原创高考英语综合训练卷A 59 -2027届高考英语一轮复习专项

原创高考英语综合训练卷 A59 学生版　共47题　满分120分　建议用时100分钟 本卷不含听力，题号沿用笔试部分21—67。 第一部分 阅读（共两节，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 Pool offers three Saturday sessions for young people aged 14–18. Each session lasts an hour and costs £6, including pool entry and any equipment used in the lesson. Choose a session according to what you can do comfortably in the water. These are group lessons, so instructors cannot provide individual coaching throughout. Finding Your Feet, 9:00–10:00: This session takes place in the shallow teaching pool. It is for people who are not yet comfortable swimming without support. The instructor introduces simple movements through short activities. You do not need to complete a swimming test before joining. Stroke Workshop, 10:15–11:15: Swimmers who can already swim 50 metres without stopping work on making their movements more efficient. Bring one question about your swimming for the instructor. The session includes demonstrations and practice, but no timed races. It takes place in the main pool. Pool Games, 11:30–12:30: Participants must be able to swim 25 metres without assistance. Small teams try a variety of ball and relay games. Teams are mixed during the session, so you can come alone. The aim is to enjoy using swimming skills with others rather than to select a winning team. Book online by 4:00 p.m. on Friday. If you are unsure which session fits your ability, ask at reception for a free assessment before booking; assessments are available on Thursday afternoons. Arrive fifteen minutes before your lesson to change. Parents may watch from the upstairs gallery, but cannot wait beside the teaching pool. Tickets are for the named participant and cannot be passed to a friend. A cancellation received before Friday noon earns a full refund; later cancellations do not. 21. Who is Stroke Workshop most suitable for? A. A competitor who wants an instructor to record race times. B. A swimmer who can cover 25 metres and wants to join team games. C. A beginner who wants to feel safer in shallow water. D. A swimmer who can cover 50 metres and wants to refine technique. 22. What can someone do if they are uncertain about their swimming level? A. Book a Thursday lesson at a reduced price. B. Ask for a free assessment on Thursday afternoon. C. Change sessions after a Friday swimming test. D. Try each Saturday session before buying a ticket. 23. Which request would the pool accept under the stated rules? A. Cancelling a booking at 11:00 a.m. on Friday for a full refund. B. Waiting beside the teaching pool while a child has a lesson. C. Giving a ticket to a friend who meets the age requirement. D. Having an instructor provide individual help for the whole hour. B When the Cape Hatteras Lighthouse began operating in North Carolina in 1870, roughly 1,500 feet of land lay between it and the Atlantic Ocean. A century later, the distance was about 120 feet. The tower had stayed where its builders put it. The shoreline had not. Storms carried sand away from the ocean side of the island, gradually bringing the sea towards the building. Protecting the lighthouse seemed, at first, to mean holding that line. Structures were built along the shore to slow the loss of sand, but the threat continued. Moving the tower offered another possibility. It also raised an alarming question: could a tall brick building survive a journey across the ground? People who opposed the move were not necessarily indifferent to its history. Many feared that the proposed rescue would destroy the very thing they wanted to save. Studies compared several solutions, including further coastal defences. Relocation was judged to offer better long-term protection with less environmental impact. In 1999, after years of discussion and preparation, workers placed the lighthouse on a steel support system. Equipment pushed it along a prepared track in short stages. Sensors tracked changes in tilt and vibration, allowing the team to watch how the structure responded as it travelled. The journey of 2,900 feet took twenty-three days; preparing for it had taken much longer. The tower was only part of the move. The keepers' houses and other structures were relocated too, with their arrangement relative to one another preserved. Saving a collection of separate buildings would have protected the objects while losing something of the place. Retaining their relationships helped visitors understand how the light station had functioned as a working group. Later that year, the light returned to service. Its new foundation did not stop the island's shoreline from changing. The project instead gave the station more room between itself and the sea. The station was no longer on its original ground, but visitors could still see how its buildings had worked together. 24. Why does the writer contrast the tower with the shoreline in paragraph 1? A. To describe how the original lighthouse was constructed. B. To suggest that the lighthouse was built in the wrong place. C. To explain why the tower stopped being used by ships. D. To show how coastal change put a fixed building at risk. 25. What did many opponents of relocation fear? A. They doubted whether the move could preserve the lighthouse. B. They valued the shoreline more than the historic buildings. C. They expected the sea to move away from the tower naturally. D. They believed the tower should no longer serve as a lighthouse. 26. What was the role of the sensors during the move? A. To decide the position of each of the keepers' houses. B. To push the lighthouse forward along its track. C. To help workers detect how the structure reacted to movement. D. To predict how the shoreline would change in the future. 