江苏镇江市2025-2026学年高二下学期4月期中考试英语试题含答案

这是一份江苏镇江市2025-2026学年高二下学期4月期中考试英语试题含答案，共15页。试卷主要包含了5 分，满分 7， B等内容，欢迎下载使用。
第一部分 听力 (共两节，满分 30 分)
做题时，可先将答案写在试卷上。录音内容结束后，必须将答案转涂到答题卡上。
第一节 (共 5 小题；每小题 1.5 分，满分 7.5 分)
听下面五段对话。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，你将有 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。
1. What des Sarah intend t d?
A See a mvie. B. Bk a ticket. C. G hme with Matthew.
2. What was the final lss?
A. A bag. B. Sme papers. C. A passprt.
3. What will the speakers d next?
A. Enjy cffee. B. Bard the plane. C. Check the luggage.
4. What des the cnversatin fcus n?
A. Shpping. B. Sprts. C. Husewrk.
5. What time did Andrew hand in the paper?
A. At 4:30. B. At 4:45. C. At 5:00.
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，并标在试卷的相应位置。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。
听下面一段对话，回答以下小题。
6. Where are the speakers?
A. In the bedrm. B. In the dining-rm. C. In the guest-rm.
7. What is Jim’s idea?
A. Taking sme medicine. B. Sweating with exercise. C. Ging back t sleep.
听下面一段对话，回答以下小题。
8. What happened t Ivan n the way hme yesterday?
A. He failed t catch the bus.
B. Anxiety brke his cncentratin.
C. Depressing questins disturbed him.
9. Hw will Kayla help?
A. Prfessinally. B. Financially. C. Academically.
10. Wh behaves well?
A. Ivan’s brther. B. Kayla’s sister. C. Kayla’s brther.
听下面一段对话，回答以下小题。
11. What happens t the speakers?
A. Their car runs ut f petrl.
B. Their car breaks dwn halfway.
C. The tank f their car ges wrng.
12. What is the wman’s desire in terms f the speech?
A. It wuld be delayed.
B. It wuld begin as scheduled.
C. It wuld have “empty” seats left.
13. What des the wman feel abut the final decisin?
A. Unwilling. B. Puzzled. C. Disappinted.
听下面一段对话，回答以下小题。
14. What des the wman prbably d?
A. A fd buyer. B. A sales manager. C. A fdstuff cllectr.
15. What can we say abut Kingstn?
A. It trades with the Chinese peple.
B. It has a wide range f sample rms.
C. The prices f its prducts are reasnable.
16. Why will the man rder canned fruit s sn?
A. It is high-prfit.
B. It is tp-quality.
C. It is the mst in-demand.
17. Which decides the ppularity f canned meat in the man’s cuntry?
A. The size. B. The taste. C. The shape.
听下面一段独白，回答以下小题。
18. Hw is the Harvard Study f Adult Develpment dne?
A. By studying happy students at yung ages.
B. By researching peple frm yung t ld.
C. By interviewing 724 adults ne by ne.
19. Which best describes thse wh are healthier and happier?
A. Dynamic. B. Emtinal. C. Sciable.
20. What message des the speech aim t cnvey?
A. Health is the mst imprtant f all.
B. Peple with gd habits enjy lng life.
C. A sense f cmmunity leads t a gd life.
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 和 D 四个选项中，选出最佳选项。
A
Smithsnian Magazine Pht Cntest 2026
The 24th Annual Pht Cntest f Smithsnian Magazine will run frm January 15, 2026 t May 1, 2026. By entering the cntest, each participant cnfirms that they are at least 18 years ld and agree t all the rules.
What t Enter
Participants may submit phts in the fllwing six categries:
Wildlife: Animals and plants in their natural envirnment that inspire a sense f wnder.
Travel: Scenes, peple r activities that reflect the character f a place.
Peple: Prtraits f individuals r grups.
The American Experience at 250: Images that shw events, places r bjects cnnected with 250 years f American histry and culture.
Artistic Images: Creative phtgraphs that express ideas r cncepts.
Drne: Phts taken by drnes, planes r helicpters.
Nte: Images created using Artificial Intelligence (AI) are nt allwed.
Hw t Enter
Entries must be submitted nline at "smithsnianmag.cm/phtcntest.Eachparticipant" smithsnianmag.cm/phtcntest. Each participant may submit up t 15 phts per categry, with a maximum f 90 entries in ttal.
