完形填空 （共15小题；每小题1分，满分15分）

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  36  .

One day, I entered Donna’s classroom, took a seat in the back of the room and    37  .All the students were working on 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    38    of stopping. I walked down the row and found   39   was writing sentences, describing things they couldn’t do.

By this time the activity aroused my    40    , so I decided to check with the teacher to see what was going on,    41     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 interrupt.

After another ten minutes, the students were instructed to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoe box. Then Donna   42     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(铲子) from the tool house, and then marched the students to the farthest corner of the playground. There they began to    43   . The box of “I Can’ts” was placed at the    44    of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and     45     your heads.” They quickly formed a circle around the grave.

Donna delivered the eulogy(悼词).“Friends, we gathered here today to honor the memory of ‘I Can’t.’ He is   46   by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in    47   . Amen!”

She turned the students    48     and marched them back into the classroom. They celebrated the    49     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 forgot and said, “I Can’t,” Donna    50     pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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  16 .

One day, I entered Donna’s classroom, took a seat in the back of the room and  17 . All the students were working  18  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  19  of stopping. I walked down the row and found  20  was writing sentences, describing things they couldn’t do. ks5u

By this time the activity aroused my  21 , so I decided to check with the teacher to see what was going on  22  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  23 .

After another ten minutes, the students were  24  to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoe box. Then Donna  25  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  26 . The box of “I Can’ts” was placed at the  27  of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and  28  your heads.” They quickly formed a circle around the grave.

Donna delivered the eulogy （悼词）. “Friends, we gathered here today to  29  the memory of ‘I Can’t.’ He is  30  by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in  31 . Amen!”

She turned the students  32  and marched them back into the classroom. They celebrated the  33  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  34  and said, “I Can’t,” Donna  35  pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement.

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 joined in this    41   . 

One day, I entered Donna’s classroom, took a seat in the back of the room and    42   . All the students were working    43    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    44    of stopping. I walked down the row and found    45    was writing sentences, describing things they couldn’t do. 

By this time the activity aroused my    46   , so I decided to check with the teacher to see what was going on,    47    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    48   . 

After another ten minutes, the students were    49    to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoe box. Then Donna      __50    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(铲子) from the tool house, and then marched the students to the farthest corner of the playground. There they began to    51   . The box of “I Can’ts” was placed at the    _52    of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and    53    your heads.” They quickly formed a circle around the grave.5u

Donna delivered the eulogy（悼词）. “Friends, we gathered here today to    54    the memory of ‘I Can’t.’ He is    55    by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in    56   . Amen!” 

She turned the students    57    and marched them back into the classroom. They celebrated the    58    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    59    and said, “I Can’t,” Donna   60    pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement. 

41. A. job                    B. project                          C. observation                   D. course

42. A. checked                   B. noticed                   C. watched                 D. waited 

43. A. on                            B. with                        C. as                     D. for 

44. A. scenes                    B. senses                           C. marks               D. signs 

45. A. nobody                    B. somebody               C. everyone         D. anyone 

46. A. curiosity           B. suspect                   C. sympathy         D. worry

47. A. and                   B. or                            C. but                  D. so 

48. A. insert                B. interrupt                C. talk                  D. request 

49. A. made                B. advised                   C. forced                     D. instructed

50. A. added               B. wrote                            C. made               D. folded 

51. A. cry                           B. pray                        C. dig                   D. play 

52. A. back                  B. bottom                   C. top                  D. edge 

53. A. drop                  B. raise                       C. fall                   D. lift 

54. A. keep                 B. thank                      C. forgive             D. honor 

55. A. remembered            B. punished                C. removed          D. replaced

56. A. silence                     B. heart                      C. peace                     D. memory

57. A. down                B. up                           C. off                   D. around 

58. A. birth                 B. passing                   C. loss                  D. starting 

59. A. awoke               B. reminded                C. forgot                     D. apologized

60. A. simply               B. hardly                            C. seriously          D. angrily 

 (北京市101中学2009届高三三模)

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    36   .

One day, I entered Donna’s classroom, took a seat in the back of the room and    37   . All the students were working    38    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    39    of stopping. I walked down the row and found    40    was writing sentences, describing things they couldn’t do.

By this time the activity aroused my    41   , so I decided to check with the teacher to see what was going on    42    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    43   .

After another ten minutes, the students were    44    to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoe box. Then Donna

45    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    46   . The box of “I Can’ts” was placed at the    47    of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and    48    your heads.” They quickly formed a circle around the grave.

Donna delivered the eulogy （悼词）. “Friends, we gathered here today to    49    the memory of ‘I Can’t.’ He is    50    by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in    51   . Amen!”

She turned the students    52    and marched them back into the classroom. They celebrated the    53    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    54    and said, “I Can’t,” Donna    55    pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement.

36. A. job              B. project                            C. observation               D. course

37. A. checked           B. noticed                     C. watched                   D. waited

38. A. on            B. with                         C. as                            D. for

39. A. scenes         B. senses                      C. marks                      D. signs

40. A. nobody     B. somebody                 C. everyone                  D. anyone

41. A. curiosity      B. suspect                    C. sympathy                 D. worry

42. A. and             B. or                            C. but                          D. so

43. A. insert           B. interrupt                   C. talk                          D. request

44. A. taught          B. shown                      C. forced                      D. instructed

45. A. added          B. wrote                       C. made                       D. folded

46. A. cry              B. pray                         C. dig                           D. play

47. A. back            B. bottom                     C. top                          D. edge

48. A. drop            B. raise                         C. fall                           D. lift

49. A. keep            B. thank                       C. forgive                     D. honor

50. A. remembered B. punished                   C. removed                   D. replaced

51. A. silence         B. heart                        C. peace                       D. memory

52. A. down           B. up                            C. off                           D. around

53. A. birth            B. passing                     C. loss                         D. starting

54. A. awoke         B. reminded                  C. forgot                      D. apologized

55. A. simply         B. hardly                      C. seriously                  D. angrily

完形填空（共15小题；每小题1分，满分15分）

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  36 .

One day, I entered Donna’s classroom, took a seat in the back of the room and   37 .All the students were working on 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    38   of stopping. I walked down the row and found   39  was writing sentences, describing things they couldn’t do.

By this time the activity aroused my    40   , so I decided to check with the teacher to see what was going on,    41    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 interrupt.

After another ten minutes, the students were instructed to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoe box. Then Donna   42    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(铲子) from the tool house, and then marched the students to the farthest corner of the playground. There they began to    43  . The box of “I Can’ts” was placed at the    44   of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and     45    your heads.” They quickly formed a circle around the grave.

Donna delivered the eulogy(悼词).“Friends, we gathered here today to honor the memory of ‘I Can’t.’ He is   46  by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in    47  . Amen!”

She turned the students    48    and marched them back into the classroom. They celebrated the    49    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 forgot and said, “I Can’t,” Donna    50    pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement.