河海大学函授2010级水利水电工程、工程管理专业《英语BI》(精)

课本交给面授老师评价，算总成绩的20%。请面授老师务必给出函授学生的成绩，直接以20分记，无作业为零分，有作业为10——15分，正确，书写认真，卷面整洁为17分以上。成绩评定表和面授考勤成绩和期末考试卷一起寄交河海大学函授部。

如果没有平时作业成绩和面授考勤，总成绩要打折。

[自学重点]：积累词汇；练习听说；训练阅读；学习英语应用文写作；了解英美文化。

[辅导建议]

1 安排至少18课时面授辅导。1-3课时Unit 1,2,3 4-6课时Unit 4,5,6 7-9 课时Unit 7,8,9 10-12课时Unit 10,11,12

13-16课时Unit 1,2,3 17-18 课时Reading Skill and Writing

2 讲读Text A，分析多重难、长句，检查学生对文章大意的了解，可利用Part II阅读理解练习提问，以达到练习口语能力的目的。

3 辅导Part III作业，帮助完成较难的翻译练习。认真检查学生的各单元书面作业。

4 介绍一些自学英语的方法，工具书，有条件的函授站可组织学员看一、两部英文电影，以了解英美文化。

以下是测试作业，在面授期间完成，由函授站集体收交，函寄河海大学函授部转交田舒黎老师批改。

河海大学函授2010级土木工程专业《英语BI》教学计划

课程名称：大学英语I 2010学年第1学期教材版本：《新发展英语》（外研社年级：2010级土木工程专业学时4/周

任课教师：孙晓凌

函授站要求：

1、测验卷做好后务必于集中上课的第一天直接交给函授站,由函授站统一集中寄给河海大学老师批改。测验不交或迟交者无平时成绩，考试无效！

2、各位函授生要克服一切困难，排除各种干扰，自我约束，按照各门课程教学周历的要求，抓紧平时自学。大学的关键就是自学，以平时自学为主，仅仅靠集中上课的学习是完不成学业的。

河海大学函授2010级水利水电工程、工程管理、土木工程、机械工程及自动

化专业《英语BI》测验作业答题页

站名：安徽水院站专业：姓名学号成绩

（告示：请各位同学一定要把姓名、学号和专业写清、写对，出现错误者作零分处理，特此告示）

Part I Basic Knowledge

1-5 ____________________ 6-10______________________

11-15___________________ 16-20_____________________

21-25___________________ 26-30_____________________

Part II Reading Comprehension:

31-35___________________ 36-40_____________________

41-45___________________

Part III Cloze

46-50___________________ 51-55______________________

Part IV Practical Capacity （二选一）

Anwser:

Writing: Requests For Leave

河海大学函授2010级水利水电工程、工程管理、土木工程、机械工程及自动

化专业《英语BI》测验作业

站名：安徽水院站专业：姓名学号成绩（告示：请各位同学一定要把姓名、学号和专业写清、写对，出现错误者作零分处理，特此告示）

Part I Basic Knowledge

1.You should not ________ too much from him.

a. expose

b. expect

c. express

d. experience

2.The novel ended happily, and the young couple were married in the ________.

a. final

b. closing

c. end

d. conclusion

3.The desert was regarded as _______ for settlement.

a. uncertain

b. unable

c. unfit

d. unlike

4.I ______ watching this program because it is very interesting.

a. amuse

b. please

c. delight

d. enjoy

5.Living here at the top of the mountain with no one else near you must be very _______.

a. lonely

b. alone

c. single

d. sole

6.It was a good game, and at the end the _______ was Argentina 3, Germany 2.

a. account

b. mark

c. score

d. record

7.I didn’t know what to do but then an idea suddenly _______ to me.

a. occurred

b. happened

c. appeared

d. lighted

8.Is there anyone who _______ the plan put forward by the committee?

a. differs

b. disagrees

c. objects

d. opposes

9.Our public transportation system is not _______ for the needs of the people.

a. complete

b. adequate

c. normal

d. perfect

10.Tom and I are _______ seeing you, so don’t disappoint us!

a. looking for

b. looking forward to

c. looking to

d. looking after

11.Smoking in bed ________ 1000 fires a year.

