高考英语综合训练卷 A 49 -2027届高三英语一轮复习专项

**基本信息** 以真实语境为载体，整合阅读、语言运用与写作模块，通过题型专项解析构建“定位-推理-表达”逻辑链，强化语言能力与思维品质协同发展。 **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（如21题直接信息提取）、逻辑推理（如31题作者态度分析）、主旨归纳（如23题文本目的概括）|从信息识别到深层理解，衔接“现象-解释-应用”认知链条| |语言运用|25题（完形+语法填空）|语境词义辨析（如48题instructions语境匹配）、语法规则应用（如56题attached非谓语结构）|从词汇语境化到语法结构化，构建语言形式与意义的关联| |写作|2题（应用文+读后续写）|应用文结构规范（如66题发言稿三要素）、续写逻辑闭环（如67题情节因果链）|从信息整合到创造性表达，体现“任务要求-内容组织-情感升华”输出逻辑|

原创高考英语综合训练卷 A49 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 Riverside Transfer Hub: Disruption Card From 21:00 on Friday, September 12, until 05:00 on Monday, September 15, Riverside Bridge will be closed for track work. Buses 12 and 18 will end at North Quay instead of crossing the river. Bus 6 will follow its normal route throughout the closure. Replacement shuttle X1 will run between North Quay and Hillgate Metro through the east tunnel every 12 minutes. The first shuttle leaves North Quay at 05:30 and the last at 00:30. Because tunnel racks are unavailable, bicycles cannot be carried, but folded strollers are accepted. Regular bus passes and single tickets are valid on X1 and on the metro between Hillgate and Central Square. Passengers who touch out at North Quay and enter Hillgate Metro within 30 minutes will have any extra transfer fare returned automatically. Keep the same travel card for both actions. Step-free access remains open at North Quay's river entrance and Hillgate's east entrance. Staff in yellow vests will be present from 06:00 to 23:00. Travelers needing assistance after 23:00 should use the help point beside the east lift before beginning the transfer. 21. Which service continues on its usual route during the closure? A. Bus 6. B. Bus 12. C. Bus 18. D. Shuttle X1. 22. What must a passenger do to receive the automatic transfer-fare return? A. Ask a yellow-vested staff member. B. Board X1 before the metro. C. Use the same travel card and enter Hillgate Metro within thirty minutes. D. Leave Hillgate within thirty minutes. 23. What is the main purpose of the card? A. To compare three permanent bus routes. B. To explain travel arrangements during a closure. C. To encourage cycling through the east tunnel. D. To advertise late-night work at the bridge. B At her first bookbinding workshop, Mei assumed precision meant making every piece identical. She measured the gray board twice, cut four covers to the same height and lined them up proudly. Instructor Tomas ran a finger across their surfaces, then asked her to bend each one gently. Two covers curved easily from top to bottom; the others resisted. Tomas explained that paper fibers tend to run in one direction. A book opens more naturally when the grain of the board, paper and folded sections runs in the same direction. Mei's measurements were exact, but her materials were not behaving as one structure. For the next practice book, she marked the grain direction in pencil before cutting. She folded eight printed sheets into sections, pressed each fold with a bone folder and pierced sewing holes through a paper guide. Her stitches looked uneven at first, so she slowed down and listened for the small change in tension as the thread settled. Tomas did not give her a single ideal number for tightness. He showed her how a loose section shifted and how an overtight stitch pulled the fold. Mei calibrated each pull by comparing the movement of the paper, not by copying the force in her previous stitch. When the finished book lay flat without straining its spine, Mei understood that craft accuracy was not a battle against variation. Measurements established a dependable frame; touch and observation helped her respond to the particular material inside it. 24. What first showed Mei that equal measurements were not enough? A. The sewing guide had uneven holes. B. The printed sheets varied in height. C. The instructor changed the cover size. D. The boards responded differently when bent. 25. Why did Mei mark the grain direction before cutting? A. To reduce the number of folded sections. B. To help the book parts work together. C. To make every stitch the same length. D. To replace measurement with touch. 