题目内容
16．Body image is a person's opinions，thoughts，and feelings about his or her own body and physical appearance．Having a positive body image means feeling pretty satisfied with the way you look，appreciating your body for its capabilities and accepting its imperfections．Body image is part of someone's total self-image．So how a guy feels about his body can affect how he feels about himself．Recognize your strengths．Different physical qualities and body types are good for different things-and sometimes the things you did well as a kid can change during puberty （青春期）．What does your body do well？Maybe your speed，flexibility，strength，or coordination leads you to excel at a certain sport．Or perhaps you have some non-sports skills．Just exploring talents that you feel good about can help your self-respect and how you think of yourself．
A good body doesn't always translate into athletic success．Too often，the way guys see their body image is closely associated with their performance on a sports field or in the gym．But what if you don't like team sports or you got cut from a team you really wanted to make？
If you don't like team sports，find another form of physical activity that gets you going．This will help you stay in shape and help you to appreciate the skills you may not have realized you had in a team environment．
If you like team sports but didn't make a particular team，use this as an opportunity to discover what you're good at，not to regret what you aren't best at．
Look into starting a strength training program．Exercise can help you look good and feel good about yourself．Good builds don't just happen-they take hard work，regular workouts，and a healthy diet．There's no need to work out too much．A healthy routine can be as simple as exercising 20minutes to 1hour three days a week．Another benefit of working out properly is that it can cheer up yourself--lifting weights can lift your spirits．
Don't harm your body，respect it!To help improve your view of your body，take care of it．Treating yourself well over time results in a healthier，stronger body--and that contributes to a better body image．Practicing good living habits-regular showering； taking care of your teeth，hair，and skin； wearing clean clothes，etc．--also can help you build a positive body image．
Be yourself．Your body is just one part of who you are-along with your talent for comedy，a quick wit，or all the other things that make you unique．Your talents，skills，and beliefs are just as much a part of you as the cover they come in．So try not to let minor imperfections take over．
55．The HM）st important point of body image lies in it that ijt is closely associated withD
A．one's physical appearance B．one's athletic achievements
C．one's body abilities D．one's self-confidence
56．Witch of die following statements is true？D
A．One's abilities developed in his childhood will stay on all one's life．
B．A good body is certain to lead to a good sport performance．
C．A good body image results mainly from extreme workouts．
D．Exploring non-sports talents matters equally as sports skills in building self-respect．
57．It can be inferred from the passage thatB
A．lifting weights is the best sport in lifting one's spirits
B．keeping good living habits does good to body image
C．one should try not to let minor imperfection take over
D．any activity out of．team sports can lead to one's discovery of one's potential skills
58．This passage mainly deals withC
A．what body image is
B．why body image is important
C．how body image should be improved
D．what makes up body image．
分析 本文属于说明文阅读，作者通过这篇文章主要向我们描述了样提高自己的身体意象：认识自己的长处，考虑开始体能训练计划，尊重你的身体等帮助你树立正面的身体意象．
解答 55．D．推理判断题．根据第一段尤其是最后一句"So how a guy feels about his body can affect how he feels about himself．"可推出ST身体形象的重要的一点在于，它与接近它的自信；故选D．
56．D．细节理解题．根据第二段最后一句"Just exploring talents that you feel good about can help your self-respect and how you think of yourself．"可知探索非体育人才同等重要的体育技能建设自尊，D项正确．
57．B．推理判断题．倒数第二段主要说明好的生活习惯有助于形成良好的body image，由此可以推断B项正确．
58．C．主旨大意题．根据文章后面列举的几点可以看出，全文围绕怎样提高自己的body image来分析说明，所以爱的身体形象有待提高为本文的主旨大意；故选C．
点评 考察学生的细节理解和推理判断能力，做细节理解题时一定要找到文章中的原句，和题干进行比较，再做出正确的选择．在做推理判断题不要以个人的主观想象代替文章的事实，要根据文章事实进行合乎逻辑的推理判断．
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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． |
8．Tom apologized for _____to inform me of the change in the plan．（ ）
| A． | his being not able | B． | him not to be able | ||
| C． | his not being able | D． | him to be not able |
5．We live in a computer age．People（41）Ascientists，teachers，writers and even students use computers do all kinds of work．But 30 years ago（42）Dcouldn't do much．They were very big and expensive．Very（43）Apeople were interested in them or knew how to use them．Today computers are smaller and（44）Bthan before．But they can do a lot of work，and many people like to use them．Some people（45）Ahave them at home．
Computers become very important because they can work（46）Bthan men and make fewer mistakes．Computers can（47）Apeople do a lot of work．Writers now use computers to（48）A．Teachers use them to help teaching．Students use them to study and children use them to play（49）B．computers can also remember what you（50）Cthem．Computers are very useful and helpful．They are our friends．Do you want to have a computer like others？
Computers become very important because they can work（46）Bthan men and make fewer mistakes．Computers can（47）Apeople do a lot of work．Writers now use computers to（48）A．Teachers use them to help teaching．Students use them to study and children use them to play（49）B．computers can also remember what you（50）Cthem．Computers are very useful and helpful．They are our friends．Do you want to have a computer like others？
| 41．A．like | B．as | C．and | D．with |
| 42．A．students | B．scientists | C．teachers | D．computers |
| 43．A．few | B．a few | C．little | D．a little |
| 44．A．cheap | B．cheaper | C．more expensive | D．expensive |
| 45．A even | B．still | C．almost | D．yet |
| 46．A fast | B．faster | C．slow | D．slower |
| 47．A help | B．make | C．stop | D．use |
| 48．A write | B．play | C．study | D．learn |
| 49．A football | B．games | C．basketball | D．piano |
| 50．A put to | B．put on | C．put into | D．put up． |