2013北京中考英语试题答案解析

2013年07月01日09:16  

单项选择：

22. A 考查人称代词

23. B 考查介词词组 from to

24. C 考查连词or

25. B 考查比较级

26. A 考察情态动词can

27. D 考查不定代词anything用于否定

28. B 考查there be句型

29. C 考查特殊疑问词用法，how often表频率

30. D 考查时态，一般将来时

31. B 考查动词不定式，ask sb to do sth

32. C 考查时态，现在完成时

33. D 考查被动语态

34. A 考查宾语从句，陈述语序

完形填空：

答案：35- 39 ACCDD 40 -44 BADBC 45-46 BD

完形文章出自美国德克萨斯周杂志 The Staff，题目标题为“Her Name Was Mrs. Claussen - And She Cared by Dr. Lee Reeves”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

35. A 根据文章开头告知作者存在的问题“口吃”和第五段第一句话中的speech specialist可知答案为speech

36. C 根据第二段可知，目前问题还没有解决，所以这种痛苦仍然困扰我

37. C 根据本段开头引号中的话可知，那是一段自我介绍

38. D 根据第五段对这个老师的描述“best”可知，作者认可了这个老师，所以语意一定是积极向上且赞扬的

39. D 根据上一句“not like those。。。”可知这个老师状况和其他老师不一样

40. B 根据前文and可知表顺承关系，根据上一句她一直问我不同的问题，然后听我回答

41. A 根据本段第一句后的“tenor（男高音）”和“singing group”可知答案为唱歌

42. D 根据前文“I could do it well”可知作者在唱歌这件事情上可以不口吃

43. B 根据本段前两句话可知，作者一开始说话还是不利索，甚至一度怀疑自己无法交流

44. C 根据本段最后一句话可知，最后作者的语言能力有了一个较大的提升，对比之前语法能力不好，可知我的语言老师告诉我是否我能改变语言能力完全取决于我

45. B 根据本空前后“as。。。as”短语和前文中这个老师对我所起的积极影响可知答案

46. D 根据全文可知，作者一直强调他的老师十分在意她教授的学生，可知填care

黑体为考试的时候要填的词, 也就是答案.

附原文：Her Name Was Mrs. Claussen - And She Cared by Dr. Lee Reeves

As I walked down to the counselor's 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 didn't really matter, anyway. I'd had so many speech therapists over the years I'd 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. "Don't start getting weak knees now," I whispered to myself. I wondered why I didn't 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! I'm Mrs. Claussen. I hear you're 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, "I've always liked Texas."

Mrs. Claussen turned out to be one of the best speech therapists I've 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 everybody's. Mrs. Claussen taught me about technical things, like circumlocution (a fancy term for avoiding words). And she listened.

I sang in the 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 school's 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 couldn't 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 didn't 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 impact on her other students as she had on me. I like to think that she did. I'll never forget her. Her name was Mrs. Claussen . . . and she cared.

(Dr. Lee Reeves is veterinarian who operated his own clinic in Plano, Texas. His city honored him by naming him Businessman of the Year. Besides giving of his personal time to visit with children who stutter, he also works on behalf of women and children who are victims of abuse. He founded the Dallas Chapter of the National Stuttering Project in 1981, and is still active in that group). (The above article first appeared in The Staff, October 1992, and appears here with permission of Lee Reeves - JAK)

阅读理解：

A篇：CAB

B篇：DDA

C篇：ABC

53题A：考查观点态度题。根据文章第一段“in a way that doesn’t infringe the rights of others.可知A为正确答案。CD与文章相反。B篇文章中为提到。

54题B：考查词义猜测题。根据第四段文意“在陌生人面前比在你爱的人面前更能做到 “自信”，A.达成一致意见B.hold your point指的是“坚持你的观点”C. 履行诺言 D.坚持斗争

55.题C：考查细节理解题。根据文章倒数第四行“Make clear and direct requirements.”得知C是正确答案。

D篇：

56. B 这是一道细节推断题，根据全文第一句“The willful blindness in hockey toward concussions (头部撞击) has dropped.”可知B为正确答案

57. C这是一道段落主旨题。答案提示在第2段的第一句。The change in rules should be taken as a chance to ...free of danger. 该句的关键词chance 对应C答案中的possible, to draw special attention to skill development in…是result ,故选C.

58. D 这是一道推断题，根据第三段最后两句话可知D表达的意思合理

59. A 这是一个全文主旨题，选best title, 答案提示0在文章最后一段，即最后一句，该句说the change sends the clearest message yet to coaches and parents that player safety is paramount in the game. 变化传递了一个再清楚不过的信息，那就是球员的安全至上，这个意思对应了A 选项的important 这个意思，故选A。

还原句子：

AEDB

阅读与表达：

64，Yes.

65, 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.

68, What fun of camping is and how we have a great camping.

完成句子：

69, You'd better

70, used to

71, are looking forward to

72, as soon as I finish reading

73, won't close until

来源：乐加乐英语

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