Question

My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this ? ? ? .

One day, I entered Donna’s classroom, took a seat in the back of the room and ? ? ? . All the students were working ? ? ? a task. The student next to me was filling her page with “I Can’ts.” “I can’t kick the soccer ball.” “I can’t get Debbie to like me.” Her page was half full and she showed no ? ? ? of stopping. I walked down the row and found ? ? ? was writing sentences, describing things they couldn’t do.

By this time the activity aroused my ? ? ? , so I decided to check with the teacher to see what was going on ? ? ? I noticed she too was busy writing. “I can’t get John’s mother to come for a parents’ meeting.” I felt it best not to ? ? ? .

After another ten minutes, the students were ? ? ? to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoebox. Then Donna? ? ? hers. She put the lid on the box, tucked it under her arm and headed out the door. Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel from the tool house, and then marched the students to the farthest corner of the playground. There they began to ? ? ? . The box of “I Can’ts” was placed at the ? ? ? of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and ? ? ? your heads.” They quickly formed a circle around the grave.

Donna delivered the eulogy (悼词). “Friends, we gathered here today to ? ? ? the memory of ‘I Can’t.’ He is ? ? ? by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in ? ? ? . Amen!”

She turned the students ? ? ? and marched them back into the classroom. They celebrated the ? ? ? of “I Can’t”. Donna cut a large tombstone from paper. She wrote the words “I Can’t” at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student ? ? ? and said, “I Can’t,” Donna ? ? ? pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement.???

1.A. job????????????? ????????????? ?? B. project????????????? ????????????? ? C. observation????????????? ????????????? ????????????? D. course

2.A. checked????????????? ?? B. noticed????????????? ????????????? ? C. watched????????????? ????????????? ????????????? D. waited

3.A. on????????????? ????????????? ?? B. with????????????? ????????????? ????????????? ? C. as????????????? ????????????? ????????????? ????????????? ????????????? D. for

4.A. scenes ????????????? ?? B. senses????????????? ????????????? ????????????? ? C. marks????????????? ????????????? ????????????? ????????????? D. signs

5.A. nobody????????????? ?? B. somebody????????????? ????????????? ? C. everyone????????????? ????????????? ????????????? D. anyone

6.A. curiosity????????????? ?? B. suspect????????????? ????????????? ? C. sympathy????????????? ????????????? ????????????? D. worry

7.A. and????????????? ????????????? ?? B. or????????????? ????????????? ????????????? ? C. but????????????? ????????????? ????????????? ????????????? ????????????? D. so

8.A. insert????????????? ????????????? ?? B. interrupt????????????? ????????????? ? C. talk????????????? ????????????? ????????????? ????????????? D. request

9.A. taught????????????? ?? ????????????? ?? B. shown????????????? ????????????? ? C. forced????????????? ????????????? ????????????? ????????????? D. instructed

10.A. added????????????? ?? ????????????? ?? B. wrote????????????? ????????????? ????????????? ? C. made????????????? ????????????? ????????????? ????????????? D. folded

11.A. cry????????????? ????????????? ?? B. pray????????????? ????????????? ????????????? ? C. dig????????????? ????????????? ????????????? ????????????? ????????????? D. play

12.A. back????????????? ????????????? ? ????????????? B. bottom????????????? ????????????? ????????????? C. top????????????? ????????????? ????????????? ? D. edge

13.A. drop????????????? ????????????? ????????????? B. raise????????????? ????????????? ????????????? ????????????? C. fall????????????? ????????????? ????????????? ? D. lift

14.A. keep????????????? ????????????? ????????????? B. thank????????????? ????????????? ????????????? ????????????? C. forgive????????????? ????????????? ? D. honor

15.A. remembered????????????? B. punished????????????? ????????????? ????????????? C. removed????????????? ????????????? ? D. replaced

16.A. silence????????????? ????????????? B. heart????????????? ????????????? ????????????? ????????????? C. peace????????????? ????????????? ????????????? ? D. memory

17.A. down????????????? ????????????? ????????????? B. up????????????? ????????????? ????????????? ????????????? C. off????????????? ????????????? ????????????? ? D. around?????????????

