Unit 6 Not Just Tasty!（B卷·能力提升）《英语 基础模块1》（外研版第二版）单元过关卷（原卷版+解析版）

**基本信息** 本试卷为《英语 基础模块1》（外研版第二版）Unit 6 B卷能力提升卷，120分钟/120分，紧扣教材核心考点，通过食物、服务等真实情境整合语言知识，提升语言应用与跨文化思维能力。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |语音辨音|5题/5分|字母组合发音（如recipe/bed）|基础语音辨析，巩固发音规则| |单项选择|25题/25分|词汇（sauce）、语法（not only...but also）|考点全面，结合饮食场景| |完形填空|10题/15分|冠词、动词（prepare）|以烹饪俱乐部活动为情境，考查语篇逻辑| |阅读理解|15题/37.5分|活动信息（A篇）、服务经历（B篇）|素材贴近生活，培养信息筛选与推理能力| |书面表达|1题/15分|食物描述与意义表达|结合个人经历，提升语言输出与思维品质|

编写说明：本套试卷紧扣《英语 基础模块1》（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1》（外研版第二版）《单元过关卷》 Unit 6 Not Just Tasty! B卷·能力提升 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 语音辨音（共5小题；每小题1分，满分5分） 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单词划线部分读音不同的一项。 1．A．recipe B．bed C．these D．pen 2．A．location B．pasta C．practice D．bag 3．A．pudding B．put C．push D．number 4．A．sweet B．coffee C．keep D．sleep 5．A．nut B．sun C．jump D．fuel 第二节 单项选择（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．A good restaurant should offer not only tasty food __________ a comfortable atmosphere. A．but also B．or C．so D．because 7．The chef added a special __________ to the fish, so it tasted sweet and sour. A．string B．symbol C．sauce D．website 8．If the soup is too hot, __________ it for a few minutes before eating. A．drinking B．drank C．to drink D．cool 9．The notice says all members __________ reply by next Monday. A．must B．may C．can D．would 10．The students discussed __________ to make the salad healthier. A．how B．where C．who D．whose 11．The family recipe __________ down from grandmother to mother many years ago. A．passes B．is passing C．was passed D．will pass 12．__________ with fast food, home-made meals usually carry more family memories. A．Compare B．Comparing C．To compare D．Compared 13．This is the website __________ students can read more recipes. A．when B．which C．who D．where 14．The waiter spoke slowly __________ the foreign guest could understand the menu. A．unless B．even if C．so that D．as soon as 15．—Could I share one steak with my friend? —__________ A．It is a symbol. B．The price is history. C．Don't add rice. D．No problem. 16．The more carefully you read the recipe, the __________ mistakes you will make. A．few B．fewest C．fewer D．less 17．Please tell me __________ the Food and Memory activity will begin. A．where B．what C．when D．which 18．The girl avoided __________ too many sweets because she wanted a healthier diet. A．eaten B．eat C．to eat D．eating 19．Neither cola nor sweet tea __________ a good choice before sleep. A．are B．were C．is D．be 20．The dish looks simple, __________ it requires patience and practice. A．for B．but C．or D．so 21．It was in the small kitchen __________ I learned my first recipe. A．who B．where C．which D．that 22．The food festival attracted __________ students that the hall became crowded. A．too little B．so much C．such a D．so many 23．Our teacher asked us to explain the cooking steps in English, __________ was a little difficult but useful. A．who B．which C．where D．when 24．__________ more about local dishes, the students interviewed three cooks. A．Learn B．Learning C．To learn D．Learned 25．—Dessert makes me happy. —__________, but don't eat too much. A．No idea B．Never mind C．I agree D．You are welcome 26．The old recipe __________ still popular because it is easy to follow. A．remain B．remaining C．to remain D．remains 27．The students will visit the restaurant __________ it rains tomorrow. A．because B．unless C．after D．before 28．The dish __________ smell reminded me of home was cooked by my aunt. A．where B．which C．that D．whose 29．__________ the service was busy, the waiter stayed friendly and patient. A．Because B．If C．Although D．Until 30．—What about trying the vegetable salad? —__________ A．It is a desk. B．Not a bad idea. C．You missed the bus. D．No, I am a nurse. 第三节 完形填空（共10小题；每小题1.5分，满分15分） 阅读下面短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 Our school cooking club decided to design a healthy lunch for workers at a nearby nursing home. At first, we thought it would be 31__________ easy task: buy vegetables, cook soup and send the meal there. However, our teacher asked us to think 32__________ the people who would eat the food. Some elderly people could not chew hard food, and some needed less salt. She told 33__________ to interview the nurses before making the menu. The interviews changed our plan. We learned that warm soup, soft rice and colourful vegetables were better choices. In the training kitchen, each group began to 34__________ a different dish. My group made pumpkin soup. We cut the pumpkin into small pieces, boiled it slowly and added only a little salt. The soup looked 35__________ because of its bright orange colour. Another group prepared steamed fish, which was