2026年安徽省苏教版高中英语必修第二册第6章专项训练题库

2026年安徽省苏教版高中英语必修第二册第6章专项训练题库一、单项选择题（总共10题，每题2分，共20分）1.AccordingtothepassageinUnit6,whatisthemainpurposeofthearticleabout"EnvironmentalProtection"?A.Topersuadereaderstobuyeco-friendlyproductsimmediately.B.Toexplainthecausesandeffectsofglobalwarming.C.Tointroduceanewtechnologyforreducingpollution.D.Tocriticizegovernmentsfornottakingactionsoonenough.解析：本题考查单元核心主题"EnvironmentalProtection"的写作目的。正确答案为B，因为文章明确从科学角度分析全球变暖的成因（如工业排放、森林砍伐）及其后果（如冰川融化、海平面上升），符合单元课文《TheSilentCrisis》的学术性论述风格。选项A错误，文章未直接推销产品；选项C错误，技术介绍非重点；选项D错误，文章客观陈述问题而非政治批判。干扰项迷惑性在于选项D的"批评"与文章客观立场形成对比，需结合单元课文《GreenLiving》中"balancebetweendevelopmentandecology"的辩证观点排除。2.InthedialoguefromUnit6,howdoestheconversationbetweenthetwostudentsdeveloptheirunderstandingof"sustainableliving"?A.Thegirlonlyagreeswiththeboybecauseshelikeshisideas.B.Theboychangeshismindafterthegirlshowshimadetailedplan.C.Theybothrealizethatsmallactionscanmakeabigdifference.D.Theteacherinterruptsthemtogivealecture.解析：本题考查单元课文《OurDailyChoices》中人物互动的深层含义。正确答案为C，对话通过对比"减少一次性塑料使用"和"参与社区植树"等具体行动，最终达成共识：个人责任是环保的基础。选项A错误，女孩的认同基于逻辑而非情感；选项B错误，男孩态度未发生转变；选项D错误，单元课文强调学生自主讨论而非教师主导。干扰项迷惑性在于选项B的"详细计划"与实际对话的碎片化讨论形成反差，需结合单元课文《ThePowerofSmallSteps》中"积累效应"的论述排除。3.WhatgrammaticalstructureismostfrequentlyusedinthereadingpassageofUnit6todescribefuturepossibilities?A.Presentperfectcontinuoustense.B.Futuresimplewithmodalverbs(will/can).C.Pastperfectpassivevoice.D.Presentcontinuousforfuturearrangements.解析：本题考查单元语法重点"FuturePossibilitieswithModals"。正确答案为B，文章如《Tomorrow'sChallenges》中频繁使用"mightcontributeto"（可能促进）或"couldreverse"（可能扭转）等结构，符合单元语法讲解中"情态动词表推测"的典型例证。选项A错误，现在完成进行时用于持续动作；选项C错误，过去完成被动语态描述已完成的过去事件；选项D错误，现在进行时表将来计划。干扰项迷惑性在于选项D的"arrangements"与实际例句的"可能性推测"形成概念混淆，需结合单元语法练习中"willvs.may"的辨析排除。4.HowdoesthewritingtaskinUnit6guidestudentstodeveloptheirargumentativeskills?A.Byaskingthemtowriteapoemaboutnature.B.Byrequiringthemtolistfactswithoutexplanation.C.Byprovidingaclearstructure:claim-support-evidence.D.Bylimitingthewordcountto50words.解析：本题考查单元写作任务设计逻辑。正确答案为C，单元课文《AdvocatingChange》的写作指南明确强调"三段式论证结构"，如开头提出观点（claim）、主体段落分论点（support）+数据支撑（evidence），符合单元写作手册的系统性训练。选项A错误，单元主题为环保辩论而非诗歌创作；选项B错误，写作要求包含分析而非简单罗列；选项D错误，实际要求为150词，非50词。干扰项迷惑性在于选项D的"字数限制"与单元写作手册中"扩展论证"的原则相悖，需结合单元课文《PersuasiveTechniques》中"逻辑链条"的论述排除。5.Intheunit'sspeakingactivity,whyisrole-playconsideredaneffectivewaytopractice"EnvironmentalDebates"?A.Becauseitallowsstudentstodebatewithoutanypreparation.B.Becauseitsimulatesreal-lifesituationswithlimitedtime.C.Becauseitrequiresmemorizinglongspeechesbeforehand.D.Becauseitfocusesonlyonfluencyandnotaccuracy.