東城區(qū)2019-2020學(xué)年度第二學(xué)期初三年級(jí)統(tǒng)一測(cè)試（一）

英語(yǔ)試卷

考生須知：

1.本試卷共五道大題。

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

一、單項(xiàng)填空從下面各題所給的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)。

X.—Dad,mycomputerdoesn'twork.MayIuse?

一Sure.

A.mineB.yoursC，hisP.hers

2.WeoftenhaveafamilymeetingMondayevenings.

A.onB.ofC.inD.at

3.1havetoleavenow,________Iwillbelateforthemeeting.

A.forB.orC.butD.so

4.David,youtakevourumbrella.Itisnotrainin工

A.needn'tB.can'tC.mustn'tD.maynot

5.Yourhealthis_______thinginyourlife.

A.importantB.moreimportantC.mostimportantD.themostimportant

6.—Alice,________.didyoustarttoplaythepiano?

—Altheageoffive.

A.whenB.whyC.whereD.how

7.1fyoudon'tuseyourEnglish,you________it.

A.forgetB.forgotC.willforgetD.haveforgotten

8.一Tom,hurryup!Weforyou.

—Justoneminute.

A.waitB.waitedC.arewaitingD.havewaited9.Mr.Johnsonmetanoldfriendwhenhedownthe

street.

A.walksB.iswalkingC.willwalkD.waswalking

IOMikefootballsincethefourthgrade.

A.playsB.hasplayedC.isplayingD.willplay

U.Patientsgoodcareofwhentheystayinhospital.

A.takeB.tookC.aretakenD.weretaken

12.—Canyoutellmelastsummervacation?

一Sure.IwenttoShanghai.

A.wheredidyougoB.whereyouwentC.wherewillyougoD.whereyouwillgo

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)。

BorntoDraw

Jennalookedatthecalendarandsighed（嘆氣）.Eventhoughshelookedforwardtothenewterm,shewould

missspendinghersummervacation13.Itwassosatisfyingtoseehowherdrawingscouldbringlifetoher

storytelling!

Unfortunately,Jennasparentsdidn'tunderstandhowmuchshewantedtobeacomicillustrator（插畫(huà)家）.When

shetalkedaboutherdreamjobwithherparents,sheexpectedthemto14her.Instead,theyexplainedthat

drawingcomicswasahobby,notacareer（職業(yè)）.

Jennacouldn'tstopthinkingaboutthatunpleasantconversation,sosheturnedtoherelderbrother,James.She

wantedherbrothertohelphermaketheirparents15thatdrawingcomicsisanartformandthatitcanevenbe

agreatcareer.

Butasshespoke,thelookonherbrother'sfacetoldherthatheagreedwiththeirparents.Jennapolitelylistened

toherbrotherandthenshewalkedbacktoherroom16.

Atschoolafewweekslater,MissBridwellnoticedthatJennawasn'therself.JennatoldMissBridwellthatshe

was17becauseherparentsdidn'tbackherchoiceofbecomingacomicillustrator.

Pointingtothebookshelfinthefrontoftheroom,MissBridwellbegan,"WhenIwasprobablyaboutyourage,

mydadoncesaidwritingwasnotacareer.Iwasjuststraightforwardwithmydad.Isimplytoldhimthetruth.I

explainedthatIenjoyedwriting,andthatIwantedtogetbetterandtowrite.Iguessmy18camethrough,and

hebelievedme.”

MissBridwell'sstory19Jennaalot,soshedecidedtodiscussherideaswithherparentsagain.Itdidn't

happenimmediately,butintheend,theycametounderstandthatJenna's20ofdrawingcomicswasmore

importantthanwhetheritwasthecareertheywantedforJenna.

13.A.drawingB.readingC.writingD.singing

14.A.comfortB.supportC.teachD.follow

15.A.promiseB.decideC.proveD.believe

16A.secretlyB.hopefullyC.cheerfullyD.quietly

17.A.regretfulB.nervousC.upsetD.frightened

18.A.honestyB.patienceC.prideD.carefulness

19.A.remindedB.encouragedC.surprisedD.interested

20.A.loveB.experienceC.purposeD.memory

閱讀理解

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)。

A

Herearesomebooksaboutspacetravel.TakeatriptotheMoonandbeyondwiththeseencouragingreads.

