2013年北京中考英语试题答案.doc

单选答案:22-26 ABCBA 27-31 DBCDB 32-34 CDA解析: 22题考查人称单词, 23题考查介词词组from to, 24题考查连词or, 25题考查比较级, 26题考查情态动词can, 27题考查不定代词anything用于否定, 28题考查there be句型, 29题考查How often表示问频率, 30题考查将来时,31题考查ask sb to do, 32题考查现在完成时, 33题考查被动语态结合过去时, 34题考查疑问句转陈述语序.作文My favorite place at school 是今年的作文题目我对这道题做一个简要的分析:看似说一个地方是说明文, 其实恰恰相反, 这道题最好写成记叙文和情感议论文的结合, 这一点和今年我们不断在说的总趋势是保持一致的. 具体思路:既然是favorite place, 那么首先要写的就是 What, 点出写作的出题内容. 接下来才是关键, 不要一直去描述那个地方, 而要重点解释Why 和 How, 为什么是最喜欢的， 又是如何通过细节来展示的。 所以文章的主题段落要有细节的记叙同时有道理的说明， 也就是要夹叙夹议，点出Why 和 How。 最后回应主题， 抒发感情。这道题看似好写，但难以得高分，原因就在于大多数学生把文章的重点完全放在了描述这个地方上， 但事实上却疏漏了对于喜欢原因的解释，和记叙和议论的相结合。其实上课的时候经常练, 我们也讲过, 不知道孩子们能不能想到这一点. 另外文章要写出层次来，才算是好作文，否则只能是一片一片的没有条理的堆砌，那样得不到高分的。完形: 一个口吃男孩的故事 (改编自国外杂志上的一篇文章, 答案及原始文章见下)答案：35- 39 ACCDD 40 -44 BADBC 45-46 BD 阅读A篇: CAB B篇: DDA C篇: ABC D篇: BCDA注：D篇文章取自the Globe And Mail（环球邮报）上的一篇社评，发表于2013年5月27日，文章原题目为：Hockey Canadas older bodychecking age sends a message that childrens safety is paramount所以， 题目也就是想说明safety最重要，这道题不用再争论了。 还原句子60-63 AEDB阅读与表达64, Yes.65, (We can) put something soft to lie on on the floor.66, A simple choice is to lay out a blanket in the sun.67, By taking photos of us, our family members and friends，and making copies. 68, What fun of camping is and how we have a great camping.完成句子69, Youd better70, used to71, are looking forward to 72, as soon as I finish reading73, wont close until/dont close until 完形文章出自美国德克萨斯周杂志 The Staff，继续保持连续六年的出题风格选材源于英美原版文章，对文化差异性的把控和理解要求较高 黑体为考试的时候要填的词, 也就是答案. 原文：Her Name Was Mrs. Claussen - And She Cared by Dr. Lee Reeves As I walked down to the counselors office, I thought to myself, What will she be like Will she be old or young? Pretty or ugly? Will she care? Oh well, I figured it didnt really matter, anyway. Id had so many speech therapistsover the years Id lost count. Another school, another therapist. I wondered why I even bothered to go. My stuttering seemed to be just as much of a problem now as it always was, and besides I hated to miss P.E. How did they find out that I stutter anyway? The last school must have sent my records. It was pretty hard to hide the way I talked. As I walked down the hallway, memories popped in my head of how painful being a kid who stutters had been. Memories of how the kids used to call me Motor Mouth, and of the teacher who asked me if I had lock-jaw. It still hurt. The pain welled up inside as I rounded the last corner toward the office. Dont start getting weak knees now, I whispered to myself. I wondered why I didnt stutter when I whispered, or when I talked to myself. At any rate I was sixteen years old and a junior in high school - time to gut up. Time to meet the new one!Hello! Im Mrs. Claussen. I hear youre from Texas! She must have thought I was a little off my rocker as I stood there gawking, with my mouth wide open and my face red as a beet. She was really pretty! And she was young, too! Ye-Ye-Ye-Yes m-m-m-m-m-m-m-aam I am, I fumbled out. My heart felt like it was pounding through my chest, my palms were dripping wet, and I was tense all over. I really blew that introduction, and figured she probably thought I was a goof ball. Well, she said with a kind smile, Ive always liked Texas. Mrs. Claussen turned out to be one of the best speech therapists Ive ever had. Not like the one in San Antonio who told me to tap my toe so I could talk to a rhythm. That was the beginning of the longest list of circus antics anyone has ever seen. That toe tap developed into a foot stomp, a hand pound, a squinted eye, a head jerk and various other helpers. Mrs. Claussen was different though. She spent the first several weeks just talking to me - asking me all kinds of questions about myself - about feelings - about what I thought I did when I blocked. And she listened. She began to teach me about the fundamentals of speech. Not just about my speech, but about everybodys. Mrs. Claussen taught me about technical things, like circumlocution (a fancy term for avoiding words). And she listened. I sang inthe choir all of my school career and was a pretty good tenor. At my old school I was in the top concert choir, but when my family was transferred I learned that the new schools choir was all filled up. It was such a disappointment. I felt like that was the one thing that I could really do well - and I could do it without stuttering. Somehow Mrs. Claussen pulled some strings, rearranged my whole schedule, and got me in the choir. I felt like she really cared about me as a person, not just a speech student. During my last two years of school I couldnt really say that my speech got much better - except in therapy. She explained that my increased fluency in therapy was because I was so relaxed, and I knew that she didnt care if I stuttered. I remember saying that I wished the whole world was a big therapy session. We laughed! Mrs. Claussen told me that when I left high school and went off to college that my speech would probably get worse for a while. She was sure right. Things got considerably worse. I wondered if I would ever be able to communicate. It was a very depressing time, and I often felt alone. One day when I was feeling particularly sorry for myself, I recalled something that Mrs. Claussen had told me over and over. She said that if I really wanted to change my speech and become more fluent that I could, but that it was all up to me. I remembered she said not to strive for perfect speech, just better speech. She was right about that, too. I eventually looked for and found another speech therapist. I began to work very hard and over the next couple of years improved my speech considerably. A few time, when I was at home for a break from college, I tried to get in touch with her, but I never did. In fact, I never saw or talked with her after I left high school. Many years have passed since then, and I think of her from time to time, wondering if she had as much