Question

Directions: After reading the passage below, fill in the blanks to make the passage coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank.

I teach a course in marine biology at a college in central Maine. In order to give each student the individualized attention he or she 1.(deserve), I cap the class size at 15. Some years back, while calling out names from the roster (花名册) on the first day, I noticed a gray-haired woman of about 70. She 2.(hang) about at the door, with her new books like a schoolgirl.

“I’m not on the roster,” she volunteered, clearly self-conscious about all the 3.(seat) 18-year-olds looking her over. “But I was wondering if I 4.just sit in on the first class, to see what it’s about.”

There were already 15 in the class, but this woman’s eagerness impressed me, so I invited her to have a seat.

I began by chatting informally with the class to get a feel for how much knowledge they were bringing to 5.course. The result of open admissions is that professors are faced with very uneven crops of students, many of 6. know relatively little about the world around them.

In marine biology I like to see if they know the difference between fishes and seagoing mammals (哺乳动物). I often hold up a sponge (海绵) in the hope 7. someone will recognize it as an animal rather than a plant. I talk about the difference between a sea and an ocean.

8. I questioned, most of my new students remained silent. But Natalie, the older woman, was on the edge of her seat, 9.(volunteer) answers with the quickness of a game show contestant. In time, I felt as if it were just she and I engaged in a private conversation. At the end of class, she came up to me and apologized for being the “extra” student. “I certainly wish I could take this course,’’ she said. “Will you offer it next week?” Alarmed at the prospect of losing her, I acted quickly to relieve 10.concern. “I’ll see you next class,” I said.

Answer

1.deserves

2.was hanging

3.seated

4.could

5.the

6.whom

7.that

8.As

9.volunteering

10.her

【解析】

本文是一篇记叙文。作者在在大学里教授海洋生物学的时候，班上来了一位老妇人，听课积极主动，给作者留下深刻印象，经常与她交谈。老妇人希望能够再上作者的课，作者欣然接受了她。即使收礼方是自己所熟知的，人们仍希望尽可能少地在送礼上花工夫。

1.考查动词时态及语态。句意：为了给每个学生个性化的，他或她应得到关注，我将班级人数限制在15人。分析句子可知，he or she ____1____(deserve)是定语从句，deserve在从句中作谓语，文章主时态是一般现在时，主语是第三人称单数。故填deserves。

2.考查动词时态。句意：她在门口闲逛，拿着她的新书，就像一个女学生。根据时间状语Some years back可知，讲述过去发生的事情用一般过去时，主语是第三人称单数，根据语境可知，表示动作在进行，应使用过去进行时。故填was hanging。

3.考查非谓语动词。句意：“我不在名册上”，她自愿，显然对所有坐着的18岁的孩子看着她感到不自在。分析句子可知，seat作定语，与逻辑主语18-year-olds是被动关系，用过去分词，seated表示坐着的状态。故填seated。

4.考查情态动词。句意：但是我想知道是否我能出席第一节课，看看它是关于什么的。由was wondering可知，用一般过去时，根据句意，应使用情态动词could。故填could。

5.考查冠词。句意：我开始与全班同学非正式地聊天，以了解他们给这门课程带来了多少知识。 根据句意可知，此处特指上文提到课程marine biology，应使用定冠词。故填the。

6.考查定语从句。句意：开放招生的结果是，教授们要面临学生的不均匀的做欧尼，他们中的的许多人对他们周围的世界知之甚少。分析句子可知，many of ____6____ know relatively little about the world around them是定语从句，先行词是students，做介词宾语，用关系代词whom。故填whom。

7.考查同位语从句。句意：我经常拿着一块海绵希望有人将把它看做动物而不是植物。分析句子可知，__7____ someone will recognize it as an animal rather than a plant.是同位语从句，解释说明the hope，从句句意完整，成分齐全，that引导同位语从句，不做成分，无词义，仅起引导作用。故填that。

8.考查状语从句。句意：当我提出问题时，我的新学生中的大部分仍旧保持沉默。根据句意可知，此处是时间状语从句，表示前后动作同时进行，应使用as引导，位于句首单词首字母大写。故填As。

9.考查非谓语动词。句意：但是，Natalie，这位老妇人，带有浓厚的兴趣，以游戏节目选手的速度主动给出答案。分析句子可知，句子的谓语动词是was，故volunteer用非谓语动词形式做状语，volunteer与逻辑主语Natalie是主动关系，故用现在分词。故填volunteering。

10.考查代词。句意：一想到失去就担心，我迅速采取行动解除了她的担忧。根据语境可知，此处指上文“老妇人的担忧”，修饰名词用形容词性物主代词。故填her。