1、专业英语四级-36及答案解析 (总分：100.00，做题时间：90分钟)一、完型填空题(总题数：3，分数：100.00)Expressionism is an artistic style in which the artist seeks to depict not objective reality but rather the subjective emotions and responses that objects and events arouse in him. In a broader 1 Expressionism is one of the main 2 of art in
2、 the late 19th and the 20th centuries. Its 3 subjective, personal self-expression is typical 4 a wide range of modern artists and art movements. More 5 , Expressionism as a 6 style or movement refers to a number of German artists, as well as Austrian, French, and Russian ones, who became active in t
3、he years before World War and remained so throughout 7 of the War period. The roots of the German Expressionist school 8 the works of Vincent Van Gogh, Edvard Munch, and James Ensor, each of 9 in the period 1885-1900 10 a highly personal painting style. These artists used the expressive possibilitie
4、s of color and line to 11 dramatic and emotion themes, to convey the qualities of fear, horror, etc. They broke 12 from the literal representation of nature in order to express more subjective outlooks or 13 of mind. The 14 of Expressionism was brought about by the vagueness of its longing 15 a bett
5、er world, by its use of highly poetic language, and 16 the intensely personal and 17 nature of its mode of presentation. The partial re-establishment of stability in Germany after 1924 and the growth of more 18 political styles of social realism 19 the movements decline in the late 1920s. Expression
6、ism was 20 killed by the rise of the Nazis to power in 1933.（分数：30.00）A.meaningB.rangeC.senseD.expressionA.tendenciesB.inclinationsC.currentsD.disciplinesA.highlyB.vastlyC.mostlyD.muchA.aboutB.ofC.withinD.beyondA.particularlyB.speciallyC.importantlyD.specificallyA.distinctB.universalC.coherentD.bias
7、edA.lengthB.stretchC.wholeD.muchA.consisted ofB.lay inC.referred toD.counted onA.whomB.theseC.themD.whichA.innovatedB.evolvedC.adaptedD.derivedA.drawB.displayC.exploreD.exploitA.outB.downC.offD.awayA.motivesB.statuesC.statesD.painsA.climaxB.declineC.riseD.demiseA.forB.toC.aboutD.intoA.in other words
8、B.in generalC.as a wholeD.as usualA.definiteB.technicalC.artisticD.inaccessibleA.overlyB.implicitlyC.overtlyD.largelyA.provokedB.quickenedC.led toD.slowed downA.definitivelyB.criticallyC.adequatelyD.invariablyIt is well known that teenage boys tend to do better 21 math than girls, that male high sch
9、ool students are more likely than their female counterparts 22 advanced math courses like calculus, that virtually all the great mathematicians 23 men. Are women born with 24 mathematical ability? Or does societys sexism slow their progress? In 1980, two Johns Hopkins University researchers tried 25
10、 the eternal nature/nurture debate. Julian Stanley and Camilla Benbow 26 10,000 talented seventh- and eighth-graders between 1972 and 1979. Using the Scholastic Aptitude Test, in which math questions 27 to measure ability rather than knowledge, they discovered 28 sex differences. 29 the verbal abili
11、ties of the males and females 30 differed, 31 girls scored over 500 (on a scale of 200 to 800) 32 mathematical ability; at the 700 level, the ratio was 14 to 1. The conclusion: males have 33 superior mathematical reasoning ability. Benbow and Stanleys findings, 34 were published in Science, disturbe
