2021北京東城初三二模英    語2021.6學(xué)校____________班級____________姓名____________教育ID號____________考生須知1.本試卷共10頁，共五道大題，39道小題，滿分60分，考試時間90分鐘。2.在試卷和答題卡上準(zhǔn)確填寫學(xué)校、班級、姓名和教育ID號。3.試題答案一律填涂或書寫在答題卡上，在試卷上作答無效。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)束后，請將答題卡交回。知識運(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四個選項(xiàng)中，選擇可以填入空白處的最佳選項(xiàng)。1.——Is this book Betty's？——No, it's not         . It's Ann's.A. mine   B. hers   C. yours   D. his2.——Happy birthday, Lily！I have got a present          you.——Thank you so much.A. for    B. of   C. to    D. from3. We must work together as a team,           we won't finish the task.A. and   B. but    C. or   D.so4.——        do you play basketball with your friends？——Twice a week.A. How often   B. How much  C. How soon  D. How long5. Jason is good at running. He          run 100 meters in 11 seconds.A. must    B. should   C. need    D. can6. Tom came to school         than usual today.A. early    B. earlier   C. earliest   D. the earliest7.——I          a book report now. Can I talk to you later?——No problem.A. write   B. wrote   C. am writing   D. was writing8.——Shall we go to the museum tomorrow?——I'd love to, but I'm afraid I can't. I         my grandparents.A. visit   B. visited   C. have visited   D. will visit9. My friend David and I         in touch since he moved to Shanghai.A. keep   B. kept   C. have kept  D. will keep10.When I walked into the classroom yesterday, everyone        .A. has studied   B. was studying   C. studied   D. studies11.——This car looks old.——Look at the sign. It says the car        in 1975.A. makes    B. made   C. is made   D. was made12.——Do you know          ？——At 12：30 every weekday.A. when the school library opensB. when the school library openedC. when did the school library openD. when does the school library open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四個選項(xiàng)中，選擇最佳選項(xiàng)。At six years old. I dreamed of becoming an artist. My mom knew this, so she gave me some    13  . They quickly became my treasure.Unfortunately, Emily, my little sister, thought they were very good, too. For three days, she would ask to play with my markers. Finally, she    14    asking, and I was able to leave them in my room when I went to school, certain that she wouldn't enter my room.But when I got home from school, I saw my markers weren't where I had left them. My rainbow-colored treasures were gone！I    15    the house for Emily, thinking that she might have something to do with their disappearance. I found her in the basement and she was drawing something with my markers. I started    16    at her, grabbed (抓起) the markers-at least the ones I could reach-and ran back up to my room, shutting the door with a loud noise behind me. I sat there for at least half an hour.   17   ,I heard Emily's footsteps coming up the stairs. I noticed a folded (折疊的) piece of paper being pushed under the door.Once it reached my side of the door, I picked it up. As I read the words written on the cover, my    18    quickly disappeared, and tears began to well up in my eyes. On the front of the paper in rainbow colors were the words “Best Sister”. Inside was a picture Emily had drawn of herself offering me a late birthday gift.Emily used my markers to make something    19    for me. It made me realize the greatest 20 of all is the love you have for your family—and the love they have for you.I opened the door, reached out to Emily and gave her a big hug.13. A. brushes    B. erasers   C. markers    D. crayons14. A. stopped    B. hated    C. regretted    D. risked15. A. cleaned    B. left     C. opened    D. searched16. A. shouting    B. laughing    C. nodding    D. waving17. A. Immediately   B. Finally    C. Luckily    D. Naturally18. A. fear    B. worry   C. anger    D. confusion19. A. funny    B. useful    C. popular    D. special20. A. surprise    B. treasure    C. attraction   D. success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四個選項(xiàng)中選擇最佳選項(xiàng)。（共26分，每小題2分）AOur magazine is asking students to nominate (推薦) their teachers for Teacher of the Week！Here are four nominated teachers.Name：Mrs. Corcoran School：Boxgrove Primary School, SurreyI love Mrs. Corcoran's teaching style！If we don't understand something, she will explain it again in a different way. This makes us feel confident to try our best. She once said, “When you listen to others, they will listen to you.” This helps the class to respect each other.—GeorgeName：Ms. TymkinSchool：Hunter Magnet ElementaryMs. Tymkin is nice to all her students. She makes everyone feel special. She is also a national coach ambassador (大使) for Girls on the Run and she uses that platform to help many girls in her community become strong and successful. I will always remember the influence she had on my life！