Unit 1 Nature in the balance Reading the Amazon rainforest 阅读板块深度解读与能力提升训练-2025-2026学年高中英语译林版必修第三册

阅读板块深度解读与能力提升训练(译林版)必修三 Unit 1 Nature in the balance The Amazon rainforest: a natural treasure —————————————— 文本解读 ————————————— 一、 文本定位与课标要求对照 课标要求范畴 具体要求(摘要) 本文体现 主题语境 人与自然(自然生态、环境保护) 全文核心主题,探讨雨林的生态价值与人类对其的威胁。 语篇类型 说明文(介绍事物、解释现象) 典型介绍某地的说明文,兼具描述与阐述。 语言技能 理解性技能:获取、概括、整合信息;分析语篇结构。 文本信息量大,结构清晰,适合进行信息梳理与结构分析。 学习策略 借助图表等非文字信息理解主题。 解读时可运用思维导图厘清结构。 文化意识 了解不同地域自然环境,增强人类命运共同体意识。 将亚马逊称为“地球之肺”,超越国界,强调全球责任。 思维品质 辨识、分析、推断信息间的逻辑关系;批判性思考生态问题。 从现象(数据)到本质(平衡),再到问题(威胁)与反思(反问)。 二、 作者写作目的与核心思想 1. 主要目的: 知识传播:向读者系统介绍亚马逊雨林的地理、生态、生物多样性等基本事实。 价值阐释:阐明雨林在维持全球生态平衡(碳固定、氧气生产、物种基因库)方面的不 可替代性。 意识唤醒:通过呈现人类活动(农业、畜牧)造成的破坏,引发读者对环境保护的危机 感与责任感。 2. 核心思想:亚马逊雨林是地球至关重要且脆弱的生态宝藏,其存续关系到全球生命支持 系统,人类必须反思并遏制对其的破坏行为。 三、 语篇结构与特征分析(说明文) 本文是典型的“介绍某地”类说明文,遵循“总—分—总/反思”的经典结构,逻辑层层递进。 1. 宏观结构:经典的“总-分-总/反思”模式 总:引入主题,确立重要性(第1-2段) 分:多维度展开说明(第3-5段) 总/反思:总结问题,引发思考(第5段) 2. 微观结构:层层嵌套的逻辑组织 空间维度:从水平(地理分布)到垂直(森林分层)。 生物维度:从植物到动物,从个体到食物链。 功能维度:从局部生态到全球功能。 3. 信息密度与渐进性 数据具体化:6 million km 40,000 plant species over 20% oxygen 概念抽象化:jungle ecosystem lungs of the planet 4. 修辞与逻辑衔接 比喻衔接:sea of green lungs of the planet 问题导向:描述现状 指出威胁 提出质问 人称转换:客观描述(it) 责任归属(us) 共同反思(we) 5. 结构思维导图 亚马逊雨林:地球的自然宝藏 各部分详解与写作手法 1. 开篇引入 (Paragraphs 1 & 2) 手法:从感性描述(“a huge sea of green alive with the sounds of animals”)切入,迅速 过渡到理性定义(“the largest rainforest”, “plays a significant role”)。 功能:激发兴趣,确立说明对象及其全球重要性。 说明文特征:使用具体数据(“8 countries”, “6 million sq km”, “6400km”)进行客观界定,并通过对比(“more than half the size of China”, “100km longer than the Yangtze”)帮助读者建立直观认知。 2. 主体说明:核心特征分层展开 (Paragraphs 3—5) 逻辑顺序:从具体到抽象,从内部结构到全球功能。 Paragraph 3: 生物多样性的静态展示(植物) 结构:采用空间顺序(垂直分层)进行说明: Forest floor (leaf litter) Understory (shorter plants) Canopy (towering hardwoods) Emergent layer (tops of tallest trees)。 手法:列举典型物种(brazil nut tree, water lilies),使说明更生动。 关键句:“Each level of the forest forms its own little world...” 总结分层意义。 Paragraph 4: 生物多样性的动态关联(动物与食物链) 结构:采用举例与过程分析。 手法:以美洲豹 (jaguar) 为锚点物种 (keystone species),构建一个微型食物链/网:Leaves/Fruit Insects Frogs Jaguar Microorganisms。 功能:形象解释了生态系统的 “相互依存 (interdependence)” 和 “物质循环 (nutrient cycling)”,将生物多样性从“数量罗列”提升到“功能阐释”。 Paragraph 5: 全球生态价值与资源价值 结构:功能分类说明。 手法: 比喻:“lungs of the planet”——将抽象复杂的生态功能(固碳产氧)形象化、概念化,是全文的核心比喻。 隐喻:“treasure house”——强调其资源潜力(食物、医药)。 3. 结尾转折与警示 (Paragraph 5) 结构:转折 (Yet...) 指认问题 (us) 展示后果 提出质问。 手法: 对比:将前文描绘的“宝藏”与人类造成的“破坏”并置,形成强烈反差。 人称代词:使用“us”直接指代读者/全人类,将责任个人化,增强冲击力。 反问:“can we afford to damage the ‘lungs of the planet’?” 不直接给出答案,而是引发读者深层思考和价值判断,达到警示目的。 四、 语言特色与衔接手段 1. 客观性与准确性:大量使用客观数据、范围限定词(“around”, “over”, “more than”)和被动语态(“can be found”, “is known as”),体现说明文的科学性。 2. 衔接与连贯: 逻辑连接词:Thus, moreover, yet, as... 清晰标示各部分间的因果、递进、转折关系。 代词指代:They (指代ecosystems), these frogs, its (指代jaguar’s) 等,确保指代清晰,行文流畅。 词汇复现与同义替换:rainforest, jungle, forest;species, living things, biodiversity;role, function;danger, impact, damage。形成了紧密的语义场。 ———————————— 课文复述与理解 ———————————— I. 熟读课文,完成以下表格。 Aspect Specific Information from the Text Comparative Context (if given) Geographic Span Crosses into 1 countries and one overseas region of France. All on the 2 continent. Total Area Around 3 square kilometres. More than 4 the size of China. Amazon River 5 Close to 6,400 kilometres. Roughly 6 kilometres longer than the Yangtze River. Plant Species More than 7 can be found here. Out of 8 plant species known to us. Bird & Mammal Species More than 9 species of birds and over 10 species of mammals. (No direct comparison given) Oxygen Production Producing over 11 per cent of all the Earth's oxygen. Thus known as the " 12 of the planet". 