视听说第三册3(b)资料.doc

-_Part 1 Reading Comprehension (Banked Cloze)(每小题： 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.How would you go about designing a math curriculum? There is a real need to 1. boostacademic achievement in schools and help with the development of a student's overall character. Many schools are asking their students what 2. proposalsthey have for improving their education. Teachers and other faculty members are asking questions like “How can we encourage better 3. attendancein 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 4. punishments, I decided to ask students what I could do better. Surprisingly, they had a lot of great suggestions about how to 5. revisethe way math is taught. Right after I implemented some of their ideas, the 6. moodin the classroom really changed. Students became more 7. energeticabout learning. Almost all of the students started attending class every day. The conventional way to 8. tacklethis 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 9. formationof a new bond between them and me. My method may have been controversial, but I wanted to 10. -_implyto the students that in order to learn, we need to work together.“ Ms. Barker won the Teacher of the Year Award at her school. Part 1 Reading Comprehension (Banked Cloze) (每小题: 2 分; 满分：20 分)小题 得分 对错我的答案客观1.2boostboost2.2proposalsproposals3.2attendanceattendance4.2punishmentspunishments5.2reviserevise6.2moodmood7.2energeticenergetic8.2tackletackle9.2formationformation10.2implyimplySubtotal: 20 老师评语：老师评语： Part 2 Reading Comprehension (Multiple Choice)(每小题： 分)Directions: Read the following passages carefully and choose the best answer from the four choices marked A, B, C and D.Questions 1 to 5 are based on the following 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 coursesB. too much time is spent in teaching about readingC. students spend endless hours in readingD. reading tasks are assigned with little guidance2.The teaching of reading will be successful if _.A. teachers can enable students to develop their own way of readingB. teachers can improve conditions at school for the students-_C. teachers can devise the most efficient system for readingD. teachers can make their teaching activities observable3.The word “examination“ at the end of Paragraph 3 most probably means “_“.A. inquiryB. observationC. controlD. suspicion4.According to the passage, learning to read will no longer be a difficult task when _.A. children become highly motivatedB. teacher and learner roles are identicalC. teaching helps children in the search for knowledgeD. reading enriches children's experience5.The main idea of the passage is that _.A. teachers should do as little as possible in helping students learn to readB. teachers should encourage students to read as widely as possibleC. reading ability is something acquired rather than taughtD. reading is more complicated than generally believedQuestions 6 to 10 are based on the following 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. Ignatius 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.Questions 11 to 15 are based on the following passage or dialog.Before going to high school, I had a very simple view of life. I usually did not think about the subjects of crime, poverty, or homelessness. As far as I knew, these things did not exist. The -_area around my school forced my eyes open as early as the first day of school. On the long bus ride through the city, I saw homeless dogs walking the streets. I also clearly recall seeing a homeless person picking through a trash can for the first time ever. The poverty of the area around my school made me see how truly lucky I was. I now began to appreciate everything which had been handed to me in life. In the long run, this led me to put a lot more faith in God because of all that He had given me. I started going to religious services more often. This also indirectly led to my involvement in the community around the school. Students' lives become enriched simply by attending an inner-city school. When a person is exposed to city life, many different advantages can be gained. For someone who had lived in the suburbs all his life, such as myself, a new style of living can be experienced. This alone expands one's views of life in general. The religious aspect of my life grew, I was easily able to get involved in community service projects, and I became much more aware of the dangers which exist in the city. Going to school in the city helped me to overcome the simple views I once had, and I am now better prepared to take on the challenges which await me in life. 11. What sort of school does the author go to?A. A religious school.B. A high school.C. A community school.D. A school for poor people.12. What did the author begin to realize after she started attending her school?A. The bus ride to her school was long.B. Crime, poverty, and homelessness really existed.C. Homeless people often eat out of the trash.