III, Reading Comprehension
Section A
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.
The world was sharply separated into men and women, because that was the way we believed it should be. We hold this firm belief and made efforts to keep this ___50___. When a baby came to the world, he or she was expected to play different roles—boys were portrayed as noisy and naughty ones who people were more likely to ___51___ while girls were bound by strict social requirements to be lovely and ___52___. People became the product of their sex. Their social roles were determined when they were ___53___. Males were the producers of cool reasoning and were capable of ___54___. And being emotional was considered as the feature of females and their main activity location was ___55___.
___56___, with the development of civilization and women’s self-consciousness, more and more women have realized that such natural and physical differences between man and woman have no ___57___ with the differences between male and female excellence. Women are now confident to ___58___ the concepts as “male leadership” and “male power”, which are only terms invented by men and serve in men’s ___59___.
Such remarkable change in people’s viewpoint may well explain the gradual ___60___ of single-sex schools. The aim of education is to stimulate imagination, encourage free thinking and keep alive various interests. But the single-sex school follows the same regulations and ___61___ a set of separate subjects for males or females. In single-sex schools, instead of being offered a rich expansion of experience, students have access to ___62___ knowledge. Such education harms individual freedom and kills the possibility for a young person to develop into a(n) ___63___ human. Furthermore, such sexual distinction is also dangerous as it breaks up the sense of community by ___64___ people into two sex groups, which eventually damages the development of human civilization.
50.   A. regret     B. division            C. union          D. step
51.   A. spoil            B. control             C. teach          D. face
52.   A. active          B. humorous       C. famous            D. gentle
53. A. born              B. grown         C. praised            D. retired
54.   A. friendship       B. failure     C. leadership        D. relationship
55.   A. at home          B. at work place       C. in politics        D. in education
56.   A. In particular         B. Furthermore        C. In addition   D. However
57.   A. contact            B. attempt          C. connection D. excuse
58.   A. reject          B. reflect     C. pardon             D. measure
59.   A. truth           B. sex              C. interest           D. belief
60.   A. extinction       B. prospect         C. foundation   D. definition
61.   A. sets up            B. brings down         C. sticks to          D. gives up
62.   A. objective         B. wrong         C. vivid            D. limited
63.   A. complete        B. simple     C. domestic         D. ordinary
64.   A. guiding            B. uniting     C. isolating          D. transporting

III, Reading Comprehension

Section A

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.

The world was sharply separated into men and women, because that was the way we believed it should be. We hold this firm belief and made efforts to keep this ___50___. When a baby came to the world, he or she was expected to play different roles—boys were portrayed as noisy and naughty ones who people were more likely to ___51___ while girls were bound by strict social requirements to be lovely and ___52___. People became the product of their sex. Their social roles were determined when they were ___53___. Males were the producers of cool reasoning and were capable of ___54___. And being emotional was considered as the feature of females and their main activity location was ___55___.

___56___, with the development of civilization and women’s self-consciousness, more and more women have realized that such natural and physical differences between man and woman have no ___57___ with the differences between male and female excellence. Women are now confident to ___58___ the concepts as “male leadership” and “male power”, which are only terms invented by men and serve in men’s ___59___.

Such remarkable change in people’s viewpoint may well explain the gradual ___60___ of single-sex schools. The aim of education is to stimulate imagination, encourage free thinking and keep alive various interests. But the single-sex school follows the same regulations and ___61___ a set of separate subjects for males or females. In single-sex schools, instead of being offered a rich expansion of experience, students have access to ___62___ knowledge. Such education harms individual freedom and kills the possibility for a young person to develop into a(n) ___63___ human. Furthermore, such sexual distinction is also dangerous as it breaks up the sense of community by ___64___ people into two sex groups, which eventually damages the development of human civilization.

50. A. regret B. division C. union D. step

51. A. spoil B. control C. teach D. face

52. A. active B. humorous C. famous D. gentle

53. A. born B. grown C. praised D. retired

54. A. friendship B. failure C. leadership D. relationship

55. A. at home B. at work place C. in politics D. in education

56. A. In particular B. Furthermore C. In addition D. However

57. A. contact B. attempt C. connection D. excuse

58. A. reject B. reflect C. pardon D. measure

59. A. truth B. sex C. interest D. belief

60. A. extinction B. prospect C. foundation D. definition

61. A. sets up B. brings down C. sticks to D. gives up

62. A. objective B. wrong C. vivid D. limited

63. A. complete B. simple C. domestic D. ordinary

64. A. guiding B. uniting C. isolating D. transporting

用curiosity的短语或其适当形式完成句子
1) Margaret looked at him _____
2)She decided to try a cigarette _____
3)All the employees in this firm _____ the personal life of the general manager.
4) ____ enough, he had never seen the Iittle girl.
5) ____ drove Mary to open her husband' s letter though she knew it was wrong.

III, Reading Comprehension

Section A

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.

