The sun shines brightly as I leave school, get into my car, and head for Bradley Hospital. This year, as a senior at Seekonk High School, I have been given the opportunity to leave the usual classroom setting once a week to volunteer.

I   1  to spend this valuable time working with mentally disabled children at Bradley Children’s Hospital. I work   2  a teacher in the outpatient/pre-school section, in a classroom with two children— a classroom very different from   3  I have ever known. The difference of this classroom is   4  the children have been diagnosed with a mental disease. One child is autistic and non-verbal（自閉和不說話的）, using supportive   5 . The other has a condition called PDD (one step above autism), and is   6  non-verbal. Both childrenrequire strong   7  and a lot of attention. This combination creates an atmosphere which is both demanding and sympathetic.

My   8  in the classroom is not only to help the teacher, but to become part of the children’s   9  experience. I work one-on-one completing academics with a student.   10 , we work as a group on such activities as cooking, artwork, abstract reasoning. Everyday activities, which may be taken for granted by others,   11  a lot of strength from the children. This has opened my eyes vastly.

One of the   12  reasons why I volunteer to take the work is that I desire to help those who are less   13 . However, it has also helped me to realize my competence. I now know that I have the   14  to work with the disabled. I have lost my fear, and I   15  myself a lot more.

It is true that my work is very   16 ; there are many days that I   17  Bradley exhausted emotionally and physically. There have been times when I have left on the edge of tears   18 . But pity doesn’t heal, love does. And I have grown to love these children in my own way,   19  I see them only once a week. This experience has been both rewarding and satisfying. I’ve learned also that I do have the ability to make a difference in their lives, no matter how small it may be. One smile makes it all   20 .

1.                A．promise        B．claim           C．bother   D．choose

 

2.                A．for            B．on             C．a(chǎn)longside D．besides

 

3.                A．it             B．one            C．the other D．which

 

4.                A．that           B．what           C．whether  D．how

 

5.                A．Transportation   B．communication   C．a(chǎn)pplication    D．direction

 

6.                A．simply          B．completely      C．frequently D．naturally

 

7.                A．treatment       B．commitment     C．motivation D．sympathy

 

8.                A．choice         B．wish           C．decision  D．role

 

9.                A．a(chǎn)gricultural      B．professional     C．technological  D．educational

 

10.               A．Additionally     B．Finally          C．Eventually D．Gradually

 

11.               A．get back        B．build up        C．call for    D．pick out

 

12.               A．chief          B．legal           C．a(chǎn)wkward  D．vital

 

13.               A．unforgettable    B．fortunate       C．hopeless  D．a(chǎn)ctive

 

14.               A．honor          B．opportunity     C．courage   D．a(chǎn)bility

 

15.               A．believe in       B．laugh at        C．worry about    D．care for

 

16.               A．depressing      B．challenging      C．inspiring   D．relaxing

 

17.               A．a(chǎn)pproach       B．visit           C．leave D．desert

 

18.               A．a(chǎn)s well         B．so far          C．in time    D．a(chǎn)t all

 

19.               A．if only          B．even though     C．now that   D．in case

 

20.               A．a(chǎn)musing        B．enjoyable       C．costly D．worthwhile

 

 

【答案】

1.D

2.C

3.B

4.A

5.B

6.B

7.C

8.D

9.D

10.A

11.C

12.A

13.B

14.D

15.A

16.B

17.C

18.A

19.B

20.D

【解析】

試題分析：文章講述了作者每周一次去幫助布蘭得利精神病院孩子們的事情，作者描寫了自己工作和從這個志愿活動所收獲的寶貴的人生哲理。

1.A. promise答應(yīng)    B. claim聲稱    C. bother打擾       D. choose選擇，我選擇花費這些寶貴的時間幫助布蘭得利兒童醫(yī)院的智殘兒童，故選D

