Unit 8 Cooking Skills（B卷·能力提升）《英语 基础模块3》（语文版2022版）单元过关卷（原卷版+解析版）

编写说明：本套试卷紧扣《英语 基础模块3》（语文版2022版）教材，以教材单元为基准精准覆盖核心考点。 每个单元设置AB卷，A卷为基础巩固卷，侧重基础考点训练，帮助学生扎实掌握知识要点；B卷为能力提升卷，注重知识整合与全面检测，引导学生构建知识网络。全书设计4份综合测试卷，模拟实战情境，聚焦解题能力突破，全面提升应试能力与知识应用水平。 《英语 基础模块3》（语文版2022版）《单元过关卷》 Unit 8 Cooking Skills B卷·能力提升 考试时间：120分钟 满分：100分 班级_____姓名_____学号_____成绩_____ 一、情景交际（共15小题；满分20分） 第一节 读下列10个短对话，从题后所给的 A、B、C、D 四个选项中选出可以填入空白处的最佳选项。（共10小题，每小题1分，满分10分） 1. —Our stir-fried vegetables lost their bright colour although we used fresh ingredients. —_______. The pan may not have been hot enough, and you moved them too slowly. A. Fresh ingredients never need heat. B. You should boil them for another hour. C. The vegetables must be cut larger. D. The cooking method may be the problem. 【答案】D 【详解】考查问题诊断。蔬菜新鲜但颜色变差，答语指出锅温和翻动速度问题，说明方法不当，D项正确。 2. —The guest praised my soup, but I was not sure how to answer naturally. —_______. It sounds polite and confident. A. Say 'Thank you. I am glad you like it.' B. Say 'No, it tastes terrible.' C. Ask the guest to stop praising you. D. Leave the table immediately. 【答案】A 【详解】考查回应称赞。后文强调礼貌自信，A项直接致谢并表达高兴，符合语境。 3. —I want to explain the difference between boiling and steaming in my speech. —_______. That comparison will be clear. A. Say both methods use much oil. B. Talk only about the price of noodles. C. Mention whether food touches water directly. D. Avoid examples like buns or dumplings. 【答案】C 【详解】考查说明建议。比较水煮和蒸制时，食物是否直接接触水是关键区别，C项正确。 4. —Which title should I use when I email Ms. Green, the food culture trainer, for the first time? —_______. It is safer in a formal message. A. Hi Green B. Dear Ms. Green C. Hello Trainer Food D. Dear First Name 【答案】B 【详解】考查正式称呼。首次正式邮件宜用 Dear + title + family name，Ms. Green 合适，B项正确。 5. —I followed the recipe, but the dish still did not suit my little sister. —_______. A good cook thinks about the eater, not only the steps. A. Recipes should always be ignored. B. Little children should not eat meals. C. You must add more pepper next time. D. You need to adjust the taste for her. 【答案】D 【详解】考查建议与推理。后文强调考虑食用者，说明应根据妹妹口味调整，D项符合。 6. —Could you help me check the temperature before I put the glass dish into cold water? —_______. Sudden temperature changes can be dangerous. A. Certainly. B. Never mind. C. It does not matter. D. I dislike glass dishes. 【答案】A 【详解】考查请求帮助。后文说明温差危险，表示愿意帮忙检查，Certainly 最合适。 7. —I have only ten minutes to prepare lunch. Should I roast chicken? —_______. It usually takes longer and needs careful temperature control. A. Yes, roasting is always the fastest method. B. You may choose a quicker method like stir-frying. C. You should not eat lunch today. D. You can put frozen chicken on the table. 【答案】B 【详解】考查方法选择。题干时间短，后文说烤制耗时更长，因此建议选择快炒等更快方法，B项正确。 8. —What does 'retain' mean in 'Steaming can retain the natural colour of vegetables'? —_______. A. It means to lose something quickly. B. It means to cover something with oil. C. It means to keep something and not lose it. D. It means to cut something into pieces. 【答案】C 【详解】考查词义理解。retain 在句中指保留蔬菜自然色泽，即 keep and not lose，C项准确。 9. —The recipe says 'add pepper to taste'. Does it mean I must add a lot? —_______. It means you should add it according to the eater's preference. A. Yes, more pepper is always better. B. No, pepper should never be used. C. It means adding sugar instead. D. No, it depends on personal taste. 【答案】D 【详解】考查短语理解。to taste 表示按个人口味添加，不是越多越好，D项正确。 10. —Our group presentation is full of cooking words, but the order is confusing. —_______. Use first, then, after that and finally. A. Organize the steps with sequence words. B. Remove all examples from the speech. C. Speak faster to finish earlier. D. Translate every sentence word for word. 【答案】A 【详解】考查表达建议。后文列出顺序词，说明应按步骤组织内容，A项正确。 第二节 读下面一段对话，从方框中所给的 A、B、C、D、E、F 和 G 七个选项中选出可以填入空白处的最佳选项。（共5小题，每小题2分，满分10分） Anna: We need to design a poster about safe and healthy cooking. What should be the first part? Wang Jun: _______ 11 _______ Many kitchen problems start before the fire is turned on. Anna: True. We also need to compare cooking methods. Wang Jun: _______ 12 _______ That will help readers choose the right method. Anna: What about taste? Some people like strong flavours. Wang Jun: _______ 13 _______ Too much salt or pepper may not suit everyone. Anna: Should we mention table manners? Wang Jun: Yes. _______ 14 _______ It shows respect when sharing food. Anna: Let's end with a practical suggestion. Wang Jun: _______ 15 _______ A. A polite response to praise is also important. B. We should tell readers to ignore different eaters. C. We can explain when to boil, steam, stir-fry or roast. D. Posters should use no examples at all. E. Start with washing hands and preparing ingredients safely. F. Try a simple dish first, reflect on it, and improve next time. G. Season food to taste instead of adding the same amount for all. 【答案】11.E 12.C 13.G 14.A 15.F 【导语】这段对话讨论制作安全健康烹饪海报，内容包括清洁准备、烹饪方法比较、按口味调味、餐桌交际礼貌和从简单菜品开始练习，体现了实践性与交际性。 【详解】11. 后文说问题常在开火前产生，E项“洗手并安全准备食材”对应。 12. 上文要求比较烹饪方法，C项列出 boil, steam, stir-fry, roast，衔接自然。 