soft and fresh. When we arrived at the nursing home, we did not simply put the food on the table. We introduced every dish and explained why it was healthy. An old man smiled and said the pumpkin soup reminded him of autumn in his village, 36__________ he used to help his parents harvest vegetables. His words made us quiet for a moment. We suddenly understood that a meal could bring back a person's memory. After lunch, we cleaned the tables and wrote down suggestions from the nurses. They advised us to make the rice even softer next time. Although we were tired, everyone felt proud. The activity taught us that good service starts 37__________ careful listening. It also showed us a place 38__________ cooking skills and kindness could meet. We used to think recipes were only about steps, 3__________9 now we know they are also about people. If we keep learning from real needs, our skills will become 40__________ than before. 31．A．the B．/ C．an D．a 32．A．about B．under C．without D．over 33．A．him B．her C．them D．us 34．A．avoid B．share C．refuse D．prepare 35．A．empty B．noisy C．tasty D．angry 36．A．where B．which C．who D．when 37．A．with B．for C．to D．at 38．A．when B．where C．which D．why 39．A．so B．or C．but D．because 40．A．better B．good C．best D．well 第四节 短文词形变换填空（共5小题；每小题2分，满分10分） Healthy eating does not mean refusing all delicious food. It means making wise choices. For example, we can choose water instead of sweet drinks and eat ____41____ (many) vegetables than before. We can also read menus ____42____ (careful) before ordering. Yesterday our class designed a lunch menu for young workers. Each group ____43____ (write) down three dishes and explained the reason. My group suggested vegetable soup, roast beef and fruit salad. The teacher said our plan was ____44____ (use) because it balanced taste and health. We were proud of ____45____ (we). 第二部分 阅读（共两节，满分50分） 第一节 阅读理解（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 Activity Time and Place Who and Price Main Information Smart Drink Class Tuesday 14:20-15:20 Health Room Students aged 16+ Free Compare water, tea and sweet drinks; learn to read sugar information; bring your own cup. Recipe Writing Camp Wednesday 09:00-11:00 Library Students: 15 yuan Teachers: 20 yuan Write a family recipe in English; a printed recipe book costs 7 yuan more; no meal is served. Festival Food Fair Friday 17:30-19:30 School Hall Everyone Ticket: 12 yuan Try small dishes from different places; children under 8 pay half; vote for the best poster. Service Skills Workshop Saturday 13:30-16:00 Training Restaurant Students aged 17+ 8 yuan Practise taking orders politely; learn table service; bring a notebook and wear clean shoes. 46．A 16-year-old student wants to join a free activity that teaches drink choices. Which activity should he choose? A．Recipe Writing Camp B．Smart Drink Class C．Festival Food Fair D．Service Skills Workshop 47．If a student joins the Recipe Writing Camp and buys the printed recipe book, how much should the student pay? A．10 yuan. B．15 yuan. C．22 yuan. D．28 yuan. 48．Which information about the Service Skills Workshop is TRUE? A．It trains students to take orders politely. B．It is held in the school hall on Friday night. C．It provides free lunch for every parent. D．It asks students to cook without any menu. B The first time I worked as a student waiter in the training restaurant, I believed the task would be simple. I only needed to carry plates and say “Here you are.” However, before the lunch practice began, our teacher gave each of us a menu and asked us to study it for ten minutes. The menu included soup, main courses, drinks and desserts. I soon found that remembering prices was easier than explaining dishes politely. My first guest was an elderly teacher. She asked whether the mushroom soup had much cream. I almost answered “I don't know,” but I remembered the service rule: if you are not sure, check first. I smiled, said “Just a minute, please,” and asked the kitchen group. When I returned with the answer, the teacher nodded and ordered vegetable soup instead. That small moment taught me that good service means honesty, not pretending to know everything. Later, two students wanted to share one steak and order extra onion rings. I had to listen carefully, repeat the order and mark the changes on the form. When the dishes were served correctly, they thanked me. I felt more confident, but I also noticed how tiring service work could be. Standing for two hours, keeping a friendly voice and solving small problems required patience. After class, our teacher asked us to write one lesson from the practice. I wrote: “A waiter carries more than food; he carries information and respect.” I still made mistakes that day, but I understood why service and atmosphere are part of a good meal. 49．