题目内容
19．There are notices showing arrivals and departures of trains near the booking-office．分析 在售票处附近有布告说明火车到达和离开的时间．
解答 答案是departures；本题考查语境中选用适当的词；departure名词，出发，离开；与上文arrivals相对应，表明不同的出发时间，故用复数，答案是departures．
点评 首字母填空必须在对语境整体理解的基础上抓住指向答案的关键线索、固定句型或搭配等，结合首字母选用恰当的词，同时注意所选词的形式变化．
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4．In modern education，I think，students should be involved in various activities，especially those ________ they can gain experience for growth．（ ）
| A． | who | B． | where | C． | which | D． | whom |
11．Two-year-old Christopher Merrett has such severe food allergies that even the smell can send him into potentially deadly shock．
Mrs．Merrett said she first （41）Csomething was wrong with her son when she stopped（42）A him with breast milk at six months old and（43）Bonto cows'milk．
She said her son spent three weeks in（44）Dafter sitting in a supermarket trolley which had tiny traces of（45）Bin it．She said，"It looked（46）CWe put him there and with minutes his feet and hands had（47）Dblue and we knew there was something extraordinarily（48）AWe realized then he must have put his （49）Bin his mouth after touching the trolley and it must have（50）Chad some sort of milk product on it．"
Mrs．Merrett said．"We cannot have（51）A when he is in the house as his allergy is（52） just by the smell．I remember going to Pizza Hut for my daughter's birthday and Christopher coughed the moment we got in there（53）Cit is only now that I realize it is because he was allergic．"
MrS．Merrett，who took time off her job to（54）Aher son，and her husband Michael，47，have spent hours（55） Dingredients labels（成分标签）and carrying out（56）Bresearch on the Internet trying to find specialist food their son can eat，so the son does not（57）Aout on treats and candies．
Because Christopher's allergies are so（58）B that the couple has prepared an entire cupboard for his food．He also has his own shelf in the fridge and oven．
Little Christopher was taken out of nursery school when he was given cheese（59）Cand ended up in hospital．His（60）Dnow worries about what could happen when he eventually goes to schoo1．
．
Mrs．Merrett said she first （41）Csomething was wrong with her son when she stopped（42）A him with breast milk at six months old and（43）Bonto cows'milk．
She said her son spent three weeks in（44）Dafter sitting in a supermarket trolley which had tiny traces of（45）Bin it．She said，"It looked（46）CWe put him there and with minutes his feet and hands had（47）Dblue and we knew there was something extraordinarily（48）AWe realized then he must have put his （49）Bin his mouth after touching the trolley and it must have（50）Chad some sort of milk product on it．"
Mrs．Merrett said．"We cannot have（51）A when he is in the house as his allergy is（52） just by the smell．I remember going to Pizza Hut for my daughter's birthday and Christopher coughed the moment we got in there（53）Cit is only now that I realize it is because he was allergic．"
MrS．Merrett，who took time off her job to（54）Aher son，and her husband Michael，47，have spent hours（55） Dingredients labels（成分标签）and carrying out（56）Bresearch on the Internet trying to find specialist food their son can eat，so the son does not（57）Aout on treats and candies．
Because Christopher's allergies are so（58）B that the couple has prepared an entire cupboard for his food．He also has his own shelf in the fridge and oven．
Little Christopher was taken out of nursery school when he was given cheese（59）Cand ended up in hospital．His（60）Dnow worries about what could happen when he eventually goes to schoo1．
| 41．A．heard | B．admitted | C．realized | D．forgot |
| 42．A．feeding | B．supplying． | C．treating | D．presenting |
| 43．A．developed | B．moved | C．continued | D．queued |
| 44．A．market | B．school | C．kindergarten | D．hospital |
| 45．A．water | B．milk | C．juice | D．cheese |
| 46．A．dirty | B．rough | C．clean | D．smooth |
| 47．A．remained | B．1eft | C．painted | D．gone |
| 48．A．wrong | B．sensitive | C．important | D．strange |
| 49．A．feet | B．fingers | C．toys | D．medicine |
| 50．A．nowadays | B．presently | C．previously | D．afterwards |
| 51．A．pizza | B．pancakes | C．noodles | D．chicken |
| 52．A．1eft out | B．kicked off | C．turned in | D．broken into |
| 53．A．when | B．or | C．but | D．while |
| 54．A．attend to | B．worry about | C．appeal to | D．take over |
| 55．A．writing | B．explaining | C．dictating | D．reading |
| 56．A．heart-touching | B．painstaking | C．easygoing | D．peace-loving |
| 57．A．miss | B．make | C．sell | D．give |
