Unit 5 Power of Ideas阅读理解10篇专项训练2026-2027学年人教版英语九年级上册

**基本信息** 以“小想法改变生活”为主题，10篇阅读聚焦细节理解、观点态度等题型，通过定位原文、分析引语等方法培养语言理解与思维能力。 **专项设计** |模块|题量/典例|方法提炼|知识逻辑| |----|-----------|----------|----------| |细节理解题|约30题|定位原文关键句，比对选项与原文信息|围绕“发现问题”环节，通过具体行为描述考查信息提取能力| |观点态度题|约10题|分析人物直接引语，提炼核心观点|紧扣“想法价值”，通过人物感悟考查推理判断能力| |主旨大意题|约10题|归纳文章事件脉络，总结核心启示|遵循“问题-想法-影响”逻辑链条，强化主题认知|

九年级英语上册Unit 5 Power of Ideas阅读理解10篇专项检测 目录 Passage 1 序号 文章标题 文章主要内容 1 The Idea That Cleaned the Park 介绍男孩李明的想法：周末组织同学捡垃圾，让公园变干净，说明一个小想法也能带来大改变。 2 A Simple Idea to Save Water 介绍女孩艾米设计“节水提醒卡”，提醒家人节约用水，展示好想法能解决生活问题。 3 The Little Free Library 介绍女孩露西在社区建立免费小图书馆，让更多孩子爱上阅读，用想法传递知识。 4 The Power of a Good Question 介绍学生托尼在科学课上大胆提问，引发全班探索，说明好问题能推动学习和思考。 5 The Boy Who Shared His Umbrella 介绍男孩本发起“共享雨伞”活动，方便雨天没带伞的人，用善意想法温暖社区。 6 The Buddy Bench 介绍女孩艾玛在操场设置“伙伴长椅”，帮助孤独的同学找到朋友，用想法传递温暖。 7 The Recycling Club 介绍男孩大卫发起校园回收俱乐部，带动同学分类垃圾，用行动保护环境。 8 The School Garden Project 介绍学生杰克提议把空地变成校园花园，大家一起种菜种花，体验劳动与收获。 9 The Kindness Jar 介绍女孩索菲亚制作“善意罐”，鼓励同学每天做一件好事，让班级更加友爱。 10 The Class That Built a Reading Room 介绍一个班级用旧书和捐款建起阅读室，让更多孩子享受阅读，用想法改变学校。 Li Ming is a student in Grade Nine. One day, he walked through the park near his home. He saw rubbish everywhere: plastic bags, bottles, and paper. The park looked dirty and sad. Li Ming felt bad about it. Then he had an idea. He told his classmates about it. "Why don't we clean the park together on weekends?" he asked. His classmates liked the idea. They made a plan. Every Saturday morning, they went to the park and picked up rubbish. They also put up signs to tell people to keep the park clean. After two months, the park became much cleaner and more beautiful. Many people in the neighborhood thanked them. Li Ming says, "A small idea can make a big difference. If everyone does something, the world will be better." His idea has inspired more people to take action. 1. What did Li Ming see in the park? A. Many flowers. B. Rubbish everywhere. C. A new playground. D. Some wild animals. 2. What was Li Ming's idea? A. To build a new park. B. To buy more rubbish bins C. To play games in the park. D. To clean the park with classmates. 3. When did they clean the park? A. Every Friday afternoon. B. Every Saturday morning. C. Every Sunday evening. D. Every Monday morning. 4. What did they put up in the park? A. Signs to keep the park clean.. B. New benches. C. A big tent. D. Some trees. 5. What can we learn from Li Ming? A. Parks are always dirty. B. Small ideas can make a big difference. C. Students should not go to parks. D. Cleaning is boring. Passage 2 Amy is a middle school student. She noticed that her family used a lot of water every day. Her brother left the tap on when he brushed his teeth. Her father took very long showers. Amy wanted to do something about it. One day, she had an idea. She made some small cards and wrote "Please turn off the tap" and "Save water, save life" on them. She put the cards near the tap and in the bathroom. She also talked to her family about saving water. At first, her brother laughed, but soon he began to turn off the tap. After a month, Amy's family used much less water. Her mother was proud of her. Amy says, "You don't need to be a scientist to have a good idea. Everyone can help save the Earth." Her simple idea has made a real difference. 