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新视野大学英语1第三版读写教程答案U3Part II key to exercisesSection APre-reading activities1． Traditional classroom:. Advantages: more direct communication between the teacher and students; a better learning atmosphere.. Disadvantages: little interaction either among students or between students and the teacher;the teacher tending to dominate the class; writing on blackboard reducing efficiency. Multimedia learning:. Advantages: more vivid teaching materials;. disadvantages: too many distractions with too many pictures and videos in multimedia classrooms.Studying online:. advantages: being able to choose when and what you want to learn; easy access to the wide range of online information.. disadvantages: making it easier for students to copy answers from the Internet; lack of face-to-face communication between the teacher and students; the possibility for students to develop Internet addiction.2. . I prefer the multimedia way of learning. A multimedia classroom is vivid with teaching materials presented in different ways: slides, pictures, and even movies. Compared with a traditional classroom, a multimedia classroom is more interesting.. To be frank, I prefer to study online. In this way I can manage my own time. I can have my own priorities and do things at my own pace. It is simply what I want.3. . Yes. The Internet is indispensable in teaching and learning nowadays. It is hard to imagine whatit would be like without the Internet. We would have no easy or quick way to learn about the latest development of teaching and learning. We would miss the many interesting online courses; we couldn’t communicate effectively with teachers after class. We just can’t afford to lose the Internet. . No. teaching and learning had been carried out long before the Internet came into being. And people did just as well without the Internet or the computer. It is true that the Internet makes teaching and learning more convenient and more efficient, but it is by no means indispensable. I’m sure we can still teach or learn without the Internet.Reading comprehensionUnderstanding the text1.1. A fleet of laptops, smartphones and Internet connectivity 24 hours a day.2. wireless Internet access anywhere and anytime on campus.3. because smartphones could draw students’ attention and encourage sophisticated thinking.4. because too much time online can mean too little time I real-life studying or exercising or visiting with friends. If we spend too much time online, we will be cut off from the real world.5. they used the money to wire dorms with high-speed connections and equip their campuses with Wi-Fi networks.6. Becausethe university was afraid that it’s tech nology was not as advanced as that of other universities, it gave away free Apple iPads to compensate for its inferiority in this aspect.7. If a university can’t keep up with the rest f the world, or if it can’t provide high-bandwidth information as expected, it will be at a competitive disadvantage.8. it is mainly because they want to provide students with the most advanced free system.Critical thinking21 .Yes, I think so. Internet access is a must on campus. We students need the Internet to do research for our study, to obtain information to broaden our knowledge of the world, to communicate with family and friends, and to enrich our lives in our spare time.. No, I don’t think so. There are many potential disadvantages if Internet access is so ea sily accessible on campus. Some students may waste too much time I playing online games or chatting online, be tempted to visit “unhealthy” websites, or even become Internet-addicted and neglect their study.2 .It sounds like an awful idea to me. Obtaining knowledge is only part of learning. Learning not only gives us a wealth of knowledge, it also provides us with great vision, strong principles, social abilities, good manners, interpersonal skills and many more valuable attributes. This obviously cannot be realized by learning at home only with the computer..I think it is a good idea that students can study at home via the Internet in the future. Learning would become more flexible and accessible. This way, college education could become available to many more people, old or young, near or far, healthy or handicapped.3 . The Internet and smartphones have become an indispensable part of our daily life because they don’t cost much and they make communication much more convenient. We can talk to people, o r leave them messages almost anywhere and anytime. And very often we will get responses in no time.. With the Internet and smartphones becoming more and more popular, we are forgetting how to write with a pen or how to talk with people face to face. The more we use the Internet and smartphones, the less we meet our friends in real