed 47. A. reached B. paid C. asked D. apologized 48. A. guessed B. smiled C. paused D. nodded 49. A. floating B. facing C. falling D. crossing 50. A. recipe B. bill C. schedule D. record 51. A. confirmed B. promised C. imagined D. announced 52. A. served B. baked C. stored D. mixed 53. A. compared B. counted C. cooled D. delivered 54. A. praised B. warned C. questioned D. excused 55. A. speed B. talent C. judgment D. luck 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。 A materials laboratory recently reconstructed a blue pigment found on pottery fragments from an ancient desert settlement. Chemical traces show that the pigment ___56___ (traditionally make) by heating a copper-rich mineral with sand, lime and an alkaline salt. The materials ___57___ (use) in each trial came from sources with known compositions, ___58___ allowed the team to compare results precisely. Instead of ___59___ (fill) a large furnace, the researchers prepared tiny samples. Each mixture was pressed ___60___ (firm) into a shallow dish and heated in stages. Samples heated twice proved ___61___ (resistant) to fading than those heated once. It was repeated heating ___62___ produced a stable crystal structure rather than merely darkening the surface. The strongest blue appeared only ___63___ 930 degrees Celsius and 950 degrees Celsius. Below that interval, the crystals remained incomplete; above it, they began to break down. The experiment also produced ___64___ unexpected clue: small air spaces helped heat reach the mixture evenly. By matching laboratory results ___65___ (careful) with the ancient fragments, the team showed how controlled trials can recover practical knowledge from objects whose makers left no written recipe. 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. 假定你是李华，参加了学校与海外友校联合举办的机器人工作坊。请用英语向工作坊负责人提交一份建议书，题目为 Proposal for Clearer Workshop Briefings。内容包括：1. 指出简报中的一个问题，并给出具体场景或证据；2. 说明该问题的实际影响；3. 提出三项可执行的改进建议。词数120左右。 Proposal for Clearer Workshop Briefings 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。 Sana was spending a Saturday morning shadowing Ms. Alvarez, the costume supervisor at the Bellweather Theatre. The matinee would begin in less than an hour. In the first scene, actor Gabriel Reed wore a pair of dark leather gloves while unfolding a silver map, so both items had already been placed on numbered hooks beside the stage door. During the final costume check, Gabriel showed them that the snap on the left glove had loosened. Ms. Alvarez asked Sana to take it to the sewing table. Every item carried a numbered tag, and the quick-repair tray held matching thread, needles and spare snaps. Sana removed the tag so it would not catch under the thread, set it beside the tray and stitched the snap back into place. A stage assistant then called for the passage to be cleared so a rolling rack could move through. Wanting to help quickly, Sana carried the quick-repair tray to the rack and slid it into the bottom compartment. A folded blue scarf was already there. As the rack turned, the scarf slipped partly across the tray, but Sana had already gone back to move a box away from the sewing table. Minutes later, Ms. Alvarez went to return the glove to its numbered hook. The hook was empty, and only the silver map remained. Gabriel was waiting at the entrance for the first-scene call. Ms. Alvarez checked the sewing table and asked Sana whether she had moved the glove or its numbered tag. Sana felt heat rise to her face. She remembered clearing the passage, but admitting that she had removed the tag and changed the glove's location felt worse than joining the hurried search. The opening music was only moments away, and the repaired glove was still missing. Paragraph 1: Sana took a breath and told Ms. Alvarez exactly what she had done. Paragraph 2: As the opening music began, the actor flexed the repaired glove. 