北京市海淀区2026年第二学期九年级中考二模 英语试题+答案

这是一份北京市海淀区2026年第二学期九年级中考二模 英语试题+答案，共12页。试卷主要包含了05，5 分，共 6 分)， D， B， C， D30等内容，欢迎下载使用。

学校
姓名
准考证号
2026.05
本试卷共 10 页，共两部分，五道大题，38 道小题，满分 60 分。考试时间 90 分钟。
在试卷和答题卡上准确填写学校名称、姓名和准考证号。
试题答案一律填涂或书写在答题卡上，在试卷上作答无效。
在答题卡上，选择题用 2B 铅笔作答，其他试题用黑色字迹签字笔作答。
考试结束，将本试卷、答题卡和草稿纸一并交回。
考生须知
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。
My mther lves animals. ften vlunteers at the animal hspital.
A. IB. HeC. SheD. We
In the cming summer vacatin, I will study in the language camp tw weeks.
A. tB. nC. atD. fr
— I'm nt sure hw t use this app. yu please help me?
Sure, let me shw yu.
A. ShuldB. CuldC. MustD. Need
Paper cutting is ne f traditinal art frms in China.
A. ldB. lderC. ldestD. the ldest
— did it take yu t get t the Great Wall yesterday?
Abut three hurs.
A. Hw muchB. Hw lngC. Hw snD. Hw ften
Listen carefully, yu may miss the imprtant infrmatin.
A. rB. butC. sD. and
Tm and Jhn basketball in the park last Sunday.
A. playB. playedC. have playedD. are playing
While I at the dentist's, I met my ld friend Tm.
第1页/共9页
A. waitB. am waitingC. waitedD. was waiting
—— Lk, Lily. What a mess yu've madel.
—— Srry, Mum. I it up as sn as I finish my painting.
A. tidyB. will tidyC. was tidyingD. have tidied
My sister many bks n rbts since she visited the science museum.
A. readsB. readC. has readD. will read
Chinese festivals by mre and mre peple arund the wrld nwadays.
A. celebrateB. celebratedC. are celebratedD. were celebrated
—— D yu remember n yur first day f junir high?
—— Yes, a little nervus but excited.
A. hw yu feltB. hw did yu feelC. what yu didD. what did yu d
二、完形填空(每题 1 分，共 8 分)
阅读下面的短文，掌握其大意，然后从短文后各题所给的 A、B、C、D 四个选项中，选择最佳选项。
The detective (侦探) series Debbie were Melinda's all-time favrite bks. She didn't just read them; she lived them—— she was fund reading in the bathtub r even in the dghuse! She was always expecting t slve a(n) 13 mystery in her life.
That evening, just as she finished the last page, a sudden shut came frm the kitchen, “Wh ate all the
chclates?!” Hearing this, Melinda jumped up 14 ,“Here cmes my case!” She rushed t the “crime scene” like a gust f wind.
She searched carefully like Debbie did in the stry and made a suspect(嫌犯) list: Mm, Mil and Dad.
She questined Mm first, “Yu are hlding the empty chclate bx, very fishy.” Lking at Melinda’ s face, Mm laughed, “I wish I had the chance but I’ve just gt hme.” It was true. Mm wrked late s her name was 15 the list.
Next was Mil. Melinda used Debbie's classic methd, asking, “Did yu eat three chclates r fur?” “I didn't eat ANY!” said Mil.
Sadly the 16 didn't wrk. At the mment, Melinda nticed a shiny wrapper in his pcket. “Aha!” Melinda yelled, pulling it ut. But it was just candy packaging.
“Maybe, yu shuld lk in the 17 first befre questining thers.” Mil added, giving Melinda a playful smile.
Bad Mil!
Then Dad was the last suspect. She decided t 18 fr the truth.
“Dad, yu didn't eat much at dinner. Maybe yu want smething, smething sweet? Smething CHOCOLATEY?”
“Melinda... I had strawberry ice cream. I even ffered yu sme. Remember?” Dad replied.
