Unit6Nurturingnature高考練閱讀理解(2023新課標(biāo)Ⅱ,B)Turningsoil,pullingweeds,andharvestingcabbagesoundliketoughworkformiddleandhighschoolkids.Andatfirstitis,saysAbbyJaramillo,whowithanotherteacherstartedUrbanSprouts,aschoolgardenprogramatfourlow-incomeschools.Theprogramaimstohelpstudentsdevelopscienceskills,environmentalawareness,andhealthylifestyles.Jaramillosstudentsliveinneighborhoodswherefreshfoodandgreenspacearenoteasytofindandfastfoodrestaurantsoutnumbergrocerystores.“Thekidsliterallycometoschoolwithbagsofsnacksandlargebottlesofsoftdrinks,”shesays.“Theycometousthinkingvegetablesareawful,dirtisawful,insectsareawful.”Thoughsomeareinitiallyscaredoftheinsectsandturnedoffbythedirt,mostareeagertotrysomethingnew.UrbanSproutsclasses,attwomiddleschoolsandtwohighschools,includehands-onexperimentssuchassoiltesting,flower-and-seeddissection,tastingsoffreshordriedproduce,andworkinthegarden.Severaltimesayear,studentscookthevegetablestheygrow,andtheyoccasionallymakesaladsfortheirentireschools.Programevaluationsshowthatkidseatmorevegetablesasaresultoftheclasses.“Wehavestudentswhosaytheywenthomeandtalkedtotheirparentsandnowtheyreeatingdifferently,”Jaramillosays.Sheaddsthattheprogramsbenefitsgobeyondnutrition.Somestudentsgetsointerestedingardeningthattheybringhomeseedstostarttheirownvegetablegardens.Besides,workinginthegardenseemstohaveacalmingeffectonJaramillosspecialeducationstudents,manyofwhomhaveemotionalcontrolissues.“Theygetoutside,”shesays,“andtheyfeelsuccessful.”1.WhatdoweknowaboutAbbyJaramillo?A.Sheusedtobeahealthworker.B.Shegrewupinalow-incomefamily.C.Sheownsafastfoodrestaurant.D.SheisaninitiatorofUrbanSprouts.2.WhatwasaproblemfacingJaramilloatthestartoftheprogram?A.Thekidsparentsdistrustedher.B.Studentshadlittletimeforherclasses.C.Somekidsdislikedgardenwork.D.Therewasnospaceforschoolgardens.3.Whichofthefollowingbestdescribestheimpactoftheprogram?A.Far-reaching.B.Predictable.C.Short-lived.D.Unidentifiable.4.Whatcanbeasuitabletitleforthetext?A.RescuingSchoolGardensB.ExperiencingCountryLifeC.GrowingVegetableLoversD.ChangingLocalLandscape`1.environmentn.環(huán)境→adj.自然環(huán)境的2.awareadj.意識(shí)到的;明白的→n.意識(shí)

3.outnumbervt.4.initialadj.開(kāi)始的;最初的→adv.最初地

答案與分層梯度式解析Unit6Nurturingnature高考練◎語(yǔ)篇解讀本文是一篇記敘文。為了培養(yǎng)學(xué)生的科學(xué)技能,提高他們的環(huán)保意識(shí)并培養(yǎng)健康的生活習(xí)慣,AbbyJaramillo和另一個(gè)老師發(fā)起了一個(gè)名為UrbanSprouts的菜園子項(xiàng)目。這個(gè)項(xiàng)目啟動(dòng)之后,孩子們受益頗多,他們不僅吃上了自己種的蔬菜,也慢慢愛(ài)上了自己種菜。1.D細(xì)節(jié)理解題。本題問(wèn)的是AbbyJaramillo的個(gè)人情況。根據(jù)第一段第二句可知,AbbyJaramillo和另外一個(gè)老師啟動(dòng)了UrbanSprouts這個(gè)菜園子項(xiàng)目。D項(xiàng)意為“她是UrbanSprouts項(xiàng)目的一個(gè)創(chuàng)始人”,符合題意。故選D。2.C細(xì)節(jié)理解題。根據(jù)題干關(guān)鍵詞aproblemfacingJaramillo定位到第二段。根據(jù)最后兩句可知,孩子們認(rèn)為蔬菜、泥土和昆蟲(chóng)都很糟糕。最后一句提到一些孩子一開(kāi)始害怕昆蟲(chóng),且興趣都被泥土給弄沒(méi)了。由此可知,最開(kāi)始Jaramillo面臨的困難是孩子們不喜歡在菜園工作。故選C。3.A推理判斷題。根據(jù)題干中的theimpactoftheprogram可定位到最后一段。該項(xiàng)目的優(yōu)點(diǎn)如下:由此可推斷,這個(gè)項(xiàng)目的影響是深遠(yuǎn)的(far-reaching)。predictable可預(yù)測(cè)的;short-lived短暫的;unidentifiable無(wú)法辨別的。故選A。4.C主旨大意題。文章第一段提到為了培養(yǎng)學(xué)生的科學(xué)技能,提高他們的環(huán)保意識(shí)并培養(yǎng)健康的生活習(xí)慣,Jaramillo和另一個(gè)老師啟動(dòng)了一個(gè)項(xiàng)目。緊接著提到了同學(xué)們本來(lái)不喜歡菜園子里的勞動(dòng),但是通過(guò)學(xué)習(xí)這個(gè)項(xiàng)目里的課程,他們變成愛(ài)吃蔬菜和自己種蔬菜的人。由此可知,C項(xiàng)(越來(lái)越多的蔬菜愛(ài)好者)最適合作文章標(biāo)題。A項(xiàng)“挽救學(xué)校菜園”、B項(xiàng)“體驗(yàn)鄉(xiāng)村生活”以及D項(xiàng)“改變當(dāng)?shù)氐娘L(fēng)景”均不符合題意。故選C?！靖呖荚~匯站】1.environmental2.awareness3.在數(shù)量上超過(guò)4.initially長(zhǎng)難句原句Besides,workinginthegardenseemstohaveacalmingeffectonJaramillosspecialeducationstudents,manyofwhomhaveemoti