专题06 阅读理解之记叙文15篇（北京专用）（中考真题+中考模拟）-2026年北京中考英语总复习(语法+题型) 练习+答案

这是一份专题06 阅读理解之记叙文15篇（北京专用）（中考真题+中考模拟）-2026年北京中考英语总复习(语法+题型) 练习+答案，共18页。
内容导航
内容速递 中考真题练习 中考模拟练习
内容速递
本资料共15篇专项训练
中考真题练习
聚焦真题 明确考点
各地市联考真题练习
专注模拟 争夺高分

中考真题练习

When I was yung, flwers filled my mm’s garden each spring. I never thught that Mm had dne much abut them behind the scenes (在幕后), until she shared her secret with me.
One day last Nvember, Mm and I spent a whle mrning planting flwer bulbs. I drpped ne in each hle and cvered it ver with sil. My fingers were numb (麻木的) by the time we finished. Hwever, the grund lked just as flwer bulb empty and flat as it had been befre. Then Mm tld me t wait. I didn’t nly wait—I watched. I watched hpefully all thrugh the winter...
On the last day f April, I went utside t find the garden full f clrful flwers. Our hard wrk paid ff.
“My by, tmrrw mrning,” Mm said, “we will walk the neighbrhd and leave a basket f flwers n each drstep.”
“What?” I almst cried. “Are we selling ur flwers?”
“Of curse nt,” she said excitedly. “In fact, nbdy will even knw they’re frm us. We’ll leave them at ur neighbrs’ as a surprise. Desn’t that sund fun?”
“T me, it desn’t sund fun at all” I replied unwillingly. “They’re ur flwers. We shuld keep them fr urselves!”
“Flwers are like kindness,” Mm said. “Their beauty is meant t be shared.”
Early the next mrning, Mm wke me up. We brught the baskets and stpped near the first huse. I tk ne basket, set it by the drstep and rang the bell. Then we quickly ran away, ducked behind the trees and waited.
Finally, the dr pened. A man came ut, lking surprised. He picked up the flwer basket and then smiled. Mm hugged me. I gt a gd feeling inside. Nw I knew what she meant abut beauty sharing. I culdn’t wait t get t the next huse.
By the time we gt hme, I was grinning (咧着嘴笑) frm ear t ear. The garden was empty, but my heart was full.
1．Hw did the writer feel when he watched the garden during the winter?
A．Empty.B．Excited.C．Hpeful.D．Bred.
2．What happened t the baskets f flwers in the end?
A．They were sld fr pcket mney.B．They were given t the neighbrs.
C．They were cllected fr recycling.D．They were put up n a flwer shw.
3．What made the writer’s heart full?
A．The jy f spreading kindness.B．The excitement f grwing flwers.
C．The hnr f helping peple in need.D．The happiness f getting clse t nature.
中考模拟真题练习
Grandpa and Me

As my summer vacatin drew nearer and nearer, I made a lng list f things I wished t d and culd hardly wait t begin a brand-new jurney. Hwever, when my mm tld me that I had t live with my grandfather fr six weeks, I cmplained. A vice inside me said that it wuld be miserable t live with my grandpa, which meant n afternn baseball games with my neighbrhd friends.
The first week with Grandpa was fine. We went ut fr dinner and watched TV tgether. One day, Grandpa was sitting at the table reading the newspaper. I sat n the cuch and flipped (快速翻动) thrugh my baseball card cllectin. “Wish I had a Hank Aarn card,” I said t myself.
When Grandpa heard me, he said in surprise, “I didn’t knw yu liked baseball, Susan.” I explained that it was my favrite sprt and I usually played it all summer with my friends. Grandpa std up shakily and walked t the dr. “Let’s g,” he said, with excitement. “I want t shw yu smething.”
We drve fr quite a while, and when Grandpa finally stpped the car, we were in frnt f sme ld huses. A sign n each huse said “Land Will Be Sld. Call Fr Details.” I nticed that Grandpa had a faraway lk in his eyes. “I haven’t been here fr decades,” he whispered. “Prbably twenty r thirty years.” We walked there and he pinted dwn the street and said, “That’s the field where I used t play baseball every summer.” Then I realized where we were: This was the huse where Grandpa grew up! We lked inside a windw and saw a big mess. N ne had lived here fr a lng time.
On the ride hme, Grandpa was very quiet. I thught abut hw he must miss his ld hme and the friends he grew up with. If he culd just g back in time fr a few minutes, he wuld feel very happy and less lnely. Then I realized that six weeks away frm hme was nt t bad, especially with Grandpa arund.