What did the writer find difficult before lunch practice? A．Carrying all plates alone. B．Explaining dishes politely. C．Cleaning the whole kitchen. D．Buying food outside school. 50．Why did the writer check with the kitchen group? A．To change the menu prices. B．To answer the guest honestly. C．To avoid serving any soup. D．To ask the teacher to leave. 51．What did the two students ask for? A．Two steaks without onion rings. B．Only desserts and cola. C．One shared steak and extra onion rings. D．Mushroom soup with much cream. 52．What can we infer about service work from the passage? A．It needs patience, listening and respect. B．It is only about walking fast. C．It allows no communication with guests. D．It is easier when prices are forgotten. C Many years ago, in a city famous for river trade, a young woman named Amina opened a tiny food stall near the boat station. She sold rice with vegetables and a sour sauce from her hometown. At first, few people stopped. Boat workers were in a hurry, and some thought the sauce smelled too strong. Amina did not argue. She placed a small sign beside the pot: “Taste first, pay later if you like it.” One rainy evening, a tired boat worker named Karim came to the stall. He had worked since early morning and had only a piece of dry bread. Amina gave him a warm bowl and asked him to sit under the cloth roof. Karim tasted the sauce and said it reminded him of the fruit trees near his childhood home. The next day, he brought two friends. Soon, more workers came, not only for the food but also for the short rest and friendly words. Amina listened to her customers carefully. Some wanted less sour sauce; others asked for extra vegetables. She wrote the requests in a notebook and changed the recipe little by little. She also taught a young helper to greet each guest by name. “People return when they feel remembered,” she said. Her stall became a meeting place where travellers shared news, workers exchanged advice and children waited for their parents after the boats arrived. Years later, a modern restaurant stood where the small stall had been. On the wall hung Amina's old sign. The menu had changed, but one rule remained: every new dish had to be tested by local workers before it was sold. The restaurant owner, Amina's granddaughter, believed that a speciality should not be created only in a kitchen. It should grow from the people who eat it, the place where it is served and the memories it keeps alive. 53．Why did Amina put the sign “Taste first, pay later if you like it” beside the pot? A．To ask workers to cook for her. B．To stop children from coming near. C．To invite people to try an unfamiliar taste. D．To show that all food was free forever. 54．What made Karim feel connected with Amina's food? A．The sauce reminded him of his childhood home. B．The rice was the cheapest in the whole city. C．The stall was built inside a large boat. D．The menu had no vegetables at all. 55．What does the underlined word “requests” in Paragraph 3 refer to? A．Names of arriving boats. B．Customers' wishes about the food. C．Rules written by the city. D．Stories from Amina's family. 56．What idea does the last paragraph mainly show? A．Old signs should be removed from restaurants. B．A speciality grows from people, place and memory. C．Modern restaurants must never change menus. D．Workers should not test new dishes. D In many schools, teachers are trying to connect English learning with cooking tasks. This approach may look simple, but it can train several abilities at the same time. When students read a recipe in English, they must understand action verbs such as prepare, boil and serve. When they explain a dish to a visitor, they practise polite expressions and clear order. A kitchen, therefore, can become a language classroom with real smells, tools and results. The first advantage is context. Words are easier to remember when they are connected with actions. A student may forget the word “stir” on a vocabulary list, but if he stirs soup while saying the word, the meaning becomes physical. The same is true of sentence patterns. “Would you like...?” sounds more useful when a student is offering a drink than when he is only copying it from the blackboard. The second advantage is cooperation. Cooking tasks usually require roles: one student reads the steps, another prepares materials, and another reports the process. If the group wants the dish to succeed, members must listen, check and respond. This pushes students to use language for a real purpose. Mistakes still happen, but they become chances to clarify meaning rather than reasons to stop speaking. However, teachers should design such lessons carefully. A cooking activity without language goals may become only a lively break. Before class, teachers need to choose useful expressions, set safety rules and prepare a simple evaluation form. After class, students should reflect on both the dish and the communication: Did we give clear instructions? Did we respond politely? Which words helped us solve problems? Used wisely, cooking-based English lessons do more than teach food words. They help students see language as a tool for service, teamwork and cultural sharing. The final dish is important, but the stronger result is the confidence students gain when English helps them complete a real task. 57．