2007版--完形(强化)－1
完形填空全真试题 （1994—2004年）
Passage 1
The first and smallest unit that can be discussed in relation to language is the word. In speaking, the choice of words is 41 the utmost importance. Proper selection will eliminate one source of 42 breakdown in the communication cycle. Too often, careless use of words 43 a meeting of the minds of the speaker and listener. The words used by the speaker may 44 unfavorable reactions in the listener 45 interfere with his comprehension; hence, the transmission-reception system breaks down.
46 inaccurate or indefinite words may make 47 difficult for the listener to understand the 48 which is being transmitted to him. The speaker who does not have specific words in his working vocabulary may be 49 to explain or describe in a 50 that can be understood by his listeners.
41.[A] of [B] at [C] for [D] on
42.[A] inaccessible [B] timely [C] likely [D] invalid
43.[A] encourages [B] prevents [C] destroy [D] offers
44.[A] pass out [B] take away [C] back up [D] stir up
45.[A] who [B] as [C] which [D] what
46.[A] Moreover [B] However [C] Preliminarily [D] Unexpectedly
47.[A] that [B] it [C] so [D] this
48.[A] speech [B]sense [C] message [D] meaning
49.[A] obscure [B] difficult [C] impossible [D] unable
50.[A] case [B] means [C]method [D]way
Passage 2
Sleep is divided into periods of so-called REM sleep, characterized by rapid eye movements and dreaming, and longer periods of non-REM sleep. 41 kind of sleep is at all well understood, but REM sleep is 42 to serve some restorative function of the brain. The purpose of non-REM sleep is even more 43 . The new experiments, such as these 44 for the first time at a recent meeting of the Society for Sleep Research in Minneapolis, suggest fascinating explanations 45 of non-REM sleep.
For example, it has long been known that total sleep 46 is 100 percent fatal to rats, yet, 47 examination of the dead bodies, the animals look completely normal. A researcher has now 48 the mystery of why the animals die. The rats 49 bacterial infections of the blood, 50 their immune systems — the self-protecting mechanism against diseases-had crashed.
41.[A] Either [B] Neither [C] Each [D] Any
42.[A] intended [B] required [C] assumed [D] inferred
43.[A] subtle [B] obvious [C] mysterious [D] doubtful
44.[A] maintained [B] described [C] settled [D] afforded
45.[A] in the light [B] by virtue [C] with the exception [D] for the purpose
46.[A] reduction [B] destruction [C] deprivation [D] restriction
47.[A] upon [B] by [C] through [D] with
48.[A] paid attention to [B] caught sight of [C] laid emphasis on [D] cast light on
49.[A] developed [B] produced [C] stimulated [D] induced
50.[A] if [B] as if [C] only if [D] if only
Passage 3
Vitamins are organic compounds necessary in small amounts in the diet for the normal growth and maintenance of life of animals, including man.
They do not provide energy, 41 do they construct or build any part of the body. They are needed for 42 foods into energy and body maintenance. There are thirteen or more of them, and if 43 is missing a deficiency disease becomes 44 .
Vitamins are similar because they are made of the same elements — usually carbon, hydrogen, oxygen, and 45 nitrogen. They are different 46 their elements are arranged differently, and each vitamin 47 one or more specific functions in the body.
48 enough vitamins is essential to life, although the body has no nutritional use for 49 vitamins. Many people, 50 . believe in being on the "safe side" and thus take extra vitamins. However, a well-balanced diet will usually meet all the body' s vitamin needs.
41.[A]either [B]so [C]nor [D]never
42.[A]shifting [B]transferring [C]altering [D]transforming
43.[A]any [B]some [C]anything [D]something
44.[A]serious [B]apparent [C]severe [D]fatal
45.[A]mostly [B]partially [C]sometimes [D]rarely
46.[A]in that [B]so that [C]such that [D]except that
47.[A]undertakes [B]holds [C]plays [D]performs
48.[A]Supplying [B]Getting [C]Providing [D]Furnishing
49.[A]exceptional [B]exceeding [C]excess [D]external
50.[A]nevertheless [B]therefore [C]moreover [D]meanwhile
Passage 4
Manpower Inc, with 560,000 workers, is the world's largest temporary employment agency. Every morning, its people 41 into the offices and factories of America, seeking a day's work for a day's pay. One day at a time. 42 industrial giants like General Motors and IBM struggle to survive 43 reducing the number of employees, Manpower, based in Milwaukee, Wisconsin, is booming.
