题目内容
15．John was so disappointed when Susan turned down his proposal ________ he decided to stay single for the rest of his life．（ ）| A． | that | B． | as | C． | where | D． | since |
分析 当Susan拒绝了他求婚后，John是如此的失望以至于决定后半生独身．
解答 答案：A．
根据前面so disappointed可知，后面为that引导的结果状语从句，构成句型so…that…；其中when引导一时间状语从句；turn down 拒绝．故选A．
点评 对于状语从句的使用要理解清楚句子的意思，搞明白句型结构再作判断，要分清是什么状语从句．
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5．Gallup used to conduct a poll（投票） that asked students to name the school subject that they considered to be the most difficult．Not（51）A，mathematics came out on top of the difficulty chart．So what is it about math that makes it difficult？
Dictionary．com defines the word"difficult"as"not easily or readily done； requiring much（52）B or planning to be performed successfully．"This definition gets to the point of the problem when it comes to math．What makes math difficult is that it takes patience and persistence．For many students，math is not something that comes（53）C．It takes effort．It is a subject that sometimes requires students to devote lots and lots of time and（54）D．
This means，for many，the problem has little to do with brain power； it is mostly a matter of staying power．And since students don't make their own timelines，they can （55）B the time as the teacher moves on to the next topic．
In fact，there is also an element of brain style in the big picture，according to many scientists．They believe that people are born with （56）Cmath understanding skills．Logical，left-brain thinkers tend to understand things in sequential bits，while artistic，intuitive，right-brainers are more（57）B．They take in a lot of information at one time and allow time to let it"sink in"．so left-brain students may grasp concepts（58）A while right-brain students don't．To the right brain student，time loss can make them feel confused and behind．Unfortunately in busy classrooms with too many students，students are mot always （59）C enough time．We have to move on，ready or not．
Math know-how is also cumulative（积累），which means it works much like a pile of building blocks．You have to gain enough（60）D in one area before you can effectively go on to"build upon"another area．Our first mathematical building blocks are established in primary school，when we learn （61）B for addition and multiplication，and those first concepts become our（62）C．These mathematical concepts or knowledge has to sink in and become（63）C before students can move on to challenge the next stage of new concepts．However，teachers don't have time to ensure that every single student understands every single concept．So some students move to the next level with really shaky knowledge system．（64）D，as they climb the ladder，they may meet with more and more difficulties and might （65）C complete failure at some point．
Dictionary．com defines the word"difficult"as"not easily or readily done； requiring much（52）B or planning to be performed successfully．"This definition gets to the point of the problem when it comes to math．What makes math difficult is that it takes patience and persistence．For many students，math is not something that comes（53）C．It takes effort．It is a subject that sometimes requires students to devote lots and lots of time and（54）D．
This means，for many，the problem has little to do with brain power； it is mostly a matter of staying power．And since students don't make their own timelines，they can （55）B the time as the teacher moves on to the next topic．
In fact，there is also an element of brain style in the big picture，according to many scientists．They believe that people are born with （56）Cmath understanding skills．Logical，left-brain thinkers tend to understand things in sequential bits，while artistic，intuitive，right-brainers are more（57）B．They take in a lot of information at one time and allow time to let it"sink in"．so left-brain students may grasp concepts（58）A while right-brain students don't．To the right brain student，time loss can make them feel confused and behind．Unfortunately in busy classrooms with too many students，students are mot always （59）C enough time．We have to move on，ready or not．
Math know-how is also cumulative（积累），which means it works much like a pile of building blocks．You have to gain enough（60）D in one area before you can effectively go on to"build upon"another area．Our first mathematical building blocks are established in primary school，when we learn （61）B for addition and multiplication，and those first concepts become our（62）C．These mathematical concepts or knowledge has to sink in and become（63）C before students can move on to challenge the next stage of new concepts．However，teachers don't have time to ensure that every single student understands every single concept．So some students move to the next level with really shaky knowledge system．（64）D，as they climb the ladder，they may meet with more and more difficulties and might （65）C complete failure at some point．
| 51．A．surprisingly | B．interestingly | C．necessarily | D．similarly |
| 52．A．emotion | B．labor | C．curiosity | D．money |
| 53．A．regularly | B．possibly | C．automatically | D．secretly |
| 54．A．space | B．confidence | C．character | D．energy |
| 55．A．make up for | B．run out of | C．take advantage of | D．add up to |
| 56．A．steady | B．abstract | C．different | D．sharp |
| 57．A．negative | B．global | C．simple | D．specific |
| 58．A．quickly | B．typically | C．patiently | D．strangely |
| 59．A．reminded about | B．exposed to | C．blessed with | D．accused of |
| 60．A．praises | B．scores | C．material | D．blocks |
| 61．A．conditions | B．rules | C．aims | D．choices |
| 62．A．thought | B．attitude | C．foundation | D．source |
| 63．A．native | B．accessible | C．firm | D．superior |
| 64．A．In addition | B．In contrast | C．For example | D．In result |
| 65．A．realize | B．acknowledge | C．suffer | D．regret． |
2．The day for the great balloon competition finally arrived．Every insect in the garden had been （21）B hard，and now they were preparing to begin their routines．The balloon competitions were always something really special．
Each time，the flying insects were favourite （22）Cto win，because they could seize the balloon strings and fly off in all directions，creating all sorts of （23）Ain the air．（24）D，on this occasion there were some rather unusual insects taking part：a group of ants．Of course，（25）D expected that they could do anything special．They were so light that no ant had ever（26）Ato take part，but it was quite impressive to see all the ants all （27）C organized and prepared．
So the competition began，and the（28）B insects took their turns，performing beautiful movements with the balloons．As always，the butterflies left everyone（29）Awith their twist and turns，and their wonderful colours．When it was time for the ants to perform，it seemed like the competition had already been decided．
For the（30）A time in living memory，the ants shared just one balloon between them，and one by one they climbed up the balloon string，（31）B a thin black thread of ants．When all the string was covered，the last ant climbed（32）B his teammates to reach the balloon．（33）Ahe got there，he climbed onto the top of the balloon．
This strange（34）Cattracted everyone's curiosity，and they were just about to witness the most important （35）D：the ant opened his jaws as wide as he could…and then he made a violent movement at the balloon with all his strength!
