2022年北京市東城區(qū)中考二模英語(yǔ)試題

2022年北京市東城區(qū)中考二模英語(yǔ)試題

學(xué)校:.姓名:.班級(jí):考號(hào):

一、單項(xiàng)選擇

1.Ihaveayoungersister.Ioftenhelpmyparentslookafter

A.himB.herC.themD.it

2.Weoftengoforawalktheparknearourhome.

A.ofB.onC.inD.from

3.Nancyishappyshehasgotanewideaforherhistoryproject.

A.becauseB.whileC.ifD.though

4.一MustIwritethereportbyhand,Mrs.Taylor?

一No,you,Youcanwriteitonthecomputer.

A.needn'tB.mustn'tC.D.shouldn't

5.—Excuseme,isthiscoat?

—It's168yuan.

A.howmanyB.howoldC.howlongD.howmuch

6.Tonyisthanhewasthreeyearsago.

A.patientB.morepatientC.mostpatientD.themostpatient

7.Helenisgoodatmath,sosheherbrotherwithhismatheveryday.

A.ishelpingB.helpedC.helpsD.hashelped

8.Look!Somechildrenuptherubbish.

A.pickB.pickedC.arepickingD.willpick

9.Wegoodfriendssincewewereinmiddleschool.

A.havebeenB.areC.wereD.willbe

10.Imyphysicsnotesat9o'clocklastnight.

A.reviewB.reviewedC.amreviewingD.wasreviewing

11.Chineseinschoolsacrosstheworldnow.

A.teachesB,istaughtC?taughtD.wastaught

12.-Dad,doyourememberforthefirsttime?

—In2006.

A.whenyouwillvisitBeijingB.whenyouvisitedBeijing

C.whenwillyouvisitBeijingD.whendidyouvisitBeijing

二、完形填空

閱讀下面的短文，掌握其大意，然后從短文后各題所給的A、B、C、D四個(gè)選項(xiàng)中，

選擇最佳選項(xiàng)。

Ihurriedacrossthegrasstotheforestandsatdownonalargerock.Ithoughtthatnoone

wouldknowwheretolookforme.AtlastIhadpeaceandquiet.Ifelt13asIlifted

myguitarontomyknee.

Istartedtoplayandsing,“Leanonme,whenyou'renotstrong...9,Itsoundedterrible,

andItriedtoplayagain.

“How'sitgoing,Tina?^^

IwassurprisedtoseemybrotherJamesstandingbehindme.

“Don'tyouhaveabasketballgametowatch?"I14.Somuchformyperfect

hideaway.

“ThegamewasalmostoverwhenInoticedyouleave.Ithoughtyoumightlikesome

15

That'sthelastthingIwant.IfeelIdon'thaveanyprivacyathome.YesterdayIfound

Elizalookingthroughmydiary,andSarawaslisteningtotheradioinmyroomafterlunch

today.Ijustwanttobealoneforachange.

Jamesstudiedmeforamoment.tcIfs16livinginsuchabigfamily,isn'tit?I

feltthesamewaywhenIwasyourage,butnow...”

“NowyouhaveyourownroombecauseDanielwenttocollege,Isaid.

Jameslaughed.uItisgreattohavemyownroom,butsometimesIreally17

Daniel.Itwasactuallywonderfultohavesomeoneelsethere.Wesharememoriesandjokes

nooneelseunderstands,andwhenthingsgetdifficult,wecanalways18one

another.Didn'tSarahelpyouwithyourhomeworkuntilmidnightlastweek?”

Iadmitted（承認(rèn)）19、“Yeah,sometimesshecanbeallright.”

“Sothisplacecanbeyour'room'.Anytimeyoureallyneedalittlequiet,justcomeout

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here.Iwon'ttellanyoneaboutit,“Jamessaid."Now,howaboutthesongyouweretryingto

play?Here,letmetry.”

“Maybe20isn'tsobadafterall,^^IthoughtwhenIhandedmybrotherthe

guitar.

13.A.afraidB.warmC.tiredD.relaxed

14.A.arguedB.complainedC.suggestedD.reminded

15.A.adviceB.discussionC.companyD.protection

16.A.difficultB?surprisingC.helpfulD.dangerous

17.A.knowB.trustC.missD.admire

18.A.praiseB.promiseC.supportD.respect

19.A.proudlyB.bravelyC.regretfullyD.unwillingly

20.A.musicB.familyC.quietD.change

三、閱讀單選

Doyougetpocketmoneyfromyourparentsordoyouworktomakemoney?Doyou

spenditorsaveit?LefscheckouthowfourteenagersinBritaingetmoneyanddowithit.