18.A. birth????????????? ????????????? ????????????? B. passing????????????? ????????????? ????????????? C. loss????????????? ????????????? ????????????? ? D. starting

19.A. awoke????????????? ????????????? B. reminded????????????? ????????????? ????????????? C. forgot????????????? ????????????? ? D. apologized

20.A. simply????????????? ????????????? B. hardly????????????? ????????????? ????????????? C. seriously????????????? ????????????? ? D. angrily

 

Answer 1

【答案】

1.B

2.C

3.A

4.D

5.C

6.A

7.C

8.B

9.D

10.A

11.C

12.B

13.A

14.D

15.D

16.C

17.D

18.B

19.C

20.A

【解析】

试题分析：本文通过作者参加的一个鼓励学生对自己有信心的项目告诉我们：要把自己不能做到的事情埋到地下，我们就会对自己有信心，就可以做到很多自己不能做到的事情的。

1.B 名词辨析。A工作；B计划，安排；C观察；D课程，事业；根据前一句My job was to make classroom observations

and encourage a training program可知我的工作就是推广这样的一个让孩子对自己有信心的计划。

2.C 动词辨析。A检查，核对；B注意到；C观察；D等待；根据第一句My job was to make classroom observations可知我的工作就是进行课堂观察，这次我来顶了Donna的课堂上来观察她是如何鼓励学生的。故使用watch表示长时间地看。

3.A 固定搭配。Work on从事于；在她的课堂上所有的学生都在从事于一个任务：在纸上写下自己不能做的事情。

4.D 名词辨析。A风景；B感觉；C痕迹；D迹象；这个孩子已经写了半张纸的“I can’t”，但是还是没有停止的迹象。说明孩子们对自己的信心不足，认为自己有很多不能做到的事情。

5.C 代词辨析。因为这是老师所布置的任务，所以每个人都在写一些句子描述自己不能做到的事情。

6.A 名词辨析。A好奇；B怀疑；C同情；D担忧；我发现的学生都在写自己不能做到的事情，这样的安排引起了我的好奇心。

7.C 连词辨析。我本来想和老师一起来看看会发生什么样的事情，但是我没有想到的是，老师也在纸上写她不能做到的事情。上下文之间存在着转折的关系。故使用but表示转折。

8.B 动词辨析。A插入；B打断；打扰；C谈话；交谈；D请求；Donna所写的是：我无法让John的妈妈来参加家长会；没有被别人打断，是我感觉最好的时候。因为Donna是老师，在上课的时候，不喜欢被打断。

9.D 动词辨析。A教育；B展示；C强迫；D指导；要求；又过了10分钟，所有的学生背要求把那张纸折叠交到前面。所有的学生都把那张纸放在一个空的盒子里。

10.A 动词辨析。A增加，加入；B写；C生成，制作；D折叠；Donna老师把自己的那张纸也放进了这个盒子里。

11.C 动词辨析。A哭泣；B祈祷；C挖；D玩耍；根据上一句Donna got a shovel from the tool house可知她拿出了一个铲子，准备把学生所写的这些不能做到的事情都埋掉。故C正确。

12.B 名词辨析。A北面；B下面，底端；C顶端；D边缘；这个盒子被放在了洞的最下面，然后很快就被埋掉了。

13.A 上下文串联。根据下一段第一句Donna delivered the eulogy (悼词)说明老师在悼念这些被埋掉的东西，所以学生要低下头，就好像是在葬礼上一样。

14.D 动词辨析。A保持；B感谢；C原谅；D纪念；这是老师的悼词：朋友们，我们聚在一起来纪念“I can’t”。“I can’t”已经被“I can”所取代。永远都生活在回忆之中，不会再回来了。

15.D 动词辨析。A记得；B惩罚；C去除；D取代；这是老师的悼词：朋友们，我们聚在一起来纪念“I can’t”。“I can’t”已经被“I can”所取代。

16.C 名词辨析。A安静；B心灵；C和平，安宁；D记忆；本句表示这些不能做到的事情都永远地存在于回忆之中，不会再回来了。

17.D 固定搭配。Turn down拒绝，调低；turn up出现，调高；turn off关闭；turn around使…转身；老师让学生们转身朝教室走过去。

18.B 名词辨析。A出生；B过去；C损失，失去；D开始；他们一起庆祝“I Can’t”的过去。希望以后再也没有这样不能做到的事情了。

19.C 动词辨析。A唤醒；B提醒；C忘记；D道歉；如果在这个时候，有学生忘记了自己已经把“I Can’t”埋掉的时候，老师会指着paper tombstone，告诉他们“I Can’t”已经死掉了，我们没有什么不能做到的了。

20.A 副词辨析。A仅仅，只是；B几乎不；C严肃地；D生气地；当学生说自己不能做某件事情的时候，老师只是指着paper tombstone，告诉他们“I Can’t”已经死掉了，我们没有什么不能做到的了。

考点：考察人生感悟类短文