—JosieName：Mr. McHaleSchool：Cascadia ElementaryMr. McHale is super funny. He keeps us happy by telling jokes and playing the guitar. He is always willing to help anywhere-at school, on the playground, and on the computer. He is my favorite teacher so far. Plus, he has a really cute dog.—AshlynnName：Mr. BassSchool：Sky View ElementaryMr. Bass teaches social studies. He never fails to recognize students who are putting in hard work every day. As long as you are working hard, your grade will show that. For remote (遠(yuǎn)程的)learning, he gives us great activities to do that require deep research.—Abbey21. Who nominated Mrs. Corcoran for Teacher of the Week？A. Ashlynn.  B. George.  C. Josie.   D. Abbey22. What is Ms. Tymkin like？A. Kind.   B. Funny.  C. Patient.  D. Smart.23. Mr. McHale was nominated for Teacher of the Week because        .A. he coaches his students in runningB. he values the students who study hardC. he guides his students to respect each otherD. he is helpful and often keeps his students happyBKellan was coaching one of the beginning soccer teams-the Falcons. It was their first practice.“Angela, you're supposed to be guarding the net!” Kellan called out.“But I'm making a flower chain for you,” the girl replied.A few moments later, Angela ran off the field to present Kellan with her gift. Angela's teammate Jason, meanwhile, was following the slow-movement of a caterpillar (毛毛蟲)in the middle of the field, while another player, Rory, was playing in a near-by pond of rainwater.After the practice,  Kellan felt really tired, as if she had run a marathon.When she arrived home. Kellan threw herself on the couch and thought carefully about the practice. The players ran in a hundred different directions. They didn't recognize each other's strengths and had no idea how to work together. As she touched the flower chain still hanging around her neck, an idea slowly started taking shape in her mind.The next day, Kellan called for her players to gather around and took out a picture. The picture showed the loops of a big chain, and each loop had a team member's name as well as a talent written on it. “This picture shows one way each person can help our team,” Kellan began explaining. “For example, Rory has fast speed, and Jason has sharp eyes for watching the ball.” Kellan noticed how everyone in the group slowly changed, sitting up taller and smiling as she mentioned their names and skills.“What will happen if one loop is missing?” asked Kellan.“The chain will fall apart, and it won't be a chain anymore,” Angela replied.“Exactly!” Kellan said. “In order to be a team, we need everyone to work together, like loops in a chain. It won't be easy, but I want every person to try.”Her players still struggled with their practice, but, for the first time, they tried to help each other. It was a start. Kellan felt a sense of satisfaction as she waved good-bye to her team at the end of the practice.24. What was Angela doing when Kellan first coached the Falcons?A. She was guarding the net.   B. She was playing with water.C. She was making a flower chain.  D. She was watching a caterpillar.25. Why did the players slowly change as Kellan mentioned their names and skills?A. Because everyone realized their own importance.B. Because they wanted to share their thoughts.C. Because they knew they would have big fun.D. Because everyone did well in the practice.26. By showing the picture of a chain, Kellan wanted the kids to understand          .A. the value of winning    B. the purpose of practiceC. the importance of trying    D. the power of teamworkCKyle Pahigian is a 10th-grade math teacher. In her class, writing is often used as a learning strategy(策略).Instead of telling her students what a polygon(多邊形)is, for example, she will show them a set of polygons and a set of non-polygons, and ask them, “What differences do you see?”  Students write down their answers, and then join groups to compare them. “It's really interesting for me to read what they've written. It gives me a window into my students’ thinking,” she said.A recent study shows writing is such a beneficial activity not just in subjects like history and English, but across all subjects. Professor Steve Graham examined 56 studies looking at the benefits of writing in science, social studies, and math and found that writing improved learning across all grade levels. While teachers commonly ask students to write about a topic in order to assess(評價)how well they understand the material, the process of writing also improves students’ ability to recall information, make connections between different ideas, and synthesize(合成)information in new ways.Information is quickly forgotten if it's not reinforced, and writing helps to strengthen students’ memories of the material they're learning. Writing also encourages students to