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2026 届四川省会理一中高三下学期 4 月半月考
英语试题
本试卷共 150 分，考试时间 120 分钟。
考试结束后，将本试题和答题卡一并交回。
注意事项：
1. 答题前，考生先将自己的姓名、准考证号码填写清楚，将条形码准确粘贴在条形码区域内。
2. 选择题必须使用 2B 铅笔填涂；非选择题必须使用0.5 毫米黑色字迹的签字笔书写，字体工整，笔记清楚。
3. 请按照题号顺序在答题卡各题目的答题区域内作答，超出答题区域书写的答案无效；在草稿纸、试卷上答题无效。
4. 保持卡面清洁，不要折叠、不要弄破、弄皱，不准使用涂改液、修正带、刮纸刀。
第一部分 听力（共两节，满分 30 分）
做题时，先将答案标在试卷上，录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。
第一节（共 5 小题；每小题 1.5 分，满分 7.5 分）
听下面 5 段对话。每段对话后有一个小题，从题中所给的 A 、B 、C 三个选项中选出最佳选项。听完每段对话后，你都有 10 秒钟的时间来回答有关小题和阅读下一小题。每段对话读两遍。
1 ．When will the next train to Central Park arrive
A ．At 9:45. B ．At 9:50. C ．At 9:55.
2 ．What will the speakers do this weekend
A ．Go shopping for baby clothes.
B ．Visit the cousin and the newborn.
C ．Share the news with other relatives.
3 ．What did the man think of the English program
A ．It was poorly produced.
B ．It was difficult to understand.
C ．It was interesting and educational.
4 ．What did Jamila do this morning
A ．She did some gardening
B ．She painted some flowers.
C ．She picked some vegetables.
5 ．Why does the woman talk to the man
A ．To ask a favor from him.
B ．To remind him of a project.
C ．To update him on her project.
第二节（共 15 小题；每小题 1.5 分，满分 22.5 分）
听下面 5 段对话或独白。每段对话或独白后有几个小题，从题中所给的 A 、B、 C 三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各个小题，每小题 5 秒钟；听完后，各小题将给出5 秒钟的作答 时间。每段对话或独白读两遍。
听下面一段对话，回答以下小题。
6 ．What are the speakers discussing
A ．A field trip. B ．An exhibition. C ．A science museum.
7 ．What do we know about the man
A ．He will explore the museum alone.
B ．He forgets the deadline for the application.
C ．He will hand in the permission document tomorrow.
听下面一段对话，回答以下小题。
8 ．What happened to the man
A ．He lost his air ticket.
B ．He failed to catch his flight.
C ．He didn’t know how to rebook.
9 ．What will the man probably do next
A ．Find a place to have a drink.
B ．Purchase a ticket for the next flight.
C ．Turn to the customer service for help.
10 ．Who might be the woman
A ．A cafe attendant. B ．An airport staff member. C ．A customer service agent.
听下面一段对话，回答以下小题。
11 ．What is the relationship between the speakers
A ．Close friends. B ．Brother and sister. C ．Teacher and student.
12 ．What will Maria probably do
A ．Go to Billy’s house to help him.
B ．Wait until Billy finishes his chores.
C ．Play her new video game by herself.
13 ．What is Maria’s advice on doing chores for Billy
A ．Finish them as soon as possible.
B ．Leave them all to the last minute.
C ．Always do them on Friday afternoons.
听下面一段对话，回答以下小题。
14 ．What is Bill going to do tonight
A ．Stage a new play. B ．Invite Joan to a play. C ．Watch his daughter’s play.
15 ．What does Bill say about his daughter
A ．She will take a test.
B ．She is a college student.
C ．She is proud of her acting.
16 ．Why is Bill’s daughter nervous
A ．Her professor will be present.
B ．She has no experience in acting.
C ．The audience will grade her work.
17 ．What can we learn about the play
A ．It is part of a school project.
B ．The professor chose the cast.
C ．Bill’s daughter is the lead role.
听下面一段独白，回答以下小题。
18 ．What is the deadline for the essay
A ．October 19th. B ．October 18th. C ．October 20th.
19 ．What will happen if the essay is late
A ．The teacher won’t grade it at all.
B ．The student can resubmit next week.
C ．The teacher will send it back within a day.
20 ．What formatting rule is mentioned for the essay
A ．Use Comic Sans font.
B ．List references in the order used.
C ．Use size 12 font for the main text.
第二部分 阅读（共两节，满分 50 分）
第一节（共 15 小题；每小题 2.5 分，满分 37.5 分）
阅读下列短文，从每题所给的 A 、B 、C 和 D 四个选项中选出最佳选项。
A
Are you interested in volunteer programs for teens Well, look no further and take part in a sea turtle conservation project at a summer camp in Bali, where you’ll be involved in a volunteer program at a turtle protection center. You’ll have the opportunity to enjoy a truly impressing
international experience! Your Volunteer Role
This project is well suited to those who want to learn more about these amazing animals and help in the efforts of preserving their numbers.
As a volunteer, your key responsibilities may include:
· Daily Turtle Care: Feeding, health monitoring, and releasing hatched baby turtles into the
sea.
· Habitat Maintenance: Cleaning beach areas.
· Visitor Engagement: Interacting with the public and helping design educational boards.
Please note, a high level of physical fitness is essential for this project. Meanwhile, the field work is physically demanding, as volunteers have to walk one hour to and from the project site each
day. Your Schedule at a Glance (Minimum 2-week commitment) :
The program runs from Monday to Friday, usually from 9 a. m. to 10 p. m. On beach cleaning days, sessions may be shorter due to heat as you have to work without shade.
Weekends and days off, you can choose how to spend the time, either on site and relax or take the following optional travel packages.
· 2-day Ubud Art & Rice Terraces —$125 (private car and guide included)
· 3-day Volcano Trek & Jungle Adventure —$190 (private jeep, guide and equipment included)
· 4- day Island Hopping (Nusa Lembongan) —$380 (boat transfers, guide and equipment included)
· Weekend Surfer’s Coast (Canggu & Uluwatu) —$150 (private taxi and surf lesson included)
21 ．What is the main purpose of the text
A ．To advertise the travel packages. B ．To describe conservation condition in Bali.
C．To explain how to protect sea turtles. D．To attract volunteers to a conservation project.
22 ．What is a key requirement for volunteers in the project
A ．Great expertise in design. B ．A good physical condition.
C ．Fluent English speaking skills. D ．Previous volunteering experience.