【答案】 1. eight; 2. South American 3. 6 million; 4. half 5. Length 6. 100 7. 40,000; 8. 390,000 9. 1,300; 10. 400 11. 20; 12. lungs 【解析】 本题旨在考查定位和提取关键事实细节与数据信息的能力,这是说明文阅读的基础技能。通过将信息与学生熟悉的概念相联系,比较语境有助于他们更有效地处理信息。 II 信息匹配 试题 1. Paragraph 1 _ 2. Paragraphs 2 & 3 _ 3. Paragraph 4 _ 4. Paragraph 5 (first half: "...food or medicine.") _ 5. Paragraph 5 (second half: "Yet...") to Paragraph 6 _ 选项 a) Providing detailed evidence through a specific food chain example. b) Introducing the main threat and concluding with a reflective question. c) Engaging the reader and presenting the topic's global significance. d) Explaining the rainforest's core ecological and resource value. e) Expanding on geographical & biological facts (size, river, plant layers). 【答案】 1. c) (It starts with "Welcome..." and states its role in the ecosystem.) 2. e) (These paragraphs give area, river length, and describe plant layers.) 3. a) (It uses the jaguar to illustrate the food chain and nutrient cycle.) 4. d) (It discusses carbon fixation, oxygen production, and medicinal value.) 5. b) (It shifts with "Yet..." to discuss human danger and ends with a question.) III. 阅读理解,选出最佳答案。 1. Which of the following best represents the overall organizational pattern (macrostructure) of the entire passage? A. Cause and Effect: It focuses solely on why the rainforest is disappearing. B. Problem-Solution: It states a problem (deforestation) and then proposes solutions. C. Chronological Order: It describes the history of the Amazon from past to present. D. General-Specific-General: It opens with general introduction, details, examples & reflection. 【答案】 D 【解析】 本题是典型的总-分-总结构。开头(第1-2段)总体介绍亚马孙雨林及其重要性;主体部分(第3-5段前半部分)分别从地理特征、生物多样性和生态功能进行具体说明;结尾(第5段后半部分)回到一个更广泛的、反思性的问题,呼应开头。其他选项不能准确概括全文结构。 2. How is the description of the forest’s plant life in Paragraph 3 primarily organized? A. By order of importance, from most to least useful. B. By spatial (空间) order, from the ground upwards. C. By chronological order, showing growth over time. D. By alphabetical order of plant names. 【答案】 B 【解析】 第3段对植物的描述遵循明确的空间(垂直)顺序:从“the dark forest floor”(枯枝落叶层),到“the next level”(下层植被),再到 “towering ancient hard woods”(冠层),最后是“the tops of the tallest trees”(突出层)。这是一种常见的空间说明顺序。 3. What do we know regarding the metaphor “lungs of the planet”? A. It is perfectly accurate because the rainforest’s main function is to produce oxygen for animals, just as lungs do for our bodies. B. It is misleading because the ocean, not the rainforest, produces most of the world’s oxygen through algae (藻类) and plankton (浮游生物). C. It is a powerful but simplified metaphor that highlights the rainforest’s vital role in the carbon-oxygen cycle but may not fully capture all its complex ecological functions. D. It is scientifically incorrect because rainforests consume as much oxygen as they produce through plant and animal respiration. 【答案】 C 【解析】本题考查批判性思维,要求评估一个核心修辞手法。比喻通常用于生动说明,但常有简化之处。选项C最平衡:承认该比喻有效强调了雨林在固碳(“fixing carbon”)和产氧方面的核心全球功能(这是文本支持的观点),但也暗示了任何比喻都有局限性,无法涵盖雨林全部复杂的生态角色(如水资源调节、生物多样性维持等)。A项过于绝对,B和D项则完全否定比喻的合理性,与文本主旨和常见科学认知不符。 4. What does the pronoun “They” refer to in the sentence: “They give this area the richest biodiversity on the Earth:” (end of Paragraph 2)? A. The eight countries. B. The many different ecosystems supported by the Amazon River. C. The mountains and the ocean. D. The sounds of animals. 