1. What problem did Amy notice? A. Her family made too much noise. B. Her family wasted food. C. Her family used too much electricity. D. Her family wasted water. 2. What did Amy make? A. Some small cards. B. A water bottle. C. A poster. D. A video. 3. Where did Amy put the cards? A. In her school bag. B. Near the tap and in the bathroom. C. On the fridge. D. In the kitchen. 4. How did Amy's brother feel at first? A. He was angry. B. He laughed. C. He was sad. D. He was scared 5. What does Amy think about good ideas? A. Only scientists can have good ideas. B. Good ideas are useless. C. Everyone can have a good idea to help. D. Good ideas are difficult to find. Passage 3 Lucy loves reading. She has many books at home. But she noticed that some children in her neighborhood did not have books to read. They looked bored after school. Lucy wanted to help them. One day, she had an idea. She decided to build a "Little Free Library" in her community. She asked her neighbors for old books. She also used her own pocket money to buy some new books. Her father helped her make a small wooden box. They put it in the garden and filled it with books. A sign said, "Take a book, return a book." Soon, many children came to the little library. They borrowed books and read together. Some children even brought their own books to share. Lucy says, "Books can change lives. I am happy to share my idea with others." Her little library has become a warm place in the community. 1. What did Lucy notice? A. Some children had no books to read. B. Some children had too many books. C. Some children did not like school. D. Some children liked playing games. 2. What was Lucy's idea? A. To open a bookshop. B. To build a Little Free Library. C. To write a book. D. To buy a new house. 3. Who helped Lucy make the wooden box? A. Her teacher. B. Her friend. C. Her father. D. Her brother. 4. What did the sign say? A. "Buy a book here." B. "Take a book, return a book." C. "Do not touch the books." D. "Books are for sale." 5. What does Lucy think about books? A. Books are expensive. B. Books can change lives. C. Books are boring. D. Books are only for adults. Passage 4 Tony is a curious student. He always asks questions in class. One day, in science class, the teacher talked about plants. Tony raised his hand and asked, "Why do some plants grow faster than others?" The teacher smiled and said, "That is a great question. Let's find out together." The class decided to do an experiment. They planted seeds in different pots. Some pots were put in the sun, and some were put in the shade. They watered them every day and wrote down what happened. After two weeks, they found that plants in the sun grew faster. Tony was very excited. Tony's question led to a whole class project. The teacher said, "A good question is the beginning of learning." Tony says, "I learned that asking questions is not silly. It helps us understand the world better." Now more students in his class are brave enough to ask questions. 