It has been argued by some that gifted children should be grouped in special classes. The (31) has been on the belief that in regular classes these children are held back in their intellectual (智力的) growth by learning situation that has designed for the (32) children.
There can be little doubt that (33) classes can help the gifted children to graduate earlier and take their place in life sooner. However, to take these (34) out of the regular classes may create serious problems.
I observed a number of intelligent children who were taken out of a special class and placed in a regular class. In the special class, they showed little ability to use their own judgment, relying (35) on their teachers’ directions. In the regular class, having no worry about keeping up, they began to reflect voluntarily on many problems, some of which were not on the school program.
Many are concerned that gifted children become (36) and lose interest in learning. However, this (37) is more often from parents and teachers than from students, and some of these (38) simply conclude that special classes should be set up for those who are (39) . Some top students do feel bored in class, but why they (40) so goes far beyond the work they have in school. Studies have shown that to be bored is to be anxious. The gifted child whop is bored is an anxious child.

A:regular  B:special  C:small  D:creative

Losing weight can seem like an unwinnable war. You know you need to eat less and exercise more, but that’s (1) impossible when everything in your life—from job stress to the temptation of fast and (2) foods—encourages you to do the (3) . A healthy diet and regular exercise are certainly the best weapons against weight gain, (4) the fact is that sometimes they aren’t enough. And that’s (5) science may someday be able to help.
In various research labs, researchers are closely looking (6) the biological mechanisms of obesity, (7) why some bodies store fat so (8) , and why others are better at burning the calories they (9) . They are discovering a surprising (10) of metabolic and physiologic factors that contribute to weight: did you know, for instance, that your intestines are full of bacteria that can (11) or restrain weight gain to some extent Or that the brown fat—which is (12) in newborns—actually burns a lot of calories, (13) the traditional white fat commonly stored in bellies
These and other findings about the biology of weight gain could be the (14) to slimming our collective waistline, if scientists can someday use them to (15) better treatments for obesity. (16) we could use the help: in the decade between the year of 1991 and that of 2000, the (17) of overweight adults in the U.S. increased by 61%. Last year, 30% of children in 30 states (18) the scales as either overweight or obese. "We just don’t have enough physicians to treat all the obese people," says Dr. Michael Jensen, professor of medicine.
If the latest findings from obesity labs prove as (19) as they are promising, they could in the future make the job of fighting obesity easier for (20) and patients, and help all of us get an extra boost from our diet and exercise programs.

A:greasy B:regular C:fatty D:nutritional

regular

At first I couldn’t believe it! There were no (21) in rows; no bells rang; no one had to go to (22) . Although we all lived "in", (23) made us go to bed at a certain time; there was no "lights out".
The (24) thing was that practically all the students went to class, and very few people stayed up late at night. Only the new people stayed up or (25) class. The new ones always went (26) at first, but this never lasted long. Our teachers treated us like (27) ; never did we have to (28) "stand up". I don’t know of one student who didn’t try his best.
The subjects were the same as those in (29) school, but what a difference in the approach(方式 )! For example, in botany (植物学) we had no classes in the spring or fall, but instead we (30) two gardens, a vegetable garden and a flower garden. Then in winter we each studied a few (31) things about what we had grown. In math the students built three different kinds of storerooms—small ones of course, but usable. They did this instead of having lessons in the classroom. They really had a (32) time too, designing everything, drawing the blueprints, figuring out the angles (角度) and so on. I didn’t take math. I can’t stand it! Besides, I could do the things with numbers. That’s (33) ! On the whole I think I am a better person for having gone to the school. I can read and write as well as anyone else of my age, and I can think better. That’s probably a real big (34) between the free school and regular school—the amount of (35) .

A:night B:regular C:small D:real

At first I couldn’t believe it! There were no (21) in rows; no bells rang; no one had to go to (22) . Although we all lived "in", (23) made us go to bed at a certain time; there was no "lights out".
The (24) thing was that practically all the students went to class, and very few people stayed up late at night. Only the new people stayed up or (25) class. The new ones always went (26) at first, but this never lasted long. Our teachers treated us like (27) ; never did we have to (28) "stand up". I don’t know of one student who didn’t try his best.
The subjects were the same as those in (29) school, but what a difference in the approach(方式 )! For example, in botany (植物学) we had no classes in the spring or fall, but instead we (30) two gardens, a vegetable garden and a flower garden. Then in winter we each studied a few (31) things about what we had grown. In math the students built three different kinds of storerooms—small ones of course, but usable. They did this instead of having lessons in the classroom. They really had a (32) time too, designing everything, drawing the blueprints, figuring out the angles (角度) and so on. I didn’t take math. I can’t stand it! Besides, I could do the things with numbers. That’s (33) ! On the whole I think I am a better person for having gone to the school. I can read and write as well as anyone else of my age, and I can think better. That’s probably a real big (34) between the free school and regular school—the amount of (35) .

A:night B:regular C:small D:real

It has been argued by some that gifted children should be grouped in special classes. The (31) has been on the belief that in regular classes these children are held back in their intellectual (智力的) growth by learning situation that has designed for the (32) children.
There can be little doubt that (33) classes can help the gifted children to graduate earlier and take their place in life sooner. However, to take these (34) out of the regular classes may create serious problems.
I observed a number of intelligent children who were taken out of a special class and placed in a regular class. In the special class, they showed little ability to use their own judgment, relying (35) on their teachers’ directions. In the regular class, having no worry about keeping up, they began to reflect voluntarily on many problems, some of which were not on the school program.
Many are concerned that gifted children become (36) and lose interest in learning. However, this (37) is more often from parents and teachers than from students, and some of these (38) simply conclude that special classes should be set up for those who are (39) . Some top students do feel bored in class, but why they (40) so goes far beyond the work they have in school. Studies have shown that to be bored is to be anxious. The gifted child whop is bored is an anxious child.

A:regular  B:special  C:small  D:creative

It has been argued by some that gifted children should be grouped in special classes. The (31) has been on the belief that in regular classes these children are held back in their intellectual (智力的) growth by learning situation that has designed for the (32) children.
There can be little doubt that (33) classes can help the gifted children to graduate earlier and take their place in life sooner. However, to take these (34) out of the regular classes may create serious problems.
I observed a number of intelligent children who were taken out of a special class and placed in a regular class. In the special class, they showed little ability to use their own judgment, relying (35) on their teachers’ directions. In the regular class, having no worry about keeping up, they began to reflect voluntarily on many problems, some of which were not on the school program.
Many are concerned that gifted children become (36) and lose interest in learning. However, this (37) is more often from parents and teachers than from students, and some of these (38) simply conclude that special classes should be set up for those who are (39) . Some top students do feel bored in class, but why they (40) so goes far beyond the work they have in school. Studies have shown that to be bored is to be anxious. The gifted child whop is bored is an anxious child.

A:regular  B:special  C:small  D:creative