还剩16页未读，
继续阅读
2021年北京市东城区中考二模英语试题（word版 含答案）
展开
这是一份2021年北京市东城区中考二模英语试题（word版 含答案），共19页。试卷主要包含了单选题，完型填空，阅读单选，回答问题，未知，材料作文等内容，欢迎下载使用。
一、单选题
1．—Is this bk Betty’s?
—N, it’s nt ________. It’s Ann’s.
A．mineB．hersC．yursD．his
2．—Happy birthday, Lily! I have gt a present _______ yu.
—Thank yu s much.
A．frB．fC．tD．frm
3．We must wrk tgether as a team, ________ we wn’t finish the task.
A．andB．butC．rD．s
4．—________ d yu play basketball with yur friends?
—Twice a week.
A．Hw ftenB．Hw muchC．Hw snD．Hw lng
5．Jasn is gd at running. He ________ run 100 meters in 11 secnds.
A．mustB．shuldC．needD．can
6．Tm came t schl ________ than usual tday.
A．earlyB．earlierC．earliestD．the earliest
7．—I _______ a bk reprt nw. Can I talk t yu later?
—N prblem.
A．writeB．wrteC．am writingD．was writing
8．—Shall we g t the museum tmrrw?
—I’d lve t, but I’m afraid I can’t. I _______ my grandparents.
A．visitB．visitedC．have visitedD．will visit
9．My friend David and I ________ in tuch since he mved t Shanghai.
A．keepB．keptC．have keptD．will keep
10．When I walked int the classrm yesterday, everyne ________.
A．has studiedB．was studyingC．studiedD．studies
11．—This car lks ld.
—Lk at the sign. It says the car _______ in 1975.
A．makesB．madeC．is madeD．was made
12．—D yu knw ________?
—At 12:30 every weekday.
A．when the schl library pens
B．when the schl library pened
C．when did the schl library pen
D．when des the schl library pen
二、完型填空
At six years ld, I dreamed f becming an artist. My mm knew this, s she gave me sme 13 . They quickly became my treasure.
Unfrtunately, Emily, my little sister, thught they were very gd, t. Fr three days, she wuld ask t play with my markers. Finally, she 14 asking, and I was able t leave them in my rm when I went t schl, certain that she wuldn’t enter my rm.
But when I gt hme frm schl, I saw my markers weren’t where I had left them. My rainbw-clred treasures were gne!
I 15 the huse fr Emily, thinking that she might have smething t d with their disappearance. I fund her in the basement and she was drawing smething with my markers. I started 16 at her, grabbed (抓起) the markers-at least the nes I culd reach-and ran back up t my rm, shutting the dr with a lud nise behind me. I sat there fr at least half an hur.
17 , I heard Emily’s ftsteps cming up the stairs. I nticed a flded (折叠的) piece f paper being pushed under the dr.
Once it reached my side f the dr, I picked it up. As I read the wrds written n the cver, my 18 quickly disappeared, and tears began t well up in my eyes. On the frnt f the paper in rainbw clrs were the wrds “Best Sister”. Inside was a picture Emily had drawn f herself ffering me a late birthday gift.
Emily used my markers t make smething 19 fr me. It made me realize the greatest 20 f all is the lve yu have fr yur family-and the lve they have fr yu.
I pened the dr, reached ut t Emily and gave her a big hug.
13．A．brushesB．erasersC．markersD．crayns
14．A．stppedB．hatedC．regrettedD．risked
15．A．cleanedB．leftC．penedD．searched
16．A．shutingB．laughingC．nddingD．waving
17．A．ImmediatelyB．FinallyC．LuckilyD．Naturally
18．A．fearB．wrryC．angerD．cnfusin
19．A．funnyB．usefulC．ppularD．special
20．A．surpriseB．treasureC．attractinD．success
三、阅读单选
Our magazine is asking students t nminate (推荐) their teachers fr Teacher f the Week! Here are fur nminated teachers.
21．Wh nminated Mrs. Crcran fr Teacher f the Week?
A．Ashlynn.B．Gerge.C．Jsie.D．Abbey.
22．What is Ms. Tymkin like?
A．Kind.B．Funny.C．Patient.D．Smart.
23．Mr. McHale was nminated fr Teacher f the Week because ________.
A．he caches his students in running
B．he values the students wh study hard
C．he guides his students t respect each ther
D．he is helpful and ften keeps his students happy
Kellan was caching ne f the beginning sccer teams-the Falcns. It was their first practice.
“Angela, yu’re suppsed t be guarding the net!” Kellan called ut.
“But I’m making a flwer chain fr yu,” the girl replied.
A few mments later, Angela ran ff the field t present Kellan with her gift. Angela’s teammate Jasn, meanwhile, was fllwing the slw-mvement f a caterpillar (毛毛虫)in the middle f the field, while anther player, Rry, was playing in a near-by pnd f rainwater.
After the practice, Kellan felt really tired, as if she had run a marathn. When she arrived hme, Kellan threw herself n the cuch and thught carefully abut the practice. The players ran in a hundred different directins. They didn’t recgnize each ther’s strengths and had n idea hw t wrk tgether. As she tuched the flwer chain still hanging arund her neck, an idea slwly started taking shape in her mind.
The next day, Kellan called fr her players t gather arund and tk ut a picture. The picture shwed the lps f a big chain, and each lp had a team member’s name as well as a talent written n it.
“This picture shws ne way each persn can help ur team,” Kellan began explaining. “Fr example, Rry has fast speed, and Jasn has sharp eyes fr watching the ball.” Kellan nticed hw everyne in the grup slwly changed, sitting up taller and smiling as she mentined their names and skills.
“What will happen if ne lp is missing?” asked Kellan.
“The chain will fall apart, and it wn’t be a chain anymre,” Angela replied.
“Exactly!” Kellan said. “In rder t be a team, we need everyne t wrk tgether, like lps in a chain. It wn’t be easy, but I want every persn t try.”
Her players still struggled with their practice, but, fr the first time, they tried t help each ther. It was a start. Kellan felt a sense f satisfactin as she waved gd-bye t her team at the end f the practice.
24．What was Angela ding when Kellan first cached the Falcns?
A．She was guarding the net.B．She was playing with water.
C．She was making a flwer chain.D．She was watching a caterpillar.
25．Why did the players slwly change as Kellan mentined their names and skills?
A．Because everyne realized their wn imprtance.
B．Because they wanted t share their thughts.
C．Because they knew they wuld have big fun.
D．Because everyne did well in the practice.
26．By shwing the picture f a chain, Kellan wanted the kids t understand ________.
A．the value f winningB．the purpse f practice
C．the imprtance f tryingD．the pwer f teamwrk
Kyle Pahigian is a 10th-grade math teacher. In her class, writing is ften used as a learning strategy (策略). Instead f telling her students what a plygn(多边形)is, fr example, she will shw them a set f plygns and a set f nn-plygns, and ask them, “What differences d yu see?” Students write dwn their answers, and then jin grups t cmpare them. “It’s really interesting fr me t read what they’ve written. It gives me a windw int my students’ thinking,” she said.
A recent study shws writing is such a beneficial activity nt just in subjects like histry and English, but acrss all subjects. Prfessr Steve Graham examined 56 studies lking at the benefits f writing in science, scial studies, and math and fund that writing imprved learning acrss all grade levels. While teachers cmmnly ask students t write abut a tpic in rder t assess (评价) hw well they understand the material, the prcess f writing als imprves students’ ability t recall infrmatin, make cnnectins between different ideas, and synthesize (合成) infrmatin in new ways.