23 ．Which travel package is best for a cultural trip on a $200 weekend budget
A ．Ubud Art & Rice Terraces B ．Volcano Trek & Jungle Adventure
C ．Island Hopping (Nusa Lembongan) D ．Surfer’s Coast (Canggu & Uluwatu)
B
Mr. Johnson, a high school history teacher, had long noticed a worrying trend in his
classroom. While his students could carefully remember dates, names and events for exams, they always failed to understand the human side of history. To them, the past seemed a fixed set of
facts, without emotion, struggle or personal meaning. Wanting to fix this gap, Mr. Johnson
decided to completely change his teaching way in the middle of the semester, trading a traditional
research report for a story-writing task.
He asked his students to pick a historical figure and write a detailed story from that person’s own point of view. The task was confusing at first, but soon the classroom was full of active
questions and discussion. One student learned deeply about the life of a young soldier in World War I, writing a sad and moving story of the mud, fear and fragile friendship in the trench lines. Another told the story of a female scholar from the Renaissance, making up a tale of her love for learning being held back by social rules. The thorough research and creative care for how the
figure felt that the students showed was amazing.
Mr. Johnson was surprised by the big change in his students. The essays he got were not
just correct; they were full of real feelings and a clear understanding of people’s thoughts. The
students had stopped just repeating facts and truly connected with history, seeing historical figures as people with many different sides instead of just names from a long time ago. In later class talks, their questions changed from “What happened ” to “Why did they feel that way ” and “What
would I have done ”. This story-writing method didn’t just help them remember facts better; it built up their ability to think deeply and their real care for how others felt.
Inspired by this success, Mr. Johnson has now made story-telling a regular part of his
lessons. He believes that when students learn to experience history through story-telling, they do more than just remember it — they start to understand its long-lasting effects on their own lives and what it means to be human in general. In his classroom, history is no longer just a subject
about the past; it has become a talk with the past.
24 ．What was Mr. Johnson’s initial problem with his students
A ．They preferred science over history. B ．They were not interested in history at all.
C ．They could not memorize historical facts. D ．They lacked emotional connection to history. 25 ．How did Mr. Johnson change his teaching method
A ．He gave more tests on dates and names in history class.
B ．He asked students to write from a historical person’s view.
C ．He showed more historical documentaries with facts.
D ．He invited historians to give lectures in his classroom.
26 ．What did the students’ essays demonstrate after the new assignment
A ．They contained more dates and facts than before.
B ．They showed better memorization of historical events.
C ．They reflected emotional understanding and personal insight.
D ．They were shorter but more accurate than previous work.
27 ．What is the main message of the text
A．History is more than facts — it’s human stories. B．Teachers should use more technology in class.
C ．Students prefer creative writing to exams. D ．Storytelling is only useful in English class.
C
Survey data shows that most freshmen regularly use generative AI, often treating it as “an intellectual partner”, Professor John Hampson reported at a faculty (全体教师) meeting in Elite Technology University (ETU). Students most commonly use it to understand difficult concepts, search, generate study materials, and edit writing. Interestingly, the lowest reported use is for
generating text.
Meanwhile, students are using faculty office hours and the speaking and writing centers less. In last year’s computer science courses, scores on problem sets increased, yet exam scores declined. “This is concerning,” noted Hampson. “If they were using AI as a study pal, they
weren’t absorbing as much as they might think.”
Students want clearer AI policies, and Hampson advised faculty to carefully consider and share what level of use they permit, the reasoning behind it, how to cite use of AI, and examples of what’s permissible. He also encouraged department-wide discussions to best prepare students for a workplace where they will need to know how to write or code with its assistance. “I also
believe that students need to learn to write and code unaided, to develop critical thinking skills, their agency as citizens, and also meaning — making the ideas that help them understand their own lives,” he added.
Some professors expressed concerns about how AI use is impacting students’ mental health and learning. Professor George Wilson noted that students are often highly competitive, and “it’s important to create rules so that competition leads to healthy behaviors that make them better
educated people.” While some suggested more one-on-one time with students, others noted that budget restrictions would make that difficult.
Professor Poly Burnett observed that lecture attendance is also down. She urged faculty to make lectures something students genuinely want to attend. She also noted that many teachers are making small changes, in hopes of continuing teaching as they’ve previously taught. “We actually have to see this less as a problem and more as an opportunity,” Burnett suggested. “How can ETU lead in rethinking how we teach, how we learn... and have our students be benefiting and being at the leading edge of that ”
28．What does the author imply about the survey findings by using “interestingly” in paragraph 1
A ．They indicate a promising trend. B ．They contradict a common assumption.
C ．They capture the faculty’s interest. D ．They require further investigation.
29 ．Which of the following changes is mentioned in paragraph 2
A ．Students are interacting more with others.
B ．AI use has led to better learning outcomes.
C ．Exam scores rose while homework scores fell.
D ．Students are using off-line academic services less.
30 ．Why does Hampson emphasize students writing and coding without AI
A ．To clarify acceptable uses of AI in coursework.
B ．To prepare students for future workplace demands.
C ．To ensure students develop essential human capacities.
D ．To improve students’ long-term academic performance.
31 ．What is Burnett’s suggestion to the faculty
A ．Make lectures more entertaining.
B ．Let students take the leading role.
C ．Take the chance to reform education.
D ．Adjust teaching slightly to AI challenges.
D
What if the computers of tomorrow didn’t depend on metal and plastic, but instead grew from the soil beneath our feet This idea is turning into reality in a laboratory, where researchers at The Ohio State University have found that common fungi — such as shiitake and button
mushrooms — can be used to create memory components for computing.
These mushroom-based devices act as organic memristors (忆阻器), short for memory
resistors. Unlike traditional resistors, memristors have the unique ability to retain information
about past electrical states. When current flows in one direction, their resistance increases; when it flows the opposite way, their resistance decreases. Even after the power is switched off, the
resistance level remains, thus allowing memristors to function like tiny memory units inside a computer.
Mushrooms contain a dense, thread-like network known as mycelium (菌丝体), which can send tiny electrical signals — much like memristors do. To test this, scientists attached wires to
dried mushrooms and sent small electrical pulses through them. The results were remarkable: the mushrooms switched between electrical states up to 5,850 times per second with about 90%
accuracy. Although their performance dropped under higher electrical frequencies, stability returned when several mushrooms were linked together — suggesting a kind of collective intelligence, similar to how brain cells function together.