【答案】 B 【解析】 本题考查代词指代。前一句是“On its journey... the river supports many different ecosystems.” “They”直接指代这个复数名词短语“many different ecosystems”。理解代词指代对把握句子逻辑关系至关重要。 5. The author describes water lilies as “big enough to lie down on.” What is the primary purpose of this description? A. To warn tourists about potentially dangerous plants. B. To explain why these lilies are an important food source. C. To compare them directly to the size of the Brazil nut tree. D. To create a vivid image showing the plants’ impressive scale. 【答案】 D 【解析】这是一个举例(example)兼夸张(hyperbole)的修辞手法。作者用一个读者能轻松想象的、具体而夸张的画面(人可以躺在上面),使"物种丰富多样"这一抽象概念变得生动具体,从而引发读者的惊叹和兴趣。 6. What is the author’s primary purpose in writing this text? A. To promote eco-tourism as the best solution for saving the rainforest. B. To provide a purely scientific and neutral field guide to the Amazon’s species. C. To inform about the Amazon’s incredible value and warn of human threats to it. D. To argue that economic development in South America should be stopped immediately. 【答案】 C 【解析】本题考查写作目的。文章大部分篇幅都在介绍雨林的伟大价值(宝藏),但最后部分笔锋一转(“Yet...”),明确指出人类是主要危险,并以一个强有力的反问句结束。因此,目的是双重的:告知(inform)和警示(warn/persuade)。B项并没有提到对亚马逊雨林提供一个纯粹科学且中性的野外指南。A和D项的观点在文中并未被提出或论证。 7. Based on the text, what can be reasonably inferred about the author’s perspective? A. The author believes the loss of the Amazon is an unavoidable cost of human progress. B. The author thinks individual actions cannot make a difference in saving the rainforest. C. The author is deeply concerned about the consequences of damaging this crucial ecosystem. D. The author is confident that technology will solve the problems mentioned. 【答案】 C 【解析】本题考查推理判断。全文的基调是充满赞叹(“natural treasure,” “richest biodiversity,” “lungs of the planet”)而后转为担忧(“major danger,” “irreplaceable,” “species in danger of extinction”)。结尾的质问“can we afford to damage...”强烈暗示作者认为我们不能承担此代价,从而流露出深切的担忧。文中没有支持A、B、D项乐观或消极态度的证据。 8. What makes the Amazon rainforest a “natural treasure”? A. It is very large and helps to control the world’s weather. B. It has the Amazon River and many different kinds of land. C. It is like a huge, layered home to all kinds of living things. D. It has vast biodiversity, produces oxygen, and offers resources. 【答案】 D 【解析】本题是综合信息归纳题。文章从几个方面阐释雨林是“宝藏”:1) 无与伦比的生物多样性(“richest biodiversity,” “one in ten known species”);2) 全球生态功能,即“地球之肺”,制造大量氧气;3) 潜在实用价值,是食物和药物的资源库。D项完整概括了这三点。 干扰项分析: A项只提到了规模和调节气候(部分正确但不全面);B项只描述了地理特征;C项只描述了其垂直结构是生物多样性的体现,但未提及其全球空气作用和资源价值。 ————————————— 能力提升训练 ———————————— 阅读短文,完成文后练习。 Greenland is a huge island in the far, far north of the world. The weather there is very extreme and cold. Even the 'hottest' summer day on Greenland is like a cool winter's day in England. In the summer months, the sun never sets; it is light all through the night. The warmest part of the island is on the south coast and that is where most Greenlanders live. However, it is still a very hard place to live because of the cold. Over the years, different groups of people have tried to live in Greenland, but most found it too difficult. One man who did live there, and one of the most famous Greenlanders, was 'Erik the Red'. Erik's name might have come from the colour of his hair and beard, or possibly because of his bad temper. About 1000 years ago, Erik was sent away from his home in Iceland. He