2026届高三英语二轮复习生态环保类阅读理解：核心词汇+核心词汇小故事+难题解题策略讲义

高三英语二轮复习生态环保类阅读理解：核心词汇+核心词汇小故事+难题解题策略 这份生态环保类阅读理解资料，专为高中学生打造。它系统梳理了环境问题、生态系统、能源资源等六大核心主题词汇，并将单词巧妙串联成生动故事，帮学生轻松记牢。同时，针对推理判断、段落中心思想等典型难题，提供了实用解题策略，让学生不仅读懂文章，更能高效突破阅读瓶颈。 核心词汇 环境问题与现象 global warming 全球变暖 greenhouse gas 温室气体 carbon emission 碳排放 carbon footprint 碳足迹 pollution 污染 smog 雾霾 pollutant 污染物 microplastic 微塑料 sewage 污水 deforestation 森林砍伐 ozone layer 臭氧层 fossil fuel 化石燃料 chemical 化学物质 garbage / trash / litter 垃圾 plastic waste 塑料垃圾 overfishing 过度捕捞 extreme weather 极端天气 drought 干旱 flood 洪水 wildfire 野火 melt 融化 sea level rise 海平面上升 catastrophe 灾难 issue 问题 impact 影响 生态系统与自然 ecosystem 生态系统 biodiversity 生物多样性 habitat 栖息地 species 物种 endangered species 濒危物种 soil 土壤 planet 星球 ecology 生态学 natural resources 自然资源 migration 迁徙 survival 生存 recovery 恢复 nature reserve 自然保护区 national park 国家公园 能源与资源 renewable energy 可再生能源 solar energy 太阳能 clean energy 清洁能源 fossil fuel 化石燃料 non-renewable 不可再生的 resource 资源 alternative 替代品 fertilizer 肥料 环保行动与解决方案 greening 绿化 go green 践行环保 recycle / reuse 回收 / 重复使用 reduce 减少 conservation 保护 sustainability 可持续性 renewable 可再生的 eco-friendly / environmentally friendly 环保的 sustainable 可持续的 ecological 生态的 disposable 一次性的 biodegradable 可生物降解的 solution 解决方案 campaign 活动 / 运动 raise awareness 提高意识 donate 捐赠 address problems 解决问题 program 项目 environmental awareness 环保意识 ban 禁止 regulation 法规 restriction 限制 combat 对抗 restore 恢复 preserve 保护 人物角色 biologist 生物学家 ecologist 生态学家 zoologist 动物学家 botanist 植物学家 marine biologist 海洋生物学家 conservation biologist 保护生物学家 environmentalist 环保主义者 conservationist 自然保护主义者 activist 活动家 advocate 倡导者 ranger 护林员 forester 林业员 wildlife guardian 野生动物守护者 policy maker 政策制定者 enthusiast 爱好者 volunteer 志愿者 farmer 农民 initiator发起人 动词与短语 protect / preserve / conserve 保护 pollute / contaminate 污染 reduce / decrease / cut down on 减少 recycle / reuse 回收 / 重复使用 waste  浪费 emit / release 排放 threaten / endanger 威胁 sustain 维持 analyse 分析 settle 解决 remove 移除 explore 探索 consume 消耗 dump 倾倒 account for 占比 / 导致 run out  耗尽 throw away 丢弃 sort / separate waste 垃圾分类 give off 释放（气体） make a difference 有所作为 其他相关补充 powerful 强有力的 road vehicles 道路车辆 concept 概念 ingredient 成分 natural 自然的 climate 气候 healthy lifestyle 健康生活方式 nutrition 营养 gardening 园艺 market 市场 environmental 环境的 footprint 足迹 disposal 处理 把单词串成故事，单词记得更牢 地球守护者：一场与时间赛跑的行动 林深是一位生态学家(ecologist)，也是坚定的环保主义者(environmentalist)。这些年，他亲眼见证了全球变暖(global warming)带来的极端天气(extreme weather)——干旱(drought)、洪水(flood)和野火(wildfire)变得越来越频繁，冰川融化(melt)导致海平面上升(sea level rise)，沿海村庄正面临被淹没的灾难(catastrophe)。 更让他痛心的是，森林砍伐(deforestation)和化石燃料(fossil fuel)的燃烧释放出大量温室气体(greenhouse gas)和污染物(pollutant)，碳排放(carbon emission)留下的碳足迹(carbon footprint)像一道道伤疤刻在地球(planet)上。臭氧层(ozone layer)在化学物质(chemical)的侵蚀下日渐稀薄，雾霾(smog)笼罩城市，污水(sewage)与塑料垃圾(plastic waste)流入河流，甚至变成了微塑料(microplastic)被鱼虾吞食。