1．Why did the writer cmplain abut her cming vacatin?
A．Because she culd nt play baseball games with friends.
B．Because she culd nt enjy her baseball card cllectin.
C．Because she wuld g ut fr dinner with her grandfather.
D．Because she wuld leave her hme and live in an ld huse.
2．Hw did Grandpa feel when he heard Susan liked baseball?
A．Hpeful and thankful.B．Cnfused and upset.
C．Wrried and unhappy.D．Surprised and excited.
3．What might Susan mst prbably d after visiting the ld huse?
A．Listening t Grandpa’s life stry in the past.
B．Sharing her baseball cards with her schlmates.
C．Cmplaining abut her bring vacatin t her mm.
D．Cleaning the ld huse with her neighbrhd friends.
Sarah lved the beautiful music bx n her grandmther’s table. It was small, ld, and played a sweet sng. One afternn, while her grandmther was sleeping, Sarah decided t take a clser lk. She carefully picked it up. But her hands were slippery, and the music bx fell. A small piece f it brke ff.
Sarah’s heart beat fast. She felt scared and very srry. Her grandmther lved that music bx very much. Quickly, Sarah put the brken piece in her pcket and placed the music bx back n the table. She hped her grandmther wuldn’t ntice.
Fr the next few days, Sarah felt terrible. She culdn’t eat well and didn’t want t talk t anyne. She was afraid her grandmther wuld find ut the truth and be angry with her. Every time her grandmther lked at her, Sarah’s fear grew.
One evening, her grandmther asked, “Sarah, are yu kay? Yu seem quiet these days.” Sarah’s face turned red. She wanted t tell the truth, but the wrds were stuck in her thrat. She just ndded and ran t her rm.
The next day, Sarah saw her grandmther trying t fix the music bx with glue. Her grandmther lked sad and cnfused. “I wnder hw this happened,” she said sftly t herself.
Seeing her grandmther’s sadness, Sarah knew she had t make a chice. She tk a deep breath, walked int the rm, and tld her grandmther everything. “I’m s srry, Grandma. I brke yur music bx. I was scared t tell yu,” she said, crying.
Her grandmther listened quietly. Then, she hugged Sarah and said, “Thank yu fr telling me the truth. The music bx is just a thing. It can be fixed. But yur hnesty is the mst imprtant thing t me. I’m nt angry that it’s brken; I was sad because yu were s unhappy and didn’t trust me enugh t tell me.”
Sarah felt a heavy weight lift frm her heart. She learned that telling the truth, thugh difficult at first, always makes things better in the end.
1．Hw did Sarah feel after she brke the music bx?
A．Excited and prud.B．Scared and srry.
C．Surprised and happy.D．Bred and tired.
2．What did Sarah d in the end?
A．She hid the brken piece frever.
B．She asked her parents t fix the music bx.
C．She tld her grandmther the truth.
D．She bught a new music bx fr her grandmther.
3．What is the main lessn Sarah learned frm this experience?
A．It is imprtant t be careful with ld things.
B．Grandmthers are always kind and understanding.
C．Hnesty and trust are mre valuable than hiding a mistake.
D．Brken things can always be fixed with glue.
D yu always say “thank yu” when smene des yu a favr, big r small? Hw d yu feel when thers shw n respnse (回应) t yur kindness?
I’ve been thinking abut writing this fr years, but always wrried it wuld sund like the thughts f an ld crank (古怪的人). Then, a few weeks ag, I had an epiphany (顿悟).
I was at the grcery stre, heading fr the nly pen cashier at the same time as an lder wman with a full cart. I gestured (做了个手势) fr her t g first, but she insisted I g ahead since I had nly ne item. We went back and frth until she playfully stmped (跺) her ft and let me g first.
I thanked her, and we started chatting abut the weather and ur favrite grcery stre. We wished each ther a nice day, and I left smiling.
The epiphany? Well, it’s simple really. The lady had unselfishly let me g first and I had thanked her, and that cmmn curtesy (礼貌) led t a lvely cnversatin with a stranger. That cnnectin brightened my day as, I think, it did hers. The wrld felt a little kinder in that mment.
And then I tk the difficult drive hme n narrw streets where cars have t take turns t pass. Ideally, drivers wuld wave thanks t each ther, but that day, n ne did. Sadly, this seems t be the nrm nw.
