医护礼仪培训-

2021年1月20日发(作者：安玉林)

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班级：
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学号：
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日期：
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Unit 2 vocabulary & reading
试卷编号：


0911231

考试时间：


120
分钟

满分：


100
分



Part 1 Reading Comprehension (Banked Cloze)


(Each item: 1)

Directions:
Fill in the blanks in the following passage(s) by selecting suitable
words/expressions from the Word Bank. You may not use any of the words/expressions
more than once.

Questions 1 to 10 are based on the following passage.



1.

barrier
un til
influence
unless
instead
effective
stuff
perspective
challenging
essenti al
communicating
appeal
decide
upsetreflect
barrier
until
influence
unle ss
instead
effective
stuff
perspective
challenging
essential
communicating
a ppeal
decide
upset
reflect
with her. She comes in so late at night. I don't know what kinds of
2.

she's getting into.
3.

barrier
until
influence< br>unless
instead
effective
stuff
pers pective
challenging
essential
communicati ng
appeal
decide
upset
reflect
as she explained her situation.

The doctor sat silently for a minute and then commented.
4.

barrier
until
influence
un less
instead
effective
stuff
perspecti ve
challenging
essential
communicating
appeal
decide
upset
reflect
communica tion with your daughter is the most critical thing you can
barrier
until
influence
unles s
instead
effective
stuff
perspective< br>challenging
essential
communicating
ap peal
decide
upset
reflect
work on. It is
5.

barrier
until
influence
unless
instead
effective
stuff
perspe ctive
challenging
essential
communicating
appeal
decide
upset
reflect
that you start by listening. The main
6.

teenagers and their parents face in forming positive relationships is
that neither listens to the other.

Troubled, Mrs. Frye could not
7.

barrier
until
influenceunless
instead
effective
stuff
persp ective
challenging
essential
communicatin g
appeal
decide
upset
reflect
on what the doctor was saying.
Instead she burst out excitedly,

barrier
until
influe nce
unless
instead
effective
stuff
perspective
challenging
essential
communi cating
appeal
decide
upset
reflect

8.

will continue,

barrier
u ntil
influence
unless
instead
effectiv e
stuff
perspective
challenging
essent ial
communicating
appeal
decide
upset< br>reflect
barrier
until
influence
unl ess
instead
effective
stuff
perspectiv e
challenging
essential
communicating
appeal
decide
upset
reflect
you have
some patience with her and give her some input on decisions affecting her life, your problems
Mrs. Frye was not listening, but
9.

searching for something in her bag.
The doctor continued,
10.

to your good sense, Mrs. Frye. You
must discuss things with your daughter. Communication, Mrs. Frye, is a two- way street.
Frye continued to look in her bag without listening and the doctor began to understand where
the problem lay.


Questions 11 to 20 are based on the following passage.




concerned
awful< br>reflected
normally
grabbed
bring
cl icking
blasted
arising
burst
includes< br>challenged
rid
committed
access
Jos eph heard his mother's yelling and the rhythm of her shoes
11.

concerned
awful
re flected
normally
grabbed
bring
clickin g
blasted
arising
burst
includes
ch allenged
rid
committed
access
up the
stairs. He
12.

the new CDs he had bought with money he had stolen from
concerned
awful
reflected
normally
grabbed
b ring
clicking
blasted
arising
burst
includes
challenged
rid
committed
acc ess
her desk. He had to get
13.

of them quickly, but where he would hide
them. He bolted for the closet and threw them inside.



concerned
awful
reflected
no rmally
grabbed
bring
clicking
blasted< br>arising
burst
includes
challenged
r id
committed
access
The sound of his full name created a(n)
14.

knot in his stomach.
she find out about the tunes?
15.

concerned
awful
reflec ted
normally
grabbed
bring
clicking
blasted
arising
burst
includes
challe nged
rid
committed
access
into his bedroom.