26. What does the underlined word "calibrated" in paragraph 4 most nearly mean? A. Recorded permanently. B. Repeated quickly. C. Adjusted carefully. D. Displayed publicly. 27. What did Mei finally learn about craft accuracy? A. It combines a stable frame with material judgment. B. It depends on applying one ideal force every time. C. It improves when natural variation is removed. D. It matters less than finishing a book quickly. C Young sea turtles leave their nesting beaches and enter ocean currents that carry them across large areas. Researchers have long asked how animals with no previous journey choose directions that keep them within favorable water. One possibility is that turtles respond to the Earth's magnetic field. Field strength and the angle at which magnetic lines meet the surface vary by location, creating combinations that can act like regional signatures. The idea does not require a turtle to know a map in the human sense. In a controlled study, hatchlings swam in circular tanks surrounded by coils that reproduced magnetic signatures from different parts of a migration route. Each hatchling spent five minutes experiencing one assigned signature before the trial began. Researchers then recorded its chosen direction during a ten-minute trial while water temperature and light remained constant. Groups exposed to signatures from opposite edges of the route tended to swim in different directions, and each response would have steered a turtle back toward the circulating current. Repeated trials produced a group pattern rather than identical turns by every animal. The findings support an inherited sensitivity to magnetic information, but they do not show that magnetism acts alone at sea. Waves, light and later experience may also guide movement. The experiment isolates one usable cue; it does not recreate the entire ocean journey. 28. What can magnetic signatures provide for young turtles? A. A complete human-like map. B. A record of ocean temperature. C. A signal from adult turtles. D. Regional directional information. 29. Why were temperature and light kept constant? A. To make the tanks resemble nesting beaches. B. To separate the magnetic cue being tested. C. To speed up each turtle's swimming. D. To reproduce the whole ocean journey. 30. What is important about the group pattern in paragraph 4? A. An identical turn by every turtle. B. A lack of response to route-edge signatures. C. A directional tendency toward the route. D. A decline in variation across later trials. 31. What is the author's attitude toward the magnetic explanation? A. Entirely dismissive. B. Unquestioningly certain. C. Deeply alarmed. D. Cautiously supportive. D Low clouds over glaciers can either slow or increase surface melting. Their effect depends on a balance: clouds reflect incoming sunlight, yet they also send infrared energy downward. Which influence dominates changes with season, cloud thickness and the brightness of the ice below. A research team combined satellite cloud records with instruments at three mountain glaciers. Ground stations measured incoming and outgoing energy every thirty minutes, while automatic cameras documented whether fresh snow or darker old ice covered the surface. Only periods with usable data from both sources entered the comparison. On bright snow in early summer, cloudy periods were often linked with less energy reaching the surface because reflected sunlight was the larger change. Later, when dust and melt exposed darker ice, some low-cloud periods were linked with greater downward infrared energy and more available melt energy. These paired observations reveal conditions under which clouds and glacier surfaces are associated with different energy balances. They do not prove that a cloud event by itself caused every measured melt change; warm air and moisture may arrive with the same weather system. The practical lesson is that a cloud label is not enough for a melt estimate. Models need information about the surface below the cloud and the season in which the interaction occurs. A single fixed cloud correction can therefore hide the very shift researchers need to explain. 