阅读下面短文，掌握其大意，然后从16-35各题所给的A、B、C、D四个
选项中，选出最佳选项。
Jenna, a popular girl from Westwood Middle School, had graduated first in her class and was
ready for new 16 in high school. 17, high school was different. In the first week, Jenna went to
tryouts(选拔赛) for cheerleaders(拉拉队队员). She was competing against very talented girls, and
she knew it would be 18 for her to be selected. Two hours later, the 19 read a list of the girls for a
second tryout. Her heart 20 as the list ended without her name. Feeling 21, she walked home
carrying her schoolbag full of homework.
Arriving home, she started with math. She had always been a good math student, but now she was 22. She moved on to English and history, and was 23 to find that she didn’t have any trouble with those subjects. Feeling better, she decided not to 24 math for the time being.
The nest day Jenna went to see Mrs. Biden about being on the school 25. Mrs. Biden wasn’t as 26 as Jenna. “I’m sorry, but we have enough 27 for the newspaper already. Come back next year and we’ll talk then.” Jenna smiled 28 and left. “Why is high school so 29?” she sighed.
Later in 30 class, Jenna devoted herself to figuring out the problems that had given her so much 31. By the end of class, she understood how to get them right. As she gathered her books, Jenna decided she’d continue to try to 32 at her new school. She wasn’t sure if she’d succeed, but she knew she had to 33. High school was just as her mom had said: “You will feel like a small fish in a big pond 34 a big fish in a small pond. The challenge is to become the 35 fish you can be.”
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After my 26 second-graders finished reciting the text, they settled back in their seats. But Duane was still 41 there. Duane was a bright and lovable student, 42 his mother, a single parent, had many problems such as drinking. 43 that he might have had a bad night, I walked over to him to see what was wrong. As he looked up, I could see the 44 in his dark eyes.
“Mrs. Brown, aren’t you going to open my present for you?” he asked 45 . “I put it on your desk.”
Getting back his gift from my desk, he handed it to me. I noticed my gift 46 to be a matchbox. Duane told me that this was really a jewelry box 47 a matchbox. As I opened it, the 48 of two beer caps surprised me. Duane 49 me that they were two earrings. He had noticed that I 50 wore earrings and wanted me to have some pretty ones.
I was 51 by Duane’s creativity and thoughtfulness. 52 birth, one of my ears was slightly deformed (畸形的). Fearing that wearing earrings might 53 to the ear, I avoided wearing them. But how could I 54 to wear these precious earrings given by this 55 child?
As I placed the earrings on my ears, my 56 clapped(鼓掌), and Duane stood proudly beside me.
Since then, the matchbox remained on my desk. It 57 me of Duane’s act of kindness and of the lessons he taught me. Although his 58 at home was bad, Duane continued to see the good in life. Although poor, he still wanted to 59 . Whenever I see Duane’s gift on my desk, I feel encouraged. If I am having 60 reaching a student, I’ll try to be like Duane and give that student a piece of my heart.
A．sitting B．crying C．standing D．speaking
A．unless B．though C．so D．since
A．Wondering B．Thinking C．Finding D．Pointing
A．courage B．joy C．hurt D．determination
A．disappointedly B．angrily C．happily D．shyly
A．happened B．appeared C．used D．intended
A．as well as B．more than C．except for D．rather than
A．shape B．color C．design D．sight
A．persuaded B．fooled C．told D．encouraged
A．only B．often C．once D．never
A．frightened B．touched C．knocked D．influenced
A．Since B．Until C．Before D．Unless
A．do harm B．draw attention C．add weight D．have an effect
A．refuse B．offer C．agree D．wait
A．generous B．brave C．special D．sad
A．hands B．students C．audiences D．friends
A．convinced B．reminded C．proved D．showed
A．performance B．experience C．situation D．health
A．please B．take C．give D．accept
A．chance B．possibility C．intention D．difficulty
People do not analyze every problem they meet．Sometimes they try to remember a solution from the last time they had a 36 problem．They often accept the opinions or ideas of other people．Other times they begin to act without 37 ; they try to find a solution by trial and error．However, when all of these methods 38 , the person with a problem has to start analyzing．There are six 39 in analyzing a problem．
First the person must recognize that there is a problem．For example, Sam’s bicycle is broken, and he cannot ride it to class as he usually does．Sam must 40 that there is a problem with his bicycle．
Next the person must 41 the problem．Before Sam can repair his bicycle, he must know why it does not work．For example, he must 42 the parts that are wrong．
