完 形 填 空-综合练习
Did you ever have someone's name on the tip of your tongue and yet you were unable to recall it? 1 this happens again, do not try to recall it. Do something else for a couple of minutes, 2 the name may come into your head. The name is there, since you have met some person and learned his name. It only has to be 3 . The initial effort to recall 4 the mind for operation, but it is the subconscious activities that go to work to dig up a 5 memory. Forcing yourself to recall almost never helps because it doesn't 6 your memory; it only tightens it. Students find the preparatory method helpful in examinations. They read over the questions before trying to answer any of them. 7 they answer first the ones of which they are most confident. Meanwhile, deeper mental activities in the subconsicious mind are taking 8 ;work is being done on the more difficult questions. By the time the easier questions are answered, answers 9 the more difficult ones will usually begin to 10 consciousness. It is often just a question of waiting for recall to come to the memory.
1.［A］ When ［B］ As ［C］ While ［D］ Whether
2.［A］ and ［B］ unless ［C］ or ［D］ until
3.［A］ found out［B］ held up ［C］ dug out ［D］ come forth
4.［A］ begins ［B］ prepares［C］ helps ［D］ leads
5.［A］ light ［B］ dim ［C］ fresh ［D］ dark
6.［A］ reduce ［B］ weaken ［C］ decrease ［D］ loosen
7.［A］ Then ［B］ But ［C］ Therefore［D］ Thus
8.［A］ shape ［B］ place ［C］ charge ［D］ action
9.［A］ about ［B］ of ［C］ to ［D］ for
10.［A］ grow ［B］ extend ［C］ appear ［D］ come
Passage Two
If it were only necessary to decide whether to teach elementary science to everyone on a mass basis or find the gifted few and take them as far as they can go, our task would be fairly simple. The public school system, 1 ,has no such choices, for the jobs must be 2 at the same time. Because we depend so 3 upon science and technology for our progress, we must produce specialists in many fields. Because we live in a democratic nation, whose citizens make the policies for the nation, large numbers of us must be 4 to understand, to support, and when necessary, to criticize the work of experts. The public school must educate 5 the producers and users of scientific services.
In education, there should be a good balance between the branches of knowledge that 6 effective thinking and wise judgement. Such balance is defeated by too much emphasis on 7 one field
Similarly, we must keep a balance between current and classical knowledge. The attention of the public is continually 8 new possibilities in scientific fields and the 9 of new knowledge; these should not be allowed to turn our attention 10 from the sound, established materials that from the base of courses for beginners.
1.［A］ therefore ［B］ moreover ［C］ however ［D］ although
2.［A］ made out ［B］ carried on ［C］ put aside ［D］ taken over
3.［A］ strongly ［B］ keenly ［C］ intensively ［D］ heavily
4.［A］ nursed ［B］ developed ［C］ educated ［D］ informed
5.［A］ both ［B］ all ［C］ most ［D］ only
6.［A］ attribute to［B］ contribute to［C］ introduce to ［D］ incline to
7.［A］ either ［B］ the ［C］ some ［D］ any
8.［A］ drawn to ［B］ derived from ［C］ absorbed in ［D］ fed with
9.［A］ discovery ［B］ invention ［C］ recovery ［D］ exposure
10.［A］ out ［B］ off ［C］ down ［D］ away
Passage Three
The growth of population during the past few centuries is no proof that population will continue to grow straight upward toward infinity and doom. On the 1 , demographic history offers evidence that population growth has not been at all constant. According to paleoecologist Edward Deevey, the 2 million years show three momentous changes. The first, a rapid increase in population around one million B.C. , followed the 3 of toolmaking and toolusing. But 4 the new power from the use of tools had been exploited, the 5 of world population growth fell and became almost stable.
The next rapid jump in population started perhaps 10,000 years ago, when men began to keep herds, plow and 6 the earth. Once again when initial productivity had been absorbed, the rate of population growth abated.
These two episodes suggest that the 7 great change, the present rapid growth, which began in the West between 250 and 350 years ago, may also 8 down when, or if，technology begins to yield fewer innovations. Of course, the 9 revolution may continue without foreseeable end. Population can be expected in the long run to adjust to productivity. And when one 10 this view, population growth is seen to represent economic progress and human triumph rather than social failure.
