2013复旦考博冲刺Cloze[1].doc

2013复旦考博冲刺ClozePassage 1When I was a very small boy I was made to learn (1) _ heart certain of the fables of La Fontaine, and the moral of each was carefully explained to me. Among those learned was The Ant and the Grasshopper, which is devised to bring (2) _to the young the useful lesson (3) _ in an imperfect world industry is rewarded and giddiness punished. In this admirable fable (I apologize for telling something which everyone is politely, but inexactly, supposed to know) the ant (4) _ a laborious summer gathering its winter store, while the grasshopper sits on a (5) _ of grass singing to the sun. Winter comes and the ant is comfortably provided (6) _, but the grasshopper has an empty larder: he goes to the ant and begs for a little food. Then the ant gives him her classic answer: “What were you doing in the summer time?”“Saving your presence, I sang, I sang all day, all night.”“You sang. Why, go and dance.”I do not ascribe it to perversity on (7) _ part, but rather to the inconsequence of childhood, which is deficient in moral sense, (8) _ I could never quite reconcile myself to the lesson. My sympathies were (9) _ the grasshopper and for some time I never saw an ant (10 ) _ putting my foot on it.Passage 2I once knew a dog named Newton who had a unique (1) _ of humor. Whenever I tossed out a Frisbee for him to chase, hed take in hot pursuit but then seem to lose track of (2) _. Moving back and (3) _ only a yard or two from the toy, Newton would look all around, even up into the trees. He seemed genuinely puzzled. Finally, Id give up and head into the field to help him (4) _. But (5) _ sooner would I get within 10 feet of him than he would run invariably straight over to the Frisbee, grab it and start running like mad, looking over his shoulder with what looked suspiciously like a grin.Just about every pet owner has a story like this and is eager to share it with anyone who will listen. On very short notice, TIME reporters came up (6) _ 25 stories about what each is convinced is the smartest pet in the world. Among them: the cat who closes the door behind him when he goes into the bathroom; the cat who uses a toilet (7) _ of a little box and flushes it afterward; the dog who goes wild when he sees his owner putting on blue jeans instead of a dress because jeans mean it is time to play; and the cat who used to wait patiently at the bus stop every day for a little girl, then walk her the six blocks home. And so on. These behaviors are certainly clever, but what do they mean? Was Newton really deceiving? Can a cat really desire privacy in the toilet? In short,（8）_ household pets really have mental and emotional life? Their owners think so, but until recently, animal behavior experts would have gone mad on hearing such a question. The worst sin in their moral vocabulary was anthropomorphism, projecting human traits onto animals. A dog or a cat might behave as if it (9) _ angry, lonely, sad, happy or confused, but that was only in the eye of the viewers. What was going on, they insisted, was that the dog or cat had been conditioned, through a perhaps unintentional series of (10) _ and rewards, to behave in a certain way. The behavior was a mechanical result of the training. Passage 3The biographer has to dance between two shaky positions with respect (1) _ the subject. Too close a relation, and the writer may lose objectivity. Not close (2) _, and the writer may lack the sympathy necessary (3) _ any effort to portray a mind, a soulthe quality of life. Who should write the biography of a family, for example? Because of their closeness to the subject, family members may have special information, but by the (4) _ token, they may not have the distance that would allow them to be fair. Similarly, a kings servant might not be the best one to write a biography of that king. But a foreigner might not have the knowledge and sympathy necessary to write the kings biographynot for a readership from within the kingdom, at (5) _ rate.There is no ideal position for such a task. The biographer has to work with the position he or she has in the world, adjusting that position as necessary to deal (6) _ the subject. Every position has strengths and (7) _: to thrive, a writer must try to become aware of these, evaluate in (8) _ of the subject, and select a position accordingly.When their subjects are heroes or famous figures, biographies often reveal a democratic motive: they attempt to show that their subjects are only human, not better than anyone (9) _. Other biographies are meant to change us, to invite us to become better than we (10) _. The biographies of Jesus found in the Bible are in this class.Passage 4On a larger scale, voters often react favorably to a politician simply because of his clean-cut appearance. His opponent is often judged negatively because he has not been blessed (1) _ natural looks that generate trust. This kind of judgment is erroneous, and the consequences can produce devastating results. Granted, many people vote (2) _ a candidate because of political issues, but the clean-cut image can tip the scales in (3) _ of the wrong person in a close election.We make snap judgments about people on the basis of (4) _ they express themselves. To revert (5) _ politics, many voters judge a candidates ability by the way he makes a public speech. But though a candidate may be an effective speaker, he may not be capable of doing the job (6) _ which he is running. I know many highly talented men who simply have not developed an ability to speak well in public, but who are excellent in communicating with others on a one-to-one (7) _. The ability to express yourself strongly is always important, but we are too often wrongly impressed by the man who (8) _ across as eloquent, since it is always possible that this virtue is only “skin-deep.” Yet it is easy to imagine a politician with a clean-cut look and a magnetic speaking (9) _ romping all over his unassuming but better qualified opponent. He wins solely (10) _ his image is convincing. Passage 5Real education is about getting students to think actively instead of (1) _ accepting information, about appreciating the complexity of the world and the efforts made by the various academic disciplines to understand it and come to terms with it. Real education brings (2) _ an increasing awareness of what is going on in the world outside the lab or the lecture hall. It develops skills in collecting evidence, assimilating it and communicating it effectively to support an argument. This is not the idealistic outpourings of an educational theorist who puts the personal development of the individual students (3) _ all else. Realistic employers are saying much the same thing, but in (4) _ words. They talk of the need for graduates with good communication skills. They want lively, inquiring, analytical minds which can be (5) _ to any sort of problem. They are looking for “leadership potential,” the ability to assess new situations, and to influence colleagues and to get things done.Nowadays, an increasing proportion of all jobs are open (6) _ people from all disciplinary backgrounds. In a period when the economic health of the nation is closely tied to successful technological innovation, it is important that many people in managerial positions of all sorts (7) _ have a good background knowledge of science, but scientists are more unlikely to be selected for these positions (8) _ their knowledge base is limited to science alone.It is hard to get the ideas (9) _ to many science students. It is true that some students awareness of the sorts of demands their future careers are likely to make on them increases during their years of study with their increasing maturity. But many students remain indifferent in their enthusiasm for attempts to place their science studies (10) _ a broader context. Passage 6Fourscore and seven years ago our fathers brought forth (1) _ this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal.Now we are engaged (2) _ a great civil war, testing whether that nation, or any nation, so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field to a final resting-place for those who here gave their lives that that nation might live. It is altogether fitting and proper (3) _ we should do this.But in a larger (4) _, we cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave men, living and dead, (5) _ struggled here, have consecrated it far above our poor power to add or detract. The world will little note nor long remember what we say here; but it can never forget (6) _ they did here. It is for us, the living, rather, to be dedicated here to the unfinished work which they (7) _ fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us; that from these honored dead we take increased devotion to that cause for (8) _ they gave the last full measure of devotion; that we here highly revolve that these dead shall not have died (9) _ vain; that this nation, under God, shall have a new birth of freedom; and (10) _ government of the people, by the people, and for the people, shall not perish from the earth. Passage 7Ask most people to list what makes them like someone on first meeting (1) _ theyll tell you personality, intelligence, sense of humor. But theyre probably deceiving themselves. The characteristic that impresses people the most, when (2) _ anyone from a job application to a blind date, (3) _ appearance. And unfair and unenlightened (4) _ it may seem, attractive people are frequently preferred over their less attractive peers.Research begun in the early 1970s has shown that not only do good looks influence (5) _ things as choice of friends, lovers, selection for jobs, and even the outcome of a trial. Psychologist Ellen Berscheid of the University of Minnesota and psychologist Elaine Walster, then at the University of Wisconsin, were (6) _ the first researchers to deal with the topic of attractiveness. Their seminal 1974 paper on the subject showed that the more attractive a person, the more desirable characteristic others will attribute (7) _ him or her. Attractive people are viewed as (8) _ happier, more sensitive, more interesting, warmer, more poised, more sociable, and as having better character than their (9) _ attractive counterparts. Psychologist Karen Dion of the University of Toronto has dubbed this stereotypical view as: “what is beautiful (10) _ good.” Passage 8If human beings (1) _ attention to all the sights, sounds, and smells that besiege them, their ability to codify and recall information would be swamped. Instead, they simplify the information by grouping it (2) _ broad verbal categories. For example, human eyes have the extraordinary power to discriminate some ten million colors, but the English language reduces these (3) _ no more than four thousand color words, of (4) _ only eleven basic terms are commonly used. That is why a driver stops at all traffic lights (5) _ color he categorizes as red, even though the lights vary slightly from one to (6) _ in their redness. Categorization allows people to respond (7) _ their environment in a way that has great survival value. If they hear a high-pitched sound, they do not enumerate the long list of possible causes of such sounds: a human cry of fear, a scream (8) _ help, a policemans whistle, and so on. Instead they become alert because they have categorized high-pitched sounds as indicators of possible danger. Words, therefore, are more than simple labels for specific objects; (9) _ are also parts of related principles. To a young child, the word chair may at first refer only to his high chair. Soon afterword, he learns that the four-legged object on which his parents sit at mealtime is also called a chair. So is the thing with only three legs, (10) _ to by his parents as a broken chair, and so is the upholstered piece of furniture in the living room. These objects form a category, chair, which is set apart from all other categories by a unique combination of features. Passage 9It is often claimed that nuclear energy is something we cannot do (1) _. We live in a consumer society where there is an enormous demand (2) _ commercial products of all kinds. Moreover, an increase in industry is considered to be one solution (3) _ the problem of mass unemployment. Such an increase presumes an abundant and cheap energy supply. Many people believe that nuclear energy provides an inexhaustible and economical source of power and (4) _ it is therefore essential for an industrially developing society. There are a number of other advantages in the use of nuclear energy. Firstly, nuclear power, except (5) _ accidents, is clean. A further (6) _ is that a nuclear power station can be run and maintained by relatively few technical and administrative staff. The nuclear reactor represents an enormous step in our scientific evolution and (7) _ the anti-nuclear group says, it is wrong to expect a return to more primitive sources of fuel. However, opponents of nuclear energy point out that nuclear power stations bring a direct threat not only to the environment but also to civil liberties. Furthermore, it is questionable whether ultimately nuclear power is a cheap source of energy. There have, for example, been very costly accidents in America, in Britain and, of course, in Russia. The possibility of increases in the cost of uranium in addition to (8) _ of greater safety provisions could price nuclear power out of the market. In the long (9) _, environmentalists argue, nuclear energy wastes valuable resources and disturbs the ecology to an extent which could (10) _ about the destruction of the human race. Thus, if we wish to survive, we cannot afford unclear energy. Passage 10No woman can be too rich or too thin. This saying often attributed (1) _ the late Duchess of Winsor embodies much of the old spirit of our times. Being thin is deem