proportionate-5153
高考完形填空专项训练二（
1004
）
（
1
）
pdxq11
Much time and effort
has been devoted to researching the mental health
benefits of flexible work
environments,
but can the ability to leave work early to watch
your son?s soccer game, or arrive at
the office a bit later in the morning
in order to
50
some
personal matters, have broader
physical
health benefits
51
making you feel a bit less tired?
According to new research published in
the Cochrane Library's Cochrane Database of
Systematic
Reviews, it seems so. In a
review of 10 previous studies examining the health
effects of flexible
work conditions for
more than 16,000 people,
52
from the U.K.'s Durham University and
University of Newcastle, as well as the
University of Montreal, found that flexible work
schedules
—
when employees
can
53
their starting
times, for example
—
were
associated with
improvements in a
person?s overall health. And, perhaps
unsurprisingly, in all of the studies
included in the review, researchers
found no evidence for
54
effects of more flexible work
schedules.
This initial
analysis was intended to throw light on the
potential health benefits of flexible work
options, which are increasingly
55
throughout
Scandinavia, and have recently gained some
ground in the U.K.
56
, last April, the British government
57
a policy that
allowed
parents of children ages six
and under to request flexible work arrangements to
include parents of
children ages 16 and
younger. In the U.S., the phenomenon is a bit
slower to catch on. Yet, the
economic
slowdown of recent years may have contributed to
58
in workplace
flexibility
—
as
companies
59
to reward employees with
bonuses(
奖金
) or raises may
60
other forms of
compensation(
补偿
),
Reuters reported early last year.
Previous research too, of course, has
indicated the benefits of flexible work
environments toward
positive mental
health outcomes. And while these latest findings
are promising, the researchers
stress
that more study is vital to understanding the
detailed
61
between
flexible work and
improved health
outcomes. To truly
62
the benefits of flexible working conditions, the
researchers say, additional study
analyzing health outcomes among a wide
63
of workers
—
from high-
ranking executives to hourly employees
—
is
64
, which helps to gain a deeper
understanding of the issue, and to
shape future workplace policy.
50. A.
see to
B. keep to
C. point to
D. look to
51. A. across
B. besides
C. before
D. over
52. A. officials
B. employers
C. executives
D. researchers
53. A. spend
B. devote C. shift
D.
cancel
54. A. changeable B. positive
C. considerable
D.
negative
55. A. popular B. interesting
C. adaptable
D. multiple
56. A. In
particular B. As a result
C. For
example
D. In return
57. A. extended
B.
adopted
C. made
D.
implemented
58. A. decrease
B. beginning
C. freedom
D. growth
59. A. willing
B. unable C.
determined D. ready
60. A. turn to
B. set aside
C. help out
D. get across
61. A.
difference
B. relationship
C. progress
D.
movement
62. A. grasp
B.
follow C. fight
D. apply
63. A. variety
B. change
C. range
D. gap
64. A. critical
B. possible
C. feasible
D.
demanding
1
（
2
）
sjdfz
Directions
:
For
each blank in the following passage there are four
words or phrases marked A, B,
C and D.
Fill in each blank with the word or phrase that
best fits the context.
Nothing seems more inevitable than
aging and death ---- not even taxes. Every plant,
animal
and person you have ever seen
will ____50____ die. But some recent research
suggests that aging
as we know it may
not be inevitable. Indeed, as our ____51____ of it
grows, aging can be seen not
as
an
unchangeable
reality
from
which
there
is
no
escape,
but
as
the
product
of
biological
processes that we may be able to
____52____ someday.
We
already know that some animals do not seem to age.
Many cold-water ocean fish and
some
amphibians
(
两栖动物
) never ____53____ a
fixed size; they continue to grow bigger, to be
able
to
reproduce
and
to
live
until
something
kills
them.
What
these
____54____
seem
to
be
telling us is that something in their
genes ---- and possibly in ours ---- controls the
____55____ of
aging, and that aging is
not the fate of every living thing.
____56____ the history of
life on earth, one of the most common difficulties
that animals
( and their cells) have
faced has been a lack of food. About 70 years ago,
scientists discovered that
when animals
are forced to live on 30 to 40 percent fewer
calories
(
卡路里
) than they
would
____57____
eat,
something
unusual
happens:
they
become
____58____
to
most
age-
related
diseases
----
cancer,
heart
disease,
diabetes
(
糖尿病
)
----
and
live
30
to
50
percent
longer.
