《大学英语3》课程教学大纲

一、课程基本信息

二、课程简介

（一）课程中文简介

《大学英语》课程为面向我校非英语专业本科生的公共通识必修课程系列，基于教学内容和能力培养目标分为 1-4 级。本课程的每个单元都围绕特定主题，通过听、说、读、写、译等语言活动，采用任务式教学方法和翻转课堂教学模式，利用现代信息通讯技术构建线上和线下相结合的多元立体学习环境，旨在提高学生的英语语言熟练程度、策略能力、跨文化意识和学习自主性。通过《大学英语 3》的学习，学生能掌握课程所涵盖的相关社会科学主题，有效提升语篇逻辑推理能力；掌握词汇语块知识，领会相关中西语言和文化差异，熟练运用英语结构表达式，翻译和写作通用学术文体篇章，提高思辨能力和创新能力，提升英语综合应用能力和跨文化交际能力。同时，该课程旨在帮助学生树立社会主义核心价值观，增强文化自信，成为德智体美劳全面发展的社会主义建设者和接班人。帮助学生坚定理想信念、厚植爱国主义情怀、加强品德修养、增长知识见识、培养奋斗精神、提高学生综合素质。

（二）课程英文简介

"College English" Series are compulsory courses of general education for non-English majors, including four bands from 1 to 4 in terms of different teaching content and goals. Each course is themed-based and task-based, delivered through such activities as listening, speaking, reading, writing and translating, online or offline, incorporating information communication technology (ICT) into flipped-classroom teaching, aiming to promote the students’ English language proficiency, language learning strategies, awareness of cross-cultural communication and learner autonomy. To be more specific, College English (3) revolves around topics related to social science comprehensible to college students. By taking this course, the students are able to develop their capacity in logical reasoning, gain knowledge of lexical chunks, recognize differences in language and culture between Chinese and English, proficiently apply English formulaic expressions, translate and compose frequently-used academic writing, cultivate critical thinking and creativity, hence promote their English language proficiency and cross-cultural communication competence. At the same time, this course helps students learn to establish socialist core values, enhance cultural confidence, and be builders of and successors to socialism with all-round moral, intellectual, physical, aesthetic grounding in additional to a hardworking spirit.

三、课程内容

（一）课程教学目标

1. 听力理解能力：能听懂一般日常英语谈话和公告；能基本听懂题材熟悉、篇幅较长、语速中等的英语广播、电视节目和其他音视频材料，掌握中心大意，抓住要点和相关细节；能基本听懂用英语讲授的专业课程或与未来工作岗位、工作任务、产品等相关的口头介绍。能较好地运用听力技巧。

2. 口头表达能力：能用英语就一般性话题进行比较流利的会话；能较好地表达个人意见、情感、观点等；能陈述事实、理由和描述事件或物品等；能就熟悉的观点、概念、理论等进行阐述、解释、比较、总结等。语言组织结构清晰，语音、语调基本正确。能较好地运用口头表达与交流技巧。

3. 阅读理解能力：能基本读懂公开发表的英语报刊上一般性题材的文章；能阅读与所学专业相关的综述性文献，或与未来工作相关的说明书、操作手册等材料，理解中心大意、关键信息、文章的篇章结构和隐含意义等。能较好地运用快速阅读技巧阅读篇幅较长、难度中等的材料。能较好地运用常用的阅读策略。

4. 书面表达能力：能用英语就一般性的主题表达个人观点；能撰写所学专业论文的英文摘要和英语小论文；能描述各种图表；能用英语对未来所从事工作或岗位职能、业务、产品等进行简要的书面介绍，语言表达内容完整，观点明确，条理清楚，语句通顺。能较好地运用常用的书面表达与交流技巧。

5.翻译能力：能摘译题材熟悉，以及与所学专业或未来所从事工作岗位相关，语言难度一般的文献资料；能借助词典翻译体裁较为正式，题材熟悉的文章。理解正确，译文基本达意，语言表达清晰。能运用较常用的翻译技巧。

6. 学习策略：能够恰当地使用学习策略； 

7. 跨文化能力：在与来自不同文化的人交流时，能够处理好与对方在文化和价值观等方面的不同，并能够根据交际情景、交际场合和交际对象的不同，恰当地使用交际策略。

8. 育人目标：帮助学生树立社会主义核心价值观，增强文化自信，成为德智体美劳全面发展的社会主义建设者和接班人。帮助学生坚定理想信念、厚植爱国主义情怀、加强品德修养、增长知识见识、培养奋斗精神、提高学生综合素质。

