题组层级快练(三十九)
Ⅰ.完形填空
In our discussion with people on how education can help them succeed in life, a woman remembered the first meeting of an introductory ___1___ course about 20 years ago.
The professor ___2___ the lecture hall, placed upon his desk a large jar filled with dried beans(豆), and invited the students to ___3___ how many beans the jar contained. After ___4___ shouts of wildly wrong guesses the professor smiled a thin, dry smile, announced the ___5___ answer, and went on saying, “You have just ___6___ an important lesson about science. That is: Never ___7___ your own senses.”
Twenty years later, the ___8___ could guess what the professor had in mind. He ___9___ himself, perhaps, as inviting his students to start an exciting ___10___ into an unknown world invisible(无形的) to the ___11___, which can be discovered only through scientific ___12___. But the seventeen-year-old girl could not accept or even ___13___ the invitation. She was just ___14___ to understand the world. And she ___15___ that her firsthand experience could be the ___16___. The professor, however, said that it was ___17___. He was taking away her only ___18___ for knowing and was providing her with no substitute(替代). “I remember feeling small and ___19___,” the woman says, “and I did the only thing I could do. I ___20___ the course that afternoon, and I haven抰 gone
near science since.”
1. A. art
B. history
C. science
D. math
2. A. searched for
B. looked at
C. got through
D. marched into
3. A. count
B. guess
C. report
D. watch
4. A. warning
B. giving
C. turning away
D. listening to
5. A. ready
B. possible
C. correct
D. difficult
6. A. learned
B. prepared
C. taught
D. taken
7. A. lose
B. trust
C. sharpen
D. taken
8. A. lecturer
B. scientist
C. speaker
D. woman
9. A. described
B. respected
C. saw
D. served
10. A. voyage
B. movement
C. change
D. rush
11. A. professor
B. eye
C. knowledge
D. light
12. A. model
B. senses
C. spirit
D. methods
13. A. hear
B. make
C. present
D. refuse
14. A. suggesting
B. beginning
C. pretending
D. waiting
15. A. believed
B. doubted
C. proved
D. explained
16. A. growth
B. strength
C. faith
D. truth
17. A. firm
B. interesting
C. wrong
D. acceptable
18. A. task
B. tool
C. success
D. connection
19. A. cruel
B. proud
C. frightened
D. brave
20. A. dropped
B. started
C. passed
D. missed
答案与解析
【文章大意】
本文为夹叙夹议文。作者在文中提到了一位女性，年轻时，由于她的老师运用了不当的教学方法，使她对科学永远失去了兴趣，通过这件事，警示我们教育的重大意义，所以我们一定要关注教学方法，它是人们成功的关键。
1. 答案
C
解析
由第二段倒数第二句中的You have just ___6___ an important lesson about science及后文几次提到的science一词，可知此处应为science (course)。
2. 答案
D
解析
由空后“他把一个装满干豆的大坛子置于讲台上”可知，此句为教授走进教室。
3. 答案
B
解析
由本段后文After ___4___ shouts of wildly wrong guesses可知，此处教授让学生猜测坛中干豆的数目。
4. 答案
D
解析
本段前文讲教授要求学生猜测坛中干豆的数目，此句应为教授听完学生们的回答，……。
5. 答案
C
解析
本段前文讲学生们喊出错答案，那么教授给出的就是正确答案了。
6. 答案
A
解析
教授说同学们学习(learn)了重要的一课。
7. 答案
B
解析
由前文学生们根据视觉判断豆子的数目，结果错了，可知，此处为教授教育学生在科学方面不要相信自己的感觉。
8. 答案
D
解析
文中只提到教授和那位女孩，既然能猜出教授心里怎么想的，当然主语指那位女孩。
9. 答案
C
解析
教授以为自己在引导学生们开始了一段驶入未知世界的航行。see sb./sth. as，类似于regard sb./sth. as“认为某人/某物……”。
10. 答案
A
解析
这里用驶入未知世界的航行来比喻对知识领域的探索。A项“航行”；B项“运动；活动”；C项“变化”；D项“猛冲”。
11. 答案
B
解析
文章第二段第一句话讲到教授让学生们看着坛子去猜测坛中干豆的数量，结果猜错了，所以这里(invisible to the eye)应为肉眼看不见的未知世界。
12. 答案
D
解析
只有用科学的办法才能准确判断事物。
13. 答案
A
解析
小女孩是学生，学生应该(不)接受或(没)听懂教授所授内容，而B，C，D项与文中的invitation搭配不符合文意，所以答案为A项。
14. 答案
B
解析
前句提到十七岁的女孩，强调年龄小，所以此句表示小女孩才刚刚开始理解这个世界。
15. 答案
A
解析
她认为她的亲身体验就是真实的，这是小女孩的观点，believe (认为)可用来指个人观点。
16. 答案
D
解析
A项“生长”；B项“力气”；C项“信任；忠实”；D项“事实；真理”。小女孩认为她的亲身体验就是真实的。
17. 答案
C
解析
根据前文第二段可知教授认为那是错误的。
18. 答案
B
解析
这里指教授夺去了小女孩的认知方法，而B项tool有“方法”之意。
19. 答案
C
解析
文中说教授的教学方法使小女孩失去了对科学的兴趣，所以小女孩孩感到悲观和害怕。
20. 答案
A
解析
最后一句说小女孩再也没有走近科学，由此可知那个下午她放弃了科学这门课程。drop“停止；放弃”。
Ⅱ.阅读理解
In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get — a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen — teaching English.
