完形填空。 It"s difficult for doctors to help a person with a hurt brain. 1 en
题型：江苏期中题难度：来源：
three to five minutes. Usually doctors can"t fix the hurt 2 such a short time.
Dr Robert White thinks he knows a 3 of help. He thinks doctors should make the hurt brain 4 to
live for 30 minutes without blood. This gives the doctor 5 time to do something for the
brain. Dr White experimented his 6 on fifteen monkeys. 7 he taught them to do different jobs. Then he operated on
them. He made the monkeys" blood go 8 a machine. When the brains" 9 was 10℃, he stopped the
blood to the brain. After 30 minutes, he turned the blood back on. He 10 the blood again. After their
operations, the monkeys were almost 11 before. They were healthy and busy. Each one could still do
the job the doctor 12 them.
Dr White"s idea works well on monkeys. He thinks it will work on 13 . He think it will help with heart problems. A person 14 die when his heart stops; doctors can 15 it again. The problem comes: when
the brain is without blood for about 5 minutes, it 16 . If doctors start the heart again after 5 minutes, the
person has 17 body but a dead brain. Maybe in the future, doctors will 18 Dr White"s idea. When
the person"s heart stops the doctor will 19 cool the brain. They will have 30 minutes to start the heart
again. Maybe there will be no 20 the brain.
( )2. A. for
( )3. A. way
( )4. A. too cool
( )5. A. a longer
( )6. A. medicine
( )7. A. Besides
( )8. A. to
( )9. A. heat
( )10. A. cooled
( )11. A. the same as
( )12. A. was taught
( )13. A. other people
( )14. A. doesn"t have to
( )15. A. start
( )16. A. loses
( )17. A. no
( )18. A. get
( )19. A. soon
B. after
B. brain
B. enough cool
B. enough
B. manners
B. Instead
B. across
B. temperature
B. operated
B. different from
B. was teaching
B. human beings
B. needn"t
B. take
B. goes
B. a dead
B. accept
B. quickly
C. in
C. doctor
C. cool enough
C. a shorter
C. idea
C. However
C. through
C. coolness
C. warmed
C. used to
C. was to teach
C. other things
C. will be able to
C. make
C. kills
C. a living
C. keep
C. slowly
D. since
D. man
D. that cool
D. another
D. brain
D. First
D. onto
D. feeling
D. stopped
D. cleverer than
D. had taught
D. more people
D. is afraid to
D. begin
D. dies
D. a lively
D. try
D. rapid
答案
举一反三
training I received, though excellent, didn"t tell me how it w
as to work with a real student, however. When I began to discover what other people"s lives were like because they could not read, I realized the
true importance of reading.
My first student Marie was a 44-year-old single mother of three children. In the first lesson, I found
out she walked two miles to the nearest supermarket twice a week because she didn"t know which bus
to take. When I told her I would get her a bus schedule, she told me it would not help because she
couldn"t read it. She said she also had difficulty once she got to the supermarket because she couldn"t
always remember what she needed. Also, she could only recognize items by sight, so if the product had
a different label, she would not recognize it as the product she wanted.
As we worked together, learning how to read built Marie"s self-confidence. She began to make rapid
progress and was even able to take the bus to the supermarket. After this successful trip, she reported
how self-confident she felt. At the end of the program, she began helping her youngest son, Tony, a shy
first grader, with his reading. I found that helping Marie to build her self-confidence was more rewarding
than anything I had ever done before.
As a literacy volunteer, I learned a great deal about teaching and helping others. In fact, I may have
learned more from the experience than Marie did.
B. She helped someone to learn to read.
C. She helped some single mothers.
D. She was trained by a literacy volunteer.
B. Because she didn"t have a bus schedule.
C. Because she couldn"t afford the bus ticket.
D. Because she couldn"t find the right bus.
B. She asked others to take her to the right place.
C. She managed to find the goods by their looks.
D. She remembered the names of the goods.
B. She was able to read stories with the help of her son.
C. She decided to continue her studies in school.
D. She helped to build up my self-confidence
.cleaner, cleaning offices in a big building.
She trained as a nurse, but had to give it up when her elder child became seriously ill. "I would have
liked to go back to it, but the shifts (工作班次) are all wrong for me, as I have to be home to get the
children up and off to school."
So she works as a cleaner instead, from 9 p.m. till 6 a.m. five nights a week for just ￡90, before tax
and insurance. "It"s better than it was last year, but I still think that people who work "unsocial hours"
should get a bit extra."
The hours she" s chosen to work meant that she sees plenty of the children, but very little of her
husband. However, she doesn"t think that puts any pressure on their relationship.
