注意事項及說明:
1. 試卷共150分，考試時間120分鐘。
2. 答案一律寫在答題卡上?？荚嚱Y(jié)束時，上交答題卡。
第一部分 聽力 （共兩節(jié)，滿分 30分）
做題時，先將答案標(biāo)在試卷上。錄音內(nèi)容結(jié)束后，你將有兩分鐘的時間將試卷上的答案轉(zhuǎn)涂到答題卡上。
第一節(jié) （共5小題: 每小題1.5分，滿分7.5分）
聽下面5段對話。每段對話后有一個小題，從題中所給的A、B、C三個選項中選出最佳選項。聽完每段對話后，你都有10秒鐘的時間來回答有關(guān)小題和閱讀下一小題。每段對話僅讀一遍。
1. Where des the cnversatin prbably take place?
A. In a gym.B. At schlC. At hme.
2. What are the speakers mainly talking abut?
A. A restaurant.B. A rbt.C.A camera.
3. Why did the man cme t Beijing?
A. T visit Beijing University.
B. T study as an internatinal student.
C. T intrduce an educatinal prgram.
4. What is the prbable relatinship between the tw speakers?
A. Dctr and patient.B. Father and daughter.C. Bss and emplyee
5. Hw did the wman return frm the trip?
A. By car. B. By train.C. By plane.
第二節(jié) （共 15 小題; 每小題 1.5 分，滿分 22.5 分）
聽下面5段對話或獨(dú)白。每段對話或獨(dú)白后有幾個小題，從題中所給的A、B、C三個選項中選出最佳選項。聽每段對話或獨(dú)白前，你將有時間閱讀各個小題，每小題5秒鐘:聽完后，各小題將給出5秒鐘的作答時間。每段對話或獨(dú)白讀兩遍。
聽第6段材料，回答第 6、7 題。
6. Hw much did Ben raise in ttal?
A. $200.B. $600.C. $800.
7. Why did Ben cllect mney?
A. T prvide help fr animals.
B. T supply fd t the hmeless.
C. T dnate it t the schl newspaper.
聽第7段材料，回答第8至10題。
8.Hw lng did the wman’s presentatin last?
A. 10 minutes.B. 20 minutes.C. 30 minutes.
9. What was the man’s last suggestin t the wman?
A. T change the rder f the data.
B. T ffer cpies f the slides.
C. T reduce the delivery speed.
10. Hw did the wman prbably lk during the presentatin?
A. Calm.B. Excited.C. Nervus.
聽第8段材料，回答第11至13題。
11. What will the wman d in the lunch chub?
A. Ck the meals.C. Help with transprt.B. Make an appintment.
12.When will the wman take Mrs. Clara t see a dctr?
A. Next Tuesday.B. Next Thursday.C. Next Friday.
13.What will the wman d fr Mr. Paul next Friday?
A. Decrate his kitchen. B. Weed his garden. C. Mve huse.
聽第9段材料，回答第14至16題。
14. What’s the wman ding?
A. Hsting a prgram.B. Attending a meeting.C. Intrducing a listener.
15. What’s the man’s prblem?
A. He’s gt a cld.B. He’s brken his ankle. C. He’s gt a headache.
16. What des the man’s jb prbably invlve?
A. Handling nline cmplaints.
B. Fixing the cmputer screens
C. Bking hlidays fr peple.
聽第 10 段材料，回答第17 至 20 題。
17. Why did Miltn travel ver 3000 miles?
A. T mve t Califrnia.
B. T reunite with his family.
C. T d an interview in the studi.
18. What happened n Mnday?
A. Sme cars were stlen.
B. The Jhnsn family called 911.
C. A rller caster stpped wrking.
19, Where is Six Flags theme park lcated?
A. In New Yrk. B. In Unin City. C. In Orange Cunty.
20. What will the viewers see first after the news?
A. An interview. B. A weather reprt. C. An advertisement.
第二部分 閱讀理解 （共兩節(jié)，滿分50分）
第一節(jié) （共15 小題: 每小題2.5分，滿分37.5分）
閱讀下列短文，從每題所給的A、B、C、D四個選項中選出最佳選項。
A

The Irn Trial
A by named Callum Hunt is a magician and a user f the elements. Befre his mther was killed, she drpped him and his leg was brken. Nw he receives an invitatin t the Irn Trial, a ticket int a mage schl, the Magisterium. He will face evil, make friends, and find smething he is truly gd at.
