True leadership is not just the ability to identify the talent and skill of the polished individuals around you. It involves being able to dig beneath the surface and discover 5   .

Once there was a boy who constantly sat and talked in his maths class, and seemed 6    in group activities. Most teachers would 7   think of him as a problem student.

However, Anna was different. She believed the student was above 8  in other areas so she created a strategy to find out.

Anna didn't 9   the parents. Instead she organized a handful of activities in class to get more information. In place of calling out for volunteers in class she created a  10  for each Friday ： Girls vs Boys.

The first week the class was totally 11 . Every?one wanted to win. Even the boy had his hand up the whole time trying to get a turn. 12 ， Anna waited, and waited ， and waited. Finally the 13 teacher paired the boy with the most 14 girl student in class.

Now the two teams had a 15 score, and all the students sat back eager to see the result. As the teacher placed the question on the board, most of the students began to 16 their heads ：this was a question they had never   17   in class.

18 the teacher yelled. Both students started doing it 19 thinking of how to solve the complex question. Their classmates, full of 20 ， exclaimed, "Hurry, hurry, hurry！" The boy finished it just seconds before the girl and spun around with his 21 raised, "I won!" Almost nobody could believe the student they admired failed until Anna    22     the result.

This was what Anna tried to get. It turned out that the student wasn't bad; he was 23 So we can see that 24 hidden abilities is not always easy but the end results can be magical. Try your hand at this quality of leadership now and report your results.


5.    A.  truth       B. treasure

     C.  potential  D. motivation

6.    A.  active      B. cautious

     C.  discouraged     D. disconnected

7.    A.  immediately    B. appropriately

      C.  abnormally     D. scarcely

8.    A.  limit       B. average

   C.  prejudice       D. value

9.    A.  contact    B. comfort

   C.  warn       D. blame

10.   A.  dilemma  B. debate

    C.  game       D. competition

11 .   A.  creative   B. noisy

   C.   enthusiastic   D. curious

12.   A. Yet     B. Still

   C.  Somehow       D. Therefore

13.   A.   arbitrary       B. wise

    C.  ridiculous       D. puzzled

14.   A.  elegant    B. careless

    C.  hard-working  D. considerate

15.   A.  rare  B. close

    C.  poor D. different

16.   A.  turn B. lift

    C.  shake       D. nod

17.   A.  raised      B. feared

    C.  overlooked      D. covered

18.   A.  Go   B. Hurry

    C.  Look          D. Try

19.   A.  skilfully  B. slowly

    C.  casually   D. abruptly

20.   A.  chaos      B. anxiety

    C.  courage   D. excitement

21.   A.  arms       B. hopes

     C.  confidence      D. eyes

22.   A.  obtained  B. analysed

    C.  confirmed       D. adjusted

23.   A.  upset       B. bored

    C.  tired D. spoiled

24.   A.  foreseeing       B. assessing

    C.  appreciating    D. recognizing

I.語法填空

【文章大意】本文是夾敘夾議的文章，講述的是一個(gè)小男孩上數(shù)學(xué)課總是講話，別的老師認(rèn)為他是一個(gè)問題學(xué)生，但是安娜不這樣認(rèn)為，她組織了競(jìng)賽，證明了自己的想法，挖掘了小男孩在數(shù)學(xué)上的潛能。

C根據(jù)"...dig beneath the surface…"且結(jié)合整篇文章可知， 這里指發(fā)現(xiàn)潛能。故選C項(xiàng)。truth真理；treasure金銀財(cái)寶，寶藏；potential潛能；motivation動(dòng)機(jī)。

D 根據(jù)前面"... who constantly sat and talked in his maths class..."可知這個(gè)小男孩在數(shù)學(xué)課上不斷說話，所以這個(gè)小男孩應(yīng)是似乎與小組活動(dòng)不相關(guān)。故選D。 disconnected無關(guān)聯(lián)的；active積極的；cautious小心謹(jǐn)慎的；discouraged泄氣的。

A 根據(jù)前面... there was a boy who constantly sat and talked in his maths class, and seemed ... in group activities."可知好多老師認(rèn)為他是一個(gè)問題學(xué)生。immediately直接地，立刻，馬上；appropriately大約；abnormally不正常地；scarcely 很少。