School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.
But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class — seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.
In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seem reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.
My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the room, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.
I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.
He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.
When he spoke, he said simply, without accusation,“You had nothing to say to them.”
?You had nothing to say to them,” he repeated. “No wonder they’re bored. Why not get to the meat of the literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior?” We talked. He named my problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm teacher.
As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and my strengths. In short, he made a teacher of me by teaching me the reality of Emerson’s words: “The secret to education lies in respecting the pupil.”
Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.
1. It can be inferred from the story that in 1974 ________.
A. the writer became an optimistic person
B. the writer was very happy about her new job
C. it was rather difficult to get a job in the USA
D. it was easy to get a teaching job in New Jersey
2. According to the passage, which of the following is most probably the writer’s problem as a new teacher?
A. She had blind trust in what she learnt at college.
B. She didn’t ask experienced teachers for advice.
C. She took too much time off to eat and sleep.
D. She didn’t like teaching English literature.
3. What is the writer’s biggest worry after her taskmaster’s observation of her class?
A. She might lose her teaching job.
B. She might lose her students’ respect.
C. She couldn’t teach the same class any more.
D. She couldn’t ignore her students’ bad behavior any more.
4. The students behaved badly in the writer’s classes because ________.
A. they were eager to embarrass her
B. she didn’t really understand them
C. they didn’t regard her as a good teacher
D. she didn’t have a good command of English
5. The taskmaster’s attitude towards the writer after his observation of her class can be best described as________.
A. cruel but encouraging
B. fierce but forgiving
C. sincere and supportive
D. angry and aggressive
答案与解析
【文章大意】
本文是一篇记叙文，题材为工作生活。作者讲述了自己大学毕业后找到理想的教师职业，然而发现教学并不是书本上所讲的那么容易，后来在领导的帮助下，从一个不懂教学艺术的新老师成长为一名不仅有着较深文学造诣而且更懂得教育真谛并深爱自己事业的好老师。
1. 答案
C
解析
推理判断题。从第一段... after filling out fifty applications ... I took what I could get — a teaching job at ... a distant wild area可以看出，作者付出巨大努力才找到一份地处偏远的工作，可见当时工作不好找。故C项正确。
2. 答案
A
解析
细节理解题。作者只有在学校学习的知识，而没有实际工作的经验，尤其是对当地的情况很不了解，对所教学生的情况和他们的需求也不了解，所以教学工作无法开展，故选A项。
3. 答案
A
解析
细节理解题。根据第五段Visions of unemployment marched before my eyes可知，作者此时预见到了被解雇的可能性，这也正是作者所担心的。因而A项正确。
4. 答案
B
解析
推理判断题。根据倒数第二、三段可知，作者之前只是停留在教学的形式上，而不知道教育的真谛所在。从而得知作者之前不懂学生。故B项正确。
5. 答案
C
解析
观点态度题。根据文章可知，当时学校领导诚恳地面对作者，又耐心地指出作者的问题所在并提出解决方法。故C项正确。
They baby is just one day old and has not yet left hospital. She is quiet but alert(警觉). Twenty centimeters from her face researchers have placed a white card with two black spots on it. She stares at it carefully. A researcher removes the card and replaces it by another, this time with the spots differently spaced. As the cards change from one to the other, her gaze(凝视)starts to lose its focus — until a third, with three black spots, is presented. Her gaze returns: she looks at it for twice as long as she did at the previous card. Can she tell that the number two is different from three, just 24 hours after coming into the world?