解析：本题考查单元口语活动设计目的。正确答案为B，单元课文《DebateSkills》中通过模拟"城市垃圾分类政策"的辩论场景，强调在规定时间内（如3分钟）完成观点陈述与反驳，体现真实辩论的时效性。选项A错误，角色扮演仍需背景知识准备；选项C错误，单元口语活动鼓励即兴发言而非死记硬背；选项D错误，单元强调"流利度与准确性平衡"，非单一维度。干扰项迷惑性在于选项C的"背诵要求"与单元口语手册中"互动性"的原则相悖，需结合单元课文《SpeakingUnderPressure》中"临场应变"的论述排除。6.Accordingtotheunit'svocabularysection,whichwordbestdescribestheattitudeofpeoplein"GreenCommunities"?A.IndifferentB.OptimisticC.CynicalD.Passive解析：本题考查单元词汇主题"EnvironmentalAttitudes"。正确答案为B，单元课文《GreenLeaders》中描述社区成员"believeincollectiveprogress"（相信集体进步）的例句，与单元词汇表收录的"optimistic"（乐观的）高度吻合。选项A错误，"indifferent"与单元课文《ThePowerofSmallSteps》中"责任感"主题矛盾；选项C错误，"cynical"与单元课文《AdvocatingChange》的积极行动不符；选项D错误，"passive"与单元课文《CommunityAction》的主动参与原则相悖。干扰项迷惑性在于选项C的"愤世嫉俗"与单元课文《HopeinAction》的积极基调形成反差，需结合单元词汇练习中"attitudeadjectives"的辨析排除。7.Whatistheprimaryfunctionofthechartintheunit's"DataInterpretation"section?A.Toshowthepercentageofstudentswholikemath.B.Tocomparethereductioninplasticwasteoverfiveyears.C.Tolistthepricesofdifferenteco-friendlyproducts.D.Toexplainthecausesofairpollution.解析：本题考查单元技能训练目标。正确答案为B，单元课文《ProgressinNumbers》的图表展示某城市塑料垃圾年减少率（如2021-2025年从45%降至28%），与单元技能手册中"趋势分析"的讲解一致。选项A错误，图表主题为环保而非学科偏好；选项C错误，价格信息未在单元数据材料中提及；选项D错误，图表仅展示数据而非因果关系解释。干扰项迷惑性在于选项D的"污染原因"与图表的"结果呈现"功能形成概念混淆，需结合单元课文《TheSilentCrisis》中"数据可视化"的论述排除。8.Howdoestheunit'sgrammarfocuson"Conditionals"helpstudentsdiscussenvironmentalproblems?A.Byteachingthemtowriteformalletterstocompanies.B.Byallowingthemtoexpresshypotheticalsolutions.C.Byexplaininghowtousearticleswithnaturaldisasters.D.Bypracticingthepastperfecttenseforstorytelling.解析：本题考查单元语法与主题的结合。正确答案为B，单元课文《IfWeActNow》中通过"if-then"结构（如"Ifwereducesingle-useplastics,thenmarinelifewillimprove"）探讨解决方案，符合单元语法讲解中"第二条件式表假设"的应用场景。选项A错误，语法不直接关联商务信函；选项C错误，冠词是单元前章节内容；选项D错误，过去完成时非本单元重点。干扰项迷惑性在于选项C的"冠词用法"与实际例句的"条件句结构"形成功能混淆，需结合单元语法练习中"条件句与建议"的搭配排除。9.Intheunit'sreadingstrategysection,whattechniqueismostemphasizedforunderstandingcomplextexts?A.Highlightingeverynewword.B.Summarizingeachparagraphinonesentence.C.Identifyingthemainideathroughcontextclues.D.Memorizingtheauthor'sname.解析：本题考查单元阅读方法指导。正确答案为C，单元课文《BreakingDownChallenges》的阅读技巧部分强调"通过上下文推断核心观点"，如分析段落首句与关键词（如"criticalthreshold"）的关联，与单元阅读手册中"批判性阅读"的讲解一致。选项A错误，过度标注会干扰理解；选项B错误，单元推荐"思维导图"而非单句总结；选项D错误，作者信息非阅读重点。干扰项迷惑性在于选项B的"单句总结"与单元推荐"分层阅读法"相悖，需结合单元课文《TheSilentCrisis》中"逻辑链分析"的论述排除。10.Howdoestheunit'sspeakingassessmentevaluatestudents'abilitytoparticipateindebates?A.Bycheckingiftheyuseperfectgrammar.B.Byobservingtheirabilitytorefuteopposingviews.C.Byscoringtheircreativityinchoosingtopics.D.Bytiminghowlongtheycantalkwithoutstopping.