完形填空和阅读理解
Passage 1
I am often asked to describe the experience of raising a child with a disability. It's like this. 1 you're going to have a baby, it's like preparing a vacation trip to Italy. You 2 a bunch of guide books and make wonderful 3 . You may learn some useful phrases 4 Italian. It's all very exciting. 5 several months of eager anticipation, the day finally 6 . You pack your bags and off you go. Several hours 7 , the plane lands in Holland. \"Why Holland?\" you say. \"I signed up 8 Italy! All my life I've dreamed 9 going to Italy.\" But you have landed in Holland and 10 you must stay.
The important thing is to remember that they haven't taken you 11 a horrible, disgusting, filthy (肮脏的) place. It's just a 12 place. So you go out and buy new guidebooks 13 you must learn a whole new language. Holland may be slower-paced 14 Italy. But after you've been there for a while, you 15 that Holland has windmills and tulips (郁金香). Everyone you know is busy coming and going from Italy, and they are all bragging (吹嘘) about 16 a wonderful time they had there. And for the 17 of your life you will say, \"Yes, that's where I was 18 to go\". But if you spend your life 19 the fact that you didn't get to Italy, you may never be free to 20 the very special, the very lovely things about Holland.
1. [A] When [B] If [C] As [D] Before
2. [A] buy [B] write [C] pack [D] make
3. [A] trips [B] plans [C] tours [D] preparations
4. [A] for [B] of [C] in [D] by
5. [A] Before [B] Though [C] Through [D] After
6. [A] passes [B] arrives [C] ends [D] goes
7. [A] late [B] later [C] off [D] away
8. [A] for [B] in [C] at [D] as
9. [A] for [B] of [C] by [D] up
10. [A] where [B] on [C] there [D] then
11. [A] at [B] on [C] to [D] through
12. [A] different [B] new [C] familiar [D] wrong
13. [A] so [B] and [C] that [D] if
14. [A] as [B] by [C] in [D] than
15. [A] find [B] suppose [C] expect [D] feel
16. [A] how [B] what [C] many [D] being
17. [A] rest [B] whole [C] better [D] more
18. [A] planned [B] supposed [C] expected [D] determined
19. [A] remembering [B] regretting [C] memorizing [D] finding
20. [A] get [B] have [C] see [D] enjoy
Passage 2
The task of being accepted and enrolled (招收) in a university begins early for some students. Long 21 they graduate from high school, these students take special 22 to prepare for advanced study. They may also take one or more examinations that test how 23 prepared they are for the university. In the final year of high school, they 24 applications and send them, with their student records, to the universities which they hope to 25 Some high school students may be 26 to have an interview with representatives of the university. Neatly 27 , and usually very frightened, they are 28 to show that they have a good attitude and the 29 to succeed.
When the new students are finally 30 , there may be one more step they have to 31 before registering for classes and 32 to work. Many colleges
and universities 33 an orientation program(入学教育计划) for new students. 34 these programs, the young people get to know the 35 for registration and student advising, university rules, the 36 of the library and all the other 37 services of the college or university.
Beginning a new life in a new place can be very 38 The more knowledge students have 39 the school, the easier it will be for them to 40 to the new environment. However, it takes time to get used to college life.
