江苏省常州市2025-2026学年高三上学期11月期中考试英语试卷

这是一份江苏省常州市2025-2026学年高三上学期11月期中考试英语试卷，共10页。试卷主要包含了5 分，满分 22，5 分，满分 37，5-5， A等内容，欢迎下载使用。
注意:本试卷分四个部分，答案全部做在答题纸上。总分为 150 分。考试时间 120 分钟。
第一部分: 听力 (共两节，满分 30 分)
第一节 (共 5 小题; 每小题 1 分，满分 5 分)
听下面 5 段对话。每段对话后有一个小题，从题中所给的 A、B、C 三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有 10 秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。
Which kind f infrmatin des the wman need?
Turist attractins.B. Accmmdatins.C. Transprtatin.
What will the speakers buy first?
A. A sfa.B. A chair.C. A bed.
What d we knw abut the man?
He is in law schl.B. He is the middle child.C. He is living abrad nw.
Where des the cnversatin take place?
At a stre.B. At hme.C. At an ffice.
What are the speakers mainly talking abut?
A. A hand injury.B. A car accident.C. A visit t a dctr.
第二节 (共 15 小题; 每小题 1.5 分，满分 22.5 分)
听下面 5 段对话或独白。每段对话或独白后有几个小题,从题中所给的 A、B、C 三个选项中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题 5 秒钟: 听完后，各小题将给出 5 秒钟的作答时间。每段对话或独白读两遍。
听第 6 段材料，回答第 6、7 题。
What is the website used fr?
Studying design.B. Meeting new peple.C. Learning abut study skills.
What is the wman’s pinin abut the website?
Helpful.B. Useless.C. Original.
听第 7 段材料，回答第 8 至 10 题。
What is Anna ging t d?
Buy a sprts suit.B. Find a cach.C. D sprts.
Hw ld is the man?
11.B. 15.C. 26.
What d the speakers decide t d tgether?
D sme shpping.B. Play a game.C. Watch a match.
听第 8 段材料，回答第 11 至 13 题。
Why didn’t the wman learn driving?
She culdn’t spare the time n weekdays.
She was afraid f driving in urban areas.
She lives far frm driving schls.
What des the wman think f the man’s driving teacher?
Strict.B. Respnsible.C. Flexible.
Wh will the wman call later?
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The man’s mther.B. Daniel Smith.C. Alan Suckliff.
听第 9 段材料，回答第 14 至 17 题。
Where is the wman?
In Perth.B. In Sydney.C. In New Yrk.
When can the man’s cnference be held?
Frm January 21st t 22nd.
Frm January 28th t 29th.
Frm February 4th t 5th.
Hw many peple can the Tesla rm hld at mst?
50.B. 60.C. 100.
What des the man request at last?
Internet access.B. A prjectr.C. Micrphnes.
听第 10 段材料，回答第 18 至 20 题。
What will the listeners d next week?
Visit a museum.B. Wrk at a museum.C. Attend a lecture.
Which dr leads t Gallery 1?
The ne behind the receptin desk.
The ne behind a statue f a hrse.
The ne behind a big dnatin bx.
Hw des the speaker suggest having lunch?
Take their wn lunch. B. Order lunch at the cafe.C. Make sandwiches in the kitchen.
第二部分 阅读 (共两节，满分 50 分)
第一节 (共 15 小题; 每小题 2.5 分，满分 37.5 分)
阅读下列短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。
A
Maintaining a healthy weight invlves mre than just the numbers n a scale — it’s abut understanding yur bdy’s needs.
Wang Yan, a physician at Raffles Hspital Beijing with ver 30 years f experience, nted that teenagers ften receive mixed messages abut bdy image. “Many believe that being thin means being healthy, but visceral fat (内脏脂肪) can still be present in thse wh appear slim,” she explained. Different frm subcutaneus fat ( 皮下脂肪) which sits just beneath the skin, visceral fat surrunds internal rgans and is mre clsely linked t lng-term health risks. While bdy mass index (BMI) is a handy tl fr assessing weight, BMI=weight (in kilgrams)/height (in meters)², Wang advised teenagers t be careful. “It’s best t use grwth charts t understand BMI rather than adult rules,” she said, nting that temprary weight gain ften balances ut as
height increases. BMI als has its limitatins — fr instance, a teenager with a nrmal BMI might still carry excess bdy fat. She recmmended cnsidering additinal indicatrs, such as the bdy rundness index (BRI) fr a fuller picture f health.
