新视野大学英语第三册阅读题

Unit 1 ( DCDAD DBCAD DDDCB ) Language is a way to communicate with each other. We started to learn language when we were born. However, people are used to speaking their native language, so immigrants are having many problems between the first generation and the second generation because they don't have the same native language. Also, the second generation is losing their identity. Especially in America, there are many immigrants that came from different countries to succeed in the States. Because they suffer in lots of areas such as getting a job and trying to speak English, they want their children to speak English, not only at school, but also at home in order to be more successful. Because of this situation, their children are losing their ethnic identity and, even more, they are ignoring their parents whose English is not very good.

I think most immigrants are trying to preserve their native language in their new country, but this doesn't help very much in getting a good job. My aunt didn't teach Korean to her children in order to help them succeed in the US; she did so, hopefully, to help them establish a Korean identity. Though the second generation is born in the new country, they often get confused about their identity. My cousins told me that when they visited Korea a few years ago, they felt different from other Koreans. They could even feel it just strolling around the street because they wore different clothes.

We must realize that language is important and valuable for many reasons. Immigrants should make an effort not to be ignored by their children and to make their children understand their heritage by teaching them the parents' language. This is important in helping the second generation establish their identity.

1. Which people are having trouble with language?

A. Natives.

B. People of the 2nd generation.

C. People when born.

D. Immigrants.

2. Why are children ignoring their parents?

A. Children have lost their identity.

B. Parents cause children to suffer.

C. They speak different languages.

D. They have different job levels.

3. The author's aunt taught Korean ________.

A. so she could preserve her language

B. so she would have a job in America

C. to help children succeed in their new country

D. to help children keep their Korean identity

4. The author's cousins felt ________.

A. they were not similar to people in Korea

B. they could not get a job in America

C. it was all right to look and feel different

D. it was important to keep their identity

5. A proper title for this passage is ________.

A. The Identity of the Second Generation

B. Korean Problems in America

C. Learning a New Language in the US

D. Keeping Y our Culture in a New Land

Two similar-sounding English words caused trouble for a man who wanted to fly from Los Angeles to Oakland, California. His problems began at the airport in Los Angeles. He thought he heard his flight announced, so he walked to the gate, showed his ticket, and got on the plane. After flying for twenty minutes, the man began to worry. Oakland was north of Los Angeles, but the plane seemed to be heading west, and when he looked out his window all he could see was ocean. "Is this plane going to Oakland?" he asked the flight attendant (服务员). The flight attendant was shocked. "No," she said. "We're going to Auckland-Auckland, New Zealand."

English is not the only language with similar-sounding words. Other languages, too, have words that can cause mistakes, especially for foreigners.

Auckland and Oakland. When similar-sounding words cause a mistake, probably the best thing to do is just laugh and learn from it. Of course, sometimes it's hard to laugh. The man who traveled to Auckland instead of Oakland didn't feel like laughing. But even that mistake turned out all right in the end. The airline (航空公司) paid for the man's hotel room and meals in New Zealand and for his flight back to California. "Oh well," the man later said, "I always wanted to see New Zealand."

6. The main topic of this passage is ________.

A. mistakes made by people in airports

B. troubles experienced by foreigners in a new country

C. difficulties had by people when taking a plane

D. problems caused by words that sound alike

7. She told him the plane would arrive in ________.

A. Oakland

B. Auckland

C. Los Angeles

D. California

8. The man realized something was wrong when ________.

A. he landed in Oakland, California

B. he saw that the flight attendant was shocked

C. he noticed the direction of the plane

D. he walked up to the gate

9. The sentence "Oh well, I always wanted to see New Zealand." reflects ________.

A. the man's sense of humor

B. the man's frustration

C. the man's disappointment

D. the man's despair

10. According to the passage one proper way to deal with a mistake caused by similar-sounding words is ________.

A. to have a sharp ear

B. to learn a good pronunciation

C. to speak clearly and slowly

D. to laugh and learn from it

Yinlan looked at the people sitting around the table and smiled with satisfaction. Everyone in her family was there—her children, her grandchildren, and her new great-grandson, just one month old. Her whole family had come to celebrate the Harvest Moon Festival (节日).

Two days after the Harvest Moon Festival, Yinlan died peacefully in her sleep. Her family was sad but at the same time grateful. They felt happy that they had been able to celebrate the Harvest Moon Festival with her one last time. Everyone said it was remarkable that Yinlan had died just two days after the holiday.

Actually, the timing of Yinlan's death was not remarkable at all. Recently sociologists (社会学家) studied the death rate among elderly Chinese women in California. They discovered that the death rate drops 35 percent before the Harvest Moon Festival and then rises 35 percent. Sociologists believe that these changes in death rate show the mind's power over the body. The Harvest Moon Festival, when families gather, is important to elderly Chinese women. Apparently some women are able to postpone (推延) their deaths so that they can celebrate the festival one last time.

The idea that people can postpone the time of their deaths is not new. Many families tell stories of a relative who held on to life until after an important event. The stories people tell, however, are just that: stories. They are not proof that people can postpone their deaths. The sociologists' work is important because the sociologists studied facts, not stories. The facts—the drop and rise in death rates—prove that people really can postpone their deaths.