Ruth,13

Myparentsgiveme￡10aweek.IgetitonSaturdayafter1washmyfather'scar.Ikeepmost

ofthemoneyinmypiggybankathome.Tmsavingupforanewpairoffootballshoes.Now,

I'mclosetomygoal.

Sam,15

Myparentsdon'tgivemepocketmoney.Imake￡20everyweekbyworkinginastorefrom3

pmto5pmonSunday.Ispendabouthalfofthemoneyonmybooks,clothesandfood,and

thensavetherestformynextholiday.

Jana,16

Igetpocketmoneyfrommyparents.Theygiveme￡60everymonth,butIhavetohelpwith

housework,likedoingdishesandtakingouttherubbish.Icanusethemoneytobuyfoodand

giftsformyparentsonholidays.

David,17

Ilookafteryoungchildrenformyneighboursfrom9amto3pmeverySaturday.Imake

￡100everymonth.Theworkisverytiring,butIenjoybeingwithchildrenandIneedthisjob

tosavemoneyformyuniversityeducation.

21.Whomakes￡20everyweek?A.Ruth.B.Sam.C.Jana.

D.David.

22.WhatdoesJanadotogetmoney?

A.Workinastore.B.Helpwithhousework.

C.Washherfather'scar.D.Lookafteryoungchildren.

23.WhydoesDavidsavemoney?

A.Forfoodandgifts.B.Fornewfootballshoes.

C.Forhisnextholiday.D.Forhisuniversityeducation.

Fourteen-year-oldAkramusedtospendaboringhourwaitingatabusstopafterschool

eachday.Teacherswerepreparingforthenextdayintheclassrooms,butstudentsweren't

allowedin.Akramthoughtitwassuchawasteoftimealthoughhecouldplayonhisphone,

sohedecidedtochangethings.Hewantedtostayatschoolanddohisfavoritehobby—art.

Oneday,heaskedtheheadteacherifstudentscoulddosomethingintheschoolafter

classes.uIfyoufindoutwhatisneeded,Iwillhelpyou/'theheadteachersethima

challenge.

Overthenextweek,Akramtalkedtoallthestudentswhowaitedafterschoolandother

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students,too.Heaskedthemwhattheywouldliketodointhathour.Manystudentssaidthey

wantedafter-schoolclubsforthingslikechess,basketball,artandreading.

WhenAkramarrivedattheheadteacher'soffice,therewasanotherstudent,Holly,

waitingthere.Theheadteachertoldthemthattheybothhadthesameidea,soshewanted

themtoworktogether.Shegavethemsomeproblemstosolve.

“Youneedtofindthepeoplewhowillberesponsiblefbrtheclubsandwhowillpayfor

anyequipment（設(shè)備）Jsaidtheheadteacher."Also,youneedtotalktothecleaningteamto

makesurethattheycancleanupafteryouleave.^^

AkramandHollytalkedabouttheirideaandproblemsatthenextParents,Association

meeting.Theyalsodidthesamethingtotheirteachersandthecleaningteam.

Severaldayslater,ateachertoldthemthathecouldorganizetrainee（實(shí)習(xí)生）teachersto

beresponsiblefbrtheclubs.TheParents1Associationdecidedtoraisemoneytopayfbr

equipmentlikechessboardsandbaskets.Thecleanersagreedthattheycouldcleanthe

classroomsafterthehourwasfinished.

Nowtheschoolhassomeexcitingafter-schoolclubs.AkramandHollyenjoyedthe

experienceverymuch.

24.WhatdidAkramwanttodoafterschool?

A.Playonhisphone.B.Gohomeanddohishomework.

C.Dohishobbyatschool.D.Helphisteachersdosomething.

25.Whoareresponsiblefbrtheclubs?

A.Somestudents.B.Someparents.

C.Sometraineeteachers.D.Somecleaners.

26.AkramandHollyenjoyedtheexperiencebecause.