Or do newborns simply prefer more to fewer? The same experiment, but with three spots shown before two, shows the same return of interest when the number of spots changes. Perhaps it is just the newness? When slightly older babies were shown cards with pictures of objects (a comb, a key, an orange and so on), changing the number of objects had an effect separate from changing the objects themselves. Could it be the pattern that two things make, as opposed to three? No again. Babies paid more attention to squares moving randomly on a screen when their number changed from two to three, or three to two. The effect even crosses between senses. Babies who were repeatedly shown two spots became more excited when they then heard three drumbeats than when they heard just two; likewise(同样地)when the researchers started with drumbeats and moved to spots.
1. The experiment described in Paragraph 1 is related to the baby’s ________.
A. sense of hearing
B. sense of sight
C. sense of touch
D. sense of smell
2. Babies are sensitive to the change in ________.
A. the size of cards
B. the colour of pictures
C. the shape of patterns
D. the number of objects
3. Why did the researchers test the babies with drumbeats?
A. To reduce the difficulty of the experiment.
B. To see how babies recognize sounds.
C. To carry their experiment further.
D. To keep the babies’ interest.
4. Where does this text probably come from?
A. Science fiction.
B. Children’s literature.
C. An advertisement.
D. A science report.
答案与解析
【文章大意】
本文为说明文，题材为科普知识类。婴儿究竟能不能感知数量呢? 科研人员对此进行了实验研究。
1. 答案
B
解析
细节理解题。研究人员在婴儿眼前摆放带有不同数目黑点的卡片，以测试婴儿对数量的视觉反应。
2. 答案
D
解析
细节理解题。根据第二段可知，卡片上物品的数目而不是物品本身的变化对婴儿的视觉产生了影响。故选D项。
3. 答案
C
解析
推理判断题。根据最后一段倒数第二句(这种效果甚至在不同的感官之间转换)，再结合下文关于鼓声的实验，可推断出答案选C项，即研究人员在进一步做实验，以测试婴儿对数量变化所做出的反应。
4. 答案
D
解析
推理判断题。文章通过研究人员的实验来证明婴儿具备感知数量的能力。故这篇文章最有可能出自一篇科学报告，而非科幻小说、儿童文学和广告。
Ⅳ.短文改错
假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处；每处错误仅涉及一个单词的增加，删除或修改。
增加：在缺词处加一个漏字符号(∧)，并在其下面写出该加的词。
删除：把多余的词用斜线(＼)划掉。
修改：在错的词下划—横线，并在该词下面写出修改后的词。
注意：
1. 每处错误及其修改均仅限一词。
2. 只允许修改10处，多者(从第11处起)不计分。
At first I was not quite willing to sit down and watched the 90-minute football match. Usually I just checked the results because I thought this was dull to watch a game in which players kicked a ball each other. Therefore, my father loves football. During the World Cup in 2017, my dad stays up late just to watch his favorite sport. Seen his strong interest in this game of 22 men run after a ball, I decided to sit down to watch the game. I found the game excited, and my dad explained for the rules. We shared our joy. Football is not too badly as long as I watch it with my dad!
答案与解析
At first I was not quite willing to sit down and watched the 90-minute football
watch
match. Usually I just checked the results because I thought this was dull to watch a
it
game in which players kicked a ball ∧ each other. Therefore, my father loves
to
However
football. During the World Cup in 2017, my dad stays up late just to watch his
stayed
favorite sport.
Seen his strong interest in this game of 22 men
run
after a ball, I decided to sit
Seeing
running
down to watch the game. I found the game excited, and my dad explained for the
exciting
rules. We shared our joy. Football is not too badly as long as I watch it with my dad!
bad
第1处：watched改为watch。watch与to sit down为并列的两个不定式，第二个不定式符号to省略。
第2处：this改为it。it在该句中作形式主语，代替不定式to watch a game ...。
第3处：在ball后加to。kick sth. to sb.“把某物踢给某人”。
第4处：Therefore改为However。此处表转折关系，故使用however。
第5处：stay改为stayed。该句的时态与上下文要一致，使用一般过去时。
第6处：Seen改为Seeing。Seeing ...位于句首作状语，表主动意义，而Seen则表示被动意义，与题意不符。
第7处：run改为running。running after a ball在此作定语，修饰22 men。
第8处：exciting改为excited。excited“兴奋的”，表示人所处的状态，而exciting意为“令人兴奋的”，往往指物或事情。
第9处：去掉explained之后的for。explain在该句中为及物动词，其后直接跟宾语。
第10处：badly改为bad。be动词后跟形容词作表语。