13. 上文提到不同口味，G项按口味调味符合。 14. 上文询问餐桌礼仪，A项回应称赞属于礼貌交际。 15. 上文要求实用建议，F项从简单菜开始、反思并改进，可作总结。 二、阅读理解（共20小题；每小题2分，满分40分） 阅读下列短文，从题后所给的 A、B、C、D 四个选项中选出最佳答案。 A The City Food Culture Center is offering four weekend workshops for vocational students. Each student may register for one workshop before March 8. A student card is needed. If a student cancels less than two days before the workshop, the center will keep half of the fee because ingredients are bought in advance. Students should choose according to their real needs: some need safer knife skills, some want to understand food culture, and others hope to serve simple meals more politely. Workshop Time and Place Fee Limit Focus Safe Knife Skills Mar. 14 8:30-10:30 Room 102 20 yuan 20 students aged 15+ Hold tools safely cut onion and cucumber evenly Steam Culture Mar. 14 14:00-16:00 Kitchen 2 18 yuan 24 students aged 14+ Steam buns learn why light taste suits many people Quick Stir-fry Mar. 15 9:00-11:00 Hot Kitchen 24 yuan 18 students aged 16+ Control heat keep vegetables bright Service Sandwich Mar. 15 15:00-17:00 Room 205 16 yuan 30 students aged 14+ Make sandwiches respond to praise ask about preferences 16. Which workshop should a 16-year-old student choose if she wants to keep vegetables bright in a hot pan? A. Safe Knife Skills. B. Quick Stir-fry. C. Steam Culture. D. Service Sandwich. 17. If a student cancels Quick Stir-fry one day before it begins, how much will the center keep? A. 24 yuan. B. 18 yuan. C. 16 yuan. D. 12 yuan. 18. Which workshop combines a cooking task with polite communication? A. Service Sandwich. B. Safe Knife Skills. C. Quick Stir-fry. D. Steam Culture. 19. What should students do when registering for a workshop? A. Register after March 15. B. Choose all four workshops. C. Use a student card and consider real needs. D. Cancel late to keep the whole fee. 20. Which statement is TRUE according to the notice and the table? A. Steam Culture is only for students aged 16+. B. Ingredients are prepared before workshops. C. Safe Knife Skills has the largest limit. D. Service Sandwich takes place on March 14 morning. 【答案】16.B 17.D 18.A 19.C 20.B 【导语】本文是一篇应用文，介绍城市饮食文化中心面向职校学生开设的四个周末工作坊。表格列出时间地点、费用、人数限制和学习重点，学生需要结合年龄、需求、费用和取消规则进行判断。 【详解】16. 细节理解题。题干限定16岁、hot pan、keep vegetables bright；Quick Stir-fry 适合16岁以上，重点为 control heat 和 keep vegetables bright，故选B。 17. 细节计算题。Quick Stir-fry 费用24元，少于两天取消保留一半，即12元，故选D。 18. 细节理解题。Service Sandwich 既 make sandwiches，又 respond to praise、ask about preferences，故选A。 19. 细节理解题。通知要求 student card，并提醒 according to real needs 选择，C项正确。 20. 推理判断题。通知说明 ingredients are bought in advance，说明工作坊前会准备食材，B项正确。 B A local vocational school held a 'One Dish, One Story' cooking challenge last week. Instead of asking students to cook the most difficult dish, the judges asked each group to explain why the dish suited a certain person or situation. This rule made the challenge more practical and more difficult. Students had to think about ingredients, methods, taste and communication at the same time. Group One made tomato and egg noodles for a night-shift worker. They chose boiling because the dish should be warm, quick and light. Group Two made steamed vegetable buns for grandparents. They cut the vegetables into smaller pieces and used less salt. Group Three cooked stir-fried cucumbers and eggs for students who had only a short lunch break. They kept the pan hot and moved the food quickly to keep a fresh colour. The winning group did not use the most expensive ingredients. They made a sandwich box for visitors to a skills festival. Each sandwich had a small card explaining the ingredients and asking, 'Would you like more pepper or less cheese next time?' The judges said the group understood service: food should taste good, but it should also invite feedback. After the challenge, many students said they had learned that cooking was a form of problem solving. A dish is successful when it matches the eater, the time and the purpose. The activity also helped students practise clear English instructions such as first, second, after that and finally. 21. What made the cooking challenge more practical and difficult? A. Students had to buy expensive ingredients. B. Students had to cook without any recipe. C. Students had to explain why the dish suited a situation. D. Students had to finish all dishes in five minutes. 22. Why did Group One choose boiling for the noodles? A. The dish needed to be warm, quick and light. B. The workers wanted cold sandwiches only. C. Boiling was required for every group. D. The dish had to use no water. 23. What can we learn about the winning group? A. They won because their food was the most expensive. B. They refused to collect visitors' opinions. C. They cooked only for grandparents. D. They connected food service with feedback. 24. What does the writer suggest about successful cooking? A. It depends only on difficult skills. B. It should match the eater, time and purpose. C. It requires more salt than usual. D. It avoids clear English instructions. 