完形填空（共15小题；每小题1分，满分15分）My job was to make

题目内容：

完形填空（共15小题；每小题1分，满分15分）

My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this 36.

One day, I entered Donna’s classroom, took a seat in the back of the room and37.All the students were working on a task. The student next to me was filling her page with “I Can’ts.” “I can’t kick the soccer ball.” “I can’t get Debbie to like me.” Her page was half full and she showed no 38of stopping. I walked down the row and found 39was writing sentences, describing things they couldn’t do.

By this time the activity aroused my 40, so I decided to check with the teacher to see what was going on, 41I noticed she too was busy writing “I can’t get John’s mother to come for a parents’ meeting.” …I felt it best not to interrupt.

After another ten minutes, the students were instructed to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoe box. Then Donna 42hers. She put the lid on the box, tucked it under her arm and headed out the door.

Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel(铲子) from the tool house, and then marched the students to the farthest corner of the playground. There they began to 43. The box of “I Can’ts” was placed at the 44of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and 45your heads.” They quickly formed a circle around the grave.

Donna delivered the eulogy(悼词).“Friends, we gathered here today to honor the memory of ‘I Can’t.’ He is 46by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in 47. Amen!”

She turned the students 48and marched them back into the classroom. They celebrated the 49of “I Can’t”. Donna cut a large tombstone from paper. She wrote the words “I Can’t ”at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student forgot and said, “I Can’t,” Donna 50pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement.

小题1:

A．job

B．project

C．observation

D．course小题2:

A．checked

B．noticed

C．watched

D．waited小题3:

A．scenes

B．senses

C．marks

D．signs小题4:

A．nobody

B．somebody

C．everyone

D．anyone小题5:

A．curiosity

B．suspect

C．sympathy

D．worry小题6:

A．and

B．or

C．but

D．so小题7:

A．added

B．wrote

C．made

D．folded小题8:

A．cry

B．pray

C．dig

D．play小题9:

A．back

B．bottom

C．top

D．edge小题10:

A．drop

B．raise

C．fall

D．lift小题11:

A．remembered

B．punished

C．removed

D．replaced小题12:

A．silence

B．heart

C．peace

D．memory小题13:

A．down

B．up

C．off

D．around小题14:

A．birth

B．passing

C．loss

D．starting小题15:

A．simply

B．hardly

C．seriously

D．angrily

最佳答案：

小题1:B

小题2:C

小题3:D

小题4:C

小题5:A

小题6:C

小题7:A

小题8:C

小题9:B

小题10:A

小题11:D

小题12:C

小题13:D

小题14:B

小题15:A

答案解析：

略

考点核心：

人物传记类文章的文体特征：

人物传记是记叙文体的一种，主要描写某人的生平事迹、趣闻轶事、生活背景、个性特征、成长奋斗历程等，包含记叙文的时间、地点、人物、事件等要素。其特点是以时间的先后或事件的发展为主线，空间或逻辑线索贯穿文章始终，脉络清楚，可读性较强。