1、北京市2021年中考英语试题学校:_姓名：_班级：_考号：_一、单项选择1Marys birthday is coming. Weve decided to make a cake for _.AhimBherCyouDthem2Space Day of China falls _ April 24th every year.AonBbyCatDin3_ shall we meet for the picnic?At the school gate.AHowBWhenCWhyDWhere4Sam, _ I join you in the community service?Of course
2、you can.AcanBmustCshouldDneed5The doctors worked for ten hours, _ nobody took a break.AsoBforCbutDor6The teacher is glad to see that Tony is _ than before.AcarefulBmore carefulCmost carefulDthe most careful7Peter, what are you doing?Oh, I _ a report about national heroes.Awill writeBam writingCwrote
3、Dhave written8My parents and I _ trees last Sunday.AplantBwill plantCare plantingDplanted9Lily, what do you usually do after school?I _ exercise with my friends.AdoBdidCwill doDwas doing10Mr. Smith _ Chinese for two years.Hes much better at it now.AlearnsBwas learningChas learnedDwill learn11Today,
4、many winter Olympic sports _ even by children.AenjoyedBenjoyCwere enjoyedDare enjoyed12Could you please tell me _?Next Thursday morning.Awhen we visited the Capital MuseumBwhen did we visit the Capital MuseumCwhen we will visit the Capital MuseumDwhen will we visit the Capital Museum二、完形填空The Pictur
5、e of PeaceWhen Mike was seven, he knew his dream was to be a photographer.He kept working on 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 n
6、ot use one of your photos on the computer?” suggested Mom. “I cantthe rules say the photos have 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 competi
7、tion is peace,” Mike explained, “and I feel most peaceful seeing a sunset.” Zach, his six-year-old 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
8、 clear skies. He carefully lined up his shot(镜头) and waited _16_ till the sun reached the ground. “Thats 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 b
9、ear under his arm. Mike didnt wake Zach up, and carefully took a picture of him. A week later, 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
10、 eyebrows(眉毛) rose as he_19_ the photo of Zach. He looked back at the photo of the sunset, which seemed less perfect now. He_20_ the two choices. Finally, he decided to hand in the photo of Zach for the competition.13AviolinBtennisCphotoDchess14AchooseBcollectCdescribeDdesign15AprizeBtopicCresultDpu
11、rpose16ApolitelyBbravelyChopefullyDsecretly17AplayingBreadingCwritingDsleeping18AafraidBeagerCsurprisedDconfused19AstudiedBsharedCcopiedDfixed20AchangedBofferedCacceptedDweighed三、阅读单选Young Heroes for the PlanetNowadays, people around the world are working to help our planet. Check out how the four y
12、oung adults made a difference. Saving PandasWhen 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,” Jack says. Growing RightKathy, 14, set up an organization to educat
13、e 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 EnergyAt the age of 12, Linda invented a machine called SuperE. It collects heat from fields to make electricity(电), Linda says her invention creates ele
14、ctricity in a way that is less harmful to the environment. Cleaning UpPatrick, 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 was to fight plastic pollution. 21Who started a group to teach kid
15、s about pandas?AJack.BKathy.CLinda.DPatrick.22How old was Linda when she invented SuperE?A11.B12.C13.D14.23What was the goal of Patricks project?ATo fight plastic pollution.BTo protect pandas in dangerCTo learn about native plants.DTo use heat to make electricity.When I was in the eighth grade, my c
16、lass 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 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 t
17、oys, crayons and candies. But try as I might, nothing worked. One time, I gave her a coloring book and said, “Shelley, now you can color at any time.”Shelley looked at the coloring book and then looked up at me, and finally looked away. By that, I didnt know how I was going to get through to the lit
18、tle 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 I felt lonely when I was with my classmates, and how I thought 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 peo
19、ple 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 then she did the unthinkable. She said, “Thank you.” From then on, Shelley was a different little girl. She started smil
20、ing 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 story is my story.24What was Shelley like when the writer first saw her?ACold.BLazy.CNoisy.DSlow.25In order to get thro
21、ugh to Shelley, the writer _.Awrote her a bookBmade her a toyCdrew her a pictureDtold her a story26Shelley changed a lot because she realized that _.Aher teachers loved herBher classmates were kindCthe writer understood herDshe had to study even harderSchool Gardens Could Help Children Try More Vege
22、tablesIts not always enjoyable for children to eat vegetables. But what if a garden is built in the school? New research suggests that a gardening program in schools can increase childrens vegetable intake(摄入量) . How the Study Was Carried OutThe study was carried out in eight schools. Each school wa
23、s in the gardening program for one school year. Every child in grades 3-5 received a total of eighteen 60-minute lessons across the school 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
