（山东省临沭县2010届普通高等学校招生考试打靶试题）

I met Chandra Rekha Shrestha, a visually damaged girl, on the way to Shanti Nagar. She was walking down the road with her white stick, and I saw she walking into a muddy    36   . Had she continued, she might have    37    into the water. Not wanting this to happen, I stopped my   38    and called out, “There’s a hole in front of you, Chandra. If it’s all right with you, I’ll   39   you to your place.”

She happily  40   . I took her bag so she could climb on my motorbike. We talked about her   profession and   41   , and I discovered she was on her way toTinkune for a teacher’s training program.

Chandra had called me a couple of times since our   42    meeting. However, I had been unable to meet her   43    my busy schedules. Finally,   44   at the Kathmandu Mall, she said, "If you hadn’t given me your business card, I wouldn’t have called you." We talked about a range of issues, and I came to   45    that Chandra possessed a deep knowledge which would challenge that of many   46    fit people.

Although she has a mother and three brothers, Chandra has been   47    on her own for the past years. She cooks for herself and washes her own clothes while   48    to teach every morning at Anam Nagar’s Rudramati Primary School. While doing her   49   , she tries to remember people, places, and things in order to manage her daily life. She is a(an)   50    person, telling me that she made the decision to live alone after her  51    said they would take turns to look after her each month. Chandra felt this would   52    her. Chandra’s main source of information is through her   53  , learning about various news as they are broadcast.

Chandra lost her eyesight as a baby and had to learn how to survive at an early age. I really   54    her confidence and the way she carried herself in her life. Thank you, Chandra Rekha. You have reminded me of what truly matter in life but are   55    lacking in our city.

(   ) 36. A. pavement          B. passage             C. hole                         D. freeway

(   ) 37. A. climbed             B. landed               C. flown                       D. fallen

(   ) 38. A. car                   B. truck                 C. motorbike                 D. bus

(   ) 39. A. pass                  B. drop                  C. take                         D. fetch

(   ) 40. A. allowed             B. expected            C. replied                      D. accepted

(   ) 41. A. study                B. job                    C. celebration                D. travel

(   ) 42. A. happy         B. unexpected    C. sudden                     D. strange

(   ) 43. A. due to               B. in addition to      C. instead of                 D. in spite of

(   ) 44. A. resisting            B. rescuing            C. reuniting                   D. removing

(   ) 45. A. discovered         B. encouraged        C. persuaded                 D. supposed

(   ) 46. A. mentally            B. inappropriately   C. physically                 D. naturally

(   ) 47. A. living                B. lying                 C. waiting                     D. staying

(   ) 48. A. managing          B. recognizing        C. allowing                   D. reducing

(   ) 49. A. practice             B. housework        C. effort                       D. homework

(   ) 50. A. stubborn           B. reliable              C. confident                  D. intelligent

(   ) 51. A. sisters               B. uncles               C. brothers                   D. aunts

(   ) 52. A. hurt                  B. weaken             C. ruin                         D. frighten

(   ) 53. A. TV                   B. radio                 C. calculator                 D. computer

(   ) 54. A. follow               B. show                C. notice                      D. admire

(   ) 55. A. finally               B. recently             C. mostly                            D. simply

One topic is rarely mentioned in all the talk of improving standards in our schools: the almost complete failure of foreign-language teaching. As a French graduate who has taught for more than twenty-five years, I have some ___1_____ of why the failure is so total.  2  the faults already found out in the education system as a whole, there have been several serious  3  which have a direct effect on language teaching.

The first is the removal from the curriculum (课程) of the thorough teaching of English  4?????? . Pupils now do not know a verb from a noun or the subject of a sentence from its object.

Another important error is mixed-ability teaching, or teaching in ability groups so  5  that the most able groups are  6  and are bored while the least able are lost and  7  bored.

Progress depends on memory, and pupils start to forget immediately they stop having 8  lessons. This is why many people who attended French lessons at school have forgotten it a few years later.

Most American schools have accepted what is necessary and  9  modern languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop 10  resources on a subject which few pupils want or need.

A. questions   B. evidences     C. ideas          D. knowledges

A. Due to      B. In addition to        C. Instead of        D. In spite of

A. errors       B. situations             C. systems               D. methods

A. vocabulary   B. culture          C. grammar             D. sentences

A. wide        B. similar                C. separate               D. unique

A. kept out    B. turned down        C. held back            D. left behind

A. surprisingl   B. individually     C. equally              D. hardly

A. extra          B. traditional          C. basic                   D. regular

A. restored      B. absorbed            C. prohibited           D. remove

A. wasting      B. focusing          C. exploiting            D. sharing

One topic is rarely mentioned in all the talk of improving standards in our schools: the almost complete failure of foreign-language teaching. As a French graduate who has taught for more than twenty-five years, I believe I have some idea of why the failure is so total.  21  the faults already found out in the education system as a whole — such as child-centred learning, the “discovery” method, and the low expectations by teachers of pupils — there have been several serious  22  which have a direct effect on language teaching.

