专题10 人与自然（灾害防范）（高考真题+高考模拟）“场景化”解题训练（专项训练）2026年高考英语

专题10 人与自然（灾害防范） 目录 01 场景语料导入 1 02 核心词汇清单 2 03 题型融合训练 4 04 高考真题导航 10 05 高考模拟助力 16 01场景语料导入 （语料来源）整合全球灾害防范报告、《中国应急管理报》2025年12月《筑牢安全防线》及国内外灾害应对典型案例。。 （难度：中 建议阅读时间：8分钟） In a world increasingly affected by natural disasters—from violent hurricanes and destructive earthquakes to sudden floods and raging wildfires—the importance of disaster prevention and response has never been more prominent. For 22-year-old Mia, a college student majoring in emergency management, her awareness of this critical issue was sparked by a life-changing experience. When a severe flash flood hit her hometown three years ago, she witnessed how unprepared communities struggled to cope, and how timely prevention measures and scientific response could have minimized losses. This tragedy became her motivation to turn concern into action, devoting herself to promoting disaster preparedness and building resilient communities. Mia's journey in disaster prevention began with learning. She explored academic knowledge about various natural hazards, studying their causes, early warning signs, and preventive strategies. She also volunteered with local emergency management departments, participating in disaster drills, distributing safety brochures to residents, and helping formulate community emergency plans. During these activities, she discovered that many people lacked basic disaster awareness—some didn't know how to use fire extinguishers, others couldn't recognize flood warning signals, and most households didn't have emergency kits. Mia realized that disaster prevention wasn't just about building infrastructure; it also required raising public awareness and equipping people with practical skills. Later, Mia joined a national youth innovation competition themed "Disaster Prevention for a Safer Future." Her team, composed of students from emergency management, engineering, and communication majors, aimed to design a user-friendly disaster prevention solution for communities. After in-depth investigations into rural and urban areas, they proposed a comprehensive community-based disaster prevention system. The plan included developing a multilingual emergency early warning app that sent real-time alerts for floods, earthquakes, and other hazards; organizing regular training sessions on first aid, evacuation, and emergency supplies preparation; and establishing community volunteer teams to assist in disaster response. Mia took charge of the app's user experience design and the promotion of training programs, ensuring the solution was accessible to people of all ages and backgrounds. Their project won the first prize, and several communities partnered with them to implement the plan, significantly improving local disaster resilience. Through her efforts in disaster prevention, Mia has grown into a more responsible, calm, and resourceful young adult. She has understood that disaster prevention is a collective responsibility that requires the participation of individuals, communities, and governments. As an emergency management expert told her, "Disasters are inevitable, but their impact can be mitigated. When we invest in prevention, we are not just protecting lives and property, but also safeguarding the stability and development of our societies. Preparedness is the best defense against disasters." Today, Mia continues to advocate for disaster prevention, shares her experiences in schools and communities, and proves that every individual's effort can make a difference in building a safer world where people are better equipped to face natural hazards.（474词） 02核心词汇清单 (一)核心概念类（灾害防范相关） 词汇/短语 词性 中文释义 语境原句摘录 教学重点（学生需掌握） disaster prevention 名词短语 灾害防范 promoting disaster preparedness and building resilient communities 1. 同义表达：disaster preparedness；2. 场景拓展：natural disaster（自然灾害）、disaster response（灾害应对） emergency management 名词短语 应急管理 a college student majoring in emergency management 1. 常见搭配：strengthen emergency management（加强应急管理）、improve emergency management system（完善应急管理体系）；2. 拓展：emergency response（应急响应）、emergency plan（应急预案） natural hazard 名词短语 自然灾害；自然风险 explored academic knowledge about various natural hazards 1. 核心搭配：prevent natural hazards（防范自然灾害）、respond to natural hazards（应对自然灾害）；2. 拓展：geological hazard（地质灾害）、meteorological hazard（气象灾害） (二) 行为动作类（灾害防范与应对相关） 词汇/短语 词性 中文释义 语境原句摘录 教学重点（语法+应用） mitigate 动词 减轻；缓解 their impact can be mitigated 1. 同义替换：alleviate、reduce；2. 场景应用：灾害影响、风险等语境，常用搭配“mitigate + 损失/影响/风险” advocate for 动词短语 倡导；支持 Mia continues to advocate for disaster prevention 1. 同义表达：promote、champion；2. 用法：advocate for sth.（倡导某事），advocate doing sth.（倡导做某事） respond to 动词短语 应对；回应 how to respond to natural hazards 1. 同义表达：deal with、cope with；2. 场景拓展：respond to emergencies（应对紧急情况）、respond to disasters（应对灾害） implement 动词 实施；执行 several communities partnered with them to implement the plan 1. 词形变化：implementation（名词，实施）；2. 常见搭配：implement emergency plans（实施应急预案）、implement prevention measures（执行防范措施） (三)观点态度类（灾害认知与评价相关） 词汇 / 短语 词性 中文释义 语境原句摘录 立场倾向 教学重点（情感色彩 + 句型） resilient 形容词 有韧性的；抗压的 building resilient communities 褒义 1. 同义表达：tough、strong；2. 句型：a resilient community/society（有韧性的社区/社会） destructive 形容词 破坏性的；毁灭性的 destructive earthquakes to sudden floods and raging wildfires 贬义 1. 反义词：constructive（建设性的）、protective（保护性的）；2. 句型：sth. is destructive to sth.（某物对某物具有破坏性） prepared 形容词 有准备的 Preparedness is the best defense against disasters 褒义 1. 同义表达：ready、equipped；2. 句型：be prepared for sth.（为某事做好准备）、make prepared for（为……做准备） (四) 情感与成长类（灾害防范意义相关） 词汇 / 短语 词性 中文释义 语境原句摘录 领域 教学重点（拓展 + 应用） collective responsibility 名词短语 集体责任 disaster prevention is a collective responsibility 社会价值 1. 搭配：fulfill collective responsibility（履行集体责任）；2. 拓展：individual responsibility（个人责任）、social responsibility（社会责任） public safety 名词短语 公共安全 safeguarding the stability and development of our societies and public safety 公共价值 1. 搭配：ensure public safety（确保公共安全）、protect public safety（保障公共安全）；2. 拓展：personal safety（人身安全）、property safety（财产安全） make a difference 动词短语 产生影响；发挥作用 every individual's effort can make a difference in building a safer world 个人价值 1. 句型：sb./sth. makes a difference to sth.（某人/某物对某事产生影响）；2. 场景应用：灾害防范、公益行动等语境 03 题型融合训练 （一）阅读理解 细节理解题 1. Why did Mia start to engage in disaster prevention? A. To win a national youth innovation competition B. To respond to the severe flash flood in her hometown C. To fulfill her academic requirements in emergency management D. To learn first aid skills from emergency management experts 【答案】B（To respond to the severe flash flood in her hometown） 【解析】原文定位：对应核心语料第一段 “When a severe flash flood hit her hometown three years ago, she witnessed how unprepared communities struggled to cope... This tragedy became her motivation to turn concern into action, devoting herself to promoting disaster preparedness”。