Ⅰ.完形填空
(2015·南京第一中學(xué)一模)True leadership is not just the ability to identify the talent and skill of the polished individuals around you. It involves being able to dig beneath the surface and discover __1__.
Once there was a boy who constantly sat and talked in his math class, and seemed __2__ in group activities. Most teachers would __3__ think of him as a problem student.
However, Anna was different. She believed the student was above __4__ in other areas so she created a strategy to find out.
Anna didn?t __5__ the parents. Instead, she organized a handful of activities in the class to get more information. In place of calling out for volunteers in class she created a __6__ for each Friday: Girls vs. Boys.
The first week the class was totally __7__. Everyone wanted to win. Even the boy had his hand up the whole time trying to get a turn. __8__， Anna waited, and waited, and waited. Finally the __9__ teacher paired the boy with the most __10__ girl student in class.
Now the two teams had a __11__ score, all the students sat back eager to see the result. As the teacher placed the question on the board, most of the students began to __12__ their heads: this was a question they had never __13__ in class.
“__14__!” the teacher yelled. Both students started doing it __15__thinking of how to solve the complex question. Their classmates, full of __16__， exclaimed, “Hurry, hurry, hurry!”The boy finished it just seconds before the girl and spun around with his __17__ raised, “I won!”Almost nobody could believe the student they admired failed until Anna __18__ the result.
This was what Anna tried to get — it turned out that the student wasn?t bad, he was __19__.
So we can see that __20__ hidden abilities is not always easy but the end results can be magical. Try your hand at this quality of leadership now and report your results.
1. A.truth B.treasure
C.potential D.motivation
2. A.active B.cautious
C.discouraged D.disconnected
3. A.immediately B.appropriately
C.abnormally D.scarcely
4. A.limit B.average
C.prejudice D.value
5. A.contact B.comfort
C.warn D.blame
6. A.dilemma B.debate
C.game D.competition
7. A.creative B.noisy
C.enthusiastic D.curious
8. A.Yet B.Still
C.Somehow D.Therefore
9. A.arbitrary B.wise
C.ridiculous D.puzzled
10. A.elegant B.careless
C.hardworking D.considerate
11. A.rare B.close
C.poor D.different
12. A.turn B.lift
C.shake D.nod
13. A.raised B.feared
C.overlooked D.covered
14. A.Go B.Hurry
C.Look D.Try
15. A.skillfully B.slowly
C.casually D.abruptly
16. A.chaos B.anxiety
C.courage D.excitement
17. A.arms B.hopes
C.confidence D.eyes
18. A.obtained B.analyzed
C.confirmed D.adjusted
19. A.upset B.bored
C.tired D.spoiled
20. A.foreseeing B.assessing
C.appreciating D.recognizing
Ⅱ.閱讀理解
(2015·揚(yáng)州中學(xué)4月檢測(cè))
Is the “Go to College”Message Overdone?
Even in a weak job market, the old college try isn?t the answer for everyone. A briefing paper from the Brookings Institution warns that “we may have overdone the message” on college, senior fellow Isabel Sawhill said.
“We?ve been telling students and their families for years that college is the only way to succeed in the economy and of course there?s a lot of truth to that，” Ms. Sawhill said. “On average it does pay off...But if you load up on a whole lot of student debt and then you don’t graduate, that is a very bad situation.”
One comment that people often repeat among the years of slow job growth has been the value of education for landing a job and advancing in a career. April?s national unemployment rate stood at 7.5%, according to the Labor Department. The unemployment rate for highschool graduates over 25 years old who hadn?t attended college was 7.4%, compared with 3.9% for those with a bachelor?s degree or more education. The difference is even bigger among those aged 16～24. The jobless rate for those with only a high school diploma in that age group is about 20%. At the same time, recent research by Canadian economists cautions that a college degree is no guarantee of promising employment.
Ms. Sawhill pointed out that among the aspects that affect the value of a college education is the field of one’s major：Students in engineering or other sciences end up earning more than ones who major in the arts or education. The cost of tuition and the availability of financial aid are other considerations, with public institutions generally a better financial bargain than private ones.