Thanking smene is the right thing t d. It rewards kindness and encurages mre f it. It als makes yu feel gd, recgnizing smene’s effrt t help yu. This can make yu think abut hw yur actins affect thers, even strangers. On a scial level, it shws that ur cmmunity thrives (兴旺) when we help each ther and act kindly. These small mments f cnnectin lift us all.
S next time smene lets yu g first in traffic r hlds a dr pen fr yu, take a mment t lk them in the eye, smile and say “thank yu”. Yu’ll bth walk away feeling happier.
1．Why did the ld wman let the writer g first?
A．The writer was in a hurry.
B．The writer was her friend.
C．The writer gestured t her.
D．The writer had nly ne item.
2．What happened t the drivers n the narrw street?
A．They greeted each ther warmly.
B．They had n plite cmmunicatin.
C．They argued ludly with each ther.
D．They waved thanks t each ther.
3．What was the writer’s “epiphany”?
A．Small acts f kindness can cnnect peple.
B．Peple are mre likely t be kind in grcery stres.
C．Being plite t thers is nt as imprtant as we think.
D．Narrw streets ften make it difficult fr peple t cmmunicate.
Ava was a quiet girl wh ften felt less imprtant than her mre sciable classmates, and this made her feel a bit uncmfrtable in scial situatins. She really wanted t fit in and be accepted by her classmates.
One day, Ava fund an ld bk full f stries abut self-acceptance. Reading it, she felt deeply inspired and decided t start a jurney f self-discvery. She learned that her true strength (力量) lay in being true t herself, nt in trying t fit in.
With newfund curage, Ava started t express herself withut fear f judgment. She discvered her lve fr writing and began sharing her stries and pems with thers. Althugh sme students made fun f her, many thers were mved by her hnesty and creativity.
Ava’s true vice began t resnate (引起共鸣) with a few like-minded students. Thse students began t reach ut t her. They supprted each ther’s dreams and hpes. As time went by, Ava’s cnfidence cntinued t grw. She nticed that her hnesty was inspiring ther students t accept their wn unique (独特的) qualities and talents, making the whle schl a mre welcming and inclusive (包容的) place.
One day, the schl’s head teacher nticed the psitive changes taking place amng the students. He was pleased with Ava’s bravery and invited her t give a speech n the imprtance f being true t neself.
Standing n the stage in frnt f the whle schl, Ava shared her jurney f self-discvery. She talked abut the pwer f being neself and encuraged thers t accept and value what made them different. Her wrds cnnected with many students, helping them develp a strnger sense f self-acceptance.
Fr Ava, being true t herself meant learning t accept herself. By ding s, she helped create a mre supprtive wrld where everyne can grw.
1．Hw did Ava feel in scial situatins at the beginning?
A．Uncmfrtable.B．Cnfident.C．Uninterested.D．Pleased.
2．With newfund curage, hw did Ava express herself?
A．By keeping a diary abut her feelings.B．By starting a club t discuss the ld bk.
C．By jining mre scial activities at schl.D．By sharing her stries and pems with thers.
3．What des Ava’s stry mainly tell us?
A．Public recgnitin builds true cnfidence.B．True grwth cmes frm self-acceptance.
C．Changing yurself is the best way t be accepted.D．An inspiring bk can be the start f a big change.
A Friend frm the Stars
14-year-ld Lila lived with her grandma in a quiet village. She lved watching stars every evening—lying n the grass with a telescpe (望远镜), dreaming abut faraway planets.
One night, a bright light flew acrss the sky and crashed int the nearby frest. Her heart beat fast, full f excitement and a little fear. She picked up a flashlight, put n her shes, and hurried int the frest t check it ut. There, in a clear part f the frest, was a small, shining spaceship. A strange little by walked ut—with silver skin, big kind eyes, and a bdy that glwed sftly (微微发光). “I’m Kael frm planet Nva,” he said in a calm vice. “My ship’s energy system is brken. I need t fix it t g hme, but I dn’t knw Earth’s machines.” Lila felt srry fr him. She was gd at science and ften helped her dad mend ld things. “I can try t help yu,” she said.
They tk parts frm ld radis and batteries in her grandma’s huse. Fr three days, they wrked tgether. Lila taught Kael abut basic tls and electricity, while Kael shared stries f his planet’s green frests and kind peple. Lila and Kael faced many prblems when they repaired the spaceship, but they didn’t give up. “Mistakes help us learn,” she tld Kael. They adjusted (调整) the cnnectins and tested again and again. On the third night, the machine finally wrked. Kael’s face lit up with jy. Befre leaving, he gave Lila a small shining stne. “This is a sign f friendship,” he said. “Yur kindness taught me that lve and curage are the same all ver the universe.”