T be accepted, each pht must:
• in JPEG, JPG r GIF frmat
• at least 2,000 pixels wide
• be n larger than 10 MB
A separate frm is required fr each pht.
Judging & Prizes
Entries will be judged n creativity, quality, riginality and verall impact. The rganizers will select 10 finalists in each categry. Frm these 60 finalists, ne Grand Prize winner will be chsen.
In June 2026, the public will vte nline t decide the Readers’ Chice winner.
• Grand Prize: $2,500
• Categry Winners: $500 each
• Readers’ Chice: $500
Please d nt cntact the rganizers abut judging results. Fr questins abut the rules. "[email protected]" email [email protected].
1 ．Which f the fllwing can be accepted as a cntest entry?
A ．A pht created using AI technlgy.
B ．A picture f animals living freely in the wild.
C ．A pht submitted by a 16-year-ld student.
D ．An image that is smaller than 2,000 pixels wide.
2 ．What are participants required t d when submitting phts?
A ．Submit at least 15 phts in ttal.
B ．Fill in ne frm fr each categry.
C ．Make sure each pht meets technical requirements.
D ．Send their phts by email t the rganizers.
3 ．What can be learned abut the finalists?
A ．They will each receive $500.
B ．They will be chsen by public vting.
C ．They will cmpete fr the Grand Prize.
D ．They will autmatically becme categry winners.
B
When Maggie was a very yung girl, she lved lking up at the stars in the sky, and she
lved a British televisin stp- animatin (定格动画) series, The Clangers, abut musy- lking beings frm anther planet. It’s debatable as t which fueled her dream f becming a space
scientist mre, but ne thing is fr sure: the passin Maggie had fr space inspired a career and helped her vercme her dyslexia (读写困难) .
The nw celebrated space scientist, mechanical engineer, and science cmmunicatr grew up buncing frm ne area f the cuntry t anther, the child f tw Nigerian immigrants.
Diagnsed (诊断) with dyslexia at the age f eight, Maggie faced enrmus challenges in
traditinal learning envirnments. Dyslexia ften made reading and writing difficult, and she was smetimes lked dwn upn by classmates.
Despite these bstacles, her passin fr science and space explratin shne thrugh.
Rather than fcusing n the limitatins dyslexia impsed, Maggie discvered its advantages: her brain was gd at visualizatin and prblem- slving, enabling her t think creatively and
apprach challenges frm unique perspectives. Her jurney t success wasn’t easy. After
vercming early academic struggles, she went n t earn degrees in physics and mechanical
engineering. Tday, she is well knwn fr her wrk in space science, including the develpment f satellites and instruments used t explre the universe. Her cntributins t science are widely recgnized, and she has becme an inspiring rle mdel fr yung peple, particularly thse
facing learning difficulties.
Her stry is a pwerful reminder that dyslexia is nt a limitatin but a different way f
prcessing the wrld, ne that can lead t extrardinary achievements. Maggie’s life and career prve that facing what makes yu different can turn challenges int strengths, inspiring thers t
see the ptential in their wn unique abilities.
4 ．What can we learn abut Maggie frm paragraph 1?
A ．She was brn with a talent fr space science. B ．Her dyslexia stpped her path t her dream.
C ．Her passin fr space prmted her career. D ．She was mainly inspired by The Clangers.
5 ．Which wrd best describes Maggie’s early learning experience?
A ．Engaging. B ．Enriching. C ．Relaxing. D ．Demanding.
6 ．What did Maggie’s achievements result frm?
A ．Inner desire. B ．Family supprt.
C ．Peer assistance. D ．Scial recgnitin.
7 ．What is the authr’s main purpse in writing the text?
A ．T present a scientist’s cntributins. B ．T discuss the disadvantages f dyslexia.
C ．T encurage peple t face difficulties bravely. D ．T highlight the imprtance f space explratin.
C
Peple have been trying t create glwing (发光) plants fr decades. The challenge is
making the glw bright enugh fr ur eyes t see. Last year, US bitech cmpany Light Bi
launched the Firefly Petunia, the first genetically engineered glwing plant t g n sale. It claims that the plant’s brightness is “similar t mnlight,” but judging frm phts n scial media, it’s nwhere near as bright as a full mn.