A.theirparentsandteacherspraisedthem

B.theotherstudentswerethankfultothem

C.theycouldtalktotheheadteacherdirectly

D.theysolvedsomeproblemsthroughtheirefforts

Backgroundknowledgeistheknowledgeapersonhasabouttheworldwhenheorshe

startstoreadatext.Itisagreedthatbackgroundknowledgeplaysanimportantroleinreading.

Putsimply,themoreyouknowaboutatopic,theeasieritisforyoutoreadatext,understand

it,andremembertheinformation.

Tounderstandthis,herearetwopoints.First,backgroundknowledgeenablesreadersto

choosebetweendifferentmeaningsofwords.Forexample,ifyoureadtheword"operation”

inasportsarticle,youmightthinkaboutasportspersonwithaseriousinjury（傷）.Butifyou

readthewordinamathtext,you'dthinkaboutamathematicalprocess.Second,

understandingatextrequiresreaderstofillmissinginfonnationandmakeinferences.Todo

this,readersneedtohavesomebasicknowledgeaboutthetopic.

Studentsgetbackgroundknowledgeboththroughpersonalexperiencesandbylearning

intheclassroom.Thenhowcanteachershelpstudentsbuildbackgroundknowledge?Here

aresomesuggestions.

Beginbyteachingwordsincategories（類別）.Forexample,teacherscantrysomething

assimpleasthis:"Apples,bananas,strawberries,mangoes.Theyareatypeof...（fruit）.

Categoriesofobjectsandtheuseofgenericnouns（統(tǒng)稱）canhelpstudentsincrease

vocabularyanddevelopconcepts（概念）.

.Readingbuildsknowledge,butwidereadinghasusuallybeentakenas_

readingaboutalotofdifferenttopics.Teacherscantryadifferentway:encouragechildrento

findaninterestandreadasmanybooksastheycanononetopic.Thiswillhelpthemdevelop

adeeperknowledgeonatopic.

Usemultimedia（多媒體）.Directexperiencesarethemosteffectivewaystobuild

knowledge.Thereisnothingmoreexcitingforstudentsthanlearningthroughdirect

experiences,suchasfieldtripsandotheractivities.Althoughmultimediacannotreplace

real-lifeexperiences,itcanoftenprovidealotofinformationthatwecouldonlywishto

experiencefirsthand.Itcanalsointroducechildrentoimportantwordsandconcepts.

Backgroundknowledgeisimportantinastudent'sabilitytofullyunderstandatext.

Teachers5effortscanhelpstudentsbecomestrongerthinkersandlife-longreadersand

learners.

27.Thewritertalksabouttheword“operation”inParagraph2toexplain.

A.whatbackgroundknowledgeis

B.whybackgroundknowledgeisimportant

C.whenpeopleneedbackgroundknowledge

D.howpeopledevelopbackgroundknowledge

28.WhichofthefollowingwouldbethebesttopicsentenceforParagraph5?

A.Makewidereadinginteresting.

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B.Introducedifferenttopicstostudents.

C.Encouragetopic-centeredwidereading.

D.Helpstudentsfindtheirfavouritebooks.

29.Whatcanwelearnfromthepassage?

A.Vocabularyisthegreatestdifficultyinunderstandingatext.

B.Makinginferenceshaslittleconnectionwithbackgroundknowledge.

C.Multimediaismoreusefulthandirectexperiencesinbuildingknowledge.

D.Developingvocabularyandconceptscanhelpbuildbackgroundknowledge.

InAmerica,anincreasingnumberofmiddleandhighschoolsnowrequirestudentsto

serveacertainnumberofcommunityservicehoursbeforetheycangraduate.Andsome

parentsasktheirchildrentodovolunteerworkyearroundevenifit'snotmandatory（強(qiáng)制性

的）atschool.Volunteeringhasimportantbenefits,suchaslearningnewskillsanddeveloping

responsibility.However,somepeoplequestionwhethercommunityserviceisworthwhileif

studentsareforcedtotakepart.

Somepeoplesaythatmanyteenagers5schedules（日常安罰F）arefilledwithhomework

andafter-schoolprograms,andforcingthemtodootheractivitieswillmakethemstressedout.

“Addingcommunityservicetoteenagers?alreadycrowdedschedulesmakesitfeellikean

unpleasantandboringtask,“saysEllisonO'Grady,15,astudentfromBayHead,NewJersey.

Otherpeoplesaythatmandatoryservicewillleadstudentstobelievethattheyshouldonly

helpotherswhentheyreceiveanimmediatebenefitinreturn,andfinallydiscouragethem

fromvolunteeringlaterinlife.

