accept什么意思大学英语综合教程3unit3

2021年1月19日发(作者：abort)
Unit 3 Security
Part
I
Listening Comprehension
Section A

Directions:
In this section, you will hear three news reports. At the end of each news report, you will hear
two or three questions. Both the news report and the questions will be spoken only once. After you hear a
question, you must choose the best answer from the four choices marked A), B) C) and D). Then mark the
corresponding letter on Answer Sheet 1 with a single line through the centre.
Questions 1 and 2 are based
on the news item you have just heard.

1.
A) All the schools were closed.
B)
14 people were killed.
C)
A terrorist attack took place in one of the schools there.
D)
Many parents refused to send their children to school.
2.
A) School administrators there also received terrorist threats.
B)
Schools were closed there, too.
C)
Many parents took a day off from work to care for their children at home.
D)
700,000 students didn
‘
t come to school.
Questions 3 and 4 are based on the news item you have just heard.

3.
A) In the Arctic. B) In Washington D.C.
C) In Montreal. D) In Quebec.
4.
A) They live in Arctic in winter.
B)
Snow owl is the official bird of Quebec.
C)
They are often seen in Canada.
D) They are not afraid of traffic on the road.
Questions 5 and 7 are based on the news item you have just heard.

5.
A) The major events of the Winter Olympics.
B)
The high cost of the Winter Olympics.
C)
The countries participating the Winter Olympics.
D)
The main attractions of the Winter Olympics.
6.
A) At least $$15 billion. B) At least $$50 billion.
C) At least $$13 billion. D) At least $$7 billion.
7.
A) People involved in the project have taken some of the money.
B)
The likelihood of corruption was increased.
C)
Security measures cost a lot of money.
D)
The building of Stadiums cost a lot of money.
Questions 9 to 12 are based on the conversation you have just heard.

9.
A) Next Friday. B) Next year.
C) Next Month. D) Next Monday.
10.
A) Her mother. B) Her cousin.
C) Her husband. D) Her son.
11.
A) Because a civil war broke out in Mexico.
B)
Because the bird flu broke out in Mexico.
C)
Because the swine flu broke out in Mexico.
D) Because there was an earthquake in Mexico.
12.
A) Avoid direct contact with chickens, ducks and other birds.

1


B)
Avoid contact with the feathers of the birds.
C)
Change clothes and shoes after any contact.
D) Wash hands with soap and water after any contact.
Section B

Directions:
In this section, you will hear 2 short passages. At the end of each passage, you will hear some
questions. Both the passage and the questions will be spoken only once. After you hear a question, you
must choose the best answer from the four choice marked A), B), C) and D).
Passage One

Questions 13 to 15 are based on the passage you have just heard.

13.
A) When he was 11 years old.
B) When he was 15 years old.
C) In the early 1980s.
D) In the early 1970s.
14.
A) Jackson
‘
s dance moves.
B) Jackson
‘
s songs.
C) Jackson
‘
s style.
D) All of the above.
B) Child sexual abuse.
15.
A) Shoplifting in a luxury store.
D) Kidnapping a girl.
C) Murdering a child.
Passage Two

Questions 16 to 19 are based on the passage you have just heard.

16.
A) Five.
B) Six.
C) Seven.
D) Eight.
17.
A) Language.
B) Art.
C) Natural science.
D) Physical culture.
18.
A) Many researchers.
B) A few professors.
C) Many teachers.
D) A number of parents.
19.
A) Parents are ignorant in making the most of their children
‘
s intelligence.
B)
Parents are more influential than teachers in childre
‘
ns education.
C)
Parents find it easiest to teach their children to read at home.
D) Parents are not advised to educate their children before school.
Part II Reading Comprehension (Skimming and Scanning)
Directions:
In this section, you are going to read a passage with ten statements attached to it. Each
statement contains information given in one of the paragraphs. Identify the paragraph from which the
information is derived. You may choose a paragraph more than once. Each paragraph is marked with a
letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.
Another Intelligence

