陕西师范大学《大学英语3》2019-2020第二学期期末试卷

1、陕西师范大学2019-2020下学期大学英语（ 三）期末考试试卷考场号： 座位号： 学 院： 班 级： 姓 名： 学 号 ： Part I Listening Comprehension(30 points, 1 point each)Section ADirections: You are going to hear ten short conversations. At the end of each conversation, a question will be asked about what was said. Listen carefully and choose the bes

2、t answer from the four choices given.1. A) Take the class this semester.B) Register for the class next semester.C) Take the class over again.D) Get permission to take the class.2. A) At his new apartment.B) On the other side of town.C) In the library.D) On a newspaper.3. A) It is in the center of th

3、e campus.B) It should have a map of the city.C) It has information about summer camps.D) It probably has a campus map.4. A) Take the camera.B) Pack the clothes.C) Call a taxi.D) Lock the doors.5. A) He would like to invite Andrew and Susan now.B) It would take long to prepare dinner for them.C) He w

4、ants to go and visit Andrew and Susan.D) He does not like to have visitors.6. A) He will attend a dinner party.B) He will arrive exactly at 7:15.C) He will arrive very soon.D) He will go to the movie instead.7. A) A news report.B) A speech contest.C) A movie.D) A basketball game.8. A) A cup of tea.B

5、) A glass of milk.C) A cup of coffee with milk.D) A cup of coffee without milk.9. A) Fred is busier than Alice.B) Fred and Alice are busier.C) Fred isnt as busy as Alice.D) Fred and Alice used to be busier.10. A) Her paycheck.B) The long wait.C) The computer system.D) The banks excuses.Section BDire

6、ctions: You are going to hear two long conversations followed by some questions.共 13 页 第 9 页Choose the best answer to each question you hear.Questions 11 to 15 are based on the conversation you have just heard.11. What does the man think of the winter in New York City?A) It is warm but rains a lot.B

7、) It is often damp and heavy.C) It is perhaps the coldest place in the world.D) Theres plenty of sunshine though sometimes its cold.12. What does the man think of the summer in New York City?A) Hot and dry.B) Cool and damp.C) Damp and heavy.D) Mild and damp.13. Why do so many people still like livin

8、g in New York according to the man?A) Because most people are used to the weather in New York.B) Because most people think the weather in New York is very good.C) Because most people like the pleasant part of the weather in New York.D) Because most people dont mind the weather in New York.14. What s

9、eason is the best time to visit New York City, according to the man?A) Spring and summer.B) Summer and autumn.C) Spring and autumn.D) Summer and winter.15. What does the story at the end of the conversation imply?A) The weather in New York is changeable.B) The weather in New York is unpleasant.C) Pe

10、ople shouldnt complain about the weather.D) Most people dont like the weather in New York.Questions 16 to 20 are based on the conversation you have just heard.16. A) Whether it is OK to say “no”.B) Whether there will be a party.C) Whether she could bring her friends to dinner.D) Whether she should h

11、elp setting up the dinner.17. A) It is a sit-down dinner.B) It will begin at 5 oclock.C) Eight guests will come to the party.D) It has been cancelled because of lack of plates.18. A) Her plan tonight kind of messes up and she does not want to miss the party.B) She wants to introduce her friends to t

12、he second speaker.C) Her friends are nice and understanding.D) Her friends can help serve the dinner.19. A) Ten.B) Twelve.C) Two.D) Fourteen.20. A) Angie will very probably take the plates to the party.B) The second speaker does not have enough plates for these two extra friends.C) The first speaker

13、 says that her plates are not that attractive.D) The first speaker is asked to take some wine to the party.Section CDirections: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. Afte

14、r you hear a question, you must choose the best answer from the four choices marked A), B), C) and D).Passage One21. A) A farmer.B) A worker.C) A cleaner.D) A merchant.22. A) He was very lazy.B) He had no time to work.C) There was little rain in summer.D) He hadnt watered his crops.23. A) He could l

15、ive without it.B) Nothing could save it.C) It was too lazy.D) It had got used to eating nothing.Passage Two24. A) He was generous to his daughters.B) He left a good fortune to a dog charity.C) He loved money more than anything else.D) His second-hand house had recently run down.25. A) Because his ho

16、use had run down.B) Because his television was under repair.C) Because he wanted to save his own electricity.D) Because the power was always out in his house.26. A) Both felt disappointed and angry.B) Both felt disappointed and proud.C) Both expressed hatred and regret.D) Both felt depressed and sha

17、meful.Passage Three27. A) More than 5.B) Over 700.C) 1000.D) 1.28. A) Because kids might drown them in the toilet.B) Because dogs might chew them up.C) Because books are like family to him.D) Because he was too poor to buy books for himself.29. A) He dusted the books.B) He repaired torn pages.C) He

