甘肃广播电视大学试卷习题综合测试卷（三）及参考答案_变化中的英语.doc_大学文库

甘肃广播电视大学开放教育英语专业（本科）《变化中的英语》综合测试卷（三） Part 1 A conversation You will hear the conversation twice. You are going to listen to a telephone conversation between two friends.The caller,Julie,is a journalist,and she works for an English language magazine in Beijing.She is not in Beijing though--she has been away from her office on an assignment.She rings Simon to ask for information.The questions are based on the conversation. Your answers should be brief and to the point. You have one minute to look at the questions before listening. 1.Is Bahasa Malaysia the national language of Malaysia? 2.How large is the population of Malaysia? 3.How large is the ethnic Chinese population in Malaysia? 4.Did Julie know that there were Tamil schools in Malaysia before she called Simon? 5.Did Simon say anything about Cantonese being used in Chinese schools? 6.Are Chinese Malaysians who speak English also speak other languages? 7.Has the government of Malaysia tried to make English the main medium of instruction in schools after the independence? 8.Is Julie certain she can get Simon on the phone? 9.When Julie asks Simon to hold for a moment,what does she want to do? 10.Is Julie's article about the language education in Malaysia? Part 2 A monologue You will bear the monologue twice. A Questions(11--14):Spot dictation p Listen for specific information In this section,you are going to listen to the first part of the speech.You need to write 1---3 words in each of the given spaces. You have one minute to look at the task before listening. Today we continue our discussion of the Kachru-Quirk debate,the debate about standards.A particular question that concerns both writers is whether language learning can be quicker and easier than what is the current state.Kachru's paper,as you can see,is concerned over the situations of language learning in a global (11 )and he particularly asks what sort of language learning is in fact possible in countries of Expanding Circle.Quirk is anxious that students should not find their time being used less efficiently than it could be.Well,as we all know,language learning is(12),and it requires much(13)from both learners and teachers,at least this is the case for most learners and most teachers.So,starting from the questions (14)by Kachru and Quirk,let us review some of the most important factors which concern the ease or difficulty of language learning

甘肃广播电视大学开放教育英语专业（本科）《变化中的英语》综合测试卷（三） Part 1 A conversation You will hear the conversation twice. You are going to listen to a telephone conversation between two friends. The caller, Julie, is a journalist, and she works for an English language magazine in Beijing. She is not in Beijing though--she has been away from her office on an assignment. She rings Simon to ask for information. The questions are based on the conversation. Your answers should be brief and to the point. You have one minute to look at the questions before listening. 1. Is Bahasa Malaysia the national language of Malaysia? 2. How large is the population of Malaysia? 3. How large is the ethnic Chinese population in Malaysia? 4. Did Julie know that there were Tamil schools in Malaysia before she called Simon? 5. Did Simon say anything about Cantonese being used in Chinese schools? 6. Are Chinese Malaysians who speak English also speak other languages? 7. Has the government of Malaysia tried to make English the main medium of instruction in schools after the independence? 8. Is Julie certain she can get Simon on the phone? 9. When Julie asks Simon to hold for a moment, what does she want to do? 10. Is Julie’s article about the language education in Malaysia? Part 2 A monologue You will bear the monologue twice. A Questions (11--14): Spot dictation p Listen for specific information In this section, you are going to listen to the first part of the speech. You need to write 1---3 words in each of the given spaces. You have one minute to look at the task before listening. Today we continue our discussion of the Kachru-Quirk debate, the debate about standards. A particular question that concerns both writers is whether language learning can be quicker and easier than what is the current state. Kachru’s paper, as you can see, is concerned over the situations of language learning in a global (11 ) and he particularly asks what sort of language learning is in fact possible in countries of Expanding Circle. Quirk is anxious that students should not find their time being used less efficiently than it could be. Well, as we all know, language learning is (12) , and it requires much (13) from both learners and teachers, at least this is the case for most learners and most teachers. So, starting from the questions (14) by Kachru and Quirk, let us review some of the most important factors which concern the ease or difficulty of language learning

