Practice 5
The phrase “Mozart Effect” conjures an image of a pregnant woman who, sporting headphones over her belly, is convinced that playing classical music to her unborn child will improve the child’s intelligence. But is there science to 1 this idea? A short paper published in Nature in 1993 unwittingly introduced the 2 Mozart effect to the masses. Psychologist Frances Rauscher’s study involved 36 college kids who listened to either 10 minutes of a Mozart sonata in D-major, a relaxation track or 3 before performing several spatial reasoning tasks. It found that students who had listened to Mozart seemed to 4 significant improvement in their performance.
5 in 1999 psychologist Christopher Chabris performed a meta-analysis on studies 6 to the Mozart effect to survey its overall 7 . He 8 that the improvement could simply be a result of the natural variability a person experiences between two test sittings.
Earlier this year, the Federal Ministry of Education and Research in Germany published a second review study 9 a cross-disciplinary team of 10 inclined scientists who declared the phenomenon 11 . “I would simply say that there is no 12 evidence that children who listen to classical music are going to have 13 improvement in cognitive abilities,” adds Rauscher.
14 its rejection by the scientific community, companies continue to 15 classical music to parents of children who can purportedly listen their way to greater smarts.
Chabris says the real danger isn’t in this 16 marketing, but in parents shirking roles they are evolutionarily meant to 17 . It takes away from other kinds of 18 that might be beneficial for children, such as playing with them and keeping them 19 via social activity. That is the 20 to a truly intelligent child, not the symphonies of a long-dead Austrian composer. 1. [A] put up [B] take up [C] back up [D] make up 2. [A] assumed [B] quoted [C] supposed [D] predicted 3. [A] silence [B] noise [C] twitter [D] bark 4. [A] cultivate [B] contain [C] release [D] show 5. [A] So [B] But [C] While [D]As 6. [A] opposite [B] beneficial [C] attached [D] related 7. [A] effectiveness [B] popularity [C] feasibility [D] complexity 8. [A] perceives [B] notes [C] realizes [D] recognizes 9. [A] about [B] on [C] under [D] from 10. [A] historically [B] artistically [C] musically [D] physically 11. [A] noncontroversial [B] nonprofessional [C] nonessential [D] nonexistent 12. [A] promising [B] compelling [C] outstanding [D] rewarding 13. [A] some [B] each [C] another [D] any 14. [A] Except [B] Like [C] Despite [D] Among 15. [A] introduce [B] hawk [C] offer [D] award 16. [A] diplomatic [B] questionable [C] vigorous [D] prudent 17. [A] serve [B] reinforce [C] satisfy [D] ensure 18. [A] assimilation [B] cooperation [C] consultation [D] interaction 19. [A] amused [B] focused [C] engaged [D] motivated 20. [A] right [B] key [C] shortcut [D] way
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Practice 6
Working out exactly what students and taxpayers get for the money they spend on universities is a tricky business. Now the Organization for Economic Co-operation and Development (OECD) is planning to make the 1 a bit easier, by producing the first international 2 of how successfully universities teach. “ 3 assuming that because a university spends more it must be better, or using other proxy measures for 4 , we will look at learning outcomes,” explains Andreas Schleicher, the OECD’s head of education research. Just as the OECD 5 primary and secondary education by testing 6 chosen groups of youngsters from each country in reading and mathematics, it will 7 university students to see what they have learned. 8 enough universities are taking part, it may publish league tables showing where each country 9 , just as it now does for compulsory education. The OECD plan 10 approval from an education ministers’ meeting in January. The first 11 are planned by 2010. They will be of interest not just as a guide for shoppers in the global market, but also as 12 of performance in domestic markets. They will help academics wondering whether to stay put or switch jobs, students 13 where to spend their time and money, and 14 university bosses who want a sharper competitive 15 for their institution. The task the OECD has set itself is 16 . In many subjects, such as literature and history, the syllabus 17 hugely from one country, and 18 one campus, to another. But OECD researchers think that problem can be 19 by concentrating on the transferable skills that employers 20 , such as critical thinking and analysis, and testing subject knowledge only in fields like economics and engineering, with a big common core. 1. [A] task [B] acquisition [C] endeavor [D] equation 2. [A] qualification [B] requirement [C] comparison [D] illustration 3. [A] Other than [B] More than [C] Better than [D] Rather than 4. [A] reputation [B] quality [C] status [D] success 5. [A] values [B] assesses [C] instructs [D] reforms 6. [A] unconsciously [B] accidentally [C] randomly [D] previously 7. [A] sample [B] check [C] select [D] test 8. [A] Since [B] While [C] Although [D] Once 9. [A] performs [B] retains [C] stands [D] locates 10. [A] awaits [B] obtains [C] submits [D] embraces 11. [A] rankings [B] curricula [C] actions [D] meetings 12. [A] conductors [B] accelerators [C] indicators [D] coordinators 13. [A] studying [B] arranging [C] emphasizing [D] choosing 14. [A] benign [B] conscientious [C] eloquent [D] ambitious 15. [A] edge [B] pledge [C] recognition [D] change 16. [A] flexible [B] formidable [C] defensible [D] amiable 17. [A] shares [B] varies [C] originates [D] separates 18. [A] still [B] hence [C] indeed [D] even 19. [A] overcome [B] highlighted [C] worsened [D] ignored 20. [A] cultivate [B] offer [C] value [D] possess
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Practice 7
As former colonists of Great Britain, the Founding Fathers of the United States adopted much of the legal system of Great Britain. We have a “common law,” or law made by courts 1 a monarch or other central governmental 2 like a legislature. The jury, a 3 of ordinary citizens chosen to decide a case, is an 4 part of our common-law system. Use of juries to decide cases is a 5 feature of the American legal system. Few other countries in the world use juries as we do in the United States. 6 the centuries, many people have believed that juries in most cases reach a fairer and more just result 7 would be obtained using a judge 8 , as many countries do. 9 a jury decides cases after “ 10 or discussions among a group of people, the jury’s decision is likely to have the 11 from many different people from different backgrounds, who must as a group decide what is right.
Juries are used in both civil cases, which decide 12 among 13 citizens, and criminal cases, which decide cases brought by the government 14 that individuals have committed crimes. Juries are selected from the U.S. citizens and 15 . Jurors, consisting of 16 numbers, are called for each case requiring a jury.
The judge 17 to the case oversees the 18 of jurors to serve as the jury for that case. In some states, 19 jurors are questioned by the judge; in others, they are questioned by the lawyers representing the parties under rules 20 by state law. 1. [A] other than [B] rather than [C] more than [D] or rather 2. [A] agency [B] organization [C] institution [D] authority 3. [A] panel [B] crowd [C] bundle [D] flood 4. [A] innate [B] intact [C] integral [D] integrated 5. [A] discerning [B] distinguishing [C] determining [D] diminishing 6. [A] in [B] by [C] after [D] over 7. [A] that [B] which [C] than [D] as 8. [A] alike [B] alone [C] altogether [D] apart 9. [A] Although [B] Because [C] If [D] While 10. [A] deliberations [B] meditations [C] reflections [D] speculations 11. [A] outline [B] outcome [C] input [D] intake 12. [A] arguments [B] controversies [C] disputes [D] hostilities 13. [A] fellow [B] individual [C] personal [D] private 14. [A] asserting [B] alleging [C] maintaining [D] testifying 15. [A] assembled [B] evoked [C] rallied [D] summoned 16. [A] set [B] exact [C] equivalent [D] particular 17. [A] allocated [B] applied [C] admitted [D] assigned 18. [A] preparation [B] obligation [C] selection [D] execution 19. [A] inspective [B] irrespective [C] perspective [D] prospective 20. [A] maintained [B] dictated [C] explained [D] adopted
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Practice 8
Advances in genetic technologies allow scientists to take an unprecedented glimpse into the genetic makeup of every person. The information from this testing can serve many valuable 1 : It can save lives, assist couples trying to decide whether or not to have children, and help law-enforcement officials solve a crime. 2 breakthroughs in genetic testing also 3 some troubling social concerns about privacy and discrimination. 4 , if an individual’s genetic information becomes widely 5 , it could give health insurers cause to deny coverage to people with certain risk factors or encourage employers to reject certain high-risk job applicants. Furthermore, many genetically 6 problems are more common among certain racial and ethnic groups. Many minority groups fear that the 7 of genetic testing could create whole new 8 of discrimination. Of particular concern are genetic tests that 9 light on traits such as personality, intelligence, and mental health or potential abilities. Genetic tests that 10 a person is unlikely to get along with other people could be used to limit a person’s professional advancement. In other cases, tests that 11 a genetic risk of heart failure could discourage a person 12 competing in sports. New technologies that 13 the manipulation of genes have raised even more disturbing possibilities. Gene therapy advances, which allow scientists to replace 14 genes with normal alleles, give people with typically fatal diseases new hope for healthy lives. 