# 36 高中阶段综合卷：120分原创书面迁移评估

> 建议位置：高3·综合；原创能力递进，不等同于学校实际学期/人教版单元。只训练书面英语。每个编号计一道练习；编号内小项不重复计数。

## 学习目标

- 在一套未见原创卷中整合阅读、词汇语法与写作
- 依证据作答并用分项量规人工评定生产性任务
- 根据书面百分比和错因决定补学而非获得真实考试保证

## 核心讲解

本卷覆盖高中常见书面题型，不含听力。120分分母不能换成包含听力的150分总卷，更不能把本站成绩当作真实高考分数。题型比例为阅读50、语言运用30、写作40；具体正式考试以当年官方通知与卷面为准。

先独立限时做题，再对客观题；最后写作由教师或具备能力的同伴按量规复核。每个空格有独立编号，错字导致形式不成立不得算对；已明列的可接受变体可得分。写作分数来自人工量规，不用关键词自动判满分。

本站书面目标的80%为96/120、95%为114/120，只是练习目标，不是承诺。若要据此判断掌握，应在不同时间完成至少两套真正未见材料并经人工复核写作；重复本卷高分可能只是记住答案。本卷只能提供一次可核验证据。

错因回跳：主干/一致→1、21、27；时态/语态→2、7、13；非谓语/从句→4、9、14—16；词义/完形→3、23、26；篇章与证据→5、11、17、22、31；应用/开放写作→10、28、32；续写→29、33；编辑→34。

## 阅读材料

### 作答说明
本卷完全原创，不含听力。按常见新课标书面部分比例设置120分：阅读50分（1—20，每题2.5分）；语言运用30分（21—35每题1分，36—45每题1.5分）；写作40分（46题15分，47题25分）。建议首次限时100—110分钟，仅为本站训练安排，不冒充正式考场时限。选择题与各填空为独立编号，所有47项均有答案。题面内容与前课不同，先独立完成再查答案。

### Reading A: A Day at the City Archive
The City Archive is opening its workrooms to visitors on Saturday, 18 April. Entry is free, but some activities require advance booking because space is limited.

**Map Table — 9:30–10:15, Room 1.** Compare copies of maps from different decades and trace how the town’s streets changed. Drop in without booking. The original maps will remain in protective cases.

**Repair Workshop — 10:30–11:30, Room 3.** A conservator will demonstrate how damaged paper is supported. Visitors can practise on specially prepared sample sheets, not on historical documents. Book online by 15 April. Suitable for visitors aged twelve and above.

**Your Object, Your Story — 13:00–14:00, Meeting Room.** Bring a photograph of a family object and discuss what it might reveal about everyday life. Please do not bring valuable originals. Each participant will have five minutes to introduce a story. Booking is required.

**Independent Visit — 14:00–16:00, Main Gallery.** Explore the exhibition at your own pace. Large-print guides are available at the entrance. A step-free entrance is located on the east side of the building. Staff can answer access questions before the event by email.

### Reading B: The Translation on the Wall
When Mira was asked to translate labels for a small local exhibition, she expected the difficult part to be vocabulary. She had studied English for years and brought a thick dictionary to her first meeting. The labels described tools once used by farmers and river workers.

One object was a wooden frame with a name she could not find in any dictionary. An older volunteer offered an explanation, but his first answer was simply, “We used it when the water was low.” Mira wrote down a word that seemed close and moved on. Later, while arranging photographs, she noticed the same frame beside a boat. Her translation made it sound like a tool for gardening. Something was wrong.

She could have left the label as it was. Few visitors would know the difference. Instead, she returned to the volunteer with the photograph. This time she asked him to describe the actions involved rather than supply another name. Using two pencils and a piece of string, he showed her how the frame had held a line in place. Mira’s new label explained the function in a short sentence instead of forcing it into a single familiar word.

At the opening, a visitor read the label and then examined the photograph. “Now I can see how it worked,” she said. Mira still used her dictionary, but it no longer sat alone at the centre of her desk. Beside it were drawings, questions and the volunteer’s contact details. Translation, she had discovered, sometimes began by admitting that a word was not enough.

