Unit 3 We Are Part of Nature（A卷·基础巩固）《英语 拓展模块》（外研版第二版）单元过关卷（原卷版+解析版）

编写说明：本套试卷紧扣《英语 拓展模块》（外研版第二版）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。全书设计阶段性综合训练，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 拓展模块》（外研版第二版）《单元过关卷》 Unit 3 We Are Part of Nature A卷·基础巩固 考试时间：120分钟 满分：120分 班级_____姓名_____学号_____成绩_____ 第一部分 英语知识运用（共四节，满分 55 分） 第一节（共 5 小题；每小题 1 分，满分 5 分） 语音辨音 从下面每题A、B、C、D四个选项中选出划线部分读音与其他三个不同的一项。 1．A．clean B．breathe C．ready D．season 2．A．grow B．throw C．show D．crowd 3．A．food B．soon C．book D．school 4．A．carbon B．market C．warm D．garden 5．A．planted B．reduced C．worked D．switched 第二节（共 25 小题；每小题 1 分，满分 25 分） 从 A、B、C、D 四个选项中选出可以填入空白处的最佳选项。 6．To protect the river, the volunteers decided to ________ rubbish along the bank every Friday. A．collect B．connect C．design D．celebrate 7．The restaurant buys ________ vegetables from nearby farms to reduce food miles. A．recyclable B．local C．public D．silent 8．Please ________ the lights before you leave the classroom. A．put on B．look for C．switch off D．take up 9．A zero carbon day asks people to use less ________ and travel in a greener way. A．soil B．discount C．reporter D．electricity 10．The old bridge ________ two villages across the river. A．links B．lies C．owns D．observes 11．The new library is ________ with energy-saving lights. A．caught B．equipped C．raised D．shared 12．Students can get a small ________ if they come to the museum by bus. A．process B．policy C．discount D．produce 13．We should take public ________ more often instead of driving alone. A．policy B．wildlife C．campaign D．transport 14．After the rain, we could ________ the green hills far away. A．catch sight of B．be proud of C．run out of D．take care of 15．The city has made a new environmental ________ to cut waste in schools. A．owner B．policy C．prairie D．reporter 16．________ the notice, the students began to prepare for Green Week. A．Read B．Reading C．To read D．Reads 17．The factory closed the old machines, ________ energy consumption by 20 percent. A．reduce B．reduced C．reducing D．to reduce 18．________ enough time, we can design a better flyer for the activity. A．Give B．Giving C．Given D．To give 19．The boy walked into the park, ________ a paper bag for rubbish. A．carried B．to carry C．carries D．carrying 20．Not ________ the rule, Lily asked the guide for help. A．knows B．known C．knowing D．to know 21．There is ________ useful poster about water saving on the wall. A．a B．an C．the D．/ 22．My classmates ________ trees in the community last Sunday. A．plant B．planted C．will plant D．are planting 23．The bottles ________ into art works by the students yesterday. A．make B．made C．were made D．are making 24．The girl ________ father works in the park knows a lot about birds. A．which B．where C．when D．whose 25．You ________ throw batteries into common rubbish bins. A．must not B．need C．may D．can 26．The air in the village is ________ than that in the busy street. A．fresh B．fresher C．freshest D．the freshest 27．We found ________ important to save water in daily life. A．that B．it C．this D．one 28．________ after the long walk, the students still picked up the bottles on the grass. A．Tired B．Tiring C．To tire D．Tire 29．It was the young reporter ________ introduced the zero carbon idea to us. A．which B．where C．when D．that 30．—Would you like to join our beach clean-up this Saturday? —________ A．That is all right. B．I am sorry to hear that. C．Yes, I would love to. D．It does not matter. 第三节（共 10 小题；每小题 1.5 分，满分 15 分） 完形填空 Last April, our class joined a Green Week activity in a small park near our school. At first, I thought it would be only ____31____ ordinary cleaning job, so I put a pair of gloves ____32____ my bag and left home early. When we arrived, our teacher asked us to work in groups. She also gave ____33____ a simple map, showing where rubbish was usually found. My group walked along a stretch of grass beside the river. We soon saw plastic bottles under the trees and paper cups near the benches. I wanted to finish quickly, but my partner Li Ming worked more ____34____ than I did. He checked beneath the bushes and even picked up tiny pieces of plastic. Seeing his care, I began to understand that protecting nature was not a show, but a ____35____ habit. Later, a little girl stopped and asked why we were doing this. Li Ming smiled and explained that the park was a small ecosystem, and every bird, plant and insect ____36____ a clean home. By noon, we had collected five bags of rubbish. Although we were tired, we felt proud because the river bank looked much ____37____. On the way back, our teacher said, “If everyone does a little, the environment will change.” Her words stayed in my mind, ____38____ I decided to observe a zero carbon day every month. I may not do great things, ____39____ I can start with small actions. Nature gives us a home; we should give ____40____ back to it. 31．