选项分析：选项 B 与原文表述一致，明确 Mia 投身灾害防范的直接原因是家乡遭遇山洪暴发这一悲剧。干扰项排除：A 项 “赢得全国青年创新竞赛” 是后续行动，非初始动机；C 项 “完成应急管理专业的学业要求” 原文未提及，属于无中生有；D 项 “向应急管理专家学习急救技能” 并非核心动机，原文强调的是家乡灾害带来的触动。故选 B。 2. What did Mia do as a volunteer in local emergency management departments? A. She designed emergency early warning apps for communities B. She participated in disaster drills and distributed safety brochures C. She trained professional emergency management teams D. She built disaster prevention infrastructure in rural areas 【答案】B（She participated in disaster drills and distributed safety brochures） 【解析】原文定位：对应核心语料第二段 “She also volunteered with local emergency management departments, participating in disaster drills, distributing safety brochures to residents, and helping formulate community emergency plans”。选项分析：选项 B 准确概括了 Mia 作为志愿者的核心行动，与原文细节完全匹配。干扰项排除：A 项 “为社区设计应急预警应用程序” 是后续竞赛项目中的工作，非志愿者时期的行动；C 项 “培训专业应急管理团队” 原文未提及，属于过度推断；D 项 “在农村建设防灾基础设施” 与她的志愿者工作内容不符。故选 B。 推理判断题 3. What can we infer from Mia’s proposal in the national youth innovation competition? A. She believed disaster prevention only requires government support B. She thought public awareness is crucial for disaster prevention C. She opposed community participation in disaster response D. She preferred high-tech solutions over practical training 【答案】B（She thought public awareness is crucial for disaster prevention） 【解析】原文定位：对应核心语料第三段 “organizing regular training sessions on first aid, evacuation, and emergency supplies preparation；and establishing community volunteer teams to assist in disaster response”。选项分析：从 Mia 提出的“定期培训课程”“社区志愿团队”等细节，可推断她认为提高公众意识和技能对灾害防范至关重要，与选项 B 一致。干扰项排除：A 项 “认为灾害防范仅需政府支持” 与她“社区参与”的提案矛盾；C 项 “反对社区参与灾害应对” 与原文“建立社区志愿团队”相悖；D 项 “偏好高科技解决方案而非实际培训” 与她“结合应用程序和培训课程”的提案不符。故选 B。 4. What does the emergency management expert want to convey? A. Disasters can be completely avoided with proper prevention B. Disaster prevention is the sole responsibility of emergency departments C. Investing in disaster prevention is essential for social stability D. Communities should rely on individuals to cope with disasters 【答案】C（Investing in disaster prevention is essential for social stability） 【解析】原文定位：对应核心语料第四段 “When we invest in prevention, we are not just protecting lives and property, but also safeguarding the stability and development of our societies. Preparedness is the best defense against disasters”。选项分析：选项 C 是对专家话语的同义转述，准确传达核心思想——投入灾害防范对社会稳定至关重要。干扰项排除：A 项 “通过适当防范可完全避免灾害” 与专家“灾害不可避免”的表述矛盾；B 项 “灾害防范仅是应急部门的责任” 与原文“集体责任”的观点相悖；D 项 “社区应依赖个人应对灾害” 忽略了社区和政府的作用，与专家观点不符。故选 C 词义猜测题 5. The underlined word “mitigated” in Paragraph 4 probably means ______. A. increased B. reduced C. ignored D. controlled 【答案】B（reduced） 【解析】语境线索：对应核心语料第四段 “Disasters are inevitable, but their impact can be mitigated. When we invest in prevention, we are not just protecting lives and property”，结合前文提及的灾害防范措施可推测，尽管灾害不可避免，但通过防范能“减轻”其影响。选项分析：选项 B “减少；减轻” 符合语境逻辑，与 “mitigated” 的核心含义一致。干扰项排除：A 项 “增加” 与语境语义相反；C 项 “忽视” 不符合灾害防范的语境；D 项 “控制” 侧重掌控局面，而非降低影响，语义不符。故选 B。 主旨大意题 6. What is the main idea of the text? A. The severe damage caused by natural disasters worldwide B. How Mia’s team won the national youth innovation competition C. Mia’s efforts in promoting disaster prevention and building safer communities D. The differences between disaster prevention and disaster response 【答案】C（Mia’s efforts in promoting disaster prevention and building safer communities） 【解析】文章结构梳理：第一段介绍 Mia 投身灾害防范的契机——家乡遭遇山洪；第二段讲述她的学习和志愿者经历，发现公众防灾意识薄弱；第三段描述她在全国竞赛中提出社区防灾方案并获奖；第四段总结她的成长与灾害防范的意义。全文围绕 “Mia 推广灾害防范、建设更安全社区的经历” 展开。选项分析：选项 C 全面涵盖核心内容，概括全文主旨。干扰项排除：A 项 “全球自然灾害造成的严重破坏” 仅为背景信息；B 项 “Mia 团队如何赢得全国青年创新竞赛” 是局部情节；D 项 “灾害防范与灾害应对的差异” 偏离主题，文章重点是灾害防范的实践与意义。故选 C。 （二）语法填空 Disaster prevention has become a vital global issue in modern society. Threatened by natural hazards such as earthquakes, floods, and wildfires, many regions __1__ (face) great risks to lives and property. In recent years, more and more young people __2__ (devote) themselves to disaster prevention work, aiming to build safer and more resilient communities. An international youth emergency response organization __3__ (found) in 2023 has launched several projects to popularize disaster prevention knowledge and train emergency skills. When working on these projects, young volunteers often need __4__ (learn) cross-disciplinary knowledge, such as emergency management, first aid, and engineering. Some senior emergency experts are invited to provide guidance and share their practical experiences __5__ the young team. Last month, the organization’s disaster prevention training program was carried out in five rural __6__ (area), and it received positive feedback from local residents and government departments. The success of the program has inspired more young people to join in. They spent months __7__ (research) local disaster risks and designing targeted prevention plans according to the actual situation. This experience not only enhances their disaster awareness but also strengthens their sense of collective __8__ (responsible). They believe that every individual can make a difference, and everyone deserves __9__ safe living environment. With joint efforts, we can create a more resilient world __10__ people are well-prepared to face natural hazards. 【答案】1. are facing 2. have devoted 3. founded 4. to learn 5.with 6. areas 7. researching 8. responsibility 9. a 10. where 【解析】 1. are facing 考查谓语动词（现在进行时）。根据语境“许多地区正面临生命财产风险”，此处用现在进行时表示当前正在发生的状态，主语 many regions 为复数，故填 are facing。 2. have devoted 考查谓语动词（现在完成时）。根据时间状语“in recent years”可知，此处用现在完成时，主语 more and more young people 为复数，故填 have devoted。 3. founded 考查非谓语动词（ed形式）。空格处为后置定语修饰 An international youth emergency response organization，organization 与 found 之间是被动关系，故用过去分词 founded，意为“成立于2023年的国际青年应急响应组织”。 4. to learn 考查非谓语动词（to do形式）。固定句型 need to do sth.，意为“需要做某事”，故填 to learn。 5. with 考查介词。Share sth with sb，故填 with。 6. areas考查名词复数。Five(五个)地区，所以用名词复数，故填 areas。 7. researching 考查非谓语动词（ing形式）。固定搭配 spend time (in) doing sth.，意为“花费时间做某事”，in 可省略，故填 researching。 8. responsibility 考查名词。形容词 collective 修饰名词，responsible 的名词形式为 responsibility，意为“责任”，sense of collective responsibility（集体责任感）。 9.a 考查冠词。此处表示“一个安全的生活环境”，表泛指，safe 以辅音音素开头，故填 a。 10. where 考查定语从句。