西南大学20年6月机考大作业[0086]综合英语二A卷
西南大学网络与继续教育学院课程考试试题卷类别： 网教
课程名称【编号】： 综合英语二 【0086】 A卷
大作业 满分：100 分
I. Reading Comprehension (30 points, 2 points each)
Directions: There are 3 passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A. B. C. and D. You should decide on the best choice.
Passage One
Halloween is a holiday widely celebrated with different names in many countries. Although it originated as a religious holiday, it has lost its religious connections in the United States. It is now celebrated largely as a children's day, and many American children look forward to it for days and weeks beforehand.
The orange pumpkin is harvested at this time of year and is hollowed out, a funny face cut into it, and a candle placed inside as a decoration in the window. City folks, nowadays, sometimes use paper pumpkins for decorations.
Some years ago, the holiday was celebrated by dressing up in strange and frightening costumes and playing tricks on one's neighbors and friends, such as ringing door bells, throwing bits of corn on the window panes, and in other ways making minor disturbances.
More recently, children come to the door to have friends and neighbors admire their costumes and guess who are behind the false faces and receive treats of candy, fruit or cookies. They say, “Trick or Treat", meaning, “I will play a trick on you will not give me a treat." This practice has even more recently developed into a significant international activity. Instead of or along with candy, the children collect money for UNICEF (United Nations International Children's Emergency Fund). This special collection of money by children for needy children throughout the world is known as “UNICEF Trick of Treat". Begun only recently, it results in several million dollars each year contributed to UNICEF. The collection box is orange, reminiscent of the pumpkin.
1. What does Halloween originate from?
A. A children's day. B. A trick or treat.
C. A religious day. D. A day for UNI CEF.
2. Which of the following is NOT mentioned some years ago how the children celebrate the
Halloween?
Dressing up in strange costumes and playing tricks on one's neighbors and friends
Ringing door bells.
C. Throwing bits of corn on the window panes.
D. Dressing up in the best holiday clothes.
2. Which of the following is NOT used in the Halloween celebration?
A. Pumpkin. B. Candle.
C. Costume. D. Flower.
3. Why do the children collect money in the Halloween?
A. They love money.
B. They want to get enough money to buy themselves candy.
C. The adults are willing to give them money.
D. They want to help other children.
4. What is the symbol of Halloween?
A. Pumpkin. B. Candle.
C. Laughter. D. Money.Passage Two
So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do for children that which only children can 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 of 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 scrutiny.
If teacher and learner roles are not interchangeable, what then can be done through teaching that will 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 fulfil 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.
6. 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. students spend endless hours in reading
C. reading tasks are assigned with little guidance
D. too much time is spent in teaching about reading
7. The teaching of reading will be successful if ________.
A. teachers can improve conditions at school for the students
B. teachers can enable students to develop their own way of reading
C. teachers can devise the most efficient system for reading
D. teachers can make their teaching activities observable
8. The word “scrutiny” (Para. 3) most probably means “________.”
A. inquiry B. observation
C. control D. suspicion
9. 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 interchangeable
C. teaching helps children in the search for knowledge
D. reading enriches children’s experience
10. 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 Passage Three
While the mission of public schools has expanded beyond education to include social support and extra-curricular activities, the academic schedule has changed little in more than a century.
Reclaiming the school day for academic instruction and escaping the timebound traditions of education are vital steps in the school-reform process, says a report released today by the National Education Commission on Time and Learning.
The commission’s report, titled “Prisoners of Time”, calls the fixed clock and calendar in American education a “fundamental design flaw” in desperate need of change. The report says: “Time should serve children instead of children serving time.”
The two-year commission found that holding American students to “world-class standards” will require more time for classroom instruction. It states: “We have been asking the impossible of our students—that they learn as much as their foreign peers while spending half as much as in core academic subjects.”
The Commission compared the relationships between time and learning in Japan, Germany and the United States, and found that American students receive less than half the basic academic instruction that Japanese and German students are provided. On average, American students can earn a high school diploma if they spend only 41 percent of their school time on academics, says the report.
American students spend an average of three hours a day on “core” academics such as English, math, science and history, the commission found. Their report recommends offering a minimum of 5.5 hours of academics every school day.
The nine-member commission also recommends lengthening the school day beyond the traditional six hours.
John Hodge Jones, superintendent of schools in Murfreesboro, Tenn. and chairman of the commission, says: “If schools want to continue offering important activities outside the academic core, as well as serving as a hub for family and community services, they should keep school doors open longer each day and each year.”
The typical school year in American public schools is 180 days. Eleven states allow school year of 175 days or less, and only one state requires more than 180 days.
