Unit 3 Reading Comprehension
Section C (2×10=20 points )
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on the Answer Sheet with a single line through the centre..
Passage One
“My adviser wants me to call him by his first name,” many foreign graduate students in the U.S. have said. “I just can’t do it! It doesn’t seem right. I have to show my respect.”
On the other hand, professors have said of foreign students, “They keep bowing and saying ‘yes, sir, yes, sir.’ I can hardly stand it! I wish they’d stop being so polite and just say what they have on their minds.”
Differing ideas about formality (礼节) and respect frequently complicate relationships between American professors and students from abroad, especially Asian students (and most especially female Asian students). The professors generally prefer informal relationships (sometimes, but not always, including use of first names rather than of titles and family names) and minimal acknowledgment of status differences. Many foreign students are accustomed to more formal relationships and sometimes have difficulty bringing themselves to speak to their teachers at all, let alone address them by their given names.
The characteristics of student-teacher relationships on American campuses vary somewhat, depending on whether the students involved are undergraduate or graduate students, and depending on the size and nature of the school. Graduate students typically have closer relationships with their professors than undergraduates do; at smaller schools student-teacher relationships are typically even less formal than they are at larger schools.
To say that student-teacher relationships are informal is not to say that there are no recognized status differences between the two groups. There are. But students may show their respect only in subtle ways, mainly in the vocabulary and tone of voice they use when speaking to teachers. Much of their behavior around teachers may seem to foreign students to be disrespectful. American students will eat in class, read newspapers, and assume quite informal postures (姿势). Teachers might not enjoy such behavior, but they put up with it. Students, after all, are individuals who have the right to decide for themselves how they are going to act.
American teachers generally expect students to ask them questions or even challenge what they say. Teachers do not generally assume they know all there is to know about a subject. Nor do they assume that they always explain things clearly. Students who want clarification (澄清) or additional information are expected to ask for it during the class, just after class ends, or in the teacher’s office at the times the teacher has announced as “office hours.” Students who do not ask questions may be considered uninterested.
Section C (2×10=20 points )
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on the Answer Sheet with a single line through the centre..
Passage One
“My adviser wants me to call him by his first name,” many foreign graduate students in the U.S. have said. “I just can’t do it! It doesn’t seem right. I have to show my respect.”
On the other hand, professors have said of foreign students, “They keep bowing and saying ‘yes, sir, yes, sir.’ I can hardly stand it! I wish they’d stop being so polite and just say what they have on their minds.”
Differing ideas about formality (礼节) and respect frequently complicate relationships between American professors and students from abroad, especially Asian students (and most especially female Asian students). The professors generally prefer informal relationships (sometimes, but not always, including use of first names rather than of titles and family names) and minimal acknowledgment of status differences. Many foreign students are accustomed to more formal relationships and sometimes have difficulty bringing themselves to speak to their teachers at all, let alone address them by their given names.
The characteristics of student-teacher relationships on American campuses vary somewhat, depending on whether the students involved are undergraduate or graduate students, and depending on the size and nature of the school. Graduate students typically have closer relationships with their professors than undergraduates do; at smaller schools student-teacher relationships are typically even less formal than they are at larger schools.
To say that student-teacher relationships are informal is not to say that there are no recognized status differences between the two groups. There are. But students may show their respect only in subtle ways, mainly in the vocabulary and tone of voice they use when speaking to teachers. Much of their behavior around teachers may seem to foreign students to be disrespectful. American students will eat in class, read newspapers, and assume quite informal postures (姿势). Teachers might not enjoy such behavior, but they put up with it. Students, after all, are individuals who have the right to decide for themselves how they are going to act.
American teachers generally expect students to ask them questions or even challenge what they say. Teachers do not generally assume they know all there is to know about a subject. Nor do they assume that they always explain things clearly. Students who want clarification (澄清) or additional information are expected to ask for it during the class, just after class ends, or in the teacher’s office at the times the teacher has announced as “office hours.” Students who do not ask questions may be considered uninterested.
举一反三
- How should teachers treat students are the master of class? () A: Teachers should always trust students. B: If students have difficulty of working alone, let them learn through cooperation and communication. C: Teachers should talk more than students in class. D: Teachers' job is to guide students to learn independently.
- ______ should be strict with _______ . A: Teacher; a student B: The teachers; students C: Teachers; students D: Teachers; a student
- Teachers get the most valentines because ________. A: they send the mostB. students have too much moneyC. so many students love and respect them
- Passage Two Questions 30 to 32 are based on the passage you have just heard. What value is Sun School based on?（） A: Priority of students’ academic achievements. B: Equal education opportunities to all children. C: Social equality between teachers and students. D: Respect for students’ individuality.
- Task (Page 86-88) Chinese Students in the US Describe Challenges of Cross-Cultural Friendship A It is hard to deny that even with greater diversity on university campuses, some American students still hold negative stereotypes of Asians, at a time when Chinese international students enroll in American universities in increasing numbers each year as undergraduates. B The existence of these stereotypes might explain why Chinese students are rarely seen at university functions such as sporting events, extracurricular clubs, or musical concerts. To many Americans, the Chinese international students are invisible compared with the larger populations of Americans or students from foreign countries other than China. C According to a recent report made by an Indiana University, Chinese students conf irmed that many have few or no American friends and are often unaware of campus life activities such as sporting events or extracurricular clubs. Instead, Chinese students often spend their free time involving in Chinese Student associations or Chinese Christian events. D Students also cited barriers between themselves and American students when they were asked to work in groups for class. They frequently reported that the first few times participating in the group was a stressful experience for them, as their American classmates often criticized their English, so some students thought that American classmates did not believe they added value to group projects, which ultimately made it diff cult for them to participate actively. One student explained that it wasn’t only his classmates who treated him differently but also his professors. He said, “I see the professors joking with the American students all the time. But they never joke with me before or after class.” E While most Chinese students want more American friends, few reported having more American friends than Chinese friends, and all students reported that their best friends were Chinese. One girl responded, “I don’t know how to make American friends. I sit next to them in classes and they talk to each other, but they never talk to me. I joined some extracurricular things a couple times, but that didn’t work either. I really want American friends.” F The report’s suggested remedies included having Chinese and American students room together during their freshman year, as well as providing better cultural sensitivity training for American staff and students. Breaking down stereotypes is not an easy task, but the best way to begin the effort may be to encourage more interaction between Chinese and American students. The more they communicate, the more they will understand that they are not different from one another. Only with more interaction can Chinese students integrate into campus life and be invited to activities by their American classmates. Completing the Sentences Complete each sentence below with NO MORE THAN ONE WORD from the passage. 1. Although an increasing number of Chinese students choose to study in American universities, some American students still have passive______________ of Asian students. 2. Chinese are______________when compared with large numbers of American students or other foreign students. 3. With few or no American friends, many Chinese students are often ______________ of campus life activities, like sporting events or extracurricular clubs. 4. Chinese students complain that their American classmates often______________________ their English and do not value their contributions to the group work, especially during the first few times. 5. Increasing _____________between Chinese and American students is a very good way to improve the relationship between Chinese and American students. In order to achieve this, colleges or universities can have Chinese and American students room together and offer cultural sensitivity training for staff and American students.