第17卷 阶段综合训练（二）：阅读能力检测-【2027年新考纲】江苏省（职教高考）《英语45分钟训练卷》（原卷版+解析版）

编写说明：本卷依据《江苏省中职职教高考公共基础知识（英语）考试大纲》（自2027年开始实施）编写。本系列定位为45分钟训练卷，用于课堂限时训练、周测检测和阶段复习。本卷为阅读能力检测，设置四篇阅读理解材料，每篇5题，满分100分。命题覆盖自我管理、历史文化、技术应用和环境保护等主题，强调信息定位、细节理解、推理判断和主旨概括能力。 【2027年新考纲】江苏省（职教高考）《英语45分钟训练卷》 第17卷 阶段综合训练（二）：阅读能力检测 考试时间：45分钟 满分：100分 班级______姓名______学号______成绩______ 一、阅读理解（共20小题；每小题5分，满分100分） A During the first month at a vocational school, Lin Tao found that his days were full but not always useful. He copied notes late at night, hurried through breakfast, and often forgot the small tasks that teachers had mentioned in class. In a lesson on self-management, the English teacher asked every student to keep a time diary for five school days. Lin did not like the idea at first because it sounded like another piece of homework. Yet when he wrote down the exact minutes spent on homework, phone messages, meals, exercise and sleep, he noticed a surprising pattern. The diary showed that Lin spent nearly an hour each evening looking for books, chargers and training tools. He also checked short videos whenever he felt tired, but those short breaks usually became much longer. Instead of simply telling students to work harder, the teacher asked them to design one realistic change. Lin prepared his bag before dinner, put his phone outside the study corner, and used a simple checklist for the next day. He also joined two classmates for a twenty-minute reading group after lunch. They did not compete for scores; they asked each other what the main idea was and which sentence gave the answer. Two weeks later, Lin still had busy days, but he felt less rushed. His diary became shorter because repeated tasks turned into habits. More importantly, he learned that self-management did not mean filling every minute with study. It meant knowing what mattered, leaving time for rest, and asking for help before problems grew. When the class discussed the project, Lin said the most useful tool was not the diary itself but the habit of looking honestly at his own choices. Later, Lin shared the checklist with a student who often missed tools before practice. Explaining the method to someone else made him review his own plan again. He understood that a small habit becomes stronger when it is used in real situations and adjusted after feedback. The teacher later used Lin’s example to remind the class that planning is a skill anyone can practise. 1. Why did the teacher ask students to keep a time diary? A. To punish students who slept late. B. To help them understand how they really used time. C. To ask them to write longer English essays. D. To compare family income in class. 2. What problem did Lin find from his diary? A. He wasted much time looking for things. B. He never finished breakfast. C. He disliked all school subjects. D. He had no classmates at school. 3. What did the reading group mainly do? A. They competed for the highest score. B. They copied answers from the teacher. C. They discussed main ideas and answer sentences. D. They watched videos after lunch. 4. What does self-management mean according to Lin? A. Studying every minute without rest. B. Buying more training tools. C. Keeping the longest diary in class. D. Knowing priorities, resting properly and asking for help. 5. What is the best title for the passage? A. A Phone Game for New Students B. A Time Diary That Changed Habits C. A School Trip to a Factory D. A Rule About Family Meals B The old city wall near Qingshan Station had been repaired many times, but few young visitors stopped to read its information board. Most of them took photos and left within minutes. When a tourism class was asked to design an English audio guide for the wall, the students first planned to translate every sentence from the long Chinese introduction. Their history teacher stopped them and asked a simple question: 'If a visitor has only three minutes, what should he remember?' The group then interviewed a museum worker and two local residents. They learned that the wall was not only a military building but also a witness to market life, river transport and community protection. During floods, people once used the higher part of the wall to move food and medicine. During festivals, families met near the gate before walking to the riverside market. The students chose three stories instead of listing many dates. They wrote short sections: why the wall was built, how people used the gate, and why repair work must keep old stones when possible. Before recording, the students tested their script with visitors from another school. Some words, such as 'dynasty' and 'restoration', were difficult, so the students