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Ⅳ. 完形填空。
The alarm clock went off for the second time. Tired from staying up late to watch a movie, Maddie unwillingly pulled herself out of bed. She loved movies, and she often stayed up late to watch them on TV. She 1 got dressed, took a bite of her breakfast, and raced to school. During the first lesson, Maddie had a 2 time focusing. She was staring out of the window when her teacher, Ms Lorenz, called her.
“Maddie, I think you’ve forgotten your homework again,” Ms Lorenz said. “How about finishing it today at school?”
Maddie agreed. After school, she thought about the 3 for a while. Then she decided to write about a girl who loved movies. To make the story more fun, she decided to give the girl the ability to jump into the action of any movie she wanted. Maddie became so 4 in writing her story that at first she didn’t hear Ms Lorenz tell her she could go home. When she had finished it, she gave it to Ms Lorenz.
When Ms Lorenz returned the story, there was green ink everywhere. Maddie 5 her way of feedback (反馈意见)—Ms Lorenz used green ink to make corrections because she thought students connected red ink with bad feelings.
That night, Maddie examined her story. She 6 when she reached the last page and saw the words, “Nice job, Maddie! Your plot is exciting. I wish I could jump into movies! Write another piece to correct your mistakes and give it to me next week.” The words made Maddie want to do better. Right away, she rewrote the story, taking care to correct her mistakes.
The next morning, she put her story into the homework box. And she got more 7 words and instructions from Ms Lorenz.
Little by little, Maddie got better at completing homework and turning it in on time. She also worked on new movie ideas and discussed them with Ms Lorenz. Her writing and grades were gradually improving.
Her love for movies, along with her teacher’s 8, opened up a new world of learning.
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The alarm clock went off for the second time. Tired from staying up late to watch a movie, Maddie unwillingly pulled herself out of bed. She loved movies, and she often stayed up late to watch them on TV. She 1 got dressed, took a bite of her breakfast, and raced to school. During the first lesson, Maddie had a 2 time focusing. She was staring out of the window when her teacher, Ms Lorenz, called her.
“Maddie, I think you’ve forgotten your homework again,” Ms Lorenz said. “How about finishing it today at school?”
Maddie agreed. After school, she thought about the 3 for a while. Then she decided to write about a girl who loved movies. To make the story more fun, she decided to give the girl the ability to jump into the action of any movie she wanted. Maddie became so 4 in writing her story that at first she didn’t hear Ms Lorenz tell her she could go home. When she had finished it, she gave it to Ms Lorenz.
When Ms Lorenz returned the story, there was green ink everywhere. Maddie 5 her way of feedback (反馈意见)—Ms Lorenz used green ink to make corrections because she thought students connected red ink with bad feelings.
That night, Maddie examined her story. She 6 when she reached the last page and saw the words, “Nice job, Maddie! Your plot is exciting. I wish I could jump into movies! Write another piece to correct your mistakes and give it to me next week.” The words made Maddie want to do better. Right away, she rewrote the story, taking care to correct her mistakes.
The next morning, she put her story into the homework box. And she got more 7 words and instructions from Ms Lorenz.
Little by little, Maddie got better at completing homework and turning it in on time. She also worked on new movie ideas and discussed them with Ms Lorenz. Her writing and grades were gradually improving.
Her love for movies, along with her teacher’s 8, opened up a new world of learning.
(
C
)1. A. angrily B. carefully C. hurriedly D. properly(
A
)2. A. hard B. busy C. fair D. cool(
B
)3. A. goal B. task C. plan D. list(
D
)4. A. experienced B. disappointed C. surprised D. involved(
A
)5. A. liked B. missed C. improved D. questioned(
B
)6. A. froze B. smiled C. dreamt D. regretted(
C
)7. A. boring B. pushing C. encouraging D. interesting(
D
)8. A. comfort B. promise C. decision D. guidance答案
1. C 2. A 3. B 4. D 5. A 6. B 7. C 8. D
解析
【分析】
这是一篇记叙文完形填空，解题思路为：先通读全文把握文章主线（Maddie因熬夜看电影上学状态差，被老师提醒完成作业后，结合爱好创作故事，老师用鼓励式批改帮助她提升，最终成绩进步）；再结合上下文语境、词汇词义辨析、固定搭配逐一分析每个空的选项，最后验证答案是否符合逻辑。
【解析】
1. 前文提到Maddie不情愿起床后冲向学校，说明她很匆忙，hurriedly（匆忙地）符合语境，选C。
2. 因熬夜看电影，第一节课难以集中注意力，固定搭配have a hard time doing sth.（做某事有困难），选A。
3. 老师让她在学校完成作业，放学后她思考的是这项作业任务，task（任务）符合，选B。
4. 固定搭配be involved in（专注于），此处指Maddie专注写故事没听到老师的话，选D。
5. 后文提到老师用绿色墨水批改（避免学生联想到红色的负面感受），说明Maddie喜欢老师的反馈方式，liked（喜欢）符合，选A。
6. 老师的评语是“Nice job...”这类积极内容，所以Maddie看到后会笑，smiled（微笑）符合，选B。
7. 老师的评语是鼓励性的，encouraging（鼓励的）符合语境，选C。
8. 结合前文老师批改作业、指导Maddie改进，此处指老师的指导，guidance（指导）符合，选D。
【答案】
1.C 2.A 3.B 4.D 5.A 6.B 7.C 8.D
【知识点】
完形填空解题技巧、词汇辨析、固定搭配
【点评】
本文围绕学生Maddie的学习经历展开，贴近学生生活，考查学生对上下文语境的理解、词汇词义辨析及固定搭配的掌握，兼具教育意义，难度适中。
【难度系数】
0.6
这是一篇记叙文完形填空，解题思路为：先通读全文把握文章主线（Maddie因熬夜看电影上学状态差，被老师提醒完成作业后，结合爱好创作故事，老师用鼓励式批改帮助她提升，最终成绩进步）；再结合上下文语境、词汇词义辨析、固定搭配逐一分析每个空的选项，最后验证答案是否符合逻辑。
【解析】
1. 前文提到Maddie不情愿起床后冲向学校，说明她很匆忙，hurriedly（匆忙地）符合语境，选C。
2. 因熬夜看电影，第一节课难以集中注意力，固定搭配have a hard time doing sth.（做某事有困难），选A。
3. 老师让她在学校完成作业，放学后她思考的是这项作业任务，task（任务）符合，选B。
4. 固定搭配be involved in（专注于），此处指Maddie专注写故事没听到老师的话，选D。
5. 后文提到老师用绿色墨水批改（避免学生联想到红色的负面感受），说明Maddie喜欢老师的反馈方式，liked（喜欢）符合，选A。
6. 老师的评语是“Nice job...”这类积极内容，所以Maddie看到后会笑，smiled（微笑）符合，选B。
7. 老师的评语是鼓励性的，encouraging（鼓励的）符合语境，选C。
8. 结合前文老师批改作业、指导Maddie改进，此处指老师的指导，guidance（指导）符合，选D。
【答案】
1.C 2.A 3.B 4.D 5.A 6.B 7.C 8.D
【知识点】
完形填空解题技巧、词汇辨析、固定搭配
【点评】
本文围绕学生Maddie的学习经历展开，贴近学生生活，考查学生对上下文语境的理解、词汇词义辨析及固定搭配的掌握，兼具教育意义，难度适中。
【难度系数】
0.6