25. Where can you probably read this passage? A. A personal medical report. B. A restaurant price list. C. A school news page. D. A machine repair guide. 【答案】21.C 22.A 23.D 24.B 25.C 【导语】本文是一篇新闻报道，介绍一所职校举办的“One Dish, One Story”烹饪挑战。活动要求学生解释菜品与特定人物或情境的匹配关系，体现烹饪中的问题解决、服务意识和清晰表达。 【详解】21. 细节理解题。第一段说明评委要求解释菜品为何适合某人或某情境，这使活动更实用也更难，C项正确。 22. 细节理解题。第二段写 Group One 选择 boiling 是因为菜品应 warm, quick and light，A项对应。 23. 推理判断题。获胜组用卡片询问口味反馈，评委认为他们理解服务，D项正确。 24. 主旨理解题。最后一段指出成功菜品要 match the eater, the time and the purpose，B项正确。 25. 出处推断题。文章报道学校烹饪挑战活动，最可能出自学校新闻页面，C项正确。 C During his hotel kitchen practice, Marco was asked to prepare a simple chicken salad for two guests. He had practised the recipe many times: wash vegetables, roast the chicken, cut everything into pieces, add sauce and serve. Because the steps were familiar, he worked fast and felt confident. Just before serving, one guest said she preferred a lighter taste and could not eat much pepper. Marco's first thought was, 'But the recipe says pepper.' He looked at the finished salad and became worried. His trainer, Ms. Lin, did not give him the answer directly. She asked, 'What is the purpose of a recipe?' Marco answered, 'To guide us.' Ms. Lin nodded, 'Yes, but the guest's need guides us too.' Marco made a second small bowl of sauce with less pepper and put extra cucumber on the side. Then he explained politely, 'This one has a lighter sauce. You may add more if you like.' The guest thanked him and said the choice made her feel respected. Another guest praised the clear explanation. Marco answered, 'Thank you. I will keep improving.' At the end of the practice, Marco wrote in his notebook that cooking was not copying steps. A recipe was a starting point. Real service required listening, adjusting and explaining. Since then, he has checked preferences before adding strong seasonings. He still follows recipes, but he now understands when and why to adjust them. 26. Why did Marco feel confident at first? A. The guests had already left. B. He had never made salad before. C. He had practised the recipe many times. D. Ms. Lin cooked everything for him. 27. What did Ms. Lin want Marco to understand? A. A recipe should be thrown away. B. Guests' needs should also guide cooking. C. Pepper must be used in every salad. D. Trainers should answer every question directly. 28. How did Marco solve the problem of lighter taste? A. He made a second sauce with less pepper. B. He refused to serve the guest. C. He added more pepper to both bowls. D. He removed all vegetables from the salad. 29. What can we infer from Marco's polite explanation? A. He wanted to hide his mistake from guests. B. He believed English explanations were useless. C. He used communication to give the guest a choice. D. He asked the guest to follow the original recipe. 30. What lesson does Marco learn from the practice? A. Real service requires listening, adjusting and explaining. B. Copying steps is always enough in a kitchen. C. Strong seasoning suits all guests. D. Confidence means never changing a plan. 【答案】26.C 27.B 28.A 29.C 30.A 【导语】本文是一篇职场实践类记叙文，讲述Marco在酒店厨房实习中根据客人口味调整鸡肉沙拉的经历。文章通过导师提问和Marco的处理方式，说明烹饪服务需要听取需求、灵活调整并清楚解释。 【详解】26. 细节理解题。第一段说明他多次练习该做法，因此熟悉步骤并自信，C项正确。 27. 推理判断题。Ms. Lin 说 the guest's need guides us too，意在说明客人需求也应指导烹饪，B项正确。 28. 细节理解题。第三段写他 made a second small bowl of sauce with less pepper，A项对应。 29. 推理判断题。他解释 lighter sauce 并让客人自行添加，说明通过沟通给客人选择，C项正确。 30. 主旨理解题。末段直接指出 Real service required listening, adjusting and explaining，A项概括准确。 D Cooking is sometimes described as a life skill, but it is also a quiet way to understand culture. A bowl of soup, a plate of dumplings or a sandwich can show what people value: speed, balance, sharing or respect. When students learn cooking only as a set of steps, they may miss the meaning behind the food. In many Chinese families, food is connected with harmony. A meal often includes different colours, tastes and textures, because balance is believed to make eating pleasant and healthy. Steaming and boiling are common when people want a light taste, while stir-frying may be chosen when a quick and lively dish is needed. These choices are not random; they reflect ideas about health, time and togetherness. Food also teaches manners. Serving others before oneself, using public chopsticks, and responding politely to praise all send messages. The underlined word 'manners' refers to the polite ways people behave with others. Good manners do not make food more expensive, but they can make a meal more comfortable. In a training restaurant, for example, a student who asks about a guest's preference may create a better experience than one who simply follows a fixed recipe. Paragraph 2 focuses on cultural ideas in food choices, while Paragraph 3 explains social behaviour during meals. Together, they show why cooking lessons can support communication. Students who cook, serve and explain food learn to notice details. They may become more patient speakers, better listeners and more thoughtful workers. In this sense, cooking is not just about feeding the body; it is also about learning how to live with others. 