范文為教學(xué)中作為模范的文章，也常常用來指寫作的模板。常常用于文秘寫作的參考，也可以作為演講材料編寫前的參考。寫范文的時(shí)候需要注意什么呢？有哪些格式需要注意呢？這里我整理了一些優(yōu)秀的范文，希望對(duì)大家有所幫助，下面我們就來了解一下吧。
專四完形填空方法篇一
不少勤奮的.考生已經(jīng)在開始準(zhǔn)備2018年的專四考試了，下面，小編特地為大家整理了一兩篇最新的專四忘形填空練習(xí)，供大家選擇。
專四完形填空練習(xí)一
for many people today, reading is no longerrelaxation. to keep up their work they must readletters, reports, trade publications, interofficecommunications, not to mention newspapers andmagazine: a never-ending flood of words. in _31_ ajob or advancing in one, the ability to read andcomprehend _32_ can mean the difference betweensuccess and failure. yet the unfortunate fact is thatmost of us are_33_ readers. most of us developpoor reading _34_ at an early age, and never getover them. the main deficiency _35_ in the actualstuff of language itself-words. taken inspanidually, words have _36_ meaning until they arestrung to gather into phrase, sentences and paragraphs. _37_, however, the untrained readerdoes not read groups of words. he laboriously reads one word at a time, often regressing to_38_ words or passages, regression, the tendency to look back over _39_ you have justread, is a common bad habit in reading. another habit which _40_ down the speed of reading isvocalization — sounding each word either orally or mentally as _41_ reads.
to overcome these bad habits, some reading clinics use a device called an _42_, which movesa bar (or curtain) down the page at a predetermined speed. the bar is set at a slightly fasterrate _43_ the reader finds comfortable, in order to “stretch” him. the accelerator forces thereader to read fast, _44_ word-by-word reading, regression and subvocalization, practicallyimpossible. at fist _45_ is sacrificed for speed. but when you learn to read ideas and concepts,you will not only read faster, _46_ your comprehension will improve. many people have found_47_ reading skill drastically improved after some training. _48_ charlce au, a businessmanager, for instance, his reading rate was a reasonably good 172words a minute _49_ thetraining, now it is an excellent 1,378 words a minute. he is delighter that how he can _50_ a lotmore reading material in a short period of time.
31
a. applying b. doing c. offering d. getting
32
a. quickly b. easily c. roughly d. decidedly
33
a. good b. curious c. poor d. urgent
34
a. training b. habits c. situlations d. custom
35
a. lies b. combines c. touches d. involves
36
a. some b. a lot c. little d. dull
37
a. fortunately b. in fact c. logically d. unfortunately
38
a. reuse b. reward c. rewrite d. recite
39
a. what b. which c. that d. if
40
a. scales b. cuts d. measures
41
a. some one b. one c. he d. reader
42
a. accelerator b. actor c. amplifier d. observer
43
a. then b. as c. beyond d. than
44
a. enabling b. leading c. making d. indicating
45
a. meaning b. comprehension c. gist d. regression
46
a. but b. nor c. or d. for
47
a. our b. your c. their d. such a
48
a. look at b. take c. make d. consider
49
a. for b. in c. after d. before
50
a. master b. go over c. present d. get through
31-35 dacba 36-40 cdbac
41-45 badcb 46-50 acbdd
專四完形填空練習(xí)二if you were to begin a now job tomorrow, you wouldbring with you some basic strengths and s or _31_ in your work would depend, to_32_ great extent, _33_ your ability to use yourstrengths and weaknesses to the best advantage. _34_ the utmost importance is your attitude. aperson _35_ begins a job convinced that he isn'tgoing to like it or is _36_ that he is going to ail isexhibiting a weakness which can only hinder hissuccess. on the other hand, a person who is secure_37_ his belief that he is probably as capable _38_doing the work as anyone else and who is willing to make a cheerful attempt _39_ itpossesses a certain strength of purpose. the chances are that he will do well. _40_ theprerequisite skills for a particular job is strength. lacking those skills is obviously aweakness. a bookkeeper who can’t add or a carpenter who can’t cut a straight line with a saw_41_ hopeless cases.
this book has been designed to help you capitalize _42_ the strength and overcome the _43_that you bring to the job of learning. but in groups to measure your development, you mustfirst _44_ stock of where you stand bow. _45_ we get further along in the book, we’ll be _46_in some detail with specific processes for developing and strengthening _47_ skills. however, _48_ begin with, you should pause _49_ examine your present strengths and weaknesses inthree areas that are critical to your success or failure in school: your _50_, your reading andcommunication kills, and your study habits.
31
a. improvement b. victory c. failure d. achievement
32
a. a b. the c. some d. certain
33
a. in b. on c. of d. to
34
a. out of b. of c. to d. into
35
a. who b. what c. that d. which
36
a . ensure b. certain c. sure d. surely
37
a. onto b. to c. off d. in
38
a. to b. at c. of d. for
39
a. near b. on c. by d. at
40
a. have b. had c. having d. had been
41
a. being b. been c. are d. is
42
a. except b. but c. for d. on
43
a. idea b. weakness c. strengh d. advantage
44
a. make b. take c. do d. five
45
a. as b. till c. over d. out
46
a. deal b. dealt c. be dealt d. dealing
47
a. learnt b. learned c. learning d. learn
48
a. around b. to c. from d. beside
49
a. to b. onto c. into d. with
50
a. intelligence b. work c. attitude d. weakness
31-35 cabba
36-40 cdcdc
41-45 ddbba
46-50 dcbac
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