2012年中考英語考點跟蹤復習題23.doc

教師助手學生幫手家長朋友教師助手學生幫手家長朋友考點跟蹤訓練23九年級Units1315基礎鞏固.單項選擇()1.Iknockedovermyteacup.Itwentrightover_keyboard.Youshouldntputdrinksnear_computer.A.the；/B.the；aC.a；/D.a；a答案：B解析：考查冠詞。句意：我打翻了茶杯。它正好潑在鍵盤上。你不應該把飲料放在電腦旁邊。此處鍵盤為特指用the；電腦為泛指用a。故選B。()2.Pleasesend_bestwishestoMary.A.IB.meC.myD.mine答案：C解析：考查人稱代詞?！癰estwishes美好的祝愿”是名詞短語，前應用形容詞性物主代詞my。()3.Ithinkyoucan_moneybyyourselftobuyabirthdaypresentforyourmother.OK.Illtry.Illnotletapennywaste.(2011十堰)A.spendB.saveC.costD.leave答案：B解析：考查動詞詞義辨析。spend花費；save節(jié)約；cost價值；leave離開。根據(jù)句意：我認為你可以省點錢給你媽媽買禮物。好的，我盡量。我不會浪費每一分錢。故選B。()4.Wouldyoulike_cupoftea?A.otherB.theotherC.anotherD.others答案：C解析：考查不定代詞。你還要一杯茶嗎？“再一杯，又一杯”為泛指。故用another。()5.Wouldyoulikesomefriedrice?教師助手學生幫手家長朋友教師助手學生幫手家長朋友Iwouldrathereatnoodles_havebeefinthem.(2011鎮(zhèn)江)A.thatB.thanC.whatD.as答案：B解析：考查固定句式。wouldratherdo.thando.寧愿而不愿。故選B。()6.Whichsportareyouinattheschoolsportmeeting?Nodecisionyet.Ithinkit_afterdiscussingwithmyPEteacher,MrYuan.A.willbedecidedB.willdecideC.wasdecidedD.isdecided答案：A解析：考查動詞語態(tài)。句意：在學校運動會中，你參加哪個項目？還沒決定，它將在我體育老師與袁老師討論后才被決定。判斷應用一般將來時的被動語態(tài)。故選A。()7.Imverytiredthesedaysbecauseofstudyingforphysics.Whynot_muisc.Itcanmakeyou_.A.listento；relaxingB.tolistento；torelaxC.listeningto；relaxD.listento；relax答案：D解析：考查非謂語動詞。whynot后接動詞原形，排除B、C項；relaxing修飾物，不能用來表達人的感受，排除A；make意為“使”后接不帶to的動詞不定式。句意：為什么不聽聽音樂呢？它可以使你放松。故選D。()8.Excuseme.MayIuseyoureraser,please?Sure._A.Watchout！B.Welldone!C.Goahead.D.Followme.答案：C解析：考查交際用語。句意：打擾了。我可以用一下你的橡皮嗎？當然，去拿吧。watchout小心，welldone干得好，goahead去拿吧，followme跟我來。故選C。教師助手學生幫手家長朋友教師助手學生幫手家長朋友.根據(jù)首字母或中文提示填寫單詞1.MrWhiteisateacher.Heworksinamiddles.2.Igupathaftpastsixeverymorning.3.InChangshaitsveryhotinsummerandverycinwinter.4.IcouldlookamyselfwhenIwasten.5.Pleasekeepyoureyesclosed.DontothemuntilIsay“OK”6.Collectingstampsisoneofmy(愛好)7.Itsnot(禮貌的)totalkwithyourmouthfull.8.Ithinkthetelephonewas(發(fā)明)in1876.9.Chinaisgettingricherandstrongerinthenew(世紀)10.Wellbeabletofinishtheproject(容易的)答案：1.school2.get3.cold4.after5.open6.hobbies7.polite8.invented9.century10.easily綜合提能.完形填空Ifyouliketobreakthingswhenyouareunhappy,thenNanjingZhonghuaMiddleSchoolistheschoolforyou.Thisterm,NanjingZhonghuaMiddleSchoolwillbuilda“stresswall(發(fā)泄墻)”tohelpstudentswhofeelunhappybecauseofschoolworkorotherreasons.