命题大赛 福建2025-2026学年高二英语下学期单元测试（人教版选择性必修三Unit3 Environmental Protection)

**基本信息** 本试卷聚焦高二英语选择性必修三“环境保护”单元，以全球气候峰会、蓝色碳汇等时代热点为素材，融合真实情境与语言能力考查，适配单元复习需求，有效提升学生环保意识与跨文化沟通能力。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |阅读|20题/50分|全球气候峰会、跨代环保行动、蓝色碳汇等主题|素材源自UNEP官网、中国乡村治理报道，设题兼顾细节理解与推理判断，培养信息筛选与批判性思维| |语言运用|25题/30分|词汇（如carbon footprint）、语法（时态、非谓语等）|完形填空以“绿色生活挑战”叙事，语法填空聚焦库布其沙漠治理，考查语言在真实语境中的运用| |写作|2题/40分|应用文（校园环保建议）、读后续写（植树故事）|应用文结合校园实际，读后续写延续环保叙事，提升语言表达与思维连贯性，体现文化意识与社会责任感|

题号 题型 分值 主题语境 语篇类型 课标话题 核心素养考查 预估难度 命题意图与能力指向 1-3​ 阅读A 6 人与自然 应用文 环境保护 语言能力 （信息检索） 0.85 考查快速定位具体信息的能力，引导学生关注全球环保动态。 4-7​ 阅读B 8 人与社会 记叙文 志愿服务 文化意识 （责任担当） 0.75 考查对故事情节和人物情感变化的推断，弘扬奉献精神。 8-11​ 阅读C 8 人与自然 说明文 全球行动 思维品质 （批判质疑） 0.65 考查对“绿色洗脑”等现象的逻辑分析，培养批判性思维。 12-15​ 阅读D 8 人与自然 科普文 蓝色碳汇 思维品质 （逻辑推理） 0.55 考查对前沿科技概念（Blue Carbon）的理解与长难句分析。 16-20​ 七选五 10 人与自我 说明文 心理健康 学习能力 （策略运用） 0.60 考查语篇衔接手段（代词、逻辑词），引导学生关注身心健康。 21-25​ 完形填空 7.5 人与自我 记叙文 绿色生活 文化意识 （价值判断） 0.70 考查对生活化词汇的辨析，体现从“随意”到“自律”的成长。 26-30​ 完形填空 7.5 人与自我 记叙文 绿色生活 思维品质 （概括整合） 0.65 考查上下文逻辑推理，强调个人行动对环境的影响。 31-35​ 完形填空 7.5 人与自我 记叙文 绿色生活 语言能力 （词汇辨析） 0.55 考查高频实词（动词、名词、形容词）在具体语境中的运用。 36-37​ 语法填空 3 人与自然 说明文 中国成就 语言能力 （词法基础） 0.80 考查时态语态及词性转换，夯实语法基础。 38-40​ 语法填空 4.5 人与自然 说明文 中国成就 语言能力 （句法逻辑） 0.65 考查非谓语动词及定语从句，检验句子结构分析能力。 41-45​ 语法填空 7.5 人与自然 说明文 中国成就 语言能力 （综合运用） 0.50 考查介词、连词及固定搭配，提升语用准确性。 66​ 应用文 10 人与自然 书信 学校生活 语言能力 文化意识​ 0.75 情境交际：考查建议信格式与得体性。 问题解决：针对校园浪费提出合理化建议，培养主人翁意识。 67​ 读后续写 25 人与自我 人与自然 记叙文 劳动成长 思维品质 学习能力​ 0.60 价值引领：通过“荒山造林”考查对劳动价值与自然修复的辩证思考。 情感升华：要求体现从“抱怨”到“守护”的心理转变，落实立德树人。 合计​ 120​ 0.66​ $ 高二英语下学期单元测试卷 选择性必修三 Unit 3 Environmental Protection 参考答案及解析 【A篇 试题解析】 题号 答案 命题意图与解析 1​ B​ 【命题立意】​ 考查考生对语篇体裁及写作意图的识别能力。 【核心素养】​ 语言能力（语篇知识）。 【解题分析】​ 语篇为典型的应用文（活动广告）。通过宏观分析文章结构，首段设问引出话题，主体部分通过表格罗列时间、地点、活动细节，尾段补充附加信息，整体服务于“招募参与者”的目的。A、C、D选项仅为局部细节，不能概括全文主旨。 2​ C​ 【命题立意】​ 考查考生在具体语境中快速定位并理解关键信息的能力。 【核心素养】​ 学习能力（信息检索）。 【解题分析】​ 根据题干关键词 digital applications​ 进行扫读定位，锁定表格中 Core Activities 部分的 Green Tech Hackathon: Develop apps for carbon tracking。本题旨在引导学生关注科技手段在环保中的应用。 3​ B​ 【命题立意】​ 考查考生对限制性细节的甄别与推断能力。 【核心素养】​ 思维品质（逻辑推理）。 【解题分析】​ 定位至 Who Can Apply部分，原文设定为 Students aged 15-19 with a proven record of environmental activism。干扰项设计遵循“似是而非”原则：A项偷换概念（年龄范围不符），C项曲解文意（奖学金可覆盖而非需预付），D项无中生有（未限定居住地）。 【B篇 试题解析】 题号 答案 命题意图与解析 4​ B​ 【命题立意】​ 考查考生对作者初始心理预期的推断能力。 【核心素养】​ 思维品质（信息提取）。 【解题分析】​ 根据第一段 I had imagined it would be a simple job—handing out flyers...可知，作者最初认为这是一项简单的发传单工作。A项与文意相反，C、D项为后期发生的事实，非初始预期。 5​ C​ 【命题立意】​ 考查考生对行为动机的深层理解。 【核心素养】​ 文化意识（理解不同代际价值观）。 【解题分析】​ 根据第二段 To them, throwing away... was not "wasteful," but rather a betrayal of their hard-earned resources可知，村民因经历过物质匮乏年代，认为丢弃物品是对资源的背叛，因此抗拒。 6​ C​ 【命题立意】​ 考查考生对问题解决策略的识别能力。 【核心素养】​ 思维品质（逻辑推理）。 【解题分析】​ 作者转变策略，不再谈论“碳足迹”，而是帮助他们修补竹篮、利用厨余垃圾施肥，将环保理念与村民的传统节俭智慧相结合（connecting... with their traditional values）。 7​ C​ 【命题立意】​ 考查考生对文章主旨及作者情感变化的概括能力。 【核心素养】​ 思维品质（归纳概括）。 【解题分析】​ 文章描述了作者从受挫（frustrated）到转变策略，最终赢得尊重并建立回收点的过程。这体现了“相互尊重的成长历程”。A、B、D均只反映了过程中的某一个侧面，未能概括全文。 【C篇 试题解析】 题号 答案 命题意图与解析 8​ B​ 【命题立意】​ 考查考生对段落写作意图及语篇结构的理解。 【核心素养】​ 思维品质（概括与分析）。 【解题分析】​ 第一段通过对比全球领导人的政治辞令（political rhetoric）与新报告的发现（slow pace of actual implementation），揭示了承诺与现实之间的矛盾（gap/contradiction）。A、C、D均为文中细节，不能概括段落主旨。 9​ A​ 【命题立意】​ 考查考生根据上下文语境推测词义的能力。 【核心素养】​ 语言能力（词汇学习策略）。 【解题分析】​ 根据第三段下文解释：许多公司声称“碳中和”，却只是购买碳积分而非真正减排，这是一种“漂绿”行为，即制造环保假象误导公众。 10​ C​ 【命题立意】​ 考查考生对观点态度的细节理解。 【核心素养】​ 思维品质（信息提取与评价）。 【解题分析】​ 定位到第三段 Dr. Elena Rodriguez 的观点："We cannot buy our way out... Real change requires cutting emissions at the source."她强调必须从源头减排，反对仅靠购买积分。 11​ B​ 【命题立意】​ 考查考生识别作者举例意图的能力。 【核心素养】​ 思维品质（逻辑推理）。 【解题分析】​ 作者在最后一段提到肯尼亚和哥斯达黎加，是为了支撑主题句 Despite these setbacks, the report highlights successful local initiatives...，证明切实有效的本地行动是存在的。 【D篇 试题解析】 题号 答案 命题意图与解析 12​ A​ 【命题立意】​ 考查考生对文章开篇段落功能的把握。 【核心素养】​ 思维品质（语篇结构分析）。 【解题分析】​ 第一段引出“Blue Carbon”这一概念，第二段解释其定义（coastal ecosystems）及其固碳机制（lock carbon away... for thousands of years）。B、C、D选项均未准确概括这两段的核心功能。 13​ B​ 【命题立意】​ 考查考生对说明文细节特征的辨识能力。 