34.In the last fifty years,the increased importance of English as a global language has led to A.the decline of the British Empire B.an elevation of the prestige of RP C.an increased demand for English language teaching D.the increased number of unqualified English teachers 35.It is reckoned that about of the world's e-mail is exchanged in English. A.half B.85% C.15% D.95% 36.Slave owners separated people who had a language in common.Owners feared that slaves might join together against them and that is harder to do if they can't speak A.English B.Black English Vernacular C.the same language D.several different languages 37.Owners expected slaves to pick up some_--enough to understand orders and give? messages and look after children. A.right pronunciation B.RP C.English D.Black English Vernacular 38.RP isaevelopment than Standard English. A.more important B.less important C.more recent D.less recent 39.The first printing press was set up in 1475 and it belonged to_ A.William Caxton B.Samuel Johnson C.Noah Webster D.George Bernard Shaw 40.Andrew Taylor mentions three different ways in which speakers of English in Hong Kong get the new words they need.These are abbreviations,borrowings from Chinese,and translations from Chinese,the examples beingrespectively. A.dragon boat,dim sum,and MTR B.dragon boat,MTR,and dim sum C.MTR,dim sum,and dragon boat D.MTR,dragon boat,and dim sum Paper Three Reading Test (20 points) Passage 1 Read the following passage,and decide on the basis of the text whether the statements are T (True),F(False)or N(Not Mentioned).Write your answers against the numbers on your Answer Sheet. When teachers talk about effective teaching that leads directly to pupil learning,they often talk in terms of the ways in which their pedagogical decisions are informed by perceptions they have of their pupils.Success often seems to depend on the extent to which teachers effectively integrate their knowledge of pupils with other knowledge--such as knowledge of subject content

34. In the last fifty years, the increased importance of English as a global language has led to . A. the decline of the British Empire B. an elevation of the prestige of RP C. an increased demand for English language teaching D. the increased number of unqualified English teachers 35. It is reckoned that about of the world’s e-mail is exchanged in English. A. half B. 85% C. 15% D. 95% 36. Slave owners separated people who had a language in common. Owners feared that slaves might join together against them and that is harder to do if they can’t speak . A. English B. Black English Vernacular C. the same language D. several different languages 37. Owners expected slaves to pick up some --enough to understand orders and give? messages and look after children. A. right pronunciation B. RP C. English D. Black English Vernacular 38. RP is a evelopment than Standard English. A. more important B. less important C. more recent D. less recent 39. The first printing press was set up in 1475 and it belonged to . A. William Caxton B. Samuel Johnson C. Noah Webster D. George Bernard Shaw 40. Andrew Taylor mentions three different ways in which speakers of English in Hong Kong get the new words they need. These are abbreviations, borrowings from Chinese, and translations from Chinese, the examples being respectively. A. dragon boat, dim sum, and MTR B. dragon boat, MTR, and dim sum C. MTR, dim sum, and dragon boat D. MTR, dragon boat, and dim sum Paper Three Reading Test ( 20 points) Passage 1 Read the following passage, and decide on the basis of the text whether the statements are T (True), F(False) or N(Not Mentioned). Write your answers against the numbers on your Answer Sheet. When teachers talk about effective teaching that leads directly to pupil learning, they often talk in terms of the ways in which their pedagogical decisions are informed by perceptions they have of their pupils. Success often seems to depend on the extent to which teachers effectively integrate their knowledge of pupils with other knowledge--such as knowledge of subject content