Infrmatin is quickly frgtten if it’s nt reinfrced, and writing helps t strengthen students’ memries f the material they’re learning. Writing als encurages students t prcess infrmatin at a deeper level. “Putting thughts n paper encurages students t assess different ideas, weigh the imprtance f each ne and cnsider the rder they shuld be presented in,” Graham writes. By ding s, students may make new cnnectins between ideas, nes they may nt have made at the beginning.
Students ften believe that they understand a tpic, but if they’re asked t write it dwn and explain it, gaps in their understanding may be shwn. One effective writing strategy that Graham fund was metacgnitive prmpting (元认知提示), in which students are asked nt nly t recall infrmatin but als t use what they have learned in different situatins. Fr example, instead f simply reading abut ecsystems (生态系统) in a textbk, students can write abut their wn effect n ecsystem by examining hw much rubbish their husehld prduces.
Many teachers f different subjects have tried using writing in their classes. Wuld yu like t jin them?
27．Why des Kyle Pahigian use writing in her class?
A．T make her class interesting.
B．T stress the imprtance f writing.
C．T see her students’ thinking prcess.
D．T help her students find answers quickly.
28．What is Paragraph 3 mainly abut?
A．Why writing is effective in imprving learning.
B．Why writing is necessary fr assessing learning.
C．Hw students prcess infrmatin at a deeper level.
D．Hw students make new cnnectins between ideas.
29．Why des the writer give an example in Paragraph 4?
A．T shw students prefer writing t reading.
B．T shw students like t write abut their wn life.
C．T explain metacgnitive prmpting is a gd writing strategy.
D．T explain using knwledge in different situatins is imprtant.
“One day my kid didn’t knw hw t use a can pener. I tld her we culdn’t eat anything until she fund ut hw t use it.” Jhn Rderick shared this stry abut himself and his 9-year-ld daughter recently. It tk his daughter six hurs t pen the can. Thugh his daughter shuted “I hate yu”, Rderick didn’t help. Rderick said this sink-r-swim methd wuld let his daughter learn t care fr herself.
T ften, it seems that parents are either very strict with kids r endlessly rescuing(救援)them. But there’s a middle grund. Parents can keep a clse cnnectin with their kids while als encuraging them t be capable(有能力的)and independent.
Patrick Ishizuka, a researcher frm Crnell University, reprts that sme parents these days are fans f “intensive parenting” which is seen as an pprtunity t undertake a middle rad in parenting. In intensive parenting, “parents are expected t sign children up fr extracurricular(课外的)activities, take part in children’s play at hme, reasn with children, ask questins and encurage children t express their pinins,” said Patrick Ishizuka.
Raising capable kids is a lng, gradual prcess in which parents’ willingness t be deeply invlved in their kids is really imprtant. Hwever, it isn’t hurriedly rushing thrugh a list f life skills befre ur high-schlers head ff t cllege, but rather, it’s building the skills and cnfidence that enable ur kids t take n the challenges they are ging t face.
When ur gal is guiding children tward capability and cnfidence, it’s helpful t think f childhd as an apprenticeship(学徒期). “Little by little, with care and guidance, we hand ur children life and its prblems, challenges and satisfactins,” wrte Rudlf Dreikurs in Happy Children：A Challenge t Parents. Instead f ding almst everything fr kids r leaving kids t deal with a difficult situatin alne, apprenticeship parents cntinually balance challenge and supprt fr kids. Rather than just changing batteries(电池)fr them, we shw them hw t use the tl and let them have a try. We nly step in if ur children need a hand. We accept that mistakes are part f the prcess, and give children mre respnsibility-while caching kids thrugh the emtinal ups and dwns f this grwth wrk. In this way, we patiently help kids grw tward the cnfidence t d things n their wn.
30．Jhn Rderick didn’t help his daughter pen the can because ________.
A．he expected her t be patient
B．he wanted her t slve the prblem alne
C．his daughter insisted n ding it by herself
D．his daughter had a heated argument with him
31．What des “intensive parenting” in Paragraph 3 mean?
A．Parents allw their kids t grw naturally.
B．Parents help kids balance their study and play.
C．Parents are deeply invlved in their kids' lives.
D．Parents try t encurage their kids t be independent.
32．The writer prbably agrees that ________.
A．kids must experience ups and dwns t grw up
B．kids need t learn lts f life skills befre cllege
C．parents shuld avid making mistakes when raising kids
D．parents shuld guide kids thrugh challenges when necessary
33．Which f the fllwing wuld be the best title fr the passage?
A．Giving Kids Encuragement r Respnsibility?
B．Apprenticeship Methd-a Prper Way t Raise Kids
C．Sink-r-Swim Methd-a Helpful Way t Make Kids Capable
D．Rescuing Kids Anytime r Leaving Kids Alne t Slve Prblems?
四、回答问题
D Yu Feel Like Yu Belng?
Have yu ever been unsure abut a situatin and lked arund the rm t see what ther students were ding? Yu might have decided t “g with the crwd” and hide yur real feelings r wants. The reasn is the natural need t belng and fit in.
A sense f belnging means that peple feel accepted, included, r a part f smething else. Belnging feels gd, but we prbably wn’t realize this until we miss it. Nt belnging can be related t feelings f wrthlessness, self-dubt and sadness.
If yu feel like yu d nt belng, yu are nt alne. When sme researchers asked students if they recently felt like they belnged at their schls, 29% f them said they didn’t feel that way. Feeling n sense f belnging is ne f ur cmmn emtins and there is nthing wrng with it.
When students feel that they belng, they are mre likely t get gd grades and perfrm well in schl. A feeling f belnging als psitively affects students’ ability t perfrm daily activities and interact(互动)with peple arund them. It helps yu develp psitive attitudes tward learning, imprves well-being, and imprves yur cnfidence in yur ability t d well in schl. Additinally, a high sense f belnging is related t less bad behavir in schl and mre psitive scial relatinships.
Building strng and healthy relatinships with peple in yur life will help create a sense f belnging. Yung peple wh feel supprted by their friends are mre likely t feel like they belng at schl. When yung peple feel liked and cared fr by teachers, they are mre likely t reprt feelings f schl belnging. Yung peple with parents wh have psitive cnversatins with their kids abut schl have als been fund t feel high levels f schl belnging.
Interestingly, yu can help with yur wn sense f belnging as well! Yung peple wh can deal with challenges and stress, have gd mental health, see a purpse and value in learning, have a gd study habit, feel like they belng at schl.
Creating a culture f belnging is smething that everyne has a rle in.
34．What is a sense f belnging?
_______________________________________________________
35．If a persn desn’t have a sense f belnging, what feelings might he r she have?
_______________________________________________________
36．Is it nrmal fr peple t feel they dn’t belng?
_______________________________________________________
37．What is Paragraph 4 mainly abut?
_______________________________________________________
38．Wh can help yung peple t belng at schl?
_______________________________________________________
五、未知
39． 假如你是李华，你原计划本周日带你校交换生Peter去参观故宫博物院，但因故不能成行。请用英语给他写一封邮件，向他表示歉意，说明原因，并提出弥补的办法。
提示词语：srry，hurt，next Sunday，ticket
提示问题：·Why can’t yu g t the Palace Museum with Peter?
·What will yu d t make up fr it?
