第二节完形填空。（共20小题，每小题1.5分，满分30分）
阅读下列短文，掌握其大意，然后从36—55各题所给的四个选项（A、B、C、D）中选出最佳选项。
Christmas was an exciting season for my six-year-old son. For weeks, he’d been memorizing   36  for the “Winter Ceremony” in his kindergarten class. I went to  37  their rehearsal(排演).
As I waited, students were led into the room. Each class,  38  by their teacher, sat cross-legged on the floor. Then, each group, one by one  39  to perform their song. I didn’t expect anything other than fun.
My son’s class rose to sing “Christmas Love”. Those in the front row on the center stage held up large  40 , one by one, to spell out the  41  of the song. When the class sang: “C is for Christmas,” a child would hold up the letter C, then another would hold up “H” for happy, and on and on,  42  each child was holding up a letter, presenting the  43  message, “Christmas Love”.
The performance was going  44 , until suddenly we noticed her, a small, quiet girl in the  45  row holding the letter “M” upside down-totally  46  that her letter “M” appeared as a “W”. The audience began to laugh at this little girl’s  47 . But she had no idea that they were laughing at her, so she stood tall,  48  holding her “W”.  49  many teachers tried to quiet the children, the  50  continued until the last letter was raised, and we all saw it together. A  51  came over the audience and eyes began to  52 . In that instant we understood the  53  why we were there, and even though it was such a busy holiday, there was a(n)  54  for celebrating Christmas. When the  55  letter was held high, the message read loud and clear: “ CHRIST WAS LOVE”. And I believe that this is why Christmas is so important.
36. A. songs                  B. message                   C. texts                        D. performance
37. A. direct                 B. celebrate                  C. design                      D. attend
38. A. led                            B. accompanied             C. looked                            D. pulled
39. A. stood                  B. turned                      C. rose                         D. came
40. A. letters                 B. words                      C. names                    D. boards
41. A. topic                  B. title                         C. idea                         D. theme
42. A. when                  B. after                        C. until                        D. while
43. A. exact                  B. complete                  C. proper                      D. right
44. A. smoothly            B. happily                    C. heatedly                   D. joyfully
45. A. back                   B. middle                            C. left                          D. front
46. A. ignoring                B. unknown                  C. unaware                   D. recognizing
47. A. action                 B. play                         C. mistake                    D. joke
48. A. highly                B. proudly                    C. clearly                            D. bravely
49. A. Unless                B. As                           C. Although                  D. In spite of
50. A. performance        B. laughter                   C. audience                   D. message
51. A. fear                    B. worry                      C. pride                        D. silence
52. A. widen                 B. close                        C. rise                          D. wink
53. A. cause                  B. reason                      C. way                         D. place
54. A. purpose                     B. excuse                      C. reward                            D. song
55. A. seventh               B. middle                            C. last                         D. full

第二节 完形填空。（共20小题，每小题1.5分，满分30分）

阅读下列短文，掌握其大意，然后从36—55各题所给的四个选项（A、B、C、D）中选出最佳选项。

Christmas was an exciting season for my six-year-old son. For weeks, he’d been memorizing   36  for the “Winter Ceremony” in his kindergarten class. I went to  37  their rehearsal(排演).

As I waited, students were led into the room. Each class,  38  by their teacher, sat cross-legged on the floor. Then, each group, one by one  39  to perform their song. I didn’t expect anything other than fun.

My son’s class rose to sing “Christmas Love”. Those in the front row on the center stage held up large  40 , one by one, to spell out the  41  of the song. When the class sang: “C is for Christmas,” a child would hold up the letter C, then another would hold up “H” for happy, and on and on,  42  each child was holding up a letter, presenting the  43  message, “Christmas Love”.