21. [A] as [B] after [C] since [D] before
22. [A] courses [B] disciplines [C] majors [D] subjects
23. [A] deeply [B] widely [C] well [D] much
24. [A] fulfi [B] finish [C] complete [D] accomplish
25. [A] attend [B] participate [C] study [D] belong
26. [A] acquired [B] considered [C] ordered [D] required
27. [A] decorated [B] dressed [C] coated [D] worn
28. [A] decided [B] intended [C] settled [D] determined
29. [A] power [B] ability [C] possibility [D] quality
30. [A] adopted [B] accepted [C] received [D] permitted
31. [A] make [B] undergo [C] take [D] pass
32. [A] getting [B] falling [C] putting [D] sitting
33. [A] offer [B] afford [C] grant [D] supply
34. [A] For [B] Among [C] In [D] On
35. [A] processes [B] procedures [C] projects [D] provisions
36. [A] application [B] usage [C] use [D] utility
37. [A] major [B] prominent [C] key [D] great
38. [A] amusing [B] misleading [C] alarming [D] confusing
39. [A] before [B] about [C] on [D] at
40. [A] fit [B] suit [C] yield [D] adapt
Passage 3
Even thought the majority of Americans would find it hard to imagine what life could be like without a car, some have begun to realize that the automobile has
both good and bad effects. Traffic accidents are increasing steadily and large cities are troubled by too many automobiles. Worst of all, perhaps is the air pollution caused by the internal-combustion engine. Every car engine burns hundreds of gallons of fuel each year and discharges hundreds of pounds of carbon monoxide and other gases into the air. These gases are one source of the smog that hangs over large cities. Some of these gases are poisonous and dangerous to health, especially for someone with a weak heart or a respiratory disease.
One answer to the problem of air pollution is build a car that does not pollute. That's what several major automobile manufacturers are trying to do. But building a clean car is easier said than done. So far progress has been slow. Another solution is to eliminate car fumes altogether by getting rid of the internal-combustion engine. Inventors are now working on cars powered by steam and electricity. But most of us won't be driving cars run on batteries or boiling water in the near future. Many auto makers believe that it will take years to develop practical models that are powered by electricity or steam.
To rid the world of pollution many people believe we must make some fundamental changes in the way many of us live. Americans may, for example, have to reduce the number of privately owned cars and depend more on public mass transportation systems. Certainly the extensive use of new transportation systems could reduce traffic congestion and air pollution. But these changes do not come easily. Sometimes they conflict with other urgent problems. For example, if a factory closes down because it cannot meet government pollution standards, a large number of workers will suddenly find themselves without jobs.
1. Which of the following might be the best title for the passage?____
[A] People's Anxiety Over Air Pollution
[B] Air Pollution and Its Possible Solutions
[C] Prospects of Public Transportation Systems
[D] Air Pollution and Its Bad Effects
2. It can be known from the passage that ____.
[A] cars run on batteries will soon come into existence
[B] Americans prefer public mass transportation systems
[C] internal-combustion engine is responsible for air pollution
[D] people with respiratory diseases suffer more if they travel by car
3. How many solutions are mentioned in the passage to the problem of air pollution?____
[A] One [B] Two [C] Three [D] Four
4. The author ends the passage with an example which shows that ____.
[A] it is not so difficult to make people change their way of life
[B] factories should rely on workers for profit
[C] government pollution standards are popular among the workers
[D] changes in people's way of life will sometimes cause other urgent problems
5. Which of the following is not mentioned as the bad affects of automobiles?____
[A] Noise pollution [B] Traffic accidents
[C] Poisonous gases in the air [D] Traffic jam
Passage 4
Reading time: 5 minutes
How to Prepare for an Interview
Being interviewed is a situation that nearly everyone faces at some time in life, whether for college or for a job. Most people face this ordeal with anxiety and even fear. However, people who prepare for an interview avoid much of this anxiety. Preparing for an interview involves doing advance research, choosing the
fight outfit, and planning appropriate communication with the inter- viewer.
Doing research before the actual interview will increase the chances for a successful interview. Find out the location of the interview site and decide how to travel there to arrive on time. Nothing makes as poor an impression on an interviewer as arriving late. In addition, learn about the company or institution where you are being interviewed. This will help you ask intelligent questions. If your interview is for admission to a school, find out what courses the school offers in your field of interest. For a job interview, find out about the kind of work the company does. If you already work at the company and are being interviewed for a promotion, research the duties of the job for which you are applying. Such research will show the interviewer that you are interested in obtaining the job or being admitted to the school.