added simple explanations. They also reminded listeners not to climb on the stones, because touching history should not mean damaging it. The final guide was only two minutes and forty seconds long. It did not cover everything, but it helped visitors connect the wall with real people. The project taught the class that cultural communication needs selection, respect and clear language. The guide was later placed beside the Chinese introduction so visitors could choose either form. Some local residents said the short English recording made them proud because it showed that their familiar place could be understood by people from different backgrounds. The students saw culture as a living bridge, not a list of old facts. 6. Why did the teacher ask what visitors should remember in three minutes? A. To cancel the audio guide project. B. To ask visitors to stay for three hours. C. To make students select the most important information. D. To make students memorize all dates. 7. What did the students learn from interviews? A. The wall was built only for taking photos. B. The station would be closed soon. C. Visitors disliked all local stories. D. The wall was connected with local life and protection. 8. Why did the students add simple explanations? A. Because the guide had no stories. B. Because some words were difficult for visitors. C. Because they wanted the guide to be longer than ten minutes. D. Because the museum worker asked them to delete English. 9. What safety or protection advice did the guide include? A. Visitors should not climb on the stones. B. Visitors should paint the gate. C. Visitors should take stones home. D. Visitors should write names on the wall. 10. What does the project show about cultural communication? A. It should include every possible date. B. It must avoid local people. C. It needs selection, respect and clear language. D. It is only about beautiful photos. C At a smart greenhouse training base, students in an agriculture class learned that technology was useful only when people understood the data behind it. Each table had sensors for temperature, light and soil moisture. The screen looked modern, but the teacher did not allow students to press buttons immediately. She asked them to read the data record from the past week and compare it with the growth of tomato plants. Some students were surprised that a green number on the screen did not always mean the plant was healthy. The class soon found a problem. The soil moisture level looked normal every morning, but several plants near the door still had yellow leaves. Instead of changing all settings, the group observed the greenhouse at different times. They noticed that the door was opened often when tools were moved in, and the plants near it lost water faster in the afternoon. The students marked this special area on the map and changed the watering plan only for that row. They also wrote a short English note for visitors: 'Please close the door gently. Sudden wind may influence young plants.' A week later, the yellow leaves did not spread. The teacher asked the students to explain their decision. They said the key was not trusting the screen blindly, but connecting data with real observation. The project also changed their view of technical English. Words like 'moisture', 'sensor' and 'adjust' were no longer just vocabulary for tests. They became tools for recording problems and sharing solutions. The students realized that technical application requires careful reading, patient checking and respect for living things. After the activity, they kept a shared log for unusual changes in different parts of the greenhouse. Each note had to include time, place, data and observation. This habit helped them discuss problems with evidence instead of guessing, and it made technical English part of daily teamwork. 11. What did the teacher ask students to do before pressing buttons? A. Water every plant at once. B. Close the training base for a week. C. Change all sensor settings immediately. D. Read the data record and compare it with plant growth. 12. Why did some plants near the door have yellow leaves? A. They received no light at all. B. They lost water faster when the door was opened often. C. They were planted without soil. D. They were too far from any visitor. 13. What did the students do after finding the special area? A. They changed the watering plan only for that row. B. They threw away all sensors. C. They moved every plant outside. D. They stopped visitors from learning. 14. What does the passage suggest about technology? A. It can replace all human thinking. B. It is useful only for passing exams. C. It should be used with observation and judgment. D. It should be avoided in agriculture. 