问题 完形填空

阅读短文, 在空白处填上一个适当的词,使短文在意义上和结构上完整,将答案写在答题纸上。(共5分)

One day, Kidom and his friend Dick went to the river fishing. Kidom took his dog Vick with him. But now and then, when the dog saw a small animal or a bird, he would run1 it and try to catch it. Dick hated the dog very much because the dog frightened the fish away. "Why do you2your dog here?" said Dick to Kidom. "he3here and there. All the fish are frightened and swim4 ." "You are right." answered Kidom. "Next time, I shall come without Vick. Shall we go home now, Dick?" Just then Dick shouted, "Wait. A5is biting (咬)my line. I can feel it." Dick was very glad. He forgot the danger. He went to pull the line. The boy fell down into the water. "Help! Help! I can't swiim." Dick shouted, up and down in the water .

But Kidom could not swim, either. Just then Vick came up. The dog jumped into the water and pulled Dick onto the dry land by biting 's shirt with his teeth. Dick was saved. He was still holding the line in his hand. On its end was a big fish.

小题1:__________

小题2:__________

小题3:__________

小题4:_________

小题5:___________

答案

小题1:after

小题2:bring

小题3:runs

小题4:away

小题5:fish

题目分析:这篇短文描述了两个朋友去河边钓鱼,其中一个埋怨狗吓跑了鱼。可知后来这条狗有救了他一命。

小题1:联系下文try to catch it.它试图抓住它。可知考查短语run after追赶,追逐。

小题2:联系上下文可知句意为:你为什么带你的狗到这来?前文已有助动词do,故填原形动词bring,带来。

小题3:联系上文可知指的是它到处跑。主语he是单数第三人称,一般现在时态中谓语动词用单数,故填runs,跑。

小题4:联系上文可知指的是鱼游走了,故填away离去。

小题5:联系下文可知是鱼咬钩了。故填fish。

点评:由于本题没有给出选项,故需要我们根据上下文推断出所需单词,然后根据上下文及时间状语,主语的人称与数,判断出动词的时态和数的变化,然后进行适当的词形变换,完成阅读。

单项选择题
单项选择题

The standardized educational or psychological tests, that are widely used to aid in selecting, assigning, or promoting students, employees, and military personnel have been the target of recent attacks in books, magazines, the daily press, and even in Congress. The target is wrong, for in attacking the tests, critics divert attention from the fault that lies with ill-informed or incompetent users. The tests themselves are merely tools, with characteristics that can be measured with reasonable precision under specified conditions. Whether the results will be valuable, meaningless, or even misleading depends partly upon the tool itself but largely upon the user.

All informed predictions of future performance are based upon some knowledge of relevant past performance. How well the predictions will be validated by later performance depends upon the amount, reliability, and appropriateness of the information used and on the skill and wisdom with which it is interpreted. Anyone who keeps careful score knows that the information available is always incomplete and that the predictions are always subject to error.

Standardized tests should be considered in this context. They provide a quick, objective method of getting some kinds of information about what a person has learned, the skills he has developed, or the kind of person he is. The information so obtained has, qualitatively, the same advantages and shortcomings as other kinds of information. Whether to use tests, other kinds of information, or both in a particular situation depends, therefore, upon the empirical evidence concerning comparative validity, and upon such factors as cost and availability.

In general, the tests work most effectively when the traits or qualities to be measured can be most precisely defined (for example, ability to do well in a particular course of training program) and least effectively when what is to be measured or predicted cannot be well defined (for example, personality or creativity). Properly used, they provide a rapid means of getting comparable information about many people. Sometimes they identify students whose high potential has not been previously recognized, but there are many things they do not do. For example, they don’t compensate for gross social inequality, and thus don’t tell how able an underprivileged younger might have been had he grown up under more favorable circumstances.

The selection implies that, more often, the value of an educational test rests with()

A. the interpretation of test results

B. the analysis of the students tested

C. the skill and wisdom of the test itself

D. the accuracy of the information provided