大学英语三级测试题Word文件下载.docx

大学英语三级测试题Word文件下载.docx

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Forquestions1-7,mark

Y（forYES）ifthestatementagreeswiththeinformationgiveninthepassage;

N（forNO）ifthestatementcontradictstheinformationgiveninthepassage;

NG（forNOTGIVEN）iftheinformationisnotgiveninthepassage.

Forquestions8-10,completethesentenceswiththeinformationgiveninthepassage.

PreparingforTests

Ideallyitshouldbeloveoflearning,achievement,andself-improvementthatpromptsalllearning.Buttheaveragestudentisprobablymotivatedbyamoretangible,immediate,andpressuringreason—therequirementtotakeandpasstests.Fewhighschoolstudentsarenotconcernedwiththeaptitudeandachievementteststhattheymusttaketogetintocollege.Evenstudentsnotplanningtoattendcollegewilltakeplacement,adaptability,andpromotiontestsiftheyaretosucceedintheirfield.Promotioninthearmedservicesdoesnotdependonphysicalprowess（本领）andlengthofservice.Itdepends,instead,ontheabilitytostudyandpasspromotionaltests.Youneedtounderstandtheimportanceoftests,thebestmethodsofpreparation,thecommonsenserequiredforbothaphysicalandmentalapproachtothem,howtoreadinstructionsandquestionscorrectly,andhowtoanswerthewaythetestorteacherexpectsyoutoanswer.Thisisoneofthemostvaluablepsychologicalbenefitsthatcancomefromyoureducation.

AttitudeTowardTests

Dr.FrancisP.Robinsoninhisbook,EffectiveStudy,posesaquestion:

"

Didyoueverthankateacherforgivingatest?

"

Atfirstglanceyouarenotlikelytofindmuchinyourthinkingthatwouldhelpinspirea"

yes"

.Theteacherspendsalotoftimepreparingthetestquestions.Afteryouhavetakenthetest,theteacherspendsmanyhourscarefullyevaluatingyourpaper.Mistakesaremarkedsothatwhenyourpaperisreturnedyoucangooverthemandperhapswriteincorrections.Thenyouwillnotmakethesamemistakesagain.

TestasaPersonalBattle

Doyou,likemanyofyourfellowstudents,considerthetestorexaminationasapersonalbattlewhichtheteacherwagesinanattempttodefeatyou,ordoyouseeitasacontestinwhichonetriestooutwittheother?

Ifthisisyourattitudetowardstests,youprobablydooneoftwothingswhentheteacherreturnsyourpapertoyou.One,youthrowitawaywithoutbotheringtodomorethanglancethroughittoseewherepointsweretakenoff.Ortwo,withoutcheckinganincompleteansweragainstthefactsasstudied,youapproachtheteacheranddemandtoknowwhypointsweretakenoff.Thisisthemostnegativeofapproaches.Thedifferenceinattitudecanbeseeninthedifferencebetweentwoquestions:

“Whydidyoutakeoffpointsonthisquestion?

”,and"

WhatshouldIhaveincludedthatIdidnot?

FearofTakingTests

Anotherattitudethatyoushouldavoidisthatoffear.Fearoftakingtestsresultsintensionanddisturbedthinking.These,inturn,produceblindspots（notbeingabletorememberanswersthatyouknewtenminutesbeforethetest）andcarelessmistakes.Thisfearalsokeepspeoplefromventuringintonewareasinlife.Theymayvisualizethenewmethod,thebettertool,orthestrongbridge,buttheyhesitateuntilsomeoneelserealizestheirdreams.

Fearpreventssuccessontestsandexaminationsbecausefearconditionsthemindforfailure.Studentswhoareafraidstartinastateofconfusionanddisorder.Thustheythrowawaytheadvantagestheyhavegottenbypreparation.Studentswhoapproachtestswithfeararealmostalwayscharacterizedbythefollowing.

（1）Theirgradeisconsiderablylowerthantheirdailyrecitationgrades,sometimesasmuchastwentypointslower.

（2）Theycomplainabouttheteacher--insufficientexplanation,lackofdetailedreview,etc.（3）Theyfindfaultwiththetestmaterials--toolong,notthetypeofquestions'

expectedandstudiedfor,didn'

tunderstandthewordingofquestions.（4）Theirpreparationconsistsofafranticlast-ditcheffort.Theysufferfromlossofsleepalmosttothepointoftotalexhaustion,andoftenlossofimportantnotesorreviewmaterialjustwhentheyareneededmost.（5）Feardrivesthesestudentstostudyforthetestwithanotherstudent.Invariablytheychooseastudycompanionwhohasthesameattitudeoffear.Oftentheotherstudent'

sknowledgeofthesubjectisonlyequalto,orperhapslessthan,theirown.

Ifyourecognizetwoormoreofthesecharacteristicsasbehaviorpatternswhichyoupracticeattestandexaminationtime,youshouldchangeyourattitudeasquicklyaspossible.Tocontinuethemistosubjectyourselftoaclimateoftensionandfearandtoconditionyourselffordefeat.