The world was sharply separated into men and women, because that was the way we believed it should be. We hold this firm belief and made efforts to keep this ___50___. When a baby came to the world, he or she was expected to play different roles—boys were portrayed as noisy and naughty ones who people were more likely to ___51___ while girls were bound by strict social requirements to be lovely and ___52___. People became the product of their sex. Their social roles were determined when they were ___53___. Males were the producers of cool reasoning and were capable of ___54___. And being emotional was considered as the feature of females and their main activity location was ___55___.

___56___, with the development of civilization and women’s self-consciousness, more and more women have realized that such natural and physical differences between man and woman have no ___57___ with the differences between male and female excellence. Women are now confident to ___58___ the concepts as “male leadership” and “male power”, which are only terms invented by men and serve in men’s ___59___.

Such remarkable change in people’s viewpoint may well explain the gradual ___60___ of single-sex schools. The aim of education is to stimulate imagination, encourage free thinking and keep alive various interests. But the single-sex school follows the same regulations and ___61___ a set of separate subjects for males or females. In single-sex schools, instead of being offered a rich expansion of experience, students have access to ___62___ knowledge. Such education harms individual freedom and kills the possibility for a young person to develop into a(n) ___63___ human. Furthermore, such sexual distinction is also dangerous as it breaks up the sense of community by ___64___ people into two sex groups, which eventually damages the development of human civilization.

50. A. regret B. division C. union D. step

51. A. spoil B. control C. teach D. face

52. A. active B. humorous C. famous D. gentle

53. A. born B. grown C. praised D. retired

54. A. friendship B. failure C. leadership D. relationship

55. A. at home B. at work place C. in politics D. in education

56. A. In particular B. Furthermore C. In addition D. However

57. A. contact B. attempt C. connection D. excuse

58. A. reject B. reflect C. pardon D. measure

59. A. truth B. sex C. interest D. belief

60. A. extinction B. prospect C. foundation D. definition

61. A. sets up B. brings down C. sticks to D. gives up

62. A. objective B. wrong C. vivid D. limited

63. A. complete B. simple C. domestic D. ordinary

64. A. guiding B. uniting C. isolating D. transporting

III, Reading Comprehension
Section A
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.
The world was sharply separated into men and women, because that was the way we believed it should be. We hold this firm belief and made efforts to keep this 1. When a baby came to the world, he or she was expected to play different roles—boys were portrayed as noisy and naughty ones who people were more likely to 2 while girls were bound by strict social requirements to be lovely and 3. People became the product of their sex. Their social roles were determined when they were 4. Males were the producers of cool reasoning and were capable of 5. And being emotional was considered as the feature of females and their main activity location was 6.
7, with the development of civilization and women’s self-consciousness, more and more women have realized that such natural and physical differences between man and woman have no 8 with the differences between male and female excellence. Women are now confident to 9 the concepts as “male leadership” and “male power”, which are only terms invented by men and serve in men’s 10.
Such remarkable change in people’s viewpoint may well explain the gradual 11 of single-sex schools. The aim of education is to stimulate imagination, encourage free thinking and keep alive various interests. But the single-sex school follows the same regulations and 12 a set of separate subjects for males or females. In single-sex schools, instead of being offered a rich expansion of experience, students have access to 13 knowledge. Such education harms individual freedom and kills the possibility for a young person to develop into a(n) 14 human. Furthermore, such sexual distinction is also dangerous as it breaks up the sense of community by 15 people into two sex groups, which eventually damages the development of human civilization.

1.
1. A.
  regret
2. B.
  division
3. C.
  union
4. D.
  step
2.
1. A.
  spoil
2. B.
  control
3. C.
  teach
4. D.
  face
3.
1. A.
  active
2. B.
  humorous
3. C.
  famous
4. D.
  gentle
4.
1. A.
  born
2. B.
  grown
3. C.
  praised
4. D.
  retired
5.
1. A.
  friendship
2. B.
  failure
3. C.
  leadership
4. D.
  relationship
6.
1. A.
  at home
2. B.
  at work place
3. C.
  in politics
4. D.
  in education
7.
1. A.
  In particular
2. B.
  Furthermore
3. C.
  In addition
4. D.
  However
8.
1. A.
  contact
2. B.
  attempt
3. C.
  connection
4. D.
  excuse
9.
1. A.
  reject
2. B.
  reflect
3. C.
  pardon
4. D.
  measure
10.
1. A.
  truth
2. B.
  sex
3. C.
  interest
4. D.
  belief
11.
1. A.
  extinction
2. B.
  prospect
3. C.
  foundation
4. D.
  definition
12.
1. A.
  sets up
2. B.
  brings down
3. C.
  sticks to
4. D.
  gives up
13.
1. A.
  objective
2. B.
  wrong
3. C.
  vivid
4. D.
  limited
14.
1. A.
  complete
2. B.
  simple
3. C.
  domestic
4. D.
  ordinary
15.
1. A.
  guiding
2. B.
  uniting
3. C.
  isolating
4. D.
  transporting

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