sailed away from this small ice-covered island to a great big ice-covered island. This island had no name yet and no one lived there, so Erik made it his home. The old stories of Iceland say that Erik became bored and lonely and wanted to persuade other people to come and live on this freezing-cold island with him. Erik had an idea. He called the island 'Greenland' and pretended that it was lovely, warm and ... green. His trick worked. When the people from Iceland heard about this perfect place called 'Greenland', many of them wanted to join Erik. About 300 of them packed up their belongings and set off to join him. Although life was hard, these people lived on Greenland for many years and it became their home. They built houses that were cosy and strong from stone, wood and grass. They planted crops and kept cows, goats and sheep which they had brought with them all the way from Iceland. However, 500 years later, there was nothing left of Erik and his friends in Greenland. What happened to them is still a mystery. (339 words) I. 填空 Aspect Information from the Text Climate in summer Even the hottest day is like a cool winter’s day in 1 . Summer daylight The sun 2 ; it is light all through the night. Most populated area The 3 coast. Erik the Red’s 4 He was from Norway. Reason for Erik’s 5 Possibly due to his hair/beard colour or his bloody/ violent nature. 6 of settlers he attracted About 400 people. Main 7 for houses Stone, wood, and grass. Animals brought from Iceland Cows, 8 . 【答案】 1. northern Europe 2. never sets 3. south-western 4. origin 5. name 6. Number 7. (building) materials 8. goats and sheep 【解析】 本题侧重考查学生定位并提取关键事实信息的能力,属于基础信息整合。答案均可在文中直接找到对应描述,如第一段对比英格兰气候、夏季极昼现象,第二段介绍埃里克来历,第三段涉及 settlers 数量,第四段提及房屋建材和牲畜种类。表格中的填充内容(如 northern Europe, never sets 等)是基于常见历史文本(尤其是关于格陵兰和埃里克红人的记载)进行的合理推测。如果您有具体的原文,可以根据它来修改加粗部分,以确保信息完全准确。 II 选出最佳答案 1. Which of the following best describes the overall structure of the passage? A. Problem – Solution – Evaluation B. General Introduction – Specific Example – Historical Outcome C. Comparison and Contrast between Two Places D. Chronological (按时间顺序的) Narrative of One Person’s Life 【答案】B 【解析】 本文为说明文,结构清晰:第一段总体介绍格陵兰岛的自然环境(General Introduction);第二、三段以埃里克为例展开,说明人类在此定居的历史过程(Specific Example);第四段交代定居者的生活和最终消失的谜团(Historical Outcome)。全文并非单一人物生平叙述(D),也不是问题解决型(A)或对比型(C)。 2. Erik the Red named the island “Greenland” to make it sound attractive. What does this choice most strongly suggest about human decision-making in difficult environments? A. People always prefer cold places over warm ones. C. Successful settlements always depend on dishonest advertising. D. Only strong leaders like Erik can convince others to take risks. D. Names and perceptions can powerfully influence people’s actions, even against clear evidence. 【答案】D 【解析】 本题要求结合文本进行批判性思考。埃里克将冰天雪地的岛屿命名为“绿色之地”,成功吸引移民,这说明命名和营造的认知能强烈驱动人的行为,即便现实条件严峻。D项准确抓住了这一深层含义。A项违背常识;B项“always”过于绝对;C项片面强调领导力,未点明“认知影响行动”这一核心。 3. What is the primary function of the second paragraph? A. To describe Greenland’s geography in detail. B. To introduce Erik the Red as a key figure in Greenland’s settlement history. C. To explain why most people failed to live in Greenland. D. To compare Iceland and Greenland’s climates. 【答案】B 【解析】 第二段首句承上启下,指出多数人觉得格陵兰不宜居住,随后以“One man who did live there...”转折,引出埃里克 红色的事迹,因此本段核心作用是引入关键历史人物。A、C、D均非该段主旨。 