第二节 完形填空（共20小题；每小题1分，满分20分）

请认真阅读下面短文，从短文后各题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。

What is it about maths, anyway? Why is it that a ___36___ who would rather die than ___37___ they found reading difficult at school will happily say he is brain-dead when it ___38___ to numbers?

“I was ___39___ at maths at school,” they say. “still am. Can’t ___40___ up to save my life. My little girl takes after____41___. Thinks take-aways are something to do with fish and chips. Ha-ha!” Oh, how we all laugh.

But how many of us remember it being ___42___ at the time? How many of us remember the blind panic of the Monday morning maths test when the ___43___ we could hope for was a miracle(奇迹) to make the numbers we ___44___ without thinking as answers somehow ___45___ the questions?

On the face of it, today’s children can ___46___ be considered happier and more satisfied. They have a daily numeracy lesson ___47___ to improving their maths skills. But if that sounds like hell to you, you may ___48__ find that your child surprises you by actually quite ___49__ it.

One of the __50___ is that over the last ten years or so, there has been a ___51___ in the way maths is taught. And many of those who teach it feel it’s been a ___52__ for the better. There’s generally much more emphasis now on __53___ arithmetic, getting children used to doing calculations without forever having a pen in one hand and a calculator in the other. Often the first question a teacher will ask is: can you do this in your___54___? And if they can, they do.

The whole approach is more___55___, the goal to get children understanding numbers, not just putting them through the uninteresting process of learning something by repeating it until they remember it.

36     A.     teacher    B.     parent      C.     pupil          D.     teenager

37     A.     understand      B.     admit        C.     observe    D.     pretend

38     A.     add  B.     relate       C.     comes      D.     reject

39     A.     good         B.     expert      C.     special      D.     rubbish

40     A.     add  B.     make        C.     look  D.     pick

41     A.     stranger  B.     me   C.     herself      D.     somebody

42     A.     funny        B.     easy C.     attractive         D.     remote

43     A.     worst        B.     prize         C.     best D.     surprising

44     A.     missed     B.     lost  C.     found        D.     chose

45     A.     get   B.     foresee    C.     fit     D.     evaluate

46     A.     however  B.     frequently         C.     mostly      D.     hardly

47     A.     suggested        B.     devoted   C.     intended  D.     adapted

48     A.     well  B.     sometimes       C.     seldom     D.     extremely

49     A.     enjoying   B.     hating       C.     objecting D.     mastering

50     A.     consequences B.     reasons    C.     findings    D.     incidents

51     A.     mistake    B.     program  C.     policy        D.     revolution

52     A.     preparation      B.     reputation        C.     requirement    D.     change

53     A.     difficult     B.     general    C.     mental     D.     basic

54     A.     class         B.     head         C.     textbook  D.     own

55     A.     logical       B.     unbelievable    C.     direct        D.     conservative

第二节完形填空（共20小题；每小题1分，满分20分）
请认真阅读下面短文，从短文后各题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
What is it about maths, anyway? Why is it that a ___36___ who would rather die than ___37___ they found reading difficult at school will happily say he is brain-dead when it ___38___ to numbers?
“I was ___39___ at maths at school,” they say. “still am. Can’t ___40___ up to save my life. My little girl takes after____41___. Thinks take-aways are something to do with fish and chips. Ha-ha!” Oh, how we all laugh.
But how many of us remember it being ___42___ at the time? How many of us remember the blind panic of the Monday morning maths test when the ___43___ we could hope for was a miracle(奇迹) to make the numbers we ___44___ without thinking as answers somehow ___45___ the questions?
On the face of it, today’s children can ___46___ be considered happier and more satisfied. They have a daily numeracy lesson ___47___ to improving their maths skills. But if that sounds like hell to you, you may ___48__ find that your child surprises you by actually quite ___49__ it.
One of the __50___ is that over the last ten years or so, there has been a ___51___ in the way maths is taught. And many of those who teach it feel it’s been a ___52__ for the better. There’s generally much more emphasis now on __53___ arithmetic, getting children used to doing calculations without forever having a pen in one hand and a calculator in the other. Often the first question a teacher will ask is: can you do this in your___54___? And if they can, they do.
The whole approach is more___55___, the goal to get children understanding numbers, not just putting them through the uninteresting process of learning something by repeating it until they remember it.
36    A.    teacher    B.    parent     C.    pupil       D.    teenager
37    A.    understand      B.    admit      C.    observe   D.    pretend
38    A.    add  B.    relate      C.    comes     D.    reject
39    A.    good       B.    expert     C.    special     D.    rubbish
40    A.    add  B.    make       C.    look D.    pick
41    A.    stranger   B.    me   C.    herself     D.    somebody
42    A.    funny      B.    easy C.    attractive D.    remote
43    A.    worst      B.    prize       C.    best  D.    surprising
44    A.    missed     B.    lost  C.    found      D.    chose
45    A.    get   B.    foresee    C.    fit    D.    evaluate
46    A.    however  B.    frequently       C.    mostly     D.    hardly
47    A.    suggested B.    devoted   C.    intended  D.    adapted
48    A.    well B.    sometimes      C.    seldom    D.    extremely
49    A.    enjoying  B.    hating     C.    objecting D.    mastering
50    A.    consequences  B.    reasons    C.    findings   D.    incidents
51    A.    mistake   B.    program  C.    policy     D.    revolution
52    A.    preparation     B.    reputation       C.    requirement    D.    change
53    A.    difficult   B.    general    C.    mental     D.    basic
54    A.    class B.    head C.    textbook  D.    own
55    A.    logical     B.    unbelievable   C.    direct      D.    conservative