According to Paragraph 1, why can a kitchen become a language classroom? A．Because it removes all grammar learning. B．Because students only need to smell food. C．Because every tool has a Chinese label. D．Because students use English in real cooking tasks. 58．What can we infer from the example of the word “stir” in Paragraph 2? A．Action helps students remember word meanings. B．Vocabulary lists are always useless. C．Soup should not be used in class. D．Students remember words best by silence. 59．What does the underlined word “clarify” in Paragraph 3 mean? A．Make something clearer. B．Make something sweeter. C．Make something cheaper. D．Make something colder. 60．What is the purpose of Paragraph 4? A．To prove cooking lessons need no rules. B．To explain how teachers should guide the activity. C．To show students should avoid reflection. D．To introduce the price of kitchen tools. 第二节 补全对话（共5小题；每小题2.5分，满分12.5分） 根据对话内容，从方框内A、B、C、D、E五个选项中选出能填入空白处的最佳选项。 A: Our group needs to design a healthy lunch menu. ____61____ B: How about vegetable soup to start with? A: Good idea. ____62____ B: Roast fish may be better. It has less oil than fried chicken. A: Sounds reasonable. What should we choose as a drink? B: ____63____ Sweet drinks have too much sugar. A: I agree. We also need to explain our choices in English. B: ____64____ We can say the menu is tasty and healthy. A: Great. Let's write the recipe steps clearly. B: ____65____ Clear steps will help others follow it. A．Water is a good choice. B．That won't be difficult. C．What shall we serve first? D．What about the main course? E．Exactly. 第三部分 书面表达（满分15分） 66．假设你是李华，你校英文网站正在征集题为“My Favourite Food and Its Meaning”的短文。请你根据以下要点写一篇英文短文：1. 你最喜欢的食物；2. 你喜欢它的原因；3. 它对你或家人的特殊意义。词数不少于80。 My Favourite Food and Its Meaning ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 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1》（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1》（外研版第二版）《单元过关卷》 Unit 6 Not Just Tasty! B卷·能力提升 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 语音辨音（共5小题；每小题1分，满分5分） 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单词划线部分读音不同的一项。 1．A．recipe B．bed C．these D．pen 2．A．location B．pasta C．practice D．bag 3．A．pudding B．put C．push D．number 4．A．sweet B．coffee C．keep D．sleep 5．A．nut B．sun C．jump D．fuel 【答案】1．C 2．A 3．D 4．B 5．D 【解析】1．A/B/D项e发/e/，C项e发/iː/。 2．B/C/D项a发/æ/，A项a发/eɪ/。 3．A/B/C项u发/ʊ/，D项u发/ʌ/。 4．A/C/D项ee发/iː/，B项ee发/ɪ/。 5．A/B/C项u发/ʌ/，D项u发/juː/。 第二节 单项选择（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．A good restaurant should offer not only tasty food __________ a comfortable atmosphere. A．but also B．or C．so D．because 【答案】A 【解析】not only...but also...表示“不仅……而且……”，连接两个并列宾语。 7．The chef added a special __________ to the fish, so it tasted sweet and sour. A．string B．symbol C．sauce D．website 【答案】C 【解析】sauce意为“调味汁”，与fish和sweet and sour语境匹配。 8．If the soup is too hot, __________ it for a few minutes before eating. A．drinking B．drank C．to drink D．cool 【答案】D 【解析】条件句后主句可用祈使句，动词原形cool符合。 9．The notice says all members __________ reply by next Monday. A．must B．may C．can D．would 【答案】A 【解析】notice中的reply by next Monday表示要求，must语气最明确。 10．The students discussed __________ to make the salad healthier. A．how B．where C．who D．whose 【答案】A 【解析】how to make...表示“如何制作……”，符合讨论制作方法的语境。 11．The family recipe __________ down from grandmother to mother many years ago. A．passes B．is passing C．was passed D．will pass 【答案】C 【解析】recipe与pass down之间为被动关系，many years ago提示一般过去时。 12．__________ with fast food, home-made meals usually carry more family memories. A．Compare B．Comparing C．To compare D．Compared 【答案】D 【解析】Compared with...为过去分词短语，表示“与……相比”。 13．This is the website __________ students can read more recipes. A．when B．which C．who D．where 【答案】D 【解析】先行词website表示抽象地点，where在从句中作地点状语。 14．The waiter spoke slowly __________ the foreign guest could understand the menu. A．unless B．even if C．so that D．as soon as 【答案】C 【解析】so that引导目的状语从句，表示“以便”。 15．—Could I share one steak with my friend? —__________ A．It is a symbol. B．The price is history. C．