1、Unit oneand Structure (30' )Section A Change the form of the word in the bracket as required.is the general rule, that all superior men inherit the elements offrom their mother. (superior)might be able to judge theirto the case.(relevant)3. The Marketing Department of the company is planning a b

2、igfor a new product. (promote)4. This novel has aat the end of each chapter. (summarize)lefttoour arrival. (priority)has noof settling down yet.(intend)mother had rarelyhim or any of her children. (critical)8. Her sister was appointed as teachingin chemistry at Houston University. (assist)book is ea

3、silyto the young reader.(access)had been writingtohim, trying to get him to call me.(continual)Section B Choose the correct answer to each sentence.did not findto prepare for the worst conditions we might meet.A. worth our whileB. it worthC. it worthwhileD. it worthy12. Heinterrupted the speaker by

4、asking irrelevant questions.A. continuouslyB. continuallyC. consequentlyD. consistently13. Into his sister, he was always considerate in his treatment of others.A. contraryB. contractC. contactD. contrast14. Language has always been described as the mirror to no.A. exceptionB. explanationC. expectat

5、ionD. excuse15. We came in this field late, so we must work hard to makelost time.A. out forB. up forC. up withD. off withgone to all this trouble.A. in account with youB. for account of youC. on your accountD. on your ownaccount17. After hearing her story,Ifeltpuzzled.A. somethingB. somewhatC. anyw

6、ayD. somehow18. Television programs may, not be veryinteresting, but this is because they are aimed at the average level of theaudience.A. on occasionB. for exampleC. if yesD. in fact19. With keen eyesandan exact memory, he rarely painted scenes on the.A. occasionB. placeC. spotD. time20. Over a thi

7、rd of the population was estimated to have noto the health service.A. assessmentB. assignmentC. exceptionD. accessdirector was criticalthe way we were doing the work.Only under special circumstancesto take make-up tests.A. are freshmen permittedB. freshmen are permittedC. permitted are freshmenD. ar

8、e permitted freshmenmad man was put in the soft-padded cell lest hehimself.A. injuredB. injureC. had injuredD. would injure project was so vastandquicklythat it has no parallel.A. performedB. affectedC. accomplishedD. executed25. In addition, many exceptionsthe rules of English usage make it difficu

9、lt to master.A. ofB. toC.tap water were as dangerous as some people think,would be getting sick.A. a lot more ofusB. more alot of usC. a lot of more usD. a lot of us more27. I intendedthe matter with you, butIhad some guests then.A. discussB. to have discussedC. having discussedD. discussing28. IfIc

10、orrect someone,Iwill do it with as much good humorandself-restraint as ifIwere the one.A. to correctB. correctingC. having correctedD. being corrected ultimate aim isa communist society.A. to come trueB. bringing aboutC. bring aboutD. to bring about30. Joe is accustomedat six in the morning.A. risin

11、gB. to be risingC. to risingD. tohaverisen11. Reading Tasks(20 ' ) Passage One:Reading is thought to be a kind of conversation between the reader and the text. The reader puts questions, as it were, to the text and gets answers. In the light of these he puts further questions, and so on. For mos

12、t of the time this " conversation " goes on bheowvel of consciousness.At time, however, we become aware of it. This is usually we are running into difficulties, when mismatch is occurring between expectations and meaning. When successful matching is being experienced, our questioning of th

13、e text continues at the unconscious level.Different people converse with the text differently. Some stay very close to the words on the page; others take off imaginatively from the words, interpreting, criticizing, analyzing and examining. The former represents a king of comprehension, which iswritt

14、enin the text. The latter represents higher levels of comprehension. The balance between these is important, especially for advanced readers.There isanother conversation which from our point of view is equally important, and that is to do not with what is read but with how it is read. We call this a

15、 “processc3nversation as opposed to a “content " conversation. It is concerned not with meaning but with the strategies we employ in reading. If we are advanced readers our ability to hold a content conversationwith atext is usually pretty well developed. Not so our ability to hold a process co

16、nversation. It is precisely this kind of conversation that is of importance when we are seeking to develop our reading to meet the new demands beingplacedupon us by studying at a higher level.31. Reading as a kind of conversation between the reader and the text becomes conscious only when.A) the rea

17、der ' s expectations agree with what is said in the text.B.) the reader has trouble understanding what the author says.C) the reader asks questions and gets answers.D) the reader understands a text very well.32. At a lower level of comprehension, readers tend toA) read a text slowlyB) read witho

18、ut thinking hardC) interpret a text in their own wayD.) concentrate on the meaning of words only.33. A " process " conversation has to do withA.) the application of reading strategiesB) matching our expectations with the meaning of a textC) the development of our ability to check the detai

19、lsD) determining the main idea of a text.34. According to thepassage, it is of great importance for readers at a higher level to maintain a balance between.A) conscious andunconsciouslevels of comprehensionB) the readers ' expectations and the meaning of a textC.) lower and higher level of compr

20、ehensionD) interpreting and criticizing a text35. If we want to develop our reading ability at an advanced level, we shouldA.) learn to use different approaches in reading different textB) make our reading process more consciousC) pay more attention to the content of a textD) take a critical attitud

21、e towards the author' s ideaPassage Two:We find that bright children are rarely held back by mixed ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streamingpupils. It does not take into account the fact that childr

22、en develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. Afterall, it can be quite discouraging to be at the bottom of the top grade!Besides,it is rather unreal to grade people just according to their intellectual ability. This is only one aspect of the

23、ir total personality. We are concerned to develop the abilities of all our pupilsto the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes toall these aspects of learning.In our classrooms, we work in various

24、 ways. The pupils often work in groups: this givesthem the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to cope with personal problems as well as learning how to think, to make decisions, toanalyze and evaluate, and to communicate effectively. T

25、he pupils learn from each other as well asfrom the teacher.Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the libr

26、ary, and we teach them the skills theyneed in order to do this efficiently. An advanced pupil can do advanced work: it does not matterwhat age the child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.the passage the author ' s

27、 attitude towards -ability feaixedg" isA) criticalB) questioningC.) approvingD) objective“held back ” (Line 1) the author means “"A) made to remain in the same classesB) forced to study I the lower classesC) drawn to their studiesD.) prevented from advancingauthor argues that a teacher 

28、9;chief concern should be the development of the student ' s.A) personal qualities and social skillsB.) total personalityC) learning ability and communicative skillsD) intellectual abilityof the following is NOT MENTIONED in the third paragraphA) Group work gives pupils the opportunity to learn

29、to work together with other. B) Pupils also learn to develop their reasoning abilities.C) Group work provides pupils with the opportunity to learn to be capable organizers.D.) Pupils also learn how to participate in teaching activities. author ' s purpose in writing this passage is to.A.) argue

30、for teaching bright and not-so-bright pupils in the same classB) recommend pair work and group work for classroom activitiesC) offer advice on the proper use of the libraryD) emphasize the importance of appropriate formal classroom teachingIII. Translation (20Translate the following sentences from C

31、hinese into English.41.(我們房間的鑰匙被系在 上)a large plastic block with the room number on it. task in China was to(S示中國人對創造性活動的態度).43. The child is neither old enough nor clever enough to (獨自完成要做的動作).assuming that the contrastIhave developed is valid,andthat(培養技藝與創造力兩者都是值得追求的目標) 45.(關鍵在于，在這個過程中，我們試圖讓本杰明懂得，一個人是能夠很好地自行 解決問題的)46. So long as the child is shown exactly how to do something,（那他就不太可能自行想辦法去彌補錯誤行為）。47. The idea that learning should take place