完形填空 · 独立专项训练

Our class was preparing a small welcome booklet for new students. I thought the task would be (1): we only needed to list classrooms and clubs. But during our first test, a visitor could not find the art room. I had described the route from my usual classroom, not from the main (2). My directions made sense to me because I already knew the school. For someone new, an important step was (3). We invited two students from another class to try the booklet. They followed the instructions while we watched without (4) them. Whenever they stopped, we noted the reason. Some names were unfamiliar, and one sign was (5) behind a cupboard. We changed the starting point, added a simple (6) and asked the caretaker about the sign. We also removed information that was (7) before a first visit. The booklet became shorter but more (8). During a second test, both readers reached the art room. We felt pleased, (9) we still asked for comments. One suggested adding a contact desk for anyone who got (10). We included it on the last page. The project taught me that clear instructions depend on the (11), not just the writer. Testing a small draft can reveal (12) that confident guesses miss. Good communication is not about saying (13). It is about choosing what others need and checking that it (14). We would update the booklet when rooms changed, rather than treat our first success as the (15).