Beyond these exciting results, mushrooms come with major environmental advantages.
Traditional memristors rely on scarce minerals and require high energy consumption. Mushrooms, however, are renewable, biodegradable, and easy to grow. Their mycelium can also be shaped into custom structures, making them suitable for wearable electronics, smart sensors, and other
emerging technologies.
“Everything needed to explore organic computing could be as small as a pile of natural
waste and some homemade electronics — or as large as a culturing factory,” said John LaRocco, the study’s lead author. “All ofit is achievable with the resources we already have.” In the
not-too-distant future, the computers on our desks may very well have taken root — quite literally — in the forest.
32 ．What does the underlined word “retain” in paragraph 2 mean
A ．Track. B ．Store. C ．Gather. D ．Analyze.
33 ．What does the author want to illustrate by mentioning brain cells in paragraph 3
A ．The complex structure of mushrooms.
B ．The rapid electrical response of mycelium.
C ．The cooperative nature of mycelium networks.
D ．The unstable performance of mushroom devices.
34 ．What advantages do mushroom-based memristors have according to paragraph 4
A ．They are rare and special. B ．They are smart and powerful.
C ．They are creative and productive. D ．They are sustainable and adaptable.
35 ．What can be inferred about organic computing from John LaRocco’s words
A ．It has a low barrier to entry. B ．It will advance forest research.
C ．It helps reduce agricultural waste. D ．It will create more jobs in factories.
第二节（共 5 小题；每小题 2.5 分，满分 12.5 分）
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
Malta: Travel Guided by Locals
With huge amounts of information at our fingertips in the social media-fueled Internet age, we are in theory better equipped to travel more and better. But for this Malta trip, we decided to do something different. 36 We’d build the trip by talking to random locals. No
guidebook allowed. No smartphone either — unless we were completely lost.
Approaching locals for travel tips can be awkward. So I came up with a trick: a deck of
cards with common holiday questions. 37 Locals would draw a card and give a tip based on it. We’d follow the tip, then ask them to recommend another local to help us.
How did it go 38 Philip, wonderful and friendly, introduced us to almost the whole island. When asked about his “favourite lunch spot”, he drew the card and recommended Claire, who runs Mojo restaurant in Victoria. For the “favourite cafe” card, Claire suggested
Gleneagles in Mgarr Harbour. It’s run by approachable Tony-a goldmine for tips and stories.
39 Tony, a silver-haired man with a rough voice, was one such local. He told stories of his coffee shop’s 40 years, full of emotions and old regulars. His words made those times almost tangible, making him a living connection to Gozo’s past.
My message is simple. If you visit Malta, leave your guidebook and phone in your room.
Go to a cafe, order a local drink, chat randomly with a local. 40 It grows meaningful and exciting when we connect with locals. We learn their stories, and maybe gain a new perspective.
A ．Our experiment started in Gozo with a local restaurant owner.
B ．Malta has been known for its coastal scenery and ancient ruins.
C ．At its core, travel revolves around genuine human connections.
D ．There’s no time machine, but some locals connect you to the past.
E ．As a natural icebreaker, these cards served to reduce the awkwardness.
F ．We visited many famous attractions recommended by travelers in Gozo.
G ．Instead of overplanning with blogs, Instagram or guidebooks, we chose chance.
第三部分 语言运用（共两节，满分 30 分）
第一节（共 15 小题；每小题 1 分，满分 15 分）
阅读下面短文，从每题所给的 A 、B 、C 、D 四个选项中选出最佳选项。
When I was 13, I developed a strong fear of heights after jumping from a tree and breaking my arm. For years, even standing on a ladder made my legs .
Everything during a school trip to a rock-climbing center. My teacher, Mrs.
Wilson, noticed my ________. “You don’t have to climb,” she said softly, “but sometimes facing your fears can be .” Her words echoed in my mind as I watched my classmates conquer the wall, one by one, cheering as they reached the top.
Suddenly, an urge made me “What if I just take one step!” I . With
shaking hands, I fastened the safety belt. The first rock felt ________ under my fingers. My heart as I struggled to pull myself up. Halfway up, I . My tense legs failed to move as the height overwhelmed me. The ground seemed . Fear rushed through my body.
“Look up, not down!” Mrs. Wilson shouted. Following her , I focused on the next cold rock. Slowly, my fear transformed into .
When I finally reached the top, tears of relief my cheeks. That day, I learned a lesson I will never forget: courage isn’t the absence of fear — it’s the to act despite it. Sometimes, all it takes is that first step, the will to look up instead of down, and the to keep going, no matter what.
41 ．A ．shake B ．ache C ．weaken D ．relax
42 ．A ．ended B ．changed C ．happened D ．improved
43 ．A ．curiosity B ．sorrow C ．potential D ．hesitation
44 ．A ．regretful B ．exciting C ．rewarding D ．painful
45 ．A ．step forward B ．stay back C ．turn around D ．run away
46 ．A ．sighed B ．whispered C ．shouted D ．replied
47 ．A ．hard B ．smooth C ．icy D ．damp
48 ．A ．beat B ．paused C ．sank D ．raced
49 ．A ．froze B ．slipped C ．quit D ．rested
50 ．A ．close B ．distant C ．dangerous D ．safe
51 ．A ．advice B ．example C ．warning D ．plan
52 ．A ．satisfaction B ．embarrassment C ．determination D ．disappointment
53 ．A ．burned B ．flooded C ．touched D ．warmed
54 ．A ．ability B ．creation C．judgement D ．choice
55 ．A ．inspiration B ．wisdom C ．discipline D ．strength
第二节（共 10 小题；每小题 1.5 分，满分 15 分）
阅读下面短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。
There is a saying about the southwestern Chinese province of Guizhou: “Not three feet of flat land, not three days without rain, not a family with three silver coins.” But, Tao Huabi, also
known as China’s “ 56 (hot) woman”, has well and truly broken the rule 57 the help of an appetizing sauce.
Tao Huabi, born in 1947, is 58 woman behind Lao Gan Ma, literally “Old Mother”, a hot and crunchy (脆的) sauce crafted from fried red chili peppers. Open a bottle, 59 you will spot a few peanuts, some crunchy salty beans and shiny oil mixed in.
In China, the sauce is so popular, 60 (give) birth to Lao Gan Ma phone cases,
clothing, pencil cases and the joke, according to a state-owned 61 (finance) news
organization in China, that when a man gets 62 (marry), it is to two women: his wife and Tao Huabi. Besides, it is also increasingly well-received overseas, especially in the US, where
several different versions 63 (appear) in recent years, including Fly By Jing and Momofuku chilli crunch, both of which avoid artificial flavor enhancers in favor of natural flavors.