Mystery f the Rman Ransm
Seven bys in ancient Rme becme detectives when they buy a slave fr their teacher. The slave is actually a curier （信使） running fr his life. The message he’s carrying requests a Rman senatr t die, and all the bys’ fathers are senatrs. It's up t the bys t save the senatr befre it's t late!
Esperanza Rising
Esperanza Ortega is a yung girl living lng ag at El Ranch de las Rsas. On her family’s farm she is spiled （寵壞） by her servants. Hwever, when she finds ut abut her father’s death, she will have t make sme changes t her lifestyle.
Escape frm Mr. Lemncell’s Library
It’s a nvel abut Kyle Keeley, a game-lving by. The creatr f all his favrite games, Mr. Lemncell, is finding the building f the new twn library. T win an vernight tur f it, Kyle writes an essay n what excites him mst abut the library pening.
21.What d we knw abut Callum Hunt?
A. He was gd at making friends.
B. He suffered a lt in his childhd
C. He used t be spiled by his mther.
D. He bught a ticket int the Magisterium.
22. Which f the fllwing might the detective stry fans chse?
A. The Irn Trial.C. Esperanza Rising.
B. Mystery f the Rman Ransm.D. Escape frm Mr. Lemncell’s Library.
23. What is the purpse f this text?
A. T shw the benefits f readingB. T intrduce the ways f reading.
C. T recmmend sme bks.D. T advertise bks t be published.
B
If yu enter the Gergen Athletic Center, yu may hear the rhythmic Latin music f the weekly Zumba class. Here, apprximately 30 peple gather every week fr an hur f Zumba led by Dr. Care Gellin.
During the day, Gellin is a pediatrician at Glisan Children’s Hspital. At night thugh, twice week she leads Zumba classes, attracting all srts f peple. It’s a trademarked Latin-inspired dance wrkut. Participants needn’t cpy her mves exactly, rather everyne can have fun and mve their bdies in whatever way they feel the mst cmfrtable.
Gellin was first intrduced t Zumba in 2010. While lking fr a fun way t wrk ut while recvering frm her pregnancy （懷孕） and birth, she accidentally had a Zumba class. She lved her firs instructr and gt hked （者迷）. A year later, she became a certified Zumba instructr. After teaching at several gyms, Gellin eventually started teaching in the basement f the hspital.
Gellin nted that mst f her jb is centered arund educatin rather than practicing medicine, s she spends lts f time thinking abut what safe learning spaces mean. This has translated int her Zumba teaching. While there’re n mistakes in Zumba, there’re unfrtunately mistakes in medicine —sme with serius cnsequences. Gellin wrks n setting up learning s her students can have safety nets t catch them if they make an errr in judgment and prevent patient harm.
She added, “I lve mments where I can tell sme f the students have memrized the mves. Every student participates in the class at a different intensity level, s my gal is t present a level that n matter where yu are, yu have t push yurself.” Zumba is meant t be a wrkut after all with sngs incrprating（包含） mre fitness mvements.
“I've been wrking ut since I was 10,” she said, reflecting n all f her past and present activities. “Zumba is prbably the mst fun f all f them.”
24. Hw des the authr intrduce the tpic in paragraph 1?
A. By giving a definitin.B. By prviding evidence
C. By describing a scene.D. By making a predictin.
25. What is paragraph 3 mainly abut?
A. Gellin’s first intrductin t Zumba.
B. Gellin’s great interest in learning Zumba.
C. Gellin’s recvery frm pregnancy and birth.
D. Gellin’s jurney t becming a Zumba instructr
26. What is Zumba designed fr accrding t Gellin?
A. An alternative t practicing medicine.
B. A fun and cmfrtable way t wrk ut
C. An activity t attract mre participants.
D. A challenging curse t push the limits.
27. What can we learn abut Gellin?
A. She has been learning Zumba since she was 10.
B. She suffered frm depressin during pregnancy.
C. She asked her students t fllw her mves exactly
D. She tk security seriusly while teaching Zumba.
C
Experiments n rats shw that mixing energy drinks with alchl can cause lng-term prblems
with cgnitive （認(rèn)知的） functin, adding t cncerns ver yung adults drinking habits.
