2027届高三英语暑假强基练习题-B

高三上英语语言整理与深度运用 ©TED EW27001-B TED SAYS: New Phase, New Companions, New Tasks 高三英语复习：带着目的干活，干活不是目的。 新高考英语之精髓：词汇为基，语用为王，无论是听力，阅读还是写作。 【词汇检验】上次听力讲解考查的词汇，看看到底是不是成了过耳烟云 Section 1 语法填空 + 语法单选 1. After several weeks without rain, the once soft farmland became badly ________ (crack), making it difficult for farmers to plant crops. 2. For many first-time visitors, ________ (navigate) the narrow streets of the old town can be surprisingly difficult. 3. With the river rapidly ________ (recede), several boats were left resting on the exposed riverbed. 4. The river has become so shallow that safe ________ (navigate) is no longer possible in some areas. 5. The sudden power failure ________ (render) several machines useless before engineers managed to restore electricity. 6. One small mistake in the final calculation could leave the entire result ________ (render) unreliable. 7. The city received an ________ (extraordinary) large amount of rain in just a few hours, causing serious flooding. 8. Compared with the extreme temperatures predicted for the future, today's heatwaves may eventually seem even ________ (mild). 9. As temperatures continued to rise, residents were ________ (alert) to the possible health risks of staying outdoors for too long. 10. With temperatures ________ (approach) 40°C, several outdoor sporting events had to be cancelled. 11. By the time firefighters arrived, the flames ________ (approach) several houses near the forest. 12. ________ (go) are the days when people could assume that an unusually hot summer was simply a rare event. 13. The unusually low water level has made some bridges almost ________ (point), since boats can no longer pass beneath them. 14. With temperatures expected to remain dangerously high for several days, hospitals across the region have been put ________ high alert. 15. Although temperatures dropped slightly at night, the weather remained only ________ (mild) cooler than during the daytime. 16. _______ against the dark evening sky, the brightly lit castle could be seen from several kilometres away. A. Setting B. Set C. Having set D. To set 17. The heavy snow rendered several mountain roads ________, forcing drivers to take a much longer route. A. access B. accessing C. inaccessible D. inaccessibly 18. As the sound of the music slowly ________ into the distance, the street became quiet again. A. spread B. spreading C. receded D. receding Section 2 微完型 + 语言运用 部分题目有两个正确选项 1. The novel focuses on an ordinary family whose lives are changed by war. Although most of the action takes place at home, the Civil War remains an important historical background. The story ______ the background of the war. A. is set against B. unfolds against C. is based upon D. takes place in 2. High school students have to deal with much more than homework. They must balance friendships, family expectations and increasing academic pressure. Learning to ______ these pressures is an important part of growing up. A. navigate B. handle C. cope D. deal 3. The train disappeared around a bend, but for a few moments its engine could still be heard. Gradually, however, the sound ______ into the distance until everything became quiet again. A. receded B. lowered C. declined D. reduced 4. Temperatures continued to rise throughout the afternoon. By three o'clock, readings in several cities were ______ 40°C, forcing local authorities to issue further warnings. A. approaching B. nearing C. exceeding D. averaging 5. Heavy snow blocked the only road into the village. For almost two days, no