It hit her that she had been lst in her bk all thrugh dinner even when he ffered. S she ran t the kitchen, checked the freezer and dug thrugh the trash. Then, disappinted, she annunced, “Yu are 19 .”
“There might be smene yu missed,” Dad suggested.
“Well, it can't be ur dg. Um, I give up.” thught Melinda, heading t the bathrm. In frnt f the mirrr, she frze. A quick lick (舔) prved it: CHOCOLATE!
Wild with jy, Melinda ran ut, shuting, “I did it! I did it!”
Everyne came arund, laughing, “Sure yu did!”
Suddenly, Melinda realized she was the nly ne in the 20 while the thers were just playing alng.
A. darkB. easyC. realD. ld
A. excitedlyB. wrriedlyC. prudlyD. impatiently
A. kept nB. added tC. hidden frmD. crssed ff
A. jkeB. excuseC. trickD. reprt
A. bxB. mirrrC. pcketD. list
A. fishB. waitC. prepareD. lng
A. calmB. caringC. clD. clear
A. wayB. mysteryC. leadD. distance
三、阅读理解(每题 2 分，共 26 分)
(一)阅读以下三位同学庆祝自己成人礼的经历，请为每位同学匹配他们参加过的庆祝活动的图片，并将所对应图片的 A、B、C、D 选项填在相应位置上。
A
(二)阅读下列短文，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
My grandpa is a retired(退休的) math teacher. But in ur hutng, he's famus as a skilled kite-making master. Peple say he can bring paper and bamb t life. He always tells me, “A kite wants t fly. Yu just help it remember hw.”
I'd heard thse wrds a hundred times, but I never really gt their meaning until last year. When the Beijing Internatinal Kite Festival was cming, Grandpa asked me t make a kite with him fr the first time. I felt hnred but als nervus, as I was used t hlding my phne every day, and wrking with bamb felt really hard. I cut the bamb strips(竹条) either t thick r t thin. After three failed tries, I almst wanted t give up.
“Maybe I'm just nt gd at this,” I was discuraged, thrwing dwn a crked (弯曲的)bamb strip.
Grandpa wasn't mad at me. Instead, he picked up the strip and examined it. “This ne isn't perfect,” he said, “but what seems imperfect can ften turn int smething surprisingly beautiful.” Then he shwed me hw t rearrange the strips step by step. We put the crked strip tgether with my ther failed pieces. Slwly, a ready-t- fly kite tk shape. It wasn't the dragn we'd planned, but smething unique—— with uneven(不对称的) wings and a strangely curved tail.
“Smetimes,” he said, “the kite knws what it wants t be. We just have t listen.”
On the day f the festival, we went t the hst park with hundreds f ther kite lvers. Our imperfect kite flew up int the sky easily. As it danced amng the cluds, it gt mre attentin than any perfectly made kite. Peple stpped t take phts and ask abut its special shape.
Watching it fly, I finally understd: A kite desn't fly because it's perfect. It flies because smene puts heart int making it—— and gives it the space t rise n its wn.
Why did the writer almst want t give up making the kite?
21.
I wre a traditinal Chinese cstume and my mm styled my hair int a bun with a jade pin. When I tuched it gently, I felt a warm pride. This special day helped me stay
cnnected t my cultural rts.
22.
I bwed t my parents and thanked them fr raising me. They held my hands, cheered
me n and tld me t fllw my dreams. This special mment made me feel hpeful and grateful.
23.
I attended a speech given by ur headmaster. He gave us his warm blessings and
encuraged us t make a difference t the wrld. This meaningful experience helped me dream big.
Grandpa was t busy t help him.B. He preferred t play with his phne.
C. Grandpa was unhappy with his wrk.D. He fund it hard t wrk with bamb.
What kind f persn is Grandpa?
Quiet and hnest.B. Wise and patient.
C. Kind and humrus.D. Gentle and brave.
What did the writer learn frm this experience?
Perfectin shapes the value f creatin.
Success cmes frm making fewer mistakes.
Skills can be imprved thrugh strict practice.
Imperfectin can carry its wn kind f beauty.