Milton Goldberg, executive director of the commission, says: “For over a decade, education reform advocates have been working feverishly to improve our schools. But…if reform is to truly take hold, the six-hour per day, 180-day school year should be relegated to museums—an exhibit from our education past.”
11. Compared with the academic courses more than a hundred years ago, the academic courses now ________.
A. include some extra-curricular activities B. focus more on education of social support
C. demand students’ more contribution of time D. remain more or less what they used to be
12. The researches by the commission mentioned in the passage are most concerned about _______.
A. the time attributed to academic learning
B. the components of school education
C. the changes in education in the recent century
D. the fashion of education management
13. As it is mentioned in the passage, schools in the United States do the following EXCEPT _____.
A. provide important outside-academic activities
B. serve social units such as family and community
C. arrange six-hour teaching and learning every day
D. have competition with schools of other countries
14. American students differ from those in Japan and Germany in that ________.
A. they stay at school for a longer time every day
B. they do not play as much as their counterparts abroad
C. they devote less time to academic learning
D. they earn a high school diploma more difficultly
15. Executive director of the commission Milton Goldberg would most probably agree that ______.
A. what the education reform advocates have done is good enough
B. the time of school day and school year should be extended
C. visiting museums can improve students’ academic learning ability
D. social support and extra-curricular activities should be canceled
II. Cloze (15 points, 1 points each)
Directions: There is one incomplete passage with 15 blanks in this part. For each blank, there are four choices marked A, B, C and D. Decide which of the choices would correctly complete the passage if inserted in the corresponding blanks.
What makes a home? Love and sympathy and confidence. It is a place1kindly affections exist among all the members of the family. The parents take good care of their children, and the children are interested in the activities of their parents.2all of them are3together by affection, and they find their home to be the cheeriest place in the world. A home without love is no more a home4a body without a5is a man. A man may live a successful and prosperous life, but prosperity alone can by no means6happiness. Many great personages in the world history had7affections for their homes. Your home may be8and poor,9your duty lies there. You should try to make it cheerful and comfortable. The10the difficulties, the richer will be your reward.? A home is11a family?dwelling. It’s a?school in which people are trained for citizenship. A man will not render good service to his country12he can do nothing good for his home; for in proportion as he loves his home, will he love his country. The home is the13of true patriotism. It is the secret of social14and national greatness. It is the basis and15of civilization.
1. A. that
C. as
2. A. Thus
C. However
3. A. fastened
C. wrapped
4. A. as
C. like
5. A. heart
C. soul
6. A. assure
C. promise
7. A. deep
C. strange
8. A. rich
C. humble
9. A. and
C. then
10. A. great
C. large
11. A. only
C. more than
12. A. if
C. otherwise
13. A. nourishment
C. greenhouse
14. A. welfare
C. advantages
15. A. foundation
C. establishment
B. which
D. where
B. But
D. While
B. bound
D. strapped
B. for
D. than
B. mind
D. brain
B. ensure
D. reassure
B. shallow
D. weak
B. simple
D. plain
B. but
D. furthermore
B. greater
D. larger
B. merely
D. also
B. unless
D. or
B. breeding ground
D. birthplace
B. interest
D. success
B. origin
D. ground
III. Translation (30 points)
Section A
Directions: Translate the following sentences into English.
1. 她完全沉浸在书中境界里，连敲门声也没听见。
2．如果他能戒烟，那对他来说将是个良好的开端。
3．抱怨自己运气不好是没用的，你应该鼓起勇气尽力工作。
4. 没有作好充分的准备我是不愿意去的。
5. 鼓励学生参加课堂讨论是现在教师的通常做法。
6. 他的成功很大程度上依靠了他同事的配合。
7. 对我来说，没有哪一家的服务和膳食能与这儿的相比。
8. 与外国人打交道时，我们必须对他们的文化有所了解。
9. 可以设想，人们总有一天会征服太空。
10. 经过一番心态调整，他们开始喜欢音乐与绘画了。Section B
Directions: Translate the following short passage into Chinese.
Every normal person is expert in the skill of pronouncing his own language, but few people are even moderately proficient at pronouncing foreign languages.Now there are many reasons for this, some obvious, some perhaps not so obvious. But i suggest that the fundamental reason why people in general do not speak foreign languages very much better than they do is that they fail to grasp the true nature of the problem of learning to pronounce, and consequently never set about tackling it in the right way.IV. Writing (25 points)
Directions: For this part, you are allowed 30 minutes to write a composition of 200 words or so based on the following topic. Studying Alone or in Groups？
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