解析：本题考查单元口语评价标准。正确答案为B，单元口语手册《AssessmentRubric》明确将"反驳能力"（如"addressingcounterargumentswithevidence"）列为评分维度，符合单元课文《DebateSkills》中"辩证思维"的训练目标。选项A错误，语法仅占部分权重；选项C错误，评分侧重逻辑而非创意；选项D错误，单元强调"结构化发言"而非单纯时长。干扰项迷惑性在于选项D的"时长要求"与单元口语手册中"内容质量优先"的原则相悖，需结合单元课文《SpeakingUnderPressure》中"论证有效性"的论述排除。二、填空题（总共10题，每题2分，共20分）1.ThepassageinUnit6mentionsthat"_________isnotjustabouttechnology,butalsoaboutchangingourlifestyles."解析：本题考查单元课文《GreenLiving》的核心观点。正确答案为"EnvironmentalProtection"，文章对比"智能垃圾分类系统"与"减少食物浪费"的案例，强调技术进步与行为习惯并重。空格需填入主题词，非具体技术或行为。2.Intheunit'sgrammarsection,thestructure"IfIhadmoretime,Iwouldplantaforest"isanexampleofa(n)__________conditional.解析：本题考查单元语法讲解。正确答案为"second"，该结构表达与现在事实相反的假设，符合单元语法手册中"第二条件式"的典型例句分析。空格需填入条件式类型，非具体时态。3.Thechartintheunitshowsthatthenumberofrecyclingbinsinschoolsincreasedfrom20to150between2020and2023.Thisdemonstratesa__________trend.解析：本题考查单元技能训练。正确答案为"positive"，图表数据呈现指数级增长，与单元课文《ProgressinNumbers》中"社会进步可视化"的讲解一致。空格需填入趋势形容词，非具体数字。4.Whendiscussingenvironmentalproblemsintheunit'sdebateactivity,studentsshoulduse__________tosupporttheirarguments.解析：本题考查单元口语活动设计。正确答案为"data"，单元课文《DebateSkills》强调引用"官方统计报告"（如"DepartmentofEcology's2024Report"）作为论据，符合单元技能手册中"证据支撑"的讲解。空格需填入论证要素，非具体数据。5.Theunit'swritingtaskrequiresstudentstowritealettertoalocalnewspaperabout"_________".解析：本题考查单元写作任务要求。正确答案为"plasticpollution"，单元写作指南明确提供"社区环保倡议"的写作框架，如《AdvocatingChange》中"lettertotheeditor"的范例。空格需填入具体写作主题，非泛指。6.ThereadingpassageinUnit6mentionsthat"_________isthefirststeptowardsustainability."解析：本题考查单元课文《OurDailyChoices》的核心观点。正确答案为"awareness"，文章通过对比"无意识消费"与"有意识选择"的案例，强调认知觉醒的重要性。空格需填入抽象名词，非具体行动。7.Intheunit'svocabularysection,theword"_________"means"causingdamagetotheenvironment."解析：本题考查单元词汇讲解。正确答案为"pollute"，单元词汇表收录该词并配例句"Industrialpollutionharmswildlife"，符合单元课文《TheSilentCrisis》的污染主题。空格需填入动词，非名词或形容词。8.ThespeakingassessmentinUnit6requiresstudentstodelivera2-minutespeechon"_________".解析：本题考查单元口语评价标准。正确答案为"personaleco-actions"，单元口语手册《AssessmentRubric》明确要求结合"个人实践"（如"myzero-wastejourney"）展开，符合单元课文《GreenLeaders》的榜样学习主题。空格需填入演讲主题，非泛指。9.Theunit'sgrammarfocuson"PassiveVoice"helpsstudentsunderstandhowtowriteabout"_________".解析：本题考查单元语法与主题的结合。正确答案为"environmentalpolicies"，单元课文《AdvocatingChange》中分析"政策实施过程"（如"arebeingimplementednationwide"）的被动表达，符合单元语法手册中"被动语态表客观性"的讲解。空格需填入写作对象，非具体语法结构。10.Thechartintheunitshowsthatthepercentageofpeopleusingpublictransportrosefrom30%to65%infiveyears.Thisindicatesa__________insustainabletransportation.解析：本题考查单元技能训练。正确答案为"significantincrease"，图表数据变化幅度大，与单元课文《ProgressinNumbers》中"社会转型可视化"的讲解一致。空格需填入程度副词，非具体数字。三、判断题（总共10题，每题2分，共20分）1.ThepassageinUnit6suggeststhatindividualactionshavenoimpactonglobalenvironmentalissues.解析：本题考查单元课文《OurDailyChoices》的核心观点。错误。文章明确通过"减少一次性塑料使用"的案例证明个人责任的重要性，与单元课文《ThePowerofSmallSteps》的论述一致。判断题需结合单元写作手册中"蝴蝶效应"的比喻排除。2.Theunit'sgrammarfocuson"FutureContinuous"isusefulfordiscussingfutureplans.解析：本题考查单元语法讲解的适用场景。错误。单元语法手册强调"will+be+V-ing"表将来习惯或状态（如"Nextyear,Iwillbestudyingenvironmentalscience"），而非"begoingto"表计划。需结合单元语法练习中"情态动词与将来时"的辨析排除。3.Thechartintheunitshowsthatthenumberoftreesplantedinthecitydecreasedeveryyear.解析：本题考查单元技能训练的准确性。错误。实际图表数据呈现逐年增长趋势（如2020-2024年从5000棵增至12000棵），与单元课文《ProgressinNumbers》的积极基调一致。判断题需结合单元词汇表"trendanalysis"的讲解排除。4.Theunit'sspeakingactivityrequiresstudentstomemorizea5-minutespeechaboutenvironmentalprotection.解析：本题考查单元口语活动设计。错误。单元口语手册《AssessmentRubric》明确要求"即兴发言"（如"debatewithlimitedpreparation"），而非死记硬背。需结合单元课文《SpeakingUnderPressure》的临场应变原则排除。5.Theunit'swritingtaskasksstudentstowriteapoemaboutnatureinsteadofanargumentativeessay.解析：本题考查单元写作任务要求。错误。单元写作指南明确要求"argumentativeessay"（如《AdvocatingChange》的写作框架），非诗歌创作。需结合单元语法手册中"claim-support-evidence"的结构排除。6.Theunit'svocabularysectionteachesstudentswordslike"sustainable"and"renewable"fordescribingenvironmentalproblems.解析：本题考查单元词汇讲解的针对性。正确。单元词汇表收录这些术语并配例句（如"renewableenergysources"），符合单元课文《GreenLeaders》的专业性要求。判断题需结合单元语法练习中"术语辨析"的讲解确认。7.Theunit'sgrammarfocuson"ReportedSpeech"helpsstudentswriteaboutenvironmentalconferences.解析：本题考查单元语法与主题的结合。正确。单元课文《DebateSkills》中分析"记者报道会议发言"的间接引语（如"Hesaidthatthepolicywouldbeeffective"），符合单元语法手册中"间接引语表客观性"的讲解。判断题需结合单元写作手册中"学术写作"的规范排除。8.Thechartintheunitshowsthatrecyclingrateswerehighestin2020.解析：本题考查单元技能训练的准确性。错误。实际图表数据显示2024年回收率达65%，最高，与单元课文《ProgressinNumbers》的积极趋势一致。判断题需结合单元词汇表"statisticalanalysis"的讲解排除。9.Theunit'sspeakingassessmentrequiresstudentstodebatewithoutanypreparation.解析：本题考查单元口语评价标准。错误。单元口语手册《AssessmentRubric》明确要求"准备5分钟资料"（如"notesforopeningstatement"），而非即兴辩论。需结合单元课文《DebateSkills》的规则说明排除。10.Theunit'swritingtaskasksstudentstowritealettertotheirparentsaboutenvironmentalproblems.解析：本题考查单元写作任务要求。错误。单元写作指南明确要求"正式信函"（如《AdvocatingChange》的写作框架），非私人信件。需结合单元语法手册中"正式文体"的讲解排除。四、简答题（总共8题，每题2分，共16分）1.AccordingtothepassageinUnit6,whatarethreewaysindividualscancontributetoenvironmentalprotection?参考答案：①Reducesingle-useplastics（如自带购物袋）；②Saveenergy（如使用节能电器）；③Participateincommunityclean-ups（如加入植树活动）。解析：本题考查单元课文《OurDailyChoices》的核心观点。答题要点需结合单元写作手册中"个人责任"的论述，如《ThePowerofSmallSteps》的"积累效应"理论。每点需有具体行动描述，非泛泛而谈。2.Howdoestheunit'sgrammarfocuson"Conditionals"helpstudentswritepersuasiveessays?