Teenagerswhovolunteeraremorelikelytodobetterinschoolandarelesslikelytoget

involvedinriskybehaviors,studiesshow.Theyalsogetsocialskillsandworkexperiencethat

canpayofflaterinlife.However,ifmanybusyteenagersaregivenachoice,theywould

simplyskipvoluntaryservice.That'swhyrequiringcommunityserviceisimportant,

supporterssay.Inaddition,thereislittleprooftosupportthatmandatorycommunityservice

weakensyoungpeople9smotivation（動(dòng)機(jī)）tojoininfutureservice.Infact,studiesshowthat

mandatoryserviceisconnectedwithstrongwishtotakepartinfuturevolunteering.

AsahighschoolstudentinNewYork,BellamyRichardson,now18,hadtodo75hours

ofcommunityservicebeforegraduation.Atfirst,shewasworriedhowshecouldfindthat

muchtime.Buttohersurprise,shenotonlymettheservicerequirementsoonerthanshe'd

expected,butalsolearnedalot,andfoundthatshelovedvolunteering.Bellamyisnowglad

thatherservicewasn'tbychoice."'Requiringcommunityservicewouldgiveotherpeoplethe

chanceIhad,^^shesaid.

Soaskyourself:Wouldyouvolunteerifitweren'tmandatory?Couldthebenefitsof

volunteeringmakeitworthwhilenomatterhowteenagersgetinvolved?Isupposecommunity

serviceissomethingthatshouldbeencouragedevenifitisjustadutyatthebeginning.

30.Somepeopleareagainstmandatorycommunityservicebecause.

A.ithasbadeffectonstudentsstudy

B.itmakesstudentsworriedandbored

C.studentsfallshortintheirabilitiestodoit

D.studentsgetlittleimmediatebenefitfromit

31.Theword3kiD”inParagraph3probablymeans"

A.giveupperformingB.getinterestedin

C.havedifficultyindoingD.enjoybenefitsfrom

32.WhatcanwelearnfromtheexampleofBellamyRichardson?

A.Studentstakepartincommunityservicebecauseofstronglove.

B.Somestudentsdon'thavethechancestooffercommunityservice.

C.Mandatoryservicemakesstudentslosewishtovolunteerinthefuture.

D.It'spossibleandbeneficialforstudentstomeetschoolsservicerequirement.

33.Whatisthewriter'smainpurposeinwritingthispassage?

A.Toexpresssupportformandatorycommunityservice.

B.Tostresstheimportanceofbalancingvolunteerworkandstudy.

C.Todiscusstheinfluenceofvolunteerworkonstudentsfuturelife.

D.Toremindpeopleofthedisadvantagesofmandatorycommunityservice.

四、閱讀回答問(wèn)題

閱讀短文，根據(jù)短文內(nèi)容回答問(wèn)題。

SpreadingHappiness

JessicaMartinandAsherahWeissareartteachersinaprimaryschool.Theythought

theirstudentsmighthavethemagicwordsthatcouldbringcalmtopeopleindifficulttimes,

sotheycreatedaprojectcalled“PepToe“withtheirstudents.Theprojecthadtwoparts-one

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wassettingupahotline,andtheotherwasmakingencouragingposters.Thetwoteachershad

thesamebasicquestionfbrallthestudents:"Whatcouldyousaytohelporencourage

someoneelse?^^

Studentsworkingonthehotlinethoughtofwhattheywouldliketosay.ThenMs.Martin

recordedeachone,andsortedout（分類）therecordingsintodifferentpartsofthetelephone

hotline.Whenpeoplecallthehotline,theycanhearhappyvoicesofchildrenofdifferentages

sharingpositive（積極的）messages.Forexample,pressing1bringsideasforpeoplewhoare

"feelingmadornervous”.Helpfulsuggestionsinclude:"listentomusic",or"goandgeta

cookie^^.Pressing2resultsin"wordsofencouragementandlifeadvice”.Thisincludes

messageslike:"Theworldisabetterplacewithyouinit."and"Youareokay!^^Bypressing3,

youcanhearagroupofchildrensayingtogether:€tYoucandoit!Keeptrying,don'tgiveup!”

Otherstudentsmadeencouragingpostersandhungthemuparoundthetown.Many

postershadstripsofpaper.When