distance是什么意思新视野第三册3单元测试(含答案)

2021年1月19日发(作者：jugate)

新视野第三册
3
单元测试（含答案）

Part 1 Reading Comprehension (Multiple
Choice)
(
每小题：
4
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 ho
urs
spent in activities about reading. Douglas insists that
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.
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 diffic
ult 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
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
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
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.


B. Stereotypes.


What do people often think negatively about?
A. Inner-city schools.

C. St. Ignatius.

D. Violence.


7.


B. A serious fight.


C. A Spanish club.


D. Inferior students.


8.


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.


What would Mrs. Borroni do after school?
A. Give Spanish classes.
What can the author never remember seeing at St. Ignatius?

A. Amnesty International.



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 same 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 a
ware 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.

11. B

12.B

13.A

14.C

15.D
Part 2 Cloze (with four choices provided)

(
每小题：
1
分
)
Directions: Read the following passage carefully and choose