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BRI range fr relatively healthy peple: 4.5-5.5 Beynd numbers, Wang pinted ut that pr stamina (耐力) during activities like running
culd signal ptential weight-related issues. Still, she emphasized it’s nt slely abut weight — regular exercise imprves stamina.
Which f the fllwing are mst prbably the target readers f this text?
A. Adults.B. Teenagers.C. Parents.D. Dctrs.
Which f the fllwing shuld we watch mre t assess ur healthiness?
A. Visceral fat.B. Subcutaneus fat.C. Slimness.D. Weight.
Which f the fllwing is mre regarded as being healthy accrding t Wang Yan?
BMI=22.5; BRI=6.B. BMI=26.4; BRI=5.6.
C. 170cm, 58 kg; BRI=4.9.D. 160cm, 68 kg; BRI=4.6.
B
When Adam Kvalcik flew t Ohi fr the Regenern Internatinal Science and Engineering Fair (ISEF), an internatinal science cmpetitin, he did nt expect t cme hme with the tp prize. “I cannt describe this feeling,” Adam said after receiving the award in a lively ceremny. “I did nt expect such a huge internatinal cmpetitin t be wn by smene frm a small village in a small Eurpean cuntry. S, it was just pure shck.”
The 19-year-ld frm Slvakia had develped a new way t make an experimental anti-viral drug called galidesivir, which targets RNA viruses like COVID-19 and Ebla. “This culd be a huge step t help prevent sme f these RNA viruses,” said Chris RDee, chair f the judging cmmittee f the ISEF.
Adam’s big innvatin started with crn husks ( 玉米壳). Well, furfuryl alchl ( 糠醇),
which cmes frm crn husks and is relatively cheap cmpared t ther starting pints fr making drugs. One by ne, he added chemicals t furfuryl alchl in the lab, building the mlecule (分子) blck by blck, until he gt a crucial sugar called aza-saccharide. It nly tk seven steps t get there. Frm there, it was nly three mre steps t get galidesivir. In cmparisn, current manufacturing requires 15 steps.
“He was able t shrtcut this entire prcess because he just went in thrugh a different dr,” RDee said.
Als, Adam’s prcess takes five days. The cnventinal manufacturing methd, he said, takes nine. Based n early cmputer calculatins, he thinks his new versin f the drug culd be five times as effective as the current galidesivir against COVID-19.
The yung man’s ambitins dn’t end with advancing drug manufacturing, thugh. He said he als wants t use his chemistry skills t start a cmpany that manufactures ec-friendly
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perfumes (香水) frm crn. “Frm the first time I stepped ft int a lab, I knew that I wanted t d smething,” he said.
Hw did Adam feel when he wn the tp prize?
A. Awkward.B. Surprised.C. Dismissive.D. Grateful.
Which f the fllwing is the majr advantage f Adam’s new methd?
Fewer prductin steps.
Ec-friendly way f prductin.
Lwer requirements fr chemistry skills.
Effectiveness in curing viruses f different types.
What can we knw abut Adam frm the article?
He likes taking part in cmpetitins.
He cmplains abut living in a small cuntryside.
He tries new methds in rder t avid repetitive wrk.
He wants t cntribute t the sciety with his knwledge.
Which f the fllwing is the best title fr the passage?
Frm winning t winning: A Cmpetitin Stry
Crn Husks: The Best Slutin t Viruses
Frm Crn t Cure: A Teen’s Breakthrugh
Galidesivir: A Unique Cure fr RNA Viruses
C
It’s nt surprising that many peple fear the dentist. Replacing a tth ften requires invasive surgery and implanting a titanium ( 钛) screw int a patient’s jawbne, then waiting mnths fr that t strengthen int an artificial rt, befre attaching a crwn r cap n tp f it. But research grups arund the wrld are wrking t find ways t implant and grw real bilgical teeth in a human jaw.
