2027届高三英语暑假强基练习题-D

**基本信息** 聚焦高考英语阅读核心能力，通过“综合泛读+推理阅读”双模块，系统提炼主旨归纳、推理判断等解题方法，强化语言能力与思维品质的协同发展。 **专项设计** |模块|题量/典例|方法提炼|知识逻辑| |----|-----------|----------|----------| |综合泛读|4篇（城市记忆/暑假规划/入侵植物/手写vs打字）|首段设问定主旨、例证关联论点、推理紧扣上下文语义|从“文本信息提取”到“深层含义理解”，构建“现象-分析-结论”逻辑链，匹配高考主旨题、推理题考法| |推理阅读|2篇（教师成长/勇气培养）|语境词汇辨析、情感线索定位、情节发展预测|依托记叙文情节推进，训练“上下文逻辑推理”与“情感态度把握”，强化语用能力与文化意识|

高三上英语语言整理与深度运用 ©TED EW27001-D 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。 【综合泛读】 Passage A 模拟题改编，选项比较长 Berlin’s East Side Gallery attracts millions of visitors each year. Tourists crowd before vibrant murals (壁画) painted after the Cold War, but few pause to consider what lies beneath the paint: an original section of the Berlin Wall. The art has become the attraction; the history it covers has faded into background. This pattern extends far beyond Berlin. Across the globe, old buildings fall for new developments. The logic seems unarguable: cities must grow, economies must expand. But what disappears when we erase (清除) the physical traces of our past? Urban historian Dolores Hayden describes cities as “palimpsests” — manuscripts(手稿) written upon repeatedly, earlier versions never fully erased. In her study of Los Angeles, she documented how development projects repeatedly tore down communities inhabited by Mexican-American and African-American families, replacing them with freeways and squares. The new structures served economic ambitions, but they also erased material evidence that these communities ever existed. “When the buildings disappear,” Hayden writes, “so does the tangible (有形的) proof that these people lived here, worked here, mattered here.” Some argue that memory can survive through photographs and documents. In fact, there is a difference between knowing about a place and experiencing it. A photograph of an old church conveys its appearance; walking through its doors conveys something else entirely — the height of the ceiling, the echo of footsteps, the weight of silence. These are not details; they are the substance of embodied memory. Research in environmental psychology suggests that physical spaces maintain collective identity. When communities lose familiar landmarks, they lose reference points that connect individuals to shared history. The result can be spatial disorientation — not merely not knowing where you are, but not knowing who you are in relation to those who came before. None of this argues against all development. Every generation inherits a city and passes one on. Some walls are meant to fall. Others are meant to stand — physical spaces ground memory in ways that images alone cannot, grounding us in a past that continues to shape who we are. 1. What is the writing purpose of paragraph 1? A. To show how cities reshape historic landmarks. B. To explain why old buildings gradually lose value. C. To draw attention to what urban growth may erase. D. To question how tourists view historical attractions. 2. What does the example of Los Angeles intend to illustrate? A. The cost of urban development. B. The role of economic ambitions. C. The resistance from local communities. D. The success of redevelopment projects. 3. What can be inferred about the communities losing landmarks? A. They may become uncertain about where they belong. B. They may rely increasingly on written historical records. C. They may find unfamiliar city spaces difficult to navigate. D. They may become less supportive of economic development. 