参考答案与解析 答案速查 21 B 22 D 23 A 24 C 25 A 26 D 27 B 28 B 29 C 30 A 31 D 32 D 33 B 34 C 35 A 36 F 37 C 38 G 39 A 40 E 41 C 42 A 43 D 44 B 45 B 46 D 47 A 48 C 49 B 50 D 51 A 52 C 53 D 54 A 55 C 56 was traditionally made 57 used 58 which 59 filling 60 firmly 61 more resistant 62 that 63 between 64 an 65 carefully 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：B 题干：What is available to every registered participant without a separate reservation? 解析：细节理解题。18:30 的 Indoor setup 对所有参与者开放，且不需另行预订，故选 B。 22. 答案：D 题干：What will participants do if cloud covers the sky but travel remains safe? 解析：细节理解题。末段说明多云不会取消活动，参与者将在室内用已存望远镜图像练习叠加与降噪，故选 D。 23. 答案：A 题干：Why are only red lights allowed on the outdoor path? 解析：细节理解题。材料明确指出白光和闪光会打断眼睛对黑暗的适应，因此使用红灯是为了保护暗适应，故选 A。 24. 答案：C 题干：What first challenged Mara's idea that piano service was mainly about pitch? 解析：细节理解题。Luis 在调音前先询问触键感受并检查回槌速度，使 Mara 意识到技师工作不仅是校准音高，故选 C。 25. 答案：A 题干：Why did Luis ask Mara to repeat the adjusted key at several speeds? 解析：推理判断题。不同力度和速度下的触键需求不同，反复测试是为了确认微调没有解决一种演奏方式却损害另一种，故选 A。 26. 答案：D 题干：What does the word “voiced” in paragraph 4 most nearly mean? 解析：词义猜测题。下文说 Luis 用细针改变琴槌毡接触琴弦的方式，使音色融合且保持清晰，因此 voiced 指调整音色特征，故选 D。 27. 答案：B 题干：What did Mara finally understand about a piano technician's work? 解析：推理判断题。末段总结技师需结合受训听觉、机械知识与持续沟通，其成果常体现为演奏者不再被乐器问题打扰，故选 B。 28. 答案：B 题干：What was the purpose of sending blank tubes through the laboratory process? 解析：细节理解题。空白管若检出DNA，说明实验流程受到污染，相关结果不能采用，故选 B。 29. 答案：C 题干：Why did the researchers compare fish DNA with pollen, algae and minerals? 解析：推理判断题。鱼类DNA信号变化与花粉、藻类及侵蚀矿物共同指向水体环境改变，多种独立证据使解释更可靠，故选 C。 30. 答案：A 题干：What is the author's attitude toward sedimentary environmental DNA? 解析：态度判断题。作者肯定该方法能延伸生态记录，同时强调污染、层间移动和数量推断等限制，态度是谨慎乐观，故选 A。 31. 答案：D 题干：What is the main idea of the passage? 解析：主旨大意题。文章以 Lake Maren 研究说明沉积物DNA能延伸生态记录，但必须有污染控制并结合其他证据解读，故选 D。 32. 答案：D 题干：Why were the teams' first virtual tests perfect? 解析：细节理解题。初始模型假设摩擦恒定、传感器即时通信且箱子重量相同，因此在简化条件下运行完美，故选 D。 33. 答案：B 题干：Why did the strongest teams add a safe-stop rule? 解析：推理判断题。第三段说明，团队在传感器时序超过已测试限值时加入安全停机规则，是为了在信息不再足够可靠时停止正常运行，故选 B。 34. 答案：C 题干：What did the assessment encourage students to do? 解析：推理判断题。评分同时关注决策日志，要求学生说明信任的变量、改变判断的证据及后备操作的安全性，故选 C。 35. 答案：A 题干：Which statement best expresses the passage's central argument? 解析：主旨大意题。全文论证受控失败能暴露模型假设，训练学生识别边界、解释证据并安全停机，故选 A。 第二节 七选五（36—40） 36. 答案：F 解析：上文要求区分观察与解释，F项要求只陈述听到或看到的事实、不归因动机；下文的 shared event 与之衔接。 37. 答案：C 解析：段首提出用真诚问题检验解释，C项具体说明询问说话者含义并给出解释语境的时间；后文以沉默的多种含义举例。 38. 答案：G 解析：上文要求承认交流产生的影响，G项说明可对困惑表示遗憾，但不暗示自己原本有伤害意图；后文 Such a response 接续该表达，强调承担修复互动的责任，同时保留澄清意图的空间。 39. 答案：A 解析：上文强调小而可观察的期待，A项给出会议结束前总结决定这一具体行动；下文 specific agreement 对其概括。 40. 答案：E 解析：段首要求事后回访，E项说明简短回访可检验是否更清晰；下文 That check 明确指代该 follow-up。 第二部分 语言运用 第一节 完形填空（41—55） 41. 答案：C 解析：故事开端中 Ms. Ren 让 Eli 按清单检查托盘标签，inspect 与 every label 构成准确搭配，并为后文发现错误埋下伏笔。 42. 答案：A 解析：坚果过敏餐要求无坚果工具和货架与杏仁制品分开，separate ... from ... 搭配正确。 43. 答案：D 解析：厨师向 Eli 说明绿色夹子和批次号的用途，explained 后接 that 从句，语义自然。 44. 答案：B 解析：对比 decoration，Eli 起初觉得检查、分架、记录等例行程序不够有趣，routine 概括最准确。 45. 答案：B 解析：两类甜点必须放在明确不同的货架以避免混放，distinct 表示清楚分开的。 46. 答案：D 解析：宴会服务高峰且有严重过敏需求，服务员匆忙进入厨房，rushed 符合紧迫情境。 47. 答案：A 解析：Eli 伸手去拿离自己最近托盘上的淡黄色甜点，reach toward 为固定动作表达；后文说明这正是相邻的错误托盘。 48. 答案：C 解析：转折 Then 与后文核对夹子、批次号相连，说明他在取甜点前停顿检查，paused 推动关键转折。 49. 答案：B 解析：绿色夹子标识正确的无坚果托盘，但夹子朝向墙面而不易看见；was facing the wall 表达物体朝向，故选 B。 50. 答案：D 解析：前文已写 batch numbers 录入 service log，核对批次记录应为 batch record，故选 D。 51. 答案：A 解析：批次号核实了离 Eli 最近的托盘装有杏仁糖浆甜点，confirmed 表示用记录证据确认托盘身份，故选 A。 52. 答案：C 解析：正确的无坚果甜点仍放置在上层有盖托盘中，were stored 表示存放状态。 53. 答案：D 解析：Eli 与服务员及时把正确甜点送达客人，delivered 与服务场景相符。 54. 