Cheektowage Central Middle School can be a lot of fun. It has game nights and student dances, after-school activities, and sports teams. However, students at the school must earn the right to join in the fun. If they don’t do their homework, participate in class, and behave at all times, they’re banned(禁止) from participating in after-school activities.
Students and parents say the threat of being excluded(排除在外) appears to be working. Kenny T. of Reno, Nev., says it taught him that actions have consequences: “I learned that I need to be balanced in both my work and athletics to be rewarded for working hard.” Parent Sondra LaMacchia told The New York Times that her 14-year-old daughter is learning responsibility at Cheektowaga Central. The teen used to perform poorly in her studies, but then she was banned from a school dance. The message got through loud and clear. “It’s nobody’s fault but hers,” LaMacchia said.
Although exclusion may help teach responsibility, some psychologists say it can also be threatening, especially for students who often cause, or may cause, trouble in school. They might become more aggressive and antisocial, which is exactly what schools like Cheektowaga Central want to prevent.
Should schools exclude students from activities to get them to behave? I believe teens need school activities and that inclusion can be the answer. For some troubled students, activities can be their motivation to stay in school. “Activities such as sports may be the only thing keeping certain students in school,” says Duace Wood, a teacher at Mohonasen High School in Rotterdam, N.Y. Getting involved in after-class activities keeps troublesome students in class. Even if they don’t do as well as their classmates, they are still learning. The more time they spend at school, the less time they have to even think about starting trouble. Teams also provide support and role models, and they help build the confidence that students need to succeed. If students who don’t behave are banned from activities, they might give up on school altogether.
【小题1】Paragraph 2 is developed by _______.

A．analyzing causes	B．giving examples
C．examining differences	D．following the time order

Cheektowage Central Middle School can be a lot of fun. It has game nights and student dances, after-school activities, and sports teams. However, students at the school must earn the right to join in the fun. If they don’t do their homework, participate in class, and behave at all times, they’re banned(禁止) from participating in after-school activities.

Students and parents say the threat of being excluded(排除在外) appears to be working. Kenny T. of Reno, Nev., says it taught him that actions have consequences: “I learned that I need to be balanced in both my work and athletics to be rewarded for working hard.” Parent Sondra LaMacchia told The New York Times that her 14-year-old daughter is learning responsibility at Cheektowaga Central. The teen used to perform poorly in her studies, but then she was banned from a school dance. The message got through loud and clear. “It’s nobody’s fault but hers,” LaMacchia said.

Although exclusion may help teach responsibility, some psychologists say it can also be threatening, especially for students who often cause, or may cause, trouble in school. They might become more aggressive and antisocial, which is exactly what schools like Cheektowaga Central want to prevent.

Should schools exclude students from activities to get them to behave? I believe teens need school activities and that inclusion can be the answer. For some troubled students, activities can be their motivation to stay in school. “Activities such as sports may be the only thing keeping certain students in school,” says Duace Wood, a teacher at Mohonasen High School in Rotterdam, N.Y. Getting involved in after-class activities keeps troublesome students in class. Even if they don’t do as well as their classmates, they are still learning. The more time they spend at school, the less time they have to even think about starting trouble. Teams also provide support and role models, and they help build the confidence that students need to succeed. If students who don’t behave are banned from activities, they might give up on school altogether.

1.Paragraph 2 is developed by _______.

A．analyzing causes B．giving examples

C．examining differences D．following the time order

2.Parent Sondra LaMacchia supports the policy of exclusion because _______.

A．it provides role models

B．her daughter is aggressive

C．her daughter hates taking exercise

D． it helps teach responsibility

3.In Paragraph 3 and 4, the author mainly talks about________.

A．students who are good at sports

B．students who often cause trouble

C．teens who do well in their studies

D．teens who always behave themselves

4.What is the author’s attitude towards the school’s policy of exclusion?

A． Negative B．Sympathetic C．Satisfied D．Supportive

Cheektowage Central Middle School can be a lot of fun. It has game nights and student dances, after-school activities, and sports teams. However, students at the school must earn the right to join in the fun. If they don’t do their homework, participate in class, and behave at all times, they’re banned(禁止) from participating in after-school activities.
Students and parents say the threat of being excluded(排除在外) appears to be working. Kenny T. of Reno, Nev., says it taught him that actions have consequences: “I learned that I need to be balanced in both my work and athletics to be rewarded for working hard.” Parent Sondra LaMacchia told The New York Times that her 14-year-old daughter is learning responsibility at Cheektowaga Central. The teen used to perform poorly in her studies, but then she was banned from a school dance. The message got through loud and clear. “It’s nobody’s fault but hers,” LaMacchia said.
Although exclusion may help teach responsibility, some psychologists say it can also be threatening, especially for students who often cause, or may cause, trouble in school. They might become more aggressive and antisocial, which is exactly what schools like Cheektowaga Central want to prevent.
Should schools exclude students from activities to get them to behave? I believe teens need school activities and that inclusion can be the answer. For some troubled students, activities can be their motivation to stay in school. “Activities such as sports may be the only thing keeping certain students in school,” says Duace Wood, a teacher at Mohonasen High School in Rotterdam, N.Y. Getting involved in after-class activities keeps troublesome students in class. Even if they don’t do as well as their classmates, they are still learning. The more time they spend at school, the less time they have to even think about starting trouble. Teams also provide support and role models, and they help build the confidence that students need to succeed. If students who don’t behave are banned from activities, they might give up on school altogether