1. What did Tony ask about? A. Why some plants grow faster. B. Why the sky is blue. C. Why water is important. D. Why animals sleep. 2. What did the class do? A. They read more books. B. They did an experiment. C. They watched a movie. D. They wrote a story. 3. Where did they put the pots? A. In the school bus. B. In the classroom. C. In the library. D.In the sun or in the shade. 4. What did they find? A. Plants in the shade grew faster. B. Plants in the sun grew faster. C. All plants grew the same. D. No plants grew. 5. What does Tony think about asking questions? A. It is silly. B. It helps us understand the world better. C. It makes teachers angry. D. It is a waste of time. Passage 5 Ben is a kind boy. One rainy day, he was walking home from school. He saw an old man standing under a tree. The old man had no umbrella and looked cold. Ben shared his umbrella with him and walked him home. On the way, Ben had an idea. "Why don't we make a 'shared umbrella' program?" he thought. He told his idea to his classmates. They liked it. They collected old umbrellas and put them in a box near the school gate. A sign said, "If you need an umbrella, take one. If you have an extra one, share it." Soon, many people used the shared umbrellas. Some people also gave their old umbrellas to the box. Ben says, "A small act of kindness can start a big change. I am glad my idea can help others." His idea has made the community warmer. 1. What did Ben see on a rainy day? A. A lost dog. B. A new shop. C. An old man without an umbrella. D. A broken car. 2. What did Ben do for the old man? A. He gave him money. B. He shared his umbrella and walked him home. C. He called the police. D. He took him to a hospital. 3. What was Ben's idea? A. To buy many umbrellas. B. To make a "shared umbrella" program. C. To stay at home on rainy days. D. To sell umbrellas. 4. Where did they put the umbrellas? A. In the classroom. B. At Ben's home. C. In the park. D. Near the school gate. 5. What does Ben think about kindness? A. It is difficult. B. A small act of kindness can start a big change. C. It is useless. D. Only rich people can be kind. Passage 6 Emma is a student in Grade Eight. She noticed that some students felt lonely at school. They had no one to play with during the break. Emma wanted to help them. One day, she had an idea. She asked her teacher for help. They put a bench in the playground. They called it the "Buddy Bench." If a student feels lonely, he or she can sit on the bench. Then other students can go and talk to them or play with them. Soon, the Buddy Bench became very popular. Many students made new friends. Emma says, "A small bench can bring people together. I am happy my idea works." Her idea has made the school a warmer place. 