自主高考英语题型1.doc

自主高考英语题型【综合强化训练一】
北京大学英语系 索玉柱博士[Dr. Sony]编讲
一、完型填空[北约、华约和卓越题型]
Passage 1
In one sense，we can trace all the problems of the American city back 1 a single starting
point：we Americans don't like our cities very much.
That is，on the 2 of it，Absurd. After All，more than three-fourths of us now live in cities，and more are 3 to them every year. We are told that the problems of our cities are 4 more attention in Washington，and scholarship has discovered a whole new 5 in urban studies.
6 ，it is historically true：in the American psychology，the city has been a basically suspect institution, 7 with the corruption of Europe，totally lacking that sense of spaciousness and innocence of the 8 and the rural landscape.
I don't pretend to be a scholar on the history of the city in American life. But my thirteen years in public， 9 ，first as an officer of the U. S. Department of Justice，then as Congressman，and now as Mayor of the biggest city in America have taught me 10 too well the fact that a strong anti-urban attitude 11 consistently through the mainstream of American thinking. Much of the 12 behind the settlement of America was in reaction 13 the conditions in European industrial centers and much of the theory l4 the basis of freedom in America was linked directly to the availability of land and the perfectibility of man outside the corrupt influences of the city.
What has this to do with the predicament of the modem city? I think it has 15 to do with it. For the fact is that the United States 16 the federal government，which has historically established our national priorities, has simply never thought that the American city "worthy" of 17 at least not to the 18 of expending any basic resources on it.
Antipathy to the city predates the American experience. When industrialization 19 the European working man into the major cities of the continent, books and pamphlets appeared 20 the city as a source of crime，corruption，filth，disease，vice，licentiousness，subversion，and high prices.
1. A. for B. to C. from D. with
2. A. appearance B. outside C. exterior D. face
3. A. flocking B. gathering C. collecting D. fling
4.A. grasping B. receiving C. gathering D. collecting
5. A. profession B. field C. specialization D. range
6.A. Nonetheless B. But C. Furthermore D. Although
7.A. crowded B. filled C. full D. abundant
8. A. frontier B. border C. outskirts D. suburbs
9. A. department B. duty C. office D. school
10. A. all B. only C. but D. one
11. A. travels B. passes C. flows D. runs
12. A. compulsion B. drive C. enthusiasm D. zest
13. A. with B. to C. for D. as
14.A. supporting B. promoting C. encouraging D. inspiring
15.A. many B. much C. lots D. great
16. A. particularly B. almost C. for instance D. as for
17.A. advancement B. improvement C. progress D. promotion
18. A. extent B. range C. degree D. level
19. A. drove B. asked C. resulted D. hoped
20.A.appraising B. commenting C. speaking D. attacking

Passage 2
The amazing success of humans as a 1 is the result of the evolutionary development of our brains which has led，among other things，to tool-using，tool-making，the 2 to solve problems by logical reasoning，thoughtful cooperation，And language. One of the most striking ways in which chimpanzees biologically 3 humans 4 in structure of their brains. The chimpanzee，with the capacity for 5 reasoning， 6 a type of intelligence more like that of humans than 7 any other mammal living today. The brain of the modern chimpanzee is probably not too dissimilar 8 the brain that so many millions of years ago 9 the behavior of the first ape man.
For a long time，the fact that prehistoric people made 10 was considered to be one of the major 11 distinguishing them from other creatures. 12 pointed out earlier, I have watched chimpanzees 13 grass stems in order to use them to probe for termites. It is tree that the chimpanzee does not l4 tools to "a regular and set pattern" -but then, 15 people，before their development of stone tools，undoubtedly poked around 16 sticks，and straws, at which stage it seems 17 that they made tools to a set pattern either.
It is because of the close 18 in most people's minds of tools with humans 19 special attention has always been focused upon any animal able to use an object as a tool：but it is important to realize that this ability，on its own，does not necessarily indicate any special intelligence in the creature 20 .
1. A. species B. specie C. specimen D. specimen
2. A. competence B. ability C. quality D. skill
3. A. resemble B. correspond C. approach D. follow
4. A. remains B. lies C. rests D. situates
5. A. prehistorical B. easy C. primitive D. early
6. A. means B. exhibits C. shows off D. implies
7. A. can B. will C. do D. does
8. A. to B. with C. like D. for
9. A. ordered B. led C. showed D. directed
10. A. clothes B. tools C. foods D. living
11. A. criterion B. criteria C. standard D. level
12. A. As B. Since C. If D. When
13. A. modify B. transform C. convert D. transfigure
14.A. fashion B. form C. invent D. produce
15. A. old B. prehistoric C. modern D. ancient
16. A. to B. of C. for D. with
17. A. likely B. unlikely C. possible D. probable
18. A. imagination B. association C. relation D. comparison
19. A. which B. that C. what D. where
20. A. concern B. concerned C. concerning D. to concern

