Passage 1 /-T%y uU
Smokingis considered dangerous to the health. Our tobacco-seller, Mr. Johnson,therefore, always asks his customers, if they are very young, whom thecigarettes are bought 1 . kDsUKO
p
One day, a little girl whom he had never seenbefore walked 2 into his shop and demanded twenty cigarettes.She had the 3 amount of money in her hand and seemed very 4 of herself. Mr. Johnson was so 5 by her confident manner that he 6 to ask his usual question. 7 , he asked her what kind of cigarettes shewanted. The girl replied 8 and handed him the money. While he was givingher the 9 ,Mr. Johnson said laughingly that 10 she was so young she should 11 the packet in her pocket in 12 a policeman saw it. 13 , the little girl did not seem to find thisvery funny. d=[ .
Without 14 smiling she took the 15 and walked towards the door. Suddenly shestopped, turned 16 ,and looked steadily at Mr. Johnson. l<5!R;?$
There was a moment of silence and thetobacco-seller 17 what she was going to say. 18 at once, in a clear, 19 voice, the girl declared, “My dad is apoliceman,” and with 20 she walked quickly out of the shop. ^#+9v
[table=initial] [tr] [td=1,1,31] 1 % uKD cj
[/td] [td=1,1,114] A)with Ks4TBi&J
[/td] [td=1,1,114] B)to ]Sh&8 #
[/td] [td=1,1,114] C)for 0/c4%+
Ln
[/td] [td=1,1,114] D)by q+<TD#xoL
[/td] [/tr] [tr] [td=1,1,31] 2 T "O!
[/td] [td=1,1,114] A)nervously bz
1\EkLL
[/td] [td=1,1,114] B)hesitatingly E>&dG:3no
[/td] [td=1,1,114] C)heavily Epx.0TA= t
[/td] [td=1,1,114] D)boldly 1!~9%=%
[/td] [/tr] [tr] [td=1,1,31] 3 S5j#&i
[/td] [td=1,1,114] A)exact 7Ev~yY;N
[/td] [td=1,1,114] B)some #p^D([k
\
[/td] [td=1,1,114] C)large H=0Y4 T@)T
[/td] [td=1,1,114] D)enough 'SC`->F4D
[/td] [/tr] [tr] [td=1,1,31] 4 . NjOaK)\
[/td] [td=1,1,114] A)ashamed >d =k-d
[/td] [td=1,1,114] B)sure Q~jU Z-qN
[/td] [td=1,1,114] C)fond /gxwp:&lY
[/td] [td=1,1,114] D)glad \hg12],#:@
[/td] [/tr] [tr] [td=1,1,31] 5 <|v]9`'
[/td] [td=1,1,114] A)worried VQ +Xh
[/td] [td=1,1,114] B)annoyed nfc&.(6x<
[/td] [td=1,1,114] C)surprised j &~OR6
[/td] [td=1,1,114] D)pleased lE 4.O
[/td] [/tr] [tr] [td=1,1,31] 6 0 j6/H?OT
[/td] [td=1,1,114] A)forgot vuHqOAFNs
[/td] [td=1,1,114] B)came Uc.K6%iI
[/td] [td=1,1,114] C)feared QHK$2xtq|
[/td] [td=1,1,114] D)remembered Iu=iC.50}
[/td] [/tr] [tr] [td=1,1,31] 7 XJ.vj+XXb
[/td] [td=1,1,114] A)Therefore M5wj79'l"
[/td] [td=1,1,114] B)Instead ^dQ#\uy
[/td] [td=1,1,114] C)Anyway oTZNW
[/td] [td=1,1,114] D)Somehow ~qs 97'
[/td] [/tr] [tr] [td=1,1,31] 8 8@Pv
nO L
[/td] [td=1,1,114] A)readily LG(bdj"NM
[/td] [td=1,1,114] B)patiently MC^H N w
[/td] [td=1,1,114] C)softly L9"V$MO
[/td] [td=1,1,114] D)slowly \It8+^d@
[/td] [/tr] [tr] [td=1,1,31] 9 c5pF?k FaD
[/td] [td=1,1,114] A)change 8e x{N3
[/td] [td=1,1,114] B)warning (z#qkKL{^
[/td] [td=1,1,114] C)bill Ov h[qm?Z
[/td] [td=1,1,114] D)cigarettes I!~ 5.
[/td] [/tr] [tr] [td=1,1,31] 10 $)mK]57
[/td] [td=1,1,114] A)as [?^,,.Dd
[/td] [td=1,1,114] B)while ng"R[/)In
[/td] [td=1,1,114] C)for b 'jZ4{+W
[/td] [td=1,1,114] D)though Pd6 p)zj
[/td] [/tr] [tr] [td=1,1,31] 11 1ve
%xF
[/td] [td=1,1,114] A)cover e<#t]V
[/td] [td=1,1,114] B)hide ` {#0C-
[/td] [td=1,1,114] C)dip NJRk##Z
[/td] [td=1,1,114] D)take 1:(qoA:
[/td] [/tr] [tr] [td=1,1,31] 12
QX-%<@
[/td] [td=1,1,114] A)time gs7h`5[es
[/td] [td=1,1,114] B)case j hl9
[/td] [td=1,1,114] C)fear
(R5n ND
[/td] [td=1,1,114] D)consequence ]
3nka$wA*
[/td] [/tr] [tr] [td=1,1,31] 13 @z[,w`
[/td] [td=1,1,114] A)Nevertheless K-vG5t0$\/
[/td] [td=1,1,114] B)Moreover z|E/pm$^
[/td] [td=1,1,114] C)Therefore j5 1Wod<[
[/td] [td=1,1,114] D)Then FxeDjAP
[/td] [/tr] [tr] [td=1,1,31] 14 ;6P #V `u
[/td] [td=1,1,114] A)ever QQ;<L"VW
[/td] [td=1,1,114] B)some Z]OXitt7
[/td] [td=1,1,114] C)little QhR.8iS
[/td] [td=1,1,114] D)even B WRAz*V
[/td] [/tr] [tr] [td=1,1,31] 15 RvrZ
t g5
[/td] [td=1,1,114] A)packet $=3&qg"!