1. What did Emma notice? A. Some students felt lonely. B. Some students were hungry. C. Some students were sick. D. Some students were late. 2. What did Emma do? A. She built a bench. B. She asked her teacher for help and put a bench. C. She bought a bench. D. She painted a bench. 3. What is the bench called? A. The Friend Bench. B. The Buddy Bench. C. The Happy Bench. D. The School Bench. 4. What can lonely students do on the bench? A. Sit and wait for friends. B. Read books. C. Do homework. D. Sleep. 5. What does Emma think of her idea? A. It is useless. B. It works and makes school warmer. C. It is too expensive. D. It is only for girls. Passage 7 David is a boy in Grade Nine. He loves nature. He noticed that his school had a lot of rubbish. Students threw away paper, bottles, and cans everywhere. David wanted to change this. He had an idea: start a Recycling Club. He talked to his friends and teachers. They liked the idea. The club members put recycling bins in every classroom. They also made posters to teach students how to sort rubbish. Every week, they collected the recyclable things and took them to a recycling center. After a few months, the school became cleaner. Many students joined the club. David says, "Small actions can make a big difference. We can protect the Earth together." His idea has inspired other schools to start recycling clubs too. 1. What did David notice? A. His school had a new library. B. His school had many trees. C. His school had a lot of rubbish. D. His school had a big playground. 2. What was David's idea? A. To clean the school alone. B. To start a Recycling Club. C. To buy new bins. D. To stop using paper. 3. What did the club members put in every classroom? A. Recycling bins. B. Posters. C. Books. D. Flowers. 4. How often did they collect recyclable things? A. Every day. B. Every week. C. Every month. D. Every year. 5. What does David think about small actions? A. They are useless. B. They can make a big difference. C. They are too small. D. They are only for adults. Passage 8 Jack is a student in Grade Seven. He noticed that there was an empty piece of land behind the school. It was full of weeds and rubbish. Jack thought it was a waste. One day, he had an idea: turn the land into a school garden. He told his teacher and classmates. Everyone loved the idea. They worked together to clean the land. They planted vegetables, flowers, and trees. They watered the plants every day and took care of them. After a few months, the garden was full of green plants and colorful flowers. They even had a vegetable harvest. They gave the vegetables to the school kitchen. Jack says, "We learned a lot from the garden. It is not just about plants; it is about teamwork and patience." His idea has made the school more beautiful and brought students together. 1. What did Jack notice? A. A swimming pool. B. A new playground. C. A big library. D. An empty piece of land behind the school. 2. What was Jack's idea? A. To build a new classroom. B. To turn the land into a school garden. C. To sell the land. D. To build a parking lot. 3. What did they plant? A. Vegetables, flowers, and trees. B. Only flowers. C. Only trees. D. Only vegetables. 