27. What does the project suggest about preserving a historic site? A. Historical meaning can survive relocation when relationships among buildings are retained. B. Keeping every building in its original position is the main preservation goal. C. Relocation is successful only when it prevents further changes to the shoreline. D. Saving the main tower makes preserving the surrounding buildings less important. C A seed bank may seem to need only enough shelves and a very large freezer. That picture leaves out a difficult question: what can each seed survive? Seeds from many plants can be dried and kept cold for years. An acorn, however, cannot simply join them on the same shelf. Seeds of oaks and horse chestnuts are among those that can die if they lose too much water. For seeds that tolerate drying, cold storage slows the processes that cause them to age. Scientists clean and dry the seeds before sealing them in containers. The collection is then kept under controlled conditions, often at about minus twenty degrees Celsius. Yet even suitable seeds do not all remain alive for the same length of time. A container full of apparently intact seeds may hold fewer living seeds than it once did. For this reason, a stored collection is checked repeatedly. Small samples are brought out and tested to see whether they can grow. A germination test uses up some of the material, but it provides evidence that a sealed container alone cannot offer. Counting what is on the shelves and checking what can produce plants answer different questions. Conservation depends on the second as well as the first. Seeds that cannot tolerate normal drying present a different problem. Freezing them whole can form damaging ice inside their tissues. Researchers therefore work with the embryo, the small part capable of developing into a plant. Carefully controlled partial drying and extremely rapid cooling can help protect it. Success also requires a method for growing the recovered material afterwards. Reaching a low temperature is only one stage of the work. Such procedures need to be tested for different plants rather than assumed to work for all of them. The aim is a collection that can supply living plants when needed, not merely one with an impressive number of packets. A useful seed bank therefore contains records of treatment and recovery alongside its seeds. Those records show what the preserved material may still be able to do. 28. What does the example of acorns in paragraph 1 illustrate? A. Large seeds take up too much space in a seed bank. B. Seeds collected from trees usually live longer than other seeds. C. A standard storage method is unsuitable for some seeds. D. Cold storage can prevent seeds from losing water. 29. Why are small samples removed for germination tests? A. To determine how many packets a seed bank can hold. B. To find out whether stored seeds are still able to grow. C. To reduce the space occupied by sealed containers. D. To restore the water lost by the entire collection. 30. What is necessary for the embryo-based approach to succeed? A. It removes the need to control how much water the material loses. B. It is successful whenever the whole seed remains frozen. C. It makes ordinary cold storage suitable for every plant species. D. It must include a way to grow plants from the recovered material. 31. Which is the best title for the text? A. Measuring Plant Conservation by the Size of Collections B. Keeping Seeds Alive Takes More Than Cold Storage C. The Cost of Using Stored Seeds in Germination Tests D. A Freezing Method That Works for Every Type of Seed D Suppose you argue strongly for holding a school event outdoors. Later, you learn that several participants cannot easily use the field and that a suitable hall has become available. Changing your recommendation would make sense. Yet if you have already defended the outdoor plan in public, you may feel pressure to keep defending it. The question can quietly shift from which arrangement works best to whether you will appear consistent. Consistency has real value. Other people need to know whether they can rely on our promises. But a promise to carry out an agreed task differs from a judgement about which plan is best. When we confuse the two, we may treat a reasoned revision as a retreat. We protect an earlier answer even after some of the information supporting it has changed. The useful distinction concerns what stays steady. A person might continue to care about everyone taking part while changing the location that serves that aim. Another might keep the same proposal but quietly abandon the reason originally given for it. The first person has changed a decision; the second has preserved its surface. Looking only at whether an answer changed can hide this difference. Of course, a new opinion is not automatically a better one. Someone who changes position whenever a louder voice enters the room has offered little reason for confidence. A revision becomes easier to judge when its basis is visible: which fact was missing, which assumption failed, or which competing need now matters more? An explanation lets others examine the reasoning instead of guessing at motives. This also gives listeners a responsibility. If every admitted mistake becomes an opportunity for ridicule, people have a reason to disguise useful changes. We can ask hard questions about a revised view without demanding that a person defend yesterday's answer forever. A discussion then leaves room for participants to learn something that actually affects what they say next. 32. Why might the speaker in paragraph 1 hesitate to move the event indoors? A. Changing a publicly defended plan may make the speaker seem inconsistent. B. The outdoor plan has not yet been discussed in public. C. The new information gives no reason to reconsider the plan. D. The indoor venue may be less convenient for participants. 33. What does the underlined word "retreat" in paragraph 2 mean? A. A period of quiet thought. B. A way of making progress. C. A form of surrender. D. A chance to start a discussion. 34. What is the author's attitude towards reasoned changes of opinion? A. Supportive. B. Dismissive. C. Sceptical. D. Indifferent. 