考研英语每日一课（完形填空综合练习二）

完 形 填 空-综合练习

Passage Nine

Would you like to spend an evening reading a lovely story with beautiful illustrations and make $35000 at the same time? Millions of people all over the world tried to do just that. 1 succeeded. The book is called “Masquerade”, and was written by a British painter Kit Williams. Within its pages are 2 to the location of a golden jewel, and whoever 3 the clues could find and keep the treasure.

Some years ago, Williams was asked to write a children's book. Wanting to do something no one else had done before, he decided to bury a golden treasure and tell where 4 in the book. He began painting without a clear idea of what the story would be about, where he would bury the treasure, or even what the treasure would be. 5 he painted, he decided that in the story a hare, or rabbit, would travel through earth, air, fire and water to deliver a gift from the moon to the sun.

After three years, he finished the 6 and then wrote the story. The treasure became an 18carat gold hare, adorned with precious stones, and it was made by Kit Williams himself. This beautiful jewel, 7 around $35000, depending on gold prices, was buried somewhere in Britain, free to anyone who could decipher the clues. Williams's assurance that a ten year old was 8 likely to find it as a college graduate 9 the book to sell millions of copies and kept people of all ages amused trying 10 the mystery of Masquerade.
The rabbit was finally found in the spring of 1982, by a 48yearold design engineer. It was buried in a park about thirtyfive miles from London.

1.［A］ No one ［B］ Only one ［C］ Very few ［D］ Only a few
2.［A］ descriptions ［B］ clues ［C］ maps ［D］ pictures
3.［A］ figured on ［B］ figured in［C］ figured for［D］ figured out
4.［A］ was it ［B］ to bury ［C］ it was ［D］ it was buried
5.［A］ Before ［B］ After ［C］ As ［D］ While
6.［A］ story ［B］ painting ［C］ gift ［D］ treasure
7.［A］ worth ［B］ worth of ［C］ was worth ［D］ was worth of
8.［A］ very ［B］ just ［C］ as ［D］ much
9.［A］ found ［B］ helped ［C］ made ［D］ read
10.［A］ solve ［B］ to solve ［C］ solving ［D］ to have solved

Passage Ten

If you have seen the popular film RAIDERS OF THE LOST ARK, you will remember the small opening in the roof of a tomb, which allowed a beam of sunlight to strike a spot on the tomb's floor at a certain time each day. Well, there is a similar 1 in a real cathedral in Italy, although its purpose is not quite as exciting as 2 in the film.
In 1420, seventytwo years 3 Columbus discovered American, a great Italian architect, Filippo Brunelleschi, built a cathedral in the city of Florence. He left a small opening in the 4 which allowed a slender beam of sunlight to shine through onto the church floor. 5 the floor was a small metal plate. Every year, on the twentyfirst of June, the beam of sunlight was 6 to fall on this metal plate—and that 7 done, every year for over five hundred and seventy years!
Why was the cathedral designed with this 8 feature? Well, the church was built in a place that was marshy, which means that the ground was very unstable, like mud. If it ever happened that the light beam did not strike the special metal plate on June 21, it 9 that the church had shifted, or moved out of place, on its base. People would know that they had to fix the cathedral so it wouldn't fall, or they would have time to make sure everyone nearby was safe 10 it collapsed.

1.［A］ design ［B］ device ［C］ legend ［D］ floor
2.［A］ the tomb ［B］ the opening［C］ the story ［D］ the one
3.［A］ since ［B］ after ［C］ later than ［D］ before
4.［A］ dome ［B］ arch ［C］ base ［D］ wall
5.［A］ Building ［B］ Built ［C］ While building［D］ Built into
6.［A］ forced ［B］ made ［C］ supposed ［D］ planned
7.［A］ was ［B］ it was ［C］ had ［D］ it has
8.［A］ weird ［B］ peculiar ［C］ special ［D］ specific
9.［A］ will mean［B］ means ［C］ would mean ［D］ meant
10.［A］ when ［B］ in case ［C］ provided ［D］ lest

Passage Eleven

One of the fundamental interests of human beings is the desire to broaden one's experience of human life. Within the restricted compass of the 1 person's daily life, opportunities for so doing are severely limited, but it is here 2 the novel can be a considerable asset in enlarging the mental horizon of its reader. The characters and situations that are described in a novel may be quite foreign to one's own 3 but, through the medium of the novel, there can be achieved some appreciation of the varied factors motivating the lives of those classes of society—poeple with whom there is no chance of coming into 4 .