先行词为 a more resilient world，空格处引导定语从句，在从句中作地点状语，故填 where。 （三）书面表达 假设你是李华，你校学生会正在举办“防灾减灾，青春同行”主题征文活动，邀请同学们分享自己参与灾害防范宣传、应急演练或相关志愿活动的经历与感悟。请你根据自己参与社区“安全家园”防灾宣传活动的经历，写一篇短文投稿，内容包括： 1.参与活动的初衷； 2.活动中的具体工作； 3.你的收获与感悟。 注意：1. 词数80-100；2. 可适当增加细节，以使行文连贯；3. 开头和结尾已给出，不计入总词数。 Dear Editors, I’m glad to share my experience of participating in the "Safe Home" disaster prevention publicity activity in our community. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours sincerely, Li Hua 【参考范文】 Dear Editors, I’m glad to share my experience of participating in the "Safe Home" disaster prevention publicity activity in our community. I joined the activity last month because I noticed many residents lacked basic disaster knowledge—some didn’t know how to evacuate during an earthquake, and few had emergency kits at home. As a volunteer, I distributed disaster prevention brochures, demonstrated how to use fire extinguishers, and explained flood and earthquake warning signals to neighbors. We also organized a mini evacuation drill, which helped everyone learn practical escape skills. Though some elderly residents found it hard to remember the steps, we patiently repeated the guidance. This experience made me realize the importance of disaster prevention publicity. Safety is not accidental but comes from preparation. I also learned that collective efforts matter—spreading useful knowledge can help more people protect themselves. I’ll continue to learn about disaster prevention and encourage my friends and family to join in, contributing to a safer community for everyone. Yours sincerely, Li Hua 【详解】 【导语】本次书面表达要求撰写“防灾减灾，青春同行”主题征文，需紧扣“参与初衷 - 具体工作 - 收获感悟”三大核心，符合征文“真实具体、情感真挚”的文体要求。范文以参与社区防灾宣传活动为核心，贴近青少年生活场景，细节充实、逻辑清晰，既满足词数要求，又凸显了“青年参与防灾、共建安全家园”的主题。以下从内容架构、词汇积累、句式拓展三个维度解析写作技巧： 一、 内容架构解析 • 参与初衷（1句）：用 “lacked basic disaster knowledge” 明确参与活动的核心目的，结合“居民不懂地震疏散、无应急包”等具体场景，使动机更真实可信。 • 具体工作（2句）：列举“发放宣传册、演示灭火器使用、讲解预警信号、组织疏散演练”等活动环节，补充“帮助老年人记忆步骤”的细节，让经历更完整生动。 • 收获感悟（2句）：从“防灾宣传的重要性”切入，结合“集体努力的意义”，最后升华到“持续学习、呼吁他人参与”，呼应征文主题。 二、词汇积累（场景适配型：灾害防范主题·社区场景） 原文词汇 含义 替换表达 适用场景 disaster prevention 灾害防范 disaster preparedness 防灾宣传、应急活动描述场景 emergency kit 应急包 emergency supplies 家庭防灾、应急准备场景 evacuation drill 疏散演练 emergency drill 社区防灾、学校安全场景 warning signal 预警信号 early warning sign 灾害预警、安全提示场景 fire extinguisher 灭火器 fire-fighting equipment 消防宣传、安全技能场景 三、句式拓展（从简单到丰富：适配高考写作要求·灾害主题） 原句（简单句/并列句） 拓展句（复合句/升级结构） 拓展思路 I joined the activity. Many residents lacked basic disaster knowledge. I joined the activity last month because I noticed many residents lacked basic disaster knowledge—some didn’t know how to evacuate during an earthquake, and few had emergency kits at home. 用 “because” 引导原因状语从句，破折号后列举具体问题，丰富句子内涵 We organized a mini evacuation drill. It helped everyone learn skills. We also organized a mini evacuation drill, which helped everyone learn practical escape skills that are useful in real disasters. 用 “which” 引导非限制性定语从句，“that” 引导定语从句补充技能的实用性，提升表达逻辑性 Safety comes from preparation. It is not accidental. Safety is not accidental but comes from careful preparation that requires everyone’s attention and participation. 用 “not...but...” 递进结构，定语从句补充准备的要求，增强表达力度 四、高分句型解析（高考写作高频结构·灾害主题适配） 1. 原因状语 + 举例结构 例文原句：I joined the activity last month because I noticed many residents lacked basic disaster knowledge—some didn’t know how to evacuate during an earthquake, and few had emergency kits at home.（参考范文第二段） 解析：用 “because” 引导原因状语从句，破折号后列举居民在防灾知识上的具体欠缺，既明确了行动初衷，又通过社区场景增强真实感，符合高考“内容充实、贴合生活”的评分标准。 复用场景：介绍防灾活动参与初衷时可套用 “I participated in... because I found...—such as... ”，如 “I participated in the school emergency drill because I found many classmates didn’t know how to respond to fires—such as not knowing where the fire exits are or how to cover their mouths with wet cloths.” 2. “not...but...” 递进结构 例文原句：Safety is not accidental but comes from preparation.（参考范文第三段） 解析：通过递进结构突出安全的本质——并非偶然，而是源于准备，比简单句更具逻辑层次感，能精准体现“防灾减灾”的主题，符合高考“表达准确、逻辑清晰”的要求。 复用场景：阐述防灾意义时可套用 “Disaster prevention is not just...but... ”，如 “Disaster prevention is not just about learning skills, but about building a sense of safety that protects ourselves and our families.” 3. 主题句 + 结尾升华结构 例文原句：开头 “This experience made me realize the importance of disaster prevention publicity.” + 结尾 “I’ll continue to learn about disaster prevention and encourage my friends and family to join in, contributing to a safer community for everyone.”（参考范文第三段） 解析：开头主题句总述防灾宣传的重要性，结尾从个人行动上升到“呼吁亲友参与”的愿景，形成“个人感悟-集体行动”的升华脉络，既呼应征文主题，又提升文章立意，符合高考“主旨鲜明、内涵深刻”的评分标准。 复用场景：灾害主题写作结尾可套用 “I’ll continue to... and encourage more people to... to build a safer... ”，如 “I’ll continue to promote disaster prevention knowledge in my school, and encourage more people to prepare emergency kits, to build a safer campus where everyone can face hazards calmly.” 04 高考真题导航 近3年考查1次，2024 年1月浙江卷，C篇，文章介绍了加拿大艾伯塔省的冰雹抑制项目，该项目引发农民担忧，各方对此看法不一。 1.（2024 年1月浙江卷，C篇） On September 7, 1991, the costliest hailstorm (雹暴) in Canadian history hit Calgary’s southern suburbs. As a result, since 1996 a group of insurance companies have spent about $2 million per year on the Alberta Hail Suppression Project. Airplanes seed threatening storm cells with a chemical to make small ice crystals (冰晶) fall as rain before they can grow into dangerous hailstones. But farmers in east-central Alberta — downwind (下风处) of the hail project flights — worry that precious moisture (水分) is being stolen from their thirsty land by the cloud seeding. Norman Stienwand, who farms in that area has been addressing public meetings on this issue for years. “Basically, the provincial government is letting the insurance companies protect the Calgary-Edmonton urban area from hail,” Mr Stienwand says, “but they’re increasing drought risk as far east as Saskatchewan.” The Alberta hail project is managed by Terry Krauss, a cloud physicist who works for Weather Modification Inc. of Fargo, North Dakota. “We affect only a very small percentage of the total moisture in the air, so we cannot be causing drought,” Dr. Krauss says. “In fact, we may be helping increase the moisture downwind by creating wetter ground.” One doubter about the safety of cloud seeding is Chuck Doswell, a research scientist who just retired from the University of Oklahoma. “In 1999, I personally saw significant tornadoes (龙卷风) form from a seeded storm cell in Kansas,” Dr. Doswell says. “Does cloud seeding create killer storms or reduce moisture downwind? No one really knows, of course, but the seeding goes on.” Given the degree of doubt, Mr. Stienwand suggests, “It would be wise to stop cloud seeding.” In practice, doubt has had the opposite effect. Due to the lack of scientific proof concerning their impacts, no one has succeeded in winning a lawsuit (官司) against cloud-seeding companies. Therefore, private climate engineering can continue in relative legal safety. 