六、材料作文
40． 互助是一种美德。它有助于我们互相学习，共同进步。
某英文网站正在开展以“互助”为主题的征文活动。假如你是李华，请用英语写一篇短文投稿，讲述你与朋友互助的经历，以及你的感悟。
提示词语：be gd at，ntebk，talk，imprve，friendship
提示问题：·Hw did yu and yur friend(s) help each ther?
·What did yu learn frm it?
Name: Mrs. Crcran
Schl: Bxgrve Primary Schl, Surrey
I lve Mrs. Crcran’s teaching style! If we dn’t understand smething, she will explain it again in a different way. This makes us feel cnfident t try ur best. She nce said, “When yu listen t thers, they will listen t yu.” This helps the class t respect each ther.
—Gerge
Name: Ms. Tymkin
Schl: Hunter Magnet Elementary
Ms. Tymkin is nice t all her students. She makes everyne feel special. She is als a natinal cach ambassadr (大使) fr Girls n the Run and she uses that platfrm t help many girls in her cmmunity becme strng and successful. I will always remember the influence she had n my life!
—Jsie
Name: Mr. McHale
Schl: Cascadia Elementary
Mr. McHale is super funny. He keeps us happy by telling jkes and playing the guitar. He is always willing t help anywhere-at schl, n the playgrund, and n the cmputer. He is my favrite teacher s far. Plus, he has a really cute dg.
—Ashlynn
Name: Mr. Bass
Schl: Sky View Elementary
Mr. Bass teaches scial studies. He never fails t recgnize students wh are putting in hard wrk every day. As lng as yu are wrking hard, yur grade will shw that. Fr remte (远程的) learning, he gives us great activities t d that require deep research.
—Abbey
Dear Peter,
Hw are yu getting n?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
Li Hua
Helping each ther benefits bth sides.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
参考答案
1．B
【详解】
句意：——这本书是贝蒂的吗?——不，不是她的。它是安的。
考查名词性的物主代词。mine我的；hers她的；yurs你的、你们的；his他的。根据“Is this bk Betty’s?”以及“N, it’s nt … .”可知此处应回答不是贝蒂的书，贝蒂是女性，且设空处后面没有名词，因此用名词性的物主代词hers，故选B。
2．A
【详解】
句意：——生日快乐，莉莉！我有个礼物给你。——非常感谢。
考查介词。fr为了；f……的；t朝，向；frm从……；根据“Happy birthday, Lily!”可知，礼物是送给Lily的，引出礼物的接收者时用介词fr，表示“给”，故选A。
3．C
【详解】
句意：我们必须作为一个团队一起工作，否则我们不会完成任务。
考查连词辨析。and和；but但是；r否则；s因此。分析“We must wrk tgether as a team…we wn’t finish the task.”可知，此处用来说明转折的结果，“否则”符合语境，故选C。
4．A
【详解】
句意：——你多久和朋友打一次篮球？——一周两次。
考查特殊疑问词。Hw ften多久一次；Hw much多少；Hw sn多久以后；Hw lng多长时间；根据答语“Twice a week.”可知，是表示频率，应用Hw ften来提问。故选A。
5．D
【详解】
句意：杰森擅长跑步。他能在11秒内跑完100米。
考查情态动词。must必须；shuld应该；need需要；can可以。根据“He…run 100 meters in 11 secnds.”可知，此处强调能力，故选D。
6．B
【详解】
句意：汤姆今天上学比平时早。
考查副词比较级。根据“than”可知，此处使用比较级，故选B。
7．C
【详解】
句意：——我正在写读书报告。我可以晚点再跟你谈吗？——没问题。
考查时态。根据“I…a bk reprt nw. Can I talk t yu later?”可知，此处强调动作正在进行中，用现在进行时，故选C。
8．D
【详解】
句意：——我们明天去博物馆好吗？——我很想去，但恐怕不行。我要去看望我的祖父母。
考查时态。根据“tmrrw”及语境可知，动作发生在明天，故用一般将来时，结构是will+动词原形，故选D。
9．C
【详解】
句意：我的朋友大卫搬到上海后，我和他一直保持着联系。
考查时态。根据“since he mved t Shanghai”可知，此处用现在完成时，强调时间的延续，故选C。
10．B
【详解】
句意：昨天当我走进教室时，每个人都在学习。
考查过去进行时态。根据“When I walked int the classrm yesterday,”可知是指过去一个具体的时刻，因此此处应用过去进行时态，表示一个动作发生的时候，同时另一个动作也在进行，其结构为was/were+动词的现在分词；故选B。
11．D
【详解】
句意：——这辆车看起来很旧。——看这个标志。上面说这辆车是1975年制造的。
考查一般过去时的被动语态。the car是动作make的承受者，结合时间状语“in 1975”可知，用一般过去时的被动语态。故选D。
12．A
【详解】
句意：——你知道学校图书馆什么时候开放吗？——每个工作日12:30。
考查宾语从句。根据“宾语从句要用陈述句语序”的原则，排除C/D选项；此处是描述一般情况，从句应用一般现在时，故选A。
13．C
14．A
15．D
16．A
17．B
18．C
19．D
20．B
【分析】
本文是一篇记叙文，作者喜欢画画，妈妈送了作者马克笔，但是妹妹也要。有一天作者回家，发现妹妹用自己的马克笔画画，所以很生气，但是最后发现妹妹是为了送给自己生日礼物。由此作者明白了，最宝贵的是你对家人的爱，以及他们对你的爱。
13．
句意：我妈妈知道这一点，所以她给了我一些马克笔。
brushes刷子；erasers橡皮；markers马克笔；crayns蜡笔。根据后文“Fr three days, she wuld ask t play with my markers.”可知，是马克笔，故选C。
14．
句意：最后，她不再问了。
stpped停止；hated讨厌；regretted后悔；risked冒险。根据“and I was able t leave them in my rm when I went t schl, certain that she wuldn’t enter my rm”可知，作者安心去上学是因为妹妹不再问了，故选A。
15．
句意：我在房子里找艾米丽，觉得她可能和它们的失踪有关。
cleaned打扫；left离开；pened打开；searched搜寻。根据“I fund her in the basement”可知，是先寻找妹妹，最终找到了，故选D。
16．
句意：我开始对她大喊大叫，抓起那些马克笔——至少是我够得到的那些——跑回我的房间，在身后重重地关上了门。
shuting大叫；laughing笑；ndding点头；waving挥手。根据“grabbed (抓起) the markers-at least the nes I culd reach-and ran back up t my rm, shutting the dr with a lud nise behind me”可知，作者很生气，所以对妹妹大叫，故选A。
17．
句意：终于，我听到了艾米丽上楼的脚步声。
Immediately立刻；Finally最终；Luckily幸运地；Naturally自然地。根据“I sat there fr at least half an hur.”可知，作者坐了至少半小时后，妹妹终于上来了，故选B。
18．
句意：当我看到封面上的字时，我的怒气很快消失了，泪水开始在我的眼睛里打转。
fear害怕；wrry担心；anger生气；cnfusin困惑。根据前文“grabbed (抓起) the markers-at least the nes I culd reach-and ran back up t my rm, shutting the dr with a lud nise behind me”可知，作者很生气，故选C。
19．
句意：艾米丽用我的马克笔给我做了一些特别的东西。
funny滑稽的；useful有用的；ppular流行的；special特殊的。根据“Inside was a picture Emily had drawn f herself ffering me a late birthday gift.”可知，妹妹用马克笔做了特别的礼物给我，故选D。
20．
句意：这让我意识到，最宝贵的是你对家人的爱，以及他们对你的爱。
surprise惊喜；treasure财富；attractin吸引；success成功。根据“the lve yu have fr yur family-and the lve they have fr yu”可知，家人间彼此的爱是最宝贵的财富，故选B。
21．B
22．A
23．D
【分析】
本文是学生们推荐了四位他们认为很优秀的老师的基本情况。
21．
细节理解题。根据“Name: Mrs. Crcran…Gerge”可知，是Gerge推荐的，故选B。
22．