11. When did Yilan die?

A. During the Harvest Moon Festival.

B. Before going to sleep.

C. Just before the Harvest Moon Festival.

D. A couple days after the Harvest Moon Festival.

12. The writer tells us the story of Y ilan to let us know that _________.

A. the Harvest Moon Festival is important to elderly Chinese women

B. Chinese families get together to enjoy the Harvest Moon Festival

C. families are often sad during the Harvest Moon Festival

D. people may be able to put off death for an important event

13. Where did the study take place?

A. China.

B. Yilan's home.

C. Festival grounds.

D. California.

14. What does the author describe as "not new"?

A. The work of sociologists.

B. Proof of postponing death.

C. The Harvest Moon Festival.

D. Stories of putting off death.

15. What provides us with proof?

A. The stories of family members.

B. The numbers showing death rates.

C. The important events.

D. The postponing of death.

Unit 3 (BABAC ABCDB BBACD) 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." 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 difficult 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 "examination" at the end of Paragraph 3 most 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

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 "Amnesty International" (an 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. Ignatius should not be considered a true "inner-city school". While this may 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. What do people often think negatively about?

A. Inner-city schools.

B. Stereotypes.

C. St. Ignatius.

D. V iolence.

7. What can the author never remember seeing at St. Ignatius?

A. Amnesty International.

B. A serious fight.

C. A Spanish club.

D. Inferior students.

8. What would Mrs. Borroni do after school?

A. Give Spanish classes.

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.

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.

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.

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.

Unit 4 (BCABC CBAAD DACDC)

In 1913, the United States government introduced a bold, new nickel. James Earle Fraser said his goal was to design a coin that would be "truly American." In his search for symbols, he found none more distinctive than the American buffalo. Choosing to show a Native American on the

other side of the coin, Fraser said the new nickel had "perfect unity of theme."

Production of "Buffalo" or "Indian Head" nickels began in February 1913. A single coining press at the Philadelphia Mint (造币厂) started turning out the nickels at the rate of 120 a minute. But after the first examples were introduced, The New Y ork Times said they were "bad."

Other critics said that the coin's "rough" surfaces would encourage counterfeiters (造假币的人). But the most serious complaint about the nickel had to do with its inability to stand heavy use. One coin collectors' magazine predicted that the slightest wear would remove the date and the words Five Cents "beyond understanding."

In 1938, the Government staged a competition for a new nickel picturing Thomas Jefferson. According to a news item of the day, the Department of Indian Affairs didn't receive a single complaint from Native Americans about the design change. Collectors didn't seem to mind either.

1. In the eyes of Fraser, a __________ is the most distinctive.

A. nickel

B. buffalo

C. Native American

D. unity of theme

2. In the second sentence, Paragraph 2, the word "press" means ________.

A. publication

B. newspaper

C. machine

D. the act of pushing down

3. The design of a buffalo was modified ________.

A. because it was not able to stand heavy use

B. because the words Five Cents were "beyond understanding"

C. because the coin couldn't be pressed by the Philadelphia Mint

D. because the words were too high on the coin

4. According to one collectors' magazine using a Native American and a buffalo was ________.

A. a good idea

B. a bad idea

C. a perfect idea

D. a forced idea

5. It seemed that the new nickel picturing Thomas Jefferson ________.

A. won much praise from collectors

B. caused strong protests from American Indians

C. was OK both to the collectors and American Indians

D. was praised both by the collectors and American Indians

Time passed and my cards sold well. My enthusiasm for the greeting card business grew quickly. All along, I had been drawing fantasy art: monsters, dragons, castles, etc. With the birth of my first son in 1980, the content of my work went through a pretty dramatic change.

Fantasy went out of the window, and I began to illustrate reality.

In the spring of 1983, we, The Mary Engelbreit Greeting Card Company, took our 12 little designs to New Y ork to exhibit them at a national card show.

I remember how big the show was. I just couldn't get over it. I had no idea there were so many different card companies. And it was exciting because our 12 little cards were getting a lot of attention in that huge place!

I've been told one of the reasons we had so much success at that show is because my card style was different than anything else at the market. I typically draw complicated details and use deep colors and funny or meaningful quotations.

By 1985, many greeting card publishers started noticing my art, and two of them approached me with licensing contracts.

I have always believed if you choose a job you love, you'll never work a day in your life. If you ask about the mystery of my success, all I can say is this: to imagine is everything!

6. Before the birth of her first son, Mary Engelbreit's cards focused on ________.

A. reality

B. daily life

C. fantasy

D. dragons

7. The New Y ork show was so big that Engelbreit ________.

A. couldn't walk through it

B. couldn't believe it

C. couldn't stay to the end of it

D. couldn't understand it

8. Engelbreit's cards were successful because ________.

A. they were distinctive in style

B. they had a thank-you sentence

C. they had complicated details

D. they were rich in color

9. A couple of greeting card companies ________.

A. presented Engelbreit with contracts

B. asked Engelbreit to make her cards more distinctive

C. wanted Engelbreit to use more meaningful quotations

D. thought her cards were to complicated

10. According to Mary Engelbreit, the key to success is ________.

A. devotion

B. opportunity

C. good luck

D. imagination

In the early days of sea travel, seamen on long voyages lived exclusively on salted meat and biscuits. Many of them died of scurvy (坏血病), a blood disease which causes swollen gums, livid (铅色的) white spots on the flesh and general exhaustion. On one occasion, in 1535, an English ship arrived in Newfoundland with its crew seriously ill. The men's lives were saved by Iroquois Indians (易洛魁印第安人) who gave them vegetable leaves to eat. Gradually it came to be realized that scurvy was caused by something lacking in the sailors' diet. Captain Cook, on his long voyages of discovery to Australia and New Zealand, established the fact that scurvy could be warded off by the giving fresh fruit to the sailors.