The educational purpose of the novel can take a multiplicity of forms. As novels 5 a wide public, their usefulness in influencing opinion has not been neglected. A fictional story which reflects actual conditions obtaining in a particular class of society can be a powerful vehicle for 6 sympathies. Charles Dickens is a typical example of a novelist who used his powerful writing. 7 the above arguments are sufficient to convince the skeptical that the novel has a very definit 8 and that it is entitled to a place of respect in the modern world. The 9 , like the body, needs a change of diet and should not subsist only on 10 type of food.

1.［A］ average ［B］ usual ［C］ normal ［D］ every
2.［A］ that ［B］ where ［C］ in which ［D］ at which
3.［A］ area ［B］ circle ［C］ club ［D］ quarters
4.［A］ relation ［B］ link ［C］ contact ［D］ acquaintance
5.［A］ appeal ［B］ recommend［C］ demand ［D］ command
6.［A］ arousing ［B］ arising ［C］ raising ［D］ rising
7.［A］ Thus ［B］ Then ［C］ But ［D］ Perhaps
8.［A］ superiority［B］ merit ［C］ advantage［D］ worth
9.［A］ mind ［B］ head ［C］ heart ［D］ thought
10.［A］ one ［B］ same ［C］ sole ［D］ unique

Passage Twelve

What do we mean by a perfect English pronunciation? In one 1 there are as many different kinds of English as there are speakers of it. 2 two speakers speak in exactly the same way. We can always hear differences between them, and the pronunciation of English 3 a great deal in different geographical areas. How do we decide what sort of English to use as a 4 ?This is not a question that can be answered in the same way for all foreign learners of English. 5 you live in a part of the world like India or West Africa, where there is a long 6 of speaking English for general communication purposes, you should 7 to acquire a good variety of the pronunciation of this area. It would be a mistake in these circumstances to use as a model BBC English or 8 of the sort. On the other hand, if you live in a country where there is no traditional use of English, you must take as your model some form of 9 English pronunciation. It does not matter very much which form you choose. The most 10 way is to take as your model the sort of English you can hear most often.

1.［A］ meaning ［B］ sense ［C］ case ［D］ situation
2.［A］ Not ［B］ No ［C］ None ［D］ Nor
3.［A］ changes ［B］ varies ［C］ shifts ［D］ alters
4.［A］ direction ［B］ guide ［C］ symbol ［D］ model
5.［A］ Because ［B］ When ［C］ If ［D］ Whether
6.［A］ custom ［B］ use ［C］ tradition［D］ habit
7.［A］ aim ［B］ propose ［C］ select ［D］ tend
8.［A］ everything［B］ nothing ［C］ anything ［D］ possibility
9.［A］ practical ［B］ domestic ［C］ native ［D］ new
10.［A］ effective［B］ sensitive［C］ ordinary ［D］ careful

Passage Thirteen

There is no month in the whole year, in which nature wears a more beautiful appearance than in the month of August! Spring has many beauties, and May is a fresh and 1 month, but the charms of this time of the year are enhanced by their 2 with the Winter season. August has no such advantage. It comes 3 we remember nothing but clear skies, green fields and sweetsmelling flowers, when the recollection of snow, and 4 , and bleak winds has faded from our minds are completely as they have disappeared from the earth, and 5 what a pleasant time it is! Orchards and cornfields rings with the hum of labour; treeｓ 6 beneath the thick clusters of rich fruit which bow their branches to the ground; and the corn, piled in graceful sheaved, or 7 in every breath that sweeps above it, as if it wooed the sickle, tinged the landscape with a golden hue. A mellow softness appears to 8 over the whole earth; the influence of the season seems to extend itself to the very wagon, 9 slow motion across the wellreaped field, is perceptible only to the eye, but strikes with no harsh sound 10 the ear.

