五、阅读理解
(2025 苏州工业园区期末)In Paralympic Games(残奥会), many blind or nearly blind athletes race with the help of a guide. These pairs work very closely together.
Jerusa Geber is a runner who lost her sight as a teenager. When she races with her guide Garcia, he runs on her left. They each hold one end of a short rope. If they've started well, he matches her speed bit by bit, but with the opposite foot. They work so well together that Jerusa now holds the women's world record in the 100-metre race for blind or nearly blind athletes.
Since 2012, guides in the Paralympics can win medals too. But the teamwork is about more than just winning. Garcia is a runner himself. "I like being a guide," he said. "I feel more pressure at the Paralympics. I have to give 200% of myself to avoid mistakes and help my teammate do her best."
In cycling, Hannah Chadwick and her guide, Skyler Espinoza, also work closely. When they ride together, Espinoza always holds Chadwick's hand before starting. "It's a reminder that we're in this together," Espinoza said.
Chadwick and Espinoza follow the same training plan. Sometimes, when the training gets hard, Chadwick thinks of her teammate. "I'm not training just for myself," she said. "I'm training for both of us!"
People sometimes say Espinoza is making a sacrifice(牺牲) for a disabled athlete. But she doesn't see it that way. Espinoza believes that if she hadn't been a Paralympic guide, she would never have shone so much in sports. "I'm lucky that Hannah chose me to do this, just as I chose to do it with her," she said.
1. How does Garcia help the blind athlete Jerusa Geber?
A. He walks in front of her to show the path.
B. He runs behind her and shouts directions.
C. He rides a bicycle next to her to guide the way.
D. He holds a rope, running beside her with the opposite foot.
2. Which of the following words best describes the guides in the Paralympics?
A. Crazy. B. Generous.
C. Brave. D. Humorous.
3. What's the best title for the text?
A. Winning together
B. How to become a great guide
C. Special help for athletes
D. The hard life of Paralympic athletes

【语篇导读】本文介绍了在残奥会中,视
障运动员在引导员的帮助下参赛,双方
紧密合作。引导员不仅助力运动员取得
佳绩,更在合作中收获成长。
1. D 提示:细节理解题。根据第二段中
“When she races with her guide Garcia, he runs
on her left. They each hold one end of a short
rope. ... with the opposite foot. ”可知,当杰鲁莎
与引导员加西亚一起比赛时,加西亚跑在她
的左侧,并且使用相反的脚来匹配她的速度,
以确保步伐一致。
2. B 提示:推理判断题。根据第三段最后一
句可知,引导员加西亚必须付出200%的努
力。根据第六段可知,引导员埃斯皮诺萨不
认为这是牺牲,她为自己能成为引导员感到
庆幸。结合选项可推断,选项B“慷慨的”最
能描述引导员。
3. A 提示:最佳标题题。通读全文可知,本文
介绍了在残奥会中,视障运动员在引导员的
帮助下参赛,双方紧密合作,共同取得成功。
结合选项可推断,选项A“共赢”是最佳标题。

【分析】
1. 第1题是细节理解题，解题思路是先明确题目询问的Garcia帮助Jerusa的具体方式，然后定位到原文第二段，找到描述两人参赛配合的细节内容，再将选项与原文信息对比，选出匹配的选项。
2. 第2题是推理判断题，需要先梳理文中对残奥会引导员的相关描述：Garcia为避免失误、助力队友全力以赴付出200%的努力，Espinoza不认为做引导员是牺牲，反而觉得这是让自己在运动中发光的机会，结合这些表现推断引导员的特质，再从选项中选出最贴合的词汇。
3. 第3题是最佳标题题，解题时需通读全文，把握核心主旨——残奥会中视障运动员和引导员紧密合作，彼此成就、共同成功，然后对比选项，选出最能概括全文主旨的标题。
【解析】
1. 细节理解题。根据第二段中“When she races with her guide Garcia, he runs on her left. They each hold one end of a short rope. ... with the opposite foot.”可知，Garcia跑在Jerusa左侧，两人各握短绳一端，并用相反的脚匹配她的速度，选项D符合原文描述，故选D。
2. 推理判断题。根据第三段最后一句“I have to give 200% of myself to avoid mistakes and help my teammate do her best.”可知Garcia全力以赴帮助队友；根据第六段Espinoza的表述“if she hadn't been a Paralympic guide, she would never have shone so much in sports. 'I'm lucky that Hannah chose me to do this, just as I chose to do it with her,'”可知她不认为这是牺牲，反而觉得幸运。结合这些内容可推断，“Generous（慷慨的）”最能描述引导员无私付出、助力队友的特质，故选B。
3. 最佳标题题。通读全文可知，本文围绕残奥会中视障运动员与引导员紧密合作、彼此成就、共同取得成功展开，选项A“Winning together（共赢）”最能概括全文核心主旨，故选A。
【答案】
1. D；2. B；3. A
【知识点】
细节理解、推理判断、主旨归纳
【点评】
本文围绕残奥会中视障运动员与引导员的紧密合作展开，展现了双方彼此成就的团队精神。题目涵盖了阅读理解常见的三类题型，考查学生定位原文细节、推理人物特质、归纳文章主旨的能力，有助于学生提升不同类型阅读题的解题技巧，同时传递了合作共赢的积极理念。
【难度系数】
0.6