31. What does Paragraph 1 suggest about cooking? A. It can show cultural values besides practical steps. B. It has nothing to do with life skills. C. It is only a way to save money. D. It should avoid all cultural meanings. 32. According to Paragraph 2, why are steaming and boiling often chosen? A. They always make food expensive. B. They are used only for sandwiches. C. They suit a light taste and ideas about health. D. They require the longest cooking time. 33. What does the underlined word 'manners' in Paragraph 3 mean? A. Cooking tools used in a kitchen. B. Polite ways people behave with others. C. Prices printed on a menu. D. Colours of vegetables in soup. 34. What is the function of Paragraph 4? A. It lists recipes for several family dishes. B. It repeats the price of public chopsticks. C. It argues that students should stop cooking. D. It connects food culture with communication ability. 35. Which is the best title for the passage? A. Cooking: A Lesson in Culture and Communication B. Why Sandwiches Are Faster Than Soup C. The Only Correct Way to Use Pepper D. A Training Restaurant Without Guests 【答案】31.A 32.C 33.B 34.D 35.A 【导语】本文是一篇社科科普说理文，说明烹饪不仅是生活技能，也承载文化价值和交际意义。文章从食物选择中的平衡观念、餐桌礼仪和服务沟通角度，阐释烹饪训练如何促进学生理解他人。 【详解】31. 细节理解题。第一段指出食物可体现 speed, balance, sharing or respect，说明烹饪能呈现文化价值，A项正确。 32. 细节理解题。第二段说当人们想要清淡口味时常选择 steaming and boiling，并与健康等观念相关，C项正确。 33. 词义猜测题。划线词后解释为 polite ways people behave with others，B项正确。 34. 段落作用题。第四段综合第二、三段，说明烹饪课支持 communication，并培养倾听和表达，D项正确。 35. 主旨标题题。全文围绕 cooking、culture 和 communication 的关系展开，A项最佳。 三、完形填空（共10小题；每小题1分，满分10分） 阅读下列短文，从短文后各题所给的 A、B、C、D 四个选项中，选出可以填入空白处的最佳选项。 Last month, I helped write a cooking guide for new students in our training kitchen. At first, I wanted to list many rules, but my teacher advised me to connect each rule with a real problem. She said beginners remember advice better when it comes from a real scene, not from an empty slogan. I interviewed three classmates. The first one said he was weak _______ 36 _______ knife skills. He could name the tools, but he held them in an unsafe way. I suggested that he practise slowly according _______ 37 _______ the teacher's demonstration. The second classmate wanted _______ 38 _______ the taste of her soup quickly. She kept adding salt, but the soup became too strong. I told her that tasting first might work _______ 39 _______ than guessing. The third classmate was afraid of serving guests because he wanted every sentence to be _______ 40 _______. I said simple and polite words were better than silence, especially when a guest needed clear information about ingredients. While writing the guide, I also learned something about myself. I used to explain steps too _______ 41 _______ without checking others' needs. _______ 42 _______ a guest likes a mild taste, I should prepare less pepper. If another guest praises the dish, I can say 'Thank you' and invite feedback. These small choices can _______ 43 _______ respect. Our guide was not perfect, _______ 44 _______ it helped new students see that cooking is a set of thoughtful actions. With practice, everyone can move _______ 45 _______ toward safer and warmer service. The guide finally included a checklist for washing hands, separating tools, asking preferences and reflecting after service for beginners. 36. A. for B. at C. in D. with 37. A. to B. with C. by D. from 38. A. improving B. improved C. improve D. to improve 39. A. good B. better C. best D. well 40. A. common B. useful C. perfect D. cultural 41. A. careful B. careless C. care D. carelessly 42. A. If B. Unless C. Although D. Until 43. A. repeat B. create C. increase D. reach 44. A. because B. so C. but D. or 45. A. confidently B. confidence C. confident D. confide 【答案】36.C 37.A 38.D 39.B 40.C 41.D 42.A 43.B 44.C 45.A 【导语】本文是一篇实践反思类记叙文，讲述作者为实训厨房新生编写烹饪指南时采访同学，并把安全用刀、调味、服务表达和尊重客人需求融入建议的过程。 【详解】36. 考查介词。be weak in 表示“在……方面薄弱”，knife skills 为能力领域。 37. 考查介词。according to 为固定搭配，表示“按照”。 38. 考查非谓语。want to do sth. 后接不定式，填 to improve。 39. 考查比较级。than 表明用 better。 40. 考查形容词。害怕服务客人是因为希望每句话都 perfect“完美”。 1. 考查副词。修饰 explain steps 用副词，carelessly 表示过去解释步骤太草率。 42. 考查连词。后文为条件结果关系，用 If。 43. 考查动词。create respect 表示“营造尊重”，符合服务语境。 44. 考查连词。前后为转折：指南不完美，但有帮助。 45. 考查副词。修饰 move 用副词 confidently。 四、语法填空（共10小题；每小题1分，满分10分） 阅读下列短文，在空白处填入一个适当的词，或填入括号中所给单词的正确形式，并将答案写在对应处。 A good cook should know that _______ 46 _______ is important to follow steps, but steps are not everything. When Chen Yu made steamed buns for visitors, he prepared _______ 47 _______ (tradition) fillings first. Then he learned _______ 48 _______ (balance) taste and health. Too much salt _______ 49 _______ (be) not suitable for many people. A lighter taste was _______ 50 _______ (useful) than he expected. Later, a guest asked _______ 51 _______ the buns were made. Chen Yu explained that he _______ 52 _______ (prepare) the fillings before the guests arrived and then steamed the buns for fifteen minutes. The clear explanation _______ 53 _______ he gave made the guest smile. He also served the food _______ 54 _______ (safe) with public chopsticks. If he keeps practising, he _______ 55 _______ (understand) cooking and service better. 