答案：A 解析：Eli 避免严重错误，厨师肯定的是他在关键时刻停下来核对，praised 符合结果。 55. 答案：C 解析：全文表明可靠的职业判断建立在事前完成的例行准备上，judgment 点明故事主题。 第二节 语法填空（56—65） 56. 答案：was traditionally made 解析：主句 Chemical traces show that 说明证据现在表明某事实；从句所述颜料制作发生于古代，主语 pigment 与 make 为被动关系，单数主语决定唯一填 was traditionally made。 57. 答案：used 解析：materials 与 use 构成被动关系，过去分词 used 作后置定语，相当于 that were used。 58. 答案：which 解析：逗号后为非限制性定语从句，关系词指代前面整件事并在从句中作主语，只能填 which。 59. 答案：filling 解析：instead of 中 of 为介词，后接动名词，故填 filling。 60. 答案：firmly 解析：空处修饰动词 pressed，应使用副词 firmly。 61. 答案：more resistant 解析：than those heated once 提供明确比较标志，多音节形容词 resistant 的比较级为 more resistant。 62. 答案：that 解析：It was repeated heating that produced ... 为强调句结构，被强调部分指事物，连接词填 that。 63. 答案：between 解析：后接两个明确温度端点并由 and 连接，表示在930至950摄氏度之间，固定结构为 between ... and ...。 64. 答案：an 解析：clue 为可数名词单数，unexpected 以元音音素开头，故填 an。 65. 答案：carefully 解析：空处修饰 matching，应使用副词 carefully，表示仔细比对。 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：建议书应形成问题—场景证据—实际影响—三项建议的完整链条。真实体裁为 PROPOSAL，标题独立呈现，不使用邮件称呼、结束语或署名。 参考范文 Proposal for Clearer Workshop Briefings During our international robotics workshop, briefings were too fast and used unexplained shorthand. At Station 4, two visiting students connected a sensor before switching off the power because “the usual PSU step” had not been explained. The mistake delayed the team for ten minutes. The mentor had to stop the activity and inspect the wiring before testing continued. Keeping the power on could have damaged the sensor or caused an accident. The visiting students became hesitant to take technical roles. Repeating the briefing also reduced testing time for other groups. Overall, the unclear briefing harmed safety, efficiency, confidence and equal participation. I propose bilingual illustrated sequence cards at every station and a verbal power-off check before assembly. Mentors should reserve one minute after each briefing for questions. These steps would clarify expectations, catch misunderstandings early and encourage equal participation. 写作指导 第一段指出简报过快并使用未解释的简写，再用Station 4的具体事件说明问题：两名访问学生因不理解“the usual PSU step”而在断电前连接了传感器。第二段作为主体段分六句展开实际影响：先说明错误造成十分钟延误；再写导师不得不暂停活动并重新检查线路；随后指出带电操作可能损坏传感器或引发事故；接着说明访问学生因此不愿承担技术任务；再补充重复讲解压缩了其他小组的测试时间；最后总结不清晰的简报同时损害安全、效率、信心和公平参与。第三段提出三项对应措施：每个工位设置双语图示步骤卡；组装前进行口头断电确认；每次简报后预留一分钟回答问题。结尾说明这些措施可以明确要求、尽早发现误解并促进平等参与。全文采用三个真实正文段，均使用真实首行缩进。 第二节 读后续写（67） 67. 答案：见参考续写 解析：续写须围绕 Sana 主动承认移动快修托盘、两人按缝纫台—通道—滚动衣架的顺序回溯、在蓝围巾下找到手套并复核按扣、Gabriel 按时上场展开。第二段以手套和银色地图顺利使用、Sana 道歉并形成物品归位前不取标签、移位立即报告的习惯完成闭环。 参考续写 Sana took a breath and told Ms. Alvarez exactly what she had done. She admitted removing the numbered tag and moving the quick-repair tray while clearing the passage. Ms. Alvarez led her back through the sequence: the sewing table, the passage, then the rolling rack. Sana pulled the tray from its bottom compartment and lifted the folded blue scarf. Beneath it lay the glove, beside its tag and thread. The snap was still secure, but Ms. Alvarez checked it carefully before Sana returned the glove to its hook beside the silver map. Gabriel took the glove from the hook just in time. As the opening music began, the actor flexed the repaired glove. The snap held as he unfolded the silver map in the first scene, and Gabriel entered on cue. From the wing, Sana watched with relief. After he exited, she apologized and told Ms. Alvarez her new rule: keep each numbered tag attached until the item was back in place and report any move immediately. Ms. Alvarez nodded. Sana returned the quick-repair tray to the sewing table, understanding that backstage speed depended on honest, orderly attention. 写作指导 情节链：Sana承认移动快修托盘—两人按缝纫台、通道、滚动衣架回溯—在蓝围巾下找到手套并复核按扣—Gabriel按时上场—Sana反思：物品归位前不取下标签，移位立即报告。人物、时间、地点和关键物品均与原文一致；两段分别完成查找修复和舞台结果及反思。 A45 教师解析版 · 第 页 / 共 页 学科网（北京）股份有限公司 $