A.
Emotional intelligence as a theory was first brought to public attention by the book Emotional Intelligence,
Why It can Matter More Than IQ by Daniel Goleman, but the theory itself is, in fact, attributed to two
Americans, John D Mayer and Peter Salovey. What is emotional intelligence exactly? According to
Goleman, Emotional Intelligence consists of five key elements.
B.
The first is knowing one
‘
s own emotions: being able to recognize that one is in an emotional
state and having the ability to identify which emotion is being experienced, even if it is not a particularly
comfortable feeling to admit to, e.g. jealously or envy.
C.
Emotional awarenesscan then lead to managing one
‘
esmotions. This involves dealing with emotions,
like jealousy, resentment, anger, etc, that one may have difficulty accepting by, perhaps, giving oneself
comfort food, or doing nice things when one is feeling low. Many people do this instinctively by buying
chocolate or treating themselves; others are able to wrap themselves in positive thoughts or ?mother
themselves
e, of
‘

e
,rem
a
rny people who
are incapable of doing this, and so need to be taught.
D.
The third area is self- motivation. Our emotions can simultaneously empower and hinder us, so it is
important to develop the ability to control them.
E.
Strategies can be learnt whereby emotions are set aside to be dealt with at a later date. For example,
2


when dealing with the success or good fortune of others, it is better not to suppress any negative
emotion that arises. One just has to recognize it is there. And then one just needs
to be extra careful whe n maki ng decisi ons and not allow one
‘
s emoti ons to cloud the
iss
lett ing them dictate how one functions with that pers on. The separati on of logic and emoti on is not easy
whe n deali ng with people.
F.
As social beings, we need to be able to deal with other people, which brings us to the next item on
Goleman
‘
s list, namely: recognizing emotions in other people. This means, in effect, having or
develop ing
—

sociaradar ||ie lear ning to read the weather systems around in dividual or groups of
people. Obviously, leadi ng on from this is the ability to han dle relati on ships. If we
can recog ni ze, un dersta nd and the n deal with other people
‘
s emoti ons, we can
function b
both socially and professionally. Not being tangible, emotions are difficult to analyze and quantify,
compounded by the fact that each area in the list above, does not operate in isolation.
Each of us has misread a frie nd
‘
s or a colleague
‘
s behavior to us and other people. The
example is the shy pers on, categorized by some people as arroga nt and dista nt and by others as lively
and frie ndly and very pers on able. How can two differe nt groups make a defi nitive an alysis of some
one that is so strik in gly con tradictory? And yet this happe ns on a daily basis in all our relati on ships
—

eve n to the point of misreadi ng the behavior of those close to us! In the work sce nario, this can
cost mon ey. And so it makes econo mic sense for bus in ess to be aware of it and develop strategies for
employing people and dealing with their employees.
G.
All com mon sense you might say. Golema n himself has eve n suggested that emoti onal in tellige nce
is just a new way of describ ing compete nee; what some people might call savior faire or savoir vivre.
Part of the problem here is that society or some parts of society have forgotten that these skills ever
existed and have found the need to re-invent them.
H.
But the emergence of Emotional Intelligence as a theory suggests that the family situations and other
social in teract ions where social skills were honed in the past are fast disappeari ng, so that people now
sadly n eed to be re- skilled.
31.
Many people may don t'do nice things whe n they are feeli ng low.
32.
Employers can be aware of recog nizing emoti ons in the employees and develop strategies.
33.
Emotional Intelligence as a theory is attributed to Mayer and Salovey.
34.
Sometimes, we classify shy persons into arrogant and distant people by misreading them.
35.
Set aside emotions from logic is difficult when dealing with people.
36.
To develop the ability to control emotions is very important.
37. Knowing one s emotions means one can recognize that he is in an emotional state and he knows which
emotion it is.
38.
Many people n eed to be taught how to man agi ng their emotio ns.
39. The fact that the idea of Emotional Intelligence has emerged suggests that social interactivitities are beco
ming less freque nt.
40.
Goleman links Emotional Intelligence to competence.
Part
皿

Reading Comprehension
Reading in Depth)
Section A

Directions
: In this section, there is a passagewith ten blanks numbered from 41 to 50. You are required to
select one word for each blank from a list of choices given in a word bank following the passage. Read the
passage through carefully before making your choices. Each choice in the bank is iden tified by a letter. Please
fill in each bla nk with a letter.
You may not use any of the words in the bank more tha n on ce.