15. Which words best describe the students in the project? A. Careless and impatient. B. Secret and unfriendly. C. Noisy and wasteful. D. Careful and responsible. D The small river behind Mingde Community used to be a quiet place where older people walked after dinner. In recent years, plastic cups, food bags and broken fishing lines appeared along the bank. A class from a nearby vocational school joined a weekend service project, but their teacher said picking up rubbish was only the first step. The students needed to find why waste kept returning and how to persuade more residents to change daily habits. The class divided the riverbank into four sections and recorded the types of waste in each section. They found that most plastic cups were near the bus stop, while fishing lines were close to a narrow bridge. After talking with residents, they learned that there was no bin near the stop and that some people fished in the evening without seeing the warning sign. The students prepared two solutions. They designed a clear bilingual sign about protecting birds from fishing lines, and they suggested placing a covered bin near the bus stop so that wind would not blow light waste into the river. One month later, the community invited the students back to compare photos. The river was not perfect, but the amount of new rubbish had dropped. More residents joined a short talk about sorting waste and protecting water. The students understood that environmental protection was not a one-day show. It needed evidence, communication and repeated action. They also learned to respect different people: cleaners, bus passengers, anglers and children all used the same space. A clean river depended on shared responsibility rather than a single group of volunteers. The class also posted before-and-after photos on the community board, but the photos were used to invite discussion rather than to praise themselves. Residents added new ideas, such as weekend family walks with waste bags. The river project gradually became a shared lesson about how small public spaces connect many people. 16. What did the teacher think was only the first step? A. Picking up rubbish along the river. B. Building a new bridge. C. Stopping all evening walks. D. Taking photos of birds. 17. Where were most plastic cups found? A. Near the school library. B. Beside the narrow bridge. C. Near the bus stop. D. Inside the community office. 18. Why did students suggest a covered bin? A. To store fishing tools for residents. B. To make the bus stop look more expensive. C. To hide the warning sign. D. To stop wind from blowing light waste into the river. 19. What did students learn about environmental protection? A. It needs evidence, communication and repeated action. B. It is a one-day show for volunteers. C. It should be done without talking to residents. D. It only depends on cleaners. 20. What is the main idea of the passage? A. A river can be cleaned by rain alone. B. Shared responsibility helps protect a community river. C. Fishing is the only reason for waste. D. Students should avoid community service. 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：本卷依据《江苏省中职职教高考公共基础知识（英语）考试大纲》（自2027年开始实施）编写。本系列定位为45分钟训练卷，用于课堂限时训练、周测检测和阶段复习。本卷为阅读能力检测，设置四篇阅读理解材料，每篇5题，满分100分。命题覆盖自我管理、历史文化、技术应用和环境保护等主题，强调信息定位、细节理解、推理判断和主旨概括能力。 【2027年新考纲】江苏省（职教高考）《英语45分钟训练卷》 第17卷 阶段综合训练（二）：阅读能力检测 考试时间：45分钟 满分：100分 班级______姓名______学号______成绩______ 一、阅读理解（共20小题；每小题5分，满分100分） A During the first month at a vocational school, Lin Tao found that his days were full but not always useful. He copied notes late at night, hurried through breakfast, and often forgot the small tasks that teachers had mentioned in class. In a lesson on self-management, the English teacher asked every student to keep a time diary for five school days. Lin did not like the idea at first because it sounded like another piece of homework. Yet when he wrote down the exact minutes spent on homework, phone messages, meals, exercise and sleep, he noticed a surprising pattern. The diary showed that Lin spent nearly an hour each evening looking for books, chargers and training tools. He also checked short videos whenever he felt tired, but those short breaks usually became much longer. Instead of simply telling students to work harder, the teacher asked them to design one realistic change. Lin prepared his bag before dinner, put his phone outside the study corner, and used a simple checklist for the next day. He also joined two classmates for a twenty-minute reading group after lunch. They did not compete for scores; they