上海市2016高考英语二轮复习 完形填空练习(1)
完形填空练习（1）完形填空。
Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context.Reading involves looking at illustrative symbols and expressing mentally the sounds and ideas they represent. Concepts of reading have changed 1 over the centuries. During the 1950’s and 1960’s especially, increased attention has been devoted to 2 the reading process. Although experts agree that reading 3 a complex organization of higher mental 4 , they disagree about the exact nature of the process. Some experts, who regard language primarily as a code using symbols to represent sounds, 5 reading as simply the decoding（解码）of symbols into the sounds they stand for.These authorities 6 that meaning, being concerned with thinking, must be taught independently of the decoding process. Others maintain that reading is inexplainably related to thinking, and that a child who pronounces sounds without 7 their meaning is not truly reading. The reader, 8 some, is not just a person with a theoretical ability to read but one who 9 reads.Many adults, although they have the ability to read, have never read a book in its 10 . By some experts they would not be 11 as readers. Clearly, the philosophy, objectives, methods and materials of reading will depend on the definition one use. By the most 12 and satisfactory definition, reading is the ability to 13 the sound-symbols code of the language, to interpret meaning for various 14 , at various rates, and at various levels of difficulty, and to do so widely and enthusiastically. 15 , reading is the interpretation of ideas through the use of symbols representing sounds and ideas.1. A. specifically B. dramatically C. abstractly D. ridiculously2. A. understanding B. translating C. defining D. substituting3. A. involves B. concentrates C. specializes D. analyzes4. A. opinions B. effects C. manners D. functions5. A. view B. look C. reassure D. agree6. A. support B. argue C. attempt D. compete7. A. interpreting B. saying C. reciting D. reading8. A. in addition to B. for example C. according to D. such as9. A. completely B. carefully C. publically D. actually10. A. part B. whole C. standard D. straight11. A. applied B. granted C. classified D. graded12. A. instructive B. doubtful C. certain D. complicated13. A. strike B. illustrate C. define D. unlock14. A. purposes B. degrees C. stages D. steps15. A. On the other hand B. In short C. By the way D. So far 【参考答案】1—5、BCADA 6—10、BACDB 11—15、CCDAB完形填空填空练习Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context.Girls that eat with their families are less likely to develop eating disorders, a study says.New research shows girls who regularly have family meals are much less likely to adopt extreme weight control 50 such as vomiting (呕吐), using laxatives (泻药) or diet pills.A study 51 more than 2500 American high school students found that girls who ate five or more family meals a week had a much healthier 52 with food in later life.The research, 53 in international magazine Archives of Pediatrics and Adolescent Medicine, polled students aged 13 to 17 in 1999 who were followed up five years later. Regular family meals were found to have a protective effect 54 the girls’ age, weight, socio-economic status, dieting habits or relationship with her family.Experts say doctors should 55 families to have dinner at the table 56on the couch in front of the television to keep away from serious eating disorders.Belinda Dalton, director of eating disorders clinic The Oak House, said eating with family helped “normalize” young people's relati onship with food.“When the young are feeling that they're not treated properly or when they are feeling completely depressed, they 57 something that they can control and foodis something58 and accessible for them to control. 59 , if they're sitting with their family on a regular basis then their family can be more in 60 of their eating,” Ms Dalton said. “It's about young people feeling 61 their family and that builds self-esteem (自尊) and sense of 62 and that works very actively against someone developing an eating disorder.”An eating disorders expert, Kirsty Greenwood, said meal times were often difficult for sufferers. “It's typical that they feel very 63 of their eating habits and often won't eat with other people. Perhaps it's because they haven't 64 the importance of the family meal in their growing up,” she said.50. A. behaviors B. therapies C. progress D. development51. A. promoting B. surveying C. impressing D. delivering52. A. relationship B. terms C. company D. communication53. A. spread B. proposed C. published D. emerged54. A. in terms of B. because of C. regardless of D. in honor of55. A. tempt B. stimulate C. encourage D. attract56. A. apart from B. more than C. other than D. rather than57. A. turn down B. turn to C. turn over D. turn up58. A. available B. reliable C. reasonable D. responsible59. A. Similarly B. Consequently C. Clearly D. Regularly60. A. emphasis B. control C. response D. relation61. A. related with B. associated to C. connected with D. attached on62. A. cost B. expense C. delight D. worth63. A. ashamed B. proud C. confident D. ignorant64. A. experienced B. accepted C. profited D. benefited 【参考答案】50---54: ABACC 55---59: CDBAC 60---64: BCDAA完形填空填空练习阅读下面短文，掌握其大意，然后从各题所给的A、B、C和D项中，选出最佳选项。
高考英语二轮总复习 挑战外刊原创练 完形填空 原创题组练1
8.C 解析 上文说要有双赢的态度,此处指要寻找共同前进的方法。move forward“前进”;look forward“盼望”;put forward“提出”;push forward“推进;加 紧进行”。因此选C项。 9.D 解析 结合上下文可知,此处指2008年,一次偶然的机会,他看到了一份 关于献血的传单。at random “随机地”;in general“总体来说”;as usual“像往 常一样”;by chance“碰巧;偶然”。因此选D项。 10.A 解析 前文说,他看到了一份献血的宣传单,此处指不久之后,他第一 次在流动献血站献血。shortly after “不久之后”。 11.C 解析 第一次献血之后,他就成了天津血液中心的一名常客。 favourite“最受欢迎的”;friendly “友好的”;frequent“频繁的;经常的”; common“常见的;共有的”,因此C项正确。
“If someone hears my story andple in need,that will make me happy,” Mecoy said.
Passage 1 Passage 2
1.A.wiped off C.rolled up 2.A.insert C.pass 3.A.amount C.wave 4.A.matter C.condition 5.A.country C.home
Most of the class might be considered 2 disadvantaged,but still many would celebrate the holiday with turkeys and other 3 goodies.These,the teacher thought,would be the 4 of most of her student’s art.And they were.
上海市2016高考英语二轮复习 完形填空练习(11)
完形填空练习（11）完形填空。
阅读下面短文，掌握其大意，然后从11—30 各题所给的四个选项（A、B、C、D）中，选出最佳答案。
It would do them some 7 to teach them a lesson, and maybe it was high time that I did it!for the ugly joke. The one from the girls asked for 19 .This was a lesson for both the kids and me. Forgiveness does not change the past, but it does enlarge the 20 .1. A. note B. advice C. reason D. help2. A. battle B. competition C. argument D. conversation3. A. took B. thought C. turnedD. handed4. A. statue B. graph C. pictureD. poster5. A. otherwise B. however C. therefore D. besides6. A. leave B. cry C.explain D. argue7. A. good B. harm C. favorD. punishment8. A. amused B. controlled C. uninterested D. relaxed9. A. meaningful B. forgetful C. regretfulD. hurtful10. A. aside B. above C.beneath D. behind11. A. wrote B. finished C.read D. collected12. A. proud B. fond C. afraid D. ashamed13. A. figured B. promised C.concluded D. saw14. A. talkative B. mean C.clumsy D. considerate15. A. forcing B. encouraging C. comfortingD. teaching16. A. appreciate B. apologize C.compromise D. achieve17. A. actually B. normally C. immediatelyD. generally18. A. decorated B. offered C.signed D. bought19. A. thankfulness B. forgiveness C. compensation D. communication20. A. friendship B. education C. knowledgeD. future【参考答案】完形填空1--5 AADCB 6--10 BABDD 11--15 CCABB 16--20 DACBD完形填空填空练习完形填空。
(英语)高考英语二轮复习 专项训练 英语完形填空及解析
（英语）高考英语二轮复习专项训练英语完形填空及解析一、高中英语完形填空1．阅读下面短文，从短文后所给各题的四个选项（A、B、C、D）中，选出可以填入空白处的最佳选项。
A little boy was visiting his grandparents on their farm. He was given a slingshot (弹弓) to play with out in the woods. He 1 in the woods, but he could never hit anything. Getting a little 2 , he headed back for dinner. As he was 3 back he saw Grandma's pet 4 . Just out of impulse (冲动), he let the slingshot 5 , hit the duck right in the head and killed it.He was shocked and 6 .In a panic, he hid the 7 duck in the wood pile, only to see his sister watching! Sally had seen it all, but she said 8 .After lunch the next day Grandma said, "Sally, let's wash the 9 ." But Sally said, "Grandma, Johnny told me he 10 to help in the kitchen." Then she 11 to him, "Remember the duck?" So Johnny washed the dishes. Later that day, Grandpa asked if the children wanted to go fishing. Before they left, Grandma said, "I'm sorry but I 12 Sally to help me make supper," Sally just smiled and said, "Well, you needn't worry about it 13 Johnny told me he wanted to help." She whispered again, "Remember the duck?" So Sally went 14 and Johnny stayed to help. After several days of doing both his 15 and Sally's, he finally couldn't 16 it any longer. He came to Grandma and admitted that he had 17 the duck.Grandma squatted down(蹲下), gave him a 18 , and said, "Sweetheart, I know. You see,I was standing at the window and I saw the 19 thing, but because I love you. I forgave you. I was just wondering how long you would let Sally make a 20 of you. If you make a mistake, just be brave to admit to it and promise not to make it again. In that way, everyone will forgive you."1. A. worked B. practiced C. climbed D. searched2. A. pleased B. worried C. puzzled D. discouraged3. A. turning B. looking C. walking D. falling4. A. dog B. duck C. cat D. rabbit5. A. rise B. leave C. stop D. fly6. A. sad B. lucky C. angry D. excited7. A. happy B. hungry C. fat D. dead8. A. anything B. something C. nothing D. everything9. A. clothes B. dishes C. hands D. floors10. A. wanted B. managed C. tried D. willing11. A. shouted B. explained C. talked D. whispered12. A. command B. request C. need D. allow13. A. until B. because C. while D. although14. A. fishing B. swimming C. climbing D. shopping15. A. exercise B. lesson C. problem D. housework16. A. accept B. afford C. stand(忍受)D. support17. A. hurt B. killed C. hidden D. wounded18. A. kiss B. surprise C. gift D. suggestion19. A. strange B. terrible C. serious D. whole20. A. enemy B. winner C. slave D. leader【答案】（1）B；（2）D；（3）C；（4）B；（5）D；（6）A；（7）D；（8）C；（9）B；（10）A；（11）D；（12）C；（13）B；（14）A；（15）D；（16）C；（17）B；（18）A；（19）D；（20）C；【解析】【分析】本文是一篇记叙文，Johnny无意中杀死了祖父母的鸭子，但由于不敢承认错误，被发现了秘密的姐姐一再威胁．后来，他终于忍无可忍主动向祖母承认错误．没想到祖母开心地原谅了他．因此，我们应该敞开心扉，勇于承认错误，不做自己精神上的囚徒。