ordinary vehicles could get in or out, ______ the village inaccessible to most visitors. A. rendering B. leaving C. keeping D. holding 6. Ten years ago, only a small number of employees worked regularly from home. Today, however, working from home for part of the week has become the ______ rather than the exception in many companies. A. norm B. routine C. habit D. trend 【话题泛读】 以下阅读话题是根据课本这两个单元相关内容命制的 Passage 4 | Should Mental Health Checkups Become Routine? Word Count: 337 When Huang Huachun, a high-school vice-principal in Guangxi, introduced a mental-health screening program in 2025, she expected it to help identify students who needed support. What surprised her was the scale of the need: about 15 percent of students showed signs of psychological distress. One boy admitted that he could not sleep but was afraid to tell anyone. For Huang, the result strengthened a simple belief: if students receive regular physical checkups, why should their mental health be treated so differently? Child psychiatrist Zheng Yi largely agrees with Huang’s concern, though his reasoning goes further. Adolescence, he points out, is a period in which biological, psychological, social and environmental factors can all affect mental health. Early detection therefore matters because difficulties that remain hidden may become harder to deal with later. From this view, screening is less a label than a way of noticing a problem before it grows. Yet identifying risk is only one part of the challenge. A 2026 study involving students, parents and teachers from Chinese middle schools found broad agreement that schools should provide mental-health education, but the groups did not always want the same content. Younger students were more concerned with adapting to a new school, while older students increasingly focused on study pressure and emotion management. Participants also preferred interactive activities, such as role-play and real-life situations to lectures alone. That finding suggests that schools need more than a single test or a fixed course. A freshman who feels anxious about making friends may need a different strategy from a teenager struggling with exam pressure. Screening can help schools notice who may need attention; well-designed courses, trained staff and family cooperation can help decide what support is suitable. The debate, then, is not really between checking students and teaching them coping skills. The two may work best together. The goal is neither to treat every difficult feeling as an illness nor to leave students alone with problems they are too frightened or confused to discuss. 1. What prompted Huang to support routine mental-health checks? A. Discoveries from her screening program. B. Advice from medical experts on campus. C. A shortage of mental counselors at school. D. Complaints from students and their families. 2. What would Zheng Yi most likely support? A. Reducing all sources of school stress. B. Detecting causes before they worsen off. C. Treating teenage anxiety as a severe illness. D. Replacing checkups with mental-health classes. 3. What does the 2026 study add to Huang’s proposal? A. Parents should lead mental-health education. B. Older students have better mental conditions. C. Lectures prove more effective than activities. D. Support should match students’ specific needs. 4. What is the text mainly about? A.Why academic pressure harms teenage health. B. Why schools should require mental-health checks. C. How detection and education can support students. D. How families can improve students’ mental health. 