35. Which response to a revised proposal follows the reasoning developed in the text? A. Accept it once the speaker admits that the original judgement was mistaken. B. Ask what has changed and whether it gives good grounds for the new choice. C. Postpone judgement until the speaker is certain that no further revision will be needed. D. Keep the existing proposal if the speaker still agrees with its original aim. 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 long task rarely comes with a long, empty afternoon. You may have twenty minutes before dinner or half an hour before leaving home. The difficulty is sometimes less about doing the work than about remembering where to begin each time you return. A short note made before stopping can make the next beginning easier. Write down the action you would take if you had five more minutes. ____36____ Make the note specific enough to remove that first choice. ____37____ It does not require you to solve the whole project in advance. Keep the necessary material with the note. If your next action involves two pages, mark them; if it involves a file, record where it is saved. ____38____ This matters especially when several days will pass before you can return. You need not write a history of everything you have done. A few words can preserve the unfinished question while it is still clear in your mind. Preparing to restart should not become a second project that is larger than the first. When you next sit down, try the action you recorded before making a new plan. You may discover that the note no longer fits because you have thought of a better approach. ____39____ Its purpose is to help you enter the work. ____40____ A. A broad reminder such as 'continue the project' leaves that decision to your future self. B. That is a reason to revise the note, not to obey it. C. Leave the next step undecided so you can approach it with a fresh mind. D. Reading all your earlier notes is the best way to begin again. E. 'Compare the opening sentences of these two paragraphs' gives you somewhere to start. F. Otherwise, finding the materials may consume the time you had set aside for using them. G. Once you are engaged, you can decide where the work should go next. 第二部分 语言运用（共两节，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四个选项中选出最佳选项。 On my first Saturday working at a cafe, I watched Mina carry six cups to a table and return in seconds. She made it look easy. I wanted to look equally ____41____. When the next order was ready, I loaded every cup onto my tray and lifted it. The cups began to ____42____. Mina ____43____ the edge before anything fell, and I put the tray down, suddenly aware of the ____44____ customers. I apologised and offered to carry the cups one at a time. Mina looked at the long queue. 'Let's ____45____ first,' she said, leading me to an empty table near the counter. She put two empty cups on a tray. I reached for it immediately, but she asked me to ____46____. Where was the weight? Where would my hand go? I had been copying the ____47____ of her movements without noticing their balance. We practised with empty cups first and then with cups of cold water. Each time, Mina changed their ____48____ and asked me to ____49____ my hand before lifting. On my next trip, I carried only two drinks. I walked ____50____, resisting the ____51____ to watch the customers instead of my path. Both cups reached the table without a ____52____ on the tray. By closing time, I could ____53____ four cups, though I still needed to think about where to place them. Mina handed me a cloth and pointed to the empty tables. As we cleaned, I noticed that she too ____54____ cups before lifting a tray. The movement was so small that I had missed it all morning. This time, I watched her ____55____ rather than the number of cups. 41. A. familiar B. capable C. generous D. polite 42. A. break B. disappear C. slide D. cool 43. A. polished B. followed C. caught D. decorated 44. A. competing B. waiting C. departing D. cheering 45. A. practise B. argue C. leave D. apologise 46. A. pause B. pay C. repeat D. return 47. A. order B. speed C. rhythm D. direction 48. A. colours B. prices C. names D. positions 49. A. adjust B. raise C. wash D. hide 50. A. backwards B. boldly C. freely D. slowly 51. A. promise B. permission C. instruction D. temptation 52. A. mark B. coin C. drop D. sound 53. A. count B. find C. order D. manage 54. A. sold B. rearranged C. replaced D. collected 55. A. face B. cloth C. uniform D. hand 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。 In traditional Chinese woodblock printing, a page begins long ____56____ ink meets paper. A design is first drawn on thin paper and checked ____57____ (careful). It is then transferred to a wooden block, ____58____ surface has been polished smooth. The parts that will print must stand above the surrounding surface. Cutting away the wrong area can therefore remove a line that the finished page needs. Carving is followed by testing. The first prints allow craftspeople to examine ____59____ (detail) that are difficult to judge on the block itself. Corrections are made before the block is used for a longer print run. Preparing it takes time and ____60____ (patient), but once the block is ready, there is no need ____61____ (draw) the design again for each copy. The carving and the printing are closely connected, although they require ____62____ (differ) skills. In 2009, China's engraved block printing technique ____63____ (add) to UNESCO's Representative List of the Intangible Cultural Heritage of Humanity. The recognition concerns the knowledge and cooperation behind the objects as well ____64____ the objects themselves. Workshops pass on this practical knowledge through teaching and observation. Learning to look closely at a trial print is part ____65____ learning how to make the next one better. 第三部分 写作（共两节，满分40分） 第一节 应用文写作（满分15分） 66. 假定你是李华，原计划本周六陪交换生Alex逛露天市集，但市集临时关闭。请给Alex写一封邮件，内容包括：1. 说明变化；2. 提出新的出行安排并征求意见。 注意：1. 写作词数应为80左右；2. 请按邮件格式作答。               第二节 读后续写（满分25分） 67. 