1、CE1-_12: Quiz details Part 1 Skimming and Scanning (True or False Questions + Blank Filling)(每小题： 分)Directions: Read the following passage and then answer the questions. For questions 1-7, choose Y (YES) if the statement agrees with the information given in the passage, choose N (NO) if the statemen
2、t contradicts the information given in the passage, choose NG (NOT GIVEN) if the information is not given in the passage. For questions 8-10, complete the sentences with the information given in the passage.Questions 1 to 10 are based on the following passage.A Roof over Our HeadsMan has three basic
3、 needs: food, clothing and shelter. If a man lives in a warm climate, clothing is not absolutely necessary. However, man cannot live without food, and he has little chance of survival without shelter. Man needs shelter to protect himself from the weather, wild animals, insects, and enemies. History
4、of shelters Long before man learned how to build houses, he looked for natural shelters, as the animals did. He found that he could protect himself by climbing up into trees or by hiding in caves. The first shelters or homes actually built by man were very simple. For his building materials, he used
5、 whatever he could find easily around him: rocks, tree branches, dried grasses, and animal skins. It was a long time, however, before man began to build permanent (永久的) shelters because, until man learned to farm, he lived by hunting (狩猎). And, in order to follow game (猎物), he had to be able to move
6、 from one hunting ground to another. Thus, the first man-made shelters were those that could be easily transported. The first permanent shelters were probably built twenty or forty thousand years ago by fish-eating people who lived in the places as long as the fish supply lasted. Fish-eaters could s
7、tay in one place for several years. However, once man learned to farm, he could live longer in such a place. Thus, he was able to build a permanent home. Once again, he built his home with the materials he found at hand. In Egypt, for example, wood was scarce, so most houses were built of dried mud,
8、 with a roof supported by tree trunks. When the Norsemen came from Scandinavia to northern Europe, they found many forests, so they built homes with a framework of heavy tree trunks and then filled the space between the trunks with mud. The Eskimos, on the other hand, lived in a land where there was
9、 little or no wood. They learned to adapt their homes perfectly to their surroundings. In the wintertime, when everything was covered with snow and ice, the Eskimos built their homes with blocks of ice. When the warm weather came and the ice turned to water, the Eskimos lived in a tent made of anima
10、l skins. Weather and houses The weather is mans worst natural enemy. He has to protect himself from extremes of heat and cold and from storms, wind and rain. Where the weather is hot and dry, the windows are small and high up, so that the heat stays outside. There is often a flat roof, where people
11、can find a cool place to sleep. In hot, wet areas, on the other hand, people need to be protected from the rain, as well as the heat. In such places, houses are built with wide roofs that hang over the side of their homes. Where there is a lot of rainfall, houses are built with steep (陡峭的)roofs to d
12、rain off the rain. People living in the Congo River region have found that steep roofs flow off large rains more quickly. Other people in Africa have found that rain flows quickly off a roof of broad leaves. Building houses In Borneo, houses are built on high posts to protect people from dampness. A
13、nd there are tribes in Malaysia that build their homes in the branches of trees, and people climb up to their houses on bamboo ladders. In northern countries, people build houses to protect themselves from cold and snow. Their houses are built of strong materials, and the roofs are steep, so that th
14、e snow will fall off. And, in northern Siberia, where snowfall is extremely heavy, the roofs even have a funnel-shaped (漏斗型的) platform to protect the chimneys from drifting snow. Protection from danger has also influenced the type of house man builds. When enemies threatened him, man made his house
15、in places that are difficult to reach. People in the Philippines protect themselves by living high above the ground. When danger threatens, they remove the ladders leading to their homes. People who lived on the cliffs of the American Southwest built their homes high up on the sides of cliffs, where
16、 access was very difficult. Nomad tribes (游牧部落) must move from place to place, taking care of flocks of sheep that are always in need of fresh grass. Their houses must be simple and easy to transport. The nomads of central Asia have developed a round house with a hole at the top to let the smoke out
17、. In Europe there are very few wooden houses being built today. This is partly because wood is no longer as plentiful as it once was, and partly because wooden houses burn quite easily. On the other hand, there are many wooden houses in America. This is because the first settlers wanted to build hou
18、ses quickly and cheaply. Since the country was covered in many places with forests, some trees had to be cut down to make houses. Houses in many cities used to be made of wood. However, since the houses were very close together, fire could easily spread from one house to another. There were records
