英語(yǔ)四級(jí)選詞填空沖刺練習(xí)(5)

　　Section A

　　Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.

　　Questions 36 to 45 are based on the following passage.

　　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 　(36)　performance at work and school. Cognitive (認(rèn)識(shí)派的) researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on 　(37) 　and gifts from others.

　　The latter view has gained many supporters, 　(38)　among educators. But the careful use of small　(39)　rewards speaks creativity in grade school children, suggesting that properly presented inducements (刺激) indeed　(40)　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 　(41)　task, they show the most creativity," says Robert Eisenberger of the University of Delaware in Newark. "But it's easy to 　(42)　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 　(43)　achievement ends up with uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and 　(44)　failing grades.

　　In early grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points toward valued rewards, shows　(45)　in raising efforts and creativity, the Delaware psychologist claims.

　　A) mental

　　B) promise

　　C) kill

　　D) avoid

　　E) hope

　　F) especially

　　G) aid

　　H) ordinary

　　I) approval

　　J) monetary

　　K) generally

　　L) improve

　　M) challenging

　　N) restore

　　O) excellent

　　36.【解析】L。由can得知此處填動(dòng)詞原形。第一段主要提出了行為學(xué)家和認(rèn)知派研究專家對(duì)于額外獎(jiǎng)勵(lì)的不同看法，因此可以推出此處應(yīng)填與destroy意思相反的動(dòng)詞，選項(xiàng)有improve和aid，但能與performance構(gòu)成動(dòng)賓搭配的只有improve，故排除aid，選improve。

　　37.【解析】I。由空格后的and gifts可知此處應(yīng)填名詞。認(rèn)知派研究專家認(rèn)為，由于獎(jiǎng)勵(lì)助長(zhǎng)了人們期望、從別人那得到——和物質(zhì)獎(jiǎng)勵(lì)的心理，而往往會(huì)破壞創(chuàng)造力，因此，選項(xiàng)中只有approval“認(rèn)同”符合題意。

　　38.【解析】 F。此處應(yīng)填副詞。可選項(xiàng)有g(shù)enerally和especially，但從文章后面所舉的例子來(lái)理解，此處是為了突出強(qiáng)調(diào)教育家支持認(rèn)知派研究專家的看法，因此只有especially“尤其，特別”符合題意。

　　39.【解析】J。此處應(yīng)填形容詞修飾rewards。由But轉(zhuǎn)折可知此句表明的觀點(diǎn)與認(rèn)知派研究專家的觀點(diǎn)“物質(zhì)獎(jiǎng)勵(lì)有害”相反，因此可以推出此處應(yīng)填的形容詞是表示“物質(zhì)獎(jiǎng)勵(lì)”意思的詞，選項(xiàng)中只有monetary符合題意。

　　40.【解析】 G。此處應(yīng)填動(dòng)詞。由But轉(zhuǎn)折可知，此處表明的觀點(diǎn)與前者即行為學(xué)家所持的觀點(diǎn)一致，原文為“適當(dāng)?shù)亟o予獎(jiǎng)勵(lì)刺激確實(shí)——創(chuàng)造力”，選項(xiàng)中只有aid“有助于(刺激)”符合題意。

　　41.【解析】M。此處應(yīng)填形容詞修飾task。從原文來(lái)看，如果孩子們知道他們?cè)跒楂@得獎(jiǎng)勵(lì)而努力，并能專注于相對(duì)——的任務(wù)，他們就會(huì)表現(xiàn)出很大的創(chuàng)造力，因此只有challengin9符合題意。

　　42.【解析】 C。由it its easy to d0結(jié)構(gòu)可知，此處應(yīng)填動(dòng)詞原形。由此句中But轉(zhuǎn)折與前一句中show the most creativity可以推出，此處應(yīng)填的詞應(yīng)與show the most creativity表達(dá)的意思相反，且與destroy意思相近，故選項(xiàng)中只有kill符合題意。

　　43.【解析】H。此處應(yīng)填形容詞修飾achievement0由此句中high grades和uninspired可以推出此處應(yīng)填的詞應(yīng)與high形成對(duì)比，故只有ordinary符合。

　　44.【解】 N。由空格前的and可知，此處應(yīng)填動(dòng)詞，與tighten構(gòu)成并列?？蛇x項(xiàng)有avoid和restore，但由tighten可推出，既然是使評(píng)分標(biāo)準(zhǔn)嚴(yán)格，那么就會(huì)有高分和低分，也會(huì)有不及格，故只有restore“恢復(fù)”符合題意。avoid“避免(不及格)”不符合原文意思。

　　45.【解析】B。很明顯此處應(yīng)填名詞作shows的賓語(yǔ)。原文為“實(shí)行所謂象征性獎(jiǎng)勵(lì)，在努力提高學(xué)生創(chuàng)造力方面有——，”可選項(xiàng)有promise和hope，而hope是人主觀的愿望、希望，但此處強(qiáng)調(diào)的是“…… 有實(shí)現(xiàn)的可能性，有前景”，故排除hope而選promise。