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　　湖北省襄樊四中2010届高三英语完形阅读专项训练（6）
　　一、完形填空36502119
　　The requirements for high school graduation have just changed in my munity. As a result, all students must   1   sixty hours of service learning,   2   they will not receive a diploma. Service learning is aic learning that also helps the munity.   3   of service learning include cleaning up a polluted river, working in a soup kitchen, or tutoring a student.   4   a service experience, students must keep a journal（日志）and then write a   5   about what they have learned.
　　Supporters that there are many   6   of service learning. Perhaps most importantly, students are forced to think   7   their own interests and bee   8   of the needs of others. Students are also able to learn real-life skills that   9    responsibility, problem-solving, and working as part of a team.   10  , students can explore possible careers   11   service learning. For example, if a student wonders what teaching is like, he or she can choose to work in an elementary school classroom a few afternoons eaonth.
　　12   there are many benefits, opponents (反对者)   13   problems with the new requirement. First, they   14   that the main reason students go to school is to learn core subjects and skills. Because service learning is time-ing, students spend  15   time studying the core subjects. Second, they believe that forcing students to wort   16   goes against the law. By requiring service, the school takes away an individual’s freedom to choose.
　　In my view, service learning is a great way to   17   to the munity, learn new skills, and explore different careers.   18  , I don’t believe you should force people to help others—the   19   to help must e from the heart. I think the best   20   is one that gives students choices: a student should be able to choose sixty hours of independent study or sixty hours of service. Choice encourages both freedom and responsibility, and as young adults, we must learn to handle both wisely.
　　1.  A. spend     B. gain       plete  D. save
　　2.  A. and       B. or      C. but      D. for
　　3.  A. Subjects    B. Ideas       C. Procedures  D. Examples
　　4.  A. With       B. Before    C. During      D. After
　　5.  A. diary   B. report       C. note        D. notice
　　6.  A. courses      B. benefits  C. challenges   D. features
　　7.  A. beyond    B. about       C. over     D. in
　　8.  A. careful      B. proud   C. tired  D. aware
　　9.  A. possess    B. apply        C. include    D. develop
　　10.  A. Gradually    B. Finally      C. Luckily D. Hopefully
　　11.  A. through     B. across     C. of       D. on
　　12.  A. So    B. Thus       C. Since      D. While
　　13.  A. deal with B. look into    C. point out    D. take down
　　14.  A. argue     B. doubt        C. overlook     D. admit
　　15.  A. much     B. full      C. less        D. more
　　16.  A. cost        B. pay    C. care.     D. praise
　　17.  A. contribute   B. appeal     C. attend     D. belong
　　18.  A. Therefore    B. Otherwise   C. Besides      D. However
　　19.  A. courage     B. desire       otion      D. spirit
　　20.  A. decision    B. purpose      C. solution     D. result
　　二、阅读理解
　　A
　　Eddie McKay, a once-forgotten pilot, is a subject of great interest to a group of history students in Canada.
　　It all started when Graham Broad, a professor at the University of Western Ontario, found McKay’s name in a footnote in a boot university history. McKay was included in a list of university alumni (校友) who had served during the First World War, but his name was unfamiliar to Broad, a specialist in military history. Out of curiosity, Broad spent hours at the local archives (档案馆) in a fruitless search for information on McKay. Tired and discouraged, he finally gave up. On his way out, Broad’s glance happened to fall on an exhibiting case showing some old newspapers. His eye was drawn to an old picture of a young man in a rugby uniform. As he read the words beside the picture, he experienced a thrilling realization. “After looking for him all day, there he was, staring up at me out of the exhibiting case,”said Broad. Excited by the find, Broad asked his students to continue his search. They bed old newspapers and other materials for clues. Gradually, a picture e into view.
　　Captain Alfred Edwin McKay joined the British Royal Flying Corps in 1916. He downed ten enemy planes, outlived his entire squadron (中队) as a WWI flyer, spent some time as a flying instructor in England, then returned to the front, where he was eventually shot down over Belgium and killed in Deber 1917. But there’s more to his story. “For a brief time in 1916 he was probably the most famous pilot in the world,”says Broad. “He was credited with downing Oswald Boelcke, the most famous German pilot at the time.”Yet, in a letter home, Mcsed to take credit, saying that Boelcke had actually crashed into another German plane.
　　McKay’s war records were destroyed during a World War II air bombing on London—an explanation for why he was all but forgotten.
　　But now, thanks to the efforts of Broad and his students, a marker in McKay’s memory was placed on the university grounds in November 2007. “I found my eyes filling with tears as I read the word ‘deceased’(阵亡) next to his name,”said Corey Everrett, a student who found a picture of McKay in his uniform. “This was such a simple example of the fact that he had been a student just lis, but instead of finishing his time at Western, he chose to fight and die for his country.”
　　21. What made Professor Broad continue his search for more information on McKay?
　　A. A uniform of McKay.      B. A footnote about McKay
　　C. A book on McKay         D.A picture of McKay
　　22. What did the students find out about McKay?
　　A. He trained pilots for some time. B. He lived longer than other pilots.
　　C. He died in the Second World War.D. He was downed by the pilot Boelcke.
　　23. McKay’s flying doents were destroyed in _______.