32. Why were automatic-camera records used? A. To show the condition of the glacier surface. B. To identify the chemical content of clouds. C. To measure wind above the satellite. D. To calculate visitor numbers near each glacier. 33. When were clouds often linked with less surface energy? A. When dark ice absorbed infrared energy. B. When all ground instruments stopped working. C. When bright snow covered the surface in early summer. D. When warm air arrived without moisture. 34. Why does the author mention warm air and moisture? A. To prove that clouds never affect melting. B. To identify factors that may accompany cloud events. C. To explain why satellites replace ground stations. D. To show that old ice always remains cold. 35. What is the main idea of the passage? A. All low clouds protect glaciers from summer melting. B. Satellite records are more reliable than ground data. C. Glacier models should use one fixed cloud correction. D. Cloud effects depend on surface and seasonal conditions. 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。 A short dance needs more than a collection of favorite moves. Begin by naming the action or relationship you want the audience to notice. ___36___ A clear sentence such as 'three people keep offering and refusing help' gives movement choices a shared direction. Create one simple movement phrase before adding music. Change its level, speed or direction and observe which version serves the idea. ___37___ Variation is useful when it reveals a new side of the same material, not when it merely fills time. Next, decide how dancers use space together. A close formation can suggest support or pressure, while distance can make a delayed response visible. ___38___ Let those pathways carry meaning instead of treating them as travel between impressive moments. Record a rehearsal from a fixed wide view. Watch once without sound and note where your attention actually goes. ___39___ This separates what the choreography communicates from what the dancers remember intending. When classmates respond, ask them to describe a precise moment before offering a judgment. Compare their observations with your original action sentence. ___40___ Removing a repeated lift or turn may make the central relationship easier to read. A. Use that statement as a test when deciding what belongs. B. Choose a popular song before deciding what the dance explores. C. Keep only the changes that sharpen the original relationship. D. Trace entrances, crossings and exits as part of the composition. E. Write down the moments that attracted you and those that lost you. F. Turn the intention into a brief, active sentence. G. Ask every dancer to perform a different theme at the same time. 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。 Keira had always played as a winger for the school futsal team. She loved the quick run toward goal and the visible moment of a shot. In the regional semifinal, however, the opposing team repeatedly passed through the center and reached Keira's defenders before she could ___41___. At halftime, Coach Imani showed two short clips on a tablet. Their playmaker waited behind Keira, then moved into the central lane as soon as she ran forward. The coach asked Keira to take a defensive midfield role and ___42___ that lane instead of chasing the ball. Keira felt a flash of ___43___; the new job