2013届高三英语二轮专题复习：完形填空
1.阅读下面短文，从短文后各题所给的A、B、C、D四个选项中，选出最佳选项。
Could the Internet be totally free and should it be? Should the Internet be regulated? The recent disorder in the Arab world 36 by a disputed video damaging the image of Prophet Muhammad shows the United States, which is busy 37 global Internet freedom, has paid a huge price 38 the lives of its diplomats.
In an unregulated internet world, cheating, violence or rumors can 39 serious consequences. Many countries across the world are periodically suffering from “rumors” 40 by the Internet and social media.
The US-led West always promotes Internet freedom and 41 any regulation as investigation, but it should think twice if it calculates the heavy price that has been and has to be paid for “ 42 Internet”. Moreover, 43 the Internet in the West 44 to be free, with no obvious 45 and no limited sites, isn’t the structure of the main pages already hand-controlled, with selected press agencies and 46 occupying clearly dominating（显著的）positions?
The Internet has helped fight injustice, 47 corruption in places so far apart as Indonesia, India and Latin America. But the Internet could be extremely 48 as well. Various racist or separatist organizations are using their Internet sites to 49 strong feelings. Those who are spreading hate are frequently using the Internet as their tool. No country can 50 to make the Internet absolutely free.
The question is how to keep free flow of information 51 while protecting children from unhealthy works, common citizens from 52 rumors and countries from unfair and damaging propaganda (宣传) attacks. And who sets the limits?
The 53 is that there will never be a perfect system. Every country will have to 54 its own system, based on its culture, social 55 and the degree of danger it’s facing.
36. A. led B. caused C. damaged D. attacked
37. A. helping B. processing C. promoting D. improving
38. A. for B. at C. with D. off
39. A. bring B. reach C. fetch D. take
40. A. spread B. exposed C. delivered D. passed
41. A. supports B. follows C. opposes D. dislikes
42. A. free B. accessible C. available D. healthy
43. A. as if B. even if C. so that D. in that
44. A. happens B. intends C. offers D. appears
45. A. interruption B. interference C. defence D. preference
46. A. programs B. substances C. channels D. sources
47. A. uncover B. strike C. prevent D. avoid
48. A. beneficial B. useful C. sensitive D. destructive
49. A. increase B. decrease C. upset D. strengthen
50. A. refuse B. afford C. fail D. attempt
51. A. unpolluted B. unskilled C. unoccupied D. uninterrupted
52. A. evil B. meaningful C. untrue D. effective
53. A. importance B. conclusion C. description D. possibility
54. A. develop B. invent C. change D. study
55. A. trends B. structures C. surroundings D. factors
2.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.
Reading involves looking at illustrative symbols and expressing mentally the sounds and ideas they represent. Concepts of reading have changed 50 over the centuries. During the 1950’s and 1960’s especially, increased attention has been devoted to 51 the reading process. Although experts agree that reading 52 a complex organization of higher mental 53 , they disagree about the exact nature of the process. Some experts, who regard language primarily as a code using symbols to represent sounds, 54 reading as simply the decoding（解码）of symbols into the sounds they stand for.
These authorities 55 that meaning, being concerned with thinking, must be taught independently of the decoding process. Others maintain that reading is inexplainably related to thinking, and that a child who pronounces sounds without 56 their meaning is not truly reading. The reader, 57 some, is not just a person with a theoretical ability to read but one who 58 reads.
Many adults, although they have the ability to read, have never read a book in its 59 . By some experts they would not be 60 as readers. Clearly, the philosophy, objectives, methods and materials of reading will depend on the definition one use. By the most 61 and satisfactory definition, reading is the ability to 62 the sound-symbols code of the language, to interpret meaning for various 63 , at various rates, and at various levels of difficulty, and to do so widely and enthusiastically. 64 , reading is the interpretation of ideas through the use of symbols representing sounds and ideas.
50. A. specifically B. dramatically C. abstractly D. ridiculously
51. A. understanding B. translating C. defining D. substituting
52. A. involves B. concentrates C. specializes D. analyzes
53. A. opinions B. effects C. manners D. functions
54. A. view B. look C. reassure D. agree
55. A. support B. argue C. attempt D. compete
56. A. interpreting B. saying C. reciting D. reading
57. A. in addition to B. for example C. according to D. such as
58. A. completely B. carefully C. publically D. actually
59. A. part B. whole C. standard D. straight
60. A. applied B. granted C. classified D. graded
61. A. instructive B. doubtful C. certain D. complicated
62. A. strike B. illustrate C. define D. unlock
63. A. purposes B. degrees C. stages D. steps
64. A. On the other hand B. In short C. By the way D. So far
3.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.
When we read books we seem to enter a new world. This new world can be similar to the one we are living in, or it can be very?__50__. Some stories are told?as if?they were true. Real people who live in a __51__?world do real things; in other words, the stories are about people just like us doing what we do. Other stories, such as the Harry Potter books, are not?__52__. They are characters and creatures that are very different from us and do things that would be?impossible?for us.
