问题 完形填空
Years ago I had the opportunity to meet a girl who strengthened my understanding of the power of belief. She was __36___ the most powerful person I had ever met. I met Chris for the first time while taking the Dale Carnegie __37___ in California.
Our class had already been going for quite some time when ___38___, supported by metal crutches(拐杖), ___39__ herself in. Chris had cerebral palsy(大脑性麻痹). She had much ___40___ in communicating with others. This was not because of ___41___ of desire, but because most of her twenty-one years of life she had been kept in a room with no more than Elvis records and tapes to __42___ her. No one had taken the time to help her develop the ability to ___43___. It was Bonnie, her present caretaker, who ___44___ there was much more to Chris than anyone else could see.
When asked by the instructor what her goal ___45___ the twelve-week course was, Chris struggled to respond and became impatient and ____46___ in the process. For most of her ___47___ nobody would listen to her. The only way she knew to get someone to ___48___ was through temper outbursts(发脾气). With Bonnie as her interpreter, Chris conveyed that her ___49___ was to be able to stand by herself in front of forty-five people and tell us about herself.
On the twelfth week, Chris stood in front of the room and ___50___ with us, in her own words, what her life had been like. It was one of the most beautiful and enlightening experiences I had ever ___51____. Though as a girl who had in many ways been ____52___, she believed that she could ___53___ more in her life and she did. And she also had the love and support of forty-five friends, who, just weeks before, had been ____54___ strangers.
What we all witnessed through Chris’ courage is that life is ____55___ moment by moment, based on our beliefs, which are related to both our personal and professional direction and have the power to make our wildest dreams come true.
小题1:
A.luckilyB.probablyC.formallyD.naturally
小题2:
A.breakB.chanceC.houseD.course
小题3:
A.someoneB.heC.herselfD.she
小题4:
A.ranB.rushedC.draggedD.jumped
小题5:
A.difficultyB.conceptC.disagreementD.suggestion
小题6:
A.lackB.needC.noticeD.cheer
小题7:
A.impressB.annoyC.calmD.entertain
小题8:
A.walkB.pronounceC.communicateD.write
小题9:
A.knewB.askedC.spokeD.required
小题10:
A.atB.forC.onD.in
小题11:
A.angryB.surprisedC.gratefulD.noisy
小题12:
A.wayB.life C.operationD.process
小题13:
A.watchB.smileC.listenD.understand
小题14:
A.classB.goalC.abilityD.reason
小题15:
A.beganB.agreedC.foundD.shared
小题16:
A.arguedB.attendedC.witnessedD.accepted
小题17:
A.found outB.thrown awayC.brought upD.held out
小题18:
A.giveB.spendC.accomplishD.accompany
小题19:
A.completeB.necessaryC.enoughD.typical
小题20:
A.calledB.carriedC.searchedD.created
答案