细节理解题。根据“Ms. Tymkin is nice t all her students”可知，Tymkin老师对学生们很好，故选A。
23．
细节理解题。根据“He keeps us happy by telling jkes and playing the guitar”及“He is always willing t help anywhere”可知，因为他乐于助人，经常让学生开心，故选D。
24．C
25．A
26．D
【分析】
本文是一篇记叙文，Kellan在开始训练足球队时，发现大家配合得不好，经过Kellan的教导，他们意识到团队需要每个人一起努力，要互相帮助。
24．
细节理解题。根据“But I’m making a flwer chain fr yu”可知，Angela正在做花环，故选C。
25．
推理判断题。根据“This picture shws ne way each persn can help ur team… Kellan nticed hw everyne in the grup slwly changed, sitting up taller and smiling as she mentined their names and skills.”可知，当Kellan提到每个球员的名字和长处时，每个人都意识到自己的重要性，所以球员们慢慢地改变了。故选A。
26．
推理判断题。根据“In rder t be a team, we need everyne t wrk tgether, like lps in a chain. It wn’t be easy, but I want every persn t try.”可知，Kellan通过展示锁链的图片，希望孩子们了解团队合作的力量。故选D。
27．C
28．A
29．C
【分析】
本文是一篇说明文，向我们介绍写作在学习和日常生活中的好处。
27．
细节理解题。根据“It’s really interesting fr me t read what they’ve written. It gives me a windw int my students’ thinking”可知，Kyle Pahigian认为在课上使用写作可以看到她的学生的思维过程。故选C。
28．
段落大意题。分析第三段内容可知，本段主要介绍写作对提高学习是有效的原因，故选A。
29．
推理判断题。根据“One effective writing strategy that Graham fund was metacgnitive prmpting (元认知提示), in which students are asked nt nly t recall infrmatin but als t use what they have learned in different situatins.”可知，Graham发现的一个有效的写作策略是元认知提示，在这种方法中，学生不仅要回忆信息，而且要在不同的情况下使用他们所学到的知识。故选C。
30．B
31．C
32．D
33．B
【分析】
本文主要给我们讲述了如何培养孩子，特别是学徒期父母要引导孩子走向能力和自信，而不是为孩子们做几乎所有的事情，或让孩子们独自面对困难的处境，父母只有在孩子需要帮助的时候才会介入。
30．
细节理解题。根据第一段“Rderick said this sink-r-swim methd wuld let his daughter learn t care fr herself.”可知，约翰·罗德里克没有帮女儿打开罐头，因为他想让女儿独自解决问题，故选B。
31．
词义猜测题。根据第三段“parents are expected t sign children up fr extracurricular activities, take part in children’s play at hme, reasn with children, ask questins and encurage children t express their pinins”以及“…gradual prcess in which parents’ willingness t be deeply invlved in their kids is really imprtant. ”可推测，“intensive parenting”是指父母要对孩子的生活很关心，并愿意深入地参与，故选C。
32．
细节理解题。根据最后一段“ Instead f ding almst everything fr kids r leaving kids t deal with a difficult situatin alne, apprenticeship parents cntinually balance challenge and supprt fr kids… We nly step in if ur children need a hand.”可知，必要时，父母应该引导孩子们克服挑战，故选D。
33．
最佳标题题。本文给我们介绍了一个培养孩子的方法，就是做好学徒期父母，所以选项B“Apprenticeship Methd-a Prper Way t Raise Kids”最符合文章大意，故选B。
34．Peple feel accepted, included, r a part f smething else.
35．Feelings f wrthlessness, self-dubt and sadness.
36．Yes, it is.
37．The imprtance/benefits f belnging.
38．Their friends, teachers, parents and yung peple themselves.
【分析】
本文是一篇说明文，向我们介绍归属感的相关情况。
34．
根据“A sense f belnging means that peple feel accepted, included, r a part f smething else.”可知，归属感是指人们感到被接受、被包容或成为其他事物的一部分。故填Peple feel accepted, included, r a part f smething else.
35．
根据“Nt belnging can be related t feelings f wrthlessness, self-dubt and sadness.”可知，没有归属感可能会让你觉得自己毫无价值、自我怀疑和悲伤。故填Feelings f wrthlessness, self-dubt and sadness.
36．
根据“Feeling n sense f belnging is ne f ur cmmn emtins and there is nthing wrng with it.”可知，没有归属感是我们共同的情感之一，这没有什么不对的。故填Yes, it is.
37．
分析第四段内容可知，本段主要介绍归属感的重要性/好处。故填The imprtance/benefits f belnging.
38．
根据“ Yung peple wh feel supprted by their friends are mre likely t feel like they belng at schl. When yung peple feel liked and cared fr by teachers, they are mre likely t reprt feelings f schl belnging. Yung peple with parents wh have psitive cnversatins with their kids abut schl have als been fund t feel high levels f schl belnging.”和“Interestingly, yu can help with yur wn sense f belnging as well!”可知，朋友、老师、父母和年轻人自己都能帮助年轻人在学校有归属感。故填Their friends, teachers, parents and yung peple themselves.
39．例文
Dear Peter,
Hw are yu getting n? I’m srry that I can’t g t the Palace Museum with yu this Sunday. I hurt my ft in the ftball training yesterday. The dctr tld me t rest fr a week.
If yu still want t visit it with me, what abut ging next Sunday? Please let me knw as sn as pssible s that I can bk the tickets early.
Yurs,
Li Hua
【详解】
1. 题干解读：题目要求根据提示词语和问题，告诉Peter不能去的原因以及弥补的方案，可以适当的发挥，写作时要运用正确的英语表达，要选用恰当的词汇和短语。
2. 写作指导：写作时要与已给出的开头融合起来，注意书写格式要正确，用第一人称和其他人称相结合来写作，时态以一般现在时和一般过去时结合，要做到要点齐全，无单词拼写和语法错误。
40．例文
Helping each ther benefits bth sides. My friend Nancy and I were in the same study grup last term. I was nt gd at physics, s Nancy lent me her ntebk and helped me with my hmewrk. Nancy was afraid f speaking English in class. I tried t talk with her in English as ften as I culd. I learned that helping each ther can imprve ur weak pints and deepen friendship.
【详解】
1.题干解读：本文是一篇材料作文。要求以“互助”为主题，根据要点提示写一篇英语短文，讲述自己与朋友互助的经历，以及感悟，为某英文网站投稿；注意要点要齐全，可适当发挥。
2. 写作指导：本文采用第一人称来展开写作，时态主要用一般过去时。写作时要认真审题，根据提示的内容，列出写作要点及每个要点中可能要用到的表达；然后紧扣要点，动笔写作；可以围绕主题准确使用一定的语法、词汇、短语和句型等；语言的表述要符合语法的结构，造句应该符合英语的表达习惯；层次要分明、条理要清晰。
一、单选题
1．—Is this bk Betty’s?
—N, it’s nt ________. It’s Ann’s.
