大学英语第五册5完型填空u1-u8.docVIP

Unit 1 The fact that you are beginning to study this book shows that you are no longer what is called an Intermediate student of English but can be considered Advanced that is to say, it can be assumed that you can 1 yourself quite well in English, 2 in speaking and in writing. This book is 3 to help you to improve 4 further so that you can reach the point 5 people will say that your English is fluent a level measured by the Cambridge Proficiency examination, for example. You will see my 6 opinion of the difficulties ahead 7 you and how you can best solve 8 in Lesson 4 of this book. But it may be helpful for me to 9 the main points of my argument here, 10 you start. In the frist place, there is 11 quite a long way to go 12 you can feel sure that your English is 13 . You have probably noticed yourself that 14 you can express your ideas in English clearly 15 , you only know one way of saying or writing them. You would like to be able to vary this a little, depending 16 the company around you or the situation you find yourself 17 , just as you would in your own language. 18 the same way while you understand your teacher perfectly, you may sometimes not 19 it so easy to follow ordinary English or American people 20 do not choose their words so 21 . One object of this book is to “expose” you 22 as many variations of modern English as 23 and help you to use them yourself in the appropriate circumstances. The second main point I want to 24 here is that becoming fluent in English does not really 25 on learning a lot of more complicared structures 26 you have studied already. Good modern English is not 27 up of long, complicated sentences. It largely depends on the correct 28 of structures and the connecting words and 29 that link sentences together. You will find some of these in the paragraphs 30 - “that is to say,”: “for example,” “in the same way,” and so 31 . This book tries to 32 by examples the use of such phrases so that you will be encouraged to try them 33 for yourself in your own speech and 34 . Unit 2 To most people, education means schools. But education has many (1) sources as well- the home, the farm, museums, television, advertisements, newspapers and (2) , sports events and practical experience. When one thinks of education, it is important to (3) all these sources.Since ancient (4) certain questions have been asked about education. Different societies have (5) these questions in very different (6) . The following are among the (7) .Who shall be educated? Most of the countries of the world (8) beginning education to everyone. But opinions (9) as to who should receive advanced education. Some countries select (10) advanced education only those students who have proved (11) to be ready for it. In the United States, the door (12) advanced education is kept (13) for everyone for as long as possible. Does this “water down” (削弱) education by (14) advanced education “too easy”? Some people think (15) , but others do not.How should schools be organized? Some countries have a (16) system of schools for everyone, (17) specialization possible within the single system. (18) maintain specialized schools, some for students as (19) as 13. In the United States, there are both public and (20) schools. The private schools tend to emphasize academic subjects more exclusively (21) the public schools, which generally offer a broader (22). Is it better to have different (23) of schools for different kinds of students? (24) all children take the same (25) of time to go through schools, (26) should the time be different for different children?The way those in (27) of schools answer these questions depends on their beliefs about (28) schools are for.UINT 3In his book Psycho-Cybenetics,Dr.Maxwell Maltz explain the amazing results one educator had in improving grades of children by changing their self-images. He had observed that when they saw themselves (1) stupid in a certain subject (or stupid (2) general), they unconsciously acted to (3) their self-image. They believed they were (4) , so they acted that (5) Reasoning that it was their defeatist attitude (6) than any lack of ability (7) was defeating them , the educator set (8) to change their self-images. And he found that when he accomplish that , they no (9) behaved stupidly!Maltz records (10) this same negative self-image kept a salesman (11) ever reaching more than a certain level of (12) . When his territory make the same dollar amount , not a bit (13) a larger and more promising territory , he (14) to make the same dollar amount , not a bit (15) . When the commissions（佣金）were raised ,he (16) made the same. The trouble was found to be (17) in the conditions of his work ,but in his (18) . He had decided he couldnt exceed a (19) amount ,and so he subconsciously（下意识的）prevented him-self (20) doing so. Maltz concludes (21) these and other examples that our experiences can word a kind of self-hypnotism（自我催眠状态）on us , suggesting a conclusion about ourselves and then urging us to make it (22) true.Unit4 A man and a woman were seated in a car that had been circling the same area