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题型:阅读理解-阅读单选 难度:0.85 引用次数:98 题号:8756227

Recently, Whitewater Middle School students in the US looked at 200 pounds (90.7kg) of food. Their classmates threw it away after a meal in the cafeteria.

They found the remains of pizzas. They saw untouched green salads and pieces of bread bitten only once.

It was, they said, both disgusting and educational.

“You don’t realize how much food waste you’re making till you see it,” said student Cody Gist.

To deal with this problem, Whitewater added environmental science as a school-wide program this year. Teachers are guiding their students through research on the ways food is linked to environment, poverty, and people’s health.

The school changed to compostable (可用作堆肥的) paper trays (托盘) as well. Working with Every Tray Counts, a US nonprofit group, the school hopes for a change from disposable (一次性的) trays to compostable paper trays.

This isn’t just an exercise at school. Whitewater is joining a network of schools, business and neighborhoods. They try to make composting as mainstream as recycling.

“The larger issue is protection of landfill space,” said Laurette Hall, an environmental management official. The area has enough space to last for maybe 25 more years, she said “That isn’t as much as it sounds in such a rapidly growing area.”

Principal Beth Thompson said students advise each other on new ways to deal with trash.

“Students understand why it matters so not one student refused to do extra work when throwing away their waste,” Thompson said.

Whitewater teachers make sure students know how their own eating habits are part of bigger problems. In environmental literature class, students read books such as Fast Food Nation: The Dark Side of the All-American Meal.

Mollie Lyman works with several language arts classrooms. Their classes discuss such issues as how poor neighborhoods often have less access to healthy food.

Lyman says she wants students to ask some basic questions: “What do we eat? What do we waste?”

1. Why did Whitewater Middle School students look at the food?
A.To see how food was connected with other problems.
B.To find out the calories of different kinds of food.
C.To check what foods were most popular among students.
D.To prepare students for the environmental science course.
2. What measures did Whitewater Middle School take?
① Introducing a new course about the environment.
② Using compostable paper trays in the cafeteria.
③ Setting up a group called Every Tray Counts.
④ Joining others to make composting common.
A.①②③B.②③④C.①②④D.①③④
3. What did Laurette Hall worry about?
A.People don’t want to protect landfill space.
B.There won’t be enough landfill space in the future.
C.Students don’t know how to recycle trash.
D.Students don’t understand the waste problem.
4. What is the purpose of the article?
A.To tell readers how important it is to save food.
B.To call on students to care about poor people.
C.To encourage schools to have environmental protection classes.
D.To share how a US school is making an effort for the environment.

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【推荐1】We are all aware of the effect greenhouse gas emissions is having on our planet and the efforts needed to tackle climate change. Most of us are doing our bit to minimize our impact on the environment, but despite our collective effort, are we doing enough to achieve net zero by 2050?

Net zero means not adding to the amount of greenhouse gases in the atmosphere. Many countries are doing their bit by changing how they generate and use power, thereby cutting carbon dioxide output. And they announced what further steps they were going to take at the recent COP26 summit in Glasgow.

In the UK, the government has been setting out its plans to achieve net zero by 2050. It's recently announced an end date for the sale of gas boilers (燃气锅炉),which are used for heating homes. The idea is to replace them with heat pumps. It’s offering homeowners grants (拨款) of up to £5,000 to get them installed Another initiative in the UK is a big push towards electric vehicles. There are to be financial incentives (激励) for car manufacturers, and more charging points are to be installed in streets. And there’s to be a ban on the sale of new petrol and diesel (柴油) cars by 2030.

But not all emissions can be reduced to zero, so those remaining will have to be compensated for, or offset (抵消). One way to do this is to plant thousands of trees,which are good at absorbing carbon dioxide. The UK government has pledged (保证) to plant 30,000 hectares of trees a year by 2025. There are other ideas too, but what's certain is this will cost money. The CBI's Tom Thackray told the BBC that ''those costs have to be weighed up against the cost of inaction (不作为).”

Whether the UK, or anyone else,reaches net zero remains to be seen. And there’s some doubt about how this can be accurately measured anyway. But it's generally recognized that a global effort is needed to tackle climate change. Therefore, net zero targets only make sense if every other country is moving in the same direction.

