16. What should the teacher try to avoid when selecting listening materials?
A. The text scripted and recorded in the studio.
B. The text with implicated concepts beyond the comprehension of students.
C. The text with local accents in pronunciation.
D. The text with some difficult words for students.
17. A student has something in his mind and he should ignore the irrelevant parts and read tolocate specific information when reading. Which of the following strategies can be used?
A. Skimming.
B. Detailed reading.
C. Scanning.
D. Predicting.
18. In which of the following situations is the teacher playing the role of observer?
A. Giving feedback and dealing with errors.
B. Organizing students to do activities by giving instructions.
C. Walking around to see how each student performs in group work.
D. Offering help to those who need it both in ideas and language.
19. When a student said in class, "I come home at 6 o 'clock yesterday", the teacher said"Came not corned". Which rule of effective feedback does the teacher NOT obey?
A. Relevance.
B. Accuracy.
C. Guidance.
D. Timeliness.
20. What is the teacher doing by saying this in terms of instruction?
"Now, did the questions help you undzrstand the text better?"
A. Observing the activity.
B. Evaluating the activity.
C. Monitoring the activity.
D. Controlling the activity.
请阅读Passage l。完成第21—25小题。
Passage 1
Many objects in daily use have clearly been influenced by science, but their form andfunction, their dimensions and appearance, were determined by technologists, artisans, designers,inventors, and engineers--use nonscientific modes of thought. This kind of thinking way is different
from science. Many features and qualities of the objects that a technologist thinks about cannot bereduced to unambiguous verbal descriptions; they are dealt with the mind by a visual, nonverbalprocess. In the development of Western technology, it has been non-verbal thinking, by and large,that has fixed the outlines and filled in the details of our material surroundings. Pyramids,cathedrals, and rockets exist not because of geometry or thermodynamics, but because they werefirst a picture in the minds of those who built them.
The creative shaping process of a technologist's mind can be seen in nearly every artifact thatexists. For example, in designing a diesel engine, a technologist might impress individual ways ofnonverbal thinking on the machine by continually using an intuitive sense of rightness and fitness.
What would be the shape of the combustion chamber? Where should valves be placed? Should ithave a long or short piston? Such questions have a range of answers that are supplied byexperience, by physical requirements, by limitations of available space, and not least by a sense ofform. Some decisions such as wall thickness and pin diameter, may depend on scientificcalculations, but the nonscientific component of design remains primary.
Design courses, then, should be an essential element in engineering curriculum. Nonverbalthinking of a central mechanism in engineering design, involves perceptions, the stock-in-trade ofthe artist, not the scientist. Because perceptive processes are not assumed to entail "hard thinking",nonverbal thought is sometimes seen as a primitive stage in the development of cognitive processand inferior to verbal or mathematical thought. But it is paradoxical that when the staff began theHistoric American. Engineering Record wished to have drawing made of machines and isometricviews of industrial processes for its historical record of America engineering, the only collegestudents with the requisite abilities were not engineering students, but rather students attendingarchitectural schools.
If courses in design, which in a strongly analytical engineering curriculum provide thebackground required for practical problem-solving, are not provided, we can expect to encountersilly but costly errors occurring in advanced engineering systems. For example, early models ofhigh-speed railroad cars loaded with sophisticated controls were unable to operate in a snowstormbecause a fan sucked snow into the electrical system. Absurd random failures that plague automaticcontrol systems are not merely trivial aberrations: they are a reflection of the chaos that resultswhen design is assumed to be primarily a problem in nathematics.