BalloontotheMoonTheExtraordinaryLifeofNeilArmstrong

LongbeforeanyonehadNeilArmstrongmadehistoryin

designedarocket,theMontgolfierbrotherswere1969whenhebecamethefirstpersontosetfootonthe

makinghotairballoons.InOctober1783,theybecameMoon.Fromhischildhoodplayingwithmodelplanes

thefirstpeopletoexperiencecontrolledflight.Balloontobecomingoneofthemostfamousastronautsofall

totheMoonstartsthereandleadstoNeilArmstrong'stime,discoverthewonderfulstoryofNeilArmstrong's

"smallstep**andbeyond.Learnaboutalltheprogressoflifeinthisbook.Ithaslotsoffactsandpictures,and

thespacetravel,thengetreadyforanunknownbutshowsthekeyeventsinhislife.

excitingfuture.

ToSpace&Back

CountingonKatherine

■

SallyRidebecamethefirst

TOThisencouragingbooktellsthe

Americanwomaninspacein1983.Inthisbook,Sally

sharesherpersonalexperienceoftravelingintospace.sLoryofKatherineJohnsonwhohasagiftformathShe

Fromdiscussingtheexperienceoflivingandworking

helpedmakethehistoricApollo11moonlanding

inspacetoexplaininghowastronautstrainandadapt

PossibleandmadesurethatApollo13returnedhome

（適應(yīng)）totheirnewenvironment,shetalksabouther

safelywhenthemission（任務(wù)）wasindanger.

journeythroughspace.

21.WhofirstexperiencedcontrolledflightinOctober1783?

A.TheMontgolfierbrothers.B.KatherineJohnson.

C.NeilArmstrong.D.SallyRide.

22.Ifagirlisinterestedinwomenastronauts'lifeinspace,shewillprobablyread.

A.ToSpace&BackB.BalloontotheMoon

C.CountingonKatherineD.TheExtraordinaryLifeofNeilArmstrong

23.WhatdidKatherineJohnsondo?

A.Shedesignedthefirstrocket.B.Sherecordedkeyeventsofspacetravel.

CSheexplainedhowastronautstrainedforspacetravel.D.ShehelpedmaketheApollo11moonlandingpossible.

Peoplecanreduce,reuse,orrecyclewasteinsteadofthrowingitaway.MattandSamdecidedtodoan

experiment.TheywantedtoseeexactlyhowmuchwastethethreeR'scouldsave.

First,theycollectedtherubbishfromsixclassroomsattheirschool.Theydividedtherubbishintothreegroups:

?thingsthatwerereusable,suchasapenciloramarkerthathadbeenthrownaway

?thingsthatcouldberecycled,suchascans,glass,orpaper

?thingsthatweretrulywasteThen,MattandSamweighedeachofthethreegroups.Theylearnedthat84%of

thetotalrubbishthrownawaythatdaycouldberecycledorreused.Theydecidedtodosomethingaboutit.

MattandSampresentedtheideaofstartingarecyclingprogrammetotheschoolleaders.Thentheyworkedwith

theStudentCouncil.Theypreparedbrochures（手冊(cè)）tosendhometotellthestudentsandtheirfamiliesabout

recycling.Theystatedinthebrochurethatrecyclinghelpstokeepourplanethealthy.Theschoolboughtcolored

containers（容器）foreachclassroom.Eachroomreceivedabluecontainerforpaperandagreencontainerforglass

andcans.Theyalsoreceivedaredcontainerforrealrubbish.

Withinashorttime,eachclassroomintheschoolwassortingrecyclablematerialsfromrubbishbeforeitwas

thrown.MattandSamdecidedtoweightherubbishonemoretime.Theywantedtochecktheschool'sprogress.They

collectedtherubbishfromtheredcontainersfromthesamesixclassroomsasbefore.Theysortedtherubbishinto

threegroupsagainandweighedeachgroup.Thistime,theywerepleasedtofindthattheredcontainerswerefilled

with90%wastethatshouldbethrownaway.Only10%ofrecyclablematerialshadbeenthrownintothered

containers.MattandSamwerepleasedwiththeirschool'seffortatreducingwasteonourplanet.

24.Bydoinganexperiment,MattandSamwantedtofindout.