Her work isn"t physically very hard, but it"s not exactly pleasant, either. "I do get angry with people
who leave their offices like a place for raising pigs. If they realized people like me have to do it, perhaps
they"d be a bit more careful."
The fact that she"s working all night doesn"t worry Margaret at all. Unlike some dark buildings at night
, the building where she works is fully lit, and the women work in groups of three. "Since I"ve got to be
here, I try to enjoy myself-and I usually do, because of the other girls. We all have a good laugh, so the
time never drags."
Another challenge Margaret has to face is the reaction of other people when she tells them what she
does for a living. "They think you"re a cleaner because you don"t know how to read and write," said
Margaret. "I used to think what my parents would say if they knew what I"d been doing, but I don"t think
that way any more. I don"t dislike the work though I can"t say I"m mad about it."
B. she had suffered a lot of mental pressure
C. she needed the right time to look after her children
D. she felt tired of taking care of patients
B. they look down upon cleaners
C. they never do their work carefully
D. they always make a mess in their offices
B. happy because the building is fully lit
C. tired because of the heavy workload
D. bored because time passed slowly
B. regret what they had said
C. show sympathy for her
D. feel disappointed in her
"Julie, you should be a vet. You"re going to be a great vet. That"s what you should do." 2 when she
got to the Ohio State University, she started studying to be a vet.
A scholarship allowed her to spend her 3 year studying abroad in Manchester, England. Away
from the family 4 back home, she found herself one day sitting at her desk, surrounded by biology
books and staring out the window, when it suddenly hit her: "I"m in total 5 . I don"t want to be a vet!"
6 she thought back over all the things she"d done in her life and what had made her happy. And then
it hit her-it was all of the youth leadership conferences that she had volunteered 7 , and the
communications and leadership courses she had taken as elective courses back at Ohio State. "How
could I have been so 8 ? Here I am in my fourth year at school and just finally realizing I"m on the 9
path. I just never took the time to 10 it until now, " she thought.
Inspired by her new 11 , Julie spent the rest of her year in England taking courses in communications and media studies. When 12 to Ohio State, she was eventually able to 13 the administration to let her
create her own program in "leadership studies", 14 it took her 2 years longer to finally graduate. She
15 to become a senior management consultant in leadership training and development for the Pentagon. She 16 f ounded a drug-prevention organization that 17 the message "Lead your own life with the
skill and the 18 to say no."
So, never live someone else"s 19 . If you limit your 20 only to what seems possible or reasonable,
you disconnect yourself from what you truly want.
( )2. A. So
( )3. A. final
( )4. A. routines
( )5. A. confidence
( )6. A. Perhaps
( )7. A. of
( )8. A. internal
( )9. A. clear
( )10. A. acknowledge
( )11. A. discovery
( )12. A. returning
( )13. A. prepare
( )14. A. as
( )15. A. hesitated
( )16. A. still
( )17. A. leaves
( )18. A. will
( )19. A. promises
( )20. A. choices
B. But
B. usual
B. warnings
B. silence
B. Instead
B. to
B. innocent
B. wrong
B. accomplish
B. information
B. referring
B. convince
B. if
B. failed
B. again
B. promotes
B. chance
B. decisions
B. reasons
C. Or
C. next
C. complaints
C. misery
C. Then
C. on
C. intellectual
C. short
C. include
C. understanding
C. relating
C. forbid
C. once
C. retired
C. also
C. confirms
C. fact
C. successes
C. smiles
D. For
D. past
D. pressures
D. surprise
D. Often
D. at
D. intelligent
D. wide
D. criticize
D. research
D. responding
D. force
D. though
D. continued
D. only
D. acquires
D. pride
D. dreams
D. mistakes
Western world. From my own past experience, I noticed how much faster I had to answer a question
during a TV interview. It"s as if we have completely lost the ability to listen. We talk and talk, and we
end up frightened by silence.
Everywhere, people on the African continent write and tell stories. Even the nomads (流浪者) who
still live in the Kalahari Desert are said to tell one another stories on their daylong wanderings, during
which they search for roots and animals to hunt.
A number of years ago I sat down on a stone bench outside the Teatro Avenida in Maputo,
Mozambique, where I worked as an artistic consultant. It was a hot day, and we were taking a break,
hoping that a cool gentle wind would move past. Two old African men were sitting on that bench, but
there was room for me, too. In Africa people share more than just water. Even when it comes to shade,
people are generous.
I heard the two men talking about a third old man who had recently died. One of them said, "I was
visiting him at his home. He started to tell me an amazing story about something that had happened to
him when he was young. But it was a long story. Night came, and I decided that I should come back the
next day to hear the rest. But when I arrived, he was dead."