[/td] [td=1,1,114] B)advice
0N 9` WK
[/td] [td=1,1,114] C)money IdTa tE|^
[/td] [td=1,1,114] D)blame vM G >Xb
[/td] [/tr] [tr] [td=1,1,31] 16 5yBaxw`
[/td] [td=1,1,114] A)away 3h N?l
:/b
[/td] [td=1,1,114] B)round f"i(+:la
[/td] [td=1,1,114] C)over 2w"Xv,*.'i
[/td] [td=1,1,114] D)aside k%2wo HSu&
[/td] [/tr] [tr] [td=1,1,31] 17 Q5%$P\
[/td] [td=1,1,114] A)wondered *XN|ZGl/
[/td] [td=1,1,114] B)considered 9NzK1V0X
[/td] [td=1,1,114] C)doubted $r> $
u
[/td] [td=1,1,114] D)expected "$P|!k45(
[/td] [/tr] [tr] [td=1,1,31] 18 d6RO2^
[/td] [td=1,1,114] A)And 'DLgOUvh
[/td] [td=1,1,114] B)So I'sq0^
[/td] [td=1,1,114] C)But NWL\"xp
`t
[/td] [td=1,1,114] D)All @bfW-\ I
[/td] [/tr] [tr] [td=1,1,31] 19 4S9hz
[/td] [td=1,1,114] A)weak Ebk9[=
[/td] [td=1,1,114] B)firm skSs|slp
[/td] [td=1,1,114] C)joking [v0[,K
[/td] [td=1,1,114] D)humble s<#["K*_
[/td] [/tr] [tr] [td=1,1,31] 20 ko7*9`
[/td] [td=1,1,114] A)which >{ /As][
[/td] [td=1,1,114] B)him %KjvV<f-a
[/td] [td=1,1,114] C)that
WRdBL5
[/td] [td=1,1,114] D)what <t~RGn3
[/td] [/tr][/table](keys:CDABC ABADA BBADA BADBC) O4c[,Uq8~
&<Iyb}tA?
Passage 2 |$>ZGs#
Manyteachers believe that the responsibilities for learning lie with the student. 1 a long reading assignment isgiven, instructors expect students to be familiar with the 2 in the reading even if they donot discuss it in class or take an examination. The 3 student is considered to be 4 who is motivated to learn for the sake of 5 ,not the one interested only in getting high grades. Sometimes homework isreturned 6 brief written comments but without a grade.Even if a grade is not given, the student is 7 for learning the material assigned. Whenresearch is 8 ,the professor expects the student to take it actively and to complete it with 9 guidance. It is the 10 responsibility to find books, magazines, andarticles in the library. Professors do not have the time to explain 11 a university library works;they expect students, 12 graduate students, to be able to exhaust thereference 13 in the library. Professors willhelp students who need it, but 14 that their students should not be 15 dependent on them. In the United Statesprofessors have many other duties 16 teaching, such as administrative or researchwork. 17 ,the time that a professor can spend with a student outside of class is 18 . If a student has problems with classroomwork, the student should either 19 a professor during office hours 20 make an appointment.
V?[dg^*0
EdH;P \ c
[table=initial] [tr] [td=1,1,31] 1 bY@ S[
[/td] [td=1,1,114] A. If 3)Zd T{ MY
[/td] [td=1,1,114] B. Although {.r
jp`39
[/td] [td=1,1,114] C. Because t%k1=Ow5i
[/td] [td=1,1,126] D. Since o)B`K."
[/td] [/tr] [tr] [td=1,1,31] 2 jsp)e =
[/td] [td=1,1,114] A. suggestion XT "-
[/td] [td=1,1,114] B. context Uo<iZ3J
[/td] [td=1,1,114] C. abstract iHYvH
[/td] [td=1,1,126] D. information Le ?yz
f
[/td] [/tr] [tr] [td=1,1,31] 3 5eL_iNqJM
[/td] [td=1,1,114] A. poor VX'cFqrK3
[/td] [td=1,1,114] B. ideal L_~vPp
[/td] [td=1,1,114] C. average [(81-j1v
[/td] [td=1,1,126] D. disappointed !et[Rdbu
[/td] [/tr] [tr] [td=1,1,31] 4 rzk-_AFR
[/td] [td=1,1,114] A. such _=g;K+%fb
[/td] [td=1,1,114] B. one Q($.s=&l;
[/td] [td=1,1,114] C. any /4x
p?Lo:
[/td] [td=1,1,126] D. some J]"IT*-Ht
[/td] [/tr] [tr] [td=1,1,31] 5 3 W#f
Fy
[/td] [td=1,1,114] A. fan T+knd'2V6
[/td] [td=1,1,114] B. work cs\/6gSCo
[/td] [td=1,1,114] C. learning WF&?OHf2
[/td] [td=1,1,126] D. prize No(p:Snbo
[/td] [/tr] [tr] [td=1,1,31] 6 97L|IZ s)
[/td] [td=1,1,114] A. by ^6?) EM#
[/td] [td=1,1,114] B. in }$wWX}@
[/td] [td=1,1,114] C. for `9>1 w d
[/td] [td=1,1,126] D. with h,Nq:"}
[/td] [/tr] [tr] [td=1,1,31] 7 6~O9|s^38w
[/td] [td=1,1,114] A. criticized 4r+s"
|
[/td] [td=1,1,114] B. innocent EZw<)Q
[/td] [td=1,1,114] C. responsible >I&'Rj&Mc
[/td] [td=1,1,126] D. dismissed 84|oqwZO
[/td] [/tr] [tr] [td=1,1,31] 8 VKtZyhK"h
[/td] [td=1,1,114] A. collected
]$=\zL
[/td] [td=1,1,114] B. distributed mAZfo5 3
[/td] [td=1,1,114] C. assigned *? <ygzX
[/td] [td=1,1,126] D. finished x<lY&KQ0
[/td] [/tr] [tr] [td=1,1,31] 9 [>#@?@x`P
[/td] [td=1,1,114] A. maximum kbcqU E
[/td] [td=1,1,114] B. minimum NJqjW
[/td] [td=1,1,114] C. possible Bnw Yyh
[/td] [td=1,1,126] D. practical ^v+ 3qm@,
[/td] [/tr] [tr] [td=1,1,31] 10 B J,D1E
[/td] [td=1,1,114] A. student’s y2=`NG=
[/td] [td=1,1,114] B. professor’s K|Kc.
[/td] [td=1,1,114] C. assistant’s hP $v,"$
[/td] [td=1,1,126] D. librarian’s KO''B or
[/td] [/tr] [tr] [td=1,1,31] 11 AJWV#J%nB
[/td] [td=1,1,114] A. when R{3vPG
[/td] [td=1,1,114] B. what `rQDX<?
