完形填空(共20小题；每小题1.5分，满分30分)

    阅读下面短文，从短文所给各题的四个选项(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。

One spring afternoon five years ago, Jimmy Liao was crying in the hall of Taipei’s Sherwood Hotel, Life seemed  36  . The people who laughed as they walked past were taking their   37  for granted, just as he  38  himself. Now, however, he felt  39  —and he couldn’t even show his disappointment in his  40  .

    Seeking more personally satisfying  41  , he had just left a successful job as a commercial artist when it seemed that fate（命运）played a cruel  42  on him. It was at this time that he developed cancer and was  43  to work. But that moment in the hotel was a turning point for Jimmy. He began to  44  the fact that there is no such a thing as fate, only  45  . Since then, he has published several imaginative, illustrated（带插图的）books.

    According to Jimmy, you are  46  you choose to be. You can give up or you can work to be a happier person. Jimmy realized that, while the world  47  seems unfair, your choice can change your life.

    This idea can be   48  in Jimmy’s books, where his characters show the powerlessness they feel   49  making their choices. The message that goes with Jimmy’s drawings, however, is 50 .

Though the world may make us feel small, we must be  51  . Everything will be all right for us—as it is for the“small people”in Jimmy’s books—if we make choices that are   52  for us.

    In spite of his new  53  and wealth, Jimmy prefers working  54  at home with his wife and daughter. He spends his mornings drawing. To Jimmy, living a life as he chooses means much more than money and fame could  55  .

1.A．unhappy        B．unusual          C．unfair           D．uneasy

2.A．health     B．wealth           C．happiness            D．illnesses

3.A．ought to       B．had to           C．needed to            D．used to

4.A．ashamed        B．disappointed     C．helpless         D．endless

5.A．crying     B．painting         C．imagination      D．consideration

6.A．home       B．condition            C．situation            D．work

7.A．game       B．trick                C．role             D．part

8.A．unable     B．impossible       C．unfit                D．difficult

9.A．understand B．face             C．refuse           D．recognize

10.A．failures      B．efforts          C．choices          D．interests

11.A．that          B．what             C．which            D．whoever

12.A．always        B．seldom           C．sometimes        D．usually

13.A．found     B．drawn            C．written          D．accepted

14.A．after         B．about            C．with             D．before

15.A．powerful      B．hopeful          C．useful           D．successful

16.A．great             B．strong           C．brave            D．equal

17.A．scientific            B．basic                C．right                D．simple

18.A．product           B．fame             C．name         D．job

19.A．rapidly           B．separately       C．slowly           D．quietly

20.A．offer             B．gain             C．gather           D．earn

Testing has taken the place of teaching in most public schools. Pretests, drills, tests, and retests. They know that the best way to read a textbook is to look at the questions at the end of the chapter and then read the text quickly for the answers. I believe that my daughter Erica, who gets excellent marks, has never read a chapter of any of her school textbooks all the way through. And teachers are often heard to say proudly and openly that they teach to the test.

Teaching to the test is a curious phenomenon（现象）. Instead of deciding what skills students ought to learn, helping students learn them, and then using some methods of assessment（评价） to discover whether students have mastered the skills, teachers are encouraged to teach the students in the opposite way. First one looks at a test. Then one chooses the skills needed not to master reading, but to do well in the test. Finally, the test skills are taught.

The ability to read or write might suggest the ability to do reasonably well on standardized tests. However, neither reading nor writing develops simply through being taught to take tests. We must be careful to avoid mistaking preparations for a test of a skill with the acquisition（习得）of that skill. Too many discussions of basic skills make this misunderstanding because people are tested rather than concerned with the nature and quality of what is taught.

Recently, many schools have faced what could be called the crisis of comprehension or, in simple words, the phenomenon of students with grammar skills still being unable to understand what they read. These students are quite good at test taking and filling in workbooks. However, they have little or no experience reading or thinking, and talking about what they read. They know the details but can’t see or understand the whole. They are taught to be so concerned with grades that they have no time to think about meaning, and reread things if necessary.

1. The author mentions Erica’s performance in her study in order to show_________.

2.Which of the following is TRUE according to the passage?

3. In the author’s opinion, __________.

4.By “crisis of comprehension” (in Paragraph 4) the author means many students ______.

Education is not an end, but a means to an end. In other words, we do not educate children only for the purpose of educating them. Our purpose is to fit them for life.

In some modem countries it has for some time been fashionable to think that by free education for all — one can solve all the problems of society and build a perfect nation. But we can already see that free education for all is not enough; we find in such countries a far larger number of people with university degree; they refuse to do what they think “low” work; and, in fact, work with hands is thought to be dirty and shameful in such countries. But we have only to think a moment to understand that the work of a completely uneducated farmer is far more important than that of a professor; we can live without education, but we die if we have no food. If no one cleaned our streets and took the rubbish away from our houses, we should get terrible diseases in our towns…

In fact, when we say that all of us must be educated to fit us for life, it means that we must be educated in such a way that, firstly, each of us can do whatever work suited to his brains and ability and, secondly, that we can realize that all jobs are necessary to society, and that is very bad to be ashamed of one’s work. Only such a type of education can be considered valuable to society.

1. The writer of the passage thinks that _______.

A. education can settle most of the world’s problems

B. free education for all probably leads to a perfect world

C. free education won’t help to solve problems

D. all the social problems can’t be solved by education

2. The writer wants to prove that _______.

A. our society needs all kinds of jobs

B. our society needs free education for all

C. a farmer is more important than a professor

D. work with hands is the most important

3. The purpose of education is _______.

A. to choose officials for the country

B. to prepare children mainly for their future work

C. to let everyone receive education fit for him

D. to build a perfect world

4. The passage tells us about _______ of the education.

A. the means          B. the system         C. the value           D. the type

Education is not an end, but a means to an end. In other words, we do not educate children only for the purpose of educating them. Our purpose is to fit them for life.

In some modem countries it has for some time been fashionable to think that by free education for all — one can solve all the problems of society and build a perfect nation. But we can already see that free education for all is not enough; we find in such countries a far larger number of people with university degree; they refuse to do what they think “low” work; and, in fact, work with hands is thought to be dirty and shameful in such countries. But we have only to think a moment to understand that the work of a completely uneducated farmer is far more important than that of a professor; we can live without education, but we die if we have no food. If no one cleaned our streets and took the rubbish away from our houses, we should get terrible diseases in our towns…

In fact, when we say that all of us must be educated to fit us for life, it means that we must be educated in such a way that, firstly, each of us can do whatever work suited to his brains and ability and, secondly, that we can realize that all jobs are necessary to society, and that is very bad to be ashamed of one’s work. Only such a type of education can be considered valuable to society.

The writer of the passage thinks that _______.

A. education can settle most of the world’s problems

B. free education for all probably leads to a perfect world

C. free education won’t help to solve problems

D. all the social problems can’t be solved by education

The writer wants to prove that _______.

A. our society needs all kinds of jobs

B. our society needs free education for all

C. a farmer is more important than a professor

D. work with hands is the most important

The purpose of education is _______.

A. to choose officials for the country

B. to prepare children mainly for their future work

C. to let everyone receive education fit for him

D. to build a perfect world

The passage tells us about _______ of the education.

A. the means          B. the system         C. the value           D. the type

We must be off _____. It’s eight o’clock already.