Restricting
calories
____59____
aging.
But
what
are
the
____60____
genes
that
preserve
vitality
(
生命力
) and starve
off diseases?
About
15
years
ago,
armed
with
powerful
new
molecular-research
techniques,
a
few
scientists began to ____61____ these
genetic phenomena. They have discovered that a
gene called
Sir2
----
which
is
present
in
all
animals,
including
humans
----
is
____62____
for
the
health
benefits of calorie restriction,
perhaps by repairing our DNA. But if we had to
restrict our calorie
intake by 30 to 40
percent, would it be of any ____63____ use? Few of
us would be capable of
restricting our
diets so severely that we were constantly
____64____ : whether or not it made life
longer, it would surely make life feel
longer.
50. A. suddenly
B. eventually
C.
separately
D. unexpectedly
51. A.
desire
B. feeling
C. dream
D. understanding
52. A.
develop
B. design
C. control
D.
solve
53. A. reach
B. acquire
C.
need
D. display
54.
A. objects
B. samples
C. items
D. creatures
55. A. nature
B. system
C. pace
D. condition
56. A. Through
B. Throughout
C. Beyond
D.
Across
57. A. rarely
B.
occasionally
C. normally
D. mainly
58. A. resistant
B. similar
C. essential
D. accessible
59. A. quickens
B. slows
C. avoids
D. overcomes
60. A. horrible
B. extra
C.
specific
D. original
61. A. investigate
B.
illustrate
C. record
D. prove
62. A.
famous
B. generous
C. responsible
D. convenient
63. A. fashionable
B. practical
C. immediate
D. daily
64. A.
happy
B. depressed
C.
hungry,
D. scared
2
（<
/p>
3
）
nhzx
Directions
：
For
each
blank
in
the
following
passage,
there
are
four
words
or
phrases
marked
A, B,
C and
D
．
Fill in each blank
with the word or phrase
that
best fits the
context
．
For
most
of
us,
success
in
school
has
very
little
to
do
with
actual
learning
．
The
most
important
thing
you
have
to
master
is
how
to
play
the
grade
games
．
50 you
think
out
your
own
strategies
for
getting
high
marks,
everything
opens
up
to
you
．
You
may
be 51 to
a
well-known
college
or
win
scholarship,
not
to
mention
gaining
the
admiration of your teachers and
parents
．
But not
everyone does well in
tests
．
At times, it can
almost turn into a funny
game of hit
and
52
．
Some
students
haven't
mastered
the 53 of
test
taking,
some
fear
under
pressure or need more time or another
way to 54 what they
know
．
Being
a
school 55 means
learning
things
out
of
the
school
system
．
Then
you
have
to
work
things
to
your 56
．
Lots
of
students
are
already
doing
it
without
57
it
．
Getting
high
grades
also 58 on
knowing
each
teacher's
character
．
For
example, I once had to take
59 , so one day in 60 classes
I talked to the teacher I had wanted
to
．
I
told him how
I'd heard what a really good teacher he was, and
how disappointed I
was that I'd have to
graduate
61 having
been
in
his
class
．
I
lied
．
It 62
．
（
I
had
counted
on
the
chemistry
teacher
being
human,
and
he
accepted
）
．
I
wasn't
proud
of
myself
for
what
I
did
．
But
I considered it 63 of the grade
game we're pushed into 64 to aim at going
to the best
schools
．
50
．
A
．
Before
51
．
A
．
permitted
52
．
A
．
miss
53
．
A
．
game
54
．
A
．
speak
55
．
A
．
master
56
．
A
．
points
57
．
A
．
remembering
58
．
A
．
bases
59<
/p>
．
A
．
plac
e
60
．
A
．
between
61
．
A
．
after
62<
/p>
．
A
．
work
ed
63
．
A
．
one
B
．
Unless
B
．
allowed
B
．
lost
B
．
art
B
．
tell
B
．
house
B
．
ideas
B
．
realizing
B
．
depends
B
．
arms
B
．
among
B
．
before
B
．
effected
B
．
none
C
．
Once
C
．
agreed
C
．
strike
C
．
interest
C
．
talk
C
．
failure
C
．
advantage
C
．
teaching
C
．
calls
C
．
classes
C
．
after
C
．
without
C
．
mattered
C
．
part
D
．
While
D
．
admitted
D
．
blow
D
．
result
D
．
express
D
．
success
D
．
freedom
D
．
understanding
D
．
takes
D
．
chemistry
D
．
before
D
．
from
D
．
did
D
．
member
< br>64
．
A
．
taking
B
．
playing
C
．
making
< br>D
．
enjoying
3
(4) bsym
Directions:
For each blank in the following passage
there are four words or phrases marked A, B,
C and D. Fill in each blank with the
word or phrase that best fits the context.