1. Which is NOT one of UK government’s plans to achieve net zero?
A.A big push towards electric vehicles.
B.To plant 30,000 hectares of trees a year by 2025.
C.To weigh up the all the costs against the cost of inaction.
D.To replace gas boilers with heat pumps.
2. What does the word “initiative” mean in paragraph 3?
A.A new plan.B.A new grantC.A new law.D.A new ban.
3. What can we infer from the last paragraph?
A.The world will probably reach net zero.
B.One country's efforts are far from enough to achieve net zero.
C.Every other country is moving in the same direction.
D.There’s doubt about how net zero can be accurately measured.
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【推荐2】Don’t call Madison Stewart an environmentalist. She sees herself simply as an individual taking action in defense of something she loves that’s in need of protection.

Despite her youth, the 24-year-old is an undersea veteran (老手). She grew up sailing around the Great Barrier Reef on her parents’ boat and spent her early life free diving while patiently waiting for the day when she could get her scuba diving (水肺潜水) certification, aged 12. Already impressed by sharks, Madison was now pleased to be able to observe them in their own world. “I got to know the sharks...I could recognize them by sight,” Madison says. “Other people had dogs around them growing up. I had sharks.”

But within a couple of years, she saw a great reduction in shark numbers on the reef. “One day I went in the water and couldn’t find my sharks anywhere, sharks I’d spent my childhood with,” she says. “They’d been caught and killed.” It was a great moment for Madison.

She left school at 14 to be homeschooled so she could spend more time in the ocean. She taught herself to shoot underwater video to document sharks in their own world and share her sense of wonder with others. She launched a YouTube channel and built a huge following for her documentaries where she focuses on issues like inadequate protection for some shark species and the global shark fin (鳍) industry.

In 2014 Madison was the subject of the encouraging documentary Shark Girl, which introduced her to a global audience. In 2017 she appeared as an “Ocean Guardian” in the documentary Blue that explored a lot of threats to the world’s marine environments, including the damaging effect of the global shark fishery. The film encourages viewers to get involved and includes practical steps to guide them to do so. It shows Madison’s philosophy that the power of the individual to make a difference by their own direct action should never be underestimated.

1. What did Madison do before getting her scuba diving certification?
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A.To introduce an influential conservationist.
B.To advertise some encouraging documentaries.
C.To inspire people to protect whatever they love.
D.To inform people how to preserve marine wildlife.
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【推荐3】It’s hard to imagine what Earth might look like in 2500. But a co-action between science and art is offering an unsetting window into how ongoing climate change might transform now — familiar land features into foreign landscapes over the following centuries.

These visualizations — of a dried-up Amazon rainforest and some other places — stress why researchers need to push climate predictions long past the habitual 2100, environmental social scientist Christopher Lyon and colleagues argued.

The effects of past and present greenhouse gas emissions will stay for centuries. To visualize what that future world might look like, researchers considered three possible levels — low, medium and high emissions as used in past reports — and predicted changes all the way to 2500.

For all but the lowest-mission assumption, which is roughly in line with limiting global warming to “well under” 2 degrees Celsius relative to preindustrial times as approved by the 2015 Paris Agreement, the average global temperature continues to increase until 2500, the team found. For the highest-emissions temperatures increase by about 2.2 degrees by 2100 and about 4.6 by 2500. That results in “major restructuring of the world’s eco-system”, they say.

The team then co-acted with James McKay, an artist and science communicator at the University of Leeds, to bring the data to life. Based on their predictions, McKay created a series of detailed paintings representing different global landscapes now and in 2500.

The goal of images is to visualize the future in such a way that it feels more urgent, real and close — and, perhaps, to offer a bit of hope that humans can still adapt. “To turn over the trend, we need to think about this problem as a global civilization,” Lyon says. “We wanted to show that, despite the climate people have moved into, people have figured out ways to exist in the climate.”

1. Why do they conduct the co-actions mentioned in Paragraph 1?
A.To visualize how climate change may shape the future world.
B.To prove the necessity to make climate predictions as far as 2100.
C.To predict the possible land features of the earth in the year of 2500.
D.To picture present effects greenhouse gas emissions have on the earth.
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B.They assumed high emissions may reshape the eco-system.
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D.They got tally different results from those approved by the Paris Agreement.
3. How did James McKay contribute to the project?
A.He argued for the prediction made by the team.
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C.He put forward some measures to deal with climate change.
D.He helped to visualize the research results through detailed images.
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