### Reading C: Darkness as Part of a Habitat
Artificial light changes what a place is like after sunset. A lamp designed to help people find a path may also illuminate nearby plants and water. For animals that are active at night, this can alter the conditions in which they move, feed or avoid predators. The effects vary by species and by the colour, direction and timing of the light.

Researchers studying a riverside path compared insect activity near different lighting arrangements. Their observations suggested that shielding lamps so that light was directed towards the path could reduce some spill into the surrounding habitat. However, a lower count near one lamp did not necessarily mean that fewer insects lived in the area. Insects might have moved, and weather also affected their activity. The researchers therefore combined observations across several nights rather than relying on a single count.

A practical response is not always to remove every lamp. People still need to use paths safely, and different sites serve different purposes. Timers, lower brightness and careful positioning may reduce unnecessary illumination while preserving useful light. These measures should be checked in the actual setting, because a design that works beside one building may not suit an open wetland.

Treating darkness as part of a habitat changes the design question. Instead of asking how much light can be added, planners can ask where light is needed, when it is needed and where it should not go. That approach recognises both human needs and the conditions on which other living things depend.

### Reading D: A Map Is Also a Decision
Digital maps make it easy to collect reports about broken pavements, flooded paths or missing signs. Residents can mark a location and attach a photograph within seconds. For local authorities, the resulting map appears to offer an immediate picture of where work is needed.

But the brightest cluster of reports is not necessarily the area with the greatest need. It may be the area where more people own suitable phones, know about the reporting system or have time to use it. A blank area can mean that nothing is wrong, but it can also mean that a problem has not been reported. Treating absence of reports as absence of need can make existing inequalities harder to see.

This is not a reason to abandon public reporting. Residents often notice problems before an inspection team arrives, and their photographs can help workers prepare. The data become more useful when authorities combine them with scheduled inspections, accessible telephone reporting and contact with groups who are less likely to use the app. Publishing what happened after a report can also show whether the system leads to action rather than simply collecting complaints.

A map is therefore more than a neutral display of dots. Choices about who can contribute, which categories are available and how reports are followed up shape the picture it presents. Good decisions begin by asking not only what the map shows, but also who and what may be missing from it.

### Reading E: Five-Gap Matching
**Starting a Conversation with a Place**
Travelling to an unfamiliar town is more rewarding when it involves more than collecting photographs. [16] A useful starting question might be why the market is held beside the river rather than near the modern shopping centre.

Look for patterns before deciding what they mean. Street names, shop fronts and the way public spaces are used can all provide clues. [17] A single closed shop, for example, cannot tell you that an entire neighbourhood is declining.

When possible, ask people specific, respectful questions. “What used to happen in this square?” is easier to answer than “Tell me everything about your culture.” [18] Someone who has just arrived may describe a place differently from someone who has lived there for decades.

Keep a short record of what you observed and what you were told. [19] This distinction will help you avoid presenting a guess as a fact when you later describe the trip.

You do not need to solve every question during one visit. [20] Returning with a better question may be more valuable than leaving with an apparently complete story.

**Options**
A. Remember that each person offers a perspective, not the final account of a whole community.
B. Try approaching the place with a question that a photograph alone cannot answer.
C. Some uncertainty is a reasonable outcome of careful observation.
D. Every local resident will give exactly the same explanation.
E. The best visit is always the one in which you buy the most souvenirs.
F. However, a clue is not the same as a conclusion.
G. Separate direct observations from interpretations in your notes.

### Cloze: Behind the Curtain
On the afternoon of the school play, Owen discovered that his name was missing from the programme. He had spent weeks painting scenery, yet the printed list [21] only the actors. He felt [22] and considered leaving before the performance.

Then a stage manager rushed in. A painted panel had come [23] from its support. Without it, the doorway in the next scene would look strange. Owen knew the panel well because he had [24] it himself. He picked up a small box of tools and followed her.

Behind the curtain, there was little time for a long [25]. Owen checked the joint and asked two classmates to hold the panel [26]. He added a temporary support, then stepped back to [27] whether it was secure. The repair was not elegant, but it worked.

During the performance, he watched the actors pass through the doorway. The audience could not see his hands at work, but they could see the [28]. When the play ended, the stage manager thanked him. Owen admitted that the missing name had [29] him. She apologised and said the online programme could be [30].