In New York, we are very
busy going from one place to another. On the way,
___50___ you
meet a tiny, cardboard-
skinned robot who is ___51___ its way down the
streets, asking for help.
Would you do
it a(n) ___52___?
Tweenbots
are
___53___
robots.
Rolling
at
a
constant
speed,
in
a
straight
line,
Tweenbots
have a(n)
___54___displayed on a flag, and rely on passers-
by they ___55___ to read this flag and
to aim them at the right direction to
___56___ their goal.
Considering the
fact that they are easily harmed and the
possibility that ___57___ would be
interested in helping a lost little
robot, at the beginning I ___58___ that the
Tweenbots were more
likely to struggle
and die in the city than to get to their
destination. I set out on the first test with a
video camera hidden in my purse and
walked far enough away so that I would not be
observed.
The results were
___59___.
Over
the
following
months,
assisted
only
by
___60___,
the
Tweenbots
were
successful
in
rolling from their starting points to
their faraway destinations. Every time a robot got
___61___by
obstacles on the road, some
passer-by would always rescue it and send it
towards its goal.
The
Tweenbots were ___62___ lost or
damaged.
In
this
test
the
Tweenbots
were
___63___
primarily
by
human
?
s
sympathy
for
an
anthropomorphized
(
人格化的
)
object.
The
journey
they
took
becomes
a
story
of
people
?
s
___64___
to
engage
with
a
creature
that
mirrors
the
human
?
s
characteristics
of
being
easily
harmed, of being lost, and of having
goals but not being able to achieve them directly.
It
?
s a story
about a vast space made smaller by an
even smaller robot.
50. A.
suppose
B. wonder
C. wish
D. believe
51. A. asking
B. falling
C. making
D.
showing
52. A. favour
B. business
C.
honour
D. justice
53. A. self-
dependent
B.
robot-dependent
C. human-dependent
D. scientist-dependent
54. A. name
B. direction
C. instruction
D. destination
55. A. act as
B. come across
C. look for
D. get in
56. A. understand
B. deliver
C.
reach
D. change
57. A. anybody
B.
everybody
C.
somebody
D.
nobody
58. A. explained
B. proved
C.
confused
D.
disbelieved
59. A. expected
B. admitted
C. unexpected
D. unadmitted
60. A. pioneers
B. strangers
C. friends
D. colleagues
61. A. attracted
B. supported
C. trapped
D.
replaced
62. A. frequently
B. occasionally
C. constantly
D. never
63. A. performed
B. driven
C.
created
D. cultivated
64. A. braveness
B. willingness
C.
determination
D. intention
4
(5) Cnym
Directions:
For
each blank in the following passage, there are
four words marked A, B, C and D.
Fill
in each blank with the word or phrase that best
fits the context.
An
experiment shows that a type of human behavior is
conformity, which may be defined
as a
willingness to adopt the same behavior and
attitudes as those seen in other people.
In
order
to
experience
a
sense
of
belongings
to
a
particular
group,
an
individual
may
willingly
50 the
group
?
s values and behavior.
Often, however, an individual will conform to the
behavior of those around him even when
they are total
51 . It
seems that many human beings
don
?
t like to
52
in a crowd or seem to be different from
those around them, and they have a
strong
53
to
conform
to
the
behavior
of
other
people
simply
to
avoid
making
themselves
54 . People
will also avoid becoming
55
a
situation
if
they
can
shrug
off
their
responsibility
by
56
that
someone
else
will
do
something. When an apparent murder took
place outside a block of flats in New York,
residents
must have
57
or seen something, yet there was no
58
to the police and no one came out to
help or investigate.
Another
59
showed that some people will change
their opinion in order to conform to
the majority
60
. A group of people were shown a picture of a
series of lines and asked to choose
those
which
were
most
61
in
length.
All
62
one
of
the
people
in
the
group
had
been
informed
63
to give a
wrong answer. The one who had not been informed in
advance did not
know this and at first
gave the correct answer. But, when he heard the
others, he changed his mind
and agreed
to
64
that the others were right.
