北京市2021年中考真题英语试卷及答案分析(word档）.docx

1、1 / 16 2021 年北京市中考真题 英 语 姓名_准考证号_考场号_座位号_ 考 生 须 知 1. 本试卷共 10 页，共两部分，共 39 题，满分 60 分，考试时间 90 分钟。 2. 在试卷和草稿纸上准确填写姓名、准考证号、考场号和座位号。 3. 试题答案一律填涂或书写在答题卡上，在试卷上作答无效。 4. 在答题卡上、选择题用 2B 铅笔作答，其他试题用黑色字签字笔作答。 5. 考试结束，请将本试卷、答题卡和草稿纸一并交回。 第一部分 本部分共 33 题，共 40 分。在每题列出的四个选项中，选出最符合题目要求的一项。 一、单项填空(每题 0.5 分，共 6 分) 从下面各题所给的

2、 A、B、C、D 四个选项中，选择可以填入空白处的最佳选项。 1. Marys birthday is coming. Weve decided to make a cake for_. A. himB. herC. youD. them 2. Space Day of China falls_ April 24th every year. A. onB. byC. atD. in 3. _shall we meet for the picnic? At the school gate A. HowB. WhenC. WhyD. Where 4. Sam，_I join you in the

3、community service? Of course you can. A. canB. mustC. shouldD. need 2 / 16 5. The doctors worked for ten hours，_nobody took a break. A. soB. forC. butD. or 6. The teacher is glad to see that Tony is_than before A. carefulB. more carefulC. most carefulD. the most careful 7. Peter， what are you doing?

4、 Oh，I_a report about national heroes. A. will writeB. am writingC. wroteD. have written 8. My parents and I_ trees last Sunday. A. plantB. will plantC. are plantingD. planted 9. Lily， what do you usually do after school? I_exercise with my friends. A. doB. didC. will doD. was doing 10. Mr. Smith_ Ch

5、inese for two years. Hes much better at it. Now. A. learnsB. was learningC. has learnedD. will learn 11. Today， many winter Olympic sports_ even by children. A. enjoyedB. enjoyC. were enjoyedD. are enjoyed 12. Could you please tell me_? Next Thursday morning. A. when we visited the Capital Museum B.

6、 when did we visit the Capital Museum C. when we will visit the Capital Museum D. when will we visit the Capital Museum 二、完形填空(每题 1 分，共 8 分) 3 / 16 阅读下面的短文，掌握其大意，然后从短文后各题所给的 A、B、C、D 四个选项中，选择最佳选项。 The Picture of Peace When Mike was seven， he knew his dream was to be a photographer. He kept working on

7、 it for years. Recently， he was trying to take a picture of a sunset(日落) to enter the school _13_ competition. “Mom， it has been cloudy these days. I dont think I can get this picture! Mike complained. “Why not use one of your photos on the computer? suggested Mom. “I cant-the rules say the photos h

8、ave to be taken with a traditional camera. We hand in a roll of film， it gets developed(冲洗胶卷) ， and we_14_one photo for the competition. ” “Why is a sunset so important? Mom asked. “The_15_of the competition is peace，” Mike explained， “and I feel most peaceful seeing a sunset.” Zach， his six-year-ol

9、d brother came out of the bedroom. ” Hey， you want to take a picture of me? Look! He put both arms over his head. “Not right now，” said Mike， laughing. That very afternoon， Mike felt excited when he saw clear skies. He carefully lined up his shot(镜头) and waited_16_till the sun reached the ground. “T

10、hats it! Perfect!” he shouted cheerfully. The next morning， Mike noticed he could take one more picture to complete the roll of film， so he walked into Zachs room. Zach was _17_quietly with a teddy bear under his arm. Mike didnt wake Zach up， and carefully took a picture of him. 4 / 16 A week later，

11、 Mike got the photos. The sunset picture was the one he was most_18_to see. There it was! It was as nearly perfect as Mike had expected. Then， he looked through the other photos. Suddenly， he stopped. His eyebrows(眉毛) rose as he _19_the photo of Zach. He looked back at the photo of the sunset， which

12、 seemed less perfect now. He _20_the two choices. Finally， he decided to hand in the photo of Zach for the competition. 13. A. violinB. tennisC. photoD. chess 14. A. chooseB. collectC. describeD. design 15. A. prizeB. topicC. resultD. purpose 16. A. politelyB. bravelyC. hopefullyD. secretly 17. A. p

13、layingB. readingC. writingD. sleeping 18. A afraidB. eagerC. surprisedD. confused 19. A. studiedB. sharedC. copiedD. fixed 20. A. changedB. offeredC. acceptedD. weighed 三、阅读理解(每题 2 分，共 26 分) 阅读下列短文，根据短文内容，从短文后各题所给的 A、B、C、D 四个选项中，选择最佳选项。 A Young Heroes for the Planet Nowadays， people around the world