curriculum requirements and different possible ways of giving pupils access to this knowledge--into their overall teaching plans.The manner in which teachers manage this integration is best seen in terms of a continuum that involves,at one end,interactive teaching,and at the other reactive teaching. Interactive teaching sees the teacher integrating knowledge of pupils with pre-lesson plans,in a way that places the main emphasis on pre-set learning goals and the demands of the curriculum. Reactive teaching has the teacher evolve plans more directly from his or her knowledge of pupils. Reactive teaching is characterized by the teacher's willingness to adjust learning objectives in order to accommodate pupil concerns.Much of the time teachers seem to engage in teaching that is somewhere towards the midpoint of the continuum,such as when teachers consciously and deliberately react to pupils concerns and interests at the pre-active stage in the formulation of lesson plans,or when teachers introduce minor modifications to lesson plans at the interactive stage in direct response to emergent pupil concerns or interests.Having said this,individual teachers employ reactive and interactive strategies along with other teaching strategies as and when they feel them to be appropriate. 41.Teachers'decisions in teaching are informed by the knowledge of their pupils. 42.The teachers'overall teaching plans are mainly dependent on their knowledge of the pupils' concerns. 43.Teachers have different manners in their integrative approach to effective teaching. 44.Teaching can be either reactive or interactive,and there is no middle ground. 45.The integrative-reactive continuum represents merely a segment of the wider continuum of teacher strategies. 46.Reactive teaching is more appropriate than interactive teaching at the planning stage. 47.Interactive teaching is more appropriate than reactive teaching at the activity stage. 48.Interactive teaching is characterized by the teachers "integration of the knowledge of pupils with pre-lesson plans while emphasizing the pre-set learning goals. 49.Reactive teaching is characterized by the teachers"willingness to adjust learning objectives to accommodate pupil concerns. 50.In practice teachers tend to combine interactive and reactive strategies in order to achieve better results. Passage 2 Read the following passage,and answer the questions after the passage. If you meet someone--say a tourist,or a businessman in Beijing--who speaks Norwegian,then it is almost certain that person comes from Norway,and was born there and educated there.If you meet someone who speaks Spanish,that person may indeed have been born in Spain,but it is just as likely that his home,and his place of birth were in one of several parts of South America.There is another possibility.Even if he speaks Spanish it may be his second language.He may possibly have come from one particular part of Spain where a regional language,quite different from

curriculum requirements and different possible ways of giving pupils access to this knowledge--into their overall teaching plans. The manner in which teachers manage this integration is best seen in terms of a continuum that involves, at one end, interactive teaching, and at the other reactive teaching. Interactive teaching sees the teacher integrating knowledge of pupils with pre-lesson plans, in a way that places the main emphasis on pre-set learning goals and the demands of the curriculum. Reactive teaching has the teacher evolve plans more directly from his or her knowledge of pupils. Reactive teaching is characterized by the teacher’s willingness to adjust learning objectives in order to accommodate pupil concerns. Much of the time teachers seem to engage in teaching that is somewhere towards the midpoint of the continuum, such as when teachers consciously and deliberately react to pupils concerns and interests at the pre-active stage in the formulation of lesson plans, or when teachers introduce minor modifications to lesson plans at the interactive stage in direct response to emergent pupil concerns or interests. Having said this, individual teachers employ reactive and interactive strategies along with other teaching strategies as and when they feel them to be appropriate. 41. Teachers’ decisions in teaching are informed by the knowledge of their pupils. 42. The teachers’ overall teaching plans are mainly dependent on their knowledge of the pupils’ concerns. 43. Teachers have different manners in their integrative approach to effective teaching. 44. Teaching can be either reactive or interactive, and there is no middle ground. 45. The integrative-reactive continuum represents merely a segment of the wider continuum of teacher strategies. 46. Reactive teaching is more appropriate than interactive teaching at the planning stage. 47. Interactive teaching is more appropriate than reactive teaching at the activity stage. 48. Interactive teaching is characterized by the teachers "integration of the knowledge of pupils with pre-lesson plans while emphasizing the pre-set learning goals. 49. Reactive teaching is characterized by the teachers "willingness to adjust learning objectives to accommodate pupil concerns. 50. In practice teachers tend to combine interactive and reactive strategies in order to achieve better results. Passage 2 Read the following passage, and answer the questions after the passage. If you meet someone--say a tourist, or a businessman in Beijing --who speaks Norwegian, then it is almost certain that person comes from Norway, and was born there and educated there. If you meet someone who speaks Spanish, that person may indeed have been born in Spain, but it is just as likely that his home, and his place of birth were in one of several parts of South America. There is another possibility. Even if he speaks Spanish it may be his second language. He may possibly have come from one particular part of Spain where a regional language, quite different from

