2025-2026年江苏省北师大版高中英语必修第十册单元测试卷

2025-2026年江苏省北师大版高中英语必修第十册单元测试卷一、单选题（总共10题，每题2分，共20分）1.Intheunit"GlobalWarmingandOurFuture,"whichsentencebestdescribesthemainideaofthereadingpassage?A."Manyscientistsbelievethatglobalwarmingiscausedbyhumanactivities."B."TheEarth'stemperaturehasbeenrisingsteadilyoverthepastcentury."C."Peopleshouldnotworryaboutglobalwarmingbecauseitisanaturalcycle."D."Governmentsaroundtheworldhavetakeneffectivemeasurestostopglobalwarming."（解析：本题考查单元主题“全球变暖与未来”的核心观点。正确答案A直接点明人类活动是主要原因，符合文章主旨。选项B是现象描述，非核心论点；C与文章立场相反；D涉及解决方案，但文章未强调政府行动有效性。解析需分析选项与原文逻辑关系，强调人类责任的主题。）2.Accordingtotheunit'sgrammarsection,whichsentencecorrectlyusesthepassivevoice?A."Theywillfinishtheprojectbytomorrow."B."Thebookwaswrittenbyafamousauthor."C."Wemustprotectourenvironmentnow."D."SheisstudyingEnglishatthemoment."（解析：被动语态核心是“主语受动”，B项符合“be+过去分词”结构，原文强调语法应用场景。A为将来时主动态；C为祈使句；D为现在进行时主动态。解析需对比各时态结构差异，突出被动语态的标志性特征。）3.Intheunit'sspeakingtask,studentsareaskedtodebatewhether"technologymakeslifebetter."Whichargumentwouldbemostsuitableforthe"pro"side?A."Technologywastespeople'stimebecausetheyspendtoomuchonsmartphones."B."Technologyimprovescommunicationbyallowingvideocallswithdistantfamily."C."Technologycausesjoblossesbecausemachinesreplaceworkers."D."Technologyistooexpensiveformostfamiliestoafford."（解析：辩论题需结合单元口语活动主题。B项符合单元积极影响视角，原文可能涉及科技便利性讨论。A、C、D均持负面观点，与辩论任务要求矛盾。解析需说明口语活动中的立场选择策略。）4.Theunit'swritingsectionasksstudentstowritealettertoalocalnewspaperaboutpollution.Whichopeningsentenceismostappropriate?A."Hello,mynameisLiMing."B."Ithinkpollutionisabigprobleminourcity."C."Deareditor,Iamwritingtotellyouaboutmydog."D."Pleasehelpmetosolvemymathhomework."（解析：应用文写作需符合文体规范。B项直接点明主题，符合书信写作逻辑，原文可能强调议论文体结构。A、C、D分别对应自我介绍、无关话题、数学求助，均不符合信件目的。解析需分析不同文体要素的匹配性。）5.Intheunit'svocabularylesson,theword"sustainable"isdefinedas"abletobecontinuedforalongtimewithoutcausingdamagetotheenvironment."Whichsentenceusesthiswordcorrectly?A."Thecompanyisverysustainablebecauseitmakesalotofmoney."B."Usingsolarenergyisasustainablewaytoproduceelectricity."C."Sheboughtasustainablecarbecauseitwasveryexpensive."D."Thesustainableprojectfailedbecauseitwasnotpopular."（解析：词汇题需结合单元语境。B项符合定义中“环境友好”的语义，原文可能通过环保主题强化词汇应用。A、C、D的语境与“可持续性”无关，或存在逻辑矛盾。解析需说明词汇在特定主题中的典型搭配。）6.Theunit'sreadingpassageincludesaquotefromaclimatescientist:"Wehaveawindowofopportunitytoactnow."Whatdoesthisphrasemean?A."Wehaveenoughtimetoignoretheproblem."B."Wemusttakeactionquicklybecausetimeislimited."C."Scientistsdonotknowifglobalwarmingisreal."D."Thewindowismadeofglassandisverybig."（解析：理解性题目需分析隐喻性表达。B项符合单元警示主题，原文可能通过时间紧迫性强调行动力。A与原文立场相反；C涉及科学争议，但文章未提及；D为字面误解。解析需说明语境中“window”的象征意义。）