第二节 完形填空（共20小题；每小题1分，满分20分）

请认真阅读下面短文，从短文后各题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。

What is it about maths, anyway? Why is it that a ___36___ who would rather die than ___37___ they found reading difficult at school will happily say he is brain-dead when it ___38___ to numbers?

“I was ___39___ at maths at school,” they say. “still am. Can’t ___40___ up to save my life. My little girl takes after____41___. Thinks take-aways are something to do with fish and chips. Ha-ha!” Oh, how we all laugh.

But how many of us remember it being ___42___ at the time? How many of us remember the blind panic of the Monday morning maths test when the ___43___ we could hope for was a miracle(奇迹) to make the numbers we ___44___ without thinking as answers somehow ___45___ the questions?

On the face of it, today’s children can ___46___ be considered happier and more satisfied. They have a daily numeracy lesson ___47___ to improving their maths skills. But if that sounds like hell to you, you may ___48__ find that your child surprises you by actually quite ___49__ it.

One of the __50___ is that over the last ten years or so, there has been a ___51___ in the way maths is taught. And many of those who teach it feel it’s been a ___52__ for the better. There’s generally much more emphasis now on __53___ arithmetic, getting children used to doing calculations without forever having a pen in one hand and a calculator in the other. Often the first question a teacher will ask is: can you do this in your___54___? And if they can, they do.

The whole approach is more___55___, the goal to get children understanding numbers, not just putting them through the uninteresting process of learning something by repeating it until they remember it.

36    A.    teacher    B.    parent     C.    pupil       D.    teenager

37    A.    understand      B.    admit      C.    observe   D.    pretend

38    A.    add  B.    relate      C.    comes     D.    reject

39    A.    good       B.    expert     C.    special     D.    rubbish

40    A.    add  B.    make       C.    look D.    pick

41    A.    stranger   B.    me   C.    herself     D.    somebody

42    A.    funny      B.    easy C.    attractive D.    remote

43    A.    worst      B.    prize       C.    best  D.    surprising

44    A.    missed     B.    lost  C.    found      D.    chose

45    A.    get   B.    foresee    C.    fit    D.    evaluate

46    A.    however  B.    frequently       C.    mostly     D.    hardly

47    A.    suggested B.    devoted   C.    intended  D.    adapted

48    A.    well B.    sometimes      C.    seldom    D.    extremely

49    A.    enjoying  B.    hating     C.    objecting D.    mastering

50    A.    consequences  B.    reasons    C.    findings   D.    incidents

51    A.    mistake   B.    program  C.    policy     D.    revolution

52    A.    preparation     B.    reputation       C.    requirement    D.    change

53    A.    difficult   B.    general    C.    mental     D.    basic

54    A.    class B.    head C.    textbook  D.    own

55    A.    logical     B.    unbelievable   C.    direct      D.    conservative

What is it about maths, anyway? Why is it that a 1 who would rather die than 2 they found reading difficult at school will happily say he is brain-dead when it 3 to numbers?
“I was 4 at maths at school,” they say. “still am. Can’t 5 up to save my life. My little girl takes after6. Thinks take-aways are something to do with fish and chips. Ha-ha!” Oh, how we all laugh.
But how many of us remember it being 7 at the time? How many of us remember the blind panic of the Monday morning maths test when the 8 we could hope for was a miracle(奇迹) to make the numbers we 9 without thinking as answers somehow 10 the questions?
On the face of it, today’s children can 11 be considered happier and more satisfied. They have a daily numeracy lesson 12 to improving their maths skills. But if that sounds like hell to you, you may 13 find that your child surprises you by actually quite 14 it.
One of the 15 is that over the last ten years or so, there has been a 16 in the way maths is taught. And many of those who teach it feel it’s been a 17 for the better. There’s generally much more emphasis now on 18 arithmetic, getting children used to doing calculations without forever having a pen in one hand and a calculator in the other. Often the first question a teacher will ask is: can you do this in your19? And if they can, they do.
The whole approach is more20, the goal to get children understanding numbers, not just putting them through the uninteresting process of learning something by repeating it until they remember it.

