高考外刊语法填空2
第一篇
It is one of the defining attributes of being human: when 1    (compare) with our closest primate relatives, we have incredibly large brains.
Now scientists     2（shed）light on the reasons for the difference by collecting cells from humans, chimps and gorillas and turning them into lumps of brain in the laboratory. 
Tests on the tiny” brain organoids reveal a hitherto unknown molecular switch that 3  (control) brain growth and makes the human organ three times larger than brains in the great apes.
Tinker 4   the switch and human brain loses its growth advantage, while great ape brain can be made to grow more like that in the human. 
“5  we see is a difference in cellular behavior very, very early on that 6 (allow) the human brain to grow larger,” said Dr Madeleine Lancaster of the Medical Research Councils Laborat
ory of Molecular Biology in Cambridge.” We are able to account for almost all of the size difference.”
The healthy human brain typically reaches about 1,500cc in adulthood, roughly three times the size of the gorilla brain, at 500cc, 7  the chimp brain at 400cc.But working out why has been difficult, not least because 8____(develop) human and great ape brains cannot easily be studied.
Lancaster and her colleagues collected cells, often left over from medical tests or operations, 9  humans, gorillas and chimps, and reprogrammed them into stem cells. They then grew these cells, in a study published in Cell, encouraging them to turn into brain organoids--little lumps of brain tissue a few millimetres wide. 
Weeks later, the human brain organoids were by far the largest, and close examination revealed 10  . In human brain tissue, so-called neural progenitor cells--which go on to make all of the cells in the brain--divided more than those in great ape brain tissue.
Mathematical modelling showed the difference happens so early on in brain development that it leads to a near doubling in the number of neurons in the adult human cerebral cortex compared with in great apes. 
Key 1.compared
2.have shed(shed light on固定搭配，意为：阐明，使…清楚地显出)
3.controls
4.with 固定搭配
5.What 主语从句
6.allows
7.and
8.developing
9.from
10.why
Word bank:  attribute v把…归因于n.属性；标志
            Organoid n.细胞团，类器官
early on在早期；从事，经营
第二篇
Something exotic happened to me the other day. I got dressed in heels and a midnight-blue silk shirt, and left the house to go somewhere. I 1  (teach) my first in-person class in nearly a year.
  I am in an unfamiliar classroom, 2  the university moved our small seminar to a large sterile room to allow for social distancing. Instead of being around one big table with coffee cups and granola bar wrappers crinkling, we sit at desks 3  (space) at an unnatural distanc
e. Some of the details of our Covid-era ambience might be objectively off-putting: the masks, a giant tub of unusually rubbery and unpleasant hand sanitizer, a huge screen projecting one student 4    Zoom from a pink room.
Yet I feel a little like I have walked into the greatest party of my life. I feel in an instant what is lost over Zoom: the sense of being together in the same space, working 5  out.
How do you pin down the indescribable energy in the room? We are talking about Virginia Woolf. A quiet student talks. The jumping in is natural. Conversation stirs. You 6  feel people thinking. 
Something mysterious happens. It is physical. It is an energy you can fake or aspire to but never actually have in a Zoom class. You can cover your material. You can make an interesting point. But the feeling of a live class can neversomewhere 7    (reproduce), and the effort of trying or hoping for it exhausts you, depresses you and diminishes you in tiny but cumulative ways.
8  a Zoom class I always thought, “Now that wasn’t so terrible.” I was too relieved at the okayness, the perfectly adequate effort at continuity, to fully allow myself to investigate or inhabit the lack. The feeling 9  Zoom is “fine” entailed a surrender to the barest bones of education, a terrible settling.
In the book we are discussing, “A Room of One’s Own,” Virginia Woolf writes of the “profound, subtle and subterranean glow, which is the rich yellow flame of rational intercourse. No need to hurry. No need to sparkle. No need to be anybody but oneself.”
Pauses are important. They 10  (fill) with information. I cannot feel that on screen. Pauses are blank on screen, and because they are blank I fill them right away and there aren’t any.
But in the classroom, I can feel when it is time to push farther into an idea. I can feel which students have something to say. I have not understand how much of teaching takes place outside of words. I can feel when it is time to elaborate a point, take a break, switch modes.
Key 1.was teaching
2.because
3.spaced
4.over
5.something
6.can
7. be reproduced
8.After
9.that

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