安徽工程大学英语4重修练习6和7.doc

练习6
Part I. Reading comprehension
Section 1: In this section, there is a passage with 10 blanks. You are required to select one word for each blank from a list of choices in a word bank proceeding the passage. You may not use any of the words in the bank more than once.

A. also B. measuring C. ones D. rapidly E. starve
F. weighed G. determined H. slowly I. at J. maintain
K. formed L. weighs M. with N. animal O. as fast as

Every animal is a living radiator---heat 1 in its cells is given off through its skin. Warm-blooded animals 2 a steady temperature constantly by replacing lost surface heat; smaller animals, which have more skin for every ounce of body weight, must produce heat faster than bigger 3 . Because smaller animals burn fuel faster, scientists say they live faster.
The speed 4 which an animal lives is determined by 5 the rate at which it uses oxygen. A chicken, for example, uses one-half cubic centimeter of oxygen every hour for each gram it weighs. The tiny shrew uses four cubic centimeters of oxygen every hour for each gram it 6 . Because it uses oxygen eight times as fast, it is said that the mouselike shrew is living eight times 7 the chicken. The smallest of the warm-blooded creatures, the hummingbird, lives a hundred times as fast as an elephant.
There is 8 a limit how small a warm-blooded animal can be. A mammal or bird that weighed only two and a half grams would 9 to death. It would burn up its food too 10 and would not be able to eat fast enough to supply more fuel.

Section 2
Directions: There are two passages in this part. Each passage is followed by 5 questions, with four choices given for each question .Please decide on the best choice.
Passage1
In the summer of 1978 an English farmer named Ian Stevens was driving his tractor through a field of wheat when he discovered something strange. Some of his wheat was lying flat on the ground. The flattened （被压平的） wheat formed a circle about six meters across. Around this circle were four smaller circles of flattened wheat. In the following years more and more similar circles were found in a field of wheat or corn. So people cannot help but ask the question: What causes the circles? At first, people suspected that the circles were a trick. To prove that the circles were a trick people tried to copy them: they tried to make circles exactly like the ones the farmers had found. They couldn’t do it. They couldn't enter a field of grain without leaving tracks, and they couldn’t flatten the grain without breaking it. The circles are apparently not a trick.
Many people believe that beings from outer space are making the circles. Some think that the beings are trying to communicate with us from far away and that the circles are messages from them. Others believe that the beings have actually landed on earth and that the circles are marks left by their spaceships. Several times people reported seeing strange flying objects near fields where circles later appeared.
Scientists say they’re not sure what causes them. They have suggested several theories. For example, some scientists say that “microbursts” of wind created the circles. A microburst is a downward rush of cool air---the same downward rush of air that sometimes causes an airplane to crash. Others scientists say that forces within the earth cause the circles to appear. But circles often appear in forms. It is hard to believe that any natural force could create those forms. And recently farmers have discovered not only circles but also other shapes such as triangles in their fields. Could any natural force created a perfect triangle in a field of grain?
In the summer of 1990 some scientists spent three weeks in the part of England where many circles have appeared. They had all the latest high-tech equipment. This equipment, worth 1.8 million dollars, recorded nothing. But one night, as the scientists were watching a field, circles formed in the field behind them. These circles are shown in the photograph. The scientists had neither seen nor heard anything.
1. What causes the circles?
A. Teenagers. B. Farmers.
C. Flying objects. D. None of the above.
2. The thing that proves that the circles were not a trick is that _________________.
A. two men said they made the circles themselves
B. farmers were making the circles to attract tourists
C. people cannot copy the circles without leaving marks or breaking the grain
D. scientists suggest theories that circles were made by natural forces
3. The circles mean ____________________.
A. that beings from outer space are trying to communicate with human beings
B. that beings from outer space have visited the earth
C. that there do exist strange flying objects
D. none of the above
4. The only thing for the scientists to be happy about in the summer of 1990 is possibly _________________.
A. that they discovered how the circles were made
B. that they saw the circles with the help of the latest high-tech equipment
C. that they were able to show the circles in a photograph
D. none of the above
5. A proper title for this passage is _________________.
A. An Unsolved Mystery B. Strange Flying Objects
C. The Power of Natural Forces D. The Discovery of Strange Circles

Passage 2
A few years ago it was common to speak of a generation gap between young people and their elders. Parents said that children did not respect and listen to them, while children said that their parents did not understand them at all. What had gone wrong? Why had the generation gap suddenly appeared? Actually, the generation gap has been around for a long time. Many people argue that it is built into every part of our society.
One important cause of the generation gap is the opportunity that young people have to choose their own ways of life. In a more traditional society, when children grow up, they are expected to live in the same area as their parents, to marry people that their parents know and like, and often to continue the family jobs. In our society, young people often travel great distances for their education, move out of the family at an early age, marry or live with people whom their parents have never met, and choose jobs different from those of their parents.
In our society, parents often expect their children to do better than they did, to find better jobs, to make more money and to do all the things that they were unable to do. Often that is another cause of the gap between them. Often, they discover that they have very little in common with each other.
Finally, the speed at which changes take place in our society is the third cause of the gap between the generations. In a traditional culture, senior people are valued for their knowledge, but in our society the knowledge of a lifetime may become out of date. The young and the old seem to live in two very different worlds, separated by different skills and abilities. No doubt, the generation gap will continue in American life for some time to come.
1. The first paragraph tells us that __________
A. the problem of the generation gap draws much attention from people .
B. it is out of date to talk about the generation gap .
C. children and parents are trying to understand each other .
D. it is very important for people to frequently communicate with each other .
2. In a more traditional society, old people __________ .
A. have their children respect and listen to them .
B. do not care for their children at all .
C. expect their children to rebel against them .
D. do not live together with their children
3. In American society young people ___________
A. do not need to find jobs .
B. marry people younger than them
C. have better education than their parents
D. leave home at an early age .
4. Which of the following is Not the cause of the generation gap?
A. Young people like to depend more on themselves.
B. Parents do not love their children dearly.
C. American society changes rapidly.
D. Parents expect too much of their children.
5. The main idea of the passage is _______.
A. that the generation gap needs considering
B. when the generation gap is necessary in American society
C. why the generation gap exists
D. how we can reduce the generation gap