a. burns

b. catches

c. keeps

d. causes

12.The United States _______ a population of over 200 million.

a. possesses

b. contains

c. owns

d. has

13.Solar cells have been developed primarily to _______ electric power for spacecraft.

a. seek

b. provide

c. apply

d. ensure

14.I don’t think I could ________ another night without sleep.

a. put up

b. endeavor

c. stand

d. last

15.Good ________! I hope you win the race.

a. fortune

b. luck

c. chance

d. fate

16.He is the most _______ singer in his country.

a. public

b. popular

c. populous

d. referred

17.He’s far _______ of the others in mathematics.

a. advanced

b. forward

c. progressive

d. ahead

18.He stood waving until the train was out of ________.

a. scene

b. sight

c. look

d. reach

19.What you say is, in a ________, true; but I should express it differently.

a. sense

b. meaning

c. concept

d. significance

20.The police took drastic ________ to crack down the criminals.

a. ways

b. methods

c. procedures

d. steps

21.We regret to inform you that the materials you ordered are _________.

a. out of work

b. out of reach

c. out of stock

d. out of practice

22.The teacher explained the lesson ______ to the students.

a. at all

b. at length

c. at leisure

d. at large

23.The neighbor’s windows _______ our garden.

a. overhear

b. overtake

c. overlook

d. oversee

24.She did not study hard, so she had to take the _______.

a. consequences

b. effects

c. sequences

d. outcome

25._______ student with a little common sense should be able to answer the question.

a. Each

b. Either

c. Any

d. One

26.Modern industry ________ in opportunities for young men with imagination.

a. rests

b. develops

c. abounds

d. competes

27.The coming of the railways in the 1830s ________ our society and economic life.

a. transformed

b. translated

c. transcended

d. transplanted

28.Frankfurt, Germany, is one of the most _______ populated regions of Western Europe.

a. densely

b. vastly

c. enormously

d. largely

29.While in London, we paid a visit to the hospital founded ________ the nurse Florence Nightingale.

a. in place of

b. in honor of

c. in favor of

d. in line with

30.I want to buy a new tie to _______ this brown suit.

a. go into

b. go after

c. go with

d. go by

Part II Reading Comprehension

Questions 31 to 45 are based on the following passages:

Passage I

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 steaming(把…按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both bright and not-so-bright children. After all, it can be very 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 of their total personalities. We are concerned to develop the ability of all our pupils into 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 opportunities 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 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 assignment, 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 libraries, and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work: it does no matter what age this child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.

31.In this passage the author’s attitude towards “mixed-ability teaching” is _______.

a. critical

b. questioning

c. approving

d. objective

32.By “held back” (Para. 1) the author means “_________”.

a. made to remain in the same classes

b. forced to study in the lower classes

c. drawn to their studies

d. prevented from advancing

33.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

34.Which of the following is NOT MENTIONED in the third paragraph?

a. Group work gives pupils the opportunity to learn to work together with others.

b. Pupils also learn to develop their reasoning abilities.

c. Group work provides pupils with the opportunity to learn to be capable organizers.

d. Pupil also learn how to participate in teaching activities.

35.The author’s purpose in writing this passage is to ________.

a. argue for teaching bright and not-so-bright children in the same class

b. recommend pair work and group work for classroom activities

c. offer advice on the proper use of library

d. emphasize the importance of appropriate formal classroom teaching

passage II

One of the most important social developments that helped to make possible a shift in thinking about the role of public education was the effect of the baby boom of the 1950’s and 1960’s on the schools. In the 1920’s, but especially in the Depression conditions of the 1930’s, the United States experienced a declining birth rare—every thousand women aged fifteen to forty-four gave birth to about 118 live children in 1920, 89.2 in 1930, 75.8 in 1936, and 80 in 1940. With the growing prosperity brought on by the Second World War and the economic boom that followed it young people married and established households earlier and began to raise larger families than had their predecessors during the Depression. Birth rates rose to 102 per thousand in 1946, 106.2 in 1950, and 118 in 1955. Although economics was probably the most important determinant, it is not the only explanation for the baby boom. The increased value placed on the ideas of the family also helps to explain this rise in birth rate. The baby boomers began streaming into the first grade by the mid 1940’s and became a flood by 1950. The public school system suddenly found itself overtaxed. While the number of school children rose because of wartime and postwar conditions, these same conditions made the schools even less prepared to cope with the flood. The wartime economy meant that few new schools were built between 1940 and 1945. Moreover, during the war and the boom times that followed, large numbers of teachers left their profession for better-paying jobs elsewhere in the economy.