In 2016, Lao Gan Ma 64 (credit) with helping the historically poor Guizhou
achieve 10.5% economic 65 (grow). As for the mother herself, an article described her as the queen of a “red kingdom” of chilli fields.
第四部分 写作（共两节，满分 40 分）
第一节（满分 15 分）
66 ．假定你是李华。你的朋友 Alex 计划参观中国国家博物馆，他来信请你推荐一件你喜欢的展品。请你给他回复邮件， 结合外观、功能等， 推荐这盏汉代的雁鱼青铜灯 (Bronze Wild Goose-and-Fish Lamp) 。
注意：
1. 词数 80 左右；
2. 请在答题卡的相应位置作答。
Dear Alex,
Glad to hear you’re visiting the National Museum of China!
Yours,
Li Hua
第二节（满分 25 分）
67 ．阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Sumi’s daughter Anna had always been called “Number 23.” Every time the school
released exam results, Anna would always end up in 23rd position among 50 pupils. Always 23, regardless of topic or term. Every time Sumi heard that nickname, it caused her concern.
When Sumi stayed with her friends, their discussion nearly always turned to their children. You know how it goes-one parent discusses their child’s piano honors, another boasts about math
olympiads or leadership responsibilities. While others were honoring these “great youngsters,” all Sumi could think about was Anna and her unpleasant nickname, Number 23.
Sumi had done everything to help Anna with school-hired professional tutors, bought fancy stationery, even packed brain food. And Anna tried. She gave up sketching, paper cutouts, and
many others. She moved from one class to another, endlessly trying. But then the indicators
started showing-she lost her appetite, couldn’t sleep, and sweated all the time. Eventually, she got terribly sick. That was when Sumi gave in. She stopped pressing and Anna bounced back to being the cheery little child they knew.
One day, Sumi and her friends went on a weekend trip with their families. During lunch, two kids got into a heated quarrel over a single slice of dessert. No one could calm them down. Then Anna stepped in. “Let’s flip (抛) a coin,” she said. Simple as that. Boom-problem solved. Everyone was astonished.
Later, on the journey back, they got delayed in traffic. The kids were getting restless. Anna
She started delivering jokes like a big sister. Even the adults laughed. Then she took the leftover candy boxes and started changing them into animals-paper elephants, lions, and birds. Before
everyone said goodbye, she presented one to each youngster as a gift. The other parents were shining with appreciation. For the first time in years, Sumi felt something well up in her
chest-pride.
注意：
1.续写词数应为 150 左右；
2.请按如下格式在答题卡的相应位置作答。
Not long after, Sumi got a phone call from Anna’s class teacher.
_______________________________________________________________________________
_______________________________________________________________________________
That afternoon, Anna returned home, the Class Star certificate in hand.
1 ．C
【原文】W: Excuse me, which platform do I need for the subway to Central Park
M: Platform 3, Gate B. The next train will arrive in 5 minutes. It’s 9:50 now.
W: Thank you very much!
M: You’re welcome. Have a good day!
2 ．B
【原文】W: Did you hear the news our cousin went into labor and had her baby last week
M: Oh, my goodness that’s great. Tell me everything.
W: The little angel weigh eight pounds six pounds. Isn’t that perfect
M: We have to visit them. I’m dying to cuddle that sweet newborn.
W: Yes, let’s plan a visit this weekend. I’ll bring the cutest baby outfit I can find.
3 ．B
【原文】W: I love Science Frontiers! It was such an interesting program. Robin, I hope you enjoyed it and learned something.
M: Actually, I dozed off halfway because many technical words were way over my head.
W: Oh dear! Maybe we should find a documentary with simpler explanations next time.
4 ．A
【原文】M: You look tired, Jamila. Did you have a busy morning
W: Well, I watered the plants in the vegetable garden and weeded the flower beds.
M: No wonder! Gardening can be exhausting. Did you finish all the work in your backyard
W: Almost. I still need to plant some sunflowers, but I’ll do that tomorrow.
5 ．A
【原文】W: I’m so relieved the summer term is finally over, but Professor Thomas gave me extra time for the final project.
M: You mean the one you’ve been struggling with
W: Exactly! And since you’ve already completed yours so well.
M: I see where this is going. What’s giving you trouble
6 ．A 7 ．C
【原文】W: Hey Jack, have you heard about the upcoming field trip to the science museum
M: Hi Jenny! Yeah, I heard about it. It sounds like it’ll be fun.
W: Definitely! Have you submitted your permission slip yet
M: Not yet, but I plan to do it tomorrow.
W: Don’t forget. The deadline is Friday.
M: Thanks for the reminder, Jenny. I’ll get it done.
W: No problem, Jack. It’ll be great to explore the museum together.
M: Yeah, I’m looking forward to it. I’ve never been to that museum before.
W: Me neither. I heard they have some really cool exhibits.
8 ．B 9 ．C 10 ．B
【原文】M: Hi, I missed my connecting flight. What should I do
W: I’m sorry to hear that. You’ll need to go to the airline’s customer service desk. Which airline were you flying with
M: It was United Airlines.
W: The United Airlines desk is just around the corner to your left. They can help you rebook your flight.
M: Thank you. Do you know if I’ll have to pay for a new ticket
W: It depends on the airline’s policy. The customer service agents will be able to give you more information about that.
M: Alright, I hope they can help. Is there a place to sit while I wait
W: Yes, there are seating areas near the customer service desks. You can also find a cafe nearby if you need to grab a drink or a snack.
M: Thanks for all your help.
W: You’re welcome. Good luck, and I hope you get your flight sorted out quickly.
11 ．A 12 ．C 13 ．A
【原文】W: Hey Billy. Do you want to come over after school
M: Hey Maria. No. I have to finish my chores. I didn’t do them all week, so now I have to do them all today.
W: What do you have to do
M: Rake the yard and clean my room.
W: Is that going to take a long time
M: Have you seen my room It looks like a tornado went through it.
W: Why didn’t you clean it before
M: I hate cleaning. Do you have chores
W: Yeah, but I try to finish them as soon as possible.
M: You’re smart! Now, I have to spend Friday afternoon doing chores.
W: That’s too bad. I’ve got a new video game I want to show you.