（二）教学基本内容

教学内容均来源于第一手英文资料，题材广泛，内容涉及技术与社会变迁、高等教育、领导力、艺术、文学等，有助于激发学生学习英语的兴趣同时扩展个人视野，提高人文素养。

Unit 1 Experiencing a Changing World

教学目的与要求：通过本章的学习，学生能够掌握与技术发展及社会变迁相关的语言点，就“社会变迁”话题各方面进行描述和讨论，表达自己对社会发展变化的认识与分析，并用口头和书面方式分析技术对于社会变化的影响。

教学重点：了解新技术在生活与工作中的应用，讨论技术发展对生活方式及工作模式造成的影响。

教学难点：辨识主观语气，含糊表述的翻译及“不丹和现代技术”段落翻译，篇章写作及运用让步从句写中心观点句。

教学内容：

    1. 学生线上自主阅读：课文Can't Get Away from It All并回答思考题。

2. 线下课堂教学：对课文Can't Get Away from It All的全面讲解和讨论。

3. 线下课堂教学：基于课文主题的口头展示及语言练习活动。

4. 线上自主学习：微慕课、课后阅读、听说练习及书面作业。

教学思政元素：提升自律，积极勇敢应对、适应变化，成为更好的建设者。

学时分配：4学时

Unit 2  Conflicting Ideas in Higher Education

教学目的与要求：通过本章的学习，学生能够掌握与高等教育及其目的相关的语言点，就“高等教育中的矛盾观点”题进行描述和讨论，表达自己对高等教育的见解与建议，并用口头和书面方式描述和讨论大学生学业成功的因素。

教学重点：理解高等教育的目的，讨论如何充分利用大学生活。

教学难点：识别正方与反方观点；学会写提供支撑论据和反驳论据的议论文；定语从句的翻译及“中国科举制度”段落翻译。

教学内容：

    1. 学生线上自主阅读：课文Get the Most Out of College并回答思考题。

2. 线下课堂教学：对课文Get the Most Out of College的全面讲解和讨论，学生学会识别正方与反方观点，认识到人文教育传统对学生全面发展的益处。

3. 线下课堂教学：基于课文主题的口头展示及语言练习活动。

4. 线上自主学习：微慕课、课后阅读、听说练习及书面作业。

教学思政元素：专业通识并重，升华格局

学时分配：4 学时

Unit 3 Interpreting Leadership

教学目的与要求：通过本章的学习，学生能够掌握与领导力及抗争相关的语言点，就“领导力”话题进行描述与讨论，表达自己对领导力的认识与态度，用口头和书面方式描述和讨论领导力培养的必要性与建议。

教学重点：理解领导力的重要性，探讨领导力培养的可行性。

教学难点：了解作者目的--告知，抽象词的翻译及“领导力”段落翻译，介绍段的写作及汇报性动词在介绍段落中的运用。

教学内容：

    1. 学生线上自主阅读：课文Leadership and the Art of Struggle 并回答思考题。

2. 线下课堂教学：对课文Leadership and the Art of Struggle 的全面讲解和讨论。

3. 线下课堂教学：基于课文主题的口头展示及语言练习活动。

4. 线上自主学习：微慕课、课后阅读、听说练习及书面作业。

教学思政元素：战胜逆境，超越自我，提升领导力。

学时分配：4 学时

Unit 4 Art Inspirations

教学目的与要求：通过本章的学习，学生能够掌握与艺术描述及评价相关的语言点，就“艺术”话题进行描述和讨论，表达自己对艺术的见解及偏好，并用口头和书面方式描述一位著名画家的代表作。

教学重点：理解艺术家与艺术作品的创作背景，讨论艺术作品的艺术风格特点及传达的信息。

教学难点：辨认事实与观点，说明文体的翻译及“中国画”段落翻译，主体段写作及通过重复中心观点实现文章连贯与统一。

教学内容：

    1. 学生线上自主阅读：课文The Starry Night 并回答思考题。

2. 线下课堂教学：对课文The Starry Night 的全面讲解和讨论。

3. 线下课堂教学：基于课文主题的口头展示及语言练习活动。

4. 线上自主学习：微慕课、课后阅读、听说练习及书面作业。

教学思政元素：培养审美能力和创造力。

学时分配：4 学时

Unit 5 Sparkles of Literature

教学目的与要求：通过本章的学习，学生能够掌握与爱情和事业相关的语言点，就“文学的火花”话题进行描述和讨论，表达自己对经典文学作品的认识与态度，并用口头和书面方式分析和讨论文学作品对于人生的启迪与影响。