for a half hour. The woman was saying, “why dont we _1_ ask someone?” The man was saying, not for the first time, Im sure its _2_ here somewhere. Ill just try this street.” Why are so many men reluctant to ask _3_? Why arent women? And why cant women understand _4_ men dont want to ask? The explanation, for this and for countless minor and _5_ frustrations that women and men encounter when they talk to each other, lies _6_ the different ways that they use language differences that begin _7_ how girls and boys use _8_ as children, growing up in different worlds. Sociologists and psychologists have found that little girls play in small groups or in _9_; they have a best friend, with whom they spend a lot of time talking. Its the telling of secrets that _10_ them best friends. They learn to use language to negotiate intimacy-to make connections and feel close _11_ each other. Boys, on the other hand, tend to play games in larger _12_. High-status boys give orders, and _13_ boys are pushed around. So boys learn to use language to preserve in dependence and negotiate their status, trying to _14_ center stage, challenge and resist challenges, display knowledge and verbal _15_. These divergent assumptions about the _16_ of language persist into adulthood, where they lie _17_ wait behind cross gender conversations, ready to leap _18_ and cause puzzlement or grief. In the _19_ of asking for directions, the same interchange is experienced differently by women and _20_. From a womans perspective, you ask for help, you get it, and you get to _21_youre going. A fleeting connection is made with a stranger, _22_ is fundamentally pleasant. But a man is aware that _23_ admitting ignorance and asking for information, he positions himself one-down to someone else. Far _24_ pleasant, this is humiliating. So it makes sense for him to preserve his independence and self-esteem at the _25_ of a little extra travel time.UNIT 5 ClozeThere is a difference between science and technology. Science is a method of answering theoretical（ 1. ）。echnology is a method of （2. ） practical problems (and sometimes creating new problems( 3. ） of the “solutions”). Science has to do with discovering the facts and relationships （ 4. ） observable phenomena in nature and with （ 5. ） theories that serve to organize （ 6. ） facts and relationships; technology has to do （ 7. ）tools, techniques, and procedures for implementing(实施)the findings of （ 8. ） .Another distinction between science and technology has to （ 9. ） with the progress in each.Progress（ 10. ） science excludes(排除) the human factor. And this is justly （ 11.） Scientists, who seek to comprehend the （ 12.） and know the truth within the ( 13.) degree of accuracy and certainty cannot pay attention to their own or other peoples likes or （ 14.） or to popular ideas about the fitness of things. What scientists discover may shock or anger people-as （15.）Darwins theory of evolution. But even an （16.） truth is more than likely to be useful; besides, we have the option of refusing to （17.） it! But hardly so with technology; we do not have the option of refusing to（ 18.） the sonic boom(声震) produced by a supersonic aircraft （19.） overhead; we do not have the option of refusing to （20.） polluted air; and we do not have the option of living in a nonatomic （21.）. Unlike science, progress in technology must be measured in （22.） of the human factor. Technology must be our slave and not the (23.）. The legitimate purpose of technology is to（ 24.） peoplepeople in general, not merely some people; and future generations, not merely （25.）who presently wish to gain advantage for （26.） . Technology must be humanistic if it is to lead (27.) a better world.UNIT 6 Cloze Shortly before his graduation, Jim Binns, president of the senior class at Stanford University, wrote me about some of his misgivings. “More than any (1) generation,” he said, “out generation views the adult world (2)-great skepticismThere is also an (3) tendency to reject completely that world.” Apparently he speaks (4) a lot of his contemporaries .During the (5) few years, I have listened to scores of young people in college and out,(6)were just as nervous about the (7) world. Roughly ,their attitude might be (8) up like this: “The world is( 9 )pretty much of a mess ,full of injustice ,poverty, and war. The people responsible are ,presumably ,the adults (10) have been running things .If they cant do (11 )than that, what have they got to (12) our generation ?That kind of lesson we can do (13)” . These conclusions strike me (14) reasonable ,at least from their point of (15). The relevant question for the arriving (16 ) is not whether our society is imperfect (we can take that for (17),but how to deal with it .For all its harshness and irrationality ,it is the (18) world we ve got .Choosing a strategy to cope with it, then ,is the first (19) young adults have to make, and usually the most (20) decision of their lifetime Unit 8When Martin Luther King , Jr . was in college and later in divinity school he studied the writings of two men(in addition to Jesus Christ) who profoundly influnced