题目内容
2．-Mr．Smith，I'm sorry to bother you，but it's the third day of June today．-Oh，_____ rent!I'm sorry it's late．I'll write you _____ check right now．（ ）
| A． | the； the | B． | a； a | C． | a； the | D． | the； a |
分析 考查冠词的用法辨析，句意：---史密斯先生，很抱歉打扰你，今天是六月的第三天．---哦，房租!很抱歉这么晚了，我马上给你写一张支票．
解答 答案D，第一个空填the是指双方都知道的东西，第二个空填a是泛指一张支票，根据句意"---史密斯先生，很抱歉打扰你，今天是六月的第三天．---哦，房租!很抱歉这么晚了，我马上给你写一张支票．"故选D
点评 牢记冠词具体用法，多多练习
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7．Mr．Lee is our important customer，so make sure we give him _____ and make him feel special．（ ）
| A． | the salt of the earth | B． | a pie in the sky | ||
| C． | the red-carpet treatment | D． | a pound of flesh |
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． | |
11．--Why is it so noisy above our classroom？
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