Part III Cloze Directions: There are twenty blanks in the following passage. For each blank there are four choices. Choose the one that best fits into the passage and then marks your answer on the Answer Sheet. There are two factors which determine an individual’s intelligence. The first is the sort of brain he is born 61 . Human brains differ considerably, 62 being more capable than others. 63 no matter how good a brain he has to begin with, an individual will have a low order of intelligence 64 he has opportunities to learn. So the second factor is what 65 to the individual—the sort of environment in which he is brought 66 . If an individual is handicapped (受阻碍) 67 , it is likely that his brain will 68 to develop and he will 69 attain the level of intelligence of which he is 70 . The importance of environment in determining an individual’s intelligence can be 71 by the case history of the identical twins, Peter and John. When the twins were three months old, their parents died, and they are placed in 72 foster (寄养) homes. Peter was reared by parents of low intelligence in an 73 community with poor educational 74 . John, 75 , was educated in the home of well-to-do parents who has been to college. This environmental 76 continued until the twins were 77 their late teens, 78 they were given tests to 79 their intelligence. John’s I.Q. (智商) was 125, twenty-five points higher than the 80 and fully forty points higher than his identical brother. 61. A. for B. by C. with D. in 62. A. most B. some C. many D. few 63. A. But B. For C. Still D. And 64. A. if B. thought C. as D. unless 65. A. refers B. applies C. happens D. concerns 66. A. about B. up C. forward D. forth 67. A. relatively B. intelligently C. regularly D. environmentally 68. A. fail B. help C. manage D. stop 69. A. ever B. never C. even D. nearly 70. A. able B. capable C. available D. acceptable 71. A. demonstrated B. denied C. neglected D. ignored 72. A. separate B. similar C. remote D. individual 73. A. omitted B. isolated C. enclosed D. occupied 74. A. possibilities B. opportunities C. capacities D. responsibilities 75. A. moreover B. consequently C. then D. however 76. A. exception B. division C. difference D. alteration 77. A. in B. by C. at C. for 78. A. while B. since C. when D. because 79. A. estimate B. count C. decide D. measure 80. A. average B. common C. usual D. ordinary-查字典考试网

Part III Cloze Directions: There are twenty blanks in the following passage. For each blank there are four choices. Choose the one that best fits into the passage and then marks your answer on the Answer Sheet. There are two factors which determine an individual’s intelligence. The first is the sort of brain he is born 61 . Human brains differ considerably, 62 being more capable than others. 63 no matter how good a brain he has to begin with, an individual will have a low order of intelligence 64 he has opportunities to learn. So the second factor is what 65 to the individual—the sort of environment in which he is brought 66 . If an individual is handicapped (受阻碍) 67 , it is likely that his brain will 68 to develop and he will 69 attain the level of intelligence of which he is 70 . The importance of environment in determining an individual’s intelligence can be 71 by the case history of the identical twins, Peter and John. When the twins were three months old, their parents died, and they are placed in 72 foster (寄养) homes. Peter was reared by parents of low intelligence in an 73 community with poor educational 74 . John, 75 , was educated in the home of well-to-do parents who has been to college. This environmental 76 continued until the twins were 77 their late teens, 78 they were given tests to 79 their intelligence. John’s I.Q. (智商) was 125, twenty-five points higher than the 80 and fully forty points higher than his identical brother. 61. A. for B. by C. with D. in 62. A. most B. some C. many D. few 63. A. But B. For C. Still D. And 64. A. if B. thought C. as D. unless 65. A. refers B. applies C. happens D. concerns 66. A. about B. up C. forward D. forth 67. A. relatively B. intelligently C. regularly D. environmentally 68. A. fail B. help C. manage D. stop 69. A. ever B. never C. even D. nearly 70. A. able B. capable C. available D. acceptable 71. A. demonstrated B. denied C. neglected D. ignored 72. A. separate B. similar C. remote D. individual 73. A. omitted B. isolated C. enclosed D. occupied 74. A. possibilities B. opportunities C. capacities D. responsibilities 75. A. moreover B. consequently C. then D. however 76. A. exception B. division C. difference D. alteration 77. A. in B. by C. at C. for 78. A. while B. since C. when D. because 79. A. estimate B. count C. decide D. measure 80. A. average B. common C. usual D. ordinary

Part III Cloze

Directions: There are twenty blanks in the following passage. For each blank there are four choices. Choose the one that best fits into the passage and then marks your answer on the Answer Sheet.