8. What does the project aim to do? A. Conserve moisture in the soil. B. Prevent the formation of hailstones. C. Forecast disastrous hailstorms. D. Investigate chemical use in farming. 9. Who are opposed to the project? A. Farmers in east-central Alberta. B. Managers of insurance companies. C. Provincial government officials. D. Residents of Calgary and Edmonton. 10. Why does Dr. Doswell mention the tornadoes he saw in 1999? A. To compare different kinds of seeding methods. B. To illustrate the development of big hailstorms. C. To indicate a possible danger of cloud seeding. D. To show the link between storms and moisture. 11. What can we infer from the last paragraph? A. Scientific studies have proved Stienwand right. B. Private climate engineering is illegal in Canada. C. The doubt about cloud seeding has disappeared. D. Cloud-seeding companies will continue to exist. 【答案】8. B 9. A 10. C 11. D 【解析】 【导语】本文是一篇说明文。文章介绍了加拿大艾伯塔省的冰雹抑制项目，该项目引发农民担忧，各方对此看法不一。 【8题详解】 细节理解题。根据第一段中“As a result, since 1996 a group of insurance companies have spent about $2 million per year on the Alberta Hail Suppression Project. Airplanes seed threatening storm cells with a chemical to make small ice crystals (冰晶) fall as rain before they can grow into dangerous hailstones. (因此，自1996年以来，一组保险公司每年在艾伯塔省冰雹抑制项目上花费约200万美元。飞机向有威胁的风暴云团播撒一种化学物质，使小冰晶在长成危险的冰雹之前以雨的形式落下)”可知，该项目的目的是防止冰雹的形成。故选B项。 【9题详解】 推理判断题。根据第一段中“But farmers in east central Alberta — downwind (下风处) of the hail project flights — worry that precious moisture (水分) is being stolen from their thirsty land by the cloud seeding. (但位于冰雹项目飞行路线下风处的艾伯塔省中东部的农民担心，人工降雨正在从他们干旱的土地上夺走宝贵的水分)”可知，艾伯塔省中东部的农民担心这一项目会从他们干旱的土地上夺走宝贵的水分，所以他们会反对该项目。故选A项。 【10题详解】 推理判断题。根据第四段中“‘In 1999, I personally saw significant tornadoes (龙卷风) form from a seeded storm cell in Kansas,’ Dr.Doswell says. ‘Does cloud seeding create killer storms or reduce moisture downwind? No one really knows, of course, but the seeding goes on.’ (多斯韦尔博士说：‘1999年，我亲眼目睹了堪萨斯州一个播撒了云种的风暴云团形成了巨大的龙卷风。人工降雨会引发致命风暴或减少下风处的水分吗？当然，没有人真正知道，但播撒仍在继续。’)”可知，多斯韦尔博士提到他1999年看到的龙卷风是为了指出人工降雨可能存在的危险，会引发致命风暴。故选C项。 【11题详解】 推理判断题。根据最后一段中“Due to the lack of scientific proof concerning their impacts, no one has succeeded in winning a lawsuit (官司) against cloud seeding companies. Therefore, private climate engineering can continue in relative legal safety. (由于缺乏关于其影响的科学证据，没有人成功打赢过针对人工降雨公司的官司。因此，私人气候工程可以在相对合法安全的情况下继续进行)”可知，针对人工降雨公司的官司没有胜算，所以它将继续存在。故选D项。 05 高考模拟助力 1.(山西太原部分学校2025-2026学年高三上学期9月质量检测英语试题,D 篇) Before 2021, the typically cool Pacific Northwest and western Canada seemed highly unlikely to get a killer heat wave, but they did. Many in North Carolina figured that hurricanes were a coastal problem until Helene blew in last year. After the deadly flood in central Texas in 1987, some thought they could handle the worst flooding in the future. Then came this month’s terrible flash flood that killed more than 179 people. Climate change is making extreme weather events more frequent and intense, according to climate data. But experts warn that people and governments are generally living in the past and haven’t accepted that extreme weather is becoming a new norm. “There’s plenty of evidence that we start to experience things that just basically never happened before,” Princeton University climate scientist Michael Oppenheimer said. “Unfortunately, when these risks are coming right at us like a fast-moving train, we just stand in the tracks. Then, all of a sudden, ‘BOM’.” “Time and again after catastrophic storms and wildfires, people whose lives were ruined said they didn’t think they could happen to them again. It’s sort of a psychological mechanism to protect themselves from the terrible stress caused by those disasters. But with extreme weather events happening more frequently and in more places, this mindset can prevent them from making proper preparations,” said Kim Klockow McClain, an extreme weather social scientist at the University Corporation for Atmospheric Research who studies communicating disaster warnings and risk. “The message needs to be, ’If you’re used to some degree of flooding, look at what happened in Texas and realize that this is a shifting baseline.’” As for future disasters, the country needs to figure out and plan for the worst case instead of looking to the past. It’s obvious that we’ re living into a future where what used to be extreme becomes average, typical, and what used to never occur in a human lifetime or maybe even in a thousand years becomes the new extreme. 1. What message does the author want to convey in the first two paragraphs? A. It is very difficult to predict natural disasters. B. It is dangerous to take the new situation lightly. C. Cool areas are also affected by climate change. D. Extreme events used to occur more frequently. 2. How does Michael Oppenheimer most probably feel about the current situation? A. Pleased. B. Apologetic. C. Worried. D. Unconcerned. 3. What is the survivors’ reaction to similar future disasters, according to paragraph 4? A. They usually appear to be too optimistic. B. They do their best to get prepared for them. C. They tend to cooperate with the authorities. D. They are willing to seek professional advice. 4. What does the author call on the governments and people to do? A. Learn from the past. B. Get prepared for the worst. C. Move to safer places. D. Resign to the extreme climate. [答案] 1.B，2.C, 3. A , 4. B [解析] 本文是一篇说明文。属于“灾害防范”主题群的“自然灾害与防范”的内容。文章主要讲述了气候变化导致极端天气频发，提醒人们和政府需做好应对最坏情况的准备。题型设置主旨大意题、细节理解题、推理判断题，设置合理全面，帮助考生思维提升。 1. B解析：主旨大意题。 根据第一段“Before 2021, the typically cool Pacific Northwest and western Canada seemed highly unlikely to get a killer heat wave, but they did. Many in North Carolina figured that hurricanes were a coastal problem until Helene blew in last year. After the deadly flood in central Texas in 1987, some thought they could handle the worst flooding in the future. Then came this month’s terrible flash flood that killed more than 179 people.(在2021年之前，太平洋西北部和加拿大西部一向凉爽的地区似乎极不可能出现致命的热浪，但它们确实出现了。北卡罗来纳州的许多人认为飓风是沿海问题，直到去年海伦飓风来袭。1987年德克萨斯州中部发生致命洪水后，一些人认为他们能够应对未来最严重的洪水。然后是这个月发生的可怕的山洪暴发，造成超过179人死亡。)”以及第二段中“But experts warn that people and governments are generally living in the past and haven’t accepted that extreme weather is becoming a new norm.