life. Even when friends meet face to face, instead of talking with each other, they all look at their smartphones, checking email or posting something on WeChat.4 .Life would be unimaginable without the Internet or smartphones. I depend on them to do everything, from study to communication, from shopping to entertaining. Without the Internet, the backing systems, the communications systems, in fact all key aspects closely related to peoples’ life will collapse. Life without the Internet would be terrible and simply unimaginable..Actually, I wouldn’t mind having a life without the Internet or smartphones. Without them, I would meet my family and friends face to face and spend more quality time together. I might take up some interesting hobbies or try something new. So, without them life might become even more colorful.Language focusWords in use31. competitive2. transform3. typical4. response5. adopted6. focused7. compensate8. analyze9. regulate10. estimateword building4Words learned new words formed -ry sceneryscene machinery-ivedetective detectcompare comparative explodeexplosiverepresent representative-izeModern modernize Character characterize Special specialize Computer computerize Summary summarize51. scenery2. machinery3. summarize4. specializes5. massive6. detect7. representative(s)8. characterize9. comparative10. modernize11. explosive12. computerizedbanked cloze61J 2H 3L 4N 5F 6I 7E 8A 9C 10OExpressions in use71. fired off2. keep up with3. set up4. account for5. stand out6. add to7. take the lead8. at a disadvantage9. in large part10. visit withstructured writing9It is not uncommon to see teenagers smoking today. Some of them smoke because of peerpressure. When they see some of their friends smoking, they feel the pressure to try it out in order to “fit in” with the crowd. Some other teenagers smoke because they w ant to imitate adults or appear to be mature. Teenagers like to imitate their favorite stars and adults around them. So, parents who smoke may set a bad example for their children. In conclusion, the causes of teenager smoking can be attributed to peer pressure and their intention to look like adults.Translation10伦敦地铁是英国的一个快速交通运输系统，服务于大伦敦的大部分地区。
新视野大学英语读写教程 unit3 课文与单词（New horizons College English reading and writing course Unit3 text and words）一颗善良的心比我意识到的还要多，爸爸帮助我保持了平衡。
在我成长的过程中，我很尴尬地被人看见和我父亲在一起。
他严重残废，个子很矮，当我们走在一起，他的手在我的手臂上保持平衡时，人们会盯着我看。
我会在不必要的注意力中挣扎。
如果他注意到或感到烦恼，他从不泄露。
很难协调我们的步骤——他停滞不前，我不耐烦——正因为如此，我们一边走一边不说什么。
但当我们出发时，他总是说：“你定了速度。
”。
我会尽量适应你的。
”我们通常步行去或从他去上班的地铁上去。
尽管天气恶劣，他还是去上班了。
他几乎从不错过一天，即使别人不能，他也会去办公室。
骄傲的事。
当雪或冰在地上时，即使有人帮助，他也不可能走路。
在这样的时刻，我或我的姐妹们把他拉过布鲁克林区，N.Y.的街道上，在地铁出入口与钢轮的婴儿车。
一到那儿，他就抓住扶手，一直走到较低的台阶上，温暖的隧道空气没有结冰。
在曼哈顿，地铁站是他办公楼的地下室，在我们回家的路上，在布鲁克林区遇到他后，他就不必再出去了。
当我想到这件事时，我惊讶地发现，一个成年男子要承受这样的羞辱和压力，必须有多大的勇气。
他是如何做到这一点的，没有怨恨和抱怨。
他从不把自己说成是一个可怜的对象，也没有嫉妒过那些幸运或能干的人。
他在别人身上寻找的是一颗“善良的心”，如果他找到了一个，主人对他来说已经足够好了。
现在我长大了，我相信这是判断人的适当标准，尽管我还不知道什么是“好心肠”。
但我知道我自己没有时间。
由于无法参加许多活动，我父亲仍然试图以某种方式参与。
当一个当地棒球队发现自己没有教练时，他就坚持下去。
他是一个见多识广的棒球迷，他过去常带我地埃比茨棒球场观看布鲁克林道奇队的比赛。
他喜欢去参加舞会和聚会，在那里他可以坐着看。
新视野大学英语读写教程第三册第三单元课后练习答案V ocabularyIII1. cultivate2. comprehensive3. controversial4. suspend5. insulted6. preliminary7. conventional8. reform9. worthwhile10. publicityIV1. His girlfriend’s father saw him as a man who could not make a livin g.2. The course was cancelled over the students’ protest.3. The problem is so difficult that we cannot work it out without the help of our teacher.4. Children tend to do/try their utmost when they know their parents are making similar efforts.5. The ne w teaching program didn’t work well in the school at the outset.6. I was kind of excited when I received the letter that offered me an interview.7. The school is scheduled to open on September 1.8. They appeared to offer a free computer, complete with software and a printer.9. In spite of hardships, they made real efforts that have resulted in more progress than expected.10. Many people make things more difficult for themselves because they still operate on the principle that you should not ask for help, or you might seem weak.V1. F2.M3.K4.D5.C6.G7.L8.O9.I10.BWord buildingVII1.history2.atomic3.optimistic4.energetic5.economic6.heroicVIII1.responsibility2.rapidity3.mobility4.curiosity5.publicityplexitySentence structureIX1. In Britain, as in America, there is a great demand for educational reform.2. In Greece, as in Italy, people use a lot of olive oil in cooking.3. As in the Hyde School, values such as courage, integrity, leadership, curiosity and concern are the first, most important lesson in some public inner-city schools in Maryland.4. In China, as in Japan, a large number of middle school students take supplementary classes in order to get into a famous university.5. As in the middle of the 1950s, many young people went down to the countryside in the late 1960s and