2.我和學(xué)前教育部門的一個老師一起工作，work alongside一同工作，故選C

3.這個教室與我之前知道的完全不同，one指代a classroom ,故選B

4.不同是這些孩子被確診為精神病的孩子，that引導(dǎo)表語從句，故選A

5.A. Transportation運輸  B. communication交流   C. application申請  D. direction方向，一個孩子是自閉的不愛說話，要使用支持型的模式來與他交流，故選B

6.A. simply簡單地       B. completely完全地     C. frequently經(jīng)常地     D. naturally自然地，另外一個孩子完全是不說話的，故選B

7.A. treatment治療  B. commitment承諾       C. motivation積極性     D. sympathy同情，兩個孩子都需要很強烈的積極性和很多的關(guān)注，故選C

8.A. choice選擇     B. wish 希望            C. decision 決定        D. role角色，我的角色不僅是幫助老師，故選D

9.A. agricultural農(nóng)業(yè)的 B. professional 專業(yè)的  C. technological技術(shù)的  D. educational教育的，還要成為孩子們教育經(jīng)歷的一部分，故選D

10.A. Additionally除此之外  B. Finally最終          C. Eventually最終   D. Gradually逐漸地，除此之外我還要成為一些活動的一份子，故選A

11.A. get back回來    B. build up 建立         C. call for要求         D. pick out挑選，日常的動作，對于普通人來說是理所當然的，可對于這些孩子來說需要很多的努力，故選C

12.A. chief 主要的  B. legal合法的          C. awkward尷尬的            D. vital至關(guān)重要的，為什么我參加這個工作，一個主要的原因是，故選A

13.A. unforgettable難忘的B. fortunate幸運的    C. hopeless 絕望的D. active積極的 ，我渴望幫助那些不幸的孩子們，故選B

14.A. honor 榮譽    B. opportunity機會      C. courage勇氣          D. ability能力，我知道我有能力來幫助殘疾人，故選D

15.A. believe in信任    B. laugh at 嘲笑       C. worry about擔心      D. care for關(guān)心，我現(xiàn)在更加對自己自信了，故選A

16.A. depressing 壓抑的B. challenging挑戰(zhàn)的     C. inspiring 鼓舞人心的D. relaxing令人放松的，從后文可知作者的工作是非常有挑戰(zhàn)性，好幾次都要哭了，故選B

17.A. approach途徑，靠近    B. visit參觀    C. leave離開D. desert拋棄，有一段時間，當我離開布蘭得利時，自己都感到身心疲憊，故選C

18.A. as well也     B. so far至今為止   C. in time及時      D. at all根本，很多次，我也處于快要流淚的邊緣，故選A

19.A. if only要是...多好        B. even though即使      C. now that 既然    D. in case以防萬一，即使我一周只去一次，但是我已經(jīng)用我自己的方式來愛這些孩子們，故選B

20.A. amusing好玩的     B. enjoyable快樂的      C. costly昂貴的    D. worthwhile值得的，一個微笑會使所有的都是值得的，故選D

考點：人生百味類記敘文

點評：本片文章結(jié)構(gòu)不難，文章多數(shù)考察上下文的意思理解及語法規(guī)則。對于高中的完型填空，重在理解上下文的意思。首先花幾分鐘進行整體的閱讀，弄清楚作者主要說明的對象的特點和注意事項。不提倡看一個做一個，平時的學(xué)習(xí)中要注意多積累固定句型，考試時才能判斷出相對應(yīng)的知識點。

 

練習(xí)冊系列答案
相關(guān)習(xí)題

科目：高中英語 來源： 題型：閱讀理解

A few years ago, Paul Gerner began to gather a group of architects in Las Vegas to ask them what it would take to design a public school that used 50 percent less energy, cost much less to build and obviously improved student learning. “I think half of them fell off their chairs,” Gerner says.