A.whatthingscouldbereusedB.whatrecyclablematerialscouldbesaved

C.howmuchwastethethreeR*scouldsaveD.howmuchwastetheirschoolproducedaday

25.WhatdidMattandSamdointherecyclingprogramme?

A.Theymadeaspeechonrecycling.B.Theywroteareporttotheschoolleaders.

C.Theyboughtcoloredcontainersforeachclassroom.D.Theyhelpedstudentsandtheirfamiliesknowabout

recycling.

26.WhichwordcanbestdescribeMattandSam?A.Responsible.B.Friendly.C.Independent.

D.Confident.

c

/?Weseelogosonsigns,buildings,television,andevenontheclotheswewear.

TheOlympicLogo

Logosareusedtostandforbrands（品牌）.TherearelogossuchastheNike"swoosh",theApplelogoandthecolorful

ringsoftheOlympicGames.Alloftheselogosaredesignedtoattractourattention.Theyalsohelpusremembera

productorserviceconnectedtothelogo.However,researchperformedattheUniversityofCalifornia,LosAngeles

findsthatrememberingthedetailsoflogosisverydifficult.Theresearcherstrytoexplainthis.

Logosaretypicallydesignedtobesimpleandeasytorecognize.Yetthefrequentexposure（頻繁接觸）tothese

logoscanactuallymakeourbrainsoverlookthedetailsoflogos.Itwouldbechallengingtotrytorememberevery

singlethingthatcrossesourpath.Wetakeinsomuchinformationeverydaythatthebrainworkstonotice

informationthatdoesnotneedtobestored.Itallowstheunimportantinformationtodisappeargraduallyfromour

memory.

Thedetailsofproductlogosarejustthekindofinformationourbrainstelluswedonotneed.Thismaybe

discouragingtologodesignersandtocompaniesthatusetheseeye-catchinglogos.Buttherearestillmanybusiness

expertswhobelieveintheimportanceofarecognizablelogo.

Eventhoughthebrainislikelytopaynoattentiontounnecessarydetails,itisalsoprogrammedforrecognition.

Whenweseelogosoverandoveragain,webecomefamiliar（熟悉）withthem.Thisrepeatedexposureleadsour

brainstorememberthebasicideawithoutallofthedetails.Thisgeneralsenseofmemoryhasitsownbenefits.Itcan

makeusfeellikewereallyknowtheproductbehindthelogo.Infact,familiaritywithalogocanevenmakepeople

feelmorecomfortableaboutbuyingorusingcertainproducts.

Logosareeverywherewelooktoday.Thosepeoplewhocreatelogosneedtoknowthatpeoplewillonly

rememberwhattheybelieveisimportant.Acleverdesignmaybeinteresting,butmostpeoplewillforgetthedetails.

27.Inthefirstparagraph,thewritermainly.

A.introducessomefamousbrandsB.describesthedesignofsomelogos

C.showsthepopularityoffamousbrandsD.explainsthepurposeofdesigninglogos

28.Theword"overlook"inParagraph2probablymeans"".A.trytorememberB.seetheimportanceof

C.takenonoticeofD.failtounderstand

29.Whatcanwelearnfromthepassage?

A.Businessexpertsthinkthedetailsoflogosareunnecessary.

B.Ourbrainscanchoosewhichlogostonoticeandremember.

C.Therepeatedexposuretoalogocanleadpeopletobuytheproduct.

D.Peopleknowmoreabouttheproductsbehindlogoswithmoredetails.

30.Whichofthefollowingwouldbethebesttitleforthepassage?

A.WhatMakesaGoodLogo?B.WhatCanWeSeeinaLogo?

C.WhyIsaGoodLogoImportant?D.WhyShouldLogosBeRecognizable?

D

Thestudentsarequietingdownintheirseats.Theteacherbeginstogivelessons.Thensheasksaquestionforthe

classtoanswer,andthestudentsallreactinseparateways.

Eachstudentisspecialwithdifferentstrengthsandweaknesses.Becauseofthisfact,differentstudentslearn

differently.Whilesomemaylearnbyquicklyansweringtheteacher'squestion,speakingupwitheaseandcomfort,

othersmaylearnjustaswellbylisteningtotheirclassmatesandteacherspeak.Thesestudentsshouldnotbepunished

forlearningthewaytheydo,butwhenteachersgradeclassparticipation（參與）,thatisexactlywhattheyaredoing.

