2016年高考考试英语完形填空练习-有解析
I arrived in the classroom, ready to share my knowledge and experience with 75 students who would be in my English Literature class. Having ___1___ in the
I was shocked when the monitor shouted “___3___!” and the entire class rose as I ___4___ the room, and I was somewhat ___5___ about how to get them to sit down again, but as soon as that awkwardness was over, I quickly ___6___ my calmness and began what I thought was a fact-packed lecture, ___7___ to gain their respect—perhaps even their admiration. I went back to my office with the rosy glow which came from a sense of ___8___.
My students kept diaries. ___9___, as I read them, the rosy glow was gradually ___10___ by a strong sense of sadness. The first diary said, “Our literature teacher didn’t teach anything today. Perhaps her next ___11___ will be better.” Greatly surprised, I read diary after diary, each expressing a ___12___ theme. “Didn’t teach anything? I described the entire philosophical framework of Western thought and laid the historical background for all the works we’ll study in class, ” I ___13___. “How can they say I didn’t teach them anything?”
It was a long term, and it gradually became ___14___ that my ideas about education were not the same as those of my students. I thought a teacher’s job was to ___15___ interesting questions and provide enough background so that students could ___16___ their own conclusions. My students thought a teacher’s job was to provide exact information as ___17___ and clearly as possible. What a ___18___!
However, I also learned a lot, and my ___19___ with my Chinese students has made a better American teacher, knowing how to teach in a different ___20___.
1. A. taught B. inspected C. studied D. lived
2. A. interest B. seat C. pace D. attention
3. A. Attention B. Silent C. Stand up D. Look out
4. A. left B. attended C. entered D. excited
5. A. afraid B. puzzled C. shy D. glad
6. A. gathered B. found C. regained D. kept
7. A. happy B. anxious C. sure D. eager
8. A. failure B. achievement C. teaching D. humour
9. A. Worse still B. However C. Though D. Besides
10. A. faded B. changed C. replaced D. matched
11. A. diary B. lecture C. performance D. appearance
12. A. same B. interesting C. serious D. similar
13. A. explained B. complained C. taught D. guessed
14. A. dull B. clear C. sorry D. heavy
15. A. answer B. raise C. organize D. design
16. A. get B. receive C. make D. draw
17. A. quickly B. secretly C. directly D. easily
18. A. success B. difference C. pity D. problem
19. A. exploration B. experience C. work D. life
20. A. class B. way C. culture D. society
“我”自以为在美国干过 17 年的教育到中国教授英国文学完全可以无往不利。可是因为中美文化的不同，“我”却非常被动。第一节自觉得非常成功却被同学觉得“我”什么也没讲。在他们眼中，老师的工作应尽量直接了解地提供准确的信息，并不像在美国那样老师的工作是提有趣的问题，提供有关背景常识以便让学生自己得出结论。观念完全不同。
1. A。从“我”自觉得会很成功等来看，这应归功于“我”在美国教书 17 年的经验。
2. D。此处说“我”在美国教书 17 年，“我”对课堂上吸引学生的注意力 及讲授英国文学方面的能力是充满自信的。
3. C。从后面的 and the entire class rose 和 …how to get them to sit down again 等来看，此处说的是当老师上课时班长喊“起立”的动作让“我”非常震撼。
4. C。本文写的是“我”在中国讲授美国文学时所发生的故事。依据中国课堂实质，教师走进课堂班长喊“起立”，故此处应选 entered。
5. B。由下文特别“我”把这一状况看作是尴尬等可知，“我”不适应这种喊“起立”的场面，竟一时不知如何让学生坐下。be puzzled 意为“迷惑，不知所措”。
6. C此处说的是尴尬过后，“我”飞速镇定下来，开始讲已备好的课。regain one’s calmness 指“平静下来”。
7. C。由第一段最后提到的，“我”非常自信能吸引学生的注意力等与此空前句 I quickly…a fact-packed lecture 来看，必然会取得他们的尊敬—甚至是他们的羡慕”。
8. B。从上面的“会取得学生的尊敬甚至他们的羡慕”与 the rosy glow来看，此处说当“我”回到办公室时有一种“收获”感。
9. B。前面说自己有收获感，此处说通过看学过生日记，得知学生对那节课评价并不高，与“我”原先的想法大不同，故此处用 however 表示转折。
10. C。由学生的日记可看出，他们对“我”的那节课评价不高，甚至觉得那节课什么也没讲，因此原先的 the rosy glow 就日渐被 a strong sense of sadness 所取代了。
11. B。由上下文可知这是“我”到中国教书时所发生的事，第一节课因不适应而出现了尴尬局面，此处说的是学过生日记中的期望，即或许她的下一节课会更好。lecture 指大学里的“课”。
12. D。从第一个学过生日记中写的 Our literature teacher didn’t teach anything today 到后面的“我”的自问 Didn’t teach anything 等来看，所有些学生都表达了一个一样的问题—老师什么也没讲，故此处用 similar。因为其前冠词为 a，故用 similar。若冠词为 the，则可选 same。
13. B。“我”觉得课备得非常不错，课后“自我”感觉好，而这类日记告诉“我”那节课上得非常糟糕，此处说的是“我”抱怨的话。
14. B。前面议的是“我”对那节课的感受，这里谈的是一个学期下来，“我”终于了解了学生为何觉得“我”那节课没讲什么是什么原因了，即“我的有关教育的怎么看与我的学生的怎么看不同”已非常了解了，故用 clear。
15. B。依据词汇搭配和“老师”的职责可知，此处用 raise，句意为“我”觉得老师的工作就是“提”一些有趣的问题，给他们提供足够的背景以让他们自己得出结论。
16. D。依据搭配习惯，此处应选 draw，构成短语 draw conclusions。
17. C。与“我”的看法相反，“我”的学生觉得老师的职责就是尽量直接、了解地为学生提供准确的信息。
18. B。“我”对教育的怎么看和“我”的学生对教育的怎么看形成鲜明对比，故用 difference。
19. B此处说的是“我”的教学实践使“我”成为一名更好的教师。
20. C。这里是说：“我”的经验使“我”可以了解如何在不一样的文化背景中教书了。