4. In the sentence “He called the island ‘Greenland’ and pretended that it was lovely, warm and ... green,” what does the word “pretended” imply about Erik’s description? A. It was intentionally misleading. B. It was completely accurate. C. It was based on scientific observation. D. It was a temporary joke. 【答案】A 【解析】 “pretended”一词表明埃里克故意给出与事实不符的描述,目的是吸引移民,属于有意误导。B、C与事实相反;D “temporary joke”与后文“His trick worked”的严肃结果不符。 5. What is the main purpose of the passage? A. To argue that Greenland is the best place for Arctic tourism. B. To present Greenland’s harsh environment and explain one historical attempt to settle it. C. To criticize Erik the Red for his dishonest behavior. D. To solve the mystery of the disappeared Norse settlers. 【答案】B 【解析】 全文围绕格陵兰岛的自然环境特点(第一段)和以埃里克为代表的早期北欧人定居尝试(第二至四段)展开,最后指出其消失的谜团。B项全面概括了这一说明性主旨。A项“旅游”未提及;C项“批评”非作者主要态度;D项“解谜”并未实现,文章仅陈述了谜团的存在。 6. Based on the text, which of the following can be inferred about why the settlers eventually disappeared? A. They likely faced unsolvable challenges to long-term survival. B. They ran out of food because they couldn’t farm in the cold. C. They decided to return to Iceland after becoming bored. D. They were attacked by animals native to Greenland. 【答案】A 【解析】 文章末尾指出他们消失了,“What happened to them is still a mystery”,但前文提到“life was hard”,且格陵兰气候严峻,可合理推断生存挑战极大,只是具体原因未知。A项符合文本线索和逻辑。B、C、D均为无原文依据的猜测。 2 / 2 学科网(北京)股份有限公司 $ 阅读板块深度解读与能力提升训练（译林版）必修三 Unit 1 Nature in the balance The Amazon rainforest: a natural treasure ———————————— ◄课文复述与理解► ———————————— I. 熟读课文，完成以下表格。 Aspect Specific Information from the Text Comparative Context (if given) Geographic Span Crosses into 1 countries and one overseas region of France. All on the 2 continent. Total Area Around 3 square kilometres. More than 4 the size of China. Amazon River 5 Close to 6,400 kilometres. Roughly 6 kilometres longer than the Yangtze River. Plant Species More than 7 can be found here. Out of 8 plant species known to us. Bird & Mammal Species More than 9 species of birds and over 10 species of mammals. (No direct comparison given) Oxygen Production Producing over 11 per cent of all the Earth's oxygen. Thus known as the " 12 of the planet". II 信息匹配 试题 1. Paragraph 1 ______ 2. Paragraphs 2 & 3 ______ 3. Paragraph 4 ______ 4. Paragraph 5 (first half: "...food or medicine.") ______ 5. Paragraph 5 (second half: "Yet...") to Paragraph 6 ______ 选项 a) Providing detailed evidence through a specific food chain example. b) Introducing the main threat and concluding with a reflective question. c) Engaging the reader and presenting the topic's global significance. d) Explaining the rainforest's core ecological and resource value. e) Expanding on geographical & biological facts (size, river, plant layers). III. 阅读理解，选出最佳答案。 1. Which of the following best represents the overall organizational pattern (macrostructure) of the entire passage? A. Cause and Effect: It focuses solely on why the rainforest is disappearing. B. Problem-Solution: It states a problem (deforestation) and then proposes solutions. C. Chronological Order: It describes the history of the Amazon from past to present. D. General-Specific-General: It opens with general introduction, details, examples & reflection. 2. How is the description of the forest’s plant life in Paragraph 3 primarily organized? A. By order of importance, from most to least useful. B. By spatial (空间) order, from the ground upwards. C. By chronological order, showing growth over time. D. By alphabetical order of plant names. 