process information at a deeper level. “Putting thoughts on paper encourages students to assess different ideas, weigh the importance of each one and consider the order they should be presented in,” Graham writes. By doing so, students may make new connections between ideas, ones they may not have made at the beginning.Students often believe that they understand a topic, but if they're asked to write it down and explain it, gaps in their understanding may be shown. One effective writing strategy that Graham found was metacognitive prompting(元認(rèn)知提示),in which students are asked not only to recall information but also to use what they have learned in different situations. For example, instead of simply reading about ecosystems(生態(tài)系統(tǒng))in a textbook, students can write about their own effect on ecosystem by examining how much rubbish their household produces.Many teachers of different subjects have tried using writing in their classes. Would you like to join them?27. Why does Kyle Pahigian use writing in her class?A. To make her class interesting.B. To stress the importance of writing.C. To see her students' thinking process.D. To help her students find answers quickly.28. What is Paragraph 3 mainly about?A. Why writing is effective in improving learningB. Why writing is necessary for assessing learning.C. How students process information at a deeper level.D. How students make new connections between ideas.29. Why does the writer give an example in Paragraph 4?A. To show students prefer writing to reading.B. To show students like to write about their own lifeC. To explain metacognitive prompting is a good writing strategy.D. To explain using knowledge in different situations is important.D“One day my kid didn't know how to use a can opener. I told her we couldn't eat anything until she found out how to use it.” John Roderick shared this story about himself and his 9-year-old daughter recently. It took his daughter six hours to open the can. Though his daughter shouted “I hate you”, Roderick didn't help. Roderick said this sink-or-swim method would let his daughter learn to care for herself. Too often, it seems that parents are either very strict with kids or endlessly rescuing(救援)them. But there's a middle ground. Parents can keep a close connection with their kids while also encouraging them to be capable(有能力的)and independent.Patrick Ishizuka, a researcher from Cornell University, reports that some parents these days are fans of “intensive parenting” which is seen as an opportunity to undertake a middle road in parenting. In intensive parenting, “parents are expected to sign children up for extracurricular(課外的)activities, take part in children's play at home, reason with children, ask questions and encourage children to express their opinions,” said Patrick Ishizuka.Raising capable kids is a long, gradual process in which parents' willingness to be deeply involved in their kids is really important. However, it isn't hurriedly rushing through a list of life skills before our high-schoolers head off to college, but rather, it's building the skills and confidence that enable our kids to take on the challenges they are going to face.When our goal is guiding children toward capability and confidence, it's helpful to think of childhood as an apprenticeship(學(xué)徒期). “Little by little, with care and guidance, we hand our children life and its problems, challenges and satisfactions,” wrote Rudolf Dreikurs in Happy Children：A Challenge to Parents. Instead of doing almost everything for kids or leaving kids to deal with a difficult situation alone, apprenticeship parents continually balance challenge and support for kids. Rather than just changing batteries(電池)for them, we show them how to use the tool and let them have a try. We only step in if our children need a hand. We accept that mistakes are part of the process, and give children more responsibility-while coaching kids through the emotional ups and downs of this growth work. In this way, we patiently help kids grow toward the confidence to do things on their own.30. John Roderick didn't help his daughter open the can because          .A. he expected her to be patientB. he wanted her to solve the problem aloneC. his daughter insisted on doing it by herselfD. his daughter had a heated argument with him31. What does “intensive parenting” in Paragraph 3 mean?A. Parents allow their kids to grow naturally.B. Parents help kids balance their study and play.C. Parents are deeply involved in their kids' lives.D. Parents try to encourage their kids to be independent.32. The writer probably agrees that          .A. kids must experience ups and downs to grow upB. kids need to learn lots of life skills before collegeC. parents should avoid making mistakes when raising kidsD. parents should guide kids through challenges when necessary33. Which of the following would be the best title for the passage?A. Giving Kids Encouragement or Responsibility?B. Apprenticeship Method-a Proper Way to Raise KidsC. Sink-or-Swim Method-a Helpful Way to Make Kids CapableD. Rescuing Kids Anytime or Leaving Kids Alone to Solve Problems?