1.［A］ opposite ［B］ contrary ［C］ contrast ［D］ contract
2.［A］ last ［B］ early ［C］ preceding［D］ past
3.［A］ innovations［B］ discoveries［C］ creations［D］ findings
4.［A］ if ［B］ if only ［C］ now that ［D］ when
5.［A］ speed ［B］ progress ［C］ rate ［D］ ration
6.［A］ decorate ［B］ plant ［C］ search ［D］ dig
7.［A］ another ［B］ remaining ［C］ three ［D］ third
8.［A］ decrease ［B］ slow ［C］ fall ［D］ turn
9.［A］ popular ［B］ current ［C］ fashionable［D］ uptodate
10.［A］ dapts ［B］ takes ［C］ sees ［D］ meets
Passage Four
One of the advantages of living in a democracy is that one is 1 to say what he thinks. Privately or in public, one may criticize the President, the Government, or anything else. In some cities there are 2 special places where people come to listen to speeches 3 all kinds of questions. In London, England , people gather in Hyde Park, where speakers 4 them on various topics. No one 5 to stop such speakers. We feel that if their ideas are good then they deserve to be heard. If the ideas are bad, no one will pay much attention to them 6 .
Not long ago one of these speakers was 7 an emotional speech in Hyde park. He was criticizing the members of the government in strong terms. “They are responsible for all our troubles,”He said.“ 8 we should do is burn down the House of Commons and Buckingham Palace.” A large crowd of people had gathered and had begun to 9 traffic. At that moment a policeman came along and said: "All right, gentlemen! Let's open a path for the traffic. All those in favor of burning down the House of Commons, move to the right. All those in favor of burning down Buckingham Palace, move to the left. Now move aside, one way 10 .” One by one the listeners walked away, and soon the speaker was left alone.
1.［A］ accepted［B］ admitted［C］ granted ［D］ permitted
2.［A］ on ［B］ even ［C］ few ［D］ yet
3.［A］ on ［B］ at ［C］ for ［D］ with
4.［A］ question［B］ address ［C］ converse ［D］ consult
5.［A］ attempts［B］ hopes ［C］ thinks right［D］ considers
6.［A］ somehow ［B］ anyway ［C］ after all ［D］ at last
7.［A］ reading ［B］ giving ［C］ drafting ［D］ analysing
8.［A］ That ［B］ Which ［C］ Whatever ［D］ What
9.［A］ encumber［B］ prevent ［C］ block ［D］ damage
10.［A］ of the other［B］ and［C］ or another ［D］ and another
Passage Five
Everyone wants the best for a baby. A mother wants her baby to have the best in 1 of food, toilet preparations, clothing and equipment. Her value judgements on prices may be changed when it 2 buying things for a baby, particularly the first one.
Manufacturers and advertisers recognize this, and 3 it to the full. Far more is spent in buying pushchairs, special milk, and special powders for small babies 4 is necessary. The child himself watches television, a particularly strong 5 on small children. Observing them as they watch television, and then watching them react to products afterwards, 6 that young children accept the suggestions of television advertisements 7 the guidance offered by children's programmers, and find both equally attractive.
The child comes early in life to the 8 widespread in this country that if something is said on television it must be true. 9 this reason much Christmas present advertising, and advertising for sweets, food, washing powders, is geared to children because of the effect their children can have 10 their mothers. By exercising choice in this way they become consumers at an early age and the probability is that, with current pressures, choosing and buying goods and services will remain an important part of their future lives.
1.［A］ the way ［B］ a way ［C］ ways ［D］ way
2.［A］ comes to ［B］ talks about［C］ is ［D］ needs
3.［A］ explain ［B］ exploit ［C］ explode ［D］ expand
4.［A］ as ［B］ that ［C］ what ［D］ than
5.［A］ influence ［B］ effect ［C］ impact ［D］ affect
6.［A］ suggest ［B］ suggests ［C］ suggesting［D］ it suggests
7.［A］ as much as［B］ as far as ［C］ as well as［D］ as long as
8.［A］ fact ［B］ phenomenon ［C］ statement ［D］ feeling
9.［A］ Because ［B］ Because of ［C］ For ［D］ With
10.［A］ on ［B］ for ［C］ to ［D］ from
Passage Six
It's interesting to try to imagine what the world would have been like if writing had never been invented. It is only through writing that men have been able to spread ideas further 1 among a very limited circle.
Without writing there would be no books and without books there would have been no scientific 2 . It is true that a 3 of literature would still be possible but without writing the author would remain nameless and his work might be changed 4 recognition, as indeed is the 5 even today in societies where there is no writing and the oral tradition is still strong. On the other hand, if writing had not been invented, people's 6 would be much better than they are in modern society. A man would have to remember so many things which he now writes down or can find in a book. In some parts of the world, 7 by modern civilization, we still find 8 men who can recite very long poems faultlessly.
Without writing, there would be no 9 to friends abroad. We would be living in a very narrow world. Education as we know it would be impossible. And modern life, which depends very largely on writing for its very existence, would never have come 10 .