She suggested two avenues for improving the situation: increasing vocational (職業(yè)的) technical training programs and taking_a_page_from Europes focus on early education rather than postsecondary learning. “The European countries put a little more attention to getting people prepared in the primary grades，” she said. “Then they have a higher bar for whoever goes to college — but once you get ]into college, you’re more likely to be highly subsidized (資助).”
She also is a supporter of technical training — to teach students how to be plumbers, welders and computer programmers — because “employers are desperate” for workers with these skills.
1.People usually think that__________.
A.the cost of technical schooling is a problem
B.one will not succeed without a college degree
C.technical skills are most important for landing a job
D.there is an increased competition in getting into a college
2.What does the underlined part “taking a page from” mean?
A.Hearing from. B.Changing from.
C.Differing from. D.Learning from.
3.What can we infer from the passage?
A.Public institutions charge more for education.
B.European universities are stricter with students.
C.Students with certain skills are in great demand.
D.Canadian students prefer to major in engineering.
4.Ms. Sawhill may probably agree that__________.
A.too much stress has been put on the value of college degrees
B.technical training is more important than college education
C.a college degree will ensure promising employment
D.its easier for art students to find favorite jobs
Ⅲ.任務(wù)型閱讀
(2015·江蘇沭陽(yáng)五校聯(lián)考)Quality afterschool programs are designed to improve academic performance, decrease youth crimes and other highrisk behaviors, and help young people grow into healthy, successful adults.
The effect of quality afterschool programs on academic performance is clear. Studies show that students who take part in such programs show better work habits, higher rates of homework completion, improved grades, and higher scores on achievement tests. They also have fewer absences and are less likely to blame. Afterschool programs also influence highrisk teen behavior.Various studies show decreased rates of crime, drugtaking, and teen sex among youth who join in wellrun afterschool programs when compared to similar youth who do not. Finally, afterschool programs play an important role in supporting different kinds of fields of development: physical development, mental development and social development. Thus, one can safely say that afterschool programming is an effective method to help young people become contributing members of society.
Although there is enough proof from both small and large assessments that afterschool programs can make a positive difference, it is important to note that not all programs are equal. First, dosage matters — young people who attend the most hours over the most years benefit more than members who attend less often or over a shorter period of time. Next, afterschool programs make a bigger difference for those students who need help most and have the fewest choices. Finally, program qualities matter. Afterschool programs work best when they create unique opportunities for youth. They should provide opportunities, skill building meaningful involvement, expression suggestion, service, and work. Staff characteristics make an important difference in the quality of a program. The adults should treat youth as partners, create safe and fair environment, encourage personalized involvement, and actively create learning opportunities. In short, although afterschool programs have a promising future, how they are designed and run matters.
Title：Quality Afterschool Programs
Purpose 1.(1) ________academic performance
2.Decreasing youth crimes and other highrisk behaviors
3.Helping young people grow into healthy, successful adults (2)________ 1.Improved academic performance
●better work habits
●higher rates of homework completion
●improved grades and higher scores
●fewer absences and(3) ________blame Helping young people become members making a (6)________to society 2.Decreased highrisk teen behaviors
●decreased rates of crime
●decreased drug (4)________
●decreased teen sex among youth 3.Various (5)________development
●physical development
●mental development
●social development Factor 1.Dosage matters.
2.(7)________matter.
3.Qualities matter. (8)________ The future of afterschool programs is promising, (9)________how to design and run the programs is very (10)________.
答 案
Ⅰ.
