2025版高考英語一輪總復習第一部分模塊知識復習選擇性必修第一冊Unit5WorkingtheLand

Unit5WorkingtheLandⅠ.閱讀理解A(湖南省三湘名校教化聯(lián)盟2024屆高三第一次大聯(lián)考)Teachingthenextgenerationisaneffectivewaytochangethefuture.AnonprofitorganizationinIsraelhastakenthistoheartbygreeningschoolswithsoillessfarming.ItiscalledStartupRoots,whichisteachingstudentsabouthydroponics(水培),andasaresult,theyarelearningnutritionandscience.“Manychildrenthinkthatvegetablescomefromthegrocerystore.Theyhavenoconceptofthechainbehindit.Sowetrytoconnectkidswiththesourceoftheirfood,”saidRobinKatz,founderofthisorganization.Katzstarteditin2014,realizingthatmanychildrenhavenoaccesstofresh,healthyandaffordableproduce.Shewasdrawntohydroponicsbecausethissystemuses90percentlesswaterandgrowsmoreplantspermeterthantraditionalfarming.Theirfirstprojectcreatedasoillessfarmusingjust100squaremetersofaschool.Theystartedoutbygrowing14plantspermeter.Thestudentswereexcitedtoseeresultsinjust30daysandweresoonabletoproduce1,500vegetablespermonth!Workingwithscienceteachers,theorganizationguidesstudentstolearnscienceandnutrition.Inaddition,ithasbroughtinnutritioniststoteachtheeffectthatfoodchoiceshaveonhealth.Itsoonimprovedtheirmethodsbyfixingverticalfarmingsystems.Sincethen,theirproductionhasimprovedgreatly,resultingintheproductionof120plantspermeter.Inordertoeducatethegeneralpopulation,theorganizationisalsoworkingtocreateaninteractiveurbanagricultureexhibit,whichistransformingstudentsbyturningthemintointeractivelearners.Moreyouthhavebecomesofascinatedbytheprocess,theyareeagerlyresearchingplantseedsandaregrowingplants.“Thereisnogreaterpleasurethantowatchstudentsgrowbygrowing,”saidKatz.Asidefromproducingorganicvegetablesinschools,theorganizationisplantingrootsinthisyounggeneration,inspiringthemtoleadhealthierandmoreenvironmentally-friendlylives.1.WhydidRobinKatzshowinterestinhydroponics?A.Ittooklesslandthantraditionalfarming.B.Itcausednodamagetotheenvironment.C.Itwaseasytoproducegoodvegetables.D.Itsavedwaterandhadahigheryield.2.Whatcanwelearnaboutthefirstsoillessfarm?A.Itproduced120plantspermeter.B.Itreliedonverticalfarmingsystems.C.Itproducedvegetablesinamonth.D.Itwasdesignedbyscienceteachers.3.Whatisthefinalinfluenceofthenewfarmingsystem?A.Studentswillgrowbetterplants.B.Studentswillchangetheirlifestyle.C.Studentswillprotectenvironment.D.Studentswilleatorganicvegetables.4.Whichofthefollowingisasuitabletitleforthetext?A.InspiringFutureHydroponicFarmingB.ASoillessFarmonExhibitionC.ResearchingPlantSeedsinFutureD.HelpingStudentsGrowBetter【語篇解讀】本文是一篇說明文,講解并描述了以色列一家非營利組織通過新耕作制度(水培法),讓學生了解養(yǎng)分和科學,并激勵學生過更健康環(huán)保的生活。1.D細微環(huán)節(jié)理解題。依據(jù)其次段中的“Shewasdrawntohydroponicsbecausethissystemuses90percentlesswaterandgrowsmoreplantspermeterthantraditionalfarming.”可知,水栽培技術消耗更少的水并且產(chǎn)量比傳統(tǒng)種植高。故選D項。2.C細微環(huán)節(jié)理解題。依據(jù)第三段中的“Thestudentswereexcitedtoseeresultsinjust30daysandweresoonabletoproduce1,500vegetablespermonth!”可知,水栽培技術栽種的蔬菜在30天內可以采摘。故選C項。3.B推理推斷題。依據(jù)第一段中的“Teachingthenextgenerationisaneffectivewaytochangethefuture.”和最終兩段的內容可推斷,StartupRoots指導學生學水栽培技術的終極目標是變更他們的將來生活方式。故選B項。4.A標題推想題。本文主要講的是一家非營利組織如何指導學生學習水栽培技術從而讓他們成為擅長水栽培技術的人。故選A項。B(山東省濰坊市2024屆高三下學期3月一?？