46._________ 47._________ 48._________ 49._________ 50._________ 51._________ 52._________ 53._________ 54._________ 55._________ 【答案】46.it 47.traditional 48.to balance 49.is 50.more useful 51.how 52.had prepared 53.that/which 54.safely 55.will understand 【导语】本文讲述陈宇为访客制作蒸包并进行服务说明的经历，重点考查形式主语、词性转换、非谓语、主谓一致、比较级、宾语从句、过去完成时、定语从句、副词和条件句。 【详解】46. it is important to do sth. 中 it 作形式主语。 47. 修饰 fillings 用形容词 traditional。 48. learn to do sth. 表示“学习做某事”，填 to balance。 49. Too much salt 作不可数整体，谓语用 is。 50. than 表明用比较级 more useful。 51. 根据后文解释制作方式可知，宾语从句引导词用 how。 52. 准备馅料发生在客人到达之前，表示过去的过去，用 had prepared。 53. 先行词 explanation 指物，定语从句缺宾语，填 that/which。 54. 修饰 served 用副词 safely。 55. If 条件句遵循主将从现，主句用 will understand。 五、书面表达（满分20分） 你校英文公众号正在征集题为“Cooking Skills Make Life Better”的短文。请你根据以下提示写一篇英文短文投稿。 内容包括： (1) 说明学习烹饪技能的重要性； (2) 介绍至少三点具体做法，如安全准备食材、选择合适烹饪方式、注意食用者口味、礼貌服务等； (3) 结合个人或校园实践说明收获； (4) 鼓励同学在生活中练习烹饪。 写作要求： (1) 词数不少于80； (2) 必须包括要点，可以适当扩充，但不能逐词翻译； (3) 文中不得出现真实姓名和学校名称。 ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 【参考范文】 Cooking skills can make our life better because they help us live more independently and care for others. In my opinion, safe preparation always comes first. We should wash our hands, clean the table and prepare fresh ingredients before cooking. Second, we need to choose a suitable method. For example, steaming is good for a light taste, while stir-frying is useful for a quick lunch. Third, a good cook should think about the eater. If someone likes mild food, we should use less pepper or salt. Last week, I made sandwiches for our class activity. I learned to ask about preferences and respond to praise politely. Cooking is not only a skill but also a way to show respect. Let us practise from simple dishes and improve step by step. 【词汇积累】live independently 独立生活；safe preparation 安全准备；suitable method 合适的方法；mild food 清淡食物；ask about preferences 询问偏好；show respect 表示尊重 【句式拓展】1. Cooking skills can make our life better because... 可用于说明重要性。 2. If someone likes..., we should... 可用于表达根据需求调整做法。 【点睛】范文紧扣“烹饪技能改善生活”主题，从重要性、具体做法、实践收获和倡议四方面展开，既有方法说明，也有校园实践例证，符合投稿短文要求。 原创精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 $ 编写说明：本套试卷紧扣《英语 基础模块3》（语文版2022版）教材，以教材单元为基准精准覆盖核心考点。 每个单元设置AB卷，A卷为基础巩固卷，侧重基础考点训练，帮助学生扎实掌握知识要点；B卷为能力提升卷，注重知识整合与全面检测，引导学生构建知识网络。全书设计4份综合测试卷，模拟实战情境，聚焦解题能力突破，全面提升应试能力与知识应用水平。 《英语 基础模块3》（语文版2022版）《单元过关卷》 Unit 8 Cooking Skills B卷·能力提升 考试时间：120分钟 满分：100分 班级_____姓名_____学号_____成绩_____ 一、情景交际（共15小题；满分20分） 第一节 读下列10个短对话，从题后所给的 A、B、C、D 四个选项中选出可以填入空白处的最佳选项。（共10小题，每小题1分，满分10分） 1. —Our stir-fried vegetables lost their bright colour although we used fresh ingredients. —_______. The pan may not have been hot enough, and you moved them too slowly. A. Fresh ingredients never need heat. B. You should boil them for another hour. C. The vegetables must be cut larger. D. The cooking method may be the problem. 2. —The guest praised my soup, but I was not sure how to answer naturally. —_______. It sounds polite and confident. A. Say 'Thank you. I am glad you like it.' B. Say 'No, it tastes terrible.' C. Ask the guest to stop praising you. D. Leave the table immediately. 3. —I want to explain the difference between boiling and steaming in my speech. —_______. That comparison will be clear. A. Say both methods use much oil. B. Talk only about the price of noodles. C. Mention whether food touches water directly. D. Avoid examples like buns or dumplings. 4. —Which title should I use when I email Ms. Green, the food culture trainer, for the first time? —_______. It is safer in a formal message. A. Hi Green B. Dear Ms. Green C. Hello Trainer Food D. Dear First Name 5. —I followed the recipe, but the dish still did not suit my little sister. —_______. A good cook thinks about the eater, not only the steps. A. Recipes should always be ignored. B. Little children should not eat meals. C. You must add more pepper next time. D. You need to adjust the taste for her. 6. —Could you help me check the temperature before I put the glass dish into cold water? —_______. Sudden temperature changes can be dangerous. A. Certainly. B. Never mind. C. It does not matter. D. I dislike glass dishes. 7. —I have only ten minutes to prepare lunch. Should I roast chicken? —_______. It usually takes longer and needs careful temperature control. A. Yes, roasting is always the fastest method. B. You may choose a quicker method like stir-frying. C. You should not eat lunch today. D. You can put frozen chicken on the table. 8. —What does 'retain' mean in 'Steaming can retain the natural colour of vegetables'? —_______. A. It means to lose something quickly. B. It means to cover something with oil. C. It means to keep something and not lose it. D. It means to cut something into pieces. 