44 its economy continues to recover, the US is increasingly becoming a nation of part-timers and temporary workers. This "45" work force is the most important 46 in American business today, and it is 47 changing the relationship between people and their jobs. The phenomenon provides a way for companies to remain globally competitive 48 avoiding market cycles and the growing burdens 49 by employment rules, healthcare costs and pension plans. For workers it can mean an end to the security, benefits and sense of 50 that came from being a loyal employee.
41.[A] swarm [B] stride [C] separate [D] slip
42.[A] For [B] Because [C] As [D] Since
43.[A] from [B] in [C] on [D] by
44.[A] Even though [B] Now that [C] If only [D] Provided that
45.[A] durable [B] disposable [C] available [D] transferable
46.[A] approach [B] flow [C] fashion [D] trend
47.[A] instantly [B] reversely [C] fundamentally [D] sufficiently
48.[A] but [B] while [C] and [D] whereas
49.[A] imposed [B] restricted [C] illustrated [D] confined
50.[A] excitement [B] conviction [C] enthusiasm [D] important
Passage 5
Until recently most historians spoke very critically of the Industrial Revolution. They 41 that in the long run industrialization greatly raised the standard of living for the 42 man. But they insisted that its 43 results during the period from 1750 to 1850 were widespread poverty and misery for the 44 of the English population. 45 contrast, they saw in the preceding hundred years from 1650 to 1750, when England was still a 46 agricultural country, a period of great abundance and prosperity.
This view, 47 . is generally thought to be wrong. Specialists 48 history and economics, have 49 two things: that the period from 1650 to 1750 was 50 by great poverty, and that industrialization certainly did not worsen and may have actually improved the conditions for the majority of the populace.
41.[A] admitted [B] believed [C] claimed [D] predicted
42.[A] plain [B] average [C] mean [D] normal
43.[A] momentary [B] prompt [C] instant [D] immediate
44.[A] bulk [B] host [C] gross [D] magnitude
45.[A] on [B] With [C] For [D] By
46.[A] broadly [B] thoroughly [C] generally [D] completely
47.[A] however [B] meanwhile [C] therefore [D] moreover
48.[A] at [B] in [C] about [D] for
49.[A] manifested [B] approved [C] shown [D] speculated
50.[A] noted [B] impressed [C] labeled [D] marked
Passage 6
Industrial safety does not just happen. Companies 41 low accident rates plan their safety programs, work hard to organize them, and continue working to keep them 42 and active. When the work is well done, a 43 of accident-free operations is established 44 time lost due to injuries is kept at a minimum.
Successful safety programs may 45 greatly in the emphasis placed on certain aspects of the program. Some place great emphasis on mechanical guarding. Others stress safe work practices by 46 rules or regulations. 47 others depend on an emotional appeal to the worker. But, there are certain basic ideas that must be used in every program if maximum results are to be obtained.
There can be no question about the value of a safety program. From a financial standpoint alone, safety 48 . The fewer the injury 49 . the better the workman's insurance rate. This may mean the difference between operating at 50 or at a loss.