A．a B．an C．the D．/ 32．A．for B．into C．with D．about 33．A．they B．them C．their D．theirs 34．A．careless B．carefully C．sudden D．suddenly 35．A．daily B．noisy C．weak D．strange 36．A．needed B．changed C．lost D．broke 37．A．cleaner B．slower C．higher D．heavier 38．A．or B．so C．but D．unless 39．A．because B．although C．but D．when 40．A．kindness B．space C．rubbish D．hope 第四节（共 5 小题；每小题 2 分，满分 10 分） 短文词形变换填空 Low-carbon living is not far from us. In our school, many students have started with small ____41____ (change). Some walk to school when the weather is fine, and others use ____42____ (they) own cups instead of paper cups. These habits may look simple, but they can save energy and reduce waste. Last week, our class designed a flyer about saving electricity. We ____43____ (put) it near the classroom door. It reminded everyone to switch off the lights before leaving. With more students acting ____44____ (careful), our classroom became greener. I believe each small step can make nature ____45____ (good) than before. 第二部分 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。 A Go Green Week Activity Time & Place Who Can Join Cost & Notes Eat Real April 20-21, 10:00-18:00 Food Court Students who want healthy meals Vegetable set: ¥12 Fruit cup: ¥6; bring your own box and save ¥2 Drink Local April 22, 9:00-15:00 Student Union Anyone interested in water taste tests Free; compare bottled water and tap water Waste Not April 23, 11:00-16:00 Outside Student Hall Students aged 15 or above Free clothing exchange; bring at least one clean item Move Yourself April 24, 15:00-17:00 Playground Teams of four students ¥8 each; teams using shared bikes get one free drink Switch Off Debate April 24, 19:30-20:40 Student Union Students who can explain one saving-energy example Free; arrive ten minutes early; late students must sit at the back Community Promise April 24, 20:40-21:00 Student Union entrance Class leaders and volunteers after the debate Free; sign a promise card and take a low-carbon checklist home 46．If Li Hua buys one vegetable set and one fruit cup with his own box, how much should he pay? A．¥16 B．¥18 C．¥20 D．¥22 47．Which activity should a student choose if she is free only at noon on April 23 and wants to reuse clothes? A．Eat Real B．Drink Local C．Waste Not D．Move Yourself 48．What can we learn about Drink Local? A．It asks students to pay ¥8 each. B．It is held on the playground. C．It compares two kinds of drinking water. D．It requires students to bring clothes. B When our class planned a trip to the wetland park, I expected a relaxing walk. However, the guide gave each group a small notebook and asked us to record what we saw. “A wetland is not just water and grass,” she said. “It is a home linked by many living things.” Her words made us slow down. We looked beneath leaves, listened to birds and followed the marks of small animals in the soil. The guide also reminded us that a wetland keeps water clean, offers food to birds and protects nearby communities from sudden floods. Because of this, each note in our notebook had to include not only what we saw, but also why it might matter to the whole place. At first, my friend Zhao Rui only wanted to take photos. Then he caught sight of a plastic bag caught in the reeds. A duck tried to swim around it, but the bag moved with the wind and blocked its way. Zhao Rui picked it up with a stick and put it into a rubbish bag. After that, he became the most careful member in our group. He wrote down the names of plants, counted birds and reminded us not to step on young grass. Before leaving, we designed a simple flyer for visitors. It said, “Walk on the path, take away your waste, and keep the wetland alive.” The guide praised our work because it turned observation into action. On the bus home, I understood that environmental protection begins when we notice the needs of the life around us. 49．Why did the guide give each group a notebook? A．To ask students to sell flyers. B．To help students record wetland observations. C．To make students draw a map of the city. D．To let students count money for tickets. 50．What changed Zhao Rui during the visit? A．He found a duck was troubled by a plastic bag. B．He lost his camera near the reeds. C．He was asked to give a speech on the bus. D．He saw many visitors picking flowers. 51．Which action shows Zhao Rui became careful? A．He bought food for the guide. B．He walked faster than others. C．He counted birds and protected young grass. D．He played games on the path. 52．What was the main message of the flyer? A．