2016上海市高考英语短二轮：完形填空练习(5)及答案
2016上海市高考英语短二轮：完形填空练习（5）及答案完形填空I met Ryan，a young man with cerebral palsy （脑瘫）,in my biology class。
My simple “Hello！” and his cheerful reply were the__1__to our friendship from the first day of school。
There was a time when Ryan was not able to come to school. He was in a great deal of__2__after having a surgery on his legs，but he__3__his sufferings from everyone。
In our junior year,we found that we didn't __4__a single class。
This was not a problem，though. We just talked a little more in the hallway__5__the break. That year seemed to fly by。
One day，Ryan asked me to hold the torch (火炬) runner’s flag that would__6__the spot where Ryanwould__7__his Olympic torch run. He gently explained that he would be honored __8__I would accept this position for him。
The Olympic committee sent a letter saying that the person that holds the flag for him must be someone__9__to him。
2016英语卷二完形填空
2016年高考真题英语 (全国II卷)51.假定英语课上老师要求同桌之间交换修改作文，。
文中共有10处语言错误，每句中最多有两处。
每处错误仅涉及一个单词的增加、删除或修改。
增加：在缺词处加一个漏字符号（∧），并在其下面写出该加的词。
删除：把多余的词用斜线（﹨）划掉。
删除：在错的词下划一横线，并在该词下面写出修改后的词。
注意：1．每处错误及其修改均仅限一词；2．只允许修改10处，多者（从第11处起）不计分。
The summer holiday is coming. My classmates and I are talking about how to do duringthe holiday. We can chose between staying at home and take a trip. If we stay at home,it is comfortable but there is no need to spend money. But in that case, we will learn little about world. If we go on a trip abroad, we can broaden you view and gain knowledges we cannot get from books. Some classmates suggest we can go to places of interest nearby. I thought that it is a good idea. It does not cost many, yet we canstill learn a lot.补全信息（本大题共5小题，每小题____分，共____分。
）Have you ever visited a garden that seemed just right for you, where the atmosphere of the garden appeared to total more than the sum(总和) of its parts? ____________. But it doesn’t happen by accident. It starts with looking inside yourself and understanding who you are with respect to the natural world and how you approach the gardening process.●____Some people may think that a garden is no more than plants, flowers, patterns and masses of color. Others are concerned about using gardening methods that require less water and fewer fertilizers(肥料). ________. However, there are a number of other reasons that might explain why you want to garden. One of them comes from our earliest years.●Recall(回忆) your childhood memoriesOur model of what a garden should be often goes back to childhood. Grandma’s rose garden and Dad’s vegetable garden might be good or bad, but that’s not what’s important. ____________--how being in those gardens made us feel. If you’d like tobuild a powerful bond with your garden, start by taking some time to recall the gardensof your youth. ____________ then go outside and work out a plan to translate your childhood memories into your grown-up garden. Have fun.A. garden that’s just right for youB. Know why you gardenC. Find a good place for your own gardenD. It’s our experience of the garden that mattersE. It’s delightful to see so many beautiful flowersF. Still others may simply enjoy being outdoors and close to plantsG. You can produce that kind of magical quality in your own garden, tooFor each of those gardens, writer down the strongest memory you have完型填空（本大题共20小题，每小题____分，共____分。
教育最新K12上海市2016高考英语二轮复习 完形填空练习(1)
完形填空练习（1）完形填空。
Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context.Reading involves looking at illustrative symbols and expressing mentally the sounds and ideas they represent. Concepts of reading have changed 1 over the centuries. During the 1950’s and 1960’s especially, increased attention has been devoted to 2 the reading process. Although experts agree that reading 3 a complex organization of higher mental 4 , they disagree about the exact nature of the process. Some experts, who regard language primarily as a code using symbols to represent sounds, 5 reading as simply the decoding（解码）of symbols into the sounds they stand for.These authorities 6 that meaning, being concerned with thinking, must be taught independently of the decoding process. Others maintain that reading is inexplainably related to thinking, and that a child who pronounces sounds without 7 their meaning is not truly reading. The reader, 8 some, is not just a person with a theoretical ability to read but one who 9 reads.Many adults, although they have the ability to read, have never read a book in its 10 . By some experts they would not be 11 as readers. Clearly, the philosophy, objectives, methods and materials of reading will depend on the definition one use. By the most 12 and satisfactory definition, reading is the ability to 13 the sound-symbols code of the language, to interpret meaning for various 14 , at various rates, and at various levels of difficulty, and to do so widely and enthusiastically. 15 , reading is the interpretation of ideas through the use of symbols representing sounds and ideas.1. A. specifically B. dramatically C. abstractly D. ridiculously2. A. understanding B. translating C. defining D. substituting3. A. involves B. concentrates C. specializes D. analyzes4. A. opinions B. effects C. manners D. functions5. A. view B. look C. reassure D. agree6. A. support B. argue C. attempt D. compete7. A. interpreting B. saying C. reciting D. reading8. A. in addition to B. for example C. according to D. such as9. A. completely B. carefully C. publically D. actually10. A. part B. whole C. standard D. straight11. A. applied B. granted C. classified D. graded12. A. instructive B. doubtful C. certain D. complicated13. A. strike B. illustrate C. define D. unlock14. A. purposes B. degrees C. stages D. steps15. A. On the other hand B. In short C. By the way D. So far 【参考答案】1—5、BCADA 6—10、BACDB 11—15、CCDAB完形填空填空练习Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context.Girls that eat with their families are less likely to develop eating disorders, a study says.New research shows girls who regularly have family meals are much less likely to adopt extreme weight control 50 such as vomiting (呕吐), using laxatives (泻药) or diet pills.A study 51 more than 2500 American high school students found that girls who ate five or more family meals a week had a much healthier 52 with food in later life.The research, 53 in international magazine Archives of Pediatrics and Adolescent Medicine, polled students aged 13 to 17 in 1999 who were followed up five years later. Regular family meals were found to have a protective effect 54 the girls’ age, weight, socio-economic status, dieting habits or relationship with her family.Experts say doctors should 55 families to have dinner at the table 56on the couch in front of the television to keep away from serious eating disorders.Belinda Dalton, director of eating disorders clinic The Oak House, said eating with family helped “normalize” young people's relationship with food.“When the yo ung are feeling that they're not treated properly or when they are feeling completely depressed, they 57 something that they can control and foodis something58 and accessible for them to control. 59 , if they're sitting with their family on a regular basis then their family can be more in 60 of their eating,” Ms Dalton said. “It's about young people feeling 61 their family and that builds self-esteem (自尊) and sense of 62 and that works very actively against some one developing an eating disorder.”An eating disorders expert, Kirsty Greenwood, said meal times were often difficult for sufferers. “It's typical that they feel very 63 of their eating habits and often won't eat with other people. Perhaps it's because they haven't 64 the importance of the family meal in their growing up,” she said.50. A. behaviors B. therapies C. progress D. development51. A. promoting B. surveying C. impressing D. delivering52. A. relationship B. terms C. company D. communication53. A. spread B. proposed C. published D. emerged54. A. in terms of B. because of C. regardless of D. in honor of55. A. tempt B. stimulate C. encourage D. attract56. A. apart from B. more than C. other than D. rather than57. A. turn down B. turn to C. turn over D. turn up58. A. available B. reliable C. reasonable D. responsible59. A. Similarly B. Consequently C. Clearly D. Regularly60. A. emphasis B. control C. response D. relation61. A. related with B. associated to C. connected with D. attached on62. A. cost B. expense C. delight D. worth63. A. ashamed B. proud C. confident D. ignorant64. A. experienced B. accepted C. profited D. benefited 【参考答案】50---54: ABACC 55---59: CDBAC 60---64: BCDAA完形填空填空练习阅读下面短文，掌握其大意，然后从各题所给的A、B、C和D项中，选出最佳选项。
高考英语二轮复习专题经典完形填空10篇附详细解析
10篇附详细解析二轮复习专题经典完形填空（一）Soonitwouldbetheholidays,butbeforethat,therewereyearexams.Allthe1_____hadb eenworkinghardforsometime,reviewingtheirlessonsfortheexams.Iftheydidn’t2_theywouldhavetoretaketheminSeptember.Therewereusuallyafewwho3_____,butJanedidn’twanttobeoneofthem.Shehadworkedhardallyear,4_____justbeforetheexamsshewasworkingsohardthathersisterBarbarawas5_____abouther.Shewenttobedtoo6_____.Thenightbeforethefirstexam,Barbara7____thatshehaveanearlynightandtakea8____pill（药丸）.Shepromisedtowake9_____upinthemorning.Asshewasfalling asleep,Janewasafraidthatshemightoversleep.Her10_____kept jumpingfromsubjecttosubject.Atlast,withthehelpof11____,shewenttosleep.Innotimeatall,shewassittingintheexaminationhall,lookingattheexamination12_____,butshecouldnansweranyofthequestions.13_____aroundherwaswriting pagesandgages.14_____shethoughthard,shecouldn’tfindanythingtowrite15_____.Shekeptlookingather16_____.Time wasrunningout.Therewasonlyanhourtogo.Shestartedonequestion,wrotetwosentences,17_____andtriedanotherone.Withonlyhalfanhourleftshewroteanothertwosentences.Bythistimeshewassoworriedthatshestarted18____.Herwholebodyshook.Itshooksomuchthatshe19____up.Shewasstillinbedandithadallbeena20_____dream.Aminutelater,Barbaracalledhername.1. A.teachers B.students C.classmates D.schools2. A.prepare B.miss C.join D.pass3. A.succeeded B.failed C.ended D.called4. A.but B.so C.and D.because5. A.excited B.frightened C.worried D.pleased6. A.early te C.heavily D.eagerly7. A.insisted B.hoped C.ordered D.wished8. A.sleeping B.resting C.exciting D.breathing9. A.him B.her C.them D.herself10.A.hand B.eye C.mind D.body11.A.hersister B.herparents C.thelessons D.themedicine12.A.result B.marks C.desk D.paper13.A.Theteacher B.Thestudents C.Noone D.Everyone14.A.If B.Though C.So D.How15.A.with B.about C.on D.to16.A.watch B.textbook C.sister D.subject17.A.gaveup B.putoff C.lookaround D.thinkover18.A.examining B.leaving C.copying D.crying19.A.raised B.woke C.stood D.cheered20.A.nice B.wonderful C.terrible D.special 答案简析：1、选B。