Nowadays it is understood that a diet which contains nothing harmful may yet result in serious diseases if certain important elements are missing. These elements are called "vitamins". Quite a number of such substances are known and they are given letters to identify them, A, B, C, D, and so on. Different diseases are associated with a lack of particular vitamins. Even a slight lack of Vitamin C, for example, the vitamin most plentiful in fresh fruit and vegetables, is thought to increase our chances of catching colds.

The vitamins necessary for a healthy body are normally supplied by a good mixed diet, including a variety of fruit and green vegetables. It is only when people try to live on a very restricted diet, say, during the extended periods of religious fasting (斋戒), or when trying to lose weight, that it is necessary to supply the missing vitamins.

11. Which of the following happens because of scurvy?

A. People become hungry.

B. People lose blood.

C. People become livid.

D. People feel pain in their gums.

12. How would the sailors ward off scurvy on long trips?

A. They took fresh fruit with them.

B. They stopped in places to relax.

C. They often found Indians to help.

D. They ate vegetable leaves regularly.

13. Which vitamin helps protect us against colds?

A. V itamin A.

B. Vitamin B.

C. V itamin C.

D. V itamin D.

14. What supplies all the vitamins we need to be healthy?

A. Any one of the different sorts of green vegetables.

B. Diets like those taken by religious people.

C. Certain important elements known by letters.

D. Mixed diets with different fruits and vegetables.

15. When should people take vitamins?

A. When wanting to be healthy.

B. When joining a religion.

C. When dieting to lose weight.

D. When protecting against sickness.

Unit 5 (BBABC ACDDA DBACA) Equipment operator Dick Kemp is the proud owner of over 90 old trucks. Some of his vehicles date back as far as 1916, just twenty years after the first motorized truck was ever built and a time when there were only 160,000 trucks in the United States-compared with the 36,000,000 trucks that roar along the nation's highways nowadays. One of Kemp's most unusual trucks is a 1916 Selden with wooden spikes which was once used as a street sprinkler. Kemp began his collection in 1952 with a 1930 Bulldog Mack which he bought for only $50. This same vehicle was valued in the year 2006 at nearly a thousand times that price. Every year thousands of visitors come from all over the U.S. and Canada to see Kemp's collection, which is exhibited in a large garage and in a yard next-door. The Mack Truck Museum is open for public viewing and there is no charge. There is even a model truck playground for children to play in while their parents look at the real things.

Kemp does his own restoration work, making all the trucks look shiny and run smoothly. Many truck parts he has to make for himself because manufacturers have discontinued production long, long ago. He has received countless offers to sell his trucks, but his answer is always the same: "Nothing for Sale".

1. The passage says that Dick Kemp's job is ________.

A. museum worker

B. equipment operator

C. truck driver

D. truck manufacturer

2. In which year was Kemp's unusual Selden truck made?

A. 1952.

B. 1916.

C. 1930.

D. 2006.

3. Where does Kemp show his trucks?

A. In and near a garage.

B. Around the US and Canada.

C. On the nation's highways.

D. In a museum next to his home.

4. ________ might be appropriate for children.

A. The Mack Truck Museum

B. Kemp's truck playground

C. Restoration work

D. Kemp's collection

5. What does Kemp do himself?

A. Order discontinued parts.

B. Operate the museum.

C. Repair the trucks.

D. Sell the trucks.

For most people learning to drive, the driving test arises ahead as a major barrier. It is also a general source of conversation whenever drivers are gathered together. There are probably more tall stories about the driving test than about any other motoring subjects; the most remarkable thing about those stories is the number of times the old ones appear again, years after they were

first heard, in new and exaggerated forms.

All driving examiners have had to pass a very strict selection process, followed by at least six weeks' training. In the course of this training the Department makes sure that their driving is of a consistently high standard.

Driving test centers are chosen with equal care. It would be nice to have centers and examiners town by town. But this is just not possible, because the centers have to be at places where there is enough parking space for candidates (考生) and where there are enough test routes. Routes are carefully chosen to make sure that they are all roughly comparable-the proportion of right and left turns, hills, pedestrian (行人) crossings and so on. The object of all this is to make sure, as far as possible, that all candidates in the driving test have to cope with the same sort of conditions whether they take the test in New Y ork or California.

The work that examiners do in actually carrying out tests is checked continuously by supervising examiners. This is to make as sure as possible that every candidate for the driving test has a proper and equal chance of showing the examiner, in the words of the Regulations, "that he is competent to drive without danger to and with due consideration for other users of the road." This is all that the examiner is concerned with.