7.Intheunit'slisteningactivity,studentshearaconversationaboutrecycling.Whichstatementismostlikelytobesaidbytherecyclingworker?A."Youcanthrowallyourplasticbottlesinthetrash."B."Itisnotnecessarytoseparaterecyclablesathome."C."Pleaseputyouraluminumcansinthebluebin."D."Recyclingistoodifficult,soIneverdoit."（解析：听力题需结合单元情境。C项符合垃圾分类场景，原文可能通过听力材料展示环保实践。A、B与环保原则矛盾；D表达消极态度，与活动鼓励性目标不符。解析需说明听力材料中的行为指导特征。）8.Theunit'sgrammarexerciseasksstudentstocompletethesentence:"TheEarth'satmosphere______bygreenhousegases."Whichoptioniscorrect?A.iswarmedupB.warmsupC.iswarmingupD.warms（解析：语法题需结合单元被动语态知识点。A项符合“be+过去分词”结构，原文可能通过环境科学内容讲解语法应用。B为主动态；C为现在进行时；D为一般现在时，均不符合语境。解析需说明被动语态在科学描述中的必要性。）9.Intheunit'sspeakingactivity,studentsdiscuss"howtosaveenergyathome."Whichsuggestionwouldbemostpractical?A."Weshouldstopusingallelectronicdevices."B."Turningofflightswhenleavingaroomhelpsalot."C."Buyingmoreenergy-efficientappliancesistooexpensive."D."Wecansaveenergybyeatingmorefood."（解析：实践性题目需结合单元主题。B项符合单元节能建议，原文可能通过生活场景举例。A过于极端；C涉及成本问题，但文章可能强调长期效益；D与节能无关。解析需说明口语活动中的可行性原则。）10.Theunit'swritingtaskasksstudentstowriteashortstoryaboutapersonwhohelpstheenvironment.Whichplotwouldbemostsuitable?A.Amanthrowsallhistrashonthestreetbecauseheislazy.B.Agirlstartsarecyclingprograminherneighborhood.C.Afamilybuysahugecarbecauseitlookscool.D.Aboystopseatingvegetablesbecausehehatesthem.（解析：写作题需结合单元主题创作。B项符合环保行动主题，原文可能通过故事创作练习价值观表达。A、C、D均与环保背道而驰。解析需说明写作任务中的主题一致性要求。）二、填空题（总共10题，每题2分，共20分）1.Theunitexplainsthatglobalwarming______bythegreenhouseeffect.（参考答案：iscaused）（解析：填空需结合单元核心概念。原文可能通过科普段落讲解温室效应机制，被动语态“iscaused”符合科学描述客观性。其他选项如“makes”或“starts”无法体现环境科学中的被动关系。）2.Inthespeakingactivity,studentsmust______theiropinionsclearlyandrespectfully.（参考答案：express）（解析：填空需结合单元口语技能。原文可能通过辩论场景强调表达技巧，动词“express”符合语言功能需求。其他选项如“write”或“sing”与活动形式不符。）3.Theunit'sgrammarsectionteacheshowtousethepresentperfecttensetotalkabout______changes.（参考答案：environmental）（解析：填空需结合单元语法与主题。原文可能通过时态练习讲解环境变化描述，名词短语“environmentalchanges”符合语法结构。其他选项如“personal”或“economic”与单元语境无关。）4.Whenwritingalettertotheeditor,studentsshould______theirideasinparagraphs.（参考答案：organize）（解析：填空需结合单元写作技巧。原文可能通过书信格式讲解逻辑性，动词“organize”符合文体要求。其他选项如“forget”或“repeat”与写作规范矛盾。）5.Theunit'svocabularylessonintroducestheword"renewable,"whichmeans______canbeusedagainandagain.（参考答案：energysources）（解析：填空需结合单元词汇与主题。原文可能通过能源分类讲解词汇应用，名词短语“energysources”符合定义语境。其他选项如“fish”或“trees”与“renewable”的抽象概念不符。）6.Inthelisteningactivity,studentshearaconversationabout______waste.（参考答案：plastic）（解析：填空需结合单元情境。原文可能通过垃圾分类场景讲解听力内容，名词“plastic”符合环保主题中的常见材料。其他选项如“paper”或“food”与案例背景不符。）7.Theunit'sgrammarexerciseasksstudentstocomplete:"Theicecaps______becauseofglobalwarming."（参考答案：aremelting）（解析：填空需结合单元被动语态知识点。原文可能通过气候现象讲解语法应用，被动式“aremelting”符合科学事实描述。其他选项如“areboiling”或“arefreezing”与语境矛盾。）8.Whendiscussinghowtosaveenergy,studentsshould______suggestionsthatareeasytodo.