[/td] [td=1,1,114] C. why Lo-\;%y
[/td] [td=1,1,126] D. how z c4l{+3
[/td] [/tr] [tr] [td=1,1,31] 12 3~5 %6 `
[/td] [td=1,1,114] A. particularly Hp}d m93T
[/td] [td=1,1,114] B. essentially 7sglqf>
[/td] [td=1,1,114] C. obviously +`_Km5=
[/td] [td=1,1,126] D. rarely FcI ZG _
[/td] [/tr] [tr] [td=1,1,31] 13 E2 %{?o
[/td] [td=1,1,114] A. selections u
^ }R]:n
[/td] [td=1,1,114] B. collections {%PgR){qR
[/td] [td=1,1,114] C. sources E!Sx O~
[/td] [td=1,1,126] D. origins ;:l >Kac
[/td] [/tr] [tr] [td=1,1,31] 14 WPXLN'w+
[/td] [td=1,1,114] A. hate )&$p?kF
[/td] [td=1,1,114] B. dislike \-eDNwJ:#@
[/td] [td=1,1,114] C. like !%,k]m'
[/td] [td=1,1,126] D. prefer 9u%S<F"
[/td] [/tr] [tr] [td=1,1,31] 15 P ko 2fJt1
[/td] [td=1,1,114] A. too *\4u :1Cu
[/td] [td=1,1,114] B. such U?W?VEOO!7
[/td] [td=1,1,114] C. much 9 U!-Zn!
[/td] [td=1,1,126] D. more ?VaAVxd29
[/td] [/tr] [tr] [td=1,1,31] 16 }p$@.+
[/td] [td=1,1,114] A. but }_GI%+t
[/td] [td=1,1,114] B. except rh
+2
7"
[/td] [td=1,1,114] C. with lemE/ (`a_
[/td] [td=1,1,126] D. besides d|Q_Z
@;JF
[/td] [/tr] [tr] [td=1,1,31] 17 !W?6,i -]
[/td] [td=1,1,114] A. However rJ 7yq|^Z
[/td] [td=1,1,114] B. Therefore JS{trqc1d
[/td] [td=1,1,114] C. Furthermore cZd{K[fuK
[/td] [td=1,1,126] D. Nevertheless v5 Qp[O_
[/td] [/tr] [tr] [td=1,1,31] 18 W]l&mr
[/td] [td=1,1,114] A. plentiful "T0s7LWp
[/td] [td=1,1,114] B. limited a3?D@@Qnw
[/td] [td=1,1,114] C. irregular W2 p&LP
[/td] [td=1,1,126] D. flexible IJz=SV
[/td] [/tr] [tr] [td=1,1,31] 19 [l %6wIP&{
[/td] [td=1,1,114] A. greet ']cRSj.
[/td] [td=1,1,114] B. annoy kEr; p{5
[/td] [td=1,1,114] C. approach SuuLB6{u3
[/td] [td=1,1,126] D. attach ` 0}z
;&:
[/td] [/tr] [tr] [td=1,1,31] 20 [n!5!/g>j
[/td] [td=1,1,114] A. or E Qn4+
[/td] [td=1,1,114] B. and @}[yC['
[/td] [td=1,1,114] C. to ;5TQH_g
[/td] [td=1,1,126] D. but a y -M.J
[/td] [/tr][/table](keys: ADBBC DCCBA DACDA DBBCA) {~u#.
(
x;;
= +)Gg
Passage3 qS.TVNZ
A land free from destruction, plus wealth,natural resources, and labor supply— all these wereimportant 1 in helping England tobecome the center for the Industrial Revolution. 2 they were not enough. Something 3 was needed to start the industrial process.That “something special” was men— 4 individualswho could invent machines, find new 5 of power, and establish business organizationsto reshape society. The men who 6 the machines of the Industrial Revolution 7 from many backgrounds and many occupations.Many of them were 8 inventors than scientists. A man who is a 9 scientist is primarily interested in doing hisresearch 10 .He is not necessarily working 11 that his findings can be used. An inventor orone interested in applied science is 12 trying to make something that has aconcrete 13 . He may try to solve a problem byusing the theories 14 science or by experimenting through trial anderror. Regardless of his method, he isworking to obtain a 15 result:the construction of a harvesting machine, the burning of a light bulb, or oneof 16 other objectives. Xe:gH.}
Most of the people who 17 themachines of the Industrial Revolution were inventors, not trained scientists. Afew were both scientists and inventors. Even those who had 18 orno training in science might not have made their inventions 19 a groundwork had not been laidby scientists years 20 . Kb P( ;
a"6AZT"8
[table=initial] [tr] [td=1,1,31] 1
Utv#E.VI
[/td] [td=1,1,114] A. cases k.MAX8
[/td] [td=1,1,114] B. reasons +q N
X/F
[/td] [td=1,1,114] C. factors 5OS|Vp||b
[/td] [td=1,1,114] D. situations "?r=n@Kv
[/td] [/tr] [tr] [td=1,1,31] 2 `Fn6*_ n
[/td] [td=1,1,114] A. But %; 0l1X
[/td] [td=1,1,114] B. And I0v$3BQ4
[/td] [td=1,1,114] C. Besides R qnT*
[/td] [td=1,1,114] D. Even f5p:o }U*
[/td] [/tr] [tr] [td=1,1,31] 3 ;3 |Z}P
[/td] [td=1,1,114] A. else H) u<$y!8
[/td] [td=1,1,114] B. near A3jT;D9Y
%
[/td] [td=1,1,114] C. extra ]z{f)`;I
[/td] [td=1,1,114] D. similar /-_ <RQ
[/td] [/tr] [tr] [td=1,1,31] 4 Kq. MmR!gl
[/td] [td=1,1,114] A. generating P*M$^p
[/td] [td=1,1,114] B. motivating 4IEF{"c_8
[/td] [td=1,1,114] C. effective sh|@X\EZO
[/td] [td=1,1,114] D. creative c/ bI t
[/td] [/tr] [tr] [td=1,1,31] 5 $:
%U`46%s
[/td] [td=1,1,114] A. origins \KpSYX1
[/td] [td=1,1,114] B. sources 6n}5>GSF
[/td] [td=1,1,114] C. bases |`
+G7?)Y
[/td] [td=1,1,114] D. discoveries 9~ FB^3Nz_
[/td] [/tr] [tr] [td=1,1,31] 6 }RT#V8oc
[/td] [td=1,1,114] A. employed
a1p}y2
[/td] [td=1,1,114] B. created pMfP3G7V
[/td] [td=1,1,114] C. operated >gqd
y *Bg
[/td] [td=1,1,114] D. controlled AlQE;4yX
[/td] [/tr] [tr] [td=1,1,31] 7 Ba]J3Yp,z
[/td] [td=1,1,114] A. came l-GQ AI8
[/td] [td=1,1,114] B. arrived Sjogv
[/td] [td=1,1,114] C. stemmed SW^/\cJ^
[/td] [td=1,1,114] D. appeared w
N-np3k
[/td] [/tr] [tr] [td=1,1,31] 8 !x, ;&
[/td] [td=1,1,114] A. less 0i4 X,oHjG
[/td] [td=1,1,114] B. better GOx+ %`.R\
[/td] [td=1,1,114] C. more Gl+Ql?|
[/td] [td=1,1,114] D. worse 6 tKm'`^z4
[/td] [/tr] [tr] [td=1,1,31] 9 svB T~P0x
[/td] [td=1,1,114] A. genuine T==(Pw7R7
[/td] [td=1,1,114] B. practical @ n-
[bN
[/td] [td=1,1,114] C. pure =h#3D?b0n
[/td] [td=1,1,114] D. clever )kq3q5*_
[/td] [/tr] [tr] [td=1,1,31] 10 %Q0J$eC
[/td] [td=1,1,114] A. happily @y#QHJ.j
[/td] [td=1,1,114] B. occasionally $h({x~Oj9
[/td] [td=1,1,114] C. reluctantly :tv:46+s=
[/td] [td=1,1,114] D. accurately |] <eJ|\=
[/td] [/tr] [tr] [td=1,1,31] 11 ~sI$xX!
