四级英语选词填空练习汇总(DOC 44页).doc

练习一Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can __1__ performance at work and school. Cognitive( 认识派的 ) researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on __2__ and gifts from others. 　　The latter view has gained many supporters, __3__ among educators. But the careful use of small __4__ rewards speaks creativity in grade school children, suggesting that properly presented inducements(刺激) indeed __5__inventiveness, according to a study in the June Journal of Personality and Social Psychology. 　　“If kids know they’re working for a reward and can focus on a relatively __6__ task, they show the most creativity,” says Robert Eisenberger of the University of Delaware in Newark. “But it’s easy to __7__ creativity by giving rewards for poor performance or creating too much anticipation for rewards. 　　A teacher who continually draws attention to rewards or who hands our high grades for __8__ achievement ends uPwith uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and __9__ failing grades. 　　In early grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points to ward valued rewards, shows __10__ in raising efforts and creativity, the Delaware psychologist claims. A)mental 　 F)especially　 　　　　 K)generally　 B)promise　　　 G)aid L)improveC)kill　　　 H)ordinary M)challengingD)avoid 　 I)approval 　 N)restoreE)hope 　　　 J)monetary　 O)excellent练习二Reading is thought to be a kind of conversation between the reader and the text. The reader puts questions, as it were, to the text and gets answers. In the light of these he puts __1__ questions, and so on. 　　For most of the time this “conversation” goes on below the level of consciousness. At times, however, we become __2__ of it. This is usually when we are running into difficulties, when mismatch is occurring between __3__ and meaning. When successful matching is being experienced, our question of the text continues at the unconscious level. 　　Different people __4__ with the text differently. Some stay very close to the words on the page, others take off imaginatively from the words, interpreting, criticizing, analyzing and examining. The former represents a kind of comprehension which is __5__ in the text. The latter represents __6__ levels of comprehension. The balance between these is important, especially for advanced readers. 　　There is another conversation which from our point of view is __7__ important, and that is to do not with what is read but with how it is read. We call this a “process” conversation as __8__ to a “content” conversation. It is concerned not with meaning but with the __9__ we employ in reading. If we are an advanced reader our ability to hold a process conversation with a text is usually pretty well __10__. Not so our ability to hold a content conversation. 　　A)opposed　　 B)converse　　C)equally　　D)written E)developed 　　 F)strategies　　G)compared　　H)awake I)higher　　 J)expectations　K)deal　　L)absolutely M)aware　　 N)better　　 O)further 　　练习三There is a popular belief among parents that schools are no longer interested inspelling .No school I have taught in has ever _____ spelling or considered it unimportantas a basic skill. There are, however , vastly different ideas about how to teach it , or howmuch _____ it must be given over general language development and writing ability. Theproblem is , how to encourage a child to express himself freely and _____ in writing without holding him back with the complexities of spelling?If spelling become the only focal point of his teacher’s interest, clearly a __4__child will be likely to “play safe”. He will tend to write only words within his spelling range,choosing to avoid __5__ language. That’s why teachers often __6__ the early use ofdictionaries and pay attention to content rather than technical ability.I was once shocked to read on the bottom of a sensitive piece of writing abouta personal experience ：“ This work is __7__ !There are far too many spelling errors andyour writing is illegible( 难以辨认的 ).” It may have been a sharP__8__ of the pupil’stechnical abilities in writing, but it was also a sad reflection on the teacher who had omittedto read the essay, which __9__ some beautiful expressions of the child’s deePfeelings.The teacher was not wrong to draw attention to the errors, but if his priorities had centredon the child’s ideas, an expression of his disappointment with the presentation would havegiv。