（参考答案：choose）（解析：填空需结合单元口语活动。原文可能通过节能建议讲解选择策略，动词“choose”符合逻辑关系。其他选项如“ignore”或“forget”与活动目标相反。）9.Theunit'swritingtaskasksstudentstowriteashortstoryaboutapersonwho______theenvironment.（参考答案：protects）（解析：填空需结合单元主题创作。原文可能通过价值观练习讲解叙事写作，动词“protects”符合环保行动主题。其他选项如“pollutes”或“ignores”与写作要求背道而驰。）10.Theunitexplainsthatrecyclinghelps______theamountofwasteinlandfills.（参考答案：reduce）（解析：填空需结合单元环保知识。原文可能通过资源循环讲解环境效益，动词“reduce”符合科学原理。其他选项如“increase”或“move”与环保目标矛盾。）三、判断题（总共10题，每题2分，共20分）1.Globalwarmingisanaturalphenomenonthathasnothingtodowithhumanactivities.（参考答案：错误）（解析：判断题需结合单元核心观点。原文可能通过科学共识强调人类责任，该表述与单元立场矛盾。解析需说明人类活动（如化石燃料）是温室气体主要来源。）2.Thepassivevoiceisalwaysmoreformalthantheactivevoice.（参考答案：错误）（解析：判断题需结合单元语法知识。原文可能通过文体对比讲解语态功能，被动语态并非绝对更正式，需根据语境判断。解析需说明语态选择与表达目的的关系。）3.Inthespeakingactivity,itisokaytointerrupttheotherspeakerifyouhaveagoodidea.（参考答案：错误）（解析：判断题需结合单元口语规范。原文可能通过交际礼仪讲解尊重原则，打断他人属于不礼貌行为。解析需说明口语活动中的轮流发言规则。）4.Writingalettertotheeditoristhesameaswritinganemailtoafriend.（参考答案：错误）（解析：判断题需结合单元写作规范。原文可能通过文体对比讲解格式要求，信件需包含称谓、正文、结尾等要素，与邮件随意性不同。解析需说明不同文体的交际功能差异。）5.Allvocabularywordsintheunitareimportantfordailylife.（参考答案：错误）（解析：判断题需结合单元词汇教学。原文可能通过主题词汇讲解学习重点，并非所有单词都需掌握，需根据使用频率判断。解析需说明词汇学习的选择性原则。）6.Theunitsuggeststhatrecyclingisnotworththeeffortbecauseitistoocomplicated.（参考答案：错误）（解析：判断题需结合单元环保实践。原文可能通过案例讲解垃圾分类方法，强调行动可行性，该表述与单元立场矛盾。解析需说明环保行动的简化策略。）7.Thepresentperfecttenseisonlyusedtotalkaboutpastevents.（参考答案：错误）（解析：判断题需结合单元语法知识。原文可能通过时态功能讲解，现在完成时用于连接过去与现在，该表述过于绝对。解析需说明时态的动态描述作用。）8.Inthelisteningactivity,studentsshouldwritedowneverywordtheyhear.（参考答案：错误）（解析：判断题需结合单元听力技巧。原文可能通过笔记方法讲解，需记录关键信息而非逐字转录。解析需说明听力笔记的筛选原则。）9.Theunitteachesthatallenergysourcesarenon-renewable.（参考答案：错误）（解析：判断题需结合单元能源知识。原文可能通过分类讲解，太阳能等属于可再生能源，该表述与单元内容矛盾。解析需说明能源类型的多样性。）10.Itisbettertowritealongstoryaboutapersonwhohelpstheenvironmentbecauseitshowsmoredetails.（参考答案：错误）（解析：判断题需结合单元写作要求。原文可能通过篇幅控制讲解简洁性原则，过长内容可能偏离主题。解析需说明写作任务中的重点突出原则。）四、简答题（总共4题，每题4分，共16分）1.Explainthedifferencebetween"globalwarming"and"climatechange."（参考答案：Globalwarmingrefersspecificallytothelong-termincreaseinEarth'saveragesurfacetemperature,causedmainlybyhumanactivitieslikeburningfossilfuels.Climatechange,however,isabroadertermthatincludesglobalwarmingbutalsoencompassesotherchangesinweatherpatterns,suchasmorefrequentextremeweatherevents.Theunitlikelyusesthesetermstoteachthedistinctionbetweenadirecttemperatureriseandbroaderenvironmentalshifts.）（解析：简答题需结合单元核心概念对比。答案需分点说明两个术语的侧重点差异，并联系单元可能涉及的教学案例（如温室效应与极端天气）。解析需强调术语辨析的重要性。）2.Describethreewaystosaveenergyathomeaccordingtotheunit.（参考答案：Theunitmaysuggestturningofflightswhennotinuse,usingenergy-efficientappliances,andreducingairconditioninguse.Thesemethodsalignwiththethemeofenergyconservation,whichislikelydiscussedintheunitthroughreadingpassagesorreal-lifeexamples.Eachsuggestionshouldbeaccompaniedbyabriefexplanationofhowithelpstheenvironment,suchasreducingcarbonemissions.)