Before the 1850 s
：
the United States had a number of small colleges, most of them 41 from colo nial
days. They were small, church conn ected in stituti ons whose primary 42
was
3


to shape the moral character of their stude nts.
Throughout Europe, institutions of higher learning had developed, 43 the ancient n ame of uni versity .In
Germa ny uni versity was concerned
44
with creati ng and spreadi ng
knowledge, not morals. Between mid-century and the end of the 1800
‘
，
more than nine thousand young
America ns,
45 with their training at home, went to Germa ny for adva need study.
Some of them retur ned to become preside nts of ven erable colleges
—
Harvard, Yale, Columbia
—

and 46
them into modern universities. The new presidents
47 all ties with the
churches
and
brought
in
a
new
kind
of
faculty.
Professors
were
48
for
their
kno
wledge
of
a
subject,
not
because they were of the proper faith and had a strong aim for discipli ning stude nts. The new prin ciple was
that a uni versity was to create kno wledge as well as pass it 49
, and
this called for a faculty composed of ng and learning by 50 were replaced by the German
method of lecturing, in which the professor
‘
own research was presented in class.
A) rote
B) beari ng
C) comes
D) concern
E) broke

F) tran smit
G) primarily
H) to
I) dat ing
J) ideas
K) hired
L) tran sformed
M) employi ng
N) dissatisfied
O) on
Section B

Directions
: There are 2 passagesin this section. Each passage isfollowed by some questions or unfinished
each of them there are four choices marked A), B), C) and D). You should decide on the best
choice.
Passage One Questions 51 to 55 are based on the following passage.

It is very hard to imagine what life would be like without memory. The meanings of everyday
perceptions, the basis for the decisions we make, and the roots of our habits and skills are to be found in our
past experie nces, which are brought into the prese nt by memory.
Memory can be defined as the capacity to keep information available for later use. It not only in cludes -
—
ememberi ng II th ings like arithmetic or historical facts, but also invo Ives any cha nge in the way an ani mal
typically
behaves.
Memory
is
invo
Ived
whe
n
a
rat
gives
up
eat
ing
grain
because
he
has
sniffed
嗅
出
)something suspicious in the grain pile.
Memory exists not only in humans and animals but also in some physical objects and machines.
Computers, for example, contain devices for storing data for later use. It is interesting to compare the
memory storage capacity of a computer with that of a huma n being. The in sta nt access memory of a large
computer may hold up to 100,000
-
vords II
-
string of alphabetic or numerical characters
—
ready for instant
use. An average U.S. teenager probably recognizes the meaning of about 100,000 words of English.
However, this is but a fraction of the total amount of information that the tee nager has stored. Con sider, for
example, the nu mber of faces and places that the tee nager can recog nize on sight.
The use of words is the basis of the adva need problem-sol ving in tellige nee of huma n bein gs. A
large part of a pers on
‘
memory is in terms of words and comb in ati ons of words. But while Ianguage
greatly expands the number and the kind of things a person can remember, it also requires a huge memory
capacity. It may well be this capacity that distinguishes humans, setting them apart from other ani mals.
51.
According to the passage, which of the following is TRUE about memory?
A)
It is based on the decisi ons we made in the past.
B)
It conn ects our past experie nces with the prese nt.
C)
It helps us perceive things happe ning around us every day.
D)
It is rooted in our past habits and skills.
52.
Memory is helpful in one
‘
life in the followi ng aspects EXCEPT that
_
______
.

4