6. It can be learned from the passage that _______.

A. whenever people learning to drive get together, they often talk about the driving test

B. new and exaggerated stories about the test are always appearing

C. there are more tall stories about the driving test than any other subject

D. the same stories about the test reappear years later

7. According to the passage, driving examiners _______.

A. are trained for six weeks, then have a difficult selection interview

B. are given regular driving tests themselves by supervising examiners

C. sometimes have more than six weeks' training

D. are tested during the selection process to see if their driving is of a high standard

8. There isn't a test center in every town because ________.

A. some examiners can go to occasional centers from the permanent centers

B. routes and conditions have to be the same everywhere

C. there has to be enough parking space for the candidates and the examiners

D. not every town could provide enough test routes close to permanent centers

9. We can judge from this passage that ________.

A. the detailed records are checked after each test by a supervising examiner

B. sometimes candidates are tested by a supervising examiner

C. it's true that some examiners never pass anyone on Thursday afternoons

D. examiners are only concerned with a candidate's ability to drive

10. It can be inferred from this passage that ________.

A. test routes have roughly the same conditions everywhere

B. candidate drivers pass the test

C. all candidates are treated equally by the examiners during the test

D. some test centers do not have enough parking space

Is teaching important? Well, of course it is. There was a time when all necessary knowledge could

be taught to the young by family members. But as societies became more complex and division of labor more common, it was impossible for family members to teach the information and skills young people needed to become useful members of the society. As the need for specialists appeared, the job of teaching came into being in our country, and teaching as a job has been of increasing importance over the past one hundred years. Today, we have strict rules for teachers. We hope all children can go to school. Many things tell us that teaching is indeed an "important" job.

In recent years, there has been an increasing need for teachers to be "responsible". This means that the public expects teachers to succeed in teaching important information to the young. Teachers' salaries today, while not much, certainly are much higher than they were in the past. These increases have come about because people have realized that quality people, individuals who are highly able to teach, will not do it if they are not offered enough money. Today almost no one says that "anybody will do" for a teacher. The public expects "quality people" to teach the young, and progress is being made to give salaries that will make people who have abilities become teachers.

11. In the author's opinion, the job of a teacher ________.

A. is done best by family members

B. is too complex for most people

C. is free of rules

D. is important for society

12. The cause for the new job of "teacher" was ________.

A. the increased importance of labor

B. the need for specialists

C. the strict rules of the government

D. the increased number of children in school

13. According to the writer, ________ is on the increase nowadays.

A. a need for teachers to have responsibility for themselves

B. a need for teachers to teach responsibility to students

C. the numbers of students who are entering school

D. the numbers of people who take the job of teacher

14. We learn from this passage that ________.

A. money encourages teachers to be responsible

B. money is not a responsible reason to become a teacher

C. money is a good way to attract people to become teachers

D. money was much higher for teachers in the past

15. What do people hardly ever say these days?

A. Anyone can be a teacher.

B. Progress is being made.

C. Teachers have abilities.

D. Quality people are teaching the young

Unit 6 ( DABDB DACBA DADAB BACCD ) The cost of helping someone with AIDS drugs is high. Pills cost a lot of money. In Africa, AIDS drugs may cost more than a person makes in one year. At the same time, some American hospitals throw away a lot of pills. One man, named Lee Wildes, didn't think this was fair, so he decided to do something about it.

Wildes lives in a small apartment in San Francisco. Every month, he sends AIDS drugs, which would've been thrown away, to Africa. His act of kindness has not been noticed much in his home country. In Africa though, he is well known. Many people in Africa send him e-mails, asking him for the medicine they need.

Lee was a nurse. He knows that millions of dollars worth of drugs are thrown away. Five years ago he learned he was sick with HIV. Following this discovery, he took a vacation to Africa and saw many people there with AIDS. His visit caused him to begin sending drugs to Africa.

Lee talks with doctors in Africa by mail, e-mail and telephone. With their help, he has gotten the names and addresses for a hundred people in six African countries. He fills the pill orders and he records what pills he sends to them. He even returns to Africa, once a year, to see the people he's helping.

Giving left over drugs away is against the law, as is giving out drugs without a license. However, it is not likely he'll be taken to court for his kindly efforts. People who have discovered his actions have not caused problems for him. They know that 25 million Africans are sick with AIDS, and they don't want to prevent him from helping.

1. Why aren't more Africans taking AIDS drugs?

A. They don't want to take something that was thrown away.

B. They don't think that the drugs work.

C. They can't work when taking them.

D. They don't have enough money.

2. What does Wildes do every month?

A. Mail medicines to Africa.

B. Take a trip to Africa.

C. Throw away AIDS drugs.

D. Send e-mails to Africans.

3. What did Wildes learn five years ago?

A. Drugs are thrown away.

B. He has AIDS.

C. Africans need drugs.

D. Hospitals are not fair.

4. With whom does Wildes have phone conversations?

A. A San Francisco nurse.

B. 100 sick Africans.

C. American doctors.

D. African doctors.

5. What do people think of Wildes' actions?

A. They think he shouldn't break the law.

B. They think he is doing good work.

C. They think he will be taken to court.

D. They think he is prevented from helping.

The great river Nile (尼罗河) flows gently in its course through the hot plains in the first half of the year but later on when the melting (融化) snows and the rains on the mountains far to the south swell its tributaries (支流), the Nile overflows (泛滥). It spreads rich, muddy (泥泞的) soil from Ethiopia over its valley and forms deep stretches of green, fertile (肥沃的) lands along its banks. The settlers found that in the soft rich earth wheat and other crops could be planted, even without the use of the plough, and they began to make many settlements of farmers.

In these early times they did not of course understand why the river overflowed each year. But they knew that their crops and, therefore, their lives, depended upon its magic (魔术似的) floods, and they explained the miracle as the work of gods.