Spanish,called Basque,is spoken. We can find many other examples of national language.Norwegian is a national language-as are Swedish,Danish and Japanese.These languages are used within national boundaries.Spanish, Portuguese,French,Holland and Germany,are of course the languages of the languages of Spain, Portugal,France,Holland and Germany respectively.All of these countries,like Britain,were once colonial and imperial powers.Some had bigger,more extensive,colonial possessions than others.For all of them,the result is that their languages are to some extent international languages. It is important to remember this.English is not alone,not unique,in being an international language.English is,however,alone in several other ways.More people who were not born in Britain use it than use other international languages.That is partly because the British Empire,at its height(in the later part of the 9th Century and the early part of the 20th century)was very large, and very widely spread.That is not the only reason.There are others.These have to do with where it spread.It is the dominant language of the United States,for example,and with what is done using it.It is the language of science and technology,and that means that very many people,like you,have very good reason to want to learn it,and make it their own.It's not just an international language.It is,in this century,a global language. 51.What is the best topic for this passage? A.Norwegian,Spanish and English B.The Rise of English C.National and International Languages D.The Dominant Language of the United States 52 &53.Name two national languages mentioned in the text. 54 &55.Name two international languages mentioned in the text. 56.Name the example of regional languages as given in the text. 57.What is similar among the countries whose national languages became international languages? 58.59.&60.Give three reasons why more people use English than any other international languages. Paper Four Translation Text (20 points) Translate the following passage into Chinese. Long ago,in a part of the Greek empire,there lived a man named Pygmalion.At that time there were many craftsmen in stone who could make figures so lifelike that they took your breath away. You expected them to move and to speak.Of all these sculptors,Pygmalion was the most skill-fill, and he was among the most famous.He was at the very height of his powers when he began to create,from a splendid block of marble,the figure of a woman.The work took months.He knew he had never made a figure so lifelike,so beautiful,as this one.As he completed the final strokes, he felt as if she had been imprisoned in the block of marble,and as if he had set her free.With every day she seemed less like a work of art,and more like a real person.He gave her a name

Spanish, called Basque, is spoken. We can find many other examples of national language. Norwegian is a national language –as are Swedish, Danish and Japanese. These languages are used within national boundaries. Spanish, Portuguese, French, Holland and Germany, are of course the languages of the languages of Spain, Portugal, France, Holland and Germany respectively. All of these countries, like Britain, were once colonial and imperial powers. Some had bigger, more extensive, colonial possessions than others. For all of them, the result is that their languages are to some extent international languages. It is important to remember this. English is not alone, not unique, in being an international language. English is, however, alone in several other ways. More people who were not born in Britain use it than use other international languages. That is partly because the British Empire, at its height (in the later part of the 9th Century and the early part of the 20th century) was very large, and very widely spread. That is not the only reason. There are others. These have to do with where it spread. It is the dominant language of the United States, for example, and with what is done using it. It is the language of science and technology, and that means that very many people, like you, have very good reason to want to learn it, and make it their own. It’s not just an international language. It is, in this century, a global language. 51. What is the best topic for this passage? A. Norwegian, Spanish and English B. The Rise of English C. National and International Languages D. The Dominant Language of the United States 52 & 53. Name two national languages mentioned in the text. 54 &55. Name two international languages mentioned in the text. 56. Name the example of regional languages as given in the text. 57. What is similar among the countries whose national languages became international languages? 58. 59. & 60. Give three reasons why more people use English than any other international languages. Paper Four Translation Text (20 points) Translate the following passage into Chinese. Long ago, in a part of the Greek empire, there lived a man named Pygmalion. At that time there were many craftsmen in stone who could make figures so lifelike that they took your breath away. You expected them to move and to speak. Of all these sculptors, Pygmalion was the most skill-fill, and he was among the most famous. He was at the very height of his powers when he began to create, from a splendid block of marble, the figure of a woman. The work took months. He knew he had never made a figure so lifelike, so beautiful, as this one. As he completed the final strokes, he felt as if she had been imprisoned in the block of marble, and as if he had set her free. With every day she seemed less like a work of art, and more like a real person. He gave her a name