Now the person must look for 43 that will make the problem clearer and lead to 44 ． solutions．For example, suppose Sam 45 that his bike does not work because there is something wrong with the brakes．At this time, he can look in his bicycle repair book and read about brakes, talk to his friends at the bike shop, or look at his brakes carefully．
After 46 the problem, the person should have 47 suggestions for a possible solution．Take Sam as an example 48 , his suggestions might be: tighten or loosen the brakes, buy new brakes and change the old ones．
In the end, one 49 seems to be the solution 50 the problem．Sometimes the 51 idea comes quite 52 because the thinker suddenly sees something new or sees something in a 53 way．Sam, for example, suddenly sees there is a piece of chewing gum stuck to a brake．He immediately hits on the solution to his problem: he must 54 the brake．
Finally the solution is 55 ．Sam does it and finds his bicycle works perfectly．In short, he has solved the problem．
A．serious B．usual C．similar D．common
A．practising B．thinking C．understanding D．helping
A．fail B．work C．change D．develop
A．ways B．conditions C．stages D．orders
A．explain B．prove C．show D．see
A．judge B．find C．describe D．face
A．check B．determine C．correct D．recover
A．answers B．skills C．explanation D．information
A．possible B．exact C．real D．special
A．hopes B．argues C．decides D．suggests
A．discussing B．settling down C．comparing with D．studying
A．exact B．enough C．several D．countless
A．once B．again C．also D．alone
A．suggestion B．conclusion C．decision D．discovery
A．with B．into C．for D．to
A．next B．clear C．final D．new
A．unexpectedly B．late C．clearly D．often
A．simple B．different C．quick D．sudden
A．clean B．separate C．loosen D．remove
A．recorded B．completed C．tested D．accepted
What is Math Anxiety?
Math anxiety or fear of math is actually quite common. Math anxiety is quite 36 to stage-fright. Why does someone suffer 37 ? Fear of something going wrong in front of a crowd? Fear of 38 the lines? Fear of being judged 39 ? Fear of going completely blank? Math anxiety conjures(使现出) up fear of some type. The fear that one won’t be able to do the 40 or the fear that it’s too hard or the fear of failure which often stems(起因于) from having a lack of 41 . For the most part, math anxiety is the 42 about doing the math right, our minds draw a 43 and we think we’ll fail and of course the more frustrated and anxious our minds become, the 44 the chance for drawing blanks. Added pressure of having time limits on math tests and exams also cause the levels of anxiety to grow for many students.
Where Does Math Anxiety Come From?
Usually math anxiety stems(起源于) from 45 experiences in mathematics. Typically math phobias(恐慌症) have had math presented in such a fashion that it led to limited understanding. Unfortunately, math anxiety is often 46 poor teaching and poor experiences in math which typically leads to math 47 . Many of the students I’ve encountered with math anxiety have demonstrated an over reliance on procedures in math as opposed to actually understanding the math. When one tries to memorize procedures, rules and routines without much 48 , the math is quickly forgotten and 49 soon sets in. Think about your experiences with one concept — the division of fractions(分数). You probably learned about reciprocals(倒数) and inverses. In other words, ‘It’s not yours to reason why, just invert(反转) and multiply(乘)’. Well, you memorized the rule and it 50 . Why does it work? Do you really understand why it works? Did anyone ever use pizzas or math manipulative(巧妙处理的) to show you why it works? If 51 , you simply memorized the procedure and that was that. Think of math as memorizing all the procedures — 52 if you forget a few? Therefore, with this type of strategy, a good 53 will help, but, what if you don’t have a good memory. Understanding the math is critical. Once students 54 they can do the math, the whole notion of math anxiety can be overcome. Teachers and parents have an important 55 to ensure students understand the math being presented to them.
A．different B．similar C．far D．familiar
A．speech B．performance C．threatens D．stage-fright
A．understanding B．memorizing C．forgetting D．reading
A．poorly B．crazily C．well D．publicly
A．Chinese B．math C．English D．physics
A．wish B．conscience C．determination D．confidence
A．fear B．joy C．pleasure D．doubt
A．failure B．choice C．blank D．death
A．further B．greater C．less D．smaller
A．unpleasant B．unfair C．pleasant D．successful
A．because B．thanks to C．resulting in D．due to
A．fear B．anxiety C．failure D．misunderstanding
A．forgetting B．use C．understanding D．knowledge
A．panic B．excitement C．disappointment D．encouragement
A．opens B．works C．starts D．runs
A．so B．possible C．not D．any
A．Where B．Why C．When D．What
A．memory B．method C．brain D．body
A．fill B．realize C．confirm D．recognize
A．task B．aim C．appointment D．role
It was Christmas 1961. I was teaching in a small town where my twenty-seven third graders eagerly 36 the great day of gift-giving in advance.