2016-年上海高考英语二模完形填空汇编+各区二模答案汇总
2016 年上海高考英语二模完形填空汇编Researchers recently find w omen likely face work environments that push against the “having it all” mentality, leading to feelings of guilt and depression.Trying to have it all could be bad for your mental health, according to a new study that finds that “supermoms” have higher rates of depression compared with working moms who let things 51 .The research, presented Aug. 20 at the annual meeting of the American Sociological Association in Las Vegas, finds that working is 52 for mothers’ mental health. But among working mothers, the least depressed are those who don’t expect to 53 work and family life perfectly, said study researcher Katrina Leupp, a graduate student at the University of Washington in Seattle. “The ideal that women can do it all actually 54 the level of depressive symptoms compared to women who were more doubtful about whether or not work and family can be balanced,” Leupp told LiveScience.Leupp analyzed survey 55 from 1,600 married women who participated in a large survey called the National Longitudinal Survey of Youth. In 1987, the women answered questions to judge their support of women’s 56 , including whether they agreed with statements such as “Women are much happier if they stay at home and take care of their children.” In 1992 and 1994, the now 40-year-old women answered questions about their symptoms of depression. Like earlier studies, the survey data indicated that women who worked outside the home had fewer symptoms of depression, perhaps because outside work gives women more 57 interaction, more varied activities and a larger income, Leupp said. Among the employed women, though, the cheeriest were those who had indicated in their younger years the least 58 for women balancing career and family. The results held even after controlling for earlier levels of depression. “Somewhat 59 , women who don’t expect to be able to balance work and family have better mental health than those who do,” Leupp said.The study didn’t explain why optimistic (乐观的) views of balancing work and motherhood would60 later depression. “The reason may come down to 61 and real-world work environments,” Leupp said. “Women who expect to have it all probably come up against 62 that aren’t designed with work-life balance in mind. When they can’t balance everything perfectly, these supermoms are more likely to feel 63 .”“I think this research really speaks to a 64 between women’s expectations and the actual structure of the workplace,” Leupp said.“The takeaway for working moms is to temper their optimism about balancing 65 and employment and not to blame themselves if they struggle. Recognize that if it feels difficult, it’s because it is difficult.”51. A. happen B. continue C. slide D. end52. A. good B. ready C. hard D. possible53. A. protect B. share C. illustrate D. combine54. A. increased B. assessed C. reached D. influenced55. A. questions B. responses C. solutions D. instruments56. A. pregnancy B. marriage C. employment D. education57. A. cultural B. social C. positive D. verbal58. A. support B. tolerance C. concern D. respect59. A. deliberately B. aggressively C. ironically D. similarly60. A. result from B. relate to C. hold back D. call for61. A. families B. expectations C. surroundings D. requirements62. A. clubs B. hospitals C. governments D. workplaces63. A. excited B. embarrassed C. thrilled D. frustrated64. A. mismatch B. mistreat C. misunderstanding D. misinterpretation65. A. aging B. training C. schooling D. parentingTwo Newcastle scientists are setting themselves to open our eyes to the medical truth by claiming that natural sunlight may help prevent skin cancer.Dr. Ron Laura, professor of health education at Newcastle University, and senior chemist Mr. John Ashton said their research points to a complete __51______ of the accepted scientific theory. They said that sunscreen creams may help cause skin cancer, the artificial indoor light could be __52_____ and that a range of drugs in common use could also ___53____ melanoma--a type of cancer that appears as a dark spot on the skin.The research is likely to be unwelcome in some traditional medical research circles. It is based on a new __54_____ that our bodies are protected from skin cancer by the regulation of a group of complex vitamins (Vitamin D) and immune process.The sunscreens, artificial light and drugs could all unfavorably affect the production of these vitamins and increase the skin’s __55_____ to the sun. But Dr. Laura said natural sunlight passing through the eyes helped __56_____ the production of cancer protection Vitamin D.He said recent statistics from the United States indicated that people who worked indoors all day in artificial light were more __57_____ melanomas than those who worked outdoors. Indoor workers should try to have at least one hour of __58_____ to direct sunlight every day, ___59_____ in the early morning and late afternoon when ultraviolet intensively was lower, Dr. Laura said.Sunscreens, long __60_____ as essential for beach lovers, could also __61______ the production of Vitamin D. Laura and Ashton said sunscreens give people a __62_____ sense of security in thinking they are __63______ from the sun’s rays.Dr. Laura said more statistics ___64_____ their claim had come to light since the first article was published. He believes his research findings are too important to be __65______ to the scientific world.51. A. contribution B. reversal C. combination D. recognition52. A. beneficial B. comfortable C. harmful D. favorable53. A. promote B. reduce C. remove D. eliminate54. A. assumption B. law C. concept D. theory55. A. sensitivity B. resistance C. adaptation D. response56. A. monitor B. measure C. slow D. stimulate57. A. subject to B. unrelated to C. free of D. dependent on58. A. exercise B. reveal C. exposure D. experience59. A. occasionally B. preferably C. enjoyably D. extremely60. A. received B. popular C. accepted D. identified61. A .balance B. adjust C. prevent D. enhance62. A. false B. strong C. true D. sharp63. A. separated B. protected C. guarded D. prohibited64. A. presenting B. doubting C. backing D. providing65. A. limited B. emphasized C. acknowledged D. explainedHarvard LibraryIf we compare professors and students to the host of a university, then the library of a university can be compared to the hallway. The quality of a university, __51__, is in direct proportion to that of its library. At Harvard, the library is an essential part of everybody’s life. Both the quantity and the __52__ of the library make study a pleasant process.Harvard Library is not only the most ancient library in the United States, but the largest university library with the largest scale. In 1638 John Harvard __53__ his whole library to the then Harvard College. After 300 years of development, the library now holds 10 million books and __54__ more than 100 branch libraries. In addition to the libraries owned by each school, there are some branch libraries that are __55__ in some aspects. While most of the branch libraries are on Harvard campus, some are as far as in Washington, D.C., or even in Florence of Italy. Yenching Library is famous for its __56__ of East Asian literature. Lamont Library is thefirst library in the world that is __57__ for undergraduates. Widener Library is the largest library in Harvard, only second to Library of Congress.What __58__ to be mentioned is the system or rather the service of the libraries. Usually the libraries are open from 9 a.m. to 5 p.m.. The main libraries are open until 10 p.m.. The libraries for undergraduates will even be open all night during the __59__ period. The libraries also provide with students the service of __60__ reading materials for all courses. At the beginning of a semester, each teacher will give a list of books to the librarians. The librarians are __61__ to find out these books and put them at the places where students can easily find them.There is no limitation for the number of books that students can borrow. As the space for the library is limited, many books are __62__ in suburban library. Despite this, students can go to fetch the book at the __63__ library within 24 hours after they submit request for that book. Even if there is only one book to be fetched from the suburban library, the libraries on campus will send someone to do the job. This kind of __64__ which put readers in the first place is rare even in Ivy League. Therefore, study at Harvard will be a(n) __65__ experience.51.A.as a result B. to some extent C. on the contrary D. at all timesB. disciplineC. qualityD. prospect53.A. donated B. assigned C. adapted D. distributedB. composesC. involvesD. includesB. differentC. secureD. peculiar56.A.collections B. documents C. phenomena D. exhibitionsB. formallyC. speciallyD. especiallyB. happensC. appearsD. deserves59.A.examination B. experiment C. vacation D. graduation60.A.confirming B. preparing C. selecting D. designingB. willingC. reluctantD. responsibleB. reservedC. storedD. classified63.A.appointed B. accepted C. expected D. restrictedB. serviceC. activityD. responseB. creativeC. positiveD. enjoyableEducation plays an extremely important role in our life and deeply impacts the society. However, how does society influence education?Before understanding the influence of society on education, we must __51__ society. Society is an extended social group having a distinctive cultural and economic organization. It is characterized by patterns of relationships between individuals. It is a group of individuals who __52__ a common system of customs, values and laws. From the definition of society, it is clear that we human beings are its building __53__. As we interact with people, try to understand their thinking styles and __54__ patterns, we soon realize