1、专业英语四级（完形填空）模拟试卷 248及答案与解析 一、 PART IV CLOZE Decide which of the words given in the box below would best complete the passage if inserted in the corresponding blanks. The words can be used ONCE ONLY. 0 A. explore B. distinct C. artistic D. inaccessible E. subjective F. highly G. factual H. decline I.
2、 definitively J. currents K. display L. whom M. adequately N. quickened O. tendency Expressionism is an artistic style in which the artist seeks to depict not objective reality but rather the【 C1】 _ emotions and responses that objects and events arouse in him. In a broader sense Expressionism is one
3、 of the main【 C2】 _ of art in the late 19th and the 20th centuries. Its【 C3】 _ subjective, personal self-expression is typical of a wide range of modern artists and art movements. More specifically, Expressionism as a【 C4】 _ style or movement refers to a number of German artists, as well as Austrian
4、, French, and Russian ones, who became active in the years before World War I and remained so throughout much of the War period. The roots of the German Expressionist school lay in the works of Vincent Van Gogh, Edvard Munch, and James Ensor, each of【 C5】 _ in the period 1885-1900 evolved a highly p
5、ersonal painting style. These artists used the expressive possibilities of color and line to【 C6】 _ dramatic and emotion themes, to convey the qualities of fear, horror, etc. They broke away from the literal representation of nature in order to express more subjective outlooks or states of mind. The
6、 【 C7】 _ of Expressionism was brought about by the vagueness of its longing for a better world, by its use of highly poetic language, and in general the intensely personal and【 C8】 _ nature of its mode of presentation. The partial re-establishment of stability in Germany after 1924 and the growth of
7、 more overtly political styles of social realism【 C9】 _ the movements decline in the late 1920s. Expressionism was【 C10】 _ killed by the rise of the Nazis to power in 1933. 1 【 C1】 2 【 C2】 3 【 C3】 4 【 C4】 5 【 C5】 6 【 C6】 7 【 C7】 8 【 C8】 9 【 C9】 10 【 C10】 10 A. hardly B. chemistry C. virtually D. cou
8、nterparts E. tested F. geometry G. comfort H. less I. instinct J. inherently K. belief L. settle M. reached N. gained O. distinct It is well known that teenage boys tend to do better at math than girls, that male high school students are more likely than their female【 C1】 _ to tackle advanced math c
9、ourses like calculus, that virtually all the great mathematicians have been men. Are women born with【 C2】 _ mathematical ability? Or does societys sexism slow their progress? In 1980, two Johns Hopkins University researchers tried to【 C3】 _ the eternal nature/ nurture debate. Julian Stanley and Cami
10、lla Benbow had【 C4】 _ 10,000 talented seventh- and eighth-graders between 1972 and 1979. Using the Scholastic Aptitude Test, in which math questions are meant to measure ability rather than knowledge, they discovered【 C5】_ sex differences. While the verbal abilities of the males and females【 C6】 _ d
11、iffered, boys twice as many as girls scored over 500(on a scale of 200 to 800)on mathematical ability; at the 700 level, the ratio was 14 to 1. The conclusion: males have【 C7】 _ superior mathematical reasoning ability. Benbow and Stanleys findings, which were published in “Science“, disturbed some m
12、en and not a few women. Now there is【 C8】 _ for those people in a new study from the University of Chicago that suggests math is not, after all, a natural male domain. Prof. Zalman Usiskin studied 1,366 tenth graders. They were selected from【 C9】 _ classes and tested on their ability to solve geomet
13、ry proofs, a subject requiring both abstract reasoning and spatial ability. The conclusion【 C10】 _ by Usiskin: there are no sex differences in math ability. 11 【 C1】 12 【 C2】 13 【 C3】 14 【 C4】 15 【 C5】 16 【 C6】 17 【 C7】 18 【 C8】 19 【 C9】 20 【 C10】 20 A. probably B. plant C. reasoning D. ability E. s
14、tage F. species G. mammal H. differ I. prehistoric J. period K. contact L. association M. definitely N. lies in O. distinguish The amazing success of man as a【 C1】 _is the result of the evolutionary development of our brains which has led, among other things, to tool-using, tool-making, the ability
15、to solve problems by logical【 C2】 _, thoughtful cooperation, and language. One of the most striking ways in which chimpanzees biologically resemble humans【 C3】 _ the structure of their brains. The chimpanzee, with his capacity for primitive reasoning, exhibits a type of intelligence more like that o
16、f humans than does any other【 C4】 _ living today. The brain of the modern chimpanzee is【 C5】 _ not too dissimilar to the brain that so many millions of years ago directed the behavior of the first ape man. For a long time, the fact that【 C6】 _ man made tools was considered to be one of the major cri
17、teria to【 C7】 _ them from other creatures. It is true that the chimpanzee does not fashion his tools to a regular and set patternbut then, primitive man, before his development of stone tools, undoubtedly poked around with sticks and straws, at which【 C8】 _ it seems unlikely that he made tools to a
18、set pattern either. It is because of the close【 C9】 _ in most peoples minds of tools with man that 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【 C10】 _, on its own, does not necessarily indicate any special intell
19、igence in the creature concerned. 21 【 C1】 22 【 C2】 23 【 C3】 24 【 C4】 25 【 C5】 26 【 C6】 27 【 C7】 28 【 C8】 29 【 C9】 30 【 C10】 30 A. income B. polarization C. transformations D. old E. changes F. worse G. relaxed H. thereby I. division J. accompanying K. developed L. modest M. therein N. worked O. und
20、erdeveloped The introduction of new varieties of rice and wheat in Asia and Latin America has been known as the “Green Revolution.“ So far the new seeds and the【 C1】 _technology have not resulted in increased agricultural production per head or reduced malnutrition. The direct, quantitative effects
21、of high-yielding variation of food grains have been【 C2】 _. The indirect and quantitative effects, however, have sometimes been significant. The new technology has led to【 C3】 _ in crop pattern and in methods of production. It has accelerated the development of a market-orientated, capitalist agricu
22、lture. It has encouraged the growth of wage labor, and【 C4】 _ helped to create or augment a class of agricultural laborers. It has increased the power of landowners, and this in turn has been associated with a greater【 C5】 _ of classes and intensified conflict Changes in status and class alignments
23、have been accompanied by changes in the distribution of 【 C6】 _. Profits and rents have increased absolutely and relatively. The share of wages has declined and in some instances real wages rates or the number of days【 C7】 _, or both, have declined. In short, an【 C8】_system of agriculture, slowly or
24、 swiftly is in the process of being destroyed by the advance of contemporary technology. The policies that have accompanied the “Green Revolution“ in many【 C9】 _ countries have aggravated the problems these countries face. Supplies of some commodities have increased, but the rate of growth of total agricultural production has shown little tendency to rise. At the same time, inequality has become【 C10】 _, and poverty has increased absolutely. 31 【 C1】 32 【 C2】 33 【 C3】 34 【 C4】 35 【 C5】 36 【 C6】 37 【 C7】 38 【 C8】 39 【 C9】 40 【 C10】 专业英语四级（完形填空）模拟试卷 248答案与解析