Dressing appropriately for the interview is important because your appearance will be the first thing the interviewer notices about you. This means wearing clean, neatly pressed clothing and subdued colorcombinations such as brown or navy with white. You want to make a good impression, but at the same time you do not want to attract attention to your clothing. Also, you want to show that you can use good judgment. If you wear loud colors or overly noticeable clothes, the interviewer might question your judgment about what's acceptable behavior for a school or office setting.
Preparing what you might say to the interviewer will help you feel more in control of the situation. From your research, prepare a list of questions that you
would like to ask the interviewer. As you prepare what you might say, remind yourself of what not to say. For instance, you won't want to ask questions that are too personal. Also, remind yourself not to talk too much. Make a mental note to let the interviewer guide and control the course of the meeting. Also plan to answer the interviewer's questions fully, explaining your answers rather than replying by saying only yes or no. Remember, the interviewer is trying to form an impression of you and how you would fit in at the school or company.
By following these steps, you will be prepared for your interview and feel more confident about the results. You will also increase your chances of making the good impression that is important for getting accepted into the school of your choice or landing the job you want.
6. Although most people fear interviews, a feeling of tension and anxiety can be avoided if they are well-prepared.（T）
7. Knowing something about the company or institution where you are being interviewed will give the interviewer a good impression. （F）
8. Appropriate attire for an interview means clean and neat clothes that are not too eye-catching in color.（T）
9. Inappropriate attire for an interview may make the interviewer suspect that you do not have good judgment as to what the right behavior should be in a formal setting.（T）
10. You have to remind yourself during the interview not to let the interviewer dominate the interview.（F）
11. An interviewer will not be able to judge whether you are suitable for the position you apply for if you give very brief answers to questions at an interview. （T）
Passage 5
The automobile remains the most popular means of transportation. More than 123 million passenger cars are in operation, using 300,000 million liters of gasoline every year. About nine million passenger, cars, trucks and buses come off the assembly lines every year, and the manufacture of motor vehicles and allied production is a $200,000 million industry.
The automobile has brought many changes in American life - for example, the remarkable growth ofthe suburbs in the past 25 years. Many persons who work in the cities now enjoy country living because of good roads and the use of the automobile.
Heavy use of the nation's highways has created a demand for roadside businesses of various kinds, including outdoor movie theaters where audiences watch films from their automobiles, and convenient roadside hotels known as \"motels\". Motels are usually located on main roads near cities and at seaside and other resort areas. They are made up of bedroom-and-bath units and nearby
parking spaces. Many of the units are equipped with television and air-conditioning. Restaurants and swimming pools are available at most of the large motels. The number of motels has grown so rapidly in recent years that their total annual income has surpassed that of American hotels.
Throughout the United States there are some 41894,000 kilometers of hard-surface roads and more than one million kilometers of other roads. A 68,400-kilometer interstate system of freeways crisscrosses the country, linking all major cities.
Buses have replaced streetcars as public transportation in most cities and towns. The suburban areas usually have railroad or bus transportation to neighboring towns. Buses are often used by travelers for long trips. Fares are less than on railroads or airlines, and many of the large, modern buses provide restrooms on board.
The airplane is a popular means of travel, with 12,700 civil airports and more than 246.7 million passengers a year. There are 37 scheduled airlines. Twenty-six regional centers direct air traffic between cities.
About a decade ago, the U.S. Government took over most of the railroad passenger routes from private companies, which were losing money on passenger services. Consolidation of routes and modern equipment provided by the government have improved passenger services, but they still do not break even financially.
Commercial cargoes are transported by highway, water and rail. One recent innovation is \"containerized\" cargo. At the factory crates of goods are placed in large metal containers on wheels. The containers are sealed and hitched to trucks to be taken to railroad centers or ports, where large cranes lift them onto freight cars, barges or ships.
The Mississippi River has always been a freight carrier. Transportation by water to the North Central region was helped greatly when the St. Lawrence Seaway was opened by the United States and Canada in 1959. Large ocean vessels can now sail directly to cities on the Great Lakes. About 40 percent of all water transportation in the nation's interior is carried on the Great Lakes.