Visitors should walk safely and leave no waste. B．Visitors should swim freely in the wetland. C．Students should take more photos of ducks. D．The park should sell notebooks to groups. C In a village near the Taihang Mountains, an old man named Han Qingsong has looked after a small forest for more than thirty years. When he was young, the hillside behind his home was dry and grey. Heavy rain often carried soil into the river, and strong wind blew dust into people’s houses. Han believed that the hill could become green again if someone kept working on it. He began by planting local trees because they could live through cold winters and dry springs. The first few years were difficult. Some trees died, and some were eaten by animals. Neighbors advised him to give up, but Han only smiled and replanted. To save water, he carried used water from his home to the hill. He also taught children not to break young branches. Slowly, birds returned, grass covered the ground, and the river became clearer after rain. During the driest season, he covered the young trees with grass to keep moisture in the soil and marked each row with small wooden sticks so that children could water them without stepping on new roots. A few years ago, a group of vocational school students visited the forest. They wanted to design a flyer about ecological protection, but they thought such words were too big to explain. Han took them to a young pine and said, “This tree is small, yet it holds the soil beneath your feet.” The students suddenly understood that an ecosystem is built by countless small links. Later, their flyer used the picture of the pine and the sentence “Protect one tree, protect one home.” Han is not a famous scientist, but his long effort has become a quiet lesson for the village. People now plant seasonal food, use fewer plastic bags and take public transport when they go to town. The forest also reminds young people that harmony with nature is not a slogan. It is a process requiring patience, knowledge and daily responsibility. 53．What problem did the village face when Han was young? A．The hill was dry and caused soil loss. B．The river was too deep for children. C．The forest was too large to manage. D．The village had no road to town. 54．Why did Han choose local trees at first? A．They grew colorful flowers every month. B．They could be sold at a higher price. C．They suited the local weather better. D．They needed no soil to grow. 55．What does the underlined word “links” in Paragraph 3 probably mean? A．connections B．prices C．mistakes D．reports 56．What can we infer from the students’ flyer? A．They finally understood protection through a concrete example. B．They believed ecological protection was impossible. C．They used Han’s photo to sell more tickets. D．They stopped visiting the forest after the trip. D Many people think environmental protection means doing something large, such as building a forest or cleaning a river. In fact, scientists who study daily habits often pay attention to small choices. A light left on for one hour, a paper cup used for five minutes, or a short ride taken by car may look unimportant. However, when these choices are repeated by thousands of people, their influence becomes measurable. This is why low-carbon living focuses on both personal habits and public systems. Researchers also point out that behavior is easier to keep when people receive quick feedback from the places where they study, eat and travel. One useful idea is “energy visibility”. It means making energy use easy to see. For example, a classroom can put a small card near the switch, showing how much electricity may be saved if lights are turned off during the lunch break. A restaurant can show where its local produce comes from and how shorter transport reduces food miles. When people see the process clearly, they are more likely to change because the result is no longer abstract. Some schools even compare different buildings each month, not to shame anyone, but to help classes discover which habits waste power silently. Another idea is “friendly design”. If recycling bins are hidden in a corner, students may throw bottles into the wrong bin even when they support recycling. If shared bikes are placed near the school gate, more students may choose them instead of asking parents to drive. Good design does not force people; it makes the greener action easier than the wasteful one. In a similar way, a canteen that places smaller plates near the entrance may reduce leftovers because students take food more thoughtfully. Of course, habits still need patience. A campaign may attract attention for a week, but real change comes from repeated practice. Schools can connect lessons, posters and activities so that students understand the ecosystem behind each action. When knowledge, design and daily responsibility work together, environmental protection becomes part of normal life rather than a special event. This kind of change is slow, yet it is strong because it grows from choices people can actually make every day. 57．