early 1970s.X1. Once you’ve practiced a bit, you’ll find that it’s quite easy.2. Once the meal was finished, the discussion began.3. Once you show any fear, he will attack you.4. Once parents make a commitment to the program, they will be daily role madels for their children.5. Once customers come to rely on these systems, they almost never take their business elsewhere.TranslationXI1. In his thinking, as in his behaviour, he is very traditional.2. Once the teachers agree to accept the new teaching program, they have to face the strain it puts on them.3. In the long run, it is worthwhile to pursue one’s study after graduating from university instead of going to work directly.4. As the school operates on the character first principle, moral values and academic achievements are stressed equally.5. It is said that the meeting, which is scheduled to be held this month, will be put off till next month.6. The school sees its job as preparing its students for life by cultivating a comprehensive set of principles that can benefit all of them.XII1. 跟在法国一样，美国在20世纪60年代也发生过文化革命。
Unit 31. Inwardly I was very unhappy with what he had said, but I didn’t show it.我内心里对他说的话非常不满，但是没有表现出来。
2. I deeply regret to inform you that we cannot accept such conditions.我非常遗憾地告诉你，我们不能接受这样的条件。
3. He translated books not only from English, but also, on occasion, from French.他不仅翻译英语书，有时也翻译法语书。
4. The young couple complained about the high cost of visiting Europe.这对年轻夫妇抱怨说去欧洲旅行的花销太大了。
5. He had repeatedly urged her to come to the United States to join him, but she refused toleave her homeland.他再三催促她来美国找他，可她拒绝离开自己的祖国。
6. Government officials visited the flood area on Thursday morning to coordinate the reliefefforts.星期四上午，政府官员来到洪水肆虐的灾区协调救灾工作。
7. He showed great reluctance in signing the agreement, but he finally did it.最后，他签了这样一个协议，虽然很不情愿。
8. Driving his new red sports car, he was sure his neighbors were looking at him with envy.他开着红色新跑车，并相信邻居一定在用羡慕的眼光看他。
教学目标：1. 理解并掌握单元中出现的重点词汇、短语和句型。
2. 通过阅读文章，了解文章的主旨大意，并能够分析文章的结构和写作技巧。
3. 提高学生的英语阅读理解能力，培养批判性思维。
4. 通过小组讨论和写作练习，提高学生的英语口语和写作能力。
教学重点：1. 重点词汇和短语的理解与应用。
2. 文章主旨大意的把握。
3. 文章结构的分析。
教学难点：1. 难点词汇和短语的记忆与运用。
2. 文章深层含义的理解。
教学过程：一、导入（5分钟）1. 播放与单元主题相关的背景音乐或视频，激发学生的学习兴趣。
2. 引导学生思考：生活中我们常常面临哪些挑战？如何应对？二、新课导入（15分钟）1. 介绍单元主题：面对挑战。
2. 引导学生回顾上节课的内容，复习相关词汇和短语。
3. 预习课文，让学生初步了解文章主旨大意。
三、阅读教学（25分钟）1. 快速阅读课文，了解文章大意。
2. 精读课文，分析文章结构，找出文章的主题句和支撑句。
3. 讨论文章中出现的难点词汇和短语，引导学生理解其含义和用法。
4. 分析文章的写作技巧，如举例、对比、比喻等。
四、小组讨论（10分钟）1. 将学生分成小组，讨论以下问题：a. 文章中提到的挑战有哪些？b. 我们如何面对这些挑战？c. 文章中的哪些观点对你有启发？2. 各小组代表分享讨论成果。
五、写作练习（15分钟）1. 学生根据文章内容，撰写一篇短文，题目自拟。
2. 短文要求：a. 题目明确，中心思想突出。
b. 结构完整，段落分明。
c. 语言表达流畅，语法正确。
六、课堂小结（5分钟）1. 总结本节课的学习内容。
2. 强调重点词汇、短语和句型的运用。
3. 布置课后作业，要求学生复习课文，巩固所学知识。
教学反思：1. 本节课通过多种教学手段，激发了学生的学习兴趣，提高了学生的英语阅读理解能力。
2. 在小组讨论和写作练习环节，学生的参与度较高，口语和写作能力得到了锻炼。
3. 针对教学难点，教师应加强对学生的个别辅导，帮助学生克服学习困难。
Unit 3Text A Audrey Hepburn — A true angel in this world1 Audrey Hepburn thrilled audiences with starring roles in noteworthy films like Breakfast at Tiffany's, Sabrina, Roman Holiday, My Fair Lady, War and Peace, and Always.2 Despite her success in the film domain, the roles she most preferred portraying were not in movies. She was an exemplary mother to her two sons and a UNICEF (the United Nations International Children's Emergency Fund) Ambassador of Goodwill serving victims in war-torn countries.3 As a young girl during the Nazi occupation of her native Holland, Audrey Hepburn was aware of the brutality, death, and destruction of war. She was hungry and malnourished, as her family was bankrupted as a result of the invasion. Audrey's father abandoned the family, and two of her uncles were taken captive and killed. Audrey was grabbed off the street by Nazis and placed in line to be sent to a work camp. When the guards glanced away she darted off, barely escaping, and huddled ina cold, foul basement full of rats.4 The little girl who would become the world's most magical actress began as an anonymous refugee confronting life's horrors and fragility firsthand. But she refused to allow her spirit to be afflicted by the desperate reality of her young life. Instead, she transcended those challenges but never forgot what it felt like to suffer, to be hungry, alone and helpless.5 After the war, Audrey and her mother left Holland, arriving in London as poor immigrants. Her dream of becoming a prime dancer drove her into a rigorous schedule at a famous ballet school. Later, she was spotted by a producer and eventually landed a role in the film Roman Holiday starring Gregory Peck, one of Hollywood's top leading men.6 Soon, Audrey was transformed from a malnourished immigrant to an internationally famous movie star. Director Billy Wilder complimented her, saying, "Audrey walked beautifully, she spoke beautifully." Although she won many Academy Awards and other honors for acting, Audrey