完形填空專項訓(xùn)練 高考英語二輪復(fù)習(xí).docx

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1、完型填空專項訓(xùn)練 第一筲? Two Newcastle scientists are setting themselves to open our eyes to (he 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 t

2、o a complete _51of the accepted scientific theory. They said that sunscreen creams may help cause skin cancer, the artificial indoor light could be _52and that a range of drugs in common use could also 53melanoma-a type ofcancer that appears as a dark spot on the skin. The research is likely to be

3、 unwelcome in some traditional medical research circles. It is based on a new _54that our bodies are protected from skin cancer by the regulation of a group ofcomplex vitamins (Vitamin D) and immune process. The sunscreens, artificial light and drugs could all unfavorably affect the production of t

4、hese vitamins and increase the skin's _55to the sun. But Dr. Laura said natural sunlight passingthrough the eyes helped _56the 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 _

5、57melanomas than those who worked outdoors. Indoorworkers should try to have at least one hour of _58to 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 th

6、eproduction of Vitamin D. Laura and Ashton said sunscreens give people a _62sense of security in thinking they are _63from the sun's rays. Dr. Laura said more statistics64their claim had come to light since the first articlewas published. He believes his research findings arc too important to be _

7、65to the scientific world. 51. A. contribution B. reversal C. combination D. recognition 52. A. beneficial B. comfortable C. harmful D. favorable 53. A. promote B.reduce C. remove D. eliminate 54. A. assumption B. law C. concept D. theory 55. A. sensitivity B. resistance C. adapt

8、ation D. response 56. A. monitor B. measure C. slow D. stimulate 57. A. subject to B. unrelated to C. free of D. dependent on 58. A. exercise B. reveal C.exposure D. experience 59. A. occasionally B. preferably C. cnjoyably D. extremely 60. A. received B. popular C. accepted D

9、. identified 61. A .balance B. adjust C. prevent D.enhance 62. A. false B. strong C. true D.sharp 63. A. separated B. protected C. guarded D. prohibited 64. A. presenting B. doubting C. backing D. providing 65. A. limited B. emphasized C. acknowledged D. explained [Keys] 51-55 B

10、CADA 56-60 DACBC 61-65 CABCA 第一篇： Surprising new research suggests it can actually be good to feel bad at work, and that feeling good in the workplace can lead to negative outcomes. The study of emotions in the workplace, edited by University of Liverpool researchers Drs. Dirk Lindcbaum and P

11、eter Jordan, is the 51of a Special Issue of the journal HumanRelations. They found that the52held assumption that positivity in the workplace producespositive outcomes, while negative emotions lead to negative outcomes, may be in need for 53. This is partly due to this assumption54to take into acco

12、unt the differences in work contexts which affect outcomes. For instance, anger does not always lead to negative outcomes and can be used as a force for good through acting upon injustices. In some55, anger can be considered a force for goodif motivated by perceived violations'^) of moral standards

13、. An employee, for example, could express anger constructively after a manager has treated a fellow worker56. In such cases, anger can be useful to57these acts of injustice repeating themselves in the future. Likewise, being too positive in the workplace,58resulting in greater well-being andgreate

14、r productivity, can lead to self-satisfaction and superficiality^). One article within the issue also finds that, within team situations, negativity can have a good effect, leading to less59and therefore greater discussion among workers which60team effectiveness. An interesting contradiction^^) is

15、 identified in another study of the special issue. Here, people gain61from doing "good" in the context of helplines by providing support to peoplein times of emotional distress.62, they are negatively affected by their line of work due to people trying (o avoid (hem in social situations. Lindcbaum

16、 said, “The findings of the studies published in this Special Issue63thewidely held assumption that in the workplace positive emotions64a positive outcome, and vice verse. This Special Issue adds to our knowledge and understanding of how the positive andnegative emotions affect (he65environment and

17、 has practical application and relevance in the workplace/'[Keys] 51-65 BCABD DACAB CDBAD 51. A. application B. topic C.cause D. objective 52. A. basically B. logically C. commonly D. blindly 53. A. reconsideration B. recommendation C. recognition D. reassuranc 54. A. stopping B. fail

18、ing C. tending D. managing 55. A. aspects B. companies C. cultures D. cases 56. A. gently B. strangely C. irregularly D. unfairly 57. A. prevent B. keep C. find D.have 58. A. in spile of B. apart from C. instead of D. owing to 59. A. agreement B. thinking C. production D. initi

19、ative 60. A. determines B. enhances C. reduces D. influences 61. A. independence B. knowledge C. satisfaction D. strength 62. A. Moreover B. Therefore C. Otherwise D. However 63. A. support B. challenge C. include D.confirm 64. A. contribute to B. result from C. fit in with D. ge