【核心素养】​ 语言能力（信息提取）。 【解题分析】​ 根据第二段 coastal blue carbon ecosystems can lock carbon away in deep sediments for thousands of years可知，其独特优势在于长期封存碳。A项数据错误；C、D项文中未提及。 14​ C​ 【命题立意】​ 考查考生对作者观点的推断能力。 【核心素养】​ 思维品质（逻辑推理）。 【解题分析】​ 根据第四段 This model demonstrates that environmental protection and economic development can go hand in hand以及肯尼亚项目的例子（fund local schools and clinics），可知蓝碳金融将环保与社区利益挂钩。 15​ B​ 【命题立意】​ 考查考生概括全文主旨并提炼最佳标题的能力。 【核心素养】​ 思维品质（归纳概括）。 【解题分析】​ 文章围绕“Blue Carbon”展开，介绍其概念、优势、面临的威胁及解决方案。A项仅为问题的一个方面；C项偏离主题；D项仅为文中对比的细节。B项最能概括全文。 【七选五 试题解析】 题号 答案 命题意图与解析 16​ A​ 【命题立意】​ 考查段尾句对段落主旨的概括能力。 【核心素养】​ 思维品质（概括整合）。 【解题分析】​ 前文引出“自然疗法”这一话题，A项 It is a powerful tool for mental health承接上文，总领下文关于自然益处的论述。。 17​ C​ 【命题立意】​ 考查上下文的逻辑顺承关系。 【核心素养】​ 语言能力（语篇衔接与连贯）。 【解题分析】​ 前文提到降低皮质醇水平，C项具体描述了身体的放松反应（肌肉放松、思绪停止狂奔），是对前文的细节补充，体现了生理反应的逻辑链条。 18​ D​ 【命题立意】​ 考查对段落内部逻辑的理解。 【核心素养】​ 思维品质（逻辑推理）。 【解题分析】​ 本段主题为“提高专注力”。D项指出自然让人暂时摆脱日常生活的喧嚣（noise），解释了为何自然能恢复注意力。G项（美景分散注意力）与“提高专注力”逻辑相悖，属于干扰项。 ​ 19​ B​ 【命题立意】​ 考查对因果关系及段落主题的把握。 【核心素养】​ 文化意识（价值取向）。 【解题分析】​ 前文提到户外活动包含不可预测的因素（如骤雨、陡坡），B项 Overcoming these challenges builds confidence阐述了应对这些因素带来的积极影响，引导学生树立正确的挫折观和抗逆力。 20​ E​ 【命题立意】​ 考查段落内部的细节支撑。 【核心素养】​ 学习能力（交际策略）。 【解题分析】​ 本段主题为“建立连接”。E项具体说明了在自然环境中更容易交流（walking side by side），从而建立更深层次的纽带，是对主题句的例证。 【完形填空 试题解析】 题号 答案 命题意图与解析 21​ B​ 【命题立意】​ 考查名词搭配及语境理解。 【核心素养】​ 语言能力（词汇知识）。 【解题分析】​ 此处指“碳足迹（carbon footprint）”，是环保话题的核心词汇。digital footprint（数字足迹）虽是固定搭配，但不符合本文环保主题。 22​ A​ 【命题立意】​ 考查形容词辨析及情感逻辑。 【核心素养】​ 思维品质（逻辑推断）。 【解题分析】​ 根据转折词 but及后文接受挑战的犹豫，可知作者是“怀疑的、不确定的”（skeptical）。excited（兴奋的）与转折逻辑不符。 23​ B​ 【命题立意】​ 考查名词辨析。 【核心素养】​ 思维品质（概括整合）。 【解题分析】​ 根据后文描述的各种困难（忘带水杯、被嘲笑），可知第一周是一场“灾难”（disaster）。success（成功）与语境相反。 24​ B​ 【命题立意】​ 考查动词短语辨析。 【核心素养】​ 语言能力（语用能力）。 【解题分析】​ 作者去便利店买饮料，应是“朝……走去”（headed for）。passed by（路过）与买饮料的行为矛盾。 25​ C​ 【命题立意】​ 考查动词辨析。 【核心素养】​ 思维品质（批判性思维）。 【解题分析】​ 作者站在那里，纠结于是买塑料瓶还是忍受口渴，这是一个“辩论、权衡”（debating）的过程。 26​ A​ 【命题立意】​ 考查名词辨析及情感升华。 【核心素养】​ 文化意识（价值判断）。 【解题分析】​ 作者克服了买塑料瓶的冲动，这对他来说是意志力的一次小小的“胜利”（victory），体现了自律的价值。 27​ D​ 【命题立意】​ 考查动词辨析。 【核心素养】​ 学习能力（信息处理）。 【解题分析】​ 为了避开过度包装，作者开始“检查”（check）食品标签。design（设计）不符合消费者行为。 28​ C​ 【命题立意】​ 考查动词辨析。 【核心素养】​ 文化意识（意志品质）。 【解题分析】​ 尽管室友嘲笑，但作者没有“放弃”（quit）。mind（介意）不符合语境。 29​ B​ 【命题立意】​ 考查形容词辨析及情感变化。 【核心素养】​ 思维品质（感知与领悟）。 【解题分析】​ 作者感到与环境更有连接，更加“清醒、觉醒”（awake）。anxious（焦虑的）与积极的情感变化不符。 31​ B​ 【命题立意】​ 考查名词辨析。 【核心素养】​ 思维品质（反思评价）。 【解题分析】​ 最大的“回报”（reward）不仅是减少浪费，更是心态的转变。loss（损失）与文意相反。 32​ B​ 【命题立意】​ 考查形容词辨析。 【核心素养】​ 语言能力（语义理解）。 【解题分析】​ 以前作者把环保看作是一长串（long）的“禁止事项”。short（短的）不符合语境。 【语法填空 试题解析】 题号 答案 考点 命题意图与解析 36 was achieved 谓语动词 （时态+语态） 【命题立意】​ 考查学生在具体语境中运用动词时态和语态的能力。 【核心素养】​ 语言能力（语法知识）。 【解题分析】​ 主语 This miracle与谓语动词 achieve构成被动关系，且动作发生在过去，故用一般过去时的被动语态。 37​ fiercely 副词修饰动词 【命题立意】​ 考查词性转换。 【核心素养】​ 语言能力（构词法）。 【解题分析】​ 此处需用副词 fiercely修 38​ to survive​ 非谓语动词 （不定式） 【命题立意】​ 考查非谓语动词作状语。 【核心素养】​ 语言能力（句法结构）。 【解题分析】​ 固定搭配 struggle to do sth.，表示“挣扎着做某事”。 39​ have planted​ 谓语动词 （时态） 【命题立意】​ 考查现在完成时的用法。 【核心素养】​ 思维品质（时空逻辑）。 【解题分析】​ 根据时间状语 Since the late 1980s，可知动作从过去持续到现在，应用现在完成时。 40​ which​ 定语从句 【命题立意】​ 考查非限制性定语从句的关系代词。 【核心素养】​ 语言能力（语篇衔接）。 【解题分析】​ 先行词为 smart methods，从句缺主语，故用 which 引导，指代前面整个事实。 41​ environmental​ 形容词作定语 【命题立意】​ 考查词性转换。 【核心素养】​ 语言能力（词汇运用）。 【解题分析】​ 此处需用形容词 environmental修饰名词 protection。 42​ with​ 介词 【命题立意】​ 考查介词的用法。 【核心素养】​ 语言能力（介词搭配）。 【解题分析】​ with表示“用；凭借”，with determination意为“凭借决心”。 43​ are​ 谓语动词（主谓一致/时态） 【命题立意】​ 考查现在进行时。 【核心素养】​ 思维品质（语境推断）。 【解题分析】​ 根据时间状语 currently及句意，表示正在进行的动作，主语是复数，故填 are。 44​ if / as long as​ 连词（状语从句） 【命题立意】​ 考查逻辑连接词。 【核心素养】​ 文化意识（合作精神）。 【解题分析】​ 此处引导条件状语从句，意为“如果我们共同努力”，体现了团结合作的重要性。 45​ to restore​ 非谓语动词（不定式） 【命题立意】​ 考查固定句型。 【核心素养】​ 语言能力（固定句式）。 【解题分析】​ 固定结构 too + adj. + to do sth.，表示“太……而不能……”。 1、 应用文写作（建议信） 【命题立意】 1. 情境创设 真实性：设定学生为“绿色校园倡议组成员”，给校长写建议信。这是高中生可能真实遇到的情境，避免了假大空的套话。 针对性：要求学生指出具体的浪费现象（食物、用电、塑料），考查其观察力和批判性思维。 2. 考查目标 语言能力：考查建议信的标准格式（Opening, Body, Closing）、委婉语气（Modal verbs: should, could, might）以及提出解决方案的逻辑连接词（To begin with, furthermore, consequently）。 