2020北京東城區(qū)初三英語(yǔ)一模試題+答案

1、精選優(yōu)質(zhì)文檔-傾情為你奉上2020北京東城初三一模 英 語(yǔ) 2020.5學(xué)校班級(jí)姓名教育ID號(hào)考生須知1.本試卷共10頁(yè)，共五道大題,39道小題，滿(mǎn)分60分，考試時(shí)間90分鐘.2.在試卷和答題卡上準(zhǔn)確填寫(xiě)學(xué)校、班級(jí)、姓名和教育ID號(hào).3.試題答案一律填涂或書(shū)寫(xiě)在答題卡上，在試卷上作答無(wú)效.4.在答題卡上，選擇題用2B鉛筆作答，其他試題用黑色字跡簽字筆作答.5.考試結(jié)束，請(qǐng)將本試卷、答題卡和草稿紙一并交回。知識(shí)運(yùn)用(共14分)一、單項(xiàng)填空(共6分，每小題0.5分)從下面各題所給的A、B、C、D四個(gè)選項(xiàng)中，選擇可以填入空白處的最佳選項(xiàng)。1.Dad，my computer doesnt work M

2、ay I use?Sure.A. mineB. yoursC. hisD. hers2. We often have a family meetingMonday evenings.A. onB. ofC. inD. at3. I have to leave now，I will be late for the meeting.A. forB. orC butD. so4. David，youtake your umbrella. It is not raining.A. needntB. cantC. mustntD. may not5. Your health isthing in you

3、r life.A. importantB. more importantC. most importantD. the most important6. Alice，did you start to play the piano?At the age of five.A. whenB. whyC. whereD. how7. If you dont use your English, you it.A. forgetB. forgotC. will forgetD. have forgotten8. Tom, hurry up! Wefor you.Just one minute.A. wai

4、tB. waitedC. are waitingD. have waited9. Mr. Johnson met an old friend when hedown the street.A. walksB. is walkingC. will walkD. was walking10. Mikefootball since the fourth grade.A. playsB. has playedC. is playingD. will play11.Patientsgood care of when they stay in hospital.A. takeB. tookC. are t

5、akenD. were taken12Can you tell melast summer vacation?Sure. I went to Shanghai.A. where did you goB. where you wentC. where will you goD. where you will go二、完形填空(共8分，每小題1分閱讀下面的短文，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)。Born to DrawJenna looked at the calendar and sighed(嘆氣).Even though she looked forw

6、ard to the new term，she would miss spending her summer vacation13.It was so satisfying to see how her drawings could bring life to her storytelling!Unfortunately，Jennas parents didnt understand how much she wanted to be a comic illustrator(插畫(huà)家).When she talked about her dream job with her parents，sh

7、e expected them to14her. Instead，they explained that drawing comics was a hobby, not a career(職業(yè)).Jenna couldnt stop thinking about that unpleasant conversation，so she turned to her elder brother, James. She wanted her brother to help her make their parents15that drawing comics is an art form and th

8、at it can even be a great career.But as she spoke，the look on her brothers face told her that he agreed with their parents. Jenna politely listened to her brother and then she walked back to her room16.At school a few weeks later，Miss Bridwell noticed that Jenna wasnt herself. Jenna told Miss Bridwe

9、ll that she was17because her parents didnt back her choice of becoming a comic illustrator.Pointing to the bookshelf in the front of the room，Miss Bridwell began，“When I was probably about your age，my dad once said writing was not a career. I was just straightforward with my dad. I simply told him t

10、he truth. I explained that I enjoyed writing，and that I wanted to get better and to write. I guess my18 came through，and he believed me.”Miss Bridwells story19Jenna a lot，so she decided to discuss her ideas with her parents again. It didnt happen immediately，but in the end，they came to understand th

11、at Jennas20of drawing comics was more important than whether it was the career they wanted for Jenna.13. A. drawingB. readingC. writingD. singing14. A. comfortB. supportC. teachD. follow15.A. promiseB. decideC. proveD. believe16. A. secretlyB. hopefullyC. cheerfullyD. quietly17. A. regretfulB. nervo