[/td] [td=1,1,114] A. now *TjolE~o
[/td] [td=1,1,114] B. and 0S {dnp
[/td] [td=1,1,114] C. all fC
A/
[/td] [td=1,1,114] D. so gD[
Fkq$]
[/td] [/tr] [tr] [td=1,1,31] 12
_>G= v!
[/td] [td=1,1,114] A. seldom Pmj]"7Vd[
[/td] [td=1,1,114] B. sometimes :o H~{EQ
[/td] [td=1,1,114] C. usually "]j GCo>9
[/td] [td=1,1,114] D. never " iCR68e
[/td] [/tr] [tr] [td=1,1,31] 13 4)o_gm~6c4
[/td] [td=1,1,114] A. plan , C#Mf@b
[/td] [td=1,1,114] B. use
3ly k/',
[/td] [td=1,1,114] C. idea i aqhP7!
[/td] [td=1,1,114] D. means ^8mF0K&
[/td] [/tr] [tr] [td=1,1,31] 14 blwdcdh
[/td] [td=1,1,114] A. of c
!$
8>
[/td] [td=1,1,114] B. with YU89m7cc'
[/td] [td=1,1,114] C. to d(>7BV
[/td] [td=1,1,114] D. as C] <K s
[/td] [/tr] [tr] [td=1,1,31] 15 cT8`l!RD<
[/td] [td=1,1,114] A. single x*H4o{o0
[/td] [td=1,1,114] B. sole O7#ECUH
[/td] [td=1,1,114] C. specialized k)W8% =R
[/td] [td=1,1,114] D. specific _YXk ,ME!Q
[/td] [/tr] [tr] [td=1,1,31] 16 dOm#NSJVd
[/td] [td=1,1,114] A. few >IW0YIQy,
[/td] [td=1,1,114] B. those M Dn T
[/td] [td=1,1,114] C. many KzRw)P
[/td] [td=1,1,114] D. all FhgO5@BO
[/td] [/tr] [tr] [td=1,1,31] 17 8& 6h()
[/td] [td=1,1,114] A. proposed wVvk{tS
[/td] [td=1,1,114] B. developed d}K"dr:W5
[/td] [td=1,1,114] C. supplied D nA}!s
[/td] [td=1,1,114] D. offered q$EicH}k8
[/td] [/tr] [tr] [td=1,1,31] 18 5oQy
$Y
[/td] [td=1,1,114] A. little ^|@t 2Rp@
[/td] [td=1,1,114] B. much A
KO#$OJE
[/td] [td=1,1,114] C. some nXD U8|"
[/td] [td=1,1,114] D. any # vi `2F
[/td] [/tr] [tr] [td=1,1,31] 19 TIg 3'au
[/td] [td=1,1,114] A. as hKw4 [wB]
[/td] [td=1,1,114] B. if ylF%6!V}4V
[/td] [td=1,1,114] C. because >Vr+ \c
[/td] [td=1,1,114] D. while ?Kw~O"L8
[/td] [/tr] [tr] [td=1,1,31] 20 UY*3b<F}
[/td] [td=1,1,114] A. ago sE $!MQb
[/td] [td=1,1,114] B. past D 8^wR{-;J
[/td] [td=1,1,114] C. ahead *TY?*H
[/td] [td=1,1,114] D. before =M b!&qq
[/td] [/tr][/table](keys: CAADB BACCD DCBAD CBABD) X
cmR/+
n7`R+4/s
Passage 4 [ z$th
Sophy Brent came to visit me nearly every day. She 1 me unbearable most of the time. She 2 incessantly and never used an ashtray. She 3 me into the kitchen while I 4 tea or coffee or supper and helped 5 the children’s orange juice. She was verysuccessful 6 mytwo-year-old daughter Flora, who would 7 with her for hours and refer to her lovingly 8 Sofa, and she was always talking about myhusband and asking me where he was. K_
P08
Icould not decide why she chose my 9 although I realized that nobody 10 paid her much attention. Her situation wasvery difficult 11 she was straight out of drama school and onlynineteen, being required to play a leading part in a company of fairly 12 and experienced actress. They 13 her much even if she had been good, and as,from all accounts(按照各种说法), she was not good they 14 every opportunity to speak evil against her. Ithink she thought I was the only person 15 who was both unconnected with the theater andtolerably smart. And 16 ,although I was irritated by her I did not 17 her. There was something attractive in heroverflowing enthusiasm and she had 18 physical charm that with me she could get awaywith anything. She was 19 tohave around, 20 flowers or a bowl of fruit. Zr, :i
MPZ
R]e?<,"X
[table=initial] [tr] [td=1,1,31] 1 !6: kJL}U
[/td] [td=1,1,132] A. insulted lz.ta!6
[/td] [td=1,1,132] B. teased N;e d_!