文化意识：引导学生关注公共利益，培养“校园主人翁”意识和解决实际问题的能力（Problem-solving ability）。 参考范文 Dear Principal, I am Li Hua, a member of the Green Campus Initiative Group. I am writing to express my concern about the severe waste on campus and offer some suggestions. Although environmental protection is advocated, food waste in the cafeteria remains shocking. Besides, lights are often left on in empty classrooms, and disposable plastic utensils are overused. To tackle these problems, I suggest setting up a "Clear Your Plate" campaign to raise awareness. Additionally, installing motion-sensor lights can effectively reduce electricity waste. I hope my suggestions will contribute to building a greener campus. Yours sincerely, Li Hua 读后续写（荒山造林） 1. 主题融合 人与自我（成长与救赎）：主角（Li Hua）从“叛逆、沉迷虚拟世界”到“通过劳动获得成长、敬畏自然”。这是一个典型的“问题少年”转变为“责任承担者”的过程，符合青春期学生的心理画像。 人与自然（修复与共生）：从“Empty Mountain（荒山）”到“Green Hill（绿山）”。不仅指环境的修复，也隐喻了主角内心的荒芜被绿色填满。 2. 情节伏笔设计 冲突点：第1段结尾的Sandstorm（沙尘暴）是关键转折点。它打破了主角之前的“佛系”状态，迫使他面对自然的威力。 线索词：文中特意给出了 blistered hands（起泡的手）、fragile（脆弱）、barren（贫瘠）。这些词暗示了续写的方向：通过痛苦的劳动（手疼）认识到生命的脆弱与坚韧。 3. 核心素养考查 思维品质：考查学生对“人与自然关系”的哲学思考。不能只写“种树很累”，要升华到“劳动创造价值”或“个人对社会的贡献”。 育人导向：传递“幸福是奋斗出来的”价值观。通过 Mr. Zhang 之口说出 "Nature is tough, kid, but so are you."，引导学生正视困难，培养抗逆力（Resilience）。 4. 写作支架（Scaffolding） 给出的两段开头语分别指向行动（Paragraph 1: 冲出去看树苗）和感悟（Paragraph 2: 老人的安慰）。这防止了学生跑题，确保续写内容紧扣“灾后重建”和“心灵成长”。 参考范文 Paragraph 1: When the storm finally stopped at dawn, I rushed out of the tent. My heart sank as I looked at the mountain. Many of the seedlings​ we had carefully planted were gone, either broken or buried under the rocks. A wave of guilt washed over me. I remembered how I had slacked off and complained. Now, seeing the damage, I realized how much effort it took to heal even a tiny part of nature. Without hesitation, I grabbed a shovel and started to dig again. This time, I worked with all my strength, making sure the soil around the new trees was firm and deep. Paragraph 2: Mr. Zhang came up to me, patting me on the shoulder. He looked at the barren​ land and then at my blistered hands. “Nature is tough, kid,” he said with a smile. “But so are you.” His words warmed me more than the morning sun. I looked at the rows of tiny trees standing bravely against the wind. They were fragile, yet they held the hope of a green​ future. From that moment on, I was no longer a reluctant visitor. I was a protector of the Green Hill. I finally understood that real growth happens when we stop running from hard work and start caring for the world around us. 学科网（北京）股份有限公司 $ 高二英语下学期单元测试卷 选择性必修三 Unit 3 Environmental Protection (考试时间：100分钟，分值：120 分） 一、 阅读(共两节，满分50分) 第一节(共15小题;每小题2.5分，满分37.5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。 阅读 A 篇 主题：全球青少年气候峰会（Global Youth Climate Summit）。 题源说明：素材参考联合国环境规划署（UNEP）官网，经命题人原创改写。 字数：285词。 Are you concerned about the melting glaciers in the Arctic or the rising sea levels threatening island nations? Do you want to transform your passion for the environment into real, measurable actions? The Global Youth Climate Summit 2026​ is coming to Shanghai this July, serving as a platform for young leaders worldwide to address these urgent crises. Hosted by the International Youth Environmental Association, this four-day event aims to inspire innovation and foster international cooperation among teenagers. Participants will not only attend lectures by leading experts but also engage in hands-on workshops designed to turn environmental theories into practical skills. Event Highlights​ Details​ Date & Venue​ July 15th – 18th, 2026 @ Shanghai International Convention Center Keynote Speaker​ Dr. Wang Tao, a pioneer in renewable energy technology. Core Activities​ • Sustainable Fashion Workshop: Learn to redesign old clothes. • Green Tech Hackathon: Develop apps for carbon tracking. • COP Simulation: Draft policies for reducing plastic waste. Who Can Apply​ Students aged 15-19 with a proven record of environmental activism. Application Deadline​ June 1st, 2026 (Limited seats available). Official Website​ www.gycs-2026.org Note: Partial scholarships are available for outstanding applicants from developing regions to cover accommodation fees. In addition, all participants will receive a certificate of completion, which can be used for university applications. During the summit, a career fair will also be held, connecting students with top environmental organizations and companies looking for interns. Don’t miss this opportunity to make a real difference! 