1.［A］ beautiful ［B］ shining ［C］ blooming ［D］ cosy
2.［A］ comparison［B］ contrast［C］ connections［D］ conflicts
3.［A］ if ［B］ when ［C］ as if ［D］ that
4.［A］ water ［B］ storms ［C］ ice ［D］ sun
5.［A］ yet ［B］ still ［C］ already ［D］ however
6.［A］ break ［B］ reflect ［C］ bend ［D］ crash
7.［A］ waving ［B］ dozing ［C］ jerking ［D］ bending
8.［A］ rise ［B］ dangle ［C］ stay ［D］ hang
9.［A］ whose ［B］ that ［C］ and ［D］ for
10.［A］ to ［B］ upon ［C］ into ［D］ for

Passage Fourteen

In some countries where racial prejudice is acute, violence has so come to be taken for granted as a means of solving differences, that it is not even questioned. There are countries where the white man 1 his rule by brute force; there are countries where the black man protests by setting fire 2 cities and by looting and pillaging. Important people on 3 , who would in other respects appear to be reasonable men, get up and calmly argue 4 violence-as if it were a legitimate solution, like any other.
What is really 5 , what really fills you with despair, is the realization that when it comes to the crunch, we have made no 6 progress at all. The whole of the recorded history of the human race, that tedious documentation of violence never solves a problem but makes it more 7 . The sheer horror, the bloodshed, and the suffering mean nothing. No solution ever comes to light the morning after when we dismally 8 the smoking ruins and wonder what hit us.

The truly reasonable men who know where the solutions lie are finding 9 harder and harder to get a hearing. They are despised, mistrusted and even persecuted by their own kind because they advocate such apparently outrageous things as law enforcement. If half the energy that goes into violent acts were put to good use, if our efforts were directed at cleaning 10 the slums and ghettos, at improving livingstandards and providing education and employment for all, we would have gone a long way to arrving at a solution.

1.［A］ imposes ［B］ impresses ［C］ implies ［D］ impulses
2.［A］ in ［B］ to ［C］ at ［D］ on
3.［A］ either side［B］ neither side［C］ all sides ［D］ both sides
4.［A］ against ［B］ in favour of［C］ out ［D］ in view of
5.［A］ to frighten［B］ frightened ［C］ frightening［D］ frighten
6.［A］ factual ［B］ genuine ［C］ true ［D］ actual
7.［A］ tedious ［B］ concerned ［C］ violent ［D］ acute
8.［A］ contend ［B］ think of ［C］ consolidate［D］ contemplate
9.［A］ them ［B］ this ［C］ it ［D］ the solutions
10.［A］ out ［B］ up ［C］ away ［D］ down

Passage Fifteen

There are two factors which determine an individual's intelligence. The first is the sort of brain he is born 1 . Human brains differ considerably, some being more capable than others. 2 no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn. So the second factor is what 3 to the individual—the sort of environment in which he is brought up. If an individual is handicapped(受阻碍) 4 , it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is 5 .

The importance of environment in determining an individual's intelligence can be 6 by the case history of the identical twins, Peter and John. When the twins were three months old, their parents died, and they were placed in separate foster(寄养)homes, Peter was reared by parents of low intelligence in an 7 community with poor educational opportunities. John, however, was educated in the home of welltodo parents who had been to college. This environmental 8 continued until the twins were in their late teens, when they were given tests to 9 their intelligence. John's I.Q.(智商)was 125, twentyfive points higher than the 10 and fully forty points higher than his identical brother.

1.［A］ for ［B］ by ［C］ with ［D］ in
2.［A］ But ［B］ For ［C］ Still ［D］ And
3.［A］ refers ［B］ applies ［C］ happens ［D］ concerns
4.［A］ relatively ［B］ intelligently［C］ regularly ［D］ environmentally
5.［A］ able ［B］ capable ［C］ available ［D］ acceptable
6.［A］ demonstrated［B］ denied ［C］ neglected ［D］ ignored
7.［A］ omitted ［B］ isolated ［C］ enclosed ［D］ occupied
8.［A］ exception ［B］ division ［C］ difference［D］ alteration
9.［A］ estimate ［B］ count ［C］ decide ［D］ measure
10.［A］ average ［B］ common ［C］ usual ［D］ ordinary

Passage Sixteen

Intelligent young people want to go to university, and it is 1 for a country to provide university places for them to ensure that there will be goodtrained men and women to 2 the Government and industry in the future. So in the 1960s the Government 3 up a number of new universities in Britain to give everyone with 4 ability the opportunity to study. But now something has gone wrong. There is still fierce 5 to go to university to study arts subjects, but many places for scientists are not taken 6 .
The new universities concentrated on science because it seemed 7 . They developed new courses so as not to imitate traditional university education. Why have their calculations proved wrong? One 8 is that a lot of young people can get enough qualifications to work in ｉndustry by going to a technical school. They think university courses are too long and too 9 . But this does not explain 10 the majority of students still prefer arts subjects to science subjects.