B 根據(jù)下文"…she created a strategy to find out."推知安娜認(rèn)為這個(gè)學(xué)生在其他方面應(yīng)該是不錯(cuò)的，是在一般學(xué)生之上的。above average在平均水平之上；limit限制；prejudice偏見；value價(jià)值。

A 根據(jù)后面"Instead she organized a handful of activities in class to get more information."可知前面講的是安娜沒有聯(lián)系家長(zhǎng)而是組織一系列的活動(dòng)。contact"聯(lián)系"，符合題意。comfort安慰；warn警告；blame責(zé)備。

D根據(jù)后面"…Girls vs Boys."可知安娜每個(gè)星期五都組織競(jìng)賽。competition競(jìng)賽；dilemma困境；debate爭(zhēng)論；game 游戲。

C 根據(jù)后面"Everyone wanted to win. Even the boy had his hand up the whole time trying to get a turn."可知開始的時(shí)候，每個(gè)人都非常有激情。故選enthusiastic creative具有創(chuàng)造性的；noisy吵鬧的；curious好奇的。

A 根據(jù)"Anna waited, and waited, and waited.，，可知前后是轉(zhuǎn)折關(guān)系，表示安娜一直在等。故選A項(xiàng)。still仍然； somehow以某種方式；therefore因此。

B 根據(jù)下文"This was what Anna tried to get. It turned out that the student wasn't bad…"可知安娜是個(gè)非常有智慧的老師，故選B項(xiàng)。arbitrary武斷的；ridiculous荒唐的； puzzled困惑的。

C 根據(jù)后面的"Almost nobody could believe the student they admired failed…"可知這個(gè)女生是學(xué)習(xí)者非常勤奮的， 受到其他學(xué)生的欽佩。故選C。 elegant優(yōu)雅的；careless粗心的；considerate體貼人微的。

B 根據(jù)后面的語境和"…all the students sat back eager to see the result."可知兩個(gè)隊(duì)的比分是非常接近的。故選B項(xiàng)。

C 根據(jù)后面''…this was a question they had never", in class."可知寫在黑板上的題目是非常難的，故很多學(xué)生都搖頭，故選C項(xiàng)。

D 根據(jù)上下文語境可知，這個(gè)難題是課上從來沒有涉及的。故選cover。 raise舉起，籌集；fear害怕；overlook忽視。

A根據(jù)常識(shí)可知，老師說的是比賽開始。故選A項(xiàng)。

B 根據(jù)"…thinking of how to solve the complex question." 和'"Hurry, hurry, hurry!"'可知他們都在慢慢地做題目。故選B項(xiàng)。skilfully有技能地；casually不經(jīng)意地；abruptly 突然。

D根據(jù)下文可知所有的學(xué)生都非常激動(dòng)。故選D項(xiàng)。cha?os 混亂； anxiety焦慮；courage勇氣。

A根據(jù)后面的"…'I won!'"可知這個(gè)小男孩舉起他的胳膊，歡呼勝利。故選A項(xiàng)。

C 根據(jù)前面"Almost nobody could believe the student they admired failed…"可知直到安娜證實(shí)這個(gè)結(jié)果所有的學(xué)生才相信。故選C項(xiàng)。obtain獲得；analyse分析；adjust調(diào)整， 調(diào)節(jié)。

B 根據(jù)前面的"This was what Anna tried to get."可知，這個(gè)小男孩當(dāng)時(shí)在課堂上可能是感覺無聊的。故選B項(xiàng)。

D 根據(jù)后面"…h(huán)idden abilities is not always easy but the end results can be magical."可知我們要認(rèn)識(shí)到孩子們的潛能，這些潛能可能不那么容易找，但是結(jié)果可能是神奇的。故選D項(xiàng)。foresee預(yù)測(cè)；assess評(píng)定，估價(jià)；appreciate感激，欣賞。

題目來源：加加練高考英語小題綜合加大題滾動(dòng)新課標(biāo)全國卷地區(qū)專用 > 訓(xùn)練19 閱讀理解（科普知識(shí)型）+完形填空（夾敘夾議文）+語法填空

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