Each day the children produced some new 37 — strings of popcorn, handmade trinkets, and German bell. Through it all she remained alone, 38 from a distance, seemingly miles away. I wondered what 39 happen to this quiet child, once so happy, now suddenly so withdrawn. I hoped the festivities would 40 her. But nothing did. The students made the fried marbles（油炸玻璃弹子）and competed with one anther to bring the 41 ones.
The day of gift-giving finally came. We cheered over our handiwork as the presents were 42 . All along, she sat quietly watching. To see her smile, I had made a special bag for her. She opened it so slowly and carefully. I waited but she 43 . I had not passed through the wall of isolation she had 44 around herself.
After school I sat down in a chair, hardly 45 of what was happening, when she came to me with outstretched hands, bearing a small white box, and slightly soiled, 46 it had been held many times by 47 , childish hands. She said nothing. “For me?” I asked. She said not a word, but 48 her head. I took the box and cautiously opened it. There inside, glistening green, a fried marble 49 from a golden chain. Then I looked into that eight-year-old 50 and saw the question in her dark brown eyes. In a flash I knew — she had 51 it for her mother, who had died just three weeks before and would never hold her or brush her hair or 52 her childish joys or sorrows.
I meant it when I whispered, “Oh, Maria, it is so beautiful. Your mother would 53 it.” Neither of us could stop the 54 . She threw herself into my arms and we wept together. And for that brief moment I became her mother, for she had given me the greatest 55 of all: her trust and love.
A．prepared B．reserved C．expected D．waited
A．fancies B．impressions C．wonders D．possessions
A．looking B．playing C．searching D．watching
A．would B．should C．must D．needed
A．attend to B．appeal to C．listen to D．object to
A．prettiest B．wisest C．heaviest D．naughtiest
A．transformed B．informed C．exchanged D．deserted
A．gave away B．threw away C．carried away D．turned away
A．built B．adjusted C．offered D．filled
A．afraid B．aware C．content D．fond
A．when B．while C．as though D．even if
A．untouched B．unknown C．unwashed D．unpacked
A．nodded B．raised C．dropped D．turned
A．protected B．hung C．held D．escaped
A．face B．cheek C．hair D．forehead
A．bought B．exchanged C．made D．stole
A．appreciate B．enjoy C．communicate D．share
A．love B．benefit C．dislike D．need
A．laugh B．excitement C．tears D．description
A．joy B．identity C．contribution D．gift
The other day, I had to go to a meeting, which lasted past my daughter’s bedtime. I __46___ home and was brushing teeth when I___47____ , and there on the bedroom mirror was a note in the of a ____48___. It said, “Hi, Mom! I Love You. Laurel.” ____49__, I also cut a heart out of a piece of paper and taped (粘)a ___50___ next to hers, saying, “ I Love You, Too. Mom,” which she _51___ the next morning.
Our family has ___52__ that by integrating (交互式的)writing into our ___53___ activities, we become more thoughtful of each other. Meanwhile, our daughter is learning to ___54____ writing and becoming a skilled writer.
While teaching in a primary school, I ___55____how influential(有影响力的) parents can be as children learn to write. ___56____when our daughter first began to scribble (涂鸦), I became __57___by her work. I offered praise(表扬) for her __58_____, for I found that scribbling is far more complex(复杂的) and important than I had ____59___. It was clear that her scribbles, ____60___ being lovely art objects(艺术品), showed a lot about her____61___ of the world of writing.
Gradually, our family began writing a great deal. I sensed that writing helped Laurel learn ___62___ to read. In fact, by___63____ my own child and her friends and by reading professional (专业的) books, I became more and more ___64___about how writing develops and how ____65___can help children become eager writers.
A B C Dleft returned missed forgot
turned up turned on looked up gave up
hand mouth smile heart
Immediately Suddenly Finally Politely
picture story note page
felt wrote read drew
found insisted planned guessed
strange useful daily funny
take consider hate enjoy
learned agreed considered discussed
Unless Though But So
disappointed attracted surprised worried
wishes efforts suggestions ways
cared wanted realized proved
besides for of among
advice effect understanding dislikes
when how what whether
correcting discovering testing watching
special clear surprised careful
teachers friends books parents
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