[/td] [td=1,1,132] C. irritated X>^St&B}fC
[/td] [td=1,1,120] D. flattered RnV
) *
[/td] [/tr] [tr] [td=1,1,31] 2 g$<Sh.4A
[/td] [td=1,1,132] A. drank 5y;texsj[
[/td] [td=1,1,132] B. sand lAU`7uE
[/td] [td=1,1,132] C. ate A L|F
Bd
[/td] [td=1,1,120] D. smoked BwwOa O@L
[/td] [/tr] [tr] [td=1,1,31] 3 _oK* 1#Rm8
[/td] [td=1,1,132] A. followed /1ZRjf^
[/td] [td=1,1,132] B. watched 4 {JoeIRyz
[/td] [td=1,1,132] C. pushed eh B (?
[/td] [td=1,1,120] D. forced f
QSP]?
[/td] [/tr] [tr] [td=1,1,31] 4 2m j? &p?
[/td] [td=1,1,132] A. cooked EY
Ni`
[/td] [td=1,1,132] B. did ?-w<H!Y 7
[/td] [td=1,1,132] C. made K
TJm[44
[/td] [td=1,1,120] D. prepared ^]}+ s(
[/td] [/tr] [tr] [td=1,1,31] 5 X6I"&yct
[/td] [td=1,1,132] A. herself with cKt=_4Lf
[/td] [td=1,1,132] B. herself to #!= "b8F
[/td] [td=1,1,132] C. herself to drink 3Au3>q,
[/td] [td=1,1,120] D. herself to mix W]b>k lp;
[/td] [/tr] [tr] [td=1,1,31] 6 qzD<_ynA
[/td] [td=1,1,132] A. with Fq\vFt|m<
[/td] [td=1,1,132] B. to E Dh$UB)
[/td] [td=1,1,132] C. on ,gA a9
[/td] [td=1,1,120] D. for 3%gn:.9N
[/td] [/tr] [tr] [td=1,1,31] 7 o~< ith$A*
[/td] [td=1,1,132] A. hang to 66ULR&D8
[/td] [td=1,1,132] B. hang about WbF[4 x
[/td] [td=1,1,132] C. embrace >Pa&f20 Hp
[/td] [td=1,1,120] D. kiss })~M}d2LXB
[/td] [/tr] [tr] [td=1,1,31] 8 9R$0[HbI3
[/td] [td=1,1,132] A. by haNi [|
[/td] [td=1,1,132] B. as w) xiiO[
[/td] [td=1,1,132] C. with g~ubivl2
[/td] [td=1,1,120] D. for
))M!"*
[/td] [/tr] [tr] [td=1,1,31] 9 \PU7,*2
[/td] [td=1,1,132] A. companion Z'hHXSXM
[/td] [td=1,1,132] B. mate /:S&1 ' =
[/td] [td=1,1,132] C. company AN)e xU ?
[/td] [td=1,1,120] D. fellowship hB[VU
";
[/td] [/tr] [tr] [td=1,1,31] 10 C?OqS+
[/td] [td=1,1,132] A. ever /[V}
[/td] [td=1,1,132] B. anything GN0s`'#"3%
[/td] [td=1,1,132] C. at all `2
6t+Tb
[/td] [td=1,1,120] D. else ) h0
3sv
[/td] [/tr] [tr] [td=1,1,31] 11 $0[t<4K`yn
[/td] [td=1,1,132] A. that _|^cudRv
[/td] [td=1,1,132] B. in order to LZ'Y3 *
[/td] [td=1,1,132] C. so that 8bTE# 2+-
[/td] [td=1,1,120] D. in that .#Vup{.
[/td] [/tr] [tr] [td=1,1,31] 12 z EBUR %9
[/td] [td=1,1,132] A. distinguished PS:"mP7n
[/td] [td=1,1,132] B. distinguishing 6B8g MO
[/td] [td=1,1,132] C. distinct MP6Py@J45
[/td] [td=1,1,120] D. distinctive 7gnrLc$]O
[/td] [/tr] [tr] [td=1,1,31] 13 ORDVyb_x
[/td] [td=1,1,132] A. will not like $:}sm0;
[/td] [td=1,1,132] B. had not liked i8nzPKF2$3
[/td] [td=1,1,132] C. would not have liked u%24%
Q
[/td] [td=1,1,120] D. did not like 1`q>*S](
[/td] [/tr] [tr] [td=1,1,31] 14 OAi SE`
[/td] [td=1,1,132] A. made gt \O
[/td] [td=1,1,132] B. took e8,!x9%J
[/td] [td=1,1,132] C. used *]K/8MbiF
[/td] [td=1,1,120] D. got :jHD eF.A
[/td] [/tr] [tr] [td=1,1,31] 15 '_fj:dy
[/td] [td=1,1,132] A. nearly hd%O\D?
[/td] [td=1,1,132] B. almost (dnaT-M3
[/td] [td=1,1,132] C. beyond /D~MHO{
[/td] [td=1,1,120] D. around L (@".{T
[/td] [/tr] [tr] [td=1,1,31] 16 Qj
3l> O
[/td] [td=1,1,132] A. as long as I am concerned )YY8`\F>1
[/td] [td=1,1,132] B. considering me A$ 1Gc> C
[/td] [td=1,1,132] C. for my part \N a
[/td] [td=1,1,120] D. in opinion
% G>
[/td] [/tr] [tr] [td=1,1,31] 17 P
~rT uj
[/td] [td=1,1,132] A. like q]rqFP0C
[/td] [td=1,1,132] B. favor Y+Cqc.JBQ
[/td] [td=1,1,132] C. displease g!I0UAm
[/td] [td=1,1,120] D. dislike *wl&Zzx
[/td] [/tr] [tr] [td=1,1,31] 18 b{(= C
3
[/td] [td=1,1,132] A. such g$T%
C?