Owen was glad that the mistake would be corrected. Yet something else had [31] as well. He no longer thought that work mattered only when it was [32]. He still wanted fair recognition, but he could also [33] the value of solving a problem that others might never notice. Before leaving, he helped pack the panels [34], so that they could be used again. This time, the careful work felt less like being invisible and more like taking [35].

### Grammar Gap: A Small Newspaper Archive
A small town newspaper began digitising its old editions in 2021. The project [36] ___ (lead) by two librarians who wanted to make local records easier to search. At first, they thought that [37] ___ (scan) the pages would be the main task. They soon discovered [38] ___ many names had been printed in several different ways.

To improve the index, they invited residents [39] ___ (check) names and dates. Each proposed correction was compared [40] ___ the original page before it was accepted. The archive, [41] ___ now contains thousands of pages, does not replace the paper copies. Those copies are still kept in [42] ___ carefully controlled room.

Since the online collection opened, more people [43] ___ (use) it to investigate family and community histories. The librarians encourage [44] ___ (care) interpretation: a newspaper report reflects the information and choices available at the time. Making it searchable increases access, but it does not make every statement [45] ___ (automatic) true.

### Continuation reading for Question 47: The Empty Label
Ellie had helped her mother prepare a box of family photographs for a neighbourhood history day. Her job was to write a short label for each photograph. Most were easy: a wedding, a new shop, a picnic beside the river. One showed a young woman standing in front of a bicycle with a large basket. On the back, someone had written only “June”.

Ellie assumed that June was the woman’s name. She wrote a confident label: “June delivering goods for the family shop.” It sounded like the sort of story visitors would enjoy. Her mother was busy packing, so Ellie did not ask her to check it.

At the exhibition, an older neighbour stopped in front of the picture. “I remember that bicycle,” he said. “But I don’t think June was her name.” Ellie felt the card in her hand grow damp. Other visitors were approaching, and she wished she had left the photograph at home. The neighbour pointed to a small paper sign in the bicycle basket, but the writing was too tiny to read clearly.

Ellie’s mother was speaking to someone at the other end of the room. A magnifying glass lay on the table beside a map. Ellie looked from the neighbour to her neat label. She could pretend that the correction was unimportant, or admit that she had turned a guess into a story.

**Paragraph 1 beginning:** Ellie took the label off the table and reached for the magnifying glass.

**Paragraph 2 beginning:** When her mother returned, Ellie showed her the photograph and the new note.


## 例题解析

**计分示范（非本卷答案）** 阅读对12题得30分；完形对10题得10分；语填对8题得12分；写作两题经量规复核共28分，则总分80/120≈66.7%，不是80%。分母始终120。诊断还需看错因：即使总分达到96，若语填系统性混淆非谓语，也应定向补学。

**续写评分提示** 情节有不同解法不扣分；违反原文事实、跳过两段衔接或把猜测当已知应在对应项扣分。华丽词汇不自动换取内容分。

## 练习

1. 【阅读A】Which activity can a ten-year-old join without an advance booking? A. None of the activities. B. Map Table. C. Repair Workshop. D. Your Object, Your Story.

2. 【阅读A】What should participants bring to Your Object, Your Story? A. A printed town map. B. A sheet for repair. C. A valuable original tool. D. A photograph of a family object.

3. 【阅读A】What can visitors learn from the notice? A. All workshops accept visitors of every age. B. Historical documents can be repaired by visitors. C. Large-print guides must be booked online. D. The step-free entrance is on the east side.

4. 【阅读B】What did Mira initially expect to be the main difficulty? A. Repairing the wooden frame. B. Choosing English vocabulary. C. Persuading visitors to attend. D. Finding exhibition space.

5. 【阅读B】Why did the photograph trouble Mira? A. It showed that the object had been lost. B. It proved the volunteer had never used the tool. C. It suggested that her translation described the wrong function. D. It was too old to be displayed.

6. 【阅读B】How did Mira solve the translation problem? A. By choosing the longest dictionary entry. B. By asking about the actions and explaining the function. C. By replacing the object. D. By removing all information from the label.

