湖南长沙市开福区长沙市第一中学2026届高三英语月考（7）试卷（扫描版，含答案）

这是一份湖南长沙市开福区长沙市第一中学2026届高三英语月考（7）试卷（扫描版，含答案），共13页。
1.答卷前，考生务必将自己的姓名、考生号、考场号、座位号填写在答题卡上。
2.回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上，写在本试卷上无效。
3.考试结束后，将本试卷和答题卡一并交回。
第一部分 听力(共两节，满分30分)
做题时，先将答案标在试卷上。录音内容结束后，你将有两分钟的时间将试卷上的答案转到答题卡上。
第一节 (共5小题；每小题1.5分，满分7.5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。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。每段对话读两遍。
1. What caused the delay f the wman's flight?
A. Bad weather.B. Heavy traffic.C. Technical prblems.
2. What des the man imply?
A. He's t busy t prepare his wrk.
B. He has already handed in his wrk.
C. He is unsure abut entering the exhibitin.
3. What will the man suggest the wman d?
A. Buy an expensive laptp.
B. Chse a basic mdel.
C. Learn vide editing.
4. What des the man think f the current sales perfrmance?
A. It is impressively high.
B. It is fairly satisfactry.
C. It is still disappinting.
5. Why did the wman decide nt t mve t the suburbs?
A. They culdn't find a suitable huse.
B. The travel t wrk wuld be t difficult.
C. Her husband lst his jb dwntwn.
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。
6. What was Sarah's riginal plan fr the summer?
A. T travel t Eurpe.
B. T wrk at a library.
C. T visit her grandparents.
7. What will Sarah prbably d next Mnday?
A. Meet Mr. Jhnsn.
B. Submit a cllege applicatin.
C. Help rganize a trip.
听第7段材料,回答第8、9题。
8. When will the wman give her presentatin?
A. On Friday.B. Next Mnday.C. On the weekend.
9. Why des the wman decline the man's invitatin?
A. She puts her wrk respnsibilities first.
B. She is nt interested in classical music.
C. She has already planned t visit a client.
听第8段材料,回答第10至12题。
10. Why is the man shpping tday?
A. T buy clthes fr himself.
B. T prepare a gift fr his father.
C. T return a jacket he bught earlier.
11. Hw much is the jacket nw?
A. 85 dllars.B. 100 dllars.C. 120 dllars.
12. What will the wman prbably d next?
A. Help the man find a scarf.
B. Shw the man mre jackets.
C. Wrap the jacket as a gift.
听第9段材料,回答第13至16题。
13. What is David's main prblem?
A. He is having truble with his prfessr.
B. He has missed an imprtant deadline.
C. He is struggling t balance his tasks.
14. Why did Lisa quit her part - time jb?
A. The salary was t lw.
B. Her grades were drpping.
C. She settled her debt.
15. What will David prbably d next?
A. Ask fr mre time frm his prfessr
B. Cancel his cnference presentatin.
C. Quit the research prgram.
16. What can we learn abut David?
A. He ften asks Tm fr advice.
B. He likes t depend n thers.
C. He prefers t wrk independently.
听第10段材料，回答第17至20题。
17. When is the best time t see the Nrthern Lights in Iceland?
A. Frm September t March.
B. Frm June t August.
C. Frm March t June.
18. Hw lng des it usually take t cmplete the Glden Circle tur?
A. Half a day.B. One day.C. Tw days.
19. What des the speaker say abut the cst f traveling in Iceland?
A. Fd is quite affrdable.
B. Prices are relatively high.
C. High prices dn't guarantee gd service.
20. What des the speaker suggest bringing t Iceland?
A. Cking equipment.
B. Sunglasses and sunscreen.
C. Warm and waterprf clthes.
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
Venue: Paris, France
Date: 12 - 14 Octber 2026
Applicatin Deadline: 31 July 2026
Cst: € 500(includes accmmdatin, meals, and materials; schlarships available fr students frm develping cuntries, with an applicatin deadline f 15 June 2026)
Cntact: [email protected]
Building n the great success f the 2025 Samarkand frum, UNESCO's 15th Yuth Frum will gather 200 yuth representatives frm mre than 150 cuntries t fcus n the scial dimensins f climate change. It places great emphasis n inter - generatinal dialgue and yuth empwerment, aiming t ensure that glbal climate plicies attach tp pririty t equity, educatin, and cultural preservatin—especially in regins that are mst vulnerable t the adverse effects f climate change. This frum serves as a vital glbal platfrm fr yung peple t vice their pinins and prmte cllabrative slutins.