seemed far from the action she valued. Then the coach placed a blue magnet on the tactics board. It did not follow the ball. It stayed between the playmaker and the goal, forcing passes toward the side. Keira understood that her position could ___44___ the opponent's next choice. She agreed to try the role and tied on the blue wristband used to mark midfield calls. Early in the second half, Keira resisted the ___45___ to sprint at a loose pass. She held the central space and pointed her left defender toward the receiver. With the direct route ___46___, the opponent sent the ball wide. Keira's teammate won it, and Keira made a simple first pass that ___47___ a counterattack. Two passes later, Nia scored. The pattern repeated. Keira checked the playmaker before every forward move, gave short ___48___ and stepped in only when the pass entered her zone. She made fewer dramatic runs, yet the team became more ___49___. Near the end, the playmaker drifted wide to escape her. That movement ___50___ the center for Nia, whose second goal won the match. After the whistle, Keira looked at the blue wristband. It had not made her less of an attacker; it had reminded her which responsibility came ___51___. She had influenced the game by controlling a space, sharing ___52___ and choosing the right moment. Coach Imani praised her not for giving up ambition but for ___53___ it toward what the team needed. Keira realized that an important role is not always the one that earns the loudest ___54___. Sometimes its value appears in the choices opponents are no longer ___55___ to make. 41. A. return B. celebrate C. rest D. argue 42. A. leave B. measure C. protect D. paint 43. A. relief B. disappointment C. amusement D. gratitude 44. A. copy B. announce C. forget D. limit 45. A. temptation B. permission C. routine D. evidence 46. A. named B. blocked C. borrowed D. counted 47. A. avoided B. described C. started D. delayed 48. A. apologies B. secrets C. complaints D. instructions 49. A. silent B. balanced C. expensive D. formal 50. A. closed B. recorded C. opened D. damaged 51. A. first B. abroad C. alone D. upstairs 52. A. equipment B. food C. money D. information 53. A. hiding B. separating C. directing D. comparing 54. A. alarms B. cheers C. lessons D. requests 55. A. forced B. trained C. invited D. able 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。 Mussels living on rocky shores spend part of each day under water and part exposed to air. A mussel stays ___56___ (attach) to a wave-washed surface by means of tough threads. These threads are distributed ___57___ (wide) across the surface, so force is shared across several contact points. During low tide, closing the shell is by far ___58___ most effective way to limit water loss. The animal must also keep enough oxygen available ___59___ (survive) until the sea returns. Small gaps may remain, but in hot or dry air the mussel responds by ___60___ (close) its shell more tightly than under mild conditions. Groups of mussels form dense beds. These beds, ___61___ slow the movement of air around mussels in the center, help prevent moisture from being ___62___ (lose) and create shaded spaces. They do not remove every risk, because upper mussels still receive direct sunlight. Their success therefore depends on structures used at different times: threads resist waves, shells reduce drying, and grouping changes the local environment. These responses are shaped by repeated tidal cycles rather ___63___ by a single tide. On days ___64___ (warm) than the seasonal average, mussels may keep ___65___ (they) shells closed for longer than they do in mild weather. 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。你曾参加城市老街文化遗产步行路线的标识更新项目。请在校英语社活动中作英文发言，分享：1. 你的具体任务；2. 项目中的一次做法及收获；3. 给同学参与类似项目的建议。词数120左右。 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。 