1.
Paragraph 2 is developed by _______
1. A.
  analyzing causes
2. B.
  giving examples
3. C.
  examining differences
4. D.
  following the time order
2.
Parent Sondra LaMacchia supports the policy of exclusion because _______
1. A.
  it provides role models
2. B.
  her daughter is aggressive
3. C.
  her daughter hates taking exercise
4. D.
  it helps teach responsibility
3.
In Paragraph 3 and 4, the author mainly talks about________
1. A.
  students who are good at sports
2. B.
  students who often cause trouble
3. C.
  teens who do well in their studies
4. D.
  teens who always behave themselves
4.
What is the author’s attitude towards the school’s policy of exclusion?
1. A.
  Negative
2. B.
  Sympathetic
3. C.
  Satisfied
4. D.
  Supportive

第Ⅱ卷（共55 分）

VI．补全单词(共10小题;每小题1分,满分10分)

66. When you are making big decisions, it is important to get __________（支持）from your family.

67. If you want to work in a big city and live y the seaside, Qingdao is the _____ (完美的)place for you.

68. The boy was happy to see many colourful ____________（气球）go up into the sky.

69. My father is a ____________（屠夫）.He sells meat.

70. Although most of us are just ordinary people, every one of us is ___________(唯一)

71. The soil can___________(吸收)water, so it helps to keep water from flowing away

72. The police____________（拘捕）Rosa Parks, a black woman who refused to give her seat to a white man.

73. The reason why the American Civil War broke out was whether to_____ (废除) slavery or not.

74. Since the accident , Bill can no longer move his legs and has no feeling below his ______ (腰部) ..

75. Jane’s ________ (残疾) does not prevent her from reaching her goals in life..

Cheektowage Central Middle School can be a lot of fun. It has game nights and student dances, after-school activities, and sports teams. However, students at the school must earn the right to join in the fun. If they don’t do their homework, participate in class, and behave at all times, they’re banned(禁止) from participating in after-school activities.

Students and parents say the threat of being excluded(排除在外) appears to be working. Kenny T. of Reno, Nev., says it taught him that actions have consequences: “I learned that I need to be balanced in both my work and athletics to be rewarded for working hard.” Parent Sondra LaMacchia told The New York Times that her 14-year-old daughter is learning responsibility at Cheektowaga Central. The teen used to perform poorly in her studies, but then she was banned from a school dance. The message got through loud and clear. “It’s nobody’s fault but hers,” LaMacchia said.

Although exclusion may help teach responsibility, some psychologists say it can also be threatening, especially for students who often cause, or may cause, trouble in school. They might become more aggressive and antisocial, which is exactly what schools like Cheektowaga Central want to prevent.

Should schools exclude students from activities to get them to behave? I believe teens need school activities and that inclusion can be the answer. For some troubled students, activities can be their motivation to stay in school. “Activities such as sports may be the only thing keeping certain students in school,” says Duace Wood, a teacher at Mohonasen High School in Rotterdam, N.Y. Getting involved in after-class activities keeps troublesome students in class. Even if they don’t do as well as their classmates, they are still learning. The more time they spend at school, the less time they have to even think about starting trouble. Teams also provide support and role models, and they help build the confidence that students need to succeed. If students who don’t behave are banned from activities, they might give up on school altogether.

72. Paragraph 2 is developed by _______.

A. analyzing causes B. examining differences

C. giving examples D. following the time order

73. Parent Sondra LaMacchia supports the policy of exclusion because _______.

A. it provides role models B. her daughter is aggressive

C. it helps teach responsibility D. her daughter hates taking exercise

74. In Paragraph 3 and 4, the author mainly talks about _______.

A. students who are good at sports B. students who often cause trouble

C. teens who do well in their studies D. teens who always behave themselves

75. What is the author’s attitude towards the school’s policy of exclusion?

A. Supportive B. Sympathetic C. Satisfied D. Negative

It helps _________ you pay attention to the social skills．

Paragraph 2 is developed by _______

Parent Sondra LaMacchia supports the policy of exclusion because _______

In Paragraph 3 and 4, the author mainly talks about________

What is the author’s attitude towards the school’s policy of exclusion?

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