C
Many f us feel a sudden f anger ver smething unimprtant, like an implite message r heavy traffic. Such reactins are usually brief, understandable and easy t cpe (处理) with. But when irritability—— getting annyed r angry easily—— becmes ften, it may mean mre than a bad md.
T understand why sme peple tend t be irritable, neurscientist Wan-Ling Tseng studied the bilgical rts f irritability by purpsefully frustrating(挫败) mice. In the experiment, the mice were trained t expect a reward after pressing a lever. When the reward was suddenly gne, the mice culdn't get what they needed. They pressed the lever harder and lnger, which meant they were angry. It is much like peple angrily hitting the buttn f an verly
slw elevatr. This similar behavir suggests that the reactin may be even an evlutinarily beneficial (进化利好的) ne, helping animals get what they need r want.
Why sme adults are mre likely t feel extremely irritable is still unknwn, but studies n teenagers may ffer clues n hw irritability lks in the brain. Irritable yung peple have unusual brain activity in areas dealing with rewards and threats (威胁). In a 2018 study, Tseng and her team had 195 yung peple play a frustrating cmputer game. When kids became frustrated, the irritable kids had mre brain activity in the striatum (a key part f the brain fr prcessing rewards) than the calm nes. Other studies fund unusual activity in the amygdala (the brain's threat-
prcessing center) in highly irritable kids. While the causes f such brain reactins remain unknwn, research s far
pints t the hidden health prblems, as irritability ften appears in depressin and anxiety patients and they share the same genes. Besides, sickness, stress, pr sleep, pain, lneliness and veruse f scial media can als make irritability wrse.
Frtunately, irritability is manageable. Recent studies suggest a simpler methd: using a smartphne app and wearable device t track (追踪) anger and stress levels. By mnitring emtinal and physical changes, peple can ntice anger befre it becmes t strng. They can then calm themselves by ding breathing exercises, leaving stressful situatins, r reminding themselves that thers' annying behavirs are nt purpseful.
Being easily irritated is nt a character weakness. Rather, it can be a signal that smething in a persn's life r health calls fr clse care, and with realizatin and prper supprt, peple can deal with irritability in healthier ways.
What des the mice experiment in Paragraph 2 shw?
Rewards reduce frustratin level.
Irritability is an evlutinary reactin.
Mice learn frm humans t shw anger.
Irritability causes unusual brain activity.
What is mentined abut irritability in Paragraph 4?
Its lasting effects.B. Its nticeable changes.
C. Its cping methds.D. Its emtinal causes.
What can we learn frm the passage?
Irritability drives peple t struggle fr rewards.
Irritable peple usually shw negative characters.
Technlgy can keep peple frm getting irritable.
Irritability is a warning in need f enugh attentin.
D
When Krista Lawlr tld her teenage sn t be hme at a “reasnable hur”, he immediately asked fr a clearer explanatin. T him, the wrd was frustratingly unclear——a term whse meaning seemed t change depending n wh was speaking. This elusive quality is the central idea f Lawlr's bk Being Reasnable: The Case fr a Misunderstd Virtue. Lawlr argues that being reasnable is nt abut fllwing a strict set f rules; instead, it is abut the ability t see what truly matters in the “greater picture f things”.
Reasnableness frms the basis f the law system. In many cuntries, judges decide negligence(过失) thrugh
the “reasnable persn standard(标准)”, asking whether a persn acted with the same care and attentin that a “reasnable” persn wuld exercise in the same situatin. Yet, as Lawlr discvered, even law experts struggle t
define (定义) it. Take the case f Rudy Stank, wh was ticketed fr driving 85 miles per hur n a frzen, bent highway in Mntana. At the time, Mntana had n speed limit; the law simply required drivers t be “reasnable and careful”. Stank argued against his ticket, saying that the law was t unclear t fllw. After a heated debate, Mntana finally agreed, deciding that the wrd “reasnable” prvided n real guidance fr drivers.