教学重点： 理性认识爱情与事业的关系，探讨如何解决家庭与事业可能出现的冲突。

教学难点：理解作者的暗指含义，平行结构的翻译及“红楼梦”段落翻译，结尾段落写作及结尾段过渡词的运用。

教学内容：

    1. 学生线上自主阅读：课文 The Romance of a Busy Broker并回答思考题。

2. 线下课堂教学：对课文The Romance of a Busy Broker的全面讲解和讨论。

3. 线下课堂教学：基于课文主题的口头展示及语言练习活动。

4. 线上自主学习：微慕课、课后阅读、听说练习及书面作业。

教学思政元素：通过阅读经典，开阔视野，培养理解、宽容和同理心。

学时分配：4 学时

Unit 6 Life As You See It

教学目的与要求：通过本章的学习，学生能够掌握与大学生抑郁相关的语言的，就“抗击抑郁”话题进行描述和讨论，表达自己对大学生抑郁的认识和体会，并用口头和书面方式讨论如何有效抗击抑郁。

教学重点：了解抑郁的症状，探讨解决抑郁的有效方法。

教学难点：辨认问题与解决方案，具有动词含义的名词的翻译及“心理健康”段落翻译，学术写作之释义 。

教学内容

    1. 学生线上自主阅读：课文Don’t suffer from your depression in silence并回答思考题。

    2. 线下课堂教学：对课文Don’t suffer from your depression in silence的全面讲解和讨论。

3. 线下课堂教学：基于课文主题的口头展示及语言练习活动。

4. 线上自主学习：微慕课、课后阅读、听说练习及书面作业。

教学思政元素：培养健全的人格、自我管理能力和社会关怀意识。

学时分配：4 学时

Unit 7 Volunteering--A Way of Self-Elevation

教学目的与要求：通过本章的学习，学生能够掌握与志愿者精神相关的语言点，就“志愿者精神”话题进行描述和讨论，表达自己对志愿者服务的认识与态度，用口头和书面方式描述和讨论开展志愿者活动的必要性及受阻因素。

教学重点：理解志愿者服务对社会的影响，讨论志愿者活动受阻的可能因素。

教学难点：了解作者目的--说服，复杂句翻译及“志愿者精神”段落翻译，学术写作之摘要写作与关键词写作。

教学内容

    1. 学生线上自主阅读：课文Let the Volunteer Spirit Shine 并回答思考题。

    2. 线下课堂教学：对课文Let the Volunteer Spirit Shine的全面讲解和讨论。

3. 线下课堂教学：基于课文主题的口头展示及语言练习活动。

4. 线上自主学习：微慕课、课后阅读、听说练习及书面作业。

教学思政元素：提升仁爱与奉献精神。

学时分配：4 学时

Unit 8 Urbanization

教学目的与要求：通过本章的学习，学生能够掌握与城市化及文明相关的语言点，就“城市化推动文明”话题进行描述和讨论，表达自己对城市化的认识和态度，用口头和书面方式描述和讨论城市化的利与弊。

教学重点：理解城市化的社会根由，探讨城市化的发展趋势及其利弊。

教学难点：通过文本线索得出结论，多义词“make”的翻译及“中国城市化”段落翻译，学术写作之参考书目写作。

教学内容：

    1. 学生线上自主阅读：课文Civilization through Urbanization并回答思考题。

    2. 线下课堂教学：对课文Civilization through Urbanization的全面讲解和讨论。

3. 线下课堂教学：基于课文主题的口头展示及语言练习活动。

4. 线上自主学习：微慕课、课后阅读、听说练习及书面作业。

教学思政元素：鼓励以人为本的方式来理解城市化。

学时分配：4 学时

四、考核方式

《大学英语3》考试考核方式由形成性评价成绩与终结性评价成绩两部分构成。各部分所占比例如下：

学期总评成绩（100%）= (1)形成性评价（50%）+ (2)终结性评价（50%）；

(1) 形成性评价成绩（100%）=口头陈述（10%）+课堂贡献（10%）+综合课作业（长篇阅读3%+作文、作业17%）+综合课测验（笔试20%+口试10%）+视听说iSmart学习（10%）+视听说iSmart测验（10%）+慕课（10%）

(2) 终结性评价成绩（100%）=期末考试

五、授课手段（教学方法）

以课堂教学为主，结合实践教学（线上）和自主学习。

1. 课堂教学（多媒体教室）：以教师为主导，以学生为中心。通过一系列的课堂语言活动和任务，以及学习策略的指导，全面提高学生的听、说、读、写、译等基本技能，同时结合中西方文化的导入，在提高语言应用能力的同时，增强学生的跨文化意识。课堂教学尽量引入互动环节，使同学们能更好地参与课堂教学，提高教学效果。

2. 实践教学 (线上)：以学生为中心，教师指导与评估。学生登录iSmart平台，注册课程《TED TALKS新大学英语视听说3》。学生制定适合自己的语言学习目标、使用适合自己的语言学习策略、选择适合自己的语言学习节奏、实施适合自己的语言操练计划、评估自己的语言学习效果。教师提供语言学习的帮助、学习策略的指导以及学习效果的评估。

