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（自闭和不说话的）, 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 .
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【小题1】D
【小题2】C
【小题3】B
【小题4】A
【小题5】B
【小题6】B
【小题7】C
【小题8】D
【小题9】D
【小题10】A
【小题11】C
【小题12】A
【小题13】B
【小题14】D
【小题15】A
【小题16】B
【小题17】C
【小题18】A
【小题19】B
【小题20】D
解析试题分析：文章讲述了作者每周一次去帮助布兰得利精神病院孩子们的事情，作者描写了自己工作和从这个志愿活动所收获的宝贵的人生哲理。
【小题1】A. promise答应 B. claim声称 C. bother打扰 D. choose选择，我选择花费这些宝贵的时间帮助布兰得利儿童医院的智残儿童，故选D
【小题2】我和学前教育部门的一个老师一起工作，work alongside一同工作，故选C
【小题3】这个教室与我之前知道的完全不同，one指代a classroom ,故选B
【小题4】不同是这些孩子被确诊为精神病的孩子，that引导表语从句，故选A
【小题5】A. Transportation运输 B. communication交流 C. application申请 D. direction方向，一个孩子是自闭的不爱说话，要使用支持型的模式来与他交流，故选B
【小题6】A. simply简单地 B. completely完全地 C. frequently经常地 D. naturally自然地，另外一个孩子完全是不说话的，故选B
【小题7】A. treatment治疗 B. commitment承诺 C. motivation积极性 D. sympathy同情，两个孩子都需要很强烈的积极性和很多的关注，故选C
【小题8】A. choice选择 B. wish 希望 C. decision 决定 D. role角色，我的角色不仅是帮助老师，故选D
【小题9】A. agricultural农业的 B. professional 专业的 C. technological技术的 D. educational教育的，还要成为孩子们教育经历的一部分，故选D
【小题10】A. Additionally除此之外 B. Finally最终 C. Eventually最终 D. Gradually逐渐地，除此之外我还要成为一些活动的一份子，故选A
【小题11】A. get back回来 B. build up 建立 C. call for要求 D. pick out挑选，日常的动作，对于普通人来说是理所当然的，可对于这些孩子来说需要很多的努力，故选C
【小题12】A. chief 主要的 B. legal合法的 C. awkward尴尬的 D. vital至关重要的，为什么我参加这个工作，一个主要的原因是，故选A
【小题13】A. unforgettable难忘的B. fortunate幸运的 C. hopeless 绝望的D. active积极的 ，我渴望帮助那些不幸的孩子们，故选B
【小题14】A. honor 荣誉 B. opportunity机会 C. courage勇气 D. ability能力，我知道我有能力来帮助残疾人，故选D
【小题15】A. believe in信任 B. laugh at 嘲笑 C. worry about担心 D. care for关心，我现在更加对自己自信了，故选A
【小题16】A. depressing 压抑的B. challenging挑战的 C. inspiring 鼓舞人心的D. relaxing令人放松的，从后文可知作者的工作是非常有挑战性，好几次都要哭了，故选B
【小题17】A. approach途径，靠近 B. visit参观 C. leave离开D. desert抛弃，有一段时间，当我离开布兰得利时，自己都感到身心疲惫，故选C
【小题18】A. as well也 B. so far至今为止 C. in time及时 D. at all根本，很多次，我也处于快要流泪的边缘，故选A
【小题19】A. if only要是...多好 B. even though即使 C. now that 既然 D. in case以防万一，即使我一周只去一次，但是我已经用我自己的方式来爱这些孩子们，故选B
【小题20】A. amusing好玩的 B. enjoyable快乐的 C. costly昂贵的 D. worthwhile值得的，一个微笑会使所有的都是值得的，故选D
考点：人生百味类记叙文
点评：本片文章结构不难，文章多数考察上下文的意思理解及语法规则。对于高中的完型填空，重在理解上下文的意思。首先花几分钟进行整体的阅读，弄清楚作者主要说明的对象的特点和注意事项。不提倡看一个做一个，平时的学习中要注意多积累固定句型，考试时才能判断出相对应的知识点。
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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 （设施） 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 （样品）; 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.
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A few years ago, Paul Gerner began to gather a group of architects in
Gerner manages school facilities （设施） 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 （样品）; 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
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
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.
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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 improve
d student learning. “I think half of them fell off their chairs,” Gerner says.
Gerner manages school facilities（设施）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（样品）; 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 te
chnologies 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.
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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 （设施） 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 （样品）; 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.
【小题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. |
| A．Assessment — Prototype — Design — Construction. |
| B．Assessment — Design — Prototype — Construction. |
| C．Design — Assessment — Prototype — Construction. |
| D．Design — Prototype — Assessment — Construction. |
| A．The large size. | B．Limited facilities. |
| C．The desert climate. | D．Poor natural resources. |
| 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>>
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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 （设施） 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 （样品）; 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>>
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