felt that her most significant work was humanitarian work with those in need, and as the mother to her two sons. She suffered through two divorces and from her memories of the war. Yet, Audrey never let her sadness overcome her or jeopardize her hope for a brighter future. Audrey finally met her soul mate, Robert Wolders, and spent the last 12 years of her life with him.7 Becoming famous never changed Audrey's generous and compassionate character. She felt a deep sense of responsibility to alleviate suffering of those in need, especially children. Friends said Audrey had a complete lack of ego and accepted and appreciated others as they were.8 Though she became very wealthy, she owned only one home in Switzerland. For Audrey it wasa paradise where she could hide from the world with her beloved family, work in her garden and take long walks in nature.9 In 1988, Audrey was appointed a Goodwill Ambassador for UNICEF designed to provide emergency food and healthcare to children suffering the destruction of war or other catastrophes. In that role, her lifelong passion for helping those in need, found its greatest calling.10 She turned down three million dollars to pen her autobiography and instead accepted one dollar a year in the more conscientious role as diplomat for UNICEF. For seven months out of each of her last five years, she and Robby left the peace and beauty in their cozy home to embark on outreach trips into some of the most difficult places on earth. From Bangladesh, Sudan, India, Vietnam, Kenya, Ethiopia, Central and South America, to Somalia, Audrey Hepburn traveled representing UNICEF, making over 50 emotionally draining and physically dangerous missions into bleak destinations to raise world awareness of wars and droughts. Having been a victim of war, she understood the blessing of being the beneficiary of food, clothing, and, most of all, hope.11 Audrey felt it was wicked that billions of children were deprived of simple joys and drowned in overwhelming misery. She believed deeply in the ideology that all people share in the duty to care for those in need. Audrey Hepburn was always ready to lead by example. She said: "When you deny childhood, you deny life." She saw UNICEF's work as an integral, sacred force in people's lives and said of UNICEF's results, "Anyone who doesn't believe in miracles is not a realist."12 In 1992, Audrey was stricken by cancer. She, Robby and her two sons returned to their home in Switzerland for their last Christmas together.13 Audrey's long-time friend and world-famous French fashion designer, Hubert de Givenchy, spoke to his cherished friend for the last time, just before she died. He said she was "... serene at the end because she knew she had achieved everything with perfection".14 Audrey Hepburn's passion for service was enduring. Even as her life ended at 63 years of age, she remained a gracious woman who perpetually signified simplicity, charity, charm and kindness.15 The majesty of Audrey Hepburn's spirit of social responsibility and dedication lives on in her words: "Remember, if you ever need a helping hand, it's at the end of your arm. As you get older, remember you have another hand: The first is to help yourself, the second is to help others." And "For beautiful eyes, look for the good in others; for beautiful lips, speak only words of kindness; and for poise, walk with the knowledge that you are never alone."Unit 3Text B A life in filmSteven had to face rejections and obstacles in his film-creating efforts, but his persistence and dedication transformed the obstacles into an alternative route to success.1 At 12 years old, Steven Spielberg was already visiting film shootings at Universal Studios in his office suit, a packed lunch tucked into his briefcase. The young boy tried to immerse himself in film in any way possible. He had been given an administrative job at Universal Studios from a friend of his father's, and every day, even though he didn't have a legitimate security pass, he would try to manipulate his way past the guards and into his personal paradise. Such persistence is hardly surprising from a boy whose lifelong conviction was to "Make sure you are right and go on!" (adopted from a 1954 Disney film).2 When Steven was eight years old, his father gave him a Brownie 8 mm film camera as his birthday present. Steven immediately began collecting footage of family events, and he simulated action scenes with his miniature toy spacecraft, populating his films with his neighborhood friends as actors. People quickly began to recognize his terrific talent, and he won a prize for cinematography for his early westernThe Last Gunfight; years later, he won a national contest for his film Escape to Nowhere. His film Firelight was twice analyzed by a national newspaper and was presented in