his thinking. These men were henry david Thoreau (1817-1862), a writer and philosopher _1_ concord,Massachusetts, and Mohandas K.Gandhi (1869-1948), “ The Mahatma ,( “Great Soul”) ,who had worked to _2_ his own Indian people from the _ 3_ rule and domination of Great Britain.Both of these men believed in _4_ protest as a means of changing _5_ laws. At different times in their _6_ both men were arrested and imprisoned for peaceful disobedience _7_ unjust laws. Here was an idea that Martin Luther King , Jr _8_ associate with his own sence _9_ purpose and religion. If he could use nonviolent resistance to change the unjust laws of racial _10_ ,maybe he could improve the _11_ of his people in the South. Martin Luther King , Jr was _12_ married and a young Baptist minister in Montgomery, Alabama ,when the opportunity 13_.Thursday evening ,December 1 ,1955,Mrs. Posa Parks ,a black woman ,was _14_ home from work by bus _15_ she was told to give her seat to a white man who had gotten _16_ the bus after her. She was very tired and simply decided _17_ to move . she was arrested . news of the event _18_ quickly within the black community. Dr. Martin Luther King ,Jr. received a call to _19_ a meeting of Negro leaders the next evening . It was _20_ to boycott the Montgomery , Alabama, buses. The boycott _21_ for many months and proved _22_. Eventually the supreme Court of the United States ruled that Alabamas bus segregation _23_ were unconstitutional. This was the first personal political _24_ for Dr. Martin Luther King, there would be many more to _25_ .Unit 1 1. A. express B. to express C. see D. introduce2. A. neither B. either C. both D. each3. A. published B. publish C. intended D. intend4. A. much B. more C. still D. very5. A. where B. that C. what D.which6. A. own B. personal C.self D.individual7. A. at B. to C. on D. of8. A. them B. their C. its D. it9. A. show B. make C. see D. put10. A. after B. at C. before D. on11. A. still B. much C. more D. very 12. A. at B. before C. on D. after13. A. flunet B. fluency C. fluently D.well14. A. however B. while C. but D. and15. A. enough B. too C. well D. soon16. A. in B. at C. to D. on 17. A. in B.at C. to D. on18. A. On B. To C. In D. At19. A. think B. find C. see D. say20. A. who B. that C. which D. where21. A. easy B. difficult C. carefully D. careless22. A. to B. that C. on D. X23. A. good B. well C. possible D. possibly24. A. put B. see C. say D. make25. A. depend B. independ C. depended D. independed26. A. that B. than C. then D. there 27. A. make B. made C. put D. fold28. A.use up B.useful C.use D. used29. A. phrase B. phrases C. sentence D. sentences30. A. under B. beneath C. above D.below31. A. on B. to C. at D. in 32. A. say B. tell C. demonstrate D. see 33. A. on B. out C. up D. for 34. A. listening B. speaking C. writing D. reading Unit 2( ) 1. A. another B. other C. the other D. any other( ) 2. A. magazines B. books C. novels D. newspapers( ) 3. A. think B. believe C. feel D. consider( ) 4. A. times B. time C. age D. sometime( ) 5. A. been answered B. answering C. answered D. answer( ) 6. A. aspects B. methods C. means D. ways( ) 7.A. answers B. problems C. solutions D. questions( ) 8. A. offered B. offer C. offers D. offering( ) 9. A. different B. opposite C. differ D. distinguish( ) 10. A. for B. to C. in D. with( ) 11. A. ourselves B. themselves C. himself D. yourselves( ) 12. A. before B. to C. on D. for( ) 13. A. close B. closed C. open D. opened( ) 14. A. taking B. making C. giving D. getting( ) 15. A. it B. this C. so D. that( ) 16. A. special B. unique C. only D. single( ) 17. A. on B. about C. for D. with( ) 18. A. These B. Those C. Others D. Other( ) 19. A. younger B. young C. older D. old( ) 20. A. private B. individual C. personal D. other( ) 21. A. over B. than C. as D. that( ) 22. A. course B. subject C. curriculum D. program( ) 23. A. kind B. kinds C. type D. form( ) 24. A. Should B. Shall C. Will D. May( ) 25. A. many B. much C. amount D. lot( ) 26. A. and B. but C. so D. or( ) 27. A. change B. charge C. the charge D. charges( ) 28. A. where B. when C. which D. WhatUINT 31、A . like B. As C. About D. Equally2、A . about B. with C. in D. on3、A . believe B. confer C. confirm D. confine4、A . stupid B. stupidity C. stupidly D. clever5、A . point B. way C. method D. route6、A . more B. less C. rather D. quite7、A . that B. which C. what D. how8、A . on B. in C. up D. out9、A . long B. Any more C. longer D. Any longer10、A . how B. that C. which D. what11、A . on B. of C. from D. in12、A . salesman B. salesperson C. salespeople D. sales13、A . to B. in C. of D. on14、A . still B. continued C. remained D. went15、A . less B. little C. father D. more16、A . comfort B. solace C. still D. quiet17、A . no B. not C. quite D. less18、A . self-confidence B. self-conscious C. self-causing D. self-image19、A . certain B. quite C. sure D. true20、A . on B. of C. from D. about21、A . on B. from C. of D. about22、A . change B. come C. be D. GoUnit51. A. questions B. questionable C. question D. Questioner2. A.solve B.solvable C.solving D.solvent3. A.outside B.out C.exclude D.take4. A.with B.between C.at D.dist