asked each other what the main idea was and which sentence gave the answer. Two weeks later, Lin still had busy days, but he felt less rushed. His diary became shorter because repeated tasks turned into habits. More importantly, he learned that self-management did not mean filling every minute with study. It meant knowing what mattered, leaving time for rest, and asking for help before problems grew. When the class discussed the project, Lin said the most useful tool was not the diary itself but the habit of looking honestly at his own choices. Later, Lin shared the checklist with a student who often missed tools before practice. Explaining the method to someone else made him review his own plan again. He understood that a small habit becomes stronger when it is used in real situations and adjusted after feedback. The teacher later used Lin’s example to remind the class that planning is a skill anyone can practise. 1. Why did the teacher ask students to keep a time diary? A. To punish students who slept late. B. To help them understand how they really used time. C. To ask them to write longer English essays. D. To compare family income in class. 2. What problem did Lin find from his diary? A. He wasted much time looking for things. B. He never finished breakfast. C. He disliked all school subjects. D. He had no classmates at school. 3. What did the reading group mainly do? A. They competed for the highest score. B. They copied answers from the teacher. C. They discussed main ideas and answer sentences. D. They watched videos after lunch. 4. What does self-management mean according to Lin? A. Studying every minute without rest. B. Buying more training tools. C. Keeping the longest diary in class. D. Knowing priorities, resting properly and asking for help. 5. What is the best title for the passage? A. A Phone Game for New Students B. A Time Diary That Changed Habits C. A School Trip to a Factory D. A Rule About Family Meals 【答案】1. B 2. A 3. C 4. D 5. B 【导语】本文围绕“人与自我”主题，讲述中职学生通过时间日记认识学习与生活习惯，学会自我管理、合理安排时间和合作阅读。 【详解】 1. 原文第一段说明教师要求记录五天时间使用情况，后文Lin发现自己的时间模式，说明目的在于了解真实用时。；A项意为“惩罚晚睡的学生”，错误；B项意为“帮助他们了解真实用时”，正确；C项意为“要求他们写更长英语作文”，错误；D项意为“比较家庭收入”，错误。故选B。 2. 第二段首句写他每天晚上花近一小时寻找书、充电器和实训工具，说明问题是物品整理浪费时间。；A项意为“他花很多时间找东西”，正确；B项意为“他从不吃完早饭”，错误；C项意为“他讨厌所有科目”，错误；D项意为“他在学校没有同学”，错误。故选A。 3. 第二段末句说明阅读小组互问主旨和答案依据句，并非竞赛或抄答案。；A项意为“争夺最高分”，错误；B项意为“从老师那里抄答案”，错误；C项意为“讨论主旨和答案依据句”，正确；D项意为“午饭后看视频”，错误。故选C。 4. 第四段明确说自我管理不是把每分钟都填满学习，而是知道重点、留出休息时间并及时求助。；A项意为“不休息地每分钟学习”，错误；B项意为“购买更多实训工具”，错误；C项意为“写全班最长的日记”，错误；D项意为“知道重点、适当休息并求助”，正确。故选D。 5. 全文围绕Lin通过时间日记发现问题、调整习惯并理解自我管理展开，标题应概括时间日记改变习惯。；A项意为“新生手机游戏”，错误；B项意为“改变习惯的时间日记”，正确；C项意为“去工厂的学校旅行”，错误；D项意为“关于家庭用餐的规则”，错误。故选B。 B The old city wall near Qingshan Station had been repaired many times, but few young visitors stopped to read its information board. Most of them took photos and left within minutes. When a tourism class was asked to design an English audio guide for the wall, the students first planned to translate every sentence from the long Chinese introduction. Their history teacher stopped them and asked a simple question: 'If a visitor has only three minutes, what should he remember?' The group then interviewed a museum worker and two local residents. They learned that the wall was not only a military building but also a witness to market life, river transport and community protection. During floods, people once used the higher part of the wall to move food and medicine. During festivals, families met near the gate before walking to the riverside market. The students chose three stories instead of listing many dates. They wrote short sections: why the wall was built, how people used the gate, and why repair work must keep old stones when possible. Before recording, the students tested their script with visitors from another school. Some words, such as 'dynasty' and 'restoration', were difficult, so the students added simple explanations. They also reminded listeners not to climb on the stones, because touching history should not mean damaging it. The final guide was only two minutes and forty seconds long. It did not cover everything, but it helped visitors connect the wall with real people. The project taught the class that cultural communication needs selection, respect and clear language. The guide was later placed beside the Chinese introduction so visitors could choose either form. Some local residents said the short English recording made them proud because it showed that their familiar place could be understood by people from different backgrounds. The students saw culture as a living bridge, not a list of old facts. 