As Kael left, Lila held the stne tight. She learned that differences dn’t stp us frm being friends—with an pen heart and a wish t help, we can build bridges even between stars. This experience made her mre cnfident and eager t learn abut the wrld.
1．Lila felt ________ when she saw a bright light sht acrss the sky.
A．excited and frightenedB．wrried and nervus
C．relaxed and cnfidentD．bred and angry
2．Why did Kael cme t Earth?
A．He wanted t learn abut Earth’s technlgy.B．His spacecraft’s energy system brke dwn.
C．He planned t visit Lila’s grandma’s huse.D．He needed t find a glwing stne fr his planet.
3．Lila learned ________ accrding t the passage.
A．the universe is t huge fr men t make a difference
B．technlgy can slve any prblem between different beings
C．kindness and curage can bridge even the widest differences
D．friendship with aliens is mre valuable than human relatinships
The Silent Language f Paper
Li Wei planned t hang ut with friends during the summer vacatin. Hwever, his parents tld him t spend every afternn with his grandmther learning paper-cutting. This made him upset.
“It’s an ld-fashined craft (手工艺). What’s the pint?” he said angrily. But his father insisted, “Grandmther’s skills are a treasure. This is imprtant.”
The first few days were really frustrating (令人沮丧的). N matter hw hard Li Wei tried, he culdn’t cntrl his fingers prperly. His cuts were messy, nthing like grandmther’s, which were always sharp and frmed beautiful designs f flwers and animals. He fund it a bring task.
One afternn, grandmther didn’t bring any pattern (图案). Instead, she placed a blank red paper in frnt f him. “Tday,” she said sftly, “cut ut what is in yur heart.” Li Wei was cnfused. He thught fr a mment, then decided t cut ut a simple basketball—the symbl f his favurite sprt. T his surprise, grandmther smiled warmly. “Gd! Yu see, paper-cutting is nt just abut cpying ld patterns. It’s a language. Our ancestrs (祖先) used it t tell their stries. Nw, yu are telling yurs.”
Li Wei felt a sudden excitement. It wasn’t abut being perfect at an ld art; it was abut adding his wn vice t it. He practiced with new interest. He started creating designs that mixed traditinal symbls with things frm his wn life—a panda with a basketball and the schl building next t a lucky character “Fu”.
When his class had an internatinal culture fair, Li Wei didn’t just display grandmther’s perfect traditinal cuts. He prudly shwed his wn mdern creatins. He explained t his curius classmates, and even t the visiting exchange students, hw this art was evlving (演变). He was n lnger just a learner; he felt like a keeper f the traditin.
Li Wei finally understd his father’s wrds. The real treasure wasn’t just the paper-cuts themselves, but the silent language they carried—a language that he culd nw speak, and mre imprtantly, ne he culd help write fr the future.
1．Hw did Li Wei feel abut learning paper-cutting at first?
A．Surprised.B．Prud.C．Curius.D．Upset.
2．What made Li Wei practice paper-cutting with new interest?
A．Watching grandmther make paper-cuts.
B．Attending the internatinal culture fair.
C．Creating designs t express himself.
D．Cpying the ld perfect patterns.
3．What did Li Wei finally realize?
A．Traditinal art stays alive with new ideas.
B．Traditinal art shuld remain unchanged.
C．Learning traditinal art skills is very hard.
D．Paper-cutting is a symbl f traditinal art.
When I arrived at the Sign Language Center fr my first American Sign Language (ASL) class, a man tk ne lk at me and held up sme fingers. One? Tw? I put up ne finger, and he directed me t the Level 1 class. Class time was strictly “vices ff” t encurage immersive (沉浸式的) learning and t shw respect t the deaf teachers. Withut the pwer f speech, all my classmates and I culd d was smile and nd at ne anther as we tk in the new vcabulary.
As a writer, I pride myself n a certain talent fr language. I was taught that there’s a perfect mix f wrds that can mst exactly cmmunicate any thught. With ASL, I expected t feel similarly, and thught fluency wuld cme after I cllected enugh signs. The first thing we learn in ASL class is the alphabet. As my classmates and I used ASL t ask and answer questins, we came acrss wrds withut matching signs and culd nly spell them with difficulty. That was the main experience f ur first weeks learning ASL. It was embarrassing (尴尬的): Seeing a dzen plitely smiling faces watching me as I slwly spelled, misspelled and restarted spelling wrds—ften many times—was its wn kind f suffering.