That may be a way ff, but at King’s Cllege Lndn, Ana Angelva Vlpni has been experimenting with lab-grwn teeth fr almst tw decades, and was part f a team that in 2013 grew a tth frm human and muse cells. This year, she led a study that built upn that wrk and achieved a breakthrugh in the material used t huse the grwing tth in the lab, which better mimics the actual envirnment where bilgical teeth grw in the muth. It’s a key step n the way t replacing the muse cells with human cells and stimulating them t frm a tth.
The idea f creating lab-grwn teeth dates back t the 1980s, Vlpni said, but the ne that she and her clleagues created ver a decade ag was the first that used adult human gingival (牙龈的) cells and cmbined them with tth cells taken frm a muse embry (胚胎) .
“It’s almst like a tripd (三脚架),” she said abut the elements that cntribute t grwing a
tth in a lab setting. “The tw types f cells are engaging in tth making, in a srt f cnversatin, and then we have the envirnment where this happens.”
Researchers still dn’t knw exactly hw t replace the embrynic muse cells with adult human cells, but if that puzzle is slved, Vlpni envisins tw pssible ways t integrate lab- grwn teeth int everyday dentistry: “We either grw a tth up t a certain stage f develpment, and then put it int the tth scket where a lst tth was. Or, we fully grw the tth first and then implant it surgically. It’s still t early t say which apprach will be better.”
The authr mentins “invasive surgery” in the first paragraph t .
criticize utdated dental techniques
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cmpare different types f dental surgeries
explain the cmplexity f traditinal dental prcedures
highlight the need fr alternative tth replacement slutins
What des the underlined wrd “mimics” in the secnd paragraph mst prbably mean?
A. Imitates.B. Creates.C. Displays.D. Imprves.
The authr implies that the use f adult human cells in lab-grwn teeth .
has already been achieved by Vlpni’s team
is the biggest remaining challenge in the research
is less effective than using muse embrynic cells
will end the need fr a supprting envirnment
What is mainly talked abut in the passage?
Challenges in traditinal dental implants.
Advances in lab-grwn bilgical teeth research.
Prblems in implanting real bilgical teeth.
Methds t replace muse embrys with humans’.
D
What defines a high-quality middle-schl teacher in tday’s educatinal landscape? While academic knwledge remains a fundatinal requirement — mastery f subject matter allws teachers t explain cmplex cncepts clearly and answer students’ questins with authrity — it represents just ne dimensin f excellence.
A truly exceptinal teacher ges beynd mere knwledge transmissin t becme catalyst (催
化剂) fr student grwth, mixing passin, empathy, and adaptability in equal measure. Take Ms. Sarah Chen, a 9th-grade bilgy teacher at Lincln Middle Schl, wh exemplifies this multidimensinal apprach. With a PhD in mlecular bilgy, Ms. Chen certainly pssesses deep academic qualificatins, but her students remember her mst fr transfrming bring textbk chapters int engaging narratives. This ability t cnnect abstract cncepts t real-wrld relevance is a sign f inspiring educatrs, as studies shw students are 50% mre likely t remember infrmatin when it’s tied t meaningful cntexts.
Equally critical is ...
Such mentrship ( 导师制) extends beynd academics; high-quality teachers recgnize that students’ emtinal well-being directly impacts their learning. They create inclusive classrms where diverse perspectives are valued, whether by incrprating multicultural literature r adjusting teaching strategies fr different students.
In an era f rapid technlgical change, adaptability is anther key quality. Ms. Elena Kim, wh teaches English language arts, easily integrates digital tls like interactive strytelling apps while still priritizing face-t-face discussins. She ntes, “A great teacher desn’t just fllw the curriculum — they tailr it t their students’ needs, whether that means using TikTk t analyze petry r hsting a debate n scial media ethics.” This ability t change ensures that learning remains relevant and engaging fr digital-native students.
Perhaps the last ne is the mst imprtant t high-quality teachers. All thrugh their lives, they attend wrkshps t upgrade their teaching appraches, cllabrate with clleagues t refine practices, and reflect n their teaching thrugh student feedback. As educatinal researcher Dr.
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Linda Darling-Hammnd writes, “The best teachers are thse wh never stp grwing, mdeling the curisity and strength they hpe t instill in their students.”
