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one use暗示设空处应提及与“纸盘不能回收”相关的内容。However是表示转折关系的词。37.F。设空处是对本段内容的概括总结。根据本段中的First,,they're coated in plastic以及Second,,they're polluted with food waste可知本段介绍了纸盘不能回收的两个主要原因，且这两句话与F项中的two main reasons相照应。F项中的paper plates和can't be recycled在下文中均有复现。38.E。设空处与上一句之间是因果关系。E项中的used与上文的pollutants和covered infood waste相照应。上一句中的recycling在E项中也有原词复现。39.G。设空处与前一句结构相同，且都是关于重复使用现有纸盘的建议。40.C。设空处与上一句之间是顺承关系。设空处前面的used and washed or cleaned a fewtimes与C项中的At the end of their life之间构成时间顺序，C项中的break down naturally与上文的natural materials like bamboo相照应。语言知识运用第一节主题语境：人与自我一一做人与做事本文是记叙文。一堂课使“我”对教师所肩负的责任有了更加深刻的理解。41.C。42.D。根据上文的my kindergarten class homework was to draw their favorite hero可知，每个孩子都忙于创作他们自己的作品，一些学生选择画他们的兄弟姐妹或爸爸妈妈。43.B。设空处前后两个句子之间是转折关系，故填However。44.A。根据下文的Ne all loved him just the way he was可知，尽管Cameron患有自闭症，但这并不影响我们对他的喜爱。45.C。46.B。根据文中的Austin had a wonderful way of interacting with Cameron以及Withina few minutes,,Cameron began drawing blue lines on his paper可知，Austin和Cameron合作得很好，Austin很快就帮Cameron找到了他的英雄。47.D。48.C。49.A。根据文中的I listened carefully to each student''s…of his or her hero以及share his hero可知，终于到了孩子们分享他们作品的时候了，“我”认真聆听每一个孩子对他们英雄的描述。50.B。51.D。根据上文的I listened carefully to each student's以及下文的He then said it wasa picture of me and I helped him learn things可知，终于轮到Cameron分享他的作品了，他站起来，把他的画举在他的面前。52.A。根据下文的What had started out as a simple…on community heroes had turned into amoment that changed my understanding of teachers'.可知，“我”完全没有准备好迎接接下来发生的一切。53.D。54.B。根据文中的it would be a policeman,but he...me when he held up a picture ofCameron可知，当Austin分享他的作品时，“我”很确定他会画警察，然而当他举起画有Cameron的画时，“我”简直被惊呆了。55.C。根据上文的my kindergarten class homework was to draw their favorite hero可知，Austin说Cameron就是他心目中的英雄。56.A。根据上文的He was on the autism spectrum和he had a sickness可知，Cameron的病使他的学习变得困难。57.D。根据上文的Cameron suddenly put his arms up in the air以及下文的fly可知，Cameron张开双臂，像是要起飞的样子。58.B。根据上文的Cameron suddenly put his arms up in the air以及下文的'm Superman可知，Cameron欢呼着“我是超人！”16