12、usC. upsetD. frightened18. A. honestyB. patienceC. prideD. carefulness19.A. remindedB. encouragedC. surprisedD. interested20. A. loveB. experienceC. purposeD. memory閱讀理解(共36分)三、閱讀下列短文，根據(jù)短文內(nèi)容，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)。(共26分，每小題2分AHere are some books about space travel. Take a trip to the Moon and

13、beyond with these encouraging reads.Balloon to the Moon Long before anyone had designed a rocket， the Montgolfier brothers were making hot air balloons. In October 1783，they became the first people to experience controlled flight. Balloon to the Moon starts there and leads to Neil Armstrongs “small

14、step and beyond. Learn about all the progress of the space travel，then get ready for an unknown but exciting future.Extraordinary Life of Neil Armstrong Neil Armstrong made history in 1969 when he became the first person to set foot on the Moon. From his childhood playing with model planes to becomi

15、ng one of the most famous astronauts of all time， discover the wonderful story of Neil Armstrongs life in this book. It has lots of facts and pictures，and shows the key events in his life.To Space & Back Sally Ride became the first American woman in space in 1983. In this book， Sally shares her pers

16、onal experience of traveling into space. From discussing the experience of living and working in space to explaining how astronauts train and adapt(適應(yīng))to their new environment, she talks about her journey through space.Counting on Katherine This encouraging book tells the story of Katherine Johnson

17、who has a gift for math She helped make the historic Apollo 11 moon landing possible and made sure that Apollo 13 returned home safely when the mission(任務(wù)) was in danger.21. Who first experienced controlled flight in October 1783?A. The Montgolfier brothers.B. Katherine Johnson.C. Neil Armstrong.D.

18、Sally Ride.22. If a girl is interested in women astronauts life in space，she will probably read.A. To Space & BackB. Balloon to the MoonC. Counting on KatherineD. The Extraordinary Life of Neil Armstrong23. What did Katherine Johnson do?A. She designed the first rocket.B. She recorded key events of

19、space travel.C. She explained how astronauts trained for space travel.D. She helped make the Apollo 11 moon landing possible.BPeople can reduce, reuse，or recycle waste instead of throwing it away. Matt and Sam decided to do an experiment. They wanted to see exactly how much waste the three Rs could

20、save. First, they collected the rubbish from six classrooms at their school. They divided the rubbish into three groups:things that were reusable，such as a pencil or a marker that had been thrown awaythings that could be recycled，such as cans, glass, or paperthings that were truly wasteThen，Matt and

21、 Sam weighed each of the three groups. They learned that 84% of the total rubbish thrown away that day could be recycled or reused. They decided to do something about it.Matt and Sam presented the idea of starting a recycling programme to the school leaders. Then they worked with the Student Council

22、. They prepared brochures(手冊(cè))to send home to tell the students and their families about recycling. They stated in the brochure that recycling helps to keep our planet healthy. The school bought colored containers(容器)for each classroom. Each room received a blue container for paper and a green contai

23、ner for glass and cans. They also received a red container for real rubbish.Within a short time，each classroom in the school was sorting recyclable materials from rubbish before it was thrown. Matt and Sam decided to weigh the rubbish one more time. They wanted to check the schools progress. They co

24、llected the rubbish from the red containers from the same six classrooms as before. They sorted the rubbish into three groups again and weighed each group. This time，they were pleased to find that the red containers were filled with 90% waste that should be thrown away. Only 10% of recyclable materi

25、als had been thrown into the red containers. Matt and Sam were pleased with their schools effort at reducing waste on our planet.24. By doing an experiment, Matt and Sam wanted to find out.A. what things could be reusedB. what recyclable materials could be savedC. how much waste the three Rs could s

26、aveD. how much waste their school produced a day25. What did Matt and Sam do in the recycling programme?A. They made a speech on recycling.B. They wrote a report to the school leaders.C. They bought colored containers for each classroom.D. They helped students and their families know about recycling

