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

阅读理解

　　“Let's go down one more, push your enterkey… ” says a volunteer helping senior citizens work a web session on the Internet.

　　David Lansdale has found a way to light up the lives of the elderly. He gets them wired to the Internet, “If you hit your enter key, it will bring up this particular e－mail…”

　　Pauline Allen is one of those who have started using the Internet, “I thought I was through with life, I was ready for a rocking chair, because I was 86 years old. And I haven't found the rocking chair yet.” “You found the keyboard?” asks the reporter. “That's right, I found the keyboard.”

　　The average age of Lansdale's students is around 68. All are in nursing or assisted care homes. He used family relationships to introduce them to the World Wide Web.

　　David Lansdale says, “Herethey are in California, the family was back in New York, the opportunity to connect, to cross the time and space, was incredibly precious (valuable)opportunity to them.”

　　“I hear you are so beautiful.” Lillian Sher writes an e－mail to a newborn great granddaughter. Working with one another, the senior learn as a group. They learn to master the Internet and to overcome what Lansdale calls the maladies of the institutionalized：loneliness, helplessness, boredom, and loss of memory.

　　Mary Harvey says, “Bingo just doesn't interest me. But this does, believe me, this does.” Ninety－four－year－old Ruth Hyman is a star pupil and instructor. She says, “When I send a letter to my grandchildren, and great grandchildren, they hang it up in their offices, just like I used to hang their drawings on my refrigerator. Ha, ha.”

　　David Lansdale says, “There's a collective benefit. There is an element(因素)of treatment. Remember we started as a support group.”

　　Dixon Moorehouse says, “I just wish I was 15 years old and getting to learn all this.” The senior call their weekly meetings Monday Night Live. And many say the meetings have given them new life.

　　Ruth Hyman says, “Three years ago, they told me I wasn't going to live. But I showed them, and got work, and I've worked ever since.”

1．The purpose of David Lansdale's work is to ________.

[　　]

A．keep the minds of the senior healthy

B．popularize the use of computers among the old

C．organize the senior as a group to work

D．help the senior connect with their families

2．The words “the maladies of the institutionalized” used in the text refer to ________.

[　　]

A．the difficulties in learning

B．the problems caused by getting old

C．some kinds of treatments

D．the worries about the Internet

3．How many examples does the writer give to prove that the senior enjoy the Internet?

[　　]

4．It can be inferred that Ruth Hyman's younger generations hang her mails up ________.

[　　]

A．in order to lose the letters

B．in order not to forget something important

C．to make the offices more beautiful

D．to show pride in their grandmother's work

5．What's the best title for the passage?

[　　]

A．How to keep healthy

B．The problems of the old

C．Senior citizens on the Internet

D．A school for the senior people