2025年中考英语考前冲刺模拟卷 (北京专用) 原卷

这是一份2025年中考英语考前冲刺模拟卷 (北京专用) 原卷，共11页。试卷主要包含了5分,共6分)等内容，欢迎下载使用。
1. 本试卷共两部分,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A、B、C、D四个选项中,选择可以填入空白处的最佳选项。
1．Jack and I are in the same class. _______ math teacher is very patient.
A．HisB．TheirC．HerD．Our
2．My family will g ut fr dinner _______ my mther’s birthday.
A．inB．nC．atD．by
3．—Must I wrk n the prject alne?
—N, yu _______. Yu can wrk in pairs if yu want.
A．can’tB．mustn’tC．needn’tD．shuldn’t
4．Practice mre, _______ yu will imprve yur handwriting sn.
A．frB．andC．rD．but
5．Of all the subjects, English is __________ fr me.
A．interestingB．mre interesting
C．mst interestingD．the mst interesting
6．Last year, the cmpany ______ a new type f smart phne that can fld in half.
A．inventsB．invented
C．will inventD．had invented
7．If mre peple ________ public transprtatin, the air quality ________ much better.
A．take; will beB．take; was
C．tk; will beD．tk; was
8．By the end f last year, China ________ a series f achievements in its space explratin prgram.
A．has madeB．madeC．had madeD．will make
9．The students ________ bk reprts when the teacher came int the classrm.
A．writeB．wrteC．are writingD．were writing
10．I ________ a lt f useful infrmatin abut envirnmental prtectin since I jined the ec-club.
A．learnB．learned
C．have learnedD．will learn
11．Nwadays, the new AI technlgy ________ in many fields, such as educatin, healthcare, and transprtatin.
A．usesB．usedC．is usedD．was used
12．—Peter, d yu knw ________?
—Next Friday, I guess.
A．when will we g n a spring uting
B．when we will g n a spring uting
C．where will we g n a spring uting
D．where we will g n a spring uting
二、完形填空(每题1分,共8分)
阅读下面短文，从A、B、C、D四个选项中，选择最佳选项。
Grwing up in a military (军队) family, I mved a lt. But when my dad retired (退休) frm the Marines, I had t study in a civilian (平民的) schl with twelve-year-lds wh shared n similar life experience with me.
I was a stranger in a strange land. Everyne in my class had grwn up tgether, and they had n rm t spare fr a newcmer. Everything was hard fr the first few weeks f schl. I had n friends, n activities, and n 13 f a bright future. T deal with it all, I began 14 in my diary every day. I wrte as if my life depended n it, as if the very next breath I tk culd nt happen unless I wrte dwn wrds.
One day, my teacher, Mrs. Bush, came t me and asked why I always sat there writing instead f playing with thers. I tld her I 15 writing t playing. She smiled at me and walked away. Abut three weeks later, Mrs. Bush gave us a writing task. I was 16 that I culd nw take part in smething I knew I was gd at.
That night I wrked and wrked n the essay. I wrte with great passin. It was my ne chance t feel imprtant and accepted by the class.
A few days after we handed in ur tasks, Mrs. Bush called me up t the 17 f the classrm. I std befre thirty pairs f eyes lking at me, and I gt 18 was I in truble? Did I d smething wrng?
Then Mrs. Bush tld the class hw much she appreciated (欣赏) all the wrk that went int the essay and everyne had dne a great jb, But, she said, ne student std ut as an excellent writer, ne with imaginatin, creativity, and wrd mastery. That student was me!
The class clapped plitely and Mrs. Bush handed me my paper, with the fllwing remarks-n-it: “Malinda, yu are an excellent writer. Please keep n writing and share yur 19 f writing with the wrld.”
Mrs. Bush helped me feel a sense f belnging and a way t survive a transitin (过渡) in life. She helped me gain 20 in myself that stayed with me beynd sixth grade.