6. Why did the teacher ask what visitors should remember in three minutes? A. To cancel the audio guide project. B. To ask visitors to stay for three hours. C. To make students select the most important information. D. To make students memorize all dates. 7. What did the students learn from interviews? A. The wall was built only for taking photos. B. The station would be closed soon. C. Visitors disliked all local stories. D. The wall was connected with local life and protection. 8. Why did the students add simple explanations? A. Because the guide had no stories. B. Because some words were difficult for visitors. C. Because they wanted the guide to be longer than ten minutes. D. Because the museum worker asked them to delete English. 9. What safety or protection advice did the guide include? A. Visitors should not climb on the stones. B. Visitors should paint the gate. C. Visitors should take stones home. D. Visitors should write names on the wall. 10. What does the project show about cultural communication? A. It should include every possible date. B. It must avoid local people. C. It needs selection, respect and clear language. D. It is only about beautiful photos. 【答案】6. C 7. D 8. B 9. A 10. C 【导语】本文围绕“历史与文化、社会服务”主题，介绍学生为古城墙制作英文音频导览的过程，突出文化传播中的筛选、解释和保护意识。 【详解】 6. 第一段教师的问题强调游客时间有限，学生不能逐句翻译长介绍，而要筛选重要信息。；A项意为“取消音频导览项目”，错误；B项意为“让游客停留三小时”，错误；C项意为“让学生筛选最重要信息”，正确；D项意为“让学生背诵所有日期”，错误。故选C。 7. 第二段说明城墙见证市场生活、水路运输、社区保护，并在洪水中帮助转运物资，体现与地方生活相关。；A项意为“城墙只为拍照而建”，错误；B项意为“车站很快关闭”，错误；C项意为“游客讨厌所有地方故事”，错误；D项意为“城墙与地方生活和保护有关”，正确。故选D。 8. 第三段写dynasty和restoration等词较难，因此加入简单解释，目的是帮助理解。；A项意为“导览没有故事”，错误；B项意为“他们想让导览超过十分钟”，正确；C项意为“一些词对游客来说较难”，错误；D项意为“博物馆工作人员要求删除英语”，错误。故选B。 9. 第三段明确提醒listeners not to climb on the stones，体现文物保护。；A项意为“游客不应攀爬石头”，正确；B项意为“游客应粉刷城门”，错误；C项意为“游客应把石头带回家”，错误；D项意为“游客应在墙上写名字”，错误。故选A。 10. 末句直接总结cultural communication needs selection, respect and clear language。；A项意为“它应包含每一个日期”，错误；B项意为“它必须避开当地人”，错误；C项意为“它需要筛选、尊重和清楚语言”，正确；D项意为“它只关乎漂亮照片”，错误。故选C。 C At a smart greenhouse training base, students in an agriculture class learned that technology was useful only when people understood the data behind it. Each table had sensors for temperature, light and soil moisture. The screen looked modern, but the teacher did not allow students to press buttons immediately. She asked them to read the data record from the past week and compare it with the growth of tomato plants. Some students were surprised that a green number on the screen did not always mean the plant was healthy. The class soon found a problem. The soil moisture level looked normal every morning, but several plants near the door still had yellow leaves. Instead of changing all settings, the group observed the greenhouse at different times. They noticed that the door was opened often when tools were moved in, and the plants near it lost water faster in the afternoon. The students marked this special area on the map and changed the watering plan only for that row. They also wrote a short English note for visitors: 'Please close the door gently. Sudden wind may influence young plants.' A week later, the yellow leaves did not spread. The teacher asked the students to explain their decision. They said the key was not trusting the screen blindly, but connecting data with real observation. The project also changed their view of technical English. Words like 'moisture', 'sensor' and 'adjust' were no longer just vocabulary for tests. They became tools for recording problems and sharing solutions. The students realized that technical application requires careful reading, patient checking and respect for living things. After the activity, they kept a shared log for unusual changes in different parts of the greenhouse. Each note had to include time, place, data and observation. This habit helped them discuss problems with evidence instead of guessing, and it made technical English part of daily teamwork. 11. What did the teacher ask students to do before pressing buttons? A. Water every plant at once. B. Close the training base for a week. C. Change all sensor settings immediately. D. Read the data record and compare it with plant growth. 12. Why did some plants near the door have yellow leaves? A. They received no light at all. B. They lost water faster when the door was opened often. C. They were planted without soil. D. They were too far from any visitor. 13. What did the students do after finding the special area? A. They changed the watering plan only for that row. B. They threw away all sensors. C. They moved every plant outside. D. They stopped visitors from learning. 14. What does the passage suggest about technology? A. It can replace all human thinking. B. It is useful only for passing exams. C. It should be used with observation and judgment. D. It should be avoided in agriculture. 