AccordingtoasurveycarriedoutbyBonnieM.Miller,aprofessoratUniversityofMassachusettsBoston,

60%ofherstudentsbelievethatgradingparticipationdoesnotencouragethemtoparticipatemoreinclass.Theyfeel

morecomfortableexpressingtheirthoughtsiftheyknowwhattheysaywillnotbegivenanumberlateron.

Someotherstudentsbelievethatwhenclassparticipationisgraded,teachersareawardingoutgoingstudents

whilepunishingshyones.Gradingclassparticipationsendsthemessagethatshystudentsarenotgoodstudents.It

makesthemfeelliketheyshouldbeoutgoing,loud,andabletolearnbytalking,whichmakesthemfeel

uncomfortable.

Inmyexperiencewithclasseswhereclassparticipationwasgraded,Ifeltdifficulttodowell.Forexample,

insteadofbeingabletofullyfocusonwhatmyteacherandclassmatessaid,mymindwouldracewiththethingsthat

Icouldpossiblyshareintheclassdiscussion.EitherIwouldbetooslowinraisingmyhand,orfeeltoonervoustolift

itatall.Imaginingmyfallinggrades,wishingthatIcouldsomehowbeamoreoutgoingperson,suddenlymy

thoughtswouldbeinterruptedbythesoundofmyclassmatesgettinguptoleave,andIwouldrealizethatIlearned

nearlynothingthatclass.

Whafsmore,byfocusingonthestudentswhotalkthemostinclass,teachersfailtoawardstudentswhomaybe

goodlisteners-askillthatisasimportantasbeingabletotalkinfrontofagroupofpeople.

Teacherscanincreaseclassparticipationbyprovidingdifferentwaysofgradingparticipationthatareacceptable

todifferentpersonalitiesandlearningways.Forexample,theycangivestudentsopportunitiestowritetheirideas.

Mostimportantly,teachersshouldcreateclassroomswherestudentswanttolearn.

31.Accordingtothepassage,inaclasswhereparticipationisgraded,.

A.moststudentsarelikelytoactactively

B.somestudentsfeelstressedtobewhotheyare

C.studentsareforcedtolistentotheirclassmates

D.studentsareencouragedtolearnthewaytheyprefer

32.ThewritertalksabouthisownexperienceinParagraph5toexplain.

A.whystudentscaremuchaboutgrades

B.whylisteningisasimportantasspeakingup

C.howgradingparticipationinfluenceslearningprocess

D.howstudentsfeelwhenpreparingforspeakingupinclass3

33.What'sthewriter'smainpurposeinwritingthepassage?

AToremindteachersoftheimportanceofgradingproperlyinclass.

B.Totellstudentstheeffecttheirpersonalitieshaveonlearning.

C.lbencourageteacherstokeepstudentsactiveinclass.

D.Toprovidestudentswithwaystoparticipateinclass.

四、閱讀短文，根據(jù)短文內(nèi)容回答問(wèn)題。

KeepCalmandCarryOn

StuartManleyandhiswife,Mary,runasecond-handbookshopcalledBarterBooksin

Alnwick,Northumberland.In2000,theyboughtaboxofoldbooks.WhenStuartgotthembacktotheshop,he

discoveredaposteratthebottomofthebox.Theposterread“KeepCalmandCarryOn".NeitherStuartnorMary

knewanythingaboutthehistoryoftheposter,buttheylikeditsomuchthattheydecidedtohangtheposterintheir

bookshop.

AtthestartofWorldWarII,theBritishgovernmentdesignedthreepostersandtheKeepCalmposterwasone

ofthem.Twoofthethreeposterswerereleased（展示）inpublicinordertoencouragetheBritishpeople.Although

nearly2.5millioncopiesoftheKeepCalmposterhadbeenprinted,theBritishgovernmentdecidednottorelease

them.In1940,mostofthecopieswererecycledintootherpaperproducts.Onlyafewwereleft.

TheposterstarteditssecondlifewhenManley'sposterbeganattractingtheattentionofcustomersinhisshop.

Heprintedcopiesofthepostertosell.Soonothercompaniesbegantosellproductswiththeslogan（標(biāo)語(yǔ)）.It

appearedoneverythingfrommugstoshoppingbags.