7. 【阅读B】What is the best title? A. Collecting Forgotten Farming Vocabulary B. How a Workshop Changed a Tool’s Design C. The Limits of Translating with Pictures D. When a Word Is Not Enough

8. 【阅读C】What does the first paragraph emphasise? A. Light colour matters more than direction for every habitat discussed. B. The main effect considered is the convenience of human night travel. C. The effects depend on several features of light and species. D. Lamp brightness alone explains differences in insect activity.

9. 【阅读C】Why did researchers observe several nights? A. To establish that shielding was unrelated to insect activity. B. To account for variation rather than trust one count. C. To estimate the area’s full-year population from one evening sample. D. To identify which insects caused damage to nearby plants.

10. 【阅读C】What does the author recommend? A. Prioritise removing lamps before considering how people use the path. B. Judge the success of a design mainly by how much light it provides. C. Choose path brightness mainly from the lowest single insect count. D. Match necessary lighting to local needs and conditions.

11. 【阅读C】What does “spill” in paragraph 2 mean? A. Light spreading beyond its intended area. B. Insects falling from trees. C. Water leaking from a pipe. D. Information being kept secret.

12. 【阅读D】Why can a blank area on a reporting map be misleading? A. It measures satisfaction more directly than reported problems do. B. It mainly records whether a neighbourhood owns suitable phones. C. Problems may exist without being reported. D. It may be mistaken for evidence of frequent official inspection.

13. 【阅读D】Which addition best addresses the limitation discussed? A. Telephone reporting plus regular inspections. B. Restricting reports to photographs submitted through the app. C. A larger display using the same app reports. D. Prioritising high-report areas before examining reporting access.

14. 【阅读D】Why does the author mention publishing what happens after a report? A. To compare the politeness of residents’ descriptions. B. To show whether reporting results in action. C. To treat report volume as a direct measure of maintenance quality. D. To reduce the need to evaluate how the system is used.

15. 【阅读D】The author’s attitude towards public reporting is best described as: A. Supportive of its use with safeguards and complementary evidence. B. Confident that app reports alone provide a representative picture. C. More concerned with visual design than with policy decisions. D. Sceptical that residents can contribute useful local observations.

16. 【七选五】[16]选A—G。

17. 【七选五】[17]选A—G。

18. 【七选五】[18]选A—G。

19. 【七选五】[19]选A—G。

20. 【七选五】[20]选A—G。

21. 【完形21】A. rejected B. imagined C. trained D. named

22. 【完形22】A. overlooked B. amused C. prepared D. relieved

23. 【完形23】A. familiar B. separate C. ready D. loose

24. 【完形24】A. hidden B. built C. borrowed D. sold

25. 【完形25】A. celebration B. journey C. discussion D. advertisement

26. 【完形26】A. steady B. distant C. secret D. silent

27. 【完形27】A. argue B. promise C. forget D. check

28. 【完形28】A. invitation B. result C. complaint D. delay

29. 【完形29】A. hurt B. protected C. followed D. bored

30. 【完形30】A. corrected B. destroyed C. translated D. ignored

31. 【完形31】A. changed B. failed C. disappeared D. frozen

32. 【完形32】A. accidental B. dangerous C. expensive D. visible

33. 【完形33】A. reduce B. conceal C. postpone D. recognise

34. 【完形34】A. rarely B. carefully C. angrily D. suddenly

35. 【完形35】A. permission B. responsibility C. advantage D. advice

36. 【语填36】填lead正确形式；叙述2021年启动时的情况，用一般过去时。

37. 【语填37】填scan正确形式。

38. 【语填38】无提示词，每空一词；本句表示“发现这一事实”，不询问数量或原因。

39. 【语填39】填check正确形式。

40. 【语填40】无提示词，每空一词。

41. 【语填41】无提示词，每空一词。

42. 【语填42】无提示词，每空一词。

43. 【语填43】填use正确形式。

44. 【语填44】填care正确形式。

45. 【语填45】填automatic正确形式。

46. 【应用写作·15分】你参加了地方文化中心的英文导览，现写80词左右的反馈邮件。已知事实：导览内容有趣，但两处说明牌字号小；建议提供大字版简介或二维码文本；感谢工作人员。不要编造所有游客意见、声称已获批准或要求免费礼品。称呼和署名自拟。