过度捕捞(overfishing)让海洋资源枯竭，生物多样性(biodiversity)急剧下降，无数物种(species)沦为濒危物种(endangered species)，它们的栖息地(habitat)正在消失——整个生态系统(ecosystem)岌岌可危。 林深意识到，光靠研究生态学(ecology)和写论文无法解决问题(address problems)。他找到了一位海洋生物学家(marine biologist)陈岚和一位保护生物学家(conservation biologist)老周，三人决定发起一场环保活动(campaign)——“绿色未来项目(program)”。他们的目标是：提高人们的环保意识(raise awareness)，推动可持续性(sustainability)发展。 第一步，他们深入自然保护区(nature reserve)和国家公园(national park)，与护林员(ranger)、林业员(forester)一起保护(protect)剩余的自然资源(natural resources)。老周带领志愿者(volunteer)种植本土树木，恢复(restore)被破坏的土壤(soil)和栖息地(habitat)。林深则联系政策制定者(policy maker)，建议禁止(ban)一次性塑料制品，出台法规(regulation)对垃圾处理(disposal)和废弃物排放进行限制(restriction)。 陈岚负责海洋部分。她组织渔民清理海滩上的垃圾(garbage/trash/litter)和塑料垃圾(plastic waste)，教他们垃圾分类(sort/separate waste)——回收(recycle)玻璃瓶、重复使用(reuse)渔网、减少(reduce)不必要的包装。她还推广可生物降解的(biodegradable)材料替代一次性(disposable)餐具。渔民老王起初不理解：“我们祖祖辈辈都这么捕鱼，能有什么影响(impact)？”陈岚带他看了海龟误食塑料袋的惨状，又展示了微塑料(microplastic)在鱼体内的检测数据。老王沉默了，后来主动成了倡导者(advocate)，还劝说其他渔民不要倾倒(dump)废弃物。 与此同时，林深四处演讲，呼吁淘汰化石燃料(fossil fuel)，发展可再生能源(renewable energy)，比如太阳能(solar energy)和清洁能源(clean energy)。他说：“不可再生(non-renewable)的资源(resource)迟早会耗尽(run out)，我们需要替代品(alternative)。”一家农场率先改用太阳能灌溉，还停止滥用化肥(fertilizer)，转向有机种植。农场主成了环保爱好者(enthusiast)，甚至开放园艺(gardening)课程，教市民种植自己的蔬菜，倡导健康生活方式(healthy lifestyle)和营养(nutrition)均衡。 半年后，一场台风袭击了海岸线。虽然损失不小，但由于红树林得到了恢复(recovery)，洪水(flood)的破坏力明显降低。林深趁热打铁，发起“践行环保(go green)每一天”运动(campaign)，鼓励大家减少(reduce)开车，多骑自行车或乘坐公共道路车辆(road vehicles)。普通市民也行动起来：学生成立回收(recycle)小组，把旧书本改造成新笔记本；家庭主妇用布袋子代替塑料袋；孩子们画海报，呼吁不要丢弃(throw away)垃圾。 陈岚则监测到一组令人振奋的数据：海平面上升(sea level rise)的速度有所放缓，某些海域的塑料垃圾(plastic waste)减少了30%，海鸟和鲸鱼的迁徙(migration)路线恢复了正常，幸存(survival)的幼崽数量明显增加。更关键的是，政府采纳了他们的建议，将在五年内禁止(ban)大部分一次性塑料(disposable plastic)，并拨款恢复(restore)红树林和湿地。 故事的最后，林深站在一片新生的林地里，脚下是松软的土壤(soil)，头顶是久违的蓝天。他想起三年前那个绝望的夜晚，那时他觉得地球已经没救了。如今，虽然挑战仍在——化石燃料(fossil fuel)的燃烧还在排放(emit/release)二氧化碳，过度捕捞(overfishing)尚未完全停止——但越来越多的人相信：每一个微小的行动，都能有所作为(make a difference)。 “我们不是救世主，”林深对一群年轻的志愿者(volunteer)说，“但我们可以是野生动物守护者(wildlife guardian)、是倡导者(advocate)、是发起人(initiator)。这颗星球(planet)的命运，掌握在每一个愿意保护(protect/preserve/conserve)它的人手里。” 远处，一群候鸟掠过天空，它们的迁徙(migration)路线不再被雾霾和垃圾场阻断。那是恢复(recovery)的征兆，也是希望的形状。 难题典型题策略: 2025年全国II卷D篇 Does your soul die a little every time you throw away unused food? Mine does. Maybe that feeling comes from growing up in South Africa, where the phrase “there are children starving in Africa” was more of an uncomfortable reminder of fact than a prayer at dinner time. Food waste is a growing concern in the restaurant, supermarket, and supply chain industries. From technological solutions to educational campaigns, food producers and sellers are looking for ways to use more of what we’re already growing. But last month, one popular New York City restaurant tried a different way: It changed its menu to exclusively (专门) offer food that would otherwise be thrown away. For two weeks