1.What is the main purpose of the text? A. To report a recent climate disaster in Shanghai. B. To advertise a summit for young environmentalists. C. To introduce Dr. Wang Tao’s personal life story. D. To explain the history of the International Youth Environmental Association. 2.Which activity involves developing digital applications? A. Sustainable Fashion Workshop. B. COP Simulation. C. Green Tech Hackathon. D. Renewable Energy Lecture. 3.Which of the following is a requirement for applicants? A. Being older than 20 years old. B. Having previous experience in environmental activities. C. Paying full accommodation fees upfront. D. Living in Shanghai currently. 阅读 B 篇 主题：跨越代沟的环保行动（Environmental Action Across Generations） 题源说明：本文为原创试题，素材参考中国乡村环境治理报道（如福建多地“婆婆妈妈”志愿队、农村垃圾分类推广等） 字数：约340词 Last summer, I volunteered for a local environmental group in a remote village in Fujian. My task was to promote waste sorting among the elderly residents. I had imagined it would be a simple job—handing out flyers and explaining the benefits. However, the reality was far more challenging than I had anticipated. The villagers, most of whom were over sixty, lived a frugal（节俭的） life shaped by decades of scarcity. To them, throwing away plastic bottles or old clothes was not "wasteful," but rather a betrayal of their hard-earned resources. When I tried to explain the concept of "landfill pollution," they looked at me with confusion and a bit of skepticism. One old man, Grandpa Lin, even told me bluntly, "Young lady, we survived hardships you cannot imagine. Don't lecture us about rubbish." I felt frustrated and helpless. Standing in the narrow alley, I realized that my textbook knowledge was useless here. I needed a different approach. Instead of talking about "carbon footprints," I started helping them repair broken bamboo baskets and showed them how to turn kitchen waste into fertilizer for their vegetable gardens. I listened to their stories about how they used to reuse everything during the famine years. Gradually, the atmosphere changed. Grandpa Lin, who had initially rejected me, began to invite me for tea. He even organized a small group to help me collect recyclables. By the end of the month, the village had established its first waste-sorting corner. More importantly, I had bridged the gap between modern environmental theory and traditional wisdom. I learned that true environmental protection is not just about changing habits, but about respecting people's lives and histories. 4.What was the author’s initial expectation of the volunteer job? A. It would be a demanding and complex task. B. It would be an easy job of distributing leaflets. C. It would involve building relationships with the elderly. D. It would require professional knowledge of chemistry. 5.Why did the villagers resist the idea of waste sorting at first? A. They were unfamiliar with modern technology. B. They believed recycling was a waste of time. C. They associated discarding items with past hardships. D. They preferred to keep their village dirty. 6.How did the author finally manage to persuade the villagers? A. By giving speeches on environmental science. B. By forcing them to follow the rules strictly. C. By connecting environmental ideas with their traditional values. D. By offering them financial rewards. 