(但专家警告说，人们和政府普遍生活在过去，没有接受极端天气正在成为一种新常态。)”可知，作者想在前两段传达的信息是轻视新情况是危险的。故选B。 2. C解析：推理判断题。 根据第三段中““There’s plenty of evidence that we start to experience things that just basically never happened before,” Princeton University climate scientist Michael Oppenheimer said. “Unfortunately, when these risks are coming right at us like a fast-moving train, we just stand in the tracks. Then, all of a sudden, ‘BOM’.”(“有大量证据表明，我们开始经历以前从未发生过的事情，”普林斯顿大学气候科学家迈克尔·奥本海默说。“不幸的是，当这些风险像一列快速行驶的火车一样向我们袭来时，我们只是站在轨道上。然后，突然之间，“轰”。”)”可知，迈克尔·奥本海默对目前的状况感到担忧。故选C。 3. A解析：推理判断题。 根据第四段中““Time and again after catastrophic storms and wildfires, people whose lives were ruined said they didn’t think they could happen to them again. It’s sort of a psychological mechanism to protect themselves from the terrible stress caused by those disasters. But with extreme weather events happening more frequently and in more places, this mindset can prevent them from making proper preparations,” said Kim Klockow McClain, an extreme weather social scientist at the University Corporation for Atmospheric Research who studies communicating disaster warnings and risk. (“一次又一次，在灾难性的风暴和野火之后，那些生活被毁的人们都说，他们从未想过这些灾难会再次发生在自己身上。这可以说是一种心理机制，保护他们免受这些灾难所造成的可怕压力。但是，随着极端天气事件在更多地方发生得越来越频繁，这种心态会阻碍他们做好适当的准备，”美国大学大气研究联盟极端天气社会科学家金·克洛科·麦克莱恩说道，她主要研究灾害预警和风险的传达方式。)”可知，根据第四段，幸存者对未来类似灾难的反应是他们通常表现得过于乐观。故选A。 4. B解析：细节理解题。 根据最后一段中“As for future disasters, the country needs to figure out and plan for the worst case instead of looking to the past. It’s obvious that we’ re living into a future where what used to be extreme becomes average, typical, and what used to never occur in a human lifetime or maybe even in a thousand years becomes the new extreme.(至于未来的灾难，这个国家需要找出并做好应对最坏情况的计划，而不是回顾过去。很明显，我们正生活在一个未来，过去的极端情况变成了平均水平、典型情况，而过去在人类一生中甚至可能在一千年中从未发生过的情况变成了新的极端情况。)”可知，作者呼吁政府和人民做好最坏的打算。故选B。 2.（2025届浙江省天域全国名校协作体高三下学期二模英语试题 ，C篇） Southern Spain’s landscape in high summer is perhaps best described as “crunchy”, when almost everything green dies-except for the carline thistle (卡琳蓟). Ecologist Carlos M. Herrera was conducting a survey of pollinators in southern Spain when he peered into a thistle blossom. To his astonishment, it felt unmistakably cool — even after hours in direct sun. After measuring the temperature inside the flower heads and the surrounding air, he found the flower heads were routinely nine degrees Fahrenheit cooler than their surroundings, with the difference approaching 18 degrees 1 for some flowers on the hottest days. Sanna Sevanto, a scientist at Los Alamos National Laboratory, says Herrera’s finding is exciting and could confirm a risky plant survival strategy that has, until now, only been theorized. Sevanto and other scientists have documented apparent self-cooling in tree leaves, but that’s probably a coincidence, she says. To perform photosynthesis (光合作用), leaves need access to carbon dioxide, which enters through tiny holes called stomata on a leaf’s surface. When stomata open to let carbon dioxide in, some water escapes, thereby causing evaporative cooling (蒸发降温) that lowers the leaf’s temperature slightly. But for the Spanish thistles evaporative cooling could be the goal rather than just a side effect of photosynthesis. Herrera suggests the plant could. essentially be sweating sacrificing precious water, extremely rare in Spain’s summers, to prevent its delicate reproductive organs from overheating. Opening stomata in a drought is a big gamble, though, and she notes that so far “we have not observed a plant that would do it to cool themselves.” Herrera has more experiments planned for the next boiling summer. He will adjust a plant’s water supply to try to prove its cooling is really a “sweating” action, and he will look for novelties in the thistle’s root structure that could explain how it is able to take in enough water to invest in cooling. With heat waves more frequent, it’s vital to study the plants’ unusual adaptations. 28. What main discovery did Carlos make about the carline thistle? A. It can cool itself significantly. B. It requires more water than other plants. C. It has a unique method of photosynthesis. D. It is the only plant that survives in southern Spain. 29. What does Sanna Sevanto find exciting about Herrera’s findings? A. They provide a solution to climate change. B. They could explain how all plants cool themselves. C. They may confirm a theorized survival strategy for plants. D. They prove that photosynthesis is unnecessary for survival. 30. What can we learn about the cooling mechanism of the carline thistle? A. It depends on air temperature. B. It may sweat at the cost of water. C. Its reproductive organs have cooling capacity. D. Its open stomata ensures a drop in temperature. 31. What can we infer about Herrera’s future research on the carline thistle? A. He will prove the thistle will always have enough water. B. He believes the cooling mechanism is fully understood. C. He will explore how the plant regulates water loss and cooling. D. He is confident the thistle’s adaptations are enough for survival. 答案： 28.A19.C30.B31C [解析]本文是篇说明文。属于“灾害防范”主题群的“自然科学研究成果”的内容。西班牙南部的卡琳蓟具有独特的自我降温现象，科学家对其进行了研究并提出了相关理论，还计划进一步实验，同时强调在气候变暖背景下研究植物应对高温的适应能力很重要。 1. A解析：细节理解题。 根据第一段“Ecologist Carlos M. Herrera was conducting a survey of pollinators in southern Spain when he peered into a thistle blossom. To his astonishment, it felt unmistakably cool — even after hours in direct sun. After measuring the temperature inside the flower heads and the surrounding air, he found the flower heads were routinely nine degrees Fahrenheit cooler than their surroundings, with the difference approaching 18 degrees 1 for some flowers on the hottest days.(生态学家Carlos M. Herrera在西班牙南部对传粉媒介进行调查时，凝视着一朵蓟花。令他惊讶的是，即使在阳光直射的几个小时后，它仍然感到明显的凉爽。在测量了花冠内部和周围空气的温度后，他发现花冠的温度通常比周围环境低 9 华氏度，在最热的日子里，一些花的温差接近 18 华氏度)” 可知，Carlos发现卡琳蓟能够显著地自我降温。故选A。 2. C解析：细节理解题。 根据第二段“Sanna Sevanto, a scientist at Los Alamos National Laboratory, says Herrera’s finding is exciting and could confirm a risky plant survival strategy that has, until now, only been theorized.(洛斯阿拉莫斯国家实验室的科学家Sanna Sevanto说，Herrera的发现令人兴奋，它可能证实一种到目前为止仅存在于理论中的冒险的植物生存策略)” 可知，Sanna Sevanto认为Herrera的发现令人兴奋是因为它们可能证实一种理论上的植物生存策略。故选C。 3. B解析：细节理解题。 根据第三段“Herrera suggests the plant could essentially be sweating sacrificing precious water, extremely rare in Spain’s summers, to prevent its delicate reproductive organs from overheating.(Herrera认为这种植物实际上可能是在出汗——牺牲在西班牙夏季极为珍贵的水，以防止其脆弱的生殖器官过热)” 可知，卡琳蓟的降温机制可能是以消耗水分为代价“出汗” 来降温。