Ⅴ.任务型阅读。
Before the Spring Festival, Grandma
Wang, who lived alone, wanted to make
jiaozi dumplings, but found it difficult.
Her neighbor, Lin Tao, decided to help. He
brought his younger sister and some friends
to her house. Grandma Wang taught them
how to make the jiaozi — how to wrap the
filling馅料so they wouldn't break while
boiling.
They talked and laughed together. The
children learned that jiaozi meant
"togetherness" in Chinese culture. After
making hundreds of jiaozi, they didn't eat
them all. They put many into boxes and
gave them to other lonely elderly people in
their community.
"You are not just wrapping filling,"
Grandma Wang said, "you are wrapping
kindness." Lin Tao felt a deep warmth. He
realized that tradition is not just about
remembering the past, but about using it to
spread care in the present.
1. Grandma Wang had trouble making
by herself before the festival.
2. The children learned that jiaozi is a
symbol of in Chinese culture.
3. The word"younger" in Paragraph 1 has
the opposite meaning of "".在文中找反义词
4. After giving the jiaozi to others, the
community probably felt more
.
5. is the "filling" inside the jiaozi
in this story.

Ⅴ.任务型阅读。
1. jiaozi / dumplings 2. togetherness
3. elderly
4. connected / warm / happy(合理即可)
5. kindness

【分析】
这道任务型阅读的解题思路非常清晰：首先先通读全文，梳理故事核心脉络——春节前林涛帮助独居的王奶奶包饺子，孩子们不仅了解了饺子的文化内涵，还把饺子送给社区其他独居老人，传递善意。之后我们带着每道题干的关键词回到原文精准定位：1-3题都可以直接在原文找到对应线索，第4题结合故事传递关爱的主旨做合理推导，第5题结合文末点明主旨的语句找到核心指代内容，就能顺利完成所有填空。
【解析】
1. 定位原文第一段第一句"Before the Spring Festival, Grandma Wang, who lived alone, wanted to make jiaozi dumplings, but found it difficult."，句中found it difficult和题干的had trouble表达含义一致，因此这里填jiaozi / dumplings。
2. 定位原文第二段第二句"The children learned that jiaozi meant "togetherness" in Chinese culture."，题干询问饺子在中国文化中是哪一事物的象征，介词of后接名词，因此填togetherness。
3. 题干要求从文中找出younger的反义词，younger意为“更年轻的”，对应的反义词含义为年老的、年长的，文中用来形容老年群体的词汇elderly符合要求，因此填elderly。
4. 众人将包好的饺子送给社区的独居老人，传递了关怀与善意，社区的氛围会变得更温暖、更有联结感、更愉悦，因此填写warm / connected / happy等符合主旨的形容词都合理。
5. 定位原文最后一段王奶奶的原话"You are not just wrapping filling, you are wrapping kindness."，点明这个故事里饺子包裹的内核“馅料”实际指代的是善意，因此填kindness。
【知识点】
阅读细节定位、反义词查找、文意主旨推断
【点评】
本题选取和春节传统习俗相关的暖心故事作为阅读素材，大部分题目考察学生快速从原文定位提取信息的基础阅读能力，少量开放类填空引导学生结合主旨做合理推导，同时渗透了关爱独居老人、传承传统美德的正向价值引导，整体考察维度比较全面。
【难度系数】
0.7

Ⅵ.阅读理解。
During the Wenchuan earthquake, a
school collapsed倒塌. Teacher Zhang held
the classroom door open as his students
rushed out. When the last child was safe,
the building fell, and he was trapped for
hours before rescue. He lost a leg but never
his spirit. "My students are my own
children. A teacher's duty is to protect
them," he said later.
After recovering, Zhang started a free
tutoring center for children who lost parents
in the disaster. He taught them not only
school subjects but also how to be strong
and kind. "The earthquake took many
things, but it also showed us the power of
love and sacrifice," he often says. His story
is a living lesson in courage and selflessness.
()1. What did Teacher Zhang do during
the earthquake?
A. He ran out of the classroom first.
B. He held the door for his students.
C. He called for help on his phone.
D. He looked for his own child.
()2. What was the result for Teacher
Zhang?
A. He was safe without any injury.
B. He lost a leg in the disaster.
C. He decided to leave teaching.
D. He found all his students safe.
()3. What is the main purpose of the
last paragraph?
A. To describe the damage of the
earthquake.
B. To explain how Teacher Zhang
recovered.
C. To show how Zhang continued
to help after his injury.
D. To list the subjects Zhang taught.
()4. Which of the following best shows
the structure of the passage?
A. Problem→ Solution→ Result
B. Story Background→ Key Event
→ Later Influence
C. Opinion→Example→ Conclusion
D. Introduction→Argument→
Summary

Ⅵ.阅读理解。
1. B 2. B 3. C 4. B

【分析】
这是一篇人物故事类的阅读理解，解题时可以遵循先读题干明确查找目标，再回原文定位对应信息的思路：首先针对前3道细节类题目，直接找到题干对应的原文段落，比对选项和原文表述的匹配度就能排除错误选项；最后一道语篇结构题，需要逐段梳理段落核心内容，理清全文的行文逻辑，再匹配对应的结构选项即可选出正确答案。
【解析】
1. 细节理解题：根据第一段原文"Teacher Zhang held the classroom door open as his students rushed out"可知，地震时张老师为跑出的学生扶着教室门，A选项“他最先跑出教室”、C选项“他用手机呼救”、D选项“他找自己的孩子”均和原文表述不符，因此选B。
2. 细节理解题：根据第一段原文"He lost a leg but never his spirit"可知，张老师在灾难中失去了一条腿，A选项“他完全没有受伤”、C选项“他决定离开教学岗位”均不符合原文表述，D选项“他发现所有学生都安全”不是张老师自身的遭遇结果，因此选B。
3. 段落目的题：最后一段主要讲述张老师康复后开办免费辅导中心，持续帮助灾难中失去父母的儿童，核心是展现他受伤之后继续奉献助人的行为，A选项“描述地震的破坏”、B选项“解释张老师如何康复”均未在该段提及，D选项“罗列张老师教授的科目”只是段落的细节内容，并非段落核心目的，因此选C。
4. 语篇结构题：全文第一段先交代汶川地震的故事背景，同时讲述张老师舍身救学生的核心事件，第二段介绍他受伤之后开办辅导中心、传递正能量的后续影响，行文逻辑完全匹配“故事背景→核心事件→后续影响”的结构，其余选项的逻辑均不符合本文行文脉络，因此选B。
【答案】
1. B 2. B 3. C 4. B
【知识点】
阅读理解细节定位，语篇结构分析，记叙文阅读
【点评】
本题属于基础难度的人物记叙类阅读，绝大多数细节题都可以通过直接回文定位得到答案，既考察学生快速查找文本信息的能力，也通过最后一道结构题引导学生梳理全文行文逻辑，同时文本本身也传递了无私奉献的正向价值观。
【难度系数】
0.8