[/td] [td=1,1,132] B. such a i~ITRi@
[/td] [td=1,1,132] C. so #McX
[/td] [td=1,1,120] D. great XJ6=Hg4_O
[/td] [/tr] [tr] [td=1,1,31] 19 r 3FUddF'
[/td] [td=1,1,132] A. terrible Z" N}f
,
[/td] [td=1,1,132] B. sad d
Z P;f^^
[/td] [td=1,1,132] C. nice
9 D{p^hd
[/td] [td=1,1,120] D. polite cNG`-+U'
[/td] [/tr] [tr] [td=1,1,31] 20 q vGP$g
[/td] [td=1,1,132] A. with JLh{>_Rr
[/td] [td=1,1,132] B. as V*%Lc9<d
[/td] [td=1,1,132] C. like K-Fro~U
[/td] [td=1,1,120] D. for bF c
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[/td] [/tr][/table](keys: CDACB ABBCD DACBD CDACC) & d@N3y
(d Hil#l
Passage 5 .2x`Fj;o1
Throughouthistory man has had to accept the fact that all living things must die, but peoplenow live longer than they 1)________. Yet, all living things still show the 2)________of aging, which will eventually 3)_________ death. Aging is not a disease, butas a person passes maturity, the cells of the body and the 4)________ theyfound do not function as well as they 5)_______ in childhood and adolescence (青春期). The body provides less 6)________ againstdisease and is more inclined 7)________ accident. A number of related causesmay 8)________ aging. Some cells of the body have a fairly long life, but theyare not 9)________ when they die. As a person ages, 10)________ of brain cellsand muscle cells decreases. 11)________ are replaced by new cells. In an agingperson the 12)________ cells may not be as viable (能生存的) or as capable 13)________ growth as thoseof a young person. Another 14)_________ in aging may be changes within thecells 15)_________. Some of the protein chemicals in cells are known 16)_________with age and become less elastic. This is why the skin of old people wrinklesand 17)________. This is also the reason old people 18)________ in height.There may be other more important chemical changes in the cells. Some complexcell chemicals, such as DNA and RNA, store and 19)________ information that thecells need. Aging may affect this 20)_______ and change the information carryingmolecules so that they do not transmit the information as well. 'M=V{.8U
EeDK ^W8N
~mk>9Gp
[table=initial] [tr] [td=1,1,31] 1 +qee8QH
[/td] [td=1,1,114] A. use to >slGicZ0
[/td] [td=1,1,114] B. be used to *DuP ~8
[/td] [td=1,1,144] C. used to ' ;KZ.D
[/td] [td=1,1,144] D. use I`S?2i2H
[/td] [/tr] [tr] [td=1,1,31] 2 ]^v*2!_(
[/td] [td=1,1,114] A. function XpT+xv1` ;
[/td] [td=1,1,114] B. effect Dz<vIMLF{
[/td] [td=1,1,144] C. fact W3]?>sLE*
[/td] [td=1,1,144] D. symbol W+ v#m>G
[/td] [/tr] [tr] [td=1,1,31] 3 Ct9dV7SH
[/td] [td=1,1,114] A. affect , `U'q|b
[/td] [td=1,1,114] B. yield in .M >g`UW
[/td] [td=1,1,144] C. result from !f)^z9QX8
[/td] [td=1,1,144] D. result in bxvp
j
[/td] [/tr] [tr] [td=1,1,31] 4 ?^ !:
Lw
[/td] [td=1,1,114] A. arms ^-dhz88wV
[/td] [td=1,1,114] B. feet a4x(lx&
[/td] [td=1,1,144] C. heart VZCCMh-
[/td] [td=1,1,144] D. organs Ht&%`\9 s
[/td] [/tr] [tr] [td=1,1,31] 5 %]fi;Z
[/td] [td=1,1,114] A. do \ 3F OI
[/td] [td=1,1,114] B. has done 3AcCa>
[/td] [td=1,1,144] C. did v<V9Z
<ub
[/td] [td=1,1,144] D. were doing Tu7sA.73k
[/td] [/tr] [tr] [td=1,1,31] 6 U{Moyj
[/td] [td=1,1,114] A. strength 7cV
GB
[/td] [td=1,1,114] B. protection lvk
r2Meu<
[/td] [td=1,1,144] C. alertness
7R =A]@
[/td] [td=1,1,144] D. vigor "XWO#,Ue
[/td] [/tr] [tr] [td=1,1,31] 7 M:cW/&ZJ
[/td] [td=1,1,114] A. to on)$y&lu
[/td] [td=1,1,114] B. for
$-"V
2
[/td] [td=1,1,144] C. against %617f=(E?!
[/td] [td=1,1,144] D. in &ngG_y8}&
[/td] [/tr] [tr] [td=1,1,31] 8 d
D;r35h=
[/td] [td=1,1,114] A. concern to *S] K@g
[/td] [td=1,1,114] B. contribute to qZ rv2dT
[/td] [td=1,1,144] C. happen to 31`Eq*Y)4
[/td] [td=1,1,144] D. bring to %tT=q ^%5
[/td] [/tr] [tr] [td=1,1,31] 9 ? b3({
P
[/td] [td=1,1,114] A. replaced Ob
m%\h
[/td] [td=1,1,114] B. reborn WzdE XcY
[/td] [td=1,1,144] C. recovered yv t
:/X
[/td] [td=1,1,144] D. yielded CyV(+KBe_
[/td] [/tr] [tr] [td=1,1,31] 10 mxkv{;ad
[/td] [td=1,1,114] A. a number *$EcP`K$
[/td] [td=1,1,114] B. the amount 1 -:{&!
[/td] [td=1,1,144] C. the number PR;A 0
[/td] [td=1,1,144] D. most 04P! l
[/td] [/tr] [tr] [td=1,1,31] 11 '?j,oRz^T
[/td] [td=1,1,114] A. The !a<}Mpeg
[/td] [td=1,1,114] B. The others Df_*W"(v
[/td] [td=1,1,144] C. Others z57| 9$h}w
[/td] [td=1,1,144] D. Other &H IG776
[/td] [/tr] [tr] [td=1,1,31] 12 C
Ch38qBp
[/td] [td=1,1,114] A. old SC/V3f W,
[/td] [td=1,1,114] B. remaining i.Jk(%c
[/td] [td=1,1,144] C. new 9&7 $oI$!J
[/td] [td=1,1,144] D. rest N\Li /
[/td] [/tr] [tr] [td=1,1,31] 13 RY9h^q*
[/td] [td=1,1,114] A. to $ ";NS6 1
[/td] [td=1,1,114] B. for :bBMy\(u
[/td] [td=1,1,144] C. of sV5S>*A[
[/td] [td=1,1,144] D. with HDV
$y=oHh
[/td] [/tr] [tr] [td=1,1,31] 14 1KWGQJ%%s
[/td] [td=1,1,114] A. factor G$_=rHt_%
[/td] [td=1,1,114] B. effect A 57e]2_
[/td] [td=1,1,144] C. reason Y*q_>kps"
[/td] [td=1,1,144] D. element :jU u_s}
[/td] [/tr] [tr] [td=1,1,31] 15 =abBD
[/td] [td=1,1,114] A. for themselves n\G88)Dv`V
[/td] [td=1,1,114] B. by themselves qsTB)RdjP%
[/td] [td=1,1,144] C. themselves B9(e" cMm
[/td] [td=1,1,144] D. on their own =%IBl]Z!"
[/td] [/tr] [tr] [td=1,1,31] 16 ) /_T`cN
[/td] [td=1,1,114] A. change 0 CFON2I
[/td] [td=1,1,114] B. changing Zwxu3R_
[/td] [td=1,1,144] C. to change ]
f< H?
