.

It is generally considered unwise to give a child________ he or she wants.

A. however     B. whatever      C. whichever      D. whenever

.

 ________ I’m well again, I can go on with my work.

　 A. Even if                     B. As though                 C. Ever after                 D. Now that

.

______ it is to have a bath in the ocean in hot summer.　　

A. How fun        B. How a fun            C. What a fun   D. What fun　　

.

. That’s an interesting article --- I’ll ________ it _________ of the newspaper.  

A. cut; out             B. cut; down         C. cut; off               D. cut; it

.

The man to whom we handed the forms pointed out that they had not been ________ filled in.

A. slightly             B. properly            C. regularly           D. eventually

.

A clique(小圈子,派系) is a group of friends who hang out together and act in similar ways. Cliques are common feature of the teen years. Members of a clique usually have certain things in common. For example, they might all be good students. Membership in a clique is limited. Not everyone who wants to belong can join.

Cliques can have a positive or negative influence. Because most teens have a strong need to belong, they want to feel that they fit into a group. Cliques can help them meet this need. Sometimes teens feel unsure of themselves, and they use a clique to gain approval of what they wear or how they act.

Cliques can become harmful, however, if they pressure members to behave the same way as the group that may damage their health. Cliques may discourage members from making their own decisions, giving their own opinions, or having other friends who aren’t accepted by the clique. Cliques may even pressure members to act in ways that go against their own values and beliefs, such as lying to parents or teachers. Cliques can also hurt people outside the group. For example, members might make fun of a teen who isn’t in the clique.

If you find yourself under this type of pressure from a clique, here are some actions you can take to improve your situation.

● Suggest other activities. Offer ideas that don’t involve hurting others or putting anyone at risk.

● Find new friends. If staying in the clique is becoming a negative experience, you will be better off with new friends.

65. Why do teens want to be a member of a clique?

A. Because it is popular with teens.                   

B. Because it meets teens’ need of belonging.

C. Because it is where teens can be themselves.

D. Because it provides an opportunity for them to be away from their parents.

66. Why can cliques be harmful?

A. Because kids in there don’t have independent thinking.

B. Because kids in there are not allowed to have their own opinions.

C. Because kids in there sometimes are pressured.

D. Because kids in there are forced to lie to their parents.

67. What is the writer’s attitude toward the clique?

A. He is very supportive to it.                            B. He is strongly against it.

C. He is not against it, though he doesn’t like it.

D. He is not against it. However, he has some worry about it.

.

第四部分：任務(wù)型閱讀(共10小題；每小題l分，滿分l0分)

請認真閱讀下列短文,并根據(jù)所讀內(nèi)容在文章后表格中的空格里填入一個最恰當(dāng)?shù)膯?/p>

詞。

注意：每個空格只填1個單詞。請將答案寫在答題卡上相應(yīng)題號的橫線上。

D.R.Gaul Middle School in Union, Maine, a blue-berry farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.

Gaul, with about 170 seventh-and eighth-graders, has its own history of lower level academic achievement. One likely reason: education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders(teachers included) are often kept at a respectful distance.

Since 2002, Gaul's students have been divided into four classes, each of them was taught almost every subject by two teachers. The goal: to find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork and sparks motivation for leaning.

Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and fields trips. If students are covering the Civil War in social studies, they're reading The Read Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.

Team teaching isn't unusual. About 77 percent middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four-or five-person teams, which Gaul tried before considering two-person teams more effective. Gual supports the team concept by "looping" classes (跟班）so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."

 Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year--double the statewide average. Only 31 percent met the Maths standard, still better than the state average(21 percent). Their students also beat the state average in writing and science. And in 2006, Gual was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching’ arrival.

.

 Evidence came up ____ specific speech sounds are recognized by babies as young as 6 months old.

    A. what         B. which         C. that                 D. whose    

.

 Although many people view conflict as bad, conflict is sometimes useful _______ it forces people to test the relative merits of their attitudes and behaviors.

A. by which      B. to which     C. in that       D. so that

.

The refugees(難民) ran in all directions to avoid _______.

  A. getting bombing          B. getting bombed

C. to be bombing            D. to be bombed