Ultimately, defining a high-quality teacher isn’t abut checking bxes n a list; it’s abut fstering a dynamic envirnment where students feel challenged, supprted, and inspired t reach their full ptential.
What makes Ms. Chen s memrable t her students?
Her academic knwledge.B. Her prfessinal enthusiasm.
C. Her PhD educatinal backgrund.D. Her cntextualized teaching style.
What is the missing Paragraph 3 mst prbably abut?
The slutin t teachers’ emtinal prblems.
The reasn fr making academic prgress.
The imprtance f emtinal intelligence.
The advantage f the multidimensinal methd.
Which f the fllwing is the mst imprtant t Ms. Elena?
Technlgical use.B. Curriculum requirements.
C. Students’ needs.D. The ability t Change.
What des Dr. Darling-Hammnd emphasize?
Lifelng learning.B. Teaching ability.
Cllabrative spirits.D. Prfessinal demnstratin.
第二节 (共 5 小题;每小题 2.5 分，满分 12.5 分)
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多于选项。
Have yu ever caught yurself smiling at smething small, like slving a tugh hmewrk prblem, finishing a gd bk, r taking a walk after a lng day? 36
In ur busy wrld, we ften feel pressured t reach big milestnes such as entering a high- ranking university r steadily climbing the ladder f success. 37 True grwth ften happens in the quiet spaces in between, like when yu manage yur time better, help a friend withut being asked, r keep trying after a setback. They may nt be grand victries, but they shape yur character and build resilience (韧性).
Hw many times have yu felt verwhelmed with schlwrk r ther respnsibilities —
yur mind s crwded that yu can n lnger fcus, and yu just want t give up? But yu’re mre resilient than that, s take a shrt break and re-centre yurself by ding smething just fr yu. That’s what I d. 38 This may seem mundane (平凡的), but thse brief mments f mindfulness allw me t srt ut my thughts. Then I cme back and maybe write just ne paragraph, calmer and prud f myself fr nt giving up. Prgress desn’t always cme with applause; smetimes it’s just quietly shwing up fr yurself.
When we apprach life as a lng jurney rather than a race, every small actin, whether that’s waking up early, practising a skill r simply shwing kindness, adds anther stepping stne t the path we walk. When we lk back, we can see hw far we’ve cme. 39 Every day, write ne simple thing yu accmplished: I finished reading a chapter; I spke up in class; I tk care f myself tday. Over time, these ntes becme a recrd f yur quiet curage and prf that yu’re grwing, even when prgress feels slw.
40 S, when yu face a challenge, remember that even the smallest act f perseverance is wrth celebrating. Yu’re grwing, slwly, bravely, and beautifully.
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Besides, I believe that every effrt cunts.
If it helps t see this clearly, keep a small-achievements jurnal.
As imprtant as these gals are t many, they’re nt the whle stry.
Hwever, we’re all learning t navigate ur way frward in this fast way.
I make myself a cup f tea r take a mment t listen t the birds in the trees.
Mments like these may seem rdinary, but they quietly tell the stry f wh we are.
Life’s depth isn’t built frm shining mments but frm the steady rhythm f rdinary days.
第三部分 语言运用 (共两节，满分 30 分)
第一节 (共 15 小题; 每小题 1 分，满分 15 分)
阅读下面短文，从每题所给的 A、B、C、D 四个选项中选出可以填入空白处的最佳选
项。
A wman was thinking abut asking her bss fr a raise in salary and she was struggling fr
days. This day she felt nervus and hesitant all day, and finally as the sun set, she gathered her 41 t talk with her emplyer abut this. Ten minutes later, she came ut f the manager’s ffice with her request met with a(n) 42 .
Upn her return hme, she was 43 by a surprising sight: the dining table, set with their finest china and sftly lit by the warm glw f candles, was a(n) 44 t her husband’s effrts. He had arrived hme early, preparing a rich meal 45 her success. She culdn’t help but wnder if a well-meaning clleague had revealed the news, r if her husband had smehw knwn she wuld nt get 46 .