Lawlr suggests that “reasnable” is ften misunderstd because it is highly dependent n
the situatins. She als pints ut an imprtant difference between being “reasnable” and being “ratinal”. T be ratinal ften means acting nly fr ne's wn benefit. A ratinal seller might put the bike nline fr the highest pssible price, refusing t lwer it by even a dllar because his gal is t get the mst mney fr himself. Yet, a reasnable ne might chse t sell the bike fr a lwer price t a neighbr's child wh really needs it. While the seller “lses” mney, he is acting reasnably by recgnizing that helping a neighbr and seeing the bike put t gd use matters mre in the lng run than a small mney gain.
Because reasnableness is tied t values, reasnable peple can—and ften d—disagree. They may lk at the same facts but reach different cnclusins because they value different things. Lawlr ntes that we truly understand what we value nly when ur beliefs are challenged by thse different frm ur wn. Drawing n the philspher Jhn Stuart Mill, she argues that we need different perspectives t sharpen ur wn thinking. In ur mdern, divided wrld, reasnableness is a necessary tl fr prductive discussin, helping us stay cnnected even when we see the wrld thrugh different eyes.
What des the underlined wrd “elusive” in Paragraph 1 mean?
False.B. Undefined.C. Ensured.D. Believable.
Which f the fllwing is an example f “being reasnable”?
A. A teenager wrks harder t enrich his mind.
B. A teenager cares a lt abut his wn grades.
C. A teenager takes time t help his classmates.
D. A teenager discusses his prblems with friends.
What des the writer mst prbably agree with?
Peple learn t be reasnable by fllwing a strict set f rules.
“Reasnable persn standard” prvides clear guidance fr law.
Reasnableness helps peple stay clse despite different views.
Disagreement happens when reasnableness is misunderstd.
What's the best title f the passage?
What Des It Mean t Be Reasnable?
Where Des Reasnableness Cme Frm?
Why Is Reasnableness Often Misunderstd?
Hw Is “Reasnable” Different Frm “Ratinal”?
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(第 34-36 题每题 2 分，第 37 题 4 分，共 10 分)阅读短文，根据短文内容回答问题。
Schl shuld be a place t learn, grw, and feel happy. But fr many teenagers, schl life can be filled with stress, arguments, r quiet lneliness. Instead f suffering alne, sme schls are intrducing a special prgram called Peer(同伴) Supprt t help students get thrugh hard times and build a warmer atmsphere(氛围) in schl.
In Peer Supprt, students help and listen t each ther. The prgram trains a grup f students t be listeners
and guides. These peer supprters have the fllwing qualities in cmmn: they are usually patient, caring, and gd at cmmunicating. After special training, they learn hw t listen carefully, keep secrets safe, and encurage their classmates t face difficulties bravely. If a classmate's prblem is t serius, the peer supprter will guide them t talk t a teacher r a parent.
At many middle schls, peer supprters play an imprtant rle in helping lnely r struggling students fit in and seek help. Take 15-year-ld Eric fr example. He was a shy student wh always sat alne in the classrm. He struggled with his math grades and was afraid t ask teachers fr help, fearing he wuld be laughed at by ther students. “When I nticed his lw spirits, I sat with him during lunch break and invited him t jin a small study grup,” said Sarah, his peer supprter in an interview. “With Sarah's gentle supprt, nw I feel safe enugh t share my truble,” Eric added.
This prgram benefits bth sides. Fr students wh need help, peer supprters ffer a nn-judgmental ear. It can reduce anxiety and lneliness quickly because talking t a friend ften feels easier than talking t adults. Fr the peer supprters themselves, they learn t understand thers’ feelings and hw t cmmunicate effectively.
Peer Supprt als changes the whle schl atmsphere. When students see that their classmates care abut them, the sense f cmmunity becmes strnger. Classrms becme warmer, and arguments are mre likely t be slved peacefully.
Peer supprt prgrams prve that the mst pwerful help smetimes cmes frm a friend standing right beside
yu.
Why d sme schls intrduce Peer Supprt?
What qualities d the peer supprters have in cmmn?
Hw did Sarah help Eric when she nticed his lw spirit?