語(yǔ)篇解讀：本文是夾敘夾議文。一個(gè)小男孩上數(shù)學(xué)課總是講話，大多數(shù)老師認(rèn)為他是一個(gè)問(wèn)題學(xué)生，但 Anna 老師不這樣認(rèn)為。她組織了競(jìng)賽，證明了自己的想法，發(fā)現(xiàn)了小男孩在數(shù)學(xué)方面的潛能。 1.選C 根據(jù)“dig beneath the surface”可知，這里指“發(fā)現(xiàn)潛能”，故選C項(xiàng)。
2.選D 根據(jù)第五段中男孩在 Anna 老師組織的競(jìng)賽中的表現(xiàn)“Even the boy had his hand up the whole time trying to get a turn.”可知，以前男孩對(duì)團(tuán)體活動(dòng)并不熱衷，總是做些不相干的事情，因此用 disconnected“分離的，無(wú)關(guān)聯(lián)的”。
3.選A 因?yàn)槟泻⒌膼?ài)講話和對(duì)團(tuán)體活動(dòng)的不積極，好多老師直接就認(rèn)為他是一個(gè)問(wèn)題學(xué)生，故選 immediately，意為“直接，立刻，馬上”。
4.選B 由 however 這個(gè)轉(zhuǎn)折詞可以推知，Anna 認(rèn)為這個(gè)學(xué)生自有超出常人之處。above average“高于平均水平”，符合語(yǔ)境。
5.選A 根據(jù)空格后的內(nèi)容可知，Anna 沒(méi)有“聯(lián)系”家長(zhǎng)，而是通過(guò)組織一系列的活動(dòng)來(lái)進(jìn)一步了解信息，故選 contact。
6.選D 根據(jù)后面的“Girls vs. Boys”可知，Anna 每個(gè)星期五都組織男女生之間的競(jìng)賽，故選 competition“競(jìng)賽”。
7.選C 根據(jù)“Everyone wanted to win. Even the boy had his hand up the whole time trying to get a turn.”可知，剛開(kāi)始的時(shí)候，每個(gè)人都非常有激情，故選 enthusiastic，意思是“有激情的”。
8.選A 根據(jù)“Anna waited, and waited, and waited”可知，前后是轉(zhuǎn)折關(guān)系，故選A項(xiàng)。
9.選B 根據(jù) Anna 老師對(duì)男孩的不同看法以及競(jìng)賽活動(dòng)的結(jié)果可知，Anna老師是一位很有智慧的老師，故選 wise。
10.選C 根據(jù)后面的“Almost nobody could believe the student they admired failed”可知，被選中的這個(gè)女生學(xué)習(xí)非常勤奮，很受其他學(xué)生欽佩，故選 hardworking，意為“學(xué)習(xí)勤奮的”。
11.選B 根據(jù)后面的“all the students sat back eager to see the result”可知，兩個(gè)隊(duì)的比分非常接近，故選B項(xiàng)。
12.選C 根據(jù)后面的“this was a question they had never __13__ in class”及“thinking of how to solve the complex question”可知，黑板上的題目是非常難的，所以看了之后很多學(xué)生都“搖頭”，故選C項(xiàng)。
13.選D 根據(jù)語(yǔ)境可知，黑板上的題目是上課從來(lái)沒(méi)有涉及過(guò)的，故選 cover, 意為“涉及”。
14.選A 根據(jù)常識(shí)，老師說(shuō)的是“比賽開(kāi)始”，故選A項(xiàng)。
15.選B 根據(jù)“thinking of how to solve the complex question”和“Hurry, hurry, hurry!”可知，兩人都在慢慢答題，故選B項(xiàng)。
16.選D 根據(jù)后面的“Hurry, hurry, hurry!”可知，所有的學(xué)生都非常激動(dòng)，故選D項(xiàng)。
17.選A 根據(jù)后面的“I won!”和競(jìng)賽結(jié)果可知，這個(gè)小男孩覺(jué)得自己贏了，舉著胳膊轉(zhuǎn)了起來(lái)，故選A項(xiàng)。
18.選C 根據(jù)前面的“Almost nobody could ... admired failed”可知，直到 Anna證實(shí)了這個(gè)結(jié)果，所有的學(xué)生才相信，他們一直以來(lái)敬佩的學(xué)生輸?shù)袅耍蔬xC項(xiàng)。
19.選B 根據(jù)前面的“This was what Anna ... student wasnt bad”可知，這個(gè)小男孩之所以愛(ài)說(shuō)話，可能只是因?yàn)闊o(wú)聊，故選B項(xiàng)。
20.選D 根據(jù)文章內(nèi)容可知，此處是總結(jié)，即發(fā)現(xiàn)孩子們的潛能往往不容易，但結(jié)果可能是神奇的，故選D項(xiàng)。
Ⅱ.語(yǔ)篇解讀：本文是一篇議論文。論述了大學(xué)教育方面的問(wèn)題。人們總認(rèn)為，上大學(xué)是成功的途徑，大學(xué)教育的價(jià)值承載著太多的壓力。而在現(xiàn)實(shí)社會(huì)中，有專業(yè)技能的學(xué)生更受歡迎。 1.選B 細(xì)節(jié)理解題。根據(jù)第二段第一句可知，多年來(lái)我們一直在告訴學(xué)生和家長(zhǎng)上大學(xué)是成功的途徑。由此可知，人們都認(rèn)為，沒(méi)有大學(xué)學(xué)歷就不能成功。故B項(xiàng)正確。