M: Do you want to help me with my chores
W: No way! I’m going to enjoy my Friday afternoon.
M: Well, I better get to work or I’ll be doing it after dinner too.
W: Finish your chores earlier next time.
M: I know. I say that every week.
14 ．C 15 ．B 16 ．A 17 ．C
【原文】W: Hi Bill. Why are you dressed up
M: Oh hi Joan. Carol and I are going to a play tonight. My daughter is the lead actress.
W: Oh really How exciting!
M: This will be her first performance. She is a drama student in college.
W: I’d love to see her perform some day. Let me know when she will be on stage again.
M: Ok. I will. I’m so excited and proud of her
W: Is she nervous
M: Yes, she is very nervous. But she loves acting, so this will be a true test for her.
W: Is this part of her school assignment
M: No. This is something she auditioned for on her own.
W: She won the lead part
M: Yeah. She was shocked. Her drama professor is coming too.
W: How does she feel about that
M: She’s more nervous about her drama professor than the rest ofthe audience.
W: But she is not going to be graded on it.
M: Yeah, but she wants to do well in front of him.
W: I understand. Well, have a lovely time tonight!
18 ．B 19 ．A 20 ．C
【原文】 I want to explain a few things about your essay. First of all, the deadline for this essay
is October the 18th. Not the 19th, not two days later because your dog was ill or your computer
broke — the 18th. If it’s late, I won’t mark it. I won’t even read it — you’ll fail the assignment!
So, please hand it in on time. You can email me the essays. I’ll reply to say I’ve got it. If I don’t
reply within a day, it might mean I didn’t get it, so please email me again to make sure. You can
also bring a paper copy of the essay to my office, but let’s be kind to the trees, OK Email is better for the trees and for me. Don’t forget that you must reference every idea or quote you use that isn’t your own idea. And the last page of your essay should be a list of all the books you used, in
alphabetical order, not in the order you used them! And lastly, make it easy for me to read! That
means using a clear font. Arial is best, but Times New Roman is fine too. Not Comic Sans, please! Size 12 font for the essay, and size 14 for the titles and subheadings. And use page numbers.
21 ．D 22 ．B 23 ．A
这是一篇应用文，文章介绍了巴厘岛夏令营开展的海龟保护项目，目的是吸引志愿者加入该项目。
21 ．推理判断题。根据全文内容，结合第一段中“Are you interested in volunteer programs for teens Well, look no further and take part in a sea turtle conservation project at a summer camp in Bali, where you’ll be involved in a volunteer program at a turtle protection center.(你是否对青少年志愿者项目感兴趣？那么，无需再寻找了，快来参加在巴厘岛夏令营开展的海龟保护项目吧，在那里你将参与一家海龟保护中心的志愿者活动)”可知，文章开篇直接邀请青少年参加巴厘岛的海龟保护志愿项目，接着介绍志愿工作内容、时间安排，核心目的是吸引志愿者参与该保护项目，故选 D。
22．细节理解题。根据 Your Volunteer Role 部分中“Please note, a high level of physical fitness is essential for this project. Meanwhile, the field work is physically demanding, as volunteers have to walk one hour to and from the project site each day.(请注意，该项目对身体素质有较高要求。同时，实地工作较为体力消耗，因为志愿者每天需要步行一小时往返项目地点)”可知，良好的身体素质是该项目的必要要求，故选 B。
23 ．细节理解题。根据文中“2-day Ubud Art & Rice Terraces —$125 (private car and guide
included)( 2 日乌布艺术与稻田之旅——125 美元（包含私人车辆和导游）)”可知，该旅游套餐符合文化之旅、200 美元预算内和周末出行的要求，故选 A。
24 ．D 25 ．B 26 ．C 27 ．A
本文是一篇说明文。文章主要介绍约翰逊老师发现学生对历史缺乏情感联结，通过
让学生写历史人物故事改变教学方式，帮助学生理解历史的人文意义。
24．细节理解题。根据第一段中的“While his students could carefully remember dates, names and events for exams, they always failed to understand the human side of history. To them, the past
seemed a fixed set offacts, without emotion, struggle or personal meaning.(虽然他的学生能为了考试认真记住日期、姓名和事件，但他们总是无法理解历史的人文层面。对他们来说，过去似乎是一系列固定的事实，没有情感、挣扎或个人意义)”可知，约翰逊老师最初的问题是学生对历史缺乏情感联结。故选 D 项。
25 ．细节理解题。根据第一段中的“Wanting to fix this gap, Mr. Johnson decided to completely change his teaching way in the middle of the semester, trading a traditional research report for a
story-writing task.(为了弥补这一差距，约翰逊老师决定在学期中彻底改变他的教学方式，用传统的研究报告换成故事写作任务)”和第二段中的“He asked his students to pick a historical