Don't add rice. D．No problem. 【答案】D 【解析】对请求表示同意可用No problem.。 16．The more carefully you read the recipe, the __________ mistakes you will make. A．few B．fewest C．fewer D．less 【答案】C 【解析】the+比较级，the+比较级结构；mistakes为可数名词复数，用fewer。 17．Please tell me __________ the Food and Memory activity will begin. A．where B．what C．when D．which 【答案】C 【解析】begin表示开始，宾语从句中询问时间用when。 18．The girl avoided __________ too many sweets because she wanted a healthier diet. A．eaten B．eat C．to eat D．eating 【答案】D 【解析】avoid doing sth.表示“避免做某事”。 19．Neither cola nor sweet tea __________ a good choice before sleep. A．are B．were C．is D．be 【答案】C 【解析】neither...nor...遵循就近原则，sweet tea为不可数名词，谓语用is。 20．The dish looks simple, __________ it requires patience and practice. A．for B．but C．or D．so 【答案】B 【解析】simple与requires patience之间构成转折，用but。 21．It was in the small kitchen __________ I learned my first recipe. A．who B．where C．which D．that 【答案】D 【解析】It was...that...为强调句型，强调地点状语in the small kitchen。 22．The food festival attracted __________ students that the hall became crowded. A．too little B．so much C．such a D．so many 【答案】D 【解析】students为可数名词复数，so many...that表示“如此多……以至于”。 23．Our teacher asked us to explain the cooking steps in English, __________ was a little difficult but useful. A．who B．which C．where D．when 【答案】B 【解析】which引导非限制性定语从句，指代前面整件事。 24．__________ more about local dishes, the students interviewed three cooks. A．Learn B．Learning C．To learn D．Learned 【答案】C 【解析】此处用不定式作目的状语，表示为了了解更多地方菜。 25．—Dessert makes me happy. —__________, but don't eat too much. A．No idea B．Never mind C．I agree D．You are welcome 【答案】C 【解析】后半句提醒不要吃太多，前半句先表示同意，I agree符合。 26．The old recipe __________ still popular because it is easy to follow. A．remain B．remaining C．to remain D．remains 【答案】D 【解析】主语recipe为第三人称单数，一般现在时谓语用remains。 27．The students will visit the restaurant __________ it rains tomorrow. A．because B．unless C．after D．before 【答案】B 【解析】句意为“除非明天下雨，否则学生将参观餐馆”，unless符合。 28．The dish __________ smell reminded me of home was cooked by my aunt. A．where B．which C．that D．whose 【答案】D 【解析】whose引导定语从句，表示“这道菜的香味”。 29．__________ the service was busy, the waiter stayed friendly and patient. A．Because B．If C．Although D．Until 【答案】C 【解析】busy与friendly and patient形成让步关系，用Although。 30．—What about trying the vegetable salad? —__________ A．It is a desk. B．Not a bad idea. C．You missed the bus. D．No, I am a nurse. 【答案】B 【解析】对建议表示接受可用Not a bad idea.。 第三节 完形填空（共10小题；每小题1.5分，满分15分） 阅读下面短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 Our school cooking club decided to design a healthy lunch for workers at a nearby nursing home. At first, we thought it would be 31__________ easy task: buy vegetables, cook soup and send the meal there. However, our teacher asked us to think 32__________ the people who would eat the food. Some elderly people could not chew hard food, and some needed less salt. She told 33__________ to interview the nurses before making the menu. The interviews changed our plan. We learned that warm soup, soft rice and colourful vegetables were better choices. In the training kitchen, each group began to 34__________ a different dish. My group made pumpkin soup. We cut the pumpkin into small pieces, boiled it slowly and added only a little salt. The soup looked 35__________ because of its bright orange colour. Another group prepared steamed fish, which was soft and fresh. When we arrived at the nursing home, we did not simply put the food on the table. We introduced every dish and explained why it was healthy. An old man smiled and said the pumpkin soup reminded him of autumn in his village, 36__________ he used to help his parents harvest vegetables. His words made us quiet for a moment. We suddenly understood that a meal could bring back a person's memory. After lunch, we cleaned the tables and wrote down suggestions from the nurses. They advised us to make the rice even softer next time. Although we were tired, everyone felt proud. The activity taught us that good service starts 37__________ careful listening. It also showed us a place 38__________ cooking skills and kindness could meet. We used to think recipes were only about steps, 3__________9 now we know they are also about people. If we keep learning from real needs, our skills will become 40__________ than before. 31．A．the B．/ C．an D．a 32．A．about B．under C．without D．over 33．A．him B．her C．them D．us 34．A．avoid B．share C．refuse D．prepare 35．A．empty B．noisy C．tasty D．angry 36．A．where B．which C．who D．when 37．A．with B．for C．to D．at 38．A．when B．where C．which D．why 39．A．so B．or C．but D．because 40．A．better B．good C．best D．well 【答案】31．C 32．A 33．D 34．D 35．C 36．A 37．A 38．B 39．C 40．A 【导语】本文是一篇记叙文。学校烹饪社团为附近养老院设计健康午餐，学生通过采访护士、调整菜单、介绍菜品和收集建议，理解到烹饪服务不仅是完成菜谱步骤，更要关注真实需求、记忆和善意。 