There is a reasn why this is s difficult. Plants get their energy frm light, but
phtsynthesis (光合作用) is wildly inefficient. It’s estimated that mst plants capture less than 2 percent f the light that falls n them, and they need part fit t survive and grw. That leaves
precius little t transfrm back int light.
Given this fact, plants will never glw bright enugh t take the place f streetlights. T
slve this, a few grups have instead been trying t physically add phsphrs (磷光体), a type f light-string material that glws in the dark, t adult plants, which are much mre efficient than phtsynthesis. The prblem is getting the phsphr chemicals evenly distributed inside the
leaves. But nw it’s fund that such distributin is easily achieved in certain plants, s brightly phsphrescent plants f varius clrs are created by adding phsphrs int each leaf by hand.
Hwever, making plants glw by physically adding phsphrs int them is cnsidered
“cheating.” At the very least, the glw will becme weaker if these plants survive and grw larger. There is als a ptential envirnmental cncern when the plants die and are thrwn ut.
If the plants were genetically engineered t make their wn lng-lasting phsphrs that are fully bidegradable, it wuld be a different stry. In fact, giving plants this ability might even
bst the efficiency f phtsynthesis. Being able t temprarily “stre” light culd help keep the light steady, transfrm unusable wavelengths int usable nes, and allw phtsynthesis t
cntinue int the night. One day, perhaps entire fields will glw in the dark.
8 ．What makes it hard fr plants t glw brightly?
A ．The lw light-use efficiency f phtsynthesis.
B ．Plants need mst captured light t survive and grw.
C ．Phtsynthesis transfrms nly part f sunlight int usable energy.
D ．Plants’ leaves cannt stre enugh light.
9 ．Hw d sme grups imprve the brightness f the plants?
A ．By adding phsphrs int the leaves.
B ．By using adult plants that are mre efficient than seedlings.
C ．By manually adjusting light cnditins.
D ．By distributing chemicals evenly inside the leaves.
10 ．What can we learn abut phsphrescent plants frm the passage?
A ．They need careful light management.
B ．Their glw fade ver time.
C ．They can cause envirnmental pllutin.
D ．They are less bright than expected.
11 ．What’s the functin f the last paragraph?
A ．T discuss the difficulties f making plants glw.
B ．T explre ptential future applicatins f glwing plants.
C ．T explain current experiments with glwing plants.
D ．T highlight envirnmental cncerns f glwing plants.
D
Museums have lng been cnsidered as cultural strehuses that preserve and exhibit
histry, art and scientific discveries. Yet, while sme children frequently visit museums with
their families, thers—especially thse frm disadvantaged backgrunds—may never have the
pprtunity t engage with these rich cultural resurces. This disparity can create gaps in cultural knwledge, academic engagement and even self-cnfidence.
Prfessr Anik Meunier at the Université du Québec à Mntréal studies hw museum visits can enhance student engagement in the classrm and address scial inequalities. She has
established the Schl at the Museum prgram with her clleagues t integrate museum educatin int the schl curriculum (课程) fr primary and secndary schls in Mntreal. “Research
indicates that actins aimed at imprving educatinal success must be carried ut regularly and at a pace that allws the acquisitin f new attitudes, understandings r behaviurs amng the target ppulatin,” explains Anik. T this end, Schl at the Museum rganises regular visits t
museums thrughut the year. This prvides students with cnsistent pprtunities t engage with cultural and educatinal resurces utside the classrm.
Anik and her clleagues fund that students wh attended museums shwed greater
emtinal, behaviural and cgnitive engagement than befre. They bserved that the visits
created a strnger sense f cnnectin t the museum envirnment and its resurces, enriching
students’ cultural knwledge and expanding their vcabulary. Mst imprtantly, after participating in Schl at the Museum, students wh had had little prir expsure t museums displayed equal engagement t their classmates wh had visited museums with family r friends.
“T make the mst f the educatinal value, ne f the mst imprtant aspects f planning a museum trip is chsing the right museum and prgram fr students’ needs. Mst museums
ffer age-specific educatinal prgrams fr schl grups,” says Anik. “A visit t a museum can relate clsely t curses in many subjects, such as histry, science and art, and stimulate
interdisciplinary appraches.”
12 ．What des the underlined wrd “disparity” in paragraph 1 refer t?
