题目内容
12．Did you meet with Mr．Jackson？_________ I had come here a little earlier．（ ）
| A． | If only | B． | Only if | C． | But for | D． | For fear |
分析 --你遇见Jackson先生了吗？
--要是我早点到就好了．
解答 答案是A．本题考查从属连词辨析．If only要是…就好了，表示与事实相反的愿望；only if只有在…条件下，位于句首句子要用倒装语序；but for要不是，常常与虚拟语气连用；for fear后面接从句时往往加that，表示"以免"；根据语境，说话人没有遇见Jackson先生，所以是与事实相反的愿望"要是早一点来就好了"，故选A．
点评 首先要理解连词的功能：并列连词连接并列的词、短语或句子；从属连词连接主从句；其次理解各连词含义；最后结合语境做出判断．
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2．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 170seventh-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 77percent 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 72percent of their eighth-graders met Maine's reading standard last year--double the statewide average．Only 31percent met the Maths standard，still better than the state average（21percent）．Their students also beat the state average in writing and science．And in 2006，Gual was one of 47schools in the state to see testing gains of at least 20percent in four of the previous five years，coinciding roughly with team teaching'arrival．
Gaul，with about 170seventh-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 77percent 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 72percent of their eighth-graders met Maine's reading standard last year--double the statewide average．Only 31percent met the Maths standard，still better than the state average（21percent）．Their students also beat the state average in writing and science．And in 2006，Gual was one of 47schools in the state to see testing gains of at least 20percent in four of the previous five years，coinciding roughly with team teaching'arrival．
| A Classroom with Context | |
Problems of the school | Being a farming town，it （149）achieved little in education before． |
| （150）Further education is considered less important． | |
| The community is relatively （151）closed rather than open to the outsiders． | |
Ways of solving the problems | The division of the classes is made and students are well （152）motivated． |
| Individual schedules and lesson plans are （153）made/adopted/conducted by each team． | |
| A strong （154）bond/tie/connection between teacher and student is established through combining teams and looping． | |
Signs of （155）success | 72percent of the eighth-graders （156）meeting/reaching Maine's reading standard |
| （157）Tenpercent higher than the state average in Maths | |
| The school beating the state average in writing and science | |
| Four of the previous five years （158）seeing/witnessing at least 20percent test gains | |
3．-The trade caused me $500worth of loss．
--Pity!You didn't listen to my advice； otherwise，you _________．（ ）
--Pity!You didn't listen to my advice； otherwise，you _________．（ ）
| A． | would not have taken in | B． | might not be cheated | ||
| C． | should not have been taken in | D． | would not have been taken in |
20．Had I been told earlier，I ______ such a golden opportunity to apply for the job interview．（ ）
| A． | can't have missed | B． | mustn't have missed | ||
| C． | shouldn't have missed | D． | would not have missed |
7．I _________ along the street looking for a place to park when the accident ________．（ ）
| A． | was going； occurred | B． | went； was occurring | ||
| C． | went； occurred | D． | was going； had occurred |
17．The storm came so suddenly，otherwise they ______ such great loss when it struck．（ ）
| A． | couldn't suffer | B． | wouldn't have suffered | ||
| C． | shouldn't suffer | D． | needn't have suffered |
4．This is the first time that we ____________a film in the newly-built cinema together．（ ）
| A． | see | B． | had seen | C． | saw | D． | have seen |
1．All the doctors in the hospital insisted that he ____ badly wounded and that he _____ at once．（ ）
| A． | should be； be operated on | B． | was； must be operated on | ||
| C． | be； was operated on | D． | was； be operated on |
2．Don't press the red button______ it is absolutely necessary．（ ）
| A． | so that | B． | unless | C． | as long as | D． | when |