【详解】31．考查冠词。easy以元音音素开头，task为可数名词单数，应用an。 【详解】32．考查介词。think about表示“考虑”，符合教师要求学生考虑用餐者需求的语境。 【详解】33．考查代词。叙述视角为we，此处指老师让“我们”采访护士，应用us。 【详解】34．考查动词。根据后文各组制作不同菜品可知，此处表示prepare a dish。 【详解】35．考查形容词。南瓜汤颜色鲜亮，看起来可口，tasty符合。 【详解】36．考查定语从句。先行词village表示地点，关系副词where符合。 【详解】37．考查介词。start with表示“以……开始”，说明良好服务始于倾听。 【详解】38．考查定语从句。先行词place表示地点，关系副词where符合。 【详解】39．考查连词。过去想法与现在认识构成转折，用but。 【详解】40．考查比较级。than before提示比较级，good的比较级为better。 第四节 短文词形变换填空（共5小题；每小题2分，满分10分） Healthy eating does not mean refusing all delicious food. It means making wise choices. For example, we can choose water instead of sweet drinks and eat ____41____ (many) vegetables than before. We can also read menus ____42____ (careful) before ordering. Yesterday our class designed a lunch menu for young workers. Each group ____43____ (write) down three dishes and explained the reason. My group suggested vegetable soup, roast beef and fruit salad. The teacher said our plan was ____44____ (use) because it balanced taste and health. We were proud of ____45____ (we). 【答案】41．more 42．carefully 43．wrote 44．useful 45．ourselves 【导语】本文是一篇说明文，围绕健康饮食选择和班级设计午餐菜单展开。短文说明健康饮食并非拒绝美味，而是合理选择饮品、蔬菜和菜品搭配，同时体现小组合作与自我评价。 【详解】41．than before提示比较级，many的比较级为more。 【详解】42．空格修饰动词read，需用副词carefully。 【详解】43．Yesterday提示一般过去时，write的过去式为wrote。 【详解】44．was后接形容词作表语，use变为useful。 【详解】45．be proud of oneself表示“为自己感到自豪”，主语为We，反身代词用ourselves。 第二部分 阅读（共两节，满分50分） 第一节 阅读理解（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 Activity Time and Place Who and Price Main Information Smart Drink Class Tuesday 14:20-15:20 Health Room Students aged 16+ Free Compare water, tea and sweet drinks; learn to read sugar information; bring your own cup. Recipe Writing Camp Wednesday 09:00-11:00 Library Students: 15 yuan Teachers: 20 yuan Write a family recipe in English; a printed recipe book costs 7 yuan more; no meal is served. Festival Food Fair Friday 17:30-19:30 School Hall Everyone Ticket: 12 yuan Try small dishes from different places; children under 8 pay half; vote for the best poster. Service Skills Workshop Saturday 13:30-16:00 Training Restaurant Students aged 17+ 8 yuan Practise taking orders politely; learn table service; bring a notebook and wear clean shoes. 46．A 16-year-old student wants to join a free activity that teaches drink choices. Which activity should he choose? A．Recipe Writing Camp B．Smart Drink Class C．Festival Food Fair D．Service Skills Workshop 47．If a student joins the Recipe Writing Camp and buys the printed recipe book, how much should the student pay? A．10 yuan. B．15 yuan. C．22 yuan. D．28 yuan. 48．Which information about the Service Skills Workshop is TRUE? A．It trains students to take orders politely. B．It is held in the school hall on Friday night. C．It provides free lunch for every parent. D．It asks students to cook without any menu. 【答案】46．B 47．C 48．A 【导语】本文是一篇应用文，以表格形式呈现四项校园饮食主题活动，涉及饮品选择、菜谱写作、美食集市和服务技能训练。读者需要比较年龄要求、费用、地点、时间和活动内容，完成多条件判断与简单计算。 【详解】46．细节理解题。Smart Drink Class免费，适合students aged 16+，内容为compare water, tea and sweet drinks，故选B。 【详解】47．数字计算题。Recipe Writing Camp学生费用15 yuan，printed recipe book另加7 yuan，共22 yuan，故选C。 【详解】48．细节理解题。Service Skills Workshop包含practise taking orders politely，A项正确。 B The first time I worked as a student waiter in the training restaurant, I believed the task would be simple. I only needed to carry plates and say “Here you are.” However, before the lunch practice began, our teacher gave each of us a menu and asked us to study it for ten minutes. The menu included soup, main courses, drinks and desserts. I soon found that remembering prices was easier than explaining dishes politely. My first guest was an elderly teacher. She asked whether the mushroom soup had much cream. I almost answered “I don't know,” but I remembered the service rule: if you are not sure, check first. I smiled, said “Just a minute, please,” and asked the kitchen group. When I returned with the answer, the teacher nodded and ordered vegetable soup instead. That small moment taught me that good service means honesty, not pretending to know everything. Later, two students wanted to share one steak and order extra onion rings. I had to listen carefully, repeat the order and mark the changes on the form. When the dishes were served correctly, they thanked me. I felt more confident, but I also noticed how tiring service work could be. Standing for two hours, keeping a friendly voice and solving small problems required patience. After class, our teacher asked us to write one lesson from the practice. I wrote: “A waiter carries more than food; he carries information and respect.” I still made mistakes that day, but I understood why service and atmosphere are part of a good meal. 49．What did the writer find difficult before lunch practice? A．