that there is so much to learn from them. Society is the greatest __55__ of education. Don’t you think so?We cannot __56__ the impact of society on the education system alone. We need to understand the role of society in the __57__ development of an individual. Even before we become a part of the education system, we start learning from our surroundings. And during the process of formal education, we __58__ take ‘non-formal education’ from society. Yes, our interactions with our fellow-beings, our observations about their social behavior and our understanding of social norms __59__ us to face life. True, educational __60__, like schools, colleges and universities play a very important role in our education. But, we cannot ignore the fact that we learn some of the important lessons of life from society. It would not be an exaggeration to say that the __61__process of learning begins at a point, which marks the end of institutional education. Learning, as an individual, from your interaction with society, is a vital part of education.Society plays an important role in education and influences it, both positively and negatively. Social inequalities and unhealthy educational practices are some of the __62__ influences of society on our lives. Customs and traditions __63__ certain sections of society from exercising their fundamental rights and block the well-being of society, shatter the basic ideas of education and social awareness. Some social groups deny women’s right to education, while others force children to work, depriving(剥夺) them from a healthy environment, conducive to their growth and development. Education is one of the basic human rights. If social norms deprive certain strata(阶层) of society from progressing in life and come in the way of social welfare, it __64__ the purpose of education.Society is an entity that cannot be separated from us. It is we who __65__ the society. It is entirely in our hands whether to add value to our education or devalue it.51. A. know B. define C. recognize D. analyze52. A. share B. invent C. operate D. practice53. A. extents B. blocks C. designs D. expenses54. A. cultural B. traditional C. educational D. behavioral55. A. performer B. supervisor C. facilitator D. opponent56. A. resist B. resolve C. reserve D. restrict57. A. steady B. future C. lasting D. overall58. A. successfully B. desperately C. constantly D. surprisingly59. A. encourage B. impact C. prepare D. impose60. A. circumstances B. contributions C. environments D. organizations61. A. actual B. external C. universal D. available62. A. realistic B. opposing C. practical D. invisible63. A. confirm B. cultivate C. maintain D. prevent64. A. fulfills B. highlights C. defeats D. describes65. A. depend on B. make up C. strive for D. deal withSince Alzheimer’s disease (阿尔茨海默病)and Parkinson’s disease(帕金森病) are common and many notable people have developed them, they have received more public attention.Alzheimer’s DiseaseMany people imagine that Alzheimer’s disease, the degenerative (退化的)disorder that eventually leaves sufferers with total memory loss, is an inevitable result of aging. This is not so. While the risks of contracting the disease increase with age, there are many elderly people whose memories are perfect. Most of us are so ill-__51__ about all forms of memory loss that we label everything as “Alzheimer’s ”. Alzheimer’s disease itself can affect people as young as 30 and can progress either quickly or slowly. It can also __52__ the blame for other non-degenerative conditions such as deep depression. __53__, only an examination of the brain tissue during an autopsy (解剖) can produce an accurate __54__ of the disease.The causes of Alzheimer’s are unknown. They may be either __55__ or environmental. A study in 1996 of 13,000 people whose parents or siblings had the disease showed they had five times __56__ chance of passing away by the age of 80 than those with no family history of the problem.__57__, there are other factors. In a study of identical twins, it was found that only about half of the twin pairs developed Alzheimer’s and, when both twins __58__ it, they did so as much as 15 years apart. The possibility that environment plays a part was boosted by another 1996 study, this time of two groups of elderly Japanese men. One group lived in Hawaii, the other group in Japan. The Hawaiian group had a much higher incidence of the disease.Aluminum (铝) has been blamed for the development of Alzheimer’s. This is because a high level aluminum has been found in the brains of sufferers. The disease was first diagnosed at the beginning of the 20th century. It was at this time that aluminum was becoming widely __59__ for use in cooking pots.Memory loss, __60__ in performing familiar tasks, and problems with abstract thinking are all indicators of the beginning of the disease. One unusual feature is its impact on language. It attacks nouns first, then verbs. Grammar is one of the last things to go.Parkinson’s DiseaseParkinson’s disease (PD) is a progressive disorder of the central nervous system w hich __61__ more than one million Americans. Individuals with PD lack the substance dopamine (多巴胺), which is __62__ for the central nervous system’s control of muscle activity. Parkinson’s Disease is often characterized by shake, inflexibility in limbs and joints, speech disability and difficulty in __63__ physical movement. Late in the course of the disease, some patients develop dementia (痴呆症) and eventually Alzheimer’s disease. __64__, some Alzheimer patients develop symptoms of Parkinson’s disease. Medi cations such as levodopa (左多巴), which changes itself into dopamine once inside the brain, which prevents degeneration of dopamine-containing neurons (神经细胞), are used to improve diminished or __65__ motor symptoms in PD patients, but do not correct the mental changes that occur.51. A. judged B. equipped C. informed D. advised52. A. take B. put C. lay D. hold53. A. On the other hand B. For example C. After all D. In the end54. A. description B. demonstration C. diagnosis D. illustration55. A. natural B. instinctual C. genetic D. internal56. A. slighter B. fainter C. less D. more57. A. Therefore B. However C. Instead D. Finally58. A. came up with B. did away with C. went down with D. put up with59. A. available B. valuable C. memorable D. inaccessible60. A. complaint B. difficulty C. ease D. complexity61. A. touch B. influence C. concern D. affect62. A. important B. unimportant C. priceless D. worthless63. A. stopping B. changing C. initiating D. controlling64. A. Additionally B. Contrarily C. Consequently D. Particularly65. A. treated B. showed C. released D. reducedAccording to sociologists, there are several different ways in which a person may become recognized as the leader of a social group. In the family, traditional cultural patterns award 51 on one or both of the parents. In other 52 , such as friendship groups, one or more persons may gradually emerge as leaders, although there is no formal process of53 . In larger groups, leaders are usually chosen formally through election or recruitment.Although leaders are often thought to be people with unusual personal ability, decades of research have failed to produce consistent 54 that the re is any category of “natural leaders”. It seems that there is no set of personal qualities that all leaders have 55 ; rather, virtually any person may be recognized as a leader if the person has 56 that meet the needs of that particular group.Furthermore, although it is commonly supposed that social groups have a single leader, r esearch suggests that there are typically two different leadership 57 that are held by different individuals. Instrumental leadership is leadership that emphasizes the 58 of tasks by a social group. Group members look to instrumental leaders to “get things done”. Expressive leadership, on the other hand, is leadership t hat emphasizes the 59 wellb eing of a social group’s members. Expressive leaders are less concerned with the overall goals of the group than with providing 60 support to group members and attempting to minimize tension and conflict among them.Instrumental leaders are likely to have a rather secondary relationship to other group members. They give orders and may 61 group members who prevent accomplishment of the group’s goals. Express ive leaders cultivate a more 62 or primary relationship to others in the group. They offer 63 when someone experiences difficulties. And they try to 64 issues that threaten to divide the group. As the difference in these two roles suggest, expressive leaders generally receive more personal 65 from group members; instrumental leaders, if they are successful in promoting group goals, may enjoy a more distant respect.51. A. burden B. leadership C. housework D. right52. A. families B. societies C. cases D. researches53. A. selection B. struggle C. recommendation D. register54. A. evidence B. support C. approach D. pattern55. A. in advance B. in brief C. in general D. in common56. A. partners B. achievements C. skills D. qualities57. A. selections B. roles C. challenges D. structures58. A. assignment B. introduction C. completion D. division59. A. joint B. financial C. social D. individual60. A. political B. administrative C. emotional D. technical61. A. discipline B. praise C. ignore D. identify62. A. casual B. temporary C. personal D. stable63. A. criticism B. sympathy C. estimate D. information64. A. omit B. confuse C. raise D. resolve65. A. imitation B. affection C. objection D. revengeThe survey about childhood in the Third World shows that the struggle for survival is long and hard. But in the rich world, children can suffer from a different kind of poverty — of the spirit. 51 , one Western country alone now sees 14, 000 attempted suicides ( 自杀) every year by children under 15, and one child 52 five needs psychiatric (心理) advice.There are many good things about 53 in the Third World. Take the close and constant relation between children and their parents, relatives and neighbours for example. In the West, the very nature of work puts distance between 54 and children. But in most Third World villages mother and father do not go miles away each day to work in offices. 