20、t over 65. A. social B. surviving C. natural D. working Like 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,51all of the years spent in school preparing to e

21、nter the workplace, many recentgraduates say that they struggle with the52from classroom to career world and have difficulty53life 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 universi

22、ty—are fairly 54 , while life in the working world is far more uncertain. In school,55, the pattern staysmore or less the same from year to year. In the workplace, however, constant56is the norm, and one has to adapt quickly. Another problem that graduates entering the workforce encounter is that

23、they are57to think analytically. In school, many students including those in college, spend a lot of time memorizing facts and repeating what they Teamed" on tests. But in the workplace employees "are often expected to think critically and make58about their work, not just follow a supervisor's inst

24、ructions.,, 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 gradua

25、tes say that one of the biggest difficulties they face is adapting to59on the job. In the workplace, employees must regularly60with others andarc 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

26、61not 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一is extremely important, and yet, it is also something many students don't get quite62to in a schoolsetting. How

27、can we better prepare young adults for the workplace? Recent graduates, looking back on their educational experience, have some63. Many think that all students shouldbe required to do an internship (實習(xí))while they are in school. Volunteering part time at a company, hospital, or government organizatio

28、n, fbr example, can help one gain experience and learn skills needed to succeed in the real world.64this kind of practical work experience with classroom instruction, say the graduates, will help prepare students for the65of(he workplace and make (he transition from school to career world less stre

29、ssful. 51. A. with regard to B. thanks to C. in spite of D. in view of 52. A. action B. shift C. routine D. variety 53. A. turning to B. reacting to C. adjusting to D. seeing to 54. A. predictable B. considerable C. accessible D. flexible 55. A. however B. in addition C. for examp

30、le D. in return 56. A. change B. reminder C. prediction D. difficulty 57. A. encouraged B. unprepared C. entitled D. undetennined 58. A. predictions B. targets C. decisions D. inquiries 59. A. independence B. performance C. competition D. teamwork 60. A. argue B. bargain C. ident

31、ify D. interact 61.A. success B. ambition C. completion D. purpose 62. A. attached 63. A. patience 64. A. Pairing 65. A. availability [Keys] 51—55 66. A. attached 67. A. patience 68. A. Pairing 69. A. availability [Keys] 51—55 B. exposed B. advice B. Charging B. possibilities C

32、BCAC 56—60 C. related C. expectation C. Involving C. invasion ABCDD 61—65 D. addicted D. relief D. Rewarding D. realities ABBAD 第四篇： The next great land area that man hopes to control is the moon. In size it is nearly51to the area of North and South America. However, it presents a hostil

33、e （不友好的）environment. Temperatures52+120 to -150 degrees Centigrade （攝氏）.There is no air, and no water. Today there arc53scientific speculation （思索）about living on the moon. When manwill begin life on the moon surface is still not54. But experts believe that settlement will take place in three step

34、s. First, there will be increasing periods of exploration with temporary 55. These periods will be followed by longer stays with housing under the surface of the moon and systems necessary to 56 life brought by the colonizers themselves. Finally,colonies that are ecologically and57self-supporting wi

35、ll be established. The principal job of the early settlers will be to stay58. They will have to bulid sheltersto59an atmosphere like that of earth. They will have to plant crops under huge domes to produce food and60and find water sources. After this is done, the settlers will have time toexplore

36、the possibilities of commercial development and to make discoveries important to science. The characteristics of the moon that make it bad for human staying alive may make it61for certain kinds of manufacturing. Operations that require a vacuum or extreme cold, are an 62. Precision ball bearing, in

37、dustrial diamonds, or certain medicines might be produced on the moon. The most immediate interest in the moon, however, is a scientific one. Geologists can explore the history and composition of the63. Meteorologists w山 have opportunities to forecastweather on earth. Cosmologists can study the ori

38、gin of the solar system. Astronomers（天文學(xué)家） can use （heir optical telescopes and radio telescopes64of atmospheric and man-made distortions. And perhaps at some distant date the moon can serve as a base from which space explorers can travel to other planets in the earth's solar system and to worlds65

39、. 51. A. superior 52. A. range 53. A. sociable B. essential B. restore B. inevitable C. equal C. sort C. mysterious D. fertile D. rise D. considerable [Keys] 5I-65CADAB BACCB ADCDA 54. A. determined B. occupied C. initiated D. resembled 55. A. monuments B. shelters C. rockets D.