Carrying all plates alone. B．Explaining dishes politely. C．Cleaning the whole kitchen. D．Buying food outside school. 50．Why did the writer check with the kitchen group? A．To change the menu prices. B．To answer the guest honestly. C．To avoid serving any soup. D．To ask the teacher to leave. 51．What did the two students ask for? A．Two steaks without onion rings. B．Only desserts and cola. C．One shared steak and extra onion rings. D．Mushroom soup with much cream. 52．What can we infer about service work from the passage? A．It needs patience, listening and respect. B．It is only about walking fast. C．It allows no communication with guests. D．It is easier when prices are forgotten. 【答案】49．B 50．B 51．C 52．A 【导语】本文是一篇校园实践记叙文。作者在训练餐厅担任学生服务员，从以为任务简单，到学会查证菜品信息、准确记录客人需求并体会服务工作的耐心与尊重。文章体现职业体验中的真实沟通和责任意识。 【详解】49．细节理解题。第一段末句说明作者发现解释菜品比记价格更难，B项符合。 【详解】50．因果推理题。第二段说明作者不确定蘑菇汤是否含很多奶油，于是先查证再回答，这是诚实服务。 【详解】51．细节理解题。第三段写两名学生想share one steak并order extra onion rings，故选C。 【详解】52．推理判断题。全文强调honesty、listen carefully、patience和respect，A项概括准确。 C Many years ago, in a city famous for river trade, a young woman named Amina opened a tiny food stall near the boat station. She sold rice with vegetables and a sour sauce from her hometown. At first, few people stopped. Boat workers were in a hurry, and some thought the sauce smelled too strong. Amina did not argue. She placed a small sign beside the pot: “Taste first, pay later if you like it.” One rainy evening, a tired boat worker named Karim came to the stall. He had worked since early morning and had only a piece of dry bread. Amina gave him a warm bowl and asked him to sit under the cloth roof. Karim tasted the sauce and said it reminded him of the fruit trees near his childhood home. The next day, he brought two friends. Soon, more workers came, not only for the food but also for the short rest and friendly words. Amina listened to her customers carefully. Some wanted less sour sauce; others asked for extra vegetables. She wrote the requests in a notebook and changed the recipe little by little. She also taught a young helper to greet each guest by name. “People return when they feel remembered,” she said. Her stall became a meeting place where travellers shared news, workers exchanged advice and children waited for their parents after the boats arrived. Years later, a modern restaurant stood where the small stall had been. On the wall hung Amina's old sign. The menu had changed, but one rule remained: every new dish had to be tested by local workers before it was sold. The restaurant owner, Amina's granddaughter, believed that a speciality should not be created only in a kitchen. It should grow from the people who eat it, the place where it is served and the memories it keeps alive. 53．Why did Amina put the sign “Taste first, pay later if you like it” beside the pot? A．To ask workers to cook for her. B．To stop children from coming near. C．To invite people to try an unfamiliar taste. D．To show that all food was free forever. 54．What made Karim feel connected with Amina's food? A．The sauce reminded him of his childhood home. B．The rice was the cheapest in the whole city. C．The stall was built inside a large boat. D．The menu had no vegetables at all. 55．What does the underlined word “requests” in Paragraph 3 refer to? A．Names of arriving boats. B．Customers' wishes about the food. C．Rules written by the city. D．Stories from Amina's family. 56．What idea does the last paragraph mainly show? A．Old signs should be removed from restaurants. B．A speciality grows from people, place and memory. C．Modern restaurants must never change menus. D．Workers should not test new dishes. 【答案】53．C 54．A 55．B 56．B 【导语】本文是一篇人文叙事类记叙文。Amina在船站附近开小食摊，通过试吃、倾听顾客需求和记录反馈，让一道家乡风味逐渐成为当地特色。多年后，她的理念仍被后人保留：真正的特色美食来自食客、地点和记忆。 【详解】53．细节理解题。第一段显示人们起初不熟悉她的酱汁，标牌是为了鼓励他们先尝试。 【详解】54．细节理解题。第二段Karim说酱汁让他想起童年家附近的果树，故选A。 【详解】55．词义猜测题。前文提到有人想要less sour sauce，有人要extra vegetables，requests指顾客对食物的具体要求。 【详解】56．主旨推理题。最后一句指出特色美食应来自people、place和memories，B项概括准确。 