figure and write a detailed story from that person’s own point of view.(他让学生挑选一个历史人物，并从该人物自己的视角写一个详细的故事)”可知，约翰逊老师通过让学生从历史人物的视角写作来改变教学方法。故选 B 项。
26．细节理解题。根据第三段中的“The essays he got were not just correct; they were full of real feelings and a clear understanding of people’s thoughts.(他收到的作文不仅准确，而且充满了真实的情感和对人们思想的清晰理解)”可知，新任务后学生的作文体现了情感理解和个人见解。故选 C 项。
27．主旨大意题。根据最后一段中的“He believes that when students learn to experience history through story-telling, they do more than just remember it — they start to understand its
long-lasting effects on their own lives and what it means to be human in general. In his classroom, history is no longer just a subject about the past; it has become a talk with the past.(他认为，当学生学会通过讲故事来体验历史时，他们不仅仅是记住历史——他们开始理解历史对自己生活的长远影响，以及作为人本身意味着什么。在他的课堂上，历史不再仅仅是一门关于过去的学科；它变成了与过去的对话)”可知，文章的核心主旨是历史不仅仅是事实，更是人类的故事。故选 A 项。
28 ．B 29 ．D 30 ．C 31 ．C
本文是一篇议论文。主要介绍 ETU 大学关于新生使用生成式 AI 的调查结果、引发的教学问题及教师们的讨论与建议。
28 ．推理判断题。根据第一段中的“Students most commonly use it to understand difficult
concepts, search, generate study materials, and edit writing. Interestingly, the lowest reported use is for generating text. (学生们最常使用它来理解难懂的概念、搜索、生成学习资料和编辑写作。有趣的是，据报告，使用最少的是生成文本。)”可知，人们通常认为生成式 AI 主要用于生成文本，而调查结果与之相反，因此这与普遍的假设相矛盾。故选 B 项。
29 ．细节理解题。根据第二段中的“Meanwhile, students are using faculty office hours and the speaking and writing centers less.(与此同时，学生去教师答疑时间和前往口语与写作中心求助的次数减少了。)”可知，学生们正在减少使用线下学术服务。故选 D 项。
30 ．推理判断题。根据第三段中的““I also believe that students need to learn to write and code unaided, to develop critical thinking skills, their agency as citizens, and also meaning — making
the ideas that help them understand their own lives,” he added. (他补充道：“我还认为，学生需要学会独立写作和编程，以此培养批判性思维能力、作为公民的自主能动性，同时也要建立意义——构建那些能帮助他们理解自身生活的理念。”)”可知，汉普森强调学生在没有 AI 的情况下写作和编程是为了确保学生发展基本的人类能力。故选 C 项。
31．细节理解题。根据最后一段中的““We actually have to see this less as a problem and more as an opportunity,” Burnett suggested. “How can ETU lead in rethinking how we teach, how we
learn and have our students be benefiting and being at the leading edge of that ”(伯内特表示： “事实上，我们不该把这更多看作一个问题，而应更多看作一个机遇。ETU 该如何在重新思考教学方式、学习方式 并让我们的学生从中受益、走在前沿这方面起到引领作用？”)”可知，伯内特建议教师们抓住机会改革教育。故选 C 项。
32 ．B 33 ．C 34 ．D 35 ．A
本文是一篇说明文。主要介绍了俄亥俄州立大学的研究发现，蘑菇可制成有机忆阻器，具备信息存储功能，且环保可再生，未来可用于新型计算设备。
32 ．词句猜测题。根据第二段“These mushroom-based devices act as organic memristors (忆阻器), short for memory resistors. Unlike traditional resistors, memristors have the unique ability to retain information about past electrical states. (这些基于蘑菇的器件充当有机忆阻器，即存储电阻器的缩写。与传统电阻器不同，忆阻器具有 retain 过去电状态信息的独特能力)”以及“Even after the power is switched off, the resistance level remains, thus allowing memristors to function like tiny memory units inside a computer.(即使在电源关闭后，电阻水平仍然存在，因此允许忆阻器像计算机内的微型存储单元一样工作)”可知，忆阻器能存储过去电状态信息，断电后电阻水平仍保持，就像存储信息一样，retain 意为“存储、保留” ，与 store 意义相近。故选 B。
33 ．细节理解题。根据第三段“Although their performance dropped under higher electrical
frequencies, stability returned when several mushrooms were linked together — suggesting a kind of collective intelligence, similar to how brain cells function together. (尽管在较高电频率下它们的性能下降，但当多个蘑菇连接在一起时稳定性恢复——这表明一种集体智能，类似于脑细胞共同工作的方式)”可知，作者意在说明菌丝体网络的协作特性。故选 C。
34 ．细节理解题。根据第四段“Mushrooms, however, are renewable, biodegradable, and easy to grow. Their mycelium can also be shaped into custom structures, making them suitable for
wearable electronics, smart sensors, and other emerging technologies. (然而蘑菇是可再生、可生物降解且易于种植的。它们的菌丝体还可以被塑造成定制结构，使其适用于可穿戴电子设备、智能传感器和其他新兴技术)”可知，蘑菇基忆阻器具有可持续性和适应性。故选 D。
35 ．推理判断题。根据最后一段““Everything needed to explore organic computing could be as small as a pile of natural waste and some homemade electronics — or as large as a culturing
factory,” said John LaRocco, the study’s lead author. “All ofit is achievable with the resources we already have.”(该研究的主要作者约翰·拉罗科说：“探索有机计算所需的一切都可以，小至一堆天然废物和一些自制电子产品，也可以大至一个养殖厂。”。“用我们现有的资源，所有这些都是可以实现的。”)”可推知，探索有机计算所需资源简单，用已有资源就能实现，说明其进入门槛低。故选 A。
36 ．G 37 ．E 38 ．A 39 ．D 40 ．C
本文是一篇记叙文。讲述了作者在马耳他旅行时，摒弃攻略、手机和指南书，通过随机与当地人交流、接力获取建议的方式完成旅程，体会到旅行的核心是人与人之间真诚的联结。