7.Which of the following best describes the author’s journey in the village? A. A frustrating failure. B. A cultural misunderstanding. C. A growing process of mutual respect. D. A conflict between generations. C篇 主题：全球绿色行动与可持续发展的挑战 题源说明：改编自 The Guardian(2025-03-18, Environment) 字数：约 390 词 Global Green Actions for a Sustainable Future While global leaders gathered in Geneva last month to discuss ambitious climate targets, a new report from the Global Sustainability Indexhas cast a shadow over the optimism. The report reveals a widening gap between political rhetoric and the slow pace of actual implementation on the ground. Although investments in green technology are breaking records, the planet’s temperature continues to climb. According to the data, renewable energy sources like wind and solar are growing faster than ever. In Europe, solar power capacity increased by 25% last year, and electric vehicle sales have doubled. However, the report points out that this growth is dangerously uneven. Developing countries, particularly in Southeast Asia and Africa, often lack the necessary funds and technology to build large-scale green infrastructure. As a result, they continue to rely heavily on coal and oil to fuel their economic growth. "We are seeing a split world," says Dr. Kenji Tanaka, an economist at the report. "The rich get greener, while the poor are left with the bill." Another major challenge highlighted is "greenwashing." Many large corporations claim to be "carbon neutral" by buying cheap carbon credits from forest conservation projects abroad, rather than reducing emissions from their own factories. Scientists criticize this practice, arguing that it creates an illusion of progress while the planet continues to heat up. "We cannot buy our way out of the climate crisis," says Dr. Elena Rodriguez, a lead researcher. "Real change requires cutting emissions at the source." espite these setbacks, the report highlights successful local initiatives that offer hope. In Kenya, a partnership between the government and local communities has successfully combined wildlife protection with solar power generation, providing both jobs and clean energy. Similarly, Costa Rica’s policy to pay landowners for preserving forests has restored biodiversity and boosted eco-tourism. These examples prove that practical, well-funded actions can work. The report concludes that international cooperation must move beyond empty promises and focus on providing real financial support to ensure a "just transition" for all nations. 8.What is the main purpose of the first paragraph? A. To introduce a new climate agreement signed in Geneva. B. To highlight the contradiction between promises and reality. C. To explain why renewable energy is growing so rapidly. D. To criticize the economic policies of developing countries. 9.What does the underlined word "greenwashing" in Paragraph 3 probably mean? A. Making misleading claims about being environmentally friendly. B. Investing heavily in new green technologies and innovations. C. Cleaning up polluted industrial sites and rivers. D. Planting trees to absorb carbon dioxide from the air. 10. According to Dr. Elena Rodriguez, what is the fundamental solution to the climate crisis? A. Buying more international carbon credits. B. Shifting entirely to renewable energy sources. C. Cutting emissions directly at the source. D. Cooperating with large multinational corporations. 11.Why does the author mention Kenya and Costa Rica in the last paragraph? A. To illustrate the uneven distribution of global wealth. B. To provide evidence of successful local green actions. C. To compare different approaches to wildlife protection. D. To explain why solar power is more popular in Africa. 