北京市中考英语真题含详解Word文件下载.docx

1、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,” Jack says. Growing Right Kathy, 14, set up an organization to educate people about growing right plant in right

2、 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 fields to make electricity（ 电 ）, Linda says her invention creates electricity in a way that is less harmful

3、 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 was to fight plastic pollution. 1 Who started a group to teach kids about pandas? A Jack. B Kathy. C Li

4、nda. D Patrick. 2 How old was Linda when she invented SuperE?A 11. B 12. C 13. D 14. 3 What was the goal of Patricks project?A To fight plastic pollution. B To protect pandas in danger C To learn about native plants. D To use heat to make electricity. 2、 When I was in the eighth grade, my class was

5、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 toys, c

6、rayons 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 little g

7、irl, 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 people

8、 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 smiling

9、 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. 1 What was Shelley like when the writer first saw her?A Cold. B Lazy. C Noisy. D Slow. 2 In order to

10、get through to Shelley, the writer _. A wrote her a book B made her a toy C drew her a picture D told her a story 3 Shelley changed a lot because she realized that _. A her teachers loved her B her classmates were kind C the writer understood her D she had to study even harder 3、 School Gardens Coul

11、d 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 a gardening program in schools can increase childrens vegetable intake（ 摄入量 ） . How the Study Was Carried Out The study was carried out

12、 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 school year. In the program, each school built a garden, where children learned to grow their own fresh produce, like fruit and vegetab

13、les. 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 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 t

14、o 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 vegetables are more likely to try new foods,” explains Dr. Kerry Jones. For children, growing their own food is a powerful tool to increase

15、 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 to encourage this interest,” says Jones. Parents can listen to their children about what they have learned and read the handouts they

16、 bring home from school. Parents and children 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

17、. 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 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

18、will probably continue eating vegetables in the long term. 1 What did children do in the gardening program?A They did research on new plants. B They grew fresh produce at school. C They took home green vegetables D They built gardens for their classes. 2 Which of the following would be the best head

19、ing 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 Understand Children D Suggestions Which Children Could Get from Parents 3 What can we learn from the program?A Parents support might improve childrens reading.

20、 B School programs could develop students creativity. C Doing studies can prepare students for future learning. D Hands-on experience may influence childrens preference. 4、 Nature and culture are often seen as opposite ideas. What belongs to nature cannot be the result of human activities and on the

21、 other hand, cultural development is achieved against nature. However, 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

22、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 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 than

23、ks to culture that the human species could learn to adapt（ 适应 ） , progress 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,

24、for example, hunting（ 打猎 ） . It seems to be an adaptation, which allowed humans 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,

25、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, 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 th

26、at biological development and cultural development are closely tied. The transmission 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 b

27、elonging 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 speak English even if none of our family or friends speak that language. 1 What is Paragraph 2 mainly about?A Culture belongs to human nature. B Nature te

28、aches humans how to adapt. C Humans are supposed to be well organized. D Education pushes the human species to progress. 2 Why does 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.

29、 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 use of weapons. 3 The word “transmission” in Paragraph 4 probably means “_”. A system B spread C start D spirit 4 What is the writers opinion on the nature-culture relationship

30、?A Culture and nature are separate yet balanced. B Culture depends much on nature to progress. C Nature and culture are different but connected. D Nature follows the unwritten rules set by culture. 二、完型填空（共1题）1、 The Picture of Peace When Mike was seven, he knew his dream was to be a photographer. He

31、 kept working on it for years. Recently, he was trying to take a picture of a sunset（ 日落 ） to enter the school 1 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 cantthe rules say the photos have to be taken with a traditional camera. We hand in a roll o