Question

完形填空 　　Each of us fails from time to time．If we are wise, we accept these failures as a 　　1　　 part of the learning process．But all too often as parents and teachers we disallow this 　　2　　 right to our children． 　　When I see a child 　　3　　 to this kind of pressure, I think of Donnie． 　　Donnie was my youngest third grader．His 　　4　　 of failure kept him from classroom games that other children enjoyed．He 　　5　　 answered questions－he might be wrong．I tried my best to build his 　　6　　．But nothing changed until midterm, when Mary Anne, a student teacher, was assigned(安排)to our classroom． 　　She was young and pretty, and she loved children．My pupils, Donnie included, 　　7　　 her． 　　One morning, we were working math problems at the chalkboard．Donnie had 　　8　　 the problems with painstaking neatness．Pleased with his progress, I 　　9　　 the children with Mary Anne and went for art materials．When I returned, Donnie was in 　　10　　．He'd missed the third problem． 　　My student teacher looked at me in despair．Suddenly her face 　　11　　．From the desk we shared, she got a container filled with pencils． 　　“Look, Donnie,”she said, kneeling beside him and gently 　　12　　 the tear stained face from his arms． 　　“I've got something to 　　13　　 you．”She removed the pencils, one at a time, and placed them on his desk． 　　“See these 　　14　　, Donnie,”she continued．“They belong to Mrs．Lindstrom and me．See how the erasers are 　　15　　?That's because we make mistakes, too．But we erase the mistakes and try again．That's what you 　　16　　 learn to do, too．” 　　She kissed him and stood up．“Here,”she said,“I'll leave one of these pencils on 　　17　　 desk so you'll remember that everybody makes mistakes, 　　18　　 teachers．”Donnie looked up with love in his eyes and a smile． 　　The pencil became Donnie's 　　19　　 possession．That, together with Mary Anne's frequent encouragement, gradually 　　20　　 him that it's all right to make mistakes－as long as you erase them and try again． (1) [　　] A． small B． basic C． necessary D． large (2) [　　] A． correct B． same C． important D． natural (3) [　　] A． suffering B． object C． fall D． subject (4) [　　] A． fear B． lesson C． chance D． sense (5) [　　] A． always B． often C． never D． seldom (6) [　　] A． self-protection B． self-improvement C． self-confidence D． self-learning (7) [　　] A． respected B． disliked C． avoided D． minded (8) [　　] A． worked out B． copied C． gone over D． learned (9) [　　] A． left B． offered C． missed D． parted (10) [　　] A． surprise B． astonishment C． anger D． tears (11) [　　] A． darkened B． brightened C． pulled D． loosened (12) [　　] A． lifting B． picking C． holding D． pushing (13) [　　] A． help B． show C． reward D． promise (14) [　　] A． pencils B． mistakes C． marks D． containers (15) [　　] A． used B． built C． worn D． damaged (16) [　　] A． may B． must C． will D． can (17) [　　] A． my B． someone's C． the teacher's D． your (18) [　　] A． still B． also C． even D． not (19) [　　] A． prized B． own C． kept D． expected (20) [　　] A． warned B． informed C． persuaded D． reminded

Answer 1

答案：1．C;2．B;3．D;4．A;5．D;6．C;7．A;8．B;9．A;10．D;11．B;12．A;13．B;14．A;15．C;16．B;17．D;18．C;19．D;20．C;
解析：

(1)	犯错误应该是人们学习过程中“必要的”部分。
(2)	大人有犯错误的权利，孩子也应该拥有“同样的”权利。
(3)	(be)subject to为习惯表达，意为“容易受……的影响，容易遭受”。
(4)	由后文得出，Donnie“害怕”犯错误。
(5)	由上下文的逻辑关系得出，因为Donnie害怕犯错误，所以“很少”回答问题。never太绝对。
(6)	作为老师，“我”应该是尽力建立他的“自信”。
(7)	这位见习老师如此可爱，关爱学生，当然受到学生的“尊敬”。
(8)	从后面Donnie漏掉了第三题以及他数学判断能力不好，此处选“抄”下了数学题符合逻辑。
(9)	“我”对Donnie的进步感到满意，因此把学生交给见习老师Mary Anne。leave sb．with为固定结构，意为“把……托付给……”。
(10)	后面有Donnie泪流满面的提示。
(11)	Mary Anne面庞一“亮”，说明她有了一个好主意。
(12)	Mary Anne为了鼓励和安慰Donnie，轻轻地“托起”了他的头。
(13)	从后面Mary Anne所做的动作判断，她想通过形象的方式向Donnie“展示”犯错误是很自然的事情。
(14)	Mary Anne以“铅笔”和“橡皮”为例说明犯错误的普遍性。
(15)	在具体的语境中考查形容词的运用。橡皮经常用来“擦”写错的东西，因此是“磨损”了。be worn当“破损”讲。
(16)	must说明人的观点和建议，符合题意。
(17)	从后面看Mary Anne把一支铅笔放在了Donnie的桌子上，给他以鼓励和启示。
(18)	even表示程度更进一步，符合逻辑。“甚至”老师也经常犯错误。
(19)	Mary Anne留给Donnie铅笔的目的是鼓励他不惧怕犯错误，因此，这支铅笔就是被予以期望的物品。
(20)	Mary Anne通过形象、浅显的方式最终“说服”了Donnie，使他摆脱了害怕犯错误的心理阴影。 　　文章首先通过议论来说明犯错误是人们学习过程中的必要部分，但老师和家长往往剥夺孩子犯错误的权利，导致孩子害怕犯错误。然后，通过具体事例说明应如何对待犯错误的孩子，怎样鼓励他们，培养他们的自信心。