12、d some men and 35 women. Now there is 36 for those people in a new study from the University of Chicago that suggests math 37 not, after all, a natural male domain. Prof. Zalman Usiskin studied 1,366 tenth graders. They were selected from 38 classes and tested on their ability to solve geometry proo
13、fs, a subject requiring 39 abstract reasoning and spatial ability. The conclusion 40 by Usiskin: there are no sex differences in math ability.（分数：30.00）A.atB.toC.ofD.aboutA.in tacklingB.tacklingC.to tackleD.about tacklingA.might beB.have beenC.must beD.had beenA.smallerB.lessC.fewerD.not moreA.to se
14、ttleB.to setC.settlingD.settingA.were testedB.have testedC.were testingD.had testedA.are meantB.designedC.meantD.designingA.distinctB.instinctC.remoteD.vagueA.SinceB.HoweverC.AsD.WhileA.scarcely notB.virtuallyC.largelyD.hardlyA.many boys twice asB.twice many boys asC.twice as many boys asD.boys twic
15、e as many asA.onB.ofC.aboutD.withA.superficiallyB.universallyC.inherentlyD.initiallyA.asB.thatC.whichD.allA.fewB.not a fewC.not fewD.quite fewA.beliefB.dismayC.comfortD.courageA.beB.wereC.wasD.isA.geometricB.arithmeticC.geometryD.symmetryA.none ofB.neither ofC.eitherD.bothA.gotB.gainedC.reachedD.acc
16、omplishedThe amazing success of man as a 41 is the result of the evolutionary development of our brains which has 42 , among other things, to tool-using, tool-making, the ability to solve problems by logical 43 , thoughtful cooperation, and language. One of the most striking ways 44 chimpanzees biol
17、ogically resemble humans 45 the structure of their brains. The chimpanzee, with his 46 for primitive reasoning, exhibits a type of intelligence more like 47 of humans than does any other 48 living today. The brain of the modern chimpanzee is 49 not too dissimilar to the brain that so many millions o
18、f years ago directed the 50 of the first ape man. For a long time, the fact that 51 man made tools was considered to be one of the major criteria to 52 them from other creatures. It is true that the chimpanzee does not fashion his 53 to a regular and set patternbut then, primitive man, 54 developmen
19、t of stone tools, undoubtedly poked around with sticks and straws, at which 55 it seems unlikely that he made tools to a set pattern 56 . It is because of the close 57 in most peoples minds of tools with man 58 special attention has always been 59 upon any animal able to use an object 60 a tool; but
20、 it is important to realize that this ability, on its own, does not necessarily indicate any special intelligence in the creature concerned.（分数：40.00）A.kindB.seriesC.speciesD.tribeA.resultedB.turned outC.ledD.producedA.reasoningB.displayingC.thinkingD.predictingA.after whichB.in whichC.through whatD
21、.by whatA.layB.lies inC.exists onD.concealsA.abilityB.intentionC.capacityD.capabilityA.whatB.thatC.thoseD.thisA.mammalB.reptileC.animalD.creatureA.likeB.maybeC.perhapsD.probablyA.conceptionB.competitionC.misconductD.behaviorA.elderlyB.ancientC.prehistoricD.olden timeA.distinguishB.preventC.judgeD.di
22、fferA.pawsB.meansC.toolsD.devicesA.after hisB.before hisC.after itsD.before itsA.placeB.periodC.rangeD.stageA.tooB.insteadC.thoughD.eitherA.contactsB.associationC.touchesD.approachesA.so thatB.in order toC.whichD.thatA.focusedB.paidC.givenD.laidA.likeB.forC.asD.with专业英语四级-36答案解析 (总分：100.00，做题时间：90分钟
23、)一、完型填空题(总题数：3，分数：100.00)Expressionism is an artistic style in which the artist seeks to depict not objective reality but rather the subjective emotions and responses that objects and events arouse in him. In a broader 1 Expressionism is one of the main 2 of art in the late 19th and the 20th centuri