Gerner manages school facilities （設(shè)施） for Clark County, Nevada, a district roughly the size of Massachusetts. By 2018, 143,000 additional students will enter the already crowded public-education system. Gerner needs 73 new schools to house them. Four architecture teams have nearly finished designing primary school prototypes （樣品）; they plan to construct their schools starting in 2009. The district will then assess how well the schools perform, and three winners will copy those designs in 50 to 70 new buildings.

Green schools are appearing all over, but in Clark County, which stands out for its vastness, such aggressive targets are difficult because design requirements like more natural light for students go against the realities of a desert climate. “One of the biggest challenges is getting the right site orientation （朝向）,”Mark McGinty, a director at SH Architecture, says. His firm recently completed a high school in Las Vegas. “You have the same building, same set of windows, but if its orientation is incorrect and it faces the sun, it will be really expensive to cool.”

Surprisingly, the man responsible for one of the most progressive green-design competitions has doubts about ideas of eco-friendly buildings. “I don’t believe in the new green religion,” Gerner says. “Some of the building technologies that you get are impractical. I’m interested in those that work.” But he wouldn’t mind if some green features inspire students. He says he hopes to set up green energy systems that allow them to learn about the process of harvesting wind and solar power. “You never know what’s going to start the interest of a child to study math and science,” he says.

How did the architects react to Gerner’s design requirements?

A. They lost balance in excitement.                B. They showed strong disbelief.

C. They expressed little interest.                     D. They burst into cheers.

Which order of steps is followed in carrying out the project?

A. Assessment — Prototype — Design — Construction.

B. Assessment — Design — Prototype — Construction.

C. Design — Assessment — Prototype — Construction.

D. Design — Prototype — Assessment — Construction.

What makes it difficult to build green schools in Clark County?

A. The large size.                                          B. Limited facilities.

C. The desert climate.                                    D. Poor natural resources.

What does Gerner think of the ideas of green schools?

A. They are questionable.                               B. They are out of date.

C. They are advanced.                                    D. They are practical.

查看答案和解析>>

科目：高中英語 來源： 題型：閱讀理解

A few years ago, Paul Gerner began to gather a group of architects in Las Vegas to ask them what it would take to design a public school that used 50 percent less energy, cost much less to build and obviously improved student learning. “I think half of them fell off their chairs,” Gerner says.  

Gerner manages school facilities （設(shè)施） for Clark County, Nevada, a district roughly the size of Massachusetts. By 2018, 143,000 additional students will enter the already crowded public-education system. Gerner needs 73 new schools to house them. Four architecture teams have nearly finished designing primary school prototypes （樣品）; they plan to construct their schools starting in 2009. The district will then assess how well the schools perform, and three winners will copy those designs in 50 to 70 new buildings.  

Green schools are appearing all over, but in Clark County, which stands out for its vastness, such aggressive targets are difficult because design requirements like more natural light for students go against the realities of a desert climate. “One of the biggest challenges is getting the right site orientation （朝向）,” Mark McGinty, a director at SH Architecture, says. His firm recently completed a high school in Las Vegas. “You have the same building, same set of windows, but if its orientation is incorrect and it faces the sun, it will be really expensive to cool.”  

Surprisingly, the man responsible for one of the most progressive green-design competitions has doubts about ideas of eco-friendly buildings. “I don’t believe in the new green religion,” Gerner says. “Some of the building technologies that you get are impractical. I’m interested in those that work.” But he wouldn’t mind if some green features inspire students. He says he hopes to set up green energy systems that allow them to learn about the process of harvesting wind and solar power. “You never know what’s going to start the interest of a child to study math and science,” he says.  

