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Ⅴ. 阅读理解
新素材 留学生在生态深圳（2026·深圳二模改编）On March 21, 26 international students from Shenzhen University visited the OCT Wetland Park, exploring a key resting site for migratory birds（候鸟）in central Shenzhen. This event was the start of the 2026 “APEC China Year: International Students in Ecological Shenzhen” programme. By bringing together young people from around the world to take part in hands-on science activities, the programme aims to encourage the exchange of ideas on environmental protection.
At the wetland's ecology（生态）exhibition hall, environmental volunteer educator Xie Yunwen gave a detailed introduction to wetland ecology. From her talk, students learned about how mangroves（红树林）survive with unique methods. Her presentation also covered successful efforts to protect bird populations. To help students understand how city ecological spaces can be rebuilt and taken good care of, she talked about the development of the OCT Wetland as well.
After the exhibition, students were divided into two groups for an outdoor bird-watching activity. Guided by volunteer educators Chen Huiting and He Zhanzhi, they observed and recorded the nesting and feeding behaviours of more than 10 wetland bird types.
During the discussion, students connected the day's learning with their own environmental experiences. Yulia, a student from Russia, compared waste-sorting rules across different countries and suggested that for ordinary people, we should begin by reducing plastic use. Milana, another Russian student with experience in bird research in Northern Europe, said that the OCT Wetland offers excellent conditions for bird protection.
According to the organizers, the series will continue through November. Future visits will be timed to mark major international milestones.
1. 语言能力 归纳能力 What is Paragraph 2 mainly about?
A. The history of the OCT Wetland.
B. The topics Xie covered in her talk.
C. The introduction of the exhibition hall.
D. The different ways mangroves survive.
2. What does the underlined word “they” refer to?
A. Wetland bird types.
B. Volunteer educators.
C. International students.
D. Nesting and feeding behaviours.
3. How should ordinary people protect the environment according to Yulia?
A. By researching bird protection.
B. By learning waste-sorting rules.
C. By using fewer plastic products.
D. By comparing wetland conditions.
4. 新考法 篇章结构 What is the structure of the passage?
新素材 留学生在生态深圳（2026·深圳二模改编）On March 21, 26 international students from Shenzhen University visited the OCT Wetland Park, exploring a key resting site for migratory birds（候鸟）in central Shenzhen. This event was the start of the 2026 “APEC China Year: International Students in Ecological Shenzhen” programme. By bringing together young people from around the world to take part in hands-on science activities, the programme aims to encourage the exchange of ideas on environmental protection.
At the wetland's ecology（生态）exhibition hall, environmental volunteer educator Xie Yunwen gave a detailed introduction to wetland ecology. From her talk, students learned about how mangroves（红树林）survive with unique methods. Her presentation also covered successful efforts to protect bird populations. To help students understand how city ecological spaces can be rebuilt and taken good care of, she talked about the development of the OCT Wetland as well.
After the exhibition, students were divided into two groups for an outdoor bird-watching activity. Guided by volunteer educators Chen Huiting and He Zhanzhi, they observed and recorded the nesting and feeding behaviours of more than 10 wetland bird types.
During the discussion, students connected the day's learning with their own environmental experiences. Yulia, a student from Russia, compared waste-sorting rules across different countries and suggested that for ordinary people, we should begin by reducing plastic use. Milana, another Russian student with experience in bird research in Northern Europe, said that the OCT Wetland offers excellent conditions for bird protection.
According to the organizers, the series will continue through November. Future visits will be timed to mark major international milestones.
1. 语言能力 归纳能力 What is Paragraph 2 mainly about?
A. The history of the OCT Wetland.
B. The topics Xie covered in her talk.
C. The introduction of the exhibition hall.
D. The different ways mangroves survive.
2. What does the underlined word “they” refer to?
A. Wetland bird types.
B. Volunteer educators.
C. International students.
D. Nesting and feeding behaviours.
3. How should ordinary people protect the environment according to Yulia?
A. By researching bird protection.
B. By learning waste-sorting rules.
C. By using fewer plastic products.
D. By comparing wetland conditions.
4. 新考法 篇章结构 What is the structure of the passage?