the city theater as if it were a Hollywood premiere. By the time he was 17 years old, Steven had established himself as a director with the artistic intuition of a man twice his age.3 His achievements are certainly related to the personal obstacles and setbacks he faced from an early age. Steven's family moved often, so that he was constantly trying to find his place in a turbulent environment with new people. Despite his natural intelligence, Steven had a carefree attitude and put little effort into school. He consistently earned only a C average, or lower. Socially, he wasn't athletic or popular, and since his conspicuous interest in film made him seem eccentric, classmates shunned and mocked him.4 His home life was not ideal either, as his father's rigid engineering temperament could not understand his or his mother's artistic personalities. Steven would miss his father when he was gone for long work trips, and then reverted to furiously arguing with him as soon as he returned. Finally, when he was in high school, his parents ended their unhappy marriage with a divorce. The theme of the lack of a father figure consistently infected Steven's films.5 Unfriendly surroundings at home and school made Steven strive even harder to achieve in the film world. He applied to two of the best film schools in the country: the University of Southern California and the University of California, Los Angeles. But even with a formidable 10 years of experiences in filmmaking and his friends atUniversal Studios endorsing him, his grades were too poor, and he was flatly turned down at both institutions.6 Unwilling to give up, Steven entered the California State University, where he hoped the program in TV and radio might open his way to Hollywood. Unfortunately, the university was not suited to his experience, and one academician recalled, "Steven knew more about cameras, mounts, and lenses than anyone else in the department. He could teach there." Despite his manifest talent, his low grades sabotaged transfer attempts, forcing real film schools to withhold acceptance.7 Steven contrived to rectify the situation on his own by diverting his attention away from academics. He cleaned his old suit and briefcase and returned to visiting Universal Studios where he had worked as a boy. He discreetly sneaked into any department he could, such as shooting rooms, editing and sound-mixing studios, and he quietly watched until he was discovered and ordered to leave. Introducing himself under the pretext of being either an actor, director, or producer, he would invite people to dinner to make connections and learn as much as he could. Even though he was caught and expelled at least once a day, he always returned to smuggle himself back in again.8 Steven repeatedly tried to prove himself to the Universal executives, while working in a cafeteria to save up money for equipment. He would discretely create scenes and then shoot and re-shoot his movies. He kept upgrading from 8 to 16 and finally 35 mm film before he was allowed a screening. Finally, his film Amblin was given a chance in front of the executives. It was a short, silent film and the plot differed greatly from the sci-fiand combat films that would later predominate Steven's career. Still, the short film was awesome enough to win Steven, only 21 years old, a seven-year contract with Universal Studios.9 After directing smaller TV dramas and low-budget projects, Steven earned the chance to direct his big Hollywood debut: a thriller film starring a shark! Jaws was a box office hit and it made Steven famous. He continued his relationship with Universal Studios to produce the notable moviesE.T., Jurassic Park, and Schindler's List.10 As his first producer said, "It is not by any coincidence that Steven is in his present position." Instead, it is Steven's committed spirit that has strengthened him in standing fast against all rejections, prejudice and skepticism and driven him to keep moving onward.。
新视野大学英语4 （第三版）读写教程U31. 介绍本文档是关于《新视野大学英语4（第三版）读写教程U3》的指南。
本教程是新视野大学英语系列教材的第四册，旨在帮助大学生提高英语阅读和写作技巧。
本文档将对教材的第三个单元进行详细介绍，包括单元主题、学习目标和教学内容。
2. 单元主题本单元的主题是“环境保护”。
通过阅读和写作活动，学生将了解环境问题的重要性以及应对环境挑战的方法。
这个主题与当今社会中环保意识日益增强的趋势相契合。
3. 学习目标本单元的学习目标主要包括以下几个方面：•理解和使用与环境保护相关的词汇和表达方式；•掌握阅读技巧，如推测词义和细节理解；•提高写作技能，包括写作结构、用词和句式的多样性。
4. 教学内容本单元的教学内容分为阅读和写作两个部分，分别涵盖以下话题：4.1 阅读主题文章：本单元的主题文章是《环境保护：为什么我们要采取行动》。
这篇文章主要讲述了环境污染的现状和对人类生活的威胁，以及采取行动的重要性。
阅读理解：学生将通过阅读理解练习来测试他们对文章内容的理解和掌握程度。
这些练习包括选择题、判断题和填空题等，旨在培养学生分析和推测词义的能力。
4.2 写作写作任务1：学生将完成一篇简短的写作任务，主题是“我为环境保护做了什么”。
他们需要写一篇短文，介绍自己在日常生活中采取的环保行动，如回收废纸、节约用水等。
写作任务2：学生需要完成一篇辩论性的文章，主题是“环境保护与经济发展”。
他们需要积极探讨环境保护和经济发展之间的关系，提出自己的观点并支持其论点。
5. 学习资源本教程提供了丰富的学习资源来帮助学生更好地理解和应用所学知识。
•教材：《新视野大学英语4（第三版）读写教程》•音频资源：可以通过教材附带的光盘或在线平台来听取相关的听力材料。
•社交学习：学生可以参与线上讨论或小组活动来与他人分享观点和交流学习经验。
6. 总结《新视野大学英语4（第三版）读写教程U3》是一本以环境保护为主题的教材，通过阅读和写作练习帮助学生提高英语水平。
