新视野大学英语第三册第四单元考试练习及答案.docx

Part 1 Skimming and Scanning （MultipleChoice + Blank Filling）（每小题:分）Directions: Read the following passage and then answer the questions. For questions 1-7, choose the best answer from the four choices 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 following passage.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-past and presentThis 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 CenturyThe 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 1970sFor 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 （离子立）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 1980sIn 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 for 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 occupiedKorea 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 1990sIn 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 centuryDuring 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 peopleLJ B. Ten thousand sportsmenC. Thousands of common peopleD. Six billion inhabitants2. 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 countryE. C. the Games in Ancient Greecec D. the honor of the gods3. The first real Olympic flame was._ A. in Los Angeles Olympics in 1932LJ B. in Amsterdam Olympics in 1928cU C. in Berlin Olympics in 1936 D. in Athens Olympics in 2004LJ4. In the 1968 Mexico Olympics, Enriqueta Basilio was A. the first woman to carry the torchc B. the first woman to take part in the gamesLJ_ C. the first woman to cross the Atlantic with the torch D. the first woman to light the flame5. 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.6.7.The most complicated and troublesome torch tracking was inA. GreeceB. MoscowC. Los AngelesD. BerlinThe Korean athlete Sohn Kee-chung.A. won a race in 1936 Seoul Olympics, but the honor was given to JapanB. won a race in 1936 Berlin Olympics, but the honor was given to JapanC. won a race in 1988 Seoul Olympics, but the honor was given to JapanD. won a race in 1988 Seoul Olympics, and the honor was given to KoreaOne chosen to carry the flame for a while is regarded as 01_ MYVARIABLE.In 2000, the Olympic flame was lit by an aborigine who would later win 01_MYVARIABLE.The tracking of the torch has become more 01_MYVARIABLE than a ritual.Part 1 Skimming and Scanning (Multiple Choice + Blank Filling)(每小题:3 分;满分:30 分)小题得分对错我的答案客观1.3cC2.3BB3.3CC4.3DD5.3AA6.3CC7.3BB8.0?a local heroa local hero9.0?a gold medala gold medal10.0?an unexpected opportunityan unexpected opportunitySubtotal: 21老师评语:Part 2 Reading Comprehension (BankedCloze)(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.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 攵want to 1. Ibn how far a student might get inlife, a better measurement than grades might be how hardthey try. Many teachers actually 2. IIthis, andboost the final grades of students who work hard to learn.One teacher of English grammar said, "If a student is giving histhe final grade. You can*t simply look at a 4.class are much more important than what they put on paper.something, they are always participating. As a teacher, I amstrong character. Those who I can help in this way will becomeAttitudes like this teacher's are ensuring that our students havea 10.lof intelligence and good values. This isa combination for real success.Part 2 Reading Comprehension (Banked Cloze)(每小题:3 分;满分:30 分)小题得分对错我的答案客观1.3speculatespeculate2.3acknowledgeacknowledge3.3reflectedreflected4.3successionsuccession5.3contributionscontributions6.3possesspossess7.3vigorousvigorous8.3concernedconcerned9.3fruitfulfruitful10.3mixturemixtureSubtotal: 30老师评语:Part 3 Reading Comprehension (MultipleChoice)(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.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.1.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.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.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.4.Where does the author live?A. In the inner city.B. On the streets.C. In the suburbs.D. At her school.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 6 to 10 are based on the following passage.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."6.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.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 guidanceThe 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 studentsC. teachers can devise the most efficient system for readingD. teachers can make their teaching activities observableThe word "examination" at the end of Paragraph 3 mostprobably means"A. inquiryB. observationC. controlD. suspicion9.10.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