4. What did they do with the vegetables? A. They ate them at home. B. They gave them to the school kitchen. C. They sold them. D. They threw them away. 5. What does Jack think they learned from the garden? A. Only about plants. B. Teamwork and patience. C. Nothing. D. How to cook. Passage 9 Sophia is a student in Grade Six. She noticed that some classmates were not very kind to each other. They sometimes said unkind words. Sophia wanted to make her class a happier place. One day, she had an idea. She made a "Kindness Jar." She asked her classmates to write down a kind act they did or saw on a small piece of paper. Then they put the paper into the jar. Every Friday, they read the notes together. Slowly, students became kinder. They helped each other more and said nice words. Sophia says, "Kindness is like a seed. When you plant it, it grows." Her idea has made the class a warm and friendly place. 1. What did Sophia notice? A. Some classmates were not kind. B. Some classmates were sick. C. Some classmates were late. D. Some classmates were noisy. 2. What was Sophia's idea? A.To write a letter. B. To make a big cake. C. To make a Kindness Jar. D. To buy a gift. 3. What did classmates write on the paper? A. A kind act they did or saw. B. Their homework. C. Their names. D. A story. 4. When did they read the notes? A. Every Monday. B. Every Friday. C. Every Sunday. D. Every month. 5. What does Sophia think about kindness? A. It is like a seed that grows. B. It is difficult. C. It is useless. D. It is only for teachers. Passage 10 Class Nine, Grade Eight had a problem. The school library was too small and always crowded. Many students could not find a quiet place to read. One day, the class had an idea. They decided to build a small reading room in their classroom. They asked their parents and neighbors for old books. They also used their pocket money to buy some new books. They cleaned an empty corner of the classroom and put up shelves. They brought in a small carpet and some cushions. Soon, the reading room was ready. It became a popular place. Students went there during breaks to read and relax. The class teacher said, "This is a great idea. You have made a difference." The students were very proud. They learned that with teamwork, they can solve problems. 1. What was the problem? A. .The classroom was too big. B. The school had no books. C. The school library was too small and crowded D. The students had no money. 2. What did the class decide to do? A. To build a small reading room. B. To buy a new library. C. To go to the city library. D. To stop reading. 3. Where did they get books? A. They asked parents and neighbors for old books and bought some. B. They borrowed from the school library. C. They stole books. D. They found books in the rubbish. 4. Where did they build the reading room? A. In the teacher's office. B. In the playground. C. In the school hall. D. In an empty corner of the classroom. 