In the kitchen, she shared the exciting news with her husband, their embrace and kiss 47 the mment f victry. As they sat dwn t the wnderful meal, she discvered a beautifully scripted nte beside her plate, which 48 , “Cngratulatins, my lve! I had 49 in yur success. These things will tell yu hw much I lve yu.”
After the meal, as her husband went int the kitchen t tidy up, a secnd card slipped frm his pcket 50 . Curius, she picked it up and read the wrds that wuld frever carve themselves int her heart: “Dn’t wrry abut it! Yu 51 the raise anyway! These things will tell yu hw much I lve yu.”
Smene has said that the measure f lve is when yu lve 52 measure. What this man feels fr his wife is ttal 53 and lve, whether she succeeds r fails. His lve celebrates her victries and 54 her pains. He stands with her, n matter what 55 thrws in their directin.
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41. A. strength
B. curage
C. thughts
D. patience
42. A. smile
B. laugh
C. nd
D. talk
43. A. greeted
B. waited
C. expected
D. absrbed
44. A. reactin
B. apprach
C. access
D. witness
45. A. in search f
B. in anticipatin f
C. in favr f
D. in need f
46. A. turned ver
B. turned up
C. turned dwn
D. turned arund
47. A. cnfirming
B. remembering
C. finding
D. expsing
48. A. advised
B. warned
C. read
D. claimed
49. A. predictin
B. faith
C. interest
D. expectatin
50. A. unprepared
B. uncllected
C. uncmpleted
D. unnticed
51. A. get
B. request
C. deserve
D. cnsider
52. A. fr
B. under
C. n
D. withut
第二节 (共 10 小题; 每小题 1.5 分，满分 15 分)
阅读下面短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。
On Xiahngshu, a Chinese lifestyle-sharing platfrm, ver 100,000 psts are abut the fashin crazes amng China’s yuth: the “Mint Mamb” style and “Tyndall” style.
The s-called Mint Mamb Style is simply 56 (dress) in shades f fresh green. “Mint” in “Mint Mamb” represents the clr mint green, while “mamb” cmes frm a ppular dance in Suth America, a dance full f energy and 57 (free), creating a passinate atmsphere.
The mint mamb style centers arund its signature mint clr palette, and cmbining individual pieces, it creates 58 fresh and lively visual effect. Meanwhile, it als aruses a sense f the mamb dance, 59 (give) peple an impressin that the wearer is energetic and dynamic, as if ready t dance at any mment. This fashin trend cmbines the freshness f mint green with the energy f the Mamb, creating a lk 60 brings relaxatin and cheerfulness.
Chinese netizens are als embracing anther trend — Tyndall style. 61 the dpamine ( 多巴胺) dressing trend f 2023, where peple dressed themselves in bright and vivid clrs 62 (express) jy, Tyndall represents a much mre cmplicated apprach t matching utfits.
63 (science) explained, the Tyndall effect refers t the phenmenn where light, upn passing thrugh a cllidal slutin (胶状溶液), 64 (spread) by the cllidal particles, thereby making the light path visible. Ntably, the spreading effectiveness varies amng different types f light. This explains why the sky appears blue during the day and becmes redder at dusks, 65 the Tyndall dressing trend draws inspiratin frm sky gradients (渐变) t create a visually appealing utfit, shwing nature’s fascinating clr transitins.
第四部分 写作(共两节，满分 40 分)
第一节 (满分 15 分)
假定你是李华，你校将与英国友好学校联合举办“数学学习方法”讨论会，话题是“强化刷题训练”和“深化概念理解”两种方法哪一种更好，请你写一段发言稿，内容包括：
你选择的方法 (A 或 B);
支持该方法的核心理由。注意：
词数 80 左右；
请在答题卡的相应位置作答。
Ladies and gentlemen,
第二节 (满分 25 分)
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Thanksgiving Day was nearly here, and the small twn smelled f warm cinnamn. Fr Mrs Hendersn’s Year One class, that meant a special task: “Draw smething yu’re thankful fr.” When she wrte it n the whitebard, the children’s eyes lit up with excitement.