荚?Thirty-fiveyearsago,withjustoneacreofland,acoupleofseedsandabucketofhope,oneNigerian-bornscientistbeganhismissiontodefeatfamine(饑荒)onhiscontinent.NewsofthedroughtacrossAfricaintheearly1980stroubledNzamujo.EquippedwithamicrobiologyPhDandhisfaith,hetravelledbacktoAfrica.There,hefoundacontinentecologicallyrich,diverseandcapableofproducingfood.Hebelievesdroughtwasn’ttheonlyreasonforwidespreadhunger,andthatsustainabilityhadbeenleftout.Nzamujobegandesigninga“zerowaste”agriculturesystemthatwouldnotonlyincreasefoodsecurity,butalsohelptheenvironmentandcreatejobs.In1985,hestartedhissustainablefarm“Songhai”intheWestAfricancountryofBenin.Nzamujolivesonthefarmandconstantlyupdateshistechniques.HecreditshisdegreesinscienceandengineeringforSonghai’ssuccess.Buthealsothankshisspiritualandculturalroots,andhisfather—adrivingforceinhislifewhoencouragedhimtopursuehisstudiestothehighestdegreeandtouseSonghaitosharehisknowledge.Songhaihasseveral“eco-literacy”developmentprograms.Theyrangefrom18-monthtrainingcoursesforfarmer-enterprisers,toshorterstaystolearntechniqueslikeweeding.PeoplecomefromallovertheworldtostudyNzamujo’smethods.Afterseeingsuccessonhisfirstzerowastefarm,heexpandedthroughoutBeninandwesternAfrica.Today,theSonghaimodelisappliedacrossthecontinent,includingNigena,Uganda,SierraLeoneandLiberia,Nzamujosaysthey’vetrainedmorethan7,000farmer-enterprisersandmorethan30,000peopleintotalsinceitbegan.Nzamujobelieveszerowasteagricultureisnowsteadilytacklingtheissueshesetouttodefeat,hunger,unemploymentandenvironmentaldeclines.Andhewantstoseeitgofurther.5.WhichfactorrelatedtofaminewasunnoticedinNzamujo’seyes?A.Poorsoil. B.Watershortage.C.Lackofresources. D.Unsustainability.6.WhatdoestheauthorintendtodoinParagraph3?A.Introduceasolution.B.Giveexamplestothereaders.C.Addsomebackgroundinformation.D.Summarizethepreviousparagraphs.7.HowdoesSonghaihelptoeasetheproblemoffamine?A.Byofferingland.B.Bytradingseeds.C.Byeducatingfarmers.D.Bysellingtechnology.8.WhichofthefollowingbestdescribesNzamujo?A.Criticalandcareful.B.Learnedandresponsible.C.Optimisticandgenerous.D.Considerateandambitious.【語篇解讀】本文是一篇記敘文,講解并描述了學識淵博且有責任心的Nzamujo博士回到非洲,設計“零奢侈”農(nóng)業(yè)系統(tǒng),創(chuàng)立“松?！鞭r(nóng)場,幫助那里的人們緩解饑荒問題。5.D細微環(huán)節(jié)理解題。依據(jù)其次段可知,在Nzamujo看來,可持續(xù)性是被人們忽視了的造成饑荒的一個緣由,換句話說,人們沒有留意到農(nóng)業(yè)的不行持續(xù)性問題。故選D項。6.A推理推斷題。依據(jù)第三段可推知,第三段介紹Nzamujo的解決方案,“零奢侈”農(nóng)業(yè)系統(tǒng)。故選A項。7.C細微環(huán)節(jié)理解題。依據(jù)第五段可知,Songhai項目通過培訓農(nóng)夫來幫助緩解饑荒問題。故選C項。8.B推理推斷題。依據(jù)其次段可知,獲得微生物學博士學位的Nzamujo得知非洲人民遭遇饑荒時,帶著自己的學問和信仰回到非洲,去幫助那里的人們。由此推知,Nzamujo不但學識淵博,而且有責任心。故選B項。C(山東省日照市2024屆高三下學期3月一?？荚?Plantsdon’thaveearsoracentralnervoussystem,butnewresearchoutoftheUniversityofMissourihasdemonstratedthattheymightstillhavetheabilityto“hear”.Morespecifically,plantshavebeenshowntoexhibitanimmune(免疫)responsetothemeresoundofahungryinsect.Forthestudy,researchersplayedthesoundofacaterpillarchewingtoagroupofplants,whichcausedslightvibrations(振動)ontheplants’leaves.Theplantswereabletorecognizethesevibrationpatternsasdanger,andrespondedbymountingtheappropriateimmuneresponse.Inotherwords,itappearsthatplantscan“hear”themselvesbeingchewedon.Researchersassumethatplantsachievethisremarkableabilitythankstoproteinsthatrespondtopressurefoundwithintheircellmembranes.Vibrationscausepressurechangeswithinthecell,whichcanchangethebehavioroftheproteins;however,additionalstudywillberequiredtoconfirmordenythistheory.Onceresearchersidentifytheexactmechanismsatplayinthisprocess,itcouldleadtoadvancesincropprotection.Farmerscouldpotentiallylearntousesoundtocauseaplant’snaturalchemicaldefensesagainstinsectthreats,ratherthanturningtopoisonouschemicals.