5. What did the students learn? A. With teamwork, they can solve problems. B. Reading is boring. C. Libraries are useless. D. They should not help others. 九年级英语上册Unit 5 Power of Ideas阅读理解10篇专项检测 解析版答案 Passage 1 答案与解析 文章大意： 本文介绍九年级学生李明发现公园里到处是垃圾，于是提议周末和同学一起捡垃圾，并张贴标语提醒人们保持公园清洁。两个月后，公园变得干净美丽，许多邻居感谢他们。李明认为小想法也能带来大改变，他的想法鼓舞了更多人行动起来。 1. 答案：B 解析： 细节理解题。根据第一段第三句“He saw rubbish everywhere: plastic bags, bottles, and paper.”可知，李明看到公园里到处都是垃圾。A“许多花”、C“新操场”、D“一些野生动物”均与原文不符。故选B。 2. 答案：D 解析： 细节理解题。根据第二段第二、三句“Then he had an idea. He told his classmates about it. ‘Why don't we clean the park together on weekends?’”可知，李明的想法是周末和同学一起打扫公园。A“建新公园”、B“买更多垃圾桶”均不是他的想法、C“在公园玩游戏”。故选D。 3. 答案：B 解析： 细节理解题。根据第二段第六句“Every Saturday morning, they went to the park and picked up rubbish.”可知，他们每周六早上去公园捡垃圾。A“每周五下午”、C“每周日晚上”、D“每周一早上”均与原文不符。故选B。 4. 答案：A 解析： 细节理解题。根据第二段最后一句“They also put up signs to tell people to keep the park clean.”可知，他们张贴标语提醒人们保持公园清洁。B“新长椅”、C“大帐篷”、D“一些树”均未在文中提及。故选A。 5. 答案：B 解析： 主旨大意题/观点态度题。根据最后一段李明的原话“A small idea can make a big difference.”可知，从李明身上我们学到：小想法也能带来大改变。A“公园总是脏的”、C“学生不应去公园”、D“打扫很无聊”均错误。故选B。 Passage 2 答案与解析 文章大意： 本文介绍中学生艾米发现家人浪费水，于是制作节水提醒卡，贴在洗手池和浴室附近，并和家人谈论节约用水。起初哥哥笑她，但很快开始关水龙头。一个月后，家里用水少了很多。艾米认为，不需要成为科学家也能有好想法，每个人都能帮助拯救地球。 1. 答案：D 解析： 细节理解题。根据第一段第二、三句“She noticed that her family used a lot of water every day. Her brother left the tap on... Her father took very long showers.”可知，艾米发现家人浪费水。A“噪音太大”均与原文不符、B“浪费食物”、C“用电太多”。故选D。 2. 答案：A 解析： 细节理解题。根据第二段第二句“She made some small cards and wrote...”可知，艾米制作了一些小卡片。B“水瓶”、C“海报”、D“视频”均不是她做的。故选A。 3. 答案：B 解析： 细节理解题。根据第二段第三句“She put the cards near the tap and in the bathroom.”可知，她把卡片放在水龙头附近和浴室里。A“书包里”、C“冰箱上”、D“厨房里”均与原文不符。故选B。 4. 答案：B 解析： 细节理解题。根据第二段最后一句“At first, her brother laughed, but soon he began to turn off the tap.”可知，哥哥起初笑了。A“生气”、C“难过”、D“害怕”均错误。故选B。 5. 答案：C 解析： 观点态度题。根据第三段第二句“You don't need to be a scientist to have a good idea. Everyone can help save the Earth.”可知，艾米认为每个人都能有好想法来帮助拯救地球。A“只有科学家能有好想法”、B“好想法无用”、D“好想法很难找”均与原文相反。故选C。 Passage 3 答案与解析 文章大意： 本文介绍爱读书的女孩露西发现社区里有些孩子没有书读，于是决定建一个“小小免费图书馆”。她向邻居收集旧书，用自己的零花钱买新书，父亲帮她做木箱，放在花园里，并写上“取一本书，还一本书”。很快许多孩子来借书、一起阅读，有的还带来自己的书分享。露西认为书能改变生活，她的小图书馆成了社区温暖的地方。 1. 答案：A 解析： 细节理解题。根据第一段第三句“But she noticed that some children in her neighborhood did not have books to read.”可知，露西注意到社区里有些孩子没有书读。B“书太多”、C“不喜欢学校”、D“喜欢玩游戏”均与原文不符。故选A。 2. 答案：B 解析： 细节理解题。根据第二段第二句“She decided to build a ‘Little Free Library’ in her community.”可知，露西的想法是建一个“小小免费图书馆”。A“开书店”、C“写书”、D“买新房子”均错误。故选B。 3. 答案：C 解析： 细节理解题。根据第二段第五句“Her father helped her make a small wooden box.”可知，她父亲帮她做木箱。A“老师”、B“朋友”、D“哥哥”均与原文不符。故选C。 4. 答案：B 解析： 细节理解题。根据第二段最后一句“A sign said, ‘Take a book, return a book.’”可知，牌子上写着“取一本书，还一本书”。A“在这里买书”、C“不要碰书”、D“书出售”均错误。故选B。 5. 答案：B 解析： 观点态度题。根据第三段第四句“Books can change lives.”可知，露西认为书能改变生活。A“书很贵”、C“书无聊”、D“书只给成年人”均与原文不符。故选B。 Passage 4 答案与解析 文章大意： 本文介绍好奇的学生托尼在科学课上提问：“为什么有些植物长得更快？”老师称赞这个问题，并带领全班做实验。他们把种子种在不同花盆里，有的放阳光下，有的放阴凉处，每天浇水并记录。两周后，他们发现阳光下的植物长得更快。托尼的问题促成了全班项目。老师认为好问题是学习的开始。托尼说提问不傻，能帮助我们更好地理解世界。现在更多同学敢于提问。 1. 答案：A 解析： 细节理解题。根据第一段第四句“Why do some plants grow faster than others?”可知，托尼问的是为什么有些植物长得更快。