The performance was going  44 , until suddenly we noticed her, a small, quiet girl in the  45  row holding the letter “M” upside down-totally  46  that her letter “M” appeared as a “W”. The audience began to laugh at this little girl’s  47 . But she had no idea that they were laughing at her, so she stood tall,  48  holding her “W”.  49  many teachers tried to quiet the children, the  50  continued until the last letter was raised, and we all saw it together. A  51  came over the audience and eyes began to  52 . In that instant we understood the  53  why we were there, and even though it was such a busy holiday, there was a(n)  54  for celebrating Christmas. When the  55  letter was held high, the message read loud and clear: “ CHRIST WAS LOVE”. And I believe that this is why Christmas is so important.

36. A. songs                        B. message                         C. texts                                D. performance

37. A. direct                        B. celebrate                        C. design                             D. attend

38. A. led                             B. accompanied                 C. looked                             D. pulled

39. A. stood                        B. turned                             C. rose                                 D. came

40. A. letters                      B. words                              C. names                             D. boards

41. A. topic                         B. title                                  C. idea                                  D. theme

42. A. when                        B. after                                C. until                                 D. while

43. A. exact                        B. complete                        C. proper                             D. right

44. A. smoothly                 B. happily                            C. heatedly                         D. joyfully

45. A. back                          B. middle                             C. left                                   D. front

46. A. ignoring              B. unknown                         C. unaware                         D. recognizing

47. A. action                       B. play                                  C. mistake                           D. joke

48. A. highly                        B. proudly                            C. clearly                             D. bravely

49. A. Unless                      B. As                                     C. Although                         D. In spite of

50. A. performance          B. laughter                          C. audience                         D. message

51. A. fear                           B. worry                               C. pride                                D. silence

52. A. widen                       B. close                                C. rise                                   D. wink

53. A. cause                        B. reason                             C. way                                  D. place

54. A. purpose                   B. excuse                             C. reward                                     D. song

55. A. seventh                    B. middle                             C. last                                   D. full

第二节 完形填空。（共20小题，每小题1.5分，满分30分）

阅读下列短文，掌握其大意，然后从36—55各题所给的四个选项（A、B、C、D）中选出最佳选项。

Christmas was an exciting season for my six-year-old son. For weeks, he’d been memorizing   36  for the “Winter Ceremony” in his kindergarten class. I went to  37  their rehearsal(排演).

As I waited, students were led into the room. Each class,  38  by their teacher, sat cross-legged on the floor. Then, each group, one by one  39  to perform their song. I didn’t expect anything other than fun.

My son’s class rose to sing “Christmas Love”. Those in the front row on the center stage held up large  40 , one by one, to spell out the  41  of the song. When the class sang: “C is for Christmas,” a child would hold up the letter C, then another would hold up “H” for happy, and on and on,  42  each child was holding up a letter, presenting the  43  message, “Christmas Love”.

The performance was going  44 , until suddenly we noticed her, a small, quiet girl in the  45  row holding the letter “M” upside down-totally  46  that her letter “M” appeared as a “W”. The audience began to laugh at this little girl’s  47 . But she had no idea that they were laughing at her, so she stood tall,  48  holding her “W”.  49  many teachers tried to quiet the children, the  50  continued until the last letter was raised, and we all saw it together. A  51  came over the audience and eyes began to  52 . In that instant we understood the  53  why we were there, and even though it was such a busy holiday, there was a(n)  54  for celebrating Christmas. When the  55  letter was held high, the message read loud and clear: “ CHRIST WAS LOVE”. And I believe that this is why Christmas is so important.

