新视野读写教程第三册第三单元测试题

新视野读写教程第三册第三单元测试题（二级）
试卷编号：T7-U3-RW3-HJW
考试时间：60 分钟
满分：45 分
Part 1 Understanding Short Conversations
(Each item: 1)
Directions:In this section you'll hear some short conversations. Listen carefully and choose the best answer to the questions you hear.
1.
A. In China.
B. In Japan.
C. In Korea.
D. At home.
2.
A. To reduce the size of the head office.
B. To help the company make more money.
C. To try new Japanese techniques.
D. To learn from Japanese companies.
3.
A. The things the man has learned.
B. The success the man has found.
C. The ways the man has changed his life.
D. The attitude of learning the man has adopted.
4.
A. The man can't make his own interviews.
B. The man hasn't ever worked in business.
C. The man doesn't teach kids about business.
D. The man doesn't want a new job.
5.
A. He only had something to talk about.
B. He missed his home country too much.
C. He only went to one country—Italy.
A
B
C
D
C
Part 2 Multiple Choice
(Each item: 1)
Directions:Choose the best answer from the four choices marked A, B, C and D.
6. Can you give me a (an) _____________ of how much it will cost to take the journey?
A. assessment
B. evaluation
C. admission
D. estimate
7. Because a degree from a good university is the means to a better job, education is one of the most _____________ areas in Japanese life.
A. sophisticated
B. competitive
C. considerate
D. superficial
8. He badly _____________ his back digging in the public garden on Children's Day.
A. stretched
B. exerted
C. pulled
D. strained
9. His plan sounds ________, so you'd better carry out.
A. feasible
B. useless
C. worthy
D. weak
10. As a defense against air-pollution damage, many plants and animals _____________ a substance to absorb harmful chemicals.
A. avoid
B. employ
C. dismiss
D. discard
11. After a short holiday, he _____________ himself once more to his studies.
A. applied
B. converted
C. engaged
D. exerted
12. It is a joy to hear ________ apologies that are from the bottom of one's heart.
A. real
B. true
C. sincere
D. realistic
13. Drinking alcohol can ________ your ability to drive properly.
A. effect
B. affect
C. remove
D. avoid
14. As the door to China is open, Western ideas and ________ come in.
A. moral
B. valuable
C. morals
D. value
15. When we shook hands I was conscious of his firm _____________ .
A. fist
B. handhold
C. style
D
B
D
A
B
A
C
B
C
D
Part 3 Cloze (with four choices provided)
(Each item: 0.5)
Directions:Read the following passage carefully and choose the best answer from the four choices given for each blank.
Questions 16 to 35 are based on the following passage.
When I was growing up, I went to Catholic (天主教的) school. Some people think that Catholic schools are 16. possiblyprimarilypreferablypresumably for cultivating religious beliefs. However, many Catholic schools concentrate on 17. performingtransformingreforminginforming the behavior of kids who have done poorly in public schools. In public schools there are 18. fewermorelesserleast rules. Rules are plentiful at Catholic schools, and someone is always making sure they are 19. reservedpreserveddeservedobserved.
Most people believe that nuns (修女) are kind women who have 20. admittedpermittedcommittedsubmitted their lives to their religion. Our headmaster, Sister Mary Elizabeth, was the meanest woman I 21. everjustalmosteven met. She smoked and 22.
insultedcursedprayedscolded and carried a ruler through the halls. She'd use it to hit students who were not 23. behavingconductingreactingresponding. She even kept an even bigger stick in the storage closet in the gym. When a student 24. invadedinfectedinsultedconsulted someone, she had a solution. The same solution existed for a student who had poor 25. guidanceattendanceexistenceresidence. And if a student was too 26. characteristicdramaticoptimisticenergetic or did something wrong, they were not sent to the headmaster's office. 27. TherebyHoweverInsteadOtherwise, they were sent to the gym closet.
I went to the gym closet once. The room was 28. dimlydullyuncleanlyunclearly lit when I arrived. It was also 29. thickheavyintenseintensive with cigarette smoke when I got there. Sister Mary Elizabeth's constant bad 30. moodemotionimpressionnotion was even worse that day. It happened that her 31. intimatepopularfavoritefashionable baseball team, which she had bet on, lost. The experience really 32. fearedscaredalarmedregretted me.
