国开（铸造学院）24秋《人文英语4》形考作业7【国开作业】单元自测7（10分）

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一、选择填空，从A、B、C三个选项中选出一个能填入空白处的最佳选项。（每题10分）

1.— So sorry to trouble you.

— _________________.

A.It’s a pleasure

B.It’s your fault

C.I don’t think so

2.— Would you like a tea

— _________________.

A.Yes, please

B.I like green tea

C.Yes, I prefer coffee

3.There’s lots of fruit _________ the tree. Our little cat is also in the tree.

A.in

B.at

C.on

4.Have you ever visited the Summer Palace, _____ there are many beautiful halls, ridges and a huge lake

A.which

B.that

C.where

5.It’s high time that he settled down in the country and __________ a new life.

A.start

B.started

C.starting

二、阅读理解：选择题（每题10分）

6.选择题

Imagine a school that expected its students to become literate(有读写能力的) without any formal instruction. Most parents would be alarmed by such an approach, which would leave their children confused and with gaps in their understanding. This however has been the philosophy on character development in many of our schools. Why is the development of character seen as somehow different from the other skills that we teach

Of course there will always be learning by osmosis(耳濡目染)in any school, but as a teacher and primary school head I have found that a child’s moral literacy is strengthened when they acquire the building blocks of good character such as consideration, courage and honor: qualities which are commonly known as virtue(美德).

I personally find that exploring a virtue over a two-week period provides a simple and effective program that allows for the creative input of both teacher and student and a chance for the virtue to embed(使融入)itself. Once a lesson on a virtue such as honesty has been completed we need to allow time for children to practice this concept just as would be the case with fractions or verbs. Allowing children to role play a situation such as making up excuses to cover a mistake can be enormously interesting, and the drama can be frozen allowing the characters to be questioned about their feelings and motives. It’s also a safe way for children to experience for themselves how a lie usually goes out of control.

Our role as educators is also to look for opportunities to help our students as they attempt to strengthen their characters. When something goes wrong we guide the young person to the virtue that will prevent it from happening again. For instance, when am student thoughtlessly disturbs the calm atmosphere of the library, instead of a response such as, “that was really disrespectful and selfish of you!” we draw out from them the required virtue: “When you’re walking through the library, what virtues do you need to use”

1. Which of the following is the main idea of this passage   1

A. Teaching morals and values has been a frequently discussed topic in the past few years.

B. The author and his staff embed virtues into lessons and school life to encourage character development in children.

C. Kids throughout the population face the same needs, the same challenges, and the same realities in their lives.

2. We can infer from the first paragraph that    2    .

A. there tends to be disagreement about what character education is

B. most parents are not satisfied with the teaching methods adopted in schools

C. the approach to character education is generally considered different from the approaches to other skills

3. The word “philosophy” in the first paragraph is closest in meaning to    3    .

A. study

B. subject

C. viewpoint

4. The author is a    4    .

A. teacher

B. librarian

C. reporter

5. Which of the following is NOT mentioned in the passage as a way to build character in children   5

A. Story readings and discussions.

B. Osmosis.

C. Taking every opportunity to teach character.

(1).__1__

A.A

B.B

C.C

(2).__2__

A.A

B.B

C.C

(3).__3__

A.A

B.B

C.C

(4).__4__

A.A

B.B

C.C

(5).__5__

A.A

B.B

C.C