But there came some years when there was a "bad Nile". Sometimes the floods were not full and did not bring enough soil; the crops were poor and the people starved. At other times the waters were so great that they destroyed houses and villages, and drowned (淹死) men and beasts (牲畜). It took perhaps many centuries before the farmers learned how to control the Nile waters.

Wise men among them watching the position of the stars year by year found that they could

predict when the annual rising of the Nile would come. Thus they began to learn about the scientific study of the sun, earth, moon, and stars and could make a calendar of the years. They also learnt how to measure out the land so that it could be divided fairly again after the boundaries of the farms had been washed away by great floods. In this way, there came about ancient knowledge of engineering and of geometry.

6. We can learn from this passage that the Nile is ______.

A. always a gentle flowing river

B. hot in the first half of the year but cold later on

C. likely to overflow at unknown times of the year

D. a life-giving river that makes the land rich

7. The settlers began farming in the Nile valley because ______.

A. they discovered that their crops could grow well in the soil there

B. they did not realize that the river would overflow sometimes

C. they found many settlements of farmers in the valley

D. they realized that their crops depended on the floods

8. The Nile was called the "bad Nile" at times because _______.

A. the floods made the river difficult to control

B. the floods could only be predicted by wise men

C. the river sometimes flooded too little or too much

D. the river took the good soil away to Ethiopia

9. The Egyptians of that time learned to predict the floods by _______.

A. studying the flooding of the Nile year by year

B. observing the position of the stars year by year

C. inventing some maps of the Nile floods

D. developing engineering and measuring land

10. According to the passage, the ancient Egyptians ________.

A. had studied the stars and made their own calendar of the years

B. watched the fall and rise of the Nile and learned how to control the flood

C. discovered science before the peoples of other nations

D. learned a lot about geometry and spread the knowledge all over the world

I don't have a strong village feeling. There is a little pub and that is where most people go, although I tend to avoid it. The village always wants to know what you are doing and if you don't have too much contact with it in the pub, then they don't learn too much. I just keep them guessing.

The new people want a great community center. People who have just arrived in a village always want to do something in it or to it. What exactly they are going to have in this center I don't know. They keep talking about "amenities" (公共设施). I suppose they mean a car-park and a big smart room. The young village people don't want this. When their work is over they want to go off in their cars to the bright lights of Ipswich. The new people are often just kidding themselves that they are real village people. They don't just want to be accepted; they really want to take over the traditions. This is why they have come to live in a village. They want to do things "for the village" and it is all very exhausting if you happen to be an "old villager" and you just want to be left alone.

What I cannot understand is why a person who has got the wit (才智) to make enough money to come and live comfortably in the country, and have a centrally-heated house and a car, should want to put on entertainment in a hut (小屋). These people are just playing at village life—kidding themselves that they are genuine country folk. They wear us out. When their work is done they want to play in the village and when our work is done we want to play outside it. I suppose that sums it up.

11. We can learn from this passage that the writer ______.

A. doesn't learn about what village people are doing

B. tells the other village people about the pub

C. never tells people anything about himself

D. doesn't often go to the village pub

12. According to the passage, the young village people _______.

A. want their pleasure outside the village

B. don't like going to the community center

C. don't like the new people

D. want to see the latest group in the village

13. In the writer's opinion, the new people _______.

A. want to get rid of the old ways of the village

B. want to be left alone by people in the village

C. know that they aren't accepted by people in the village

D. do things that change the village from how it is

14. The old village people _______.

A. don't want to get rid of their old things for new things

B. are not ready to accept the new people in their village

C. want a new community center with a place to park

D. want to go back to their own traditions

15. It can be inferred from this passage that the author _______.

A. likes to play at village life

B. disagrees with the new people

C. likes laughing at the new people

D. wants the new people to go away

Almost more than any other country in the world, Britain must seriously face the problem of building upwards, that is to say, of providing accommodations to a considerable proportion of its population in high blocks of flats. It is said that the Englishman objects to this type of existence, but if the case is such, he does in fact differ from the residents of most countries of the world today. In the past our own blocks of flats have been associated with the lower income groups and they have lacked the obvious provisions (供应), such as central heating, constant hot water supply, electrically operated lifts from top to bottom, and so on, as well as such details as easy facilities (设施) for getting rid of dust and rubbish and storage places for baby carriages on the ground floor, play grounds for children on the top of the buildings, and drying grounds for washing. It is likely that the argument regarding flats versus (与……相对) individual houses will continue to rage on for a long time as far as Britain is concerned. And it is unfortunate that there should be hot feeling on both sides whenever this subject is raised. Those who oppose the building of flats base their case primarily on the assumption that everyone prefers an individual home and garden and on the high cost per unit of accommodation. The latter ignores the higher cost of providing full services to a scattered community and the cost in both money and time of the journey to work from the

suburban residences.

16. What is the problem that Britain must face?

A. Building blocks of homes.

B. Placing people in flats.

C. Being different from other countries.

D. Helping lower income groups.

17. Which of the following is one of the features of today's flats?

A. Facilities for getting rid of garbage.

B. Carriages for babies.

C. Water supply for drinking.

D. Playgrounds for children.

18. Which of the following is likely to continue for a long time according to the passage?

A. Flats will not have the obvious provisions.

B. Houses will be preferred by most people.

C. People will not agree on flats and individual houses.

D. Britain will be an unfortunate place to live.

19. Why do people oppose the building of flats?

A. They think flats offer no provisions.

B. They think flats are unfortunate.

C. They think everyone prefers houses.

D. They think everyone agrees with them.

20. What do people ignore when they oppose flats?

A. Flats have many provisions now.

B. Flats are suitable for individual families.

C. Flats offer plenty of space for living.

D. Flats save people money and time.

Unit 8 ( ABCDC BDDCA CCBDD CADBC ) Questions 1 to 5 are based on the following passage or dialog.