Passage 3
Should we care if over 150 known species of animals have 1 from the earth in the last fifty years? Should we be concerned that there are 2 thousands of species whose very existence is 3 endangered --- largely because of our activities? 4 ，After all，is the natural end of populations. Species are born，then 5 ，and then die. Some live a 6 time，perhaps millions of years；some die more quickly. We have 7 the extinction of many species we know about，and we have undoubtedly sealed the 8 of others. In fact，there are undoubtedly many other species that have lived among us during our time on earth, but that have disappeared as a(n） 9 of our activities without our ever having known they existed.
It is hard to explain the rationale of many of us who are concerned about such matters. I have never seen a sea whale, 10 I don' t want them to become extinct. Moreover, I felt this, way long before I understood anything about how they might be an important part of an ecosystem. Possibly such feelings merely reflect the cultural attitude that it is “nice" to wish other living things well；thus，the attitude is 11 ．I feel nice.
There are，of course，more rational reasons for 12 the extermination of any species. For one thing, the kind of attitude that encourages or sanctions the destruction of other species is a threat 13 our own wellbeing. If such an attitude exists, we ourselves might l4 victim to it. Living things（including us) might be expected to fare better where there is 15 for life. The extinction of other species could also threaten us 16 by simplifying the system of which we are a part or by destroying parts of the ecosystem 17 which we directly. For example，if we continue to poison the oceans 18 we are willing to believe only a few bottom dwellers are affected，we might 19 overstep some critical threshold and trigger the wholesale death of plankton，thus finding ourselves without a major 20 world's food and with our oxygen supplies dwindling.
1. A. disappeared B. died C. endangered D. ceased
2. A. namely B. literally C. wordily D. directly
3. A. soon B. presently C. hopefully D. rightly
4. A. Extinction B. Disappearance C. Cease D. Death
5. A. develop B. increase C. mature D. bloom
6. A. long B. short C. comfortable D. terrible
7. A. hurried B. urged C. hastened D. increased
8. A. fate B. doom C. lucky D. predetermination
9. A. effect B. result C. issue D. event
10. A. still B. yet C. also D. then
11. A. rewarded B. returned C. fulfilled D. affected
12. A. mourning B. crying C. weeping D. wailing
13. A. for B. to C. at D. with
14. A. gain B. enter C. become D. fall
15. A. reverence B. reverse C. reverie D. reversal
16. A. seemingly B. indirectly C. certainly D. conveniently
17. A. upon B. to C. with D. from
18. A. because B. as if C. and D. even
19. A. succeedingly B. eventually C. closely D. determiningly
20. A. source B. maker C. creator D. resources

Passage 4
In a total of six states in the middle of America，15,000 assembly-line workers are 1 Japanese cars together. These autoworkers are assembling Hondas in Ohio，Toyotas in Kentucky，Mazdas in Michigan，and Nissans in Tennessee. Mitsubishi and Chrysler are 2 making cars in Illinois，and Subaru and Isuzu have set up shops in Indiana. The Japanese have brought more than their technology to their auto plants--- they have also 3 their own way of doing things.
Using Japanese management techniques，managers at these plants have 4 American workers to produce cars of the same high quality as those made in Japan. There is a definite Japanese 5 of all-for-one and one-for-all running through the day-to-day 6 of these plants. For example，there aren’t narrow job 7 ．No one is a welder or a painter. 8 ，a visitor finds "technicians" at Nissan，"associates" at Honda, and "team members" at Mazda and Toyota. Employees at these manufacturing plants work in small， 9 coordinated groups. Every worker 10 an assembly line is responsible for his or her 11 job，for inspecting the overall quality of the product 12 hand，and for 13 the production process. Management tries to make all workers feel， l4 important. Assembly-line workers actively participate in decisions on 15 overtime and rotating jobs.
In the Japanese-managed plants in the United States, a ( n ) 16 of equality appears to be present. There are no 17 offices for those in management --- even 18 executives share large，simple offices. Executives do not have 19 parking spots；they eat in the same cafeterias and even wear the same uniforms as line workers. 20 office workers can drink coffee at their desks because line workers are not allowed to.
1. A. making B. organizing C. sticking D. putting
2. A. jointly B. mutually C. connectingly D. sharingly
3. A. taken B. brought C. exported D. imported
4. A. driven B. motivated C. compelled D. stimulated
5. A. system B. philosophy C. reality D. reasoning
6. A. operations B. actions C. performances D. acts
7. A. differences B. classes C. classifications D. organizations
8. A. But B. Instead C. However D. Likewise
9. A. highly B. tightly C. deeply D. narrowly
10. A. in B. on C. for D. with
11. A. whole B. every C. particular D. comprehensive
12. A. with B. in C. by D. at
13. A. speeding B. raising C. repairing D. improving
14. A. same B. equally C. similar D. identical
15. A. scheduling B. timing C. forming D. putting
16. A. air B. environment C. consequence D. effect
17. A. closed B. secret C. private D. confidential
18. A. high B. senior C. advanced D. old
19. A. reserved B. detached C. alienated D. hidden
20. A. Any B. No C. Every D. An

Passage 5
Sociologists use the term power to refer to the capacity of people or groups to control or influence the actions of others，whether those others wish to cooperate or not. Sociologists study power to 1 not only who exercises it, but also why it is exercised and who benefits from its use. Of the three main types of desirable---wealth，power, and prestige power is the hardest to measure. Most studies of power are nothing more than an average of 2 about where power is found. Many forms of power are so 3 hidden that only the power holders know their source. Because it is so hard to 4 ，and because it is so tied to questions of ideology，the subject of power-who holds it and how it is used-is a source of much 5 in sociology. Some sociologists maintain that power in America is concentrated in the 6 of a few people who have a common 7 and who tend to act together （Domhoff, 1983，1978）．C. Wright Mills（1956) 8 that America is 9 by a“power elite" and set its total number at no more than 300 people. Other sociologists believe that power in America is 10 among many groups and people（Rose，1967；Riesman，1961）．
Sociologists do agree that real power may not always lie 11 we think it does. The mayors of some cities， 12 ，are sometimes mere figureheads who simply look impressive. The actual decisions are made by a handful of business leaders who stay behind the 13 . And some decisions are made at the lowest level，where the work is really l4 . Such is the same 15 with the police officer on the beat or the teacher in the clas