24、es. Its 3 subjective, personal self-expression is typical 4 a wide range of modern artists and art movements. More 5 , Expressionism as a 6 style or movement refers to a number of German artists, as well as Austrian, French, and Russian ones, who became active in the years before World War and remai
25、ned so throughout 7 of the War period. The roots of the German Expressionist school 8 the works of Vincent Van Gogh, Edvard Munch, and James Ensor, each of 9 in the period 1885-1900 10 a highly personal painting style. These artists used the expressive possibilities of color and line to 11 dramatic
26、and emotion themes, to convey the qualities of fear, horror, etc. They broke 12 from the literal representation of nature in order to express more subjective outlooks or 13 of mind. The 14 of Expressionism was brought about by the vagueness of its longing 15 a better world, by its use of highly poet
27、ic language, and 16 the intensely personal and 17 nature of its mode of presentation. The partial re-establishment of stability in Germany after 1924 and the growth of more 18 political styles of social realism 19 the movements decline in the late 1920s. Expressionism was 20 killed by the rise of th
28、e Nazis to power in 1933.（分数：30.00）A.meaningB.rangeC.senseD.expression解析：解析 In a broad sense为固定搭配，表示“从广义来说”，此处broader为比较级，表示下一句相比上文是从更广泛意义上而言的，故选C。A.tendenciesB.inclinationsC.currentsD.disciplines解析：解析 由第二段the German Expressionist school可以看出表现主义已经成为一种流派，故空格处应填入表示“潮流”的词，表示“艺术潮流”宜用currents。tendency和in
29、clination一般都是强调“个人行为的趋向”，用于此不妥；discipline“学科”。A.highlyB.vastlyC.mostlyD.much解析：解析 空格位于subjective和personal前，能同时修饰这两个形容词的只有highly“极”；vastly“巨大地”；mostly“主要地”；much“十分”。A.aboutB.ofC.withinD.beyond解析：解析 be typical of为固定搭配，表示“是的特征”，此处指“大批现代艺术家的作品和艺术运动都具有高度主观化的个人自我表达的特征”。A.particularlyB.speciallyC.important
30、lyD.specifically解析：解析 上一句提到的还是modern artists(现代艺术家)这个大范畴来定义表现主义，而下一句则是从德国及奥地利这些国家的艺术家来给表现主义下定义，显然下文会比上文更加具体，故填入specifically“具体地”。particularly“尤其”；specially“专门地”；importantly“重要地”。A.distinctB.universalC.coherentD.biased解析：解析 由上一句的“高度主观化的个人自我表达”可看出表现主义是“独特的”，故选A。A.lengthB.stretchC.wholeD.much解析：解析 空格前没
31、有定冠词the，在特指的情况下，length、stretch、whole前都需要加定冠词，只有much不需要，表示“一战的大部分时间”。A.consisted ofB.lay inC.referred toD.counted on解析：解析 此处的句意为“德国表现主义流派的根源_文森特凡高的作品”，lay in“在于”代入空格，句意通顺。consist of“组成”；refer to“指的是”；count on“指望”。A.whomB.theseC.themD.which解析：解析 分析句子结构，空格所在句为定语从句，先行词为Vincent Van Gogh等三位艺术家，且引导词在从句中充当介
32、词of的宾语，故选whom。A.innovatedB.evolvedC.adaptedD.derived解析：解析 上文说“德国表现主义流派来自于梵高等人的作品”，故推断这种艺术风格是梵高等艺术家先创造的，再结合时间段1885-1900，evolved“使逐步形成”符合句意。A.drawB.displayC.exploreD.exploit解析：解析 根据空格后的宾语themes(主题)，四个选项中，能与之搭配的是explore“探索”，explore themes指的是“探索主题”，故选C。draw“绘画”；display“展现”通常指通过所说的和所做的来“展现”感触、态度、性格，用于此不妥
33、；exploit取义“开发”时，指开采矿石、油田等。A.outB.downC.offD.away解析：解析 下文提到in order to express more subjective outlooks(为了传达更为主观的个人看法)，故推断，“对自然的平实描述”这种方法会被抛弃，broke away from“打破(陈规)”符合语境。break off from强调“成除”，不如D项佳。A.motivesB.statuesC.statesD.pains解析：解析 此处“_ of mind”和“subjective outlooks(主观的个人看法)”通过or连接，表明两者意思很接近，stat
34、es of mind意为“心境”跟subjective outlooks语义接近，故选C。A.climaxB.declineC.riseD.demise解析：解析 由下文的decline、killed等同推断，下文讲的是表现主义的衰落，故空格处应填入“衰落”含义的词，选B。climax“高潮”；demise“死亡”。A.forB.toC.aboutD.into解析：解析 long for为固定搭配，表示“渴望”，此处是指“对更美好世界的渴望”。A.in other wordsB.in generalC.as a wholeD.as usual解析：解析 空格处填入的副词用于描述导致表现主义衰落
