Quizze3
Quizze3
听力
Part 1 Understanding Short Conversations
(每小题：1 分)
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.
D. He didn't have enough time.
6.
A. He believes people work there.
B. He's heard about the school.
C. He has found a friend succeed in it.
D. He's heard that it is an interesting program.
7.
A. How to set goals.
B. How to become a teacher.
C. How to understand values.
D. How to develop thinking skills.
Part 2 Understanding Long Conversations
(每小题：1 分)
Directions: In this section you'll hear a long conversation or conversations. Listen carefully and choose the best answer to the questions you hear.
Questions 1 to 5 are based on the same passage or dialog.
1.
A. To make students study more.
B. To help students be more successful.
C. To see if classes are being taught well.
D. To make changes to education.
2.
A. To check if changes should be made.
B. To understand more about tests.
C. To compare them with results in other countries.
D. To see if their child is making any progress.
3.
A. 70%.
B. 73%.
C. 85%.
D. 87%.
4.
A. Different countries and their teaching methods.
B. Help for students in getting good grades.
C. Improvements made possible through tests.
D. The purpose of tests and interpretation of grades.
5.
A. Parent and child.
B. Psychologist and patient.
C. Teacher and student.
D. Employer and employee.
Questions 6 to 10 are based on the same passage or dialog.
6.
A. In a classroom.
B. At an office.
C. At home.
D. On a sports field.
7.
A. She has some questions that she doesn't understand.
B. She is asking an important question concerning sports.
C. Her questions could help the school become better.
D. Her questions might help other students too.
8.
A. 70%.
B. 20%.
C. 30%.
D. 50%.
9.
A. Asking more questions.
B. Taking up sports.
C. Being unique.
D. Making discoveries.
10.
A. Enjoy discovering new things.
B. Try to become a unique student.
C. Try to discover what is most preferred.
D. Focus on all their studies as much as possible.
Part 3 Understanding Passages
(每小题：1 分)
Directions: In this section you'll hear a passage or passage s. Listen carefully and choose the best answer to the questions you hear.
Questions 1 to 5 are based on the same passage or dialog. 1.
A. American opinions about schools.
B. The role of parents in American education.
C. Responsibility in American classrooms.
D. American high schools.
2.
A. American high schools are public schools.
B. American high schools take their responsibilities very seriously.
C. Education has an honored place in American society.
D. Parents share in the school lives of their children.
3.
A. Guidance advisers.
B. Their parents.
C. Their teachers.
D. Their organizations.
4.
A. To give a lesson at school.
B. To make a teaching plan.
C. To share in the school life of their children.
D. To attend a Parent-Teacher Organization.
5.
A. Discussing children's problems.
B. Entering children in lower grade classes.
C. Organizing the work of the school.
D. Working out a plan for the class lessons.
Part 4 Compound Dictation
(每小题：2 分)
Directions: In this section you will hear a passage or passages three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks with the information you have just heard. Finally, when the passage is read for the third time, you should check what you have written.
Questions 1 to 10 are based on the same passage or dialog.
Do you happen to know something about the police? In police
work, you can never 1.
problem. No working day is 2.
So there is no " 3.
Some days are relatively slow, and the job is 4.
to eat. I think I can describe police work in one word: 5.
6.
day, for example, I was working on a special assignment; that is, I was on the job, but I was wearing 7.
catch 8.
Suddenly, seven bad men jumped out at me; one of them had
a knife, and we got into a fight. 9.
ran away. Another day, I helped a woman who was goi ng to
have a baby. She was trying to get to the hospital, but there
was a bad traffic jam. I put her in my police car to get her there faster. I thought 10.
the baby waited to "arrive" until we got to hospital
Part 5 Cloze (with four choices provided)
(每小题：1 分)
Directions: Read the following passage carefully and choose the best answer from the four choice s given for each blank. Questions 1 to 20 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 1.
many Catholic schools concentrate on 2.
poorly in public schools. In public schools there are 3.
and someone is always making sure they are 4.
Most people believe that nuns (修女) are kind women who
have 5.
headmaster, Sister Mary Elizabeth, was the meanest woman I
6.7.
use it to hit students who were not 8.
even kept an even bigger stick in the storage closet in the
gym. When a student 9.
a solution. The same solution existed for a student who had
poor 10.11.
sent to the headmaster's office. 12.
were sent to the gym closet.
I went to the gym closet once. The room was 13.
14.
Sister Mary Elizabeth's constant bad 15.
her 16.
on, lost. The experience really 17.
That's how it 18.
took their 19.
frightened to do anything wrong again. Some people say that this experience teaches students the discipline and the ability
to 20.
However, many people doubt it.
快速阅读
Part 6 Skimming and Scanning (Multiple Choice + Blank Filling)
(每小题：1 分)
Directions: Read the following passage and then answer the questions. For questions 1-7, choose the best answer from the four choice s marked A, B, C and D. For questions 8-10, complete the sentences with the information given in the passage.
