A group of eight public high school students  in Massachusetts, aged l5 to l7，designed and ran their own school within a school. They named their practice the Independent Project. They represented the usual range: two were close to dropping out before they started the project，while others were honors students.
Their guidance teacher was their adviser, consulting with them when the group encountered difficulties. Though they sought advice from English，math and science teachers， they were responsible for monitoring one another’s work and giving one another feedback. There were no grades, but at the end of the term，the students wrote evaluations of their classmates.
The students also designed their own course. In addition to some  regular courses，they each took on an ‘individual project’，learning to play the piano or to cook，writing a novel or making a video about domestic(国内的) violence. At the end of the term，they performed their new skills in front of the entire school. The last part of their self - designed course was to do a ‘collective project’ that had social significance. Because they felt the whole experience had been so life – changing，they ended up making a film showing how other students could start and run their own schools.
The project was a success. After returning to their traditional study，the students have high motivation and are doing well. One student who had failed all of his previous math courses spent three weeks teaching the others about probability. The lesson learned here is that if students are given the opportunity to take control or contribute significantly to their own learning they will become more accomplished，more engaged and more knowledgeable.
The students in the project are remarkable because they demonstrate the kinds of learning and  personal growth that are possible when teenagers feel ownership of their high school experience，learn things that matter to them and learn together.
【小题1】Which of the following statements is TRUE?

A group of eight public high school students  in Massachusetts, aged l5 to l7，designed and ran their own school within a school. They named their practice the Independent Project. They represented the usual range: two were close to dropping out before they started the project，while others were honors students.

Their guidance teacher was their adviser, consulting with them when the group encountered difficulties. Though they sought advice from English，math and science teachers， they were responsible for monitoring one another’s work and giving one another feedback. There were no grades, but at the end of the term，the students wrote evaluations of their classmates.

The students also designed their own course. In addition to some  regular courses，they each took on an ‘individual project’，learning to play the piano or to cook，writing a novel or making a video about domestic(国内的) violence. At the end of the term，they performed their new skills in front of the entire school. The last part of their self - designed course was to do a ‘collective project’ that had social significance. Because they felt the whole experience had been so life – changing，they ended up making a film showing how other students could start and run their own schools.

The project was a success. After returning to their traditional study，the students have high motivation and are doing well. One student who had failed all of his previous math courses spent three weeks teaching the others about probability. The lesson learned here is that if students are given the opportunity to take control or contribute significantly to their own learning they will become more accomplished，more engaged and more knowledgeable.

The students in the project are remarkable because they demonstrate the kinds of learning and  personal growth that are possible when teenagers feel ownership of their high school experience，learn things that matter to them and learn together.

1.Which of the following statements is TRUE?

A．Some students might drop out of high school.

B．The teachers monitored the students’ homework.

C．The students themselves solved all their problems.

D．The teachers evaluate the students’ performances.

2.The students involved in the Independent Project             .

A．didn’t need to learn common lessons

B．tended to escape from the whole society

C．were unwilling to share their experiences

D．focused on self-study and working together

3.According Paragraph 4，we know that             .

A．the traditional study is better than the project

B．all the students had failed their math courses

C．the students have freedom to design their lessons

D．the project was mainly concerned with math courses

4.The project made the students outstanding because             .

A．they are unusually talented

B．they have better backgrounds

C．they have supportive teachers

D．they are owners of their education

5.What would be the best title of the text?

A．Structure the kids’ days to the minute

B．Let kids rule their own school within a school

C．Offer students few opportunities to do anything

D．Provide traditional education to the students

A high school history teacher once told us, “If you make one close fried in school, you will be most fortunate. A true friend is someone who stays with you for life.” 36 teaches that he is right. Good friendship is just not easily 37 　.

　 It is possible that we simply do not stay in one place long enough for a true friendship to 38 . However, there can be 39 disagreement in the need for each of us to think carefully about what kind of friendship we want.

　 To most of us, 40 are considered very important, but we need to make it clear in our minds what kind of friendship we want. Are they to be close or 41 at arm’s length? Do we want to 42 ourselves or do we want to walk on surface? For some people, many friendships on the surface are 43 enough and that’s all right. But at some point we need to make sure that our 44 are the same as our friends’ expectations. The sharing of 45 experiences including our tears as well as our dark dreams is the surest way to 46 friendships. But it must be undertaken（进行）slowly and 47 only if there are signs of interest and action 48 .

　 What are some of the 49 of friendship? The greatest is the attraction to expect too much too soon. Deep relationships 　50 time. Another “major difficulty” is the selfishness to think one “ 51” the other, including his time and attention. 52 friendships require actions in return. In other words, you must give as 53 as you take. Finally, there is a question of taking care of. Unless you spend 54 time together, talking on the phone, writing letters, doing things together, friendships will die 55 　.