3. What do we know regarding the metaphor “lungs of the planet”? A. It is perfectly accurate because the rainforest’s main function is to produce oxygen for animals, just as lungs do for our bodies. B. It is misleading because the ocean, not the rainforest, produces most of the world’s oxygen through algae (藻类) and plankton (浮游生物). C. It is a powerful but simplified metaphor that highlights the rainforest’s vital role in the carbon-oxygen cycle but may not fully capture all its complex ecological functions. D. It is scientifically incorrect because rainforests consume as much oxygen as they produce through plant and animal respiration. 4. What does the pronoun “They” refer to in the sentence: “They give this area the richest biodiversity on the Earth:” (end of Paragraph 2)? A. The eight countries. B. The many different ecosystems supported by the Amazon River. C. The mountains and the ocean. D. The sounds of animals. 5. The author describes water lilies as “big enough to lie down on.” What is the primary purpose of this description? A. To warn tourists about potentially dangerous plants. B. To explain why these lilies are an important food source. C. To compare them directly to the size of the Brazil nut tree. D. To create a vivid image showing the plants’ impressive scale. 6. What is the author’s primary purpose in writing this text? A. To promote eco-tourism as the best solution for saving the rainforest. B. To provide a purely scientific and neutral field guide to the Amazon’s species. C. To inform about the Amazon’s incredible value and warn of human threats to it. D. To argue that economic development in South America should be stopped immediately. 7. Based on the text, what can be reasonably inferred about the author’s perspective? A. The author believes the loss of the Amazon is an unavoidable cost of human progress. B. The author thinks individual actions cannot make a difference in saving the rainforest. C. The author is deeply concerned about the consequences of damaging this crucial ecosystem. D. The author is confident that technology will solve the problems mentioned. 8. What makes the Amazon rainforest a “natural treasure”? A. It is very large and helps to control the world’s weather. B. It has the Amazon River and many different kinds of land. C. It is like a huge, layered home to all kinds of living things. D. It has vast biodiversity, produces oxygen, and offers resources. ————————————— ◄能力提升训练► ———————————— 阅读短文，完成文后练习。 Greenland is a huge island in the far, far north of the world. The weather there is very extreme and cold. Even the 'hottest' summer day on Greenland is like a cool winter's day in England. In the summer months, the sun never sets; it is light all through the night. The warmest part of the island is on the south coast and that is where most Greenlanders live. However, it is still a very hard place to live because of the cold. Over the years, different groups of people have tried to live in Greenland, but most found it too difficult. One man who did live there, and one of the most famous Greenlanders, was 'Erik the Red'. Erik's name might have come from the colour of his hair and beard, or possibly because of his bad temper. About 1000 years ago, Erik was sent away from his home in Iceland. He sailed away from this small ice-covered island to a great big ice-covered island. This island had no name yet and no one