Thereasonsforthepopularityofthisrediscoveredposteraren'thardtounderstand.Shortlyafterthepostermade

itsappearancein2000,aworldwideeconomic（經(jīng)濟(jì)的）downturnbegan.Peoplewereinneedofsomethingtoraise

theirspirits.Thesaying"KeepCalmandCarryOn"seemstobetheperfectslogantobringcourageandhopeto

people.Besidestheencouragingmessage,thesimpledesignoftheposterhelpedleadtoitspopularity.

Todaythenow-famouswartimesloganhasbeenrewritteninmanyfunways.Somepeoplehavecreatedphrases

like"KeepCalmandDanceOn'*,"KeepCalmandCallMom"or"KeepCalmandEataCupcake".Thesloganhas

becomepartofpopularculture.Theexplanationsofthesloganareoftenlighthearted,butitisimportanttoremember

itspurposewhenitwasfirstdesigned.

34.WheredidStuartdiscovertheposter?

35.DidStuartknowanythingaboutthehistoryoftheposterwhenitwasdiscovered?

36.Whenwastheposterfirstdesigned?

37.Whydidtheposterbecomepopular?

38.PleaserewritetheKeepCalmslogantoencourageyourclassmatesbeforeanimportantexam.

書(shū)面表達(dá)

五、文段表達(dá)

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。39.假

如你是李華，你們學(xué)校號(hào)召各班制作短視頻展現(xiàn)同學(xué)們延期開(kāi)學(xué)后的校因生活，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,beautiful,safe,interview,photo

提示問(wèn)題:

?Whafsyourideaformakingthevideo?

?WhatwouldyoulikePetertoprepare?

?WhenshouldPetersendyouthematerial?

DearPeter,

Wearegoingtomakeavideoshowingourschoollifeafterthereopeningofburschool.

Ifthereisanythingmoreyouwanttoknow,pleasetellme.

Yours,

LiHua

40.”經(jīng)歷有好也有壞，每種經(jīng)歷都是收獲。"由于防控疫情的需要，學(xué)校延期開(kāi)學(xué)，同學(xué)們經(jīng)歷了一段

特殊的學(xué)習(xí)生活。

某英文網(wǎng)站正在開(kāi)展以“我的居家學(xué)習(xí)生活”為主題的征文活動(dòng)。假如你是李華，請(qǐng)用英文寫(xiě)一篇短文投

稿，談?wù)勀愕木蛹覍W(xué)習(xí)生活以及你的收獲。

提示詞語(yǔ)：study,doexercise,housework,self-disciplined（自律的）

提示問(wèn)題：

,Whatdidyoudowhenyoustayedathome?

,Whathaveyoulearnedfromthisspecialexperience?

東城區(qū)2019-2020學(xué)年度第二學(xué)期初三年級(jí)統(tǒng)一測(cè)試（一）

英語(yǔ)試卷

考生須知：

1.本試卷共五道大題。

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

一、單項(xiàng)填空從下面各題所給的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)。

—Dad,mycomputerdoesn'twork.MayIuse?

一Sure.

A.mineB.yoursC.hisP.hers

13

【詳解】句意：——爸爸，我的電腦壞了。我可以用你的嗎？——當(dāng)然。

考查名詞性物主代詞。mine我的；yours你的，你們的；his他的；hers她的。根據(jù)空后沒(méi)有名詞，此空應(yīng)

填名詞性物主代詞，結(jié)合句意可知，此空是“你的”意思，應(yīng)填yours,故選B。

2.WeoftenhaveafamilymeetingMondayevenings.

A.onB.ofC.inD.at

A

【詳解】句意：我們經(jīng)常在星期一晚上舉行家庭會(huì)議。

考查介詞。on表示在具體的某一天或某一天的上午、下午、晚上；of表示……的；in表示在某年、某季、

某月、某世紀(jì)，也可表示在上午、下午或晚上。at表示在某一具體時(shí)刻即幾點(diǎn)幾分。根據(jù)空后Mondayevenings,

結(jié)合句意可知，此空應(yīng)填介詞on,故選A。

5.1havetoleavenow,1willbelateforthemeeting.