55 , the child sees mother and father, relations and neighbours working 56 and often shares in that work.A child 57 in this way learns his or her role through joining in the community's work : helping to dig or build, look after animals or babies --- rather than through playing with water and sand in kindergarten, keeping pets 58 playing with dolls.These children may grow up with a less oppressive sense of space and time than the westernchildren. Their sense of days and time has a lot to do with the change of seasons and positions ofthe sun or the moon in the sky. Children in the rich world, 59 , are provided with a watch as one of the 60 signs of growing up, so that they can 61 along with their parents about being late for school times, meal times, bed times, the times of TV shows.Third World children do not usually 62 to stay indoors, still less in highrise apartments(公寓) . Instead of dangerous roads, "keep off the grass" signs and "don't speak to strangers", there is often a sense of 63 to study and play. Parents can see their children outside rather than observe them 64 from ten floors up.65 , twelve million children under five still die every year through hunger and disease. But childhood in the Third World is not all bad.51. A. As usual B. For instance C. In fact D. In other words52. A. by B. in C. to D. under53. A. childhood B. poverty C. spirit D. survival54. A. adults B. fathers C. neighbours D. relatives55. A. Anyhow B. However C. Instead D. Still56. A. away B. alone C. along D. nearby57. A. growing up B. living through C. playing D. working58. A. and B. but C. or D. so59. A. at any moment B. at the same time C. on the other hand D. on the whole60. A. easiest B. earliest C. happiest D. quickest61. A. care B. fear C. hurry D. worry62. A. dare B. expect C. have D. require63. A. control B. danger C. disappointment D. freedom64. A. anxiously B. eagerly C. impatiently D. proudly65. A. Above all B. In the end C. Of course D. What'sFeeling good about our actions — not guilt or pity— motivates giving, according to the latest research.51 seeing or hearing about suffering children makes most people uncomfortable, that grief is not what drives them to dig into their pockets and donate. The reasons people decide to be selfless, it turns out,may be slightly more 52 .In the study, published in the Journal of Neuroscience, researchers found that people are more likely to give when they think it will make them feel better. They donate, 53 , when they feel hope about putting smiles on those expectant and suffering faces. And that hope, or similar feel-good sensations, are driven by the brain’s reward systems.Researchers — and charities — have long known that putting a(n) 54 face on an abstract problem opens hearts and wallets. Josef Stalin once said that while one death is a(n) 55 , a million is merely a number. Studies have since found that quantifying the size of a disaster or particular need actually 56 giving, while presenting a single story is more likely to cause a desire to help.But it wasn’t clear whether this “identifiable victim” effect resulted from people’s 57 over their own privilege and resources — or from a sense of connection with the 58 and an urge to feel good about making a difference.To find out, researchers led by Alexander Genevsky, a graduate student in psychology at Stanford, imaged the brains of 22 young adults. In the scanner, they saw either a silhouette (剪影) or a head shot of a young African child. As in previous studies, participants were far more likely to give if they saw a face than a blank silhouette—donating almost twice as much in photo trials than in the others. However, this decision was related strongly to their 59 . If they showed little activity in their nucleus accumbens—a brain region linked to every type of pleasurable experience— they were actually less likely to give. But if there is a sharp 60 of activity in this reward area, they felt good and gave more. And the photos of the children were more likely to 61 this reward center. Activity in the accumbens, in fact, completely 62 the difference in giving seen between the silhouette-based requests and the photo-based ones.While the findings point to the feel-good 63 behind giving, other research will have to address the question of why givers get that positive emotional boost. Do people feel rewarded when they give because they think about the happiness of the recipient — or do they feel good because they see themselves as 64 and that self-esteem boost (自信心增强) is mood-enhancing? Such information could help charities 65 their messages to maximize their effectiveness.51. A. Since B. Although C. If D. As52. A. passive B. earnest C. impersonal D. selfish53. A. for example B. on the contrary C. as a result D. on the other hand54. A. plain B. ugly C. specific D. frightened55. A. accident B. threat C. solution D. tragedy56. A. ruins B. stimulates C. lowers D. skips57. A. anger B. guilt C. regret D. joy58. A. desire B. mind C. victim D. stuff59. A. actions B. beliefs C. images D. emotions60. A. edge B. rise C. turn D. division61. A. monitor B. target C. activate D. interrupt62. A. resulted from B. counted on C. accounted for D. subjected to63. A. motivations B. compliment s C. ambitions D. requests64. A. executive B. justified C. innocent D. generous65. A. conceal B. tailor C. obtain D. deleteThere are many things parents can do to help children with autism (自闭症) overcome their challenges. Learning all you can about autism and getting __51__ in treatment will go a long way toward helping your child. Additionally, the following tips will make daily home life easier for both you and your autistic child:•Be consistent（一致的）.Children with autism have a hard time __52__ what they’ve learned if there is a change of setting. For example, your child may use sign language at school to communicate, but never think to do so at home. Creating __53__ in your child’s environment is the best way to reinforce learning. Find out what your child’s therapists are doing and continue their techniques at home. Explore the __54__ of having therapy take place in morethan one place in order to encourage your child to __55__ what he or she has learned from one environment to another. It’s also important to be consistent in the way you __56__ with your child and deal with challenging behaviors.•__57__ a schedule. Children with autism tend to do best when they have a highly-structured schedule or routine. Again, this goes back to the consistency they both need and crave. Set up a schedule for your child, with __58__ times for meals, therapy, school, and bedtime. Try to keep disturbance to this routine to a __59__. If there is an unavoidable schedule change, prepare your child for it __60__.•__61__ good behavior. Positive reinforcement can go a long way with children with autism, so make an effort to “catch them doing something good.” Praise them when they act appropria tely or learn a new skill, being very __62__ about what behavior they’re being praised for.•Pay attention to your child’s sensory sensitivities. Many children with autism are hypersensitive to light, sound, touch, taste, and smell. Other children with autism are “under-sensitive” to sensory stimuli. __63__ what sights, sounds, smells and movements cause your kid’s “bad” or disruptive behaviors and what brings about a(n) __64__ response.If you understand what affects your child, you’ll be better at solving problems, preventing situations that cause difficulties, and creating __65__ experiences.51. A. encouraged B. balanced C. absorbed D. involved52. A. applying B. devoting C. communicating D. appealing53. A. attraction B. comfort C. steadiness D. attention54. A. possibility B. goal C. process D. solution55. A. transplant B. transfer C. transport D. transform56. A. meet B. interact C. negotiate D. associate57. A. Draw up B. Arrange for C. Work out D. Stick to58. A. regular B. flexible C. appropriate D. normal59. A. decrease B. mystery C. minimum D. secret60. A. without doubt B. in private C. without notice D. in advance61. A. Control B. Perform C. Reward D. Maintain62. A. curious B. specific C. particular D. anxious63. A. Figure out B. Account for C. Put up D. Take on64. A. automatic B. immediate C. positive D. quick65. A. frustrating B. successful C. professional D. unpleasantA driving goal for most websites is for that site to be easily found by people looking for the products or services. One of the ways people may find these sites is via a search engine. With this in mind, companies obviously want their websites to ___51___ search engines as well.First of all, website content should be unique and timely. Only quality content ensures that customers will ___52___ your website and also recommend it to friends via links or through social channels. This act of sharing not only gives your site more chances of public ___53___ but it also helps to push up your search engine rankings, which extends huge psychological implication to other engine users as people tend to ___54___Now famous search engines such as Google use mobile friendliness as a ranking signal in their ranking algorithm(算法). Therefore, if your site is not ___55___for mobile devices, you are offering a less than ideal experience to some users and in result search engines will take the ___56___ into account.Another key ranking signal that Google and other search engines ___57___heavily is page speed and overall site performance. If your site is loaded with too many high-resolution images and videos or other elements, muchviewing time will be caused. These will makesluggish, slow loading that frustrate and often drive away visitors. It’s time to ___58___ thepage size as all the visitors appreciatefaster download. Some are。
上海市2016高考英语二轮复习完形填空练习(12)
上海市2016高考英语二轮复习完形填空练习(12)完形填空练习（12）完形填空。
阅读下面短文，从短文后各题所给的四个选项中，选出可以填入空白处的最佳选项。