四、閱讀短文，根據(jù)短文內(nèi)容回答問題。（共10分，每小題2分）Do You Feel Like You Belong？Have you ever been unsure about a situation and looked around the room to see what other students were doing? You might have decided to “go with the crowd” and hide your real feelings or wants. The reason is the natural need to belong and fit in.A sense of belonging means that people feel accepted, included, or a part of something else. Belonging feels good, but we probably won't realize this until we miss it. Not belonging can be related to feelings of worthlessness, self-doubt and sadness.If you feel like you do not belong, you are not alone. When some researchers asked students if they recently felt like they belonged at their schools, 29%of them said they didn't feel that way. Feeling no sense of belonging is one of our common emotions and there is nothing wrong with it.When students feel that they belong, they are more likely to get good grades and perform well in school. A feeling of belonging also positively affects students' ability to perform daily activities and interact(互動)with people around them. It helps you develop positive attitudes toward learning, improves well-being, and improves your confidence in your ability to do well in school. Additionally, a high sense of belonging is related to less bad behavior in school and more positive social relationships.Building strong and healthy relationships with people in your life will help create a sense of belonging. Young people who feel supported by their friends are more likely to feel like they belong at school. When young people feel liked and cared for by teachers, they are more likely to report feelings of school belonging. Young people with parents who have positive conversations with their kids about school have also been found to feel high levels of school belonging.Interestingly, you can help with your own sense of belonging as well! Young people who can deal with challenges and stress, have good mental health, see a purpose and value in learning, have a good study habit, feel like they belong at school.Creating a culture of belonging is something that everyone has a role in.34. What is a sense of belonging?35. If a person doesn't have a sense of belonging, what feelings might he or she have?36. Is it normal for people to feel they don't belong?37. What is Paragraph 4 mainly about?38. Who can help young people to belong at school?書面表達(dá)（共10分）五、文段表達(dá)（10分）39.從下面兩個題目中任選一題，根據(jù)中文和英文提示，完成一篇不少于50詞的文段寫作。文中已給出內(nèi)容不計(jì)入總詞數(shù)。所給提示詞語僅供選用。請不要寫出你的校名和姓名。題目①假如你是李華，你原計(jì)劃本周日帶你校交換生Peter去參觀故宮博物院，但因故不能成行。請用英語給他寫一封郵件，向他表示歉意，說明原因，并提出彌補(bǔ)的辦法。提示詞語：sorry，hurt，next Sunday，ticket提示問題：·Why can't you go to the Palace Museum with Peter？·What will you do to make up for it？Dear Peter, Howe are you getting on?                                                     Yours，Li Hua題目②互助是一種美德。它有助于我們互相學(xué)習(xí)，共同進(jìn)步。某英文網(wǎng)站正在開展以“互助”為主題的征文活動。假如你是李華，請用英語寫一篇短文投稿，講述你與朋友互助的經(jīng)歷，以及你的感悟。提示詞語：be good at，notebook，talk，improve，friendship提示問題：·How did you and your friend(s) help each other？·What did you learn from it？Helping each other benefits both sides.                                        
2021北京東城初三二模英語參考答案知識運(yùn)用一、單項(xiàng)填空1.B    2.A   3.C   4.A5.D    6.B   7.C   8.D9.C    10.B   11.D   12.A二、完形填空13.C   14.A   15.D   16.A17.B   18.C   19.D   20.B閱讀理解三、閱讀短文，選擇最佳選項(xiàng)。21.В   22.А   23.D   24.C   25.A26.D   27.C   28.A   29.C   30.B31.C   32.D   33.B四、閱讀短文，回答問題。34. People feel accepted，included，or a part of something else.35. Feelings of worthlessness，self-doubt and sadness.36. Yes，it is.37. The importance/benefits of belonging.38. Their friends，teachers，parents and young people themselves.書面表達(dá)五、文段表達(dá)39.參考范文：題目①Dear Peter，Howe are you getting on？I'm sorry that I can't go to the Palace Museum with you this Sunday. I hurt my foot in the football training yesterday. The doctor told me to rest for a week.If you still want to visit it with me，what about going next Sunday？Please let me know as soon as possible so that I can book the tickets early.Yours，Li Hua題目②Helping each other benefits both sides. My friend Nancy and I were in the same study group last term. I was not good at physics，so Nancy lent me her notebook and helped me with my homework. Nancy was afraid of speaking English in class. I tried to talk with her in English as often as I could. I learned that helping each other can improve our weak points and deepen friendship.   

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