故选B。 4. C解析：推理判断题。 根据第四段“He will adjust a plant’s water supply to try to prove its cooling is really a “sweating” action, and he will look for novelties in the thistle’s root structure that could explain how it is able to take in enough water to invest in cooling.(他将调整植物的供水量，试图证明其降温确实是一种“出汗”行为，并且他将寻找蓟类植物根系结构中的新奇之处，以解释它如何能够吸收足够的水分用于降温)”可推断，Herrera未来的研究将探索这种植物如何调节水分流失和降温。故选C。 是分析野生动物旅游的问题和可能的措施。故选D。 学科网（北京）股份限公司1 / 31zxxk.com 学科网（北京）股份有限公司 $ 专题10 人与自然（灾害防范） 目录 01 场景语料导入 1 02 核心词汇清单 2 03 题型融合训练 4 04 高考真题导航 6 05 高考模拟助力 7 01场景语料导入 （语料来源）整合全球灾害防范报告、《中国应急管理报》2025年12月《筑牢安全防线》及国内外灾害应对典型案例。。 （难度：中 建议阅读时间：8分钟） In a world increasingly affected by natural disasters—from violent hurricanes and destructive earthquakes to sudden floods and raging wildfires—the importance of disaster prevention and response has never been more prominent. For 22-year-old Mia, a college student majoring in emergency management, her awareness of this critical issue was sparked by a life-changing experience. When a severe flash flood hit her hometown three years ago, she witnessed how unprepared communities struggled to cope, and how timely prevention measures and scientific response could have minimized losses. This tragedy became her motivation to turn concern into action, devoting herself to promoting disaster preparedness and building resilient communities. Mia's journey in disaster prevention began with learning. She explored academic knowledge about various natural hazards, studying their causes, early warning signs, and preventive strategies. She also volunteered with local emergency management departments, participating in disaster drills, distributing safety brochures to residents, and helping formulate community emergency plans. During these activities, she discovered that many people lacked basic disaster awareness—some didn't know how to use fire extinguishers, others couldn't recognize flood warning signals, and most households didn't have emergency kits. Mia realized that disaster prevention wasn't just about building infrastructure; it also required raising public awareness and equipping people with practical skills. Later, Mia joined a national youth innovation competition themed "Disaster Prevention for a Safer Future." Her team, composed of students from emergency management, engineering, and communication majors, aimed to design a user-friendly disaster prevention solution for communities. After in-depth investigations into rural and urban areas, they proposed a comprehensive community-based disaster prevention system. The plan included developing a multilingual emergency early warning app that sent real-time alerts for floods, earthquakes, and other hazards; organizing regular training sessions on first aid, evacuation, and emergency supplies preparation; and establishing community volunteer teams to assist in disaster response. Mia took charge of the app's user experience design and the promotion of training programs, ensuring the solution was accessible to people of all ages and backgrounds. Their project won the first prize, and several communities partnered with them to implement the plan, significantly improving local disaster resilience. Through her efforts in disaster prevention, Mia has grown into a more responsible, calm, and resourceful young adult. She has understood that disaster prevention is a collective responsibility that requires the participation of individuals, communities, and governments. As an emergency management expert told her, "Disasters are inevitable, but their impact can be mitigated. When we invest in prevention, we are not just protecting lives and property, but also safeguarding the stability and development of our societies. Preparedness is the best defense against disasters." Today, Mia continues to advocate for disaster prevention, shares her experiences in schools and communities, and proves that every individual's effort can make a difference in building a safer world where people are better equipped to face natural hazards.（474词） 02核心词汇清单 (一)核心概念类（灾害防范相关） 词汇/短语 词性 中文释义 语境原句摘录 教学重点（学生需掌握） disaster prevention 名词短语 灾害防范 promoting disaster preparedness and building resilient communities 1. 同义表达：disaster preparedness；2. 场景拓展：natural disaster（自然灾害）、disaster response（灾害应对） emergency management 名词短语 应急管理 a college student majoring in emergency management 1. 常见搭配：strengthen emergency management（加强应急管理）、improve emergency management system（完善应急管理体系）；2. 拓展：emergency response（应急响应）、emergency plan（应急预案） natural hazard 名词短语 自然灾害；自然风险 explored academic knowledge about various natural hazards 1. 核心搭配：prevent natural hazards（防范自然灾害）、respond to natural hazards（应对自然灾害）；2. 拓展：geological hazard（地质灾害）、meteorological hazard（气象灾害） (二) 行为动作类（灾害防范与应对相关） 词汇/短语 词性 中文释义 语境原句摘录 教学重点（语法+应用） mitigate 动词 减轻；缓解 their impact can be mitigated 1. 同义替换：alleviate、reduce；2. 场景应用：灾害影响、风险等语境，常用搭配“mitigate + 损失/影响/风险” advocate for 动词短语 倡导；支持 Mia continues to advocate for disaster prevention 1. 同义表达：promote、champion；2. 用法：advocate for sth.（倡导某事），advocate doing sth.（倡导做某事） respond to 动词短语 应对；回应 how to respond to natural hazards 1. 同义表达：deal with、cope with；2. 场景拓展：respond to emergencies（应对紧急情况）、respond to disasters（应对灾害） implement 动词 实施；执行 several communities partnered with them to implement the plan 1. 词形变化：implementation（名词，实施）；2. 常见搭配：implement emergency plans（实施应急预案）、implement prevention measures（执行防范措施） (三)观点态度类（灾害认知与评价相关） 词汇 / 短语 词性 中文释义 语境原句摘录 立场倾向 教学重点（情感色彩 + 句型） resilient 形容词 有韧性的；抗压的 building resilient communities 褒义 1. 同义表达：tough、strong；2. 句型：a resilient community/society（有韧性的社区/社会） destructive 形容词 破坏性的；毁灭性的 destructive earthquakes to sudden floods and raging wildfires 贬义 1. 反义词：constructive（建设性的）、protective（保护性的）；2. 句型：sth. is destructive to sth.（某物对某物具有破坏性） prepared 形容词 有准备的 Preparedness is the best defense against disasters 褒义 1. 同义表达：ready、equipped；2. 句型：be prepared for sth.（为某事做好准备）、make prepared for（为……做准备） (四) 情感与成长类（灾害防范意义相关） 词汇 / 短语 词性 中文释义 语境原句摘录 领域 教学重点（拓展 + 应用） collective responsibility 名词短语 集体责任 disaster prevention is a collective responsibility 社会价值 1. 搭配：fulfill collective responsibility（履行集体责任）；2. 拓展：individual responsibility（个人责任）、social responsibility（社会责任） public safety 名词短语 公共安全 safeguarding the stability and development of our societies and public safety 公共价值 1. 搭配：ensure public safety（确保公共安全）、protect public safety（保障公共安全）；2. 拓展：personal safety（人身安全）、property safety（财产安全） make a difference 动词短语 产生影响；发挥作用 every individual's effort can make a difference in building a safer world 个人价值 1. 