2026年甘肃兰州高三高考英语阅读理解完形填空与应用文写作模拟仿真卷G卷（含答案详解与学生作答区）

2026年甘肃兰州高三高考英语阅读理解完形填空与应用文写作模拟仿真卷G卷（含答案详解与学生作答区）学校：________________班级：________________姓名：________________考号：________________考试时间：120分钟满分：150分试卷类型：模拟仿真卷G卷学生作答区：已设置注意事项1.本卷围绕高考英语阅读理解、完形填空、语境填空与应用文写作设置，满分150分，考试时间120分钟。2.选择题须在学生作答区对应题号处作答；非选择题须写在指定横线或作文区域内。3.阅读材料与写作情境贴近甘肃兰州高三考前复习场景；答题时注意语篇结构、语境逻辑和表达对象。4.作文评分重视内容完整、语言准确、结构清楚和交际得体；书写应规范清晰。试题部分第一部分阅读理解（共15小题；每小题3分，满分45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。PassageAThefirstlightontheYellowRiveroftenreachesthebanksnearZhongshanBridgebeforethetrafficbecomesheavy.Thisspring,LanzhouNo.3SeniorHighSchoolstartedasmallprojectcalledtheYellowRiverReadingRoute.EverySaturdaymorning,studentswalkfromthebridgetoanearbycommunitylibrary,stoppingatthreesignsthatintroduceriverprotection,localhistoryandpublicmanners.EachsignhasashortEnglishparagraphwrittenbystudentsandcheckedbyteachers.LiMeng,aSeniorThreestudent,joinedtheprojectatfirstonlybecauseherEnglishteacherpromisedthateveryvolunteerwouldgetusefulreadingmaterialsforthefinalreview.Yetaftertwoweeksshebegantotaketheworkseriously.Shefoundthattranslatinglocalwordswasnotamatterofchoosingthefirstwordinadictionary.Forexample,shechanged“牛肉面香气”into“thewarmsmellofbeefnoodles”afteraforeignvisitortoldherthat“fragrance”soundedtooformalforastreetbreakfast.Shealsolearnedtoreplacelongexplanationswithclearexamples.Theroutehasanotherpurpose.ManystudentspreparingforthenationalcollegeentranceexaminationfeelthatEnglishreadingisfarawayfromtheirdailylife.TheprojectasksthemtonoticeEnglishinrealsituations:amapatabusstop,anoticeinamuseum,acommentfromatourist.“Whenstudentsseethatlanguagecanmaketheirowncitybetterunderstood,theyreadwithmorepatience,”saidMs.Chen,theteacherincharge.Lastmonththeschoolcollectedfeedback.Mostvisitorssaidthestudent-writtensignswerefriendlyandaccurate.SomesuggestedaddingQRcodesforaudioversionsbecausethewindalongtheriversometimesmakesreadingdifficult.Thestudentsplantorecordtheparagraphsafterthemockexamination,usingslowerspeedandnaturalpauses.1.WhatisonepurposeoftheYellowRiverReadingRoute?（3分）A.Totrainstudentstobecometourguides.B.TointroducelocalcultureandpublicmannersinEnglish.C.ToreplaceclassroomEnglishreadinglessons.D.Tocollectmoneyforacommunitylibrary.2.WhatdidLiMenglearnfromchangingthetranslationof“牛肉面香气”?（3分）A.Dictionariesshouldnotbeusedinschoolprojects.B.Formalwordsarealwaysbetterinpublicsigns.C.Translationshouldfitthesituationandthereader.D.Foreignvisitorspreferlongculturalexplanations.3.AccordingtoMs.Chen,whycantheprojecthelpstudentsreadwithmorepatience?（3分）A.ItconnectsEnglishwiththeirowncity.B.Itprovideseasiermaterialsthantextbooks.C.Itreducesthenumberofreadingquestions.D.Itaskstouriststocorrectstudents’grammar.4.WhydidsomevisitorssuggestaddingQRcodes?