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 Our art club had been asked to make a page of cartoons about school life. I had wanted my drawings on the corridor noticeboard for months. When Ms Chen said she would choose the page on Friday, I decided to draw something everyone would recognise. Leo had joined our class only two weeks earlier. On his first morning, he had gone into the science laboratory while looking for the library. He came back laughing at himself, holding a school map upside down. Several of us helped him find the right room. I remembered his expression and began drawing a character surrounded by impossible doors. Underneath, I wrote, 'Our newest explorer.' The drawing went well. I made the schoolbag enormous and the map almost as tall as the character. When I showed it to two friends, they laughed and said that I had caught Leo perfectly. That pleased me more than I wanted to admit. I added his name to the bag so nobody would miss the joke. On Thursday afternoon, Leo stopped beside my desk in the art room. At first, he smiled at the tall map. Then he saw the name. 'Is that going on the noticeboard?' he asked. I said it might, expecting him to be pleased. He looked at the drawing again. 'I suppose everyone will remember that morning now,' he said, and went out. Ms Chen had heard the conversation. She did not tell me to tear up the picture. Instead, she asked whether Leo's laugh on his first day meant that he wanted the incident displayed for the whole school. I looked down at the name I had written so carefully. The selection was at lunchtime the next day, but the drawing no longer seemed finished. Through the window, I could see Leo walking towards the gate. 注意：续写词数应为150左右；所给段落开头语不计入总词数。 I put down my pencil and hurried after Leo.                   A week later, Leo and I stopped in front of the noticeboard.                   A59　学生版　第 1 页 / 共 1 页 学科网（北京）股份有限公司 $ 原创高考英语综合训练卷 A59 教师解析版　共47题　满分120分　建议用时100分钟 本卷不含听力，题号沿用笔试部分21—67。 第一部分 阅读（共两节，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 Pool offers three Saturday sessions for young people aged 14–18. Each session lasts an hour and costs £6, including pool entry and any equipment used in the lesson. Choose a session according to what you can do comfortably in the water. These are group lessons, so instructors cannot provide individual coaching throughout. Finding Your Feet, 9:00–10:00: This session takes place in the shallow teaching pool. It is for people who are not yet comfortable swimming without support. The instructor introduces simple movements through short activities. You do not need to complete a swimming test before joining. Stroke Workshop, 10:15–11:15: Swimmers who can already swim 50 metres without stopping work on making their movements more efficient. Bring one question about your swimming for the instructor. The session includes demonstrations and practice, but no timed races. It takes place in the main pool. Pool Games, 11:30–12:30: Participants must be able to swim 25 metres without assistance. Small teams try a variety of ball and relay games. Teams are mixed during the session, so you can come alone. The aim is to enjoy using swimming skills with others rather than to select a winning team. Book online by 4:00 p.m. on Friday. If you are unsure which session fits your ability, ask at reception for a free assessment before booking; assessments are available on Thursday afternoons. Arrive fifteen minutes before your lesson to change. Parents may watch from the upstairs gallery, but cannot wait beside the teaching pool. Tickets are for the named participant and cannot be passed to a friend. A cancellation received before Friday noon earns a full refund; later cancellations do not. 21. Who is Stroke Workshop most suitable for? A. A competitor who wants an instructor to record race times. B. A swimmer who can cover 25 metres and wants to join team games. C. A beginner who wants to feel safer in shallow water. D. A swimmer who can cover 50 metres and wants to refine technique. 22. What can someone do if they are uncertain about their swimming level? A. Book a Thursday lesson at a reduced price. B. Ask for a free assessment on Thursday afternoon. C. Change sessions after a Friday swimming test. D. Try each Saturday session before buying a ticket. 23. Which request would the pool accept under the stated rules? A. Cancelling a booking at 11:00 a.m. on Friday for a full refund. B. Waiting beside the teaching pool while a child has a lesson. C. Giving a ticket to a friend who meets the age requirement. D. Having an instructor provide individual help for the whole hour. B When the Cape Hatteras Lighthouse began operating in North Carolina in 1870, roughly 1,500 feet of land lay between it and the Atlantic Ocean. A century later, the distance was about 120 feet. The tower had stayed where its builders put it. The shoreline had not. Storms carried sand away from the ocean side of the island, gradually bringing the sea towards the building. Protecting the lighthouse seemed, at first, to mean holding that line. Structures were built along the shore to slow the loss of sand, but the threat continued. Moving the tower offered another possibility. It also raised an alarming question: could a tall brick building survive a journey across the ground? People who opposed the move were not necessarily indifferent to its history. Many feared that the proposed rescue would destroy the very thing they wanted to save. Studies compared several solutions, including further coastal defences. Relocation was judged to offer better long-term protection with less environmental impact. In 1999, after years of discussion and preparation, workers placed the lighthouse on a steel support system. Equipment pushed it along a prepared track in short stages. Sensors tracked changes in tilt and vibration, allowing the team to watch how the structure responded as it travelled. The journey of 2,900 feet took twenty-three days; preparing for it had taken much longer. The tower was only part of the move. The keepers' houses and other structures were relocated too, with their arrangement relative to one another preserved. Saving a collection of separate buildings would have protected the objects while losing something of the place. Retaining their relationships helped visitors understand how the light station had functioned as a working group. Later that year, the light returned to service. Its new foundation did not stop the island's shoreline from changing. The project instead gave the station more room between itself and the sea. The station was no longer on its original ground, but visitors could still see how its buildings had worked together. 