16.

concerned
awf ul
reflected
normally
grabbed
bring
clicking
blasted
arising
burst
includ es
challenged
rid
committed
access
very understanding?



concerned
awful
reflected
normally
grabbed
bring
clicking
blasted
arising
burst
inc ludes
challenged
rid
committed
access< br>
17.

to providing you with positive influences?
then continued without waiting for an answer.
concerned
awful
reflected
normally
grabbed
bring
clicking
blaste d
arising
burst
includes
challenged
rid
committed
access
music
18.

forth making a horrible sound. Frightened, I sped up instead of
stopping and hit the car in front of me.

She went on,
19.

concerned
awful
reflected
normally
gra bbed
bring
clicking
blasted
arising
burst
includes
challenged
rid
committ ed
access
that you do not respect other family
members. I must appeal to you once more to keep your hands off what does not belong to
concerned
awful
reflected
normally
gr abbed
bring
clicking
blasted
arisingburst
includes
challenged
rid
commit ted
access
you. That
20.

the car radio unless you ask first.






Part 2 Cloze (with Options)


(Each item: 0.5)

Directions:
Read the following passage carefully and choose the best answer from the
choices.

Questions 21 to 40 are based on the following passage.


Older people just don't understand teenagers. We are not all the same and we don't just
listen to rock and roll and hip-hop. And, not all of the tunes that
21.

to us
have lyrics that are offensive. What is more, we have a lot to offer our community. Most of us
22.

to
with
on
take
participate
get
ap peal
attract
draw
in community and school activities that have a positive influence
23.

moves
seems
follows
the public as a whole. It
24.

that older people think that
negative
positive
active
everything teenagers think and do is harmful and
25.

good idea go without
26.

seeing
note
notice
. It is hard to see a
simply because the idea came from someone under
the age of 20. I find
27.

which
that
what
it
thi s
that
very interesting that the only people who really want to
as to
as yet
as well
listen to
28.

teenagers think, or have any concern
29.

what we
are doing are the ones who want to learn how to sell us stuff. You see it over and over when
you
30.

turn to
turn on
turn up
the television-child actors using expressions
31.

when
during
befo re
since
after
from
five
years ago trying to sell us something today. I get upset
32.

like older people think that I am stupid.

couple of
some of
little of
I watch TV; I feel
I have a
33.

as soon as
as well as
as long as
things that I would like to say to older people
34.

the companies they use to sell me stuff. First of all, I don't talk like that,
, not anymore, so try to
36.

methods
fashions
ways
get
go
keep< br>35.

at last
at least
in the end
up. I am unique and like to
express myself in unique
37.

trying to talk me
38.

into
from
upon
. Second, I am not stupid and can tell you are
buying and I am not buying. And last of all, my ideas should
get respect
39.

when you can't make money off of them. If your ideas are
smart, why does our world have so many problems? I think that it's time people
40.

have listened
listen
listene d
if
even
though
to what teenagers have to say. Our perspective is vital to the health of
our community.


Questions 41 to 60 are based on the following passage.


Most people believe that teenagers and their parents have a hard time
41.

, but, in fact, most teenagers and their parents relate to each other
quite well. Most teenagers not only listen to what their parents have to say, but they also
42.

the rules their parents set.
43.

, most parents
not only talk to their teenagers, but also enjoy listening to and benefit from
44.

what
when
how
defend
r ecognize
follow
In the same way
As a result
On the other hand
getting together
getting along
getting up
they are offering. So why are relationships between teenagers and their parents
concern
debate< br>issue
require
give
return
such a big
45.

difficult and
46.

as well
as well as
and yet
? It is probably because these relationships, like all others, are
patience along with understanding. Being patient
47.

understanding requires a level of energy that busy parents and teenagers
have a(n)
48.

easy
hard
comfortable
time keeping up and so poor communication often occurs.
raised
trained
learned
In a house where a teen is being
49.