It was a perfect day, just the right kind of day to go fishing My 13-year-old son Jonathan and I had been 1 this trip for weeks, and now we weresitting on the shore of a beautiful lake.We 2 and talked, and then, suddenly, I saw small waves 3 my float(浮子）had been. Iwaited, thinking it would pop right back up again, but the float stayed 4 the water and myheart started to beat 5 ．After a few more seconds, my fishing rod was suddenly pulled off thestick it was leaning on 6 me and it was being 7 towards the water.I firmly caught hold of the fishing rod and lifted it up. This fish was 8 ! Slowly, my sonbalanced on two rocks and leaned down to get the giant off the fishhook.For just one second, he lost his 9 and reached up with his right hand to steady 10 ．At that moment, our huge fish got off the fishing line and started to swim 11 I saw teas streaming down Jonathan's face. “Dad, I'm sorry. I'll never be able to 12 thisup to you." I reached out and put my hands on his shoulders.I said the following 13 almostwithout thinking. "Jon, how did you feel 14 I was reeling(往卷轴上绕起）that fish in? Were youexcited?" He nodded and said，"Dad，I've never been so 15 in my whole life!”I repied, "Jon, wash’t that about the most fun we've ever had together?" He nodded his head in 16 ．Then I said, "So, why should we let a fish getting away 17 possibly the bestexperiencewe've ever had? Let’s be happy about the fun we did have."My son, 18 his arms around me, said,"Dad, I love you so much!”1 19 him backand said softly into his ear, "I love you too, Jon."We 20 did catch that big fish. But I've known ever since that I didn't let the mostimportant thing get away that day.1．A. promoting B. planning C. appreciating D. setting2. A. ran B. listened C. lay D. fished3. A. where B. which C. in which D. that4. A. over B. on C. under D. by5. A. heavily B. quietly C. curiously D. regularly6. A. on top of B. in front of C. behind D. against7. A. taken B. dragged C. carried D. pushed8. A. alive B. white C. huge D. beautiful9. A. health B. temper C. balance D. bucket10. A. him B. it C. himself D. itself11．A. away B. beyond C. along D. up12. A. pick B. build C. make D. speed13. A. comments B. words C. songs D. apologies14. A. although B. since C. unless D. while15. A. excited B. angry C. forgetful D. puzzled16. A. happiness B. surprise C. guilt D. agreement17. A. bring B. mend C. shake D . ruin18. A. throwing B. getting C . showing D. folding19. A. held B. hugged C. followed . pushed20. A. really B. once C. never D. merely【参考答案】完形填空1―20、BDACC BBCCC ACBDA DDABC完形填空填空练习完形填空。
2016届高三二模专项汇编--完型填空
Over the last 15 years, digital communication has brought in more changes than the printing press did in 1570. And those most likely to use them in this world are teenagers, whose brains appear to have an extraordinary volume to adapt to the world around them, according to Dr Jay Giedd, a(n) 51brain expert.We are now discovering that, as a species, our brains during the teenage years are still flexible and capable of 52 . Having a more flexible brain, 53 , means that certain parts of it, such as desire control and the ability to make long-term decisions, haven’t developed yet, which may also explain why we spend a(n) 54 period living under the protection of our parents rather than leaving home at the age of 12 or 13. This also means that the teenage brain can adapt to new technology, enabling teenagers to 55 the increasing pace of digital technology and giving them an advantage when it comes to multitasking.In the USA, on average teenagers spend 8.5 hours a day using computers, mobiles, and other devices to learn, interact, and play. This increases to 11.5 hours if you include all of the 56 that goes on, such as talking on the phone while watching TV. As they stare at these screens, they’re taking in and sorting thro ugh an incredible amount of information.There are 57 about how social media is affecting the way the brain learns to 58 , as one of the most important skills that we learn as children is how to make friends and interact with people around us. Geidd says that a lot of what goes on inside our brains is social. Social interactions are now being 59 by technology – you could have hundreds of friends, all of whom are real people that you interact with and scientists aren’t sure whether we’ll be able to develop the same 60 using social media.There is a(n) 61 of the growing digital trend: YouTube shows the teenagers all over the world are watching the same videos and laughing at the same jokes, indicating that they are more62 than teenagers in the past. They may be keen on 63 their friends and posting updates on social media sites, but teenagers today are probably going to have access to technology and 64social and educational opportunities that anyone with a less flexible brain may have trouble imagining. Nevertheless, there is a cut-off point, and by the age of 30, our brains in their ways, making it more65 for us to adapt and cope with new technologies.51. A. digital B. adolescent C. surgical D. artificial52. A. functioning B. noticing C. adjusting D. deciding53. A. however B. therefore C. otherwise D. instead54. A. natural B. glorious C. limited D. extended55. A. keep up with B. come up with C. put up with D. end up with56. A. gossiping B. multitasking C. interacting D. playing57. A. reports B. curiosities C. concerns D. talks58. A. memorize B. sort C. imagine D. socialize59. A. changed B. controlled C. troubled D. interrupted60. A. trends B. attitudes C. societies D. skills61. A. advantage B. distraction C. indication D. history62. A. absent-minded B. global-minded C. quick-minded D. serious-minded63. A. accessing B. texting C. discovering D. watching64. A. on the whole B. as a result C. in other words D. by all means65. A. flexible B. important C. difficult D. Incredible51-55 BCADA 56-60 BCDAD 61-65 ABBBCResearchers recently find w omen likely face work environments that push against the “having it all” mentality, leading to feelings of guilt and depression.Trying to have it all could be bad for your mental health, according to a new study that finds that “supermoms” have higher rates of depression compared with working moms who let things 51 .The research, presented Aug. 20 at the annual meeting of the American Sociological Association in Las Vegas, finds that working is 52 for mothers’ mental health. But among working mothers, the least depressed are those who don’t expect to 53 work and family life perfectly, said study researcher Katrina Leupp, a graduate student at the University of Washington in Seattle. “The ideal that women can do it all actually 54 the level of depressive symptoms compared to women who were more doubtful about whether or not work and family can be balanced,” Leupp told LiveScience.Leupp analyzed survey 55 from 1,600 married women who participated in a large survey called the National Longitudinal Survey of Youth. In 1987, the women answered questions to judge their support of women’s 56 , including whether they agreed with statements such as “W omen are much happier if they stay at home and take care of their children.” In 1992 and 1994, the now 40-year-old women answered questions about their symptoms of depression. Like earlier studies, the survey data indicated that women who worked outside the home had fewer symptoms of depression, perhaps because outside work gives women more 57 interaction, more varied activities and a larger income, Leupp said. Among the employed women, though, the cheeriest were those who had indicated in their younger years the least 58 for women balancing career and family. The results held even after controlling for earlier levels of depression. “Somewhat 59 , women who don’t expect to be able to balance work and family have better mental health than those who do,” Leupp said.The study didn’t explain why optimistic (乐观的) views of balancing work and motherhood would60 later depression. “The reason may come down to 61 and real-world work environments,”Leupp said. “Women who expect to have it all probab ly come up against 62 that aren’t designed with work-life balance in mind. When they can’t balance everything perfectly, these supermoms are more likely to feel 63 .”“I think this research really speaks to a 64 between women’s expectations and the actual structure of the workplace,” Leupp said.“The takeaway for working moms is to temper their optimism about balancing 65 and employment and not to blame themselves if they struggle. Recognize that if it feels difficult, it’s because it is difficult.”51. A. happen B. continue C. slide D. end52. A. good B. ready C. hard D. possible53. A. protect B. share C. illustrate D. combine54. A. increased B. assessed C. reached D. influenced55. A. questions B. responses C. solutions D. instruments56. A. pregnancy B. marriage C. employment D. education57. A. cultural B. social C. positive D. verbal58. A. support B. tolerance C. concern D. respect59. A. deliberately B. aggressively C. ironically D. similarly60. A. result from B. relate to C. hold back D. call for61. A. families B. expectations C. surroundings D. requirements62. A. clubs B. hospitals C. governments D. workplaces63. A. excited B. embarrassed C. thrilled D. frustrated64. A. mismatch B. mistreat C. misunderstanding D. misinterpretation65. A. aging B. training C. schooling D. Parenting51. C 52. A 53. D 54. A 55. B 56. C 57. B 58. A 59. C 60. B61. B 62. D 63. D 64. A 65. DTwo Newcastle scientists are setting themselves to open our eyes to the medical truth by claiming that natural sunlight may help prevent skin cancer.Dr. Ron Laura, professor of health education at Newcastle University, and senior chemist Mr. John Ashton said their research points to a complete __51______ of the accepted scientific theory. They said that sunscreen creams may help cause skin cancer, the artificial indoor light could be __52_____ and that a range of drugs in common use could also ___53____ melanoma--a type of cancer that appears as a dark spot on the skin.The research is likely to be unwelcome in some traditional medical research circles. It is based on a new __54_____ that our bodies are protected from skin cancer by the regulation of a group of complex vitamins (Vitamin D) and immune process.The sunscreens, artificial light and drugs could all unfavorably affect the production of these vitamins and increase the skin’s __55_____ to the sun. But Dr. Laura said natural sunlight passing through the eyes helped __56_____ the production of cancer protection Vitamin D.He said recent statistics from the United States indicated that people who worked indoors all day in artificial light were more __57_____ melanomas than those