参考答案：①表达假设性解决方案（如"Ifwebanplasticbags,thenoceanpollutionwilldecrease"）；②增强论证逻辑（如"Ifpeopleunderstandtheproblem,thentheywillact"）；③引导读者思考（如"Ifyouseeaproblem,thenyoucansolveit"）。解析：本题考查单元语法与写作的结合。答题要点需结合单元语法手册中"条件句与建议"的搭配，如《AdvocatingChange》的写作框架。每点需有具体应用场景，非抽象理论。3.Whatisthemainideaofthechartintheunit's"DataInterpretation"section?参考答案：图表展示某城市2020-2024年垃圾分类参与率的变化趋势，从35%增长至78%，反映公众环保意识的提升。解析：本题考查单元技能训练目标。答题要点需结合单元课文《ProgressinNumbers》的图表分析，如"趋势上升"的定性描述。需有具体数据支撑，非主观臆断。4.Howdoestheunit'sspeakingactivityhelpstudentsprepareforreal-lifedebates?参考答案：①模拟真实场景（如"citycouncilmeeting"）；②练习反驳技巧（如"addressingcounterarguments"）；③时间压力训练（如"2-minuteopeningstatement"）。解析：本题考查单元口语活动设计目的。答题要点需结合单元课文《DebateSkills》的实战演练，如"辩证思维"的培养。每点需有具体活动描述，非泛泛而谈。5.Whataretwokeyfeaturesoftheunit'swritingtaskonenvironmentalproblems?参考答案：①要求使用"claim-support-evidence"结构；②需结合具体数据（如"DepartmentofEcology'sreport"）。解析：本题考查单元写作任务要求。答题要点需结合单元写作手册中"学术写作"的规范，如《AdvocatingChange》的写作框架。每点需有具体要求描述，非主观评价。6.Howdoestheunit'svocabularysectionhelpstudentsunderstandenvironmentalissues?参考答案：①提供专业术语（如"carbonfootprint"）；②解释概念对比（如"renewablevs.non-renewable"）；③增强阅读理解（如分析《TheSilentCrisis》中的专业表述）。解析：本题考查单元词汇讲解的针对性。答题要点需结合单元语法练习中"术语辨析"的讲解，如《GreenLeaders》的专业性要求。每点需有具体词汇应用，非抽象理论。7.Whatisthepurposeofthechartintheunit's"DataInterpretation"section?参考答案：①帮助学生识别数据趋势（如"recyclingrateincrease"）；②提供可视化证据（如"2024年65%的参与率"）；③培养批判性思维（如分析数据来源的可靠性）。解析：本题考查单元技能训练目标。答题要点需结合单元课文《ProgressinNumbers》的图表分析，如"趋势上升"的定性描述。需有具体数据支撑，非主观臆断。8.Howdoestheunit'sspeakingactivityhelpstudentsimprovetheirfluency?参考答案：①练习即兴发言（如"1-minuteimpromptuspeech"）；②增加口语表达机会（如"debatewithpartner"）；③接受同伴反馈（如"peerreviewofarguments"）。解析：本题考查单元口语活动设计目的。答题要点需结合单元课文《SpeakingUnderPressure》的实战演练，如"临场应变"的能力培养。每点需有具体活动描述，非泛泛而谈。五、应用题（总共8题，每题4分，共24分）1.ReadthefollowingpassagefromUnit6andanswerthequestion:"Lastyear,ourschoollauncheda'ZeroWasteWeek'campaign.Studentsbroughtreusablecontainers,andthecafeteriareducedpackaging.Theresultswereamazing—wastedisposaldroppedby40%!"Whatgrammaticalstructureisusedtodescribethecampaign'sresults?Howdoesitcontributetotheauthor'smessage?参考答案：①语法结构：现在完成时被动语态（"werereduced"）；②作用：强调结果已发生且客观（如"40%的减少"），增强说服力。解析：本题考查单元语法与主题的结合。答题要点需结合单元语法手册中"被动语态表客观性"的讲解，如《AdvocatingChange》的写作框架。需有具体语法分析，非主观评价。2.Imagineyouareastudentintheunit'sdebateactivity.Yourpartnerarguesthat"individualactionshavenoimpactonglobalwarming."Writea4-sentencerebuttalusingevidencefromtheunit'sreadingpassages.参考答案：①"Butthepassagein'ThePowerofSmallSteps'showsthateverytonofpapersavedpreventscarbonemissions."②"Moreover,'GreenLeaders'mentionshowcommunitytreeplantingreducedlocaltemperaturesby2°C."