in March, Greenwich Village’s Blue Hill restaurant was renamed wastED, and served items like fried skate cartilage, a juice pulp burger, and a dumpster diver’s vegetable salad. Each dish was tailor-made to raise awareness regarding food waste. A study by the Food Waste Alliance determined that the average restaurant generates 33 pounds of food waste for every $1,000 in revenue (收入), and of that waste only 15.7% is donated or recycled. Up to 84.3% is simply thrown out. Restaurants like Silo in the UK have experimented with zero-waste systems, but wastED took the concept to its logical conclusion. It should be noted that none of the items on wastED’s menu was technically made from garbage. Instead, all the ingredients (配料) used were examples of meat cuts and produce that most restaurants would never consider serving. Things like kale ribs, fish collars, rejected sweet potatoes, and cucumber butts were all re-appropriated and, with the help of a number of good chefs, turned into excellent cuisine. Though wastED received enthusiastic reviews, it was designed from the start as a short-lived experiment; Blue Hill has since returned to its regular menu. Nevertheless, it serves as a reminder that there are many ways to address problems of sustainability, and that you can make an amazing meal out of almost anything. 1推理判断题 32. What can be inferred about the author’s early life? A. He witnessed food shortage. B. He enjoyed the local cuisine. C. He donated food to Africans. D. He helped to cook at home. 做推理判断题的底层逻辑： 除了上面的做题流程图之外，还需要用排除法降低难度，排除如下选项： 1.原文未提到的选项排除 2.与原文事实不符的选项排除 3.直接是原文的原句的选项排除 25年全国II卷32题是一道推理判断题，做题方法如下： 第一步：根据题干，圈定关键词the author's early life. 第二步：根据关键词找到问题区域，定在了第一段 第三步：用排除法降低难度。 排除B，He enjoyed the local cuisine,排除的原因是第一段未提到该选项内容； 排除C,He donated food to Africans, 排除的原因是第一段未提到该选项内容； 排除D,He helped to cook at home,排除的原因是第一段未提到该选项内容。 第四步：确定正确选项 原文第一段有这样的事实句子：Mine does. Maybe that feeling comes from growing up in South Africa, where the phrase “there are children starving in Africa” was more of an uncomfortable reminder.由此推出A是正确选项。 35. What can we learn about wastED? A. It has ended as planned. B. It is creating new jobs. C. It has regained popularity. D. It is criticized by top chefs. 这道题是一道深层次理解的问题，也属于推理判断题。做题方法如下： 第一步：根据题干的关键词wastED确定问题区域在最后一段； 第二步：排除明显不对的D选项It is criticized by top chefs. criticize和top chefs原文根本没提及，直接排除降低难度； 第三步：最后一段只有两个内容，第一个内容是it was designed as a short-lived experiment和has returned to its regular menu.第二个内容是it serves as a reminder.由此推出，这个实验已经结束，所以不能选B和C,正确答案是A,符合推理判断的底层逻辑做题法。 2段落中心思想题 34. What is paragraph 5 mainly about?(2025全国II卷) A. Why the ingredients were used. B. Which dishes were best liked. C. What the dishes were made of. D. Where the ingredients were bought. 这是一道段落的中心思想，做这种类型题，可以这样处理： 1.先重点读段首句，很多段落的中心句就在开头。