But there is more to books and writing than this. If we think about it, even realistic writing is only?__53__. How can we tell the difference between what is real and what is not real? For example, when we read about Harry Potter, we?do seem to learn something about the real world. And when Harry studies magic at Hogwarts, he also learns more about his real life than?__54__. Reading, like writing, is an action. It is a way of?thinking. When we read or write something, we do much more than simple look at words on a page. We use our?__55__, which is real, and our imagination, which is real in a different way, to make the words come to life in our minds.
Both realism and fantasy (幻想)?use?the imagination and the “magic” of reading and writing to make us think. When we read?something?realistic, we have to __56__ that the people we are reading about are just like us, even though we?__57__?that we are real and they are?not. It sounds?__58__, but it works. When we read, we fill in missing information and?__59__?the causes and effects of what a character does. We help the writer by?__60__?that what we read is like real life. __61__, we are writing the book, too.
Most of us probably don’t think about what is going on in our?__62__ when we are reading. We pick up a book and lose?ourselves?in a good story, eager to find out what will __63__ next. Knowing how we feel?when?we read can help us become better __64__, and it will help us discover more about the real magic of books.
50. A. different B.?possible C.?important D. necessary?
51. A. common B. usual C. normal D. certain
52. A. instructive B.?realistic C. reasonable D. moral?
53. A. planned B. thinkable C. designed D. imagined
54. A. magic B.?lessons C. dreams D. experience
55. A. grammar B. knowledge C. skill D. words
56. A. recall B. ensure C. imagine D. understand
57. A. hope B.?find C. learn D. know
58. A. terrible B. dangerous C. serious D. strange
59. A. think about B.?talk of C. learn from D. forget about
60. A. guessing B. telling C. pretending D. promising
61. A. In a way B. As usual C. On the contrary D. By the way
62. A. society B.?minds C.?life D. world?
63. A. appear B.?argue C.?happen D. develop
64. A. writers B. fans C. professionals D. readers
4.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.
There is a Web site called the “World Database of Happiness”. It combines and analyzes the results of hundreds of surveys from around the world that have been conducted on life satisfaction. Most of the findings are __50__, but a few are surprising.
The database makes it clear that there is not a strong connection between material wealth and general happiness. It is a cliché(陈词滥调) to say that money can’t buy happiness, but the old saying seems to be __51__ by research. Many people still stick to the belief that gaining riches will be the answer to all their problems, yet they are probably __52__. Studies have been __53__ on people who acquired sudden wealth, such as lottery winners. In most cases, after the __54__ joy had worn off, people were not left with a sense of lasting happiness. In fact, they tended to revert to the way they __55__ before they became rich. Previously contented(满意的) people continue to be contented, __56__ those who were miserable before sink back into misery. If material wealth does not bring happiness, then what does? Perhaps happiness has something to do with where you live. The authorities at the World Database on Happiness have surveyed __57__ of happiness in different countries. __58__, people in America, Canada, and Singapore are very happy; people living in India and Russia, not surprisingly, are not happy. Other surveys consistently __59__ the importance of relationships. __60__ relationships in particular seem to be the key to long-term contentment. The Web site suggests that falling in love and having children are two of the __61__ that bring the greatest happiness. Nowadays people look to technology as a(n) __62__ source of satisfaction. People increasingly spend more time alone watching TV or surfing the Internet __63__ spending time with family. Can technology truly make people happy? It is too difficult to tell, but one thing is sure: If the Web site’s research is accurate, time spent with your family is a better __64__ than time spent making money.
50. A. different B. predictable C. satisfactory D. unexpected
51. A. challenged B. widespread C. overtaken D. supported
52. A. generous B. positive C. hesitated D. mistaken
53. A. turned out B. done with C. carried out D. put forward
54. A. essential B. pleasant C. initial D. enviable
55. A. felt B. had C. chose D. lived
56. A. as B. so C. and D. while
57. A. levels B. standards C. senses D. examples
58. A. Strangely B. Hopefully C. Apparently D. Surprisingly
59. A. point to B. hold up C. deal with D. depend on
60. A. Partner B. Family C. Relative D. Society
61. A. situations B. relations C. destinations D. references
62. A. convenient B. alternative C. everlasting D. adequate
63. A. as far as B. rather than C. as well as D. in case of
64. A. environment B. circumstance C. investment D. civilization
5.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.
Girls that eat with their families are less likely to develop eating disorders, a study says.
New research shows girls who regularly have family meals are much less likely to adopt extreme weight control 50 such as vomiting (呕吐), using laxatives (泻药) or diet pills.
A study 51 more than 2500 American high school students found that girls who ate five or more family meals a week had a much healthier 52 with food in later life.
The research, 53 in international magazine Archives of Pediatrics and Adolescent Medicine, polled students aged 13 to 17 in 1999 who were followed up five years later. Regular family meals were found to have a protective effect 54 the girls’ age, weight, socio-economic status, dieting habits or relationship with her family.