21. What is the main idea of the first paragraph?
A. Many objects in daily use have clearly been influenced by science.
B. Nonscientific modes of thought are very important for material surroundings.
C. Science is not significant for our daily supplies.
D. Build a picture in your mind, then design.
22. What is the relationship between Paragraph 1 and Paragraph 2?
A. Comparison and contrast.
B. Cause and effect.
C. The two paragraphs are paralleling.
D. Paragraph 2 provides illustration for Paragraph 1.
23. Which is not the reason that design courses should be an essential element in engineering curriculum?
A. Nonverbal thinking is a central mechanism in engineering design.
B. Design courses can provide solutions to solve practical problems.
C. Science course is not important and should be replaced by design courses.
D. Ignorant of design courses may encounter silly but costly errors.
24. What can we conclude from the last paragraph?
A. Design course can help solve practical problems.
B. Design courses are necessary to open.
C. Design is strongly analytical.
D. People don't pay attention to design courses.
25. What is the author's attitude towards design courses?
A. Indifferent.
B. Disapproving.
C. Suspicious.
D. Supporting.
请阅读Passage 2。完成第26—30小题。
Passage 2
Do who choose to go on exotic, far-flung holidays deserve free health advice before theytravel? And even if they pay, who ensures that they get good, up-to-date information? Who, for thatmatter, should collect that information in the first place? For a variety of reasons, travel medicine inBritain is a responsibility nobody wants. As a result, many travellers go abroad prepared to avoidserious disease.
Why is travel medicine so unloved? Partly there's an identity problem. Because it takes aninterest in anything that impinges on the health of travellers, this emerging medical specialisminvariably cuts across the traditional disciplines. It delves into everything from seasickness, jet lagand the hazards of camels to malaria and plague. But travel medicine has a more serious obstacle toovercome. Travel clinics are meant to tell people how to avoid ending up dead or in a hospitalwhen they come home, but it is notoriously difficult to get anybody pay out money for keepingpeople healthy.
Travel medicine has also been colonized by commercial interests; the vast majority of travelclinics in Britain are run by airlines or travel companies. And while travel concerns are happy to sell profitable injections, they may be less keen to spread bad news about travellers' diarrhea inTurkey, or to take time to spell out preventive measures travellers could take."The NHS finds itdifficult to define travellers' health, says Ron Behrens, the only NHS consultant in travel anddirector of the travel clinic of the Hospital for Tropical Diseases in London." Should it come withinthe NHS or should it be paid for? It's Gary area, and opinion is spilt. No one seems to have anyresponsibility for defining its role, he says.
To compound its low status in the medical hierarchy, travel medicine has to rely on statisticsthat are patchy at best. In most cases we just don't know how many Britons contract diseases whenabroad. And even if a disease linked to travel there is rarely any information about where thoseafflicted went, what they are, how they behaved, or which vaccinations they had. This shortage ofhard facts and figures makes it difficult to give detailed advice to people, information that mighteven save their lives.
A recent leader in British Medical Journal argued. "Travel medicine will emerge as credibledisciplines only if the risks encountered by travellers and the relative benefits of public healthinterventions are well defined in terms of their relative occurrence, distribution and control. Exactlyhow much money is wasted by poor travel advice. The real figure is anybody's guess, but it couldeasily- run into millions. Behrens gives one example. Britain spends more than 1 million each yearjust on cholera vaccines that often don't work and so give people a false sense of security."Information on the prevention and treatment of all forms of diarrhea would be a better priority,he salts.
26. What can we infer frown the first paragraph?
A. Travel medicine is hard to prevail.
B. People know little about travel medicine.
C. People don't believe in travel medicine.
D. Travellers can seldom get up-to-date information.
27. The phrase "delves into" in Para.2 can be replat.'ed by.
A. refrains from
B. holds back
C. digs into
D. worries about
28. Which of the following statement is not the problem of travel medicine?
A. Traditional disciplines are not enough for travel medicine.
B. Travel medicine has been colonized by commercial interests.
C. The statistics about travellers are hard to obtain.
D. People spend much money on poor travel advice.
29. What does the author mean by saying "..., but it is notorionsly difficult to gel anybody pay
out money for keeping people healthy."?
A. People don't pay attention to their health.
B. Few people are willing to support travel medicine.
C. Most travellers firmly believe that they will be safe.
D. Health comes last compared with others.
30. What can we conclude frnm lhe last paragraph?
A. Travel advices are not important.
B. Travel medicine is hard to be credible.
C. How to prevent and treat disease can actually help travel nedicine popularize.
D. People haven't realized the importance of travel medicine.
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