高考英语综合训练卷 A 52 -2027届高三英语一轮复习专项

**基本信息** 以高考题型为框架，通过分模块解析构建“定位-推理-表达”解题体系，整合语言知识与思维训练 **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题原文关键句锁定）、逻辑衔接（如36题场景细节关联）、主旨归纳（如27题段落核心概括）|从信息筛选到语篇理解，构建“词句-段落-篇章”三级解读逻辑| |语言运用|25题（完形15+语法10）|语境词义辨析（如41题recording与sound postcard呼应）、语法规则应用（如56题过去分词作定语）|以语篇为载体，融合词汇语境化运用与语法结构化知识| |写作|2题（应用文+读后续写）|应用文交际功能表达（如66题事实纠错规范）、续写情节逻辑连贯（如67题冲突解决与情感共鸣）|从信息准确传递到叙事创造性表达，体现语言输出的层次性|

原创高考英语综合训练卷 A52 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 Neighborhood Screen: Short-Film Entry Guide The Neighborhood Screen is a free evening of short films made by people who live or study in Westbridge. Entries may be fiction, documentary or animation. Each film must run between three and six minutes, including its opening title and closing credits. There is no entry fee, and professional equipment is not required. Each director may enter one film. For a joint production, send a single entry naming all directors and choose one contact person. Obtain permission from everyone who is clearly identifiable on screen; a parent or guardian must consent for anyone under eighteen. Music must be your own work or accompanied by permission covering a public screening. Naming a song's creator in the credits is not a substitute. Upload the film and enter its viewing link in the online form. Keep the link accessible without an account or password until selections are announced. Include English subtitles for all spoken dialogue, even when the dialogue is in English. This allows audience members who cannot hear the soundtrack clearly to follow the film. Silent films need no dialogue subtitles. Entries close at noon on October 4. You may replace your film before that deadline by editing the viewing link in your original form; do not create another entry. The version available at the deadline will be reviewed. Staff cannot combine scenes from different versions or accept a replacement sent later by email. A panel will assemble a ninety-minute program, considering both individual films and how the selections work together. Meeting the entry requirements makes a film eligible for consideration but does not guarantee a screening. All contact people will receive the decision by October 14. Filmmakers retain ownership of their work; selection grants permission for this event only, not for online publication. 21. What must a film with only English dialogue include in its submitted version? A. A written summary of each scene. B. English subtitles for its spoken dialogue. C. A second soundtrack in another language. D. English subtitles for its music credits. 22. Before the deadline, a director finishes a revised film. How should she submit the new version? A. Create a second form and ask staff to remove the first one. B. Email the revised scenes for staff to add to the original film. C. Add a password to the original link and send it to the panel. D. Update the link in her original form and keep it freely accessible. 23. What can be concluded if an eligible film is not selected? A. It may have been left out when the panel shaped the overall program. B. It must have exceeded the permitted length once credits were counted. C. It will receive a place in the event's online publication instead. D. It has lost its ownership rights despite missing the screening. B Ask someone where to meet in a familiar neighborhood, and the answer may contain a name absent from every street sign. 