| 58．A．slight | B．severe | C．specific | D．simple |
| 59．A．after all | B．on purpose | C．by accident | D．in fact |
| 60．A．teacher | B．babysitter | C．friend | D．mother |
5．During the initial stages of instructed L2（ the second language） acquisition students learn a couple thousand，mainly high frequency words．Functional language proficiency，however，（50）Bmastery of a considerably large number of words．It is therefore （51）D at the intermediate and advanced stages of language acquisition to learn a large vocabulary in a short period of time．There is not enough time to （52）Athe natural（largely incidental） L1（ the first language） word acquisition process．Incidental acquisition of the words is only possible up to a point，（53）C，on account of their low frequency，they do not （54）Coften enough in the L2learning material．
Acquisition of new words from authentic L2reading texts by means of strategies such as contextual deduction（演绎） is also not a （55）Afor a number of reasons．There appears to be no （56）Dto intentional learning of a great many new words in a relatively short period of time．The words to be learned may be （57）Bin isolation or in context．Presentation in bilingual（双语的） word lists seems an （58）Cshortcut because it takes less time than contextual presentation and yields excellent short term results．Long term memory，（59）D，is often disappointing so contextual presentation seems advisable．
Any suggestions on how to use this in educational contexts should be based on a systematic （60）B of the two most important aspects of the L2word learning problem，this is to say，selecting the relevant vocabulary （which and how many words） and creating the best conditions for the acquisition process．This article sets out to （61）Aa computer assisted word acquisition programme（CAVOCA） which tries to do exactly this：the programme operationalises current theoretical thinking about word acquisition，and its （62）D are based on a systematic list of the vocabulary relevant for the target group．To （63）Bits frequency，the programme was （64）C in a number of experimental settings with a paired associated method of learning new words．The experimental results suggest that an approach combining the two methods is most advisable．
Acquisition of new words from authentic L2reading texts by means of strategies such as contextual deduction（演绎） is also not a （55）Afor a number of reasons．There appears to be no （56）Dto intentional learning of a great many new words in a relatively short period of time．The words to be learned may be （57）Bin isolation or in context．Presentation in bilingual（双语的） word lists seems an （58）Cshortcut because it takes less time than contextual presentation and yields excellent short term results．Long term memory，（59）D，is often disappointing so contextual presentation seems advisable．
Any suggestions on how to use this in educational contexts should be based on a systematic （60）B of the two most important aspects of the L2word learning problem，this is to say，selecting the relevant vocabulary （which and how many words） and creating the best conditions for the acquisition process．This article sets out to （61）Aa computer assisted word acquisition programme（CAVOCA） which tries to do exactly this：the programme operationalises current theoretical thinking about word acquisition，and its （62）D are based on a systematic list of the vocabulary relevant for the target group．To （63）Bits frequency，the programme was （64）C in a number of experimental settings with a paired associated method of learning new words．The experimental results suggest that an approach combining the two methods is most advisable．
| 50．A．inquires | B．requires | C．receives | D．inspires |
| 51．A．difficult | B．easy | C．possible | D．necessary |
| 52．A．copy | B．focus | C．find | D．clean |
| 53．A．however | B．moreover | C．because | D．nevertheless |
| 54．A．disturb | B．seem | C．occur | D．disappear |
| 55．A．solution | B．approach | C．problem | D．wonder |
| 56．A．official | B．annual | C．objective | D．alternative |
| 57．A．predicted | B．presented | C．postponed | D．preferred |
| 58．A．available | B．outstanding | C．attractive | D．evident |
| 59．A．by means of | B．moreover | C．in spite of | D．however |
| 60．A．focus | B．analysis | C．object | D．target |
| 61．A．describe | B．grasp | C．link | D．force |
| 62．A．conclusions | B．appointments | C．aspects | D．contents |
| 63．A．react | B．establish | C．memorize | D．leave |
| 64．A．enhanced | B．invented | C．contrasted | D．behaved |