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

I got a job teaching special education at a school in Coachella, California, a desert town about 170 miles from home. It was no (1) job. Street gangs (2) around the school after dark."Be careful," Dad warned me during one of my frequent weekend (3) home. He was concerned about my living (4) , but I needed to be on my own.One evening, I stayed after school to rearrange my classroom. (5) , I turned out the light and closed the door. Then I (6) toward the gate. It was (7) ! I looked around. Everyone had gone home.After (8) all the exits, I found just enough (9) to squeeze under a gate in the back of the school. Then I walked toward my car, parked in a field behind the building.Suddenly I heard voices. I (10) around and saw at least eight boys following me. (11) my pace, I reached into my shoulder bag to get my key. I (12) all over the inside of my handbag. But the key wasn’t (13) ! Dear Lord, please help me, I prayed (14) . Suddenly, my fingers touched a loose key in my purse. I didn’t even know if it was for my car, but I took it out and (15) it. It worked!I opened the door, slid in and locked it—just (16) the teenagers surrounded the car. Trembling , I started the engine and (17) away. When I returned to my apartment, the phone was ringing. It was my Dad. I didn’t tell him about my experience; I didn’t want to (18) him. "Oh, I forgot to tell you!" He said, "I had a(n) (19) car key made and slipped it into your purse—just (20) you ever need it.
 

A:extra B:useful C:special D:excellent

I will never forget the year I was about twelve years old. My mother told us that we would not be (16) Christmas gifts because there was not enough money. I felt sad and thought, "What would I say when the other kids asked what I’ d (17) " Just when I started to (18) that there would not be a Christmas that year, three women (19) at our house with gifts for all of us. For me they brought a doll. I felt such a sense of (20) that I would no longer have to be embarrassed when I returned to school. I wasn’t (21) . Somebody had thought (22) of me to bring me a gift.
Years later, when I stood in the kitchen of my new house, thinking how I wanted to make my (23) Christmas there special and memorable, I (24) remembered the women’s visit. I decided that I wanted to create that same feeling of (25) for as many children as I could possibly reach.
So I (26) a plan and gathered forty people from my company to help. We gathered about 125 orphans (孤儿) at the Christmas party. For every child, we wrapped colorful packages filled with
toys, clothes, and school supplies, (27) with a child’ s name. We wanted all of them to know they were (28) Before I called out their names and handed them their gifts, I (29) them that they couldn’t open their presents (30) every child had come forward. Finally the (31) they had been waiting for came as I called out, "One, two, three. Open your presents!" As the children opened their packages, their faces beamed and their bright smiles (32) up the room. The (33) in the room was obvious, and (34) wasn’ t just about toys. It was a feeling, and the feeling I knew (35) that Christmas so long ago when the women came to visit. I wasn’t forgotten. Somebody thought of me. I matter.

A:fine B:special C:helpful D:normal

Birth, marriage and death: these are the greatest events in human life. Many things, good and bad, can happen to us in our lives. (79)Yet there are three days which are usually marked by some kind of special ceremony: the day we are born; the day we get married and the day we die. These are the three main events in life. We only have a choice in the second of these: we can choose whether or not to marry. But we have no choice in birth and death. All human beings— from the most primitive to the most sophisticated—are affected by these three events. The only thing that differs in each society is the way these events are celebrated. Yet all societies share common characteristics. Birth is a time of joy. The proud parents receive congratulations and presents on behalf of the new-born. Marriage is also a time of joy. The young couple go through a special wedding ceremony and receive presents to help them set up their home. (80) Death is a time of sorrow and is marked by a special ceremony and mourning. The dates of ail three events arc usually remembered.
The dates of the three main events in life are usually remembered because ______.

A:of the celebrations B:they are important C:there are special ceremonies D:societies share common characteristics

Some people think they have an answer to the problem of car crowding and pollution in large cities. Their (21) is the bicycle, or bike. In a great (22) cities, hundreds of people ride bicycles to work every day. In New York City, some bike riders have been formed a group (23) Bike for a Better City. They claim that if more people rode bicycles to work, there (24) be fewer cars in the downtown section (闹市区) of the city and (25) less dirty air from car engines. For several years this (26) has been trying to get the city government (27) bicycle riders. For (28) , they want the city to paint special lanes ( narrow, often winding roads or ways) for bicycle only on some of the main streets, because when bicycle riders must use the (29) lanes as cars, there may be (30) Bike for a Better City feels that if there were (31) lanes, more people would use bikes. But no bicycle lanes have been (32) yet. (33) thinks they are a good idea. Taxi drivers don’t like the idea--they say it will slow transport. Some store owners on file main streets don’t like the idea--they say that if there is less traffic, they will have less (34) . And most people live (35) far from downtown to travel by bike.

A:safe B:special C:particular D:wide

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