passage 9（2002年）
    comparisons were drawn between the development of television in the 20th century and the diffusion of printing in the 15th and 16th centuries. yet much had happened     21    . as was discussed before, it was not     22     the 19th
century that the newspaper became the dominant pre-electronic     23    , following in the wake of the pamphlet and the book and in the     24     of the periodical. it was during the same time that the communications revolution     25     up, beginning with transport, the railway, and leading     26     through the telegraph, the telephone, radio, and motion pictures     27     the 20th century world of the motor car and the airplane. not everyone sees that process in     28     it is important to do so.
    it is generally recognized,     29    , that the introduction of the computer in the early 20th century,     30     by the invention of the integrated circuit during the 1960s,radically changed the process,     31     its impact on the media was not immediately     32    . as time went by, computers became smaller and more powerful, and they became " personal" too, as well as     33    , with display becoming sharper and storage     34     increasing. they were thought of, like people,     35     generations, with the distance between generations much     36    .
    it was within the computer age that the term "information society" began to be widely used to describe the     37     within which we now live. the communications revolution has     38     both work and leisure and how we think and feel both about place and time, but there have been     39     views about its economic, political, social and cultural implications. "benefits" have been weighed     40     "harmful" outcomes. and generalizations have proved difficult.

21.[a] between [b] before [c] since [d] later
22.[a] after [b] by [c] during [d] until
23.[a] means [b] method [c] medium [d] measure
24.[a] process [b] company [c] light [d] form
25.[a] gathered [b] speeded [c] worked [d] picked
26.[a] on [b] out [c] over [d] off
27.[a] of [b] for [c] beyond [d] into
28.[a] concept [b] dimension [c] effect [d] perspective
29.[a] indeed [b] hence [c] however [d] therefore
30.[a] brought [b] followed [c] stimulated [d] characterized
31.[a] unless [b] since [c] lest [d] although
32.[a] apparent [b] desirable [c] negative [d] plausible
33.[a] institutional [b] universal [c] fundamental [d] instrumental
34.[a] ability [b] capability [c] capacity [d] faculty
35.[a] by means of [b] in terms of [c] with regard to [d] in line with
36.[a] deeper [b] fewer [c] nearer [d] smaller
37.[a] context [b] range [c] scope [d] territory
38.[a] regarded [b] impressed [c] influenced [d] effected
39.[a] competitive [b] controversial [c] distracting [d] irrational
40.[a] above [b] upon [c] against [d] with

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                                     passage 10（2003年）
    teachers need to be aware of the emotional, intellectual, and physical changes that young adults experience. and they also need to give serious     21     to how they can best     22     such changes. growing bodies need movement and     23    . but not just in ways that emphasize competition.     24     they are adjusting to their new bodies and a whole host of new intellectual and emotional challenges, teenagers are especially self-conscious and need the     25     that comes from achieving success and knowing that their accomplishments are     26     by others. however, the typical teenage lifestyle is already filled with so much competition that it would be     27     to plan activities in which there are more winners than losers,     28    . publishing newsletters with many student-written book reviews,     29     student artwork, and sponsoring book discussion clubs. a variety of small clubs can provide     30     opportunities for leadership, as well as for practice in successful     31     dynamics. making friends is extremely important to teenagers, and many shy students need the     32     of some kind of organization with a supportive adult     33     visible in the background.
    in these activities, it is important to remember that young teens have     34     atten?tion spans. a variety of activities should be organized     35     participants can remain active as long as they want and then go on to     36     else without feeling guilty and without letting the other participants     37    . this does not mean that adults must accept irresponsibility.     38     they can help students acquire a sense of commitment by     39     for roles that are within their     40     and their attention spans and by having clearly stated rules.

21. [a] thought [b] idea [c] opinion [d] advice
22. [a] strengthen [b] accommodate [c] stimulate [d] enhance
23. [a] care [b] nutrition [c] exercise [d] leisure
24. [a] if [b] although [c] whereas [d] because
25. [a] assistance [b] guidance [c] confidence [d] tolerance
26. [a] claimed [b] admired [c] ignored [d] surpassed
27. [a] improper [b] risky [c] fair [d] wise
28. [a] in effect [b] as a result [c] for example [d] in a sense
29. [a] displaying [b] describing [c] creating [d] exchanging
30. [a] durable [b] excessive [c] surplus [d] multiple
31. [a] group [b] individual [c] personnel [d] corporation
32. [a] consent  [b] insurance [c] admission [d] security
33. [a] particularly  [b] barely [c] definitely [d] rarely
34. [a] similar [b] long [c] different [d] short
35. [a] if only [b] now that [c] so that  [d] even if
36. [a] everything [b] anything [c] nothing [d] something
37. [a] off [b] down [c] out [d] alone
38. [a] on the contrary [b] on the average [c] on the whole [d] on the other hand
39. [a] making [b] standing [c] planning [d] taking
40. [a] capabilities [b] responsibilities [c] proficiency [d] efficiency