Therefore in the 1950’s and 1960’s, the baby boom hit an antiquated and inadequate school system. Consequently, the “custodial rhetoric” of the 1930’s and early 1940’s no longer made sense that is, keeping youths aged sixteen and older out of the labor market by keeping them in school could no longer be a high priority for an institution unable to find space and staff to teach younger children aged five to sixteen. With the baby boom, the focus of educators and of laymen interested in education inevitably turned toward the lower grades and back to basic acade-mic skills and discipline. The system no longer had much

interest in offering nontraditional, new, and extra services to older youths.

36 When did the Depression took place in the United States?

A In the 1920’s

B In the 1930’s

C In the 1950’s

D In the 1960’s

37 Which year did the United States have the lowest birth rate in its history?

A In 1936

B In 1946

C In 1950

D In 1955

38 What does the Phrase “ baby boom “mean?

A too many baby birth

B too few baby birth

C many baby birth

D rare baby birth

39 What situations were true for the postwar conditions Except ________

A baby boom appeared

B shortage of public shools and teachers

C teachers could not find position in the labor market

D the focus of education turned toward the children

40 What is the possible title of the passage?

A Changing Roles of Public Education

B Baby Boom of Postwar

C The Focus of School Education Postwar

D Children Education of Postwar

Passage III

I am one of the many city people who are always saying that given the choice we would prefer to live in the country away from the dirt and noise of a large city. I have managed to convince myself that if it weren’t for my job I would immediately head out for the open spaces and go back to nature in some sleepy village buried in the country. But how realistic is the dream?

Cities can be frightening places. The majority of the population live in massive tower blocks, noisy, dirty and impersonal. The sense of belonging to a community tends to disappear when you live fifteen floors up. All you can see from your window is sky, or other blocks of flats. Children become aggressive and nervous—cooped up at home all day, with nowhere to play; their mothers feel isolated from the rest of the world. Strangely enough, whereas in the past the inhabitants of one street all knew each other, nowadays people on the same floor in tower blocks don’t even say hello to each other.

Country life, on the other hand, differs from this kind of isolated existence in that a sense of community generally binds the inhabitants of small villages together. People have the advantage of knowing that there is always someone to turn to when they need help. But country life has disadvantages too. While it is true that you may be among friends in a village, it is also true that you are from the exciting and important events that take place in cities. There’s little possibility of going to a new show or the latest movie. Shopping becomes a major problem, and for anything slightly out of the ordinary you have to go on an expedition to the nearest large town. The city-dweller who leaves for the country is often oppressed by a sense of unbearable stillness and quiet.

What, then, is the answer? The country has the advantage of peace and quiet, but suffers from the disadvantage of being cut off; the city breeds a feeling of isolation, and constant noise batters the senses. But one of its main advantages is that you are at the centre of things; and that life doesn’t come to an end at half past nine at night. Some people have found (or rather bought) a compromise between the two: they have expressed their preference for the “quiet life” by leaving the suburbs and moving to villages within commuting distance of large cities. They generally have about as much sensitivity as the plastic flowers they leave behind—they are polluted with strange ideas about change and improvement which they force on to the unwilling original inhabitants of the villages.

What then of my dreams of leaning on a cottage gate and murmuring “morning” to the locals as they pass by? I’m keen on the idea, but you see there’s my cat, Toby. I’m not at all sure that he would take to all that fresh air and exercise in the long grass. I mean, can you see him mixing with all those hearty males down the farm? No, he would rather have the electric imitation—coal fire any evening.

41 From paragraph 1, we learned the author______.

A prefer living in the large city to the country

B have a dream of living in a remote village

C managed to live in a small village

D convinced many city people that it is wise choice to go back to nature

42 According to the author, the word “impersonal” means_____.

A people have no sense of belonging to a community

B you can see from your window is sky, or other blocks of flats.