阅读D篇 题源说明：参考 The Guardian及 Marine Pollution Bulletin相关报道 字数：约 400 词 主题：蓝色碳汇（Blue Carbon）—— 被忽视的海洋固碳力量 When we talk about fighting climate change, images of vast forests usually come to mind. Trees are indeed vital "carbon sinks," absorbing carbon dioxide from the atmosphere. However, scientists are increasingly pointing to a less visible but far more efficient ally beneath the waves: Blue Carbon. Blue carbon refers to the carbon captured and stored by coastal and marine ecosystems, specifically mangroves, tidal marshes, and seagrass meadows. While these "blue forests" cover less than 2% of the seafloor, they are responsible for absorbing nearly half of the total carbon buried in the ocean each year. Compared to terrestrial forests, which store carbon in wood and soil for decades or centuries, coastal blue carbon ecosystems can lock carbon away in deep sediments for thousands of years. This makes them a critical weapon in the fight against global warming. Beyond carbon storage, these ecosystems provide essential services. Mangrove forests act as natural barriers, protecting coastal communities from storm surges and erosion. Seagrass meadows improve water quality by trapping sediments and releasing oxygen. Yet, despite their importance, these habitats are disappearing at an alarming rate—up to three times faster than tropical rainforests. The primary drivers are coastal development, pollution, and destructive fishing practices. When these ecosystems are damaged, the massive amounts of carbon stored in their soils are released back into the atmosphere, turning a climate solution into a source of emissions. Recognizing this, a new movement called "Blue Carbon Finance" is emerging. Countries like Indonesia and Australia are creating markets where companies can invest in restoring mangroves to offset their emissions. For instance, a project in Kenya’s Mikoko Pamoja has successfully sold carbon credits to fund local schools and clinics. This model demonstrates that environmental protection and economic development can go hand in hand. Nevertheless, challenges remain. Measuring the exact amount of carbon stored in underwater sediments is technically difficult, and ensuring that local communities benefit fairly from these projects requires careful governance. The race to save our blue planet is not just about planting trees; it is about saving the roots beneath the sea. 12.What is the main purpose of Paragraph 1 and 2? A. To introduce a new concept and explain its mechanism. B. To compare the sizes of different forest ecosystems. C. To criticize the inefficiency of traditional carbon sinks. D. To describe the beauty of coastal landscapes. 13.According to the passage, what is a unique advantage of Blue Carbon ecosystems? A. They cover more than half of the Earth's surface. B. They can store carbon for thousands of years underground. C. They grow faster than any terrestrial plants. D. They are easier to restore than tropical rainforests. 14.What does the author suggest about "Blue Carbon Finance"? A. It focuses solely on punishing polluting companies. B. It has completely solved the problem of coastal erosion. C. It links environmental restoration with community benefits. D. It discourages investment in renewable energy. 15.Which of the following is the best title for the text? A. The Disappearance of Coastal Wetlands B. Blue Carbon: The Ocean's Secret Weapon Against Climate Change C. How to Invest in Green Energy Projects D. The Comparison Between Trees and Seaweed 第二节(共5小题;每小题2.5分，满分12.5分) 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 题源：参考 Psychology Today及 The Guardian相关报道改编。 字数：约 290 词 主题：亲近自然是最好的减压药（Nature: The Best Stress Reliever） How Nature Helps Teens Beat Stress Being a teenager today is stressful. With academic pressure, social media anxiety, and uncertain futures, many young people feel exhausted. While therapy and medication are common solutions, there is a simpler, cheaper, and more effective remedy available to everyone: spending time in nature. 