六、首字母填空
(2025 南京鼓楼期末)When I was six, a new family moved into the house next door. There was a girl, Frances, who was about my a1. We became best friends soon. I was too young to notice the s2 situation in her life, but my mother did.
Mum found that Frances never invited a3 into their house. Her mother went to work very early in the morning and came back looking very t4 and pale. Her two brothers wore dirty clothes and were never at home. Frances was a5 hungry, and her clothes were often too small.
One day, Mum asked me, "Would you mind if I give Frances some of your clothes?" I agreed. From then on, I saw h6 Mum treated her with kindness, like a second daughter. And sometimes they would just sit together and talk while I was doing something else. This continued for years, u7 we were both teenagers. But then her mother decided they were moving back to Ireland.
We promised to w8 to each other.
Years later, I received a letter from Frances. It said, "I have used your mother's e9 as my guide to care for people around me. Now, I work to help children in similar situations, and I run a successful charity supporting poor children. Your mother has t10 me what proper care feels like. We never know how our kindness will influence others, but it's always worth trying."
1. 2. 3.
4. 5. 6.
7. 8. 9.
10.

【语篇导读】本文主要讲述了作者的妈妈
经常帮助隔壁家的小女孩弗朗西斯,这
对弗朗西斯产生了积极的影响,她长大
后也帮助其他人摆脱困境的故事。
1. age 2. sad 3. anyone/anybody
4. tired 5. always 6. how 7. until
8. write 9. example 10. taught

【分析】
这是一篇传递善意主题的记叙文，解题需紧密结合上下文语境，通过句子逻辑、词性搭配和固定表达来推断单词：
1. 第1空：前文提到女孩和“我”年龄相仿，首字母a，可推断是表示“年龄”的age，“about my age”符合“和我差不多大”的语境。
2. 第2空：后文描述弗朗西斯家的诸多困境，妈妈注意到了这种令人难过的状况，首字母s，对应sad（糟糕的、令人难过的）。
3. 第3空：句子是否定句，表明弗朗西斯从不邀请任何人去她家，否定句中表示“任何人”的代词用anyone/anybody，首字母a符合要求。
4. 第4空：她妈妈早出晚归，回来时状态是苍白且疲惫，首字母t，对应tired（疲惫的）。
5. 第5空：结合家庭贫困的背景，弗朗西斯总是处于饥饿状态，首字母a，用always（总是）贴合语境。
6. 第6空：“我”看到妈妈友善对待弗朗西斯的方式，此处需要引导宾语从句的词，首字母h，用how（如何）来表达对待的方式。
7. 第7空：妈妈的帮助持续多年，直到两人成为青少年，首字母u，用until（直到）表示动作持续的终点。
8. 第8空：弗朗西斯一家要搬家，两人承诺互相通信，“write to each other”是固定表达，首字母w，填write（写信）。
9. 第9空：弗朗西斯把作者妈妈的行为当作自己关爱他人的指引，首字母e，用example（榜样、例子）符合语境。
10. 第10空：句子是现在完成时，表达妈妈教会了她恰当的关爱是什么感觉，首字母t，填teach的过去分词taught。
【解析】
1. 根据“who was about my”及年龄相仿的语境，首字母为a，填age。
2. 结合后文弗朗西斯的家庭困境，首字母为s，此处表示“令人难过的状况”，填sad。
3. 本句为否定句，“never invited”后接指代“任何人”的代词，首字母为a，填anyone/anybody。
4. 由“came back looking very...and pale”可知妈妈工作后状态疲惫，首字母为t，填tired。
5. 结合家庭贫困的背景，弗朗西斯经常处于饥饿状态，首字母为a，填always。
6. 此处引导宾语从句，表达“如何对待她”，首字母为h，填how。
7. 表示帮助的动作持续到两人成为青少年，首字母为u，填until。
8. “promised to...”后接动词原形，“write to each other”是固定通信表达，首字母为w，填write。
9. 根据“used your mother's...as my guide”，表示以妈妈为榜样，首字母为e，填example。
10. 句子为现在完成时，“has”后接动词过去分词，表达“教会”的含义，首字母为t，填taught。
【答案】
1. age 2. sad 3. anyone/anybody
4. tired 5. always 6. how
7. until 8. write 9. example
10. taught
【知识点】
1. 语境词汇推断
2. 代词与连词运用
3. 动词时态辨析
【点评】
本题依托记叙文语篇考查词汇综合运用，解题核心是先把握语篇“善意传递”的主旨，再结合上下文逻辑、语法规则推断空格词汇。既考查了学生对语境的理解能力，也渗透了温暖的情感教育，同时需注意否定句代词、现在完成时动词形式等细节考点。
【难度系数】
0.6