2.選D 詞義猜測(cè)題。根據(jù)下文“Europes focus on early education rather than postsecondary learning”可知，該短語(yǔ)的賓語(yǔ)意為“歐洲專注于早期教育而不是后高中教育”，由此可推知，要從歐洲的這種方法中學(xué)習(xí)。故該詞意為“向……學(xué)習(xí)”。故D項(xiàng)正確。
3.選C 推理判斷題。根據(jù)第五段第一句中的“She suggested two ... vocational (職業(yè)的) technical training programs”以及后一段后一句中的“becauseemployers are desperate’ for workers with these skills”可推知，社會(huì)更需要有專業(yè)技能的學(xué)生。故C項(xiàng)正確。
4.選A 推理判斷題。根據(jù)第一段后一句中的“warns that we may have overdone the message’ on college...Sawhill said”以及下文中她的建議可推知，Ms. Sawhill認(rèn)同“大學(xué)教育的價(jià)值承載著太多的壓力”這一觀點(diǎn)。故A項(xiàng)正確。
Ⅲ.1.Improving 2.Effect(s) 3.less
4.use 5.supporting 6.contribution
7.Students 8.Conclusion(s) 9.but 10.important
(2015·南京第一中學(xué)一模)True leadership is not just the ability to identify the talent and skill of the polished individuals around you. It involves being able to dig beneath the surface and discover __1__.
Once there was a boy who constantly sat and talked in his math class, and seemed __2__ in group activities. Most teachers would __3__ think of him as a problem student.
However, Anna was different. She believed the student was above __4__ in other areas so she created a strategy to find out.
Anna didn?t __5__ the parents. Instead, she organized a handful of activities in the class to get more information. In place of calling out for volunteers in class she created a __6__ for each Friday: Girls vs. Boys.
The first week the class was totally __7__. Everyone wanted to win. Even the boy had his hand up the whole time trying to get a turn. __8__， Anna waited, and waited, and waited. Finally the __9__ teacher paired the boy with the most __10__ girl student in class.
Now the two teams had a __11__ score, all the students sat back eager to see the result. As the teacher placed the question on the board, most of the students began to __12__ their heads: this was a question they had never __13__ in class.
“__14__!” the teacher yelled. Both students started doing it __15__thinking of how to solve the complex question. Their classmates, full of __16__， exclaimed, “Hurry, hurry, hurry!”The boy finished it just seconds before the girl and spun around with his __17__ raised, “I won!”Almost nobody could believe the student they admired failed until Anna __18__ the result.
This was what Anna tried to get — it turned out that the student wasn?t bad, he was __19__.
So we can see that __20__ hidden abilities is not always easy but the end results can be magical. Try your hand at this quality of leadership now and report your results.