50. A. reject
51. A.
strangers
52. A. put up
54. A. confused
B. adopt
C. adapt
D. adjust
B.
friends
C. opponents
D. neighbors
B.
rush out
C.
escape from
D. stand out
C. desirable
D. noticeable
C. planning
D. assuring
D. confirmed
D. call
D. description
D. agreement
D. alike
D. considering
D. clearly
D. suppose
53. A. instinct
B. dream
C. desire
D.
goal
B. unexpected
55. A. involved in
B. taken out
C. isolated
from
D.
ignorant of
56. A. estimating
B. assuming
57. A. investigated
B. indicated
58. A. complaint
C. heard
C. comment
C. argument
B.
hint
B. trust
B. same
B. besides
59. A.
experiment
B. factor
C.
proposal
60. A. view
61. A. apart
62.
A. except
64.
A. refer
C. likely
C. including
63. A.
definitely
B. previously
C. doubtfully
B. decline
C. accept
5
（
6<
/p>
）
cmym
Directions:
For each blank
in the following passage there are four words or
phrases marked A, B,
C and D.
Fill in each blank with the
word or phrase that best fits the context.
At about 6 pm on Oct.
23
rd
, six university
delegates from China were having a meeting at
Sendai Northern University of Japan.
Suddenly, the house began to shake and the
chandelier was
swaying. The Japanese
professor who was __50__ a speech quickly stopped
his lecture and said in
a low voice,
“
There is an earthquake. But
never mind. It
?
s OK
now.
”
Because of the __51__,
every
one of the 100 listeners had
heard him. But the lecturer __52__ his topic and
the Japanese who
were present were calm
as if __53__ had happened.
At 8 o
?
clock in
the evening, after all the topics of the meeting
had been discussed as __54__,
the host
__55__ another one, inviting an officer to __56__
the people present of the earthquake
just now.
“
An
earthquake with a preliminary
magnitude
of six on the Richter scale shock north
Japan
?
s Niigata
Prefecture just now. We
haven
?
t know the __57__
casualties(
伤亡情况
) yet. Some
civilian
houses
__58__,
and
highways
had
been
out
of
__59__.
Sendai
is
300
kilometres
away
from
Niigata,
so
we
in
Sendai
had
a
strong
__60__
of
shaking.
”
These
words
were
of
mental
__61__
for all the listeners; there is no trace of panic
on the scene __62__ aftershocks were felt.
Immediately
after
I
went
back
to
my
station,
I
__63__
on
the
TV
and
found
that
many
channels were reporting
on the __64__ news of this earthquake. On the
screen, members of the
rescue
team
with
their
emergency
lamps
and
torches
were
busy
saving
people
?
s
lives.
TV
cameramen
were
among
them
too,
and
with
the
shaking
pictures,
the
audience
could
feel
like
being personally on the scene.
50. A. giving
51. A. hall
B. organizing
B. place
B. changed
C. hearing
C. seat
D. attending
D. microphone
D.
took
D.
nothing
D. decided
D.
called
D. remind
D. exact
D. damaged
D. way
D. wave
D. comfort
D. why
D. watched
D.
fastest
52. A. continued
C.
arranged
C. anything
C.
planned
C. put
53. A. something
54. A. expected
55. A. added
56.
A. warn
B. everything
B. rearranged
B.
lifted
B. inform
B. normal
B.
stayed
C. mind
C. common
57. A. certain
58. A. destroyed
59. A. use
60. A. kind
C. collapsed
B.
order
C. question
B. means
B. anxiety
B. when
B. set
C. feeling
C. shock
C. how
C. turned
C.
last
6
61. A. panic
62. A. although
63. A. looked
64. A. newest
B. latest
(7) Fxym
Directions: For
each blank in the following passage there are four
words or phrases marked A, B,
C and D.
Fill in each blank with the
word or phrase that best fits the context.
I was a rotten teenager,
sharp-tongued and eager to control others. At an
early age I could make
things go my way
with just a few small changes. The writers for
today?s hottest soap opera could
not
have created a
50
character than me.
I don?t
know how long it took me to realize how I was
51
so many others. Not only
did I
succeed
in
52
many
of
my
closest
friends
by
trying
to
control
them;
I
also
managed
to
destroy the most
53
relationship in my life: my
relationship with my mother.
My mother,
who gave birth to me at age
54
he
r doctor?s wishes, would
cry to me, “I waited
so
long
for
you.