Most
50.

affect
admit
adopt
give up
give in
give out
become
arrive
e nter
thoroughly
absolutely
importantly
there are added difficulties to consider.
, a new member of the family is bound to
51.

some of the decision-making. It can be difficult for parents to
52.

the influence they hold over their child's choices. But, when children
53.

on
over
at
their teens, they demand a greater share of the control
54.

their
lives and will often become upset and take it without asking when a parent does not
55.

them enough. Just how ready parents are to
56.

some of the
decisions with their teenager will determine whether this change will be a positive one or a(n)
57.

abs olute
negative
pleasant
send
help
o ffer
take
share
have
one for the family.

for
over
with
It is far more effective for parents to allow
58.

make his own choice
59.

say
mean
tell
instead of
rather than
or
the child's perspective and let him
make a decision for their child. This doesn't
60.

that they should remove themselves from their child's life. Parents must
challenge and commit themselves to knowing their child so that they can help their child
make the best decisions for themselves.




Part 3 Skimming and Scanning (True/False)


(Each item: 1)

Directions:
Read the following passage. Then decide whether the following statements
are True or False.


Questions 61 to 65 are based on the same passage or dialog.

Time limit: 4 minutes and 44 seconds

Anna Whitney, a sophomore (
大学二年级学生
) at Colorado State University, first had difficulty
taking tests when she began college. She observed,
I could not answer the questions correctly. I was always so nervous that my mind would go blank. I
couldn't think of the answer.
微生物学
) had similar experiences.
He said,
and I was so nervous that I was shaking. I knew the answers, yet I couldn't write them down!

These two young students were experiencing something called
worries about a test, his or her mind does not work as well as it usually does. The student cannot
write or think clearly due to the extreme tension
（紧张）
and nervousness. Although poor grades are
often a result of poor study habits, sometimes test anxiety causes the low grades. Recently, test
anxiety has been recognized as a real problem, not just an excuse or a false explanation of lazy
students.

Special university counseling (
咨询服务
) courses try to help students. In these courses,
counselors try to help students by teaching them how to manage test anxiety. At some
universities, students take tests to measure their anxiety. If the tests show their anxiety is high, the
students can take a short course to help them deal with their tension. These courses teach
students how to relax their bodies. Students are trained to become calm in very tense situations.
By controlling their nervousness, they can let their minds work easily. Learned information then
comes out without difficulty on a test.


61.

Anna found it hard to take the test as soon as she started the third year of college study.
T

F


62.

The attitude of the writer towards test anxiety is objective.
T

F


63.

The effect of test anxiety on students is that they cannot stop worrying about the test results.
T

F


64.

From the passage, we can know test anxiety is a cause of low grades.
T

F


65.

Counselors keep students well informed of their anxiety levels.
T

F



Part 4 Skimming and Scanning (Short Asnwer)


(Each item: 1)

Directions:
Read the following passage. Then fill in the blanks to complete the
statements that follow the passage.


Questions 66 to 70 are based on the following passage.

Time limit: 4 minutes and 44 seconds

It was a hot summer day. My dad and I were getting ready to go out for a ride on the boat with my
friend Katie and my dog. That was when the phone call came, the call that made that bright,
beautiful day a cold, dark one.


knew that Suzie had died.

Max has been my dad's best friend for years. Suzie, Max's daughter, had a rare disease that
affected (
影响
) her body, but did not affect her brain. So as her condition became worse and
worse, she continued to be aware of what was going on. She knew that she had problems that
made her different from other kids. Still, although she couldn't live a normal life, she was still
happy.

When Suzie and I were little, we spent quite a bit of time together, but when Suzie turned ten she
had to move away to a hospital in Virginia. About eight months before she died, Max gave us her
number at the hospital and we talked at least twice a week until the end. Suzie was always so
excited to talk to us and wanted to know every detail about my life. She wanted to know everything
I did and everything I ate. In a way, she lived through me.

When Suzie and I first started calling one another, I thought it would be more of a burden (
负担
) on
me, but I was completely wrong. I learned so much from her. She gave me more than I could give
to her. I will never forget her or the talks we had. I now know that I must never take anything for
granted, especially my health and the gift of life.


66.

Why did Katie's
____________________________________.

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