It seems that the art of survival—or continual positive projection—in the world of popular music these days, depends very much on change. If artists fail to recreate their image over and over again —they risk facing criticisms of dullness; that they are not fashionable.

This phenomenon applies especially to the female ranks. It is not enough for an artist to be beautiful and sexy. These characteristics too must be changed often, and remodeled to avoid being bogged down by a stereotype.

One example of the rock "n" roll art of move and change is Madonna, a brilliant illustration of the trend. Her latest disc (光盘), "Something to Remember", showcases (陈列) her wonderful popular songs and how she has so effectively been able to stay at the top without diminishing (降低) credibility (信誉) in her particular field. (For these purposes, we will forget her unworthy play about sex and that horrible book.)

This collection demonstrates how she has toned down her image at relevant (相关的) times to give contrast and definition to her career. But it offers more than simply a study in rock fashion history. There is also a solid assortment (混合物) of quality music.

It opens with the newest "I Want Y ou with Massive Attack", a faintly sad and moody song which quickly moves back in time to her earlier songs: "Crazy for Y ou", "This Used to Be My Playground" and "Y ou'll See". There is also a nice version of "Love Don't Live Here Anymore". So this is more than an exploitative (利用的) offering.

1. This article is primarily ________.

A. a review of Madonna's new record

B. a review of Madonna's life story

C. an analysis of Madonna's success in Hollywood

D. a review of Madonna's career

2. The main point of Paragraph 1 is to tell the reader that artists need to ________.

A. keep an image that the public knows and loves

B. recreate themselves to survive

C. avoid being dull at all costs

D. stay sexy to survive

3. How would you describe the writer's attitude towards Madonna?

A. Basically critical.

B. Negative.

C. Generally favourable.

D. Uncritically admiring.

4. In Paragraph 5 the main point ________.

A. is to suggest that the record is a waste of money

B. is to describe some stories from Madonna's past

C. is to introduce Madonna's new record

D. is to detail the contents of the new record

5. In paragraph 2, "bogged down" could be replaced by which of the following?

A. Enhanced.

B. Improved.

C. Restricted.

D. Bothered.

Engineering students are supposed to be examples of technical skill and logic, but when it comes to my college education I am an idealist and a fool. In high school I wanted to be an electrical engineer and, of course, any sensible student with my aims would have chosen a college with a large engineering department, famous reputation and lots of good labs and research equipment. But that's not what I did.

I choose to study engineering at a small liberal-arts university that doesn't even offer a major in electrical engineering. Obviously, this was not a practical choice; I came here for more noble reasons. I wanted a broad education that would provide me with flexibility and a value system to guide me in my career. I wanted to open my eyes and expand my vision by interaction with people who weren't studying science or engineering.

I headed off to college sure I was going to have an advantage over those students who went to big engineering " factories" where they didn't care if you had values or were flexible. I was going to be a complete engineer: technical genius and sensitive scholar all in one.

Now I'm not so sure. Somewhere along the way my noble ideals crashed into reality, as all noble ideals eventually do. After three years of struggling to balance math, physics and engineering courses with liberal-arts courses, I have learned there are reasons why few engineering students try to reconcile (调和) engineering with liberal-arts courses in college.

The reality that has blocked my path to become the typical successful student is that engineering and the liberal arts simply don't mix as easily as I assumed in high school. Individually they shape a person in very different ways; together they threaten to confuse. The struggle to reconcile the two fields of study is difficult.

6. The author chose to study engineering at a small liberal-arts university because he ________.

A. wanted to be an example of technical skill and logic

B. intended to be a combination of engineer and scholar

C. wanted to coordinate engineering with liberal-arts courses in college

D. intended to be a sensible student with noble ideas

7. According to the author, by interacting with people who study liberal arts, engineering students can ________.

A. balance engineering and the liberal arts

B. receive guidance in their careers

C. become noble idealists

D. broaden their horizons

8. In the eyes of the author, a successful engineering student is expected ________.

A. to have an excellent academic record

B. to be wise and mature

C. to be creative with a value system to guide him

D. to be a technical genius with a wide vision

9. The author's experience shows that he was ________.

A. creative

B. ambitious

C. unrealistic

D. irrational

10. The word "they" in "together they threaten to confuse." (Line 3, Para. 5) refers to ________.

A. engineering and the liberal arts

B. reality and noble ideals

C. flexibility and a value system

D. technical skill and logic

As a Canadian bilingual (双语的) teacher, I agree that the Canadian bilingual schools have been successful in producing functionally bilingual students. However, Mr. Whelpton's suggested condition that teachers in these schools must be fully bilingual may be unnecessary. For example, primary teachers can and do function with a smaller vocabulary than secondary teachers. Secondly, it is doubtful that students will use English because they "understand and accept the objective of making English the language of the classroom" which is a rather sterile explanation. One reason that Canadian bilingual programs work is because of the commitment to Whole Language Learning, that is, children learn a language, (first or second), by using it to transmit (播送) or receive meaningful messages that are interesting, real and important. They want to make their needs and desires known and to understand the world around them. Bilingual programs integrate language and content in an activity-based, child-centered manner so that the child is motivated to use the second language as a tool to transmit and receive messages related to social and academic interests.