36. A. songs                  B. message                   C. texts                        D. performance

37. A. direct                 B. celebrate                  C. design                      D. attend

38. A. led                            B. accompanied             C. looked                            D. pulled

39. A. stood                  B. turned                      C. rose                         D. came

40. A. letters                 B. words                      C. names                      D. boards

41. A. topic                  B. title                         C. idea                         D. theme

42. A. when                  B. after                        C. until                        D. while

43. A. exact                  B. complete                  C. proper                      D. right

44. A. smoothly            B. happily                    C. heatedly                   D. joyfully

45. A. back                   B. middle                            C. left                          D. front

46. A. ignoring                 B. unknown                  C. unaware                   D. recognizing

47. A. action                 B. play                         C. mistake                    D. joke

48. A. highly                B. proudly                    C. clearly                            D. bravely

49. A. Unless                B. As                           C. Although                  D. In spite of

50. A. performance        B. laughter                   C. audience                   D. message

51. A. fear                    B. worry                      C. pride                        D. silence

52. A. widen                 B. close                        C. rise                          D. wink

53. A. cause                  B. reason                      C. way                         D. place

54. A. purpose                     B. excuse                      C. reward                            D. song

55. A. seventh               B. middle                            C. last                          D. full

I once had my Chinese MBA students brainstorming on “two-hour business plans”. I separated them into six groups and gave them an example: a restaurant chain. The more original their idea, the better, I said. Finally, five of the six groups presented plans for restaurant chains. The sixth suggested a catering service. Though I admitted the time limit had been difficult, I expressed my disappointment.

My students were middle managers, financial analysts and financiers from state-owned and global companies. They were not without talent or opinions, but they had been shaped by an educational system that rarely stressed or rewarded critical thinking or inventiveness. The scene I just described came in different forms during my two years’ teaching at the school. Papers were often copied from the Web and the Harvard Business Review. Case study debates were written up and just memorized. Students frequently said that copying is a better business strategy(策略), better than inventing and creating.

In China, every product you can imagine has been made and sold. But there are so few well developed marketing and management minds that it will be a long time before most people in the world can name a Chinese brand.

With this problem in mind, co-operation with institutions like Yale and MIT have been started . And then there’s the “thousand talent program”: this new government program is intended to improve technological modernization(现代化). It can attract top foreign trained scientists to the mainland with big money. But there are worries about China’s research environment.

At last, for China, becoming a major world creator is not just about co-operation with top Western universities. Nor is it about gathering a group of well-educated people and telling them to think creatively. It’s about offering a rich learning environment for young minds. It’s not that simple.

68. Why does the author feel disappointed at his students?

A. Because there is one group presenting a catering service.

B. Because the six groups made projects for restaurant chains.

C. Because all the students copied a case for the difficult topic.

D. Because the students’ ideas were lacking in creativeness. 

69. We can infer from the passage that ________.

A. China can make and sell any product all over the world

B. high pay may not solve the problem of China’s research environment

C. cooperation with institutions has been set up to make a Chinese brand

D. the new government program are aimed at encouraging imagination 

70. Which is the best title of the passage?

A. Look for a New Way of Learning.             B. Reward Creative Thinking.

C. How to Become a Creator.                   D. Establish a technical Environment.

I once had my Chinese MBA students brainstorming on “two-hour business plans”. I separated them into six groups and gave them an example: a restaurant chain. The more original their idea, the better, I said. Finally, five of the six groups presented plans for restaurant chains. The sixth suggested a catering service. Though I admitted the time limit had been difficult, I expressed my disappointment.

My students were middle managers, financial analysts and financiers from state-owned and global companies. They were not without talent or opinions, but they had been shaped by an educational system that rarely stressed or rewarded critical thinking or inventiveness. The scene I just described came in different forms during my two years’ teaching at the school. Papers were often copied from the Web and the Harvard Business Review. Case study debates were written up and just memorized. Students frequently said that copying is a better business strategy(策略), better than inventing and creating.

In China, every product you can imagine has been made and sold. But there are so few well developed marketing and management minds that it will be a long time before most people in the world can name a Chinese brand.

With this problem in mind, co-operation with institutions like Yale and MIT have been started . And then there’s the “thousand talent program”: this new government program is intended to improve technological modernization(现代化). It can attract top foreign trained scientists to the mainland with big money. But there are worries about China’s research environment.

At last, for China, becoming a major world creator is not just about co-operation with top Western universities. Nor is it about gathering a group of well-educated people and telling them to think creatively. It’s about offering a rich learning environment for young minds. It’s not that simple.

1.Why does the author feel disappointed at his students?

2. We can infer from the passage that ________.

3.Which is the best title of the passage?