15 , gene therapy has focused on manipulating the genetic material in body cells 16 gametes (the cells involved in reproduction), so the changes will not be 17 to future generations. However, the application of gene therapy techniques to gametes seems 18 . Such manipulation might help prevent the 19 of disease from one generation to another, but it could also 20 unforeseen problems with long-lasting consequences. 1. [A] purposes [B] perspectives [C] fields [D] vocations 2. [A] Yet [B] And [C] Therefore [D] Whereby 3. [A] decrease [B] settle [C] raise [D] keep 4. [A] In contrast [B] For example [C] In consequence [D] As usual 5. [A] reliable [B] identifiable [C] suitable [D] available 6. [A] integrated [B] complicated [C] combined [D] linked 7. [A] expansion [B] inflation [C] extension [D] verification 8. [A] passages [B] avenues [C] paths [D] tracks 9. [A] embody [B] shed [C] set [D] shoot 10. [A] conclude [B] predict [C] indicate [D] allege 11. [A] certify [B] rectify [C] identify [D] justify 12. [A] from [B] into [C] with [D] on 13. [A] preach [B] allow [C] fund [D] grant 14. [A] infective [B] effective [C] productive [D] defective 15. [A] As a result [B] In a sense [C] To date [D] In effect 16. [A] less than [B] more than [C] other than [D] sooner than 17. [A] passed on [B] given up [C] put forward [D] turned over 18. [A] invisible [B] inactive [C] inevitable [D] incapable 19. [A] observation [B] transmission [C] evaluation [D] demonstration 20. [A] lead [B] indicate [C] reflect [D] produce
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Practice 9
The existence of the so-called halo effect has long been recognized. It is the phenomenon whereby we 1 that because people are good at doing A they will be good at doing B, C and D (or the 2 —because they are bad at doing A they will be bad at doing B, C and D). The phrase was first 3 by Edward Thorndike, a psychologist who used it in a study to describe the way that commanding officers 4 their soldiers. He found that officers usually judged their men as being either good right across the 5 or bad. There was little 6 of traits; few people were said to be good in one 7 but bad in another. Later work on the halo effect suggested that it was highly influenced by first impressions. If we see a person first in a good light, it is difficult 8 to darken that light. The old well-known 9 that “first impressions count” seems to be true. This is used by advertisers who pay heroic actors and beautiful actresses to 10 products about which they have absolutely no 11 . We think 12 about the actor because he played a hero, or the actress because she was made up to look incredibly beautiful, and assume that they 13 have deep knowledge about car engines or anti-wrinkle cream. In the 14 of recruitment, top-level people often fall into the 15 of making decisions about candidates based on lopsided or distorted information. Frequently they fall 16 to the halo effect: overvaluing certain attributes 17 undervaluing others. And the effect also influences other areas of business. Car companies, 18 , will roll out what they call a halo vehicle, a 19 model with special features that helps to sell all the other models in the 20 . 1. [A] interpret [B] understand [C] assume [D] indicate 2. [A] following [B] inevitable [C] reverse [D] parallel 3. [A] coined [B] defined [C] accepted [D] forged 4. [A] treated [B] rated [C] recruited [D] handled 5. [A] square [B] line [C] land [D] board 6. [A] overlapping [B] displaying [C] storing [D] mixing 7. [A] perspective [B] respect [C] episode [D] domain 8. [A] consequently [B] accordingly [C] subsequently [D] presumably 9. [A] definition [B] phrase [C] assumption [D] insight 10. [A] promote [B] test [C] launch [D] publish 11. [A] skill [B] tactic [C] expertise [D] strength 12. [A] enviously [B] brightly [C] reasonably [D] positively 13. [A] therefore [B] indeed [C] likewise [D] instead 14. [A] scope [B] dimension [C] context [D] climate 15. [A] trap [B] stereotype [C] bias [D] situation 16. [A] adherent [B] disposition [C] limitation [D] prey 17. [A] for [B] while [C] though [D] or 18. [A] as usual [B] in contrast [C] for instance [D] by chance 19. [A] particular [B] common [C] typical [D] unique 20. [A] range [B] series [C] type [D] mould
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考研英语完形填空专项练习（含答案）
