个人英语测试成绩记录.doc

个人英语测试成绩记录

个人测试成绩记录

试卷：unit3
编号：unit3
试卷满分：60
姓名：
学号：20111497
班级：
登录：2012-10-13 16:54:59
交卷：2012-10-13 17:03:03
上机地址：202.118.223.8
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图例： Right or marked by instructor       Wrong       To be marked by instructor 

Part 1 Cloze (with four choices provided)
(每小题： 分)
Directions: Read the following passage carefully and choose the best answer from the four choices given for each blank.

Questions 1 to 20 are based on the following passage.

When I was in junior high school, I feared gym class. 1. I was very unlucky about which gym class I was in. All of the bigger boys, who were not known for their 2. , were in my particular gym class. And there were 3. of them. Our teacher could not watch all of us as 4. as was needed.
I had good 5. and was very good at running. 6. , I was quite slender. This wasn't 7. in a gym class full of bigger stronger boys. I did my best every day to 8. these boys. I primarily 9. , except during the running part of the curriculum.
For many of the boys running two miles was a 10. . As they tried to run around the campus, they 11. continuously. However, it was easy for me. We trained for two weeks in 12. for a timed run-the runner with the fastest time would win candy. You would think that being the best at an activity would have put me in a good mood, 13. it tended to cause me trouble. When I went for the timed run 14. , a different boy would cause trouble. He would 15. to put my head in the toilet if I didn't do what he wanted. I had to 16. my candy.
I won the timed run without 17. , but my teacher never gave me the candy. His plan to save me did not prove to be very 18. , though. I was 19. by a group of boys. Then I was 20. in the changing room. Many of the boys tried to put my head in the toilet but the teacher stopped them.

Part 1 Cloze (with four choices provided)    (每小题: 1 分;  满分：20 分)
小题
得分
对错
我的答案
客观
1.
0

It seemed
It seemed
2.
0

intelligence
intelligence
3.
1

far too many
far too many
4.
0

carefully
carefully
5.
0

endurance
endurance
6.
0

Consequently
Consequently
7.
0

beneficial
beneficial
8.
0

avoid
avoid
9.
0

succeeded
succeeded
10.
0

strain
strain
11.
1

cursed
cursed
12.
0

preparation
preparation
13.
1

but instead
but instead
14.
0

every day
every day
15.
0

promise
promise
16.
1

give up
give up
17.
1

difficulty
difficulty
18.
0

fruitful
fruitful
19.
0

tackled
tackled
20.
0

beaten up
beaten up
Subtotal:  20
老师评语：

Part 2 Skimming and Scanning (Multiple Choice + Blank Filling)
(每小题： 分)
Directions: Read the following passage and then answer the questions. For questions 1-7, choose the best answer from the four choices marked A, B, C and D. For questions 8-10, complete the sentences with the information given in the passage.

Questions 1 to 10 are based on the following passage or dialog.
The Olympic Torch (火炬)
Every four years, the entire world turns toward a certain city, to follow the facts, records, and histories of overcoming. This year, all eyes will turn toward Athens, the place of the first Olympic Games.
In a world of about six billion inhabitants (居民), only a selected group of about ten thousand athletes gets to the Olympic Games. However, there is a ritual of the Games that allows thousands of common people to participate in the Olympic experience, which is unique in the world: the tracking of the Olympic torch. The flame lit in Olympia is a powerful symbol, the force of which can be felt all over the world.
The Olympic torch-past and present
This tradition is not as old as the Games. The tracking of the torch was never part of the Games in Ancient Greece, yet it was part of Greek culture. The old way to carry the Olympic torch through runs was in honor of several gods. They were carried from one temple to the other or to some particular city. The first to get to the place had the honor to light the flame of the gods with his own torch.
The torch is currently completely integrated with the Olympic Movement and is an instrument that should reflect not only the soul of the country organizing the Games, but also the technology available at that moment. For the Athens Olympic Games of 1004, the designer Andreas Varotsos selected the olive (橄榄) leaf. He wanted to include all aspects of his country, both in the historical and cultural levels, at the same time making use of an international language that reflected the spirit of Greece and showed values of peace, love and harmony in all places.
The tracking of the torch-the first half in the 20th Century
The fire was not employed as an Olympic symbol until 1928 when a flame was lit during the Amsterdam Olympics. That caught the imagination of the public. Four years later, in Los Angeles, Carl Diem, from the German Olympic Committee, decided to develop the idea. The flame was lit once again. But those were not real Olympic flames. When the Games were held in Berlin, in 1936, Diem introduced the first tracking of the Olympic torch.
Torch tracking in the 1960s and 1970s
For the Games of 1968, in Mexico, the torch was carried to Spain, from where it would cross the Atlantic and follow the route of Christopher Columbus up to Central America. In Mexico City, Enriqueta Basilio was the first woman to light the Olympic flame.
In 1972, 36 years after the Berlin Olympics, the torch was once again carried to Germany, and 1976 saw the change of the torch to show the growth of technology during the 20th century. In Athens, a machine collected the ionized particles (离子粒) of the flame and transformed it to electronic impulses (脉冲). They were then passed by a satellite across the Atlantic to Ottawa, Canada, where they sent to relight the flame. In seconds, the flame had crossed the world. From Ottawa, it was taken to Montreal, and then followed the conventional manner.
In the 1980s
In 1980, for the Moscow Olympics, the Olympic flame was taken to the Soviet Union for the first time. However, the tracking of the torch in Los Angeles was the most complicated and also the most troublesome. The influence of the money in the sports was growing. In 1984, this led to many quarrels in the Olympic Movement. The Americans developed a program in which each kilometer was sold and the money was given to sport organizations for the youth. This model allowed private sponsors to buy several kilometers, yet it was not well accepted in Greece, and there were many protests against the sale of the Olympic flame.
The memories of the Berlin Olympics, in 1936, were remembered in the Seoul Olympics in 1988. The winner of one race in 1936 was the Korean Kitei Son, yet the medal was given to Japan, which occupied Korea at that time. In 1988, he had the honor to enter the Olympic stadium with the torch, under his real Korean name, Sohn Kee-chung.
Developments in the 1990s
In Barcelona, in 1992, the method through which the flame was lit was in all of the newspapers. Antonio Rebollo was appointed to shoot an arrow (箭) to light the flame. If he made a mistake, this would be the largest mistake of all time. But he did it right. In 1996, the torch was carried to all cities that had held the Games before. More than 10,000 runners took the torch from Olympia to Atlanta. Runners carrying the torch were community heroes chosen for this special honor. Any person could indicate the name of someone regarded as a local hero to carry the flame for a while.
In the new century
During the trip to the Games of 1000, in Sydney, the tracking begun in Uluru, an important place for the Indian population. The first Australian aborigine (土著人) to win an Olympic gold, Nova Peris-Kneebone, carried the torch through the first part of the tracking. Another aborigine, Cathy Freeman, who later would win a gold medal in women's 400 meters, lit the flame.
This year, the trip of the Olympic torch went through 127 countries of all five continents for the first time, including all host cities of the previous Games and also the cities that are candidates (候选人) for the Olympic Games of 1012. Beijing received the flame for the first time in history.
More than a ritual, the tracking of the torch has become an unexpected opportunity to involve thousands of people with the Olympic experience. As a flaming symbol, the torch has allowed thousands of common citizens to participate.