（3分）A.ThesignsweretoodifficultforSeniorThreestudents.B.Theroutewasfarfromtheschoollibrary.C.Theparagraphsneededmorehistoricalfacts.D.Thewindsometimesmadereadingthesignsdifficult.5.WhichtitlebestdescribesPassageA?（3分）A.ALibraryBuiltbesidetheYellowRiverB.ReadingEnglishthroughaCityRouteC.HowtoTranslateFoodNamesCorrectlyD.WhyTouristsPreferAudioGuidesPassageBAquietclassroomdoesnotalwaysleadtodeepconcentration.InseveralseniorschoolsinLanzhou,teachersnoticedthatstudentswhosatsilentlyforalongtimeintheafternoonoftenlosttheabilitytofollowalongEnglishtext.Toimproveattentionwithoutreducingstudytime,oneschooltriedasimplechange:atwelve-minute“greenbreak”betweentworeadingperiods.Theschoolislocatedinadryareawherelargelawnsarehardtokeep.Insteadofbuildingagarden,itplacedboxesofdrought-tolerantplantsnearthewindowsandopenedtheschoolyardforshortwalks.Duringthebreak,studentswerenotallowedtousephonesordiscusstestscores.Theycouldwaterplants,lookatthesky,orwalkslowlyaroundtheyard.Afterthreeweeks,Englishteacherscomparedstudents’performanceonsimilarreadingtasks.Thestudentsmadefewermistakesonquestionsthatrequiredthemtoconnectinformationfromdifferentparagraphs.Whymightsuchasmallbreakhelp?Oneexplanationisthatdirectedattention,thekindusedtocontroldistractionsandsearchfordetails,becomestiredaftercontinuouswork.Naturalscenes,evenmodestonessuchasarowofplantsorapatchofshadow,mayuseagentlerformofattention.Thisgivesthemindachancetorecover.Theeffectisnotmagic;abreakcannotreplacevocabulary,grammarorreadingstrategies.Butitcanmakestudentsmorereadytousewhattheyknow.Theexperimentalsochangedsometeachers’views.Theyusedtobelievethatashortrestwouldmakestudentslazy.Nowtheyseeitaspartoflearningmanagement.However,theschoolkeepsthebreakstrictlylimited.Ifitbecomestoolongorturnsintochatting,thebenefitdisappears.Thegoalisnottoescapehardstudy,buttoreturntoitwithaclearermind.6.Whydidtheschooltryatwelve-minutegreenbreak?（3分）A.Tomaketheafternoonclassesshorter.B.Toteachstudentshowtogrowlargelawns.C.ToimproveattentionduringEnglishreading.D.Topreparestudentsforaplant-growingcontest.7.Whatwerestudentsallowedtododuringthebreak?（3分）A.Waterplantsorwalkslowlyintheyard.B.Usephonestorelaxtheireyes.C.Discussdifficultreadingquestions.D.Leaveschooltobuydrinks.8.Howmaynaturalsceneshelpstudentsaccordingtothepassage?（3分）A.Theydirectlyincreasevocabularysize.B.Theymakegrammarruleseasiertoremember.C.Theyremovetheneedforreadingstrategies.D.Theygivedirectedattentiontimetorecover.9.Whatchangedinsometeachers’views?（3分）A.Theystoppedgivingreadingtasksintheafternoon.B.Theybegantoseeshortrestaspartoflearningmanagement.C.Theybelievedchattingwasusefulforexampreparation.D.Theydecidedthatsilencewasharmfulineverysituation.10.Whatisthepassagemainlyabout?