36．A．Knowledge　　 　　 B．Books　　 　　　　 C．Teachers　　 　 D．Experience

37．A．understood　　 　　 B．formed　　　　　　　 C. realized　　　　　　 D．made

38．A．design　　　　 　　 B．intend　　　 　 C．develop　　　 D．appear

39．A．no 　　　　　　　　　　　 B．any　　　　 　 C．not　　　　　 D．some

40．A．lives　　　　 　　　 B．relationships　 　 C．friendships　 　 D．classmates

41．A．taken　　　　 　　　 B．left　　　　　 　 C．given　　　　 D．kept

42．A．own　　　　 　　　 B．share　　　　 　 C．think　　　　 　 D．suffer

43．A．than　　　　　 　　 B．very　　　　 　 C．quite　　　　 　 D．so

44．A．expectations　 　　　 B．attractions　　 　 C．options　　　 D．ideas

45．A．good　　　　 　　 B．ordinary　　 　 C．social　　　　 D．personal

46．A．prove　　　 　　　 B．produce　　　 　 C．weaken　　　 D．deepen

47．A．carried though 　　 B．carried out　 　 C．carried on　　 D．carried away

48．A．by turns　　　 　　 B．in return 　　　　　 C．in turn　　 　　 D．in answer

49．A．difficulties　　 　　　 B．differences　 　　 C．disadvantages 　 D．advantages

50．A．cost　　　　　 　　 B．spend　　 　　　 C. take　　　　　 　 D．waste

51．A．loves　　　　 　　 B．hates　　 　　　　　 C．press　 　　　　　 D．possesses

52．A．differently　 　　　 B．Fortunately　 　　 C．Similarly　　 　 D．Regretfully

53．A．many　　　　 　　 B．much　　　 　　 C．little　　　　 D．possible　

54．A．reasonable　　 　　 B．comfortable　 　 C．spare　 　　　　　 D．valuable

55．A．of　　　　　 　　 B．from　　　　 　 C．out　　　　　 D．away

A group of eight public high school students  in Massachusetts, aged l5 to l7， designed and ran their own school within a school. They named their practice the Independent Project. They represented the usual range: two were close to dropping out before they started the project， while others were honors students.

Their guidance teacher was their adviser, consulting with them when the group encountered difficulties. Though they sought advice from English， math and science teachers， they were responsible for monitoring one another’s work and giving one another feedback. There were no grades, but at the end of the term， the students wrote evaluations of their classmates.

The students also designed their own course. In addition to some  regular courses，they each took on an ‘individual project’，learning to play the piano or to cook，writing a novel or making a video about domestic(国内的) violence. At the end of the term，they performed their new skills in front of the entire school. The last part of their self - designed course was to do a ‘collective project’ that had social significance. Because they felt the whole experience had been so life – changing， they ended

up making a film showing how other students could start and run their own schools.

The project was a success. After returning to their traditional study， the students have high motivation and are doing well. One student who had failed all of his previous math courses spent three weeks teaching the others about probability. The lesson learned here is that if students are given the opportunity to take control or contribute significantly to their own learning they will become more accomplished， more engaged and more knowledgeable.

The students in the project are remarkable because they demonstrate the kinds of learning and  personal growth that are possible when teenagers feel ownership of their high school experience，learn things that matter to them and learn together.

7l. Which of the following statements is TRUE?

A. Some students might drop out of high school.

B. The teachers monitored the students’ homework.

C. The students themselves solved all their problems.

D. The teachers evaluate the students’ performances.

72. The students involved in the Independent Project              .

A. didn’t need to learn common lessons

B. tended to escape from the whole society

C. were unwilling to share their experiences

D. focused on self-study and working together

73. According Paragraph 4， we know that              .

A. the traditional study is better than the project

B. all the students had failed their math courses

C. the students have freedom to design their lessons

D. the project was mainly concerned with math courses

74. The project made the students outstanding because              .

A. they are unusually talented

B. they have better backgrounds

C. they have supportive teachers

D. they are owners of their education

75. What would be the best title of the text?

A. Structure the kids’ days to the minute

B. Let kids rule their own school within a school

C. Offer students few opportunities to do anything

D. Provide traditional education to the students

A group of eight public high school students in Massachusetts，aged 15 to 17，designed and ran their own school within a schoo1．They named their practice the Independent Project．They represented the usual range：two were close to dropping out before they started the project，while others were honors students．

Their guidance teacher was their adviser，consulting with them when the group encountered difficulties．Though they sought advice from English，math and science teachers，they were responsible for monitoring one another's work and giving one another feedback．There were no grades，but at the end of the term，the students wrote evaluations of their classmates．

The students also designed their own course．In addition to some regular courses, they each took on an‘individual project’,learning to play the piano or to cook，writing a novel or making a video a bout domestic(国内的)violence．At the end of the term，they performed their new skills in front of the entire school．The last part of their self—designed course was to do a‘collective project’that had social significance．Because they felt the whole experience had been so life—changing，they ended up making a film showing how other students could start and run their own schools．

The project was a success．After returning to their traditional study，the students have high motivation and axe doing well．One student who had failed all of his previous math courses spent three weeks teaching the others about probability．The lesson learned here is that if students are given the opportunity to take control or contribute significantly to their own learning they will become more accomplished，more engaged and more knowledgeable．

The students in the project are remarkable because they demonstrate the kinds of learning and personal growth that axe possible when teenagers feel ownership of their high school experience，learn things that matter to them and learn together．

71．Which of the following statements is TRUE?

A．Some students might drop out of high school．

B．rile teachers monitored the students' homework．

C．The students themselves solved all their problems．

D．The teachers evaluate the students' performances．

72．The students involved in the Independent Project            .

A．didn't need to learn common lessons

B．tended to escape from the whole society

C．were unwilling to share their experiences

D．focused on self—study and working together

73．According Paragraph 4，we know that           .

A．the traditional study is better than the project

B．all the students had failed their math courses

C．the students have freedom to design their lessons

D．the project was mainly concerned with math courses

74．The project made the students outstanding because           .

A．they are unusually talented

B．they have better backgrounds

C．they have supportive teachers

D．they are owners of their education

75．What would be the best title of the text?

A．Structure the kids' days to the minute

B．Let kids rule their own school within a school

C．Offer students few opportunities to do anything

D．Provide traditional education to the students