4. What does the text convey? A. Urban progress may destroy a city’s familiar landmarks. B. Shared identity is partly anchored in familiar surroundings. C. Old structures deserve priority over continued development. D. Direct experience offers the best access to historical meaning. Passage B 非常应景的一篇 A mom recently laughed while telling us, “By week two of summer, I had a color-coded plan. By week three, my son had quietly ignored all of it.” And honestly, that’s often the case. Summer has a funny way of exposing the gap between what we plan and what we actually need. For most teens, this season is not just a break from school but a reset for mental health, sleep, and identity. Yet the pressure to stay productive sneaks in, summer goals, skill building, internships... a strict and detailed to-do list. Here is the thing: a balanced summer routine does not mean doing everything; it means choosing what matters. One teen we spoke to said she started keeping “two good things a day” instead of a to-do list. Sometimes it was finishing a chapter, sometimes just getting out of bed before noon, small wins, but real ones. Parents can support this by shifting the conversation from results to rhythm. Ask how the day felt, not just what’s been done. That small shift builds trust and lowers pressure. At the same time, a little structure can help summer not turn into one long scroll session. Think gentle growth, not strict schedules. A simple trick is the “half and half” approach, half the day for something that adds value, reading, helping at home, learning something small, and half for relaxation, friends, or doing absolutely nothing. Yes, doing nothing counts. Teens need boredom more than we admit; it is where creativity and self-discovery quietly grow. Parents, try being a sounding board instead of a supervisor; maybe a quick weekly check-in over pizza works better than daily reminders. And teens, it is okay if your summer is not aesthetic or perfectly planned. The real goal is to feel rested, a bit more confident, and still connected to your people. Because when school starts again, what stays is not the checklist — it is the feeling that you had a summer that was actually yours. 5. Why do most teens fail to stick to the summer plan? A. Their actual needs may differ from planned goals. B. Their daily routines are easily changed by parents. C. Their interest in learning tends to fade in summer. D. Their free time is often taken up by social activities. 6. What does the “half and half” method mean? A. Half at home, half outside. B. Half for growth, half for rest. C. Half alone, half with friends. D. Half for study, half for sports. 7. What role does the author advise parents to play in summer? A. A strict reminder. B. A task planner. C. A supportive listener. D. A summer tutor. 8. What is the most suitable title for the passage? A. Keeping Teenagers Productive During the Summer. B. Giving Teenagers Room to Grow at Their Own Pace. C. Preparing Teenagers for a Smoother Return to School. D. Helping Teenagers Build Better Habits During Summer. Passage C For over 150 years, biologists have been perplexed by a question even Charles Darwin couldn’t fully answer: Why do some plants arrive in a new place and spread rapidly, while others barely survive? In On the Origin of Species, Darwin proposed two competing ideas about successful invasive (入侵的) plants: they are similar to native plants and already suited to local conditions or they are different enough to avoid direct competition. For years, evidence seemed to support both ideas, but the broader pattern remained unclear. Tadeo Ramirez-Parada and his team at UC Santa Barbara turned to herbaria, collections