47. 【读后续写·25分】阅读The Empty Label，续写约150词、两段，原样保留给定段首句。须保持第三人称过去时、人物与物件一致；澄清或诚实标注无法确认的信息，不能让人物凭空知道照片全部历史。

## 参考答案与解析

1. B。Map Table明确drop in without booking，未设12岁门槛；Repair Workshop有12岁以上限制。Independent Visit虽也可不预约，但不在本题选项中；题目不是问唯一可参加活动。

2. D。活动要求带家族物件的照片，并明确不要带贵重原件；C与要求相反。

3. D。通知直接说明step-free entrance位于east side；其他项把个别活动规则扩大或误读。

4. B。首句她以为困难在词汇，带词典前来；并非展厅、招观众或修工具。

5. C。照片把器具放在船旁，而她的翻译让人以为是园艺工具，两者功能不一致。它不证明志愿者撒谎，也没说物件遗失。

6. B。她问具体操作，借演示理解，再用一句话说明功能；全文反对强塞一个熟词，不是选最长词条。

7. D。标题概括从单词对应转向理解功能和背景的变化；其他选项分别误把图像当主要障碍、虚构改造工具的过程或把主旨缩成农具词汇收集，不能概括功能理解带来的转变。

8. C。首段明确species、colour、direction、timing共同影响；不是统一结论。

9. B。昆虫移动和天气会影响计数，多夜观察减少单次偶然性；并非消除所有干扰或证明天气无影响。

10. D。文章提出timers、brightness、positioning并要求实际场景核查，同时承认人的照明需要。

11. A。前文灯罩定向，后文surrounding habitat，spill指光线溢散到本不需照亮区域；并非水或信息。

12. C。少报告可能来自接入、知晓度或时间差异，不代表无问题。其余选项把空白地区误解为已查验、直接测手机覆盖或满意度，均非地图直接提供的证据。

13. A。电话渠道帮助不用app的人，例行检查补足无人上报地区；扩大同一显示不解决覆盖偏差；只优先高报告区或限制app图片仍会遗漏低参与群体。

14. B。结果公开让人看到报告是否落实处理，而非仅收集投诉；不表示每条投诉都已验证。

15. A。承认居民报告价值，并主张补充检查、可达渠道及结果跟进；属于有条件支持。

16. B。后句给出a useful starting question，B先引入通过照片无法回答的问题，建立方法—例子。

17. F。前文clues，F限制线索不等于结论，后文单个店铺不能代表街区衰落正是例证。

18. A。前文询问居民，A提醒个人视角有限，后文新老居民描述不同支持该限制。

19. G。前文记录观察与听闻，G区分观察与解释，后文This distinction精确回指，防止猜测变事实。

20. C。前句不必解答全部问题，C接受合理不确定，后句更好的问题比假装完整更有价值。未用D/E分别绝对化和偏题。

21. D named。printed list列出演员姓名；rejected拒绝、imagined想象、trained培训不合programme名单功能。

22. A overlooked。投入幕后工作却漏名，引发被忽视感和想离开；relieved/amused与后文hurt不符。

23. D loose。come loose from脱离支架；其余词不表达需要临时修复的结构故障。

24. B built。自建面板所以了解结构；painted也可能适合但不在选项中，built是唯一合理项；其余不能解释熟悉程度。

25. C discussion。演出将至，没时间长谈，立刻检查修理；journey/advertisement无情节依据。

26. A steady。修理时两人扶稳面板；silent用于声音，secret/distant不合holding目的。

27. D check。退后检查牢固度，与whether it was secure直接搭配；不是许诺或忘记。

28. B result。观众看不到幕后操作，但能看到门景正常使用这一结果；非邀请、投诉或延误。

29. A hurt。承认漏名让他受伤/难受，与开篇overlooked一致；bored无聊不是核心情绪。

30. A corrected。在线节目单可更正漏名；destroyed/ignored不解决公平认可，translated不对应问题。

31. A changed。something else指对工作的理解发生变化，下文no longer明确变化；其他项不合。

32. D visible。别人看不到不等于没价值，对照hands unseen/result seen；不是价格、风险或偶然性。

33. D recognise。认识到解决问题的价值，搭配recognise the value of；reduce/conceal/postpone反向或不合。

34. B carefully。为了再次使用而仔细收好；angrily与认识改变不符，suddenly/rarely不表示保护物件。

35. B responsibility。take responsibility承担责任与收好面板及幕后贡献呼应；take permission在此不自然；take advice和take advantage本身是成立的搭配，但本文没有听取建议或占便宜的情节。