B“天为什么蓝”、C“水为什么重要”、D“动物为什么睡觉”均未在文中出现。故选A。 2. 答案：B 解析： 细节理解题。根据第二段第一句“The class decided to do an experiment.”可知，全班决定做实验。A“读更多书”、C“看电影”、D“写故事”均与原文不符。故选B。 3. 答案：D 解析： 细节理解题。根据第二段第三句“Some pots were put in the sun, and some were put in the shade.”可知，他们把花盆放在阳光下或阴凉处。A“校车上”均错误、B“教室里”、C“图书馆里”。故选D。 4. 答案：B 解析： 细节理解题。根据第二段最后一句“After two weeks, they found that plants in the sun grew faster.”可知，他们发现阳光下的植物长得更快。A“阴凉处的长得快”、C“所有植物一样”、D“没有植物生长”均错误。故选B。 5. 答案：B 解析： 观点态度题。根据第三段第三句“I learned that asking questions is not silly. It helps us understand the world better.”可知，托尼认为提问能帮助我们更好地理解世界。A“很傻”、C“让老师生气”、D“浪费时间”均与原文相反。故选B。 Passage 5 答案与解析 文章大意： 本文介绍善良的男孩本在一个雨天看到一位老人没有伞，便和老人共用伞并送他回家。路上本想到一个主意：发起“共享雨伞”活动。同学们收集旧伞，放在校门口附近的箱子里，牌子上写着“需要伞就拿一把，有多的就分享”。很快很多人使用共享雨伞，也有人捐出旧伞。本认为小小的善举能带来大改变，他的想法让社区更温暖。 1. 答案：C 解析： 细节理解题。根据第一段第三、四句“He saw an old man standing under a tree. The old man had no umbrella and looked cold.”可知，本看到一个老人没有伞。A“走失的狗”、B“新商店”、D“坏汽车”均未在文中提及。故选C。 2. 答案：B 解析： 细节理解题。根据第一段最后一句“Ben shared his umbrella with him and walked him home.”可知，本和老人共用伞并送他回家。A“给钱”、C“报警”、D“送医院”均与原文不符。故选B。 3. 答案：B 解析： 细节理解题。根据第二段第二、三句“Why don't we make a ‘shared umbrella’ program? ... He told his idea to his classmates.”可知，本的想法是发起“共享雨伞”活动。A“买很多伞”、C“雨天待在家”、D“卖伞”均错误。故选B。 4. 答案：D 解析： 细节理解题。根据第二段第五句“They collected old umbrellas and put them in a box near the school gate.”可知，他们把伞放在校门口附近的箱子里。A“教室里”、B“本家里”均与原文不符、C“公园里”。故选D。 5. 答案：B 解析： 观点态度题。根据第三段第三句“A small act of kindness can start a big change.”可知，本认为小小的善举能带来大改变。A“很难”、C“无用”、D“只有富人能善良”均与原文相反。故选B。 Passage 6 答案与解析 文章大意： 本文介绍八年级学生艾玛发现有些同学在学校感到孤独，课间没有人一起玩。她想到一个办法：请老师帮忙在操场放一张长椅，命名为“伙伴长椅”。感到孤独的学生可以坐在上面，其他同学就会过来聊天或一起玩。长椅很受欢迎，许多学生交到了新朋友。艾玛认为一张小长椅能把人们聚在一起，她的想法让学校更温暖。 1. 答案：A 解析： 细节理解题。根据第一段第二句“She noticed that some students felt lonely at school.”可知，艾玛注意到有些学生感到孤独。B“饿了”、C“生病了”、D“迟到了”均与原文不符。故选A。 2. 答案：B 解析： 细节理解题。根据第二段第二、三句“She asked her teacher for help. They put a bench in the playground.”可知，艾玛请老师帮忙，一起在操场放了一张长椅。A“她自己建了长椅”不准确，是“他们”一起放的；C“买长椅”、D“刷长椅”均未提及。故选B。 3. 答案：B 解析： 细节理解题。根据第二段第四句“They called it the ‘Buddy Bench.’”可知，长椅叫“伙伴长椅”。A“朋友长椅”、C“快乐长椅”、D“学校长椅”均错误。故选B。 4. 答案：A 解析： 细节理解题。根据第二段第五句“If a student feels lonely, he or she can sit on the bench. Then other students can go and talk to them or play with them.”可知，孤独的学生可以坐在长椅上，然后其他同学会过来交谈或一起玩。B“读书”、C“做作业”、D“睡觉”均未提及。故选A。 5. 答案：B 解析： 观点态度题。根据最后一段“A small bench can bring people together. I am happy my idea works.”以及“Her idea has made the school a warmer place.”可知，艾玛认为她的想法有效，让学校更温暖。A“没用”、C“太贵”、D“只给女孩用”均与原文相反。故选B。 Passage 7 答案与解析 文章大意： 本文介绍九年级学生大卫热爱自然，发现学校垃圾很多，学生到处乱扔纸、瓶子和罐子。他想改变这种情况，于是提议成立“回收俱乐部”。同学们和老师都喜欢这个想法。俱乐部成员在每个教室放回收箱，还制作海报教学生如何分类垃圾。每周他们收集可回收物并送到回收中心。几个月后学校变干净了，许多学生加入。大卫认为小行动也能带来大改变，他的想法还鼓舞了其他学校。 1. 答案：C 解析： 细节理解题。根据第一段第三句“He noticed that his school had a lot of rubbish.”可知，大卫注意到学校有很多垃圾。A“新图书馆”、B“许多树”、D“大操场”均与原文不符。故选C。 2. 答案：B 解析： 细节理解题。根据第二段第一句“He had an idea: start a Recycling Club.”可知，大卫的想法是成立回收俱乐部。A“独自打扫学校”、C“买新垃圾桶”、D“停止用纸”均不是他的想法。故选B。 3. 答案：A 解析： 细节理解题。根据第二段第四句“The club members put recycling bins in every classroom.”可知，俱乐部成员在每个教室放回收箱。