句型：sb./sth. makes a difference to sth.（某人/某物对某事产生影响）；2. 场景应用：灾害防范、公益行动等语境 03 题型融合训练 （一）阅读理解 细节理解题 1. Why did Mia start to engage in disaster prevention? A. To win a national youth innovation competition B. To respond to the severe flash flood in her hometown C. To fulfill her academic requirements in emergency management D. To learn first aid skills from emergency management experts 2. What did Mia do as a volunteer in local emergency management departments? A. She designed emergency early warning apps for communities B. She participated in disaster drills and distributed safety brochures C. She trained professional emergency management teams D. She built disaster prevention infrastructure in rural areas 推理判断题 3. What can we infer from Mia’s proposal in the national youth innovation competition? A. She believed disaster prevention only requires government support B. She thought public awareness is crucial for disaster prevention C. She opposed community participation in disaster response D. She preferred high-tech solutions over practical training 4. What does the emergency management expert want to convey? A. Disasters can be completely avoided with proper prevention B. Disaster prevention is the sole responsibility of emergency departments C. Investing in disaster prevention is essential for social stability D. Communities should rely on individuals to cope with disasters 词义猜测题 5. The underlined word “mitigated” in Paragraph 4 probably means ______. A. increased B. reduced C. ignored D. controlled 主旨大意题 6. What is the main idea of the text? A. The severe damage caused by natural disasters worldwide B. How Mia’s team won the national youth innovation competition C. Mia’s efforts in promoting disaster prevention and building safer communities D. The differences between disaster prevention and disaster response （二）语法填空 Disaster prevention has become a vital global issue in modern society. Threatened by natural hazards such as earthquakes, floods, and wildfires, many regions __1__ (face) great risks to lives and property. In recent years, more and more young people __2__ (devote) themselves to disaster prevention work, aiming to build safer and more resilient communities. An international youth emergency response organization __3__ (found) in 2023 has launched several projects to popularize disaster prevention knowledge and train emergency skills. When working on these projects, young volunteers often need __4__ (learn) cross-disciplinary knowledge, such as emergency management, first aid, and engineering. Some senior emergency experts are invited to provide guidance and share their practical experiences __5__ the young team. Last month, the organization’s disaster prevention training program was carried out in five rural __6__ (area), and it received positive feedback from local residents and government departments. The success of the program has inspired more young people to join in. They spent months __7__ (research) local disaster risks and designing targeted prevention plans according to the actual situation. This experience not only enhances their disaster awareness but also strengthens their sense of collective __8__ (responsible). They believe that every individual can make a difference, and everyone deserves __9__ safe living environment. With joint efforts, we can create a more resilient world __10__ people are well-prepared to face natural hazards. （三）书面表达 假设你是李华，你校学生会正在举办“防灾减灾，青春同行”主题征文活动，邀请同学们分享自己参与灾害防范宣传、应急演练或相关志愿活动的经历与感悟。请你根据自己参与社区“安全家园”防灾宣传活动的经历，写一篇短文投稿，内容包括： 1.参与活动的初衷； 2.活动中的具体工作； 3.你的收获与感悟。 注意：1. 词数80-100；2. 可适当增加细节，以使行文连贯；3. 开头和结尾已给出，不计入总词数。 Dear Editors, I’m glad to share my experience of participating in the "Safe Home" disaster prevention publicity activity in our community. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours sincerely, Li Hua 04 高考真题导航 近3年考查1次，2024 年1月浙江卷，C篇，文章介绍了加拿大艾伯塔省的冰雹抑制项目，该项目引发农民担忧，各方对此看法不一。 1.（2024 年1月浙江卷，C篇） On September 7, 1991, the costliest hailstorm (雹暴) in Canadian history hit Calgary’s southern suburbs. As a result, since 1996 a group of insurance companies have spent about $2 million per year on the Alberta Hail Suppression Project. Airplanes seed threatening storm cells with a chemical to make small ice crystals (冰晶) fall as rain before they can grow into dangerous hailstones. But farmers in east-central Alberta — downwind (下风处) of the hail project flights — worry that precious moisture (水分) is being stolen from their thirsty land by the cloud seeding. Norman Stienwand, who farms in that area has been addressing public meetings on this issue for years. “Basically, the provincial government is letting the insurance companies protect the Calgary-Edmonton urban area from hail,” Mr Stienwand says, “but they’re increasing drought risk as far east as Saskatchewan.” The Alberta hail project is managed by Terry Krauss, a cloud physicist who works for Weather Modification Inc. of Fargo, North Dakota. “We affect only a very small percentage of the total moisture in the air, so we cannot be causing drought,” Dr. Krauss says. “In fact, we may be helping increase the moisture downwind by creating wetter ground.” One doubter about the safety of cloud seeding is Chuck Doswell, a research scientist who just retired from the University of Oklahoma. “In 1999, I personally saw significant tornadoes (龙卷风) form from a seeded storm cell in Kansas,” Dr. Doswell says. “Does cloud seeding create killer storms or reduce moisture downwind? No one really knows, of course, but the seeding goes on.” Given the degree of doubt, Mr. Stienwand suggests, “It would be wise to stop cloud seeding.” In practice, doubt has had the opposite effect. Due to the lack of scientific proof concerning their impacts, no one has succeeded in winning a lawsuit (官司) against cloud-seeding companies. Therefore, private climate engineering can continue in relative legal safety. 8. What does the project aim to do? A. Conserve moisture in the soil. B. Prevent the formation of hailstones. C. Forecast disastrous hailstorms. D. Investigate chemical use in farming. 9. Who are opposed to the project? A. Farmers in east-central Alberta. B. Managers of insurance companies. C. Provincial government officials. D. Residents of Calgary and Edmonton. 10. Why does Dr. Doswell mention the tornadoes he saw in 1999? A. To compare different kinds of seeding methods. B. To illustrate the development of big hailstorms. C. To indicate a possible danger of cloud seeding. D. To show the link between storms and moisture. 