Don?t
ignore
my
help!”
I
would
reply
55
,
“I
never
wanted
you
to
care
about me!
Leave me alone and forget I ever
lived!”
My mother began to
believe I really
56
it. Like many young girls in high
school, the boys
who I knew were
57
were always the first ones
I had to date. I would try to find any way to
draw attention to myself while at the
same time trying to be
58
. I had also been heavy into
drugs then to change my personality.
And my only pleasure was to make people feel
59
.
But then I
asked myself why. Why the need to hurt? Why the
attacks on my mother? I would drive
myself mad with all the whys until one
day I couldn?t
60
it any longer and jump from a car
moving at 80 miles per hour.
Lying awake the following night at the
hospital, I saw my mother?s pained face, tired
brown eyes
filled with nothing but
thanks for her daughter?s rebirth of
life.
61
all the horrible things I did to her,
she still loved me. I cried and asked why. She
just
looked down at me and said
frankly, “Because you are my daughter.”
62
love
is
the
most
precious
gift
we
can
give.
Being
63
for
the
past
is
the
most
precious
gift
we
can
receive.
I
want
to
64
the
gift
my
mother
gave
m
e
to
all
the
“rotten
teenagers” in the world.
50. A. better
B. worse
C. happier
D. clever
51. A. loving
B. hating
C. hurting
D. shocking
52. A. putting
off
B. breaking into
C.
keeping up
D. pushing away
53. A. curious
B. precious
C. nervous
D. obvious
54. A. against
B. for
C. according to
D. with
55. A. gently
B. suddenly
C. sharply
D. unwillingly
56. A. said
B. knew
C. hoped
D. meant
57. A. available
B. impatient
C. impossible
D. believable
58. A.
attractive
B.
invisible
C. imaginative
D.
noticeable
59. A. fright
B. confusion
C.
excitement
D.
pain
60. A. explain
B.
control
C.
stand
D. accept
61. A. Since
B. Although
C. As
D. Despite
62. A.
Unconditional
B. Slow
C.
Quick
D. Real
63. A. loved
B. forgiven
C. hated
D. forgotten
64. A. tell
B. provide
C. supply
D. extend
7 <
/p>
（
8
）
hpym
Directions:
For each blank
in the following passages there are four words or
phrases marked A, B,
C and D. Fill in
each blank with the word or phrase that best fits
the context.
For busy people, the idea
of speed dating has really caught on in
popularity. In a speed dating
event,
usually 8-10 _50_ go around from table to table,
each spending 6-8 minutes at each one.
From that, you may not know for sure if
you want to _51_ something more with an
individual, but,
you will _52_ know if
you don't want to.
The
first thing that you will realize about speed
dating is that it makes you _53_. Unlike a bar,
where
you
might
get
a
whole
evening
to
__54__
check
a
potential
partner
out
and
to
see
what
they've got, when it comes to _55_, you
know that you only have a certain amount of time
to put
your best foot
forward
（全力以赴）
there. You'll
find the other participants are _56_ of this and
will
put their best foot forward.
An
8-minute
speed
dating
will
also
give
you
a
chance
to
see
how
someone
_57_
under
pressure.
You
may
already
know
a
little
more
about
their
_58_
if
you
find
someone
who
can't
seem to
make eye-contact. The best advice is to make eye
contact, be open and direct. You'll find
that the _59_ time can make for some
excellent opportunities to really shine, and
there's nothing
like a deadline to make
you more _60_! An important detail to keep in mind
is that you will be
_61_ to a dozen or
more singles in a short time. Those who feel that
there is an advantage in larger
numbers
will surely find this _62_.
When you are looking for _63_, you may
not want to do the long search, so think about
speed
dating
and
see
what
you
can
do
to
make
sure
that
it
works
for
you.
_64_,
give
this
exciting
opportunity a try!
50. A.
lovers
51. A. learn
52. A. equally
53..A. chase
B. couples
B. have
B. hardly
B.
hurry
C. youths
C.
explore
C. focus
D. singles
D. develop
D.
eventually
D. cheer
D.
unexpectedly
D. home improving
D. confident
D. loves
D. personality
D. luxurious
D.
objective
D. used
D.
appealing
D. adventure
D.
Believe it or not
C. definitely
C. occasionally
C. aware
C.
lives
C.
intention
54. A. constantly
55. A. making friends
56. A. sick
57. A. acts
58.