What does Paragraph 1 mainly explain? A．Small repeated choices can create a real environmental influence. B．Only large projects are useful for protecting nature. C．Scientists care little about people’s daily habits. D．A paper cup is more harmful than a car ride. 58．What does the underlined word “abstract” in Paragraph 2 mean? A．hard to see clearly B．easy to carry away C．full of local produce D．ready to be repaired 59．Why does the writer mention recycling bins and shared bikes? A．To show friendly design can guide greener behavior. B．To prove students dislike all public systems. C．To explain why schools should hide bins. D．To suggest parents should drive more often. 60．Which is the best title for the passage? A．How Small Habits Become Green Power B．Why Campaigns Should Last One Week C．The History of Local Produce D．A New Way to Build Forests 第二节（共 5 小题；每小题 2.5 分，满分 12.5 分） 补全对话 根据对话内容，从方框内的选项中选出能填入空白处的最佳选项，每个选项只能选用一次。 A: Hi, Chen Jie. Our class will design a Go Green Week flyer. ____61____ B: Sure. We can put “switch off the lights” on it. A: Good idea. ____62____ B: We can add “bring your own water bottle”. It is easy for everyone. A: What about transport? B: ____63____ It can reduce pollution. A: Nice. We also need a sentence to call on people to act. B: ____64____ A: Great! I will write it at the bottom of the flyer. B: ____65____ Let’s finish it before Friday. A. Students can walk or take public transport. B. What else can students do every day? C. Would you like to share some ideas? D. Small actions can make a greener future. E. That sounds perfect. 第三部分 书面表达（满分 15 分） 66．学校英语社团正在开展“Live a Low-carbon Life”主题征文活动。请你根据以下提示写一篇80词左右的英语短文，介绍低碳生活的意义和你的具体做法。 提示：1. Why is low-carbon living important? 2. What can you do at school and at home? 3. What do you want to call on others to do? 注意事项：必须包含所有提示信息，可适当发挥；意思清楚，行文连贯；请勿出现真实姓名、校名和地名。 Live a Low-carbon Life ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 北京）股份有限公司原创精品资源学科网独家享有版权，侵权必究！1 学科网（北京）股份有限公司 $ 编写说明：本套试卷紧扣《英语 拓展模块》（外研版第二版）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。全书设计阶段性综合训练，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 拓展模块》（外研版第二版）《单元过关卷》 Unit 3 We Are Part of Nature A卷·基础巩固 考试时间：120分钟 满分：120分 班级_____姓名_____学号_____成绩_____ 第一部分 英语知识运用（共四节，满分 55 分） 第一节（共 5 小题；每小题 1 分，满分 5 分） 语音辨音 从下面每题A、B、C、D四个选项中选出划线部分读音与其他三个不同的一项。 1．A．clean B．breathe C．ready D．season 【答案】C 【详解】A、B、D项划线ea均读/i:/，C项ready中的ea读/e/，读音不同。 2．A．grow B．throw C．show D．crowd 【答案】D 【详解】A、B、C项划线ow均读/əʊ/，D项crowd中的ow读/aʊ/，读音不同。 3．A．food B．soon C．book D．school 【答案】C 【详解】A、B、D项划线oo均读/u:/，C项book中的oo读/ʊ/，读音不同。 4．A．carbon B．market C．warm D．garden 【答案】C 【详解】A、B、D项划线ar均读/ɑ:/，C项warm中的ar读/ɔ:/，读音不同。 5．A．planted B．reduced C．worked D．switched 【答案】A 【详解】A项planted中的ed读/ɪd/，B、C、D项划线ed均读/t/，读音不同。 第二节（共 25 小题；每小题 1 分，满分 25 分） 从 A、B、C、D 四个选项中选出可以填入空白处的最佳选项。 6．To protect the river, the volunteers decided to ________ rubbish along the bank every Friday. A．collect B．connect C．design D．celebrate 【答案】A 【详解】考查动词辨析。collect rubbish表示“收集垃圾”，符合保护河岸的语境。 7．The restaurant buys ________ vegetables from nearby farms to reduce food miles. A．recyclable B．local C．public D．silent 【答案】B 【详解】考查形容词辨析。local表示“当地的”，与nearby farms语义一致。 8．Please ________ the lights before you leave the classroom. A．put on B．look for C．switch off D．take up 【答案】C 【详解】考查动词短语。switch off表示“关掉”，与lights搭配自然。 9．A zero carbon day asks people to use less ________ and travel in a greener way. A．soil B．discount C．reporter D．electricity 【答案】D 【详解】考查名词辨析。use less electricity表示“少用电”，符合低碳生活语境。 10．The old bridge ________ two villages across the river. A．links B．lies C．owns D．observes 【答案】A 【详解】考查动词辨析。link表示“连接”，能说明桥梁连接两个村庄。 11．The new library is ________ with energy-saving lights. A．caught B．equipped C．raised D．shared 【答案】B 【详解】考查固定搭配。be equipped with表示“配备有”。 12．Students can get a small ________ if they come to the museum by bus. A．process B．policy C．discount D．produce 【答案】C 【详解】考查名词辨析。discount表示“折扣”，与get a small搭配。 13．We should take public ________ more often instead of driving alone. A．policy B．wildlife C．campaign D．transport 【答案】D 【详解】考查固定短语。public transport意为“公共交通”。 14．After the rain, we could ________ the green hills far away. A．catch sight of B．be proud of C．run out of D．take care of 【答案】A 【详解】考查短语辨析。catch sight of表示“看见”，符合雨后远望的语境。 15．The city has made a new environmental ________ to cut waste in schools. A．