Over time, I picked up n new ways, like waving a hand r stmping n the grund t get smene’s attentin. My fingers stpped as they reached fr new shapes, and I struggled t differentiate very similar lking signs. Eventually I realized that when yu’re cmmunicating in sign language, dictin (措词) is nt as imprtant as the way yu express what yu’re cmmunicating. I nce asked a teacher hw t sign the wrd “desperate (渴望的)”. “ASL desn’t have a direct translatin f every English wrd,” he tld me. “If yu want t sign ‘desperate’, yu might just sign the wrd ‘want’, but with the prper facial and bdy psturing t shw yur desperatin. It desn’t make sense t sign ‘frustrated’ if yur face desn’t lk frustrated at all, ” he added—it’s like speaking in a calm vice and shwing n facial expressins while yu’re angry.
I’ve been attending ASL classes fr almst tw years. At the beginning, my reasn was cmmn: a childhd curisity with “secret languages”. While ASL may nt cmpletely share a vcabulary with English, that desn’t mean it lacks precisin (精确). Its precisin, I’ve learned, lies in the cmmn language f the bdy.
1．Hw did the writer and her classmates cmmunicate in the first ASL class?
A．They spelled the wrds.B．They smiled and ndded.
C．They held up their fingers.D．They lked at each ther.
2．Why did the writer feel embarrassed at the beginning f learning ASL?
A．She wasn’t sure abut the answers.B．She had t smile at her classmates.
C．She misspelled and respelled many times.D．She didn’t knw hw t get thers’ attentin.
3．What has the writer learned frm this experience?
A．The bdy gives life t language.B．Secret language is difficult t learn.
C．ASL has the same vcabulary as English.D．Spelling is mre imprtant than expressin.
I did nt expect s many peple t be here. Over five hundred were seated in rws. I culd hear the sund f a cugh r a child trying t stay quiet frm time t time, but it all sunded muffled (模糊不清的) as if I was under water.
Every night, Ethan and I practiced hard until my vice gt rugh (沙哑的) and his fingers hurt. We were invited t perfrm at a natinal music cncert. Usually we dn’t have such pprtunity t shine, s we wanted t give it ur all. Every run-thrugh we did, we’d fix a few mistakes but always find a few new nes in exchange. It was like tw steps frward and ne step back. Even thugh we smetimes disagreed, we stayed fcused n ur gal.
As we walked up nt the stage, I culd feel a thusand sharp eyes n me. The air was cmpletely still. The lights felt ht n my face. When the music began, I frze. My muth pened, but n sund came ut. Ethan slwed the pian dwn fr a beat as he lked ver at me. He knew smething was wrng, but he cntinued nward as he had been trained t d. I searched madly fr a slutin, my eyes mving quickly arund the darkened hall. I felt as if time had stpped.
Then, I lcked eyes with Mm. Even at a distance, I culd sense her gently muthing the wrds t me as she had always dne whenever I’d frget my lines, “Elise, yu can d it.” I tk a deep breath and my vice finally came ut, strng and clear. Ethan and I rde thrugh the rest f the sng until the end, ur vices and the pian fitting tgether perfectly. A mment f silence. Then, the whle audience (观众) rse t their feet in applause.
A mnth later, I felt like I was under water again. I walked nt the stage. As I lked up, I saw my mm. She watched me patiently and gave me a nd. Gradually, the pressure n my chest disappeared and I culd breathe nce mre. I had dne this befre, and I wuld d it again.
1．Frm the passage, Elise was nervus because ________.
A．she didn’t practice enugh with Ethan
B．she was wrrying abut her rugh vice
C．she didn’t share the same gal with Ethan
D．she had t face a large audience in the hall
2．When Ethan started t play the pian, Elise ________.
A．lst herself in the beautiful music
B．tried t sing but culdn’t make a sund
C．felt smething wrng with the stage lights
D．cunted the beats f the sng alngside him
3．What can we learn frm the stry?
A．Cntinuus hard wrk will finally pay ff.
B．Teamwrk turns the impssible int reality.
C．Supprt frm lved nes lights the path t cnfidence.
D．True strength cmes frm vercming repeated failures.
Tm sat at his desk, staring at his hmewrk. He was a bit dwn. Earlier that evening, he had argued with his dad abut using AI t finish his wrk. “Yu have used it t much,” his dad had said. “It’s useful, but if yu use it fr everything, yu wn’t learn t think fr yurself.” Tm knew his dad was right.