A．mineB．hersC．yursD．his
2．—Happy birthday, Lily! I have gt a present _______ yu.
—Thank yu s much.
A．frB．fC．tD．frm
3．We must wrk tgether as a team, ________ we wn’t finish the task.
A．andB．butC．rD．s
4．—________ d yu play basketball with yur friends?
—Twice a week.
A．Hw ftenB．Hw muchC．Hw snD．Hw lng
5．Jasn is gd at running. He ________ run 100 meters in 11 secnds.
A．mustB．shuldC．needD．can
6．Tm came t schl ________ than usual tday.
A．earlyB．earlierC．earliestD．the earliest
7．—I _______ a bk reprt nw. Can I talk t yu later?
—N prblem.
A．writeB．wrteC．am writingD．was writing
8．—Shall we g t the museum tmrrw?
—I’d lve t, but I’m afraid I can’t. I _______ my grandparents.
A．visitB．visitedC．have visitedD．will visit
9．My friend David and I ________ in tuch since he mved t Shanghai.
A．keepB．keptC．have keptD．will keep
10．When I walked int the classrm yesterday, everyne ________.
A．has studiedB．was studyingC．studiedD．studies
11．—This car lks ld.
—Lk at the sign. It says the car _______ in 1975.
A．makesB．madeC．is madeD．was made
12．—D yu knw ________?
—At 12:30 every weekday.
A．when the schl library pens
B．when the schl library pened
C．when did the schl library pen
D．when des the schl library pen
二、完型填空
At six years ld, I dreamed f becming an artist. My mm knew this, s she gave me sme 13 . They quickly became my treasure.
Unfrtunately, Emily, my little sister, thught they were very gd, t. Fr three days, she wuld ask t play with my markers. Finally, she 14 asking, and I was able t leave them in my rm when I went t schl, certain that she wuldn’t enter my rm.
But when I gt hme frm schl, I saw my markers weren’t where I had left them. My rainbw-clred treasures were gne!
I 15 the huse fr Emily, thinking that she might have smething t d with their disappearance. I fund her in the basement and she was drawing smething with my markers. I started 16 at her, grabbed (抓起) the markers-at least the nes I culd reach-and ran back up t my rm, shutting the dr with a lud nise behind me. I sat there fr at least half an hur.
17 , I heard Emily’s ftsteps cming up the stairs. I nticed a flded (折叠的) piece f paper being pushed under the dr.
Once it reached my side f the dr, I picked it up. As I read the wrds written n the cver, my 18 quickly disappeared, and tears began t well up in my eyes. On the frnt f the paper in rainbw clrs were the wrds “Best Sister”. Inside was a picture Emily had drawn f herself ffering me a late birthday gift.
Emily used my markers t make smething 19 fr me. It made me realize the greatest 20 f all is the lve yu have fr yur family-and the lve they have fr yu.
I pened the dr, reached ut t Emily and gave her a big hug.
13．A．brushesB．erasersC．markersD．crayns
14．A．stppedB．hatedC．regrettedD．risked
15．A．cleanedB．leftC．penedD．searched
16．A．shutingB．laughingC．nddingD．waving
17．A．ImmediatelyB．FinallyC．LuckilyD．Naturally
18．A．fearB．wrryC．angerD．cnfusin
19．A．funnyB．usefulC．ppularD．special
20．A．surpriseB．treasureC．attractinD．success
三、阅读单选
Our magazine is asking students t nminate (推荐) their teachers fr Teacher f the Week! Here are fur nminated teachers.
21．Wh nminated Mrs. Crcran fr Teacher f the Week?
A．Ashlynn.B．Gerge.C．Jsie.D．Abbey.
22．What is Ms. Tymkin like?
A．Kind.B．Funny.C．Patient.D．Smart.
23．Mr. McHale was nminated fr Teacher f the Week because ________.
A．he caches his students in running
B．he values the students wh study hard
C．he guides his students t respect each ther
D．he is helpful and ften keeps his students happy
Kellan was caching ne f the beginning sccer teams-the Falcns. It was their first practice.
“Angela, yu’re suppsed t be guarding the net!” Kellan called ut.
“But I’m making a flwer chain fr yu,” the girl replied.
A few mments later, Angela ran ff the field t present Kellan with her gift. Angela’s teammate Jasn, meanwhile, was fllwing the slw-mvement f a caterpillar (毛毛虫)in the middle f the field, while anther player, Rry, was playing in a near-by pnd f rainwater.
After the practice, Kellan felt really tired, as if she had run a marathn. When she arrived hme, Kellan threw herself n the cuch and thught carefully abut the practice. The players ran in a hundred different directins. They didn’t recgnize each ther’s strengths and had n idea hw t wrk tgether. As she tuched the flwer chain still hanging arund her neck, an idea slwly started taking shape in her mind.
The next day, Kellan called fr her players t gather arund and tk ut a picture. The picture shwed the lps f a big chain, and each lp had a team member’s name as well as a talent written n it.
“This picture shws ne way each persn can help ur team,” Kellan began explaining. “Fr example, Rry has fast speed, and Jasn has sharp eyes fr watching the ball.” Kellan nticed hw everyne in the grup slwly changed, sitting up taller and smiling as she mentined their names and skills.
“What will happen if ne lp is missing?” asked Kellan.
“The chain will fall apart, and it wn’t be a chain anymre,” Angela replied.
“Exactly!” Kellan said. “In rder t be a team, we need everyne t wrk tgether, like lps in a chain. It wn’t be easy, but I want every persn t try.”
Her players still struggled with their practice, but, fr the first time, they tried t help each ther. It was a start. Kellan felt a sense f satisfactin as she waved gd-bye t her team at the end f the practice.
24．What was Angela ding when Kellan first cached the Falcns?
A．She was guarding the net.B．She was playing with water.
C．She was making a flwer chain.D．She was watching a caterpillar.
25．Why did the players slwly change as Kellan mentined their names and skills?
A．Because everyne realized their wn imprtance.
B．Because they wanted t share their thughts.
C．Because they knew they wuld have big fun.
D．Because everyne did well in the practice.
26．By shwing the picture f a chain, Kellan wanted the kids t understand ________.
A．the value f winningB．the purpse f practice
C．the imprtance f tryingD．the pwer f teamwrk
Kyle Pahigian is a 10th-grade math teacher. In her class, writing is ften used as a learning strategy (策略). Instead f telling her students what a plygn(多边形)is, fr example, she will shw them a set f plygns and a set f nn-plygns, and ask them, “What differences d yu see?” Students write dwn their answers, and then jin grups t cmpare them. “It’s really interesting fr me t read what they’ve written. It gives me a windw int my students’ thinking,” she said.
A recent study shws writing is such a beneficial activity nt just in subjects like histry and English, but acrss all subjects. Prfessr Steve Graham examined 56 studies lking at the benefits f writing in science, scial studies, and math and fund that writing imprved learning acrss all grade levels. While teachers cmmnly ask students t write abut a tpic in rder t assess (评价) hw well they understand the material, the prcess f writing als imprves students’ ability t recall infrmatin, make cnnectins between different ideas, and synthesize (合成) infrmatin in new ways.
Infrmatin is quickly frgtten if it’s nt reinfrced, and writing helps t strengthen students’ memries f the material they’re learning. Writing als encurages students t prcess infrmatin at a deeper level. “Putting thughts n paper encurages students t assess different ideas, weigh the imprtance f each ne and cnsider the rder they shuld be presented in,” Graham writes. By ding s, students may make new cnnectins between ideas, nes they may nt have made at the beginning.