24. Why does the writer contrast the tower with the shoreline in paragraph 1? A. To describe how the original lighthouse was constructed. B. To suggest that the lighthouse was built in the wrong place. C. To explain why the tower stopped being used by ships. D. To show how coastal change put a fixed building at risk. 25. What did many opponents of relocation fear? A. They doubted whether the move could preserve the lighthouse. B. They valued the shoreline more than the historic buildings. C. They expected the sea to move away from the tower naturally. D. They believed the tower should no longer serve as a lighthouse. 26. What was the role of the sensors during the move? A. To decide the position of each of the keepers' houses. B. To push the lighthouse forward along its track. C. To help workers detect how the structure reacted to movement. D. To predict how the shoreline would change in the future. 27. What does the project suggest about preserving a historic site? A. Historical meaning can survive relocation when relationships among buildings are retained. B. Keeping every building in its original position is the main preservation goal. C. Relocation is successful only when it prevents further changes to the shoreline. D. Saving the main tower makes preserving the surrounding buildings less important. C A seed bank may seem to need only enough shelves and a very large freezer. That picture leaves out a difficult question: what can each seed survive? Seeds from many plants can be dried and kept cold for years. An acorn, however, cannot simply join them on the same shelf. Seeds of oaks and horse chestnuts are among those that can die if they lose too much water. For seeds that tolerate drying, cold storage slows the processes that cause them to age. Scientists clean and dry the seeds before sealing them in containers. The collection is then kept under controlled conditions, often at about minus twenty degrees Celsius. Yet even suitable seeds do not all remain alive for the same length of time. A container full of apparently intact seeds may hold fewer living seeds than it once did. For this reason, a stored collection is checked repeatedly. Small samples are brought out and tested to see whether they can grow. A germination test uses up some of the material, but it provides evidence that a sealed container alone cannot offer. Counting what is on the shelves and checking what can produce plants answer different questions. Conservation depends on the second as well as the first. Seeds that cannot tolerate normal drying present a different problem. Freezing them whole can form damaging ice inside their tissues. Researchers therefore work with the embryo, the small part capable of developing into a plant. Carefully controlled partial drying and extremely rapid cooling can help protect it. Success also requires a method for growing the recovered material afterwards. Reaching a low temperature is only one stage of the work. Such procedures need to be tested for different plants rather than assumed to work for all of them. The aim is a collection that can supply living plants when needed, not merely one with an impressive number of packets. A useful seed bank therefore contains records of treatment and recovery alongside its seeds. Those records show what the preserved material may still be able to do. 28. What does the example of acorns in paragraph 1 illustrate? A. Large seeds take up too much space in a seed bank. B. Seeds collected from trees usually live longer than other seeds. C. A standard storage method is unsuitable for some seeds. D. Cold storage can prevent seeds from losing water. 29. Why are small samples removed for germination tests? A. To determine how many packets a seed bank can hold. B. To find out whether stored seeds are still able to grow. C. To reduce the space occupied by sealed containers. D. To restore the water lost by the entire collection. 30. What is necessary for the embryo-based approach to succeed? A. It removes the need to control how much water the material loses. B. It is successful whenever the whole seed remains frozen. C. It makes ordinary cold storage suitable for every plant species. D. It must include a way to grow plants from the recovered material. 31. Which is the best title for the text? A. Measuring Plant Conservation by the Size of Collections B. Keeping Seeds Alive Takes More Than Cold Storage C. The Cost of Using Stored Seeds in Germination Tests D. A Freezing Method That Works for Every Type of Seed D Suppose you argue strongly for holding a school event outdoors. Later, you learn that several participants cannot easily use the field and that a suitable hall has become available. Changing your recommendation would make sense. Yet if you have already defended the outdoor plan in public, you may feel pressure to keep defending it. The question can quietly shift from which arrangement works best to whether you will appear consistent. Consistency has real value. Other people need to know whether they can rely on our promises. But a promise to carry out an agreed task differs from a judgement about which plan is best. When we confuse the two, we may treat a reasoned revision as a retreat. We protect an earlier answer even after some of the information supporting it has changed. The useful distinction concerns what stays steady. A person might continue to care about everyone taking part while changing the location that serves that aim. Another might keep the same proposal but quietly abandon the reason originally given for it. The first person has changed a decision; the second