APositiveApproachtoTests

Athirdattitudeiswhollypositive.Itistheattitudeofchallenge,self-confidence,andcontent-reliability.Studentswhoacceptatestasachallengetoshowtheteachertheextentoftheirknowledgeofthesubjectandtoimprovetheirgradesarestimulated.Thisstimulationproducestheenergyneededtothinkclearlyandtoactwithprecisionoveralongerperiodofconcentrationthanthedailyrecitationrequires.Theattitudeofchallengeisreflectedbyenterprisingratherthanburdensomepreparation.Self-confidencedevelopsfromthisadequatepreparation.Thereisnoroomfortensionandfear.Evenaquestionableanswerisapproachedbyacalculatedreliability.Thebeliefisthataworthwhileanswer,althoughperhapsonlypartiallycorrect,canbeworkedout.Thisattituderequirestherelationshipbetweenstudentandteacher,andquestionandanswer,alwaystobeoneofcooperativeproductionratherthancompetitivedestruction.

Toadoptanattitudeofchallengeandself-confidencetowardtestsandexaminations,youmustfirstunderstandtherealpurposesoftest.

ReasonsforTests

Motivation

Fromthestudent'

spointofview,thefirstreasonfortestsismotivation.Fewofusareself-disciplinedandmotivatedenoughtoeducateourselveswithoutdirectionandrequirement.Beingtestedperiodicallyonaccumulatedknowledgeisastrongmotivatingforce.

ChancetoShowKnowledge

Asecondreasonfortestsisthattheyprovidestudentswithachancetoshowhowmuchtheyhavelearned.

Dailyrecitationdoesnotprovidesuchanopportunity.Atestgivesthestudentsachancetoshowtheirabilitytoorganizeandunifylargevolumesofmaterial.Thisisnotpossibleinpreparingforday-to-dayassignments.

PredictionofFutureTests

Athirdreasonisthatstudentsgaininsightintowhattheteacherconsidersmostimportant.Iftestquestionsdealwithmaintopicsandessentialprinciples,thestudentcanaccuratelyestimatethenatureoffutureandlargertests.

DiscoveryofWeaknessesandProgress

Afourthimportantreasonisthatstudentscandiscoverboththeirshortcomingsandtheextentoftheirprogress.Theycancarefullystudytheirerrorsandthegeneralareasinwhichtheyoccur.Theycanseeapatterntotheirerrors.Theycantakestepstocorrecttheirweaknesses.Theycanmeasuretheirprogressinthatsubject.Andmostimportantofall,theycanmeasurewhetherornottheirmentalgrowthiskeepingupwiththedemandofthesubject.

Nowthatyouunderstandthereasonsfortestsandexaminations,andhowtheybenefitbothstudentandteacher,youshouldnotgroanwhenatestisannounced.Donotapproachitasaburdensomechoreorwithlightindifference.Approachitwithanhonestanddeterminedeffortforself-improvement.Ifyoumanagethis,yourgradewillmanageitself.

此部分试题请在答题卡1上作答；

8-10题在答题卡1上。

1.Thewriterintroducesthreemajorattitudestowardstestsandthereasonstotaketests.

2.Takingatestasabattleisapositiveattitudetowardsteststhateverystudentshouldhave.

3.Fearoftestsmayevenresultingoodperformanceinatest.

4.Totakeatestasachallengeoropportunitytoshowyourteacherhowwellyouhavelearnedisapositiveattitudetowardstests.

5.Testscanmotivatestudentstolearn

6.Testsmayhelpteachersknowhowwellthestudentshavelearned.

7.Fromtests,studentscanknowwhethertheyhavemadeprogressornot.

PartIIIListeningComprehension（35minutes）（35%）

SectionA

Inthissection,youwillhear8shortconversationsand2longconversations.Attheendofeachconversation,oneormorequestionswillbeaskedaboutwhatwassaid.Boththeconversationandthequestionswillbespokenonlyonce.Aftereachquestiontherewillbeapause.Duringthepause,youmustreadthefourchoicesmarkedA）,B）,C）andD）,anddecidewhichisthebestanswer.ThenmarkthecorrespondingletteronAnswerSheet2withasinglelinethroughthecentre.

此部分试题请在答题卡2上作答。

11.A）Hepreferstostayinsideinhotweather.

B）Thewomanshouldgoswimming.

C）Theweatherwillcooldownsoon.

D）Thepoolwillbeopenallweek.

12.A）Takeherbrothertothemovies.

B）Gotothemovieswiththeman.

C）CookdinnerwithLois.

D）Eatatherbrother’s.

13.A）Shewantsthemantomovethebox.

B）Shedidn’trealizetheboxeswereheavy.

C）Shedoesn’tneedtheman’shelp.

D）Themanshouldhaveofferedhisassistanceearlier.

14.A）Hethinkstheairispolluted.

B）He’dliketohavethewindowsopen.

C）Herarelyleavesthewindowsopen.

D）He’llhelpherclosethewindows.

15.A）Theresultswerecalledinlastnight.

B）Theresultsmightbereadytomorrow.

C）Themanneedsanothertesttomorrow.

D）Thedoctorcalledthelablastnight.

16.A）She’dbehappytotalktothemanlater.

B）Shedoesn’tremembermuchaboutP