14、 are working to help our planet. Check out how the four young adults made a difference. 5 / 16 Saving Pandas When Jack was 11， he started a group to teach kids about pandas.He also sold toy pandas to raise money to protect pandas in danger. “I hope to encourage more people to care about pandas，” Jac

15、k says. Growing Right Kathy, 14, set up an organization to educate people about growing right plant in right places. She also wrote a book to help people learn what plants are native to (本土的)their area. Creating Energy At the age of 12 Linda invented a machine called SuperE. It collects heat from fi

16、elds to make electricity(电)， Linda says her invention creates electricity in a way that is less harmful to the environment. Cleaning Up Patrick， 13, joined the Ocean Heroes Camp last year. He started a project and picked up plastic waste around nearby lakes with his friends.The goal of the project w

17、as to fight plastic pollution. 21. Who started a group to teach kids about pandas? A. Jack.B. Kathy.C. Linda.D. Patrick. 22. How old was Linda when she invented SuperE? A. 11.B. 12.C. 13.D. 14. 23. What was the goal of Patricks project? A. To fight plastic pollution. B. To protect pandas in danger C

18、. To learn about native plants. D. To use heat to make electricity. 6 / 16 B When I was in the eighth grade， my class was assigned(指派) to be friends with the second-grade kids. I got this little girl named Shelley. The first time I saw her, she was silent and cold. She was small for her age， and she

19、 didnt play with the other kids in her class. I tried all kinds of things to get her to talk to me. I bought her toys， crayons and candies， But try as I might， nothing worked. One tine， I gave her a coloring book and said， “Shelley， now you can color in it any time.” Shelley looked at the coloring b

20、ook and then looked up at me， and finally looked away. By that, I didnt know how I was going to get through to the little girl, but I knew I wouldnt give up on her. One Friday. I decided to tell her a story about my childhood. I told her that l felt lonely when I was with my classmates， and how I th

21、ought only my teachers liked me. I also told her that every day was a battle(战役) for me and I fought back tears so people wouldnt know how much I was hurting. She sat there just listening， trying to decide whether I was lying or not Finally, when my story ended， there were tears in her eyes. And the

22、n she did the unthinkable. She said， “Thank you.” From then on， Shelley was a different little girl. She started smiling and talking with other kids. Looking back at this Im in awe(惊叹)， because all I did was to help her realize that she wasnt alone. I didnt ask her to tell her story， because her sto

23、ry is my story. 24. What was Shelley like when the writer first saw her? A. Cold.B. Lazy.C. Noisy.D. Slow. 25. In order to get through to Shelley， the writer_. A. wrote her a bookB. made her a toy C. drew her a pictureD. told her a story 26. Shelley changed a lot because she realized that_. A. her t

24、eachers loved her B. her classmates were kind 7 / 16 C. the writer understood her D. she had to study even harder C School Gardens Could Help Children Try More Vegetables Its not always enjoyable for children to eat vegetables. But what if a garden is built in the school? New research suggests that

25、a gardening program in schools can increase childrens vegetable intake(摄 入量) . How the Study Was Carried Out The study was carried out in eight schools， Each school was in the gardening program for one school year. Every child in grades 3-5 received a total of eighteen 60-minute lessons across the s

26、chool year. In the program， each school built a garden， where children learned to grow their own fresh produce， like fruit and vegetables. The Benefits Children Could Get The study found that vegetable intake if the children who grew their own produce increased greatly across the year. Related studi

27、es show that increased vegetable intake can improve health and cut the risk of chronic diseases(慢性疾病). Not only are there benefits to health, increasing the variety of vegetables children are exposed(接触)to may also make mealtimes much easier.” Children who are often exposed to a variety of vegetable

28、s are more likely to try new foods,” explains Dr. Kerry Jones. For children, growing their own food is a powerful tool to increase their intake of the food. _28_ Any opportunity to expose children to more vegetables is meaningful. “If children are learning about vegetables at school, its important t

29、o encourage this interest,” says Jones. Parents can listen 8 / 16 to their children about what they have learned and read the handouts they bring home from school. Parents and children can also read books together. Younger children can enjoy reading stories about vegetables with parents who offer us

30、eful message. Older children may enjoy searching through cookbooks with parents to find new dinner ideas to cook vegetables in a tasty way. Besides, a small planter box in a sunny part at home can encourage children to understand more about where their food comes from. Teaching children to grow thei

31、r own produce is a great way to increase their preference for the produce. If children are taught to enjoy vegetables early in life, they will probably continue eating vegetables in the long term. 27. What did children do in the gardening program? A. They did research on new plants. B. They grew fre