Experts say doctors should 55 families to have dinner at the table 56
on the couch in front of the television to keep away from serious eating disorders.
Belinda Dalton, director of eating disorders clinic The Oak House, said eating with family helped “normalize” young people's relationship with food.
“When the young are feeling that they're not treated properly or when they are feeling completely depressed, they 57 something that they can control and food is something
58 and accessible for them to control. 59 , if they're sitting with their family on a regular basis then their family can be more in 60 of their eating,” Ms Dalton said. “It's about young people feeling 61 their family and that builds self-esteem (自尊) and sense of 62 and that works very actively against someone developing an eating disorder.”
An eating disorders expert, Kirsty Greenwood, said meal times were often difficult for sufferers. “It's typical that they feel very 63 of their eating habits and often won't eat with other people. Perhaps it's because they haven't 64 the importance of the family meal in their growing up,” she said.
50. A. behaviors B. therapies C. progress D. development
51. A. promoting B. surveying C. impressing D. delivering
52. A. relationship B. terms C. company D. communication
53. A. spread B. proposed C. published D. emerged
54. A. in terms of B. because of C. regardless of D. in honor of
55. A. tempt B. stimulate C. encourage D. attract
56. A. apart from B. more than C. other than D. rather than
57. A. turn down B. turn to C. turn over D. turn up
58. A. available B. reliable C. reasonable D. responsible
59. A. Similarly B. Consequently C. Clearly D. Regularly
60. A. emphasis B. control C. response D. relation
61. A. related with B. associated to C. connected with D. attached on
62. A. cost B. expense C. delight D. worth
63. A. ashamed B. proud C. confident D. ignorant
64. A. experienced B. accepted C. profited D. benefited
6.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.
The famous American inventor Thomas Alva Edison once claimed that genius was one percent inspiration and ninety -nine percent perspiration(汗水). Now, it seems, there is scientific evidence to __50__ his claim. The idea that geniuses such as Shakespeare, Mozart, and Picasso possessed certain inborn talents is a false belief, according to a study by a British psychologist and his colleagues.
After examining outstanding performance in the arts and sports, these researchers concluded that __51__ is determined by opportunity, encouragement, training, motivation, self-confidence, and — most important of all — __52__. Even people who were not thought to be 53__ with any special talent could, after having received training, reach levels __54__ considered attainable (可获得的) only by gifted individuals. ‘Talent is a false belief, and it is time that people got rid of it,” they said.
This theory — a dramatic __55__ with traditional beliefs — has been __56__ by academics worldwide. In fact, studies of accomplished artists and mathematicians, and top tennis players and swimmers, have reported few early signs of __57__ in these people before any parental encouragement. No case has been found of anyone reaching the highest levels of achievement without __58__ himself or herself to thousands of hours of serious training. Even those who are believed to be exceptionally talented — whether in music, mathematics, chess, or sports — have needed lengthy periods of instruction and practice to achieve their highest level of success. ‘The persistent false belief that some people reach high levels of performance without spending numerous hours practising __59__ much to the fact that their practice is usually outside the casual observer’s view,’ stated one scientist.
The importance of practice has been noticed in athletics. For instance, differences in the composition of certain muscles were once thought to be __60__ predictors of athletic performance. However, the differences in the proportion of certain muscle fibers(组织) that are __61__ for success in long -distance running are largely the result of extended practice in running.
‘What makes a genius then?’ one may ask. __62__, there is no clear answer. What is known, however, is that ‘nurture’ is at least as important as ‘nature.’ __63__, a supportive environment will do far more for a child’s prospects of success than any inborn gifts. This is a message that most of us will find __64__ — even if we haven’t won the gene lottery, our fate is still in our own hands.
50. A. make B. challenge C. support D. dismiss
51. A. excellence B. harmony C. negotiation D. response
52. A. education B. practice C. fortune D. character
53. A. satisfied B. concerned C. decorated D. gifted
54. A. preciously B. practically C. previously D. primarily
55. A. break B. association C. partnership D. relief
56. A. doubted B. concluded C. mentioned D. applauded
57. A. accomplishment B. treasure C. diligence D. inspiration
58. A. adapting B. attaching C. linking D. devoting
59. A. carries B. leaves C. owes D. connects
60. A. creative B. reliable C. natural D. active
61. A. essential B. suitable C. possible D. feasible
62. A. Unlikely B. Similarly C. Hopefully D. Unfortunately
63. A. To sum up B. In other words C. For example D. In addition
64. A. misleading B. puzzling C. comforting D. amusing
试卷答案
1.36-40 BCCAA 41-45 CABDB 46-50 DAACB 51-55 DABAC
2.50—54 BCADA 55—59 BACDB 60—64 CCDAB
3.50-54 ACBDA 55-59 BCDDA 60-64 CABCD
4.50—54 BDDCC 55—59 ADACA 60—64 BABBC
5.50---54 ABACC 55---59 CDBAC 60---64 BCDAA
6.50~54 CABDC 55~59 ADADC 60~64 BADBC
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