③"Theseexamplesprovethatcollectiveeffortscanmakemeasurabledifferences."④"Therefore,dismissingindividualactionsignoresthecumulativeeffectofsmallchanges."解析：本题考查单元口语活动设计。答题要点需结合单元课文《OurDailyChoices》的"积累效应"理论，如《ThePowerofSmallSteps》的案例。需有具体论据支撑，非抽象理论。3.Theunit'swritingtaskasksyoutowritealettertoalocalnewspaperabout"plasticpollution."Whatthreesectionsshouldyourletterinclude,andwhatwouldyouwriteineachsection?参考答案：①Introduction（问题现状）：描述本地塑料垃圾问题（如"beachlitter"）；②Body（解决方案）：建议政策（如"bansingle-usebags"）和个人行动（如"bringreusablebottles"）；③Conclusion（呼吁行动）：强调"每个人都能改变"（如"Joinourclean-upnextSaturday"）。解析：本题考查单元写作任务要求。答题要点需结合单元写作手册中"学术写作"的规范，如《AdvocatingChange》的写作框架。每点需有具体内容描述，非主观评价。4.ReadthefollowingchartfromUnit6andanswerthequestion:|Year|RecyclingRate(%)||------|-------------------||2020|30||2021|40||2022|55||2023|65|Whattrenddoesthechartshow,andhowwouldyouexplainitinoneparagraph?参考答案：趋势：逐年显著增长。解释：该城市通过推广分类回收政策（如"communityworkshops"）和奖励机制（如"cashincentives"），公众环保意识提升，导致回收率从30%增至65%，体现社会转型。解析：本题考查单元技能训练目标。答题要点需结合单元课文《ProgressinNumbers》的图表分析，如"趋势上升"的定性描述。需有具体数据支撑，非主观臆断。5.Imagineyouareintheunit'sspeakingactivity.Yourpartnersays,"Recyclingistoocomplicatedforstudents."Writea4-sentenceresponseusingevidencefromtheunit'sreadingpassages.参考答案：①"Butthepassagein'GreenLeaders'showshowschoolsinDenmarksimplifiedrecyclingwithcolor-codedbins."②"Moreover,'DebateSkills'mentionsthatclearinstructionsreducedconfusioninourschool'spilotprogram."③"Theseexamplesprovethatcomplexitycanbeovercomewithproperdesign."④"Therefore,blamingstudentsignorestheneedforbettereducation,notexcuses."解析：本题考查单元口语活动设计。答题要点需结合单元课文《OurDailyChoices》的"简化流程"理论，如《GreenLeaders》的案例。需有具体论据支撑，非抽象理论。6.Theunit'svocabularysectionincludestheword"sustainable."Writea3-sentenceparagraphexplainingwhatitmeansinthecontextofenvironmentalprotection.参考答案："Sustainablemeansmeetingcurrentneedswithoutharmingfuturegenerations.""Forexample,usingsolarpanelsreducesfossilfueldependence.""Thisapproachbalancesdevelopmentwithconservation,likethezero-wastecampusin'ThePowerofSmallSteps'."解析：本题考查单元词汇讲解的针对性。答题要点需结合单元语法练习中"术语辨析"的讲解，如《GreenLeaders》的专业性要求。每点需有具体词汇应用，非抽象理论。7.ReadthefollowingpassagefromUnit6andanswerthequestion:"Ifwedon'tactnow,theconsequenceswillbeirreversible.Butifweworktogether,wecancreateagreenerfuture."Howdoestheauthoruselanguagetopersuadereaders?参考答案：①使用对比（"if-then"结构）；②强调紧迫性（"irreversible"）；③提供希望（"greenerfuture"）。解析：本题考查单元写作任务要求。答题要点需结合单元写作手册中"学术写作"的规范，如《AdvocatingChange》的写作框架。每点需有具体内容描述，非主观评价。8.Theunit'sgrammarsectionfocuseson"FutureContinuous."Writea4-sentenceparagraphdescribingwhatwillhappeninyourcommunityin2030ifcurrentenvironmentalpoliciescontinue.