'The triangle' could mean a paved corner with three benches; 'the old post office' might now sell shoes. Such directions depend on knowledge that a visitor cannot necessarily recover by looking at a map. An unofficial name often preserves something that has disappeared. People continue to say 'the old post office' because they and their friends know which building it means. The name need not express a wish to bring the postal service back. It may simply remain the quickest way to make an arrangement, carrying a small piece of local history almost accidentally. Nor must everyone use the same name. To children, a narrow passage may be 'the shortcut'; to delivery drivers, it may be 'the back entrance.' Both describe the same space, but each selects a feature that matters to a particular group. Listening to the names reveals something about how different people move through the neighborhood. Such names acquire currency through repeated use rather than a formal announcement. One person tries a description, others recognize the place, and the description travels through conversation. A newly painted wall may inspire a name that lasts longer than its color. Another perfectly clear suggestion may disappear because few people have a reason to repeat it. This convenience has a boundary. A longtime resident who says 'everyone knows the triangle' may overlook a newcomer standing beside the wrong three benches. Explaining the reference can be a small act of welcome. Insisting that the name needs no explanation can instead turn shared knowledge into a test of who belongs. Official addresses remain essential for deliveries and emergency services. Informal names do a different kind of work: they allow memory, habit and daily activity to enter directions. A city is lived in through both systems. One locates a building reliably; the other can tell us why that building has become a meeting place. 24. Why may people keep calling a shoe store 'the old post office'? A. They expect postal services to return to the building. B. They regard the store's official address as inaccurate. C. They can use a familiar reference to identify it quickly. D. They want the store to preserve the building's former appearance. 25. Why does the author compare children's and delivery drivers' names for a passage? A. To explain why children learn local names more quickly. B. To show how different uses of a place shape its names. C. To argue that a single agreed name would reduce conflict. D. To trace how an older name is replaced by a newer one. 26. What does the underlined word "currency" in paragraph 4 most nearly mean? A. Financial value. B. Official recognition. C. Precise meaning. D. General acceptance. 27. Which statement best expresses the main idea of the passage? A. Informal place names carry shared experience while sometimes leaving outsiders uncertain. B. Unofficial directions become reliable when every resident uses the same name. C. Cities preserve their history chiefly by restoring the former names of buildings. D. Official maps lose their usefulness as local conversations produce new names. C A firm pear left beside a ripe banana may soften sooner than one kept on its own. The banana has not passed sweetness through its skin, nor does the effect require the fruits to touch. Part of the explanation is ethylene, a gas that plants produce naturally. It can move through the surrounding air and influence processes inside a neighboring fruit. Ethylene acts as a chemical signal. Fruit cells can detect it and alter their activity in response. In a ripening banana, for example, starch is converted into sugars while changes in cell walls soften the flesh. These are changes within the fruit, drawing on materials already present. In fruits such as bananas and pears, an ethylene signal can also stimulate further ethylene production. This feedback helps coordinate ripening, although ethylene is only part of the biological system controlling it. The signal does not have the same effect on every fruit at every stage. A banana that has developed sufficiently before harvest can continue ripening after it is picked. One harvested too early may never develop the expected flavor. Grapes and strawberries do not gain substantial sugar after picking through the starch conversion typical of bananas. Exposing an immature strawberry to ethylene therefore cannot be expected to give it the sweetness of one that ripened on the plant. A signal cannot supply food reserves that are missing. A paper bag can slow the escape of ethylene while still allowing some exchange of air. Placing a ripe banana in the bag may increase the gas around another responsive fruit. Sealing everything tightly in plastic, however, also traps moisture and can encourage decay. Temperature and the fruit's starting condition affect the outcome, so the same arrangement will not produce a fixed finishing time. Once the fruit is ready to eat, continued exposure may simply shorten its useful life. The familiar kitchen trick works by influencing a living process whose materials, timing and limits still matter. 