Ⅳ.完形填空。
Our school playground had a lonely bench under an old tree. For weeks, I noticed a boy named Alex sitting there alone during every break, always reading a book. He was new to our school and seemed very 1. .
One rainy Monday, I saw him struggling to hold his book and an umbrella at the same time. A strong wind suddenly blew his book into a 2. puddle. Without thinking, I ran over, picked up the wet book, and 3. my umbrella with him. He looked surprised, then gave me a small, grateful smile.
The next day, I invited him to 4. my friends and me to play basketball. He was hesitant at first, but finally 5. . To our surprise, he was an excellent player! We learned he had played on his old school's team.
From then on, Alex wasn't 6. on the bench anymore. He became part of our group. One day, he told me, "That rainy day, I was feeling really 7. . Thanks for noticing. " I realized I hadn't just helped dry a book. I had helped dry a lonely heart.
Now, we always save a seat for him. This experience taught me that 8. is often about seeing what others 9. — not just what they say. A simple act of 10. can turn a lonely bench into a place for friendship.
()1. A. happy B. confident
C. quiet D. angry
()2. A. deep B. empty
C. clean D. dry
()3. A. bought B. shared
C. lent D. showed
()4. A. visit B. leave
C. join D. call
()5. A. refused B. agreed
C. waited D. escaped
()6. A. alive B. alone
C. asleep D. away
()7. A. hopeless B. proud
C. energetic D. brave
()8. A. sadness B. darkness
C. weakness D. kindness
()9. A. want B. have
C. need D. get
()10. A. courage B. friendship
C. noticing D. respect

Ⅳ.完形填空。
1. C 2. A 3. B 4. C 5. B
6. B 7. A 8. D 9. C 10. C

【分析】
这是一篇校园主题的记叙文完形填空，解题时首先要先通读全文，梳理出完整故事脉络：新转学来的Alex起初十分孤僻常独自待着，作者在雨天主动向他伸出援手，后续邀请他融入集体，最终二人成为好友，文章点明了微小的留意与善意的力量。之后逐空结合上下文给出的线索提示，排除不符合故事逻辑、语境情感的错误选项，最后把选定的答案代入全文通读，验证整体逻辑通顺即可选出正确答案。
【解析】
1. 根据前文描述“他是新来的学生，每次课间都独自坐在长椅上看书”，能推断出他的性格是安静的，happy开心的、confident自信的、angry生气的均不符合语境，选C。
2. 大风把书吹进水坑后书被浸湿，说明这个水坑足够深才会打湿书本，empty空的、clean干净的、dry干的都不符合逻辑，选A。
3. 此处表达作者捡起湿书之后，和他共用一把伞，share sth. with sb.是固定搭配，意为“和某人分享/共用某物”，bought购买、lent借出、showed展示均不符合语境，选B。
4. 句意是我邀请他加入我和朋友们一起打篮球，join sb. to do sth.是固定用法，意为“加入某人做某事”，visit拜访、leave离开、call呼叫均不符合语义，选C。
5. 根据后文“他是非常优秀的球员”可知，他一开始犹豫，最终还是同意了邀请，refused拒绝、waited等待、escaped逃跑都不符合情节走向，选B。
6. 前文提到之前Alex总是独自坐在长椅上，现在他融入了我们的小团体，再也不会独自待在长椅上了，alive活着的、asleep睡着的、away离开的均不符合语境，选B。
7. 当时他本就处于孤独的状态，书还被吹进了水坑，情绪应该是绝望低落的，proud骄傲的、energetic精力充沛的、brave勇敢的都不符合当时的心境，选A。
8. 整个故事都是作者释放善意温暖了孤独的Alex，所以此处表达这段经历让我明白善意的本质，sadness悲伤、darkness黑暗、weakness虚弱均不符合主旨，选D。
9. 句意是善意往往是留意到别人没有说出口的需求，而不只是听他们嘴上说的内容，want想要、have拥有、get得到都不符合“未被言说的内在需要”的语义，选C。
10. 前文Alex提到“谢谢你注意到我”，前后文呼应，此处表达一个简单的“留意”的举动就能催生友谊，courage勇气、friendship友谊、respect尊重均不符合前后呼应的提示，选C。
【答案】
1. C 2. A 3. B 4. C 5. B 6. B 7. A 8. D 9. C 10. C
【知识点】
语境逻辑推理，动词固定搭配，记叙文主旨理解
【点评】
本篇完形填空选材贴近校园生活，故事温暖正向，考点设置侧重上下文线索呼应，没有偏难怪的词汇，既考察学生结合上下文推导语义的能力，也引导学生关注身边孤独的同伴，传递了正向的人际交往价值观。
【难度系数】
0.7