36 ．根据上文“But for this Malta trip, we decided to do something different.(不过这次马耳他之行，我们决定做些不一样的事) 以及后文“No guidebook allowed. No smartphone either —
unless we were completely lost.(禁止使用旅游指南，也不准用智能手机 —— 除非我们彻底迷路了。)”可知，空格处应说明不一样的方面有哪些。G 选项“Instead of overplanning with blogs, Instagram or guidebooks, we chose chance.”(我们不靠博客、社交软件或旅行指南过度规划，
而是选择随缘)承接上文，符合语境。故选 G 项。
37 ．根据上文“Approaching locals for travel tips can be awkward. So I came up with a trick: a
deck of cards with common holiday questions.(主动向当地人请教旅行小贴士可能会很尴尬。于是我想到了一个小妙招：一副印有常见度假问题的卡片)”可知，空格处解释卡片的作用。E
选项“As a natural icebreaker, these cards served to reduce the awkwardness.(这些卡片是天然的破冰方式，能缓解尴尬)”承接上文，符合语境。故选 E 项。
38 ．根据上文“How did it go (进展如何？) 以及后文“Philip, wonderful and friendly, introduced us to almost the whole island.(出色又友好的菲利普几乎带我们认识了整座岛)”可知，空格处引出旅程的开始。A 选项“Our experiment started in Gozo with a local restaurant owner.(我们的尝试从戈佐岛的一位当地餐馆老板开始)”引出下文，符合语境。故选 A 项。
39．根据下文“Tony, a silver-haired man with a rough voice, was one such local. He told stories of his coffee shop’s 40 years, full of emotions and old regulars. His words made those times almost
tangible, making him a living connection to Gozo’s past.(托尼，一位头发花白、嗓音沙哑的男子，就是这样一位当地人。他饱含深情地讲述着自己的咖啡馆历经 40 年的故事，满是昔日老主顾的回忆。他的话语让那些岁月仿佛触手可及，他本人也成了连接戈佐岛过往的鲜活纽带)”可知，当地人的故事能将人们带到过去。D 选项“There’s no time machine, but some locals
connect you to the past.(没有时光机，但一些当地人能带你连接过去)”引出下文，符合语境。故选 D 项。
40 ．根据下文“It grows meaningful and exciting when we connect with locals.(当我们和当地人交流时，旅行变得有意义又令人兴奋)”可知，空格处点明旅行的核心。C 选项“At its core, travel revolves around genuine human connections.(旅行的核心，是围绕人与人之间真诚的联结展开)总结主题，符合语境。故选 C 项。
41 ．A 42 ．B 43 ．D 44 ．C 45 ．A 46 ．B 47 ．C 48 ．D
49 ．A 50 ．B 51 ．A 52 ．C 53 ．B 54 ．D 55 ．D
本文是一篇记叙文。文章主要讲述了作者克服恐高心理的一次攀岩经历。
41．考查动词词义辨析。句意：多年来，甚至站在梯子上都会让我的腿发抖。A. shake 颤抖； B. ache 疼痛；C. weaken 变弱；D. relax 放松。根据上文“I developed a strong fear of heights”可知，作者有恐高症，所以站在梯子上会腿发抖。故选 A。
42．考查动词词义辨析。句意：在学校组织的一次攀岩活动中，一切都发生了改变。A. ended结束；B. changed 改变；C. happened 发生；D. improved 改善。根据上文“I developed a strong fear of heights” 、“Everything” 、下文“When I finally reached the top”可知，作者克服恐高心理去攀岩并且到达顶端，这次攀岩活动改变了作者对高度的恐惧状态。故选 B。
43．考查名词词义辨析。句意：我的老师威尔逊夫人注意到了我的犹豫。A. curiosity 好奇心；
B. sorrow 悲伤；C. potential 潜力；D. hesitation 犹豫。根据上文“I developed a strong fear of heights”可知，作者恐高，因此面对攀岩会犹豫。故选 D。
44 ．考查形容词词义辨析。句意：“你不必爬，”她轻声说，“但有时面对你的恐惧是有回报的。”A. regretful 后悔的；B. exciting 令人兴奋的；C. rewarding 有回报的；D. painful 痛苦的。根据下文“When I finally reached the top” 、“That day, I learned a lesson I will never forget:
courage isn’t the absence of fear — it’s the 14 to act despite it.”可知，作者克服恐高心理成功攀岩，并且懂得了一个人生道理，所以面对恐惧是有回报的。故选 C。
45 ．考查动词短语辨析。句意：突然，一股冲动让我向前迈了一步：“如果我只迈一步
呢！”A. step forward 向前迈步；B. stay back 留在后面；C. turn around 转身；D. run away 逃跑。根据下文“What if I just take one step”、“With shaking hands, I fastened the safety belt”可知，作者问自己“如果我只迈一步呢！”和作者系安全带的行为可知，冲动让作者决定上前尝试攀岩。故选 A。
46 ．考查动词词义辨析。句意：我小声说。A. sighed 叹气；B. whispered 小声说；C. shouted大喊；D. replied 回答。根据上文“What if I just take one step”可知，这是作者小声对自己说的话，是内心犹豫之下的小声自语，并非大声呼喊或回应他人。故选 B。
47．考查形容词词义辨析。句意：我手下的第一块岩石摸起来很冷。A. hard 坚硬的；B. smooth光滑的；C. icy 冰冷的；D. damp 潮湿的。根据下文“I focused on the next cold rock”可知，岩石摸起来是冰凉的。故选 C。
48 ．考查动词词义辨析。句意：我挣扎着往上爬，心跳加速。A. beat 跳动；B. paused 暂停； C. sank 下沉；D. raced 加速。根据上文“I developed a strong fear of heights” 、“My heart” 以及下文“as I struggled to pull myself up”可知，作者恐高，挣扎着往上爬的时候心跳加速。故选
D。
49 ．考查动词词义辨析。句意：爬到一半时，我僵住了。A. froze 僵住；B. slipped 滑倒；C. quit 退出；D. rested 休息。根据下文“My tense legs failed to move as the height overwhelmed me”可知，作者因为高度带来的恐惧而双腿无法动弹，整个人僵住了。故选 A。
50 ．考查形容词词义辨析。句意：地面看起来很遥远。A. close 近的；B. distant 遥远的；C. dangerous 危险的；D. safe 安全的。根据上文“Halfway up”、“The ground seemed”可知，作者爬到攀岩墙一半的位置，以及恐高的状态可知，此时看地面会觉得很遥远。故选 B。
51 ．考查名词词义辨析。句意：听从她的建议，我专注于下一块冰冷的岩石。A. advice 建议；B. example 例子；C. warning 警告；D. plan 计划。根据上文“Look up, not down”和下文
“I focused on the next cold rock”可知，“抬头看，不要往下看！”是老师给作者的建议，作者听从她的建议，专注于下一块冰冷的岩石。故选 A。
52 ．考查名词词义辨析。句意：慢慢地，我的恐惧变成了决心。A. satisfaction 满意；B.