28. What makes the ethylene response described in paragraph 2 a feedback process? A. The fruit reduces its own gas production as more ethylene arrives from outside. B. The response includes producing more of the signal that helped start it. C. The fruit waits for the signal to disappear before its internal changes begin. D. The response stops further gas production once the fruit begins to soften. 29. What does the strawberry example show about ethylene treatment? A. It cannot be relied on to create sweetness unsupported by the fruit's reserves. B. It produces the same increase in sugar whenever fruit is picked early. C. It works only when the treated fruit remains attached to its plant. D. It removes the differences between fruits once their skins become soft. 30. Which conclusion about using a bag is supported by the last paragraph? A. The tighter the seal, the less likely the fruit is to decay. B. A ripe banana in a bag establishes a predictable finishing time. C. Paper speeds ripening chiefly by absorbing ethylene from the air. D. A bag can retain some ethylene, but complete sealing brings other effects. 31. Which statement best summarizes the passage? A. Fruit storage succeeds mainly by preventing naturally produced gases from escaping. B. Ethylene can influence ripening, with results depending on the fruit and its conditions. C. Harvesting fruit earlier improves flavor by preserving more starch for later conversion. D. Keeping different fruits together provides the nutrients needed for uniform ripening. D A photograph can make a historic farming landscape look complete: stone walls cross a hillside, narrow fields follow its curves, and a path disappears behind a barn. Protecting such a place may seem to mean keeping the view exactly as it is. Yet the photograph leaves out the work that prevents the scene from changing beyond recognition. A terrace wall needs repair after heavy rain. Water channels must be cleared, and grazing animals may keep bushes from taking over open ground. These activities are not occasional additions to the landscape. They help produce it. If farming stops while every visible structure receives legal protection, the protected view may still vanish under vegetation or suffer damage from uncontrolled water. This creates a difficulty for conservation. Farmers need a workable livelihood, while visitors may value signs of an earlier way of life. Requiring every old practice to continue can leave residents paying for a view enjoyed mainly by others. Even when public support covers some costs, knowledge survives through people using and adapting it, not merely through instructions stored in an office. Allowing change does not mean that every convenient alteration is harmless. A small motorized carrier might reduce the effort of moving produce along an existing path. A wide access road, by contrast, could cut through terrace walls and redirect water across the slope. Both proposals answer a practical need, but their effects on the landscape differ. Decisions should examine those effects instead of treating the presence of modern equipment as sufficient evidence of damage. Conserving a working landscape therefore requires more than comparing today's view with an old image. It involves finding out which activities hold the place together, who can continue them, and what changes would make that possible. Residents' knowledge of drainage, seasonal work and land use belongs in that discussion alongside historical records. The aim is to keep the place recognizable while allowing the relationships between people and land to remain active. A landscape can lose its history through careless development, but it can also lose it through carefully protected abandonment. 