A.forB.orC.butD.so

B

【分析】

【詳解】句意：我不得不離開(kāi)了，否則我就要開(kāi)會(huì)遲到了。

本題主要考查連詞。for為了；or否則，或者；but但是；so因此。根據(jù)havetoleave不得不離開(kāi)，和后

面的lateforthemeeting.開(kāi)會(huì)遲到，從兩者的關(guān)系考慮，只有or,在這里作否則的解釋?zhuān)罘险Z(yǔ)意，其他

不符合題意，故選B。

4.David,youtakeyourumbrella.Itisnotraining.

A.needn'tB.can'tC.mustn'tD.maynot

A

【分析】

【詳解】句意：大衛(wèi)，你不必帶傘?，F(xiàn)在沒(méi)有下雨。

本題考查情態(tài)動(dòng)詞辨析。needn't不必;cant不能;mustnt禁止,不允許;maynot也許不。根據(jù)下句Itis

notraining.現(xiàn)在沒(méi)有下雨。結(jié)合句意可知，你“不必“帶傘，應(yīng)填neednt故選A。

5,.Yourhealthisthinginyourlife.

A.importantB.moreimportantC.mostimportantD.themostimportant

P

【詳解】句意：你的健康是你生命中最重要的事情。

考查形容詞的最高級(jí)。important原形；moreimportant比較級(jí)形式；mostimportant最高級(jí)形式；themost

important最高級(jí)形式。根據(jù)空后“thinginyourlife”，結(jié)合句意可知，此空應(yīng)填形容詞的最高級(jí)，故排除A

和B；根據(jù)在最高級(jí)前要用定冠詞Ihe,故排除C,故選D。

6.—Alice,didyoustarttoplaythepiano?

一Attheageoffive.

A.whenB.whyC.whereD.how

A

【詳解】句意：——愛(ài)麗絲，你什么時(shí)候開(kāi)始彈鋼琴的?——五歲的時(shí)候。

考查疑問(wèn)副詞。when什么時(shí)候；why為什么；where在哪里；how如何，怎么樣。根據(jù)短語(yǔ)“Attheageof

five.”可知，此空是“什么時(shí)候”的意思，此空應(yīng)填疑問(wèn)副詞when,故選A。

7.1fyoudon'tuseyourEnglish,youit.

A.forgetB.forgotC.willforgetD.haveforgotten

C

【詳解】句意：如果你不使用你的英語(yǔ)，你會(huì)忘記的。

考查時(shí)態(tài)。forget動(dòng)詞原形；forgot過(guò)去式；willforget一般將來(lái)時(shí)態(tài)形式；haveforgotten現(xiàn)在完成時(shí)態(tài)形

式。結(jié)合句意可知，此句是條件狀語(yǔ)從句，遵循“主將從現(xiàn)”原則，此空應(yīng)填一般將來(lái)時(shí)態(tài)形式willforget,

故選Co

8.一Tom,hurryup!Weforyou.

—Justoneminute.

A.waitB.waitedC.arewaitingD.havewaited

C

【詳解】句意：——湯姆,快點(diǎn)!我們正在等你。——就一分鐘。

考查時(shí)態(tài)。wait一般現(xiàn)在時(shí)態(tài)；waited過(guò)去式；arewaiting現(xiàn)在進(jìn)行時(shí)態(tài)形式；havewaited現(xiàn)在完成時(shí)態(tài)

形式。根據(jù)Justoneminute.可知，此空應(yīng)填現(xiàn)在進(jìn)行時(shí)態(tài)形式，表示將來(lái)的意思，結(jié)合句意可知，此空應(yīng)填

arewaiting,故選C。

9.Mr.Johnsonmetanoldfriendwhenhedownthestreet.

A.walksB.iswalkingC.willwalkD.waswalking

P

【詳解】句意：約翰遜先生在街上走的時(shí)候遇到了一位老朋友。

考查過(guò)去進(jìn)行時(shí)態(tài)。walks一般現(xiàn)在時(shí)態(tài)的第三人稱(chēng)單數(shù)形式；iswalking現(xiàn)在進(jìn)行時(shí)態(tài)的第三人稱(chēng)單數(shù)形

5^；willwalk一般將來(lái)時(shí)態(tài)形式；waswalking過(guò)去進(jìn)行時(shí)態(tài)的第三人稱(chēng)單數(shù)形式。根據(jù)when當(dāng)...的時(shí)候,

引導(dǎo)時(shí)間狀語(yǔ)從句時(shí)從句的謂語(yǔ)動(dòng)詞用進(jìn)行時(shí)態(tài)。且主句動(dòng)詞為met,可知從句用過(guò)去進(jìn)行時(shí)。結(jié)合句意可

知，此空應(yīng)填waswalking,故選D。

工O.Mikefootballsincethefourthgrade.