embarrassment 尴尬；C. determination 决心；D. disappointment 失望。根据上文“Slowly, my fear transformed into”和下文“When I finally reached the top”可知，作者继续攀爬并到达顶端，可以看出作者的恐惧逐渐转化为坚持下去的决心。故选 C。
53．考查动词词义辨析。句意：当我终于到达山顶时，欣慰的泪水涌上我的脸颊。A. burned燃烧；B. flooded 涌出；C. touched 触摸；D. warmed 温暖。根据上文“tears of relief”和“my cheeks”可知，欣慰的泪水涌上作者的脸颊。flood one’s cheeks 是固定搭配，表示“ 泪水涌上脸颊”。故选 B。
54．考查名词词义辨析。句意：那天，我学到了一个永远不会忘记的教训：勇气不是没有恐惧，而是尽管恐惧仍选择行动。A. ability 能力；B. creation 创造；C. judgement 判断；D. choice选择。根据下文“to act despite it”可知，勇气是在有恐惧的情况下，主动选择去行动，而非具备某种能力。故选 D。
55．考查名词词义辨析。句意：有时候，所需要的只是第一步，向上看的意愿，以及无论发生什么都要继续前进的力量。A. inspiration 灵感；B. wisdom 智慧；C. discipline 纪律；D. strength 力量。根据下文“to keep going, no matter what”可知，无论发生什么都要继续前进需要力量。故选 D。
56 ．hottest 57 ．with 58 ．the 59 ．and 60 ．giving 61 ．financial
62 ．married 63 ．have appeared 64 ．was credited 65 ．growth
本文是一篇说明文。文章主要讲述了“老干妈”创始人陶华碧凭借辣酱打破贫困规则，带领贵州经济发展。
56．考查形容词最高级。句意： 但是，有“ 中国最火辣女人”之称的陶华碧，在一种开胃酱的帮助下，彻底打破了这个规则。根据句意和常识可知，陶华碧被称为“ 中国最火辣的女人”，所以空处需用形容词最高级 hottest。故填 hottest。
57 ．考查介词。句意：但是，有“ 中国最火辣女人”之称的陶华碧，在一种开胃酱的帮助下，彻底打破了这个规则。with the help of“在 的帮助下”，固定短语。故填 with。
58 ．考查冠词。句意：陶华碧出生于 1947 年，是“老干妈”背后的女人，“老干妈”字面意思是“老妈妈”，是一种由油炸红辣椒制成的辛辣酥脆的酱料。根据空后“woman behind Lao Gan
Ma”可知，此处特指“老干妈”背后的女人，所以空处需用定冠词 the 。故填 the。
59．考查连词。句意：打开一瓶，你会发现里面混有几颗花生、一些酥脆的咸豆和闪亮的油。本句为“祈使句+and+陈述句” 固定句型，表示顺承关系，所以空处需用连词 and 连接前后句。故填 and。
60．考查非谓语动词。句意：在中国，这种酱非常受欢迎，催生了老干妈手机壳、衣服、铅笔盒，以及一个玩笑：据中国一家国有财经新闻机构报道，当一个男人结婚时，他是和两个女人结婚：他的妻子和陶华碧。本句已有谓语动词 is，且空处没有连词，所以空处需用非谓语动词作状语，空前主语 the sauce 与动词 give之间是主动关系，所以空处需用现在分词
giving 作状语。故填 giving。
61．考查形容词。句意：在中国，这种酱非常受欢迎，催生了老干妈手机壳、衣服、铅笔盒，以及一个玩笑：据中国一家国有财经新闻机构报道，当一个男人结婚时，他是和两个女人结婚：他的妻子和陶华碧。空处需用形容词作定语修饰名词 news organization ，finance 的形容词为 financial“财经的” 。故填 financial。
62 ．考查形容词。句意同上。get married“结婚” ，固定短语。故填 married。
63．考查时态。句意：此外，它在海外也越来越受欢迎，尤其是在美国，近年来出现了几个不同的版本，包括 Fly By Jing 和 Momofuku chilli crunch ，这两款都避免使用人工增味剂，
而选择天然香料。根据时间状语 in recent years 可知，空处谓语动词需用现在完成时态： have/has done ，主语是复数 versions ，所以空处助动词需用 have 。故填 have appeared。
64 ．考查时态语态和主谓一致。句意：2016 年，“老干妈”被认为帮助历史上贫穷的贵州实现了 10.5%的经济增长。根据时间状语 In 2016 可知，空处谓语动词需用一般过去时态；Lao Gan Ma 与 credit 之间是被动关系，所以空处谓语动词需用一般过去时态的被动语态：
was/were done ，主语是单数 Lao Gan Ma ，所以空处 be 动词需用 was 。故填 was credited。
65．考查名词。句意：2016 年，“老干妈”被认为帮助历史上贫穷的贵州实现了 10.5%的经济增长。空处需用名词作动词 achieve 的宾语，grow 的名词为 growth“增长” ，不可数名词。故填 growth。
66 ．One possible version:
参考范文一Dear Alex,
Glad to hear you’re visiting the National Museum of China! My top recommendation is the Han Dynasty Bronze Wild Goose-and-Fish Lamp.
This lamp is designed as a wild goose with a fish in its mouth. What’s special is how it works. When the lamp is lit, smoke rises through its neck and into its body, which is filled with water. There, the smoke is purified by the water, greatly reducing indoor air pollution.
I find its design clever and eco-friendly. It truly reflects the wisdom of the ancient Chinese people. I’m sure you’ll like it!
Best regards,
Li Hua
参考范文二Dear Alex,
Glad to hear you’re visiting the National Museum of China! I’d like to recommend a remarkable exhibit to you, which is the Bronze Wild Goose-and-Fish Lamp from the Han Dynasty.
This lamp is shaped like a graceful wild goose looking back with a fish in its mouth. What makes it incredible is its function. When the oil burns, smoke travels through the goose’s neck into its water-filled body. Then the water captures some of the lamp’s pollutants, effectively purifying the air.
This lamp is not just a light source, but a window into how the ancient Chinese combined art, science, and environmental awareness to create practical masterpieces. You’ll find it truly
impressive. Enjoy your visit!
Best regards,
Li Hua参考范文三
Dear Alex,
Glad to hear that you’re visiting the National Museum of China! For an exhibit that I find truly fascinating, I’d recommend the Bronze Wild Goose-and-Fish Lamp from the Han Dynasty.
This lamp takes the form of a wild goose, with its long neck curved gracefully backward and a fish held in its mouth. Beyond its stunning appearance, the lamp’s true brilliance lies in its clever design. When it is lit, the smoke produced is channeled through the goose’s neck into its body. The water stored inside absorbs some emissions, preventing them from being released into the air. What a remarkable eco-friendly design from 2, 000 years ago!
This lamp perfectly combines artistic beauty with practical function, reflecting the incredible wisdom of the ancient Chinese. I believe you’ll be deeply impressed by it!
Best regards,
Li Hua
67 ．Paragraph 1:
Not long after, Sumi got a phone call from Anna’s class teacher: The teacher’s voice was filled
with warmth as she said, “I’m just calling because I have some wonderful news about Anna.” She then explained that Anna had been selected for the Class Star award for her exceptional social
skills and creative talents. Almost every kid voted for her. Sumi felt her eyes moisten as she
listened, remembering all the times she had focused solely on academic rankings. “Anna was a genuinely remarkable child and I’m really proud of her,” the teacher added.Paragraph 2:
That afternoon, Anna returned home, the Class Star certificate in hand. She smiled brightly and told her mother, “I think my friends voted for me because they like my paper animals and
jokes.” Sumi hugged her tightly and said, “You’re a beautiful angel, Anna. I didn’t realize my
little girl was a real-life hero.” Looking at Anna’s happy face, Sumi now realized that every child
has their own unique strengths that cannot be measured by grades alone. Being Number 23 didn’t define her daughter’s worth-it was simply one small part of the wonderful person she was
becoming.

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