The man fell silent. I decided not to leave that bench until I heard how the other man would respond
to what he"d heard. Finally he, too, spoke. "That"s not a good way to die-before you"ve told the end of
your story."
What separates us from animals is the fact that we are storytelling creatures and we can listen to other
people"s dreams, fears, joys, sorrows, desires and defeats-and they in turn can listen to ours.
Many people make the mistake of confusing information with knowledge. They are not the same thing. Knowledge involves the interpretation of information. Knowledge involves listening.
Many words will be written on the wind and the sand, or end up in store. But the storytelling will go
on until the last human being stops listening. Then we can send the great record of human out into the
endless universe.
Who knows? Maybe someone is out there, willing to listen…
B. seldom chat constantly with each other
C. feel frightened when they are alone and silent
D. tend to talk more and listen less
B. be certainly helped when in trouble
C. often hear the stories told by strangers
D. have no choice but to listen during a talk
B. information is hard to understand without interpretation
C. listening makes the difference between information and knowledge
D. the existence of humans" recordings totally depends on the way of storytelling
B. the art of listening in Africa
C. the importance of storytelling
D. the life styles of Africans
Island Rescue Station. Surfman Theodore Meekins was on watch that evening of 11 October 1896.
A hurricane had struck the Outer Banks of North Carolina, and the tide was so strong that beach
patrols (巡逻) had been canceled. Still, Meekins paid close attention to the horizon. This was the type of
weather that could blow ships hundreds of miles off course.
Offshore, the ship E.S. Newman was caught in the storm. The captain, whose wife and child were on
the ship, feared the Newman would soon break up. He made the decision to beach his ship, then fired a
signal, praying that someone onshore would see it.
Meekins, whose eyes were trained to cut through rain and surf mists, thought he saw the signal, but
so much spray (水雾) covered the lookout windows that he could hardly make sure. Still, he took no
chances. After summoning (召集) the station keeper, Captain Richard Etheridge, Meekins set off a
coston signal, a signal made by using lamps of different colors. Together, the two men searched the
darkness for a reply. A few moments later, they saw a flash of light to the south and knew a shop was in
distress. Even before the return signal burned out, Etheridge had summoned his men and begun rescue
operations.
For the lifesavers, the rescue of the Newman was nothing unusual. Over the years, so many ships had
foundered off the Outer Banks that sailors called the region the Graveyard of the Atlantic. Noting the
dangerous surf and wind conditions, Captain Etheridge quickly decided the surf boats would be
impossible to control. Instead, he decided to use another way to help the survivors.
The crew set off on the long journey down the beach to the scene of the wreck (海滩). Captain
Etheridge hoped to fire a line from a gun to the ship"s mast(船桅). After the ship"s crew dragged the line
onboard, the surfmen would fire a second line and carry survivors safely to shore.
The surfmen crossed three miles of sand to reach the ship Newman. The water was freezing, and the
men often sank up to their knees in sand. Captain Etheridge noted in his diary that "the voice of
gladdened hearts greeted the arrival of the station crew," but that "it seemed impossible for them to do
anything under such circumstances. The work was often stopped by the sweeping current."
Even when the rescue equipment proved useless, Etheridge refused to give up. Choosing two of his
strongest surfmen, he tied rope lines around their waists and sent them into the water. The two men,
holding a line from shore, walked with huge effort as far as they could before diving through the waves.
Nearly worn out while swimming against the tide, they finally made it to the shop.
The first to be rescued were the captain"s wife and child. With the two passengers tied to their backs,
the surfmen fought their way back to shore. Taking turns, Etheridge and his crew made ten trips to the Newman, saving every person onboard. It was 1:00 a.m. when the crew and survivors finally made it back to the station.
That night, as the exhausted survivors lay sleeping and his lifesaving crew rested, Captain Etheridge
picked up his pen, and in the light of an oil lantern, wrote with satisfaction that all the people onboard had
been saved and were "sheltered in this station"-words he would remember for many years to come.
B. there was too much spray on the windows
C. the winds and tide were too strong
D. there was no ship near the station
B. sank
C. sailed
D. arrived
B. To create a story describing a rescue at sea.
C. To inform people about Richard Etheridge.
D. To record the details about the Newman.
B. A terrible hurricane took place off the coast of North Carolina and thereatened the lives of many sailors.
C. At no other time in American history have so many shipwrecked passengers survived such a violent
storm.
D. All the passengers of a shipwreck were rescued because of heroic the efforts of a special leader and
his crew.
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