27、.26. Which word can best describe Matt and Sam?A. Responsible.B. Friendly.C. Independent.D. Confident.CWe see logos on signs, buildings, television，and even on the clothes we wear. Logos are used to stand for brands(品牌).There are logos such as the Nike swoosh，the Apple logo and the colorful rings of

28、 the Olympic Games. All of these logos are designed to attract our attention. They also help us remember a product or service connected to the logo. However, research performed at the University of California，Los Angeles finds that remembering the details of logos is very difficult. The researchers

29、try to explain this.Logos are typically designed to be simple and easy to recognize. Yet the frequent exposure(頻繁接觸)to these logos can actually make our brains overlook the details of logos. It would be challenging to try to remember every single thing that crosses our path. We take in so much infor

30、mation every day that the brain works to notice information that does not need to be stored. It allows the unimportant information to disappear gradually from our memory.The details of product logos are just the kind of information our brains tell us we do not need. This may be discouraging to logo

31、designers and to companies that use these eye-catching logos. But there are still many business experts who believe in the importance of a recognizable logo. Even though the brain is likely to pay no attention to unnecessary details, it is also programmed for recognition. When we see logos over and

32、over again，we become familiar(熟悉) with them. This repeated exposure leads our brains to remember the basic idea without all of the details. This general sense of memory has its own benefits. It can make us feel like we really know the product behind the logo. In fact, familiarity with a logo can eve

33、n make people feel more comfortable about buying or using certain products.Logos are everywhere we look today. Those people who create logos need to know that people will only remember what they believe is important. A clever design may be interesting，but most people will forget the details.27. In t

34、he first paragraph，the writer mainly.A. introduces some famous brandsB. describes the design of some logosC. shows the popularity of famous brandsD. explains the purpose of designing logos28. The word overlook in Paragraph 2 probably means“”A. try to remember B. see the importance ofC. take no notic

35、e of D. fail to understand29. What can we learn from the passage?A. Business experts think the details of logos are unnecessary.B. Our brains can choose which logos to notice and remember.C. The repeated exposure to a logo can lead people to buy the product.D. People know more about the products beh

36、ind logos with more details.30. Which of the following would be the best title for the passage?A. What Makes a Good Logo?B. What Can We See in a Logo?C. Why Is a Good Logo Important?D. Why Should Logos Be Recognizable?DThe students are quieting down in their seats. The teacher begins to give lessons

37、. Then she asks a question for the class to answer, and the students all react in separate ways.Each student is special with different strengths and weaknesses. Because of this fact, different students learn differently. While some may learn by quickly answering the teachers question，speaking up wit

38、h ease and comfort，others may learn just as well by listening to their classmates and teacher speak. These students should not be punished for learning the way they do, but when teachers grade class participation(參與)，that is exactly what they are doing.According to a survey carried out by Bonnie M.

39、Miller, a professor at University of Massachusetts Boston，60% of her students believe that grading participation does not encourage them to participate more in class. They feel more comfortable expressing their thoughts if they know what they say will not be given a number later on.Some other studen

40、ts believe that when class participation is graded，teachers are awarding outgoing students while punishing shy ones. Grading class participation sends the message that shy students are not good students. It makes them feel like they should be outgoing, loud, and able to learn by talking，which makes

41、them feel uncomfortable.In my experience with classes where class participation was graded，I felt difficult to do well. For example，instead of being able to fully focus on what my teacher and classmates said, my mind would race with the things that I could possibly share in the class discussion. Eit

42、her I would be too slow in raising my hand，or feel too nervous to lift it at all. Imagining my falling grades，wishing that I could somehow be a more outgoing person, suddenly my thoughts would be interrupted by the sound of my classmates getting up to leave，and I would realize that I learned nearly

43、nothing that class.Whats more, by focusing on the students who talk the most in class， teachers fail to award students who may be good listeners-a skill that is as important as being able to talk in front of a group of people.Teachers can increase class participation by providing different ways of g

44、rading participation that are acceptable to different personalities and learning ways. For example, they can give students opportunities to write their ideas. Most importantly, teachers should create classrooms where students want to learn.31. According to the passage, in a class where participation