A ．The lack f scientific resurces.
B ．The difference in cultural backgrunds.
C ．The unequal pprtunity t access museums.
D ．The gap in classrm engagement.
13 ．What is the gal f the Schl at the Museum prgram?
A ．T deepen students’ insight int educatin.
B ．T enhance learning thrugh museum visits.
C ．T raise awareness f the value f museums.
D ．T prmte verall student engagement in schl.
14 ．What is the functin f paragraph 3?
A ．Shwing hw museum visits culd be applied.
B ．Prviding backgrund abut the prgram.
C ．Giving examples f museum activities.
D ．Prviding evidence f the prgram’s effectiveness.
15 ．What is the best title fr the text?
A ．Museums and Educatinal Equality
B ．Learning Beynd the Classrm
C ．The Value f Museum Visits
D ．Cultural Access in Mdern Educatin
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。
Changing Yur Inner Vice
Picture this: Yu’ve just arrived hme frm the grcery stre and realized that yu frgt t buy the main fd yu needed fr dinner. Yu may feel upset and tired. And then, the vice in
yur head begins its cmments: “It’s really stupid f me.” Or “Why am I always s careless?”
16
We’ve all been there—experiencing the inner dialgue that fllws a mistake r a setback. 17 Negative self-talk is a nrmal part f being human. But if left unchecked, it can affect ur mental health. Our inner vice is cnstantly bradcasting ur thughts, whether they’re
psitive r negative. 18 On the ther hand, negative self-talk expses us t self-dubts and fears. This can eventually harm ur mental health, relatinships, and cnfidence.
19 Research shws that peple wh engage in this kind f behavir ften
experience lwer self-cnfidence, higher anxiety levels, and a reduced sense f verall well-being. In additin, self-criticism has been assciated with higher stress levels and an increased risk f
mental health issues, such as depressin.
The gd news is that we can change ur self-talk. The first step is becming aware f the rle ur inner vice plays. Once we recgnize its impact, we can use simple techniques t shift
hw we talk t urselves. 20 Besides, using yur name instead f“I” during inner dialgue can als create a mre supprtive, less critical vice.
A ．Changing self-talk requires prfessinal help.
B ．Practicing cnstructive self-talk can be helpful
C ．In fact, negative self-talk can take many frms.
D ．Psitive self-talk can inspire and bst ur cnfidence.
E ．Yu might end up feeling frustrated and heading back t the stre.
F ．The link between negative self-talk and mental health is well-established.
G ．This inner dialgue is the vice that criticizes us when things dn’t g as planned.
第三部分 语言运用 (共两节，满分 30 分)
第一节 完形填空 (共 15 小题；每小题 1 分，满分 15 分)
阅读下面短文，从短文后各题所给的 A、B、C 和 D 四个选项中，选出可以填入空白处的最佳选项。
I hadjust mved t Phenix. I was ttally ________ in a city where I didn’t yet knw
anyne. On Christmas Eve, I went ut t see a mvie t . Driving back in the dark, I lst my . The mre turns I made, the mre I gt turned arund. I drve and drve in circles.
Eventually, I n the side f the rad and lked at the map. But I didn’t
where I was. Lnely and desperate, I had a gd cry. Then I saw a car
slwing t a stp. A cuple my windw and asked if I was OK. Learning I culdn’t find my way hme, they drve me all the way acrss Phenix. It turned ut I was n the side f twn. When the cuple left, they asked me ifI wuld be hme n Christmas. I .
The next day, arund nn, the cuple shwed up with a picnic basket full f . They shared their Christmas dinner with me. The that they did that n Christmas f all days—when I’m they have their wn traditins and their wn families—t spend that
time with me as a stranger really tuched my heart.
Nearly 40 years later, inspired by their , I still lk fr pprtunities every single hliday seasn t with thers wh might be spending the hlidays alne.