That night, Tm came t the bedrm, his heart beating fast. He tk a deep breath and entered. “Dad, can we talk?” he asked. His dad smiled and ndded. Tm said, “I was wrng t use AI fr all my hmewrk. I want t try ding it by myself frm nw n.” His dad was glad and gave him sme advice: start with small tasks, check facts with AI, but try t write dwn yur wn ideas.
The next mrning, Tm pened his ntebk. He tried t finish his English writing n his wn. At first, it was slw, and he made many mistakes. He gt cnfused by sme difficult questins and almst gave up. But then he thught f his dad’s wrds: “Try yur best and take yur time.” Slwly, he began writing, checking each sentence carefully. By lunchtime, Tm finished his writing and felt mre cnfident.
As the week went n, Tm tried t use what he learned in different subjects. He used AI nly t check facts. He still made mistakes and had t rewrite part f his reprt. At first, he felt upset, but then he realized that crrecting his wn mistakes helped him understand the tpic better. His dad nticed and said, “Yu are imprving. Believe in yurself.”
Finally, Friday came. Tm handed in his histry reprt, written cmpletely by himself. When he gt it back, he culd hardly believe it—he gt an A! His teacher even praised his careful thinking and creative ideas.
Tm learned an imprtant lessn: learning is nt abut taking the easy way. It is abut wrking hard, thinking carefully, and facing prblems bravely.
1．When Tm came t the bedrm that night, he felt ________.
A．excited and happyB．angry and impatient
C．nervus and wrriedD．cnfident and relaxed
2．What did Tm d after he thught f his father’s advice?
A．He gave up when he made many mistakes.
B．He finished his writing n his wn carefully.
C．He cpied his classmates’ wrk t save time.
D．He used AI t get mre ideas fr his writing.
3．What can we learn frm the stry?
A．Making mistakes always leads t negative effects.
B．Using AI is the best way t finish hmewrk quickly.
C．True learning needs effrt, independent thinking and facing challenges.
D．Real learning requires practice, quick thinking and aviding prblems.
A teacher decided t let her class play a game. She tld each child in the class t bring alng a plastic bag with a few big ptates. Each ptat was given the name f a persn that the child hated, s the number f ptates that a child put in his r her plastic bag was the number f peple he r she hated.
When the day came, every child brught sme ptates with the names f the peple he r she hated. Sme had tw ptates, sme had three while sme had up t five ptates. The teacher then tld the children t carry the ptates in the plastic bag with them wherever they went.
Days after days passed, and the children started t cmplain because f the unpleasant smell let ut by the rtten (腐烂的) ptates. Besides, thse having as many as five ptates als had t carry heavier bags. After weeks, the children were relieved (如释重负的) because the game had finally ended.
The teacher asked “Hw did yu feel while carrying the ptates with yu these days?” The children let ut their upset and started cmplaining abut the truble they had t g thrugh having t carry the heavy and smelly ptates wherever they went.
Then the teacher tld them the hidden meaning behind the game. “This is exactly the situatin when yu carry yur hatred (憎恨) fr smebdy inside yur heart. The unpleasant smell f hatred will pllute yur heart and yu will carry it with yu wherever yu g. Just frgive smene yu hate and keep ging ahead. If yu cannt tlerate (忍受) the smell f rtten ptates fr just a shrt perid f time, can yu imagine what it is like t have hatred in yur heart fr yur lifetime?”
1．Hw many ptates culd the children bring t schl?
A．Five ptates at mst.B．N mre than tw r three.
C．The same number as thse they hated.D．They can bring as many as they want.
2．Hw might the children feel while carrying the ptates?
A．Sad and scared.B．Upset and unhappy.
C．Anxius and angry.D．Nervus and dissatisfied.
3．What des the teacher try t teach the children?
A．Tlerate hatred if yu can’t frget it.B．Frgive thse yu hate and mve n.
C．Carry a ptat bag wherever yu g.D．Never buy rtten ptates even if they’re cheap.
Kathy culd still remember the night when she had t leave her hme in Hungary at the age f 14. It was the beginning f Wrld War II and her family had t leave their cuntry as sn as pssible. She quickly filled a bag with a few pieces f clthing, her diary, and her treasure—a beautiful silk scarf.
Kathy and her best friend, Mnica, had asked their parents t buy them matching scarves. They each wuld wear the scarves as a symbl f their friendship. Kathy had n idea that she was ging t America that night and wuld nt be returning.
Kathy kept that special silk scarf fr many years. One day she decided t give it t her granddaughter, Eliza, t wear t her first jb interview fr gd luck. Kathy was afraid that Eliza wuld lse the scarf, but the granddaughter prmised, “Dn’t wrry, Grandma, nthing’s ging t happen t yur scarf. Yu’ll see. It is ging t bring bth f us luck tday.” And with that, Eliza kissed her grandmther and left fr the interview.