1. A.truth B.treasure
C.potential D.motivation
2. A.active B.cautious
C.discouraged D.disconnected
3. A.immediately B.appropriately
C.abnormally D.scarcely
4. A.limit B.average
C.prejudice D.value
5. A.contact B.comfort
C.warn D.blame
6. A.dilemma B.debate
C.game D.competition
7. A.creative B.noisy
C.enthusiastic D.curious
8. A.Yet B.Still
C.Somehow D.Therefore
9. A.arbitrary B.wise
C.ridiculous D.puzzled
10. A.elegant B.careless
C.hardworking D.considerate
11. A.rare B.close
C.poor D.different
12. A.turn B.lift
C.shake D.nod
13. A.raised B.feared
C.overlooked D.covered
14. A.Go B.Hurry
C.Look D.Try
15. A.skillfully B.slowly
C.casually D.abruptly
16. A.chaos B.anxiety
C.courage D.excitement
17. A.arms B.hopes
C.confidence D.eyes
18. A.obtained B.analyzed
C.confirmed D.adjusted
19. A.upset B.bored
C.tired D.spoiled
20. A.foreseeing B.assessing
C.appreciating D.recognizing
Ⅱ.閱讀理解
(2015·揚(yáng)州中學(xué)4月檢測(cè))
Is the “Go to College”Message Overdone?
Even in a weak job market, the old college try isn?t the answer for everyone. A briefing paper from the Brookings Institution warns that “we may have overdone the message” on college, senior fellow Isabel Sawhill said.
“We?ve been telling students and their families for years that college is the only way to succeed in the economy and of course there?s a lot of truth to that，” Ms. Sawhill said. “On average it does pay off...But if you load up on a whole lot of student debt and then you don’t graduate, that is a very bad situation.”
One comment that people often repeat among the years of slow job growth has been the value of education for landing a job and advancing in a career. April?s national unemployment rate stood at 7.5%, according to the Labor Department. The unemployment rate for highschool graduates over 25 years old who hadn?t attended college was 7.4%, compared with 3.9% for those with a bachelor?s degree or more education. The difference is even bigger among those aged 16～24. The jobless rate for those with only a high school diploma in that age group is about 20%. At the same time, recent research by Canadian economists cautions that a college degree is no guarantee of promising employment.
Ms. Sawhill pointed out that among the aspects that affect the value of a college education is the field of one’s major：Students in engineering or other sciences end up earning more than ones who major in the arts or education. The cost of tuition and the availability of financial aid are other considerations, with public institutions generally a better financial bargain than private ones.
She suggested two avenues for improving the situation: increasing vocational (職業(yè)的) technical training programs and taking_a_page_from Europes focus on early education rather than postsecondary learning. “The European countries put a little more attention to getting people prepared in the primary grades，” she said. “Then they have a higher bar for whoever goes to college — but once you get ]into college, you’re more likely to be highly subsidized (資助).”
She also is a supporter of technical training — to teach students how to be plumbers, welders and computer programmers — because “employers are desperate” for workers with these skills.
1.People usually think that__________.
A.the cost of technical schooling is a problem
B.one will not succeed without a college degree
C.technical skills are most important for landing a job
D.there is an increased competition in getting into a college
2.What does the underlined part “taking a page from” mean?
A.Hearing from. B.Changing from.
C.Differing from. D.Learning from.
3.What can we infer from the passage?
A.Public institutions charge more for education.
B.European universities are stricter with students.
C.Students with certain skills are in great demand.
D.Canadian students prefer to major in engineering.
4.Ms. Sawhill may probably agree that__________.
A.too much stress has been put on the value of college degrees
B.technical training is more important than college education
C.a college degree will ensure promising employment
D.its easier for art students to find favorite jobs
Ⅲ.任務(wù)型閱讀
(2015·江蘇沭陽(yáng)五校聯(lián)考)Quality afterschool programs are designed to improve academic performance, decrease youth crimes and other highrisk behaviors, and help young people grow into healthy, successful adults.
The effect of quality afterschool programs on academic performance is clear. Studies show that students who take part in such programs show better work habits, higher rates of homework completion, improved grades, and higher scores on achievement tests. They also have fewer absences and are less likely to blame. Afterschool programs also influence highrisk teen behavior.Various studies show decreased rates of crime, drugtaking, and teen sex among youth who join in wellrun afterschool programs when compared to similar youth who do not. Finally, afterschool programs play an important role in supporting different kinds of fields of development: physical development, mental development and social development. Thus, one can safely say that afterschool programming is an effective method to help young people become contributing members of society.