has preserved its surface. Looking only at whether an answer changed can hide this difference. Of course, a new opinion is not automatically a better one. Someone who changes position whenever a louder voice enters the room has offered little reason for confidence. A revision becomes easier to judge when its basis is visible: which fact was missing, which assumption failed, or which competing need now matters more? An explanation lets others examine the reasoning instead of guessing at motives. This also gives listeners a responsibility. If every admitted mistake becomes an opportunity for ridicule, people have a reason to disguise useful changes. We can ask hard questions about a revised view without demanding that a person defend yesterday's answer forever. A discussion then leaves room for participants to learn something that actually affects what they say next. 32. Why might the speaker in paragraph 1 hesitate to move the event indoors? A. Changing a publicly defended plan may make the speaker seem inconsistent. B. The outdoor plan has not yet been discussed in public. C. The new information gives no reason to reconsider the plan. D. The indoor venue may be less convenient for participants. 33. What does the underlined word "retreat" in paragraph 2 mean? A. A period of quiet thought. B. A way of making progress. C. A form of surrender. D. A chance to start a discussion. 34. What is the author's attitude towards reasoned changes of opinion? A. Supportive. B. Dismissive. C. Sceptical. D. Indifferent. 35. Which response to a revised proposal follows the reasoning developed in the text? A. Accept it once the speaker admits that the original judgement was mistaken. B. Ask what has changed and whether it gives good grounds for the new choice. C. Postpone judgement until the speaker is certain that no further revision will be needed. D. Keep the existing proposal if the speaker still agrees with its original aim. 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 long task rarely comes with a long, empty afternoon. You may have twenty minutes before dinner or half an hour before leaving home. The difficulty is sometimes less about doing the work than about remembering where to begin each time you return. A short note made before stopping can make the next beginning easier. Write down the action you would take if you had five more minutes. ____36____ Make the note specific enough to remove that first choice. ____37____ It does not require you to solve the whole project in advance. Keep the necessary material with the note. If your next action involves two pages, mark them; if it involves a file, record where it is saved. ____38____ This matters especially when several days will pass before you can return. You need not write a history of everything you have done. A few words can preserve the unfinished question while it is still clear in your mind. Preparing to restart should not become a second project that is larger than the first. When you next sit down, try the action you recorded before making a new plan. You may discover that the note no longer fits because you have thought of a better approach. ____39____ Its purpose is to help you enter the work. ____40____ A. A broad reminder such as 'continue the project' leaves that decision to your future self. B. That is a reason to revise the note, not to obey it. C. Leave the next step undecided so you can approach it with a fresh mind. D. Reading all your earlier notes is the best way to begin again. E. 'Compare the opening sentences of these two paragraphs' gives you somewhere to start. F. Otherwise, finding the materials may consume the time you had set aside for using them. G. Once you are engaged, you can decide where the work should go next. 第二部分 语言运用（共两节，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四个选项中选出最佳选项。 On my first Saturday working at a cafe, I watched Mina carry six cups to a table and return in seconds. She made it look easy. I wanted to look equally ____41____. When the next order was ready, I loaded every cup onto my tray and lifted it. The cups began to ____42____. Mina ____43____ the edge before anything fell, and I put the tray down, suddenly aware of the ____44____ customers. I apologised and offered to carry the cups one at a time. Mina looked at the long queue. 'Let's ____45____ first,' she said, leading me to an empty table near the counter. She put two empty cups on a tray. I reached for it immediately, but she asked me to ____46____. Where was the weight? Where would my hand go? I had been copying the ____47____ of her movements without noticing their balance. We practised with empty cups first and then with cups of cold water. Each time, Mina changed their ____48____ and asked me to ____49____ my hand before lifting. On my next trip, I carried only two drinks. I walked ____50____, resisting the ____51____ to watch the customers instead of my path. Both cups reached the table without a ____52____ on the tray. By closing time, I could ____53____ four cups, though I still needed to think about where to place them. Mina handed me a cloth and pointed to the empty tables. As we cleaned, I noticed that she too ____54____ cups before lifting a tray. The movement was so small that I had missed it all morning. This time, I watched her ____55____ rather than the number of cups. 41. A. familiar B. capable C. generous D. polite 42. A. break B. disappear C. slide D. cool 43. A. polished B. followed C. caught D. decorated 44. A. competing B. waiting C. departing D. cheering 45. A. practise B. argue C. leave D. apologise 46. A. pause B. pay C. repeat D. return 47. A. order B. speed C. rhythm D. direction 48. A. colours B. prices C. names D. positions 49. A. adjust B. raise C. wash D. hide 50. A. backwards B. boldly C. freely D. slowly 51. A. promise B. permission C. instruction D. temptation 52. A. mark B. coin C. drop D. sound 53. A. count B. find C. order D. manage 54. A. sold B. rearranged C. replaced D. collected 55. A. face B. cloth C. uniform D. hand 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。 