（3分）A.Thedifficultyofbuildinggardensindrycities.B.Thebestwaytodesignaschooltimetable.C.Asmallgreenbreakthatsupportsreadingconcentration.D.AnewEnglishtextbookusedinLanzhouschools.PassageCManypeoplethinkmachinetranslationwillmakelanguagelearningunnecessary,butthedailyexperienceofexchangestudentssuggestsadifferentconclusion.ABritishstudentnamedOliverspenttwoweeksinLanzhouandusedatranslationappformeals,busridesandmuseumvisits.Theapphelpedhimorderfoodandaskfordirections.Still,hequicklydiscoveredthatcorrectwordsdidnotalwayscreatesuccessfulcommunication.Atafamilydinner,Oliverwantedtopraisethehost’shand-pullednoodles.Theappgavehimasentencethatsoundedaccurate,buteveryoneatthetablelaughedkindlybecauseitsoundedlikealinefromarestaurantadvertisement.Later,aclassmatetaughthimasimplerexpression:“Thistasteslikehome.”Olivernoticedthatpeoplesmiledmorenaturallywhenheusedit.Thedifferencewasnotgrammar.Itwasthefeelingcarriedbythesentence.Inschool,OliverjoinedanEnglishcornerwhereChinesestudentswerepreparingforwritingtasks.Hefoundthatstudentsoftenwrotecorrectbutdistantsentences,suchas“Iamwritingtoconveymysinceregratitude.”Theteacherdidnotaskthemtoabandonformallanguage.Instead,sheaskedthemtochooseexpressionsaccordingtorelationship,purposeandsituation.Athank-younotetoavolunteerguidecanbewarmanddirect;alettertoaschoolofficeshouldbeclearandpolite.Technologyisusefulwhenitremovesbasicbarriers,butitcannotfullyunderstandlocalcustoms,toneorthetrustbetweenspeakers.Languagelearningremainsvaluablebecauseittrainspeopletonoticethesethings.Whenstudentsread,theyarenotonlycollectingwords.Theyarelearninghowpeopleorganizeideas,showrespect,andbuildconnectionsacrossdifferentbackgrounds.11.WhatdidOliver’sexperiencewiththetranslationappshow?（3分）A.Theappcouldnothelphimindailylifeatall.B.Basictranslationdoesnotalwaysleadtosuccessfulcommunication.C.Exchangestudentsshouldavoidusingtechnology.D.Correctgrammaristheonlygoaloflanguagelearning.12.Whydidtheexpression“Thistasteslikehome”workbetter?（3分）A.Itwaslongerandmoreformal.B.Itincludedtheexactnameofthefood.C.Itsoundedlikearestaurantadvertisement.D.Itcarriedawarmerandmoresuitablefeeling.13.WhatdidtheteacheremphasizeintheEnglishcorner?（3分）A.Expressionsshouldfitrelationship,purposeandsituation.B.Studentsshouldalwaysusethemostformalsentence.C.Thank-younotesmustbeginwiththesameopening.D.Writingtasksshouldavoidpersonalfeelings.14.Accordingtothelastparagraph,whyislanguagelearningstillvaluable?（3分）A.Itallowspeopletostopusingalltechnology.B.Itmakeseveryculturalproblemdisappear.C.Ittrainspeopletonoticetone,customsandconnections.D.Ithelpsstudentsmemorizeadvertisements.15.Whichstatementbestexpressestheauthor’sopinion?（3分）A.Machinetranslationshouldbebannedinschools.B.Localcustomsarelessimportantthancorrectwords.C.Readingisonlyawaytocollectusefulvocabulary.D.Languagelearningremainsnecessaryforrealcommunication.