1 . Students in American schools learn from an early age to give presentations(演讲) as part of their regular classroom activities. Children as young as five years old often give brief talks about objects they bring in to school – called “show and tell,” and this training is a basis for later public speaking. Even so, many native English-speaking adults are afraid to speak or give presentations in front of a large group.
Speaking English in public meetings is necessary for many students and employees. The best way to improve is to practice public speaking in a friendly environment. Learners need to receive feedback about what they are doing well and about their mistakes. One group that gives members the chance to practice is Toastmasters. Toastmasters is an international organization that holds weekly meetings. At the meetings, members each give a speech and give others advice about their speeches and speaking style.
Charles LeBeau is a public speaking professor and consultant. He began his career in Japan in 1982. Currently, he teaches at two universities and at the Toshiba International Training Center. He has also written books on the subject.
English language learners around the world use his book Speaking of Speech. Speaking of Speech tells about a method of teaching public speaking for non-native speakers. Mr. LeBeau says a simple approach helps English learners.
“The approach that I’ve taken is to simplify and break it down. First if we look at a presentation, what’s going on, there are basically three messages that the presenter is giving the audience, all simultaneously(同时). There’s what I call the physical message. Physical message is basically body language. It’s the way that my body, as a speaker, is talking to the audience. And then there’s also the visual message. The visual messages are the slides that we now make and show the audience. The third message is the story message. The story message is the content of our presentation. So another way we can think of the story messages is that it’s the verbal message, and it’s what we say to the audience. The story message also includes how we organize our ideas to present to the audience,” LeBeau said.
1. Which of the following statements is true?
2. What are the three messages given in Mr. LeBeau’s simple approach that helps English learners?
a. the physical message
b. the visual message
c. the story message
d. the verbal message
e. the basically body language
3. The book Speaking of Speech by Charles LeBeau is mainly intended for___________.
4. Which could be the best title for this passage?
Speaking English in public meetings is necessary for many students and employees. The best way to improve is to practice public speaking in a friendly environment. Learners need to receive feedback about what they are doing well and about their mistakes. One group that gives members the chance to practice is Toastmasters. Toastmasters is an international organization that holds weekly meetings. At the meetings, members each give a speech and give others advice about their speeches and speaking style.
Charles LeBeau is a public speaking professor and consultant. He began his career in Japan in 1982. Currently, he teaches at two universities and at the Toshiba International Training Center. He has also written books on the subject.
English language learners around the world use his book Speaking of Speech. Speaking of Speech tells about a method of teaching public speaking for non-native speakers. Mr. LeBeau says a simple approach helps English learners.
“The approach that I’ve taken is to simplify and break it down. First if we look at a presentation, what’s going on, there are basically three messages that the presenter is giving the audience, all simultaneously(同时). There’s what I call the physical message. Physical message is basically body language. It’s the way that my body, as a speaker, is talking to the audience. And then there’s also the visual message. The visual messages are the slides that we now make and show the audience. The third message is the story message. The story message is the content of our presentation. So another way we can think of the story messages is that it’s the verbal message, and it’s what we say to the audience. The story message also includes how we organize our ideas to present to the audience,” LeBeau said.
1. Which of the following statements is true?
| A．The best way to improve is to practice public speaking in an unfriendly environment. |
| B．Toastmasters is an international organization that holds meetings every two weeks. |
| C．Only non-native English-speaking adults are afraid to give presentations in front of a large group. |
| D．At the meetings of Toastmasters, members give not only a speech but also advice. |
a. the physical message
b. the visual message
c. the story message
d. the verbal message
e. the basically body language
| A．a b c | B．b c d | C．a b e | D．c d e |
| A．children as young as five years old |
| B．non-native English speakers |
| C．native English speakers only |
| D．students in American schools |
| A．Necessity of Speaking English in Public Meetings |
| B．Toastmasters, an international organization |
| C．Tips for Public Speaking |
| D．Charles LeBeau, a public speaking professor and consultant |
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2 . Students from Florida International University in Miami walked on water Thursday for a class assignment．To do it，they wore aquatic (水上的）shoes they designed and created．
Alex Quinones was the first to make it to the other side of a 175-foot lake on campus in record time—just over a minute．Quinones，who wore oversized boat-like shoes，also won last year and will receive $ 500．Students had to wear the aquatic shoes and make it across the lake in order to earn an “A” on the assignment for Architecture Professor Jaime Canaves，Materials and Methods Construction Class．"It's traditional in a school of architecture to do boats out of cardboard for a boat race．I thought our students were a little bit more special than that，" Canaves said．" We decided to do the walk on water event to take it to the next level．"
A total of 79 students competed in the race this year in 41 teams．Only 10 teams failed to cross the lake．Others who fell got back up and made it to the end．The race is open to all students and anyone in the community．The youngest person to ever participate was a 9-year-old girl who competed in place of her mother，while the oldest was a 67-year-old female．
A large crowd on campus joined Canaves as he cheered on the racers．He shouted encouraging words，but also laughed as some unsteadily made their way to the end．
"A part of this is for them to have more understanding of designing and make it work better，" he said．It is also a lesson in life for the students．
“Anything，including walking on water，is possible，if you do the research，test it and go through the design process seriously．”