 

63. How did the architects react to Gerner’s design requirements?  

A. They lost balance in excitement.                B. They showed strong disbelief.  

C. They expressed little interest.                     D. They burst into cheers.  

 

64. Which order of steps is followed in carrying out the project?  

A. Assessment ― Prototype ― Design ― Construction.  

B. Assessment ― Design ― Prototype ― Construction.  

C. Design ― Assessment ― Prototype ― Construction.  

D. Design ― Prototype ― Assessment ― Construction.  

 

65. What makes it difficult to build green schools in Clark County?  

A. The large size.                                          B. Limited facilities.  

C. The desert climate.                                    D. Poor natural resources.  

 

66. What does Gerner think of the ideas of green schools?  

A. They are questionable.                               B. They are out of date.  

C. They are advanced.                                   D. They are practical.

查看答案和解析>>

科目：高中英語 來源：湖南省師大附中09-10學(xué)年高二下學(xué)期階段檢測（英語） 題型：閱讀理解

A few years ago, Paul Gerner began to gather a group of architects in Las Vegas to ask them what it would take to design a public school that used 50 percent less energy, cost much less to build and obviously improved student learning. “I think half of them fell off their chairs,” Gerner says.
Gerner manages school facilities（設(shè)施）for Clark County, Nevada, a district roughly the size of Massachusetts. By 2018, 143,000 additional students will enter the already crowded public-education system. Gerner needs 73 new schools to house them. Four architecture teams have nearly finished designing primary school prototypes（樣品）; they plan to construct their schools starting in 2009. The district will then assess how well the schools perform, and three winners will copy those designs in 50 to 70 new buildings.
Green schools are appearing all over, but in Clark County, which stands out for its vastness, such aggressive targets are difficult because design requirements like more natural light for students go against the realities of a desert climate. “One of the biggest challenges is getting the right site orientation（朝向）,” Mark McGinty, a director at SH Architecture, says. His firm recently completed a high school in Las Vegas. “You have the same building, same set of windows, but if its orientation is incorrect and it faces the sun, it will be really expensive to cool.”
Surprisingly, the man responsible for one of the most progressive green-design competition has doubts about ideas of eco-friendly buildings. “I don’t believe in the new green religion,” Gerner says. “Some of the building technologies that you get are impractical. I’m interested in those that work.” But he wouldn’t mind if some green features inspire students. He says he hopes to set up green energy systems that allow them to learn about the process of harvesting wind and solar power. “You never know what’s going to start the interest of a child to study math and science,” he says.
45. How did the architects react to Gerner’s design requirements?
A. They lost balance in excitement.                  B. They showed strong disbelief.
C. They expressed little interest.                       D. They burst into cheers.
46. Which order of steps is followed in carrying out the project?
A. Assessment — Prototype — Design — Construction.
B. Assessment — Design — Prototype — Construction.
C. Design — Assessment — Prototype — Construction.
D. Design — Prototype — Assessment — Construction.
47. What makes it difficult to build green schools in Clark County?
A. The large size.                                           B. Limited facilities.
C. The desert climate.                                      D. Poor natural resources.
48. What does Gerner think of the ideas of green schools?
A. They are questionable.                                 B. They are out of date.
C. They are advanced.                                      D. They are practical.

查看答案和解析>>

科目：高中英語 來源：2009年普通高等學(xué)校招生全國統(tǒng)一考試湖北卷英語試題 題型：閱讀理解

A few years ago, Paul Gerner began to gather a group of architects in Las Vegas to ask them what it would take to design a public school that used 50 percent less energy, cost much less to build and obviously improved student learning. “I think half of them fell off their chairs,” Gerner says.
Gerner manages school facilities （設(shè)施） for Clark County, Nevada, a district roughly the size of Massachusetts. By 2018, 143,000 additional students will enter the already crowded public-education system. Gerner needs 73 new schools to house them. Four architecture teams have nearly finished designing primary school prototypes （樣品）; they plan to construct their schools starting in 2009. The district will then assess how well the schools perform, and three winners will copy those designs in 50 to 70 new buildings.
Green schools are appearing all over, but in Clark County, which stands out for its vastness, such aggressive targets are difficult because design requirements like more natural light for students go against the realities of a desert climate. “One of the biggest challenges is getting the right site orientation （朝向）,”Mark McGinty, a director at SH Architecture, says. His firm recently completed a high school in Las Vegas. “You have the same building, same set of windows, but if its orientation is incorrect and it faces the sun, it will be really expensive to cool.”
Surprisingly, the man responsible for one of the most progressive green-design competitions has doubts about ideas of eco-friendly buildings. “I don’t believe in the new green religion,” Gerner says. “Some of the building technologies that you get are impractical. I’m interested in those that work.” But he wouldn’t mind if some green features inspire students. He says he hopes to set up green energy systems that allow them to learn about the process of harvesting wind and solar power. “You never know what’s going to start the interest of a child to study math and science,” he says.
【小題1】How did the architects react to Gerner’s design requirements?