13．A．memryB．cntrlC．prmiseD．need
14．A．readingB．writingC．drawingD．cpying
15．A．cmparedB．appliedC．turnedD．preferred
16．A．scaredB．satisfiedC．excitedD．tired
17．A．frntB．crnerC．drD．utside
18．A．angryB．wrriedC．disappintedD．surprised
19．A．giftB．purpseC．willD．idea
20．A．interestB．imaginatinC．creativityD．cnfidence
三、 阅读理解(共26分, 每小题2分)
(一)信息匹配。
下面材料分别介绍了四本书的书名及梗概，请根据左栏中 Via、Bill和 Lucy 所写的书评， 将其与相应的书名匹配。
A
Scientific Activities
(二)信息选择。阅读下面的三篇短文, 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。
B
In a little twn, there was a clck twer that had std fr centuries. The clck twer was knwn fr its perfect timekeeping, and was lked after by Mr. Pendulum, the twn’s timekeeper.
One day, Mr. Pendulum decided t take n an apprentice (学徒). He chse a yung by named Oliver, wh had always been attracted by the clck twer. Oliver was excited but als nervus, knwing that keeping time was a respnsibility f great imprtance. Mr. Pendulum taught Oliver everything he knew abut the clck.
As Oliver wrked alngside Mr. Pendulum, he learned that time was nt just abut numbers and minutes—it was abut mments and memries. The clck twer had a special characteristic: It culd shw little bits f the past and future. Mr. Pendulum shwed Oliver hw t use this characteristic t help peple in need.
One day, a yung wman named Emily came t the clck twer fr help. She was feeling lst and uncertain f her future. Mr. Pendulum and Oliver let her see a piece f her past, where she had faced challenges but had als experienced mments f jy and grwth. They then shwed her a pssible future, where she culd achieve her dreams and find happiness.
Emily was mved by the experience and left the clck twer with renewed hpe. Oliver realized that the true pwer f the clck twer was nt in keeping time, but in helping peple find their way. He als learned that time was nt smething t be cntrlled, but smething t be treasured.
Years later, Oliver became a smart timekeeper, using the clck twer’s magic t guide peple thrugh difficult times. He taught thers that time was a gift, and that every mment was a chance t create a better future.
As years passed, Oliver grew ld and passed n his knwledge t new apprentices, making sure that his spirit remained yung. The clck twer cntinued t stand tall, a symbl f hpe and wisdm, reminding everyne that time is nt just smething that can be measured (测量), but smething that shuld be treasured.
24．What was the clck twer knwn fr?
A．Its attractive clr.B．Its lng histry.C．Its perfect timekeeping.D．lts smart timekeeper.
25．Hw did Mr. Pendulum and Oliver help Emily?
A．They sent her a special gift.B．They shwed mments f her life.
C．They ffered her a jb as a timekeeper.D．They invited peple in the twn t encurage her.
26．Which wrds can best describe Oliver?
A．Respnsible and wise.B．Brave and curius.
C．Careful and creative.D．Kind and cnfident.
C
Sme primary schlchildren have been raised in hmes with mre green space arund. They are likely t cme with larger vlumes f white and grey matter in certain areas f the brain. These differences are assciated(关联) with beneficial effects n cgnitive functin (认知功能) . This is the main cnclusin f a study led by the Barcelna Institute fr Glbal Health.
The study was perfrmed amng 253 schlchildren in Spain .Lifelng expsure(接触) t green space in the living places was recrded—using the infrmatin n the children’s addresses frm birth up thrugh t the time f the study. Brain structure was studied using 3D magnetic resnance imaging (MRI). Wrking memry and inattentiveness(注意力不集中)were graded with cmputers.
“This is the first study that shws the assciatin between lng-term expsure t green space and brain structure.” Says Dr. Payam Dadvand, the leading researcher f the study, “Our findings suggest that expsure t green space early in life culd result in beneficial structural changes in the brain.”
The findings shw that lng-term expsure t greenness is psitively assciated with white and grey matter vlumes in several parts f the brain. Sme f them are related t higher scres n cgnitive tests. Mrever, larger vlumes f white and grey matter in thse parts might lead t better wrking memry and less inattentiveness.
Expsure t nature has been thught t be necessary fr brain develpment in children. Anther study f 2,593 children shws that children in schl with mre green space have a greater increase in wrking memry and a greater decrease in inattentiveness.
Humans are believed t be tied t nature. Playing in greener areas ffers children pprtunities t search and learn. Accrdingly, green space is thught t prmpt imprtant exercises in discvery, creativity and risk taking. These exercises in turn psitively influence brain develpment.
