Unit 5 Education单元能力测试卷-(2020)新北师大版高中英语选择性必修第二册.doc
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1、Unit 5 Education单元能力测试卷第一部分听力(共两节,满分30分)第一节(共5小题;每小题1.5分,满分7.5分)听下面5段对话。每段对话后有一个小题,从题中所给的A、B、C三个选项中选出最佳选项。听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。1.What colour does the man prefer?A.Green.B.Pink.C.Yellow.2.What day is today?A.Saturday.B.Thursday.C.Friday.3.How does the man suggest the woman go to
2、the station?A.By bus.B.On foot.C.By taxi.4.What is the man doing?A.Asking for help.B.Offering a suggestion.C.Making a complaint.5.How did the man get to work in the past?A.On foot.B.By bike.C.By bus.第二节(共15小题;每小题1.5分,满分22.5分)听下面5段对话或独白。每段对话或独白后有几个小题,从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前,你将有时间阅读各个小题,每小题5秒
3、钟;听完后,各小题将给出5秒钟的作答时间。每段对话或独白读两遍。听第6段材料,回答第6、7题。6.What does the man find a bit salty?A.The chicken.B.The salad.C.The steak.7.How much change can the woman get?A.3 dollars.B.7 dollars.C.43 dollars.听第7段材料,回答第8、9题。8.How many lectures does the woman have on Monday?A.One.B.Two.C.Three.9.What will the woma
4、n probably do next?A.Have a discussion.B.Do some reading.C.Make a drawing.听第8段材料,回答第10至12题。10.What was the good news about?A.A school.B.A match.C.A painting.11.How long will the show last?A.Six hours.B.Seven hours.C.Eight hours.12.What will the man do next?A.Go to the show.B.Call his parents.C.Meet
5、the head teacher.听第9段材料,回答第13至16题。13.Where is the speaker from?A.Glasgow.B.Edinburgh.C.Liverpool.14.What is Mrs Crozier?A.A librarian.B.A doctor.C.A secretary.15.Who lives next door to the speaker?A.Mr Crozier.B.Mr Wu.C.Miss Green.16.What do we know about Mrs Wu?A.She is very popular.B.She is a scho
6、ol teacher.C.She has a doctors degree.听第10段材料,回答第17至20题。17.When will the woman be away on business?A.This Friday.B.Next Monday.C.Next Friday.18.What is the meeting about?A.Welcoming a new manager.B.Developing new products.C.Improving service.19.What time will the meeting close?A.At around 1 pm.B.At
7、around 2 pm.C.At around 3 pm.20.Who will chair the meeting?A.Jack.B.Mike.C.John.第二部分阅读(共两节,满分50分)第一节(共15小题;每小题2.5分,满分37.5分)阅读下列短文,从每题所给的A、B、C、D四个选项中选出最佳选项。ABritains got talentbut were still wasting it.Thats the main finding of a new report by researchers from Oxford University.Children of similar co
8、gnitive(认知的) ability have very different chances of educational success;it still depends on their parents economic,sociocultural and educational resources.This contradicts a commonly held view that our education system has developed enough to give everyone a fighting chance.The researchers looked at
9、 the data from groups of children born in three decades:1950s,1970s and 1990s.They found significant evidence of a wastage of talent.Individuals with high levels of cognitive ability but with disadvantages in their social origins are unable to translate their ability into educational achievement to
10、the same extent as their more advantaged counterparts(对照组).The research,funded by the Nuffield Foundation,found that only about half of the difference in educational achievement between children from advantaged and disadvantaged parental backgrounds is due to differences in their cognitive ability.T
11、he other half is due to other factors associated with their backgrounds.“If we compare the educational achievement of children born in the 1990s to those in the late 1950s and early 1970s,we see that parents economic resources have become a less important factor,but their sociocultural and education
12、al resources have grown in significance,” says Dr Bukodi,“That means that your parents place in society and their own level of education still play a big part in how well you may do.”These experts are now calling for policy-makers to acknowledge that formal qualifications are only one channel for up
13、ward mobility for high-ability individuals of disadvantaged backgrounds.Dr Bukodi says,“These findings show that there are limits to how far inequalities of opportunity can be reduced through educational policy alone.Changes in educational policy arent having the powerful effect we want.”21.What is
14、the authors attitude towards the finding of the new report?A.Favourable.B.Objective.C.Doubtful.D.Negative.22.What is the main finding of the research?A.Were wasting talent due to the education system.B.Children of similar cognitive ability have different chances of educational success.C.Childrens co
15、gnitive ability depends on different educational resources.D.The education system has developed enough to give children a fighting chance.23.How does the author mainly develop the text?A.By making comparisons.B.By discussing a result.C.By giving examples.D.By presenting reasons.24.According to Dr Bu
16、kodi,what affects childrens educational achievement greatly?A.Childrens cognitive ability.B.Parents economic resources.C.Educational policy.D.Parents sociocultural and educational backgrounds.BSome parents will buy any high-tech toy if they think it will help their child,but researchers said puzzles
17、 help children with math-related skills.Psychologist Susan Levine,an expert on mathematics development in young children at the University of Chicago,found children who play with puzzles between ages 2 and 4 later develop better spatial skills.Puzzle play was found to be a significant predictor of c
18、ognition(认知) after controlling for differences in parents income,education and the amount of parent talk,Levine said.The researchers analyzed video recordings of 53 child-parent pairs during everyday activities at home and found children who play with puzzles between 26 and 46 months of age have bet
19、ter spatial skills when assessed at 54 months of age.“The children who played with puzzles performed better than those who did not,on tasks that assessed their ability to rotate(旋转) and translate shapes.”Levine said in a statement.The parents were asked to interact with their children as they normal
20、ly would,and about half of the children in the study played with puzzles at one time.Higher-income parents tended to have children play with puzzles more frequently,and both boys and girls who played with puzzles had better spatial skills.However,boys tended to play with more complex puzzles than gi
21、rls,and the parents of boys provided more spatial language and were more active during puzzle play than the parents of girls.The findings were published in the journal Developmental Science.25.What did Levine take into consideration when designing her experiment?A.Parents age.B.Childrens imagination
22、.C.Parents education.D.Child-parent relationship.26.How do boys differ from girls in puzzle play?A.They play with puzzles more often.B.They tend to talk less during the game.C.They prefer to use more spatial language.D.They are likely to play with tougher puzzles.27.What is the text mainly about?A.A
23、 mathematical method.B.A scientific study.C.A woman psychologist.D.A teaching program.28.In which aspect do children benefit from puzzle play?A.Building confidence.B.Developing spatial skills.C.Learning self-control.D.Gaining high-tech knowledge.CPearl Fryar knew he wanted to do something unique wit
24、h the farmland he bought in South Carolina.He wanted to win the local garden clubs “Yard of the Month” award.Fryar didnt have the money to purchase new trees,so he began by using bushes and shrubs that a local nursery had thrown awayplants that looked dead to most people.Because he worked days at a
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