In traditional Chinese woodblock printing, a page begins long ____56____ ink meets paper. A design is first drawn on thin paper and checked ____57____ (careful). It is then transferred to a wooden block, ____58____ surface has been polished smooth. The parts that will print must stand above the surrounding surface. Cutting away the wrong area can therefore remove a line that the finished page needs. Carving is followed by testing. The first prints allow craftspeople to examine ____59____ (detail) that are difficult to judge on the block itself. Corrections are made before the block is used for a longer print run. Preparing it takes time and ____60____ (patient), but once the block is ready, there is no need ____61____ (draw) the design again for each copy. The carving and the printing are closely connected, although they require ____62____ (differ) skills. In 2009, China's engraved block printing technique ____63____ (add) to UNESCO's Representative List of the Intangible Cultural Heritage of Humanity. The recognition concerns the knowledge and cooperation behind the objects as well ____64____ the objects themselves. Workshops pass on this practical knowledge through teaching and observation. Learning to look closely at a trial print is part ____65____ learning how to make the next one better. 第三部分 写作（共两节，满分40分） 第一节 应用文写作（满分15分） 66. 假定你是李华，原计划本周六陪交换生Alex逛露天市集，但市集临时关闭。请给Alex写一封邮件，内容包括：1. 说明变化；2. 提出新的出行安排并征求意见。 注意：1. 写作词数应为80左右；2. 请按邮件格式作答。 第二节 读后续写（满分25分） 67. 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 Our art club had been asked to make a page of cartoons about school life. I had wanted my drawings on the corridor noticeboard for months. When Ms Chen said she would choose the page on Friday, I decided to draw something everyone would recognise. Leo had joined our class only two weeks earlier. On his first morning, he had gone into the science laboratory while looking for the library. He came back laughing at himself, holding a school map upside down. Several of us helped him find the right room. I remembered his expression and began drawing a character surrounded by impossible doors. Underneath, I wrote, 'Our newest explorer.' The drawing went well. I made the schoolbag enormous and the map almost as tall as the character. When I showed it to two friends, they laughed and said that I had caught Leo perfectly. That pleased me more than I wanted to admit. I added his name to the bag so nobody would miss the joke. On Thursday afternoon, Leo stopped beside my desk in the art room. At first, he smiled at the tall map. Then he saw the name. 'Is that going on the noticeboard?' he asked. I said it might, expecting him to be pleased. He looked at the drawing again. 'I suppose everyone will remember that morning now,' he said, and went out. Ms Chen had heard the conversation. She did not tell me to tear up the picture. Instead, she asked whether Leo's laugh on his first day meant that he wanted the incident displayed for the whole school. I looked down at the name I had written so carefully. The selection was at lunchtime the next day, but the drawing no longer seemed finished. Through the window, I could see Leo walking towards the gate. 注意：续写词数应为150左右；所给段落开头语不计入总词数。 I put down my pencil and hurried after Leo. A week later, Leo and I stopped in front of the noticeboard. 参考答案与解析 命题设计与使用说明 适用对象与范围：用于高三复习阶段的笔试综合训练，不含听力；沿用21—67题编号，共47题、120分，建议100分钟完成。本卷不据此宣称与任何一届正式高考卷等值。 命题结构：阅读A侧重课程条件和规则应用，B考查历史事件中的动机与保护意义，C考查科学过程和成功条件，D考查观点修正的判断依据。词义猜测仅设第33题，态度判断仅设第34题。 难度安排：前段以信息定位建立进入感，中段要求连接因果、前提和段落作用，阅读D与第35题增加抽象论证负担。完形通过动作链降低陌生背景干扰；语法覆盖副词、复数名词、词性转换、非谓语、时态语态及功能词。以上为编制预估，尚无学生实测难度数据。 诊断与讲评：建议先统计23、25、27、30、34、35题。23题错多，检查是否漏读截止时间或限制语；25、27题错多，要求学生区分措施、动机与保护目的；30题错多，画出保存—恢复—生长三步关系；34、35题错多，让学生补全“作者支持的是何种改变、凭什么支持”。 建议用时与迁移：阅读40分钟、语言运用20分钟、写作35分钟、复核5分钟。七选五讲评先圈回指对象再放回选项；完形用“看见的表象—遗漏的动作—练习后的观察”复述情节；语法让学生按句法位置说明形式选择。复测可另给一则活动规则或一段观点修订材料，观察是否迁移，而不只重做原题。 答案速查 21 D　22 B　23 A　24 D　25 A 26 C　27 A　28 C　29 B　30 D 31 B　32 A　33 C　34 A　35 B 36 A　37 E　38 F　39 B　40 G 41 B　42 C　43 C　44 B　45 A 46 A　47 B　48 D　49 A　50 D 51 D　52 C　53 D　54 B　55 D 56 before　57 carefully　58 whose　59 details　60 patience 61 to draw　62 different　63 was added　64 as　65 of 阅读理解 A 21. 标准答案：D 解析：第三段规定参加者须能连续游50米，活动重点是提高动作效率，因此选D。C对应初学者课程；B符合游戏课的能力和目标；A把明确排除的计时比赛当成了课程内容。 22. 标准答案：B 解析：最后一段说明，拿不准适合哪一课程时，可在订课前向前台申请免费的能力评估，评估安排在周四下午。免费的是评估，不是周四课程；原文没有周五测试或周六先试听后购票的安排。 23. 标准答案：A 解析：退款截止时间是周五中午之前，上午11点取消符合条件，选A。C忽略实名票不得转让；B违反家长只能在楼上看台观看的要求；D与首段说明的团体课无法全程一对一辅导相冲突。 阅读理解 B 24. 标准答案：D 解析：塔始终位于原址，而海岸线因风暴侵蚀不断后退，两者的对照解释了为什么危险会逼近一座没有移动的建筑，选D。文章没有据此否定当年的选址，也没有讲原始建造工艺或停止航海使用的原因。 25. 标准答案：A 解析：第二段最后两句表明，不少反对者同样珍视灯塔，只是担心搬迁这一救援行动反而毁掉它。因此他们质疑的是搬迁能否安全保存灯塔，选A；不能把反对某种保护办法误读为不重视保护对象。 26. 标准答案：C 解析：第三段说明传感器记录倾斜、振动的变化，以便工作人员监测结构在移动中的反应，选C。推动塔体的是设备而非传感器；预测未来海岸线和确定住宅位置也不是其文中功能。 27. 标准答案：A 解析：首段与第二段说明坚持原址面临的危险及搬迁争议；第四段说明相对布局保存了灯站整体运作的意义；末段表明岸线仍会变化，但搬迁后的建筑仍能呈现历史。结合这些信息，A概括出“可以改变位置，同时保存重要关系及意义”的保护原则。B把原址当主要目标；D割裂塔与周边建筑；C把保护建筑误换成阻止岸线变化。 阅读理解 C 28. 标准答案：C 解析：首段先介绍许多种子能够干燥、冷藏，再用橡实失水可能死亡的特点说明普通办法并不适用于所有种子，选C。例子的重点是耐受条件，不是体积、树种寿命或冷藏能否防止失水。 29. 标准答案：B 解析：第三段明确把盘点储量与检验能否长成植物区分开来。萌发测试虽然消耗部分样本，却能检验活性，因此选B；测试不是给全体种子补水，也不以腾出空间或测量库容为目的。 30. 标准答案：D 解析：第四段先介绍控制部分脱水和快速降温，再强调恢复后的材料还必须能培养生长。成功标准涵盖保存后的生长环节，D正确。A否定了仍须控制的脱水条件；B把胚与整粒种子混同，并把冷冻等同成功；C违反末段逐种检验的要求。 31. 标准答案：B 解析：全文围绕保存后仍能形成活植物展开：不同种子耐受条件不同，普通冷藏需要活性检测，特殊材料还需恢复培养。因此B涵盖主线。C只取测试消耗样本这一局部信息；D把特殊处理误扩为普遍方案；A把数量统计误当成了文章认可的主要评价标准。 阅读理解 D 32. 标准答案：A 解析：首段已给出更改地点的合理理由，但公开支持过旧方案的人可能担心显得前后不一。犹豫源于外在一致性压力，选A，而非新场地不便或信息不足；B也与已经公开辩护的设定相反。 33. 标准答案：C 解析：上文把履行承诺与判断何种方案更好区分开来，下文又说人们会继续保护失去部分依据的旧答案。这里的retreat指被误认为退让、认输，故选C。不能仅凭revision表示修订，就把retreat理解为取得进展或安静思考。 34. 标准答案：A 解析：作者肯定以新事实、失效假设或权衡变化为依据的修正，并主张给讨论留下学习后改变看法的空间，因此态度是支持的。第四段反对无理由地随强势声音摇摆，不等于否定有依据的改变；须明确态度对象。 35. 标准答案：B 解析：第四段要求公开并检验改变的依据，末段同时允许听者提出质询，因此B把作者原则落实为恰当回应。A把承认错误直接等同于新方案正确，遗漏对新理由的检验；D把目标不变误当成方案不能变，与第三段的区分冲突；C要求保证未来永不修订，封闭了末段主张的学习空间。 七选五 36. 标准答案：A 解析：A中的that decision回指上一句“再有五分钟会做什么”的选择；它用笼统提醒作反例，与后句“把便条写具体”构成对照。C主张不决定下一步，与本段建议相反。 37. 标准答案：E 解析：前句要求足够具体，E给出“比较两段的开头句”这一可立即操作的示例；后句It指这一便条或安排，说明无需预先解决整个项目。D要求重读全部旧记录，既不是所需的具体小动作，也与后文减轻重启负担的原则不合。 38. 