“Wecanimagineapplicationsofthiswhereplantscouldbetreatedwithsoundorgeneticallyengineeredtorespondtocertainsoundsthatwouldbeusefulforagriculture,”saidstudyauthorHeidiAppel.Thestudyaddstothegrowinglistofwaysthatplantshavebeenshowntosensetheirenvironments.Theyarenottheboringorganismsthatmanypeopleassumetheyare.Forinstance,someplantsareabletocommunicatewitheachotherandsignalupcomingdangertotheirneighboursbyreleasingchemicalsintotheair.Plantscanrespondtolight(thinkaboutsunflowers)andtemperature.Somecanevenrespondtotouch,suchastheVenusflytrap(捕蠅草),whichsnapsshutwhenaninsectstimulatesitshairs.9.Whydidresearcherscarryoutthestudy?A.Tofindoutifplantscanreacttosounds.B.Tolearnhowplantsrecognizedangers.C.Todiscoverifplantscanshaketheirleaves.D.Toseehowplantsimproveimmunesystems.10.What’sthepotentialuseofresearchers’discovery?A.Toremoveinsects.B.Toprotectcrops.C.Totreatplantdiseases.D.Toproducechemicals.11.Whatdoestheauthorintendtotellusinthelastparagraph?A.Therearemoreplantsthanweknow.B.Plantsaremoreactivethanwethink.C.Plantsfitinwellwiththeirenvironments.D.Lotsofsecretsaboutplantsremainunclear.12.Whatcanbethebesttitleforthetext?A.CanPlants“Talk”WithEachOther?B.HowDoPlantsMakeUseofSounds?C.CanPlants“Hear”ThemselvesBeingEaten?D.HowDoPlantsDefendThemselvesAgainstAttacks?【語篇解讀】本文是一篇說明文。密蘇里高校的一項新探討表明,植物可能有“聽”的實力,對饑餓昆蟲的聲音有免疫反應。這項發(fā)覺可以應用于農(nóng)業(yè)以愛護莊稼。9.A細微環(huán)節(jié)理解題。依據(jù)第一段的內容可知,這項探討的目的是查明植物對聲音是否有反應。10.B細微環(huán)節(jié)理解題。依據(jù)第四段內容可知,探討人員的這一發(fā)覺的潛在用處是愛護莊稼。11.B推理推斷題。依據(jù)最終一段可知,植物并不是人們所設想的乏味的生物體,下文舉例說明植物能夠相互溝通,所以本段想要告知我們植物比我們想的更加活躍。12.C標題推想題。通讀全文,尤其是第一段可知,本文講解并描述一項新的探討:植物可能有“聽”的實力,并講解并描述了這項發(fā)覺的潛在應用。故C項“植物能‘聽到’自己被吃掉的聲音嗎”適合作為文章標題。Ⅱ.七選五閱讀(深圳市寶安區(qū)2024學年高三上學期檢測)Moststudentsfeelmoreanxietybeforeandduringanexam.Normallevelsofstresscanhelpyouwork,thinkfasterandmoreeffectively,andgenerallyhelpyouperformbetterinexams.1Itcancauseyourmindto“blankout”ormakeyouunabletoconcentrate.Herearesomestrategiestohelpyoukeepyouranxietytoamanageablelevel.

Thebetterpreparedyougetforanexam,thelessanxietyyou’llsufferfrom.2Sixweeksbeforetheexamsisprobablysoonenoughfortheendofyearexams,dependingonwhereyouareinyourstudiesandwhatyearyouarein.Maintainyourhealth—eatabalanceddiet,getenoughsleepandexerciseregularly.3Lookatexamsasanopportunitytoapplytheknowledgeandskillsyou’vebeenlearningthroughouttheterm.Thenightbeforeanexam,calmlyreviewmaterialonefinaltime,organizeallyoursupplies(yourpens,calculator,eraser,andsoon),andgetagoodnight’ssleep.Gettotheexamontime.Don’ttalktopeopleoutsidetheroombecausetheirnervousnesscouldbe“catching”.

4Ifyou’reafraidyouwillforgetimportantfacts,writethemdownassoonasyougetintoexam.Whenneeded,takeashortrelaxationbreakbyclosingyoureyes,stretching(伸展)andrelaxingmuscles,andbreathingdeeply.Ifyoustarttopanic,tellyourself.“Iwillstaycalm.Icanhandlethis.”Readdirectionscarefullyandstayfocusedontheexam.5Justkeepworking.Neverleaveearlyyourself.

A.Stayin