41.[A] at [B] in [C] on [D] with
42.[A] alive [B] vivid [C] mobile [D] diverse
43.[A] regulation [B] climate [C] circumstance [D] requirement
44.[A] where [B] how [C]what [D] unless
45.[A] alter [B] differ [C] shift [D] distinguish
46.[A] constituting [B] aggravating [C] observing [D] justifying
47.[A] some [B] Many [C] Even [D] still
48.[A] comes off [B] turns up [C] pays off [D] holds up
49.[A] claims [B] reports [C] declarations [D] proclamations
50.[A] an advantage [B] a benefit [C] an interest [D] a profit
Passage 7
If a farmer wishes to succeed, he must try to keep a wide gap between his consumption and his production. He must store a large quantity of grain 41 consuming all his grain immediately. He can continue to support himself and his family 42 he produces a surplus. He must use this surplus in three ways: as seed for sowing, as an insurance 43 the unpredictable effects of bad weather and as a commodity which he must sell in order to 44 old agricultural implements and obtain chemical fertilizers to 45 the soil. He may also need money to construct irrigation 46 and improve his farm in other ways. If no surplus is .available, a farmer cannot be 47 .He must either sell some of his property or 48 extra funds in the form of loans. Naturally he will try to borrow money at a low 49 of interest, but loans of this kind are not 50 obtainable.
41.[A] other than [B] as well as [C] instead of [D] more than
42.[A] only of [B] much as [C] long before [D] ever since
43.[A] for [B] against [C] of [D] towards
44.[A] replace [B] purchase [C] supplement [D] dispose
45.[A] enhance [B] mix [C] feed [D] raise
46.[A] vessels [B] routes [C] paths [D] channels
47.[A] self-confident [B] self-sufficient [C] self-satisfied [D] self-restrained
48.[A] search [B] save [C] offer [D] seek
49.[A] proportion [B] percentage [C] rate [D] ratio
50.[A] genuinely [B] obviously [C] presumably [D] frequently
Passage 8
The government is to ban payments to witnesses by newspapers seeking to buy up people involved in prominent cases 31 the trial of Rosemary West.
In a significant 32 of legal controls over the press, Lord Irvine, the Lord Chancellor, will introduce a 33 bill that will propose making payments to witnesses 34 and will strictly control the amount of 35 that can be given to a case 36 a trial begins.
In a letter to Gerald Kaufman, chairman of the House of Commons media select committee, Lord Irvine said he 37 with a committee report this year which said that self-regulation did not 38 sufficient control.
39 of the letter came two days after Lord Irvine caused a 40 of media protest when he said the 41 of privacy controls contained in European legislation would be left to judges 42 to Parliament.
The Lord Chancellor said introduction of the Human Rights Bill, which 43 the European Convention on Human Rights legally 44 in Britain, laid down that everybody was 45 to privacy and that public figures could go to court to protect themselves and their families.
"Press freedoms will be in safe hands 46 our British judges," he said.
Witness payments became an 47 after West sentenced to 10 life sentences in 1995. Up to 19 witnesses were 48 to have received payments for telling their stories to newspapers. Concerns were raised 49 witnesses might be encouraged to exaggerate their stories in court to 50 guilty verdict.
31.[A] as to [B] for instance [C] in particular [D] such as
32.[A] tightening [B] intensifying [C] focusing [D] fastening
33.[A]sketch [B] rough [C] preliminary [D] draft
34.[A]illogical [B] illegal [C] improbable [D] improper
35.[A]publicity [B] penalty [C] popularity [D] peculiarity
36.[A]since [B] if [C] before [D] as
37.[A]sided [B] shared [C] complied [D] agreed
38.[A]present [B] offer [C] manifest [D] indicate
39.[A]Release [B] Publication [C] Printing [D] Exposure
40.[A]storm [B] rage [C] flare [D] flash
41.[A]translation [B] interoperation [C] exhibition [D] demonstration
42.[A]better than [B] other than [C] rather than [D] sooner than
43.[A]changes [B] makes [C] sets [D] turns
44.[A] binding [B] convincing [C] restraining [D] sustaining
45.[A] authorized [B] credited [C] entitled [D] qualified
46.[A] with [B] to [C] from [D] by
47.[A] impact [B] incident [C] inference [D] issue
48.[A] stated [B] remarked [C] said [D] told
49.[A] what [B] when [C] which [D] that
50.[A] assure [B] confide [C] ensure [D] guarantee
Passage 9
Comparisons were drawn between the development of television in the 20th century and the diffusion of printing in the 15th and 16th centuries. Yet much had happened 21 . As was discussed before, it was not 22 the 19th
century that the newspaper became the dominant pre-electronic 23 , following in the wake of the pamphlet and the book and in the 24 of the periodical. It was during the same time that the communications revolution 25 up, beginning with transport, the railway, and leading 26 through the telegraph, the telephone, radio, and motion pictures 27 the 20th century world of the motor car and the airplane. Not everyone sees that process in 28 It is important to do so.
