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1、小升初英語分班考試模擬題十四 共50分 一、閱讀下面的對話，根據(jù)上下文，從所給的七個句子中選擇五個句子，將對話補充完整,并將該選項前面的字母編號寫在相應的橫線上。（每句2分，共 10分） Tom: Hello, this is Tom. Can I speak to Mimi, please? Mimi’s mom: Hello, Tom. 1____________________ Mimi is doing the dishes in the kitchen. Tom: OK. Thank you. Mimi’s mom: Mimi! 2____________________

2、 Thank you, mom. (Mini comes and answers the phone.) Mimi: Hello, Tom. This is Mimi. Tom: Mimi, let’s go to the library tomorrow. Mimi: Oh, sorry, Tom. I can’t go with you. I am going to cook dinner tomorrow. Tom: But why? Mimi: 3____________________ Tom: Oh, your mom’s birthday! 4__________

3、__________ Mimi: I am going to cook some noodles. Tom: 5____________________ Mimi: It’s easy. First, put some water in the pot and then put the noodles in the boiled water. In several minutes, they are ready. Tom: Wow! You are great. Have a nice weekend. Mimi: Thank you. Bye. A. How do you do

4、that? B. Sorry, you can’t. C. Hold on, please. D. What are you cooking for her? E. What are you going to cook for her? F. Because it’s my mom’s birthday. G. There is a call for you. 二、閱讀下面的短文，根據(jù)短文內(nèi)窖，選擇恰當?shù)拇鸢富卮饐栴}，井將該答案前面的字母編號填在題號前的括號內(nèi)。（每小題2分，共10分） My aunt works in a zoo. Her job is to look af

5、ter the animals in the zoo. She feeds (喂) the animals, washes them and cleans their rooms. She loves animals and she likes her job very much. She talks to the animals, and the animals understand her. The animals are always happy when they see my aunt. Every day, many people come to see the animals

6、 in my aunts zoo. But some people do not know the zoorules. They go too neardangerousanimals like lions or tigers. Some people litter. When people do these, myaunt will stop them. ( ) 1. What does my aunt do every day? A. She looks after the animals. B. She loves animals. ( ) 2. Can the

7、animals in the zoo talk? A. Yes, they can. B. No, they cant. ( ) 3. What is "dangerous" in Chinese? ("dangerous"的中文是什么？) A. 可愛的 B. 危險的 ( ) 4. Whats the rule of the zoo? A. Dont litter. B. Dont talk to the animals. ( ) 5. My aunt is a________worker in the zoo. A.good B. b

8、ad 三、閱讀下面的短文，從所給的單詞中選擇合適的單詞補全短文，每空只填一詞， 每詞只準用一次。注意書寫工整。（每空1分，共10分） learned, by, because, good, hot, holiday, known, swimming, plan, China Peters Holidays Last summer holiday, Peter and his parents went to visit Uncle Wong in Dalian. They went there 1________ship. Peter 2________ how to swim in

9、Dalian 3________ they went 4________ every day in the sea. They hada 5________ time. This summer holiday, they 6________ to go to Beijing by air. Beijing is 7________ as the capita1(首都) of 8________. In summer, sometimes the temperature (溫度) is 40℃. Its too9________. Peter is excited. Hecant wait t

10、o go now! Do you think Peter will have a great 10________ this year? 四、根據(jù)圖片所給的提示，認真閱讀答句，提出相應的問句，讓對話合理、通順，并 且與圖片相符合。（每小題2分，共10分） 1. Teacher: _____________________________________, boys? Boys: They are interesting. 2. John: _____________________________________? Mike’s brother: He is 165 cm ta

11、ll. 3. Wu: _____________________________________? Dong: Because I can play with snow. 4. Zhang:____________________________________, Meimei? Meimei: She is a nurse. 5. Sarah: _____________________________________, Amy? Amy: I can see nine. 五、書面表達。（10分） 假如你叫Jack，通過因特網(wǎng)認識了一位美國的筆友Tommy。用

12、不少于5句話給你的筆友介紹一下你自己，必須用上所給的提示詞；數(shù)字可以用阿拉伯數(shù)字表示。開頭與結(jié)尾已為你寫好。 12歲 on foot near favourite subject hobby Dear Tommy,

13、

14、 要練說，得練看。看與說是統(tǒng)一的，看不準就難以說得好。練看，就是訓練幼兒的觀察能力，擴大幼兒的認知范圍，讓幼兒在觀察事物、觀察生活、觀察自然的活動中，積累詞匯、理解詞義、發(fā)展語言。在運用觀察法組織活動時，我著眼觀察于觀察對象的選擇，著力于觀察過程的指導，著重于幼兒觀察能力和語言表達能力的提高。Jack 我國古代的讀書人,從上學之日起,就日誦不輟,一般在幾年內(nèi)就能識記幾千個漢字,熟記幾百篇文章,寫出的詩文也是字斟句酌,瑯瑯上口,成為滿腹經(jīng)綸的文人。為什么在現(xiàn)代化教學的今天,我們念了十幾年書的高中畢業(yè)生甚至大學生,竟提起作文就頭

15、疼,寫不出像樣的文章呢?呂叔湘先生早在1978年就尖銳地提出:“中小學語文教學效果差,中學語文畢業(yè)生語文水平低,……十幾年上課總時數(shù)是9160課時,語文是2749課時,恰好是30%,十年的時間,二千七百多課時,用來學本國語文,卻是大多數(shù)不過關(guān),豈非咄咄怪事!”尋根究底,其主要原因就是腹中無物。特別是寫議論文,初中水平以上的學生都知道議論文的“三要素”是論點、論據(jù)、論證,也通曉議論文的基本結(jié)構(gòu):提出問題――分析問題――解決問題,但真正動起筆來就犯難了。知道“是這樣”,就是講不出“為什么”。根本原因還是無“米”下“鍋”。于是便翻開作文集錦之類的書大段抄起來,抄人家的名言警句,抄人家的事例,不參考作

16、文書就很難寫出像樣的文章。所以,詞匯貧乏、內(nèi)容空洞、千篇一律便成了中學生作文的通病。要解決這個問題,不能單在布局謀篇等寫作技方面下功夫,必須認識到“死記硬背”的重要性,讓學生積累足夠的“米”。 宋以后，京師所設(shè)小學館和武學堂中的教師稱謂皆稱之為“教諭”。至元明清之縣學一律循之不變。明朝入選翰林院的進士之師稱“教習”。到清末，學堂興起，各科教師仍沿用“教習”一稱。其實“教諭”在明清時還有學官一意，即主管縣一級的教育生員。而相應府和州掌管教育生員者則謂“教授”和“學正”。“教授”“學正”和“教諭”的副手一律稱“訓導”。于民間，特別是漢代以后，對于在“校”或“學”中傳授經(jīng)學者也稱為“經(jīng)師”。在一些特定的講學場合，比如書院、皇室，也稱教師為“院長、西席、講席”等。