Module 1—6 綜合檢測題

第Ⅰ卷（選擇題 共100分）

第一部分 聽力（共兩節，滿分30分）

第一節（共5小題；每小題1.5分，滿分7.5分）

聽下面5段對話。每段對話后有一個小題，從題中所給的A、B、C三個選項中選出最佳選項，并標在試卷的相應位置。聽完每段對話后，你都有10秒鐘的時間來回答有關小題和閱讀下一小題。每段對話僅讀一遍。

1. What does the woman want to do？

A. To buy a skirt. B. To change a skirt. C. To see her daughter.

2. When should the man hand in his homework？

A. On Thursday. B. On Friday. C. On Monday.

3. Where does the conversation probably take place？

A. In a factory. B. In a library. C. In a classroom.

4. What will the woman probably do later？

A. See a doctor. B. See her friend. C. Give the man some advice.

5. When will the man probably come home？

A. At 6：00. B. At 4：30. C. At 6：30.

第二節（共15小題；每小題1.5分，滿分22.5分）

聽下面5段對話或獨白。每段對話或獨白后有幾個小題，從題中所給的A、B、C三個選項中選出最佳選項，并標在試卷的相應位置。聽每段對話或獨白前，你將有時間閱讀各個小題，每小題5秒鐘；聽完后，各小題將給出5秒鐘的作答時間。每段對話或獨白讀兩遍。

聽第6段材料，回答第6至7題。

6. What are they talking about？

A. Working hours in the US. B. Working experience in the US. C. Pay in the US.

7. Who can get overtime pay according to the woman？

A. Those who are in a high position and work on weekends.

B. High officials who work more than forty hours a week.

C. Ordinary workers who work on weekends.

聽第7段材料，回答第8至9題。

8. Why did the speakers get lost？

A. They were driving too fast. B. They took the wrong turn on the left.

C. They made a U-turn and got into downtown.

9. What happened when they were speaking？

A. A diver almost hit a kid on a bicycle. B. A policeman came to help them. C. They almost caused an accident.

聽第8段材料，回答第10至12題。

10. Why did the woman miss the movie Star Wars？

A. She went to see a Hardy film. B. She went shopping. C. She went to visit her friend Meg.

11. What do we know about Laurel and Hardy films？

A. They are historical films and comedies. B. They are horror films and thrillers.

C. They are science-fiction movies.

12. Whats the probable relationship between the speakers？

A. Classmates. B. Workmates. C. Brother and sister.

聽第9段材料，回答第13至16題。

13. Why do the speakers seldom see their parents？

A. Their parents dont have a big house. B. They dont want to cause trouble to their parents.

C. They live far from their parents.

14. Whats the weather like now in the place where the speakers live？

A. Its warm. B. Its cold. C. Its rainy.

15. What is the probable relationship between the speakers？

A. Husband and wife. B. Mother and son. C. Sister and brother.

16. When will the speaker probably go to see their parents？

A. When it gets warmer. B. This summer vacation. C. Right now.

聽第10段材料，回答第17至20題。

17. How long had the speaker been playing the piano before she met Michael？

A. 5 years. B. 4 years. C. 1 year.

18. Why did the speaker want a new piano teacher？

A. She wanted to learn more knowledge. B. She didnt like her former teacher. C. She wanted to learn jazz.

19. What did Michael tell the speaker？

A. To make her music meaningful. B. To sing a song before playing the piano.

C. To find a song.

20. What can we learn about the speaker？

A. Shes thankful to have Michael as her piano teacher. B. She was tired of playing the piano.

C. She began to sing songs.

第二部分 閱讀理解（共兩節，滿分40分）

第一節（共15小題；每小題2分，滿分30分）

閱讀下列短文，從每題所給的四個選項（A、B、C和D）中，選出最佳選項，并在答題卡上將該項涂黑。

A

Language is a major problem for the European Union （EU）. The agreement or treaty（條約）which created the organization that eventually became the EU， the Treaty of Rome， stated that each countrys language must be treated equally. The original six countries had only three languages between them： French， German and Dutch/Flemish. However， there are now 15 countries in the EU， with a total of 12 languages. EU documents must be translated into all these languages， and at official meetings， the speeches must be translated into all the languages by interpreters（口譯者）.

All this translating is very expensive and time-consuming. It is said that nearly half of all employees of the EU are busy translating documents and speeches， and nearly half of the EUs administrative（管理方面的）costs are spent on this task. In the near future it is probable that several more countries， most of which having their own languages， will join the EU to make the situation even worse.

The problem is not just cost； there are practical difficulties as well. With 12 languages， there are 132 possible “translation situations” that might be needed. It is often difficult to find people in the right place at the right time who can translate from （for example） Danish into Greek， or Dutch into Portuguese， at a high professional standard.

In practice， the problem has been made less serious by the use of English in many contacts between EU officials， since almost all of them speak some English. However， any action to reduce the number of official languages （perhaps to four or five） would be a blow to the pride of the smaller countries. Another commonly suggested solution is to make English the official language for all EU business. However， this is strongly protested against by powerful member countries like France and Germany.

21. The writer mentions “Danish into Greek” in Paragraph 3 as an example of ___ .

A. a situation that occurs often B. languages easily being interpreted

C. a situation that might be difficult to deal with D. one of the 12 situations that requires an interpreter

22. What can we know about the use of English in contacts among EU officials？

A. It has reduced the effect of the problem. B. It has reduced the number of official languages.

C. It has angered the officials who dont speak English. D. It has been supported by powerful member countries.

23. The writer suggests in the last paragraph that if the number of official languages was reduced， ___ .

A. the smaller member countries would be pleased

B. the EU would not know which official languages to choose

C. only languages which are easy to translate would be used officially

D. countries whose languages were not used officially would be unhappy

B

Ive been writing for most of my life. The book Writing without Teachers introduced me to one difference and one practice that have helped my writing processes greatly. The difference is between the creative mind and the critical mind. While you need to use both to get to a finished result， they cannot work in parallel no matter how much we might like to think so.

Trying to criticize writing on the fly is possibly the single greatest trouble with writing that most of us encounter. If you are listening to a 5th-grade English teacher correcting your grammar while you are trying to capture（俘獲）a fleeting（稍縱即逝的）thought， the thought will die. If you capture the fleeting thought and simply share it with the world in raw（未加工的）form， no one is likely to understand. You must learn to create first and then criticize if you want to make writing the tool for thinking as it is.

The practice that can help you past your learned bad habits of trying to edit as you write is what Elbow calls “free writing”. In free writing， the goal is to get words down on paper non-stop， usually for 15-20 minutes. No stopping， no going back， and no criticizing. The aim is to get the words flowing. As the words begin to flow， the ideas will come from the shadows and let themselves be captured on your notebook or your screen.

Now you have raw materials that you can begin to work with using the critical mind that youve been persuaded to sit on the side and watch quietly. Most likely， you will believe that this will take more time than you actually have and you will end up staring blankly at the pages as the deadline draws near.