C Children become aggressive and nervous

D mothers feel isolated from the rest of the world.

43 The benefit of country life lies in that _______

A it is easy to find friends for help

B you are from the exciting and important events that take place in cities.

C There’s more spare time to a new show or the latest movie.

D The city-dweller enjoy a sense of unbearable stillness and quiet

44 In paragraph 4 the phrase “being cut off” means______.

A for the “quiet life”

B in massive tower blocks

C at the centre of things;

D a feeling of isolation

45 What does the cat ,Toby accustom to ?

A fresh air and exercise in the long grass

B mixing with all those hearty males down the farm

C coal fire any evening.

D leaning on a cottage gate

Part III Cloze

Directions: For each blank in the following passage, there are four choices given below and marked a, b, c and d. Choose the one that is most suitable and mark your answer by blackening the corresponding letter on Answer Sheet I.

Cars are ( 46 ) important part of life in the United States. Without a car most people feel that they are poor. And even if a

person is poor he doesn’t feel really poor when he has a car.

Henry Ford was the man who first started making cars in large ( 47 ). He probably didn’t know how much the car was going to ( 48 ) American culture. The car made the United States a nation on wheels. And it helped make the United States what it is today.

There are three main reasons the car ( 49 ) so popular in the United States. First of all, the country is a huge one and Americans like to move around in it. The car provides ( 50 ) comfortable and cheapest form of all the means of transportation. With a car people can go to any place without spending a lot of money.

The second reason cars are popular is the fact that the United States has never really ( 51 ) an efficient and inexpensive form of public transportation. Long-distance trains have never been as common in the United States as they are in other parts of the world. Nowadays there is a good system of air service ( 52 ) by planes. But it is too expensive to be used frequently.

The third reason is the most important one, though. The American spirit of independence is ( 53 ) really made cars popular. Americans don’t like to wait for a bus, or a train or even a plane. They don’t like to have to ( 54 ) an exact schedule. A car gives them the freedom to schedule their own time. And this is ( 55 ) that Americans want most to have.

46. a. the b. an c. a d. not

47. a. number b. amount c. numbers d. members

48. a. affects b. effect c. affected d. affect

49. a. became b. started c. becomes d. grow

50. a. the more b. better c. the most d. fastest

51. a. developing b. developed c. development d. develop

52. a. provided b. supply c. offer d. providing

53. a. which b. that c. what d. where

54. a. go b. act c. follow d. carry out

55. a. freedom b. democracy c. the freedom d. the democracy

Part IV Practical Capacity

I Short Answers

Directions: Read the following passages and then answer the questions given.

In primitive societies sick people had to rely on medicine men and witch doctors. (Some people still rely on them.) It was believed that a person was sick because he had been attacked by evil spirits. The witch doctor’s job was to drive off these spirits.

His technique involved a combination of three methods, the first of which was religious. He chanted magic words and used good luck charms which he thought had power over the evil spirits that supposedly had entered the victim’s body. Secondly, he deliberately fed the patient mixtures, which were often filthy and disgusting, to make the evil spirits so uncomfortable that they would gladly run away and so enable the patient to get well.

The third method was to give the patient medicines prepared from certain plants and herbs that were similar in shape or texture to the various organs of the body. From our point of view, this was the only method that had any value. Modern scientific study has shown that some of these remedies had real usefulness in curing sickness, or at least in relieving pain, but not for the reasons advanced by the witch doctor.

1.What reasons the primitive people believed caused people sick?

2. For what purpose disgusting mixtures were fed to the patient ? .

3. According to the passage, the witch doctors functioned in curing some or all or no diseases?

4.When primitive people were cured, it was actually a result of __________.

II Situational communication:

1A: That lecturer is really knowledgeable. I wish I could meet him.

Your reply:

2A: Haven’t we met somewhere?

Your reply:

3Your suggestion:

A: It’ very nice of you to offer.

4 There is something wrong with my bike, but I have to go for an appointment. What can I do?

Your answer:

Part IV Writing

Directions: 假设因为工作原因你不能参加面授辅导，请用英语向面授老师请假。总词数不少于30词