1. 1.
   1. A.
      teacher
   2. B.
      parent
   3. C.
      pupil
   4. D.
      teenager
2. 2.
   1. A.
      understand
   2. B.
      admit
   3. C.
      observe
   4. D.
      pretend
3. 3.
   1. A.
      add
   2. B.
      relate
   3. C.
      comes
   4. D.
      reject
4. 4.
   1. A.
      good
   2. B.
      expert
   3. C.
      special
   4. D.
      rubbish
5. 5.
   1. A.
      add
   2. B.
      make
   3. C.
      look
   4. D.
      pick
6. 6.
   1. A.
      stranger
   2. B.
      me
   3. C.
      herself
   4. D.
      somebody
7. 7.
   1. A.
      funny
   2. B.
      easy
   3. C.
      attractive
   4. D.
      remote
8. 8.
   1. A.
      worst
   2. B.
      prize
   3. C.
      best
   4. D.
      surprising
9. 9.
   1. A.
      missed
   2. B.
      lost
   3. C.
      found
   4. D.
      chose
10. 10.
    1. A.
       get
    2. B.
       foresee
    3. C.
       fit
    4. D.
       evaluate
11. 11.
    1. A.
       however
    2. B.
       frequently
    3. C.
       mostly
    4. D.
       hardly
12. 12.
    1. A.
       suggested
    2. B.
       devoted
    3. C.
       intended
    4. D.
       adapted
13. 13.
    1. A.
       well
    2. B.
       sometimes
    3. C.
       seldom
    4. D.
       extremely
14. 14.
    1. A.
       enjoying
    2. B.
       hating
    3. C.
       objecting
    4. D.
       mastering
15. 15.
    1. A.
       consequences
    2. B.
       reasons
    3. C.
       findings
    4. D.
       incidents
16. 16.
    1. A.
       mistake
    2. B.
       program
    3. C.
       policy
    4. D.
       revolution
17. 17.
    1. A.
       preparation
    2. B.
       reputation
    3. C.
       requirement
    4. D.
       change
18. 18.
    1. A.
       difficult
    2. B.
       general
    3. C.
       mental
    4. D.
       basic
19. 19.
    1. A.
       class
    2. B.
       head
    3. C.
       textbook
    4. D.
       own
20. 20.
    1. A.
       logical
    2. B.
       unbelievable
    3. C.
       direct
    4. D.
       conservative

C

  Things similar continuously happened in Haiti and Chile．Thousands of people were

buried in the earthquake and lost their fives．What if we could have warned them? People are always trying hard to find a way of preventing building collapsing(坍塌)．Better materials and technology help，but are not a solution．Just like humans，a building has its own life circle from  “birth” to “death”．If we know when a building is going to collapse，we can repair it in advance or get out before it falls．

    Now, scientists at the University of Illinois ha、，e developed a material that turns red before it breaks．The invention could be used in things like climbing ropes，or bridge supports．The secret behind the color-changing material is a type of molecule(分子)．A molecule is a group of atoms held together by chemical bonds(化学键)．Imagine you and your friends standing in a circle，holding hands．Each person stands for one atom，your hands represent the bonds，and the entire circle represents a molecule．If one person lets go of his or her hands，the molecule changes color．The research team put the molecule into a soft material．When the researchers stretched(拉长) the material：it turned bright red a few seconds before it broke into two pieces．

When they repeatedly stretched and relaxed the material，without breaking it，it only turned a little red．

The major problem is，light can get rid of the red color．When the team shone a bright light on the molecule，the broken bond was fixed，and the color disappeared．If bright fight keeps the red color from appearing，the material’s warning system will be useless．Scientists still have a lot of work to do before the color-changing molecule can be used outside the lab．

49.The passage is mainly about______________

A．a way of preventing building from breaking down

B．a series'-of earthquakes in Haiti and Chile

C．a way of warning before buildings collapse

D．a newly—discovered structure of a molecule

50.According to the passage，we call conclude that____________

A．there are problems to solve before putting the new material to use

B．scientists have found the life circle of buildings from “birth” to “death”

C．bright fight makes the red color visible to human eyes

D．the new material is unlikely to be used in building bridges

51.The color-changing molecule can___________

A．make building materials much stronger

B．help building materials get stretched if necessary

C．prevent the earthquake from killing people

D．remind people to leave buildings before they fall

52．The warning system is based on the fact that____________

A．red color won’t show up when it meets bright fight

B．a material with a certain type of molecule Can turn red when setched

C．a building has its own life circle of “birth”to“death”

D．the broken bond will fix itself when a molecule meets bright fight