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� 题目和参考答案——青夏教育精英家教网—

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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．"

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．

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过去的学校存在很多的问题，学校为此采取了许多的措施积极改变，取得了巨大的进步．

解答 71．division  根据文章第二段"The school，says social studies teacher Deborah Burk，was sticking to the 19th-century concept of dividing the day into 42-minute periods"可知学校过去的问题之一是将时间分化为42分钟的时间段；故填division．
72．Repeating  根据文章第二段"The system，she felt，didn't let her do much beyond repeating the same lectures over and over"可知过去学校另一个问题是让老师同样的教学内容多重复一遍又一遍；因为句子没有主语，需要动名词做主语；故填Repeating．
73．carry  根据文章第二段"There wasn't time to challenge students to research into details"可知就学校还存在没有时间去挑战学生注意细节的问题；carryout，执行，动词不定式因此用原型carry．
74．Ways  根据文章第三段可知主要介绍解决过去学校存在问题的一些方法；故填复数形式Ways．
75．addition 根据文章第四段"The school developed its own credit system based on important studies but added other requirements"可知学校在除了其他要求外的重要研究基础上发展自己的信用体系，in addition to，除了；故填addition．
76．advice/suggestions 根据倒数第二段"was replaced by an hour-long advisory meeting every Wednesday morning"可知改为每周三开展为时一小时的建议性会议，可知目的是提出建议，因此用名词advice/suggestions．
77．Keeping  根据倒数第二段"Wood，meanwhile，never lowered his strict academic standards"可知解决方法包括绝不降低即保持高标准和严格的学术标准，没有主语故动名词做主语；故填Keeping．
78．success/achievements  文章最后一段主要描写了采取措施后取得的成就；故填success/achievements．
79．Thirty/30  根据文章最后一段"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"可知九年级学生通过俄亥俄数学能力考试的人数多了超过百分之三十；故填Thirty/30．
80．progress 根据文章最后一段"Passing grades in reading shot from 69percent to 96percent"实施措施后孩子们的阅读能力获得很大进步，make progress，取得进步，这里采用被动形式，故填progress．

点评考察学生的推理判断能力和联系上下文的能力，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．此类的填空题一定要联系上下文，根据上下文的内容加上自己的理解，再作出正确的判断．

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