21 ．A ．curius B ．alne C ．different D ．cntent
22 ．A ．cheer up B ．calm dwn C ．reach ut D ．shw ff
23 ．A ．directin B ．balance C ．patience D ．mind
24 ．A ．brke dwn B ．turned up C ．pulled ver D ．mved arund
25 ．A ．care B ．explain C ．accept D ．recgnize
26 ．A ．self-dubt B ．self-cmfrt C ．self-pity D ．self-regret
27 ．A ．pened B ．apprached C ．passed D ．bserved
28 ．A ．pr B ．ppsite C ．right D ．quiet
29 ．A ．hesitated B ．agreed C ．panicked D ．ndded
30 ．A ．dishes B ．decratins C ．gifts D ．cards
31 ．A ．belief B ．pssibility C ．idea D ．fact
32 ．A ．afraid B ．glad C ．grateful D ．sure
33 ．A ．perfect B ．cmplete C ．ttal D ．familiar
34 ．A ．example B ．wisdm C ．experience D ．curage
35 ．A ．share B ．cperate C ．cnnect D ．celebrate
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。
Being an exchange student, I use my camera t bridge cultures and capture mments frm the cuntry I call my secnd hme.
Traditinal Minnan-style huses, with rfs 36 (distinct) curved and walls
time-hnred, std shulder t shulder. The 37 (rhythm) calls f free-range chickens prvided backgrund music fr ur sht, ccasinally interrupted by the distant laughter f
villagers passing alng the paths.
What 38 (strike) me mst was such plain warmth. A wman rde past with a
basketful f leafy greens, her feet barely tuching the grund as she slwed 39
(exchange) greetings with neighbrs. At the stre, the wner, 40 (wear) a gentle smile,
wiped his hands carefully befre weighing ut dried mushrms 41 regular custmers.
In that instant, I felt I was carried 3,000 kilmeters suth t my grandmther’s village.
Thugh the landscape differed, the essence remained unchanged: that familiar village ecsystem42 shpkeepers remember yur favrite childhd treats and 43 (lcal) catch up n the latest news.
This is the China I have cme t knw: It is nt just thrugh its high-rises and express
trains, 44 in these pckets f everyday life that ring acrss cultures. The wrld stretches wide yet draws near, cnnected tgether by the shared 45 (kind).
第四部分 写作 (共两节，满分 40 分)
第一节 (满分 15 分)
46 ．你校将以五一劳动节为主题举办英语征文比赛。请你结合以下名言，写一篇短文投稿，内容包括：
(1) 你对名言的理解；
(2) 你的相关经历。
注意：
(1) 写作词数应为 80 个左右；
(2) 请按如下格式在答题卡的相应位置作答。 Frm what Grky said, I believe
第二节 (满分 25 分)
47 ．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。
Kenzie walked hme frm the bus with her friends Maya and Brynlee. They really missed their friend Hlly, wh was at hme recvering frm surgery. She was ging t have t stay hme frm schl fr the next tw weeks!
“When my mm was in the hspital after my baby sister was brn, peple brught her
gifts,” said Maya. “We shuld bring gifts t Hlly!” The girls agreed instantly. They planned t visit Hlly after schl the next Friday. After sme thught, Brynlee decided t give Hlly a cl necklace-making kit while Maya decided t buy Hlly a gift card s that she culd buy the vide games she wanted.
Kenzie fell silent. She culdn’t decide. She wanted t give Hlly smething meaningful. But her family was saving mney fr a new car, and she knew it wasn’t the time t spend a lt. Upn arriving hme, Kenzie sank int the sfa. She culdn’t wait fr her mm t get hme frm wrk s she culd talk t her.
Later, while her mther prepared dinner, Kenzie tld her abut Hlly and the gift thing. She explained what each f her friends was giving Hlly, adding that she hped t prepare smething special t. She wndered hw she culd d that withut a lt f mney.
“I knw yu can d it. Yu’re creative,” encuraged Mm. “Yu dn’t need t spend a lt t shw that yu care.” Kenzie ndded thughtfully, her mind racing t find a pssible slutin.
The next Mnday, Kenzie and her brther Nathan had dentist appintments. They pened their gdy bags n the way hme. Inside were the usual tthbrush and tthpaste alng with a few ther things, including a super buncy ball, a press-n tatt and a glw-in-the-dark ring.
Nathan said it was fun finding little surprises. It is fun, thught Kenzie. Then she realized Nathan had just given her an idea fr Hlly’s gift. She’d make little things that wuld be special t Hlly and make her happy.
注意:
(1)续写词数应为 150 左右；
(2)请按如下格式在答题卡的相应位置作答。
Paragraph 1: Over the next few days, Kenzie wrked hard n her gift.