1. For what purpose did the students take part in the race?
2. Which of the following is true about the race?
3. According to Canaves，this race can help the students_________．
4. What is the purpose of this passage?
Alex Quinones was the first to make it to the other side of a 175-foot lake on campus in record time—just over a minute．Quinones，who wore oversized boat-like shoes，also won last year and will receive $ 500．Students had to wear the aquatic shoes and make it across the lake in order to earn an “A” on the assignment for Architecture Professor Jaime Canaves，Materials and Methods Construction Class．"It's traditional in a school of architecture to do boats out of cardboard for a boat race．I thought our students were a little bit more special than that，" Canaves said．" We decided to do the walk on water event to take it to the next level．"
A total of 79 students competed in the race this year in 41 teams．Only 10 teams failed to cross the lake．Others who fell got back up and made it to the end．The race is open to all students and anyone in the community．The youngest person to ever participate was a 9-year-old girl who competed in place of her mother，while the oldest was a 67-year-old female．
A large crowd on campus joined Canaves as he cheered on the racers．He shouted encouraging words，but also laughed as some unsteadily made their way to the end．
"A part of this is for them to have more understanding of designing and make it work better，" he said．It is also a lesson in life for the students．
“Anything，including walking on water，is possible，if you do the research，test it and go through the design process seriously．”
1. For what purpose did the students take part in the race?
| A．To go across the lake to school． |
| B．To test their balance on the water． |
| C．To pass Professor Canaves’ class． |
| D．To win the prize money of $ 500． |
| A．The students who fell into the water had to quit． |
| B．More than 20 teams failed to cross the lake． |
| C．The students kept silent when the other racers competed． |
| D．The youngest competitor competed instead of her mother． |
| A．understand designing better |
| B．achieve almost everything |
| C．work together and unite as one |
| D．walk on the surface of water |
| A．To advertise a student' s program． |
| B．To report an interesting assignment． |
| C．To introduce a creative professor． |
| D．To encourage special events on campus． |
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3 . The day when the jobs were handed out was one of the most exciting moments for all the children in the class．It took place during the first week of the term．Every kid was given a job for which they would be responsible for the rest of that school year．
Some jobs were more interesting than others, and the children were eager to be given one of the best ones．When giving them out, the teacher took into account which pupils had been most responsible during the previous year．During the previous year Rita had carried out the teacher’s instructions perfectly．All the children knew Rita would be given the best job．
But there was a big surprise. Each child received a normal job．But Rita’s job was very different．She was given a little box containing some sand and one ant．Though the teacher insisted that this ant was very special, Rita felt disappointed．Most of her classmates felt sorry for her．Even her father became very angry with the teacher and he encouraged Rita to pay no attention to this insignificant pet．However, Rita preferred to show the teacher her error by doing something special with that job of little interest．
Rita started investigating all about her little ant and gave the ant the best food, and it grew quite a bit bigger．
One day, a man, who looked very important, came into their classroom and declared, “Your class has been chosen to accompany me, this summer, on a journey to the tropical rain forest, where we will investigate all kinds of insects．Among all the schools of this region, your class has best cared for the little ant．”
That day the school was filled with joy and celebration．Everyone thanked Rita for having been so patient and responsible．And many children learnt that to be given the most important task you have to know how to be responsible even in what are the smallest tasks．
1. What did the teacher base his decision on when giving out jobs to the children?
2. What does the underlined sentence mean?
3. What is Rita’s attitude to her father’s suggestion?
4. We can infer that the man who made the declaration is a _________．
5. What would be the best title for the passage?
Some jobs were more interesting than others, and the children were eager to be given one of the best ones．When giving them out, the teacher took into account which pupils had been most responsible during the previous year．During the previous year Rita had carried out the teacher’s instructions perfectly．All the children knew Rita would be given the best job．
But there was a big surprise. Each child received a normal job．But Rita’s job was very different．She was given a little box containing some sand and one ant．Though the teacher insisted that this ant was very special, Rita felt disappointed．Most of her classmates felt sorry for her．Even her father became very angry with the teacher and he encouraged Rita to pay no attention to this insignificant pet．However, Rita preferred to show the teacher her error by doing something special with that job of little interest．
Rita started investigating all about her little ant and gave the ant the best food, and it grew quite a bit bigger．
One day, a man, who looked very important, came into their classroom and declared, “Your class has been chosen to accompany me, this summer, on a journey to the tropical rain forest, where we will investigate all kinds of insects．Among all the schools of this region, your class has best cared for the little ant．”
That day the school was filled with joy and celebration．Everyone thanked Rita for having been so patient and responsible．And many children learnt that to be given the most important task you have to know how to be responsible even in what are the smallest tasks．
