大学英语三级测试题

1、大学英语三级测试题College English （Band Three）Part I Writing (30minutes)(15%)注意：此部分试题在答题卡1上。Part II Reading Comprehension (Skimming and Scanning) (15 minutes) (10%)Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1.For questions 1-7, m

2、arkY (for YES) if the statement agrees with the information given in the passage;N (for NO) if the statement contradicts the information given in the passage;NG (for NOT GIVEN) if the information is not given in the passage.For questions 8-10, complete the sentences with the information given in the

3、 passage.Preparing for TestsIdeally it should be love of learning, achievement, and self-improvement that prompts all learning. But the average student is probably motivated by a more tangible, immediate, and pressuring reasonthe requirement to take and pass tests. Few high school students are not c

4、oncerned with the aptitude and achievement tests that they must take to get into college. Even students not planning to attend college will take placement, adaptability, and promotion tests if they are to succeed in their field. Promotion in the armed services does not depend on physical prowess (本领

5、) and length of service. It depends, instead, on the ability to study and pass promotional tests. You need to understand the importance of tests, the best methods of preparation, the common sense required for both a physical and mental approach to them, how to read instructions and questions correct

6、ly, and how to answer the way the test or teacher expects you to answer. This is one of the most valuable psychological benefits that can come from your education.Attitude Toward TestsDr. Francis P. Robinson in his book, Effective Study, poses a question: Did you ever thank a teacher for giving a te

7、st? At first glance you are not likely to find much in your thinking that would help inspire a yes. The teacher spends a lot of time preparing the test questions. After you have taken the test, the teacher spends many hours carefully evaluating your paper. Mistakes are marked so that when your paper

8、 is returned you can go over them and perhaps write in corrections. Then you will not make the same mistakes again.Test as a Personal BattleDo you, like many of your fellow students, consider the test or examination as a personal battle which the teacher wages in an attempt to defeat you, or do you

9、see it as a contest in which one tries to outwit the other? If this is your attitude towards tests, you probably do one of two things when the teacher returns your paper to you. One, you throw it away without bothering to do more than glance through it to see where points were taken off. Or two, wit

10、hout checking an incomplete answer against the facts as studied, you approach the teacher and demand to know why points were taken off. This is the most negative of approaches. The difference in attitude can be seen in the difference between two questions: “Why did you take off points on this questi

11、on?”, and What should I have included that I did not?Fear of Taking TestsAnother attitude that you should avoid is that of fear. Fear of taking tests results in tension and disturbed thinking. These, in turn, produce blind spots (not being able to remember answers that you knew ten minutes before th

12、e test) and careless mistakes. This fear also keeps people from venturing into new areas in life. They may visualize the new method, the better tool, or the strong bridge, but they hesitate until someone else realizes their dreams. Fear prevents success on tests and examinations because fear conditi

13、ons the mind for failure. Students who are afraid start in a state of confusion and disorder. Thus they throw away the advantages they have gotten by preparation. Students who approach tests with fear are almost always characterized by the following. (1)Their grade is considerably lower than their d

14、aily recitation grades, sometimes as much as twenty points lower. (2)They complain about the teacher-insufficient explanation, lack of detailed review, etc. (3) They find fault with the test materials-too long, not the type of questions expected and studied for, didnt understand the wording of quest

15、ions. (4) Their preparation consists of a frantic last-ditch effort. They suffer from loss of sleep almost to the point of total exhaustion, and often loss of important notes or review material just when they are needed most. (5) Fear drives these students to study for the test with another student.

16、 Invariably they choose a study companion who has the same attitude of fear. Often the other students knowledge of the subject is only equal to, or perhaps less than, their own.If you recognize two or more of these characteristics as behavior patterns which you practice at test and examination time,

17、 you should change your attitude as quickly as possible. To continue them is to subject yourself to a climate of tension and fear and to condition yourself for defeat.A Positive Approach to TestsA third attitude is wholly positive. It is the attitude of challenge, self-confidence, and content-reliab

18、ility. Students who accept a test as a challenge to show the teacher the extent of their knowledge of the subject and to improve their grades are stimulated. This stimulation produces the energy needed to think clearly and to act with precision over a longer period of concentration than the daily re

19、citation requires. The attitude of challenge is reflected by enterprising rather than burdensome preparation. Self-confidence develops from this adequate preparation. There is no room for tension and fear. Even a questionable answer is approached by a calculated reliability. The belief is that a wor