TEXT AAudrey Hepburn — A true angel in this world奥黛丽·赫本——人间天使1 Audrey Hepburn thrilled audiences with starring roles in noteworthy films like Breakfast at Tiffany's, Sabrina, Roman Holiday, My Fair Lady, War and Peace, and Always.奥黛丽·赫本在《蒂凡尼的早餐》、《龙凤配》、《罗马假日》、《窈窕淑女》、《战争与和平》和《直到永远》等出色电影中主演的许多角色让观众为之陶醉。
2 Despite her success in the film domain, the roles she most preferred portraying were not in movies. She was an exemplary mother to her two sons and a UNICEF (the United Nations International Children's Emergency Fund) Ambassador of Goodwill serving victims in war-torn countries.尽管在电影界获得成功，但她最愿意塑造的角色却并不在影片中，而是做两个儿子的模范母亲和联合国儿童基金会亲善大使，为饱受战争蹂躏的人们服务。
3 As a young girl during the Nazi occupation of her native Holland, Audrey Hepburn was aware of the brutality, death, and destruction of war. She was hungry and malnourished, as her family was bankrupted as a result of the invasion. Audrey's father abandoned the family, and two of her uncles were taken captive and killed. Audrey was grabbed off the street by Nazis and placed in line to be sent to a work camp. When the guards glanced away she darted off, barely escaping, and huddled in a cold, foul basement full of rats.作为一名在纳粹占领下的祖国荷兰生活的小女孩，奥黛丽·赫本清楚战争所带来的野蛮、死亡和破坏。
第一单元Section A1、with his index finger, Patterson pointed toward a plan color-coded box beneath a long wooden table.他的食指向帕特森表示计划颜色盒长的木头桌子下面。
2、He disguised himself as a waiter and watched what was going on around. 他把自己伪装成一个服务员看着周围发生了什么事情。
3、He He often often whistles a a tune tune tune during during during the the the morning morning morning tea tea tea break break break when when when his his his boss boss boss is is is not not around. 他经常口哨曲子在上午茶休息的时候，他的老板不在身边。
4、And again she shouted in a high-pitched voice, word by word, with no attempt to restrain herself,“I cannon stand any more. 她又喊高音，一字一句，没有试图克制自己，“我炮忍受。
5、There were certain certain people in people in that room, like perter and John, who had failed to grasp what I was saying. 这个房间一定的人，像彼得和约翰，谁没有明白我在说什么。
6、During that time I was overwhelmed with longing for those innocent days of early childhood. 那段时间我不胜向往纯真的童年时光。
2012级二级221班: Quiz details个人测试成绩记录试卷：Quiz 3编号：U3B3-HR 试卷满分：100姓名：学号：班级：登录：2013-10-24 11:39:04 交卷：2013-10-24 11:47:47 上机地址：172.16.103.45老师是否已批卷：尚未批卷批卷时间：图例：Right or marked by instructor Wrong To be marked by instructorClick ONCE on the speaker icon to start listening!放音结束前请不要离开本页。
否则就听不成啦!Part 1 Understanding Short Conversations(每小题：分)Directions: In this section you'll hear some short conversations. Listen carefully and choose the best answer to the questions you hear.Questions 1 to 1 are based on the following passage or dialog.1.A. In China.B. In Japan.C. In Korea.D. At home.Questions 2 to 2 are based on the following passage or dialog.2.A. To reduce the size of the head office.B. To help the company make more money.C. To try new Japanese techniques.D. To learn from Japanese companies.Questions 3 to 3 are based on the following passage or dialog.3.A. The things the man has learned.B. The success the man has found.C. The ways the man has changed his life.D. The attitude of learning the man has adopted.Questions 4 to 4 are based on the following passage or dialog.4.A. The man can't make his own interviews.B. The man hasn't ever worked in business.C. The man doesn't teach kids about business.D. The man doesn't want a new job.Questions 5 to 5 are based on the following passage or dialog.5.A. He only had something to talk about.B. He missed his home country too much.C. He only went to one country—Italy.D. He didn't have enough time.Questions 6 to 6 are based on the following passage or dialog.6.A. He believes people work there.B. He's heard about the school.C. He has found a friend succeed in it.D. He's heard that it is an interesting program.Questions 7 to 7 are based on the following passage or dialog.7.A. How to set goals.B. How to become a teacher.C. How to understand values.D. How to develop thinking skills.Questions 8 to 8 are based on the following passage or dialog.8.A. In a post office.B. In a bank.C. In a shop.D. In a school.Part 1 Understanding Short Conversations(每小题: 2 分; 满分：16 分)小题得分对错我的答案客观1. 2 A A2. 2 B B3. 2 C C4. 0 C D5. 0 C D6. 2 C C7. 0 C D8. 2 A ASubtotal: 10 老师评语：Click ONCE on the speaker icon to start listening!放音结束前请不要离开本页。
