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Unit one
I.Vocabulary and Structure (30’)
Section A Change the form of the word in the bracket as required.
1. It is the general rule, that all superior men inherit the elements of from their mother. (superior)
2. I might be able to judge their to the case. (relevant) 3. The Marketing Department of the company is planning a big for a new product. (promote) 4. This novel has a at the end of each chapter. (summarize) 5. They left to our arrival. (priority) 6. He has no of settling down yet. (intend) 7. His mother had rarely him or any of her children. (critical) 8. Her sister was appointed as teaching in chemistry at Houston University. (assist) 9. This book is easily to the young reader. (access) 10. I had been writing to him , trying to get him to call me. (continual) Section B Choose the correct answer to each sentence.
11. We did not find to prepare for the worst conditions we might meet.
A. worth our while B. it worth C. it worthwhile D. it worthy 12. He interrupted the speaker by asking irrelevant questions.
A. continuously B. continually C. consequently D. consistently 13. In to his sister, he was always considerate in his treatment of others.
A. contrary B. contract C. contact D. contrast
14. Language has always been described as the mirror to society. Chinese is no .
A. exception B. explanation C. expectation D. excuse
15. We came in this field late, so we must work hard to make lost time.
A. out for B. up for C. up with D. off with 16. I have gone to all this trouble .
A. in account with you B. for account of you C. on your account D. on your own account 17. After hearing her story, I felt puzzled.
A. something B. somewhat C. anyway D. somehow
18. Television programs may, , not be very interesting, but this is because they are aimed at the average level of the audience.
A. on occasion B. for example C. if yes D. in fact
19. With keen eyes and an exact memory, he rarely painted scenes on the .
A. occasion B. place C. spot D. time
20. Over a third of the population was estimated to have no to the health service.
A. assessment B. assignment C. exception D. access 21. The director was critical the way we were doing the work.
A. at B. in C. of D. with
22. Only under special circumstances to take make-up tests.
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A. are freshmen permitted B. freshmen are permitted C. permitted are freshmen D. are permitted freshmen 23. The mad man was put in the soft-padded cell lest he himself. A. injured B. injure C. had injured D. would injure 24. The project was so vast and quickly that it has no parallel.
A. performed B. affected C. accomplished D. executed
25. In addition, many exceptions the rules of English usage make it difficult to master.
A. of B.. to C. off D. on
26. If tap water were as dangerous as some people think, would be getting sick. A. a lot more of us B. more a lot of us C. a lot of more us D. a lot of us more 27. I intended the matter with you, but I had some guests then.
A. discuss B. to have discussed C. having discussed D. discussing
28. If I correct someone, I will do it with as much good humor and self-restraint as if I were the one .
A. to correct B. correcting C. having corrected D. being corrected 29. Our ultimate aim is a communist society.
A. to come true B. bringing about C. bring about D. to bring about 30. Joe is accustomed at six in the morning.
A. rising B. to be rising C. to rising D. to have risen II. Reading Tasks(20’) Passage One:
Reading is thought to be a kind of conversation between the reader and the text. The reader puts questions, as it were, to the text and gets answers. In the light of these he puts further questions, and so on. For most of the time this “conversation” goes on below the level of consciousness. At time, however, we become aware of it. This is usually we are running into difficulties, when mismatch is occurring between expectations and meaning. When successful matching is being experienced, our questioning of the text continues at the unconscious level.
Different people converse with the text differently. Some stay very close to the words on the page; others take off imaginatively from the words, interpreting, criticizing, analyzing and examining. The former represents a king of comprehension, which is written in the text. The latter represents higher levels of comprehension. The balance between these is important, especially for advanced readers.
There is another conversation which from our point of view is equally important, and that is to do not with what is read but with how it is read. We call this a “process” conversation as opposed to a “content” conversation. It is concerned not with meaning but with the strategies we employ in reading. If we are advanced readers our ability to hold a content conversation with a text is usually pretty well developed. Not so our ability to hold a process conversation. It is precisely this kind of conversation that is of importance when we are seeking to develop our reading to meet the new demands being placed upon us by studying at a higher level.
31. Reading as a kind of conversation between the reader and the text becomes conscious only when _______________________.