40、 houses 56. A. sacrifice B. support C. spare D. risk 57. A. economically B. sociably C. imaginarily D. enthusiastically 58. A. active B. attractive C. alive D. ambitious 59. A. mention B. motivate C. maintain D. monitor 60. A. mineral B. oxygen C. protein D. medicine 61. A. idea

41、l B. complicated C. difficult D. expensive 62. A. explanation B. excursion C. executive D. example 63. A. earth B. star C. satellite D. planet 64. A. full B. conscious C. lack D. free 65. A. beyond B. highly C. else D. ahead 第五篇： The continuous presentation of frightening storie

42、s about global warming in the popular media makes us unnecessarily frightened. Even worse, it51our kids. Al Gore famously52how a sea-level rise of 20 feet would almost completely floodFlorida, New York, Holland, and Shanghai, even though the United Nations says that such a thing will not even happe

43、n,53that sea levels will rise 20 times less than that. When54with these exaggerations （夸大），some of us say that they arc for a goodcause, and surely there is no harm done if the result is that we focus even more on handling climate change. This55 is astonishingly wrong. Such exaggerations do plenty

44、 of harm. Worryingexcessively about global warming means that we worry less about other things, where we could do so much more good. Wc focus, 56 , on global warming's impact on malaria （瘧疾）-which will put slightly more people at 57 in 100 years - instead of dealing with the half a billion people58f

45、rom malaria today with prevention and （reatment policies lhat are much cheaper and dramatically more effective than carbon reduction would be. Exaggeration also wears out the public's59to cope with global warming. If the planetis certain （o be destroyed owing to global warming, people wonder, why

46、do anything? A record 54% of American voters now believe the news media make global warming appear worse than it really is. A60of people now believe - incorrectly - that global warming is not even caused by humans. But the61cost of exaggeration, I believe, is the unnecessary alarm that it causes -p

47、articularly among children. An article in The Washington Post cited nine-year-old Alyssa, who cries about the possibility of mass animal62from global wanning. The newspaper also reported that parents arc63effective outlets for their eight-year-olds' concern with dying polar bears. They might be be

48、tter off educating them and letting them know that,64to common belief, the global polar bear population has doubled over the past half-century, to about 22,000.65the possible disappearing of summer Arctic ice, polar bears will not become extinct. 51. A. exhausts B. depresses C. terrifies D. ex

49、ploits 52. A. dismissed B. demonstrated C. deposited D. described 53. A. measuring B. justifying C. estimating D. advocating 54. A. faced B. identified C. equipped D. entitled 55. A. announcement B. argument C. interaction D. dialogue 56. A. for example B. in addition C. by contra

50、st D. in short 57. A. peace B. leisure C. ease D. risk 58. A. suffering B. evolving C. developing D. prohibiting 59. A. ability B. endurance C. willingness D. preference 60. A. mixture B. majority C. quantity D. crowd 61. A. smallest B. worst C. fewest D. least 62. A. separatio

51、n B. reservation C. isolation D. extinction 63. A. turning out B. taking over C. searching for D. pulling through 64. A. sensitive B. contrary C. related D. accustomed 65. A. Despite B. Besides C. Without D. Except [Keys] 51-65 CDCAB ADACB BDCBA 第六篇： Feeling good about our actio

52、ns — not guilt or pity— motivates giving, according to (he 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

53、 more 52 . In (he 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 feelg

54、ood 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 qua

55、ntifying 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 conne

56、ction with the 58 and an urge to feel good about making a diHerence. 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

57、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 (he others. However, this decision was related strongly to their 59 . If they showed little activity in their nucleus accumbens— a brain re

58、gion 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 accumbcns, in fact, complet

59、ely 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 b

60、ecause they think about the happiness of the recipient 一 or do they feel good because they see themselves as 64 and that self-esteem boost (自信心增強)is mood-enhancing? Such information could help charities 65 their messages to maximize their effectiveness. 51. A. Since B. Although C. If D. As 52.

61、A. passive B. earnest C. impersonal D. selfish 53. A. for example B. on the contrary C. as a result D. on the other hand 54. A. plain B. ugly C. specific D. frightened 55. A. accident B. threat C. solution D. tragedy 56. A. ruins B. stimulates C. lowers D. skips 57. A. ang

62、er B. guilt C. regret D.joy 58. A. desire B. mind C. victim D. stuff 59. A. actions B. beliefs C. images D. emotions 60. A. edge B. rise C. turn D. division 61. A. monitor B. target C. activate D. interrupt 62. A. resulted from B. counted on C. accounted for D. subjected to 63. A. motivations B. compliments C. ambitions D. requests 64. A. executive B. justified C. innocent D. generous 65.A. conceal B. tailor C. obtain D. delete [Keys] 51. B 52. D 53.A54.C 55.D56.C57.B 58.C59.D 60.B 61. C 62. C 63.A64.D 65.B