Sara had joined the coastal bird survey because she wanted to see a spoonbill, a species she had known only from photographs. Survey leader Dr. Lewis assigned each student a responsibility. Ben carried the telescope, while Sara became the timekeeper for the group on the outer sandbar. Before they crossed, Dr. Lewis gave Sara a waterproof tide card, a watch and an orange return flag. The card showed that water would begin covering the shallow crossing at 10:20. Their rule was to raise the flag at 10:10, giving everyone time to pack the telescope and walk back together. For most of the morning, the team counted familiar gulls and plovers. At 10:04, Ben suddenly pointed beyond the reeds. A spoonbill stepped into view, sweeping its long bill through the water. Sara's excitement rose as Dr. Lewis confirmed the identification. The bird moved farther along the sandbar. Several students followed with their notebooks, hoping to record another feeding action. At 10:09, Ben asked for five more minutes. Sara looked from the rare bird to the orange marker beside the crossing. Water had reached the marker's base, exactly as the tide card predicted. Her watch changed to 10:10. Sara wished someone else would make the decision, but Dr. Lewis was helping a student adjust the telescope and had deliberately left the time call to her. Sara gripped the orange flag. Paragraph 1: Sara lifted the orange flag even though the spoonbill was still in view. Paragraph 2: Back at the field station, Dr. Lewis placed the completed count sheet beside Sara's tide card. 参考答案与解析 答案速查 21 A 22 C 23 B 24 D 25 B 26 C 27 A 28 D 29 B 30 C 31 D 32 A 33 C 34 B 35 D 36 F 37 C 38 D 39 E 40 A 41 A 42 C 43 B 44 D 45 A 46 B 47 C 48 D 49 B 50 C 51 A 52 D 53 C 54 B 55 D 56 attached 57 widely 58 the 59 to survive 60 closing 61 which 62 lost 63 than 64 warmer 65 their 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：A 题干：Which service continues on its usual route during the closure? 解析：首段明确Bus 6在封闭期间保持原线路，故选 A。 22. 答案：C 题干：What must a passenger do to receive the automatic transfer-fare return? 解析：自动退回额外换乘费用同时要求30分钟内进入Hillgate Metro，并在两次操作中使用同一张卡，故选 C。 23. 答案：B 题干：What is the main purpose of the card? 解析：全文围绕桥梁封闭期间的替代交通、票务与无障碍安排展开，故选 B。 24. 答案：D 题干：What first showed Mei that equal measurements were not enough? 解析：Tomas让Mei以同一方式轻弯纸板，部分纸板容易弯曲、其余则明显抵抗，说明尺寸相同并不代表材料反应相同，故选 D。 25. 答案：B 题干：Why did Mei mark the grain direction before cutting? 解析：第二段说明纸板、纸张和折页纹理方向一致时书本更自然开合，故选 B。 26. 答案：C 题干：What does the underlined word "calibrated" in paragraph 4 most nearly mean? 解析：Mei根据纸张移动情况调整每次拉线力度，calibrated意为细致调节，故选 C。 27. 答案：A 题干：What did Mei finally learn about craft accuracy? 解析：末段将准确性概括为尺寸建立框架、触觉与观察回应具体材料，故选 A。 28. 答案：D 题干：What can magnetic signatures provide for young turtles? 解析：第二段说明不同地磁组合可形成区域特征，为幼龟提供方向信息，故选 D。 29. 答案：B 题干：Why were temperature and light kept constant? 解析：控制水温和光照可隔离地磁变量，从而检验其方向作用，故选 B。 30. 答案：C 题干：What is important about the group pattern in paragraph 4? 解析：不同边缘地磁条件引发的群体方向倾向均有助于返回环流路线，故选 C。 31. 答案：D 题干：What is the author's attitude toward the magnetic explanation? 解析：作者认可实验支持地磁敏感性，同时强调其他线索和实验边界，态度为审慎支持，故选 D。 32. 答案：A 题干：Why were automatic-camera records used? 解析：相机记录新雪或较暗旧冰覆盖情况，为能量比较提供表面状态，故选 A。 33. 答案：C 题干：When were clouds often linked with less surface energy? 解析：第三段明确说明，早夏冰川表面覆盖明亮积雪时，多云时段常与更少的表面能量相联系，故选 C。 34. 答案：B 题干：Why does the author mention warm air and moisture? 解析：暖空气和水汽可能与云事件同步出现，说明观察到的联系不能直接等同单一因果，故选 B。 35. 答案：D 题干：What is the main idea of the passage? 解析：全文强调低云效应随冰面状态与季节改变，固定修正会掩盖这种变化，故选 D。 第二节 七选五（36—40） 36. 答案：F 解析：空后以主动句示例说明先把意图写成简短行动句，F承上启下，故选 F。 37. 答案：C 解析：前句要求改变动作参数，后句限定变式应服务同一材料，C说明保留标准，故选 C。 38. 答案：D 解析：前文讨论舞者空间关系，后句的those pathways需要D中的entrances, crossings and exits作指代，故选 D。 39. 答案：E 解析：录像观察要求记录注意力落点，E具体说明吸引与失去注意的位置，故选 E。 40. 答案：A 解析：同伴观察应回到最初意图，A说明用意图句检验取舍，并与后句删减例子衔接，故选 A。 第二部分 语言运用 第一节 完形填空（41—55） 41. 答案：A 解析：Keira前压后无法及时回防到中路，return符合位置链，故选 A。 42. 答案：C 解析：教练要求她守住中路传球通道，protect与防守角色一致，故选 C。 43. 答案：B 解析：新角色远离她重视的进攻可见性，引发失望，故选 B。 