《2025年一本英语五合一必刷题高中人教版》

Within the UN climate process, young people have been accorded(授予) a more prominent place over the years, presenting their climate action demands ahead of the COP summits each year. At COP28 in Dubai, a decision was adopted to formalize the role of a youth climate champion to work with host nations on promoting the inclusion of young people in the talks.
Activists and development groups, meanwhile, are increasingly working with governments and schools on the ground to raise awareness of climate and nature issues by including them in the curriculum from the early years of childhood. International development organization BRAC, for example, has recently introduced “green play labs”. Families bring seeds for planting in the school grounds, and parents make play equipment from recycled material, giving children from poorer homes better access to green spaces and play equipment.　　　　　　　　 　　　　　　
Still, there is a lack of national and global strategies to boost green skills through primary, secondary and higher education. School textbooks already include climate-related information, but that is not enough to prepare children for the growing climate crisis.
Aruba Faruque, a 17 - year - old activist who participated in COP28, has been running a campaign asking the government to provide effective climate - related education. And she and her peers have organized competitions on climate - related knowledge, but she thought that it was not enough.
Rello, from UNICEF, called for larger investment in climate literacy education and green skills training. A UNICEF report showed that only 2.4 percent of finance provided by climate funds globally went into “child - responsive activities”, with very little going to education. “Even when children are considered in climate projects, they are seen as vulnerable victims rather than people who can drive change,” the report pointed out.
Yet teen activists like Faruque believe they are playing their part. “You cannot imagine the passion that children bring to the cause of climate action, which should not be ignored,” Faruque said.
12. Where is the project of “green play labs” probably carried out?
A. In schools.
B. On big farms.
C. In public parks.
D. In participants’ yards.
13. What makes it important to provide climate - related education for children?
A. The competition among countries.
B. The need to boost the economy.
C. The application of technology.
D. The growing climate crisis.
14. What may Rello suggest the government do in climate literacy education and green skills training?
A. Provide more financial help.
B. Set up more climate projects.
C. Get more children involved.
D. Organize more teachers.
15. What can be inferred from Faruque’s words?
A. Children should become activists on climate.
B. Children should develop a passion for climate.
C. Children shouldn’t be underestimated in climate action.
D. Children can easily arouse others’ interest in climate.

答案： 12.A 细节理解题。根据第二段中的“Families bring seeds for planting in the school grounds, and parents make play equipment from recycled material, giving children from poorer homes better access to green spaces and play equipment.”可知，家庭带着种子在学校操场上种植，家长用回收材料制作游戏设备，让贫困家庭的孩子们更好地获得绿色空间和游戏设备。由此可知，该活动很可能在学校里推行。
13.D 推理判断题。根据第三段最后一句“School textbooks already include climate - related information, but that is not enough to prepare children for the growing climate crisis.”可知，学校教科书已经包含了与气候相关的信息，但这还不足以让孩子们为日益严重的气候危机作好准备。由此可推知，为孩子们提供与气候有关的教育很重要的原因是气候危机日益严重。
14.A 细节理解题。根据倒数第二段第一句“Rello, from UNICEF, called for larger investment in climate literacy education and green skills training.”可知，联合国儿童基金会的 Rello 呼吁加大对气候素养教育和绿色技能培训的投资。因此，Rello 可能会建议政府在这些方面提供更多的财政帮助。
15.C 推理判断题。根据最后一段中 Faruque 所说的“You cannot imagine the passion that children bring to the cause of climate action, which should not be ignored”可知，Faruque 表示，孩子们对气候行动事业的热情超乎想象，这一点不容忽视。由此可推知，在气候行动中，孩子们不应该被轻视。