思考题：请动手查字典，没字典也请你“滴”一下，然后一定要看对应的例句 1. screen作动词什么意思？通常怎么使用？ 2. 在CD篇这种研究类科学文中经常要“识别”问题，除了本文出现的identify, detect，还有其他词吗？ 3. 文章最后一段是否给出了明确的解决方案？ Passage 5 | A Phone Ban—or a Lesson in Self-Control? Word Count: 345 Mobile phones have become so common in teenage life that many schools are asking a difficult question: should students learn to control their phones, or should schools remove the temptation? By March 2026, UNESCO reported that 114 education systems, representing 58 percent of countries worldwide, had national rules banning or restricting phones in schools. Supporters of stronger limits focus on what disappears when phones are put away. Notifications interrupt attention, online content can enter the classroom at any moment, and students who spend breaks on screens may have fewer chances to talk face to face. Some governments have therefore introduced full-day bans, while others allow phones only when teachers consider them suitable for learning. But a 2026 European Commission report, based partly on stakeholder interviews in several countries, warns against assuming that one solution will fit every school. Teachers and school leaders reported practical questions: Who stores expensive devices? What happens when rules are applied differently between classrooms? More importantly, some educators worry that completely removing phones may also remove opportunities to teach responsible digital behaviour. UNESCO takes a similarly cautious position. Some countries prefer national restrictions without a complete ban, leaving schools to decide how rules should work locally. The point is not that phones are harmless. Rather, a rule that improves focus during lessons does not automatically teach a teenager how to judge unreliable information, manage screen time or resist becoming addicted to online attention after school. This is why the debate is broader than whether a phone should be visible on a desk. Schools have two goals that may appear to compete: protecting students’ attention now and preparing them to use technology responsibly later. Clear limits can create space for concentration and real conversation; digital education can help students develop the judgment needed when those limits disappear. Perhaps the most suitable policy, then, is not simply the strictest one. It is the one that reduces distraction without pretending that teenagers can be protected forever from the devices they will eventually have to manage themselves. 1. Why do supporters favor phone limits? A. To prevent teenagers from addiction. B. To minimize digital learning expenses. C. To control exposure and protect eyesight. D. To improve focus and promote exchanges. 2. What concern does the EC report raise? A. Phone rules may demand too much staff attention. B. Teachers may lose useful digital teaching methods. C. Device storage may create unexpected school costs. D. Different settings may require customized responses. 3. What do both reports suggest? A. Schools should do away with blanket rules. B. National rules should replace local decisions. C. Digital education requires lifting phone limits. D. Sweeping bans work best for younger students. 4. What is the most suitable title for this passage? A. Finding the Right Balance on School Phones B. Making School Phone Rules Easier to Follow C. Toughing up Phone Policies to Help Teenagers D. Bringing Digital Technology into the Classroom 思考题：请动手查字典，没字典也请你“滴”一下，然后一定要看对应的例句 1. tempt, attempt, temptation都是什么词性，该怎么用？ 2. 什么是stake？什么是stakeholder? 3. resist怎么使用？词性和词形变化应该是怎样的？ 