五、完形填空
I was 10 years into my career, happily working as a researcher something unusual happened and I had to move my focus to teaching undergraduate classes.
It was hard to drop a research program that had defined my career and 2 my passions. To stay close to the research world, I began to include journal articles in my undergraduate course, 3 lively discussions about the latest discoveries. 4, my students rarely devoted to the papers fully.
My students were 5 with remembering facts, but they lacked deep understanding of how the conclusions were drawn. The creativity of research—what I loved most about being a scientist—was lost 6 them.
This changed the way I 7. I spent multiple classes understanding a single paper with my students, 8 each figure and table. I then asked, “If you had co-authored the paper, what would you do next?”
Some 9, “Uh ..., I’m not creative.” But I encouraged them to give it a try. After taking part in some group discussions, the students changed their 10. They were 11 by the variety of follow-up studies that their classmates had thought up. They argued 12 about which ideas were better, expressing surprise when other groups made different choices. I was excited to see each student 13 an idea and discover something about their own powers of 14.
What I really wanted my students to do was develop their own inventiveness and employ their imaginations. I hoped what they learned about their own 15 would be something that lasts.
()1. A. though B. since C. when D. before
()2. A. generated B. followed C. evaluated D. predicted
()3. A. obtaining B. approving C. expecting D. preparing
()4. A. Besides B. However C. Otherwise D. Therefore
()5. A. familiar B. patient C. popular D. comfortable
()6. A. on B. in C. by D. to
()7. A. studied B. taught C. thought D. searched
()8. A. drafting B. drawing C. analyzing D. adopting
()9. A. committed B. hesitated C. pretended D. complained
()10. A. thoughts B. choices C. methods D. attitudes
()11. A. ashamed B. curious C. amazed D. excited
()12. A. heatedly B. angrily C. politely D. proudly
()13. A. appeal to B. commit to C. take up D. live off
()14. A. devotion B. conclusion C. objective D. invention
()15. A. progress B. celebrity C. creativity D. occupation

1.C 2.A 3.C 4.B 5.D 6.A 7.B 8.C 9.B 10.D 11.C 12.A 13.B 14.D 15.C
【语篇解读】本文是一篇记叙文。文章讲述了作者作为老师，在面对本科学生缺乏钻研精神时，选择改变自己的教学方式，带领学生仔细解构论文，激发了学生对探究的热情和内在创造力的故事。
1. C 解析:前后两句之间是时间上的先后关系，即"当我从事了十年的研究工作，快乐地做研究时，发生了一些不寻常的事"。故选C。
2. A 解析:根据"It was hard to drop a research program that had defined my career"可知，放弃研究项目意味着失去它所带来的东西，即激情。generate产生；follow跟随；evaluate评估；predict预测。generate passion"产生激情"。故选A。
3. C 解析:根据上文"It was hard to drop a research program that had defined my career and 2 my passions."可知，作者非常喜欢研究项目，对此满怀激情，因此会期待学生对最新发现进行热烈的讨论。obtain获得；approve同意；expect期待；prepare准备。故选C。
4. B 解析:根据下文"my students rarely devoted to the papers fully"可知，作者的学生很少深入钻研论文，和上文作者期待的热烈讨论形成转折，因此应用however"然而"。故选B。
5. D 解析:根据下文"but they lacked deep understanding of how the conclusions were drawn"可知，作者的学生缺乏对如何得出结论的深入理解。由此推知，他们已经适应了记忆事实。familiar熟悉的；patient有耐心的；popular受欢迎的；comfortable舒服的。be comfortable with"对……感到舒适"，指对某人或某事物感到舒适、自在或适应。故选D。
6. A 解析:根据上文"my students rarely devoted to the papers fully"可知，作者的学生很少深入钻研论文，因此他们身上丢失了研究的独创性。故选A。
7. B 解析:根据下文"I spent multiple classes understanding a single paper with my students"可知，作者花精力去和学生解构论文，因此是改变了教学的方式。study学习；teach教；think思考；search搜索。故选B。
8. C 解析:根据上文"I spent multiple classes understanding a single paper with my students"可知，作者花精力去和学生一起理解论文，因此是分析论文里的每张图和表。draft起草；draw画画；analyze分析；adopt采纳。故选C。
9. B 解析:根据下文"I'm not creative"可知，有些人认为自己没有创造力，因此会在作者想要激发他们创造力的时候犹豫。commit承诺；hesitate犹豫；pretend假装；complain抱怨。故选B。
10. D 解析:根据下文"They argued 12 about which ideas were better, expressing surprise when other groups made different choices."可知，作者的学生开始争论观点，尊重不同的选择，因此是改变了态度。thought想法；choice选择；method方法；attitude态度。故选D。
11. C 解析:根据"the variety of follow-up studies that their classmates had thought up"可知，此处表示同学们对各种后续研究感到惊讶。ashamed惭愧的；curious好奇的；amazed惊讶的；excited兴奋的。故选C。
12. A 解析:根据上文"They were 11 by the variety of follow-up studies that their classmates had thought up."可知，学生想出各种各样的后续研究，已经开始发挥自己的钻研精神，因此此处指他们激烈地讨论想法。heatedly激烈地；angrily生气地；politely礼貌地；proudly自豪地。故选A。
13. B 解析:根据上文"They argued 12 about which ideas were better, expressing surprise when other groups made different choices."可知，每个学生都致力于一个想法。appeal to向……呼吁；commit to致力于；take up开始从事；live off依靠……生活。故选B。
14. D 解析:根据上文学生从一开始的对钻研不感兴趣，到后来的想出各种各样的后续研究，并热烈地讨论想法可知，在这个过程中他们发现了自己创造的能力。devotion奉献；conclusion结论；objective目标；invention创造。故选D。
15. C 解析:根据上文作者改变教学方式，激发学生对探究的热情和内在创造力可知，作者珍视的是从创造力中学到的知识。progress进步；celebrity名声；creativity创造力；occupation职业。故选C。