20、thwhile answer, although perhaps only partially correct, can be worked out. This attitude requires the relationship between student and teacher, and question and answer, always to be one of cooperative production rather than competitive destruction.To adopt an attitude of challenge and self-confiden

21、ce toward tests and examinations, you must first understand the real purposes of test.Reasons for TestsMotivationFrom the students point of view, the first reason for tests is motivation. Few of us are self-disciplined and motivated enough to educate ourselves without direction and requirement. Bein

22、g tested periodically on accumulated knowledge is a strong motivating force.Chance to Show KnowledgeA second reason for tests is that they provide students with a chance to show how much they have learned.Daily recitation does not provide such an opportunity. A test gives the students a chance to sh

23、ow their ability to organize and unify large volumes of material. This is not possible in preparing for day-to-day assignments.Prediction of Future TestsA third reason is that students gain insight into what the teacher considers most important. If test questions deal with main topics and essential

24、principles, the student can accurately estimate the nature of future and larger tests.Discovery of Weaknesses and ProgressA fourth important reason is that students can discover both their shortcomings and the extent of their progress. They can carefully study their errors and the general areas in w

25、hich they occur. They can see a pattern to their errors. They can take steps to correct their weaknesses. They can measure their progress in that subject. And most important of all, they can measure whether or not their mental growth is keeping up with the demand of the subject.Now that you understa

26、nd the reasons for tests and examinations, and how they benefit both student and teacher, you should not groan when a test is announced. Do not approach it as a burdensome chore or with light indifference. Approach it with an honest and determined effort for self-improvement. If you manage this, you

27、r grade will manage itself. 注意：此部分试题请在答题卡1上作答；8-10题在答题卡1上。1. The writer introduces three major attitudes towards tests and the reasons to take tests.2. Taking a test as a battle is a positive attitude towards tests that every student should have.3. Fear of tests may even result in good performance i

28、n a test.4. To take a test as a challenge or opportunity to show your teacher how well you have learned is a positive attitude towards tests.5. Tests can motivate students to learn6. Tests may help teachers know how well the students have learned.7. From tests, students can know whether they have ma

29、de progress or not.Part III Listening Comprehension (35 minutes) (35%)Section ADirections: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions

30、will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.注意：此部分试题请在答题卡2上作答。11. A) He

31、prefers to stay inside in hot weather.B) The woman should go swimming.C) The weather will cool down soon.D) The pool will be open all week.12. A) Take her brother to the movies.B) Go to the movies with the man.C) Cook dinner with Lois.D) Eat at her brothers.13. A) She wants the man to move the box.B

32、) She didnt realize the boxes were heavy.C) She doesnt need the mans help.D) The man should have offered his assistance earlier.14. A) He thinks the air is polluted.B) Hed like to have the windows open.C) He rarely leaves the windows open.D) Hell help her close the windows.15. A) The results were ca

33、lled in last night.B) The results might be ready tomorrow.C) The man needs another test tomorrow.D) The doctor called the lab last night.16. A) Shed be happy to talk to the man later.B) She doesnt remember much about Portland.C) She knows someone else who could help him.D) Shes never been to Portlan

34、d.17. A) Speak louder.B) Turn down the volume.C) Play a different kind of music.D) Help the man study for a test.18. A) Shed like the man to help her with the report.B) She forgot when the report was due.C) She hasnt included any data in her report.D) She needs more time to finish the report.Questio

35、ns 19 to 21 are based on the conversation you have just heard.19. A) A bank teller and a patron.B) A sales clerk and a shopper. C) An accounts manager and a customer.D) A stock broker and a client.20. A) She thinks its good business.B) She thinks it should have been implemented sooner.C) She thinks

36、its unreasonable.D) She thinks it makes good sense.21. A) Open an account.B) Talk to the manager.C) Take her business someplace else.D) Change her purchases.Questions 22 to 24 are based on the conversation you have just heard.22. A) Mr. Suleiman.B) Mr. Blacks secretary.C) A teacher at the University

37、 of Chicago.D) The educational advisor.23. A) To sign up for an intensive English course.B) To make an appointment to talk to Mr. Black. C) To enquire about English-language schools in America.D) To postpone his appointment until Wednesday morning.24. A) He is required to take an intensive English c

38、ourse before he enters the program. B) He has graduated From Kuwait University.C) He has been accepted by an American university.D) He wants to study for his masters degree in the United States.Section BDirections: In this section, you will hear 3 short passages. At the end of each passage, you will

39、 hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.注意：此部分试题请在答题卡2上作答。P

40、assage OneQuestions 25 to 28 are based on the following passage you have just heard.25. A) To be considerate. B) To stand when a women enters the room. C) To help the hostess prepare the dinner. D) To come on time.26. A) He should write an apology letter later. B) He should make an apology a month l

41、ater. C) He should inform his host or hostess about it in time.D) He should assure his host that he will come next time. 27. A) Those who attach importance to human rights. B) Those who are old but respectable. C) Those who are young and uneducated.D) Those who put emphasis on equality of sexes.28.