“Studentscan_1_hitthewallorwriteonthewall_2_makesthemsad，”saidTaoDehua,aleaderattheschool.Shesaidthewallwillbebuilt_3_inacorner,farfromthemainbuilding.Taoalsosaidthe_4_ofastresswallstartedwhenfootprints(腳印)werefoundonsomenewly_5_wallsandsomeschoolwindowswerebroken.“Thesethings_6_becausesomestudentsfeellotsofpressure(壓力)fromtheirstudiesorbecausetheydontgetalongvery_7_withotherstudents，”Taosaid.AccordingtoaFebruary16reportontheXinhuaNewsAgencys(新華社)_8_，15percentofjuniorsinChinaarestressedout.ShenCuihua,theschoolsdoctor,教師助手學生幫手家長朋友教師助手學生幫手家長朋友stressedstudentstofeel_9_.Whenunderstress,thebodygetsreadytoeitherrunorfightandbecomesveryserious.Hittingthewallcanhelp_10_thebodyandtakeawaystress._11_thestresswallwontbereadyuntilSeptember,manystudentsarealreadyhopingitcanmaketheirliveseasier.“Testsandhomeworkmakemesad，”saidLiuYang,ajunior3girl.“Icant_12_tohitthewall.Itwillhelpmealotwithmy_13_.”But15yearoldLiualsosaidshewillonlygotohitthewallifnooneelseisthere.Anothergirlstudentwhowouldntgivehernamesaidthewallwont_14_forher.“Mainlybecauseitcanttalk，”shesaid.“IneedtotalktosomeonewhenImsad.”WuYiming,aNanjingUniversityprofessor(教授),saidbuildingthewallcouldbe_15_.“Kidswhohitthewallcouldstartfightingmorewitheachother，”hesaid.()1.A.neitherB.eitherC.bothD.hardly()2.A.thatB.howC.whatD.where()3.A.somewhereB.anywhereC.everywhereD.nowhere()4.A.adB.chanceC.instructionD.idea()5.A.offeredB.bornC.paintedD.produced()6.A.happenB.changeC.pourD.spill()7.A.happilyB.wellC.easilyD.widely()8.A.channelB.pathC.displayD.website()9.A.warmerB.easierC.betterD.quieter()10.A.relaxB.keepC.protectD.enjoy()11.A.SinceB.AsC.AlthoughD.Whenever()12.A.forgetB.waitC.helpD.教師助手學生幫手家長朋友教師助手學生幫手家長朋友()13.A.experiencesB.journeysC.subjectsD.problems()14.A.waitB.lookC.workD.care()15.A.dangerousB.safeC.ordinaryD.painful語篇解讀：本文為說明文。為了發(fā)泄不必要的壓力，南京中華中學建了發(fā)泄墻。本文詳細介紹了發(fā)泄墻的利與弊，讀來令人深思。1.B。根據(jù)下文中“.orwriteonthewall”可知此處是either.or.結構，意為“要么要么，或者或者”，學生們要么擊墻，要么在墻上寫字。neither和nor連用，意為“(兩者)都不”；both意為“(兩者)都”與and連用。2.C。what作主語，同時又引導賓語從句作write的賓語。同學們既可以擊墻，又可以把不順心的事寫在墻上，以示發(fā)泄。3.A。根據(jù)句意“墻可以建在遠離主建筑物的角落里”知應選A。4.D。當他們看到墻上的腳印時他們就會產生建發(fā)泄墻的想法。idea想法，主意。5.C。newlypaintedwall新粉刷的墻。6.A。happen發(fā)生；change變化；pour傾倒；spill濺出。因為一些學生感到來自學業(yè)的壓力或他們與別的學生相處不好時，這些事情就發(fā)生了。7.B。getalongwellwith.和相處得好。8.D?！案鶕?jù)新華社網站發(fā)布的消息”可知應選D。channel頻道；path小路；display呈現(xiàn)。9.C。參觀這面墻能使有壓力的學生感覺好一點。better較好的；easier更容易點；quieter更安靜點；warmer更溫暖點。10.A。擊墻能放松身體，消除壓力。relax放松；keep保持；protect保護；enjoy享受。11.C。盡管要到九月份，發(fā)泄墻才能完成。Although引導讓步狀語從句。12.B。我迫不及待地去擊墻。