32、sh produce at school. C. They took home green vegetables D. They built gardens for their classes. 28. Which of the following would be the best heading for Paragaph4? A. Ideas to Encourage Children to Cook at Home B. Ways to Expose Children to Vegetables at Home C. Reasons Why Parents Should Understa

33、nd Children D. Suggestions Which Children Could Get from Parents 29. What can we learn from the program? A. Parent support might improve childrens reading. B. School programs could develop students creativity. C. Doing studies can prepare students for future learning. D. Hands-on experience may infl

34、uence childrens preference. D 9 / 16 Nature and culture are often seen as opposite ideas. What belongs to nature cannot be the result of human activities and. on the other hand， cultural development is achieved against nature. However. this is not the only opinion on the relationship between nature

35、and culture. Studies in the development of humans suggest that culture， whether taken as an effort against nature or a natural effort, is part of the development of the human species(物种). Several modern writers saw the process of education as a struggle(斗争) against human nature. We are born with wil

36、d natures. such as eating and behaving in a disorganized way or acting selfishly. Education uses culture as a way to get us out of our widest natures； it is thanks to culture that the human species could learn to adapt(适应) ， progress and raise itself above and beyond other species. Over the past cen

37、tury and a half， however， studies in the history of human development have shown that the formation of culture is part of the biological adaptation. Consider， for example， hunting(打猎) . It seems to be an adaptation， which allowed humans to move into new and different areas， opening up the opportunit

38、y to change living habits. At the same time， the development of weapons(武器) is related to that adaptationfrom rocks and stones to a set of hunting tools， and from hunting tools to rules relating to the proper use of weapons. Hunting also seems to be responsible for a whole set of bodily abilities， s

39、uch as balancing on one foot. Just think of how this very simple thing is closely related to dance， a key expression of human culture. It is then clear that biological development and cultural development are closely tied. The transmission of culture seems to be directly related to whats in our bloo

40、d. Just as snails carry their shell， so do we bring along our culture. However， culture is also passed on among people of the same times or among people belonging to different populations. We can learn how to make jiaozi even if we were born from Russian parents in Paris just as we can learn how to

41、speak English even if none of our family or friends speaks that language. 10 / 16 30. What is Paragraph 2 mainly about? A. Culture belongs to human nature. B. Nature teaches humans how to adapt. C. Humans are supposed to be well organized. D. Education pushes the human species to progress. 31. Why d

42、oes the writer talk about hunting in Paragraph 3? A. To suggest some possible ways of changing living habits. B. To stress the importance of tools in humans struggle for life. C. To show how culture develops as humans adapt to the environment. D. To explain why there is a need to call for the proper

43、 use of weapons. 32. The word “transmission” in Paragraph 4 probably means “_”. A. systemB. spreadC. startD. spirit 33. What is the writers opinion on the nature-culture relationship? A. Culture and nature are separate yet balanced. B. Culture depends much on nature to progress. C. Nature and cultur

44、e are different but connected. D. Nature follows the unwritten rules set by culture. 第二部分 本部分共 6 题，共 20 分。根据题目要求，完成相应任务。 四、阅读表达（每题 2 分，共 10 分） 阅读短文，根据短文内容回答问题。 Screen-Free Days 11 / 16 I remember the first time I suggested screen-free days in our school to some of our student leaders. Jokingly, I sa

45、id to the group, “What do you think if we go a week without using our laptops or smartphones?” They laughed, and one of them said, “No way, Mr. White. They would be too much.” I could feel their worry, and told them that I was only considering single screen-free days. Even that idea left them feelin

46、g upset. According to a survey we did, most student in our school spend about six hours a day on screens. Many of my students start their day by checking their smartphones. I often see them looking at their phones when getting off the bus or at parents drop-off-they cant use their own “screens” at s

47、chool. They usually work on computers at school for at least two hours during the day. Its clear that our students spend a lot of time on screens， We do see the benefits of technology. However, we teachers also want to make sure that students have balanced learning and social experiences away from t

48、heir screens. Thats why we have come up with the idea of screen-free days. During the course of the year， we have built in several screen-free days that require us to make different plans for our students about how they will communicate with one another and the world around them without “screens”. F

49、or some teachers， this means bringing back a valuable lesson plan that has been put off for some time because it is “out of date. Others have designed something completely new. Fun activities， for example， card games and room escape(密室逃脱) games， are organized at school. In these activities， students

50、 socialize without smartphones and have face-to-face communication without checking on “likes” theyve got online. These fun activities also make it possible for the whole grade to enjoy the company of their friends with no smartphones. 12 / 16 After our first screen-free day， students mentioned that