Students ften believe that they understand a tpic, but if they’re asked t write it dwn and explain it, gaps in their understanding may be shwn. One effective writing strategy that Graham fund was metacgnitive prmpting (元认知提示), in which students are asked nt nly t recall infrmatin but als t use what they have learned in different situatins. Fr example, instead f simply reading abut ecsystems (生态系统) in a textbk, students can write abut their wn effect n ecsystem by examining hw much rubbish their husehld prduces.
Many teachers f different subjects have tried using writing in their classes. Wuld yu like t jin them?
27．Why des Kyle Pahigian use writing in her class?
A．T make her class interesting.
B．T stress the imprtance f writing.
C．T see her students’ thinking prcess.
D．T help her students find answers quickly.
28．What is Paragraph 3 mainly abut?
A．Why writing is effective in imprving learning.
B．Why writing is necessary fr assessing learning.
C．Hw students prcess infrmatin at a deeper level.
D．Hw students make new cnnectins between ideas.
29．Why des the writer give an example in Paragraph 4?
A．T shw students prefer writing t reading.
B．T shw students like t write abut their wn life.
C．T explain metacgnitive prmpting is a gd writing strategy.
D．T explain using knwledge in different situatins is imprtant.
“One day my kid didn’t knw hw t use a can pener. I tld her we culdn’t eat anything until she fund ut hw t use it.” Jhn Rderick shared this stry abut himself and his 9-year-ld daughter recently. It tk his daughter six hurs t pen the can. Thugh his daughter shuted “I hate yu”, Rderick didn’t help. Rderick said this sink-r-swim methd wuld let his daughter learn t care fr herself.
T ften, it seems that parents are either very strict with kids r endlessly rescuing(救援)them. But there’s a middle grund. Parents can keep a clse cnnectin with their kids while als encuraging them t be capable(有能力的)and independent.
Patrick Ishizuka, a researcher frm Crnell University, reprts that sme parents these days are fans f “intensive parenting” which is seen as an pprtunity t undertake a middle rad in parenting. In intensive parenting, “parents are expected t sign children up fr extracurricular(课外的)activities, take part in children’s play at hme, reasn with children, ask questins and encurage children t express their pinins,” said Patrick Ishizuka.
Raising capable kids is a lng, gradual prcess in which parents’ willingness t be deeply invlved in their kids is really imprtant. Hwever, it isn’t hurriedly rushing thrugh a list f life skills befre ur high-schlers head ff t cllege, but rather, it’s building the skills and cnfidence that enable ur kids t take n the challenges they are ging t face.
When ur gal is guiding children tward capability and cnfidence, it’s helpful t think f childhd as an apprenticeship(学徒期). “Little by little, with care and guidance, we hand ur children life and its prblems, challenges and satisfactins,” wrte Rudlf Dreikurs in Happy Children：A Challenge t Parents. Instead f ding almst everything fr kids r leaving kids t deal with a difficult situatin alne, apprenticeship parents cntinually balance challenge and supprt fr kids. Rather than just changing batteries(电池)fr them, we shw them hw t use the tl and let them have a try. We nly step in if ur children need a hand. We accept that mistakes are part f the prcess, and give children mre respnsibility-while caching kids thrugh the emtinal ups and dwns f this grwth wrk. In this way, we patiently help kids grw tward the cnfidence t d things n their wn.
30．Jhn Rderick didn’t help his daughter pen the can because ________.
A．he expected her t be patient
B．he wanted her t slve the prblem alne
C．his daughter insisted n ding it by herself
D．his daughter had a heated argument with him
31．What des “intensive parenting” in Paragraph 3 mean?
A．Parents allw their kids t grw naturally.
B．Parents help kids balance their study and play.
C．Parents are deeply invlved in their kids' lives.
D．Parents try t encurage their kids t be independent.
32．The writer prbably agrees that ________.
A．kids must experience ups and dwns t grw up
B．kids need t learn lts f life skills befre cllege
C．parents shuld avid making mistakes when raising kids
D．parents shuld guide kids thrugh challenges when necessary
33．Which f the fllwing wuld be the best title fr the passage?
A．Giving Kids Encuragement r Respnsibility?
B．Apprenticeship Methd-a Prper Way t Raise Kids
C．Sink-r-Swim Methd-a Helpful Way t Make Kids Capable
D．Rescuing Kids Anytime r Leaving Kids Alne t Slve Prblems?
四、回答问题
D Yu Feel Like Yu Belng?
Have yu ever been unsure abut a situatin and lked arund the rm t see what ther students were ding? Yu might have decided t “g with the crwd” and hide yur real feelings r wants. The reasn is the natural need t belng and fit in.
A sense f belnging means that peple feel accepted, included, r a part f smething else. Belnging feels gd, but we prbably wn’t realize this until we miss it. Nt belnging can be related t feelings f wrthlessness, self-dubt and sadness.
If yu feel like yu d nt belng, yu are nt alne. When sme researchers asked students if they recently felt like they belnged at their schls, 29% f them said they didn’t feel that way. Feeling n sense f belnging is ne f ur cmmn emtins and there is nthing wrng with it.
When students feel that they belng, they are mre likely t get gd grades and perfrm well in schl. A feeling f belnging als psitively affects students’ ability t perfrm daily activities and interact(互动)with peple arund them. It helps yu develp psitive attitudes tward learning, imprves well-being, and imprves yur cnfidence in yur ability t d well in schl. Additinally, a high sense f belnging is related t less bad behavir in schl and mre psitive scial relatinships.
Building strng and healthy relatinships with peple in yur life will help create a sense f belnging. Yung peple wh feel supprted by their friends are mre likely t feel like they belng at schl. When yung peple feel liked and cared fr by teachers, they are mre likely t reprt feelings f schl belnging. Yung peple with parents wh have psitive cnversatins with their kids abut schl have als been fund t feel high levels f schl belnging.
Interestingly, yu can help with yur wn sense f belnging as well! Yung peple wh can deal with challenges and stress, have gd mental health, see a purpse and value in learning, have a gd study habit, feel like they belng at schl.
Creating a culture f belnging is smething that everyne has a rle in.
34．What is a sense f belnging?
_______________________________________________________
35．If a persn desn’t have a sense f belnging, what feelings might he r she have?
_______________________________________________________
36．Is it nrmal fr peple t feel they dn’t belng?
_______________________________________________________
37．What is Paragraph 4 mainly abut?
_______________________________________________________
38．Wh can help yung peple t belng at schl?
_______________________________________________________
五、未知
39． 假如你是李华，你原计划本周日带你校交换生Peter去参观故宫博物院，但因故不能成行。请用英语给他写一封邮件，向他表示歉意，说明原因，并提出弥补的办法。
提示词语：srry，hurt，next Sunday，ticket
提示问题：·Why can’t yu g t the Palace Museum with Peter?
·What will yu d t make up fr it?
六、材料作文
40． 互助是一种美德。它有助于我们互相学习，共同进步。
某英文网站正在开展以“互助”为主题的征文活动。假如你是李华，请用英语写一篇短文投稿，讲述你与朋友互助的经历，以及你的感悟。
提示词语：be gd at，ntebk，talk，imprve，friendship
提示问题：·Hw did yu and yur friend(s) help each ther?
·What did yu learn frm it?