cantwaittodosth.迫不及待地去做某事；canthelpdoingsth.禁不住去做某事。13.D。根據(jù)句意“發(fā)泄墻可有助于解決我的問題”可知選D。problem問題；experience經歷；journey旅行；subject科目。14.C。發(fā)泄墻對她來說不起作用。work起作用，有效果。15.A。根據(jù)下文可知發(fā)泄墻可能引起其他不良現(xiàn)象，如打架等，這是發(fā)泄墻危險的一面。dangerous危險的；safe安全的；ordinary普通的；painful疼痛的。教師助手學生幫手家長朋友教師助手學生幫手家長朋友.閱讀理解Wecanachieveknowledgeeitheractivelyorpassively(被動地).Weachieveitactivelybydirectexperience,bytestingandprovinganidea,orbyreasoning.Weachieveknowledgepassivelybybeingtoldbysomeoneelse.MostofthelearningthattakesplaceintheclassroomandthekindthathappenswhenwewatchTVorreadnewspapersormagazinesispassive.Ifweachieveknowledgebypassivelearning,itsnotsurprisingthatwedependonitinoureverydaycommunicationwithfriendsandcoworkers.Unfortunately,passivelearninghasaseriousproblem.Itmakesustendtoacceptwhatwearetoldevenwhenitislittlemorethanhearsayandrumor(謠言)HaveyoueverplayedthegameRumor?Itbeginswhenonepersonwritesdownamessagebutdoesntshowittoanyone.Thenthepersonwhispersit,wordforword,toanotherperson.Thatpersoninturn,whispersittostillanother,andsoon,throughallthepeopleplayingthegame.Thelastpersonwritesdownthemessagewordforwordasheorshehearsit.Thenthetwowrittenstatementsarecompared.Typically,theoriginalmessagehaschanged.Thatswhathappensindailylife.Thesimplefactthatpeoplerepeatastoryintheirownwordschangesthestory.Then,too,mostpeoplelistenimperfectly.Andmanyenjoyaddingtheirowncreativetouchtothestory,tryingtoimproveonit,stamping(打上標記)itwiththeirownpersonalstyle.Yetthosewhohearitthinktheyknow.Thisprocessisalsofoundamongscholarsandwriters:Astatementofopinionbyonewritermayberestatedasfactbyanother,whomayinturnbequotedbyyetanother；andthisprocessmaycontinue,unlessithappenstosomeonetoquestionthefacts.()1.Accordingtothepassage,passivelearningmayoccurin_.A.doingamedicalexperimentB.solvingamathproblemC.visitinganexhibitionD.doingscientificreasoning()2.Theunderlinedword“it”inParagraph2refersto_.A.activelearningB.knowledgeC.communicationD.passivelearning()3.ThewritermentionsthegameRumortoshowthat_.教師助手學生幫手家長朋友教師助手學生幫手家長朋友A.amessagemaybechangedwhenbeingpassedonB.amessageshouldbedeliveredindifferentwaysC.peoplemayhaveproblemswiththeirsenseofhearingD.peopletendnottobelieveinwhattheyknowasrumor()4.Whatcanweinferfromthepassage?A.Activelearningislessimportant.B.Passivelearningmaynotbereliable.C.Activelearninghappensmoreoften.D.Passivelearningisnotfoundamongwriters.語篇解讀：本文是一篇議論文。主要講述了獲得知識的兩種方式：主動地和被動地。主動地獲