The result was powerful!The balloon began blowing out its air，flying（36）B about，here and there，doing a thousand turns and spins，while the ants made all kinds of beautiful shapes out of the string．
Of course，that acrobatic（杂技般的） flight（37）A with quite a hard landing，but it didn't （38）C．The creativity and teamwork of the ant performance was so（39）Bthat the crowd didn't even have to vote for there to be a winner．
From then on，in that garden，everyone understood how much could be achieved by working （40）D．In the years to come，the balloon competitions were full of displays carried out by teams，and they put on some wonderful routines； something those individual insects could never have achieved on their own．
Each time，the flying insects were favourite （22）Cto win，because they could seize the balloon strings and fly off in all directions，creating all sorts of （23）Ain the air．（24）D，on this occasion there were some rather unusual insects taking part：a group of ants．Of course，（25）D expected that they could do anything special．They were so light that no ant had ever（26）Ato take part，but it was quite impressive to see all the ants all （27）C organized and prepared．
So the competition began，and the（28）B insects took their turns，performing beautiful movements with the balloons．As always，the butterflies left everyone（29）Awith their twist and turns，and their wonderful colours．When it was time for the ants to perform，it seemed like the competition had already been decided．
For the（30）A time in living memory，the ants shared just one balloon between them，and one by one they climbed up the balloon string，（31）B a thin black thread of ants．When all the string was covered，the last ant climbed（32）B his teammates to reach the balloon．（33）Ahe got there，he climbed onto the top of the balloon．
This strange（34）Cattracted everyone's curiosity，and they were just about to witness the most important （35）D：the ant opened his jaws as wide as he could…and then he made a violent movement at the balloon with all his strength!
The result was powerful!The balloon began blowing out its air，flying（36）B about，here and there，doing a thousand turns and spins，while the ants made all kinds of beautiful shapes out of the string．
Of course，that acrobatic（杂技般的） flight（37）A with quite a hard landing，but it didn't （38）C．The creativity and teamwork of the ant performance was so（39）Bthat the crowd didn't even have to vote for there to be a winner．
From then on，in that garden，everyone understood how much could be achieved by working （40）D．In the years to come，the balloon competitions were full of displays carried out by teams，and they put on some wonderful routines； something those individual insects could never have achieved on their own．
| 21．A．fighting | B．training | C．functioning | D．living |
| 22．A．speakers | B．organizers | C．candidates | D．producers |
| 23．A．patterns | B．numbers | C．drawings | D．sounds |
| 24．A．Besides | B．Thus | C．Instead | D．However |
| 25．A．anybody | B．somebody | C．everybody | D．nobody |
| 26．A．bothered | B．hesitated | C．refused | D．promised |
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| 28．A．special | B．different | C．familiar | D．similar |
| 29．A．amazed | B．disappointed | C．bored | D．blessed |
| 30．A．first | B．second | C．last | D．next |
| 31．A．cutting | B．forming | C．using | D．passing |
| 32．A．with | B．over | C．around | D．through |
| 33．A．Once | B．If | C．Though | D．Until |
| 34．A．idea | B．attitude | C．behavior | D．experience |
| 35．A．effect | B．case | C．condition | D．moment |
| 36．A．weakly | B．madly | C．peacefully | D．carefully |
| 37．A．ended | B．started | C．continued | D．broke |
| 38．A．help | B．work | C．matter | D．tell |
| 39．A．necessary | B．impressive | C．natural | D．important |
| 40．A．alone | B．behind | C．out | D．together． |
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