39.
(A) at least
(B) at best
(C) at ease
(D) at all

36. (A) center (B) centered (C) centeredness (D) centering

37. (A) begin with (B) begins with (C) beginning with (D) began with

38. (A) engaging in (B) engaging with (C) engage to (D) engage in

40. (A) instead (B) despite (C) otherwise (D) nevertheless

41. (A) answer (B) to answer (C) answering (D) answered

42. What’s the main idea of the passage? (A) The needs of twice-exceptional children are often unidentified and there are no easy answers for helping these children to cope. (B) The greatest concern for parents of highly gifted children is that they can learn everything too easily. (C) Some children of special needs are afraid to perform well because they fear they will be asked to do well all the time. (D) Learning a foreign language is difficult for children with auditory processing problems.

43. Who are twice-exceptional children? (A) Children who have two types of learning disabilities. (B) Children who cannot do a task right away. (C) Children who are not good at doing non-physical tasks. (D) Children who are gifted but also have learning disabilities.

44. What’s the problem for twice-exceptional children? (A) Everything comes too easily for them. (B) Everything in school is either too difficult or too easy for them. (C) Nothing is too easy for them. (D) They want everything to be “just right.”

45. Why the special needs of twice-exceptional children are frequently undetected? (A) The children have ways to make up for their special needs. (B) Parents and teachers don’t care about their special needs. (C) The children usually have a lot of emotional and academic damages. (D) All of the above.

46. Why some twice-exceptional children may not want to perform well? (A) They know it will take them extra energy to perform well. (B) They want teachers and parents to do the tasks for them. (C) They fear they may be expected to do well all the time. (D) The tasks maybe too dangerous for them to do.

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