1. In the United States most goods are transported by commercial ____.
[A] buses [B] waterways
[C] railroad and trucks [D] buses and ships
2. The total annual income of motels ____.
[A] is more than that of American hotels
[B] is less than that of American hotels
[C] has outstripped that of super hotels
[D] has caught up with that of super hotels
3. Many of the large modern buses provide ____on board.
[A] television [B] bedroom and bath-units
[C] restaurants [D] restrooms
4. According to the passage, large cranes lift containerized cargo onto ____.
[A] freight cars [B] railroad centers of ports
[C] barges or ships [D] both A and C
5. According to the passage, about 40 percent of all water transport within the nation is carried on ____.
[A] river and canals [B] the Mississippi River
[C] the St. Lawrence Seaway
[D] Lakes Superior, Michigan, Erie, Huron and Ontario
Passage 6
For the past two years, I have been working on students' evaluation of
classroom teaching. I have kept a record of informal conversations 1 some 300 students from at 2 twenty-one colleges and universities. The students were generally 3 and direct in their comments 4 how course work could be better 5 . Most of their remarks were kindly 6 — with tolerance rather than bitterness — and frequently were softened by the 7 that the students were speaking 8 some, not all, instructors. Nevertheless, 9 the following suggestions and comments indicate, students feel 10 with things-as-they-are in the classroom.
Professors should be 11 from reading lecture notes. “It makes their 12 monotonous(单调的). ”
If they are going to read, why not 13 out copies of the lecture? Then we 14 need to go to class. Professors should 15 repeating in lectures material that is in the textbook. “ 16 we've read the material, we want to 17 it or hear it elaborated on, 18 repeated. ”“A lot of students hate to buy a 19 text that the professor has written 20 to have his lectures repeat it. ”
1. [A] involving [B] counting [C] covering [D] figuring
1、[题目解释]动词辨异。根据句意，当选involving（涉及、包括），其他诸项意思不适合。
2. [A] best [B] least [C] length [D] large
2、[题目解释]介词短语。此处意思应为“来自于至少21所大学”，故选least, 构成at least固定介词短语。
3. [A] reserved [B] hard-working [C] polite [D] frank
3、[题目解释]形容词辨异。根据空格后direct一词应选择frank构成并列表语。
4. [A] over [B] at [C] on [D] of
4、[题目解释]固定搭配。comments后跟介词on构成固定搭配。
5. [A] presented [B] submitted [C] described [D] written
5、[题目解释]动词辨异。根据句中主语course word当选，presented与之构成合理的主谓结构。
6. [A] received [B] addressed [C] made [D] taken
6、[题目解释]固定搭配。make remarks为合理搭配。
7. [A] occasion [B] truth [C] case [D] fact
7、[题目解释]同位语从句。The fact与后面的that从句形成同位语从句。
8. [A] on [B] about [C] at [D] with
8、[题目解释]介词辨异。此处应为“谈及”之意，选择about正确。
9. [A] though [B] as [C] whether [D] if
9、[题目解释]方式状语从句。根据下文，此处应选择连词as, 表示“正如，诚如，就象”。
10. [A] dissatisfied[B] unsatisfactory[C] satisfied [D] satisfactory
10、[题目解释]根据上下文选择词义的能力。根据文中意思，学生对课堂上的things-as-they-are应该是非常不满，所以选择dissatisfied。
11. [A] interfered [B] interrupted [C] discouraged [D] disturbed 11、[题目解释]动词辨异。既然上文提到了学生的不满，所以老师就不应该照本宣科。C）恰当。
12. [A] voices [B] sounds [C] pronunciation [D] gestures
12、[题目解释]根据上下文选择词义的能力。根据上文的reading和下文的read可断定voices正确。
13. [A] hold [B] leave [C] drop [D] give
13、[题目解释]动词短语辨异。give out构成合理搭配，意为“分发，散发”。
14. [A] couldn't [B] wouldn't [C] mustn't [D] shouldn't
14、[题目解释]此处应选wouldn't与上文构成虚拟语气。
15. [A] refuse [B] prohibit [C] prevent [D] avoid
15、[题目解释]动词辨异。根据空格后repeating提示，再根据上文意思，avoid正确。
16. [A] Once [B] Until [C] However [D] Unless
16、[题目解释]连词辨异。根据句意，此处应选择连词once, 表示“一旦”。
