题目内容
18．He searched throughout the room．分析 他彻底地搜查这个房间．
解答 答案是throughout．根据句子结构判断，题干空格处需要的是介词，与动词search连用；throughout表示"处处，遍及"；故本题用search throughout the room房间处处搜查．
点评 单词拼写必须在对语境整体理解的基础上抓住指向答案的关键线索、固定句型或搭配等，同时注意所选词的形式变化．
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6．Having no money but ____________ to know，he simply said he would go without dinner．（ ）
| A． | not to want anyone | B． | wanted to no one | ||
| C． | not wanting anyone | D． | to want to no one |
13．The project ______ last month but unfortunately it had to be prolonged（延长） because of the financial problem．（ ）
| A． | needn't have been finished | B． | shouldn't have finished | ||
| C． | could have been finished | D． | must have finished |
1．Federal Hocking High School in Stewart，Ohio，draws its 360students from a 270-square-mile rural area of the state's southeast corner．
In the early 1990s，teachers and students were not at all motivated．The school，says social studies teacher Deborah Burk，was sticking to the 19th-century concept of dividing the day into 42-minute periods （still common in many schools across the country），with each period counted as a credit toward graduation．Back then，Burk says，students focused more on the clock than on what she was saying．They weren't entirely to blame．The system，she felt，didn't let her do much beyond repeating the same lectures over and over：There wasn't time to challenge students to research into details．"You couldn't analyze their progress--or even think about it．"
In 1992，Dr．George H．Wood，an Ohio University education professor who'd never run a high school，was named principal．He asked students for their ideas，organized visits to programs around the country，and met frequently with staff．The result：Time passed quickly．With some arm-twisting of superintendents and state lawmakers，Federal Hocking moved from the tiresome credit system to a less-is-more schedule tied to four 80-minute classes．"We decided，"Wood says，"to teach fewer things better．"In American history，for example，the emphasis changed from devoting equal time to every era to focusing on big events．
The school developed its own credit system based on important studies but added other requirements--a senior portfolio，and a yearlong project created by the students that's not always linked directly to their coursework．Project topics range from writing a world-foods cookbook to the restoration of an old tractor．Graduation based just on racking up a set number of credits was no longer possible．
Other changes followed．The seven-minute daily homeroom period--basically an attendance call--was replaced by an hour-long advisory meeting every Wednesday morning．Each teacher advises the same 14or 15kids through high school．Wood，meanwhile，never lowered his strict academic standards．"Everybody here reads Shakespeare，Emerson and Thoreau，"he says，"even kids who are going to be mechanics．"
Teacher Tim Arnold says the schedule changes had an effect similar to the flipping（弹开）of a switch："The pressure was released．Instead of looking at the clock，we could look at the students．On the first day we all went‘Wow!That was cool．'"
Between the 1995-96and 2003-04school years，the percentage of the school's ninth-graders that passed Ohio's math proficiency test rose from 50percent to 85percent．Passing grades in reading shot from 69percent to 96percent．And honors diplomas jumped from 8percent to 20percent．"We don't focus on test scores，"Wood says，"but it's clear that if you pay attention to the overall culture of the school，the test scores will rise．"
In the early 1990s，teachers and students were not at all motivated．The school，says social studies teacher Deborah Burk，was sticking to the 19th-century concept of dividing the day into 42-minute periods （still common in many schools across the country），with each period counted as a credit toward graduation．Back then，Burk says，students focused more on the clock than on what she was saying．They weren't entirely to blame．The system，she felt，didn't let her do much beyond repeating the same lectures over and over：There wasn't time to challenge students to research into details．"You couldn't analyze their progress--or even think about it．"
In 1992，Dr．George H．Wood，an Ohio University education professor who'd never run a high school，was named principal．He asked students for their ideas，organized visits to programs around the country，and met frequently with staff．The result：Time passed quickly．With some arm-twisting of superintendents and state lawmakers，Federal Hocking moved from the tiresome credit system to a less-is-more schedule tied to four 80-minute classes．"We decided，"Wood says，"to teach fewer things better．"In American history，for example，the emphasis changed from devoting equal time to every era to focusing on big events．
The school developed its own credit system based on important studies but added other requirements--a senior portfolio，and a yearlong project created by the students that's not always linked directly to their coursework．Project topics range from writing a world-foods cookbook to the restoration of an old tractor．Graduation based just on racking up a set number of credits was no longer possible．
Other changes followed．The seven-minute daily homeroom period--basically an attendance call--was replaced by an hour-long advisory meeting every Wednesday morning．Each teacher advises the same 14or 15kids through high school．Wood，meanwhile，never lowered his strict academic standards．"Everybody here reads Shakespeare，Emerson and Thoreau，"he says，"even kids who are going to be mechanics．"
Teacher Tim Arnold says the schedule changes had an effect similar to the flipping（弹开）of a switch："The pressure was released．Instead of looking at the clock，we could look at the students．On the first day we all went‘Wow!That was cool．'"
Between the 1995-96and 2003-04school years，the percentage of the school's ninth-graders that passed Ohio's math proficiency test rose from 50percent to 85percent．Passing grades in reading shot from 69percent to 96percent．And honors diplomas jumped from 8percent to 20percent．"We don't focus on test scores，"Wood says，"but it's clear that if you pay attention to the overall culture of the school，the test scores will rise．"
| Problems of the school in the past | The（71）division of the day into 42-minute periods |
| （72）Repeatingthe same teaching content again and again | |
| No time to challenge students to（73）carryout research into details | |
| （74） Waysof solving the problems | A schedule of four 80-minute classes |
| Teaching fewer things better | |
| Credit system based on important studies in（75） addition to other requirements | |
| An hour-long meeting every Wednesday morning to give（76）advice/suggestions | |
| （77）Keeping up the high and strict academic standards | |
| Signs of （78） success/achievements | （79）Thirty/30 percent more ninth-graders passed Ohio's math proficiency test． |
| Much （80）progress was made in passing grades in reading． | |
| Honors diplomas increased from 8 percent to 20 percent． |