1.
________________ are allowed to take part in the Olympic torch tracking.

A. Ten thousand common people

B. Ten thousand sportsmen

C. Thousands of common people

D. Six billion inhabitants

2.
The Olympic torch is a tool that should not only reflect the technology available at the moment, but also ________________.

A. the Olympic Movement

B. the soul of the host country

C. the Games in Ancient Greece

D. the honor of the gods

3.
The first real Olympic flame was ________________.

A. in Los Angeles Olympics in 1932

B. in Amsterdam Olympics in 1928

C. in Berlin Olympics in 1936

D. in Athens Olympics in 2004

4.
In the 1968 Mexico Olympics, Enriqueta Basilio was ________________.

A. the first woman to carry the torch

B. the first woman to take part in the games

C. the first woman to cross the Atlantic with the torch

D. the first woman to light the flame

5.
How did the use of the Olympic torch in 1976 express the 20th century's technological growth? ________________

A. By passing the flame by satellite.

B. By carrying the torch back to Germany.

C. By using an electronic torch.

D. By taking the torch to Montreal.

6.
The most complicated and troublesome torch tracking was in ________________.

A. Greece

B. Moscow

C. Los Angeles

D. Berlin

7.
The Korean athlete Sohn Kee-chung ________________.

A. won a race in 1936 Seoul Olympics, but the honor was given to Japan

B. won a race in 1936 Berlin Olympics, but the honor was given to Japan

C. won a race in 1988 Seoul Olympics, but the honor was given to Japan

D. won a race in 1988 Seoul Olympics, and the honor was given to Korea

8.
One chosen to carry the flame for a while is regarded as .

9.
In 2000, the Olympic flame was lit by an aborigine who would later win .

10.
The tracking of the torch has become more than a ritual.

Part 2 Skimming and Scanning (Multiple Choice + Blank Filling)    (每小题: 1 分;  满分：10 分)
小题
得分
对错
我的答案
客观
1.
0

C
C
2.
1

B
B
3.
0

C
C
4.
0

D
D
5.
0

A
A
6.
0

C
C
7.
1

B
B
8.
0

a local hero
a local hero
9.
0

a gold medal
a gold medal
10.
0

an unexpected opportunity
an unexpected opportunity
Subtotal:  10
老师评语：

Part 3 Reading Comprehension (Multiple Choice)
(每小题： 分)
Directions: Read the following passages carefully and choose the best answer from the four choices marked A, B, C and D.

Questions 1 to 5 are based on the following passage or dialog.
So long as teachers fail to distinguish between teaching and learning, they will continue to undertake things for children that children can only do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless 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

Questions 6 to 10 are based on the following passage or dialog.
Society usually tends to focus on the negative side of inner-city schools. Many people like to stereotype (模式化) these schools which, while these general statements may be true in some cases, tend to be worse most of the time. People think that the students of these schools receive inferior educations. My school, an inner-city school named St. Ignatius, is regarded as one of the best in the state. People also believe that violence occurs on a daily basis, both in the school itself and in the nearby city. I cannot even remember a serious fight at St. Ignatius. People who think that the teachers at inner-city schools lack love for their job worsen this typical stereotype even further. My teachers not only had a love for teaching, but they were also able to cultivate a love for learning in their students.
Take Mrs. Borroni, my Spanish teacher, for examp