who worked outdoors. Indoor workers should try to have at least one hour of __58_____ to direct sunlight every day, ___59_____ in the early morning and late afternoon when ultraviolet intensively was lower, Dr. Laura said.Sunscreens, long __60_____ as essential for beach lovers, could also __61______ the production of Vitamin D. Laura and Ashton said sunscreens give people a __62_____ sense of security in thinking they are __63______ from the sun’s rays.Dr. Laura said more statistics ___64_____ their claim had come to light since the first article was published. He believes his research findings are too important to be __65______ to the scientific world.51. A. contribution B. reversal C. combination D. recognition52. A. beneficial B. comfortable C. harmful D. favorable53. A. promote B. reduce C. remove D. eliminate54. A. assumption B. law C. concept D. theory55. A. sensitivity B. resistance C. adaptation D. response56. A. monitor B. measure C. slow D. stimulate57. A. subject to B. unrelated to C. free of D. dependent on58. A. exercise B. reveal C. exposure D. experience59. A. occasionally B. preferably C. enjoyably D. extremely60. A. received B. popular C. accepted D. identified61. A .balance B. adjust C. prevent D. enhance62. A. false B. strong C. true D. sharp63. A. separated B. protected C. guarded D. prohibited64. A. presenting B. doubting C. backing D. providing65. A. limited B. emphasized C. acknowledged D. explained51-55 BCADA 56-60 DACBC 61-65 CABCAHarvard LibraryIf we compare professors and students to the host of auniversity, then the library of a university can be compared to thehallway. The quality of a university, __51__, is in direct proportionto that of its library. At Harvard, the library is an essential part ofeverybody’s life. Both the quantity and the __52__ of the librarymake study a pleasant process.Harvard Library is not only the most ancient library in theUnited States, but the largest university library with the largest scale.In 1638 John Harvard __53__ his whole library to the then HarvardCollege. After 300 years of development, the library now holds 10million books and __54__ more than 100 branch libraries. In addition to the libraries owned by each school, there are some branch libraries that are __55__ in some aspects. While most of the branch libraries are on Harvard campus, some are as far as in Washington, D.C., or even in Florence of Italy. Yenching Library is famous for its __56__ of East Asian literature. Lamont Library is the first library in the world that is __57__ for undergraduates. Widener Library is the largest library in Harvard, only second to Library of Congress.What __58__ to be mentioned is the system or rather the service of the libraries. Usually the libraries are open from 9 a.m. to 5 p.m.. The main libraries are open until 10 p.m.. The libraries for undergraduates will even be open all night during the __59__ period. The libraries also provide with students the service of __60__ reading materials for all courses. At the beginning of a semester, each teacher will give a list of books to the librarians. The librarians are __61__ to find out these books and put them at the places where students can easily find them.There is no limitation for the number of books that students can borrow. As the space for the library is limited, many books are __62__ in suburban library. Despite this, students can go to fetch the book at the __63__ library within 24 hours after they submit request for that book. Even if there is only one book to be fetched from the suburban library, the libraries on campus will send someone to do the job. This kind of __64__ which put readers in the first place is rare even in Ivy League. Therefore, study at Harvard will be a(n) __65__ experience.51.A.as a result B. to some extent C. on the contrary D. at all times52.A.influence B. discipline C. quality D. prospect53.A. donated B. assigned C. adapted D. distributed54.A.contains B. composes C. involves D. includesrmative B. different C. secure D. peculiar56.A.collections B. documents C. phenomena D. exhibitions57.A.unusually B. formally C. specially D. especially58.A.remains B. happens C. appears D. deserves59.A.examination B. experiment C. vacation D. graduation60.A.confirming B. preparing C. selecting D. designing61.A.desperate B. willing C. reluctant D. responsible62.A.exhibited B. reserved C. stored D. classified63.A.appointed B. accepted C. expected D. restricted64.A.performance B. service C. activity D. response65.A.fortunate B. creative C. positive D. enjoyable51-65: BCADB ACDAB DCABD5黄浦区Education plays an extremely important role in our life and deeply impacts the society. However, how does society influence education?Before understanding the influence of society on education, we must 51 society. Society is an extended social group having a distinctive cultural and economic organization. It is characterized by patterns of relationships between individuals. It is a group of individuals who 52 a common system of customs, values and laws. From the definition of society, it is clear that we human beings are its building 53 . As we interact with people, try to understand their thinking styles and 54 patterns, we soon realize that there is so much to learn from them. Society is the greatest 55 of education. Don’t you think so?We cannot 56 the impact of society on the education system alone. We need to understand the role of society in the 57 development of an individual. Even before we become a part of the education system, we start learning from our surroundings. And during the process of formal education, we 58 take ‘non-formal’from society. Yes, our interactions with our fellow-beings, our observations about their social behaviour and our understanding of social norms 59 us to face life. True, educational 60 , like schools, colleges and universities play a very important role in our education. But, we cannot ignore the fact that we learn some of the important lessons of life from society. It would not be an exaggeration to say that the 61 process of learning begins at a point, which marks the end of institutional education. Learning, as an individual, from your interaction with society, is a vital part of education.Society plays an important role in education and influences it, both positively and negatively. Social inequalities and unhealthy educational practices are some of the 62 influences of society on our lives. Customs and traditions 63 certain sections of society from exercising their fundamental rights and block the well-being of society, shatter the basic ideas of educaiotn and social awareness. Some social groups deny women’s right to education, while others force children to work, depriving (剥夺) them from a healthy environment, conducive to their growth and development. Education is one of the basic human rights. If social norms deprive certain strata（阶层）of society form progressing in life and come in the way of social welfare, it 64 the purpose of education.Society is an entity that cannot be separated from us. It is we who 65 the society. It is entirely in our hands whether to add value to our education or devalue it.51. A. know B. define C. recognize D. analyze52. A. share B. invent C. operate D. practice53. A. extents B. blocks C. designs D. expenses54. A. cultural B. traditional C. educational D. behavioral55. A. performer B. supervisor C. facilitator D. opponent56. A. resist B. resolve C. reserve D. restrict57. A. steady B. future C. lasting D. overall58. A. successfully B. desperately C. constantly D. surprisingly59. A. encourage B. impact C. prepare D. impose60. A. circumstances B. contributions C. environments D. organization61. A. actual B. external C. universal D. available62. A. realistic B. opposing C. practical D. invisible63. A. confirm B. cultivate C. maintain D. prevent64. A. fulfills B. highlights C. defeats D. describes65. A. depend on B. make up C. strive for D. deal with51-55 BABDC 56-60 DDCCD 61-65 ABDCBAccording to sociologists, there are several different ways in which a person may become recognized as the leader of a social group. In the family, traditional cultural patterns award 51 on one or both of the parents. In other 52 , such as friendship groups, one or more persons may gradually emerge as leaders, although there is no formal process of53 . In larger groups, leaders are usually chosen formally through election or recruitment.Although leaders are often thought to be people with unusual personal ability, decades of research have failed to produce consistent 54 that there is any category of “natural leaders”. It seems that there is no set of personal qualities that all leaders have 55 ; rather, virtually any person may be recognized as a leader if the person has 56 that meet the needs of that particular group.Furthermore, although it is commonly supposed that social groups have a single leader, r esearch suggests that there are typically two different leadership 57 that are held by different individuals. Instrumental leadership is leadership that emphasizes the 58 of tasks by a social group. Group members look to instrumental leaders to “get things done”. Expressive leadership, on the other hand, is leadership that emphasizes the 59 wellb eing of a social group’s members. Expressive leaders are less concerned with the over all goals of the group than with providing 60 support to group members and attempting to minimize tension and conflict among them.Instrumental leaders are likely to have a rather secondary relationship to other group members. They give orders and may 61 group members who prevent accomplishment of the group’s goals. Expressive leaders cultivate a more 62 or primary relationship to others in the group. They offer 63 when someone experiences difficulties. And they try to 64 issues that threaten to divide the group. As the difference in these two roles suggest, expressive leaders generally receive more personal 65 from group members; instrumental leaders, if they are successful in promoting group goals, may enjoy a more distant respect.51. A. burden B. leadership C. housework D. right52. A. families B. societies C. cases D. researches53. A. selection B. struggle C. recommendation D. register54. A. evidence B. support