owner B．policy C．prairie D．reporter 【答案】B 【详解】考查名词辨析。policy表示“政策”，与made a new environmental搭配。 16．________ the notice, the students began to prepare for Green Week. A．Read B．Reading C．To read D．Reads 【答案】B 【详解】考查现在分词作状语。主语students与read构成主动关系，用Reading作时间状语。 17．The factory closed the old machines, ________ energy consumption by 20 percent. A．reduce B．reduced C．reducing D．to reduce 【答案】C 【详解】考查现在分词作结果状语。前一动作带来自然结果，用reducing。 18．________ enough time, we can design a better flyer for the activity. A．Give B．Giving C．Given D．To give 【答案】C 【详解】考查过去分词作条件状语。we与give之间为被动关系，Given enough time意为“如果给足时间”。 19．The boy walked into the park, ________ a paper bag for rubbish. A．carried B．to carry C．carries D．carrying 【答案】D 【详解】考查现在分词作伴随状语。carrying说明walked同时发生的伴随动作。 20．Not ________ the rule, Lily asked the guide for help. A．knows B．known C．knowing D．to know 【答案】C 【详解】考查现在分词否定式。Not knowing表示“因为不知道”。 21．There is ________ useful poster about water saving on the wall. A．a B．an C．the D．/ 【答案】A 【详解】考查冠词。useful以辅音音素开头，表泛指用a。 22．My classmates ________ trees in the community last Sunday. A．plant B．planted C．will plant D．are planting 【答案】B 【详解】考查一般过去时。last Sunday提示动作发生在过去。 23．The bottles ________ into art works by the students yesterday. A．make B．made C．were made D．are making 【答案】C 【详解】考查一般过去时的被动语态。bottles与make为被动关系，且时间为yesterday。 24．The girl ________ father works in the park knows a lot about birds. A．which B．where C．when D．whose 【答案】D 【详解】考查定语从句。father与先行词girl构成所属关系，用whose。 25．You ________ throw batteries into common rubbish bins. A．must not B．need C．may D．can 【答案】A 【详解】考查情态动词。must not表示“禁止”，符合环保规则。 26．The air in the village is ________ than that in the busy street. A．fresh B．fresher C．freshest D．the freshest 【答案】B 【详解】考查比较级。than提示使用fresher。 27．We found ________ important to save water in daily life. A．that B．it C．this D．one 【答案】B 【详解】考查it作形式宾语。find it important to do sth.为常用结构。 28．________ after the long walk, the students still picked up the bottles on the grass. A．Tired B．Tiring C．To tire D．Tire 【答案】A 【详解】考查过去分词化形容词作状语。Tired表示主语students的状态。 29．It was the young reporter ________ introduced the zero carbon idea to us. A．which B．where C．when D．that 【答案】D 【详解】考查强调句。It was...that...强调主语the young reporter。 30．—Would you like to join our beach clean-up this Saturday? —________ A．That is all right. B．I am sorry to hear that. C．Yes, I would love to. D．It does not matter. 【答案】C 【详解】考查情景交际。对邀请作肯定回应，用“Yes, I would love to.”。 第三节（共 10 小题；每小题 1.5 分，满分 15 分） 完形填空 Last April, our class joined a Green Week activity in a small park near our school. At first, I thought it would be only ____31____ ordinary cleaning job, so I put a pair of gloves ____32____ my bag and left home early. When we arrived, our teacher asked us to work in groups. She also gave ____33____ a simple map, showing where rubbish was usually found. My group walked along a stretch of grass beside the river. We soon saw plastic bottles under the trees and paper cups near the benches. I wanted to finish quickly, but my partner Li Ming worked more ____34____ than I did. He checked beneath the bushes and even picked up tiny pieces of plastic. Seeing his care, I began to understand that protecting nature was not a show, but a ____35____ habit. Later, a little girl stopped and asked why we were doing this. Li Ming smiled and explained that the park was a small ecosystem, and every bird, plant and insect ____36____ a clean home. By noon, we had collected five bags of rubbish. Although we were tired, we felt proud because the river bank looked much ____37____. On the way back, our teacher said, “If everyone does a little, the environment will change.” Her words stayed in my mind, ____38____ I decided to observe a zero carbon day every month. I may not do great things, ____39____ I can start with small actions. Nature gives us a home; we should give ____40____ back to it. 31．A．a B．an C．the D．/ 32．A．for B．into C．with D．about 33．A．they B．them C．their D．theirs 34．A．careless B．carefully C．sudden D．suddenly 35．A．daily B．noisy C．weak D．strange 36．A．needed B．changed C．lost D．broke 37．A．cleaner B．slower C．higher D．heavier 38．A．or B．so C．but D．unless 39．A．because B．although C．but D．when 40．A．kindness B．space C．rubbish D．hope 【答案】31．B 32．B 33．B 34．B 35．A 36．A 37．A 38．B 39．C 40．A 【导语】本文是一篇记叙文。文章讲述了作者参加公园环保活动的经历。作者起初认为清理垃圾只是普通任务，后来在同伴认真行动和老师启发下，明白了保护自然需要从持续的小事做起。 【详解】31．考查冠词。ordinary cleaning job为单数可数名词短语，ordinary以元音音素开头，用an。 【详解】32．考查介词。put...into...表示“把……放进……”，符合把手套放进包里的动作。 【详解】33．考查代词。gave后接双宾语，指代前面的groups，作宾语用them。 【详解】34．考查副词。修饰动词worked应用副词carefully，说明李明做事认真。 【详解】35．考查形容词。daily habit表示“日常习惯”，与not a show形成对比。 【详解】36．考查动词。每种生物都needed a clean home，符合生态保护语境。 【详解】37．考查形容词比较级。much修饰比较级，且清理后河岸更干净。 