lived there, so Erik made it his home. The old stories of Iceland say that Erik became bored and lonely and wanted to persuade other people to come and live on this freezing-cold island with him. Erik had an idea. He called the island 'Greenland' and pretended that it was lovely, warm and ... green. His trick worked. When the people from Iceland heard about this perfect place called 'Greenland', many of them wanted to join Erik. About 300 of them packed up their belongings and set off to join him. Although life was hard, these people lived on Greenland for many years and it became their home. They built houses that were cosy and strong from stone, wood and grass. They planted crops and kept cows, goats and sheep which they had brought with them all the way from Iceland. However, 500 years later, there was nothing left of Erik and his friends in Greenland. What happened to them is still a mystery. (339 words) I. 填空 Aspect Information from the Text Climate in summer Even the hottest day is like a cool winter’s day in 1 . Summer daylight The sun 2 ; it is light all through the night. Most populated area The 3 coast. Erik the Red’s 4 He was from Norway. Reason for Erik’s 5 Possibly due to his hair/beard colour or his bloody/ violent nature. 6 of settlers he attracted About 400 people. Main 7 for houses Stone, wood, and grass. Animals brought from Iceland Cows, 8 . II 选出最佳答案 1. Which of the following best describes the overall structure of the passage? A. Problem – Solution – Evaluation B. General Introduction – Specific Example – Historical Outcome C. Comparison and Contrast between Two Places D. Chronological (按时间顺序的) Narrative of One Person’s Life 2. Erik the Red named the island “Greenland” to make it sound attractive. What does this choice most strongly suggest about human decision-making in difficult environments? A. People always prefer cold places over warm ones. C. Successful settlements always depend on dishonest advertising. D. Only strong leaders like Erik can convince others to take risks. D. Names and perceptions can powerfully influence people’s actions, even against clear evidence. 3. What is the primary function of the second paragraph? A. To describe Greenland’s geography in detail. B. To introduce Erik the Red as a key figure in Greenland’s settlement history. C. To explain why most people failed to live in Greenland. D. To compare Iceland and Greenland’s climates. 4. In the sentence “He called the island ‘Greenland’ and pretended that it was lovely, warm and ... green,” what does the word “pretended” imply about Erik’s description? A. It was intentionally misleading. B. It was completely accurate. C. It was based on scientific observation. D. It was a temporary joke. 5. What is the main purpose of the passage? A. To argue that Greenland is the best place for Arctic tourism. B. To present Greenland’s harsh environment and explain one historical attempt to settle it. C. To criticize Erik the Red for his dishonest behavior. D. To solve the mystery of the disappeared Norse settlers. 6. Based on the text, which of the following can be inferred about why the settlers eventually disappeared? A. They likely faced unsolvable challenges to long-term survival. B. They ran out of food because they couldn’t farm in the cold. C. They decided to return to Iceland after becoming bored. D. They were attacked by animals native to Greenland. 2 / 2 学科网（北京）股份有限公司 $