1.［A］ when ［B］ if ［C］ unlike ［D］ than
2.［A］ improvement［B］ advancement ［C］ development［D］ progression
3.［A］ something ［B］ sort ［C］ bit ［D］ book
4.［A］ across ［B］ from ［C］ without ［D］ beyond
5.［A］ thing ［B］ event ［C］ truth ［D］ case
6.［A］ memories ［B］ brains ［C］ minds ［D］ eyes
7.［A］ unchecked ［B］ uncontrolled［C］ unaffected ［D］ unchanged
8.［A］ intelligent［B］ illiterate ［C］ diligent ［D］ foolish
9.［A］ letters ［B］ postcards ［C］ parcles ［D］ mails
10.［A］ round ［B］ about ［C］ forward ［D］ through
Passage Seven
For many people, food comes from only a handful of different crops, even though there are thousands of different plants grown for human 1 .Researchers believed we would make 2 use of these plants. Out of 350000 species of crop plants nearly 3500 are food crops.
It is a statistic that would make visitors from other planets believe we enjoy 3 which is varied and constantly refreshed with new foods. In reality, though, that is not the case. Those countries which have sufficient food 4 rely on just a few basic crops like potatoes, rice, wheat and sorphum. 5 , less than 20 species provide 90 percent of the food eaten by humans.
What is about the other crops? Could they be grown more frequently and over a greater area? Researchers believe there is great 6 in these “underutilized” crops. Crops raised in one country will often 7 in similar conditions in another.
The highprotein groundnut bambara is one of the examples. As it has an oil content of only six percent, as 8 the peanut which has an oil content of 50 percent, it has not been attractive as a cash crop. However, it grows well in very hot and dry conditions, where other crops can not be grown. Under other conditions, 9 it does not yield a very good crop. Research is now being conducted to find ways of increasing the bambara yields in conditions 10 hot and dry.
1.［A］ consumer ［B］ consumption［C］ consuming ［D］ costume
2.［A］ no more ［B］ in full ［C］ still less ［D］ even better
3.［A］ a diet ［B］ a food ［C］ food ［D］ the food
4.［A］ seldom ［B］ hardly ［C］ rarely ［D］ still
5.［A］ Nevertheless［B］ Ｍoreover ［C］ In fact ［D］ Furthermore
6.［A］ potential ［B］ possibility［C］ hope ［D］ prospect
7.［A］ raise ［B］ thrive ［C］ rear ［D］ improve
8.［A］ opposes ［B］ opposed to ［C］ opposing to［D］ opposes to
9.［A］ yet ［B］ though ［C］ indeed ［D］ of course
10.［A］ rather than［B］ more than ［C］ less than ［D］ other than
Passage Eight
What does it really mean to “like oneself”? For one thing, it means a girl isn't obsessed(使烦扰)with her physical 1 . She is not absorbed in the 2 that her teeth are slightly crooked, or that she has a great many freckles(雀斑). Physical qualities are far from being the whole sum of 3 . Some of the most beautiful girls I have known would never be able to get into a beauty contest. And 4 , some beauty contest winners have been the worst 5 candidates for establishing a good relationship with a boss. Girls who think that boys like only the prettiest girls are looking at the wrong boys. Those who are hung up on how beautiful a girl is are not good candidates for boyfriends in any case.
Many 6 of a girl's relationship with herself can get in the way of sucessful dating. There are girls who have personality problems of different kinds, like those who are in such extreme (not the usual) rebellion against their parents 7 this situation becomes very nearly the most important thing in their lives. Others are in constant 8 with their brothers and sisters and that absorbs their 9 . Others have strong guilty feelings about things they may have done, and can't lift their eyes above the high walls these feelings have erected between them and the world. 10 there are the lonely girls, usually painfully shy. All these types have the poorest prospects for going out with boys.
1.［A］ mistakes ［B］ disadvantages［C］ shortages ［D］ imperfections
2.［A］ knowledge ［B］ information ［C］ conscience［D］ opinion
3.［A］ kindness ［B］ goodness ［C］ affections［D］ beauty
4.［A］ conversely［B］ similarly ［C］ therefore ［D］ however
5.［A］ likely ［B］ probable ［C］ possible ［D］ most
6.［A］ kinds ［B］ sides ［C］ aspects ［D］ respects
7.［A］ when ［B］ where ［C］ whom ［D］ that
8.［A］ conflict ［B］ battle ［C］ war ［D］ opposition
9.［A］ loves ［B］ angers ［C］ hopes ［D］ emotions
10.［A］ However ［B］ Admittedly ［C］ Then ［D］ Hence
Passage One A A C B B D A B C D
Passage Two C B D C A B D A A D
Passage Three B D A D C B D B B B
Passage Four D B A B A B B D C C
Passage Five A A B D A A C D C A
Passage Six D B B D D A C B A B
Passage Seven B D A D C A B B B D
Passage Eight D A D A C C D A D C