1.［A］ possible ［B］ nice ［C］ certain ［D］ logical
2.［A］ run ［B］ control ［C］ influence ［D］ hold
3.［A］ established［B］ raised ［C］ gave ［D］ set
4.［A］ much ［B］ little ［C］ sufficient ［D］ big
5.［A］ match ［B］ battle ［C］ competition［D］ struggle
6.［A］ down ［B］ out ［C］ up ［D］ in
7.［A］ reasonable ［B］ practical［C］ complicated［D］ thoughtful
8.［A］ reason ［B］ fact ［C］ cause ［D］ reality
9.［A］ easy ［B］ expensive［C］ practical ［D］ theoretical
10.［A］ how ［B］ why ［C］ whether ［D］ when

Passage Seventeen

If you have ever been mistaken for somebody else, you can certainly sympathize with two young women from Maryland, both named Wanda Marie Johnson. 1 Wanda was living and working in Washington, D.C., 2 she became confused with the second Wanda, a former resident of the area, whom she'd never 3 . Both Wanda were born on June 15, 1953, and their social security numbers are the same except for the final three 4 . Amazingly, they both moved from Washington to St. George's, Grenada.

Both women drove cars of the same year and model, which really 5 the computers at the Department of Motor Vehicles. When one of the Wandas 6 for her drivers' license, she was told she already had one and that she was required to wear glasses while driving. She spoke to four supervisors 7 convincing the authorities that her vision was perfect and she really did need a license. She then received two licenses instead of one.

The Wandas also became confused in medical and credit records. One of the women was 8 for not paying a bill for furniture she had never purchased. She could't convince a skeptical debt collector that she'd never been in the store.
Newspapers finally 9 the story, and the identity confusion was brought to 10 . The Wandas met to discuss solutions to their strange predicament. One Wanda was reported to be considering using her maiden name.

1.［A］ A ［B］ One ［C］ The ［D］ Either
2.［A］ when ［B］ there ［C］ then ［D］ while
3.［A］ meet ［B］ met ［C］ have met ［D］ be meeting
4.［A］ numbers ［B］ numerals ［C］ digits ［D］ units
5.［A］ confused ［B］ confined ［C］ confronted［D］ complicated
6.［A］ requested［B］ appealed ［C］ pleaded ［D］ applied
7.［A］ after ［B］ when ［C］ before ［D］ while
8.［A］ hounded ［B］ haunted ［C］ hunted ［D］ hovered
9.［A］ picked at［B］ picked off［C］ picked on ［D］ picked up
10.［A］ pass ［B］ light ［C］ fact ［D］ public

Passage Eighteen

Classifying animals is not always a simple process. For ionstance, since 1 in the eighteenth century, the platypus has been a major 2 for biologists and zoologists. This odd looking creature seems to be part mammal and part bird.

The furry platypus, a native of Australia and Tasmania, looks like a mammal at first 3 . But upon looking more closely, one recognizes the birdlike characteristics which have puzzled scientists. 4 , the platypus has webbed feet like some water birds. It also has a leathery bill like a duck. That's 5 the animal gets its name the "duckbird platypus." Also, the semiaquatic platypus lays eggs 6 a bird.

But once the eggs are hatched, the mother nurses her young, which is 7 of a mammal, not a bird. The platypus has no nipples, however, so the milk is secreted through tiny opeings in the mother's stomach, and the baby 8 it up. And even though the platypus has those birdlike webbed feet, at the end of the webs are claws like 9 of a cat or raccoon.
After much debate, scientists have finally decided to 10 the platypus a mammal, just to give it a classification. But it's really in a class by itself.

1.［A］discovering ［B］they discovered it［C］its discovery ［D］it's discovered
2.［A］research focus［B］argument ［C］classification［D］problem
3.［A］place ［B］glance ［C］observation ［D］time
4.［A］However ［B］Nevertheless ［C］Even so ［D］For instance
5.［A］how ［B］because ［C］the reason ［D］the way
6.［A］as ［B］the same as ［C］like ［D］of
7.［A］real ［B］resembling ［C］typical ［D］similar
8.［A］laps ［B］loads ［C］licks ［D］lifts
9.［A］that of ［B］the one of ［C］these of ［D］those of
10.［A］call ［B］name ［C］recognize ［D］classify