第二节完形填空（20小题；每小题1.5分，满分30分）

      阅读下面短文，从短文后各题所给的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。

       I am not one who is frightened easily, but I must admit that one night I saw a figure th at really struck terror into my heart.

I   36   it was a cold moon - lit night when I was walking home. It was the first night of my whole life that I had been outside   37   at such a late time. There were   38  few people on the road at night. Even during the day, the road was used by only some. On that night, it seemed even   39  . While I was walking, I could hear some   40   made by creatures that love the night world. I moved really fast towards home. It was   41   because I was hungry. More importantly, I was eager to get back home for warmth. All of a sudden, I   42   an old lady in a short distance away. Her   43   was covered with a white cloth. She was   44   to me, I think.

I was a bit   45  . I wanted to know   46   she was there at that time of the late night. I stopped walking for a while. As I   47   there, stories about ghosts (鬼) began to come to my mind one after   48  . I was soon   49   fear and started to run as fast as I could. When I reached home I could   50   speak.

The next day, however, I   51   that place again to make sure that the woman was not a ghost but indeed a real person. But I could find no footprints there   52   a banana plant. I realized then that it was the banana plant with its leaves moving in the gentle wind that   53   like a woman waving her hand. I had indeed made a fool of myself; but after the   54   night’s experience, this   55   was small relief to me.

36．A．realized        B．recognized       C．remembered     D．reminded

37．A．alone         B．asleep           C．awake           D．lonely

38．A．never               B．often         C．seldom         D．rarely

39．A．busier           B．noisier          C．quieter          D．wider

40．A．noises           B．quarrels        C．songs         D．voices

41．A．completely       B．mainly          C．obviously      D．partly

42．A．made sense of  B．caught sight of C．got ahead of     D．took hold of

43．A．waist         B．leg            C．head          D．hand

44．A．smiling         B．waiting         C．whispering       D．waving

45．A．mysterious       B．cautious        C．conscious      D．curious

46．A．why          B．when         C．what          D．how

47．A．lay            B．sat             C．stood         D．walked

48．A．another         B．other         C．others           D．the other

49．A．addicted to       B．filled with     C．far from       D．short of

50．A．clearly          B．easily               C．hardly          D．loudly

51．A．traveled        B．visited          C．appreciated      D．went

52．A．over          B．without         C．than          D．except

53．A．felt           B．looked          C．smelt         D ．sounded

54．A．previous       B．next          C．last            D．following

55．A．invention      B．achievement   C．contribution     D．discovery

           Learning inside the museum

        Museums have an important role in providing learning services to users，especially school

    children．Some learning services will provide a range of formal teaching opportunities in the

    museum；others will work closely with school teachers so that these teachers can make better use

    of the learning resources available through displays and exhibitions，databases，handling

      collections and museum staff.

        In an ideal world，every museum would have at least one learning or education specialist．He

    or she would be a trained teacher who also had a good understanding of museums and museum

    collections，and a strong feeling to help people-especially children-use and learn from them.

        A museum education specialist is of great value. For most museums the establishment of

    such a post should be high priority. He or she is the only member of staff with training in the

    psychology of learning，and has considerable experience of analyzing complex concepts and－

    presenting them in a simple way to a non-specialist audience. The education. specialist is，indeed，

    the only professional interpreter in the museum.

          It is clearly reasonable，therefore，for the museum to make full use of the education

    specialist's skills，and to involve him or her in all aspects of interpretation and the planning of

    new displays and exhibitions．Museum learning is not just about teaching children，though

    children may be its principal audience.

        Many small museums tray not be able to employ an education specialist of their own．For

    them，there are other possibilities. One is that the local Schools Service may be able to lend a

    teacher to the museum，perhaps for two or three years，ivho could be trained to apply teaching

    skills to the museum context: Another is that suitable volunteers may be available in the

    community-perhaps retired teacher:，or teachers not presently working-who may be willing to

    give some of their time to the museum. Another possibility is sponsorship：a large company

    might be willing to finance tl-to appointawnt 4 an education、pecialist for a few. years．

        An important part of thu= work for the edUcatiOri specialist in a museum is to establish strong

    links with its local schools．He or she is a communicator who has responsibility for keeping

      contact with the teachers at local schools. He of she should make sure that the schools know

    what is going on at th：nusezim arid how they can make use of it，and that the museum staff

    know about developnww：in the school。‘Above 4.11，it is their responsibility to find out what

    schools want，and to en、ure that the museum does its best to meet those requirements．There

    needs to be a continuing dialogue between teachers and museum：the museum needs to know

what the teachers are teaching；teachers need to learn how the museum could help，and what

resources they could use．

    The look of wonder on a child's face can be the reward for a lifetime's work in museums．

The aims of museum learning are to establish contact between people-whether children or

adults-and objects；and not to teach facts，but to sow（播）a seed of interest，a spark（火花）of

inspiration.