[/td] [td=1,1,144] D. being changed ;;; {<GEQ
[/td] [/tr] [tr] [td=1,1,31] 17 U~1jmx E
[/td] [td=1,1,114] A. hangs loose 1e(Q I)
~
[/td] [td=1,1,114] B. hangs loosely k6mC _
[/td] [td=1,1,144] C. is hanging loose NP_b~e6O=
[/td] [td=1,1,144] D. is hanging loosely LtIw{* 3
[/td] [/tr] [tr] [td=1,1,31] 18 dOfEEqPI
[/td] [td=1,1,114] A. shorten k~+(X|!5w
[/td] [td=1,1,114] B. shrink k,UezuV
[/td] [td=1,1,144] C. lengthen X
\GB:#:X
[/td] [td=1,1,144] D. decrease V( A p|I:G
[/td] [/tr] [tr] [td=1,1,31] 19 C% ) Xz
[/td] [td=1,1,114] A. pass to c5f8pa
*
[/td] [td=1,1,114] B. pass on to 7g a|4j3%
[/td] [td=1,1,144] C. pass from Sgy _?Y
[/td] [td=1,1,144] D. pass on L@ t}UC
[/td] [/tr] [tr] [td=1,1,31] 20 B} y`E
<
[/td] [td=1,1,114] A. method alB[/.1
[/td] [td=1,1,114] B. procedure *#n?6KqZ
[/td] [td=1,1,144] C. development |&hu3-(
[/td] [td=1,1,144] D. process PIxd'B*MF
[/td] [/tr][/table](keys: CBDDC BABAC DCCAC CABDD) ; #F7Fp *U
o;D [ F
Passage 6 G6?+Qz r
Thehorse and carriage is things of the past, but love and marriage are still withus and still closely interrelated. Most American marriages, particularly firstmarriages 1 young couples, are the result of 2 attraction and affection 3 than practical considerations. LQs>[3rK
Inthe United States,parents do not arrange marriages for their children. Teenagers begin 4 in high school and usually findmates through their own academic and social 5 .
hb _J
. Q
Though young people feel 6 to choose their friends from 7 groups, most choose a mate of similarbackground. >,V~-Tp
Thisis 8 in part to parental guidance.Parents cannot select spouses for their children, but they can usually 9 choices by 10 disapproval of someone they considerunsuitable. OE4hG xG
11 ,marriages between members of different groups (interclass, interfaith, andinterracial marriages) are increasing, probably because of the greater 12 of today’s youth and the fact that they arerestricted by 13 prejudices than their parents. Many youngpeople leave their hometowns to attend college, 14 in the armed forces, 15 pursue a career in a bigger city. $B 3<"
Onceaway from home and family, they are more 16 to date and marry; outside their own socialgroup. 9]DM
HA@
Inmobile American society, interclass marriages are neither 17 nor shocking. Interfaith marriages are 18 the rise particularly between Prostestants andCatholics. On the other hand, interracial marriage is still very uncommon. Itcan be difficult for interracial couples to find a place to live, maintainfriendships, and 19 a family. Marriages betweenpeople of different national 20 (but the same race and religion) have beencommonplace here since colonial times. (268 words) }%;o#!<N(@
`?H yDny
1. WHM|kt
A. linking =d{B.BP(
B. involving ! Xzne_V<
C. connecting e[(
XR_EY
D. correlating 3wQUNv0z
2. Z"T#"FDIr
A. personal #nv =x&g
B. emotional _7#9nJ3|
C. mutual ~_ 8X%ut y
D. magnetic l|z0aF;z
3. :=iP_*#
A. more vl "l
B. less e;kH,fHUI3
C. rather _=wu>h&7
D. other m4< 5jC`-M
4. )5479Eb_
A. dating t Lz,t&h
B. appointment M$9?
{8m
C. engagement ( 2oP=9m
D. matching \x,q(npHi
5. r? w^#V
A. position Y2 j>@
B. association +4N7 _Y
C. contacts UcHe"mn
D. contract g p2S
6. X4c|*U=4
A. certain e#+u8 LrN
B. embarrassed sUC I+)cM3
C. hesitated hLqRF4>L
D. free &tAh RMa
7. /f5*KRM
A. similar t==C dCl
B. identical m>H+
noc^
C. differential fbG+.'
D. diverse b6mSPH @
8. 5a`f %
h%
A. for o*[n[\cR
B. likely Q|DVB
C. due vDeb? n
D. because H 8'q Y
9. R">- h ;#
A. influence !i ys\ AV
B. give QgR3kc^7/
C. make lBpy0lo#
D. offer Q1 b<=,
10. iFJ1}0<(x
A. sounding \6{w#HsP8
B. avoiding
!nBE[&
C. expecting oc^j<!Rh
D. voicing Z7="on4
11. cbton< r~
A. Moreover eTe
Z^G
B. However l\HLlwYO
C. Therefore c*k%r2'
D. Furthermore 8JFns-5
12. yx@%x?B
A. mobility [f1'Qb
B. motive Fx3CY W
C. moral (2SmB`g
D. mission Cwh*AK q(
13. SqF `xw
A. less Y UGEGX w
B. rather B%.vEk) *
C. fewer w
|k?2 ?&
D. many G0izZW c
14. BM
vG w
A. work <27:O,I
B. serve Rs +),
C. stay P4VMGP
D. remain ,\Q^[e!m~
15. <Wwcd8d
A. but !lnRl8oV
B. otherwise w<P$)~6
C. likewise #H5i$ o
D. or C9 FzTg/c
16 O6[ 4=4L
A. probable Bw{enf$vR
B. likely %0 gcNk"=
C. reluctant M}S1Zz%Ii1
D. readily Jqp;8DV}
17. "G[yV>pxv
A. rare =>LQW;Sj z
B. scarce ,8`CsY^1
C. scared MV?#g
-5
D. relieved 11g_!X -g@
18. k0(_0o
A. in i>aIuQ`pe
B. at {2v,J]v_[
C. on /n3 Qcht
D. for }I 3m 8A
19. >3qfo2K 0
A. raise Q|7$SS6 $
B. obtain 8JFvz(SK>
C. grow hR+\,P#G[
D. unite + }eH,
20. uz
/Wbc>y
A. origin NW 4tQ;ad
B. source /7fD;H^*
C. resource "sU jJ|
D. base Iy#=Nq=
1. B dI?x&#(vw
2. C &~KAZ}xu
3. D WXs?2 S*
4. A )C>8B`^S
5. C NyR, @n1
6. D WS6;ad;|
7. D HD YWDp
8. C Kn*LwWne
9. A &Sdf0"
10. D ]R*h3U@5#K
11. B wA2^ I70-
12. A CxD=8X9m
13. C _lBHZJ+
14. B U62Z ?nge%
15. D M)"'Q6ck=
16. B jR2^n`D
17. A KsSIX
18. C "SA*
19. A L _Xbca=
20. A Vtv~jJ{m
\OwCZ!`7i
Passage 7 `b KJ
[font=ˎ̥] There is virtually no limit to how one can serve community interests, fromspending a few hours a week with some charitable organization to practicallyfull-time work for a social agency. Just as there are opportunities forvoluntary service 1 (VSO) for young people before they take up full-timeemployment, 2 there are opportunities for overseas service for 3 technicians indeveloping countries. Some people, 4 those who retire early, 5 their technicaland business skills in countries 6 there is a special need. +Kp8X 53
So in considering voluntary or 7 community service, thereare more opportunities than there 8 were when one first began work. Mostvoluntary organizations have only a small full-time 9 , and depend very much onvolunteers and part-timers. This means that working relationships are differentfrom those in commercial organizations, and values may be different. 10 someways they may seem more casual and less efficient, but one should not 11 themby commercial criteria. The people who work with them do so for differentreasons and with different 12 , both personal and 13 . One should not join them14 to arm them with professional experience; they must be joined withcommitment to the 15 , not business efficiency. Because salaries are 16 ornon-existent many voluntary bodies offer modest expense. But many retiredpeople take part in community service for 17 , simply because they enjoy thework. #Q"04'g