否则就听不成啦!Part 2 Understanding Long Conversations(每小题：分)Directions: In this section you'll hear a long conversation or conversations. Listen carefully and choose the best answer to the questions you hear.Questions 1 to 5 are based on the following passage or dialog.1.A. To make students study more.B. To help students be more successful.C. To see if classes are being taught well.D. To make changes to education.2.A. To check if changes should be made.B. To understand more about tests.C. To compare them with results in other countries.D. To see if their child is making any progress.3.A. 70%.B. 73%.C. 85%.D. 87%.4.A. Different countries and their teaching methods.B. Help for students in getting good grades.C. Improvements made possible through tests.D. The purpose of tests and interpretation of grades.5.A. Parent and child.B. Psychologist and patient.C. Teacher and student.D. Employer and employee.Part 2 Understanding Long Conversations(每小题: 2 分; 满分：10 分)小题得分对错我的答案客观1. 2 C C2. 2 A A3. 2 B B4. 0 C D5. 2 C CSubtotal: 8 老师评语：Click ONCE on the speaker icon to start listening!放音结束前请不要离开本页。
否则就听不成啦!Part 3 Understanding Passages(每小题：分)Directions: In this section you'll hear a passage or passages. Listen carefully and choose the best answer to the questions you hear.Questions 1 to 5 are based on the following passage or dialog.1.A. American opinions about schools.B. The role of parents in American education.C. Responsibility in American classrooms.D. American high schools.2.A. American high schools are public schools.B. American high schools take their responsibilities very seriously.C. Education has an honored place in American society.D. Parents share in the school lives of their children.3.A. Guidance advisers.B. Their parents.C. Their teachers.D. Their organizations.4.A. To give a lesson at school.B. To make a teaching plan.C. To share in the school life of their children.D. To attend a Parent-Teacher Organization.5.A. Discussing children's problems.B. Entering children in lower grade classes.C. Organizing the work of the school.D. Working out a plan for the class lessons.Questions 6 to 10 are based on the following passage or dialog.6.A. He wants to invite the readers to sit down.B. He is going to talk about the art of photography.C. He is going to introduce two men who couldn't stand.D. He wants the readers to focus on the two famous men.7.A. Self-image is something that a disabled man possesses.B. Self-image has nothing to do with success or failure.C. Self-image definitely helps a person succeed.D. Self-image is a picture that a person discovers himself.8.A. He lost part of his foot.B. He cured deafness.C. He became a football player.D. He became a great composer.9.A. He had a negative self-image.B. He was missing a part of his foot.C. He couldn't hear others at all.D. He was a very poor football player.10.A. How to be a professional musician.B. How to be an excellent football player.C. The importance of a positive self-image.D. The importance of having a dream.Part 3 Understanding Passages(每小题: 2 分; 满分：20 分)小题得分对错我的答案客观1. 0 C D2. 2 B B3. 2 A A4. 2 C C5. 2 A A6. 0 C D7. 2 C C8. 0 C D9. 2 B B10. 2 C CSubtotal: 14 老师评语：Part 4 Multiple Choice(每小题：分)Directions: Choose the best answer from the four choices marked A, B, C and D.1.Can you give me a (an) _____________ of how much it will cost to take the journey?A. assessmentB. evaluationC. admissionD. estimate2.Because a degree from a good university is the means to a better job, education is one of the most_____________ areas in Japanese life.A. sophisticatedB. competitiveC. considerateD. superficial3.He badly _____________ his back digging in the public garden on Children's Day.A. stretchedB. exertedC. pulledD. strained4.His plan sounds ________, so you'd better carry out.A. feasibleB. uselessC. worthyD. weak5.When we shook hands I was conscious of his firm _____________ .A. fistB. handholdC. styleD. grip6.As a defense against air-pollution damage, many plants and animals _____________ a substanceto absorb harmful chemicals.A. avoidB. employC. dismissD. discard7.After a short holiday, he _____________ himself once more to his studies.A. appliedB. convertedC. engagedD. exerted8.It is a joy to hear ________ apologies that are from the bottom of one's heart.A. realB. trueC. sincereD. realistic9.Drinking alcohol can ________ your ability to drive properly.A. effectB. affectC. removeD. avoid10.The purpose of the seminar is to train some of the employees to work ________ in the branchoffices abroad.A. laterB. lateC. latelyD. latest11.As the door to China is open, Western ideas and ________ come in.A. moralB. valuableC. moralsD. value12.Climate and weather affect every ________ of our lives.A. factorB. respectC. aspectD. consideration13.The East and the West can work together for their ________ benefit and progress.A. commonB. mutualC. sameD. together14.English is the necessary foreign language in our school's ________.A. classB. courseC. lessonD. curriculumPart 4 Multiple Choice(每小题: 1 分; 满分：14 分)小题得分对错我的答案客观1. 0 C D2. 1 B B3. 0 C D4. 1 A A5. 0 C D6. 1 B B7. 1 A A8. 1 C C9. 1 B B10. 1 A A11. 1 C C12. 1 C C13. 1 B B14. 