第二部分完形填空（共20小题；每小题1.5分，满分30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。Duringthelastmonthbeforethenationalcollegeentranceexamination,ourEnglishteachergaveusaspecialtask.Insteadofanothersetofcopiedexercises,sheaskedeachgrouptodesignonereadingcardaboutLanzhouandshareitwithyoungerstudents.Ithoughtitwouldbeeasy,becauseIhadlivedhereforseventeenyears.However,thefirstdiscussionprovedIwastoo16.Ourgroupchosethetheme“morninginthecity”.Iwrotealongparagraphfullofbeautifulwords,butWangRuireaditandshookhishead.“Itsoundsnice,”hesaid,“butaGradeOnestudentmaynotknowwhatyoureally17.”Hesuggestedwebeginwithasimplescene:astudentwaitingforthefirstbuswhilesteamrisesfromanoodleshop.Hisadvicemadethepassage18.Thenextproblemwasaccuracy.IwrotethattheYellowRiverwas“silent”inwinter.ZhangHuiremindedmethattheriverisnevercompletelysilent;evenwhenpeoplearequiet,thewaterkeeps19underthebridge.Wewalkedthereafterschooltolisten.Thewindwascold,butthesoundhelpedusreplaceafalsesentencewitha20one.Whenthecardwasalmostfinished,wearguedabouttheEnglishtitle.Somewanted“AWonderfulMorning”,whileotherspreferred“BeforetheCityWakes”.Iworriedthatthesecondtitlewastoodifficult.Ourteacheraskedustothinkofthe21.Atitleshouldinvitereaderstocontinue,notshowhowmanyadvancedwordsweknow.Finally,wechose“BeforeLanzhouWakes”,whichwasshort,clearandalittle22.Onthedayofsharing,Iexpectedtheyoungerstudentstopraiseourwork.Tomysurprise,oneboypointedatasentenceandaskedwhyweusedthepasttensethere.Icouldnotanswerimmediately.Aftercheckingthecontext,wefoundthathewas23;thesentencedescribedaregularmorningandshouldusethepresenttense.Ifeltembarrassed,butourteachersmiled.“Arealreader,”shesaid,“isthebest24.”ThatafternoonIunderstoodsomethingaboutexampreparation.Practicepapersarenecessary,butwritingforrealreadersisdifferent.Itforcesustobe25,tocheckfacts,andtoconsiderwhethereachsentenceisuseful.Italsomakesreadinglessfrightening.WhenImeetalongpassagenow,Iaskmyselfhowthewriterguidesmefromoneideatothenext.Thishabitdoesnotmakeeveryquestion26,butithelpsmestaycalm.Twoweekslater,theschooldisplayedallthecardsinthecorridor.Minewasnotthemostbeautiful.Somecardshadbetterdrawings;somehadmorecreativelayouts.YetIfeltproudbecauseourcardhadbeenrevisedmanytimes.Eachchangehadareason.Wehadcutemptypraise,correctedtense,andmadetheexamplesclosertolife.Inthatprocess,Englishbecamenotasubjectlockedinatestpaper,buta27forshowingwhatwetrulynoticed.Theyoungerstudentslatersentussmallnotes.Onewrote,“IwalkedtothebridgethismorningandtriedtodescribetheriverinEnglish.”Anothersaidshewantedtowriteaboutthelibrarynearherhome.Theirnotesweresimple,buttheygaveus28.Wehadexpectedtoteachothers;instead,theyremindeduswhylearningmattered.Inthefinalweek,ourteacherreturnedthefirstdraftofmyparagraph.Thepagewascoveredwithmarks.Iusedtodislikeredmarksbecausetheyseemedtoannouncefailure