参考答案："Nextyear,ourcitywillberecycling80%ofwaste,thankstoexpandedbins.""By2030,solarpanelswillpowerhalfofschools,reducingemissions.""Communitygardenswillcover20%ofpublicspaces,improvingairquality.""Thesechangeswillmakeourcityamodelofsustainableliving."解析：本题考查单元语法与主题的结合。答题要点需结合单元语法手册中"将来进行时表习惯"的讲解，如《AdvocatingChange》的写作框架。需有具体时间描述，非抽象理论。9.Imagineyouareintheunit'sdebateactivity.Yourpartnerarguesthat"technologyalonecansolveenvironmentalproblems."Writea4-sentencerebuttalusingevidencefromtheunit'sreadingpassages.参考答案："Butthepassagein'ThePowerofSmallSteps'showsthattechwithoutuserbehaviorfails(e.g.,unusedsmartthermostats).""Moreover,'GreenLeaders'mentionshoweducation(notjustapps)reducedwaterwasteby35%.""Theseexamplesprovethattechnologyisatool,notasolutiononitsown.""Therefore,focusingonlyontechignorestheneedforculturalchange."解析：本题考查单元口语活动设计。答题要点需结合单元课文《OurDailyChoices》的"工具与行为"理论，如《GreenLeaders》的案例。需有具体论据支撑，非抽象理论。10.Theunit'swritingtaskasksyoutowritealettertoalocalnewspaperabout"plasticpollution."Whatthreesectionsshouldyourletterinclude,andwhatwouldyouwriteineachsection?参考答案：①Introduction（问题现状）：描述本地塑料垃圾问题（如"beachlitter"）；②Body（解决方案）：建议政策（如"bansingle-usebags"）和个人行动（如"bringreusablebottles"）；③Conclusion（呼吁行动）：强调"每个人都能改变"（如"Joinourclean-upnextSaturday"）。解析：本题考查单元写作任务要求。答题要点需结合单元写作手册中"学术写作"的规范，如《AdvocatingChange》的写作框架。每点需有具体内容描述，非主观评价。【标准答案及解析】一、单项选择题1.B2.B3.B4.C5.B6.B7.B8.B9.C10.B二、填空题1.EnvironmentalProtection12.second13.positive14.data15.plasticpollution16.awareness17.pollute18.personaleco-actions19.environmentalpolicies20.significantincrease三、判断题1.F22.F23.F24.F25.F26.T27.T28.F29.F30.F四、简答题1.①Reducesingle-useplastics（如自带购物袋）；②Saveenergy（如使用节能电器）；③Participateincommunityclean-ups（如加入植树活动）。2.①表达假设性解决方案（如"Ifwebanplasticbags,thenoceanpollutionwilldecrease"）；②增强论证逻辑（如"Ifpeopleunderstandtheproblem,thentheywillact"）；③引导读者思考（如"Ifyouseeaproblem,thenyoucansolveit"）。3.图表展示某城市2020-2024年垃圾分类参与率的变化趋势，从35%增长至78%，反映公众环保意识的提升。4.①模拟真实场景（如"citycouncilmeeting"）；②练习反驳技巧（如"addressingcounterarguments"）；③时间压力训练（如"2-minuteopeningstatement"）。5.①要求使用"claim-support-evidence"结构；②需结合具体数据（如"DepartmentofEcology'sreport"）。6.①提供专业术语（如"carbonfootprint"）；②解释概念对比（如"renewablevs.non-renewable"）；③增强阅读理解（如分析《TheSilentCrisis》中的专业表述）。7.图表帮助学生识别数据趋势（如"recyclingrateincrease"）；提供可视化证据（如"2024年65%的参与率"）；培养批判性思维（如分析数据来源的可靠性）。8.①练习即兴发言（如"1-minuteimpromptuspeech"）；②增加口语表达机会（如"debatewithpartner"）；③接受同伴反馈（如"peerreviewofarguments"）。五、应用题1.①语法结构：现在完成时被动语态（"werereduced"）；②作用：强调结果已发生且客观（如"40%的减少"），增强说服力。2.①"Butthepa