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The big day is finally here. You and your team have made it to the final game of the soccer tournament（锦标赛）. Then, suddenly, someone scores! The other team wins and gets the gold cup. Then, coaches give out something else: participation awards. Some cheer. Some are disappointed. You’re not sure how you feel.
Participation awards started in the 1920s to make kids’ sports safer. In the early 1900s, youth games were very competitive. Many kids got hurt trying to win. Some schools even stopped sports programs.
Then came participation awards. They move the focus from winning to values like teamwork, hard work, and not giving up. Many say we still need them. Kenneth Barish, a scientist who studies kids’ feelings, says, “Winning isn’t everything. Be proud of kids for trying hard, not just for winning. Praising effort helps them try new things, learn from mistakes, and face challenges with a good attitude.”
But some worry that giving everyone an award sends the wrong message. Some think it’s time to throw them away forever. In real life, you don’t always get a reward just for showing
up. You don’t get an A just for coming to class. Participation awards might teach kids to expect awards when they don’t deserve（值得）them. So what do you think? Does everyone deserve a participation award?
32. What’s the writing purpose of Paragraph 1?
A. To talk about a soccer game.
B. To compare two kinds of awards.
C. To show how people feel about awards.
D. To lead the topic of participation awards.
33. What can we learn about participation awards from Paragraph 2?
A. They were created to make sports safer for kids.
B. They started with the first youth sports tournament.
C. They were made to make games more competitive.
D. They were used to solve parents’ worries by schools.
34. What does Kenneth Barish mainly want to tell us?
A. Why winning is not important.
B. Why participation awards are needed.
C. How awards can change game results.
D. How participation awards stop competing.
35. What does the writer think of participation awards?
A. He supports them.
B. He sees both sides.
C. He doubts them.
D. He doesn’t care.
Participation awards started in the 1920s to make kids’ sports safer. In the early 1900s, youth games were very competitive. Many kids got hurt trying to win. Some schools even stopped sports programs.
Then came participation awards. They move the focus from winning to values like teamwork, hard work, and not giving up. Many say we still need them. Kenneth Barish, a scientist who studies kids’ feelings, says, “Winning isn’t everything. Be proud of kids for trying hard, not just for winning. Praising effort helps them try new things, learn from mistakes, and face challenges with a good attitude.”
But some worry that giving everyone an award sends the wrong message. Some think it’s time to throw them away forever. In real life, you don’t always get a reward just for showing
up. You don’t get an A just for coming to class. Participation awards might teach kids to expect awards when they don’t deserve（值得）them. So what do you think? Does everyone deserve a participation award?
32. What’s the writing purpose of Paragraph 1?
A. To talk about a soccer game.
B. To compare two kinds of awards.
C. To show how people feel about awards.
D. To lead the topic of participation awards.
33. What can we learn about participation awards from Paragraph 2?
A. They were created to make sports safer for kids.
B. They started with the first youth sports tournament.
C. They were made to make games more competitive.
D. They were used to solve parents’ worries by schools.
34. What does Kenneth Barish mainly want to tell us?
A. Why winning is not important.
B. Why participation awards are needed.
C. How awards can change game results.
D. How participation awards stop competing.
35. What does the writer think of participation awards?
A. He supports them.
B. He sees both sides.
C. He doubts them.
D. He doesn’t care.
答案
32. D 33. A 34. B 35. B
解析
【分析】
先分析每道题的解题思路：32题问第一段写作目的，第一段通过描述决赛后发参与奖及人们的反应，核心是引出“参与奖”话题，而非表面内容；33题考第二段细节，需定位原文关于参与奖设立初衷的句子；34题需理解Kenneth的观点，他强调重视努力，对应参与奖的必要性；35题需判断作者态度，文章既讲支持也讲反对的理由，体现两面性。
【解析】
32题：第一段通过描述决赛后发参与奖、人们的不同反应，目的是引出“参与奖”这一话题，A选项仅为表面内容，B选项未涉及两种奖的比较，C选项不是主要目的，故选D。
33题：根据第二段第一句“Participation awards started in the 1920s to make kids’ sports safer.”可知，参与奖设立初衷是让孩子的运动更安全，A正确；B选项“始于第一个青年锦标赛”错误，C选项“让比赛更有竞争力”与原文相反，D选项“解决家长担忧”未提及，故选A。
34题：Kenneth的话强调要为努力骄傲而非只看赢，说明参与奖能让孩子重视努力，是需要的，对应B选项；A选项“为什么赢不重要”不是重点，C、D选项未提及，故选B。
35题：文章既阐述了支持参与奖的理由（如重视努力），也提到了反对的观点（如传递错误信息），所以作者看到了参与奖的两面性，故选B。
【答案】
32.D 33.A 34.B 35.B
【知识点】
阅读理解（主旨大意）、阅读理解（细节理解）、阅读理解（作者态度）
【点评】
本题为英语阅读理解题，考查学生对段落主旨、细节信息及作者观点的把握，题型基础，需准确定位原文并理解作者意图。
【难度系数】
0.6
先分析每道题的解题思路：32题问第一段写作目的，第一段通过描述决赛后发参与奖及人们的反应，核心是引出“参与奖”话题，而非表面内容；33题考第二段细节，需定位原文关于参与奖设立初衷的句子；34题需理解Kenneth的观点，他强调重视努力，对应参与奖的必要性；35题需判断作者态度，文章既讲支持也讲反对的理由，体现两面性。
【解析】
32题：第一段通过描述决赛后发参与奖、人们的不同反应，目的是引出“参与奖”这一话题，A选项仅为表面内容，B选项未涉及两种奖的比较，C选项不是主要目的，故选D。
33题：根据第二段第一句“Participation awards started in the 1920s to make kids’ sports safer.”可知，参与奖设立初衷是让孩子的运动更安全，A正确；B选项“始于第一个青年锦标赛”错误，C选项“让比赛更有竞争力”与原文相反，D选项“解决家长担忧”未提及，故选A。
34题：Kenneth的话强调要为努力骄傲而非只看赢，说明参与奖能让孩子重视努力，是需要的，对应B选项；A选项“为什么赢不重要”不是重点，C、D选项未提及，故选B。
35题：文章既阐述了支持参与奖的理由（如重视努力），也提到了反对的观点（如传递错误信息），所以作者看到了参与奖的两面性，故选B。
【答案】
32.D 33.A 34.B 35.B
【知识点】
阅读理解（主旨大意）、阅读理解（细节理解）、阅读理解（作者态度）
【点评】
本题为英语阅读理解题，考查学生对段落主旨、细节信息及作者观点的把握，题型基础，需准确定位原文并理解作者意图。
【难度系数】
0.6