16 It calms the nervous system. When you walk into a forest or sit by a lake, your body relaxes. Studies show that exposure to natural environments lowers cortisol (the stress hormone) levels. 17 Your heart rate slows down, and your breathing becomes deeper. It is like hitting a reset button for your brain. It improves focus and creativity. Modern life bombards us with screens and notifications, which fragment our attention. Nature provides a soft fascination. 18 This allows your directed attention to rest, improving your ability to concentrate when you return to your studies. Many famous thinkers, including Einstein, credited their best ideas to moments spent walking alone in nature. It builds resilience. Spending time outdoors often involves unpredictable elements, like sudden rain or a steep hill. 19 Learning to adapt to these small discomforts teaches you that you can handle unexpected changes in life. You realize that you are stronger and more capable than you thought. It fosters connection. Social media often makes teens feel isolated and inadequate. In nature, these barriers fall away. 20 Whether you are hiking with friends or volunteering for a tree-planting project, sharing experiences in nature helps you form deeper, more authentic bonds. So, put down your phone, step outside, and let nature do its magic. Your mind and body will thank you. A. It is a powerful tool for mental health. B. Overcoming these challenges builds confidence. C. Your muscles loosen, and your mind stops racing. D. Nature offers a break from the noise of daily life. E. It is much easier to talk to someone while walking side by side. F. Doctors suggest that teens spend at least two hours a week outdoors. G. The beauty of nature distracts you from your worries and fears. 第二部分 语言运用（共两节，满分30分） 第一节 完形填空（共15小题；每小题1分，满分15分） 阅读下面短文，从短文后各题所给的四个选项中，选出最佳选项。 题源说明：改编自 Reader’s Digest(US) 2025-05, Green Living 字数：约 290 词 主题：我的一个月“绿色生活”挑战 My One-Month Green Life Challenge I used to think environmental protection was something only scientists or politicians worried about. As a college student, I was too busy with assignments and social life to care about my 21​ footprint. However, an article in Reader’s Digest challenged me to try a "Green Life" for a month. Curious but 22, I accepted, thinking it would be easy. The first week was a 23. I tried to cut down on single-use plastics. I carried a reusable water bottle and a cloth bag everywhere. Once, I 24​ a convenience store to buy a drink, only to find I had left my bottle at home. I stood there, 25​ whether to buy a plastic one or go thirsty. Finally, I chose to go thirsty. It was a small 26, but it made me realize how deeply convenience had taken root in my life. Over the next few weeks, I started biking to campus instead of taking the bus. I also began to 27​ food labels, avoiding products with excessive packaging. My roommates laughed at my "hippie" habits, but I didn't 28. Slowly, I noticed changes. Not in the world, but in me. I felt more 29​ and connected to my surroundings. The constant rush slowed down, and I started noticing the changing colors of the leaves on my bike ride. By the end of the month, the challenge was over, but my new habits weren't. I realized that living green isn't about being perfect; it's about making better 30​ when we can. It is not a burden, but a way to live a more mindful life. The biggest 31​ was not just the reduction of waste, but the shift in mindset. Previously, I saw environmental protection as a 32​ list of "don'ts"—don't use plastic, don't waste water. Now, I see it as a 33​ way of living that brings joy and purpose. I may not save the planet alone, but I can 34​ a difference, one day at a time. And that realization is the most 35​ gift of all. 21. A.digital B.carbon C.travel D.water 22. A.skeptical B.excited C.terrified D.confident 23. A.success B.disaster C.joke D.dream 24. A.passed by B.headed for C.broke into D.cleaned up 25. A.recording B.ignoring C.debating D.proving 26. A.victory B.failure C.mistake D.surprise 27. A.design B.ignore C.collect D.check 28. A.mind B.care C.quit D.laugh 29. A.anxious B.awake C.tired D.stressed 30. A.choices B.excuses C.profits D.plans 31. A.loss B.reward C.problem D.regret 32. A.short B.long C.strict D.free 33. A.positive B.boring C.difficult D.common 34. A.see B.make C.feel D.take 35. A.expensive B.worthless C.valuable D.temporary 第二节（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。 