If yur friend Peter is having a hard time, will yu advise him t g t Peer Supprt? Why?(Give at least tw reasns)
五、文段表达(10 分)
从下面两个题目中任．选．一．题．，根据所给的中文和英文提示，完成一篇不少于 50 词的英语文段写作。文中已给出的内容不计入总词数。所给提示词语仅供选用。 请．不．要．写．出．真．实校．名．、姓．名．和．地．名．。
题目 1
假设你是李华,你校英语社团正在开展“理性消费(Ratinal Cnsumptin)”主题调查活动。请先填写下表(所填信息不作为评分依据，也不需要填写在答题纸上)，明确你的零花钱分配占比(各项占比合计为 100%)情况；再根据表格内容，用英文写一篇短文，介绍你的消费情况，并反思自身的消费习惯。
提示词语: spending habit, manage, d well in, make a plan, meaningful
提示信息:· Hw d yu usually spend yur pcket mney?
· Reflect(反思) n yur spending habits.
My Pcket Mney Distributin(分配)
Everyne has their wn way t spend pcket mney. As fr me,
题目 2
某英文网站正在开展主题为“职业观察与体验(Jb Observatin and Experience)”的征文活动。假设你是李华，请用英文写一篇短文投稿，介绍你想观察和体验的职业以及原因。
提示词语: dctr, watch, help, knwledge, patience, future
提示信息:· Which jb d yu want t bserve and experience?
What activities d yu want t d in this experience?
Why d yu chse t experience this jb?
I'd like t bserve and experience the jb f a(n)
Categry
Percentage 100%
Main Cntents
Study
%
statinery, bks and learning materials
Entertainment
%
snacks, gaming, memberships
Scializing
%
gifts, eat ut with friends
Others
%
save fr future use, dnate...
参考答案
一、单项填空（每小题 0.5 分，共 6 分）
1. C2. D3. B4. D5. B6. A7. B8. D9. B10. C
11. C 12. A
二、完形填空（每小题 1 分，共 8 分）
13. C 14. A15. D16. C17. B18. A19. D20. B
三、阅读理解（每小题 2 分，共 26 分）
四、阅读表达（第 34-36 题每小题 2 分，第 37 题 4 分，共 10 分）
T help students get thrugh hard times and build a warmer atmsphere in schl.
They are usually patient, caring, and gd at cmmunicating.
She sat with him during lunch break and invited him t jin a small study grup.
By sitting with him during lunch break and inviting him t jin a small study grup.
If yur friend Peter is having a hard time, will yu advise him t g t Peer Supprt? Why? (Give at least tw reasns)
略
五、文段表达（10 分）
题目 1
Everyne has their wn way t spend pcket mney. As fr me, 45% f my pcket mney ges t study-related items, like statinery, bks and learning materials. Entertainment cmes secnd at 35%, fr which I ften buy snacks and play games. Besides, I spend 12% n scializing. Fr example, I buy gifts and eat ut with friends. The remaining 8% cvers savings and dnatins.
As fr the reflectin n my spending habits, I believe, generally speaking, I spend my pcket mney reasnably since mst f it is spent n necessities. Hwever, it might be necessary fr me t reduce my spending n games. Hw we spend mney reflects ur life values, s I’ll turn t my parents fr advice and try t manage my pcket mney mre wisely. (129w)
题目 2 Pssible versin①
I’d like t bserve and experience the jb f a middle schl teacher.
There are varius activities I want t take part in. First, I want t watch hw teachers prepare their lessns and
21. A 22. D
23. C
24. D
25. B
26. D
27. B
28. C
29. D30. B
31. C 32. C
33. A
manage their classrms effectively, which can help me learn practical teaching skills. Besides, I hpe t help teachers talk with students wh run int difficulties s that I can gain experience in cmmunicating with yung peple.
I chse t experience this jb fr several reasns. First, I believe teachers play an imprtant rle in students’ grwth. I admire them and desire t knw mre abut them. In additin, I dream f being a teacher when I grw up s this valuable experience is expected t prepare me better fr my future career. (126w)