【详解】38．考查连词。前句老师的话留在心里，后句决定行动，构成因果关系，用so。 【详解】39．考查逻辑连词。前后为转折：不能做大事，但能从小事开始。 【详解】40．考查名词。give kindness back to it表示“回馈善意”，与自然给我们家园相呼应。 第四节（共 5 小题；每小题 2 分，满分 10 分） 短文词形变换填空 Low-carbon living is not far from us. In our school, many students have started with small ____41____ (change). Some walk to school when the weather is fine, and others use ____42____ (they) own cups instead of paper cups. These habits may look simple, but they can save energy and reduce waste. Last week, our class designed a flyer about saving electricity. We ____43____ (put) it near the classroom door. It reminded everyone to switch off the lights before leaving. With more students acting ____44____ (careful), our classroom became greener. I believe each small step can make nature ____45____ (good) than before. 【答案】41. changes 42. their 43. put 44. carefully 45. better 【导语】本文围绕低碳生活展开，介绍了学生在校园中通过步行、自带水杯、张贴节电宣传单等方式践行绿色生活理念。 【详解】41. 考查名词复数。small前有many修饰，change应使用复数形式changes。 【详解】42. 考查形容词性物主代词。空格修饰cups，需用their。 【详解】43. 考查一般过去时。Last week提示过去时间，put过去式仍为put。 【详解】44. 考查副词。修饰acting应用副词carefully。 【详解】45. 考查形容词比较级。than before提示使用good的比较级better。 第二部分 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。 A Go Green Week Activity Time & Place Who Can Join Cost & Notes Eat Real April 20-21, 10:00-18:00 Food Court Students who want healthy meals Vegetable set: ¥12 Fruit cup: ¥6; bring your own box and save ¥2 Drink Local April 22, 9:00-15:00 Student Union Anyone interested in water taste tests Free; compare bottled water and tap water Waste Not April 23, 11:00-16:00 Outside Student Hall Students aged 15 or above Free clothing exchange; bring at least one clean item Move Yourself April 24, 15:00-17:00 Playground Teams of four students ¥8 each; teams using shared bikes get one free drink Switch Off Debate April 24, 19:30-20:40 Student Union Students who can explain one saving-energy example Free; arrive ten minutes early; late students must sit at the back Community Promise April 24, 20:40-21:00 Student Union entrance Class leaders and volunteers after the debate Free; sign a promise card and take a low-carbon checklist home 46．If Li Hua buys one vegetable set and one fruit cup with his own box, how much should he pay? A．¥16 B．¥18 C．¥20 D．¥22 47．Which activity should a student choose if she is free only at noon on April 23 and wants to reuse clothes? A．Eat Real B．Drink Local C．Waste Not D．Move Yourself 48．What can we learn about Drink Local? A．It asks students to pay ¥8 each. B．It is held on the playground. C．It compares two kinds of drinking water. D．It requires students to bring clothes. 【答案】46．A 47．C 48．C 【导语】本文是一篇应用文，以表格形式介绍“绿色周”的四项活动，包括活动时间、地点、参与对象、费用和注意事项。信息涉及健康饮食、饮用水比较、旧衣交换和绿色出行，旨在引导学生通过具体行动参与环境保护。 【详解】46．细节计算题。Vegetable set为¥12，fruit cup为¥6，自带盒子减¥2，合计12+6-2=¥16。 【详解】47．细节理解题。April 23中午且与旧衣再利用有关，应对应Waste Not，地点在Student Hall外。 【详解】48．细节理解题。Drink Local说明compare bottled water and tap water，表示比较瓶装水和自来水。 B When our class planned a trip to the wetland park, I expected a relaxing walk. However, the guide gave each group a small notebook and asked us to record what we saw. “A wetland is not just water and grass,” she said. “It is a home linked by many living things.” Her words made us slow down. We looked beneath leaves, listened to birds and followed the marks of small animals in the soil. The guide also reminded us that a wetland keeps water clean, offers food to birds and protects nearby communities from sudden floods. Because of this, each note in our notebook had to include not only what we saw, but also why it might matter to the whole place. At first, my friend Zhao Rui only wanted to take photos. Then he caught sight of a plastic bag caught in the reeds. A duck tried to swim around it, but the bag moved with the wind and blocked its way. Zhao Rui picked it up with a stick and put it into a rubbish bag. After that, he became the most careful member in our group. He wrote down the names of plants, counted birds and reminded us not to step on young grass. Before leaving, we designed a simple flyer for visitors. It said, “Walk on the path, take away your waste, and keep the wetland alive.” The guide praised our work because it turned observation into action. On the bus home, I understood that environmental protection begins when we notice the needs of the life around us. 49．Why did the guide give each group a notebook? A．To ask students to sell flyers. B．To help students record wetland observations. C．To make students draw a map of the city. D．To let students count money for tickets. 50．What changed Zhao Rui during the visit? A．He found a duck was troubled by a plastic bag. B．He lost his camera near the reeds. C．He was asked to give a speech on the bus. D．