The first is the removal from the curriculum (课程) of the thorough teaching of English  23 . Pupils now do not know a verb from a noun, the subject of a sentence from its object, or the difference between the past, present, or future.

Another important error is mixed-ability teaching, or teaching in ability groups so  24  that the most able groups are  25  and are bored while the least able are lost and  26  bored. Strangely enough, few head teachers seem to be in favour of mixed-ability school football teams.

Progress depends on memory, and pupils start to forget immediately they stop having 27  lessons. This is why many people who attended French lessons at school, even those who got good grades, have  28  it a few years later. Because they never need it, they do not practice it.

Most American schools have accepted what is inevitable and  29  modern languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop  30  resources on a subject which few pupils want or need.

21. A. Due to                 B. In addition to       C. Instead of            D. In spite of

22. A. errors                  B. situations             C. systems               D. methods

23. A. vocabulary           B. culture                C. grammar             D. literature

24. A. wide                    B. similar                C. separate               D. unique

25. A. kept out               B. turned down        C. held back            D. left behind

26. A. surprisingly          B. individually         C. equally                D. hardly

27. A. extra                   B. traditional           C. basic                   D. regular

28. A. needed                 B. forgotten             C. practised             D. left

29. A. restored               B. absorbed             C. prohibited           D. withdrawn

30. A. wasting                B. focusing              C. exploiting            D. sharing

One topic is rarely mentioned in all the talk of improving standards in our schools: the almost complete failure of foreign-language teaching. As a French graduate who has taught for more than twenty-five years, I believe I have some idea of why the failure is so total.  55  the faults already found out in the education system as a whole — such as child-centred learning, the “discovery” method, and the low expectations by teachers of pupils — there have been several serious  56  which have a direct effect on language teaching.

The first is the removal from the curriculum (课程) of the thorough teaching of English  57 . Pupils now do not know a verb from a noun, the subject of a sentence from its object, or the difference between the past, present, or future.

Another important error is mixed-ability teaching, or teaching in ability groups so  58  that the most able groups are  59  and are bored while the least able are lost and  60  bored. Strangely enough, few head teachers seem to be in favour of mixed-ability school football teams.

Progress depends on memory, and pupils start to forget immediately they stop having 61  lessons. This is why many people who attended French lessons at school, even those who got good grades, have forgotten it a few years later.  62  they never need it, they do not practice it.

Most American schools have accepted what is inevitable and  63  modern languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop 64  resources on a subject which few pupils want or need.

55. A. Due to  B. In addition to     C. Instead of   D. In spite of

56. A. errors   B. situations    C. systems      D. methods

57. A. vocabulary   B. culture       C. grammar    D. literature

58. A. wide    B. similar       C. separate      D. unique

59. A. kept out       B. turned down      C. held back   D. left behind

60. A. surprisingly B. individually       C. equally       D. hardly

61. A. extra    B. traditional  C. basic   D. regular

62. A. Although     B. Because      C. Until   D. Unless

63. A. restored       B. absorbed    C. prohibited  D. withdrawn

64. A. wasting       B. focusing     C. exploiting   D. sharing

One topic is rarely mentioned in all the talk of improving standards in our schools: the almost complete failure of foreign-language teaching. As a French graduate who has taught for more than twenty-five years, I believe I have some idea of why the failure is so total.  21  the faults already found out in the education system as a whole — such as child-centred learning, the “discovery” method, and the low expectations by teachers of pupils — there have been several serious  22  which have a direct effect on language teaching.

The first is the removal from the curriculum (课程) of the thorough teaching of English  23 . Pupils now do not know a verb from a noun, the subject of a sentence from its object, or the difference between the past, present, or future.

Another important error is mixed-ability teaching, or teaching in ability groups so  24  that the most able groups are  25  and are bored while the least able are lost and  26  bored. Strangely enough, few head teachers seem to be in favour of mixed-ability school football teams.

Progress depends on memory, and pupils start to forget immediately they stop having 27  lessons. This is why many people who attended French lessons at school, even those who got good grades, have  28  it a few years later. Because they never need it, they do not practice it.

Most American schools have accepted what is inevitable and  29  modern languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop  30  resources on a subject which few pupils want or need.

21. A. Due to  B. In addition to     C. Instead of   D. In spite of

22. A. errors   B. situations    C. systems      D. methods

23. A. vocabulary   B. culture       C. grammar    D. literature

24. A. wide     B. similar       C. separate      D. unique

25. A. kept out       B. turned down      C. held back   D. left behind

26. A. surprisingly  B. individually       C. equally       D. hardly

27. A. extra    B. traditional  C. basic   D. regular

28. A. needed  B. forgotten    C. practised    D. left

29. A. restored       B. absorbed    C. prohibited  D. withdrawn

30. A. wasting B. focusing     C. exploiting   D. sharing