9. —The recipe says 'add pepper to taste'. Does it mean I must add a lot? —_______. It means you should add it according to the eater's preference. A. Yes, more pepper is always better. B. No, pepper should never be used. C. It means adding sugar instead. D. No, it depends on personal taste. 10. —Our group presentation is full of cooking words, but the order is confusing. —_______. Use first, then, after that and finally. A. Organize the steps with sequence words. B. Remove all examples from the speech. C. Speak faster to finish earlier. D. Translate every sentence word for word. 第二节 读下面一段对话，从方框中所给的 A、B、C、D、E、F 和 G 七个选项中选出可以填入空白处的最佳选项。（共5小题，每小题2分，满分10分） Anna: We need to design a poster about safe and healthy cooking. What should be the first part? Wang Jun: _______ 11 _______ Many kitchen problems start before the fire is turned on. Anna: True. We also need to compare cooking methods. Wang Jun: _______ 12 _______ That will help readers choose the right method. Anna: What about taste? Some people like strong flavours. Wang Jun: _______ 13 _______ Too much salt or pepper may not suit everyone. Anna: Should we mention table manners? Wang Jun: Yes. _______ 14 _______ It shows respect when sharing food. Anna: Let's end with a practical suggestion. Wang Jun: _______ 15 _______ A. A polite response to praise is also important. B. We should tell readers to ignore different eaters. C. We can explain when to boil, steam, stir-fry or roast. D. Posters should use no examples at all. E. Start with washing hands and preparing ingredients safely. F. Try a simple dish first, reflect on it, and improve next time. G. Season food to taste instead of adding the same amount for all. 二、阅读理解（共20小题；每小题2分，满分40分） 阅读下列短文，从题后所给的 A、B、C、D 四个选项中选出最佳答案。 A The City Food Culture Center is offering four weekend workshops for vocational students. Each student may register for one workshop before March 8. A student card is needed. If a student cancels less than two days before the workshop, the center will keep half of the fee because ingredients are bought in advance. Students should choose according to their real needs: some need safer knife skills, some want to understand food culture, and others hope to serve simple meals more politely. Workshop Time and Place Fee Limit Focus Safe Knife Skills Mar. 14 8:30-10:30 Room 102 20 yuan 20 students aged 15+ Hold tools safely cut onion and cucumber evenly Steam Culture Mar. 14 14:00-16:00 Kitchen 2 18 yuan 24 students aged 14+ Steam buns learn why light taste suits many people Quick Stir-fry Mar. 15 9:00-11:00 Hot Kitchen 24 yuan 18 students aged 16+ Control heat keep vegetables bright Service Sandwich Mar. 15 15:00-17:00 Room 205 16 yuan 30 students aged 14+ Make sandwiches respond to praise ask about preferences 16. Which workshop should a 16-year-old student choose if she wants to keep vegetables bright in a hot pan? A. Safe Knife Skills. B. Quick Stir-fry. C. Steam Culture. D. Service Sandwich. 17. If a student cancels Quick Stir-fry one day before it begins, how much will the center keep? A. 24 yuan. B. 18 yuan. C. 16 yuan. D. 12 yuan. 18. Which workshop combines a cooking task with polite communication? A. Service Sandwich. B. Safe Knife Skills. C. Quick Stir-fry. D. Steam Culture. 19. What should students do when registering for a workshop? A. Register after March 15. B. Choose all four workshops. C. Use a student card and consider real needs. D. Cancel late to keep the whole fee. 20. Which statement is TRUE according to the notice and the table? A. Steam Culture is only for students aged 16+. B. Ingredients are prepared before workshops. C. Safe Knife Skills has the largest limit. D. Service Sandwich takes place on March 14 morning. B A local vocational school held a 'One Dish, One Story' cooking challenge last week. Instead of asking students to cook the most difficult dish, the judges asked each group to explain why the dish suited a certain person or situation. This rule made the challenge more practical and more difficult. Students had to think about ingredients, methods, taste and communication at the same time. Group One made tomato and egg noodles for a night-shift worker. They chose boiling because the dish should be warm, quick and light. Group Two made steamed vegetable buns for grandparents. They cut the vegetables into smaller pieces and used less salt. Group Three cooked stir-fried cucumbers and eggs for students who had only a short lunch break. They kept the pan hot and moved the food quickly to keep a fresh colour. The winning group did not use the most expensive ingredients. They made a sandwich box for visitors to a skills festival. Each sandwich had a small card explaining the ingredients and asking, 'Would you like more pepper or less cheese next time?' The judges said the group understood service: food should taste good, but it should also invite feedback. After the challenge, many students said they had learned that cooking was a form of problem solving. A dish is successful when it matches the eater, the time and the purpose. The activity also helped students practise clear English instructions such as first, second, after that and finally. 