题目内容
9．-How was it _____ little John had done resulted in so much improvement？-Through his great skills obtained by years of hard work and practice．（ ）
| A． | that whether | B． | whether that | C． | that what | D． | what that |
分析 --小约翰是怎样做的导致取得了这么大的提高？
--用他熟练的技能，通过这几年的努力工作和实践获得的．
解答 答案：C 考查强调句．强调句中要用连词that，排除B、D项，且do是及物动词，要用what作其宾语，排除A项，故C项正确．
点评 英语中常用的强调句（又称分裂句）结构是"it is/was+被强调部分+who/that…"．使用强调句型时必须注意以下几点：1．如果原句子中的谓语动词为现在时或将来的各种时态，变为强调句型时，就用"it is …"；如果原句子中的谓语动词为过去的各种时态，变为强调句型时，就用"it was…".2．被强调的部分是人称代词时，原句用什么格，强调句也用什么格；如果是人称代词主格，who/that后的动词在人称和数上应与主格人称代词保持一致．3．关于强调句的连词选用，强调人时可以不用that，而用who来代替．强调宾语时，如果指的是人，可用whom．如果不强调人一律用that．切不能与定语从句和主语从句相混淆而错误地使用what，how，which，where，when，why．
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20．Mr．Baker including some tourists ______ the Great Wall before，so they headed for the Forbidden City．（ ）
| A． | has gone to | B． | have gone to | C． | has been to | D． | have been to |
4．-Why do you choose to work with special needs children？
-I think it will add a new _____ to my life．（ ）
-I think it will add a new _____ to my life．（ ）
| A． | version | B． | dimension | C． | illusion | D． | occasion |
14．Teenagers who spend quality time with their parents are more likely to want to further their studies，according to research from the University of Warwick．Researchers found that adolescents who take part in cultural activities with their mother and father were more likely to aspire（渴望） to continue their studies post-16than those who didn't．This is compared to even those who attended homework clubs or participated in extra-curricular activities．
Dr Hartas led the research．She said："Filial（子女的） dynamics such as emotional closeness to parents and cultural capital were better predictors than more school-driven parent-child interactions．"Factors relating to family emotional closeness，bullying，friendships，homework，extra-curricular activities and perception of parental interest in the child's education were examined．The researchers measured responses to questions about a variety of topics such as visiting art galleries，discussing books at home，the number of evenings spent doing homework，relationship with siblings and quarrelling with parents．
Dr Hartas and her team found that the willingness to solve problems was a strong predictor of educational aspiration．Adolescents who indicated they were less confident at handling problems were 30% less likely to rate gaining GCSEs important．In addition those who expressed a lower level of general well-being were 18% more likely to choose not to go to university．Closeness to parents was an indicator of attitude towards GCSEs； those who did not feel emotionally close to their parents were two times higher to consider GCSEs unimportant．However，emotional closeness to parents was not found to be significant in predicting a desire to attend university．
What the researchers termed‘cultural capital'or participating in cultural activities also appeared to affect the desire to study further．Those who weren't exposed to cultural activity were 14% and 20% respectively less likely to consider university or GCSEs as important．Those who did go to museums，galleries，concerts etc．were found to be 23% less likely to consider training or employment post-16．
Dr Hartas said that these findings had significant implications for family and educational policy，especially with regard to"raising aspirations and reducing early school leaving．"They also raised the issue of reconsidering the role of the home environment as a web of emotionally and intellectually charged relationships between parents and children rather than an extension of the school day．
Dr Hartas led the research．She said："Filial（子女的） dynamics such as emotional closeness to parents and cultural capital were better predictors than more school-driven parent-child interactions．"Factors relating to family emotional closeness，bullying，friendships，homework，extra-curricular activities and perception of parental interest in the child's education were examined．The researchers measured responses to questions about a variety of topics such as visiting art galleries，discussing books at home，the number of evenings spent doing homework，relationship with siblings and quarrelling with parents．
Dr Hartas and her team found that the willingness to solve problems was a strong predictor of educational aspiration．Adolescents who indicated they were less confident at handling problems were 30% less likely to rate gaining GCSEs important．In addition those who expressed a lower level of general well-being were 18% more likely to choose not to go to university．Closeness to parents was an indicator of attitude towards GCSEs； those who did not feel emotionally close to their parents were two times higher to consider GCSEs unimportant．However，emotional closeness to parents was not found to be significant in predicting a desire to attend university．
What the researchers termed‘cultural capital'or participating in cultural activities also appeared to affect the desire to study further．Those who weren't exposed to cultural activity were 14% and 20% respectively less likely to consider university or GCSEs as important．Those who did go to museums，galleries，concerts etc．were found to be 23% less likely to consider training or employment post-16．
Dr Hartas said that these findings had significant implications for family and educational policy，especially with regard to"raising aspirations and reducing early school leaving．"They also raised the issue of reconsidering the role of the home environment as a web of emotionally and intellectually charged relationships between parents and children rather than an extension of the school day．
| Quality time rather than study time improves teens'educational aspirations | |
| （71）Findingof a recent study | There is a high （72）possibility/probabilitythat teenagers spending quality time and （73）participatingin cultural activities with their parents are willing to further their studies． |
| （74）Factorsaffecting the desire for further study | Being （75）emotionallyclose to parents can better predict that teenagers will motivate themselves to study． |
| The more （76）confidence/willingnessthe adolescents have to solve problems，the （77）strongertheir educational desire will become． | |
| It seems that teenagers who have （78）accessto cultural activities desire to study further． | |
| Implications of the research | With the research's help，we can raise teenagers'aspirations and prevent them （79）leaving/quittingschool early． |
| The role of the home environment should be reconsidered as an emotional and intellectual relationship web （80）insteadof a school day extension． | |
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| A． | have coughed | B． | coughed | ||
| C． | have been coughing | D． | are coughing |