2021年北京中考英语一轮复习训练：话题03　学校与学校生活（含答案）

话题3　学校与学校生活
主题语篇阅读
　
Ⅰ.[2020·通州一模]完形填空
The
School
Play
The
end
of
the
school
year
was
coming
quickly.
Rick
was
so
excited
because
it
was
time
for
the
school
play
tryouts.
This
year’s
play
was
called
Mystery
at
the
Lighthouse.
Rick
was
hoping
to
get
the
lead
part
of
Joe
who
lives
at
the
lighthouse.
After
school,
all
those
who
wanted
to
try
out
for
the
　1　
met
in
the
gym
at
3:30.
Rick
and
his
friend,
Kevin,
sat
and
waited
for
their
turn
to
read
for
the
play.
The
next
day
the
parts
were
　2　
on
the
wall
outside
of
the
gym.
Kevin
got
a
part
in
the
play.
But
Rick
did
not
see
his
　3　.
He
felt
funny
inside.
Rick
was
sure
he
would
get
the
part.“I
can’t
understand
why
I’m
not
in
the
play,”
said
Rick
to
his
mom.“Rick,
it
just
means
that
someone
was
a
little
better
than
you.
You
shouldn’t
give
up
just
because
of
this
one
time.
Look
at
all
the
other
things
you’re
good
at,
you’re
great
with
　4　
and
you’re
a
super
football
player,”
said
Mom.
Rick
didn’t
say
any
words
and
went
to
his
room.?
The
next
day
at
school,
Mr.
Carter,
the
art
teacher,
asked
Rick,“I
know
how
good
you
are
in
art;
are
you
interested
in
doing
some
drawing
and
painting
for
the
play?”
“You
want
me
to
draw
for
the
play?
Really?”asked
Rick.“I
sure
do,”
said
Rick
　5　.
Rick
was
so
happy
about
being
part
of
the
play
after
all.
Rick
stayed
after
school
each
day
for
the
next
week
and
drew
a
big
lighthouse
and
painted
it.
He
also
drew
some
boats
in
the
water
and
painted
those
too.
He
was
so
excited
on
the
night
of
the
play.
When
it
was
time
for
the
play,
he
　6　
from
the
side
of
the
stage
as
his
friend,
Kevin,
said
his
part
of
the
play.
At
the
end
of
the
show,
Mr.
Carter
called
all
the
students
onto
the
stage
that
helped
with
the
artwork,
lights,
and
　7　
things
around
on
stage
during
this
time.
Rick
felt
　8　
of
his
work.
He
thought
he
would
do
the
artwork
better.
It
was
so
much
fun!?
1.A.dance
B.football
C.play
D.painting
2.A.pasted
B.marked
C.tied
D.published
3.A.picture
B.artwork
C.house
D.name
4.A.act
B.speech
C.art
D.music
5.A.sadly
B.confidently
C.doubtfully
D.worriedly
6.A.watched
B.interrupted
C.noticed
D.complained
7.A.inventing
B.throwing
C.sharing
D.moving
8.A.tired
B.proud
C.curious
D.afraid
Ⅱ.[2020·东城一模]阅读理解
　　The
students
are
quieting
down
in
their
seats.
The
teacher
begins
to
give
lessons.
Then
she
asks
a
question
for
the
class
to
answer,
and
the
students
all
react
in
separate
ways.
Each
student
is
special
with
different
strengths
and
weaknesses.
Because
of
this
fact,
different
students
learn
differently.
While
some
may
learn
by
quickly
answering
the
teacher’s
question,
speaking
up
with
ease
and
comfort,
others
may
learn
just
as
well
by
listening
to
their
classmates
and
teacher
speak.
These
students
should
not
be
punished
for
learning
the
way
they
do,
but
when
teachers
grade
class
participation(参与),that
is
exactly
what
they
are
doing.
According
to
a
survey
carried
out
by
Bonnie
M.
Miller,
a
professor
at
University
of
Massachusetts
Boston,60%
of
her
students
believe
that
grading
participation
does
not
encourage
them
to
participate
more
in
class.
They
feel
more
comfortable
expressing
their
thoughts
if
they
know
what
they
say
will
not
be
given
a
number
later
on.
Some
other
students
believe
that
when
class
participation
is
graded,teachers
are
awarding
outgoing
students
while
punishing
shy
ones.