4. broad是什么词性？它其他的词性和词形变化应该是怎样的？ 5. 语法填空： 1）In daily life, people are constantly surrounded by __________(compete) demands for their attention, from messages on their phones to tasks that must be completed at work or school. 2） A good leader often has to balance the __________(compete) needs of different team members rather than simply satisfy the wishes of one particular group. 3） To attract more customers without reducing product quality, the company decided to keep its prices __________(compete) while improving its after-sales service. 【推理阅读】 On my first morning at high school, I arrived twenty minutes early. I told myself I wanted time to explore the campus, but the truth was that I was afraid of getting lost in front of everyone. The building was much larger than my middle school, and every corridor looked 41. I found my classroom and chose a seat at the back, hoping to remain 42. When our teacher announced a campus challenge in groups of four, I felt my stomach tighten. Working with strangers was exactly what I had been trying to 43. Then the girl beside me asked, “Do you know where the science lab is?” “Not a clue,” I admitted. She laughed, and I did too. Somehow, that tiny exchange 44 the tension. As our group moved around the school, we compared schedules, asked older students for directions and discovered that we had all walked past the library twice. By the time we returned, names had 45 anonymous faces, and the school no longer seemed so 46. The next morning, the girl waved and 47 a seat for me. A few days later, I followed my new friends to the photography club. I hesitated at the door, explaining that I was a complete 48. “That’s why clubs exist,” one of them said. Weeks later, a new student entered our class wearing the same 49 expression I must have worn. I 50 it immediately. Instead of leaving her alone, I moved my bag and invited her to sit down. I once thought confidence was something people either had or didn’t. Now I know it is often 51 through small actions. A greeting, a shared task or a saved seat may seem 52, but each creates a chance to connect. The campus never became smaller; I simply learned how to 53 it. As I did, I became less worried about myself and more 54 about the people around me. Belonging, I discovered, can begin much more 55 than we expect. 41. A. unfamiliar　 B. narrow　 C. peaceful　 D. formal 42. A. independent　 B. unnoticed　 C. prepared　 D. organized 43. A. avoid　 B. repeat　 C. explain　 D. finish 44. A. raised　 B. hid　 C. eased　 D. measured 45. A. replaced　 B. identified　 C. covered　 D. greeted 46. A. strange　 B. crowded　 C. modern　 D. active 47. A. found　 B. saved　 C. changed　 D. offered 48. A. stranger　 B. artist　 C. beginner　 D. visitor 49. A. anxious　 B. curious　 C. serious　 D. proud 50. A. controlled　 B. recognized　 C. accepted　 D. expected 51. A. tested　 B. hidden　 C. built　 D. measured 52. A. ordinary　 B. formal　 C. difficult　 D. necessary 53. A. design　 B. navigate　 C. protect　 D. examine 54. A. nervous　 B. certain　 C. curious　 D. careful 55. A. suddenly　 B. simply　 C. safely　 D. quickly 【视野阅读】请沉浸式阅读文章，并完成语法填空，划线词猜测词义 On the evening of August 12, millions of people across Britain turned towards the western sky as the Moon gradually moved across the face of the Sun. ___________ they witnessed was not a total solar eclipse, but it came ___________(remarkable) close: in many parts of the UK, more than 90 percent of the Sun was hidden from view. A solar eclipse occurs when the Moon passes between Earth and the Sun, ___________(prevent) some or all of