（解析：简答题需结合单元实践建议。答案需列举具体措施并解释原理，联系单元可能涉及的环保主题（如节能减排）。解析需说明措施与单元主题的关联性。）3.Howshouldstudentsstructurealettertotheeditoraccordingtotheunit'swritingsection?（参考答案：Theunitlikelyteachesastandardstructure:asalutation(e.g.,"Deareditor"),anintroductionstatingthepurpose,bodyparagraphswithclearpointssupportedbyevidence,andaclosing(e.g.,"Sincerely").Thewritingsectionprobablyemphasizeslogicalflowandformallanguage.Studentsshouldalsomentiontheimportanceofaddressingtherecipientdirectlytoshowrespect.)（解析：简答题需结合单元写作技巧。答案需分点说明信件格式要素，并联系单元可能讲解的交际功能。解析需强调结构化写作的重要性。）4.Whyisitimportanttolearnthepresentperfecttenseintheunit?（参考答案：Theunitlikelyexplainsthatthepresentperfecttenseconnectspastactionstopresentresults,whichisusefulfordiscussingenvironmentalchanges(e.g.,"Peoplehavepollutedtheriver").Italsohelpsinexpressinglifeexperiences(e.g.,"Ihavevisitedmanycountries").Learningthistenseimprovesaccuracyinscientificandpersonalcontexts,whichalignswiththeunit'sfocusonglobalissues.)（解析：简答题需结合单元语法教学。答案需说明时态功能并联系主题（如环境变化或个人经历）。解析需强调语法与主题的融合性。）五、应用题（总共4题，每题6分，共24分）1.Imagineyouareastudent.Writeashortparagraph(5-7sentences)toyourfriendabouthowyousaveenergyathome.（参考答案：HiLily,ItrytosaveenergyathomebyturningofflightswhenIleavearoomandusingLEDbulbs.Ialsounplugdeviceswhenthey'renotinusetoavoid"vampirepower."Myfamilyinstalledsolarpanelslastyear,whichsignificantlyreducedourelectricitybills.Ithinksmallactionsmatter,andIencourageeveryonetodotheirpartfortheenvironment.Whataresomewaysyousaveenergy?）（解析：应用题需结合单元主题与写作技能。答案需体现节能行为并保持口语化，联系单元可能涉及的环保实践。解析需说明写作任务中的主题与交际功能的结合。）2.Readthefollowingshortstoryandanswerthequestion:"Anoldmanlivedneartheriver.Everymorning,hepickedupplasticbottlesandcansfromthebanks.Hisneighborslaughedathim,buthesaid,'Idon'twantourchildrentogrowupinadirtyworld.'Theunitmightask:Whatdoesthisstoryteachusaboutprotectingtheenvironment?"（参考答案：Thestoryteachesthatindividualactionsmatter.Theoldman'seffortsshowthatevensmallcontributionscanmakeadifference.Italsoemphasizesresponsibilitytofuturegenerations,whichalignswiththeunit'sthemeofglobalwarming.Thestorymayinspirestudentstotakesimilaractionsintheircommunities.)（解析：应用题需结合单元主题与阅读理解。答案需分析故事寓意并联系单元价值观。解析需说明案例教学与主题教育的关联性。）3.Theunitasksstudentstodebatewhether"technologyhelpsorharmstheenvironment."Writetwoargumentsforthe"helps"side.（参考答案：Argument1:Technologyenablesrenewableenergydevelopment,suchassolarandwindpower,whichreducerelianceonfossilfuels.Argument2:Moderntechnologyhelpsmonitorenvironmentalproblems,likesatellitetrackingofdeforestation,allowingfortimelyinterventions.Thesepointsalignwiththeunit'sfocusonbalancingprogres