17. [A] remember [B] argue [C] discuss [D] keep
17、[题目解释]动词辨异。A）、B）、D）诸项无法代入空格。根据下文“or hear it elaborated on”可断定C）正确。
18. [A] yet [B] not [C] and [D] or
18、[题目解释]根据上下文选择词义的能力。上文已多次提及学生不愿意教授们重复他们手中已有的讲义内容，所以not恰当。
19. [A] desired [B] revised [C] required [D] deserved
19、[题目解释]根据上下文选择词义的能力。上文“A lot of students hate to buy a. . . ”暗示了对C）项的选择。
20. [A] about [B] how [C] but [D] only
20、[题目解释]动词不定式作状语。only to.. . 表示意想不到的结果。
Passage 7
We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming(把…按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!
Besides, it is rather unreal to grade people just according to their intellectual ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.
In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to cope with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher.
Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work: it does not matter what age the child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.
21. In the passage the author's attitude towards “mixed-ability teaching”is ____.
[A] critical [B] questioning [C] approving [D] objective
21、[题目解释]从第二段，尤其是最后一句“and we find that mixed-ability teaching contributes to all these aspects of learning”可以看出作者对mixed-ability teaching的态度是赞成的，评价是很高的。
22. By “held back”(Line 1) the author means “____”.
[A] made to remain in the same classes
[B] forced to study in the lower classes
[C] drawn to their studies
[D] prevented from advancing
22、[题目解释]从第一段的第二句“On the contrary, both their knowledge and experience are enriched.”可以看出“hold back”在意思上应与enrich the knowledge and experience相反，从而推出D项。
23. The author argues that a teacher's chief concern should be the development of the student's ____.
[A] personal qualities and social skills
[B] total personality
[C] learning ability and communicative skills
[D] intellectual ability
23、[题目解释]从第二段的第二句“This is only one aspect o f their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability.”可以看出作者的态度，老师应更关心学生的综合素质。
24. Which of the following is NOT MENTIONED in the third paragraph?____
[A] Group work gives pupils the opportunity to learn to work together with others.
[B] Pupils also learn to develop their reasoning abilities.
[C] Group work provides pupils with the opportunity to learn to be capable organizers.
[D] Pupils also learn how to participate in teaching activites.
24、[题目解释]从“learn to co-operate”，可以知道A项提到了； 从“learning how to think, to make decisions, to analyze and evaluate”可以知道B项也提到了；从“to develop leadership”可以看出C项也提到了。
25. The author's purpose in writing this passage is to ____.
[A] argue for teaching bright and not-so-bright pupils in the same class [B] recommend pair work and group work for classroom activities
[C] offer advice on the proper use of the library
[D] emphasize the importance of appropriate formal classroom teaching
25、[题目解释]写作目的题。从全文的大意和第一段可以看出作者写这篇文章的目的是坚持让聪明的学生和不那么聪明的学生在同一个班上课。
Passage 8
The development of Jamestown in Virginia during the second half of the seventeenth century was closely related to the making and use of bricks. There are several practical reasons why bricks became important to the colony. Although the
forests could at first supply sufficient timber, the process of cutting trees or wood into timber was extremely difficult, particularly because of the lack of roads. Later, when the timber on the peninsula had been exhausted, wood had to be brought from some distance. Building stone was also in short supply. However, as clay was plentiful, it was inevitable that the colonists would turn to brick making.