It is generally recognized, 29 , that the introduction of the computer in the early 20th century, 30 by the invention of the integrated circuit during the 1960s,radically changed the process, 31 its impact on the media was not immediately 32 . As time went by, computers became smaller and more powerful, and they became " personal" too, as well as 33 , with display becoming sharper and storage 34 increasing. They were thought of, like people, 35 generations, with the distance between generations much 36 .
It was within the computer age that the term "information society" began to be widely used to describe the 37 within which we now live. The communications revolution has 38 both work and leisure and how we think and feel both about place and time, but there have been 39 views about its economic, political, social and cultural implications. "Benefits" have been weighed 40 "harmful" outcomes. And generalizations have proved difficult.
21.[A] between
[B] before
[C] since
[D] later
22.[A] after
[B] by
[C] during
[D] until
23.[A] means
[B] method
[C] medium
[D] measure
24.[A] process
[B] company
[C] light
[D] form
25.[A] gathered
[B] speeded
[C] worked
[D] picked
26.[A] on
[B] out
[C] over
[D] off
27.[A] of
[B] for
[C] beyond
[D] into
28.[A] concept
[B] dimension
[C] effect
[D] perspective
29.[A] indeed
[B] hence
[C] however
[D] therefore
30.[A] brought
[B] followed
[C] stimulated
[D] characterized
31.[A] unless
[B] since
[C] lest
[D] although
32.[A] apparent
[B] desirable
[C] negative
[D] plausible
33.[A] institutional
[B] universal
[C] fundamental
[D] instrumental
34.[A] ability
[B] capability
[C] capacity
[D] faculty
35.[A] by means of
[B] in terms of
[C] with regard to
[D] in line with
36.[A] deeper
[B] fewer
[C] nearer
[D] smaller
37.[A] context
[B] range
[C] scope
[D] territory
38.[A] regarded
[B] impressed
[C] influenced
[D] effected
39.[A] competitive
[B] controversial
[C] distracting
[D] irrational
40.[A] above
[B] upon
[C] against
[D] with
Passage 10
Teachers need to be aware of the emotional, intellectual, and physical changes that young adults experience. And they also need to give serious 21 to how they can best 22 such changes. Growing bodies need movement and 23 . but not just in ways that emphasize competition. 24 they are adjusting to their new bodies and a whole host of new intellectual and emotional challenges, teenagers are especially self-conscious and need the 25 that comes from achieving success and knowing that their accomplishments are 26 by others. However, the typical teenage lifestyle is already filled with so much competition that it would be 27 to plan activities in which there are more winners than losers, 28 . publishing newsletters with many student-written book reviews, 29 student artwork, and sponsoring book discussion clubs. A variety of small clubs can provide 30 opportunities for leadership, as well as for practice in successful 31 dynamics. Making friends is extremely important to teenagers, and many shy students need the 32 of some kind of organization with a supportive adult 33 visible in the background.
In these activities, it is important to remember that young teens have 34 attention spans. A variety of activities should be organized 35 participants can remain active as long as they want and then go on to 36 else without feeling guilty and without letting the other participants 37 . This does not mean that adults must accept irresponsibility. 38 they can help students acquire a sense of commitment by 39 for roles that are within their 40 and their attention spans and by having clearly stated rules.