Dr. Dadvand’s study suggests hw such structural changes culd bring abut the beneficial effects f green spaces n cgnitive develpment, it als adds t the prf that suggests the lasting effects f early life expsure t greenness n ur health and the benefits f increasing greenness in cities.
Further studies are needed t prve the findings in ther ppulatins, settings and climates. And researchers need t examine differences accrding t the nature and quality f green space.
27．The secnd paragraph is mainly abut .
A．hw the study was perfrmedB．what was recrded in the study
C．hw lng the study lastedD．wh tk part in the study
28．The wrd “prmpt” in paragraph 6 prbably means “ “.
A．cntrlB．encurageC．balanceD．change
29．What can we learn frm the passage?
A．Wrking memry influences white and grey matter in the brain.
B．Dr. Dadvand stressed the imprtance f changing the envirnment.
C．Studies prved the influence f greenness n ppulatins uts f Spain.
D．Living in greener neighbrhds benefits children in brain develpment.
D
Yung students are ften cnsidered “digital natives,” with technlgy integrated (使合并) int every aspect f their lives. While this can be an advantage in sme situatins, research has shwn that the impact is nt entirely psitive—the Internet allws them t quickly find infrmatin at the cst f significant distractin in class. Withut being attentive, students will be incapable f prcessing infrmatin, which means they’re nt ging t be able t understand, analyze, criticize and cme t sme decisin abut the infrmatin.
When students can’t seem t fcus, a cmmn idea amng teachers is that shrt is gd. Many teachers simply cut lessns int smaller pieces. Sme teachers begin classes with mindfulness exercises when students need t cncentrate. Hwever, it turns ut that any srt f “tech breaks” culd cunteract the desires t cme back t study.
Sme teachers als chse t “meet students where they are” n platfrms like YuTube. A 2018 study frm Pearsn fund that students tended t stay away frm physical bks, preferring vide as a surce f infrmatin secnd nly t teachers. By meeting students where they already engage and create, teachers can better catch attentin.
Hwever, while sme educatrs are welcming technlgy in the classrm, multiple studies have shwn mre traditinal classrms can be mre successful. A 2014 study fund taking ntes in lnghand helped students withhld infrmatin better than using a laptp. Researchers als pint ut switching between shrt teaching pieces t quickly culd take valuable cmprehensin frm the students. Students need time t engage with a tpic befre mving n.
Even many tech advcates (拥护者) find value in traditinal methds and suggest an integrated learning. They agree teachers’ authrity remains vital and the face-t-face interactin between students and teachers is still the primary cmpnent in the classrm. Technlgy will be favured nly when it imprves a lessn in ways that are impssible ffline.
Success is n lnger abut knwing the mst. Instead, it’s the ability t think critically and creatively, the very skills that digital media weakens by lwering attentin spans. If yu think f peple wh became successful in the tech wrld, it wasn’t because they culd cde; it was because they culd think. Digital natives will cntinue t eagerly adpt new media. Teachers have n chice but t upgrade themselves, nt nly t ensure students can access and take advantage f new technlgies, but t educate students t succeed in a wrld cnstantly trying t distract them.
30．What result has technlgy brught t students?
A．It mtivates them t prcess infrmatin.
B．It prevents them btaining infrmatin.
C．It ruins their pssible classrm distractin.
D．It damages their ability t digest infrmatin
31．What des the underlined wrd “cunteract” in Paragraph 2 prbably mean?
A．Maintain.B．Mtivate.C．Reduce.D．Replace.
32．What can we learn frm the passage?
A．Direct instructin takes pririty in lessns.
B．Digital resurces will weaken ffline learning.
C．Small lessns can engage students in learning.
D．Laptp nting helps students gain knwledge better.
33．What des the writer want t tell us in the passage?
A．Students need t learn t get rid f scial media.
B．Teachers shuld prgress t educate the yung generatin.
C．The benefits f technlgy n educatin utweigh its harm.
D．Traditinal methds are favured by bth teachers and students.