Target participants include yuth activists, educatrs, and artists aged 18 - 32 wh are deeply cmmitted t climate actin and sustainable develpment. The well - rganized three - day prgram features a variety f interactive activities, which are detailed as fllws:
Successfully cmpleting the frum grants participants an fficial UNESCO Climate Actin Certificate (widely recgnized in the glbal climate and educatin fields), permanent membership in the Glbal Yuth Climate Netwrk, and ptential funding fr tp prjects selected by the rganizing cmmittee. Outstanding participants will als get the chance t present their recmmendatins t the UNESCO General Cnference, influencing glbal educatin and culture plicies related t climate actin. Additinally, participants will have the pprtunity t take part in cultural exchange activities in Paris, deepening their understanding f glbal diversity and fstering crss - cultural friendships.
21. When is the applicatin deadline fr the schlarships f the frum?
A. 15 June 2026.B. 31 July 2026.C. 15 January 2026.D. 12 Octber 2026.
22. What can participants d during the frum?
A. Secure funding fr all climate prjects.
B. Present yuth - driven slutins at the Yuth Innvatin Fair.
C. Directly make plicies fr the UNESCO General Cnference.
D. Attend wrkshps n heritage prtectin in develped cuntries.
23. What is the main purpse f this text?
A. T intrduce the histry f UNESCO yuth events.
B. T call n yung peple t fight against climate change.
C. T recruit applicants fr the 2026 UNESCO Yuth Frum.
D. T explain hw t prtect cultural heritage frm climate change.
B
At the age f 7, Suzanne Heywd, frmerly knwn as Suzanne Ck, embarked n a yacht(游艇) called Wavewalker with her parents and yunger brther Jnathan, beneath an endless stretch f blue cean. What was intended t be a 3-year vyage t retrace Captain Ck's third circumnavigatin evlved int a nearly 10-year harrwing rdeal that wuld permanently shape her life. This extrardinary, tugh experience later became the subject f her best - selling memir(回忆录) Wavewalker: Breaking Free, published in 2023.
The jurney set ff frm Plymuth, England, in 1976. Her parents, determined t mark the 200th anniversary f Captain Ck's third vyage, resigned frm their jbs, sld their huse, and tk their children n the recreated jurney. Yet catastrphe struck unexpectedly—the vyage turned ut far mre dangerus than expected. One terrible mrning, 13 - meter - high waves slammed int the yacht, destrying the deck and flding the cabin with seawater. Stranded(使滞留) and shrt f supplies, Suzanne was injured several times; instead f receiving a nrmal educatin, she was cmpelled t wrk as a nanny and labrer, caring fr her brther and attending t daily cabin chres. Fr nearly 10 years, she was cut ff frm the utside wrld, lnging desperately fr a nrmal childhd and schling.
Despite cnstant hardships and repeated mments f despair, Suzanne never abandned her desire fr educatin. At 17, she seized a rare chance t earn mney by taking dd jbs, saving every penny t buy a ne - way ticket back t England. Thrugh relentless self - study, she vercame cuntless barriers, secured an interview with the University f Oxfrd, and was eventually admitted. She later went n t earn a dctral degree frm Cambridge University. Tday she serves as Chief Operating Officer f Exr Grup and actively advcates fr educatinal equality t supprt disadvantaged children.
Suzanne's memir dcuments her desperate struggle at sea, her unshakable hunger fr educatin, and her tugh jurney t break free frm adversity. It has tuched millins f readers wrldwide and becme an internatinal bestseller.
