There couldn`t been any person in the room then, _______?
    A. was there       B. could it       C. are there       D. could there

完形填空：

阅读下面短文, 掌握其大意, 然后从1～25各题所给的四个选项中, 选出一个最佳答案．

　Mike Wilson worked as a low rank official in the War Office during the Second World War． 　1　he didn't hold an important position, he 　2　almost everybody, and was trusted by most of his leaders．

　One day, Wilson arrived at his office in an expensive car． 　3　 , he appeared to have got a lot of money to spend． He bought an expensive house and gave parties one after another． At one of the parties he met a beautiful woman and 　4　 her． When he was asked by his girl friend one evening how he had suddenly got 　5　 money to spend, Wilson explained that he had a very rich uncle who 　6 　and posted him money nearly every month． But his story could not cheat the policewoman 　7　 him closely, because 　8 　had noticed that he often stayed behind in the evening and usually 　9 　person to leave the War Office．

　　　His “girlfriend” and three other policemen entered his house when he was out and discovered copies of the government secret papers and a radio transmitter (发报机) 　10 　a piano． After Wilson was caught, it was learned that his name was Jack Brown, and that he had been hired (雇用) as a spy for the Germans．

1． 

[　　]

A． Because　　　 　　　　　  B． Though

C． In spite of 　　　　　　　　 D． Because of

2．

[　　]

A． get about very well with　　　　B． get on very well for

C． get along very well with　　　　D． get away very well to

3．

[　　]

A． As his salary was small 　　　　B． Fewer as his salary was

C． As his salary was fewer 　　　  D． Small as his salary was

4． 

[　　]

A． fell in love with　　　　　　　 B． felt in love for

C． fell in love to　　　　　　　　 D． fell in loving by

5． 

[　　]

A． so many　　　　　　　　　　B． too many

C． so much　　　　　　　　　　D． too much

6． 

[　　]

A． living abroad　　　　　　　　B． lived abroad

C． living in abroad 　　　　　　　D． lived in abroad

7． 

[　　]

A． who had been sent to look at

B． who had sent to see

C． who had been sending to observe

D． who had been sent to watch

8． 

[　　]

A． the army officers　　　 　　　　B． the police

C． his uncle 　　　　　　　　　　 D． his wife

9．

[　　]

A． the first　　　　　　　　　　　B． Latest

C． the last　　　　　　　　　　　D． the final

10． 

[　　]

A． hiding inside　　　 　　　　　　B． hidden outside

C． hiding outside　　　　　　　　　D． hidden inside

(B)

　　　The manager waved his hand towards the chair on the other side of the desk and told Henry 　11　 ． “I'm waiting for a long-distance call from Manchester, ” he explained． The telephone rang just as he spoke． The manager 　12 　the receiver (受话器) and for some minutes spoke rapidly and impatiently into the telephone． Henry waited, rather regretting that his interview (会见), which he had been dreading for days, had not begun at once． When at last the manager had finished, a secretary came in with 　13　 letters． “I really won't keep you waiting 　14 　, ” said the manager apologetically, as he picked up the first letter and began to read it． “But these 　15　 the next post． ”

　　　Henry passed the time by examining the manager's officer in some detail (仔仔细细地)． On his right there was a large window, heavily curtained, with a view of the factory yard． Henry could see two workmen 　16　 a trolley (手推车) across it towards a shed at the far end． 　17　the window there were three chairs, arranged around a long, low table, 　18　 stood a jug of water and some glasses． To Henry's left there was a bookcase, which covered the greater part of one wall． The shelves were empty 　19 　reference books, a pile of technical journals (杂志), which 　20　they might at any moment slip off the shelf and fall to the ground, on the top shelf, standing by itself and looking rather 　21 　in the manager's office, a child's plastic toy． Henry 　22 　it came to be there．

　　　The most impressive (给人印象深的) piece of furniture in the room was manager's desk． Everything on its spacious (宽敞的) polished (擦亮) top was arranged with great neatness (整洁)． 　23 　there were two metal trays (浅盘), one marked IN, the other marked OUT． In the latter (后者) the manager dropped the letters which he had just signed． Henry had finished his survey (环视) of the room when the manager signed the last letter and threw it into the tray 　24 　． “That's the lot, ” he said, as he rang the bell for his secretary to come in and take the letters away． Then he 　25　 his glasses and rubbed his eyes． “Now let me see, ” he said． “You've come about our advertisement for a clerk (职员) in the accounts section (会计科), haven't you? ” Henry nodded． His interview had begun．

11． 

[　　]

A． taking a seat　　　　　　　　　　B． to take a sitting

C． taking seated　　　　　　　　　　D． to take a seat

12．

[　　]

A． picked out 　　　　　　　 　　　B． picked up

C． picked off　　　　　　　　　　　D． picked off

13． 

[　　]

A． a kind of　　　　　　　　 　　　B． a type of

C． a pile of　　　　　　　　　　　　D． a piece of

14． 

[　　]

A． more longed　　　　　　　　　　B． much longer

C． much more longer　　　　　　　　D． very much long

15． 

[　　]

A． have to miss 　　　　　　　　　　B． ought to drop

C． must meet 　　　　　　　　　　　D． have to catch

16． 

[　　]

A． pushing　　　　　　　　　　　　B． to push

C． pushed 　　　　　　　　　　　　D． push

17． 

[　　]

A． Close by　　　　　　　　　　　B． Close to

C． Closely to 　　　　　　　 　　　D． Closely by

18． 

[　　]

A． in which　　　　　　　　　　　B． from which

C． on which　　　　　　　　　　　D． at which

19．

[　　]

A． except for a dozen or so

B． except a dozen or so

C． besides a dozen or so

D． expect that a dozen or so

20． 

[　　]

A． looked even if 　　　　　　　　　B． seem as if

C． looked as though 　　　　　　　　D． seemed even though

21． 

[　　]

A． out of a place 　　　　　　　　　B． out of place

C． out of the place 　　　　　 　　　D． in the place

22． 

[　　]

A． could not help wondering how

B． could help wondering why

C． couldn't help to wonder when

D． could not help wondering what

23．

[　　]

A． On all sides of the desk

B． On either siders of this desk

C． On both sides of the desk

D． On any sides of that desk

24．

[　　]

A． by his right　　　　　　　　　　B． at the right

C． in the right　　　　　　　　　　D． on this right

25．

[　　]

A． put on 　　　　　　　　　　　B． took off

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 seems 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 classroom, 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 are bored. Why not get to the meat of 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 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.Which of the following gives the writer a sense of mild victory?

A．Her talk about symbolism sounded convincing.

B．Her students behaved a little better than usual.

C．She managed to finish the class without crying.

D．She was invited for a talk by her boss after class.

5.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.

6.The taskmaster’s attitude towards the writer after his observation of her class can be described as________________.

A．cruel but encouraging                    B．fierce but forgiving

C．sincere and supportive                   D．angry and aggressive

In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I look 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 一 teaching English.

School started, but I felt more and more as if I were in a foreign country. Waa this rural area really New Jersey? My students 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 lime off only to eat and sleep. And then there was my sixth-grade class 一 seventeen boys and five girls who were only six yean 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 lo 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 ray students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seem reasonable. By the time ray boss, who was also ray 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 meal 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 ray 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.

55. 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

56. 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.

57. 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.

58. Which of the following gives the writer a sense of mild victory?

A. Her talk about symbolism sounded convincing.

B. Her students behaved a little better than usual.

C. She managed to finish the class without crying.

D. She was invited for a talk by her boss after class.

59. 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

60. 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