the Sun’s light from reaching us. Whether an eclipse appears total or partial, however, depends entirely on ___________ the observer happens to be. While people in parts of Iceland and Spain saw the Sun completely covered, those watching from Britain remained outside the narrow path of totality. Had that path passed slightly ___________(far) north, the experience in the UK would have been dramatically different. Even so, the British eclipse was far from ordinary. In some areas, as much as 96 percent of the Sun was obscured. In London, the event began shortly after 6 p.m., reaching its maximum at around 7:12, when the Sun had been reduced to a brilliant narrow curve. With daylight ___________(weaken) at an unusual pace, familiar streets and landscapes took ___________ a strangely unfamiliar appearance. What made the event particularly deceptive was that, despite most of the Sun being covered, looking directly at it remained dangerous. Ordinary sunglasses, however dark they might appear, offered insufficient protection. Viewers therefore needed properly designed eclipse glasses or had to observe the event indirectly, using a pinhole projector. Even ___________ everyday object such as a kitchen colander could serve the purpose, its holes ___________(project) dozens of tiny images of the partly covered Sun onto the ground. Because the holes in a colander can act as tiny pinhole projectors, the familiar kitchen tool offered a simple way of observing the eclipse ___________ looking directly at the Sun. As light passed through the holes, dozens of miniature images of the partly covered Sun appeared on the ground. Retailers later reported a sharp rise in colander sales. Yet the unusual viewing methods were only one sign of how strongly the eclipse had captured the public ___________(imagine). Across Britain, crowds gathered on hills, in parks and at well-known landmarks, many arriving long before the eclipse reached its height. As the sunlight dimmed, the temperature dropped and even some birds appeared to respond to the sudden change, ___________(turn) an astronomical event into an experience that could be felt as well as seen. Perhaps that was part of what made the evening so memorable. An eclipse can be predicted years in advance and watched more clearly through a livestream than with ___________ naked eye; nevertheless, thousands still chose to leave their homes and stand together beneath the same darkening sky. What they were seeking, it seems, was not simply a better view of the Sun, ___________ the experience of being present. For a few minutes, people who might otherwise have passed one another without a word found ___________(they) sharing glasses, pointing towards the sky and reacting to the same extraordinary sight. Nor was such ___________(excite) difficult to understand. Although Britain will experience other partial eclipses in the coming decades, another one approaching this level of ___________(cover) will not occur until 2081, while a total solar eclipse will not be visible from the country until 2090. If anything, its rarity is what reminds us to stop, look up and notice a sky that is there every day but seldom receives our full attention. 【答案与解析】 一、词汇检验｜Section 1 语法填空 + 语法单选 1. 答案：cracked 解析：became 后接形容词作表语。crack 作动词“裂开”，cracked 可作形容词“干裂的、布满裂纹的”。badly 修饰该形容词状态。 2. 答案：navigating 解析：整个“在老城狭窄街道中辨路”作句子主语，应使用动名词短语 navigating...。 3. 答案：receding 解析：with + 宾语 + doing 构成独立主格式结构；river 与 recede 是主动关系，故用现在分词 receding。 4. 答案：navigation 解析：safe 修饰名词，且句中作主语；navigate 的名词为 navigation。 5. 