0 C DSubtotal: 10 老师评语：Part 5 Reading Comprehension (Banked Cloze)(每小题：分)Directions: Fill in the blanks in the following passage by selecting suitable words from the Word Bank. You may not use any of the words more than once.Questions 1 to 10 are based on the following passage.How would you go about designing a math curriculum? There is a real need to 1.academic achievement in schools and help with the development of a student's overall character. Manyschools are asking their students what 2.they have for improving their education. Teachers and other faculty members are asking questions like "How can we encourage better 3.in certain classes?"One teacher, Francis Barker, explained how she got unexpected positive results from a tough bunch of kids. "My math class had become increasingly empty. Instead of handing out 4. , I decided to ask students what I could do better. Surprisingly, they had a lot of great suggestions about how to 5.the way math is taught. Right after I implemented some of their ideas, the 6.in the classroom really changed. Students became more 7.about learning. Almost all of the students started attending class every day. The conventional way to 8.this problem would have been to punish my students, but that wouldn't have worked with this group. I understood that my primary goal had to be the 9.of a new bond between them and me. My method may have been controversial, but I wanted to 10.to the students that in order to learn, we need to work together."Ms. Barker won the Teacher of the Year Award at her school.Part 5 Reading Comprehension (Banked Cloze)(每小题: 2 分; 满分：20 分)小题得分对错我的答案客观1. 0 (未答) boost2. 0 (未答) proposals3. 0 (未答) attendance4. 0 (未答) punishments5. 0 (未答) revise6. 0 (未答) mood7. 0 (未答) energetic8. 0 (未答) tackle9. 0 (未答) formation10. 0 (未答) implySubtotal: 0 老师评语：Part 6 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 passingreading 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 coursesB. too much time is spent in teaching about readingC. students spend endless hours in readingD. reading tasks are assigned with little guidance2.The teaching of reading will be successful if ________.A. teachers can enable students to develop their own way of readingB. teachers can improve conditions at school for the studentsC. teachers can devise the most efficient system for readingD. teachers can make their teaching activities observable3.The word "examination" at the end of Paragraph 3 most probably means "________".A. inquiryB. observationC. controlD. suspicion4.According to the passage, learning to read will no longer be a difficult task when ________.A. children become highly motivatedB. teacher and learner roles are identicalC. teaching helps children in the search for knowledgeD. reading enriches children's experience5.The main idea of the passage is that ________.A. teachers should do as little as possible in helping students learn to readB. teachers should encourage students to read as widely as possibleC. reading ability is something acquired rather than taughtD. reading is more complicated than generally believedQuestions 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 example. She would often take time out of her class to tell her students about the numerous activities after class with which we should get involved. She loved her job so much that she stayed after school every day to moderate activities such as "Amnesty International" (an international organization that protects human rights) and the Spanish Club. Her students, including me, joined all of the clubs which she moderated just because she made them so interesting.After reading all of this, most people would argue that St. Ignatius should not be considered a true "inner-city school". While this may hold some truth, I am arguing that my life was greatly enriched simply because of the school's location in the middle of Cleveland, as opposed to a poor suburban area.6.What do people often think negatively about?A. Inner-city schools.B. Stereotypes.C. St. Ignatius.D. Violence.7.What can the author never remember seeing at St. Ignatius?A. Amnesty International.B. A serious fight.C. A Spanish club.D. Inferior students.8.What would Mrs. Borroni do after school?A. Give Spanish classes.B. Tell students about activities.C. Guide students in special groups.D. Help students love learning.9.Why might a reader of this article not view St. Ignatius as a real inner-city school?A. It is not in the middle of the city.B. It is in a poor suburban area.C. It enriched the author's life.D. It might be better than others.10.How does the author feel about inner-city schools?A. The stereotypes about them are not at all true.B. They are not necessarily all bad, as they can be good.C. They are much poorer than those in the suburbs.D. The students there are more enlightened.Part 6 Reading Comprehension (Multiple Choice)(每小题: 2 分; 满分：20 分)小题得分对错我的答案客观1. 2 B B2. 2 A A3. 2 B B4. 2 A A5. 2 C C6. 2 A A7. 2 B B8. 2 C C9. 0 C D10. 2 B BSubtotal: 18 老师评语：Total score: 60正确率：60%。