"I didn't hear them call my name," explained Shelley Hennig to Active Teens (AT) as she talked about that exciting moment on national television when she won the honor of Miss Teen USA 2004. "Are you ready?" is what she heard. Then she said, "I shook my head no, and then they said ‘yes’ and it was announced again."

 It was four days after that life changing moment for the seventeen-year-old high school student from Destrehan, Louisiana----she was still on cloud nine．

 "I was so shocked! I never believed that it could actually really happen." Present in the audience（观众）that day were: her mother and father, older brother, her friends, and her dance teacher.

Understanding why members of her family and her friends would be there, AT asked why her

dance teacher had traveled so far to see her compete（比赛）．"She's always been my role model．I've danced with her since I was six. She's been through so many difficulties and came through them all. I've learned to get over bad life's experiences and learned how to move on because of her."

One of those bad life's experiences for Shelley happened three years ago when her brother Brad was killed in a drunk driving accident. He was 18. She found writing helped her get through the rough days. She said, "I write a lot about my brother. I write a lot, a lot, a lot...”

As Miss Louisiana Teen, she traveled around the state speaking to teens（青少年）about the dangers of drinking and driving. In her role as Miss Teen USA, Sheiley will continue to speak to youth about safe driving, in addition to many other things to help the youth.

When AT asked Miss Teen USA if she had any advice for our readers, she said, "Don't let anyone change you. Hang out with people that make you feel good about yourself. That way, it is easy to be yourself."

1.What do the words “on cloud nine” in Paragraph 2 probably mean?

A. frightened       B. troubled       C. very happy      D. very angry

2.Shelley takes her dance teachers as a role medel mainly because she is        .

A. determined      B. friendly       C. strict        D. experienced

3.How many children did the Hennigs have according to the text?

A. 1.           B. 2.            C. 3.            D. 4.

4.What suggestion does Shelley give to the teens?

A. Be yourself with the support of friends

B．Meet friends whenever possible

C. Go easy on yourself and others

D. Have a good role model

Once upon a time two brothers who lived on neighboring farms fell into conflict(对抗). It was the first serious one in 40 years of farming side by side, sharing machinery, and trading labor and goods as needed.

      Then the long cooperation fell apart. It began with a small misunderstanding and it grew into a major difference, and finally it exploded into an exchange of bitter words followed by weeks of silence.

      One morning there was a knock on John’ door. He opened it to find a man with a carpenter’s toolbox. “I’m looking for a few days’ work,” he said. “Could I help you?”

     “Yes,” said the older brother. “I do have a job for you. Look across the creek(河沟) at that farm. That’s my neighbor, in fact, it’s my younger brother. Last week there was a meadow(草地) between us and he took his bulldozer(推土机) to the levee(堤) and now there is a creek between us. Well, he may have done this to spite me, but I’ll go him one better. I want you to build me a fence―an 8-foot fence ―so I won’t need to see his place anymore. Cool him down, anyhow.”

     The carpenter said, “I think I understand the situation. I’ll be able to do a job that pleases you.” The older brother had to go to town for supplies, so he helped the carpenter get the materials ready and then he was off for the day.

  The carpenter worked hard all that day measuring, sawing, nailing. About sunset when the farmer returned, the carpenter had just finished his job. The farmer’s eyes opened wide, his jaw dropped.

      There was no fence there at all. It was a bridge― a bridge stretching from one side of the creek to the other! A fine piece of work― and his younger brother was coming across, his hand outstretched.

  “You are quite a fellow to build this bridge after all I’ve said and done.”

  The brothers stood at each end of the bridge, and then they met in the middle, taking each other’s hand. They turned to see the carpenter lift his toolbox on his shoulder. “No, wait! Stay a few days. I’ve a lot of other projects for you,” said the older brother.

  “I’d love to stay on,” the carpenter said, “but, I have so many more bridges to build.”

72. What was life like for the two brothers before the conflict?

A.  They lived a poor, miserable life.

B.  They were friendly neighbors, helping each other.

C.  They never spoke to each other.

D.  They lived together as one family.

73. Which of the following best describes the carpenter?

A. He was skilled but dishonest.

B. He was hardworking but unskilled.

C. He was clever, hardworking, but cold hearted.

D. He was clever, helpful and skilled.

74. The best title for this passage is ________.

   A. A Fine Piece of Work

B. A Clever Carpenter

   C . A Conflict between Two Brothers

D. Two Brothers

75. Which of the following is NOT true according to the passage?

A.  The younger brother used his bulldozer to dig a creek.

B.  After the conflict John was angry with his younger brother.

C.  At first the carpenter planned to build an 8-foot fence as John asked him to.

D.  The two brother made peace at last.