A. interest
59. A. spare
60. A. creative
B. frequently
B. speed dating
B. fond
B. talks
B. limited
B.
passive
B. devoted
B. love
C. family
planning
B. background
C. appointed
C. negative
C. mentioned
C. convincing
C. friendship
61. A. introduced
62. A. demanding
63. A. fun
B. surprising
B. As a result
64.
A. In a word
C. On the whole
8
（<
/p>
9
）
Jdym
Directions:
For
each blank in the following passage there are four
words or phrases marked A,
B, C and D.
Fill in each blank with the
word or phrase that best fits the context.
S
ome personal
characteristics play an important role in the
development of one?s intelligence.
But
people fail to realize the importance of training
these factors in young people.
The
so-
called
?non
-
intelligence
factors?
include
one
?
s feelings, will,
motivation, interests and
habits.
After
a
30-year
study,
American
psychologists
50
that
the
main
cause
of
differences
in
intelligence
is
not
intelligence
51
,
but
non-intelligence
factors
including
the desire to learn, will power and
self-confidence.
52
people all know
that one should have definite objectives, a strong
will and good
learning
habits,
quite
a
number
of
teachers
and
parents
don?t
pay
much
attention
to
53
these factors .
Some parents
are greatly worried when their children fail to do
well in their studies. They
blame
either genetic factors, or laziness, but they
never take into
54
these non-intelligence
factors. At the same time, some
teachers don?t
inquire into reasons why
students do
55
.
They
simply
give
them
more
courses
and
exercises,
or
56
criticize
or
laugh
at
them.
After
all,
these
students
lose
self-confidence.
Some
of
them
just
feel
defeated
and
57
themselves up as hopeless. Others may
go astray
（堕落）
because they
are sick of learning. An
investigation
of more than 1,000 middle school students in
Shanghai showed that 46.5 per cent of
them
were
58
of
learning,
because
of
examinations,
36.4
per
cent
lacked
persistence,
initiative and consciousness and 10.3
per cent were sick of learning .
It
is
clear
that
the
lack
of
cultivation
of
non-intelligence
factors
has
been
a
main
59
to intelligence
development in teenagers. It even causes an
imbalance between physiological and
60
development among a few students .
If we don?t start now to
61
the cultivation of non-
intelligence factors , it will not only
affect
the
development
of
the
62
of
teenagers,
but
also
affect
the
quality
of
a
whole
generation.
Some
experts
have
put
forward
63
about
how
to
cultivate
students?
non-intelligence
factors. Parents and teachers should
64
understand teenage psychology .
On this basis, they can help them to
pursue the objectives of learning, exciting their
interests and
toughening their
willpower.
50
．
A
．
came out
B
．
found out
C
．
made out
D
．
worked out
51
．
A<
/p>
．
in itself
B
．
by itself
C
．
itself
D
．
on
its own
52
．
A
．
Though
B
．
Nevertheless
C
．
However
D
．
Moreover
53
．
A<
/p>
．
believing
B
．
studying
C
．
cultivating
D
．
developing
54
．
A<
/p>
．
effect
B
．
comment
C
．
consideration
D
．
preparations
55
．
A<
/p>
．
poorly
B
．
properly
C
．
successfully
D
．
dependently
56
．
A<
/p>
．
ever
B
．
even
C
．
still
D
．
more
57
．
A<
/p>
．
put
B
．
get
C
．
handle
D
．
give
58
．
A<
/p>
．
afraid
B
．
ahead
C
．
aware
D
．
ashamed
59
．
A<
/p>
．
difficulty
B
．
question
C
．
threat
D
．
obstacle
60
．
A
．
intelligent
B
．
characteristic
C
．
psychological
D
．
physical
61
．
A<
/p>
．
practise
B
．
regulate
C
．
strengthen
D
．
urge
62
．
A<
/p>
．
intelligence
B
．
diligence
C
．
cultivation
D
．
performance
63
．
A<
/p>
．
projects
B
．
warnings
C
．
suggestions
D
．
decision
64
．
A<
/p>
．
fully
B
．
greatly
C
．
very
D
．
highly
9
（
10
）
jsym
It took brave European
explorers less than 300 years, between 1420 and
1713, to establish
that
all
the
seas
of
the
world
formed
an
enormous
and
continuous
ocean.
This
discovery
encouraged them to
50
into areas which
had
n?t
been charted until
then. With the discovery of
new lands,
new trade routes were
51
.