15. Which words best describe the students in the project? A. Careless and impatient. B. Secret and unfriendly. C. Noisy and wasteful. D. Careful and responsible. 【答案】11. D 12. B 13. A 14. C 15. D 【导语】本文围绕“科学与技术、技术应用”主题，讲述学生在智能温室中把数据记录与真实观察结合，理解技术应用不能脱离判断与责任。 【详解】 11. 第一段说明教师先让学生阅读一周数据并与番茄生长情况比较，而不是马上操作按钮。；A项意为“立刻给每株植物浇水”，错误；B项意为“关闭基地一周”，错误；C项意为“马上改变所有传感器设置”，错误；D项意为“阅读数据并与植物生长比较”，正确。故选D。 12. 第二段说明门常因搬工具打开，门边植物下午失水更快，导致黄叶。；A项意为“门常打开时它们失水更快”，错误；B项意为“它们完全没有光照”，正确；C项意为“它们种植时没有土壤”，错误；D项意为“它们离游客太远”，错误。故选B。 13. 第二段写学生在地图上标出特殊区域，并只调整那一排的浇水计划，体现精准处理。；A项意为“扔掉所有传感器”，正确；B项意为“把每株植物搬到室外”，错误；C项意为“只调整那一排浇水计划”，错误；D项意为“阻止游客学习”，错误。故选A。 14. 第三段强调不能盲信屏幕，而要把数据和实际观察联系起来，说明技术需结合观察判断。；A项意为“它可以代替所有人的思考”，错误；B项意为“它只对考试有用”，错误；C项意为“农业中应避免技术”，正确；D项意为“技术应结合观察和判断使用”，错误。故选C。 15. 全文展示学生读数据、观察现场、局部调整并提醒访客，体现careful and responsible。；A项意为“粗心且急躁”，错误；B项意为“神秘且不友好”，错误；C项意为“吵闹且浪费”，错误；D项意为“细心且负责”，正确。故选D。 D The small river behind Mingde Community used to be a quiet place where older people walked after dinner. In recent years, plastic cups, food bags and broken fishing lines appeared along the bank. A class from a nearby vocational school joined a weekend service project, but their teacher said picking up rubbish was only the first step. The students needed to find why waste kept returning and how to persuade more residents to change daily habits. The class divided the riverbank into four sections and recorded the types of waste in each section. They found that most plastic cups were near the bus stop, while fishing lines were close to a narrow bridge. After talking with residents, they learned that there was no bin near the stop and that some people fished in the evening without seeing the warning sign. The students prepared two solutions. They designed a clear bilingual sign about protecting birds from fishing lines, and they suggested placing a covered bin near the bus stop so that wind would not blow light waste into the river. One month later, the community invited the students back to compare photos. The river was not perfect, but the amount of new rubbish had dropped. More residents joined a short talk about sorting waste and protecting water. The students understood that environmental protection was not a one-day show. It needed evidence, communication and repeated action. They also learned to respect different people: cleaners, bus passengers, anglers and children all used the same space. A clean river depended on shared responsibility rather than a single group of volunteers. The class also posted before-and-after photos on the community board, but the photos were used to invite discussion rather than to praise themselves. Residents added new ideas, such as weekend family walks with waste bags. The river project gradually became a shared lesson about how small public spaces connect many people. 16. What did the teacher think was only the first step? A. Picking up rubbish along the river. B. Building a new bridge. C. Stopping all evening walks. D. Taking photos of birds. 17. Where were most plastic cups found? A. Near the school library. B. Beside the narrow bridge. C. Near the bus stop. D. Inside the community office. 18. Why did students suggest a covered bin? A. To store fishing tools for residents. B. To make the bus stop look more expensive. C. To hide the warning sign. D. To stop wind from blowing light waste into the river. 19. What did students learn about environmental protection? A. It needs evidence, communication and repeated action. B. It is a one-day show for volunteers. C. It should be done without talking to residents. D. It only depends on cleaners. 20. What is the main idea of the passage? A. A river can be cleaned by rain alone. B. Shared responsibility helps protect a community river. C. Fishing is the only reason for waste. D. Students should avoid community service. 【答案】16. A 17. C 18. D 19. A 20. B 【导语】本文围绕“自然与环境、可持续发展”主题，介绍学生通过调查、沟通和社区建议参与河道保护，突出环保行动中的证据意识和共同责任。 【详解】 16. 第一段教师说picking up rubbish was only the first step，说明捡垃圾只是第一步。；A项意为“沿河捡垃圾”，正确；B项意为“建一座新桥”，错误；C项意为“停止所有晚间散步”，错误；D项意为“给鸟拍照”，错误。故选A。 17. 第二段明确most plastic cups were near the bus stop，定位清楚。；A项意为“学校图书馆附近”，错误；B项意为“窄桥旁边”，错误；C项意为“公交站附近”，正确；D项意为“社区办公室里面”，错误。故选C。 18. 第二段说明有盖垃圾桶可避免风把轻垃圾吹入河中。；A项意为“存放居民钓鱼工具”，错误；B项意为“让公交站看起来更昂贵”，错误；C项意为“阻止风把轻垃圾吹进河里”，错误；D项意为“隐藏警示牌”，正确。故选D。 19. 第三段直接指出环保不是一日活动，需要证据、沟通和重复行动。；A项意为“它需要证据、沟通和反复行动”，正确；B项意为“它是志愿者的一日展示”，错误；C项意为“它不应与居民沟通”，错误；D项意为“它只依靠清洁工”，错误。故选A。 20. 全文围绕学生调查垃圾来源、提出方案、带动居民共同护河，主旨是共同责任保护社区河流。；A项意为“河流只靠雨水就能变干净”，错误；B项意为“共同责任有助于保护社区河流”，正确；C项意为“钓鱼是垃圾的唯一原因”，错误；D项意为“学生应避免社区服务”，错误。故选B。 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 $