Many families in the class didn’t have much mney. Fancy dinners and new tys were scarce, yet the children still lved Thanksgiving. They chatted abut Mum’s rast turkey, sweet cranberry
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53. A. tlerance
B. acceptance
C. cmmitment
D. invlvement
54. A. relaxes
B. checks
C. experiences
D. eases
55. A. life
B. bss
C. wrk
D. lve
sauce, and Granny’s pies that made kitchens smell wnderful. Mrs Hendersn smiled, guessing she wuld see lts f clurful pictures f gd fds. By break time, indeed, mst desks were cvered with range and brwn crayn drawings f turkeys and pies.
Hwever, Duglas was different. His clthes were t large, and his shes were trn. During break, he never played with the ther children. Instead, he std beside Mrs Hendersn, shulders hunched, hands in hers, eyes full f sadness well beynd his six years. She tried talking t him, but he nly mumbled (叽咕) r ndded, then lked away.
When the break ended, Mrs Hendersn walked arund the classrm, praising each child’s wrk — bright suns and funny-lking turkeys — until she reached Duglas’s desk. On his paper was just ne thing: a simple pencil drawing f a hand, with n clur r detail. Mrs Hendersn felt puzzled but said nthing, realising Duglas must have a reasn fr his chice.
At the end f the lessn, several children gathered arund Duglas’s desk. “Is it a farmer’s hand? They raise turkeys!” Mia asked excitedly.
“N, it must be a plice fficer’s hand. They keep us safe,” Jake said. “Maybe it’s Gd’s hand, because Gd lks after everyne,” Lila suggested.
They chattered until Mrs Hendersn asked them t pack away. The children left with laughter and smiles, but Duglas slipped ut silently.
When the classrm emptied, Mrs Hendersn sat by Duglas’s desk, lking at the lnely hand n the page. Then she heard a small cugh. Duglas had cme back, backpack hanging frm ne shulder, eyes cast dwn.
注意：
续写词数应为 150 个左右；
请在答题卡的相应位置作答。
“Whse hand did yu draw?” Mrs Hendersn asked sftly.
“Thank yu,” she said, vice warm, “This is the best gift I’ve ever received.”
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参考答案
听力
1-5BCBBA 6-10CBCCB11-15ABCBC 16-20CABCA
阅读
21-23 BAC24-27 BADC28-31 DABB32-35 DCCA
36-40 FCEBG
完形填空
41-45 BCADB 46-50 CACBD 51-56 CDBDA
语法填空
56.dressing/being dressed57. freedm58. a59. giving60. that/which
61. Unlike62. t express63. Scientifically64. is spread 65. and
写作 第一节
Ladies and gentlemen, my prpsitin firmly advcates Optin B: deepening cnceptual understanding as the superir apprach t mastering mathematics.
Firstly, genuine cmprehensin f cre cncepts empwers learners t slve prblems flexibly withut relying n rte memrizatin — this is the fundatin f mathematical literacy. Secndly, lgical reasning cultivates a strng knwledge framewrk that adapts t nvel challenges, unlike rigid mechanical repetitin. While sme may argue Optin A bsts speed, excessive drilling merely trains mechanical respnses, destrying the creative thinking essential fr slving cmplex, nn-rutine prblems. True mathematical prficiency lies nt in hw many questins yu slve, but in hw deeply yu understand why slutins wrk.
第二节 读后续写
“Whse hand did yu draw?” Mrs Hendersn asked sftly. Duglas nudged the flr with his te, then muttered smething she culdn’t hear. Leaning in, she heard him whisper, “It’s yurs, teacher.” Mrs Hendersn’s heart fluttered as she remembered all the times she’d held Duglas’s hand: when he was t shy t g ut t the playgrund, when she guided his fingers arund a pencil, and when she walked him t the bus, chatting abut the cluds. She felt tears in her eyes.
“Thank yu,” she said, vice warm, “This is the best gift I’ve ever received.” She gently tk his hand in hers. Duglas didn’t smile, but his shulders lsened, and he didn’t pull away. They std tgether in the glden sunlight shining thrugh windws, hand in hand. Later, Mrs Hendersn taped Duglas’s picture t her desk. Each time she saw it, she remembered that small acts f kindness—like ffering a hand r a caring wrd—can matter mre than we knw. Fr children like Duglas, it means they’re seen and lved, which is far sweeter than any turkey r pie.