35、的第三个原因的特征，上文讲到表现主义时多次提到subjective、personal等词，跟第三个原因一致，故第三个原因具有概括性，因此选in general“大体上，总的来说”。A.definiteB.technicalC.artisticD.inaccessible解析：解析 上文说表现主义运用高度诗歌化的语言，因此推断这种表达形式从逻辑上推断应该是难懂的，故空格处填入inaccessible“难懂的”。definite“明确的”；technical“技术的”；artistic“艺术的”。A.overlyB.implicitlyC.overtlyD.largely解析：解析 由下文的the
36、 movements decline推断，社会现实主义的政治风格既然能让表现主义衰落，那其本质上应与表现主义相反，根据上文highly poetic和intensely personal等描述，知道表现主义极为难懂，故推测社会现实主义的政治风格就应该是易懂的，结合选项，overtly“公开地”能表达这种“易懂的”属性。overly“过度地”；implicitly“含蓄地”；largely“主要地”。A.provokedB.quickenedC.led toD.slowed down解析：解析 空格位于“was brought about带来(衰落)”和“killed(消亡)”中间，因此推断这是
37、发生在“表现主义衰落开始”和“表现主义完全消亡”的一个中间状态，即“加速衰落”，故选B。A.definitivelyB.criticallyC.adequatelyD.invariably解析：解析 空格处填入副词，修饰killed，表明表现主义的消亡程度，definitively“最终地”符合语境，其他三项不能修饰killed。critically“危急地”；adequately“足够地”；invariably“不变地”。It is well known that teenage boys tend to do better 21 math than girls, that male hig
38、h school students are more likely than their female counterparts 22 advanced math courses like calculus, that virtually all the great mathematicians 23 men. Are women born with 24 mathematical ability? Or does societys sexism slow their progress? In 1980, two Johns Hopkins University researchers tri
39、ed 25 the eternal nature/nurture debate. Julian Stanley and Camilla Benbow 26 10,000 talented seventh- and eighth-graders between 1972 and 1979. Using the Scholastic Aptitude Test, in which math questions 27 to measure ability rather than knowledge, they discovered 28 sex differences. 29 the verbal
40、abilities of the males and females 30 differed, 31 girls scored over 500 (on a scale of 200 to 800) 32 mathematical ability; at the 700 level, the ratio was 14 to 1. The conclusion: males have 33 superior mathematical reasoning ability. Benbow and Stanleys findings, 34 were published in Science, dis
41、turbed some men and 35 women. Now there is 36 for those people in a new study from the University of Chicago that suggests math 37 not, after all, a natural male domain. Prof. Zalman Usiskin studied 1,366 tenth graders. They were selected from 38 classes and tested on their ability to solve geometry
42、 proofs, a subject requiring 39 abstract reasoning and spatial ability. The conclusion 40 by Usiskin: there are no sex differences in math ability.（分数：30.00）A.atB.toC.ofD.about解析：解析 此处考查固定搭配，表示在哪方面擅长用be good at，此处用了比较级better at，故答案为A。A.in tacklingB.tacklingC.to tackleD.about tackling解析：解析 空格前的are mo
43、re likely提示此处为be likely to do sth.的结构，故选C。A.might beB.have beenC.must beD.had been解析：解析 此处要表达的意思是“几乎所有伟大的数学家都是男性”，是强调对现在的影响，即男性比女性更有数学的天赋，因此用现在完成时，故选B。A.smallerB.lessC.fewerD.not more解析：解析 空格处填入形容词修饰ability。ability常用作不可数名词，且只能用多少来形容，故选择less。A.to settleB.to setC.settlingD.setting解析：解析 从下文两位研究者的实验来看，他
44、们是想尽力解决这个争端，try to settle the debate为尽力解决争论，符合上下文语境。try doing sth.强调的是换另一种方法尝试，因此C项可排除。A.were testedB.have testedC.were testingD.had tested解析：解析 本题的答题关键为时间状语between 1972 and 1979(在1972至1979年之间)，前一句讲的行为(tried.)发生在1980年，而1972到1979年是先于1980年的时间，即“测试”是在“过去的过去”发生的事情，应用过去完成时，故选D。A.are meantB.designedC.mean
45、tD.designing解析：解析 此处的句意为“数学_考查学生的能力而非知识面”，从逻辑上看，“考查学生的能力而非知识”应为数学题的目的，be meant to意为“旨在”，符合句意。若选design，需用be designed to。A.distinctB.instinctC.remoteD.vague解析：解析 由下文的at the 700 level, the ratio was 14 to 1(而在高于700分的人群中，男女生比例拉大到了14:1)，可看出男女生的数学能力有着明显差别，distinct“明显的”符合句意。instinct“本能”；remote“偏僻的”；vague“模糊的”。A.SinceB.HoweverC.AsD.While解析：解析 空格前说的是the verbal abilities(语言表达能力)，而空格后说的是mathematical ability(数学能力)，两者进行对照宜用while“尽管”，故选D。as表“尽管”时，不放于句首。A.scarcely notB.virtuallyC.larg