A．They lost balance in excitement.B．They showed strong disbelief.
C．They expressed little interest.D．They burst into cheers.
【小題2】Which order of steps is followed in carrying out the project?
A．Assessment — Prototype — Design — Construction.
B．Assessment — Design — Prototype — Construction.
C．Design — Assessment — Prototype — Construction.
D．Design — Prototype — Assessment — Construction.
【小題3】What makes it difficult to build green schools in Clark County?
A．The large size.B．Limited facilities.
C．The desert climate.D．Poor natural resources.
【小題4】What does Gerner think of the ideas of green schools?
A．They are questionable.B．They are out of date.
C．They are advanced.D．They are practical.

查看答案和解析>>

科目：高中英語 來源：2009年高考試題（湖北卷）解析版 題型：閱讀理解

 

A few years ago, Paul Gerner began to gather a group of architects in Las Vegas to ask them what it would take to design a public school that used 50 percent less energy, cost much less to build and obviously improved student learning. “I think half of them fell off their chairs,” Gerner says.

Gerner manages school facilities （設(shè)施） for Clark County, Nevada, a district roughly the size of Massachusetts. By 2018, 143,000 additional students will enter the already crowded public-education system. Gerner needs 73 new schools to house them. Four architecture teams have nearly finished designing primary school prototypes （樣品）; they plan to construct their schools starting in 2009. The district will then assess how well the schools perform, and three winners will copy those designs in 50 to 70 new buildings.

Green schools are appearing all over, but in Clark County, which stands out for its vastness, such aggressive targets are difficult because design requirements like more natural light for students go against the realities of a desert climate. “One of the biggest challenges is getting the right site orientation （朝向）,” Mark McGinty, a director at SH Architecture, says. His firm recently completed a high school in Las Vegas. “You have the same building, same set of windows, but if its orientation is incorrect and it faces the sun, it will be really expensive to cool.”

Surprisingly, the man responsible for one of the most progressive green-design competitions has doubts about ideas of eco-friendly buildings. “I don’t believe in the new green religion,” Gerner says. “Some of the building technologies that you get are impractical. I’m interested in those that work.” But he wouldn’t mind if some green features inspire students. He says he hopes to set up green energy systems that allow them to learn about the process of harvesting wind and solar power. “You never know what’s going to start the interest of a child to study math and science,” he says.

1.How did the architects react to Gerner’s design requirements?

A. They lost balance in excitement.             B. They showed strong disbelief.

C. They expressed little interest.              D. They burst into cheers.

2.Which order of steps is followed in carrying out the project?

A. Assessment — Prototype — Design — Construction.

B. Assessment — Design — Prototype — Construction.

C. Design — Assessment — Prototype — Construction.

D. Design — Prototype — Assessment — Construction.

3.What makes it difficult to build green schools in Clark County?

A. The large size.                          B. Limited facilities.

C. The desert climate.                      D. Poor natural resources.

4.What does Gerner think of the ideas of green schools?

A. They are questionable.                   B. They are out of date.

C. They are advanced.                       D. They are practical.

 

查看答案和解析>>

同步練習(xí)冊答案