答案：rendered 解析：before 引导时间状语，说明停电发生并“使机器失去作用”这一动作在工程师恢复供电之前完成；主句叙述过去事件，用一般过去时 rendered。render + O + adj =“使……变得……”。 6. 答案：rendered 解析：leave + O + 补足语；result 与 render 之间是被动关系，因此可用过去分词 rendered，意为“让整个结果处于被判定为不可靠的状态”。不过 leave the result unreliable 更简洁自然。 7. 答案：extraordinarily 解析：large 是形容词，应用副词 extraordinarily 修饰，表示“异常大量的”。 8. 答案：milder 解析：even 可修饰比较级；与未来极端温度相比，today's heatwaves 可能显得“更温和”，故 milder。 9. 答案：alerted 解析：alert sb to sth“使某人意识到/警觉到某事”；residents 与 alert 为被动关系，故 were alerted to。 10. 答案：approaching 解析：with temperatures approaching 40°C：temperatures 与 approach 主动，故现在分词。 11. 答案：had approached 解析：by the time + 一般过去时常与过去完成时搭配，表示在消防员到达之前火焰已经逼近房屋。 12. 答案：Gone 解析：“Gone are the days when...”是经典倒装，表语 Gone 前置，意为“……的日子已经一去不复返”。 13. 答案：pointless 解析：make + O + adj；桥已无法发挥供船通过的功能，pointless 表示“没有意义/作用的”。 14. 答案：on 解析：固定搭配 put/be on high alert“进入高度警戒状态”。 15. 答案：mildly 解析：cooler 是比较级形容词，需要副词 mildly 修饰，意为“只稍微凉一些”。 16. B 解题思路：set against... 是过去分词短语，意为“以……为背景/映衬”。castle 与 set 为被动关系，因此用 Set，故选B项。 17. C 解题思路：render + O + adj，inaccessible 是形容词“无法进入/无法通行的”，作宾补。access 是名词/动词，accessing 为分词，inaccessibly 是副词，故选C项。 18. C 解题思路：句子已有谓语位置，主语 the sound 与 recede 主动；过去叙事中“声音渐渐消失在远处”用 receded，故选C项。 二、词汇检验｜Section 2 微完形 + 语言运用 1. A/B 解题思路：be set against the background of... 与 unfold against the background of... 都可自然表达“故事以……为背景/在……背景下展开”。C强调“基于”，D的 take place in 通常接具体地点/时间，不宜接 background，故选A/B项。 2. A/B 解题思路：navigate pressures 可把 pressure 隐喻为需要“周旋、应对”的复杂处境；handle pressures 则是高频“处理压力”。cope 和 deal 均需 with，原句空后没有 with，故选A/B项。 3. A 解题思路：sound receded into the distance 是自然搭配，表示声音逐渐远去、变弱。lower/decline/reduce 在此不能以不及物方式自然描述声音“退入远处”，故选A项。 4. A/B 解题思路：approaching 40°C 与 nearing 40°C 都表示“接近40℃”，语义和结构均成立，故选A/B项。 5. A/B 解题思路：rendering the village inaccessible 是典型 render + O + adj；leaving the village inaccessible 也成立，表示“结果使村庄处于无法进入的状态”，故选A/B项。 6. A 解题思路：the norm rather than the exception 是固定搭配“成为常态而不是例外”。routine 偏“日常程序”，habit 偏个人习惯，trend 只是趋势，均不如 norm 精确，故选A项。 命题提示：第4题如果完全脱离命题目标，C exceeding 在语法上也可成立，但会把句意改成“超过40℃”。若希望做成严格单/双答案题，建议在前文补充“still below 40°C”等限制。第5题 keeping 在某些语境也可说得通，因此若用于正式测验，建议进一步收紧语境。 三、话题泛读｜Passage 4 Should Mental Health Checkups Become Routine? 文章概述：文章并非单纯主张“做筛查”，而是讨论学校心理支持的组合方案：早期识别可以发现风险，而课程、专业人员和家庭合作决定后续支持是否适合不同学生。 1. A 解题思路：第一段写 Huang 原本只是希望筛查能找出需要帮助的学生，但结果显示约15%的学生有心理困扰，这一“实际发现”强化了她支持常规心理检查的想法，故选A项。 2. B 解题思路：Zheng Yi 强调 early detection，因为隐藏的问题以后可能更难处理，因此意图是“尽早发现问题，避免恶化”，故选B项。 3. D 解题思路：2026年的研究显示不同年龄学生关注的问题不同，并偏好不同教学方式，这使 Huang 的“筛查”主张进一步扩展为“支持内容要匹配具体需要”，故选D项。 4. C 解题思路：全文最终把 screening 与 mental-health education/support 结合起来，强调检测与教育共同作用，而不是只讲压力、只讲检查或只讲家庭，故选C项。 命题提示：第2题 B 的原选项 “Detecting causes before they worsen off.” 存在明显措辞问题：worsen off 不是自然搭配，而且真正可能“worsen”的是 problems/difficulties 而非 causes。建议改为 “Detecting problems before they worsen.” Passage 4｜思考题解析 1. 答案：screen 解析：作动词可表示“筛查、检查”，即通过测试找出潜在问题。常见 screen sb for sth：screen students for signs of distress；也可 screen candidates“筛选候选人”，screen out“不予通过/筛除”。 2. 答案：identify / detect 的近义表达 解析：recognize“识别/认识到”、spot“发现（往往较快）”、pinpoint“准确找出”、locate“定位”、uncover“揭示隐藏问题”、discover“发现”、flag“标记出潜在风险”；医学语境还可用 diagnose“诊断”。选词取决于是“看见信号、确认身份、精确定位还是诊断病因”。 3. 答案：给出了原则性方案，但不是单一操作方案 解析：最后一段明确说 checking 与 teaching coping skills 不是二选一，而是两者结合；目标既不把所有负面情绪都病理化，也不让学生独自承受问题。因此它给出的是“筛查 + 教育/支持协同”的解决原则，而非一个具体统一流程。 四、话题泛读｜Passage 5 A Phone Ban—or a Lesson in Self-Control? 文章概述：文章讨论校园手机政策的两重目标：短期保护注意力，长期培养数字自控和判断力。作者反对把“最严格”自动等同于“最好”，主张根据情境寻找平衡。 1. D 解题思路：第二段列出通知打断注意、网络内容进入课堂、课间面对面交流减少等问题，所以限制手机的直接目的在于提高专注并促进真实交流，故选D项。 2. D 解题思路：EC 报告的核心警告是不能假定 one solution will fit every school；后面的存储、执行差异只是例子，因此重点是不同学校情境可能需要定制化政策，故选D项。 