Although there is enough proof from both small and large assessments that afterschool programs can make a positive difference, it is important to note that not all programs are equal. First, dosage matters — young people who attend the most hours over the most years benefit more than members who attend less often or over a shorter period of time. Next, afterschool programs make a bigger difference for those students who need help most and have the fewest choices. Finally, program qualities matter. Afterschool programs work best when they create unique opportunities for youth. They should provide opportunities, skill building meaningful involvement, expression suggestion, service, and work. Staff characteristics make an important difference in the quality of a program. The adults should treat youth as partners, create safe and fair environment, encourage personalized involvement, and actively create learning opportunities. In short, although afterschool programs have a promising future, how they are designed and run matters.
Title：Quality Afterschool Programs
Purpose 1.(1) ________academic performance
2.Decreasing youth crimes and other highrisk behaviors
3.Helping young people grow into healthy, successful adults (2)________ 1.Improved academic performance
●better work habits
●higher rates of homework completion
●improved grades and higher scores
●fewer absences and(3) ________blame Helping young people become members making a (6)________to society 2.Decreased highrisk teen behaviors
●decreased rates of crime
●decreased drug (4)________
●decreased teen sex among youth 3.Various (5)________development
●physical development
●mental development
●social development Factor 1.Dosage matters.
2.(7)________matter.
3.Qualities matter. (8)________ The future of afterschool programs is promising, (9)________how to design and run the programs is very (10)________.
答 案
Ⅰ.
語(yǔ)篇解讀：本文是夾敘夾議文。一個(gè)小男孩上數(shù)學(xué)課總是講話，大多數(shù)老師認(rèn)為他是一個(gè)問(wèn)題學(xué)生，但 Anna 老師不這樣認(rèn)為。她組織了競(jìng)賽，證明了自己的想法，發(fā)現(xiàn)了小男孩在數(shù)學(xué)方面的潛能。 1.選C 根據(jù)“dig beneath the surface”可知，這里指“發(fā)現(xiàn)潛能”，故選C項(xiàng)。
2.選D 根據(jù)第五段中男孩在 Anna 老師組織的競(jìng)賽中的表現(xiàn)“Even the boy had his hand up the whole time trying to get a turn.”可知，以前男孩對(duì)團(tuán)體活動(dòng)并不熱衷，總是做些不相干的事情，因此用 disconnected“分離的，無(wú)關(guān)聯(lián)的”。
3.選A 因?yàn)槟泻⒌膼?ài)講話和對(duì)團(tuán)體活動(dòng)的不積極，好多老師直接就認(rèn)為他是一個(gè)問(wèn)題學(xué)生，故選 immediately，意為“直接，立刻，馬上”。
4.選B 由 however 這個(gè)轉(zhuǎn)折詞可以推知，Anna 認(rèn)為這個(gè)學(xué)生自有超出常人之處。above average“高于平均水平”，符合語(yǔ)境。
5.選A 根據(jù)空格后的內(nèi)容可知，Anna 沒(méi)有“聯(lián)系”家長(zhǎng)，而是通過(guò)組織一系列的活動(dòng)來(lái)進(jìn)一步了解信息，故選 contact。