32. Why does the author begin with a photograph of a farming landscape? A. To recommend images as the most reliable records of farm work. B. To show why traditional farms attract more visitors than modern ones. C. To expose the gap between a stable-looking scene and the work sustaining it. D. To argue that conservation should restore a particular moment in the past. 33. What concern does the author raise about requiring every old farming practice to continue? A. It may make residents bear the cost of preserving a scene others enjoy. B. It may make historical records more influential than visitors' preferences. C. It may prevent public authorities from protecting visible farm structures. D. It may encourage residents to replace practical knowledge with new equipment. 34. Which approach would best fit the author's view when assessing a proposed change? A. Reject it if the equipment was absent from the landscape's earliest photographs. B. Approve it if it reduces the number of people needed to farm the land. C. Accept it if visitors find the altered view as attractive as the earlier one. D. Examine how it supports continued work and affects the landscape's functioning. 35. Which statement best captures the author's argument? A. Historic landscapes retain their value when all farming methods remain unchanged. B. Historic landscapes need continuing work and considered adaptation to remain alive. C. Historic landscapes are best protected by separating residents' work from tourism. D. Historic landscapes should give way to development once traditional farming loses income. 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。 On a first reading of a novel, you may hurry through a family dinner to discover whether the missing guest arrives. On a second reading, the outcome holds no surprise. ___36___ Knowing the plot has made room for another kind of curiosity. This shift also changes your experience of time. A brief scene before a separation may seem ordinary at first. Knowing what follows, however, you may want to linger over it. ___37___ The difference can make an unremarkable goodbye painful. Sometimes the change comes from your own life. A character's decision to leave home may once have seemed entirely brave. Years later, you might notice the burden left to a younger sister. ___38___ Your new response can add to the earlier one rather than simply replacing it. Of course, returning to a book does not guarantee fresh attention. Familiar passages are easy to skim, particularly when you remember liking them. ___39___ The pace of your voice may reveal an awkward pause or a repeated sound you had previously passed over. Familiarity then becomes a starting point for closer attention. A second reading may even leave you less satisfied with the book. An ending that once seemed fair may now appear too convenient. ___40___ It shows you which expectations have changed and invites you to consider why. A book need not remain a favorite to remain worth returning to. A. Try reading one such passage aloud. B. Your attention can settle on the dinner itself: who speaks, who waits and who changes the subject. C. A short plot summary may be all you need to recover the story. D. Courage and responsibility can pull in different directions within the same decision. E. You may prefer to leave the book untouched so that your first impression survives. F. That disappointment can be as revealing as renewed pleasure. G. The characters still expect another meeting, but you know this is their last. 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。 