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A) the reader’s expectations agree with what is said in the text. B.) the reader has trouble understanding what the author says. C) the reader asks questions and gets answers. D) the reader understands a text very well.
32. At a lower level of comprehension, readers tend to ________________________. A) read a text slowly
B) read without thinking hard
C) interpret a text in their own way
D.) concentrate on the meaning of words only.
33. A “process” conversation has to do with ________________________. A.) the application of reading strategies
B) matching our expectations with the meaning of a text C) the development of our ability to check the details D) determining the main idea of a text.
34. According to the passage, it is of great importance for readers at a higher level to maintain a balance between __________________________. A) conscious and unconscious levels of comprehension B) the readers’ expectations and the meaning of a text C.) lower and higher level of comprehension D) interpreting and criticizing a text
35. If we want to develop our reading ability at an advanced level, we should ___________.
A.) learn to use different approaches in reading different text B) make our reading process more conscious C) pay more attention to the content of a text
D) take a critical attitude towards the author’s idea
Passage Two:
We find that bright children are rarely held back by mixed ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!
Besides, it is rather unreal to grade people just according to their intellectual ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.
In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to cope with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to
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communicate effectively. The pupils learn from each other as well as from the teacher.
Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work: it does not matter what age the child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.
36. In the passage the author’s attitude towards “mixed-ability teaching” is ________.
A) critical
B) questioning C.) approving D) objective
37. By “held back” (Line 1) the author means “________”
A) made to remain in the same classes B) forced to study I the lower classes C) drawn to their studies
D.) prevented from advancing
38. The author argues that a teacher’s chief concern should be the development of the student’s ________.
A) personal qualities and social skills B.) total personality
C) learning ability and communicative skills D) intellectual ability
39. Which of the following is NOT MENTIONED in the third paragraph?
A) Group work gives pupils the opportunity to learn to work together with other. B) Pupils also learn to develop their reasoning abilities.
C) Group work provides pupils with the opportunity to learn to be capable organizers.
D.) Pupils also learn how to participate in teaching activities. 40. The author’s purpose in writing this passage is to ________.
A.) argue for teaching bright and not-so-bright pupils in the same class B) recommend pair work and group work for classroom activities C) offer advice on the proper use of the library
D) emphasize the importance of appropriate formal classroom teaching III. Translation (20’)
Translate the following sentences from Chinese into English.
41. （我们房间的钥匙被系在…上）a large plastic block with the room number on it.
42. Our task in China was to (揭示中国人对创造性活动的态度).
43. The child is neither old enough nor clever enough to (独自完成要做的动作).
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44. But assuming that the contrast I have developed is valid, and that (培养技艺与创造力两者都是值得追求的目标) 45. (关键在于，在这个过程中，我们试图让本杰明懂得，一个人是能够很好地自行解决问题的)
46. So long as the child is shown exactly how to do something, (那他就不太可能自行想办法去弥补错误行为)。
47. The idea that learning should take place by continual careful shaping and molding (同样适用于艺术)。
48. Can we gather a superior way to approach education, perhaps (在创造力与基本技能这两极之间获得某种较好的平衡)？
49. （回想起来，当时我就清楚地意识到，这件事正是体现了问题的关键之所在）— and key in more than one sense. 50.
(我们两种文化的差异也可以从我们各自所怀的忧虑中显示出来)
ANSWERS:
1. superiority 2. relevance 3. promotion 4. summary 5. prior 6. intention 7.criticised/ criticized 8. assistant 9. accessible 10. continually 11-15: C B D A B 16-20: C B A C D 21-25: C A B C B 26-30: A B D D C 31-35: B D A C A 36—40: C D B D A 41. The key to our room was attached to
42. throw light on Chinese attitudes toward creativity. 43. realize the desired action on his own.
44. the fostering of skills and creativity are both worthwhile goals
45. The critical point was that, in the process we were trying to teach Benjamin that one can solve problem effectively by oneself.
46. he is less likely to figure out himself how to make up for a misdeed. 47. applies equally to the arts.
48. striking a better balance between the poles of creativity and basic skills 49. In retrospect, it became clear to me that this incident was indeed key
50. The contrast between our two cultures can also be seen in terms of the fears we both harbor.
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