21. What made the cooking challenge more practical and difficult? A. Students had to buy expensive ingredients. B. Students had to cook without any recipe. C. Students had to explain why the dish suited a situation. D. Students had to finish all dishes in five minutes. 22. Why did Group One choose boiling for the noodles? A. The dish needed to be warm, quick and light. B. The workers wanted cold sandwiches only. C. Boiling was required for every group. D. The dish had to use no water. 23. What can we learn about the winning group? A. They won because their food was the most expensive. B. They refused to collect visitors' opinions. C. They cooked only for grandparents. D. They connected food service with feedback. 24. What does the writer suggest about successful cooking? A. It depends only on difficult skills. B. It should match the eater, time and purpose. C. It requires more salt than usual. D. It avoids clear English instructions. 25. Where can you probably read this passage? A. A personal medical report. B. A restaurant price list. C. A school news page. D. A machine repair guide. C During his hotel kitchen practice, Marco was asked to prepare a simple chicken salad for two guests. He had practised the recipe many times: wash vegetables, roast the chicken, cut everything into pieces, add sauce and serve. Because the steps were familiar, he worked fast and felt confident. Just before serving, one guest said she preferred a lighter taste and could not eat much pepper. Marco's first thought was, 'But the recipe says pepper.' He looked at the finished salad and became worried. His trainer, Ms. Lin, did not give him the answer directly. She asked, 'What is the purpose of a recipe?' Marco answered, 'To guide us.' Ms. Lin nodded, 'Yes, but the guest's need guides us too.' Marco made a second small bowl of sauce with less pepper and put extra cucumber on the side. Then he explained politely, 'This one has a lighter sauce. You may add more if you like.' The guest thanked him and said the choice made her feel respected. Another guest praised the clear explanation. Marco answered, 'Thank you. I will keep improving.' At the end of the practice, Marco wrote in his notebook that cooking was not copying steps. A recipe was a starting point. Real service required listening, adjusting and explaining. Since then, he has checked preferences before adding strong seasonings. He still follows recipes, but he now understands when and why to adjust them. 26. Why did Marco feel confident at first? A. The guests had already left. B. He had never made salad before. C. He had practised the recipe many times. D. Ms. Lin cooked everything for him. 27. What did Ms. Lin want Marco to understand? A. A recipe should be thrown away. B. Guests' needs should also guide cooking. C. Pepper must be used in every salad. D. Trainers should answer every question directly. 28. How did Marco solve the problem of lighter taste? A. He made a second sauce with less pepper. B. He refused to serve the guest. C. He added more pepper to both bowls. D. He removed all vegetables from the salad. 29. What can we infer from Marco's polite explanation? A. He wanted to hide his mistake from guests. B. He believed English explanations were useless. C. He used communication to give the guest a choice. D. He asked the guest to follow the original recipe. 30. What lesson does Marco learn from the practice? A. Real service requires listening, adjusting and explaining. B. Copying steps is always enough in a kitchen. C. Strong seasoning suits all guests. D. Confidence means never changing a plan. D Cooking is sometimes described as a life skill, but it is also a quiet way to understand culture. A bowl of soup, a plate of dumplings or a sandwich can show what people value: speed, balance, sharing or respect. When students learn cooking only as a set of steps, they may miss the meaning behind the food. In many Chinese families, food is connected with harmony. A meal often includes different colours, tastes and textures, because balance is believed to make eating pleasant and healthy. Steaming and boiling are common when people want a light taste, while stir-frying may be chosen when a quick and lively dish is needed. These choices are not random; they reflect ideas about health, time and togetherness. Food also teaches manners. Serving others before oneself, using public chopsticks, and responding politely to praise all send messages. The underlined word 'manners' refers to the polite ways people behave with others. Good manners do not make food more expensive, but they can make a meal more comfortable. In a training restaurant, for example, a student who asks about a guest's preference may create a better experience than one who simply follows a fixed recipe. Paragraph 2 focuses on cultural ideas in food choices, while Paragraph 3 explains social behaviour during meals. Together, they show why cooking lessons can support communication. Students who cook, serve and explain food learn to notice details. They may become more patient speakers, better listeners and more thoughtful workers. In this sense, cooking is not just about feeding the body; it is also about learning how to live with others. 