歷年考研英語完型填空2003年
[00:03.16]2003
[00:06.39]Teachers need to be aware of the emotional, intellectual,
[00:09.82]and physical changes that young adults experience.
[00:13.25]And they also need to give serious (1)thought to
[00:15.47]how they can best (2)accommodate such changes.
[00:18.60]Growing bodies need movement and (3)exercise,
[00:21.22]but not just in ways that emphasize competition.
[00:24.23](4)Because they are adjusting to their new bodies
[00:26.96]and a whole host of new intellectual
[00:29.68]and emotional challenges,
[00:31.29]teenagers are especially self-conscious
[00:34.12]and need the (5)confidence that comes from
[00:36.13]achieving success and knowing that their accomplishments
[00:39.46]are (6)admired by others.
[00:41.27]However, the typical teenage lifestyle
[00:43.90]is already filled with so much competition
[00:46.51]that it would be (7)wise to plan activities
[00:49.15]in which there are more winners than losers,
[00:51.96](8)for example, publishing newsletters
[00:54.28]with many student-written book reviews,
[00:56.51](9)displaying student artwork,
[00:57.97]and sponsoring book discussion clubs.
[01:00.55]A variety of small clubs
[01:02.25]can provide (10)multiple opportunities for leadership,
[01:05.27]as well as for practice in successful (11)group dynamics.
[01:08.90]Making friends is extremely important to teenagers,
[01:12.02]and many shy students need the (12)security
[01:14.65]of some kind of organization
[01:16.57]with a supportive adult (13)barely visible in the background.
\[01:19.70]In these activities,
[01:21.26]it is important to remember
[01:23.28]that the young teens have (14)short attention spans.
[01:25.69]A variety of activities should be organized
[01:28.63](15)so that participants can remain active
[01:30.84]as long as they want
[01:32.46]and then go on to (16)something else
[01:34.27]without feeling guilty
[01:35.59]and without letting the other participants (17)down.
[01:38.21]This does not mean that adults must accept irresponsibility.
[01:41.83](18)On the contrary, they can help students acquire
[01:44.86]a sense of commitment by (19)planning
[01:46.77]for roles that are within their (20)capabilities
[01:49.30]and their attention spans
[01:50.81]and by having clearly stated rules.