Questions 1 to 10 are based on the same passage or dialog.
The Olympic Torch (火炬)
Every four years, the entire world turns toward a certain city, to follow the facts, records, and histories of overcoming. This year, all eyes will turn toward Athens, the place of the first Olympic Games.
In a world of about six billion inhabitants (居民), only a selected group of about ten thousand athletes gets to the Olympic Games. However, there is a ritual of the Games that allows thousands of
common people to participate in the Olympic experience, which is unique in the world: the tracking of the Olympic torch. The flame lit in Olympia is a powerful symbol, the force of which can be felt all over the world.
The Olympic torch-pa st and present
This tradition is not as old as the Games. The tracking of the torch was never part of the Games in Ancient Greece, yet it was part of Greek culture. The old way to carry the Olympic torch through runs was in honor of several gods. They were carried from one temple to the other or to some particular city. The first to get to the place had the honor to light the flame of the gods with his own torch.
The torch is currently completely integrated with the Olympic Movement and is an instrument that should reflect not only the soul of the country organizing the Games, but also the technology available at that moment. For the Athens Olympic Games of 1004, the designer Andreas Varotsos selected the olive (橄榄) leaf. He wanted to include all aspects of his country, both in the historical and cultural levels, at the same time making use of an international language that reflected the spirit of Greece and showed values of peace, love and harmony in all places.
The tracking of the torch-the first half in the 20th Century
The fire was not employed as an Olympic symbol until 1928 when a flame was lit during the Amsterdam Olympics. That caught the imagination of the public. Four years later, in Los Angeles, Carl Diem, from the German Olympic Committee, decided to develop the idea. The flame was lit once again. But those were not real Olympic flames. When the Games were held in Berlin, in 1936, Diem introduced the first tracking of the Olympic torch.
Torch tracking in the 1960s and 1970s
For the Games of 1968, in Mexico, the torch was carried to Spain, from where it would cross the Atlantic and follow the route of Christopher Columbus up to Central America. In Mexico City, Enriqueta Basilio was the first woman to light the Olympic flame.
In 1972, 36 years after the Berlin Olympics, the torch was once again carried to Germany, and 1976 saw the change of the torch to show the growth of technology during the 20th century. In Athens, a machine collected the ionized particles (离子粒) of the flame and
transformed it to electronic impulses (脉冲). They were then passed by a satellite across the Atlantic to Ottawa, Canada, where they sent to relight the flame. In seconds, the flame had crossed the world. From Ottawa, it was taken to Montreal, and then followed the conventional manner.
In the 1980s
In 1980, for the Moscow Olympics, the Olympic flame was taken to the Soviet Union for the first time. However, the tracking of the torch in Los Angeles was the most complicated and also the most troublesome. The influence of the money in the sports was growing. In 1984, this led to many quarrels in the Olympic Movement. The Americans developed a program in which each kilometer was sold and the money was given to sport organizations fo r the youth. This model allowed private sponsors to buy several kilometers, yet it was not well accepted in Greece, and there were many protests against the sale of the Olympic flame.
The memories of the Berlin Olympics, in 1936, were remembered in the Seoul Olympics in 1988. The winner of one race in 1936 was the Korean Kitei Son, yet the medal was given to Japan, which occupied Korea at that time. In 1988, he had the honor to enter the Olympic stadium with the torch, under his real Korean name, Sohn Kee-chung.
Developments in the 1990s
In Barcelona, in 1992, the method through which the flame was lit was in all of the newspapers. Antonio Rebollo was appointed to shoot an arrow (箭) to light the flame. If he made a mistake, this would be the largest mistake of all time. But he did it right. In 1996, the torch was carried to all cities that had held the Games before. More than 10,000 runners took the torch from Olympia to Atlanta. Runners carrying the torch were community heroes chosen for this special honor. Any person could indicate the name of someone regarded as a local hero to carry the flame for a while.
In the new century
During the trip to the Games of 1000, in Sydney, the tracking begun in Uluru, an important place for the Indian population. The first Australian aborigine (土著人) to win an Olympic gold, Nova
Peris-Kneebone, carried the torch through the first part of the tracking. Another aborigine, Cathy Freeman, who later would win a
gold medal in women's 400 meters, lit the flame.
This year, the trip of the Olympic torch went through 127 countries of all five continents for the first time, including all host cities of the previous Games and also the cities that are candidates (候选人) for the Olympic Games of 1012. Beijing received the flame for the first time in history.
More than a ritual, the tracking of the torch has become an unexpected opportunity to involve thousands of people with the Olympic experience. As a flaming symbol, the torch has allowed thousands of common citizens to participate.
1.________________ are allowed to take part in the Olympic
torch tracking.
A. Ten thousand common people
B. Ten thousand sportsmen
C. Thousands of common people
D. Six billion inhabitants
2.The Olympic torch is a tool that should not only reflect the
technology available at the moment, but also
________________.
A. the Olympic Movement
B. the soul of the host country
C. the Games in Ancient Greece
D. the honor of the gods
3.The first real Olympic flame was ________________.