24. What can be inferred abut Suzanne frm her sea experience?
A. She lst all hpe fr a nrmal life.
B. She held anger against her parents.
C. She eventually abandned her schling.
D. She was desperate t break free frm hardships.
25. Why did Suzanne fail t have a nrmal childhd?
A. She refused t return t England.
B. She became a ppular writer at an early age.
C. She lived islated at sea fr nearly 10 years.
D. She received excellent educatin n the yacht.
26. What des Suzanne call fr accrding t the text?
A. Mre attentin t children in difficult situatins.
B. Quitting jbs t realize persnal travel dreams.
C. Writing memirs t recrd unusual experiences.
D. Taking sea vyages t build survival skills.
27. What is the genre f the text?
A. A news reprt.B. A bk review.C. A fictinal stry.D. An academic essay.
C
While AI - driven technlgies have revlutinized prfessinal wrkflws and academic research in recent years, authritative surveys reveal a disturbing lss f cre qualities amng yung prfessinals—particularly in lgical reasning, independent prblem - slving, and critical judgment f infrmatin. A grwing number f yung adults admit they depend n AI t draft prpsals r cnfirm cnclusins, s they rarely take part in the careful mental wrk needed t develp these basic skills.
Clara Bennett and Oliver Hale, technlgy analysts at The Ecnmist, analyze this cntradictin in their latest feature "AI's Cnvenience Trap: Trading Skill fr Efficiency". They argue that the smth use f AI in daily wrk and study has created a "skill decline" phenmenn, urging scieties t keep a balance between making use f technlgical prgress and prtecting necessary human abilities.
Over the past decade, AI - pwered writing assistants, data analysis sftware, and decisin - supprt prgrams have spread thrugh wrkplaces, universities, and even basic educatin. A small number f far - sighted institutins have taken actin: mst ntably, several Ivy League universities in the US started a "Human - Centric Learning" activity in 2021, requiring that students finish cre cursewrk withut AI help, with AI nly allwed fr imprving wrk after it is drafted. They stressed that AI shuld supprt nt replace mental develpment, as passive dependence weakens in - depth learning. Similar changes have been tried in tp Chinese universities, thugh n a small scale.
Despite these separate effrts, the whle situatin remains largely unchanged: AI's efficiency benefits cntinue t cause uncntrlled ver - reliance. Statistical data frm the OECD(Organisatin fr Ecnmic C - peratin and Develpment) shws that the percentage f yung graduates unable t slve pen - ended prblems—thse needing creative thinking rather than fixed answers—has risen sharply by 37% ver the past five years. Emplyers in all fields cmplain that new wrkers ften lack the ability t slve sudden errrs r adjust t unexpected challenges, linking the gap t ver - reliance n AI's ready - made slutins.
We spend billins n advancing AI t make prductivity mre efficient, yet we ften ignre the lng - term scial csts. D we fully understand what is lst when critical thinking and careful analysis are set aside fr immediate technlgical slutins? Bennett and Hale's pinin is well - timed: it is necessary t re - examine ur relatinship with AI, making sure that human ptential is develped rather than reduced.
28. What phenmenn is highlighted in paragraph 1?
A. The misuse f AI in academic fields.
B. Yung adults' ver - reliance n AI tls.
C. Declining thinking capacities f yung wrking peple.
D. The impact f AI - driven technlgies n wrkflws.
29. What is the cre requirement f the "Human - Centric Learning" activity?
A. Training students t use AI tls critically.
B. Priritizing human thinking ver AI assistance.
C. Raising the efficiency f cursewrk cmpletin.
D. Mastering basic peratin f mainstream AI tls.
30. What can be inferred abut the refrms mentined in paragraph 3?
A. They lack lng - term sustainable effects.
B. They prved t be effective in tp universities.
C. They have greatly cut dwn dependence n AI.
D. They have nt addressed the prblem n a large scale.
31. Which ne is the mst suitable title fr the text?
A. AI's Negative Influence n UsB. Decline in Prblem - Slving Skills
C. Sme Slutins t AI DependencyD. AI Overuse Causes Cre Skill Decline
D
Reading The Overview Effect is an exercise in mind expansin. Nt nly des authr Frank White invite us t visualize the Earth frm space, but he challenges us t envisin (in ur mind's eye) ur hme planet as an essential part f the slar system and even as an element f the entire universe.
At first sight, picturing thse images seems simple. We have all seen pictures f the Earth frm the ISS and even frm the Mn. But White puts thse abstract images int perspective in terms f humanity, its scial and plitical expressins, and its evlutinary future. He believes that seeing the Earth frm a different physical perspective prduces a different philsphical pint f view that can benefit human sciety.