He saw many visitors picking flowers. 51．Which action shows Zhao Rui became careful? A．He bought food for the guide. B．He walked faster than others. C．He counted birds and protected young grass. D．He played games on the path. 52．What was the main message of the flyer? A．Visitors should walk safely and leave no waste. B．Visitors should swim freely in the wetland. C．Students should take more photos of ducks. D．The park should sell notebooks to groups. 【答案】49．B 50．A 51．C 52．A 【导语】本文是一篇记叙文，讲述学生参观湿地公园的经历。导游引导大家观察湿地生态，赵瑞因看到塑料袋影响鸭子而改变了参观方式，最终同学们把观察转化为宣传行动，理解了保护环境从关注身边生命开始。 【详解】49．细节理解题。根据第一段“asked us to record what we saw”可知，笔记本用于记录观察。 【详解】50．因果推理题。第二段塑料袋阻碍鸭子游动促使赵瑞采取行动并改变状态。 【详解】51．细节理解题。第二段提到他记录植物、数鸟并提醒大家不踩幼草，C项概括准确。 【详解】52．细节理解题。宣传语包含Walk on the path和take away your waste，核心是安全行走、不留垃圾。 C In a village near the Taihang Mountains, an old man named Han Qingsong has looked after a small forest for more than thirty years. When he was young, the hillside behind his home was dry and grey. Heavy rain often carried soil into the river, and strong wind blew dust into people’s houses. Han believed that the hill could become green again if someone kept working on it. He began by planting local trees because they could live through cold winters and dry springs. The first few years were difficult. Some trees died, and some were eaten by animals. Neighbors advised him to give up, but Han only smiled and replanted. To save water, he carried used water from his home to the hill. He also taught children not to break young branches. Slowly, birds returned, grass covered the ground, and the river became clearer after rain. During the driest season, he covered the young trees with grass to keep moisture in the soil and marked each row with small wooden sticks so that children could water them without stepping on new roots. A few years ago, a group of vocational school students visited the forest. They wanted to design a flyer about ecological protection, but they thought such words were too big to explain. Han took them to a young pine and said, “This tree is small, yet it holds the soil beneath your feet.” The students suddenly understood that an ecosystem is built by countless small links. Later, their flyer used the picture of the pine and the sentence “Protect one tree, protect one home.” Han is not a famous scientist, but his long effort has become a quiet lesson for the village. People now plant seasonal food, use fewer plastic bags and take public transport when they go to town. The forest also reminds young people that harmony with nature is not a slogan. It is a process requiring patience, knowledge and daily responsibility. 53．What problem did the village face when Han was young? A．The hill was dry and caused soil loss. B．The river was too deep for children. C．The forest was too large to manage. D．The village had no road to town. 54．Why did Han choose local trees at first? A．They grew colorful flowers every month. B．They could be sold at a higher price. C．They suited the local weather better. D．They needed no soil to grow. 55．What does the underlined word “links” in Paragraph 3 probably mean? A．connections B．prices C．mistakes D．reports 56．What can we infer from the students’ flyer? A．They finally understood protection through a concrete example. B．They believed ecological protection was impossible. C．They used Han’s photo to sell more tickets. D．They stopped visiting the forest after the trip. 【答案】53．A 54．C 55．A 56．A 【导语】本文是一篇人文叙事文，讲述韩青松三十多年守护山村小树林的故事。他通过种植适合当地气候的树木、节约用水、教育孩子保护树苗，使荒坡逐渐恢复生机，也启发学生和村民理解生态保护的实际意义。 【详解】53．细节理解题。第一段提到山坡干枯、雨水带走泥土、风把灰尘吹进屋内，A项概括准确。 【详解】54．细节理解题。第二段说明local trees能适应寒冬和干春，说明更适合当地气候。 【详解】55．词义猜测题。前文说生态由许多事物共同构成，links在此指“联系、关联”。 【详解】56．推理判断题。学生用小松树和标语表达保护理念，说明他们通过具体事物理解了抽象概念。 D Many people think environmental protection means doing something large, such as building a forest or cleaning a river. In fact, scientists who study daily habits often pay attention to small choices. A light left on for one hour, a paper cup used for five minutes, or a short ride taken by car may look unimportant. However, when these choices are repeated by thousands of people, their influence becomes measurable. This is why low-carbon living focuses on both personal habits and public systems. Researchers also point out that behavior is easier to keep when people receive quick feedback from the places where they study, eat and travel. One useful idea is “energy visibility”. It means making energy use easy to see. For example, a classroom can put a small card near the switch, showing how much electricity may be saved if lights are turned off during the lunch break. A restaurant can show where its local produce comes