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1、2011年考研英语冲刺班完形填空讲义（2009年）Research on animal intelligence always makes me wonder just how smart humans are. 1 he fruit-fly experiments described in Carl Zimmers piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 live shorter lives. This sugge
2、sts that 3 lbs burn longer, that there is an 4 not being too terrifically bright.Intelligence, it 5 ut, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 the starting line because it depends on learning a gradual 7 instead of instinct. Plenty of other species are able to l
3、earn, and one of the things theyve apparently learned is when to 8 .Is there an adaptive value to 9 ntelligence? Thats the question behind this new research. I like it. Instead of casting a wistful glance 10 all the species weve left in the dust I.Q.-wise, it implicitly asks what the real 11 our own
4、 intelligence might be. This is 12 mind of every animal Ive ever met.Research on animal intelligence also makes me wonder what experiments animals would 13 on humans if they had the chance. Every cat with an owner, 14 , is running a small-scale study in operant conditioning. we believe that 15 nimal
5、s ran the labs, they would test us to 16 he limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 17 not merely how much of it there is. 18 they would hope to study a 19 question: Are humans actually aware of the world they l
6、ive in? 20 the results are inconclusive.1. A Suppose B Consider C Observe D Imagin2. A tended B feared C happened D threatened3. A thinner B stabler C lighter D dimmer4. A tendency B advantage C inclination D priority5. A insists on B sums up C turns out D puts forward6. A off B behind C over D alon
7、g7. A incredible B spontaneous Cinevitable D gradual8. A fight B doubt C stop D think9. A invisible B limited C indefinite D different10. A upward B forward C afterward D backward11. A features B influences C results D costs12. A outside B on C by D across13. A deliver B carry C perform D apply14. A
8、 by chance B in contrast C as usual D for instance15. A if B unless C as D lest16. A moderate B overcome C determine D reach17. A at B for C after D with18. A Above all B After all C However D Otherwise19. A fundamental B comprehensive C equivalent D hostile20. A By accident B In time C So far D Bet
9、ter still（2001年） The government is to ban payments to witnesses by newspapers seeking to buy up people involved in prominent cases 31 the trial of Rosemary West. In a significant 32 of legal controls over the press, Lord Irvine, the Lord Chancellor, will introduce a 33 bill that will propose making
10、payments to witnesses 34 and will strictly control the amount of 35 that can be given to a case 36 a trial begins. In a letter to Gerald Kaufman, chairman of the House of Commons media select committee, Lord Irvine said he 37 with a committee report this year which said that self-regulation did not
11、38 sufficient control. 39 of the letter came two days after Lord Irvine caused a 40 of media protest when he said the 41 of privacy controls contained in European legislation would be left to judges 42 to Parliament. The Lord Chancellor said introduction of the Human Rights Bill, which 43 the Europe
12、an Convention on Human Rights legally 44 in Britain, laid down that everybody was 45 to privacy and that public figures could go to court to protect themselves and their families. Press freedoms will be in safe hands 46 our British judges, he said. Witness payments became an 47 after West sentenced
13、to 10 life sentences in 1995. Up to 19 witnesses were 48 to have received payments for telling their stories to newspapers. Concerns were raised 49 witnesses might be encouraged to exaggerate their stories in court to 50 guilty verdict.31.A as toB for instanceC in particularD such as 32.A tightening
14、B intensifyingC focusingD fastening33.AsketchB roughC preliminaryD draft34.AillogicalB illegalC improbableD improper35.ApublicityB penaltyC popularityD peculiarity36.AsinceB if C beforeD as37.AsidedB shared C compliedD agreed38.ApresentB offerC manifestD indicate39.AReleaseB PublicationC PrintingD E
15、xposure40.AstormB rageC flareD flash41.AtranslationB interoperationC exhibitionD demonstration42.Abetter thanB other thanC rather thanD sooner than43.AchangesB makesC setsD turns44.A bindingB convincingC restrainingD sustaining45.A authorizedB creditedC entitledD qualified46.A withB to C fromD by47.
16、A impactB incidentC inferenceD issue48.A stated B remarkedC saidD told49.A what B whenC whichD that50.A assureB confideC ensureD guarantee（2003年） Teachers need to be aware of the emotional, intellectual, and physical changes that young adults experience. And they also need to give serious 21 to how
17、they can best 22 such changes. Growing bodies need movement and 23 . but not just in ways that emphasize competition. 24 they are adjusting to their new bodies and a whole host of new intellectual and emotional challenges, teenagers are especially self-conscious and need the 25 that comes from achie
18、ving success and knowing that their accomplishments are 26 by others. However, the typical teenage lifestyle is already filled with so much competition that it would be 27 to plan activities in which there are more winners than losers, 28 . publishing newsletters with many student-written book revie
19、ws, 29 student artwork, and sponsoring book discussion clubs. A variety of small clubs can provide 30 opportunities for leadership, as well as for practice in successful 31 dynamics. Making friends is extremely important to teenagers, and many shy students need the 32 of some kind of organization wi
20、th a supportive adult 33 visible in the background. In these activities, it is important to remember that young teens have 34 attention spans. A variety of activities should be organized 35 participants can remain active as long as they want and then go on to 36 else without feeling guilty and witho
21、ut letting the other participants 37 . This does not mean that adults must accept irresponsibility. 38 they can help students acquire a sense of commitment by 39 for roles that are within their 40 and their attention spans and by having clearly stated rules.21. A thoughtB ideaC opinionD advice22. A
22、strengthenB accommodateC stimulateD enhance23. A careB nutritionC exerciseD leisure24. A ifB althoughC whereasD because25. A assistanceB guidanceC confidenceD tolerance26. A claimedB admiredC ignoredD surpassed27. A improperB riskyC fairD wise28. A in effectB as a resultC for exampleD in a sense29.