The study was carried ut by a team frm the University f Cagliari, and grups f male adlescent rats being given alchl, energy drinks, r a mixture f bth. Varius standard experiments were then used t assess cgnitive functin — including brain scans and behaviral tests — up t 53 days after drinking.
These tests revealed that the animals cnsuming the mixed drinks shwed enduring changes in their ability t learn and remember and changes in the hippcampus （海馬體） — a part f the brain respnsible fr learning and memry.
Alchl and energy drinks are ppular with yung peple fr varius reasns, and the effects frm this study are that these habits culd cause sme lng-term harm. In particular, it seems that hippcampus plasticity culd be affected, damaging the brain's ability t adapt and change in respnse t new infrmatin and demands
While the rats n alchl and energy drinks initially shwed a bst in certain brain functins. these benefits didn’t last, and ver time and int adulthd there was a decline in brain capability.
The results shw that alchl mixed with energy drinks cnsumptin during the preadleseent perid prduces adaptive hippcampal changes at the electrphysilgical and mlecular levels. assciated with changes in behavir, which are already detectable during adlescence and persist in adulthd.
These results still need t be cnfirmed in human studies, and there're likely differences between sexes due t hrmne interactins that weren't explred in this study. But health cncerns ver energy drinks are justified. Alchl has plenty f effects in health, and it’s well-knwn that mixing the tw tgether in any kind f significant way isn’t the best idea.
Overall, the analysis f the whle set f data btained suggests that alchl mixed with energy drinks, during adlescence, may have results that are nt necessarily the sum f thse bserved with alchl r energy drinks alne and permanently affect hippcampal plasticity.
28. Hw was the study carried ut?
A. By bserving rats’ varius behavirs n the spt.
B. By cmparing rats’ reactins n different ccasins.
C. By cllecting previus data f rats f different kinds
D. By measuring the cgnitive influences n the tested rats.
29. What des the underlined wrd “enduring” in paragraph 3 prbably mean?
A. Minr. B. Instant.C. Lasting. D. Unnticeable
30. What can we learn frm the study?
A. Mixed drinks initially d great damage t rats’ brains.
B. Great sex differences have been detected in rats s far.
C. Human subjects have nt been invlved in the prcess
D. The hippcampal and behaviral changes dn’t last lng.
31. What is the best title fr the text?
A. Adlescent Rats Experimented, Great Cncerns Arused
B. Mre Energy Drinks Cnsumed, Mre Health Effects Nted
C. Healthy Diet Habits Adpted, Behaviral Patterns Imprved
D. Energy Drinks Mixed with Alchl, Brain Functins Affected
D
New research has fund a link between the height f ceilings in exam halls and the perfrmance f students. While the shape f a rm can’t make yu smarter, the envirnments we’re in have an effect n us. The authrs f the study suggest that big and pen rms, with high ceilings, make it harder fr students t fcus n what’s in frnt f them.
A previus study frm sme f the same researchers, making use f brain mapping technlgy and virtual reality, had fund a relatinship between cgnitive ability and the perceived size f a persn’s surrundings. Here, the team wanted t d sme real-wrld testing.
“We were curius t apply ur lab findings t a real-wrld dataset and see if being in a large space while having t cncentrate n an imprtant task wuld result in a prer perfrmance,” says Isabella Bwer.
The study analyzed exam results frm 15,400 students ver eight years and acrss three campuses referencing their scres against what was expected based n the cursewrk they’d previusly submitted.
In exam rms with high ceilings, students tended t underperfrm cmpared t thse taking exams in rms with a “standard” ceiling height, even after accunting fr age, gender, time, subject and prir exam experience — ther factrs ptentially affecting the results.
“The key pint is that large rms with high ceilings seem t disadvantage students and we need t understand what brain mechanisms （機(jī)制） are at play, and whether this affects all students t the same degree, says Bwer.
Thse are questins that future research can find ut. It’s clear that envirnment matters — and that we might nt give students the best chance fr success by hlding exams in rms that aren’t custm-built fr the purpse.
“Examinatins have been a key part f ur educatin system fr ver 1,300 years, shaping students career paths and lives,” says Jaclyn Bradbent. “It’s crucial t recgnize the ptential impact f the physical envirnment n student perfrmance and make necessary adjustments t ensure all students have an equal pprtunity t succeed.”