from and how shorter transport reduces food miles. When people see the process clearly, they are more likely to change because the result is no longer abstract. Some schools even compare different buildings each month, not to shame anyone, but to help classes discover which habits waste power silently. Another idea is “friendly design”. If recycling bins are hidden in a corner, students may throw bottles into the wrong bin even when they support recycling. If shared bikes are placed near the school gate, more students may choose them instead of asking parents to drive. Good design does not force people; it makes the greener action easier than the wasteful one. In a similar way, a canteen that places smaller plates near the entrance may reduce leftovers because students take food more thoughtfully. Of course, habits still need patience. A campaign may attract attention for a week, but real change comes from repeated practice. Schools can connect lessons, posters and activities so that students understand the ecosystem behind each action. When knowledge, design and daily responsibility work together, environmental protection becomes part of normal life rather than a special event. This kind of change is slow, yet it is strong because it grows from choices people can actually make every day. 57．What does Paragraph 1 mainly explain? A．Small repeated choices can create a real environmental influence. B．Only large projects are useful for protecting nature. C．Scientists care little about people’s daily habits. D．A paper cup is more harmful than a car ride. 58．What does the underlined word “abstract” in Paragraph 2 mean? A．hard to see clearly B．easy to carry away C．full of local produce D．ready to be repaired 59．Why does the writer mention recycling bins and shared bikes? A．To show friendly design can guide greener behavior. B．To prove students dislike all public systems. C．To explain why schools should hide bins. D．To suggest parents should drive more often. 60．Which is the best title for the passage? A．How Small Habits Become Green Power B．Why Campaigns Should Last One Week C．The History of Local Produce D．A New Way to Build Forests 【答案】57．A 58．A 59．A 60．A 【导语】本文是一篇科普说明文，介绍低碳生活中“小习惯”“能源可视化”和“友好设计”的作用。文章指出，个人重复性的微小选择会形成可测量的影响，而清晰的信息呈现和便利的公共设计能够帮助人们把环保融入日常生活。 【详解】57．段落主旨题。第一段通过灯、纸杯、短途开车等例子说明小选择被大量重复后会产生真实影响。 【详解】58．词义猜测题。前文说让过程更清楚可见，因此结果不再“抽象”，abstract在此指“难以清楚看见或理解”。 【详解】59．推理判断题。第三段用垃圾桶和共享单车说明合理设计能让绿色行动更容易发生。 【详解】60．标题归纳题。全文围绕小习惯、可视化和设计如何形成环保力量展开，A项最全面。 第二节（共 5 小题；每小题 2.5 分，满分 12.5 分） 补全对话 根据对话内容，从方框内的选项中选出能填入空白处的最佳选项，每个选项只能选用一次。 A: Hi, Chen Jie. Our class will design a Go Green Week flyer. ____61____ B: Sure. We can put “switch off the lights” on it. A: Good idea. ____62____ B: We can add “bring your own water bottle”. It is easy for everyone. A: What about transport? B: ____63____ It can reduce pollution. A: Nice. We also need a sentence to call on people to act. B: ____64____ A: Great! I will write it at the bottom of the flyer. B: ____65____ Let’s finish it before Friday. A. Students can walk or take public transport. B. What else can students do every day? C. Would you like to share some ideas? D. Small actions can make a greener future. E. That sounds perfect. 【答案】61．C 62．B 63．A 64．D 65．E 【详解】61．后文Sure表明对方接受邀请，因此应询问是否愿意分享想法。 【详解】62．后文提出自带水杯这一日常行动，因此此处询问还能每天做什么。 【详解】63．前文问交通方式，A项回答步行或乘公共交通。 【详解】64．前文需要号召语，D项是完整倡议句。 【详解】65．前文认可写在宣传单底部，E项表示赞同，衔接自然。 第三部分 书面表达（满分 15 分） 66．学校英语社团正在开展“Live a Low-carbon Life”主题征文活动。请你根据以下提示写一篇80词左右的英语短文，介绍低碳生活的意义和你的具体做法。 提示：1. Why is low-carbon living important? 2. What can you do at school and at home? 3. What do you want to call on others to do? 注意事项：必须包含所有提示信息，可适当发挥；意思清楚，行文连贯；请勿出现真实姓名、校名和地名。 Live a Low-carbon Life ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 【参考范文】 Live a Low-carbon Life Low-carbon living is important because it helps save energy and protect our environment. If everyone uses less electricity and produces less waste, our home will become cleaner and greener. At school, I will switch off the lights when I leave the classroom. I will use both sides of paper and take part in clean-up activities. At home, I will take shorter showers and bring my own bag when shopping. I will also ask my family to take public transport more often. Small actions can make a big difference. Let’s live a low-carbon life from today. 【词汇积累】low-carbon living低碳生活；save energy节约能源；switch off关掉；public transport公共交通；make a difference产生影响。 【句式拓展】If everyone uses less electricity and produces less waste, our home will become cleaner and greener. / Let’s live a low-carbon life from today. 【点睛】范文围绕“意义—做法—倡议”展开，结构清晰，使用一般现在时和一般将来时表达观点与计划，适合中职学生仿写。 北京）股份有限公司原创精品资源学科网独家享有版权，侵权必究！1 学科网（北京）股份有限公司 $