In the first third f his bk, White massages readers' minds, stretching their capacity t cmprehend the human effects f that perspective. A pwerful analgy(类比) he refers t at varius times is t imagine a fish venturing frth nt dry land. "If yu were a fish, yu wuld have n idea what land was like," he writes, "and nly the very unclear idea f what water was like, because water wuld be the medium in which yu lived. The idea f 'sky' wuld be far beynd yur cmprehensin." S it is when humans venture int space.
White supprts his wn indirect perceptin f the Overview Effect with qutes frm numerus astrnauts wh have directly experienced bth the view and the significant effect it prduces. Withut exceptin, they reprt feeling a strnger, mre prtective cnnectin with the Earth and a deepened awareness f the cmmnality f all human beings. The brders between cuntries disappear in the view frm space; and the differences f cultures disappear alng with them.
The new pprtunities f cmmercial spaceflight mean that mre peple will have a chance t lk at the Earth frm utside, hwever briefly. And White's wn writings and his wrk with the Overview Institute are bringing an understanding f these insights indirectly t an increasing number f peple. As mre peple experience the Overview Effect, directly r indirectly, White says, "We wuld hpe t see peple becme mre interested in preserving the envirnment, preventing war, and prmting ther life - sustaining effrts."
32. What is the bk The Overview Effect intended t achieve?
A. Gaining a deeper insight int space.
B. Shifting peple's perceptin f the wrld.
C. Explring the evlutinary future f humanity.
D. Enlarging the intellectual ptential f human beings.
33. Which f the fllwing can replace the underlined wrd "massages" in paragraph 3?
A. calms dwnB. takes upC. fires upD. fcuses n
34. What effect des seeing the Earth frm space have n astrnauts?
A. Realizatin f human insignificance.B. Better understanding f cultural diversity.
C. Desire t cnduct further space explratin.D. Acknwledgment f intercnnected humanity.
35. What des White anticipate peple will d after reading his bk?
A. Attempt t take cmmercial space trips.
B. Narrw the gaps between different cultures.
C. Advcate fr the cause f space explratin.
D. Cntribute t the cllective welfare f humanity.
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。选项中有两项为多余选项。
Why Walking Meetings Can Be Better Than Sitting Dwn
The mdern wrkplace is cnstantly evlving, and ne ntable shift is the rising interest in walking meetings. 36 Advcates, hwever, champin them as a pwerful tl that can unlck creativity, imprve well - being, and fster better cmmunicatin amng team members. This practice invlves cnducting discussins while walking, either indrs r utdrs, instead f sitting arund a table.
37 Walking increases bld circulatin, including t the brain. This enhanced flw prvides the brain with mre resurces. Studies, such as ne frm Stanfrd University, have shwn that this physilgical state can bst creative ideas significantly. Peple ften generate mre nvel ideas when walking cmpared t sitting in an unchanging envirnment.
Secndly, the frmat naturally alters grup dynamics. The side - by - side walking psitin as ppsed t facing each ther acrss a table, reduces perceived hierarchy (等级) and frmality. 38 The changing scenery and physical activity can als lwer stress levels, making participants feel mre at ease and pen t sharing hnest pinins.
Hwever, walking meetings are nt a universal fix. They are prly suited fr highly technical discussins that require cnstant reference t detailed charts, data, r cmplex dcuments n a screen. They are ideal fr initial prject discussins where free - flwing thught is the gal. 39
Carrying walking meetings ut successfully requires sme frethught. Chse a quiet rute with a smth path t avid interruptins and ensure safety. Limit the grup size t three r fur peple fr clear cnversatin. 40 The bjective is t stimulate thinking thrugh mvement, nt t cnduct a tugh hike. In an era valuing innvatin and emplyee health, the walking meeting presents a simple yet effective strategy t enhance bth.
A. The primary benefit lies in mental abilities.
B. This activity directly prevents the dangers f sitting.
C. The walking speed shuld be cmfrtable fr talking.
D. Sme critics dismiss them as a brief management trend.
E. Many emplyees appreciate the break frm screen time.
F. It encurages a mre casual and cllabrative cnversatin style.
G. Therefre, selecting the apprpriate meeting agenda is crucial.
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。
Emma felt lnely in her new schl. The busy hallways were verwhelming, and she fund it hard t 41 with thers. One afternn, a vilin meldy caught her ear. Driven by curisity, she 42 it t a practice rm.