of preserved plant specimens (标本) gathered over centuries. Each dried plant comes with valuable information, including where and when it was collected, and whether it was flowering at the time. The team focused on flowering time, a critical factor in plant reproduction. Using specimen records, historical weather data, and advanced statistical methods, the researchers estimated flowering periods for thousands of species. They then compared invasive and native plants across regions. The results of the new study revealed a striking pattern. In regions with harsh conditions like extreme heat, cold or dryness, successful invasive plants responded to the same environmental cues as established species did. In milder regions with greater biodiversity, invasive species often flowered significantly earlier so they could attract pollinators (传粉者) before natives, and produce seeds sooner and spread them over a longer period. The findings may help land managers identify future threats before they become major problems. In mild climates, evolutionarily distinct invasive plants may deserve closer attention. In harsher climates, introduced species that behave like native plants may pose the greatest risk. The research also highlights concerns about invasive annual grasses, which have transformed many ecosystems. In California, large areas once supported diverse communities of native grasses and wildflowers, but today, many of those landscapes are dominated by fast-growing invasive grasses, which can reduce habitat quality for wildlife, increase wildfire risk, and limit the return of native species. 9. What does the underlined word “perplexed” in paragraph 1 probably mean? A. Puzzled. B. Annoyed. C. Connected D. Engaged. 10. What does paragraph 2 focus on about the new study? A. What it illustrated. B. Who supported it. C. How it was conducted. D. Why it was mentioned. 11. Why did invasive species in milder regions flower earlier? A. To respond to extreme heat. B. To allow time for transformation. C. To behave like native species. D. To avoid competition with natives. 12. What does the new research reveal about invasive species? A. Invasive plants usually outcompete native species. B. Flowering time determines all invasive plant success. C. Native species respond passively to changing conditions. D. Invasive success follows distinct environmental patterns. Passage D 模拟题改编，选项比较长 In today's classrooms, laptops (笔记本电脑) have become as common as pens. Many students type their notes because typing is faster — a student can usually type 30 to 40 words per minute, but write only about 20 by hand. Since faster note-taking seems to mean more information recorded, typing appears to be the better choice. But recent research suggests otherwise. In a well-known study, researchers asked students to watch a lecture and take notes either by laptop or by hand. Half an hour later, both groups performed equally well on factual questions, such as “When did the event happen?” However, on conceptual questions that required understanding and applying ideas, the handwritten group scored significantly higher. Why does this happen? The answer lies in what the brain does while taking notes. Because typing is fast, students tend to record what the speaker says word for word, almost without thinking. Handwriting, by contrast, is slow. A student writing by hand cannot record everything, so he must listen, digest, and then put the ideas into his own words. This process of “encoding (编码)” is exactly what builds understanding and long-term memory. Some