36. was led。项目始于2021，过去叙述，project接受领导，by two librarians提示被动；lead过去分词led。

37. scanning / to scan。scanning the pages为动名词主语；to scan the pages作不定式主语也合语法，本题两者均接受。后面would be为有限谓语，不能再填一个有限谓语。

38.  that。宾语从句many names had been printed…结构完整，that引出发现内容。正式填空常用that；在真实英语中可省，但本题空格要求一词。

39. to check。invite sb to do，居民是check逻辑主语，非谓语不定式宾补。

40. with / to。compare A with/to B在比较义下都可，本题两者均接受；用original作为核对基准。

41. which。逗号后的非限定定从缺主语，指archive，不能用that。

42. a。room为单数可数名词，首次引入一间受控储藏室；carefully起辅音/k/，用a，修饰controlled的副词不改变冠词规则。

43. have used / have been using。since…opened至今；前者强调使用事实，后者突出持续/反复过程，当前文本不能唯一排除，均接受。more people复数。

44. careful。形容词修饰名词interpretation；carefully不直接修饰名词。

45. automatically。副词修饰true所表达的判断关系：可检索不自动使陈述为真；automatic形容词不能直接放在此结构修饰true。

46. 范文：Dear Cultural Centre Team,

Thank you for the engaging English tour. I especially appreciated the clear introduction to the local objects. During my visit, however, I found the lettering on two information boards difficult to read because it was small. Could you consider providing a large-print summary or a QR code linking to the text? Either option might help visitors examine the details at their own pace. Thank you again for the staff’s patient guidance.

Best regards,
Li Hua

15分量规：真实反馈与有趣内容2；两处字号问题3；大字/二维码可行建议3；感谢1；组织语域2；语言4。新增具体物件内容可合理概括，但不可虚构全体游客投诉、承诺已批准。允许不同措辞和合理80词左右长度。

47. 范文：

**Ellie took the label off the table and reached for the magnifying glass.** Beneath it, the small sign became clearer: “Summer Fair”. She showed the neighbour what she could read and admitted that she had guessed the woman’s name and purpose. He remembered a fair near the river, but not the year. Instead of inventing another complete story, Ellie wrote their observations on a fresh card and added two questions about the woman and the date.

**When her mother returned, Ellie showed her the photograph and the new note.** Her mother recognised the woman as a cousin, although she could not remember the exact year either. Together they corrected the name and left the date uncertain. Ellie placed the note beside the photograph, inviting visitors who knew more to help. The label was less confident than her first version, but she was no longer afraid of someone reading it closely.

25分量规：原文事实/视角一致6；两首句衔接与冲突解决7；细节行动及可信澄清4；语言准确和变化5；两段及约150词3。可有不同合理身份解释，但新事实须通过照片、人物知情或询问获得；不能凭空全知或神奇恢复模糊文字全部内容。

## 订正与迁移

先遮住答案独立完成，再为每处错误记录“语境线索—适用规则—我的新例句”。隔一天换一个主题复做，不以背熟本页答案代替迁移。完整篇章写作按题后量规人工核查，短句产出按答案中的结构与信息要点自查；不把示例当成唯一答案。

## 课程与来源说明

原创高中书面英语能力递进课；参考人教版必修—选择性必修的能力梯度，但未取得学习者学校的准确版次和教学表，年级/学期仅为建议学习位置，不等同于官方教材单元对应。课标以2017年版2025年修订为当前版本；不把2020年文本称为最新，也不声称已逐条核对2025全文。考试形式参照已核验的江西/新课标公开说明；不含听力。

本课讲解、例句、语篇和题目为原创。来源链接用于课程/考试形式定位，不表示转载官方试题或逐句对应教材：

- https://www.neea.edu.cn/html1/report/2401/499-1.htm
- https://gaokao.chsi.com.cn/gkxx/zc/ss/202604/20260407/2293461519-4.html
- https://paper.jyb.cn/zgjyb/h5/html5/2026-06/09/content_144741_19604051.htm