19、of large fires in some cities, such as the great fire of London in 1666. When the burned-out cities were rebuilt, wood was still used for the roofs, but stones were used for walls. There are so many people living in some cities where it is often very difficult to find a place to live, and if one doe
20、s find a place it is often too small. And many of the houses are too old and uncomfortable. Just as in mans earliest days, finding a good place to live continues to be one of his biggest concerns. 1. Trees and caves served as mans first shelters.A. YB. NC. NG2. Permanent houses were built after man
21、learned farming.A. YB. NC. NG3. Eskimos live in homes built with blocks of ice all the time.A. YB. NC. NG4. Different roofs have different functions.A. YB. NC. NG5. Steep roofs are built in areas that are both hot and dry.A. YB. NC. NG6. Protection from danger is another factor people have to consid
22、er when building their houses.A. YB. NC. NG7. Nomad tribes move from one place to another for different seasons.A. YB. NC. NG8. In the U.S., there were many 01_MYVARIABLE, because they could be built quickly and cheaply.9. When London was rebuilt, 01_MYVARIABLE were used for walls.10. One of the mos
23、t urgent problems man is faced with is 01_MYVARIABLE to live.Part 1 Skimming and Scanning (True or False Questions + Blank Filling) (每小题: 0.5 分;满分：5 分)小题 得分 对错 我的答案 客观1. 0.5 A A2. 0 B A3. 0.5 B B4. 0.5 A A5. 0.5 B B6. 0.5 A A7. 0.5 C C8. 0 wooden houses wooden houses9. 0 stones stones10. 0 finding a
24、 good place finding a good placeSubtotal: 3 老师评语： Part 2 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.So long as teachers fail
25、 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 passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that “reading
26、 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 mo
27、st 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 th
28、at 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 f
29、requent 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 environme
30、nt 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
31、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 syste
32、m 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 h
33、ighly motivatedB. teacher and learner roles are identicalC. teaching helps children in the search for knowledgeD. reading enriches childrens 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 s
34、tudents 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.Society usually tends to focus on the negative side of inner-city schools. Many people like to st
35、ereotype (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 stat
36、e. 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 tea
37、chers 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 i
38、nvolved. 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 m
39、ade 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 schools location in the middle of Cleveland, as oppo
40、sed 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 M
41、rs. 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 s
42、uburban area.C. It enriched the authors 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 stu
43、dents there are more enlightened.Questions 11 to 15 are based on the following passage.Before going to high school, I had a very simple view of life. I usually did not think about the subjects of crime, poverty, or homelessness. As far as I knew, these things did not exist. The area around my school
44、 forced my eyes open as early as the first day of school. On the long bus ride through the city, I saw homeless dogs walking the streets. I also clearly recall seeing a homeless person picking through a trash can for the first time ever. The poverty of the area around my school made me see how truly
45、 lucky I was. I now began to appreciate everything which had been handed to me in life. In the long run, this led me to put a lot more faith in God because of all that He had given me. I started going to religious services more often. This also indirectly led to my involvement in the community aroun
46、d the school. Students lives become enriched simply by attending an inner-city school. When a person is exposed to city life, many different advantages can be gained. For someone who had lived in the suburbs all his life, such as myself, a new style of living can be experienced. This alone expands o
47、nes views of life in general. The religious aspect of my life grew, I was easily able to get involved in community service projects, and I became much more aware of the dangers which exist in the city. Going to school in the city helped me to overcome the simple views I once had, and I am now better
48、 prepared to take on the challenges which await me in life. 11. What sort of school does the author go to?A. A religious school.B. A high school.C. A community school.D. A school for poor people.12. What did the author begin to realize after she started attending her school?A. The bus ride to her sc
49、hool was long.B. Crime, poverty, and homelessness really existed.C. Homeless people often eat out of the trash.D. Homeless people live with their homeless dogs.13. Why does the author think she is lucky?A. She has a better life than many other people.B. She is a student at a very good school.C. She can learn a lot by studying in the city.D. She is involved in her community.14. Where does the author live?A. In the inner city.B. On the streets.C. In the suburbs.D. At her school.15. How does the author feel about inner-city schools?A. They are very dang