There are two factors which determine an individual’s intelligence. The first is the sort of brain he is born 61 . Human brains differ considerably, 62 being more capable than others. 63 no matter how good a brain he has to begin with, an individual will have a low order of intelligence 64 he has opportunities to learn. So the second factor is what 65 to the individual—the sort of environment in which he is brought 66 . If an individual is handicapped (受阻碍) 67 , it is likely that his brain will 68 to develop and he will 69 attain the level of intelligence of which he is 70 .

The importance of environment in determining an individual’s intelligence can be 71 by the case history of the identical twins, Peter and John. When the twins were three months old, their parents died, and they are placed in 72 foster (寄养) homes. Peter was reared by parents of low intelligence in an 73 community with poor educational 74 . John, 75 , was educated in the home of well-to-do parents who has been to college. This environmental 76 continued until the twins were 77 their late teens, 78 they were given tests to 79 their intelligence. John’s I.Q. (智商) was 125, twenty-five points higher than the 80 and fully forty points higher than his identical brother.

61. A. for B. by C. with D. in

62. A. most B. some C. many D. few

63. A. But B. For C. Still D. And

64. A. if B. thought C. as D. unless

65. A. refers B. applies C. happens D. concerns

66. A. about B. up C. forward D. forth

67. A. relatively B. intelligently C. regularly D. environmentally

68. A. fail B. help C. manage D. stop

69. A. ever B. never C. even D. nearly

70. A. able B. capable C. available D. acceptable

71. A. demonstrated B. denied C. neglected D. ignored

72. A. separate B. similar C. remote D. individual

73. A. omitted B. isolated C. enclosed D. occupied

74. A. possibilities B. opportunities C. capacities D. responsibilities

75. A. moreover B. consequently C. then D. however

76. A. exception B. division C. difference D. alteration

77. A. in B. by C. at C. for

78. A. while B. since C. when D. because

79. A. estimate B. count C. decide D. measure

80. A. average B. common C. usual D. ordinary

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正确答案：

61-65 CBADC

66-70 BDABB

71-75 AABBD

76-80 CACDA

答案解析：

暂无解析

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Passage3

Questions11to15arebasedonthefollowingpassage:

Thecowboyistheheroofmanymovies,.Heis,eventoday,asymbolofcourageandadventure.Butwhatwasthelifeofthecowboyreallylike?

Thecowboy’sjobisclearfromthewordcowboy.Cowboyweremenwhotookcareofcowsandothercattle.ThecattlewereintheWestandinTexas.PeopleinthecitiesoftheEastwantedbeefthesecattle.Trainscouldtakethecattleeast.Butfirstthecattlehadtogettothetrains.Partofthecowboy’sjobwastotakethecattlehundredsofmilestotherailroadtown.Thetripswerecalledcattledrivers.Acattledriveusuallytookseveralmonths.Cowboysrodeforsixteenhoursaday.Becausetheyrodesomuch,eachcowboybroughtalongabouteighthorses.Acowboychangedhorsesseveraltimeseachday.

Thecowboyshadtomakesurethatcattlearrivedsafely.Beforestartingonadrive,thecowboysbrandedthecattle.Theyburnedamarkonthecattletoshowwhotheybelongedto.Butthesemarksdidn’tstoprustlers,orcattlethieves.Cowboyshadtoprotectthecattlefromrustlers.Rustlersmadethedangeroustripevenmoredangerous.

Eventhoughtheirworkwasverydifficultanddangerous,cowboysdidnotearnmuchmoney.Theywerepaidbadly.Yetcowboyslikedtheirwayoflife.Theylivedinawildandopencountry.Theylivedalifeofadventureandfreedom.

11.Acowboyisasymbolof.

A.courageandadventureB.ahardlifeandbigpay

C.moviesinthepastD.cowsandothercattle

12.Thecowboys’jobwas.