31. What does Paragraph 1 suggest about cooking? A. It can show cultural values besides practical steps. B. It has nothing to do with life skills. C. It is only a way to save money. D. It should avoid all cultural meanings. 32. According to Paragraph 2, why are steaming and boiling often chosen? A. They always make food expensive. B. They are used only for sandwiches. C. They suit a light taste and ideas about health. D. They require the longest cooking time. 33. What does the underlined word 'manners' in Paragraph 3 mean? A. Cooking tools used in a kitchen. B. Polite ways people behave with others. C. Prices printed on a menu. D. Colours of vegetables in soup. 34. What is the function of Paragraph 4? A. It lists recipes for several family dishes. B. It repeats the price of public chopsticks. C. It argues that students should stop cooking. D. It connects food culture with communication ability. 35. Which is the best title for the passage? A. Cooking: A Lesson in Culture and Communication B. Why Sandwiches Are Faster Than Soup C. The Only Correct Way to Use Pepper D. A Training Restaurant Without Guests 三、完形填空（共10小题；每小题1分，满分10分） 阅读下列短文，从短文后各题所给的 A、B、C、D 四个选项中，选出可以填入空白处的最佳选项。 Last month, I helped write a cooking guide for new students in our training kitchen. At first, I wanted to list many rules, but my teacher advised me to connect each rule with a real problem. She said beginners remember advice better when it comes from a real scene, not from an empty slogan. I interviewed three classmates. The first one said he was weak _______ 36 _______ knife skills. He could name the tools, but he held them in an unsafe way. I suggested that he practise slowly according _______ 37 _______ the teacher's demonstration. The second classmate wanted _______ 38 _______ the taste of her soup quickly. She kept adding salt, but the soup became too strong. I told her that tasting first might work _______ 39 _______ than guessing. The third classmate was afraid of serving guests because he wanted every sentence to be _______ 40 _______. I said simple and polite words were better than silence, especially when a guest needed clear information about ingredients. While writing the guide, I also learned something about myself. I used to explain steps too _______ 41 _______ without checking others' needs. _______ 42 _______ a guest likes a mild taste, I should prepare less pepper. If another guest praises the dish, I can say 'Thank you' and invite feedback. These small choices can _______ 43 _______ respect. Our guide was not perfect, _______ 44 _______ it helped new students see that cooking is a set of thoughtful actions. With practice, everyone can move _______ 45 _______ toward safer and warmer service. The guide finally included a checklist for washing hands, separating tools, asking preferences and reflecting after service for beginners. 36. A. for B. at C. in D. with 37. A. to B. with C. by D. from 38. A. improving B. improved C. improve D. to improve 39. A. good B. better C. best D. well 40. A. common B. useful C. perfect D. cultural 41. A. careful B. careless C. care D. carelessly 42. A. If B. Unless C. Although D. Until 43. A. repeat B. create C. increase D. reach 44. A. because B. so C. but D. or 45. A. confidently B. confidence C. confident D. confide 四、语法填空（共10小题；每小题1分，满分10分） 阅读下列短文，在空白处填入一个适当的词，或填入括号中所给单词的正确形式，并将答案写在对应处。 A good cook should know that _______ 46 _______ is important to follow steps, but steps are not everything. When Chen Yu made steamed buns for visitors, he prepared _______ 47 _______ (tradition) fillings first. Then he learned _______ 48 _______ (balance) taste and health. Too much salt _______ 49 _______ (be) not suitable for many people. A lighter taste was _______ 50 _______ (useful) than he expected. Later, a guest asked _______ 51 _______ the buns were made. Chen Yu explained that he _______ 52 _______ (prepare) the fillings before the guests arrived and then steamed the buns for fifteen minutes. The clear explanation _______ 53 _______ he gave made the guest smile. He also served the food _______ 54 _______ (safe) with public chopsticks. If he keeps practising, he _______ 55 _______ (understand) cooking and service better. 46._________ 47._________ 48._________ 49._________ 50._________ 51._________ 52._________ 53._________ 54._________ 55._________ 五、书面表达（满分20分） 你校英文公众号正在征集题为“Cooking Skills Make Life Better”的短文。请你根据以下提示写一篇英文短文投稿。 内容包括： (1) 说明学习烹饪技能的重要性； (2) 介绍至少三点具体做法，如安全准备食材、选择合适烹饪方式、注意食用者口味、礼貌服务等； (3) 结合个人或校园实践说明收获； (4) 鼓励同学在生活中练习烹饪。 写作要求： (1) 词数不少于80； (2) 必须包括要点，可以适当扩充，但不能逐词翻译； (3) 文中不得出现真实姓名和学校名称。 ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 原创精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 $