题源说明：改编自 Xinhua News Agency及 China Daily相关报道 字数：约 205 词 主题：库布其沙漠的绿色奇迹（The Green Miracle of the Kubuqi Desert） Once known as the "sea of death," the Kubuqi Desert in Inner Mongolia has been transformed into a green paradise. This miracle 31​ (achieve) through decades of hard work by local residents and the government. In the past, life was tough for the people living there. The wind blew 32​ (fierce) and sandstorms often buried their houses. Without enough water and electricity, they struggled 33​ (survive). However, they refused to give in. Since the late 1980s, they 34​ (plant) millions of trees to hold back the sand. They developed smart methods, such as using straw grids to fix the dunes, 35​ proved to be highly effective. Now, the desert is alive again. Green grass covers the land, and clear lakes dot the landscape. The local economy has also improved, with many people finding jobs in tourism and 36​ (environment) protection. The success of Kubuqi shows that humans can heal nature 37​ determination and scientific methods. It is not just a victory for China, but also a model for the world. Many countries facing similar desertification problems 38​ (current) sending their experts to learn from Kubuqi. This story tells us that 39​ we work together, no environment is too damaged 40​ (restore). 第三部分 写作（共两节，满分40分） 第一节（满分15分） 第一节 应用文写作（15分） 41.假定你是李华，是你校“绿色校园倡议组”（Green Campus Initiative Group）的成员。你在学校观察发现，尽管学校提倡环保，但浪费现象仍然严重（例如：食堂食物浪费、教室灯光常亮、一次性塑料用品使用过多等）。 请你给校长写一封建议信，内容包括： 1.简述你观察到的浪费现象； 2.提出具体的改进建议（至少两条）； 3.表达你的期望。 注意： 词数80左右； 可以适当增加细节，以使行文连贯； 开头和结尾已给出，不计入总词数。 Dear Principal, I am Li Hua, a member of the Green Campus Initiative Group. Yours sincerely, Li Hua 第二节 读后续写（25分） 42.阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。 The Empty Mountain When Dad told me we were going to Green Hill to plant trees for the summer vacation, I was totally against it. I was sixteen, and the last thing I wanted was to leave my video games and friends to sweat in the dirt of a barren mountain. “You spend too much time indoors,” Dad said firmly. “You need to see what real work looks like.”Green Hill was exactly what its name suggested—green in name only. It was dry, dusty, and covered with rocks. The wind blew constantly, carrying sand that stung my face. The other volunteers were mostly local villagers, silent and serious. They treated me like a spoiled kid, which I probably was. I tried to slack off, pretending to dig holes while secretly playing games on my phone. One afternoon, an old man named Mr. Zhang, the leader of the team, stopped me. He didn't scold me. Instead, he handed me a seedling（幼苗）. “This little guy needs a home,” he said, pointing to a shallow pit. “But the soil is too hard. It needs your hands to soften it.” I looked at the fragile green stem and then at the rocky ground. I sighed and started digging. It was harder than it looked. My palms blistered（起泡）, and my back ached. But as I placed the seedling into the earth and covered its roots with soft soil, I felt a strange sense of calm. That night, a sudden sandstorm hit. The wind howled like a wild beast, shaking our tents. I lay awake, worrying about the little trees we had planted. Would they survive the wind? 注意： 所续写短文的词数应为150左右； 续写部分分为两段，每段的开头语已为你写好； Paragraph 1: When the storm finally stopped at dawn, I rushed out of the tent. Paragraph 2: Mr. Zhang came up to me, patting me on the shoulder. 1 学科网（北京）股份有限公司 $