researchers have tested whether simply telling typists not to write word for word can solve the problem. The result was disappointing — even when warned, most laptop users still copied sentences directly. The keyboard seems to encourage mindless copying, while the pen naturally encourages thinking. None of this means technology should be banned from classrooms. Laptops are useful for searching information and sharing files. But when it comes to truly understanding what you learn, sometimes the older tool works better. As one researcher put it, “The pen is mightier than the keyboard.” 13. What is the advantage of typing notes mentioned in paragraph 1? A. It makes writing more beautiful. B. It helps students think more deeply. C. It records information more rapidly. D. It costs less time to type than to write. 14. What did the study find about the two groups of students? A. The typing group had terrible handwriting. B. The typing group did better on factual questions. C. The handwritten group was better at grasping ideas. D. The handwritten group excelled at raising questions. 15. Why do students writing by hand understand ideas better? A. They review their notes more often. B. They listen more attentively in class. C. They record more details than typists. D. They process ideas in their own words. 16. What do the researchers think of using laptops in class? A. They are essential for understanding facts. B. They prove less effective for deep learning. C. They prove harmful to effective classroom learning. D. They are preferable to handwriting in most situations. 【推理阅读】 Passage A It was September, around 11: 15 in the morning. The classroom was small and slightly crowded. Two white tube lights glowed overhead, as daylight shone through the windows. The ceiling fan moved slowly, making a(n) ____1____ sound. Around forty-five students sat on long wooden benches. Some were new, while others were old and shaky. The blackboard looked worn, with previous teachers’ notes still ____2____. When I stepped in, the room fell silent. Some avoided my eyes and most hung their heads. I raised a simple English question, yet nobody made any ____3____. That was my first day teaching English in a local school. I had believed my full devotion would inspire students to make gradual ____4____. However, things went against my wish. Fear greatly ____5____ their enthusiasm. Instead of being eager to learn English, they showed obvious ____6____. They longed for quick results, while I stuck to laying solid ____7____, which caused misunderstanding between us. One day after class, I fell into deep ____8____, wondering if my hard work was in vain. Earning far less than others, I even began to ____9____ leaving this school. My principal’s sincere words woke me up. I decided to ____10____ my ways of teaching. I held small extra classes to give every student more personal ____11____. Slowly, those quiet kids dared to respond. They struggled but never easily ____12____. I gradually realized teaching was not only passing on knowledge, but also caring for their inner sorrows. Later, I got a well-paid new job offer. I told my students I might choose ____13____. Dead silence filled the room. Some students begged me to stay, and others burst into tears. Faced with their sincere looks, I gave up leaving without any ____14____. Soon after, one of my shy students gave a fluent English speech in a contest calmly and confidently. I felt extremely proud. Not all life values are measured by material gains. All my efforts and perseverance are totally ____15____ as long as I can light up teenagers’ bright future. 