1. What did the teacher base his decision on when giving out jobs to the children?
| A．Their characters and interests． |
| B．Their class performance during the previous year． |
| C．Their working performance during the previous year． |
| D．Their ability of managing their accounts during the previous year． |
| A．Each child got an important job. |
| B．Each child got an interesting job. |
| C．The perfect student got the job of everyone’s preference. |
| D．The most responsible student got the job of least interest. |
| A．Negative． | B．Uncertain． |
| C．Totally positive． | D．Acceptable |
| A．hunter | B．director |
| C．biologist | D．principal |
| A．Never complain about life． |
| B．Small tasks can lead to fortunes． |
| C．Men are best known by their friends． |
| D．Responsibility and intelligence bring good luck． |
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4 . We once had a poster competition in our fifth grade art class.
“You could win prizes,” our teacher told us as she wrote the poster information on the blackboard. She passed out sheets of construction paper while continuing, “The first prize is ten dollars. You just have to make sure that the words on the blackboard appear somewhere on your poster.”
We studied the board critically. Some of us looked with one eye and held up certain colors against the blackboard, rocking the sheets to the right or left while we conjured up our designs. Others twisted their hair around their fingers or chewed their erasers while deep in thought. We had plans for that ten-dollar grand prize, each and every one of us. I’m going to spend mine on candies, one hopeful would announce, while another practiced looking serious, wise and rich.
Everyone in the class made a poster. Some of us used parts of those fancy paper napkins, while others used nothing but colored construction paper. Some of us used big designs, and some of us preferred to gather our art tidily down in one corner of our poster and let the space draw the viewer’s attention to it. Some of us would wander past the good students’ desks and then return to our own projects with a growing sense of hopelessness. It was yet another grown-up trick of the sort they seemed especially fond of, making all of us believe we had a fair chance, and then always—always—rewarding the same old winners.
I believe I drew a sailboat, but I can’t say that with any certainty. I made it. I admired it. I determined it to be the very best of all of the posters I had seen，and then I turned it in.
Minutes passed.
No one came along to give me the grand prize, and then someone distracted me, and I probably never would have thought about that poster again.
I was still sitting at my desk, thinking, What poster? when the teacher gave me an envelope with a ten-dollar bill in it and everyone in the class applauded for me.
1. What was the teacher’s requirement for the poster?
2. The underlined phrase in Paragraph 3 most probably means ________.
3. After the teacher’s words, all the students in the class________.
4. After seeing the good students’ designs, some students________.
5. We can infer from the passage that the author________.
“You could win prizes,” our teacher told us as she wrote the poster information on the blackboard. She passed out sheets of construction paper while continuing, “The first prize is ten dollars. You just have to make sure that the words on the blackboard appear somewhere on your poster.”
We studied the board critically. Some of us looked with one eye and held up certain colors against the blackboard, rocking the sheets to the right or left while we conjured up our designs. Others twisted their hair around their fingers or chewed their erasers while deep in thought. We had plans for that ten-dollar grand prize, each and every one of us. I’m going to spend mine on candies, one hopeful would announce, while another practiced looking serious, wise and rich.
Everyone in the class made a poster. Some of us used parts of those fancy paper napkins, while others used nothing but colored construction paper. Some of us used big designs, and some of us preferred to gather our art tidily down in one corner of our poster and let the space draw the viewer’s attention to it. Some of us would wander past the good students’ desks and then return to our own projects with a growing sense of hopelessness. It was yet another grown-up trick of the sort they seemed especially fond of, making all of us believe we had a fair chance, and then always—always—rewarding the same old winners.
I believe I drew a sailboat, but I can’t say that with any certainty. I made it. I admired it. I determined it to be the very best of all of the posters I had seen，and then I turned it in.
Minutes passed.
No one came along to give me the grand prize, and then someone distracted me, and I probably never would have thought about that poster again.
I was still sitting at my desk, thinking, What poster? when the teacher gave me an envelope with a ten-dollar bill in it and everyone in the class applauded for me.
1. What was the teacher’s requirement for the poster?
| A．It must appear in time. |
| B．It must be done in class. |
| C．It must be done on a construction sheet. |
| D．It must include the words on the blackboard. |
| A．formed an idea for |
| B．made an outline for |
| C．made some space for |
| D．chose some colors for |
| A．looked very serious |
| B．thought they would be rich |
| C．began to think about their designs |
| D．began to play games |
| A．loved their own designs more |
| B．thought they had a fair chance |
| C．put their own designs in a corner |
| D．thought they would not win the prize |
| A．enjoyed grown up tricks very much |
| B．loved poster competitions very much |
| C．felt surprised to win the competition |
| D．became wise and rich after the competition |
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2012-06-27更新
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1296次组卷
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7卷引用：2012届江西省高安中学高三第三次模拟考试英语试卷
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