-_D. Homeless people live with their homeless dogs.13. Why does the author think she is lucky?A. She has a better life than many other people.B. She is a student at a very good school.C. She can learn a lot by studying in the city.D. She is involved in her community.14. Where does the author live?A. In the inner city.B. On the streets.C. In the suburbs.D. At her school.15. How does the author feel about inner-city schools?A. They are very dangerous.B. They are religious.C. They are prepared.D. They are very good in ways.Questions 16 to 20 are based on the following passage or dialog.Elderly people respond best to a calm and unhurried environment. This is not always easy to provide as their behavior can sometimes be difficult to handle. If they get excited or upset then they may become more confused and more difficult to look after. Although sometimes it can be extremely difficult, it is best to be patient and not to get upset yourself. You should always encourage old people -_to do as much as possible for themselves but be ready to lend a helping hand when necessary. Failing memory makes it difficult for the person to recall all the basic kinds of information we take for granted. The obvious way to help in this situation is to supply the information that is missing and help them make sense of what is going on. You must use every opportunity to provide information but remember to keep it simple and direct. “Good morning, Mother. This is Fiona, your daughter. It's eight o'clock, so if you get up now, we can have breakfast downstairs.“ When the elderly person makes confused statements, e.g. about going out to his or her old employment or visiting a dead relative, correct him in a calm matter-of-fact fashion: “You don't work in the office any more. You are retired now. Will you come and help me with the dishes?“ We rely heavily on the information provided by signposts, clocks, and newspapers. These assist us to organize and direct our behavior. Confused old people need these aids all the time to compensate for their poor memory. Encourage them to use reminder boards or diaries for important coming events and label the contents of different boxes. Many other aids such as information cards, old photos, addresses or shopping lists could help in individual cases. 16. When do elderly people respond best?A. When they are calm and unhurried.B. When people tell them to be calm and unhurried.C. When their environment is calm and unhurried.D. When others are calm and unhurried.17. What should you encourage old people to do?A. To do as little as possible.B. To do as much as they can.-_C. To help others when needed.D. To be patient and not get upset.18. How should we provide information to old people with failing memories?A. By being helpful.B. By being direct.C. By being sensitive.D. By being obvious.19. What is the purpose of information provided on such things as signposts?A. To help us organize and direct our behavior.B. To help us make use of newspapers.C. To help us correct other people.D. To help us understand statements.20. Besides diaries, what else can help old people remember significant coming events?A. Labels.B. Reminder boards.C. Information cards.D. Photos.Part 2 Reading Comprehension (Multiple Choice) (每小题: 2 分; 满分：40 分)小题 得分 对错我的答案客观1.2BB-_2.2AA3.0AB4.2AA5.2CC6.2AA7.2BB8.2CC9.2DD10.2BB11.2BB12.2BB13.2AA14.2CC15.0CD16.2CC17.0AB18.2BB19.2AA20.2BBSubtotal: 34 老师评语：老师评语： Part 3 Reading Comprehension (Short Answer Questions)(每小题： 分)Directions: Read the following passage carefully and give brief answers to the questions.Questions 1 to 5 are based on the following passage or dialog.Preparation for competitive entrance examinations requires a lot of energy and financial resources. It consumes the energy of the students and their mothers if not the whole family. As a consequence, both parents and students see the goal of education at each level is to successfully pass entrance examination to a -_good school. And this is where cramming schools, known as jukus come into play. Juku is a privately run education service offered for a fee. They come in all sizes. Some jukus are run by an individual. Some others are run by a business entity (实体) with a large number of teachers. Some schools actively seek teachers, and in some other schools, college and university students are hired. School children come to study at juku after school during the week and sometimes during weekends as well. The exact number of jukus and the number of students enrolled in the programs are unknown since the government statistics do not show any figure. In theory, there is no need for extra education of school subjects. The only primary agencies of formal education are regular schools. Therefore, there is no recognition of these education services by the government ministry or by the approved schools. Jukus fall generally into two types, shingaku juku and gakushuu juku. Shingaku juku is what is often referred to as cramming school where students who wish to take competitive examinations to enter schools come to prepare for the examination. Gakushuu juku offers extra courses to help students keep up with the subjects in school. 1.What is the goal of education at each level for students in a juku?To successfully pass entrance examination to a good2.Why do students have to pay for study at jukus?Juku is a privately run education service offered.3.When do school children come to study at a juku?-_Af