问题 完形填空
完形填空(10分)
阅读下面短文,从各题A、B、C、D中选出能填入文章中相应空白处的最佳答案。
Dear David,
Thank you very much  1  your letter. Beijing 2  beautiful! People in Beijing are friendly (友好的).  3  I like Beijing and I like China. Now I’m fine and I’m busy with my lessons. I have seven classes every day. There are  4  in the morning and three in the afternoon. I have nine  5  this term (学期). I like math, biology and history. My  6   subject is science, because it is very interesting. My English is very  7 , and I like it. But I 8  like Chinese, because it is too difficult  9  me, and I can’t learn it well. Do you play soccer? Can you  10  Chinese? I hope you can come to China one day.
Yours,
Jim
小题1:
A.toB.ofC.forD.with
小题2:
A.amB.isC.areD.be
小题3:
A.BecauseB.OrC.ButD.So
小题4:
A.oneB.twoC.threeD.four
小题5:
A.subjectsB.weeksC.teachersD.clubs
小题6:
A.goodB.favoriteC.likeD.more
小题7:
A.goodB.wellC.betterD.fine
小题8:
A.doesn’tB.amC.don’tD.do
小题9:
A.forB.atC.aboutD.with
小题10:
A.tellB.talkC.sayD.speak
答案

小题1:C

小题2:B

小题3:D

小题4:D

小题5:A

小题6:B

小题7:A

小题8:C

小题9:A

小题10:D

题目分析:这是吉姆写给他的朋友戴维德的一封信。信中主要描述了自己在北京的学习情况。

小题1:固定句式。thank sb for sth因为某事感谢某人,故选C,因为。

小题2:Bejing是单数名词,故谓语动词用单数,选B,是。

小题3:连词辨析。Because因为; Or或者; But但是;So因此。联系上下文可知前文表示的是我喜欢北京的原因,故选D。

小题4:联系上下文描述可知7-3=4,故选D,四。

小题5:联系下文描述可知此处指的是我这个学期上九门课,故选A,科目。

小题6:联系下文描述可知我最喜欢科学,故选B,最喜欢的。

小题7:词义辨析。good 好的,well副词好的,形容词身体好;better更好的;fine很好的,健康的。联系下文,我喜欢它。可知我的英语很好,用形容词作表语,故选A。

小题8:联系下文可知我不喜欢汉语。I是第一人称,后面有行为动词like,故助动词用do,选C。

小题9:结合语境可知对我来说太难,故选A,表示原因目的等。

小题10:词义辨析。Tell告诉;talk谈话;say说,强调说的内容;speak说某种语言。联系下文可知选D,说中文。

点评:这篇短文内容比较简单,理解不难。各小题与上下文联系比较紧密,答题中一定要注意联系上下文。答完后多读几遍,看看是否符合逻辑,适当修改。个别小题可以当做单独的词义辨析题来做,先区分词义,结合语境选出最能使语句通顺的答案。

填空题
单项选择题

Proper arrangement of classroom space is important to encouraging interaction. Most of us have noticed how important physical setting is to efficiency and comfort in our work. College classroom space should be designed to encourage the activity of critical thinking. We may be approaching the twenty-first century, but step into almost any college classroom and you step back in time at least a hundred years. Desks are normally in straight rows, so students can clearly see the teacher but not all their classmates. The assumption behind such an arrangement is obvious. Everything of importance comes from the teacher.
With a little imagination and effort, unless desks are fixed to the floor, the teacher can correct this situation and create space that encourages interchange among students. In small or standard-size classes, chairs, desks, and tables can be arranged in a variety of ways. The primary goal should be for everyone to be able to see everyone else. Larger classes, particularly those held in lecture halls, unfortunately, allow much less flexibility.
Arrangement of the classroom should also make it easy to divide students into small groups for discussion or problem-solving exercises. Small classes with movable desks and tables present no problem. Even in large lecture halls, it is possible for students to turn around and form groups of four to six. Breaking a class into small groups provides more opportunities for students to interact with each other, think out loud, and see how other students’ thinking processes operate all essential elements in developing new modes of critical thinking. In courses that regularly use a small group format, students might be asked to stay in the same small groups throughout the course. A colleague of mine, John, allows students to move around during the first two weeks, until they find a group they are comfortable with. John then asks them to stay in the same seat, with the same group, from that time on. This not only creates a comfortable setting for interaction but helps him learn students’ names and faces.

The greatest advantage in allowing each student to find his own group might be that ______.

A. the teacher saves the trouble in doing that
B. learning is made comfortable in this way
C. the teacher can easily remember students’ names and faces
D. brighter students can help slower ones