Grading
class
participation
sends
the
message
that
shy
students
are
not
good
students.
It
makes
them
feel
like
they
should
be
outgoing,
loud,
and
able
to
learn
by
talking,which
makes
them
feel
uncomfortable.
In
my
experience
with
classes
where
class
participation
was
graded,
I
felt
difficult
to
do
well.
For
example,
instead
of
being
able
to
fully
focus
on
what
my
teacher
and
classmates
said,
my
mind
would
race
with
the
things
that
I
could
possibly
share
in
the
class
discussion.
Either
I
would
be
too
slow
in
raising
my
hand,
or
feel
too
nervous
to
lift
it
at
all.
Imagining
my
falling
grades,
wishing
that
I
could
somehow
be
a
more
outgoing
person,
suddenly
my
thoughts
would
be
interrupted
by
the
sound
of
my
classmates
getting
up
to
leave,
and
I
would
realize
that
I
learned
nearly
nothing
that
class.
What’s
more,
by
focusing
on
the
students
who
talk
the
most
in
class,
teachers
fail
to
award
students
who
may
be
good
listeners—a
skill
that
is
as
important
as
being
able
to
talk
in
front
of
a
group
of
people.
Teachers
can
increase
class
participation
by
providing
different
ways
of
grading
participation
that
are
acceptable
to
different
personalities
and
learning
ways.
For
example,
they
can
give
students
opportunities
to
write
their
ideas.
Most
importantly,
teachers
should
create
classrooms
where
students
want
to
learn.
9.According
to
the
passage,
in
a
class
where
participation
is
graded,
　　　　.?
A.most
students
are
likely
to
act
actively
B.some
students
feel
stressed
to
be
who
they
are
C.students
are
forced
to
listen
to
their
classmates
D.students
are
encouraged
to
learn
the
way
they
prefer
10.The
writer
talks
about
his
own
experience
in
Paragraph
5
to
explain
　　　　.?
A.why
students
care
much
about
grades
B.why
listening
is
as
important
as
speaking
up
C.how
grading
participation
influences
learning
process
D.how
students
feel
when
preparing
for
speaking
up
in
class
11.What’s
the
writer’s
main
purpose
in
writing
the
passage?
A.To
remind
teachers
of
the
importance
of
grading
properly
in
class.
B.To
tell
students
the
effect
their
personalities
have
on
learning.
C.To
encourage
teachers
to
keep
students
active
in
class.
D.To
provide
students
with
ways
to
participate
in
class.
Ⅲ.回答问题
　　Today
in
our
P.E.
class,
we
all
had
to
play
basketball.
There
are
only
7
girls
in
our
P.E.
class,
so
the
class
is
mostly
boys.
And
because
we’re
girls,
they
don’t
really
like
us.
We
hate
basketball,
and
they
hate
us.
So
we
asked
them
if
we
could
sit
on
the
chairs
and
not
play.
They
agreed,
and
so
we
talked
and
laughed
happily
on
the
chairs.
Well,
today,
just
while
all
the
girls
were
talking
happily,
the
P.E.
teacher
came
in.
Angrily,
he
looked
at
all
the
boys
running
around
with
the
basketball.
Seeing
that
not
a
girl
was
playing,
he
looked
at
us.
Shaking
his
head,
he
blew
his
whistle(哨子).
Everyone
looked
up.
We
were
all
surprised.
“Why
aren’t
you
playing?”
he
asked
us.
“Well,
they
said
that
we
didn’t
have
to
play,
Mr.
Backus!”
We
quickly
blamed(归咎于)
the
boys,
afraid
to
get
into
trouble.
“What?
They
didn’t
want
to
play!”
The
boys
didn’t
want
to
get
into
trouble,
either.
Mr.
Backus
told
us
to
get
up
and
made
all
of
us
run
around
the
playground
for
5
minutes.
Later,
he
made
us
sit
down
and
listen
to
him.
The
boys
complained,
but
he
made
them
listen
anyway.
“Am
I
ever
unfair
to
you?”
he
asked.
We
all
shook
our
heads.
It
was
true.
Mr.
Backus
was
the
nicest
P.E.
teacher
ever!
He
never
shouted
and
complained.
He
was
just
nice.
“Well,
then
I
hope
you
are
fair
to
me.
I
don’t
care
whose
fault(错误)
it
was.
One
person’s
fault,
the
whole
class’s
fault.
Understand?”