18、talked to them.D) He reorganized them every week.30. A) Back in the libraries.B) In his home.C) On the kitchen floor.D) In the hands of good kids.Part II Skimming and Scanning(10 points, 1 point each)Directions: In this part, you will have 15 minutes to go over the passage quickly and choose the bes

19、t answer from the four choices marked A), B), C) and D).Intelligence: A Changed ViewThe use of intelligence tests has been dominated by the idea that intelligence was an inherited characteristic of the mind that could be reasonably accurately measured. The tests have been used to find out whether ch

20、ildren were “working up to the capacity.” Ifthe Intelligence Quotient （ 智商） was well above the attainment （ 造诣） level, thenclearly the fault lay with factors other than intelligence and, where possible, steps could be taken to remedy the situation. But if both Intelligence Quotient and attainment we

21、re low, then nothing could be done since it was assumed that the children were innately dull. Today, we are beginning to think differently. In the last few years, research has thrown doubt on the view that innate intelligence can ever be measured and on the very nature of intelligence itself. Perhap

22、s most importantly, there is considerable evidence now which shows the great influence of the environment both on achievement and intelligence. Children with poor home backgrounds not only do less well in their schoolwork and in intelligence testa fact that could be explained on genetic groundsbutth

23、eir performance tend to deteriorate（退化；恶化） gradually compared with that oftheir more fortunate classmates. Evidence like this lends support to the view that we have to distinguish between genetic intelligence and observed intelligence. Any deficiency in the appropriate genes will obviously restrict

24、development, no matter how stimulating the environment is. But we cannot observe or measure innate intelligence; whereas we can observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment. Changes may occur in our obser

25、vations or measurements, if the environment is changed. In other words, the Intelligence Quotient is not constant.Researches over the past five years or ten years have been investigating what happens in this interaction. Work in this country has shown that parental interest and encouragement are mor

26、e important than the material circumstances of the home.Two major findings have emerged from these studies. Firstly, that the greater part of the development of observed intelligence occurs in the earliest years of life. Professor Bloom in the University of Chicago has estimated that 50 percent of m

27、easurable intelligence at age 17 is already predictable by the age of four. In other words,deprivation in the first four or five years of life can have greater consequences than any of the following twelve or so years. And the longer the early deprivation continues the more difficult it is to remedy

28、.Secondly, the most important factors in the environment are language and psychological aspects of the parent-child relationship. Much of the difference in measured intelligence between privileged and disadvantaged children may be due to the latters lack of appropriate verbal stimulation and the pov

29、erty of their perceptional experiences.These research findings have led to a revision in our understanding of the nature of intelligence. Instead of it being some largely inherited fixed power of the mind, we now see it as a set of developed skills with which a person copes with any environment. The

30、se skills have to be learned and, indeed, one of thema fundamental oneis learning how to learn. Form birth a baby learns from his environment, and how to react with it. He learns from one experience how to cope with other similar experiences and then with different ones.It seems equally certain that

31、 any build-in mechanism for learning needs to besustained and encouraged. A child must be allowed to do his own learning because full intellectual development will not occur if his role is a passive one. The more new things he has seen and heard, the more interested he is in seeing and hearing. The

32、more different things he has coped with himself, the greater his capacity for coping. In this way the intellectual skills of intelligence are built up.Bloom suggests that most children will master any task or solve any problem provided they are given sufficient time. He admits that a few children, p

33、robably less than 5 per cent, may need an impossibly long time to learn some tasks. This fits in well with the changed view of intelligence. High intelligence is not the ability to learn complex tasks so much as the ability to learn rapidly. And a child of relatively low intelligence is not incapabl

34、e of learning complex tasks but needs a longer time to learn them.Although educationists have been aware of this idea, the term “slower learner” issometimes applied to a child of low IQ the “fixed potential” concept of intelligence has tended to dominate our education system. Teachers are being cons

35、tantly assured through their classroom experiences that this concept is apparently sound, and that a system which separates children into groups according to their innate potential, really works.The modern ideas concerning the nature of intelligence put forward here are bound to have some effect on

36、our school system. In one respect a change is already occurring. With the move towards comprehensive education and the development of unstreamed classes, fewer children will perhaps be given the label “low IQ” which must inevitably condemn a child in his own, if not societys eyes. The idea that we c

37、an teach children tobe intelligent in the same way that we can teach them reading or arithmetic may take some getting used to. But perhaps the greatest changes are still to come.The greatest gains from this view of intelligence must benefit the disadvantaged child. Not only must we train him in the

38、skills of learning but if necessary we must make our education system more flexible to give him more time for learning if he needs it. Though all children may be to some extent disadvantaged, some are more so than others.31. People use intelligence tests because of the idea that .A) children must wo

39、rk up to the capacityB) intelligence can be precisely measuredC) intelligence Quotient is vital to childrenD) such tests can locate innately dull children32. The greater part of the development of observed intelligence occurs .A) during ones adulthoodB) in the earliest years of lifeC) during the fir