.ThistimeIkeptthedraftinmynotebook.Itshowedhowavagueideahadbecomeaclearermessage.IknewIwouldstillmakemistakesintheexamination,butIalsoknewthatcarefulrevisioncouldturnconfusioninto29.Thatbelief,morethananysingletechnique,helpedmefacethecomingtestwith30.Thedaybeforetheexamination,Ilookedthroughthereadingcardoncemore.Ididnottrytomemorizeit.Instead,I31thepathofrevision:whywechangedtheopening,howwechosethetitle,andwhateachreaderhadtaughtus.IrealizedthatgoodEnglishanswershaveaclear32.Theydonotsimplyfillspace.Theyguidereadersstepbystep.Sointheexaminationroom,Idecidedtoreadeachpassage33,markthewriter’ssignals,andmakemy34basedonevidenceratherthanfear.Whateverresultcame,thehabitwould35afterthetest.16.（1.5分）A.overconfidentB.patientC.nervousD.generous17.（1.5分）A.admireB.hideC.meanD.borrow18.（1.5分）A.longerB.clearerC.quieterD.stranger19.（1.5分）A.changingB.waitingC.shiningD.moving20.（1.5分）A.trueB.shortC.secretD.funny21.（1.5分）A.teacherB.cityC.readerD.painter22.（1.5分）A.ancientB.freshC.heavyD.private23.（1.5分）A.politeB.braveC.earlyD.right24.（1.5分）A.editorB.travelerC.winnerD.actor25.（1.5分）A.silentB.popularC.preciseD.relaxed26.（1.5分）A.possibleB.easyC.modernD.equal27.（1.5分）A.prizeB.ruleC.wallD.tool28.（1.5分）A.pressureB.permissionC.encouragementD.direction29.（1.5分）A.orderB.noiseC.doubtD.memory30.（1.5分）A.angerB.luckC.regretD.confidence31.（1.5分）A.repeatedB.wastedC.protectedD.checked32.（1.5分）A.purposeB.colourC.priceD.silence33.（1.5分）A.quicklyB.blindlyC.carefullyD.separately34.（1.5分）A.recordsB.choicesC.promisesD.pictures35.（1.5分）A.continueB.disappearC.complainD.sleep第三部分语境填空（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。InordertopreparefortheschoolEnglishwritingweek,SeniorThreestudentsinLanzhouwereaskedtowriteinvitationsforareadingsalon.Theactivity36(hold)intheschoollibrarynextFriday.Eachinvitationshouldstatethepurposeclearly,givenecessarydetails,anduselanguage37ispolitebutnotdistant.Ms.Chenremindedstudentsthatagoodinvitationisnotalistofrequirements.Itshouldmakethereaderfeel38(welcome).Shealsoaskedstudents39(avoid)emptyexpressionssuchas“Yourcomingwillmakeusextremelyhonored”whenawarmersentencecanworkbetter.Duringpeerreview,studentscheckedwhetherthetimeandplace40(be)complete,whetherthetonematchedtherelationship,andwhethertheendingencouragedareply.Onestudentwrote,“Wehopeyoucanjoinusandshareabook41changedyourviewoftheworld.”Thesentencewaskeptbecauseitgavetheguestaclearrole.Anotherstudentputtoomanyadjectivesintooneparagraph,makingthemessagehard42(follow).Afterrevision,theinvitationbecameshorterand43(natural).Thepracticeshowedthatwritingisnotonlyaboutcorrectness.Itisalsoaboutthinkingfrom44reader’spositionandchoosingwordswithcare.Thisis45manystudentsfoundthetaskusefulforbothexamsandrealcommunication.第四部分应用文写作（第46题；满分60分）46.假定你是兰州某中学高三学生李华。学校英语社团计划在高考前组织一次面向高三学生的“YellowRiverCultureWalkandEnglishReadingSalon”活动，邀请正在你校交流的英国学生Tom参加并分享一本影响他成长的英文书。请你给Tom写一封英文邀请邮件，内容包括：