We
nodded
and
waited.
It
was
the
only
thing
he
ever
asked
us
to
do:
to
be
fair.
It
was
not
much;
it
was
not
anything.
So
we
listened
on.
“This
time
I
catch
you
not
doing
anything,
you
run
for
5
minutes.
Next
time,
you
run
for
10
minutes.
It’s
your
choice.
You
could
play
games
or
run.
I
don’t
really
care,
but
I
think
you
care.
Remember,
one
person’s
fault,
the
whole
class’s
fault.
Got
it?”
As
we
nodded
again,
he
left.
We
could
see
him
smile
as
he
closed
the
door.
Mr.
Backus
was
just
too
nice.
That
was
why
we
all
liked
him
and
he
certainly
loved
us.
12.Do
the
girls
in
the
class
like
basketball?
______________________________________________________________________________________________
13.What
did
the
girls
do
in
their
P.E.
class?
______________________________________________________________________________________________
14.How
long
did
Mr.
Backus
ask
the
students
to
run?
______________________________________________________________________________________________
15.What
did
the
students
think
of
Mr.
Backus?
______________________________________________________________________________________________
16.What
did
Mr.
Backus
want
his
students
to
learn
from
his
lesson?
______________________________________________________________________________________________
【参考答案】
主题语篇阅读
Ⅰ.[主旨大意]
本文是一篇记叙文。里克没有通过学校戏剧的试镜,在他沮丧之际,老师让他为这个剧画画,他同意了。最后他的付出得到了认可,这让他很自豪。
1.C　考查名词辨析。根据第一段中的“because
it
was
time
for
the
school
play
tryouts”和下文中的“…and
waited
for
their
turn
to
read
for
the
play”可知,想参加这个剧试镜的同学放学后在体育馆集合。故选C。
2.D　考查动词辨析。根据“Kevin
got
a
part
in
the
play.”可知,第二天试镜结果被公布了。故选D。
3.D　考查名词辨析。根据“I
can’t
understand
why
I’m
not
in
the
play”可知,里克没有看到他的名字。故选D。
4.C　考查名词辨析。根据“I
know
how
good
you
are
in
art…”可知,里克擅长艺术。故选C。
5.B　考查副词辨析。根据“I
sure
do”和“Rick
was
so
happy
about
being
part
of
the
play
after
all.”可知,里克非常自信地说。故选B。
6.A　考查动词辨析。根据“as
his
friend,
Kevin,
said
his
part
of
the
play”可知,当他的朋友说他的台词的时候,里克在舞台的一边看着。故选A。
7.D　考查动词辨析。根据“around
on
stage
during
this
time”可知,此处指那些在舞台上搬东西的学生。故选D。
8.B　考查形容词辨析。根据“He
thought
he
would
do
the
artwork
better.”可知,里克对自己的工作感到自豪。故选B。
Ⅱ.[主旨大意]
本文是一篇议论文。老师在评估课堂参与情况时,会惩罚在课堂上不积极回答问题的学生。然而根据一项调查,评估课堂参与情况并不能鼓励学生积极参加课堂活动。那么老师该如何提高学生的课堂活动参与的积极性呢?
9.B　细节理解题。根据第四段中的“Grading
class
participation
sends
the
message
that
shy
students
are
not
good
students.
It
makes
them
feel
like
they
should
be
outgoing,
loud,
and
able
to
learn
by
talking,which
makes
them
feel
uncomfortable.”可知,在参与被评分的班级里,一些学生会有压力。故选B。
10.C　细节理解题。根据第五段中的“In
my
experience
with
classes
where
class
participation
was
graded,
I
felt
difficult
to
do
well.”及下文中的例子可知,作者谈到他的经历是为了解释评估课堂的参与情况是如何影响学习进程的。故选C。
11.A　写作意图题。老师在评估课堂参与情况时,会惩罚在课堂上不积极回答问题的学生。然而根据一项调查,评估课堂参与情况并不能鼓励学生积极参加课堂活动。作者通过自己的经历说明评估课堂参与情况会影响学习进程。所以作者写本文是为了提醒老师了解在课堂上正确评判学生参与情况的重要性。故选A。
Ⅲ.12.No,
they
don’t.
13.They
talked
and
laughed
happily
on
the
chairs.
14.For
5
minutes.
15.He
was
nice./He
was
a
good
teacher.
16.They
should
be
responsible
for
what
they
do.