Paper Two Knowledge Test(20 points) One point for each item 21.D22.C23.C24.D 25.B 26.A27.A28.B 29.C 30.C 31B32.A33.C34.C35.B 36.C37.C38.C39.A40.C Paper Three Reading Test(20 points) One point for each item Ignore the grammar mistakes 41.T42.F43.T44.F45.N 46.N47.N48.T49.T50.T 51.c 52.&53.Any two of the following:Norwegian,Swedish,Danish,and Japanese. 54.&55.Any two of the following:English,Spanish,Portuguese,French,Dutch,and German. 56.Basque. 57.They were once colonial and imperial powers. 58.59.&60.The British Empire was once very large and widely spread.It is the dominant language of the U.S..It is the language of science and technology Paper Four Translation Test(20 points) A sample translation: 很久以前，在希腊住着一个叫Pygmalion的人。当时有很多雕刻石匠能雕出栩栩如生的人像，看起来像活人一样逼真。在这些雕刻大师当中，Pygmalion是最出色、最有名的一个。正当他名声鼎盛时，他开始用一块质料绝佳的大理石来雕刻一座女人人体雕像。这件工作花费了他几个月的时间。雕刻师自己知道他从来也没有雕出过如此美丽的、逼真的人体雕像。在接近完工的阶段，他仿佛感觉到，这尊女像是被锁在石块中的，而他是要将她解救出来。一天天过去了，女像越来越像个真人了。Pygmalion为她取了个名字，叫做Galatea:即使当他不工作的时候，他也想着她。他知道他已经深深地爱上了他创造的这个神奇之物。当他完成最后几下雕工的时候，他的深邃的爱情创造了奇迹。他感觉到他手下的石像动了一下，好像在呼吸。他后退了几步，却看到她从石台上走下来，向他走过来 Paper Five Writing Test(20 points) 作文评分标准分数标准文章切题，内容充实，有独到之处：行文流畅，语言得体：篇幅适当：结 18-20 构严谨：句子结构有变化，用词有选择，无语法错误。内容适合：语言自然得体；篇幅适当：结构合理：常用语法结构无错误： 15-17 选词基本无错误

Paper Two Knowledge Test (20 points) · One point for each item 21.D 22.C 23.C 24.D 25.B 26.A 27.A 28.B 29.C 30.C 31.B 32.A 33.C 34.C 35.B 36.C 37.C 38.C 39.A 40.C Paper Three Reading Test (20 points) · One point for each item · Ignore the grammar mistakes 41. T 42. F 43. T 44. F 45. N 46. N 47. N 48. T 49. T 50. T 51. C 52. & 53. Any two of the following: Norwegian, Swedish, Danish, and Japanese. 54. & 55. Any two of the following: English, Spanish, Portuguese, French, Dutch, and German. 56. Basque. 57. They were once colonial and imperial powers. 58. 59. & 60. The British Empire was once very large and widely spread. It is the dominant language of the U. S. . It is the language of science and technology. Paper Four Translation Test (20 points) A sample translation: 很久以前，在希腊住着一个叫 Pygmalion 的人。当时有很多雕刻石匠能雕出栩栩如生的人像，看起来像活人一样逼真。在这些雕刻大师当中，Pygmalion 是最出色、最有名的一个。正当他名声鼎盛时，他开始用一块质料绝佳的大理石来雕刻一座女人人体雕像。这件工作花费了他几个月的时间。雕刻师自己知道他从来也没有雕出过如此美丽的、逼真的人体雕像。在接近完工的阶段，他仿佛感觉到，这尊女像是被锁在石块中的，而他是要将她解救出来。一天天过去了，女像越来越像个真人了。Pygmalion 为她取了个名字，叫做 Galatea；即使当他不工作的时候，他也想着她。他知道他已经深深地爱上了他创造的这个神奇之物。当他完成最后几下雕工的时候，他的深邃的爱情创造了奇迹。他感觉到他手下的石像动了一下，好像在呼吸。他后退了几步，却看到她从石台上走下来，向他走过来…… Paper Five Writing Test(20 points) 作文评分标准分数标准 18—20 文章切题，内容充实，有独到之处；行文流畅，语言得体；篇幅适当；结构严谨；句子结构有变化，用词有选择，无语法错误。 15—17 内容适合；语言自然得体；篇幅适当；结构合理；常用语法结构无错误；选词基本无错误

甘肃广播电视大学 试卷习题 综合测试卷（三）及参考答案_变化中的英语

甘肃广播电视大学试卷习题综合测试卷（三）及参考答案_变化中的英语