1. A. musical B. rough C. gentle D. smooth 2. A. visible B. hidden C. missing D. fixed 3. A. comment B. choice C. reply D. decision 4. A. fortune B. progress C. mistake D. effort 5. A. inspired B. balanced C. blocked D. shared 6. A. resistance B. respect C. trust D. patience 7. A. plans B. foundations C. goals D. rules 8. A. joy B. horror C. reflection D. pride 9. A. consider B. avoid C. deny D. risk 10. A. refuse B. forget C. protect D. adjust 11. A. chance B. space C. attention D. praise 12. A. gave up B. turned down C. took off D. broke out 13. A. rest B. travel C. departure D. change 14. A. reason B. hesitation C. sign D. reward 15. A. flexible B. worthwhile C. convenient D. demanding Passage B I was a timid (胆小的) child when Mother began her long efforts to give me courage. Among my earliest memories are Mother's words. “Go right up and look your 1 in the face — and then do something!” To remove my unease of the dark, Mother 2 a gentle game for us to play beneath the night sky. She circled the house in one direction, I in the other. At the far corner, just as shadows closed in, anxiety 3 me. Next, I 4 straight into her 5 arms As I grew older, the most frightening experience for me was staying in the house alone at night. My parents 6 built up my courage to face this difficulty. Mother would occupy me with a beloved puzzle or a favourite book, before she and father 7 leaving me to my own devices. Then, one night, I 8 myself all alone for two whole hours. After that, I spent entire evenings by myself in happy activities, totally 9 all fear. Years later, I took my first job to 10 photos of Lake Lure over the Blue Ridge Mountains aboard a small plane. When we flew through a rocky mountain pass, strong turbulence (气流) 11 the plane violently, and I was seized by great fear that we would never get out safely. In that 12 moment, Mother's words came to me: “Look fear in the face, and do something!” I pulled myself together, kept 13 and tried to catch every clear moment to take photos. Now, spending a night alone in the woods is a beautiful experience that 14 my inner life. This peace is possible only because my mother's advice 15 me from fear. 1. A. hopes B. fears C. dreams D. illness 2. A. designed B. improved C. borrowed D. purchased 3. A. changed B. relieved C. sheltered D. consumed 4. A. wandered B. raced C. cycled D. paced 5. A. exhausting B. trembling C. comforting D. surprising 6. A. gradually B. suddenly C. quickly D. casually 7. A. held on B. broke down C. stayed up D. slipped away 8. A. wished B. found C. treated D. felt 9. A. forgetting B. experiencing C. displaying D. sensing 10. A. print B. record C. mark D. shoot 11. A. packed B. lifted C. buffeted D. stopped 12. A. memorial B. critical C. historic D. magical 13. A. informed B. locked C. focused D. suspected 14. A. explores B. proves C. enriches D. covers 15. A. separated B. hid C. excused D. freed 【答案与解析】 一、综合泛读｜Passage A 城市空间与集体记忆 文章概述：文章借柏林墙和洛杉矶城市更新说明：城市发展会改变物理空间，而熟悉的建筑和地标承载着群体历史与身份，因此保存某些实体空间具有不可替代的记忆价值。 1. C 解题思路：首段从 East Side Gallery 的“艺术盖住历史”写到全球旧建筑让位于开发，最后用问句追问“当我们抹去过去的物理痕迹时，什么会消失”，作用是引出城市增长可能抹除的东西，故选C项。 2. A 解题思路：洛杉矶例子强调开发项目带来高速公路和广场，却抹去了少数族裔社区存在过的物质证据，因此用来说明 urban development 的代价，故选A项。 3. A 解题思路：第四段说失去熟悉地标后会出现 spatial disorientation，不仅“不知自己在哪里”，更“不知自己与前人是什么关系”，本质是归属和身份定位变得不确定，故选A项。 4. B 解题思路：全文最终强调 physical spaces maintain collective identity、ground memory，说明共享身份的一部分扎根于熟悉的物理环境。A只写“破坏地标”是现象，未到达文章的身份主题，故选B项。 二、综合泛读｜Passage B A Balanced Summer 文章概述：文章反对把暑假变成严格的生产力计划，主张“温和成长 + 真正休息”，并建议父母做倾听和支持者，让青少年在适度结构中获得自主感。 