When my cousin Rosa moved abroad, I offered to send her a sound postcard of our town. I spent Saturday ___41___ the clock tower and the fountain in the square. I waited for passing conversations to ___42___, determined to keep each recording ___43___. Then I arranged the clips as neatly as photographs in a travel brochure. Rosa thanked me, but her next message surprised me: 'Could you get the courtyard gate? The bit that rattles before it opens.' I had deliberately ___44___ that noise. Our neighbors complained about it, and I could hardly imagine anyone ___45___ it. Still, Rosa had heard it every morning on her way to school. On Sunday I began again, this time ___46___ the route she used to take. At the gate, I pressed the latch ___47___, still anxious not to disturb anyone. The metal barely moved. I tried once more with my schoolbag over my shoulder, pushing as I usually did. There it was: two quick knocks, then a scrape. I left the whole ___48___ in the recording, including my footsteps afterward. Outside the bakery, I caught the owner tapping flour from a tray. A bicycle bell rang nearby. Instead of ___49___, I kept recording as the cyclist called out an order without stopping. It was the same customer Rosa used to serve on weekends. I knew she would ___50___ the corner immediately. Back home, I joined the sounds in the order she would have ___51___ them. I added no spoken ___52___. Her reply arrived that evening. She had ___53___ the gate before it opened and ___54___ the bakery next. 'I could almost smell the bread,' she wrote. I listened again. The tower had told her which town I lived in; the rattling gate had brought her ___55___. 41. A. photographing B. recording C. measuring D. sketching 42. A. spread B. continue C. overlap D. fade 43. A. clear B. brief C. loud D. familiar 44. A. recorded B. repeated C. avoided D. imitated 45. A. causing B. missing C. noticing D. recognizing 46. A. following B. describing C. extending D. blocking 47. A. violently B. sharply C. gently D. roughly 48. A. distance B. schedule C. conversation D. sequence 49. A. restarting B. listening C. replying D. waiting 50. A. measure B. picture C. avoid D. improve 51. A. selected B. practiced C. encountered D. separated 52. A. promises B. complaints C. warnings D. explanations 53. A. repaired B. recognized C. photographed D. reached 54. A. requested B. recorded C. expected D. avoided 55. A. upstairs B. home C. outside D. forward 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 sheet of paper ___56___ (damage) by a small tear can often be repaired without covering the words around it. Conservators sometimes use a thin tissue made from long plant fibers and a paste prepared from wheat starch. The tissue can be pulled into such ___57___ narrow strip that a repair adds very little weight. Its long fibers spread the load ___58___ (even) across the repair. Instead of ___59___ (use) scissors, a conservator may pull a strip apart along a wet line. This creates a soft edge, ___60___ makes the join less noticeable. A thin repair is generally ___61___ (flexible) than a thick patch made from the same material. A stiff patch can put stress on the surrounding paper whenever the page turns. The choice of paste matters too. It must allow future removal if treatment needs to change. A well-repaired page should have ___62___ (retain) most of its original flexibility. Each object has ___63___ (it) own problems, so a conservator tests the ink before introducing moisture. The sheet then rests between protective layers under a light weight, which allows moisture ___64___ (escape) slowly. The aim is to make the page usable while changing its appearance as little ___65___ possible. A successful repair may be difficult to notice, but it still requires careful decisions about the original material. 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，参与收集并整理了一项关于午休时长的学生调查。三十名高二学生自愿参加，其中二十一人支持延长午休；但校英文新闻的报道写道：“Most students want a longer lunch break.” 请给编辑Ms. Green写一封邮件，内容包括：1. 指出报道对调查结果的概括不准确，并解释原因；2. 请求更正，写明实际人数、年级和自愿参与的情况；3. 表示愿意提供原始调查记录供核对。正文词数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，所给段落开头不计入续写词数。 