【正文】 med to go right. She spilt the flour, she dropped an egg and she cut her finger . Despite all the troubles, she 48 to get the chicken into the stove. Soon, smoke blanketed the room. The chicken was on fire. 49 set in , but Mary could not run. She tried hard to move, but could not, 51 a sharp sound awoke her. She got shocked and confused – 52 was pouring from the kitchen. Rushing to investigate, she was met by three 53 little faces and some very burnt bread. ―Sorry, we were hungry and you were 54 , so we tried to make some bread. ‖ explained a boy. Relieved, Mary made them a snack and sent them back to bed. She 55 them never to fall asleep on the job again! . given B. written C. told D. taught . successful B. helpful C. tiring D. surprising B. put C. bent D. kept . difficult B. boring C. important D. easy . eyes B. mind C. heart D. legs B. exactly C. curiously D. carelessly B. reminded C. learnt D. dreamt B. fortune C. business D. plan B. reading C. learning D. babysitting . just B. ever C. even D. only . selfish B. proud C. stubborn D. sensitive . everything B. something C. anything D. nothing B. arranged C. managed D. prepared 49. A. Panic B. Pain C. Noise D. Stress B. dragged C. pushed D. brought B. until C. as D. unless . smoke B. light C. water D. fire B. strange C. guilty D. confident B. hungry C. worried D. asleep B. allowed C. expected D. persuaded 7.（ 2022廣東卷）完形填空 It has been argued by some that gifted children should be grouped in special classes. The 1 is based on the belief that in regular classes these children are held back in their intellectual (智力的 ) growth by 2 situation that has designed for the 3 children. There can be little doubt that 4 classes can help the gifted children to graduate earlier and take their place in life sooner. However, to take these 5 out of the regular classes may create serious problems. I observed a number of 6 children who were taken out of a special class and placed in a 7 class. In the special class, they showed little ability to use their own judgment, relying 8 on their teachers’ directions. In the regular class, having no worry about keeping up, they began to reflect 9 on many problems, some of which were not on the school program. Many are concerned that gifted children bee 10 and lose interest in learning. However this 11 is more often from parents and teachers than from students, and some of these 12 simply conclude that special classes should be set up for those who are 13 . Some top students do feel bored in class, but why they 14 so goes far beyond the work they have in school. Studies have shown that to be bored is to be anxious. The gifted child whop is bored is an 15 child. 8 1. A. principle B. theory C. arguments D. classification 2. A. designing B. grouping C. learning D. living 3. A. smart B. curious C. mature D. average 4. A. regular B. special C. small D. creative 5. A. children B. programs C. graduates D. designs 6. A. intelligent B. petent C. ordinary D. independent 7. A. separate B. regular C. new D. boring 8. A. specially B. slightly C. wrongly D. heavily 9. A, directly B. cleverly C. voluntarily D. quickly 10. A. doubted B. bored C. worried D. tired 11. A. concern B. conclusion C. reflection D. interest 12. A. students B. adults C. scholars D. teachers 13. A. talented B. worried C. learned D. interested 14. A. believe B. think C. say D. feel 15. A. outstanding B. intelligent C. anxious D. ordinary 8.（ 2022江蘇卷）完形填空 A boy was walking home from school when he saw a large, tempting （誘人的） apple on one of the branches of an apple tree hanging out over a tall fence. The boy wasn’t much of a fruiteater, 36 a bar of chocolate if given the choice, 37 , as they say, the forbidden fruit can be tempting. Seeing the apple, the boy wanted it. The more he looked at it, the 38 he felt and the more he wanted that apple. He stood on tiptoe(腳尖 ), 39 as high as he could , but even as his tallest 40 he was unable to touch It. He began to 41 up and down , as high as he could, at the 42 of each jump stretching his arms to get the apple . Still it remained out of 43 . Not giving up , he though , if only he had something to 44 on . His school bag wouldn’t give enough height and he didn’t want to 45 the things inside , like his lunch box , pencil case , and Gameboy . Looking 46 , he hoped he might find an old box , a rock , or , 47 luck , even a ladder , but it was a tidy neighborhood and there was nothing he could use . He had tired everything he could think to d . 48 seeing any other choices , he gave up and started to walk 49 . At first he felt angry and disappointed thinking about how hungry he had bee from his 50 , and how he really wanted that apple . The more he 51 like this , the more unhappy he became. 52 ,the boy of our story was a pretty smart guy, even if he couldn’t always get what get he wanted .He started to say to himself .,This isn’t 53 , I don’t have the apple and I’m feeling miserable as well. There’s 54 more I can do to get the apple — that is unchangeable — but we are supposed to be able to 55 our feelings. If that’s the case, what can I do to feel better? . preferring B. of