5. A 解题思路：开头直接指出 summer exposes the gap between what we plan and what we actually need，计划失败并非简单因为懒惰，而是实际需求与预设目标存在差距，故选A项。 6. B 解题思路：文章明确解释 half and half：half the day for something that adds value，half for relaxation/friends/nothing，因此“成长一半、休息一半”，故选B项。 7. C 解题思路：作者让父母从结果转向节奏，做 sounding board instead of a supervisor，即倾听、反馈、支持，而不是监督和布置任务，故选C项。 8. B 解题思路：结尾强调暑假不必完美规划，真正目标是休息、信心、连接感和“a summer that was actually yours”，B“按自己的节奏成长”最贴合，故选B项。 三、综合泛读｜Passage C Invasive Plants 文章概述：文章用植物标本与气候数据研究入侵植物的花期策略，发现严酷环境与温和高多样性环境中，成功入侵植物采取不同的时间响应模式。 9. A 解题思路：perplexed 后紧跟“Darwin couldn’t fully answer”的长期问题，语义为“困惑、难以理解”，Puzzled 同义，故选A项。 10. C 解题思路：第二段依次交代数据来源（herbaria、天气记录）、研究指标（flowering time）、统计方法和比较对象，核心是研究如何开展，故选C项。 11. D 解题思路：温和地区中入侵种更早开花，随后直接说明可以先于本地植物吸引传粉者、提前结籽，从时间上减少直接竞争，故选D项。 12. D 解题思路：研究发现严酷地区的成功入侵种趋向响应与本地种相同的环境线索，而温和地区则常通过明显提前花期获得优势，说明入侵成功存在不同环境模式，故选D项。 四、综合泛读｜Passage D Handwriting vs Typing 文章概述：文章比较键盘与手写笔记：打字速度快、记录多，但容易逐字抄录；手写迫使学生筛选和重述信息，因此更有利于概念理解和长期记忆。 13. C 解题思路：首段给出打字30—40词/分钟、手写约20词/分钟，明确的优势是记录信息更快。D与C意思接近，但C直接对应“records information more rapidly”，表述更准确完整，故选C项。 14. C 解题思路：实验中事实题两组表现相当，但 conceptual questions 上手写组显著更高，因此手写组更擅长理解和把握概念，故选C项。 15. D 解题思路：第三段解释手写速度慢，学生不能全记，只能听、消化、再用自己的话表达；这个 encoding 过程促进理解和记忆，故选D项。 16. B 解题思路：作者明确说不应禁止电脑，并承认其搜索和共享功能，但在 truly understanding 方面 older tool sometimes works better，因此认为笔记本对深层学习相对没那么有效，而不是“全面有害”，故选B项。 五、推理阅读｜Passage A 教师的坚持 文章概述：文章讲一位英语教师刚到当地学校时遭遇学生沉默、畏惧和抵触，曾想离开；在校长鼓励下调整教学、给予个别关注，最终看到学生成长并重新确认教育的价值。 1. B 解题思路：教室旧、拥挤，长椅有些 old and shaky，整体环境并不精致；老旧吊扇发出 rough“粗糙、刺耳/不平稳”的声音更符合氛围，故选B项。 2. A 解题思路：黑板 worn，前任教师的笔记“仍然看得见”，visible 与 still 呼应，故选A项。 3. C 解题思路：老师提出问题但无人作答，make any reply“作出回应/回答”符合课堂语境，故选C项。 4. B 解题思路：教师希望全心投入能让学生逐步取得 progress，make progress 固定搭配，故选B项。 5. C 解题思路：Fear greatly blocked their enthusiasm，“恐惧阻碍了热情”，与后面的 resistance 形成因果，故选C项。 6. A 解题思路：学生并非 eager to learn，而表现出 obvious resistance“抵触”，与教师期待形成转折，故选A项。 7. B 解题思路：lay solid foundations“打下坚实基础”是固定搭配；学生想要速成，教师坚持基础训练，故选B项。 8. C 解题思路：面对误解和低回报，作者陷入 deep reflection“深思”，后面 wondering... 正是反思内容，故选C项。 9. A 解题思路：consider doing sth“考虑做某事”，考虑离开学校。avoid/deny/risk 均不合句意或搭配，故选A项。 10. D 解题思路：校长的话让他醒悟，于是改变教学方式，adjust my ways of teaching“调整教学方法”，故选D项。 11. C 解题思路：小班辅导的目的在于给每个学生更多 personal attention“个别关注”，故选C项。 12. A 解题思路：学生虽然挣扎，却不轻易放弃，give up，故选A项。 13. C 解题思路：得到新工作后告诉学生自己可能选择 departure“离开”，与后文 begged me to stay 直接对应，故选C项。 14. B 解题思路：面对学生真挚反应，他毫不犹豫地放弃离开，without any hesitation 固定表达，故选B项。 15. B 解题思路：只要能照亮学生未来，所有努力和坚持就是 worthwhile“值得的”，与“不用物质收益衡量人生价值”呼应，故选B项。 六、推理阅读｜Passage B Mother Taught Me Courage 文章概述：文章以“直面恐惧，然后行动”为线索，写母亲从童年小游戏、独自在家训练到成年后在飞机颠簸中的实际影响，表现勇气是通过渐进练习建立的。 1. B 解题思路：母亲的核心教诲是“look your fears in the face”，下文围绕黑暗、独处和飞行恐惧展开，故选B项。 2. A 解题思路：母亲为了帮助孩子克服怕黑，特意“设计”了一个夜间小游戏，designed a game，故选A项。 3. D 解题思路：阴影逼近时焦虑完全占据“我”，anxiety consumed me“焦虑吞没/控制了我”，故选D项。 4. B 解题思路：害怕时“我”快速冲向母亲，raced straight into... 比 wandered/paced 更符合紧迫动作，故选B项。 5. C 解题思路：母亲的怀抱提供安全感，comforting arms“令人安心的怀抱”，故选C项。 6. A 解题思路：克服独自在家的恐惧是一个逐步过程，父母 gradually built up my courage，故选A项。 7. D 解题思路：母亲先用拼图/书让“我”投入，随后父母悄悄离开，slipped away“悄然离开”符合训练方式，故选D项。 8. B 解题思路：find oneself + 补语“发现自己处于某种状态”，found myself all alone，故选B项。 9. A 解题思路：后来能独自快乐活动，说明已经“忘却/不再意识到”恐惧，forgetting all fear，故选A项。 10. D 解题思路：摄影语境中 shoot photos 是高频表达“拍摄照片”，故选D项。 11. C 解题思路：turbulence buffeted the plane violently“强气流猛烈冲击/颠簸飞机”，buffet 精确描述风浪反复冲击，故选C项。 12. B 解题思路：担心飞机无法安全出去，是决定性、危险的 critical moment“危急时刻”，故选B项。 13. C 解题思路：恐惧中拉回自己，保持 focused“专注”，才能抓住清晰瞬间拍照，故选C项。 14. C 解题思路：现在独自在树林中过夜成为美好体验，它丰富内心体验，enriches my inner life，故选C项。 15. D 解题思路：母亲的建议使“我”从恐惧中解放出来，free sb from sth；过去行为影响至今的总结用 freed，故选D项。 — 1 — 学科网（北京）股份有限公司 $