第一节 完形填空精选（共 15 小题；每小题 2 满分 30 分） 阅读下面短文，掌握其大意，然后从 1—15 各题所给的 A、B、C 和 D 项中，选出最佳选项，并在答题卡上将该项 涂黑。 Freshmen are always fearful when learning they are to live with a roommate of a different race
assigned by the computer casually. They are full of __1__ at the uncertainties. Now several studies have found that __2__ a room with a man of another race is a mixture of hope and fear. It decreases __3__ and forces students to make friends with those of different races, meanwhile causes more conflicts. An Ohio State University study found that black students living with a white roommate saw higher _4__ success at college. Sam Boakye — the only black student on his freshman year floor — said “if you?re __5__ by whites, you have something to prove like a good score in study.” However, researchers also observed __6__ in this case. According to two recent studies, compared with two white roommates, roommates of different _7 may experience such big conflicts that one has to move out and live __8__. Grace Kao, a professor at Penn said she was not __9__ by the findings. In her opinion, this may be the first time that some of these students have __10__ with someone of a different race.” At Penn, students are not asked to mention race when applying for their __12__. “In the past two years, I?ve experienced roommate conflicts between interracial students,” said one Penn resident advisor (RA). To give a better picture, she __13__ that some conflicts provided more multicultural acceptance, but some showed unpleasant differences. Besides, these conflicts have also occurred among roommates of the __14__ race. Kao said it was __15__ to conclude from any one of the above studies, saying scientists must study more students? background characteristics. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. A. disappointment A. decorating A. prejudice A. athletic A. controlled A. practices A. positions A. angrily A. surprised A. played A. account A. randomly A. approved A. same A. unsuccessful B. expectation B. sharing B. expense B. economic B. surrounded B. chances B. nations B. separately B. satisfied B. lived B. scholarship B. secretly B. argued B. friendly B. unnecessary C. worry C. managing C. dependence C. social C. attacked C. changes C. races C. closely C. confused C. worked C. housing C. forcefully C. added C. competitive C. unscientific D. ambition D. renting D. understanding D. academic D. blamed D. problems D. majors D. happily D. convinced D. learned D. course D. terribly D. adopted D. peaceful D. unusual 11 . In this way, students are thrown together
1—5 CBADB 6—10 DCBAB 1—15 CACAC
第一节 完形填空（共 15 小题；每小题 2 分, 满分 30 分） People think children should play sports. Sports are fun, and children keep healthy while playing with others. However, playing sports can have 1 effects on children. It may produce feelings of 2 self-respect or aggressive behavior in some children. According to research on kids and sports, 40,000,000 kids play sports in the US. Of these,18,000,000 say they have been 3 at or called names while playing sports. This leaves many children with a bad 4 of sports. They think sports are just too aggressive. Many researchers believe adults, 5 parents and coaches, are the main cause of too much aggression in children?s sports. They believe children 6 aggressive adult behavior. This behavior is then further 7 through both positive and negative feedback. Parents and coaches are powerful teachers because children usually look up to them. Often these adults behave aggressively themselves, sending children the message that 8 is everything. Many parents go to children?s sporting events and shout insults at other players or cheer when their child behaves 9 . As well, children are even taught that hurting other players is 10 or are pushed to continue playing even when they are injured. In addition, the media makes violence seem exciting. Children watch adult sports games and see 11 behavior replayed over and over on television. As a society, we really need to face up to this problem and do something about it. Parents and coaches in particular should act as better 12 to children. They also need to teach children better 13 .They should not just cheer when children win or act aggressively. They should teach children to enjoy themselves whether they win or not. Besides, children should not be allowed to continue to play when they are 14 . If adults allow children to play when injured, this gives the message that 15 is not as important as winning. 1. A. restrictive B. negative C. active D. instructive 2. A. poor B. high C. special D. unusual 3. A. knocked B. glanced C. smiled D. shouted 4. A. impression B. concept C. taste D. expectation 5. A. roughly B. especially C. luckily D. surprisingly 6. A. question B. understand C. copy D. neglect 7. A. proved B. expressed C. strengthened D. learned 8. A. winning B. practising C. fun D. sport 9. A. proudly B. ambitiously C. aggressively D. bravely 10. A. acceptable B. capable C. possible D. accessible 11. A. impolite B. strong C. powerful D. violent 12. A. conductors B. examples C. guides D. partners 13. A. techniques B. means C. values D. directions 14. A. lost B. tired C. hated D. injured 15. A. body B. fame C. health D. spirit
1-5：BADAB 6-10：CCACA 11-15：DBCDC
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 1 . One day, I entered Donna?s classroom, took a seat in the back of the room and 2 . All the students were working on a task. The student next to me was filling her page with “I can?t”. “I can?t kick the soccer ball.” “I can?t get Debbie to like me.” “I can?t …” Her page was half full and she showed no 3 of stopping. I walked down the row and found everyone was writing sentences, describing things they couldn?t do. By this time the activity aroused my 4 , so I decided to check with the teacher to see what was going on but I noticed she was too busy writing. “I can?t get John?s mother to come for a paren ts? meeting.” I felt it best not to 5 .
After another ten minutes, the students were 6 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 7 hers. She put the lid on the box, tucked it under her arm and headed out the door. Students followed the teacher and I followed the students. Halfway down the hallway Donna got a shovel from the tool house, and then 8 the students to the farthest corner of the playground. There they began to 9 . The box of “I Can?t” was placed at the bottom of the hole and then quickly covered with dirt and earth. At this point Donna announced, “Boys and girls, please join hands and 10 your heads.” They quickly formed a circle around the grave. Donna delivered the eulogy（悼词）. “Friends, we gathered here today to 11 the memory of ?I Can?t?. Starting from this moment, he is 12 by his brothers and sisters ?I Can? and ?I will?. May ?I Can?t? rest in 13 . Amen!” She turned the students around and marched them back into the classroom. They then celebrated the passing of “I Can?t”. Donna cut a large tombstone from cardboard. She wrote the words “I Can?t” at t he top and the date at the bottom, and then hung it in the classroom. On those rare occasions when a student 14 and said, “I Can?t”, Donna 15 pointed to the cardboard tombstone. The student then remembered that “I Can?t” was dead and chose other statement instead. 1. A. job B. project C. observation D. course 2. A. checked B. noticed C. watched D. waited 3. A. scenes B. senses C. secret D. signs 4. A. curiosity B. identity C. sympathy D. worry 5. A. insert B. interrupt C. talk D. request 6. A. taught B. shown C. forced D. instructed 7. A. added B. wrote C. made D. folded 8. A. pushed B. rushed C. marched D. matched 9. A. cry B. pray C. dig D. play 10. A. drop B. raise C. fall D. lift 11. A. keep B. thank C. forgive D. honor 12. A. remembered B. punished C. removed D. replaced 13. A. silence B. heart C. peace D. memory 14. A. awoke B. reminded C. forgot D. apologized 15. A. simply B. hardly C. seriously D. angrily 1—5： BCDAB 6—10：DACCA 11—15：DDCCA