小题1:B

小题2:D

小题3:D

小题4:C

小题5:A

小题6:A

小题7:D

小题8:C

小题9:A

小题10:B

小题11:A

小题12:B

小题13:C

小题14:B

小题15:D

小题16:C

小题17:B

小题18:C

小题19:A

小题20:D

题目分析:本文讲述的我所见过的一个残疾的女孩,虽然在生活中有很多的困难,但是不向命运低头,努力实现人生目标的故事。

小题1:B 副词辨析。A幸运地B也许C正式D自然;也许她是我见过的最坚强的人。

小题2:D 上下文串联。根据45空后the twelve-week course说明我们这是一个培训的课程班。

小题3:D 上下文串联。根据文章第一行meet a girl可知本文讲述的是一个有坚强意志的女孩子,故使用she。

小题4:C 固定搭配。Drag sb in拖着进来;因为她是拄着拐杖的,所以该词表示她走的很慢,很拖拉。

小题5:A 固定句式。Have some difficulty in doing sth做某事有困难;在和别人交流方面她有很大的困难。

小题6:A 名词辨析。A缺少B需要C通知D欢呼;这不是因为他缺少交流的欲望,而是她缺少这样的机会。

小题7:D 动词辨析。A留有印象B恼怒C使镇定D娱乐;她唯一的娱乐工具就是收音机和磁带。

小题8:C 上下文串联。根据上文所说他缺少与人交流的机会,这个课程班就是为了发展自己与人交流的能力。

小题9:A 动词辨析。A知道B询问C说D要求;只有现在的监护人才知道她有比别人看见多得多的东西。

小题10:B 固定搭配.the goal for…指…的目的;老师询问她来参加这个课程班的目的是什么。

小题11:A 上下文串联。根据impatient和trough temper outbursts(发脾气). 可知A正确。她在平时通过trough temper outbursts(发脾气)来引起别人的注意,所以老师问她的时候,她不耐烦且生气了。

小题12:B 名词辨析。A方法B人生作D过程;在她的人生过程中,很少有人会听她说什么。

小题13:C 上下文串联。她唯一让别人听她的方式就是发脾气,只有发了脾气以后别人才会听她的意见。

小题14:B 上下文串联。根据45空前的what her goal说明她是在回答这个问题,目标是什么?

小题15:D 动词辨析。A开始B同意C发现D分享;她和我们一起分享她的看法。

小题16:C 动词辨析。A争论B参加C见证D接受;这是我曾经见证过的最美好的人生经历之一。

小题17:B 短语辨析。A发现B摈弃C抚养D坚持;尽管她是一个在很多方面都被人摒弃的女孩。

小题18:C 动词辨析。A给予B花费C完成,实现;D陪伴;她相信在人生中她可以实现更多的目标。

小题19:A 形容词辨析。A完全B必要C足够D典型的;2个星期之前我们是完全的陌生人,现在我们是好朋友。

小题20:D 动词辨析。A打电话B携带C寻找D创造;生活是根据我们的信念,一步一步创造出来的。

点评:本文讲述的是一个残疾的女孩,虽然在生活中有很多的困难,但是不向命运低头,努力实现人生目标的故事。考生在选择答案时要根据上下文的复现或同现以及这些词之间的有机联系来确定答案。由于完形填空的文章是一个意义相关联的语篇,围绕一个话题论述,因此在行文中词语的重复、替代、复现和同现现象是不可避免的。根据这个原则,某一个空格所对应的答案很可能就是在上下文中复现或同现的相关词:原词、同义词、近义词、反义词等。

完形填空
任务型阅读(共10题;每小题1分,满分10分)
请认真阅读下列短文,并根据所读内容在文章后表格中的空格里填入最恰当的单词。
注意:每空格1个单词。
D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.
Gaul, with about 170 seventh- and eighth-graders, has its own history of lower level academic achievement. One likely reason: Education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders (teachers included) are often kept at a respectful distance.
Since 2002, Gaul's students have been divided into four classes, each of them taught almost every subject by two teachers. The goal: To find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork -- and sparks motivation for learning.
Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and field trips. If students are covering the Civil War in social studies, they're reading The Red Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.
Team teaching isn't unusual. About 77 percent of middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four- or five-person teams, which Gaul tried before considering two-person teams more effective. Gaul supports the team concept by "looping" classes (跟班) so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."
Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year -- double the statewide average. Only 31 percent met the math standard, still better than the state average (21 percent). Their students also beat the state average in writing and science. And in2006, Gaul was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching's arrival.
A Classroom With Context
 
Problems of the
school
Being a farming town, it (1)        little in education before.
(2)        education is considered less important.
The community is relatively (3)    ____ rather than open to the outsiders.
 
Ways of solving
the problems
The division of classes is made and students are well (4)    ____.
Individual schedules and lesson plans are (5)    ____ by each team.
A strong (6)    ____ between teacher and student is established through combining teams and looping.
 
Signs of
(7)    ____
72 percent of the eighth-graders (8)    ____ Maine's reading standard
(9)________ percent higher than the state average in maths
the school beating the state average in writing and science
 four of the previous five years (10)    ____ at least 20 percent test gains
 
单项选择题