Mr. Whelpton's third argument that all the students in one class need to be at approximately the same level of English proficiency (熟练) when they switch to English is unrealistic and unprofitable. How does a teacher group children who have a huge vocabulary but poor grammar skills with others who have correct grammar but a poor vocabulary? Also, suppose the students have similar language abilities but different learning styles! Therefore the concept of Cooperative Learning: students with a mixture of personalities, talents and weaknesses (a more realistic reflection of life) learn better as they cooperate (合作), instead of compete, and depend on each other for support and information.

11. How would you describe the writer's style?

A. Written in an academic style.

B. Written in a journalistic style.

C. Written in a personal style.

D. Written on the basis of widespread research in the area.

12. How would you describe the writer's attitude towards the Canadian bilingual programs?

A. Balanced.

B. Unenthusiastic.

C. Supportive.

D. Critical.

13. In Paragraph 1 the writer ________.

A. agrees completely with Mr. Whelpton's argument

B. agrees partially with Mr. Whelpton's argument

C. disagrees completely with Mr. Whelpton's argument

D. is overwhelmingly critical of Mr. Whelpton's argument

14. In Paragraph 2 "sterile" is closest in meaning to ________.

A. uninformative

B. unusual

C. exaggerated

D. uninspiring

15. According to the writer the Canadian bilingual programs have been a success ________.

A. because students accept the objective of making English the language of the classroom

B. because students study in classrooms where everybody is at about the same level

C. because the students can use their first language freely

D. because they work towards real life goals

On July 17, 1774, the officials from Maryland and V irginia held a talk with the Indians of the Six Nations. The Indians were invited to send boys to William and Mary College. In a letter the next day they refused the offer as follows:

"We know that you have a high opinion of the kind of learning taught in your colleges, and that the cost of living of our young men, while with you, would be very expensive to you. We are convinced that you mean to do good by your proposal; and we thank you heartily. But you must know that different nations have different ways of looking at things, and you will therefore not be offended if our opinions on this kind of education happen not to be the same as yours. We have had some experience of it. Several of our young people were formerly brought up at the colleges of the northern states; they were taught all your sciences; but when they came back to us they were bad runners, ignorant of every means of living in the woods, they were totally good for nothing. "We are, however, not the less obliged by your kind offer, though we refuse to accept it, and to show our grateful sense of it, if the gentlemen of V irginia will send us a dozen of their sons, we will take care of their education, teach them in all we know and make men of them."

16. This passage is about ______.

A. the talk between the Indians and the officials

B. the colleges of the northern states

C. the educational values of Indians

D. the problems of the Americans in the mid-eighteenth century

17. The Indians' chief purpose in writing the letter is probably to _______.

A. politely refuse a friendly offer

B. express their opinions on equal treatment

C. show their pride

D. describe Indian customs

18. According to the letter, the Indians believed that ______.

A. it would be better for their boys to receive some schooling

B. they were being insulted by the offer

C. they knew more about science than the officials

D. they had a better way of educating young men

19. Different from the official's view of education, the Indians thought ______.

A. young women should also be educated

B. they had different goals of education

C. they taught different branches of science

D. they should teach the sons of the officials first

20. The tone of the letter as a whole is best described as ______.

A. angry

B. pleasant

C. polite

D. Positive

Unit 9 （CDABB BCDAB DCCAB ）Sport is not only physically challenging, but it can also be mentally challenging. Criticism from coaches, parents, and other teammates, as well as pressure to win can create an excessive amount of anxiety or stress for young athletes. Stress can be physical, emotional, or psychological, and research has indicated that it can lead to burnout (筋疲力尽). Burnout has been described as dropping or quitting of an activity that was at one time enjoyable.

The early years of development are critical years for learning about oneself. The sport setting is one where valuable experiences can take place. Y oung athletes can, for example, learn how to cooperate with others, make friends and gain other social skills that will be used throughout their lives. Coaches and parents should be aware, at all times, that their feedback (反馈) to youngsters can greatly affect their children. Y oungsters may take their parents' and coaches' criticisms to heart and find a flaw (缺陷) in themselves.

Coaches and parents should also be cautious that youth sport participation does not become work for children. The outcome of the game should not be more important than the process of learning the sport and other life lessons. In today's youth sport setting, young athletes may be worrying more about who will win instead of enjoying themselves and the sport. Following a game, many parents and coaches focus on the outcome and find fault with youngster's performances. Positive reinforcement should be provided regardless of the outcome. Research indicates that positive reinforcement motivates and has a greater effect on learning than critic ism. Again, criticism can create high levels of stress, which can lead to burnout.