That afternn Eliza left the interview, feeling sure that she had gt the jb. S she decided t celebrate by ging t a restaurant. As she was sitting at her table, she felt smene lking at her. Sitting next t her was an ld wman, wh culd nt take her eyes away frm her.
“I’m srry, d I knw yu?” Eliza asked.
“I’m srry, dear, but yu make me think f smene I nce knew,” the ld wman replied. “My best friend lked like yu and used t wear a scarf just like the ne yu’re wearing arund yur neck.” Eliza listened carefully, with her eyes and muth wide pen. She had heard stries f her grandmther’s best friend and knew the meaning f the scarf. Culd this be Mnica, her grandmther’s childhd friend?
Eliza intrduced herself and waited t hear the name f the ther wman.
“My name’s Mnica, dear. I lived in Hungary as a child, but my family had t leave when I was furteen years ld. I’ve been living here in Califrnia ever since.” said the ld wman. Eliza culd nt believe her ears...
1．What happened n the night Kathy left Hungary?
A．She wre a beautiful silk scarf.B．It was when Wrld War I started.
C．She and her family left in a hurry.D．She nly tk expensive things with her.
2．What wuld Eliza prbably d immediately after dinner?
A．She wuld give the silk scarf t Mnica.
B．She wuld take Mnica t meet her grandmther.
C．She wuld return the silk scarf t her grandmther.
D．She wuld tell her grandmther that the scarf brught her gd luck.
3．What is the best title f this passage?
A．A Scarf f Luck.B．A Stry abut the War.
C．A Gift frm Parents.D．A Reunin f Friends.
Ffh. Ffh. Ffh! It was nt just the empty nest f a pewee bird as Amy had fund the last five days. Amy ran hme thrugh the wds.
“Mum!” she shuted. “I see birds. Tw. In a cave. Beautiful!”
Mum smiled. Birds! Always birds! Frm the mment Amy wke up in the mrning t the mment she clsed her eyes at night, she thught nly f birds.
Amy climbed straight t her attic rm—her museum, she called it. Every shelf, every spare inch f flr, was cvered with nests, bird mdels and natural science bks. The walls were cvered with pencil and crayn drawings f many different kinds f birds, all signed “Amy in the wds.”
“Are thse the same birds wh built the nest last year? Will they return t the cave next spring?” Amy always wndered. “I will study my cave birds. I will draw them just as they are.” Amy made up her mind.
In a week, the birds were used t her. They were busy building their nest as Amy watched and drew with her pencils. Sn the dried brwn nest became a sft green bed.
Amy watched as tw baby birds came ut. She watched as the yung birds flew fr the first time. She began t feel a part f this small family.
When the days grew shrter and the autumn air began t bite, Amy knew the birds wuld leave sn. But wuld they cme back? She had t knw!
In bed that night, she frmed a plan.
The next day, when the mther and father birds were away frm the nest, she tied smething t ne leg f each baby bird. A week later, the birds were gne...
The days grew lnger again. One mrning, Amy heard a bird call, “Fee-bee! Fee-bee!”
She ran t the cave. Watching the way the birds flew in and ut f the cave, Amy knew her friends came back. But where were last year’s babies? Did they return t? She began t search the wds near the cave, listening fr their call.
Inside a little huse, she fund tw birds building a nest. One wre a silver ring arund its leg. Up the small river, under a bridge, she fund tw mre nesting birds. And ne wre a silver ring arund its leg.
Amy smiled and called, “Fee-bee! Fee-bee!”
1．What can we learn abut Amy frm her museum?
A．She ften studied birds with her mther.B．She had rich bird-watching experiences.
C．She liked drawing mre than ther hbbies.D．She wanted t keep her hbbies a secret.
2．Hw did Amy carry ut her plan in the late autumn?
A．She marked each baby bird with a silver ring.B．She separated the baby birds frm their parents.
C．She cared fr the birds and watched them grw.D．She used the birds’ language t call them back.
3．What happened t the tw baby birds when the secnd spring came?
A．They flew back and lked fr their parents.B．They made their wn nests under a bridge.
C．They flew in and ut f the cave t meet Amy.D．They returned and built nests near the cave.

I will never frget the very mment that caused me t leave my gift behind because I wanted the gift that my lder sister Maria had.