32. Hw is the new study different frm the previus ne?
A. It is cnducted in a real-wrld situatin instead f in labs
B. It rules ut ptential factrs that may influence the results
C. It makes use f brain mapping technlgy and virtual reality
D. It finds a link between envirnment and student perfrmance
33.What is future research expected t find ut?
A. Whether exam rms with high ceilings will disadvantage students.
B. Whether ther factrs culd ptentially affect the results f the study.
C. Whether students are equally affected in exam rms with high ceilings.
D. Whether brain mechanisms affect students in exam rms with high ceilings
34. What’s Jaclyn Bradbent’s attitude t hlding exams in high-ceilinged rms?
A. Supprtive.B. Objective.C. Oppsing.D. Unclear.
35.In which clumn f a magazine can we prbably find this text?
A. Health B. ScienceC. CelebrityD. Architecture
第二節(jié) （共5小題; 每小題2.5分，滿分12.5分）
閱讀下面短文，從短文后的選項中選出可以填入空白處的最佳選項。選項中有兩項為多余選項。
Research has shwn that lneliness is a majr threat t lngevity （長壽）. Peple wh are lnely r scially islated （孤立的） have a higher risk f damaged immune functin and depressin. On the ther side, healthy friendships can help us cpe with stress and live happier, lnger lives. 36 A Harvard study fund that when a persn gets happy, their friends living within ne mile have a 25% higher chance f feeling happier t.
Here are tips frm relatinship experts fr making and deepening friendships.
Be active
37 And if they d, they might nt be sustainable. A study fund that the belief that friendships were based n external r uncntrllable factrs — luck, basically — predicted greater lneliness five years later.
Be ptimistic
Researchers fund that receivers f an unexpected cmmunicatin, such as a shrt nte r a small gift, appreciated the gesture a lt mre than the sender thught they wuld. 38 But nt just in the bvius way. We ften underestimate hw much peple like us. If we assume we’re ging t be liked, we becme mre likable —warmer, friendlier and mre pen.
Make a list
Write dwn the names f several peple yu knw but wuld like t be clser t. Then reach ut t each f them: Send a text message r an invitatin t meet fr a cffee. 39
Practice
40 Scial skills are like muscles — we can wrk them. In a 2022 study, participants were required t talk t strangers every day fr a week. By the end, peple were less wrried abut being rejected and mre cnfident they culd keep the cnversatin ging.
A. Friendships dn’t just happen.
B. Plus, happiness spreads easily.
C. Friends can’t cme t yu in all the ways yu need.
D. See if this small gesture might cntribute t a deeper cnnectin.
E. In cntemprary sciety, many f us frget hw t scialize.
F. Nt surprisingly, a psitive attitude can help us make friends.
G. Repeated activities cme with a built-in get-t-knw-yu schedule.
第三部分 語言運(yùn)用 （共兩節(jié)，滿分30分）
第一節(jié) （共15小題; 每小題1分，滿分15分）
閱讀下面短文，從每題所給的A、B、C、D四個選項中選出可以填入空白處的最佳選項
When I was in High Schl, ur gym class fcused n swimming. I was happy t be a fish in the 41 area f the pl althugh I wuld smetimes venture t a middle area that reached my nse.
One day, the gym teacher 41 the class. “Anyne with curage culd try t swim acrss t the shrt side f the pl. Give it a 43 !” I was encuraged. Then the teacher 44 and alng with the thers l dived int the water, pushing myself frward. Suddenly, my swimming mtins stpped and began t 45 . Pushing madly against the pl 46 launched my bdy upwards, and in secnd my head 47 the water surface t take a muthful f air. I needed mre air but was still far frm the pl’s edge. I was sinking again. One classmate jumped int the water and 48fr my arms. With great effrt he 49 me back and helped me ut f the water. I never returned t that swim class again.
When I was teaching a university speech class, ne student, wh 50 t have been a life guard fr years, vlunteered t share her experience. Standing in the rm, she illustrated the basic breathing techniques and made swimming seem s easy that all f us were 51 . The emphasis n relaxatin f the bdy, and shrt practices f specific techniques, were pints driven hme.
I hurried t the lcal swim pl. Learning t 52 while practicing inhaling （吸氣） and exhaling I knew hw t trust myself, Finally, I was able t swim several laps nn-stp and my 53 grew t the pint where I culd add fur different strkes （游泳姿勢） t my swimming.
