D
①Imagine this: You have just finished your homework, and your parent hands you some money. Is it for your weekly pocket money? Or is it because you cleaned your room? Children around the world get pocket money in different ways. Parents have different ideas about how much to give, whether to check how their children spend money, and how to avoid being too nice to them.
②Almost all parents agree that giving pocket money is not just about having extra(额外的) cash. It teaches money management. One important lesson is that money is limited. Once you spend it, you have to wait until the next time. This helps children learn to plan their spending. For example, they might save for weeks to buy something exciting instead of spending small amounts right away. Also, making small money mistakes now can prepare them for dealing with more money as adults.
③However, parents give pocket money and teach money management differently. Firstly, some parents think they should connect pocket money to housework. They want to teach that hard work is rewarded. Louise Hill, CEO of a money management company, says that making money by doing housework teaches children to manage money on their own, and brings more happiness than just getting what they want right away. On the other hand, some parents are worried that children may only help at home when they get paid, instead of seeing it as their responsibility.
④Also, some families are going cashless. In the past, pocket money meant coins and notes. Cash is a good way for young children to understand money. But today, online money management services offer apps that help both parents and children track(追踪) spending. Some even include game-like money lessons and saving goals. This digital way prepares children for adult life, since most adults don’t pay with paper money.
⑤All in all, there is no perfect formula(公式) for pocket money. It depends on each family’s situation. But in the end, learning to spend wisely and save regularly helps children build a healthy relationship with money that can last a lifetime.
()27. Why does the writer ask readers to imagine a scene in Paragraph 1?
A. To develop readers’ ability of imagination.
B. To explain how children get pocket money at home.
C. To show parents often pay children to do housework.
D. To draw people’s attention to the topic of pocket money.
()28. According to Louise Hill, what is a benefit of making money by doing housework?
A. Children will stop doing housework without getting paid.
B. Parents can spend more time on work or have more free time.
C. Parents can feel happier after their children do the housework.
D. Children can get greater joy than having money without working.
()29. What’s the main idea of Paragraph 4?
A. What children can do with money on their phones.
B. How digital tools help children learn about money.
C. Why some families still use cash for pocket money.
D. How parents track their children’s spending on apps.
()30. What’s the structure of this passage?

27.D 28.D 29.B 30.C

【分析】
本题为英语阅读理解题，需先通读全文把握主旨与段落结构，再针对各小题定位原文，结合选项逐一分析：
1. 第27题考查写作目的，第一段通过想象场景引出零花钱话题，目的是吸引读者关注该话题；
2. 第28题考查细节理解，需定位Louise Hill的观点，匹配选项中对应的好处；
3. 第29题考查段落主旨，需概括第四段核心内容，判断其主旨；
4. 第30题考查文章结构，需梳理各段落逻辑关系，匹配对应的结构示意图。
【解析】
27. 第一段作者让读者想象场景，是为了引出“零花钱”这一话题，吸引读者注意力。A选项“培养想象力”并非目的；B选项“解释孩子如何获得零花钱”是话题内容而非目的；C选项“父母付钱让孩子做家务”是话题相关细节，并非引出目的。故选D。
28. 定位第三段Louise Hill的话：“making money by doing housework teaches children to manage money on their own, and brings more happiness than just getting what they want right away.” 对应D选项“孩子能获得比不劳动就拿钱更大的快乐”。A是反对做家务换零花钱的观点，不是好处；B、C原文未提及。故选D。
29. 第四段主要讲从现金零花钱到数字工具（如APP）的变化，这些工具帮助父母和孩子追踪消费，还有游戏化课程，为成年生活做准备，核心是数字工具帮助孩子学习金钱相关知识。A选项偏离主旨；C选项与段落内容（讲数字方式）不符；D选项仅提到父母追踪，不全面。故选B。
30. 文章结构：①段引出零花钱话题；②段讲零花钱的作用；③段讲父母对零花钱的不同做法；④段讲数字零花钱方式；⑤段总结。对应结构示意图C（①连②，②连③、④，③、④连⑤）。故选C。
【答案】27.D 28.D 29.B 30.C
【知识点】阅读理解、细节理解、主旨大意
【点评】本题考查英语阅读理解的综合应用能力，涵盖写作目的、细节匹配、段落主旨、文章结构等考点，需学生具备准确提取信息、分析逻辑的能力，难度适中。
【难度系数】0.6