Ⅴ.阅读理解。
Amy, a girl in our class who uses a wheelchair, always smiled but seldom joined outdoor games.
One day, our teacher announced a "Friendship Week" and asked us to think about a good idea. Leo had an idea: "Why don't we redesign the school garden path to make it smoother for Amy's wheelchair?" We all agreed it was a perfect plan.
We spent the weekend working together. On Monday, we invited Amy to the garden. Her eyes widened as she rolled smoothly along the new path for the first time. "Now I can water the sunflowers too!" she said happily. That afternoon, for the first time, Amy joined us in a circle on the grass, playing a storytelling game.
We realized we hadn't just built a path, we had removed a barrier between us. The garden became everyone's favorite place, full of laughter. Helping Amy didn't just change her school life; it changed how we all saw each other.
()1. Why didn't Amy join outdoor games at first?
A. She didn't like games.
B. She was too shy.
C. She couldn't go out easily.
D. She was always busy.
()2. What does the underlined word "barrier" in Paragraph 4 most probably mean?
A. Something that helps.
B. Something that connects.
C. Something that stops.
D. Something that teaches.
()3. What can we infer from the story?
A. Amy helped build the path herself.
B. The teacher asked the students to build the path.
C. The new path only helped Amy.
D. The project improved the class's sense of togetherness.
()4. What is the structure of the passage?

Ⅴ.阅读理解。
1. C 2. C 3. D 4. B

【分析】
这是一篇记叙文类阅读理解，我们可以逐题按思路推导：第1题先定位原文开头提到Amy使用轮椅、很少参与户外游戏的设定，结合后文大家为她平整花园路径的情节，就能判断她最初没法轻松外出参与活动，排除无依据的错误选项得到答案；第2题词义猜测要结合上下文逻辑，修路之后Amy才顺利融入大家，说明被移除的这个东西原本是阻碍彼此相处的，对应词义就能选出正确项；第3题推理判断题要逐一核对每个选项和原文信息是否匹配，排除明显不符合原文描述的选项；第4题梳理文章结构，先明确各段落的作用：开篇介绍背景，中间两段分别讲提出修路计划、修路后Amy和大家共同玩耍的过程，最后一段总结升华感悟，对应给出的四个拓扑图就能选出匹配的结构。
【解析】
1. 细节理解题：原文开篇说明Amy需要使用轮椅，很少参与户外游戏，后文同学们特意将花园路径修整得更平滑方便轮椅通行，说明最初她难以轻松外出参与户外活动。选项A“她不喜欢游戏”和后文她开心参与讲故事游戏矛盾，选项B“她太害羞”、选项D“她总是很忙”原文均无相关表述，因此选C。
2. 词义猜测题：此前Amy因为出行不便很难融入集体，修整路径后她可以顺畅地和同学们共同活动，原本横亘在大家之间、阻碍彼此无障碍相处的事物被消除了，因此barrier的含义是“障碍”，即起到阻挡作用的事物，对应选项C。
3. 推理判断题：选项A，修路是同学们利用周末共同完成的，原文没有提到Amy参与修路，表述错误；选项B，老师只是宣布开展“友谊周”让大家自主想活动点子，修路的主意是Leo提出的，并非老师要求学生修路，表述错误；选项C，文末提到帮助Amy不仅改变了她的校园生活，也改变了所有同学看待彼此的方式，说明受益的不只有Amy，表述错误；选项D，这次互助活动让大家关系更紧密，提升了班级的集体凝聚力，符合原文内容，表述正确。
4. 篇章结构题：本文第一段总起介绍背景，说明Amy的日常状态；第二段、第三段分别叙述“提出修路计划”和“修整路径后Amy顺利融入集体”两个并列的事件过程；最后第四段总结升华，点明事件带来的感悟，对应图B的菱形结构（总起段1，中间两个分述段2、3，总结段4），因此选B。
【答案】
1. C 2. C 3. D 4. B
【知识点】
细节信息查找，词义推断，篇章结构梳理
【点评】
本题属于中等难度的记叙文阅读，既考查学生基础的文本信息提取能力，也涉及逻辑推断和篇章整体框架的梳理，题目设置贴合文本内容，干扰项迷惑性不强，同时传递了集体互助的正向价值观，学生解题时注意紧扣原文内容，不要加入无依据的主观猜测即可顺利得分。
【难度系数】
0.7