Leaming t swim has becme a（n） 54 hbby as swimming skills have affrded me pprtunities fr fun and adventures. It is 55 simply “playing” in water.
41. A. deep B. empty C. remte D. shallw
42. A. instructed B. reminded C. challenged D. cmmanded
43.A. try B. play C. start D. thught
44. A. ndded B. smiled C. cheered D. signaled
45. sink dwn B. rll dwn C. fall dwn D. lie dwn
46. A. side B. edge C. surface D. bttm
47. A. apprached B. brke C. struck D. tuched
48. A. pushed B. called C. ran D. reached
49. A. turned B. drve C. pulled D. held
50.A. claimed B. prmised C. pretended D. remembered
51. A. mved B. amused C. impressed D. shcked
52. A. relax B. fcus C. flat D. adapt
53. A. devtin B. happiness C. patience D. cnfidence
54. A. amusing B. demanding C. rewarding D. cnvincing
55. A. ther than B. mre than C. rather than D. less than
第二節(jié) （共10小題: 每小題15分，滿分15分）
閱讀下面短文，在空白處填入1個適當(dāng)?shù)膯卧~或括號內(nèi)單詞的正確形式。
On August 20, a majr event in the Chinese gaming wrld caught the attentin f players glbally. The first “3A” game made in China, called Black Myth: Wukng, _ 56 （release） fficially. This game tk seven years t develp and is inspired by the Chinese bk Jurney t the West. In the game,
players g n an exciting jurney t uncver 57 （hide） truths.
The game Black Myth: Wukng is special because it was made using the wrld-famus Unreal Engine 5, 58 helps create amazing visuals and realistic gameplay. But 59 makes the game stand ut even mre is hw it 60 （highlight） Chinese culture. The game’s design team wrked hard t shw ff the beauty f China’s ancient architecture and histry. 江蘇省海安高級中學(xué) 景蘇華 QQ:771515126
Yang Qi, the art 61 （direct） f the game, led a team that traveled acrss China t study ancient temples and histrical bjects. They created a digital library f these sites and artifacts t make the game lk as realistic as pssible. This 62 （devte） t detail lets players arund the wrld experience a piece f China’s rich culture while playing.
Experts believe that Black Myth: Wukng is pening a new dr fr Chinese culture 63 （share） glbally. This game’s success is nt just 64 win fr China’s gaming industry but als a step frward in spreading Chinese stries and culture t the wrld.
With mre games 65 Black Myth: Wukng, peple everywhere will have a better chance t learn abut and appreciate Chinese culture.
第四部分 寫作 （共兩節(jié)，滿分40分）
第一節(jié) （滿分15分）
假定你是李華，本學(xué)期你校要求所有同學(xué)完成一項研究性學(xué)習(xí)報告。你打算邀請你班來自英國的交流生 Thmas 共同完成。請給他寫封郵件，內(nèi)容包括:
1.選題及理由:
2.實(shí)施方案。
注意:
1.詞數(shù) 80 左右;
2.請按如下格式在答題卡的相應(yīng)位置作答。
Dear Thmas,
I hpe this email finds yu well. ____________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________
___________________________________________________________
______________________________________________________________________________________________________________________________________________
Yurs sincerely,
Li Hua
第二節(jié) （滿分 25 分）
閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之成一篇完整的短文。
The air was filled with anticipatin. It was Jb Day, the mst exciting day f the Autumn term at Sunnyside Primary schl. whispers and laughters spread thrugh the classrm as the yung students bright eyed and buzzing with nervus energy, waited fr their fate. This was the day Ms, Lee, their wise teacher, wuld assign each f them a respnsibility, a great duty they wuld shulder fr the entire schl year. The reward fr the mst devted? A secret prize, whispered t be mysterius.
The jbs themselves ranged frm the rdinary t the extrardinary. Sme, like Timekeeper r Blackbard Brigadier, were respectable but unremarkable. Others, like Head Gardener, the mst wanted
f all.
All eyes were n Lucy, the quiet girl with a heart f gld. Her diligence and gentle spirit had blssmed （綻放） thrughut the previus year, She fllwed instructins with cnsistent fcus, her wrk a shining example fr her peers. Everyne knew Lucy was t be great, surely fr the rle f Keeper f the Class Pet, a fluffy rabbit r perhaps a talkative parrt.
