专四英语专题辅导资料之完形填空篇02

会计考友

　An invisible border divides those arguing for computers in the classroom on the behalf of students’ career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform. Very few writers on the subject have explored this __1__—indeed, contradiction—which goes to the heart of what is wrong with the __2__ to put computers in the classroom.
; l( J2 f1 H! d+ B4 {. P) v$ |　　An education that aims at getting a student a certain kind of job is a/an __3__ education, justified for reasons radically different from why education is __4__ required by law. It is not simply to __5__ everyone’s job prospects that all children are legally __6__ to attend school into their teens.Rather, we have a certain __7__ of the American citizen,a character who is __8__ if he cannot competently assess __9__ his livelihood and happiness are affected by things __10__ of himself.
　　But this was not always the case; before it was legally required for all children to attend school until a certain __11__, it was widely accepted that some were just not equipped __12__ nature to pursue this kind of education.With optimism characteristic of all industrialized countries, we came to accept that everyone is __13__ to be educated. Computer-education advocates __14__ this optimistic notion for a pessimism that __15__ their otherwise cheery outlook. __16__ on the confusion between educational and vocational reasons for bringing computers into schools, computer-education advocates often __17__ the job prospects of graduates over their educational __18__.
　　There are some good arguments for a technical education given the right kind of student. Many European schools __19__ the concept of professional training early on in order to make sure children are __20__ equipped for the professions they want to join.
　　1.[A]distinction [B]topic [C]separation [D]education
　　2.[A]campaign [B]practice [C]action [D]goal
0 ^+ U5 q- ?* w% O) {　　3.[A]informal [B]basic [C]technical [D]expensive
　　4.[A]differently [B]universally [C]conversely [D]regularly
　　5.[A]form [B]consist [C]arise [D]raise
　　6.[A]ordered [B]inquired [C]required [D]acquired
# q5 z. W2 K% O7 D! W* E3 J5 Z　　7.[A]conception [B]information [C]theme [D]imagination
8 d$ a- t* o6 E: _$ s9 a% @　　8.[A]complete [B]accomplished [C]incomplete [D]improper
3 |$ j, C* G- b8 G+ K: O; P$ W  y& s　　9.[A]why [B]what [C]where [D]how
7 b3 p- t( t+ g( b, ?7 ], q5 {　　10.[A]inside [B]outside [C]beside [D]aside
& |2 E/ I5 s( \　　11.[A]year [B]age [C]day [D]extent
6 M0 D; w% S  |8 n  z　　12.[A]in [B]at [C]by [D]with
　　13.[A]fit [B]responsible [C]suitable [D]able
/ q! w5 B, E& J! J- i* T　　14.[A]consider [B]forget [C]forsake [D]foretell
$ ]# a& U, z6 j1 j7 w　　15.[A]believes [B]becomes [C]bears [D]betrays
' S/ w$ ~' N1 i+ o) Z　　16.[A]Encountering [B]Banking [C]Devising [D]Seeking
　　17.[A]emphasize [B]encourage [C]engage [D]enlarge
　　18.[A]academy [B]position [C]degree [D]achievement
　　19.[A]interact [B]introduce [C]announce [D]invent
　　20.[A]traditionally [B]drastically [C]properly [D]hardly
0 L9 `$ X' c7 d# J3 z% I