三、Part Ⅲ　Reading Comprehension (40 minutes)
 Section A
Directions: In this section, there is a passage with ten blanks. You are required to select oneword for each blank from a list of choices given in a word bank following the passage. Read thepassage through carefully before making your choices. Each choice in the bank is identified bya letter. Please mark the corresponding letter for each item on ,Answer Street 2 with a singleline through the centre. You may not use any of the words in the bank more than once.
Questions 26 to 35 are based on the following passage.

       Pursuing a career is an essential part of adolescent development. “The adolescent becomes an adult when he 　26　 a real job.” To cognitive researchers like Piaget, adulthood meant the beginning of an　27　.
　　Piaget argued that once adolescents enter the world of work, their newly acquired ability to form hypotheses allows them to create representations that are too ideal. The 　28　 of such ideals, without the tempering of the reality of a job or profession, rapidly leads adolescents to become 　29　 of the non-idealistic world and to press for reform in a characteristically adolescent way. Piaget said: “True adaptation to society comes 　30　 when the adolescent reformer attempts to put his ideas to work.”
　　Of course, youthful idealism is often courageous, and no one likes to give up dreams. Perhaps, taken 　31　 out of context, Piaget’s statement seems harsh. What he was 　32　, however, is the way reality can modify idealistic views. Some people refer to such modification as maturity. Piaget argued that attaining and accepting a vocation is one of the best ways modify idealized views and to mature.
　　As careers and vocations become less available during times of 　33　, adolescents may be especially hard hit. Such difficult economic times may leave many adolescents 　34　 about their roles in society. For this reason, community interventions and government job programs that offer summer and vacation work are not only economically 　35　 but also help to stimulate the adolescent’s sense of worth.
A. automatically 
B. beneficial
C. capturing 
D. confused
E. emphasizing 
F. entrance
G. excited
H. existence
I. incidentally
J. intolerant
K. occupation　 
L. promises　
M. recession
N. slightly　 
O. undertakes