C. approach D. pattern55. A. in advance B. in brief C. in general D. in common56. A. partners B. achievements C. skills D. qualities57. A. selections B. roles C. challenges D. structures58. A. assignment B. introduction C. completion D. division59. A. joint B. financial C. social D. individual60. A. political B. administrative C. emotional D. technical61. A. discipline B. praise C. ignore D. identify62. A. casual B. temporary C. personal D. stable63. A. criticism B. sympathy C. estimate D. information64. A. omit B. confuse C. raise D. resolve65. A. imitation B. affection C. objection D. Revenge51. B 52. C 53. A 54. A 55. D 56. D 57. B 58. C 59. A 60. C61. A 62. C 63. B 64. D 65. BLike many students, Ryan believes that the time and money spent on his education will pay off: he will eventually be able to get a good job and do well in the field he has chosen. And yet, ___51___ all of the years spent in school preparing to enter the workplace, many recent graduates say that they struggle with the ___52___ from classroom to career world and have difficulty ___53___ life on the job.Writer and editor Joseph Lewis suggests one reason why this is the case. Lewis believes that most of our school experiences—from childhood through university—are fairly ___54___, while life in the working world is far more uncertain. In school, ___55___, the pattern stays more or less the same from year to year. In the workplace, however, constant ___56___ is the norm, and one has to adapt quickly.Another problem that graduates entering the workforce encounter is that they are ___57___ to think analytically. In school, many students including those in college, spend a lot of time memorizing facts and repeating what they “learned” on tests. But in the workplace employees “are often expected to think critically and make ___58___ about their work, not just follow a supervisor’s instructions.” Less time needs to be spent in school on testing, says one recent report, and more on helping students to analyze and interpret information, solve problems, and communicate their ideas effectively—skills that will prepare them to succeed in today’s workplace.Finally, many recent graduates say that one of the biggest difficulties they face is adapting to ___59___ on the job. In the workplace, employees must regularly ___60___ with others and are often dependent on their co-workers for their success. In other words, if an employee has to work with others to complete a given project, that employee’s ___61___ not only depends on his hard work and expertise, but also on how well his colleagues perform. Knowing how to participate effectively in teamwork—and deal with problems when they arise—is extremely important, and yet, it is also something many students don’t get quite ___62___ to in a school setting.How can we better prepare young adults for the workplace? Recent graduates, looking back on their educational experience, have some ___63___. Many think that all students should be required to do an internship (实习) while they are in school. Volunteering part time at a company, hospital, or government organization, for example, can help one gain experience and learn skills needed to succeed in the real world. ___64___ this kind of practical work experience with classroom instruction, say the graduates, will help prepare students for the ___65___ of the workplace and make the transition from school to career world less stressful.51. A. with regard to B. thanks to C. in spite of D. in view of52. A. action B. shift C. routine D. variety53. A. turning to B. reacting to C. adjusting to D. seeing to54. A. predictable B. considerable C. accessible D. flexible55. A. however B. in addition C. for example D. in return56. A. change B. reminder C. prediction D. difficulty57. A. encouraged B. unprepared C. entitled D. undetermined58. A. predictions B. targets C. decisions D. inquiries59. A. independence B. performance C. competition D. teamwork60. A. argue B. bargain C. identify D. interact61. A. success B. ambition C. completion D. purpose62. A. attached B. exposed C. related D. addicted63. A. patience B. advice C. expectation D. relief64. A. Pairing B. Charging C. Involving D. Rewarding65. A. availability B. possibilities C. invasion D. realities51—55 CBCAC 56—60 ABCDD 61—65 ABBADFeeling good about our actions — not guilt or pity— motivates giving, according to the latest research.51 seeing or hearing about suffering children makes most people uncomfortable, that grief is not what drives them to dig into their pockets and donate. The reasons people decide to be selfless, it turns out, may be slightly more 52 .In the study, published in the Journal of Neuroscience, researchers found that people are more likely to give when they think it will make them feel better. They donate, 53 , when they feel hope about putting smiles on those expectant and suffering faces. And that hope, or similar feel-good sensa tions, are driven by the brain’s reward systems.Researchers —and charities —have long known that putting a(n) 54 face on an abstract problem opens hearts and wallets. Josef Stalin once said that while one death is a(n) 55 , a million is merely a number. Studies have since found that quantifying the size of a disaster or particular need actually 56 giving, while presenting a single story is more likely to cause a desire to help.But it wasn’t clear whether this “identifiable victim” effect resulted from people’s 57 over their own privilege and resources — or from a sense of connection with the 58 and an urge to feel good about making a difference.To find out, researchers led by Alexander Genevsky, a graduate student in psychology at Stanford, imaged the brains of 22 young adults. In the scanner, they saw either a silhouette (剪影) or a head shot of a young African child. As in previous studies, participants were far more likely to give if they saw a face than a blank silhouette—donating almost twice as much in photo trials than in the others. However, this decision was related strongly to their 59 . If they showed little activity in their nucleus accumbens— a brain region linked to every type of pleasurable experience— they were actually less likely to give. But if there is a sharp 60 of activity in this reward area, they felt good and gave more. And the photos of the children were more likely to 61 this reward center. Activity in the accumbens, in fact, completely 62 the difference in giving seen between the silhouette-based requests and the photo-based ones.While the findings point to the feel-good 63 behind giving, other research will have to address the question of why givers get that positive emotional boost. Do people feel rewarded when they give because they think about the happiness of the recipient — or do they feel good because they see themselves as 64 and that self-esteem boost (自信心增强) is mood-enhancing? Such information could help charities 65 their messages to maximize their effectiveness.51. A. Since B. Although C. If D. As52. A. passive B. earnest C. impersonal D. selfish53. A. for example B. on the contrary C. as a result D. on the other hand54. A. plain B. ugly C. specific D. frightened55. A. accident B. threat C. solution D. tragedy56. A. ruins B. stimulates C. lowers D. skips57. A. anger B. guilt C. regret D. joy58. A. desire B. mind C. victim D. stuff59. A. actions B. beliefs C. images D. emotions60. A. edge B. rise C. turn D. division61. A. monitor B. target C. activate D. interrupt62. A. resulted from B. counted on C. accounted for D. subjected to63. A. motivations B. compliment s C. ambitions D. requests64. A. executive B. justified C. innocent D. generous65. A. conceal B. tailor C. obtain D. delete51. B 52. D 53.A 54.C 55.D 56.C 57.B 58.C 59.D 60.B61. C 62. C 63.A 64.D 65.BThere are many things parents can do to help children with autism (自闭症) overcome their challenges. Learning all you can about autism and getting __51__ in treatment will go a long way toward helping your child. Additionally, the following tips will make daily home life easier for both you and your autistic child:•Be consistent（一致的）.Children with autism have a hard time __52__ what they’ve learned if there is a change of setting. For example, your child may use sign language at school to communicate, but never think to do so at home. Creating __53__ in your child’s environment is the best way to reinforce learning. Find out what your child’s therapists are doing and continue their techniques at home. Explore the __54__ of having therapy take place in more than one place in order to encourage your child to __55__ what he or she has learned from one environment to another. It’s also important to be consistent in the way you __56__ with your child and deal with challenging behaviors.•__57__ a schedule. Children with autism tend to do best when they have a highly-structured schedule or routine. Again, this goes back to the consistency they both need and crave. Set up a schedule for your child, with __58__ times for meals, therapy, school, and bedtime. Try to keep disturbance to this routine to a __59__. If there is an unavoidable schedule change, prepare your child for it __60__.•__61__ good behavior. Positive reinforcement can go a long way with children with autism, so make an effort to “catch them doing something good.” Praise them when they act appropriately or learn a new skill, being very __62__ about what behavior they’re being praised for.•Pay attention to your child’s sensory sensitivities.Many children with autism are hypersensitive to light, sound, touch, taste, and smell. Other children with autism are “under-sensitive” to sensory stimuli. __63__ what sights, sounds, smells and movements cause your kid’s “bad” or disruptive behaviors and what brings about a(n) __64__ response. If you understand what affects your child, you’ll be better at solving problems, preventing situations that cause difficulties, and creating __65__ experiences.51. A. encouraged B. balanced C. absorbed D. involved52. A. applying B. devoting C. communicating D. appealing53. A. attraction B. comfort C. steadiness D. attention54. A. possibility B. goal C. process D. solution55. A. transplant B. transfer C. transport D. transform56. A. meet B. interact C. negotiate D. associate。