3. A 解题思路：EC 反对“一种方案适用所有学校”，UNESCO 也对全面禁令持谨慎态度并保留地方自主空间，两者共同否定一刀切的 blanket rules，故选A项。 4. A 解题思路：全文不是简单支持禁令或放开手机，而是寻找“减少干扰 + 培养长期数字责任”的平衡，因此 Finding the Right Balance on School Phones 最能概括，故选A项。 Passage 5｜思考题解析 1. 答案：tempt / attempt / temptation 解析：tempt 是动词“诱惑、引诱”，tempt sb to do sth；attempt 既可作名词“尝试”（make an attempt to do）也可作动词“试图”（attempt to do）；temptation 是名词“诱惑”，resist temptation / the temptation to do sth。 2. 答案：stake / stakeholder 解析：stake 可指“利害关系、赌注”，常见 have a stake in...“与……有切身利益”，at stake“处于危险/成败攸关”。stakeholder 是“利益相关者”，即受到组织/政策影响并对其结果有利益或责任的人/群体，如学生、家长、教师、政府等。 3. 答案：resist 解析：resist 可直接接名词：resist pressure/temptation/change；接动词时用 resist doing sth，如 resist checking the phone。名词 resistance，形容词 resistant，常见 be resistant to sth。 4. 答案：broad / broaden / broadly / breadth 解析：broad 是形容词“宽广的、广泛的”；broaden 是动词“拓宽”；broadly 是副词“广泛地/大体上”；breadth 是名词“宽度、广度”。文中 debate is broader than... 表示讨论范围“更广”。 5. 答案：1) competing；2) competing；3) competitive 解析：competing 作形容词表示“彼此竞争、相互冲突的”，因此 competing demands / competing needs 都强调多种要求争夺有限注意或资源；competitive prices 表示“有市场竞争力的价格”，因此第3空用 competitive。 五、推理阅读｜完形填空 文章概述：文章讲述“我”从害怕进入陌生高中、试图隐身，到通过一次小组校园任务、同伴互动和社团经历逐步建立归属感，最后又主动帮助新生。主线是“陌生—连接—适应—传递善意”。 41. A 解题思路：刚进入更大的高中，“every corridor”都让“我”担心迷路，因此是 unfamiliar“陌生的”。narrow、peaceful、formal 都不是恐惧迷路的核心原因，故选A项。 42. B 解题思路：选择后排座位是为了不引人注意，remain unnoticed“保持不被注意”最符合害羞、紧张的心理，故选B项。 43. A 解题思路：与陌生人合作正是“我”一直想躲避的事情，avoid 与前文 nervous/afraid 呼应，故选A项。 44. C 解题思路：女孩一句轻松的问题和笑声让紧张气氛减弱，ease the tension 是固定搭配，故选C项。 45. A 解题思路：经过共同找路、交流课表，原本“匿名的脸”有了名字；names had replaced anonymous faces 表示陌生面孔逐渐变成熟人，故选A项。 46. A 解题思路：随着认识同伴和校园，学校不再那么 strange“陌生”。crowded/modern/active 都不是前文情绪变化的对应词，故选A项。 47. B 解题思路：第二天女孩给“我”留座，save a seat for sb“给某人留座位”，故选B项。 48. C 解题思路：没有上过摄影课、在社团门口犹豫，说明“我”是 complete beginner“完全的新手”，故选C项。 49. A 解题思路：新生脸上带着和“我”当初一样的表情；结合开头紧张、怕迷路，anxious 最准确，故选A项。 50. B 解题思路：“我”经历过同样的焦虑，所以立刻 recognized“认出了/意识到”这种表情，故选B项。 51. C 解题思路：文章反思 confidence 不是天生有无，而是通过小行动逐渐“建立起来”，be built through... 最自然，故选C项。 52. A 解题思路：问候、共同任务、留座看起来都很普通，却能创造连接，ordinary 与 but 后的转折形成反差，故选A项。 53. B 解题思路：校园没有变小，是“我”学会了在其中找路、应对，navigate 既呼应开头迷路，也可引申为“应对陌生环境”，故选B项。 54. C 解题思路：不再只担心自己后，“我”开始对周围的人更好奇、更关注，curious about people around me 最符合从自我焦虑到外向连接的变化，故选C项。 55. B 解题思路：全文用“一句问候、一个共同任务、一个留座”说明归属感的起点可以非常简单，simply 最贴合主题，故选B项。 六、视野阅读｜日食语法填空 1. 答案：What 解析：What they witnessed 是主语从句，what 在从句中作 witnessed 的宾语，整体作主句主语。 2. 答案：remarkably 解析：修饰形容词 close 应用副词 remarkably，表示“非常接近”。 3. 答案：preventing 解析：前句已有谓语 occurs/passes，逗号后用现在分词表示自然结果：月球位于地球与太阳之间，从而阻挡光线。 4. 答案：where 解析：depends on 后接宾语从句；从句中 the observer happens to be 缺地点状语，故用 where。 5. 答案：farther / further 解析：表示“更向北一些”。farther 尤其用于实际空间距离；现代英语中 further 也可用于空间距离，因此两者均可接受。 6. 答案：weakening 解析：with + 宾语 daylight + doing；daylight 与 weaken 主动，表示光线正在迅速减弱。 7. 答案：on 解析：take on + 名词“呈现、具有（某种外观/性质）”，take on a strange appearance。 8. 答案：an 解析：everyday object 为可数名词单数，且 everyday 以元音音素开头，故用 an。 9. 答案：projecting 解析：its holes projecting... 构成独立主格，holes 与 project“投射”主动。 10. 答案：without 解析：observe the eclipse without looking directly at the Sun“在不直视太阳的情况下观察”。 11. 答案：imagination 解析：capture the public imagination“吸引公众想象/引起公众强烈兴趣”为固定搭配；public 后需要名词。 12. 答案：turning 解析：前面整个情境“光线变暗、气温下降、鸟类反应”带来自然结果，用现在分词 turning... 作结果状语。 13. 答案：the 解析：with the naked eye 是固定表达“用肉眼”。 14. 答案：but 解析：not simply A, but B / not only A but B 表示“不是仅仅A，而是B”；此处与前面的 not simply 呼应。 15. 答案：themselves 解析：find oneself doing sth“发现自己正在做某事”；主语 people 为复数，故 themselves。 16. 答案：excitement 解析：such 后需要名词；excite → excitement，“这种兴奋之情”。 17. 答案：coverage 解析：level of 后接名词；cover → coverage，在此表示“遮蔽程度/覆盖率”。 — 1 — 学科网（北京）股份有限公司 $