44. 答案：D 解析：站位迫使对手改变传球选择，因此可限制其下一步，故选 D。 45. 答案：A 解析：面对松动传球她克制冲抢冲动，temptation最符合心理冲突，故选 A。 46. 答案：B 解析：中路直接路线被她的站位封住，blocked建立后续边路传球因果，故选 B。 47. 答案：C 解析：她的简单第一传发动反击，started与后续两传得分相接，故选 C。 48. 答案：D 解析：她以简短指令协调队友站位，instructions符合信息来源链，故选 D。 49. 答案：B 解析：防守与进攻衔接后球队更均衡，balanced概括整体状态，故选 B。 50. 答案：C 解析：对方核心移向边路后中路空间被打开，opened构成Nia进球条件，故选 C。 51. 答案：A 解析：腕带提醒她优先履行防守责任，first表示优先次序，故选 A。 52. 答案：D 解析：短指令和观察结果属于比赛信息，information与前文calls衔接，故选 D。 53. 答案：C 解析：教练肯定她不是放弃进取心，而是把它导向团队需要；directing与toward搭配自然并延续动机转变，故选 C。 54. 答案：B 解析：重要角色未必赢得最响亮的欢呼，cheers与可见得分形成对照，故选 B。 55. 答案：D 解析：她的站位限制了对手可作出的选择，opponents are no longer able to make与空间控制结果一致，故选 D。 第二节 语法填空（56—65） 56. 答案：attached 解析：stay attached为系动词加过去分词状态结构，故填attached。 57. 答案：widely 解析：修饰are distributed，使用副词widely。 58. 答案：the 解析：by far修饰最高级，最高级前用the，故填the。 59. 答案：to survive 解析：保留氧气的目的是存活到海水返回，不定式表目的，故填to survive。 60. 答案：closing 解析：介词by后接动词-ing形式；responds by closing表示贻贝通过更紧地闭合外壳来应对炎热或干燥空气，故填closing。 61. 答案：which 解析：两侧逗号之间为非限制性定语从句，which作slow的主语。 62. 答案：lost 解析：from being后接过去分词，moisture与lose为被动关系，故填lost。 63. 答案：than 解析：rather than为固定结构，故填than。 64. 答案：warmer 解析：than要求比较级，故填warmer。 65. 答案：their 解析：空后有shells，需要形容词性物主代词their。 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：发言稿须面向英语社听众，具体说明路线测试任务、标识改进做法与所得认识，并给出可执行建议。真实体裁为SPEECH，听众称呼独立呈现；三个正文段依次承担背景任务、过程收获和行动建议。 参考范文 Good afternoon, everyone. Last month I joined a project to renew signs on our old-town heritage walk. I tested whether a first-time visitor could follow the route from the tram stop to the riverside guild hall. Instead of longer descriptions, we shortened street names, added walking times and placed a craft symbol at each turn. I tested the route with two exchange students and noted every hesitation. Their questions showed that clear directions can invite visitors into local history without reducing it to a list of names. For a similar project, start with a visitor's journey and observe it on site. Keep only information that helps visitors make the next choice, then ask someone unfamiliar with the place to test it. Good service begins when we see a familiar street through another person's eyes. Thank you. 写作指导 发言稿的听众称呼和结束语分别独立成段且不计入正文。第一正文段交代老街文化遗产步行路线标识更新项目和本人从电车站到河畔行会大厅的路线测试任务。第二正文段写团队缩短路名、加入步行时间和手工艺符号，并通过两名交换生的现场测试认识到清晰指引能让访客进入地方历史而不把历史简化为姓名清单。第三正文段建议从访客旅程出发、现场观察、只保留帮助访客作出下一步选择的信息并请陌生人复测。三个正文段均使用414 twips真实首行缩进，中文指导与范文任务点逐项对应。 第二节 读后续写（67） 67. 答案：见参考续写 解析：续写须锁定两句段首，使用原文已出现的潮汐卡、手表、橙旗、过水点和设备分工。关键进展应由Sara按10:10规则举旗、全组收起设备并通过过水点、回站核对潮汐证据和观察记录构成，不得临时增加救援、替代路线或新工具。 参考续写 Sara lifted the orange flag even though the spoonbill was still in view. She called the group together and pointed toward the crossing. Ben folded the telescope legs while the others closed their notebooks. As they walked, Sara stayed at the rear and checked that no one stopped for another photograph. A shallow sheet of water washed over the toes of their boots just as they passed the orange marker. From the higher path, they could still see the spoonbill feeding. Sara wrote its final location on the survey sheet and felt disappointment give way to relief. Back at the field station, Dr. Lewis placed the completed count sheet beside Sara's tide card. He asked why she had made the call while the bird remained. Sara showed him water at the marker and 10:10 on her watch. Dr. Lewis nodded. A count, he said, was useful only when observers honored the plan designed to protect them. Ben added that the team had recorded the spoonbill feeding. Sara clipped the tide card to the sheet. She had hoped simply to see one remarkable bird; she left understanding that responsibility meant acting on clear evidence at the agreed time. 写作指导 状态链：Sara在外沙洲担任时间员，潮汐卡、手表、橙旗、过水点和10:10规则均已出现——稀有琵鹭仍可见且同伴希望延长观察——Sara按既定时点举旗并召集团队——Ben收起既有望远镜，全组通过已有浅水漫过靴头的过水点——回到野外站后，完成的观察表与潮汐卡并置核验——Dr. Lewis强调观察者应遵守用于保护他们的计划——Sara由犹豫转为理解责任意味着在约定时间依据清晰证据行动，人物、地点、物品、时间、情绪和因果闭合。 A49 教师解析版 · 第 页 / 共 页 学科网（北京）股份有限公司 $