标准答案：F 解析：前句建议标好页码、记下文件位置，F用Otherwise说明不这样做的后果：寻找材料会挤占工作时间。后句This承接把重启所需材料预先准备好的必要性，补充间隔数日的情形。 39. 标准答案：B 解析：前句出现“想出更好办法，旧便条不再合适”的新情况，B的That准确承接这一情况，说明应该修订而非机械照做；后句Its purpose继续解释便条只负责帮助进入工作。 40. 标准答案：G 解析：前句说便条帮助人开始，G用Once you are engaged顺接开始之后的阶段，说明接下来的方向仍由自己判断，收束全文。C在尚未开始时保留所有选择，与本文降低第一次选择负担的主旨冲突。 讲评建议：36—37组成“笼统提醒—具体例子”的对照；38承接材料准备的后果；39允许修订；40完成从开始到自主推进的收束。先确认代词和逻辑位置，再排除C、D，避免只凭同词复现选句。 完形填空 41. 标准答案：B（capable） 解析：第一段写Mina迅速端送六杯饮品，“我”随即模仿，希望显得同样能干；capable对应工作能力，而非礼貌、慷慨或熟悉感。 42. 标准答案：C（slide） 解析：后句Mina及时扶住托盘边缘，避免杯子掉落，说明杯子开始在托盘上滑动。break意味着破裂，后续放下托盘并改为练习的过程没有这一损坏结果。 43. 标准答案：C（caught） 解析：危急时接住、扶住托盘边缘才能阻止滑动的杯子掉下，caught符合连续动作的因果关系；其他动作不能解释before anything fell。 44. 标准答案：B（waiting） 解析：下一段的long queue说明顾客正等候服务，“我”意识到失误耽误了他们。文中没有顾客离开、喝彩或比赛的情节。 45. 标准答案：A（practise） 解析：Mina随后用两个空杯示范，让“我”思考重心并逐步训练，故建议先练习。apologise虽呼应上句，但“我”已经道歉，后面的具体活动也不是继续道歉。 46. 标准答案：A（pause） 解析：“我”立即伸手，but引出Mina的制止，接着她问重量和手的位置，因此是让“我”先停一停，选pause。这里尚未开始一轮动作，不能用repeat。 47. 标准答案：B（speed） 解析：首段return in seconds说明“我”看见的是动作快，随后也急着抬盘；现在才发现自己没有注意平衡。speed与这两处证据相合，不是照搬行走方向或动作先后。 48. 标准答案：D（positions） 解析：杯子的位置一变，重心和托手位置也要调整；后文Mina端盘前也会重新摆杯形成照应。因此是改变摆放位置，选positions。 49. 标准答案：A（adjust） 解析：根据杯子的不同分布，抬盘前须调整手的位置才能保持平衡，故选adjust。此处不是清洁要求，也不是先把手单纯抬高。 50. 标准答案：D（slowly） 解析：“我”降低一次运送的数量，留意路线，成功做到没有液体洒出，表明采用谨慎、缓慢的步速。boldly不能体现从追求快到控制平衡的变化。 51. 标准答案：D（temptation） 解析：“我”需要克制把注意力移向顾客的冲动，而把视线放在行走路线；resist the temptation to do意为“抵住做某事的诱惑”。没有人指示或允许“我”去看顾客。 52. 标准答案：C（drop） 解析：空杯、冷水训练之后，“我”开始运送饮品，此处强调杯子到桌边时托盘上一滴都没洒，故用drop。仅仅没有痕迹或声音不能对应此次平衡练习的成功。 53. 标准答案：D（manage） 解析：最初盲目端很多杯失败，练习后能端两杯，到打烊时能应付四杯，但仍须思考摆放，manage表示能力上的进步。count只是计数，不能说明端送技术的改善。 54. 标准答案：B（rearranged） 解析：训练中Mina不断改变杯子位置，结尾“我”发现她自己抬盘前同样会重新摆放杯子，前后相扣。collected表示收集，与所强调的细小位置调整不同。 55. 标准答案：D（hand） 解析：第二段的“手放哪里”和第三段的调整托手都表明关键是手与重心的关系；结尾“我”开始观察手，而不再只数杯子，显示关注点从外在数量转向操作细节。 讲评建议：41—44呈现模仿与失误，45—49呈现指导与练习，50—53呈现渐进改善，54—55改变观察重点。让学生说明47、48、55分别由哪些前后动作支持，再复述人物如何改变，而不只逐项翻译。 语法填空 56. 标准答案：before 解析：无提示词。long before构成时间关系，说明一页印品的制作早在油墨接触纸张之前就已开始；随后设计、刻版、试印的流程支持这一先后顺序。 57. 标准答案：carefully 解析：提示词careful为形容词，空处修饰checked，应用副词carefully，表示仔细检查。 58. 标准答案：whose 解析：无提示词。空后surface缺少限定语，且表示木版的表面，需用whose引导非限制性定语从句并修饰surface。whose surface相当于the surface of which；若填and，surface仍缺少必要的限定，不能与前句自然并列。 59. 标准答案：details 解析：提示词detail在此表示可逐项检查的细节，是可数名词；定语从句的are也提供复数线索，故填details。 60. 标准答案：patience 解析：and连接time与表示耐心的同类抽象名词，takes的宾语需用patience；patient作形容词或表示病人的名词均不合语义。 61. 标准答案：to draw 解析：there is no need to do sth.表示“不必做某事”，不定式作need的后置成分，故填to draw。前后文说明刻好的版可重复印刷，不必每次重新绘制。 62. 标准答案：different 解析：空处修饰名词skills，differ需变为形容词different，表示刻版与印刷虽相联系却需要不同技能。 63. 标准答案：was added 解析：In 2009限定已发生的列入事件，主语technique为单数且与add构成被动关系，故填一般过去时被动语态was added。 64. 标准答案：as 解析：无提示词。as well as为固定结构，表示除了物件本身，相关知识和合作同样受到认可；此处填第二个as。 65. 标准答案：of 解析：无提示词。part of表示“……的一部分”，把观察试印与学习改进下一张印品联系起来，故填of。 66. 应用文写作 任务是向熟悉的交换生说明计划变化、提出可执行的替代安排并征求意见。原因只需交代市集关闭，不必虚构灾害等重大情节；主体段要说明去哪儿、怎样碰面和出行、可以做什么，同时给对方选择空间。范文正文按“变化—新安排—确认”分为三段。 参考范文 Dear Alex, The outdoor market has just announced that it will be closed this Saturday, so we will need to change our plans. How about visiting the city science centre instead? We could meet at the school gate at nine and take the direct bus together. There is a hands-on exhibition where we can try building a small bridge and test how much weight it holds. Afterwards, we could have lunch nearby and compare our designs. I will check the ticket arrangements before booking, so please tell me whether the exhibition interests you or you would prefer something else. Would that work for you? We can also choose another day if Saturday is no longer convenient. Best wishes, Li Hua 写作指导 内容与篇章：第二段承担主要交际信息。时间和集合点解决如何出发，体验项目说明为什么值得去，购票前征求意见体现协商。不要把第二段写成只有“去博物馆、会很有趣”的两句空泛建议，也不要列出过多与收件人无关的背景。 讲评与评分参考：可按任务完成6分、语言表达6分、结构与格式3分进行课堂诊断，合计15分；此分项用于教学，不替代平台或正式考试的评分办法。若只有道歉而没有替代安排，先补内容；若安排齐全却不给对方回应空间，补征求意见；若堆叠时间地点，练习用一句说明活动价值。 词数与格式：本范文正文114词，保留细节供课堂学习；考场按题面80词左右，可压缩展项体验和午餐描述，保留原因、集合安排与征求意见。正文三段均首行缩进两个字符；称呼、结束语和署名各自成段，顶格左对齐。 67. 读后续写 原文冲突来自“我”把同学曾经自嘲的经历画成可公开辨认的笑话。Leo看到姓名后反应变化，老师的提问使“我”意识到，自己希望作品被选中并不等于对方愿意被展示。第一段须承接追上Leo的动作，写清倾听、道歉和处理旧稿；第二段须落实一周后的共同出现，并体现双方关系或创作方式的具体变化。 参考范文 I put down my pencil and hurried after Leo. I asked whether the picture had upset him, then listened without explaining the joke. He said he was tired of being introduced as the boy who got lost. I apologised and promised not to submit it. When I asked if he wanted to help make a different cartoon, he hesitated, then described how his own desk disappeared under unfinished homework. I laughed and admitted mine did too. We agreed to meet before class the next morning with fresh paper. A week later, Leo and I stopped in front of the noticeboard. Our new cartoon showed two students searching for their desks beneath mountains of homework. Before handing it in, we had checked every detail together and signed both names at the bottom. A younger student pointed at the picture and laughed. Leo leaned closer to show him the tiny clock we had hidden in the paper mountain. I waited beside him, holding the spare copy. When the student left, Leo asked whether I had any ideas for our next one. 续写指导 情节衔接：第一段先让Leo表达感受，避免“我”一边道歉一边辩称大家只是开玩笑。范文通过撤回旧稿、邀请共同创作和约定次日课前见面，为第二段新作品出现提供因果与时间准备；评选在次日午间，事件顺序可以成立。 第二段写实：共同核对细节、一起署名、Leo主动向观看者解释画中细节，以及邀请下一次合作，都把尊重落实为可见行为。范文续写部分约158词，不含给定开头语；两段新增内容各约79词，第二段保留互动和收束，不用空泛感悟替代过程。 评分参考与开放性：可按与原文及开头衔接8分、情节与细节8分、语言与连贯9分进行课堂诊断，合计25分。不能要求所有作文都以获奖或作品被选中结尾；撤稿后以其他共同活动修复关系，只要解释一周后为何同站在公告栏前，也可成立。重点核查是否尊重Leo的意愿、是否为结果写出过程，而非照搬范文事件。 常见修订：若追上后立刻进入一周后的结果，补一句具体回应和一项后续行动；若只删姓名却保留人人可辨认的嘲弄，检查是否真正解决冲突；若第二段只写开心和友谊，增写双方共同完成的一件小事。 素材来源与编写说明 编写说明：A、D、七选五、完形及两项写作情境为本卷原创教学文本，其中人物、机构活动和情节均为虚构。B、C及语法填空依据下列公开机构资料核对事实，再以新结构和表述编写；未直接转载原文，不把公开可读等同于获得整篇转载授权。题目、选项与中文解析为配套原创。核对日期：2026年10月10日。 阅读B：美国国家公园管理局，Moving the Cape Hatteras Lighthouse、Move FAQs、Change at the Cape Hatteras Lighthouse；核对岸线距离变化、1999年搬迁、23天与2900英尺、监测和建筑相对布局。 [来源1] [来源2] [来源3] 阅读C：英国皇家植物园邱园，Seed collection、Cryopreservation in pictures及种子采集说明；核对普通种子干燥冷藏、部分种子失水敏感、胚的低温保存和恢复培养、萌发检测。 [来源1] [来源2] [来源3] 语法填空：联合国教科文组织，China engraved block printing technique（项目00229）及Decision 4.COM 13.07；核对传统雕版流程、实践传承及2009年列入代表作名录。 [来源1] [来源2] A59　教师解析版　第 1 页 / 共 1 页 学科网（北京）股份有限公司 $