That's how it 33. camewentarrivedreached with most students. They took their 34. punishmentargumentassignmentimprovement once and were too frightened to do anything wrong again. Some people say that this experience teaches students the discipline and the ability to 35. endurecontactdischargesurvive pressure that they will need in life. However, many people
presumably
performing
0.5 fewer
0.5 observed
submitted
0.5 ever
0.5 cursed
0.5 behaving
0.5 insulted
0.5 attendance
0.5 energetic
0.5 Instead
0.5 dimly
0.5 thick
0.5 mood
fashionable
feared
0.5 went
0.5 punishment
0.5 endure
Part 4 Reading Comprehension (Multiple Choice)
(Each item: 2)
Directions:Read the following passages carefully and choose the best answer from the four choices marked A, B, C and D.
Questions 36 to 40 are based on the same passage or dialog.
So long as teachers fail to distinguish between teaching and learning, they will continue to undertake things for children that children can only do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that "reading cannot be taught directly and schools should stop trying to do the impossible."
Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also a public activity: it can be seen and observed.
Learning to read involves all that each individual does to make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public examination.
If teacher and learner roles are distinguishable, how can teaching aid the child in the quest for knowledge? Smith has one principal rule for all teaching instructions. "Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children."
When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of learning to read by reading.
36. The problem with the reading course as mentioned in the first paragraph is that ________.
A. it is one of the most difficult school courses
B. too much time is spent in teaching about reading
C. students spend endless hours in reading
D. reading tasks are assigned with little guidance
37. The teaching of reading will be successful if ________.
A. teachers can enable students to develop their own way of reading
B. teachers can improve conditions at school for the students
C. teachers can devise the most efficient system for reading
D. teachers can make their teaching activities observable
38. The word "examination" at the end of Paragraph 3 most probably means "________".
A. inquiry
B. observation
C. control
D. suspicion
39. According to the passage, learning to read will no longer be a difficult task when ________.
A. children become highly motivated
B. teacher and learner roles are identical
C. teaching helps children in the search for knowledge
D. reading enriches children's experience
40. The main idea of the passage is that ________.
A. teachers should do as little as possible in helping students learn to read
B. teachers should encourage students to read as widely as possible
C. reading ability is something acquired rather than taught
B
A
B
C
A
Part 5 Reading Comprehension (Banked Cloze)
(Each item: 1)
Directions:Fill in the blanks in the following passage by selecting suitable words from the Word Bank. You may not use any of the words more than once.
Questions 41 to 50 are based on the following passage.
How would you go about designing a math curriculum? There is a real need to 41. tacklefineschallengeproposalsimplyenergeticinferattendancerevisemoodreinforceoutlookboostfo rmationpunishments academic achievement in schools and help with the development of a student's overall character. Many schools are asking their students what 42. tacklefineschallengeproposalsimplyenergeticinferattendancerevisemoodreinforceoutlookboostfo rmationpunishments they have for improving their education. Teachers and other faculty members are asking questions like "How can we encourage better 43. tacklefineschallengeproposalsimplyenergeticinferattendancerevisemoodreinforceoutlookboostfo rmationpunishments in certain classes?"
One teacher, Francis Barker, explained how she got unexpected positive results from a tough
bunch of kids. "My math class had become increasingly empty. Instead of handing out 44. tacklefineschallengeproposalsimplyenergeticinferattendancerevisemoodreinforceoutlookboostfo rmationpunishments, I decided to ask students what I could do better. Surprisingly, they had a lot of great suggestions about how to 45. tacklefineschallengeproposalsimplyenergeticinferattendancerevisemoodreinforceoutlookboostfo rmationpunishments the way math is taught. Right after I implemented some of their ideas, the 46. tacklefineschallengeproposalsimplyenergeticinferattendancerevisemoodreinforceoutlookboostfo rmationpunishments in the classroom really changed. Students became more 47. tacklefineschallengeproposalsimplyenergeticinferattendancerevisemoodreinforceoutlookboostfo rmationpunishments about learning. Almost all of the students started attending class every day. The conventional way to 48. tacklefineschallengeproposalsimplyenergeticinferattendancerevisemoodreinforceoutlookboostfo rmationpunishments this problem would have been to punish my students, but that wouldn't have worked with this group. I understood that my primary goal had to be the 49. tacklefineschallengeproposalsimplyenergeticinferattendancerevisemoodreinforceoutlookboostfo rmationpunishments of a new bond between them and me. My method may have been controversial, but I wanted to 50. tacklefineschallengeproposalsimplyenergeticinferattendancerevisemoodreinforceoutlookboostfo rmationpunishments to the students that in order to learn, we need to work together."
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