Inside, a girl named Maria was practicing. Emma 43 t leave quietly, but Maria saw her and smiled. "Hell," Maria said. Emma felt 44 but smiled back. That small mment started a special 45 .
Maria played in the schl rchestra and invited Emma t watch. Emma was 46 at first. "I'm nt musical," she said. But Maria was kind and encuraging. Emma decided t give it a sht. With Maria's help, she began t learn. Slwly, she 47 her skills. They practiced tgether ften, and their time was filled with 48 and shared stries.
Thrugh this friendship, Emma learned that gd things ften cme in 49 ways. The rchestra became a place where she felt she 50 . She was n lnger just the new girl; she was part f a team.
Emma's heart grew lighter. She started t believe in taking 51 . "Seize pprtunities t be kind," she nw tells thers. "Dn't be scared t start a talk with smene. A simple 'hell' can 52 a great friendship."
The practice rm, nce just anther dr in the hallway, became her favrite place. It was where she fund nt just music, but curage and a friend. Emma and Maria's stry shws us that cnnectin and happiness can 53 anywhere. Yu just need t listen, be pen, and smetimes, be brave enugh t walk thrugh an pen 54 when yu hear a beautiful sund. Life's best mments are ften waiting just n the ther side f a 55 step.
41.A. studyB. cmpeteC. cnnectD. agree
42.A. fllwedB. channeledC. adaptedD. applied
43.A. refusedB. pretendedC. frgtD. decided
44.A. calmB. shyC. prudD. hnred
45.A. friendshipB. adventureC. memryD. traditin
46.A. cnfidentB. curiusC. hesitantD. eager
47.A. shwedB. imprvedC. rememberedD. tested
48.A. secretsB. curageC. dreamsD. music
49.A. unbelievableB. indirectC. unexpectedD. insensitive
50.A. failedB. belngedC. struggledD. rested
51.A. chancesB. classesC. risksD. duties
52.A. rely nB. bring inC. result frmD. lead t
53.A. hideB. leaveC. grwD. change
54.A. gardenB. drC. rchestraD. cncert
55.A. firstB. heavyC. lastD. quiet
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。
Fr many years, psychlgists saw identity as a 56 (cmbine) f smene's values, beliefs, gals and scial rles. Then, in the 1980s, Bb Jhnsn created the life stry mdel f identity, in which he explains that these cre features 57 (build) in with ur memries t create a persnal stry thrugh which we understand ur lives.
Our life stry is smething that starts cming tgether in ur teenage years, when we begin t rganise ur lives int chapters 58 (rt) in key events r life changes, and begin t regard urselves 59 the central character. Peple with mre cnsistent stries tend t have a 60 (strng) sense f identity, and they feel their life has mre meaning, directin and sense f purpse.
Jhnsn has als investigated the link between well - being and certain stry themes. He discvers that whether smene describes having had sme cntrl ver events in their past is 61 imprtant predictr f a persn's mental health. Anther key theme invlves finding sme kind f psitive meaning after 62 (stress) events. "Peple culd talk abut gaining knwledge r persnal grwth," says Jhnsn. His research shws that this is ften missing fr peple with mental health cnditins. The gd news is that there is evidence we can learn 63 (change) ur wn stry.
If yu want t turn ver a new leaf, thugh, ne tp tip is 64 it helps t chse a significant date that signals the start f a new "chapter". S, whether yur gal is saving mney 65 getting fit, there is n better time t becme the authr f yur wn destiny.
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,你校图书馆新开设了小组学习室,请你给留学生 Michael 写一封邮件邀请他同去体验,内容包括:
(1)小组学习室的位置和开放时间;
(2)小组学习室的室内设施和功能。
注意:
(1)写作词数应为80个左右;
(2)可适当增加细节,以使行文连贯;
(3)请按如下格式在答题卡的相应位置作答。
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。
"I want a friend!" my five - year - ld's clear blue eyes shwed the pain f rejectin. Nah was deaf, and the past cuple f years began t shw what the future held fr my little guy.