A. in Los Angeles Olympics in 1932
B. in Amsterdam Olympics in 1928
C. in Berlin Olympics in 1936
D. in Athens Olympics in 2004
4.In the 1968 Mexico Olympics, Enriqueta Basilio was
________________.
A. the first woman to carry the torch
B. the first woman to take part in the games
C. the first woman to cross the Atlantic with the torch
D. the first woman to light the flame
5.How did the use of the Olympic torch in 1976 express the 20th
century's technological growth? ________________
A. By passing the flame by satellite.
B. By carrying the torch back to Germany.
C. By using an electronic torch.
D. By taking the torch to Montreal.
6.The most complicated and troublesome torch tracking was in
________________.
A. Greece
B. Moscow
C. Los Angeles
D. Berlin
7.The Korean athlete Sohn Kee-chung ________________.
A. won a race in 1936 Seoul Olympics, but the honor was
given to Japan
B. won a race in 1936 Berlin Olympics, but the honor was
given to Japan
C. won a race in 1988 Seoul Olympics, but the honor was
given to Japan
D. won a race in 1988 Seoul Olympics, and the honor was
given to Korea
8.One chosen to carry the flame for a while is regarded as
9.In 2000, the Olympic flame was lit by an aborigine who would
later win
10.The tracking of the torch has become more
选词填空
Part 7 Reading Comprehension (Banked Cloze)
(每小题：1 分)
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 1 to 10 are based on the following passage.
Why do we always assume that a "good student" is one that gets really good grades? Oddly enough, it is often not the
students that got the best grades that succeed in life, but
rather the ones that exhibited the most heart. Indeed, if you
want to 1.
get in life, a better measurement than grades might be how
hard they try. Many teachers actually 2.
students who work hard to learn.
One teacher of English grammar said, "If a student is giving
his or her utmost effort, I make sure that is 3.
at a 4.
well a student has done in your class. Students' 5.
than what they put on paper. They 6.
succeed. When there is a 7.
always participating. As a teacher, I am primarily 8.
character. Those who I can help in this way will become more
9.
scores."
Attitudes like this teacher's are ensuring that our students
have a 10.
values. This is a combination for real success.
阅读理解
Part 8 Reading Comprehension (Multiple Choice)
(每小题：1 分)
Directions: Read the following passages carefully and choose the best answer from the four choice s marked A, B, C and D.
Questions 1 to 5 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.
1.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
2.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
3.The word "examination" at the end of Paragraph 3 most
probably means "________".
A. inquiry
B. observation
C. control
D. suspicion
4.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
5.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
D. reading is more complicated than generally believed
Questions 6 to 10 are based on the same passage or dialog. Society usually tends to focus on the negative side of inner-city schools. Many people like to stereotype (模式化) these schools which, while these general statements may be true in some cases,
tend to be worse most of the time. People think that the students of these schools receive inferior educations. My school, an inner-city school named St. Ignatius, is regarded as one of the best in the state. People also believe that violence occurs on a daily basis, both in the school itself and in the nearby city. I cannot even remember a serious fight at St. Ignatius. People who think that the teachers at inner-city schools lack love for their job worsen this typical stereotype even further. My teachers not only had a love for teaching, but they were also able to cultivate a love for learning in their students.
Take Mrs. Borroni, my Spanish teacher, for example. She would often take time out of her class to tell her students about the numerous activities after class with which we should get involved. She loved her job so much that she stayed after school every day to moderate activities such as "Amnesty International" (an international organization that protects human rights) and the Spanish Club. Her students, including me, joined all of the clubs which she moderated just because she made them so interesting.
After reading all of this, most people would argue that St. Ign atius should not be considered a true "inner-city school". While this may hold some truth, I am arguing that my life was greatly enriched simply because of the school's location in the middle of Cleveland, as opposed to a poor suburban area.
6.What do people often think negatively about?
A. Inner-city schools.
B. Stereotypes.
C. St. Ignatius.
D. Violence.
7.What can the author never remember seeing at St. Ignatius?
A. Amnesty International.
B. A serious fight.
C. A Spanish club.
D. Inferior students.
8.What would Mrs. Borroni do after school?
A. Give Spanish classes.
B. Tell students about activities.
C. Guide students in special groups.
D. Help students love learning.
9.Why might a reader of this article not view St. Ignatius as a
real inner-city school?
A. It is not in the middle of the city.
B. It is in a poor suburban area.
C. It enriched the author's life.
D. It might be better than others.
10.How does the author feel about inner-city schools?
A. The stereotypes about them are not at all true.
B. They are not necessarily all bad, as they can be good.
C. They are much poorer than those in the suburbs.
D. The students there are more enlightened.
词汇和结构
Part 9 Multiple Choice
(每小题：0.5 分)
Directions: Choose the best answer from the four choice s