21. [A] thought
[B] idea
[C] opinion
[D] advice
22. [A] strengthen
[B] accommodate
[C] stimulate
[D] enhance
23. [A] care
[B] nutrition
[C] exercise
[D] leisure
24. [A] if
[B] although
[C] whereas
[D] because
25. [A] assistance
[B] guidance
[C] confidence
[D] tolerance
26. [A] claimed
[B] admired
[C] ignored
[D] surpassed
27. [A] improper
[B] risky
[C] fair
[D] wise
28. [A] in effect
[B] as a result
[C] for example
[D] in a sense
29. [A] displaying
[B] describing
[C] creating
[D] exchanging
30. [A] durable
[B] excessive
[C] surplus
[D] multiple
31. [A] group
[B] individual
[C] personnel
[D] corporation
32. [A] consent
[B] insurance
[C] admission
[D] security
33. [A] particularly
[B] barely
[C] definitely
[D] rarely
34. [A] similar
[B] long
[C] different
[D] short
35. [A] if only
[B] now that
[C] so that
[D] even if
36. [A] everything
[B] anything
[C] nothing
[D] something
37. [A] off
[B] down
[C] out
[D] alone
38. [A] on the contrary
[B] on the average
[C] on the whole
[D] on the other hand
39. [A] making
[B] standing
[C] planning
[D] taking
40. [A] capabilities
[B] responsibilities
[C] proficiency
[D] efficiency
Passage 11
Many theories concerning the causes of juvenile delinquency (crimes committed by young people) focus either on the individual or on society as the major contributing influence. Theories 21 on the individual suggest that children engage in criminal behavior 22 they were not sufficiently penalized for previous misdeeds or that they have learned criminal behavior through 23 with others. Theories focusing on the role of society suggest that children commit crimes in 24 to their failure to rise above their socioeconomic status 25 as a rejection of middle-class values.
Most theories of juvenile delinquency have focused on children from disadvantaged families, 26 the fact that children from wealthy homes also commit crimes. The latter may commit crimes 27 lack of adequate parental control. All theories, however, are tentative and are 28 to criticism.
Changes in the social structure may indirectly 29 juvenile crime rates. For example, changes in the economy that 30 to fewer job opportunities for youth and rising unemployment 31 make gainful employment increasingly difficult to obtain. The resulting discontent may in 32 lead more youths into criminal behavior.
Families have also 33 changes these years. More families consist of one parent households or two working parents; 34 , children are likely to have less supervision at home 35 was common in the traditional family 36 . This lack of parental supervision is thought to be an influence on juvenile crime rates. Other 37 causes of offensive acts include frustration or failure in school, the increased 38 of drugs and alcohol, and the growing 39 of child abuse and child neglect. All these conditions tend to increase the probability of a child committing a criminal act, 40 a direct causal relationship has not yet been established.
21.[A] acting [B] relying [C] centering [D] commenting
22.[A] before [B] unless [C] until [D] because
23.[A] interactions [B] assimilation [C] cooperation [D] consultation
24.[A] return [B] reply [C] reference [D] response
25.[A] or [B] but rather [C] but [D] or else
26.[A] considering [B] ignoring [C] highlighting [D] discarding
27.[A] on [B] in [C] for [D] with
28.[A] immune [B] resistant [C] sensitive [D] subject
29. [A] affect [B] reduce [C] check [D] reflect
30. [A] point [B] lead [C] come [D] amount
31. [A] in general [B] on average [C] by contrast [D] at length
32. [A] case [B] short [C] turn [D] essence
33. [A] survived [B] noticed [C] undertaken [D] experienced
34. [A] contrarily [B] consequently [C]similar [D] simultaneously
35. [A] than [B] that [C] which [D] as
36. [A] system [B] structure [C] concept [D] heritage
37. [A] assessable [B] identifiable [C] negligible [D] incredible
38. [A] expense [B] restriction [C] allocation [D] availability
39. [A] incidence [B] awareness [C] exposure [D] popularity
40. [A] provided [B] since [C] although [D] supposing
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Passage 6. DABAB CDCAD
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Passage 8. DADBA CDBBA BCBAC ADCDC
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