B(2026·名师原创)
KEY→P34
范畴:人与自我 主题:学校生活 体裁:记叙文 难度:★★★★ 建议用时:8分钟 评价:/5
On a sunny day in January 2026, the students of Class 1, Grade 4 at Nantong Primary School were very excited. Their teacher gave them letters from their pen pals at Mingyue Primary School. The children happily opened their letters. One boy, Xing Chiyuan, read that his pen pal made snowmen happily and ate tasty snacks in Kaizhou. Another student, Gou Zichen,

learned from his pen pal how pretty Hanfeng Lake was in every season. After reading, the students wrote back to share stories about their own hometowns.
The project was born when Huang Fang, a Chinese teacher then volunteering at Mingyue Primary School, noticed her students had never posted a letter. "Many didn't even know what a stamp was," she recalled.
Huang remembered her own childhood pen pal from the late 1990s—a girl in Guangzhou. They wrote for three years, exchanging stories about their lives, dreams, and struggles. "That experience taught me patience, empathy, and the beauty of delayed satisfaction," Huang said.
So she wanted her students to write real letters. In total, 96 students from the two schools took part, and every one of them got a pen pal.
Through writing, the children learned to share details of their daily lives. Shy students have found their voice. For example, a quiet boy named Xiao Hua wrote about helping his grandpa on the farm. After receiving a reply, he said happily, "Now I have a friend who knows about my life!" Others discovered new motivation(动力). "I used to dislike writing, but to my pen pal, I always have something to say," said student Zheng Shiqi.
The students bought stamps and mailed the letters themselves. Their teacher said, "This activity helps students learn about friendship and how to care for others." These simple letters brought the two schools closer and opened the children's hearts.
()1. What did Xing Chiyuan know about his pen pal from the letter?
A. His pen pal liked Hanfeng Lake very much.
B. His pen pal enjoyed himself in Kaizhou.
C. His pen pal loved playing on the farm every day.
D. His pen pal had difficulty in writing letters.
()2. We can infer from the passage that .
A. Huang Fang's pen pal experience had a great influence on her
B. only shy students got new changes from the pen pal activity
C. the students of the two schools used to send letters
D. Huang Fang worked as a full-time teacher at a primary school
()3. The underlined word "empathy" in Paragraph 3 probably means "".
A. 信守承诺的习惯
B. 面对困难的勇气
C. 理解他人的能力
D. 与人分享的兴趣
()4. 新考法·图片理解 Look at the four pictures. Which picture is NOT mentioned in the passage?

()5. 新考法·篇章结构 Which of the following shows the structure of the passage?
A. ①/②③/④⑤/⑥
B. ①②/③/④⑤⑥
C. ①/②③④/⑤/⑥
D. ①②③/④/⑤⑥
C
KEY→P34

2026 年 1 月，南桐小学与明月小学四年级学生开展笔友通信活动，由支教老师黄芳发起，96 名学生参与，孩子们分享生活、收获成长，两所学校也因此联结更紧密。
1. B 推理判断题。根据第一段中“One boy, Xing Chiyuan, read that his pen pal made snowmen happily and ate tasty snacks in Kaizhou.”可知，幸驰原从信中得知笔友在开州堆雪人、吃美味的小吃，过得很开心。
2. A 推理判断题。根据第三段中“That experience taught me patience, empathy, and the beauty of delayed satisfaction”可知，童年的笔友经历教会了她耐心、同理心和延迟满足的美好，由此可推断这段经历对她影响深远。
3. C 词义猜测题。可结合上下文语境和搭配分析。首先，empathy 与 patience（耐心）、the beauty of delayed satisfaction（延迟满足的美好）并列，是黄芳从笔友经历中学到的品质；其次，黄芳和笔友三年间交流生活、梦想和困境，这个过程需要去理解对方的处境和感受。
4. D 图片理解题。文章提到堆雪人、手写书信、笔友往来、寄信和读信，没有提到“发电子邮件”。
5. A 篇章结构题。第一段讲述南桐小学四年级一班学生收到明月小学笔友来信的具体场景；第二、三段介绍笔友活动的起源；第四、五段讲述活动的参与情况和学生的改变；第六段总结活动的意义。