人教版高考英语一轮练习及答案—选修8Unit3含答案.docVIP

2017人教版高考英语一轮练习及答案—选修8Unit 3 选修8 新题型浏览—语法填空 阅读下面短文，根据所读内容在文后第71至第80小题的空格里填上适当的单词。 注意：每空1个单词。 Federal Hocking High School in Stewart, Ohio, draws its 360 students 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 attend