答案
Ⅴ. 1.B 2.C 3.C 4.A
【语篇解读】本文是一篇记叙文。文章主要讲述了2026年“APEC中国年 留学生在生态深圳”系列活动的首期活动,深圳大学的26名留学生走进华侨城湿地,以沉浸式生态体验了解湿地保护、交流环保理念。
1. B 解析:段落大意题。根据第二段“environmental volunteer educator Xie Yunwen gave a detailed introduction to wetland ecology”可知本段围绕谢云文讲座的各项内容展开。故选 B。
2. C 解析:代词指代题。根据上文“After the exhibition, students were divided into two groups for an outdoor bird-watching activity.”可知“they”指代上文的“留学生”。故选 C。
3. C 解析:细节理解题。根据第四段“for ordinary people, we should begin by reducing plastic use”可知普通人应减少塑料使用。故选 C。
4. A 解析:篇章结构题。结合文章内容可知,①总起介绍项目;②③④依次介绍活动环节;⑤介绍后续安排,文章为总—分—总结构。故选 A。
【语篇解读】本文是一篇记叙文。文章主要讲述了2026年“APEC中国年 留学生在生态深圳”系列活动的首期活动,深圳大学的26名留学生走进华侨城湿地,以沉浸式生态体验了解湿地保护、交流环保理念。
1. B 解析:段落大意题。根据第二段“environmental volunteer educator Xie Yunwen gave a detailed introduction to wetland ecology”可知本段围绕谢云文讲座的各项内容展开。故选 B。
2. C 解析:代词指代题。根据上文“After the exhibition, students were divided into two groups for an outdoor bird-watching activity.”可知“they”指代上文的“留学生”。故选 C。
3. C 解析:细节理解题。根据第四段“for ordinary people, we should begin by reducing plastic use”可知普通人应减少塑料使用。故选 C。
4. A 解析:篇章结构题。结合文章内容可知,①总起介绍项目;②③④依次介绍活动环节;⑤介绍后续安排,文章为总—分—总结构。故选 A。
解析
【分析】
解这篇英语阅读理解题，需按不同题型的解题方法处理：1. 段落大意题：定位对应段落，梳理核心内容匹配选项；2. 代词指代题：找划线词前文的指代对象；3. 细节理解题：定位题干关键词到原文找对应表述；4. 篇章结构题：划分各段落功能判断整体结构。
【解析】
1. 第1题：第二段围绕环保志愿者谢云文的讲座内容展开，涵盖湿地生态、红树林生存方式、鸟类保护、湿地发展等话题，对应选项B；A仅为部分内容，C未突出讲座核心，D仅为局部信息，故选B。
2. 第2题：划线词“they”所在句前文提到“students were divided into two groups for an outdoor bird-watching activity”，可知指代前文的国际留学生，故选C。
3. 第3题：根据第四段Yulia的表述“for ordinary people, we should begin by reducing plastic use”，可知普通人应减少塑料使用，对应选项C；A是Milana的内容，B、D未提及，故选C。
4. 第4题：文章第一段总起介绍活动启动，第二至四段介绍活动各环节，第五段介绍后续安排，为总-分-总结构，对应选项A，故选A。
【答案】
1.B 2.C 3.C 4.A
【知识点】
英语阅读理解、细节理解、篇章结构
【点评】
本题结合生态环保主题，考查学生的阅读综合能力，题型常规，贴近生活，兼具知识性与教育意义。
【难度系数】
0.6
解这篇英语阅读理解题，需按不同题型的解题方法处理：1. 段落大意题：定位对应段落，梳理核心内容匹配选项；2. 代词指代题：找划线词前文的指代对象；3. 细节理解题：定位题干关键词到原文找对应表述；4. 篇章结构题：划分各段落功能判断整体结构。
【解析】
1. 第1题：第二段围绕环保志愿者谢云文的讲座内容展开，涵盖湿地生态、红树林生存方式、鸟类保护、湿地发展等话题，对应选项B；A仅为部分内容，C未突出讲座核心，D仅为局部信息，故选B。
2. 第2题：划线词“they”所在句前文提到“students were divided into two groups for an outdoor bird-watching activity”，可知指代前文的国际留学生，故选C。
3. 第3题：根据第四段Yulia的表述“for ordinary people, we should begin by reducing plastic use”，可知普通人应减少塑料使用，对应选项C；A是Milana的内容，B、D未提及，故选C。
4. 第4题：文章第一段总起介绍活动启动，第二至四段介绍活动各环节，第五段介绍后续安排，为总-分-总结构，对应选项A，故选A。
【答案】
1.B 2.C 3.C 4.A
【知识点】
英语阅读理解、细节理解、篇章结构
【点评】
本题结合生态环保主题，考查学生的阅读综合能力，题型常规，贴近生活，兼具知识性与教育意义。
【难度系数】
0.6