1. An effective way to prevent the burnout of young athletes is _____________.

A. to make sports less competitive

B. to make sports more challenging

C. to reduce their mental stress

D. to increase their sense of success

2. According to the passage sport is positive for young people in that ___________.

A. it can help them learn more about society

B. it teaches them how to set realistic goals for themselves

C. it enables them to find flaws in themselves

D. it can provide them with valuable experiences

3. Many coaches and parents are in the habit of criticizing young athletes _________.

A. without realizing critic ism may destroy their self-confidence

B. in order to make them remember life's lessons

C. believing that criticism is beneficial for their early development

D. so as to put more pressure on them

4. According to the passage parents and coaches should ___________.

A. help children to win every game

B. pay more attention to letting children enjoy sports

C. enable children to understand the positive aspect of sports

D. train children to cope with stress

5. The author's purpose in writing the passage is ___________.

A. to persuade young children not to worry about criticism

B. to stress the importance of positive reinforcement to children

C. to discuss the skill of combining criticism with encouragement

D. to teach young athletes how to avoid burnout

If it was once the case that there were no second acts in American lives, there are now not only second acts but third, fourth, and fifth ones. This is not entirely unhealthy: The belief that one shouldn't be judged by one's worst mistakes revives (恢复) careers that might otherwise have ended. Thus, Sergio Zyman rebounded from the failure of New Coke to lead the company to great success and landed on the cover of Fortune in a story headlined, "So Y ou Fail. Now Bounce Back!" That story put a new spin on screwing up: "If you haven't failed yet, you probably will. And for the benefit of your career, you probably should."

Sometime in the 1990s, though, the notion of failure as the necessary preface to success reached its falling phase. In this, Hollywood led the way. When the movie Showgirls was not successful in theaters, its distributor, MGM, decided to actively sell it as a bad movie, arranging midnight shows stocked with drag queens (男扮女装的男同性恋者) shouting the film's lines back at the screen. The notion of shame in failure came to be seen as old-fashioned, and the "redemption" (补救) phase of a comeback grew shorter and shorter until it disappeared entirely. As Hugh Grant taught us, no matter how bad one's misconduct, one can earn forgiveness through a modest chat on a national talk show. Similarly, Bob Dole didn't enter a Nixonian retreat after his political defeat-he soon entered his new role as a salesman, poking (戳，捅) gentle fun at his own inability to win.

The 1990s cultivation of an appreciation for failure was ideally timed since the 2000s have made failure epidemic. Failure is not merely more common than success these days, it's also more interesting.

6. The best title that fits this passage is ________________.

A. How to turn failure into success

B. Failure is the new success

C. Failure should be avoided

D. Don't be afraid of failure

7. What does "put a new spin on screwing up" in Para. 1 probably mean?

A. To get the car moving.

B. To tighten the parts of the car.

C. To turn failure into success.

D. To speed up the process of success.

8. "In this, Hollywood led the way?" (Para. 3) Here, "this" refers to ___________.

A. how to make first-class movies

B. failure is no longer necessary to success

C. how to resell the unsuccessful movies

D. failure is actually a necessary part of success

9. What did Hugh Grant and Bob Dole tell us about failure?

A. One shouldn't be ashamed of one's failure.

B. One should feel ashamed of one's failure.

C. The notion of shame in failure is up-to-date.

D. Failure is an embarrassing thing.

10. According to the author, failure _____________.

A. was predominant in 1990s

B. can also be fun

C. is less common than success

D. spread to the internet

Between about 1910 and 1930, new artistic movements in European art were making themselves felt in the United States. American artists became familiar with the new art on their trips to Paris and at the exhibitions in the famous New Y ork gallery (美术馆) "219" (named after its address on Fifth A venue) of the photographer Alfred Stiegliz. But the most important in the spread of the modern movements in the United States was the Armory Show of 1913 held in New Y ork, in which the works of many of the leading European artists were seen along w ith the works of a

number of progressive American painters.

Most of the American modernists who were influenced by the Armory Show found the city landscape, especially New Y ork, an appealing subject. Compared with the works of the realist painters, the works of American modernists were much further removed from the actual appearance of the city; they were more interested in the "feel" of the city, more concerned with the meaning behind appearance. However, both the painters of the "Ash Can School" and the later realists were still tied to nineteenth-century or earlier styles, while the early modernists shared in the international breakthroughs of the art of the twentieth century.

The greatest of these breakthroughs was Cubism (立体派) developed most fully in France between 1907 and 1914, which brought about a major revolution in Western painting. It fought against and changed the rational tradition that had been built upon since the Renaissance (文艺复兴). In Cubism, natural forms were broken down into shapes. No longer was a clear difference made between the figure and the background of a painting: the objects represented and the surface on which they were painted became one. The Cubists abandoned the conventional point of view, and objects depicted from multiple viewpoints were shown at the same time.

11. With what topic is the passage primarily concerned?

A. The comparison between various painters.

B. The greatest breakthroughs of the Armory Show.

C. The exhibitions in the famous New Y ork gallery.

D. The modern art movement in the United States.

12. What was the most important in the spread of modern movements in the US?

A. The photographer Alfred Stiegliz.

B. The famous New Y ork gallery 219.

C. The Armory Show of 1913 in New Y ork.

D. The exhibitions of art in Europe.

13. In what aspect did New Y ork attract the modernists?

A. The exhibitions in shows.

B. The appearance of the city.

C. The feel of the city.

D. The galleries of modern art.

14. What great breakthrough brought about a significant revolution in Western painting?

A. Cubism.

B. The Ash Can School.

C. The Armory Show.

D. Modernism.

15. What are unified in the art of the Cubists?

A. The traditions of modern and Renaissance art.

B. The figures in the foreground and background.

C. The natural forms of different shapes.

D. The viewer and the views he sees the art from.