第八课时
全真试题 - 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] develop [B] produce [C] stimulate [D] induce
50. [A] if [B] as if [C] only if [D] if only
全真试题 - Passage 5
Until recently most histroians 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
全真试题 -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
全真试题 -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] ideal [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
全真试题 -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 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 of 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] cementing
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] chock [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] similarly [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
大纲样题
Directions: For each numbered blank in the following passage, there are four choices marked A,B,C and D. Choose the best one and mark your answer on ANSWER SHEET 1 by blackening the corresponding letter in the brackets with a pencil. (10 points)
During the 1980s, unemployment and underemployment in some countries was as high as 90 per cent. Some countries did not 1 enough food; basic needs in housing and clothing were not 2 . Many of these countries looked to the industrial processes of the developed nations 3 solutions.
4 , problems cannot always be solved by copying the industrialized nations. Industry in the developed nations is highly automated and very 5 . It provides fewer jobs than labor-intensive industrial processes, and highly 6 workers are needed to 7 and repair the equipment. These workers must be trained, 8 many nations do not have the necessary training institutions. Thus, the 9 of importing industry becomes higher. Students must be sent abroad to 10 vocational and professional training. 11 , just to begin training, the students must 12 learn English, French, German, or Japanese. The students then spend many years abroad, and 13 do not return home.
All nations agree that science and technology 14 be shared. The point is: countries 15 the industrial processes of the developed nations need to look care-fully 16 the costs, because many of these costs are 17 . Students from these nations should 18 the problems of the industrialized countries closely. 19 care, they will take home not the problems of science and technology, 20 the benefits.
1. [A] generate [B] raise [C] produce [D] manufacture
2. [A] answered [B] met [C] calculated [D] remembered
3. [A] for [B] without [C] as [D] about
4. [A] Moreover [B] Therefore [C] Anyway [D] However
5. [A] expensive [B] mechanical [C] flourishing [D] complicated
6. [A] gifted [B] skilled [C] trained [D] versatile
7. [A] keep [B] maintain [C] retain [D] protect
8. [A] since [B] so [C] and [D] yet
9. [A] charge [B] price [C] cost [D] value
10. [A] accept [B] gain [C] receive [D] absorb
11. [A] Frequently [B] Incidentally [C] Deliberately [D] Eventually
12. [A] soon [B] quickly [C] immiediately [D] first
13. [A] some [B] others [C] several [D] few
14. [A] might [B] should [C] would [D] will
15. [A] adopting [B] conducting [C] receiving [D] adjusting
16. [A] to [B] at [C] on [D] about
17. [A] opaque [B] secret [C] sealed [D] hidden
18. [A] tackle [B] learn [C] study [D] manipulate
19. [A] In [B] Through [C] With [D] Under
20. [A] except [B] nor [C] or [D] but