_______________________________________________________________________________
_______________________________________________________________________________
Paragraph 2: On Friday, the girls visited Hlly with their gifts after schl.
1 ． 2 ． 3．
4 ．C 5 ．D 6 ．A 7 ．C
这是一篇记叙文。文章介绍了著名太空科学家、机械工程师玛吉的成长历程。
4 ．细节理解题。根据第一段“the passin Maggie had fr space inspired a career and helped her vercme her dyslexia (读写困难) . (玛吉对太空的热情激励她开启了职业生涯，并帮助她克服了读写困难症。)”可知，玛吉对太空的热爱推动了她的职业发展。故选 C。
5 ．推理判断题。根据第二段“Diagnsed (诊断) with dyslexia at the age f eight, Maggie faced enrmus challenges in traditinal learning envirnments. Dyslexia ften made reading and
writing difficult, and she was smetimes lked dwn upn by classmates. (玛吉 8 岁时被诊断出患有读写困难症，在传统的学习环境中面临着巨大的挑战。读写困难症常常让她的阅读和写作变得困难，有时还会被同学看不起。)”可知，玛吉早期的学习经历充满挑战，十分艰难。故选 D。
6 ．细节理解题。根据第三段“Despite these bstacles, her passin fr science and space
explratin shne thrugh. Rather than fcusing n the limitatins dyslexia impsed, Maggie
discvered its advantages (尽管存在这些障碍，但她对科学和太空探索的热情依然闪耀。玛吉没有关注读写困难症带来的限制，而是发现了它的优势)”可知，玛吉的成就源于她内心对科学和太空探索的渴望与热情。故选 A。
7．推理判断题。通读全文，根据最后一段“Her stry is a pwerful reminder that dyslexia is nt a limitatin but a different way f prcessing the wrld, ne that can lead t extrardinary
achievements. Maggie’s life and career prve that facing what makes yu different can turn
challenges int strengths, inspiring thers t see the ptential in their wn unique abilities.(她的故事有力地表明，阅读障碍并非一种限制，而是一种独特的感知世界的方式，这种方式能够带来非凡的成就。玛吉的生活和事业证明，面对自身与众不同的特质，能够将挑战转化为优势，激励他人看到自身独特能力中的潜力。)”可知，文章围绕玛吉的成长经历展开，讲述她凭借对太空的热情，克服读写困难症的挑战，最终成为杰出太空科学家的故事。由此可知，作者写这篇文章的主要目的是鼓励人们勇敢面对困难，发掘自身潜能。故选 C。
8 ． 9 ． 10 ． 11．
12 ． 13 ． 14 ． 15．
16 ． 17 ． 18 ． 19 ． 20．
21 ． 22 ． 23 ． 24 ． 25 ． 26 ． 27 ． 28 ． 29 ． 30 ． 31
. 32 ． 33 ． 34 ． 35．
36 ． 37 ． 38 ． 39 ． 40 ． 41 ． 42 ． 43 ． 44 ． 45．
46．
47 ．范文
Paragraph 1: Over the next few days, Kenzie wrked hard n her gift. She rummaged thrugh her drawers and fund clrful ribbns, glittery stickers, and a stack f cute nte cards.
On each card, she wrte dwn a funny memry she shared with Hlly — like the time they
laughed s hard at a silly mvie that they spilled ppcrn all ver their clthes. She als cllected small trinkets: a shiny marble, a tiny ty dinsaur, and a piece f rainbw candy. Then she put all these treasures int a pretty jar she decrated with paint and ribbns. Every item was simple, but each was filled with her creativity and sincere care fr Hlly.
Paragraph 2: On Friday, the girls visited Hlly with their gifts after schl. Hlly’s
eyes lit up as sn as she saw them. She squealed with delight when she unwrapped Brynlee’s
necklace-making kit and Maya’s gift card. Finally, Hlly reached fr Kenzie’s gift. When she held the delicately-decrated jar, her face sftened with warmth. As she read the ntes ne by ne, she laughed and wiped away a happy tear. The girls spent the afternn chatting, making necklaces,
and planning a mvie night fr when Hlly returned t schl. Kenzie was glad. She had wrried fr nthing. Her mm had been right — friendship and thughtfulness were what really cunted.
The mst beautiful things in the wrld are created by labr, by the clever hands f peple.
—Grky