Ⅱ. Grammar and Vocabulary
Section A
Directions: After reading the passage below, fill in the blanks to make the passages 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.
A few weeks ago, my eldest son, who is in his first year teaching fourth grade in a public elementary school, ____1____(decide) to put a suggestion box in his classroom, though he wasn't quite sure ____2____the box would yield. The result was not so much suggestions as appeals ____3____kindness. From "Lots of people don't mind their own business" to "I am stressed out because everybody keeps arguing about little things," there was a class-wide desire for compassion, even if there is no clear sense of how to get it.
As a new teacher, my son is routinely surprised by things his 9-year-old students do, but more than anything he is surprised by how badly they treat one another. The children want to be on the receiving end of kindness but have trouble ____4____(hand) it out. On a daily basis, they ____5____(trip) up by three obstacles: lack of impulse control, thoughtlessness; and difficulty with forgiveness or letting things go.
The episode reminds me of the well-known Henry James quote: "Three things in human life are important. The first is to be kind. The second is to be kind. And the third is to be kind." I think of these words when I'm with my kids, or just being a human in our world, struggling to understand ____6____kindness is learned or innate(与生俱来的), or a little bit of both. Shortly after last year's election, I bought a book called On Kindness. The authors also present a tour of kindness through the ages, from the Stoics through today, ____7____ yields one surprising truth: kindness, which seems immutable(永恒不变的) a part of the human experience as love or hate, joy or sorrow, is subject to cultural shifts, governed by the thinking and mood of the age.
Published back in 2009, On Kindness ends on something of a down note when it gets to our modern times. In our____8____(strive) for success, we have become so individualistic, too selfish, loath to admit that we are dependent on anyone, which brings me back to my eldest son. Twenty-two years old, he is all too aware of what gets lost in growing up, and so he wrestles daily with how to promote and sustain a feeling of kindness in his classroom, for these children who are our future. His students are extremely sympathetic when one of ____9____peers is upset. "They are very good at comforting each other," my son recently told me. "But it's like they _____10_____ destroy each other first."
【答案】1. decided
2. what 3. for
4. handing 5. are tripped
6. whether 7. which
8. striving
9. their 10. have to
【解析】
【分析】这是一篇夹叙夹议文。文中作者通过大儿子决定在他的教室里放一个意见箱的行为，感到孩子们想成为善良的接受者，但却很难把它传递出去。
【1题详解】
考查时态。句意：几个星期前，我的大儿子决定在他的教室里放一个意见箱，尽管他不太确定这个意见箱能带来什么。他在一所公立小学教四年级，这是他第一年。根据上文A few weeks ago可知应用一般过去时。故填decided。
【2题详解】
考查宾语从句。句意：几个星期前，我的大儿子决定在他的教室里放一个意见箱，尽管他不太确定这个意见箱能带来什么。他在一所公立小学教四年级，这是他第一年。空处引导宾语从句，从句中缺少宾语，应用what引导。故填what。
3题详解】
考查介词。句意：结果与其说是建议，不如说是呼吁友善。结合句意表示“呼吁”可知短语为appeal for。故填for。
【4题详解】
考查非谓语动词。句意：孩子们想成为善良的接受者，但却很难把它传递出去。此处为短语have trouble (in) doing sth.，应填动名词作宾语。故填handing。
【5题详解】
考查时态语态。句意：在日常生活中，他们会遇到三个障碍：缺乏冲动控制、考虑不周和很难原谅或放手。根据上文On a daily basis可知应用一般现在时，主语与谓语动词构成被动关系，故用一般现在时的被动语态，主语为they，谓语用复数。故填are tripped。
【6题详解】
考查宾语从句。句意：当我和我的孩子们在一起的时候，或者只是作为一个人在我们的世界里，努力理解善良是习得的还是天生的，或者两者兼而有之的时候，我就会想起这些话。空处引导宾语从句，从句中不缺少成分，表示“是……还是……”短语为whether…or…。故填whether。
7题详解】
考查定语从句。句意：作者还介绍了从斯多葛学派到今天的历代仁慈之旅，其中产生了一个令人惊讶的事实：仁慈似乎是人类经验中不可改变的一部分，就像爱或恨、快乐或悲伤一样，它受到文化转变的影响，受到时代的思维和情绪的支配。此处为非限制性定语从句修饰先行词a tour of kindness，先行词在从句中作主语，指物，故用关系代词which引导。故填which。
【8题详解】
考查非谓语动词。句意：在我们追求成功的过程中，我们变得如此个人主义，太自私，不愿承认我们依赖于任何人，这让我回到了我的大儿子。空处作宾语，且为动名词的复合结构“形容词性物主代词+动名词”。故填striving。
【9题详解】
考查代词。句意：当他们其中一个同学感到沮丧时，他的学生非常同情。此处指students的同学，应用their。故填their。
【10题详解】
考查固定短语。句意：但好像他们必须先摧毁对方。结合句意表示“必须”短语为have to。故填have to。