40、st year after birthD) in the course of school education33. Intelligence is now believed to be .A) a set of developed skillsB) only found in childrenC) incapable of any kind of measurementD) some largely inherited fixed power of mind34. Children cant achieve full intellectual development until .A) th

41、eir IQ are well above the attainment levelB) they acquire the ability to learn complex tasksC) they have the freedom to do their own learningD) they are provided with good material circumstances35. If necessary we must give the slow learner .A) a head start on other childrenB) a better home environm

42、entC) more practice in answering intelligence testsD) more time for learning36. The old view of intelligence would seem to justify .A) comprehensive education and unstreamed classesB) the selection of children for different classesC) sending the duller children out to work at an early ageD) taking “

43、disadvantaged” children away from their home environment37. A “disadvantaged” child is one .A) who is unintelligentB) who is incapable of learningC) who comes from a deprived home environmentD) whose parents are poor and segregated38. A low IQ is a poor index of disadvantaged childrens ability to le

44、arn because .A) their intelligence cannot be measuredB) they may never have really been given a chance to learnC) they do not come from middle-class homesD) their parents are probably not intelligent39. According to the text, a “slow learner” is .A) a polite term for some one with low IQB) a child w

45、ho just does not do well in intelligence testsC) an unintelligent child who tries hard but does not quite succeedD) a child who may be as “intelligent” as others but takes longer to learn40. Teachers are likely to .A) reject completely the new ideas about intelligenceB) remain skeptical about the ne

46、w view of intelligenceC) welcome the new ideas about the nature of intelligenceD) take some time before they generally accept the new view of intelligencePart III Vocabulary(15 points, 1 point each)Directions: There are 15 blanks in this part. For each blank there are four choices marked A), B), C)

47、and D). You should choose the best one that fits into each sentence.41. He himself as a waiter and watched what was going on around.A) hidB)coveredC) deceivedD) disguised42. There were certain people in that room, like Peter and John, who had failed to what I was saying.A) graspB) holdC) catchD) cap

48、ture43. Church Mill, although of fairly size compared with some of its neighbors, is a delightful two-story building of stone.A) largeB) modernC) moderateD) striking44. In the case of a polluted river, the lies in the hands of the national government.A) penaltyB) benefitC) criticismD) remedy45. One

49、of the things many of us hope for is a chance to contribute something to the world.A) worthB) worthyC) worthwhileD) worthily46. They must know how to make use of and, when necessary, to replace the old, rules.A) comprehensive B) conventionalC) controversialD) suspicious47. The reports have attracted

50、 considerable although only a tiny proportion of the reports have been debated in the House.A) publicityB) curiosityC) responsibilityD) complexity48. The statue of Liberty had just arrived from Paris and was being so it was not in New York Harbor when they arrived.A) putB) hadC) collectedD) assemble

51、d49. Its getting more and more difficult to experience staff.A) employB) inviteC) recruitD) supply50. Many elderly people feel more knowing that if they need help, there is always someone with them, caring for them.A) insuredB) securedC) assuredD ensured51. A very promising football player back home

52、, Kamte decided to to golf and turned professional in 2002.A) switchB) slideC) manageD) go52. The doctor advised us to take every so as not to catch cold.A) measureB) actionC) precautionD) performance53. The government demands that the bridge be built to an earthquake of 8.3 magnitudes.A) resistB) w

53、ithdrawC) prepareD) withstand54. Passengers should keep their seat belts until the warning light is extinguished.A) arrangedB) fastenedC) jointD) enclosed55. The baby had woken up for another feed after a(n) of three or four hours.A) intervalB) rateC) lengthD) gapPart IV Reading in Depth(20 points,

54、2 points each)Directions: Read the following 2 passages and choose the best answer from the four choices marked A), B), C) and D).Passage OneQuestions 56 to 60 are based on the following passage:The concept of obtaining fresh water from icebergs that are pulled to populated areas and dry regions of

55、the world was once treated as a joke more appropriate to cartoons than real life. But now it is being considered quite seriously by many nations,especially since scientists have warned that human race will outgrow its fresh water supply faster than it runs out of food.Glaciers（冰川）are a possible sour

56、ce of fresh water that has been overlooked untilrecently. Three quarters of the Earths fresh water supply is still tied up in glacial ice, a reservoir of untapped fresh water so immense that it could sustain all the rivers of the world for 1,000 years. Floating on the oceans are 7,659 trillion metri

57、c tons of ice encased in 10,000 icebergs that break away the polar ice caps, more than ninety percent of them from Antarctica.Huge glaciers that stretch over the shallow continental shelf give birth to icebergs throughout the year. Icebergs are not like sea ice, which is formed when the sea itself freezes; rather, they are formed entirely on land, breaking off when glaciers spread over the sea. As they drift away from the polar region, icebergs sometimes move mysteriously in a direction opposite to the wind, pulled by subsurface currents. Because they melt more slowly