In addition to practical reasons for using brick as the principal construction material, there was also an ideological reason. Brick represented the long-lasting and permanent quality. The Virginia Company of London instructed the colonists to build hospitals and new residences out of brick. In 1662, the Town Act of the Virginia Assembly provided for the construction of thirty-two brick buildings and forbade the use of wood as a construction material. Had this law ever been successfully enforced, Jamestown would have been a model city. Instead, the citizens failed to completely obey the law; and by 1699 Jamestown had fallen into a pile of broken stones or bricks with only three of four houses left.
11. What is the main topic of this passage?____
[A] The reason why Jamestown had fallen by 1699.
[B] The use of bricks in Jamestown in the 17th century.
[C] The development of Jamestown in the 17th century.
[D] The law governing construction in Virginia in the 17th century.
12. Which of the following statements is NOT a reason for using bricks in construction?____
[A] Wood had to be brought from some distance.
[B] There was a great amount of clay available.
[C] The process of cutting trees depended on good roads.
[D] The timber was not of good quality.
13. By passing a law, the Virginia Assembly hoped to ____.
[A] increase the manufacture of bricks
[B] prevent the destruction of trees on the peninsula
[C] establish a city that would last a long time
[D] discourage the local people from building too many houses
14. It can be inferred from the passage that citizens in Jamestown preferred to use ____as their construction material.
[A] stone [B] wood [C] clay [D] brick
15. According to the passage, what eventually happened to Jamestown?____
[A] It became a model city. [B] It was almost completed.
[C] It had no more residences. [D] It was practically destroyed.
Passage 9
In future trade the key development to watch is the relationship between the industrialized and the developing nations. The 11 World countries export their mineral 12 and tropical agricultural products, which bring them
13 foreign
exchange.
Tourism
has
also
been
greatly
responsible 14 the rapid development of some 15 nations. Many Third World nations with high 16 and low wages have seen an emigration (移居) of workers 17 the developed nations. Western Europe has 18 millions of such workers from Mediterranean countries. The developing nations profit 19 these workers bring their savings and their acquired technical skills 20 home. Many developing nations benefit when Western nations 21 manufacturing in their countries to take 22 of cheap labor.
23 economies mature, economic growth rates tend to level off (稳定). The rate of 24 growth is leveling off today in Western nations. This leveling off 25 leads to static non-growth markets. A point of saturation (饱和) 26 in — technology and innovation have seemed to achieve the impossible, 27 then how much further can it go? Herman Kahn, 28 his
book The Next 200 Years, says that a shift in priorities will have to occur for industrialized
nations.
29 is
the
creation
of
money
and
jobs
essential; 30 is rather the improvement of the quality of life that must be out concern.
11. [A] First [B] Second [C] West [D] Third
12. [A] ranges [B] scopes [C] deposits [D] products
13. [A] desired [B] possible [C] available [D] abandon
14. [A] to [B] for [C] towards [D] over
15. [A] developed [B] powerful [C] industrialized [D] developing
16.[A] employment[B] unemployment [C] development [D] improvement
17. [A] to [B] by [C] at [D] in
18. [A] exploited [B] imported [C] received [D] specified
19. [A] because [B] before [C] since [D] when
20. [A] down [B] all [C] back [D] outside
21. [A] establish [B] decide [C] predict [D] mention
22. [A] disadvantage [B] challenge [C] advantage [D] privilege
23. [A] Since [B] As [C] Though [D] Whereas
24. [A] economy [B] mankind [C] society [D] population
25. [A] 26. [A] 27. [A] 28. [A] 29. [A] 30. [A] relatively [B] eventually [C] sometimes [D] hardly
arrives [B] reports [C] sets [D] trusts
or [B] but [C] for [D] so
by [B] from [C] after [D] in
No longer [B] No doubt [C] Of course [D] So far
it [B] that [C] there [D] which
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