11. What can we infer from the last paragraph? A. Scientific studies have proved Stienwand right. B. Private climate engineering is illegal in Canada. C. The doubt about cloud seeding has disappeared. D. Cloud-seeding companies will continue to exist. 05 高考模拟助力 1.(山西太原部分学校2025-2026学年高三上学期9月质量检测英语试题,D 篇) Before 2021, the typically cool Pacific Northwest and western Canada seemed highly unlikely to get a killer heat wave, but they did. Many in North Carolina figured that hurricanes were a coastal problem until Helene blew in last year. After the deadly flood in central Texas in 1987, some thought they could handle the worst flooding in the future. Then came this month’s terrible flash flood that killed more than 179 people. Climate change is making extreme weather events more frequent and intense, according to climate data. But experts warn that people and governments are generally living in the past and haven’t accepted that extreme weather is becoming a new norm. “There’s plenty of evidence that we start to experience things that just basically never happened before,” Princeton University climate scientist Michael Oppenheimer said. “Unfortunately, when these risks are coming right at us like a fast-moving train, we just stand in the tracks. Then, all of a sudden, ‘BOM’.” “Time and again after catastrophic storms and wildfires, people whose lives were ruined said they didn’t think they could happen to them again. It’s sort of a psychological mechanism to protect themselves from the terrible stress caused by those disasters. But with extreme weather events happening more frequently and in more places, this mindset can prevent them from making proper preparations,” said Kim Klockow McClain, an extreme weather social scientist at the University Corporation for Atmospheric Research who studies communicating disaster warnings and risk. “The message needs to be, ’If you’re used to some degree of flooding, look at what happened in Texas and realize that this is a shifting baseline.’” As for future disasters, the country needs to figure out and plan for the worst case instead of looking to the past. It’s obvious that we’ re living into a future where what used to be extreme becomes average, typical, and what used to never occur in a human lifetime or maybe even in a thousand years becomes the new extreme. 1. What message does the author want to convey in the first two paragraphs? A. It is very difficult to predict natural disasters. B. It is dangerous to take the new situation lightly. C. Cool areas are also affected by climate change. D. Extreme events used to occur more frequently. 2. How does Michael Oppenheimer most probably feel about the current situation? A. Pleased. B. Apologetic. C. Worried. D. Unconcerned. 3. What is the survivors’ reaction to similar future disasters, according to paragraph 4? A. They usually appear to be too optimistic. B. They do their best to get prepared for them. C. They tend to cooperate with the authorities. D. They are willing to seek professional advice. 4. What does the author call on the governments and people to do? A. Learn from the past. B. Get prepared for the worst. C. Move to safer places. D. Resign to the extreme climate. 2.（2025届浙江省天域全国名校协作体高三下学期二模英语试题 ，C篇） Southern Spain’s landscape in high summer is perhaps best described as “crunchy”, when almost everything green dies-except for the carline thistle (卡琳蓟). Ecologist Carlos M. Herrera was conducting a survey of pollinators in southern Spain when he peered into a thistle blossom. To his astonishment, it felt unmistakably cool — even after hours in direct sun. After measuring the temperature inside the flower heads and the surrounding air, he found the flower heads were routinely nine degrees Fahrenheit cooler than their surroundings, with the difference approaching 18 degrees 1 for some flowers on the hottest days. Sanna Sevanto, a scientist at Los Alamos National Laboratory, says Herrera’s finding is exciting and could confirm a risky plant survival strategy that has, until now, only been theorized. Sevanto and other scientists have documented apparent self-cooling in tree leaves, but that’s probably a coincidence, she says. To perform photosynthesis (光合作用), leaves need access to carbon dioxide, which enters through tiny holes called stomata on a leaf’s surface. When stomata open to let carbon dioxide in, some water escapes, thereby causing evaporative cooling (蒸发降温) that lowers the leaf’s temperature slightly. But for the Spanish thistles evaporative cooling could be the goal rather than just a side effect of photosynthesis. Herrera suggests the plant could. essentially be sweating sacrificing precious water, extremely rare in Spain’s summers, to prevent its delicate reproductive organs from overheating. Opening stomata in a drought is a big gamble, though, and she notes that so far “we have not observed a plant that would do it to cool themselves.” Herrera has more experiments planned for the next boiling summer. He will adjust a plant’s water supply to try to prove its cooling is really a “sweating” action, and he will look for novelties in the thistle’s root structure that could explain how it is able to take in enough water to invest in cooling. With heat waves more frequent, it’s vital to study the plants’ unusual adaptations. 28. What main discovery did Carlos make about the carline thistle? A. It can cool itself significantly. B. It requires more water than other plants. C. It has a unique method of photosynthesis. D. It is the only plant that survives in southern Spain. 29. What does Sanna Sevanto find exciting about Herrera’s findings? A. They provide a solution to climate change. B. They could explain how all plants cool themselves. C. They may confirm a theorized survival strategy for plants. D. They prove that photosynthesis is unnecessary for survival. 30. What can we learn about the cooling mechanism of the carline thistle? A. It depends on air temperature. B. It may sweat at the cost of water. C. Its reproductive organs have cooling capacity. D. Its open stomata ensures a drop in temperature. 31. What can we infer about Herrera’s future research on the carline thistle? A. He will prove the thistle will always have enough water. B. He believes the cooling mechanism is fully understood. C. He will explore how the plant regulates water loss and cooling. D. He is confident the thistle’s adaptations are enough for survival. 学科网（北京）股份限公司1 / 31zxxk.com 学科网（北京）股份有限公司 $