A.playsB.hasplayedC.isplayingD.willplay

B

【詳解】句意：邁克從四年級(jí)開(kāi)始就踢足球了。

考查現(xiàn)在完成時(shí)態(tài)。plays一般現(xiàn)在時(shí)態(tài)的第三人稱(chēng)單數(shù)形式；hasplayed現(xiàn)在完成時(shí)態(tài)的第三人稱(chēng)單數(shù)

形式；isplaying現(xiàn)在進(jìn)行時(shí)態(tài)的第三人稱(chēng)單數(shù)形式；willplay一般將來(lái)時(shí)態(tài)形式。根據(jù)后面從句sincethe

fourthgrade,結(jié)合句意可知，此空應(yīng)填現(xiàn)在完成時(shí)態(tài)形式，由主語(yǔ)Mike是第三人稱(chēng)單數(shù)，應(yīng)填hasplayed,

故選B。

XX.Patientsgoodcareofwhentheystayinhospital.

A.takeB.tookC.aretakenD.weretaken

C

【詳解】句意：病人住院期間受到很好的照顧。

考查一般現(xiàn)在時(shí)態(tài)的被動(dòng)語(yǔ)態(tài)。take動(dòng)詞原形；took過(guò)去式；aretaken一般現(xiàn)在時(shí)態(tài)的被動(dòng)語(yǔ)態(tài)；weretaken

一般過(guò)去時(shí)態(tài)的被動(dòng)語(yǔ)態(tài)。根據(jù)空前主語(yǔ)Patients可知，是表示被動(dòng)關(guān)系，故排除A和B；根據(jù)從句whenthey

stayinhospital.,可知，從句是一般現(xiàn)在時(shí)態(tài)的被動(dòng)語(yǔ)態(tài),故排除D,故選C。

12.—Canyoutellmelastsummervacation?

—Sure.IwenttoShanghai.

A.wheredidyougoB.whereyouwentC.wherewillyougoD.whereyouwillgo

B

【詳解】句意：——你能告訴我去年暑假你去了哪里嗎?——當(dāng)然。我去了上海。

本題考查學(xué)生對(duì)于賓語(yǔ)從句結(jié)構(gòu)的掌握。根據(jù)賓語(yǔ)從句的順序是連接詞+陳述句順序，故排除A和C；而且

時(shí)間狀語(yǔ)lastsummervacation是表示過(guò)去，故排除D,故選B。

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)。

BorntoDraw

Jennalookedatthecalendarandsighed（嘆氣）.Eventhoughshelookedforwardtothenewterm,shewould

missspendinghersummervacation13.Itwassosatisfyingtoseehowherdrawingscouldbringlifetoher

storytelling!

Unfortunately,Jenna'sparentsdidn'tunderstandhowmuchshewantedtobeacomicillustrator（插畫(huà)家）.When

shetalkedaboutherdreamjobwithherparents,sheexpectedthemto14her.Instead,theyexplainedthat

drawingcomicswasahobby,notacareer（職業(yè)）.Jennacouldn'tstopthinkingaboutthatunpleasantconversation,so

sheturnedtoherelderbrother,James.Shewantedherbrothertohelphermaketheirparents15thatdrawing

comicsisanartformandthatitcanevenbeagreatcareer.

Butasshespoke,thelookonherbrother'sfacetoldherthatheagreedwiththeirparents.Jennapolitelylistened

toherbrotherandthenshewalkedbacktoherroom16.

Atschoolafewweekslater,MissBridwellnoticedthatJennawasn'therself.JennatoldMissBridwellthatshe

was17becauseherparentsdidn'tbackherchoiceofbecomingacomicillustrator.

Pointingtothebookshelfinthefrontoftheroom,MissBridwellbegan,"WhenIwasprobablyaboutyourage,

mydadoncesaidwritingwasnotacareer.Iwasjuststraightforwardwithmydad.Isimplytoldhimthetruth.I

explainedthatIenjoyedwriting,andthatIwantedtogetbetterandtowrite.Iguessmy18camethrough,and

hebelievedme.”

MissBridwell's