Name: Mrs. Crcran
Schl: Bxgrve Primary Schl, Surrey
I lve Mrs. Crcran’s teaching style! If we dn’t understand smething, she will explain it again in a different way. This makes us feel cnfident t try ur best. She nce said, “When yu listen t thers, they will listen t yu.” This helps the class t respect each ther.
—Gerge
Name: Ms. Tymkin
Schl: Hunter Magnet Elementary
Ms. Tymkin is nice t all her students. She makes everyne feel special. She is als a natinal cach ambassadr (大使) fr Girls n the Run and she uses that platfrm t help many girls in her cmmunity becme strng and successful. I will always remember the influence she had n my life!
—Jsie
Name: Mr. McHale
Schl: Cascadia Elementary
Mr. McHale is super funny. He keeps us happy by telling jkes and playing the guitar. He is always willing t help anywhere-at schl, n the playgrund, and n the cmputer. He is my favrite teacher s far. Plus, he has a really cute dg.
—Ashlynn
Name: Mr. Bass
Schl: Sky View Elementary
Mr. Bass teaches scial studies. He never fails t recgnize students wh are putting in hard wrk every day. As lng as yu are wrking hard, yur grade will shw that. Fr remte (远程的) learning, he gives us great activities t d that require deep research.
—Abbey
Dear Peter,
Hw are yu getting n?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
Li Hua
Helping each ther benefits bth sides.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
参考答案
1．B
【详解】
句意：——这本书是贝蒂的吗?——不，不是她的。它是安的。
考查名词性的物主代词。mine我的；hers她的；yurs你的、你们的；his他的。根据“Is this bk Betty’s?”以及“N, it’s nt … .”可知此处应回答不是贝蒂的书，贝蒂是女性，且设空处后面没有名词，因此用名词性的物主代词hers，故选B。
2．A
【详解】
句意：——生日快乐，莉莉！我有个礼物给你。——非常感谢。
考查介词。fr为了；f……的；t朝，向；frm从……；根据“Happy birthday, Lily!”可知，礼物是送给Lily的，引出礼物的接收者时用介词fr，表示“给”，故选A。
3．C
【详解】
句意：我们必须作为一个团队一起工作，否则我们不会完成任务。
考查连词辨析。and和；but但是；r否则；s因此。分析“We must wrk tgether as a team…we wn’t finish the task.”可知，此处用来说明转折的结果，“否则”符合语境，故选C。
4．A
【详解】
句意：——你多久和朋友打一次篮球？——一周两次。
考查特殊疑问词。Hw ften多久一次；Hw much多少；Hw sn多久以后；Hw lng多长时间；根据答语“Twice a week.”可知，是表示频率，应用Hw ften来提问。故选A。
5．D
【详解】
句意：杰森擅长跑步。他能在11秒内跑完100米。
考查情态动词。must必须；shuld应该；need需要；can可以。根据“He…run 100 meters in 11 secnds.”可知，此处强调能力，故选D。
6．B
【详解】
句意：汤姆今天上学比平时早。
考查副词比较级。根据“than”可知，此处使用比较级，故选B。
7．C
【详解】
句意：——我正在写读书报告。我可以晚点再跟你谈吗？——没问题。
考查时态。根据“I…a bk reprt nw. Can I talk t yu later?”可知，此处强调动作正在进行中，用现在进行时，故选C。
8．D
【详解】
句意：——我们明天去博物馆好吗？——我很想去，但恐怕不行。我要去看望我的祖父母。
考查时态。根据“tmrrw”及语境可知，动作发生在明天，故用一般将来时，结构是will+动词原形，故选D。
9．C
【详解】
句意：我的朋友大卫搬到上海后，我和他一直保持着联系。
考查时态。根据“since he mved t Shanghai”可知，此处用现在完成时，强调时间的延续，故选C。
10．B
【详解】
句意：昨天当我走进教室时，每个人都在学习。
考查过去进行时态。根据“When I walked int the classrm yesterday,”可知是指过去一个具体的时刻，因此此处应用过去进行时态，表示一个动作发生的时候，同时另一个动作也在进行，其结构为was/were+动词的现在分词；故选B。
11．D
【详解】
句意：——这辆车看起来很旧。——看这个标志。上面说这辆车是1975年制造的。
考查一般过去时的被动语态。the car是动作make的承受者，结合时间状语“in 1975”可知，用一般过去时的被动语态。故选D。
12．A
【详解】
句意：——你知道学校图书馆什么时候开放吗？——每个工作日12:30。
考查宾语从句。根据“宾语从句要用陈述句语序”的原则，排除C/D选项；此处是描述一般情况，从句应用一般现在时，故选A。
13．C
14．A
15．D
16．A
17．B
18．C
19．D
20．B
【分析】
本文是一篇记叙文，作者喜欢画画，妈妈送了作者马克笔，但是妹妹也要。有一天作者回家，发现妹妹用自己的马克笔画画，所以很生气，但是最后发现妹妹是为了送给自己生日礼物。由此作者明白了，最宝贵的是你对家人的爱，以及他们对你的爱。
13．
句意：我妈妈知道这一点，所以她给了我一些马克笔。
brushes刷子；erasers橡皮；markers马克笔；crayns蜡笔。根据后文“Fr three days, she wuld ask t play with my markers.”可知，是马克笔，故选C。
14．
句意：最后，她不再问了。
stpped停止；hated讨厌；regretted后悔；risked冒险。根据“and I was able t leave them in my rm when I went t schl, certain that she wuldn’t enter my rm”可知，作者安心去上学是因为妹妹不再问了，故选A。
15．
句意：我在房子里找艾米丽，觉得她可能和它们的失踪有关。
cleaned打扫；left离开；pened打开；searched搜寻。根据“I fund her in the basement”可知，是先寻找妹妹，最终找到了，故选D。
16．
句意：我开始对她大喊大叫，抓起那些马克笔——至少是我够得到的那些——跑回我的房间，在身后重重地关上了门。
shuting大叫；laughing笑；ndding点头；waving挥手。根据“grabbed (抓起) the markers-at least the nes I culd reach-and ran back up t my rm, shutting the dr with a lud nise behind me”可知，作者很生气，所以对妹妹大叫，故选A。
17．
句意：终于，我听到了艾米丽上楼的脚步声。
Immediately立刻；Finally最终；Luckily幸运地；Naturally自然地。根据“I sat there fr at least half an hur.”可知，作者坐了至少半小时后，妹妹终于上来了，故选B。
18．
句意：当我看到封面上的字时，我的怒气很快消失了，泪水开始在我的眼睛里打转。
fear害怕；wrry担心；anger生气；cnfusin困惑。根据前文“grabbed (抓起) the markers-at least the nes I culd reach-and ran back up t my rm, shutting the dr with a lud nise behind me”可知，作者很生气，故选C。
19．
句意：艾米丽用我的马克笔给我做了一些特别的东西。
funny滑稽的；useful有用的；ppular流行的；special特殊的。根据“Inside was a picture Emily had drawn f herself ffering me a late birthday gift.”可知，妹妹用马克笔做了特别的礼物给我，故选D。
20．
句意：这让我意识到，最宝贵的是你对家人的爱，以及他们对你的爱。
surprise惊喜；treasure财富；attractin吸引；success成功。根据“the lve yu have fr yur family-and the lve they have fr yu”可知，家人间彼此的爱是最宝贵的财富，故选B。
21．B
22．A
23．D
【分析】
本文是学生们推荐了四位他们认为很优秀的老师的基本情况。
21．
细节理解题。根据“Name: Mrs. Crcran…Gerge”可知，是Gerge推荐的，故选B。
22．
细节理解题。根据“Ms. Tymkin is nice t all her students”可知，Tymkin老师对学生们很好，故选A。
23．
细节理解题。根据“He keeps us happy by telling jkes and playing the guitar”及“He is always willing t help anywhere”可知，因为他乐于助人，经常让学生开心，故选D。
24．C
25．A