B“海报”是他们制作的，但原文说“made posters to teach students how to sort rubbish”，没有说放在每个教室；C“书”、D“花”均未提及。故选A。 4. 答案：B 解析： 细节理解题。根据第二段最后一句“Every week, they collected the recyclable things and took them to a recycling center.”可知，他们每周收集可回收物。A“每天”、C“每月”、D“每年”均与原文不符。故选B。 5. 答案：B 解析： 观点态度题。根据第三段第二句“Small actions can make a big difference.”可知，大卫认为小行动能带来大改变。A“没用”、C“太小”、D“只适合成年人”均与原文相反。故选B。 Passage 8 答案与解析 文章大意： 本文介绍七年级学生杰克发现学校后面有一块空地，长满杂草、堆满垃圾，觉得是浪费。他想到把这块地变成学校花园。老师和同学们都喜欢这个想法，大家一起清理土地，种下蔬菜、花和树，每天浇水照顾。几个月后，花园里长满绿植和鲜花，还收获了蔬菜，送给了学校厨房。杰克说，他们从花园里学到很多，不仅是植物，还有团队合作和耐心。他的想法让学校更美，也把同学们聚在一起。 1. 答案：D 解析： 细节理解题。根据第一段第二句“He noticed that there was an empty piece of land behind the school.”可知，杰克注意到学校后面有一块空地。A“游泳池”均未提及、B“新操场”、C“大图书馆”。故选D。 2. 答案：B 解析： 细节理解题。根据第二段第一句“he had an idea: turn the land into a school garden.”可知，杰克的想法是把这块地变成学校花园。A“建新教室”、C“卖地”、D“建停车场”均错误。故选B。 3. 答案：A 解析： 细节理解题。根据第二段第五句“They planted vegetables, flowers, and trees.”可知，他们种了蔬菜、花和树。B“只有花”、C“只有树”、D“只有蔬菜”均不全面。故选A。 4. 答案：B 解析： 细节理解题。根据第三段第四句“They gave the vegetables to the school kitchen.”可知，他们把蔬菜送给了学校厨房。A“在家吃”、C“卖掉”、D“扔掉”均与原文不符。故选B。 5. 答案：B 解析： 观点态度题。根据第三段最后一句“It is not just about plants; it is about teamwork and patience.”可知，杰克认为他们学到的是团队合作和耐心。A“只关于植物”、C“什么都没学”、D“如何做饭”均错误。故选B。 Passage 9 答案与解析 文章大意： 本文介绍六年级学生索菲亚发现有些同学之间不太友善，有时说刻薄的话。她想让班级更快乐。于是她想到制作一个“善意罐”，让同学们把做过的或看到的善举写在纸条上，放进罐子里。每周五大家一起读这些纸条。慢慢地，同学们变得更友善，互相帮助更多，说话也更友好。索菲亚说：“善意就像种子，种下就会生长。”她的想法让班级变得温暖友好。 1. 答案：A 解析： 细节理解题。根据第一段第二句“She noticed that some classmates were not very kind to each other.”可知，索菲亚注意到有些同学之间不太友善。B“生病”、C“迟到”、D“吵闹”均与原文不符。故选A。 2. 答案：C 解析： 细节理解题。根据第二段第二句“She made a ‘Kindness Jar.’”可知，索菲亚的想法是制作一个“善意罐”。A“写信”、B“做大蛋糕”、D“买礼物”均未提及。故选C。 3. 答案：A 解析： 细节理解题。根据第二段第三句“She asked her classmates to write down a kind act they did or saw on a small piece of paper.”可知，同学们写下自己做过的或看到的善举。B“作业”、C“名字”、D“故事”均与原文不符。故选A。 4. 答案：B 解析： 细节理解题。根据第二段最后一句“Every Friday, they read the notes together.”可知，他们每周五一起读纸条。A“每周一”、C“每周日”、D“每月”均错误。故选B。 5. 答案：A 解析： 观点态度题。根据第三段第三句“Kindness is like a seed. When you plant it, it grows.”可知，索菲亚认为善意就像种子，种下就会生长。B“很难”、C“没用”、D“只给老师”均与原文相反。故选A。 Passage 10 答案与解析 文章大意： 本文介绍八年级九班遇到的问题：学校图书馆太小，总是很拥挤，许多学生找不到安静的地方读书。于是全班想到一个主意：在教室里建一个小阅读室。他们向父母和邻居要旧书，还用零花钱买新书。他们清理了教室的一个空角落，装上书架，铺上小地毯和垫子。很快阅读室建好了，成为受欢迎的地方。同学们课间去那里读书、放松。老师说这个想法很棒，学生们很自豪，他们学到了团队合作能解决问题。 1. 答案：C 解析： 细节理解题。根据第一段第二句“The school library was too small and always crowded.”可知，问题是学校图书馆太小且总是拥挤。A“教室太大”、B“学校没有书”、D“学生没有钱”均与原文不符。故选C。 2. 答案：A 解析： 细节理解题。根据第二段第二句“They decided to build a small reading room in their classroom.”可知，全班决定在教室里建一个小阅读室。B“买新图书馆”、C“去城市图书馆”、D“停止阅读”均错误。故选A。 3. 答案：A 解析： 细节理解题。根据第二段第三、四句“They asked their parents and neighbors for old books. They also used their pocket money to buy some new books.”可知，他们向父母和邻居要旧书，并用零花钱买新书。B“从学校图书馆借”、C“偷书”、D“在垃圾里找书”均与原文不符。故选A。 4. 答案：D 解析： 细节理解题。根据第二段第五句“They cleaned an empty corner of the classroom and put up shelves.”可知，他们在教室的一个空角落建了阅读室。A“老师办公室”均错误、B“操场”、C“学校大厅”。故选D。 5. 答案：A 解析： 主旨大意题/观点态度题。根据第三段最后一句“They learned that with teamwork, they can solve problems.”可知，学生们学到了团队合作能解决问题。B“阅读无聊”、C“图书馆没用”、D“不应帮助别人”均与原文相反。故选A。 学科网（北京）股份有限公司 $