24、GetThe study found that vegetable intake if the children who grew their own produce increased greatly across the year. Related studies 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
25、vegetables children are exposed(接触)to may also make mealtimes much easier.” Children who are often exposed to a variety of vegetables 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 oppo
26、rtunity to expose children to more vegetables is meaningful. “If children are learning about vegetables at school, its important to encourage this interest,” says Jones. Parents can listen to their children about what they have learned and read the handouts they bring home from school. Parents and c
27、hildren can also read books together.Younger children can enjoy reading stories about vegetables with parents who offer useful messages. 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 sun
28、ny part at home can encourage children to understand more about where their food comes from. Teaching children to grow their 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 vegetable
29、s in the long term.27What did children do in the gardening program?AThey did research on new plants.BThey grew fresh produce at school.CThey took home green vegetablesDThey built gardens for their classes.28Which of the following would be the best heading for Paragaph4?AIdeas to Encourage Children t
30、o Cook at HomeBWays to Expose Children to Vegetables at HomeCReasons Why Parents Should Understand ChildrenDSuggestions Which Children Could Get from Parents29What can we learn from the program?AParents support might improve childrens reading.BSchool programs could develop students creativity.CDoing
31、 studies can prepare students for future learning.DHands-on experience may influence childrens preference.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. Howev
32、er, this is not the only opinion on the relationship between nature 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 ed
33、ucation as a struggle(斗争) against human nature. We are born with wild 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) , progres
34、s and raise itself above and beyond other species. Over the past century 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 hu
35、mans to move into new and different areas, opening up the opportunity to change living habits. At the same time, the development of weapons(武器) is related to that adaptation-from rocks and stones to a set of hunting tools, and from hunting tools to rules relating to the proper use of weapons. Huntin
36、g also seems to be responsible for a whole set of bodily abilities, such 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 tran
37、smission of culture seems to be directly related to whats in our blood.Just as snails carry their shells, so do we bring along our culture.However, culture is also passed on among people of the same time or among people belonging to different populations.We can learn how to make jiaozi even if we we
38、re born from Russian parents in Paris just as we can learn how to speak English even if none of our family or friends speak that language.30What is Paragraph 2 mainly about?ACulture belongs to human nature.BNature teaches humans how to adapt.CHumans are supposed to be well organized.DEducation pushe
39、s the human species to progress.31Why does the writer talk about hunting in Paragraph 3?ATo suggest some possible ways of changing living habits.BTo stress the importance of tools in humans struggle for life.CTo show how culture develops as humans adapt to the environment.DTo explain why there is a
40、need to call for the proper use of weapons.32The word “transmission” in Paragraph 4 probably means “_”.AsystemBspreadCstartDspirit33What is the writers opinion on the nature-culture relationship?ACulture and nature are separate yet balanced.BCulture depends much on nature to progress.CNature and cul
41、ture are different but connected.DNature follows the unwritten rules set by culture.四、阅读回答问题Screen-Free DaysI remember the first time I suggested screen-free days in our school to some of our student leaders. Jokingly, I said to the group, “What do you think if we go a week without using our laptops
42、 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 feeling upset. According to a survey we did, most students in our school spend about
43、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 school. They usually work on computers at school for at least two hours during
44、 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 their screens.Thats why we have come up with the idea of screen-free days. Dur
45、ing 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”.For some teachers, this means bringing back a valuable lesson plan that has been
46、 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 socialize without smartphones and have face-to-face communication without che
47、cking 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. After our first screen-free day, students mentioned that they were surprised they enjoyed it.Finding ways to help our students connect with one another is important. While technology is already part