On Friday evening, Tessa spread a town map across the kitchen table. She wanted to spend Saturday morning sketching the old bridge beside the river. Her younger brother Owen set his basketball beside her chair. He had arranged to meet a teammate at the outdoor courts at ten. Both had expected to use the bicycle they shared, and neither had checked with the other. The bicycle stood in the shed, with their two helmets hanging above it. Usually, whoever mentioned a plan first got the morning, and the other waited until afternoon. This time, Tessa had talked about the bridge days ago, but Owen had agreed to the basketball practice before she chose Saturday. They could each remember a reason the bicycle should be theirs. Walking all the way to either place would take over an hour. The library, where the routes toward the river and the courts separated, was only fifteen minutes from home on foot. Beyond it, the roads were suitable for cycling. Tessa had ridden to the bridge before, and Owen knew the way to the courts. The bicycle could serve either trip, but not both at once. "You can draw anywhere," Owen said. Tessa closed her sketchbook. She had marked three empty pages for different views of the bridge and packed her pencils in a backpack. "And you can bounce that anywhere," she replied. Owen put the ball in his own backpack. For a moment, neither spoke. They had reduced each other's plans to something that could simply be moved aside. Tessa looked again at the two routes on the map. Owen reached for the pen beside it, then put it down without writing his name across Saturday morning. Their bags were ready by the door. Neither wanted to unpack, but neither wanted another argument over who had spoken first. Paragraph 1: Tessa pulled the map back toward the middle of the table. Paragraph 2: At the library the next morning, Owen was already waiting. 参考答案与解析 答案速查 21 B 22 D 23 A 24 C 25 B 26 D 27 A 28 B 29 A 30 D 31 B 32 C 33 A 34 D 35 B 36 B 37 G 38 D 39 A 40 F 41 B 42 D 43 A 44 C 45 B 46 A 47 C 48 D 49 A 50 B 51 C 52 D 53 B 54 C 55 B 56 damaged 57 a 58 evenly 59 using 60 which 61 more flexible 62 retained 63 its 64 to escape 65 as 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 must a film with only English dialogue include in its submitted version? 解析：第三段明确要求“Include English subtitles for all spoken dialogue, even when the dialogue is in English.”，可见英语对白也须配英语字幕，目的是方便听不清原声的观众理解，故选B。A将逐句对白字幕换成场景摘要；C把字幕要求误读成另配外语音轨；D把字幕对象从对白转移到音乐署名，均不符合要求。 22. 答案：D 题干：Before the deadline, a director finishes a revised film. How should she submit the new version? 解析：第四段要求“by editing the viewing link in your original form”，第三段又要求“Keep the link accessible without an account or password until selections are announced.”，合并可知应修改原表链接并保持免登录、免密码访问，故选D。A违反不得另建报名表的规定；B要求工作人员拼接镜头，而文中明确不提供这种处理；C设置密码，违反访问条件。 23. 答案：A 题干：What can be concluded if an eligible film is not selected? 解析：末段说评委同时考虑“individual films”和“how the selections work together”，且“eligible for consideration”不保证放映。因此，合格影片可能因整体节目组合而未入选，A使用may，推断力度恰当。B把未入选必然归因为超时，与题干的eligible及文中选择机制不符；C虚构未入选作品的线上安置；D与“Filmmakers retain ownership of their work”直接矛盾。 24. 答案：C 题干：Why may people keep calling a shoe store 'the old post office'? 解析：第二段解释，人们继续这样称呼，是因为彼此知道所指建筑，而且该名称可能仍是“the quickest way to make an arrangement”，故选C。文中又明确说这“need not express a wish to bring the postal service back”，排除A；B把非正式名称的便利性误读为正式地址有误；D把记忆中保留的称呼推成保护旧外观的主张，文中没有这种因果联系。 25. 答案：B 题干：Why does the author compare children's and delivery drivers' names for a passage? 解析：第三段把同一通道称为“the shortcut”或“the back entrance”，随后指出“each selects a feature that matters to a particular group”，说明群体日常使用空间的方式影响称呼，故选B。A加入了儿童学得更快的比较，文中无学习速度信息；C把并存的名称写成需统一消除的冲突；D把同时存在的两种名称误读为新旧替代顺序。 26. 答案：D 题干：What does the underlined word "currency" in paragraph 4 most nearly mean? 解析：currency在此不是货币，而是名称逐渐获得的通行程度。前句“through repeated use rather than a formal announcement”和后句“the description travels through conversation”共同说明人们反复采用、传播该称呼，故最接近D的普遍接受。A套用货币本义；B与并非正式公告推动相反；C把名称的传播接受误当成语义精确度，且后文指出清楚的建议也可能因少有人重复而消失。 