A.tobeaheroinreallifeB.tobeaheroofthemovie

C.totakecareofcattleD.tobeadangerousrustler

13.Duringacattledriver,cowboystookagroupofcowsfromawildandopencountryto.

A.theWeststatesandTexasB.thecitiesoftheEastStates

C.thepeoplewhoeatbeefincitiesD.therailroadtownshundredmilesaway

14.Ontheirwayofcattledrivers,thecowboysprotectedthecattleby.

A.burningamarkontheircowsB.keepinganeyeoncattlethieves

C.makingthetripmoredangerousD.lookingaftereightcowseachperson

15.Cowboysenjoyedthemselvesbecause.

A.theylikedtheirwayoflifeB.theymadealotofmoney

C.theyhadavarydifficultjobD.theywereheroesinmovies

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PartIVTranslation：

I’mnotagainstusingbigwords,whenitisrighttodoso,butIhavealsolearnedthatasmallwordcanworkasmallmiracle—ifit’srightword,intherightplace,attherighttime.(PassageFour)

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IneverrealizedthatsomedayIwouldbemarriedtoa___.

A、molecule
B、oxygen
C、genius
D、rug

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PartIVTranslation：

IthasabankofelectronicpenswhichwritelikethePresidentwrites,inhisfavoritelightblueink.(PassageOne)

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Passage4

Questions16to20arebasedonthefollowingpassage:

IrecentlywroteanautobiographyinwhichIrecalledmanyoldmemories.Oneofthemwasfrommyschooldays,whenourninthgradeteacher,MissRaber,wouldpickoutwordsfromtheReader’sDigesttotestourvocabulary.

Today,morethan45yearslater,Ialwayscheckout“ItpaystoEnrichYourWordPower”firstwhentheDigestcomeseachmonth.Iamimpressedwiththatidea,wordpower.Reader’sDigestknowsthepowerthatwordshavetomovepeople—toentertain,inform,andinspire.TheDigesteditorsknowthatthebigwordisn’talwaysthebestword.Takejustoneexample,aQuotableQuoteformtheFebruary1985issue:”Timeisaplayfulthing.Itslipsquicklyanddrinksthedaylikeabowlofmilk.”

Nineteenwords,onlytwoofthemmorethanonesyllable,yethowmuchtheyconvey!That’susuallyhowitiswithReader’sDigest.Smallandsimplecanbeprofound.

AschairmanofafoundationtorestoretheStatueofLiberty,I’vebeenmakingalotofspeecheslately.Itrytokeepthemfairlyshort.Iusesmallbutvividwords:wordslike“hope”,“guts”,“faith”,“dreams”.ThosearewordsthatmovepeopleandsaysomuchaboutthespiritofAmerica.

Don’tgetmewrong.I’mnotagainstusingbigwords,whenitisrighttodoso,butIhavealsolearnedthatasmallwordcanworkasmallmiracle—ifit’srightword,intherightplace,attherighttime.It’sa“secret”thatIhopeneverforget.

16.Thepassageismainlyabout.

A.oneofthemanyoldmemories

B.usingsimplewordstoexpressprofoundideas

C.Reader’sDigestandschoolspeeches

D.howtomakeeffectivespeeches

17.ItseemsthatReader’sDigestisamagazinepopularwith.

A.peopleofallagesB.teenagersC.schoolteachersD.elderlyreaders

18.Theexampletheauthorgivesinthesecondparagraphmightmean.

A.onespendshisdayplayinganddrinking

B.don’twasteyourtimeasonedoes

C.timeslipseasilyifyoudon’tmakegooduseofit

D.timeisjustlikedrinkingmilkfromabowl

19.Theauthor’s“secret”is.

A.toavoidusingbigwordsatanytime

B.tousewordsthathavethepowertomovepeople

C.toworkamiraclebyusingasmallword

D.tousesmallandsimplewordswherepossible

20.Accoedingtotheauthor,well-chosenwordscangivepeople.

A.hope,courageandideas

B.confidence,determinationandstrength

C.pleasure,knowledgeandencourage

D.entertainment,informationandpower

Questions16to20arebasedonthefollowingpassage:

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