45、 is graded,.A. most students are likely to act activelyB. some students feel stressed to be who they areC. students are forced to listen to their classmatesD. students are encouraged to learn the way they prefer32. The writer talks about his own experience in Paragraph 5 to explain.A. why students c

46、are much about gradesB. why listening is as important as speaking upC. how grading participation influences learning processD. how students feel when preparing for speaking up in class33. Whats the writers main purpose in writing the passage?A. To remind teachers of the importance of grading properl

47、y in class.B. To tell students the effect their personalities have on learning.C. To encourage teachers to keep students active in class.D. To provide students with ways to participate in class.四、閱讀短文，根據(jù)短文內(nèi)容回答問(wèn)題。(共10分，每小題2分)Keep Calm and Carry OnStuart Manley and his wife，Mary，run a second-hand book

48、shop called Barter Books in Alnwick，Northumberland. In 2000，they bought a box of old books. When Stuart got them back to the shop, he discovered a poster at the bottom of the box. The poster read “Keep Calm and Carry On”. Neither Stuart nor Mary knew anything about the history of the poster, but the

49、y liked it so much that they decided to hang the poster in their bookshop.At the start of World War Il，the British government designed three posters and the Keep Calm poster was one of them. Two of the three posters were released(展示)in public in order to encourage the British people. Although nearly

50、 2.5 million copies of the Keep Calm poster had been printed，the British government decided not to release them. In 1940，most of the copies were recycled into other paper products. Only a few were left.The poster started its second life when Manleys poster began attracting the attention of customers

51、 in his shop. He printed copies of the poster to sell. Soon other companies began to sell products with the slogan(標(biāo)語(yǔ)).It appeared on everything from mugs to shopping bags.The reasons for the popularity of this rediscovered poster arent hard to understand. Shortly after the poster made its appearanc

52、e in 2000，a worldwide economic(經(jīng)濟(jì)的)downturn began. People were in need of something to raise their spirits. The saying “Keep Calm and Carry On seems to be the perfect slogan to bring courage and hope to people. Besides the encouraging message， the simple design of the poster helped lead to its popul

53、arity.Today the now-famous wartime slogan has been rewritten in many fun ways. Some people have created phrases like“Keep Calm and Dance On”， “Keep Calm and Call Mom or “Keep Calm and Eat a Cupcake. The slogan has become part of popular culture. The explanations of the slogan are often lighthearted，

54、but it is important to remember its purpose when it was first designed.34. Where did Stuart discover the poster?35. Did Stuart know anything about the history of the poster when it was discovered?36. When was the poster first designed?37. Why did the poster become popular?38. Please rewrite the Keep

55、 Calm slogan to encourage your classmates before an important exam.書(shū)面表達(dá)(共10分)五、文段表達(dá)(10分)39.從下面兩個(gè)題目中任選一題，根據(jù)中文和英文提示，完成一篇不少于50詞的文段寫(xiě)作。文中已給出內(nèi)容不計(jì)入總詞數(shù)。所給提示詞語(yǔ)僅供選用。請(qǐng)不要寫(xiě)出你的校名和姓名。題目假如你是李華，你們學(xué)校號(hào)召各班制作短視傾展現(xiàn)同學(xué)們延期開(kāi)學(xué)后的校園生活，并發(fā)布在學(xué)校網(wǎng)站上。你所在的小組負(fù)責(zé)制作你班的短視頻。請(qǐng)你寫(xiě)一封郵件給你班交換生Peter，說(shuō)明你們制作短視頻的想法或構(gòu)思，并告訴他所需準(zhǔn)備的素材以及發(fā)送給你的時(shí)間。提示詞語(yǔ):show,

56、beautiful, safe, interview, photo提示問(wèn)題: Whats your idea for making the video?What would you like Peter to prepare?When should Peter send you the material?Dear Peter，We are going to make a video showing our school life after the reopening of our school.I f there is anything more you want to know，please tell me.Yours，Li Hua題目“經(jīng)歷有好也有壞，每種經(jīng)歷都是收獲?！庇捎诜揽匾咔榈男枰?，學(xué)校延