23、A displayingB describingC creatingD exchanging30. A durableB excessiveC surplusD multiple31. A groupB individualC personnelD corporation32. A consent B insuranceC admissionD security33. A particularly B barelyC definitelyD rarely34. A similarB longC differentD short35. A if onlyB now thatC so that D
24、 even if36. A everythingB anythingC nothingD something37. A offB downC outD alone38. A on the contraryB on the averageC on the wholeD on the other hand39. A makingB standingC planningD taking40. A capabilitiesB responsibilitiesC proficiencyD efficiency（2004年） Many theories concerning the causes of j
25、uvenile delinquency (crimes committed by young people) focus either on the individual or on society as the major contributing influence. Theories 21 on the individual suggest that children engage in criminal behavior 22 they were not sufficiently penalized for previous misdeeds or that they have lea
26、rned criminal behavior through 23 with others. Theories focusing on the role of society suggest that children commit crimes in 24 to their failure to rise above their socioeconomic status 25 as a rejection of middle-class values. Most theories of juvenile delinquency have focused on children from di
27、sadvantaged families, 26 the fact that children from wealthy homes also commit crimes. The latter may commit crimes 27 lack of adequate parental control. All theories, however, are tentative and are 28 to criticism. Changes in the social structure may indirectly 29 juvenile crime rates. For example,
28、 changes in the economy that 30 to fewer job opportunities for youth and rising unemployment 31 make gainful employment increasingly difficult to obtain. The resulting discontent may in 32 lead more youths into criminal behavior. Families have also 33 changes these years. More families consist of on
29、e parent households or two working parents; 34 , children are likely to have less supervision at home 35 was common in the traditional family 36 . This lack of parental supervision is thought to be an influence on juvenile crime rates. Other 37 causes of offensive acts include frustration or failure
30、 in school, the increased 38 of drugs and alcohol, and the growing 39 of child abuse and child neglect. All these conditions tend to increase the probability of a child committing a criminal act, 40 a direct causal relationship has not yet been established.21.A actingB relyingC centeringD commenting
31、22.A beforeB unlessC untilD because23.A interactionsB assimilationC cooperationD consultation24.A returnB replyC referenceD response25.A orB but ratherC butD or else26.A consideringB ignoring C highlighting D discarding27.A onB in C for D with28.A immuneB resistant C sensitive D subject29. Aaffect B
32、reduce C check D reflect30. Apoint Blead C come D amount31. Ain general Bon average C by contrast D at length32. Acase Bshort C turn D essence33. A survived B noticed C undertaken D experienced34. A contrarily B consequently Csimilar D simultaneously35. A than B that C which D as36. A system B struc
33、ture C concept D heritage37. A assessable B identifiable C negligible D incredible38. A expense B restriction C allocation D availability39. A incidence B awareness C exposure D popularity40. A provided B since C although D supposing（2008年）The idea that some groups of people may be more intelligent
34、than others is one of those hypotheses that dare not speak its name. But Gregory Cochran is 1 to say it anyway. He is that 2 bird, a scientist who works independently 3 any institution. He helped popularize the idea that some diseases not 4 thought to have a bacterial cause were actually infections,
35、 which aroused much controversy when it was first suggested. 5 he, however, might tremble at the 6 of what he is about to do. Together with another two scientists, he is publishing a paper which not only 7 that one group of humanity is more intelligent than the others, but explains the process that
36、has brought this about. The group in 8 are a particular people originated from central Europe. The process is natural selection. This group generally do well in IQ test, 9 12-15 points above the 10 value of 100, and have contributed 11 to the intellectual and cultural life of the West, as the 12 of
37、their elites, including several world-renowned scientists, 13 . They also suffer more often than most people from a number of nasty genetic diseases, such as breast cancer. These facts, 14 , have previously been thought unrelated. The former has been 15 to social effects, such as a strong tradition
38、of 16 education. The latter was seen as a (an) 17 of genetic isolation. Dr. Cochran suggests that the intelligence and diseases are intimately 18 . His argument is that the unusual history of these people has 19 them to unique evolutionary pressures that have resulted in this 20 state of affairs.1.
39、A selected B prepared C obliged D pleased2. A unique B particular C special D rare3. A of B with C in D against4. A subsequently B presently C previously D lately5. A Only B So C Even D Hence6. A thought B sight C cost D risk7. A advises B suggests C protests D objects8. A progress B fact C need D q
40、uestion9. A attaining B scoring C reaching D calculating10. A normal B common C mean D total11. A unconsciously B disproportionately C indefinitely D unaccountably12. A missions B fortunes C interests D careers13. A affirm B witness C observe D approve14. A moreover B therefore C however D meanwhile15. A given up B got over C carried on D put down16. A assessing B supervising C administering D valuing17. A development B origin C consequence D instrument18. A linked B integrated C woven D combined19. A limited B subjected C converted D directed20. A paradoxical B incompatible C inevitable