但如果首句有but、however这类转折词，要特别注意转折后的内容，这往往是段落真正的重点。 2.快速扫读段尾句，有些段落会在结尾总结观点，和首句呼应。 3.把开头、转折处和结尾结合起来看，就能更准确抓住段落中心思想。 所以，在处理34小题时，先看第5段的开头，主要说的是none of the items on the menu was made from garbage. 紧接着，用instead话锋一转转到正题上，all the ingredients were examples of meat cuts and produce most restaurants would never consider serving. 这两句都是在谈菜单上的菜肴是用什么制成的话题，所以答案选C. 3主旨要义题 做这种类型题需要做到以下几点： 1.先重点精读文章首段，尤其是首段中出现but、however等转折词的部分，转折后的内容通常是文章核心话题。 2.接着通读末段，很多文章会在这里总结主旨，和首段形成呼应。 3.如果读完首尾段还不明确，就快速浏览各段首句，这些句子串联起来能帮你把握文章整体框架。 4.最后根据这些信息，选择一个能涵盖全文核心内容、简洁准确的标题。 主旨要义题可以用排除法降低难度： 1.原文未提到的选项排除 2.与原文事实不符的选项排除 3.原文的细节不能做为文章标题排除 4.选项表述太片面的排除 5.范围过大的选项不能做为标题排除 2023年新课标II卷B篇 Turning soil, pulling weeds, and harvesting cabbage sound like tough work for middle and high school kids. And at first it is, says Abby Jaramillo, who with another teacher started Urban Sprouts, a school garden program at four low-income schools. The program aims to help students develop science skills, environmental awareness, and healthy lifestyles. Jaramillo’s students live in neighborhoods where fresh food and green space are not easy to find and fast food restaurants outnumber grocery stores. “The kids literally come to school with bags of snacks and large bottles of soft drinks,” she says. “They come to us thinking vegetables are awful, dirt is awful, insects are awful.” Though some are initially scared of the insects and turned off by the dirt, most are eager to try something new. Urban Sprouts’ classes, at two middle schools and two high schools, include hands-on experiments such as soil testing, flower-and-seed dissection, tastings of fresh or dried produce, and work in the garden. Several times a year, students cook the vegetables they grow, and they occasionally make salads for their entire schools. Program evaluations show that kids eat more vegetables as a result of the classes. “We have students who say they went home and talked to their parents and now they’re eating differently,” Jaramillo says. She adds that the program’s benefits go beyond nutrition. Some students get so interested in gardening that they bring home seeds to start their own vegetable gardens. Besides, working in the garden seems to have a calming effect on Jaramillo’s special education students, many of whom have emotional control issues. “They get outside,” she says, “and they feel successful.” 27. What can be a suitable title for the text? A. Rescuing School Gardens B. Experiencing Country Life C. Growing Vegetable Lovers D. Changing Local Landscape 很明显，27题是一道主旨要义题，做题步骤如下： 第一步：快速浏览第一段，抓住关键词tough work, school garden, program, 排除B项country life和D选项的local landscape，这两个选项与话题无关。 第二步：浏览最后一段，提到the programs's benefits go beyond nutrition. Some students get so interested in gardening. 由此选出正确选项是C Growing Vegetable Lovers,而不是A选项Rescuing School Gardens. 学科网（北京）股份有限公司 $