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大学英语完形填空练习
完形填空主要考察的是考生对英语语法的掌握。下面是小编整理的一些完型填空练习，希望能帮到大家!
完形填空【1】
Decide which of the choices given below would correctly complete the passage if inserted in the corresponding blanks. Mark the correct choice for each blank on your answer sheet.
Early Tudor England was to a large extent self-sufficient. Practically all the necessities of life food, clothing, fuel and housingwere produced from native resources by native effort, and it was to (26)_____ these primary needs that the great mass of the population labored (27)______ its daily tasks. Production was for the most part organized in innumerable small units. In the country the farm, the hamlet and the village lived on (28)____ they could grow or make for themselves, and(29) _____ the sale of any surplus in the local market town,(30) ____ in the towns craftsmen applied themselves to their one-man business, making the boots and shoes, the caps and the cloaks, the (31)____ and harness of townsmen and countrymen(32)____. Once a week town and country would meet to make(33) ___ at a market which came(34) ___ realizing the medieval idea of direct contact between producer and(35) _____. This was the traditional economy, which was hardly altered for some centuries, and which set the(36) _____ of work and the standard of life of perhaps nice out of(37) ____ ten English men and women. The work was long and (38)____, and the standard of life achieved was almost (39)___ low. Most Englishmen lied by a diet which was often (40)____ and always monotonous, wore coarse and ill-fitting clothes which harbored dirt undermine, and lived in holes whose squalor would affront the modern slum dweller.
26. A) settle B) answer C) satisfy D) fill
27. A) at B) in C) on D) with
28. A) which B) what C) whether D) where
29. A) with B) by C) on D) for
30. A) although B) while C) nevertheless D) when
31. A) machines B) apparatus C) equipment D) implement
32. A) similar B) skin C) like D) alike
33. A) exchange B) bargain C) dealing D) ride
34. A) close at B) adjacent to C) near to D) near-by
35. A) consumer B) buyer C) user D) shopper
36. A) model B) form C) pattern D) method
37. A) every B) each C) the D) other
38. A) cruel B) hard C) ruthless D) severe
39. A) unimaginatively B) unimaginably C) imaginarily D) unimaginedly
40. A) weak B) little C) meagre D) sparse
完形填空【2】
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.
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
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
7.[A]conception [B]information [C]theme [D]imagination
8.[A]complete [B]accomplished [C]incomplete [D]improper
9.[A]why [B]what [C]where [D]how
10.[A]inside [B]outside [C]beside [D]aside
11.[A]year [B]age [C]day [D]extent
12.[A]in [B]at [C]by [D]with
13.[A]fit [B]responsible [C]suitable [D]able
14.[A]consider [B]forget [C]forsake [D]foretell
15.[A]believes [B]becomes [C]bears [D]betrays
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
完形填空【3】
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.
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
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
7.[A]conception [B]information [C]theme [D]imagination
8.[A]complete [B]accomplished [C]incomplete [D]improper
9.[A]why [B]what [C]where [D]how
10.[A]inside [B]outside [C]beside [D]aside
11.[A]year [B]age [C]day [D]extent
12.[A]in [B]at [C]by [D]with
13.[A]fit [B]responsible [C]suitable [D]able
14.[A]consider [B]forget [C]forsake [D]foretell
15.[A]believes [B]becomes [C]bears [D]betrays
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
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