27. 答案：A 题干：Which statement best expresses the main idea of the passage? 解析：全文先说明非正式地名的实用性、历史痕迹和不同群体的视角，再指出新来者可能不明所指，末段概括这些名称让“memory, habit and daily activity”进入指路方式，故A能统摄功能与边界。B要求全体居民统一用名，与第三段允许多个名称并存相反；C将偶然保留历史扩大成城市保护历史的主要手段；D与“Official addresses remain essential”相矛盾。 28. 答案：B 题干：What makes the ethylene response described in paragraph 2 a feedback process? 解析：本题要求理解反馈关系，而不只是识别乙烯是一种信号。第二段说细胞检测到乙烯后改变活动，并且“an ethylene signal can also stimulate further ethylene production”，即对信号的反应又增加同类信号，故选B。A把促进进一步产生说成减少自身产气；C虚构必须等信号消失才反应的先后条件；D把开始变软当作停止产气的节点，均不能解释文中促进、协调成熟的反馈。 29. 答案：A 题干：What does the strawberry example show about ethylene treatment? 解析：第三段说明草莓采后不能像香蕉那样通过典型的淀粉转糖过程显著增糖，并以“A signal cannot supply food reserves that are missing.”点明边界，故选A。B把不同果种和采收阶段的差异抹平；C过度推出所有果实都必须留在植株上，与采收成熟度足够的香蕉仍可后熟相反；D把变软当作消除生理差异的充分条件，文中没有这一机制。 30. 答案：D 题干：Which conclusion about using a bag is supported by the last paragraph? 解析：末段指出纸袋可减慢乙烯逸出且仍有空气交换，而密封塑料还会困住水分、促进腐坏，故D同时保留有效机制和附带影响。A把密封与腐坏的关系说反；B声称可以确定完成时间，忽视温度及初始状态的影响；C把减缓气体逸出错写成吸收乙烯，与原文机制相反。 31. 答案：B 题干：Which statement best summarizes the passage? 解析：文章先解释乙烯作为化学信号怎样影响果实，再讨论果种、采收成熟度、袋内环境和温度等条件，末句强调“materials, timing and limits still matter”，故选B。A只取袋子留住气体这一局部方法，并扩大为贮藏成功的主要原则；C将过早采收误说成改善风味，第三段反而指出可能无法产生预期风味；D虚构果实之间补给营养并保证一致成熟。 32. 答案：C 题干：Why does the author begin with a photograph of a farming landscape? 解析：首段先呈现似乎完整不变的景观，接着转折说“the photograph leaves out the work that prevents the scene from changing beyond recognition”，借照片遗漏劳动引出保护问题，故选C。A把照片遗漏的信息误写成最可靠记录；B加入传统与现代农场游客数量比较，文中未作比较；D正是文章随后质疑的静止保存思路，并非首段立场。 33. 答案：A 题干：What concern does the author raise about requiring every old farming practice to continue? 解析：第三段先提出农民需要可维持的生计，再说“Requiring every old practice to continue can leave residents paying for a view enjoyed mainly by others.”，直接支持A。B把成本和生计问题转成历史记录与游客偏好的权重，文中未建立这种后果；C混淆继续旧作业与结构法律保护，两者并不互相禁止；D反而把必须保留旧做法推成鼓励以新设备替代知识，方向和因果均无依据。 34. 答案：D 题干：Which approach would best fit the author's view when assessing a proposed change? 解析：第四段用小型运输车与宽路说明，同样满足实际需要的改变可能有不同后果，应审查具体影响；第五段又要求弄清“which activities hold the place together”及哪些改变使活动能够继续。因此D兼顾劳动延续与景观运行。A把是否古已有之作为否决标准，正是作者反对的简单判断；B仅看省人力，忽视宽路可能破坏墙体和排水；C仅凭观赏效果，忽略照片看不见的作业及水流关系。 35. 答案：B 题干：Which statement best captures the author's argument? 解析：全文把历史农耕景观视为劳动不断维系的生活空间，既分析停耕风险，也区分改变的具体影响。末段提出保持可辨认的景观，同时让人与土地的关系“remain active”，故选B。A把保护等同于全部旧法冻结；C提出工作与旅游空间分离的方案，文章没有主张；D把生计压力变成放弃保护的理由，忽略作者要求审慎判断改变并防止无度开发。 第二节 七选五（36—40） 36. 答案：B 解析：答案为B。前句说重读时结局已不再令人意外，B把注意力移到晚餐中说话、等待和转换话题的细节；后句将这种变化概括为another kind of curiosity。理解对象从后续情节转向场景的展开方式，既承接对比又为概括提供内容。 37. 答案：G 解析：答案为G。前文说重读者知道离别之后的事情，因而想停留在此前的短暂场景中。G明确人物以为还能见面、读者却知道这是最后一次的差距；后句的痛感由这种信息差产生，并非仅靠difference一词回指。 38. 答案：D 解析：答案为D。早先看见离家的勇气，后来留意留给妹妹的负担，D将两者提炼为同一决定中的勇气与责任。后句说新理解可以补充旧理解，建立在这两方面能够同时成立的基础上；本空不是宣布早先判断错误。 39. 答案：A 解析：答案为A。前文提出熟悉的段落容易被略读，A建议读出声音；后文解释声音节奏会显出过去忽略的停顿或重复音。因此形成问题—方法—作用链，正确性来自整个操作和效果关系。 40. 答案：F 解析：答案为F。前文由less satisfied进入对结尾过于便利的失望，F承认这种失望也能有所揭示；后文具体说明它使读者看见自己的期待变化，最后得出作品不必一直是最爱也值得重读。 第二部分 语言运用 第一节 完形填空（41—55） 41. 答案：B 解析：答案为B。recording承接sound postcard，并由随后每段声音的清晰程度和剪辑方式确认是现场录音。 42. 答案：D 解析：答案为D。fade指声音逐渐变弱，对应等交谈声消退后录取地标声音。 43. 答案：A 解析：答案为A。clear表示不受杂声干扰而清楚，直接承接等交谈声消退。 44. 答案：C 解析：答案为C。avoided说明初稿刻意避开门的杂响，为表姐索要它造成意外提供原因。 45. 答案：B 解析：答案为B。missing指想念缺席的声音，与迁居、每天上学都会听到它共同构成情感语境。 46. 答案：A 解析：答案为A。following the route指沿着原来的上学路线实际取声，下文到门边、面包店的行动落实这一点。 47. 答案：C 解析：答案为C。gently解释第一次因担心惊扰他人而轻按，门闩几乎不动；第二次按照惯常方式推才得到完整响声。 48. 答案：D 解析：答案为D。sequence指依次发生的一串声音，涵盖两次敲击、刮擦以及后续脚步，而非只保留单独一声。 49. 答案：A 解析：答案为A。restarting承接最初追求无杂声录音的习惯：车铃进入后本可重录，这次却继续保留随后发生的日常互动。 50. 答案：B 解析：答案为B。picture表示在脑海中想象，熟悉顾客的声音能使曾在此工作的Rosa重现街角。 51. 答案：C 解析：答案为C。encountered表示在日常经过各地点时遇到、听到，解释为何门后自然接面包店。 52. 答案：D 解析：答案为D。explanations指口头说明，录音者以熟悉声音和出现顺序自足地传递地点，后文Rosa成功认出说明无需额外讲解。 53. 答案：B 解析：答案为B。recognized表示凭门闩声在开门前辨认出地点，正好检验前面保留完整门响的意义。 54. 答案：C 解析：答案为C。expected表示预料接下来会听到面包店，依据是前文按她原来的日常路线编排声音。 55. 答案：B 解析：答案为B。home把对门与面包店的识别收束为精神上回到熟悉生活，承接could almost smell而非实际返乡。 第二节 语法填空（56—65） 56. 答案：damaged 解析：填damaged。damaged作后置定语修饰paper，纸张承受损坏，主句谓语已有can be repaired；因此用过去分词，不另加谓语。 57. 