Part II. Structure(不定式)
1. We’re leaving at six o’clock in the morning, and hope to _____ most of the journey by lunchtime.
A. be doing B. have done C. have been done D. do
2. The police were tracking the criminal who was said _____ in a nearby wood.
A. have hidden B. to be hiding C. to hiding D. to hide
3. “I was arguing with him about our plan just now.” “Why ____ with him? He’ll never change his mind.”
A. arguing B. argue C. to argue D. you argue
4. It is extremely important for an engineer to know ____ computer.
A. use B. to use C. how to use D. using
5. The ancient Egyptians are supposed ___ rockets to the room.
A. to send B. to be sending C. to have sent D. to have been sending
6. He prefers to stay here ___ go home.
A. than to B. rather than C. rather than to D. than
7. They were believed _____ the problem beforehand.
A. to discuss B. in discussing
C. to have discussed D. to have been discussed
8. Caught in the act, he had no alternative but _____.
A. confess B. confessing C. confessed D. to confess
9. The girl tried many times to sneak across the border to a neighboring country, _____ each time.
A. having been caught B. always being caught
C. had been caught D. only to be caught
10. The total influence of literature upon the course of human history _____.
A. is difficult to evaluate B. is difficult to evaluate it
C. difficult to evaluate it D. it is difficult to evaluate

Part III. Vocabulary
Directions: There are 15 items in this part. Choose the most appropriate word or phrase to complete each of the following sentences.
1. There is a bitter ______over the publishing of his book.
A. discussion B. argument C. controversy D. struggle
2. The engineers have ______the possibility of building a bridge over the river.
A. exploded B. explored C. exploited D. exported
3. One of his recent research of the Chinese diet ______ that a growing number
of children in cities are overweight.
A. have revealed B. has revealed C. have concealed D. has concealed
4. We finally ______.
A. convinced the police of our innocence.
B. convinced the police our innocence.
C. convinced the police by our innocence.
D. convinced the police with our innocence.
5. Charlie Chaplin was a ______figure in the American film industry.
A. domain B. domestic C. donation D. dominant
6. Taking a part-time job would ______ you ______the financial burden.
A. relieve … of B. relieve…from C. relieve…out of D. relieve…off
7. The government refused to ______ with terrorists.
A. navigate B. neglect C. negotiate D. negative
8. We will have to employ more staff if we’re to ______more work.
A. receive B. undertake C. accept D. take
9. It took me 2 hours to______ how to start the new machine.
A. figure for B. figure up C. figure on D. figure out
10. The population of the town ______rapidly in the 1960s.
A. extended B. extent C. expanded D. expense
11. ______ safety please don’t smoke.
A. In the interests of B. For the interests of
C. In the interests for D. With the interests of
12. It is difficult to ______ the effects of the use of multimedia in English
language teaching in one semester.
A. assess B. asset C. assemble D. access
13. The ______services are the fire brigade, the police, and the ambulance
service.
A. emergent B. emergence C. urgency D. emergency
14. Some manufacturers have been ______some African countries as a possible
market for their motorcycles.
A. sizing down B. sizing up C. looking up D. looking down
15. The authorities showed no signs of ______ to the kidnappers’ demands.
A. give away B. give up C. give birth D. give in

Part IV. Cloze
Directions: There are 20 blanks in the following passages. For each blank there are four choices A, B, C and D. You should choose the answer that best fits into the passage.
There are two factors that determine an individual’s intelligence. The first is the sort of brain he is born 1 . Human brains differ considerably, 2 being more capable than others. 3 no matter how good a brain he has to begin with, an individual will have a low order of 4 unless he has opportunities to learn. So the second factor is what 5 to the individual—the sort of environment in which he is brought 6 .if an individual is handicapped(受障碍) 7 , it is likely that his brain will 8 to develop and he will 9 attain the level of intelligence of which he is 10 .
The importance of environment in determining an individual’s intelligence can be demonstrated by the 11 history of the identical twins, Peter and John. When the twins were three months old, their parents died, and they were placed in 12 foster(寄养) homes. Peter was reared by parents of low intelligence in an 13 community with poor educational 14 . John, 15 , was educated in the home of well-to-do parents who had been to college. This environmental 16 continued until the twins were 17 their late teens, 18 they were given tests to 19 their intelligence. John’s I.Q.(智商) was 125, twenty-five points higher than the 20 and fully forty points higher than his identical brother.
1. A. for B. by C. with D. in
2. A. most B. some C. many D. few

3. A. But B. For C. Furthermore D. And
4. A. ability B. capability C. rank D. intelligence
5. A. refers B. applies C. happens D. concerns
6. A. about B. up C. forward D. forth
7. A. relatively B. intelligently C. regularly D. environmentally
8. A. fail B. help C. manage D. stop
9. A. ever B. never C. even D. nearly
10. A. able B. capable C. available D. acceptable
11. A. case B. particular C. life D. example
12. A. separate B. similar C. remote D. individual
13. A. committed B. isolated C. confused D. occupied
14. A. possibilities B. opportunities C. capacities D. responsibilities
15. A. of course B