D In many schools, teachers are trying to connect English learning with cooking tasks. This approach may look simple, but it can train several abilities at the same time. When students read a recipe in English, they must understand action verbs such as prepare, boil and serve. When they explain a dish to a visitor, they practise polite expressions and clear order. A kitchen, therefore, can become a language classroom with real smells, tools and results. The first advantage is context. Words are easier to remember when they are connected with actions. A student may forget the word “stir” on a vocabulary list, but if he stirs soup while saying the word, the meaning becomes physical. The same is true of sentence patterns. “Would you like...?” sounds more useful when a student is offering a drink than when he is only copying it from the blackboard. The second advantage is cooperation. Cooking tasks usually require roles: one student reads the steps, another prepares materials, and another reports the process. If the group wants the dish to succeed, members must listen, check and respond. This pushes students to use language for a real purpose. Mistakes still happen, but they become chances to clarify meaning rather than reasons to stop speaking. However, teachers should design such lessons carefully. A cooking activity without language goals may become only a lively break. Before class, teachers need to choose useful expressions, set safety rules and prepare a simple evaluation form. After class, students should reflect on both the dish and the communication: Did we give clear instructions? Did we respond politely? Which words helped us solve problems? Used wisely, cooking-based English lessons do more than teach food words. They help students see language as a tool for service, teamwork and cultural sharing. The final dish is important, but the stronger result is the confidence students gain when English helps them complete a real task. 57．According to Paragraph 1, why can a kitchen become a language classroom? A．Because it removes all grammar learning. B．Because students only need to smell food. C．Because every tool has a Chinese label. D．Because students use English in real cooking tasks. 58．What can we infer from the example of the word “stir” in Paragraph 2? A．Action helps students remember word meanings. B．Vocabulary lists are always useless. C．Soup should not be used in class. D．Students remember words best by silence. 59．What does the underlined word “clarify” in Paragraph 3 mean? A．Make something clearer. B．Make something sweeter. C．Make something cheaper. D．Make something colder. 60．What is the purpose of Paragraph 4? A．To prove cooking lessons need no rules. B．To explain how teachers should guide the activity. C．To show students should avoid reflection. D．To introduce the price of kitchen tools. 【答案】57．D 58．A 59．A 60．B 【导语】本文是一篇科普说理文，说明将英语学习与烹饪任务结合的价值。文章从真实语境、动作记忆、合作交流和教师设计四方面分析，指出合理设计的烹饪英语课能提升语言运用、服务意识、团队合作和文化分享能力。 【详解】57．细节理解题。第一段说明学生读英文菜谱、解释菜品和使用礼貌表达，因此厨房能成为真实语言课堂；选D。 【详解】58．指定段落推理题。第二段用stir soup的例子说明动作能帮助学生记住词义。 【详解】59．词义猜测题。结合mistakes和meaning可知，clarify meaning表示把意思说清楚，故选A。 【详解】60．段落作用题。第四段说明教师应设置语言目标、安全规则、评价表和反思问题，目的是解释如何指导活动。 第二节 补全对话（共5小题；每小题2.5分，满分12.5分） 根据对话内容，从方框内A、B、C、D、E五个选项中选出能填入空白处的最佳选项。 A: Our group needs to design a healthy lunch menu. ____61____ B: How about vegetable soup to start with? A: Good idea. ____62____ B: Roast fish may be better. It has less oil than fried chicken. A: Sounds reasonable. What should we choose as a drink? B: ____63____ Sweet drinks have too much sugar. A: I agree. We also need to explain our choices in English. B: ____64____ We can say the menu is tasty and healthy. A: Great. Let's write the recipe steps clearly. B: ____65____ Clear steps will help others follow it. A．Water is a good choice. B．That won't be difficult. C．What shall we serve first? D．What about the main course? E．Exactly. 【答案】61．C 62．D 63．A 64．B 65．E 【导语】这是一段小组设计健康午餐菜单的对话。两名学生讨论开胃汤、主菜、饮品和英文说明，体现了提出建议、回应建议和解释选择理由的交际功能。 【详解】61．下文回答vegetable soup to start with，说明此处询问先上什么，C项符合。 【详解】62．下文回答Roast fish may be better，说明此处讨论主菜，D项符合。 【详解】63．上文询问饮品，A项“Water is a good choice.”符合，并与后文少糖理由衔接。 【详解】64．前文说需要用英语解释选择，B项表示不难，并继续说明可表达tasty and healthy。 【详解】65．前文说写清楚步骤，E项Exactly表示赞同。 第三部分 书面表达（满分15分） 66．假设你是李华，你校英文网站正在征集题为“My Favourite Food and Its Meaning”的短文。请你根据以下要点写一篇英文短文：1. 你最喜欢的食物；2. 你喜欢它的原因；3. 它对你或家人的特殊意义。词数不少于80。 My Favourite Food and Its Meaning ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 【参考范文】 My favourite food is dumplings. In my family, dumplings are not just tasty food but also a symbol of love. Every Spring Festival, my grandparents, parents and I prepare the filling and make dumplings together. My grandmother teaches me how to fold the wrappers, and my father usually boils the dumplings. I like dumplings because they are warm, delicious and easy to share. More importantly, they remind me of family time. When we sit around the table and eat dumplings, we talk about our work, study and plans for the new year. For me, dumplings mean staying together and giving good wishes to each other. 【词汇积累】not just...but also...不仅……而且……；a symbol of……的象征；remind sb. of使某人想起；stay together团聚。 【句式拓展】Dumplings are not just tasty food but also a symbol of love. 使用并列结构突出意义；When we sit around the table..., we... 使用时间状语从句描写家庭场景。 【点睛】范文围绕喜爱的食物、原因和特殊意义展开，既有具体家庭活动，也有情感升华，符合题干要点。 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 $