My family was spending a week at the beach. One mrning, Maria went t the beach early, but I stayed behind t finish a drawing f a seashell. After finishing the drawing, I walked t jin Maria. She was a tp gymnast (体操运动员). Her shw was perfect as she wheeled alng the beach. The beauty f that sight frze me, and I decided immediately that I t wuld becme a gymnast like her.
I knew that I had never been very gd at sprts. Hwever, when I tld my parents I wanted t take a gymnastics class, they agreed with me in surprise. The next week, I went t a beginners’ class.
If nly my parents had talked me ut f this misguided plan! Five minutes int the first class, it was clear that I didn’t have the gift f a gymnast. But I kept at it.
During this time, drawing and painting—which had been my tw favrites—all but left my mind. It must have been hurting fr my family as they watched my hpeless effrts. I blindly decided t be like Maria. I just wuld nt give up.
At the same time, n the advice f Ms. White, my art teacher, I hurriedly handed in my seashell drawing fr an art cntest in ur twn. One night as I was having a hard time practicing, the phne rang. It was Ms. White. “Alice, yu wn the cntest!” she said ludly.
“Really?” was all I culd reply.
“Yes,” Ms. White said. “They’re ging t give yu a prize. And that’s nt all. The winner is als accepted int Wildale’s Summer Fine Arts Institute.” I culdn’t believe what I heard. Only a handful f yung artists were accepted each summer.
That night I didn’t g back int the living rm t cntinue practicing. Gymnastics was Maria’s gift, nt mine. It had taken me a while, but I realized that I had a gift f my wn.
1．Alice wanted t be a gymnast because ________.
A．she had been gd at sprtsB．her sister’s shw was perfect
C．she hated drawing and paintingD．her parents wanted her t d s
2．Hw did Alice feel abut learning gymnastics at last?
A．Satisfied.B．Wrried.C．Hpeful.D．Regretful.
3．What des the writer want t tell us accrding t the passage?
A．We shuld value ur wn gifts.B．It takes time t find ne’s gifts.
C．We culd develp different gifts.D．It’s never t late t shw ur gifts.
The bell rang, and the students f Class Three slwly tk their seats. It seemed like an rdinary Mnday mrning. But tday, their teacher, Miss Lema, had smething special planned.
She entered the classrm, carrying a large cardbard bx. “Gd mrning, everyne! Tday, we’re ging t d smething a little different,” she said. Setting the bx n her desk, she began handing ut the white masks (面罩) and sme clrful markers.
“Here’s what I want yu t d,” she said. “On the utside, decrate yur mask t shw hw yu want thers t see yu. Use any clrs r symbls yu like. Inside, write ne thing abut yurself that mst peple dn’t knw.”
At first, sme students laughed, shwing their masks t thers r making jkes abut silly designs. But as minutes passed, the laughter sftened. Smething abut the task made everyne thughtful.
Emma, wh was always cheerful and full f jkes, drew a shining yellw sun in the bright blue sky. Inside, she carefully wrte: Smetimes I’m afraid that if I’m nt funny, peple wn’t like me.
Jack, a quiet by wh seldm spke up, painted calm blue waves acrss his mask. Inside, he wrte: I miss my dad a lt. I dn’t talk abut it.
When everyne finished, Miss Lema asked them t pass their masks arund the rm. Each student pened ne, reading the hidden wrds inside. The class fell silent fr a while.
“I didn’t knw yu felt like that,” Jenna said sftly t Emma.
Bruce lked at Jack and said in a lw vice, “Yu’re nt alne. I’ve felt that way t.”
Miss Lema lked arund and said gently, “We all wear masks smetimes. We hide hw we really feel because we’ re afraid peple might nt understand. But when we share ur true selves, we becme clser. That’s where kindness begins.”
After that day, Class Three was never quite the same as befre. The students spke mre kindly, listened mre patiently, and smiled mre ften. It wasn’t the kind f lessn they expected — but it was ne they wuld remember fr a lifetime.
1．What were the students asked t d with the masks?
A．Put them int the cardbard bx.B．Help each ther t hand them ut.
C．Wear them and let the thers design.D．Decrate the utside and write a secret inside.
2．Hw did the students’ feelings change while they were ding the task?
A．They gt silent and wrried.B．They became nisy and upset.
C．They turned quiet and thughtful.D．They stayed cheerful and excited.
3．What have yu learnt frm the stry?
A．Art skills are imprtant fr self-expressin.
B．Sharing true feelings can help us grw clser.
C．Masks can help t hide ur real thughts ften.
D．Task-based learning is ppular amng students.