答案：a 解析：填a。such a/an + 形容词 + 单数可数名词 + that构成固定结构；strip为单数可数名词，narrow以辅音音素开头，所以填a。 58. 答案：evenly 解析：填evenly。空处修饰spread的动作方式，说明长纤维把受力均匀分散到修补处，使用副词evenly。 59. 答案：using 解析：填using。instead of中的of是介词，后接动名词using；用剪刀与下文沿湿线撕开形成方法对比。 60. 答案：which 解析：填which。逗号后补充说明柔软边缘所带来的效果，空处在非限制性定语从句中作主语，用which；that不能引导非限制性定语从句。 61. 答案：more flexible 解析：填more flexible。than引出比较对象，flexible的比较级为more flexible。同一材料的薄修补比厚贴片更易弯曲，下一句又解释过硬的贴片会使周围纸张受力，因此比较方向不能反转。 62. 答案：retained 解析：填retained。should have后接过去分词，retained构成情态动词加完成式；句意是修补得当的纸页应当已保留大部分原有柔韧性。后面的most of its original flexibility是retain的宾语。 63. 答案：its 解析：填its。空后为own problems，需形容词性物主代词，指单数each object，所以填its。 64. 答案：to escape 解析：填to escape。allow + 宾语 + to do为固定结构，moisture是escape的逻辑主语，意思是让水分缓慢逸出。 65. 答案：as 解析：填as。as little as possible表示尽可能少；前一个as与空处as构成固定比较结构，意为在恢复可用性的同时尽量少改变外观。 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：本题是就一处具体事实概括向校英文新闻编辑提出更正请求，交际对象、原报道表述及真实调查数据均已给出。21/30说明参与调查的这组学生中多数支持延长午休，但三十人全部来自高二且自愿参加，不能据此声称全校多数学生持该意见。第一段礼貌定位范围错误；第二段用真实人数和自愿参与的限制解释原因；第三段请求报告这组参与者的实际结果及参与方式，并提供记录供编辑核对。应尊重编辑，以could请求更正，不指控对方故意造假。自愿参与可能影响样本构成只能作审慎推测，不可断言参与者动机。结尾提供核对协助，而不是另写全校调查方案或三项活动改进建议。 参考范文 Dear Ms. Green, Thank you for reporting on our lunch survey. As a student who collected the responses, I noticed that "Most students want a longer lunch break" describes a wider group than we surveyed. Of thirty eleventh graders who volunteered to respond, twenty-one supported a longer break. This tells us about that group, but students with a strong interest may have been more likely to take part. Students in other grades were not included, so the results cannot establish what most students across the school want. Could you replace the statement with the actual result and identify the respondents as volunteers? I can share our survey records to help you check the correction. Thank you for considering this request. Best regards, Li Hua 写作指导 称呼、结束语和署名各自独立成段，不计入正文词数。第一段先礼貌回应报道，再指出“Most students”扩大了调查对象的范围。第二段说明三十名高二自愿参与者中有二十一人支持延长午休，并区分“这组参与者的结果”与“全校学生的意见”；自愿参加可能吸引更关心该议题的人，且其他年级未被纳入，因此不能直接推广。第三段提出可执行的更正请求：报告实际人数及对象，并说明参与是自愿的；随后表示愿意提供原始记录，方便编辑核对。用could提出请求，用may说明可能的自选偏差，不能把未证实的动机写成确定事实。无需编造其他年级的态度，也不能把21人写成全校21%的学生。正文按三个完整的交际功能段展开，保持礼貌、准确并便于对方采取行动。 第二节 读后续写（67） 67. 答案：见参考续写 解析：原文的冲突是姐弟两人没有核对就各自安排共用自行车，而不是谁的爱好不值得支持。Tessa想画河边桥梁，Owen约好十点到球场；“谁先提到计划”不能解决这次各有理由的争执。原文给出了能步行到达的图书馆分路点、适合骑行的后半段路线、地图和笔，学生可据此设计双方协商的交接。参考续写第一段由Tessa提出提前出发、九点半在图书馆交车，并争取午饭后再用；Owen判断余下二十分钟骑程可在十点前到达，自愿步行到交接点并承诺中午前归还。第二段落实交接：Owen已步行到达，Tessa按时到来但只画了一幅未完的速写；他再次确认归还时间，她提出停放位置，然后双方各自继续行程。两人都付出一点便利，也都保留自己的安排。结尾不需要争执一方完全认错、成年人判定优先权或突然多出一辆车。 参考续写 Tessa pulled the map back toward the middle of the table. "I could start early and bring you the bike here at nine thirty," she said, tapping the library. "But I want another turn after lunch." Owen traced the route to the courts. A twenty-minute ride would get him there before ten. "I'll walk here and bring it home by noon," he said. They wrote down both turns. Tessa would have less time at the river, and Owen would begin his trip on foot. At the library the next morning, Owen was already waiting. Owen slipped his backpack off his shoulders, still warm from the walk. Tessa stopped beside him on time and removed her helmet. Her sketchbook held one unfinished drawing instead of the three she had planned. Owen looked at it before taking the handlebars. "I'll be home by noon," he said. Tessa put the book in her backpack. "Leave the bike outside the shed for me." As he fastened his helmet, she turned toward home, carrying her helmet by its straps. 写作指导 第一段应承接Tessa把地图移回桌子中间的动作，让双方从争夺整段上午转向讨论路线和使用时段。原文图书馆在分路处且离家步行仅十五分钟，可以作为交接点；不必照搬参考时间，但必须保证Owen能在十点前到球场，Tessa也确有绘画时间。参考范文安排九点半交车，后续骑行二十分钟，因而早于十点；中午前归还是承诺，不能在第二段尚未出发时写成已完成。第二段从次晨图书馆见面展开，应表现约定已开始执行和真实的小幅让步：Owen已步行一段，Tessa放弃整个上午连画三幅的计划，仅带回一幅未完成的速写。自行车从车棚由Tessa骑出，经河边到图书馆，再交到Owen手中；她摘下自己的头盔，Owen戴上自己的头盔，二者不能写成同一顶。Tessa的速写本放入既有背包后随她步行回家。it在Owen looked at it中指前句的速写，而taking the handlebars转为取车；he始终指Owen，she始终指Tessa。可让双方商定停车位置或再次确认归还时间，以具体对话结束，不突然增加接送者、修理工具或第二辆车。 A52 教师解析版 · 第 页 / 共 页 学科网（北京）股份有限公司 $