第二部分
本部分共5题, 共20分。根据题目要求, 完成相应任务。
四、 阅读表达(共10分, 第1-3题每小题2分, 第4小题4分)
Mncakes, Lanterns, and “Walking the Mn”
Mid-Autumn Festival, a time fr family reunins under the full mn, has always held a special place in my heart. When I was a child, my grandmther wuld tell stries abut Chang’e flying t the mn while we ate mncakes with sweet fillings. She’d say, “月圆人团圆” (yuè yuán rén tuányuán—the mn is rund, and families reunite). But these days, things seem different.
Traditinally, peple lit lanterns, wrte pems abut the mn, and perfrmed rituals t thank the gds fr the harvest. Sme even “walked the mn” (zǒu yuè), strlling at night t admire its beauty. Hwever, mdern celebratins lean tward flashy digital lantern shws and mncake gift bxes priced like gld. A friend jked, “Nw we ‘walk the mn’ nly n scial media!”
Interestingly, the festival’s rts g deeper than mncakes. Ancient Chinese believed the mn’s energy influenced crps and health. They ate rund fruits like pmels fr “whleness” and drank smanthus wine t “balance inner heat.” Yet tday, few knw these details. A survey shws 60% f teenagers think Mid-Autumn Festival is just “mncake day”.
But nt all traditins fade. In my neighbrhd, elders still gather t make handmade lanterns. “The mn’s magic isn’t in screens,” Mrs. Li, a 70-year-ld craftswman, insists. Meanwhile, yung influencers livestream mncake-making, mixing red bean paste with cheese—a mix f ld and new.
Is the festival lsing its sul r evlving? I’m trn. Last year, my cusin sent a digital “mn blessing” emji instead f visiting. Grandma sighed, “Even the mn lks lnelier nw.” But perhaps traditins, like the mn itself, wax and wane.
34．What did ancient Chinese believe abut the mn’s energy?

35．Hw has the traditin f “walking the mn” changed in mdern times?

36．Hw d mdern celebratins differ frm traditinal nes? (Give tw examples.)

37．D yu think mdern changes make Mid-Autumn Festival better r wrse? Why? (Give tw reasns.)

五、文段表达(10分)
38．假设你是李华，你校美国交换生Peter想参加学校组织的艺术节活动（Art Festival），他写信向你询问该活动的安排，以及参加活动的建议。请你用英文给Peter回信，简要介绍艺术节的安排，为其推荐一项活动，并给予合理建议。
提示词语：hall, lg design, chrus cmpetitin, dancing perfrmance, facial makeup, hands-n activities...
提示问题：
● When and where will the Art Festival be held?
● Which activity d yu advise Peter t take part in? Why?
● What can Peter d t prepare fr it?
Dear Peter,
Thanks fr yur interest in ur Art Festival! Here’s what yu need t knw. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Feel free t ask me mre questins!
Yurs,
Li Hua
39．根据所给提示完成一篇不少于50词的英语文段写作。文中已给出内容不计入总词数。所给提示词语仅供选用。请不要写出你的校名和姓名。
某英文网站正在开展以“_______的一天”为题的征文活动。假定你是李华，请补全题目并用英语写一篇短文投稿，谈谈那天发生了什么，以及你的感悟。
提示词语：meaningful, trip, shw arund, experience, realize
提示问题：
●What happened that day?
●What did yu learn?
A(n) _______ Day
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
AWuld yu like t have an amazing PacSci Field Trip? Wuld yu like t spark (点燃) yur curisity fr science with the PacSci’s exhibits and prgramming? Sign up nw!
BScience n Wheels travels acrss the city center. There are interactive wrkshps, live stage shws, and prtable (便携的) exhibit sets that build excitement fr STEM educatin.
CYu can dwnlad ur hands-n STEM activities and view virtual (虚拟的) science shws. Cme and explre ur cllectin f resurces—available anytime, anywhere.
DBring PacSci t yur classrm with Digital Discvery Wrkshps! Enjy nline science lessns led by skilled educatrs frm PacSci’s Digital Learning Studi!
21

Peter
I’m curius abut science and I’d like t have a field trip with sme exhibits and prgramming.
22
Mark
I lve science and I like t explre sme hands-n STEM activities at hme in my free time.
23
Helen
I enjy having sme science lessns led by skilled educatrs frm PacSci’s Digital Learning Studi.