The first few years f his life, Nah had many friends in ur neighbrhd. Small children dn't talk a lt and are cntent t simply play. As time passed and Nah gt t the age where speech and hearing were a nticeable part f "hanging ut", his friends started realizing he was different. Sn, n ne came t play with my tiny sn, and he t began t understand he was different. My heart ached, and I spent endless hurs in tears, begging Gd t send him a friend. But the children at schl came frm everywhere, and nne lived near enugh t "hang ut".
Nah recently began the heartbreaking hbby f writing and leaving mail n the prch(门廊) fr his "friends". He stuck his wn tys t the ntes, thinking that he culd smehw make friends this way. I ften had t retrieve(取回) his ntes s that he thught smene was getting his messages f friendship. His excited trips t the frnt prch the next mrning wuld smetimes bring him a feeling f having an unseen pen pal. It brke my heart.
But tday was different. I gt a miracle - in fact, three kids.
My phne rang, and I was distracted with a lng - distance friend, catching up with each ther's lives withut nticing Nah slipping ut the frnt dr. It wasn't until Nick, my sixteen - year - ld sn came hme fr lunch that Nah's absence was knwn. Panic - stricken, Nick and I searched the huse, yard, and garage... n Nah.
注意：
(1)续写词数应为150个左右；
(2)请按如下格式在答题卡的相应位置作答。
Trembling, I searched the huse again.
I let them play until lunchtime, befre finally walking dwn the street t pick up my child.
试卷答案
1. 听力部分略
2. 阅读
21. A（2.5分）
22. B（2.5分）
23. C（2.5分）
24. D（2.5分）
25. C（2.5分）
26. A（2.5分）
27. B（2.5分）
28. B（2.5分）
29. B（2.5分）
30. D（2.5分）
31. D（2.5分）
32. B（2.5分）
33. C（2.5分）
34. D（2.5分）
35. D（2.5分）
3. 七选五
36. D（2.5分）
37. A（2.5分）
38. F（2.5分）
39. G（2.5分）
40. C（2.5分）
4. 完形填空
41. C（1分）
42. A（1分）
43. D（1分）
44. B（1分）
45. A（1分）
46. C（1分）
47. B（1分）
48. D（1分）
49. C（1分）
50. B（1分）
51. A（1分）
52. D（1分）
53. C（1分）
54. B（1分）
55. A（1分）
5. 语法填空
56. cmbinatin(1.5分)
57. are built(1.5分)
58. rted（1.5分）
59. as（1.5分）
60. strnger(1.5分)
61. an（1.5分）
62. stressful(1.5分)
63. with（1.5分）
64. that（1.5分）
65. r（1.5分）
6. 应用文写作（15分）
Dear Michael,
Our schl library has newly pened a grup study rm. It is lcated n the secnd flr and is pen frm 9:00 am t 5:00 pm n weekdays. Inside, brightlighting, cmfrtable chairs. There are als pwer utlets and high speed Wi Fi. It's a great place fr us t study tgether, share ideas, and cmplete grup prjects. Wuld yu like t g and experience it with me?
Lking frward t yur reply.
Yur,
Li H
7. 读后续写（25分）
Trembling, I searched the huse again. I checked every crner, every clset, but still n Nah. My mind was filled with terrible thughts. Where culd he be? Was he hurt? As I was abut t lse all hpe, Nick shuted frm the frnt yard. "Mm! Lk!" I rushed ut and saw Nah sitting n the grass with three kids. They were all smiling.
I let them play until lunchtime, befre finally walking dwn the street t pick up my child. When I reached them, Nah intrduced me t his new friends. "Mm, this is Tm, Lily, and Jack. They fund my ntes and came t play with me." I thanked the kids with tears in my eyes. Frm then n, Nah was n lnger alne. He had real friends wh accepted him fr wh he was. And I learned that smetimes, when we least expect it, miracles can happen.Activity Types
Details
Plenary Sessins
Led by UNESCO experts, fcusing n integrating climate educatin int daily teaching and prtecting cultural heritage in climate - vulnerable regins.
Wrkshp Tracks
Cvering yuth - led climate advcacy, cmmunity - based adaptatin prjects, and digital tls fr effective climate cmmunicatin.
Yuth Innvatin Fair
Shwcasing scalable, yuth - driven slutins t pressing climate challenges.