6.選D 根據(jù)后面的“Girls vs. Boys”可知，Anna 每個(gè)星期五都組織男女生之間的競(jìng)賽，故選 competition“競(jìng)賽”。
7.選C 根據(jù)“Everyone wanted to win. Even the boy had his hand up the whole time trying to get a turn.”可知，剛開(kāi)始的時(shí)候，每個(gè)人都非常有激情，故選 enthusiastic，意思是“有激情的”。
8.選A 根據(jù)“Anna waited, and waited, and waited”可知，前后是轉(zhuǎn)折關(guān)系，故選A項(xiàng)。
9.選B 根據(jù) Anna 老師對(duì)男孩的不同看法以及競(jìng)賽活動(dòng)的結(jié)果可知，Anna老師是一位很有智慧的老師，故選 wise。
10.選C 根據(jù)后面的“Almost nobody could believe the student they admired failed”可知，被選中的這個(gè)女生學(xué)習(xí)非常勤奮，很受其他學(xué)生欽佩，故選 hardworking，意為“學(xué)習(xí)勤奮的”。
11.選B 根據(jù)后面的“all the students sat back eager to see the result”可知，兩個(gè)隊(duì)的比分非常接近，故選B項(xiàng)。
12.選C 根據(jù)后面的“this was a question they had never __13__ in class”及“thinking of how to solve the complex question”可知，黑板上的題目是非常難的，所以看了之后很多學(xué)生都“搖頭”，故選C項(xiàng)。
13.選D 根據(jù)語(yǔ)境可知，黑板上的題目是上課從來(lái)沒(méi)有涉及過(guò)的，故選 cover, 意為“涉及”。
14.選A 根據(jù)常識(shí)，老師說(shuō)的是“比賽開(kāi)始”，故選A項(xiàng)。
15.選B 根據(jù)“thinking of how to solve the complex question”和“Hurry, hurry, hurry!”可知，兩人都在慢慢答題，故選B項(xiàng)。
16.選D 根據(jù)后面的“Hurry, hurry, hurry!”可知，所有的學(xué)生都非常激動(dòng)，故選D項(xiàng)。
17.選A 根據(jù)后面的“I won!”和競(jìng)賽結(jié)果可知，這個(gè)小男孩覺(jué)得自己贏了，舉著胳膊轉(zhuǎn)了起來(lái)，故選A項(xiàng)。
18.選C 根據(jù)前面的“Almost nobody could ... admired failed”可知，直到 Anna證實(shí)了這個(gè)結(jié)果，所有的學(xué)生才相信，他們一直以來(lái)敬佩的學(xué)生輸?shù)袅耍蔬xC項(xiàng)。
19.選B 根據(jù)前面的“This was what Anna ... student wasnt bad”可知，這個(gè)小男孩之所以愛(ài)說(shuō)話，可能只是因?yàn)闊o(wú)聊，故選B項(xiàng)。
20.選D 根據(jù)文章內(nèi)容可知，此處是總結(jié)，即發(fā)現(xiàn)孩子們的潛能往往不容易，但結(jié)果可能是神奇的，故選D項(xiàng)。
Ⅱ.語(yǔ)篇解讀：本文是一篇議論文。論述了大學(xué)教育方面的問(wèn)題。人們總認(rèn)為，上大學(xué)是成功的途徑，大學(xué)教育的價(jià)值承載著太多的壓力。而在現(xiàn)實(shí)社會(huì)中，有專業(yè)技能的學(xué)生更受歡迎。 1.選B 細(xì)節(jié)理解題。根據(jù)第二段第一句可知，多年來(lái)我們一直在告訴學(xué)生和家長(zhǎng)上大學(xué)是成功的途徑。由此可知，人們都認(rèn)為，沒(méi)有大學(xué)學(xué)歷就不能成功。故B項(xiàng)正確。
2.選D 詞義猜測(cè)題。根據(jù)下文“Europes focus on early education rather than postsecondary learning”可知，該短語(yǔ)的賓語(yǔ)意為“歐洲專注于早期教育而不是后高中教育”，由此可推知，要從歐洲的這種方法中學(xué)習(xí)。故該詞意為“向……學(xué)習(xí)”。故D項(xiàng)正確。
3.選C 推理判斷題。根據(jù)第五段第一句中的“She suggested two ... vocational (職業(yè)的) technical training programs”以及后一段后一句中的“becauseemployers are desperate’ for workers with these skills”可推知，社會(huì)更需要有專業(yè)技能的學(xué)生。故C項(xiàng)正確。
4.選A 推理判斷題。根據(jù)第一段后一句中的“warns that we may have overdone the message’ on college...Sawhill said”以及下文中她的建議可推知，Ms. Sawhill認(rèn)同“大學(xué)教育的價(jià)值承載著太多的壓力”這一觀點(diǎn)。故A項(xiàng)正確。
Ⅲ.1.Improving 2.Effect(s) 3.less
4.use 5.supporting 6.contribution
7.Students 8.Conclusion(s) 9.but 10.important