Many community activities possible 18 retirement were alsopossible during one’s working life but they are to be undertaken 19 seriouslyfor that. Retired people who are just looking for something different orunusual to do should not consider 20 community service. AfpC >>=@
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Passage 8 r6}-EYq=
Most worthwhile careers requiresome kind of specialized training. Ideally, therefore, the choice of an 1 should be made even before the choice of acurriculum in high school. Actually, 2 ,most people make several job choices during their working lives, 3 because of economic and industrial changes andpartly to improve 4 positions. The “one perfect job” does notexist. Young people should 5 enter into a broad flexible training programthat will 6 them for a field of work rather than for asingle 7 . a.Sx MF
Unfortunately, many young peoplehave to make career plans 8 benefit of help from a competent vocational counseloror psychologist. Knowing 9 about the occupational world, or themselvesfor that matter, they choose their lifework on a hit-or-miss 10 .Some drift from job, and others 11 to work in which they are unhappy and forwhich they are not fitted.
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One common mistake is choosing anoccupation for 12 real or imagined prestige. Too manyhigh-school students ---or their parents for them—choose the professionalfield. 13 both the relatively small proportion ofworkers in the professions and the extremely high educational and personal 14 .The imagined or real prestige of a profession or a “white-collar” job is 15 good reason for choosing it as a life’swork. 16 ，these occupations are not always well paid.Since a large proportion of jobs are in mechanical and manual work, the 17 of young people should give serious 18 to these fields. tnw6[U!rh=
Before making an occupationalchoice, a person should have a general idea of what he wants 19 life and how hard he is willing to work to getit. Some people desire social prestige, others intellectual satisfaction. Somewant security, others are willing to take 20 for financial gain. Each occupational choicehas its demands as well as its rewards. (313 words) t` zPx#])
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Passage 9 cs'ylGH
Manytheories concerning the causes of juvenile delinquency (crimes committed byyoung people) focus either on the individual or on society as the majorcontributing influence. Theories (1) ____ on the individual suggest thatchildren engage in criminal behavior (2) ____ they were not sufficientlypenalized for previous misdeeds or that they have learned criminal behaviorthrough (3) ____ with others. Theories focusing on the role of society thatchildren commit crimes in (4) ____ to their failure to rise above theirsocioeconomic status (5) ____ as a rejection of middle-class values. D(EY"s37
Mosttheories of juvenile delinquency have focused on children from disadvantagedfamilies, (6) ____ the fact that children from wealthy homes also commitcrimes. The latter may commit crimes (7) ____ lack of adequate parentalcontrol. All theories, however, are tentative and are (8) ____ to criticism. ]}KoW?M
Changes inthe social structure may indirectly (9) ____ juvenile crime rates. For example,changes in the economy that (10) ____ to fewer job opportunities for youth andrising unemployment (11) ____ make gainful employment increasingly difficult toobtain. The resulting discontent may in (12) ____ lead more youths intocriminal behavior. z h5$$*\
Familieshave also 13) ____ changes these years. More families consist of one parenthouseholds or two working parents; (14) ____, children are likely to have lesssupervision at home (15) ____ was common in the traditional family (16) ____.This lack of parental supervision is thought to be an influence on juvenile crimerates. Other (17) ____ causes of offensive acts include frustration or failurein school, the increased (18) ____ of drugs and alcohol, and the growing (19)____ of child abuse and child neglect. All these conditions tend to increasethe probability of a child committing a criminal act, (20) ____ a direct causalrelationship has not yet been established. ,QDS_u$xi&
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Passage 10 K%qunjv
Teachers need to be aware of the emotional,intellectual, and physical changes that young adults experience. And they alsoneed to give serious (1)___ to how they can be best (2)___ such changes. Growingbodies need movement and (3)___, but not just in ways that emphasizecompetition. (4)___ they are adjusting to their new bodies and a whole host ofnew intellectual and emotional challenges; teenagers are especiallyself-conscious and need the (5)___ that comes from achieving success andknowing that their accomplishments are (6)___ by others. However, the typicalteenage lifestyle is already filled with so much competition that it would be (7)___to plan activities in which there are more winners than losers, (8)___,publishingnewsletters with many student-written book reviews, (9)___ student artwork, andsponsoring book discussion clubs. A variety of small clubs can provide (10)___opportunities for leadership, as well as for practice in successful (11)___dynamics. Making friends is extremely important to teenagers, and many shystudents need the (12)___ of some kind of organization with a supportive adult (13)___visible in the background. :t dx:
In these activities, it is important toremember that the young teens have (14)___ attention spans. A variety ofactivities should be organized (15)___ participants can remain active as longas they want and then go on to (16)___ else without feeling guilty and withoutletting the other participants (17)___. This does not mean that adults mustaccept irresponsibility. (18)___ they can help students acquire a sense ofcommitment by (19)___ for roles that are within their (20)___ and theirattention spans and by having clearly stated rules. Q6,rY (b6
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