42、A) He should copy the behavior of the Americans present.B) He should keep nodding and smiling.C) He should sit or stand still.D) He should ask the host or hostess for help.Passage Two Questions 29 to 32 are based on the following passage you have just heard.29. A) Honesty. C) Diligence.B) Intelligen

43、ce. D) Good manners. 30. A) He was more tolerant towards the manager than the other staff members.B) He would leave the office and work elsewhere.C) He was a coward who didnt dare to speak the truth.D) He didnt care whether his work was appreciated.31. A) That he was greatly satisfied with the paper

44、s he had finished.B) That he had been working hard for the manager all the time.C) That he stayed on to work while all the others had left.D) That he managed to finish some difficult papers in time.32. A) Because he wasnt sure whether the manager had thanked him.B) Because he didnt catch what the ma

45、nager had said.C) Because he wanted to remind the manager of his impoliteness.D) Because he wanted the manger to thank him again.Passage Three Questions 33 to 35 are based on the following passage you have just heard.33. A) Culture shock. C) New and confusing things.B) Pronunciation. D) Things that

46、are familiar.34. A) These people are ill.B) These feelings are difficult to understand.C) These reactions are normal.D) These reactions are more a sign of illness than shock.35. A) You can talk to a doctor any time you feel uncomfortable.B) You can go home if you like.C) You are free to live a life

47、in a new environment.D) It is a situation to which you can adjust sooner or later.Section CDirections: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, yo

48、u are required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the main points in your

49、own words. Finally, when the passage is read for the third time, you should check what you have written.注意：此部分试题在答题卡2上；请在答题卡2上作答。Part IV Reading Comprehension (Reading in Depth) (25 minutes) (25%)Section ADirections:In this section, there is a passage with ten blanks. You are required to select one

50、word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the

51、 centre.You may not use any of the words in the blank more than once.Questions 47 to 56 are based on the following passage.We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are 47 . We feel that there are many disadvanta

52、ges in steaming (按能力分班) pupils. It does not take into 48 the fact that children develop at different rates. It can have a bad effect on both bright and not-so-bright children. After all, it can be quite 49 to be at the bottom of the top grade!Besides, it is rather 50 to grade people just according t

53、o their intellectual ability. This is only one aspect of their total 51 . We are concerned to develop the abilities of all our pupils to the full, not just their 52 ability. We also value personal qualities and 53 skills, and we find that mixed-ability teaching 54 to all these aspects of learning.In

54、 our classrooms, we work in various ways. The pupils often work in groups: This give them the opportunity to learn to 55 , to share, and to develop leadership skills. They also learn how to cope with personal problems as well as how to think, to make decisions, to analyze and evaluate and to communi

55、cate 56 . The pupils learn from each other as well as from the teacher.注意：此部分试题请在答题卡2上作答。A) academicB) efficientlyC) accountD) voluntaryE) enrichedF) personalityG) instructionH) cooperateI) unrealJ) contributesK) discouragingL) institutionalM) socialN) predictedO) effectivelySection BDirections: The

56、re are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.Pas

57、sage OneQuestions 57 to 61 are based on the following passage.We need to make better use of our resources. In developing countries we have more than enough, provided we are less wasteful in our ways. Fortunately, we can improve. The challenge lies not so much with technical fixes but with our approa

58、ch to our world around us. In the recent past we engaged in a Wild West economy, supposing that there would always be enough resources. Now we know there are no new horizons to explore and exploit; one image to illustrate this is to think of Earth as a spaceship, where most materials have to be recy

59、cled (再补用). For us, moving on will be a case of leaving behind the throwaway society and advancing to a conserver society.To qualify as citizens of a conserver society, we must change traditional attitudes and thinking. We need to recognize that there is rarely such a thing as waste: rather, there a

60、re materials which sometimes end up in the wrong place.The transition (转变) has already begun. The European steel industry re-uses scrap (废弃的) metal, resulting in an energy saving of up to 50% (in the case of copper, 90%, and of aluminum, 95%). Recycling a glass container saves only 18%; but, in part