（1）活动时间、地点和主要安排；

（2）邀请他分享书籍及原因；

（3）表达期待并请他回复。

注意：词数100—120；开头和结尾已给出，不计入总词数；可适当增加细节，使行文连贯。DearTom,________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Yours,LiHua学生作答区一、选择题答题卡（1—35题）1ABCD2ABCD3ABCD4ABCD5ABCD6ABCD7ABCD8ABCD9ABCD10ABCD11ABCD12ABCD13ABCD14ABCD15ABCD16ABCD17ABCD18ABCD19ABCD20ABCD21ABCD22ABCD23ABCD24ABCD25ABCD26ABCD27ABCD28ABCD29ABCD30ABCD31ABCD32ABCD33ABCD34ABCD35ABCD二、语境填空作答区（36—45题）36373839404142434445____________________________________________________________________________________________________三、应用文写作作答区（第46题）DearTom,________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Yours,LiHua

参考答案与解析第一部分阅读理解1B2C3A4D5B6C7A8D9B10C11B12D13A14C15D1.答案：B。解析：从第一段可知阅读路线沿黄河岸设置英语介绍牌，目的之一是让访客了解河流保护、地方历史和公共礼仪。易错提醒：先定位题干关键词，再判断选项是否偷换范围、因果或情感色彩。2.答案：C。解析：第二段提到李梦把“牛肉面香气”改成更自然的表达，说明翻译要考虑真实语境和读者感受。易错提醒：先定位题干关键词，再判断选项是否偷换范围、因果或情感色彩。3.答案：A。解析：第三段教师的话表明项目让学生看到英语和城市生活有关，从而提升阅读耐心。易错提醒：先定位题干关键词，再判断选项是否偷换范围、因果或情感色彩。4.答案：D。解析：末段反馈中游客建议增加二维码音频，是因为河边风大影响阅读。易错提醒：先定位题干关键词，再判断选项是否偷换范围、因果或情感色彩。5.答案：B。解析：全文介绍一项把本地文化、志愿服务和英语阅读结合的校园项目，B项概括最准确。易错提醒：先定位题干关键词，再判断选项是否偷换范围、因果或情感色彩。6.答案：C。解析：第一段指出学生下午安静久坐后难以跟上长英语文本，学校尝试绿色休息是为改善注意力。易错提醒：先定位题干关键词，再判断选项是否偷换范围、因果或情感色彩。7.答案：A。解析：第二段说学生不能用手机或讨论分数，可以浇植物、看天空或慢走，因此A项符合。易错提醒：先定位题干关键词，再判断选项是否偷换范围、因果或情感色彩。8.答案：D。解析：第三段说明自然场景可能使用较温和的注意形式，使大脑恢复。易错提醒：先定位题干关键词，再判断选项是否偷换范围、因果或情感色彩。9.答案：B。解析：教师观念变化体现为把短休看作学习管理的一部分，而不是偷懒。易错提醒：先定位题干关键词，再判断选项是否偷换范围、因果或情感色彩。10.答案：C。解析：本文结构是提出问题、介绍尝试、解释原因、说明限制，核心是短时绿色休息对阅读注意的帮助。易错提醒：先定位题干关键词，再判断选项是否偷换范围、因果或情感色彩。11.答案：B。解析：第一段说明翻译软件能解决点餐问路等基本问题，但不能保证沟通成功。易错提醒：先定位题干关键词，再判断选项是否偷换范围、因果或情感色彩。12.答案：D。解析：第二段中更自然的表达带来更真实的微笑，说明语言要承载合适情感。易错提醒：先定位题干关键词，再判断选项是否偷换范围、因果或情感色彩。13.答案：A。解析：第三段教师要求根据关系、目的和情境选择表达。易错提醒：先定位题干关键词，再判断选项是否偷换范围、因果或情感色彩。14.答案：C。解析：末段指出技术无法完全理解习俗、语气和信任，语言学习仍能训练人注意这些。易错提醒：先定位题干关键词，再判断选项是否偷换范围、因果或情感色彩。15.答案：D。解析：文章反驳“机器翻译使语言学习无必要”的看法，强调语言学习的交际价值。易错提醒：先定位题干关键词，再判断选项是否偷换范围、因果或情感色彩。第二部分完形填空16A17C18B19D20A21C22B23D24A25C26B27D28C29A30D31D32A33C34B35A16.答案：A（overconfident）。解析：“以为很容易”与后文发现并不简单形成转折，选overconfident。干扰项排除要结合上下文逻辑、词义搭配和作者情感变化。17.答案：C（mean）。解析：同伴认为低年级学生可能不明白作者真正想表达什么。干扰项排除要结合上下文逻辑、词义搭配和作者情感变化。18.答案：B（clearer）。解析：从抽象华丽改为具体场景，使文章更清楚。干扰项排除要结合上下文逻辑、词义搭配和作者情感变化。19.答案：D（moving）。解析：河水在桥下流动，moving符合事实。干扰项排除要结合上下文逻辑、词义搭配和作者情感变化。20.答案：A（true）。解析：实地倾听后把不准确句子改为真实句子。干扰项排除要结合上下文逻辑、词义搭配和作者情感变化。21.答案：C（reader）。解析：老师让大家考虑读者，标题作用是吸引读者继续。干扰项排除要结合上下文逻辑、词义搭配和作者情感变化。22.答案：B（fresh）。解析：标题短、清楚并有一点新意。干扰项排除要结合上下文逻辑、词义搭配和作者情感变化。23.答案：D（right）。解析：后文确认句子应使用一般现在时，说明男孩是对的。干扰项排除要结合上下文逻辑、词义搭配和作者情感变化。24.答案：A（editor）。解析：真实读者指出问题，像最好的编辑。干扰项排除要结合上下文逻辑、词义搭配和作者情感变化。25.答案：C（precise）。解析：为真实读者写作迫使作者准确表达、核对事实。干扰项排除要结合上下文逻辑、词义搭配和作者情感变化。26.答案：B（easy）。解析：习惯不能让每道题都容易，但能保持冷静。干扰项排除要结合上下文逻辑、词义搭配和作者情感变化。27.答案：