【正文】 17 。寫作意圖題。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(dá)他的感謝。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 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。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。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。短語be likely to do sth. 意為“可能做某事”, 故填to touch。10. 【解析】to touch。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(shí)很可能會觸碰對方。9. 【解析】places?？疾榻樵~和固定搭配。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?？疾楝F(xiàn)在分詞。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。6. 【解析】her。句意: 第一個(gè)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。5. 【解析】followed。考查詞性轉(zhuǎn)換。分析句子可知, 設(shè)空的詞修飾waiting area, 表特指, 故填the。考查冠詞。分析句子可知, dormitories和the student canteen并列作to的賓語, 因此要用表示并列的連詞連接, 故填and?？疾椴⒘羞B詞。分析句子可知, 設(shè)空的詞在本句中作狀語, 并且和主語I之間為主動關(guān)系, 應(yīng)用現(xiàn)在分詞, 故填representing。考查現(xiàn)在分詞。不同國家的肢體語言表達(dá)的含義是不同的。南京高一檢測)Communication: No Problem? Yesterday, I, 1. __________(represent)our university’s student association, went to meet this year’s international students. I would take them to their dormitories 2. __________ the student canteen. When their flight arrived, several young people entered 3. __________ waiting area looking around 4. __________ (curious). The first person was Tony from Colombia, closely 5. __________(follow) by Julia from Britain. After I introduced them, Tony approached Julia, touched her shoulder and kissed 6. __________(she) on the cheek! She stepped back 7. __________(appear) surprised and put up her hands, as if 8. __________ defence. There was probably a major misunderstanding. Later, I learned about this cultural “body language”. People from 9. __________ (place) like Spain, Italy or South American countries approach others closely and are likely 10. _______ (touch) them when greet