But this year, Ms. Lee had a surprise in stre, A twinkle danced in her eyes as she annunced a twist: each student wuld receive a unique, individual task. Silence fell ver the rm as she began giving ut small, unassuming bxes. Inside each lay a seemingly rdinary respnsibility — a duster fr the Blackbard Brigadier, a small bell fr the Timekeeper, Disappintment hung heavy in the air.
When Lucy received her bx, her heart sank, Inside, nestled n a bed f sft sand, was a tiny, unmving ant. “This, Lucy, is n rdinary ant. He needs special care, special understanding,” Ms. Lee whispered. But even Ms. Lee’s wrds culdn’t mask the wave f disillusinment （幻滅） that swept thrugh the classrm.
Murmurs （低語） f discntent arse. Lucy’s friends std arund her. “Just ignre it, Lucy,” ne whispered. “It’s nt fair!” anther shuted. Lucy lked at the tiny ant and a silent prmise frmed in her heart. This tiny creature, verlked and underestimated, wuld becme her purpse. She wuld prve that even in the smallest f tasks, greatness culd be fund.
注意:
1.續(xù)寫詞數(shù)應(yīng)為150左右:
2.請按如下格式在答題卡的相應(yīng)位置作答。
“I will turn this little task int smething great,” Lucy said t herself. _______________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________
___________________________________________________________
______________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________
Finally, the big day came. __________________________________________________________
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無錫市 2024 年秋學(xué)期高三期中教學(xué)質(zhì)量調(diào)研測試
英語參考答案
第一部分 聽力 （共兩節(jié)，滿分 30分）
1-5 CBBCB6-10 CAABA 11-15 CABAC16-20 ABABC
第二部分 閱讀理解 （共兩節(jié)，滿分50分）
第一節(jié) （共15 小題: 每小題2.5分，滿分 37.5 分）
21--23 BBC24-27 CDBD28-31 DCCD32-35 ACCB
第二節(jié) （共5小題; 每小題2.5分，滿分12.5分）
36~40 BAFDE
第三部分 語言運(yùn)用（共兩節(jié)，滿分30分）
第一節(jié) （共15小題，每小題1分，滿分15分）
41-45 DCADA46-50 DBDCA51-55 CADCB
第二節(jié)（共15小題:每小題1.5分，滿分15分）
56. was released58.which57. hidden59. what60. highlights
6l. directr62. devtin63. t be shared64.a65. like
第四部分 寫作 （共兩節(jié)，滿分40分）
第一節(jié) 應(yīng)用文寫作 （滿分15分）
Dear Thmas,
I hpe this email finds yu well. I’m writing t invite yu t jin me in this term’s research prject n reading classic literary wrks amng us students. This tpic was chsen as it’ll enhance ur understanding f crss-cultural differences in literary appreciatin.
As is planned, we’ll design a survey, cllect data frm peers, analyze the results and cmpile a reprt with recmmendatins. Yur perspective as a British student wuld be invaluable.
Wuld this be smething yu’re interested in? Please share yur thughts at yur earliest cnvenience. （80 wrds）
Yurs sincerely,
Li Hua
第二節(jié) 讀后續(xù)寫 （滿分 25分）
“I will turn this little task int smething great,” Lucy said t herself. With determinatin, Lucy set ut t slve the mysteries f her tiny ant cmpanin. She dve int bks and cnsulted with experts, absrbing knwledge abut its species, habitat as well as behavir. Armed with this newfund understanding, Lucy transfrmed the humble bx int a paradise fr her ant. She adjusted the temperature and humidity, ensuring an ideal envirnment fr its well-being. Als, she prvided it with a diet, nurturing its grwth t an unexpected size. （75 wrds）
Finally, the big day came. Ms. Lee brught with her news that filled Lucy with jy. “I’m thrilled t annunce that Lucy has been selected t accmpany me n a jurney t the museum because she demnstrated the mst exceptinal care fr the delicate ant,” she annunced. The classrm erupted in a chrus f cheers and applause. Beaming with pride, the teacher thanked Lucy fr her patience and respnsibility. Even the seemingly mst insignificant tasks hld the ptential fr greatness. （75 wrds）

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