【正文】 考查冠詞。句意: 當他們的飛機到達時, 幾個年輕人進入候機區(qū), 好奇地四處張望。分析句子可知, 設(shè)空的詞修飾waiting area, 表特指, 故填the。4. 【解析】curiously?？疾樵~性轉(zhuǎn)換。分析句子可知, 設(shè)空的詞修飾動詞詞組looking around, 應(yīng)用副詞, 故填curiously。5. 【解析】followed?？疾檫^去分詞。句意: 第一個人是來自哥倫比亞的托尼, 緊隨其后的是來自英國的朱莉婭。分析句子可知, 設(shè)空的詞作狀語, 和主語之間為被動關(guān)系, 應(yīng)用過去分詞, 故填followed。6. 【解析】her。考查代詞。句意: 在我介紹完他們之后, 托尼走近朱莉婭, 摸了摸她的肩膀, 親了親她的臉頰! 分析句子可知, 設(shè)空的詞作kissed的賓語, 應(yīng)用賓格, 故填her。7. 【解析】appearing?？疾楝F(xiàn)在分詞。句意: 她往后退了一步, 顯出吃驚的樣子, 舉起雙手, 好像在防守。分析句子可知, 設(shè)空的詞作狀語, 和主語之間是主動關(guān)系, 應(yīng)用現(xiàn)在分詞, 故填appearing。8. 【解析】in。考查介詞和固定搭配。短語in defence意為“防守”, 故填in。9. 【解析】places。考查名詞。句意: 來自西班牙、意大利或南美國家的人會與他人親密接觸, 在問候他人時很可能會觸碰對方。分析句子可知, 設(shè)空的詞指的是多個地方, place是可數(shù)名詞, 應(yīng)加s, 故填places。10. 【解析】to touch?？疾楣潭ù钆洹６陶Zbe likely to do sth. 意為“可能做某事”, 故填to touch。閱讀理解(2020鹽城高一檢測)As teachers we all have those memories of students—we wonder if we were able to teach or reach those students who had a need to get out of their seats every five minutes or so. 　　I recently received an from one such student, Paco, Paco’s brought back memories of one particular class: 　　It was our high school’s first year of block scheduling—our classes were 80 minutes long instead of the traditional 40 minutes. On this particular day, I was being observed by two college professors. Of course, I was proud of the fact that the class was conducted entirely in Spanish and the students felt fortable expressing themselves in Spanish. 　　On that day, Paco came running through the door with a toasted cheese sandwich in hand. “ Senora Mike, I’m hungry and I hope you don’t mind if I just quickly eat this great toasted cheese sandwich. ” I said, “Go ahead, Paco. ” Paco sat down and finished his sandwich. Paco had now noticed our two visitors. Of course, our two visitors noticed Paco the minute he ran through the door. 　　The lesson was going along quite well, and all the students were working in their groups. Suddenly, Paco raised his hand and said, “Senora, esta lloviendo en mis pantalones. ”(“Mrs Mike, it is raining in my pants. ”) Now, being Paco’s Spanish teacher, I understood what he wanted. I knew that it was his way of requesting to go to the bathroom. You could just imagine the laughter from the other students. 　　I always wonder just how much Spanish Paco learned in that class, but I know he learned more than just Spanish based on an he recently wrote to me: 　　I know I was a handful but you actually cared. You knew I had potential. So even though I messed up a lot, you never gave up. . . I’m deeply grateful to you Senora, everything you taught me about Spanish. My attitude and life will stick with me the rest of my day. . . 　　You see, Paco was my student ten years ago. 【文章大意】本文是一篇記敘文。作者通過親身經(jīng)歷告訴我們老師對學(xué)生的影響。1. What do we learn about Paco? A. He did well in his lessons. B. He didn’t behave well enough. C. He didn’t see the two professors. D. He showed no respect for his teacher. 【解析】選B。推理判斷題。由I always wonder just how much Spanish Paco learned in that class, but I know he learned more than just Spanish based on an he recently wrote to me及第三至五段的內(nèi)容可推知Paco表現(xiàn)得不好。2. Why did Paco raise his hand in class? A. To attract attention. B. To make a request. C. To answer a question. D. To give a suggestion. 【解析】選B。推理判斷題。由I knew that it was his way of requesting to go to the bathroom. 可推斷出Paco舉手是想要去廁所, 這是提出了一個請求, 所以選B。3. Why did Paco write an to the author? A. To make an apology. B. To ask for some questions. C. To express his thanks. D. To make some ments. 【解析】選C。推理判斷題。由I’m deeply grateful to you Senora, everything you taught me about Spanish. 可推斷出Paco給作者寫這封電子郵件的目的是表達他的感謝。4. What does the author intend to tell us by writing the text? A. How to teach a successful lesson. B. How to get on well with students. C. A teacher’s influence on students. D. Students’ attitude to their teachers. 【解析】選C。寫作意圖題。由As teachers we all have those memories of students—we wonder if we were able to teach or reach those students who had a need to get out of their seats every five minutes or so. 以及My attitude and life will stick with me the rest of my day. . . 可知這篇文章通過作者的親身經(jīng)歷, 說明了一位老師對學(xué)生產(chǎn)生的影響。 17