In many parts of the world, colonies and
settlements
were established and many
odd-looking products were brought back
to
52
, arousing
great
interest and
53
wealth.
It was
probably the irresistible desire for wealth which
54
persuaded Europeans of the
fifteenth century
to
55
their legendary dangers and
explore further out into the
open seas.
They were also
56
by the love for their country. Many
explorers wanted to serve their king
and country as well as gain personal
57
from their
exploring.
The
most
effective
way
of
gaining
wealth
was
through
58
.
Silk,
gold,
silver
and
59
stones, and more importantly spices,
such as gingers and peppers, were the most
profitable
trade goods in Europe.
Spices were of the greatest
60
because they enabled the Europeans to
make their winter diet of salted meat
more delicious. These items were
61
mostly from the
East
by
a
difficult
overland
route.
The
Italian
62
,
who
bought
goods
from
the
Arabs
of
Alexandria,
controlled
the
trade
along
this
route.
Other
countries
of
the
Mediterranean
63
the wealth which this trade generated
and they were
64
to discover new routes
which would
allow them to
share in it.
50. A. sail
B. walk
B. set
off
C. fly
D. drive
D. set against
D. Italy
D. losing
D. eventually
D. foresee
D. inspired
D. rights
D. bargaining
D. smooth
D. practice
D. occupied
D.
merchants
D. envied
D. reluctant
51. A. set back
52. A. the East
53. A. inheriting
C. set up
C. Europe
C.
saving
C. frankly
C.
realize
C. forced
C. fame
B. the Mediterranean
B. creating
B. hardly
B. risk
54. A.
frequently
55. A. recognize
56. A. discouraged
57. A. business
58. A. trade
B. praised
B. benefit
B.
war
C. conquering
C. hard
C. value
C. robbed
C. pioneers
59. A. precious
60. A. interest
61. A. exported
62. A.
soldiers
63. A. lost
B. rough
B.
efficiency
B. imported
B. explorers
B. won
C. possessed
C.
anxious
64. A. disappointed
B. available
10
（
1
1
）
jaym
Directions:
For each blank
in the following passage there are four words or
phrases marked A, B,
C and D. Fill in
each blank with the word or phrase that best fits
the context.
Have you ever
felt trapped in a job you hate?
50
you are ready
to move forward and find
a more
fulfilling position, career
transition(
过渡；变迁
) specialist
Gregg Taylor has a few
51
to help deal with the emotional side of
52
your job.
When
writing your resignation letter keep it short and
to the point. Express your gratitude for
the
53
and state your resignation date.
“
You
don
?
t need to tell them
much,
”
says
Taylor.
“
Keep thing as
simple as possible, and as quiet as
possible.
”
Keep
the
details
to
yourself.
It
will
lessen
any
tension
from
the
time
you
54
in
your
resignation
letter
until
the
day
you
leave.
55
,
be
sure
to
complete
any
56
you
are
working
on. This is just good
57
and common sense for everybody,
58
if you plan on
asking for a reference. Use up any
59
vacation time and sick
days.
Timing and location are key.
Taylor suggests booking a conference room to break
the news to
your boss. A neutral
60
will give you a better
chance of
61
your
boss
?
reaction. Taylor
also suggests conducting the meeting in
the morning, early in week. This gives your boss
time to
62
from the news.
Give your employer appropriate notice.
“
They may not be
63
about your leaving, but
they
will
64
being
given
enough
notice
to
find
your
replacement
and
for
you
to
assist
in
training the new
person,
”
says Taylor.
50. A. If
B. Because
C.
Until
C. tips
C. finishing
C. choice
C. take
C. Also
C. scheme
C.
finally
C. setting
C.
select
C. happy
C. impress
D. Although
D.
comments
D. leaving
D.
resignation
D. hand
D. However
D. report
D. relations
D. surely
D. remaining
D. opinion
D. understanding
D. benefit
D. worried
D. appreciate
51. A. plans
52.
A. finding
53. A. process
54. A. fill
55.
A. Indeed
56. A. project
57. A. deeds
58. A. especially
59. A.
relaxing
60. A. position
61. A. predicting
62. A. recover
63. A. angry
64. A. enjoy
11
B. warnings
B.
improving
B. experience
B. end
B.
Therefore
B. form
B. manners
C.
intentions
C. refreshing
C. observing
B. specifically
B.
rewarding
B. attitude
B. escape
B. curious
B. regret
B.
controlling