26．D
【分析】
本文是一篇记叙文，Kellan在开始训练足球队时，发现大家配合得不好，经过Kellan的教导，他们意识到团队需要每个人一起努力，要互相帮助。
24．
细节理解题。根据“But I’m making a flwer chain fr yu”可知，Angela正在做花环，故选C。
25．
推理判断题。根据“This picture shws ne way each persn can help ur team… Kellan nticed hw everyne in the grup slwly changed, sitting up taller and smiling as she mentined their names and skills.”可知，当Kellan提到每个球员的名字和长处时，每个人都意识到自己的重要性，所以球员们慢慢地改变了。故选A。
26．
推理判断题。根据“In rder t be a team, we need everyne t wrk tgether, like lps in a chain. It wn’t be easy, but I want every persn t try.”可知，Kellan通过展示锁链的图片，希望孩子们了解团队合作的力量。故选D。
27．C
28．A
29．C
【分析】
本文是一篇说明文，向我们介绍写作在学习和日常生活中的好处。
27．
细节理解题。根据“It’s really interesting fr me t read what they’ve written. It gives me a windw int my students’ thinking”可知，Kyle Pahigian认为在课上使用写作可以看到她的学生的思维过程。故选C。
28．
段落大意题。分析第三段内容可知，本段主要介绍写作对提高学习是有效的原因，故选A。
29．
推理判断题。根据“One effective writing strategy that Graham fund was metacgnitive prmpting (元认知提示), in which students are asked nt nly t recall infrmatin but als t use what they have learned in different situatins.”可知，Graham发现的一个有效的写作策略是元认知提示，在这种方法中，学生不仅要回忆信息，而且要在不同的情况下使用他们所学到的知识。故选C。
30．B
31．C
32．D
33．B
【分析】
本文主要给我们讲述了如何培养孩子，特别是学徒期父母要引导孩子走向能力和自信，而不是为孩子们做几乎所有的事情，或让孩子们独自面对困难的处境，父母只有在孩子需要帮助的时候才会介入。
30．
细节理解题。根据第一段“Rderick said this sink-r-swim methd wuld let his daughter learn t care fr herself.”可知，约翰·罗德里克没有帮女儿打开罐头，因为他想让女儿独自解决问题，故选B。
31．
词义猜测题。根据第三段“parents are expected t sign children up fr extracurricular activities, take part in children’s play at hme, reasn with children, ask questins and encurage children t express their pinins”以及“…gradual prcess in which parents’ willingness t be deeply invlved in their kids is really imprtant. ”可推测，“intensive parenting”是指父母要对孩子的生活很关心，并愿意深入地参与，故选C。
32．
细节理解题。根据最后一段“ Instead f ding almst everything fr kids r leaving kids t deal with a difficult situatin alne, apprenticeship parents cntinually balance challenge and supprt fr kids… We nly step in if ur children need a hand.”可知，必要时，父母应该引导孩子们克服挑战，故选D。
33．
最佳标题题。本文给我们介绍了一个培养孩子的方法，就是做好学徒期父母，所以选项B“Apprenticeship Methd-a Prper Way t Raise Kids”最符合文章大意，故选B。
34．Peple feel accepted, included, r a part f smething else.
35．Feelings f wrthlessness, self-dubt and sadness.
36．Yes, it is.
37．The imprtance/benefits f belnging.
38．Their friends, teachers, parents and yung peple themselves.
【分析】
本文是一篇说明文，向我们介绍归属感的相关情况。
34．
根据“A sense f belnging means that peple feel accepted, included, r a part f smething else.”可知，归属感是指人们感到被接受、被包容或成为其他事物的一部分。故填Peple feel accepted, included, r a part f smething else.
35．
根据“Nt belnging can be related t feelings f wrthlessness, self-dubt and sadness.”可知，没有归属感可能会让你觉得自己毫无价值、自我怀疑和悲伤。故填Feelings f wrthlessness, self-dubt and sadness.
36．
根据“Feeling n sense f belnging is ne f ur cmmn emtins and there is nthing wrng with it.”可知，没有归属感是我们共同的情感之一，这没有什么不对的。故填Yes, it is.
37．
分析第四段内容可知，本段主要介绍归属感的重要性/好处。故填The imprtance/benefits f belnging.
38．
根据“ Yung peple wh feel supprted by their friends are mre likely t feel like they belng at schl. When yung peple feel liked and cared fr by teachers, they are mre likely t reprt feelings f schl belnging. Yung peple with parents wh have psitive cnversatins with their kids abut schl have als been fund t feel high levels f schl belnging.”和“Interestingly, yu can help with yur wn sense f belnging as well!”可知，朋友、老师、父母和年轻人自己都能帮助年轻人在学校有归属感。故填Their friends, teachers, parents and yung peple themselves.
39．例文
Dear Peter,
Hw are yu getting n? I’m srry that I can’t g t the Palace Museum with yu this Sunday. I hurt my ft in the ftball training yesterday. The dctr tld me t rest fr a week.
If yu still want t visit it with me, what abut ging next Sunday? Please let me knw as sn as pssible s that I can bk the tickets early.
Yurs,
Li Hua
【详解】
1. 题干解读：题目要求根据提示词语和问题，告诉Peter不能去的原因以及弥补的方案，可以适当的发挥，写作时要运用正确的英语表达，要选用恰当的词汇和短语。
2. 写作指导：写作时要与已给出的开头融合起来，注意书写格式要正确，用第一人称和其他人称相结合来写作，时态以一般现在时和一般过去时结合，要做到要点齐全，无单词拼写和语法错误。
40．例文
Helping each ther benefits bth sides. My friend Nancy and I were in the same study grup last term. I was nt gd at physics, s Nancy lent me her ntebk and helped me with my hmewrk. Nancy was afraid f speaking English in class. I tried t talk with her in English as ften as I culd. I learned that helping each ther can imprve ur weak pints and deepen friendship.
【详解】
1.题干解读：本文是一篇材料作文。要求以“互助”为主题，根据要点提示写一篇英语短文，讲述自己与朋友互助的经历，以及感悟，为某英文网站投稿；注意要点要齐全，可适当发挥。
2. 写作指导：本文采用第一人称来展开写作，时态主要用一般过去时。写作时要认真审题，根据提示的内容，列出写作要点及每个要点中可能要用到的表达；然后紧扣要点，动笔写作；可以围绕主题准确使用一定的语法、词汇、短语和句型等；语言的表述要符合语法的结构，造句应该符合英语的表达习惯；层次要分明、条理要清晰。
相关试卷
2022年北京市东城区中考一模英语试题(PDF版，含答案)： 这是一份2022年北京市东城区中考一模英语试题(PDF版，含答案)，共12页。
2022年北京市东城区中考二模英语试题(word版无答案)： 这是一份2022年北京市东城区中考二模英语试题(word版无答案)，共9页。试卷主要包含了 6，5分，共6分）等内容，欢迎下载使用。
2022年北京市东城区中考一模英语试题(含答案)： 这是一份2022年北京市东城区中考一模英语试题(含答案)，共12页。
