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Ⅰ. 完形填空。
Leisa Duckwall works at an elementary school in Virginia. She has worked in the cafeteria for over four years, serving 1 breakfast and lunch.
Duckwall is 2. She didn't see a student say anything to her until this year. Now, the whole school is learning sign language. Sign language is a way of communicating with one's hands. Different signs can stand for letters, words or ideas.
Now, students sign "hello" and "good morning" to her. They also sign "thank you". Duckwall said this makes her 3.
It first started in Kari Maskelony's fourth-grade classroom. Maskelony grew up with deaf family members. Many of her friends are deaf. She 4 sign language.
Maskelony asked her students if they wanted to learn 5 to sign. That way, they could 6 Duckwall. They said yes.
The class started with the sign language for main dishes, such as chicken and fish, as well as the 7 of common side dishes(配菜). So, a student would sign the letter "C" if they wanted a side of carrots.
What started in one fourth grade classroom ended up spreading 8 the school, as the school headmaster soon took notice. "We now have the whole school learning one sign a week," Kari said 9.
The students are interested in learning sign language. It is hard work. 10 they say it is worth it. It helps Duckwall feel included.
()1. A. cooks B. students C. tourists
()2. A. blind B. deaf C. shy
()3. A. polite B. bored C. happy
()4. A. knows B. likes C. creates
()5. A. how B. what C. why
()6. A. call up B. speak to C. learn from
()7. A. goods B. letters C. vegetables
()8. A. throughout B. outside C. from
()9. A. silently B. hopefully C. excitedly
()10. A. So B. And C. But
Leisa Duckwall works at an elementary school in Virginia. She has worked in the cafeteria for over four years, serving 1 breakfast and lunch.
Duckwall is 2. She didn't see a student say anything to her until this year. Now, the whole school is learning sign language. Sign language is a way of communicating with one's hands. Different signs can stand for letters, words or ideas.
Now, students sign "hello" and "good morning" to her. They also sign "thank you". Duckwall said this makes her 3.
It first started in Kari Maskelony's fourth-grade classroom. Maskelony grew up with deaf family members. Many of her friends are deaf. She 4 sign language.
Maskelony asked her students if they wanted to learn 5 to sign. That way, they could 6 Duckwall. They said yes.
The class started with the sign language for main dishes, such as chicken and fish, as well as the 7 of common side dishes(配菜). So, a student would sign the letter "C" if they wanted a side of carrots.
What started in one fourth grade classroom ended up spreading 8 the school, as the school headmaster soon took notice. "We now have the whole school learning one sign a week," Kari said 9.
The students are interested in learning sign language. It is hard work. 10 they say it is worth it. It helps Duckwall feel included.
()1. A. cooks B. students C. tourists
()2. A. blind B. deaf C. shy
()3. A. polite B. bored C. happy
()4. A. knows B. likes C. creates
()5. A. how B. what C. why
()6. A. call up B. speak to C. learn from
()7. A. goods B. letters C. vegetables
()8. A. throughout B. outside C. from
()9. A. silently B. hopefully C. excitedly
()10. A. So B. And C. But
答案
1-5 BBCAA 6-10 BBACC
解析
1. 第1空：前文提到Leisa在小学的食堂工作，她的服务对象是学校的学生，cooks（厨师）、tourists（游客）均不符合场景，选B。
2. 第2空：后文提到全校都在学习手语和她沟通，说明她是失聪的，blind（失明的）、shy（害羞的）不符合后文需要用手语交流的设定，选B。
3. 第3空：学生们都用手语向她问好、表达感谢，这样的举动会让她感到开心，polite（礼貌的）、bored（无聊的）不符合语境，选C。
4. 第4空：前文提到Kari成长过程中有很多失聪的家人和朋友，因此她通晓手语，likes（喜欢）、creates（创造）不符合语境，选A。
5. 第5空：此处表达Kari询问学生是否想要学习如何打手语，"how to do sth"表示“如何做某事”，符合语义，选A。
6. 第6空：学生们学习手语的目的是能够和失聪的Leisa交流，speak to sb表示“和某人交流/说话”，call up（打电话）、learn from（向……学习）不符合语境，选B。
7. 第7空：后文举例想要胡萝卜配菜的学生可以比出字母"C"，说明此处指的是常见配菜的对应首字母，goods（商品）、vegetables（蔬菜）不符合后文提示，选B。
8. 第8空：此处表示原本在一个四年级教室开始的手语学习最后传遍了整个学校，throughout the school是固定搭配，意为“遍及整个学校”，选A。
9. 第9空：看到全校都参与到手语学习的活动中，Kari的心情是激动的，excitedly（激动地）符合语境，silently（沉默地）、hopefully（满怀希望地）不符合已经取得良好进展的语境，选C。
10. 第10空：前文说学习手语是件很辛苦的事，后文说学生们认为这很值得，前后是转折关系，用But，选C。
2. 第2空：后文提到全校都在学习手语和她沟通，说明她是失聪的，blind（失明的）、shy（害羞的）不符合后文需要用手语交流的设定，选B。
3. 第3空：学生们都用手语向她问好、表达感谢，这样的举动会让她感到开心，polite（礼貌的）、bored（无聊的）不符合语境，选C。
4. 第4空：前文提到Kari成长过程中有很多失聪的家人和朋友，因此她通晓手语，likes（喜欢）、creates（创造）不符合语境，选A。
5. 第5空：此处表达Kari询问学生是否想要学习如何打手语，"how to do sth"表示“如何做某事”，符合语义，选A。
6. 第6空：学生们学习手语的目的是能够和失聪的Leisa交流，speak to sb表示“和某人交流/说话”，call up（打电话）、learn from（向……学习）不符合语境，选B。
7. 第7空：后文举例想要胡萝卜配菜的学生可以比出字母"C"，说明此处指的是常见配菜的对应首字母，goods（商品）、vegetables（蔬菜）不符合后文提示，选B。
8. 第8空：此处表示原本在一个四年级教室开始的手语学习最后传遍了整个学校，throughout the school是固定搭配，意为“遍及整个学校”，选A。
9. 第9空：看到全校都参与到手语学习的活动中，Kari的心情是激动的，excitedly（激动地）符合语境，silently（沉默地）、hopefully（满怀希望地）不符合已经取得良好进展的语境，选C。
10. 第10空：前文说学习手语是件很辛苦的事，后文说学生们认为这很值得，前后是转折关系，用But，选C。
