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

21.    [A]    22.    [B]    23.    [C]    24.    [D]    25.    [C]
26.    [B]    27.    [D]    28.    [C]    29.    [A]    30.    [D]
31.    [A]    32.    [D]    33.    [B]    34.    [D]    35.    [C]
36.    [D]    37.    [B]    38.    [A]    39.    [C]    40.    [A]
 
2004年考研英语（一）Cloze Test
Directions:
Read the following text. Choose the best word (s) for each numbered blank and mark [A], [B], [C] or [D] on ANSWER SHEET 1. (10 points)
Many theories concerning the causes of juvenile delinquency (crimes committed by young people) focus either on the individual or on society as the major contributing influence. Theories _21_ on the individual suggest that children engage in criminal behavior _22_ they were not sufficiently penalized for previous misdeeds or that they have learned criminal behavior through _23_ with others. Theories focusing on the role of society suggest that children commit crimes in _24_ to their failure to rise above their socioeconomic status, _25_ as a rejection of middle-class values.
Most theories of juvenile delinquency have focused on children from disadvantaged families, _26_ the fact that children from wealthy homes also commit crimes. The latter may commit crimes _27_ lack of adequate parental control. All theories, however, are tentative and are _28_ to criticism.
Changes in the social structure may indirectly _29_ juvenile crime rates. For example, changes in the economy that _30_ to fewer job opportunities for youth and rising unemployment _31_ make gainful employment increasingly difficult to obtain. The resulting discontent may in _32_ lead more youths into criminal behavior.
Families have also _33_ changes these years. More families consist of one-parent households or two working parents; _34_, children are likely to have less supervision at home _35_ was common in the traditional family _36_. This lack of parental supervision is thought to be an influence on juvenile crime rates. Other _37_ causes of offensive acts include frustration or failure in school, the increased _38_ of drugs and alcohol, and the growing _39_ of child abuse and child neglect. All these conditions tend to increase the probability of a child committing a criminal act, _40_ a direct causal relationship has not yet been established.
21.    [A] acting        [B] relying        [C] centering    [D] commenting
22.    [A] before        [B] unless        [C] until            [D] because
23.    [A] interaction    [B] assimilation    [C] cooperation    [D] consultation
24.    [A] return        [B] reply        [C] reference    [D] response
25.    [A] or            [B] but rather    [C] but            [D] or else
26.    [A] considering    [B] ignoring        [C] highlighting    [D] discarding
27.    [A] on            [B] in            [C] for            [D] with
28.    [A] immune        [B] resistant        [C] sensitive        [D] subject
29.    [A] affect        [B] reduce        [C] check        [D] reflect
30.    [A] point        [B] lead            [C] come        [D] amount
31.    [A] in general    [B] on average    [C] by contrast    [D] at length
32.    [A] case        [B] short        [C] turn            [D] essence
33.    [A] survived    [B] noticed        [C] undertaken    [D] experienced
34.    [A] contrarily    [B] consequently    [C] similarly        [D] simultaneously
35.    [A] than        [B] that            [C] which        [D] as
36.    [A] system        [B] structure        [C] concept        [D] heritage
37.    [A] assessable    [B] identifiable    [C] negligible    [D] incredible
38.    [A] expense        [B] restriction    [C] allocation    [D] availability
39.    [A] incidence   [B] awareness  [C] exposure    [D] popularity
40.    [A] provided    [B] since        [C] although        [D] supposing

21.    [C]    22.    [D]    23.    [A]    24.    [D]    25.    [A]
26.    [B]    27.    [C]    28.    [D]    29.    [A]    30.    [B]
31.    [A]    32.    [C]    33.    [D]    34.    [B]    35.    [A]
36.    [B]    37.    [B]    38.    [D]    39.    [A]    40.    [C]
 
2005年考研英语（一）Cloze Test
Directions:
Read the following text. Choose the best word(s) for each numbered blank and mark [A], [B], [C] or [D] on ANSWER SHEET 1 (10 points)
The human nose is an underrated tool. Humans are often thought to be insensitive smellers compared with animals, _1_ this is largely because, _2_ animals, we stand upright. This means that our noses are _3_ to perceiving those smells which float through the air, _4_ the majority of smells which stick to surfaces. In fact, _5_, we are extremely sensitive to smells, _6_ we do not generally realize it. Our noses are capable of _7_ human smells even when these are _8_ to far below one part in one million.