3. 自主学习：以学生为主体，教师评估。学生注册课程中心和手机APP 随行课堂，获取相关学习资源，完成相关学习任务。学生注册慕课网站，学习慕课1门，完成相关学习任务。建议限选学堂在线平台上本课程配套慕课《新目标大学思政微慕课3》。学生也可以根据兴趣和学习需求从爱课程平台上的《大学英语视听导学》、《国际交流英文演讲与辩论》、《国际交流实用英文写作》和《国际交流学术英文写作》四门慕课中选修一门。

  Hunan University

College of Foreign Languages

College English 3 (GE01014)

Fall 2024

Instructor: Yang Cheng

Office: R.301, School of Foreign Languages

Phone: 15084963075

Email: 1911291802@qq.com

Class Location: As arranged

Class Time: As scheduled

Course Description

The course is designed to provide you with an opportunity to experience learning English through task-based practice. The tasks are theme-based aiming to develop such language skills as listening, speaking, reading, writing and translating. Learner autonomy and cooperative learning should be especially encouraged in and out of the classroom. As a result of this learning experience, you will develop your English language proficiency to ESL040~050 level as well as cross-cultural communicative competence to be more confident in using English. Speaking and Writing will be emphasized.

Objectives

For the course, you will:

● read, write and present on such topics as Experiencing a changing world, Conflicting ideas in higher education, Interpreting leadership, Art Inspirations, Sparkles of literature, Life as you see it, Volunteering --- a way of self-elevation, Urbanization, etc.

●  view, listen and speak on such topics as “How does technology influence our life”, “What is the purpose of higher education”, “What traits or qualities should a leader have”, “What role is art playing in your life” , “What do you benefit from reading classics”, “Why do some college students suffer from depression and what can be done to help them”, “What volunteer service would you provide and why ”, “What are the advantages and disadvantages of urbanization” etc.

●  learn to establish socialist core values, enhance cultural confidence, and be builders of and successors to socialism with all-round moral, intellectual, physical, aesthetic grounding in additional to a hardworking spirit.

Course Textbooks/Readings

1. In-class reading and listening:

《新目标大学英语综合教程3》（上海外语教育出版社）

《TED TALKS 新大学英语视听说教程3》高等教育出版社

2. After-class reading and listening:

1）《新视野长篇阅读3》外语教学与研究出版社 （北校区）

2）《新视野大学英语（第三版）长篇阅读》（3）外语教学与研究出版社 （南校区）

3. Go to the online course web at/via https://course.sflep.com/ for online learning of the Integrated Course-- New Target College English (《新目标大学英语》).

4. Go to course web at/via http://www.ismartlearning.cn/ (Ismart) for online listening and speaking practice, and http://wewrite.sflep.com (WE Write作文批改平台)，http://we.sflep.com/test/test.aspx （外教社课程中心WE TEST测试平台） for online writing practice.

5. Go to the MOOC web to learn one MOOC. The MOOCs of New Target College English MooCro 3 (新目标大学英语思政微慕课(学堂在线) https://www.xuetangx.com/course/hnu0502bt1/16911021?channel=i.area.course_list_all is recommended, and students can also choose one course from the following four Moocs at https://www.icourses.cn/  (爱课程) : Guidance on College English Listening (大学英语视听导学), English Speaking and Debate for International Communication (国际交流英文演讲与辩论), Practical English Writing for International Communication (国际交流实用英文写作) and English Academic Writing (国际交流学术英文写作).

Grading Criteria

●  Formative Assessment                                   50%

1) Oral presentation: 10%;

2) Classroom contribution: 10%;

3) Assignments (Integrated course): 20%;

4) Tests (Integrated course): 30%;

5) Assignments (Viewing, listening & speaking course): 10%

6) Tests (Listening): 10%;

7) MOOCs: 10%

●  Summative Assessment (Listening/Reading/Writing)            50%

Course Schedule and assignments

教学  16 周，授课  16 周完成；

授课 16  次，每次 90  分钟（连续）；

讨论   次，每次   分钟；

实验(项目)   次；

测验(考查) 3 次。

新目标大学英语

三级学业测试

College English Achievement Test

For New Target College English

Band 3

（2019年10月）

Shanghai Foreign Language Education Press

上海外语教育出版社

高等教育事业部hee.sflep.com

Part I   Writing (15%)

Directions:For this part, you are allowed 30 minutes to write an essay on the topic Independent Travel. You should write at least 120 words but no more than 180 words according to the outline given below:

1. The increasing popularity of independent travel；

2. The benefits of independent travel;

3. My opinion.

Part II   Listening Comprehension (25%)

Section A  (7%)

Directions: In this section, you will hear three news reports. At the end of each news report, you will hear two or three questions. Both the news report and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D.

News Report One

Questions 1 and 2 are based on the news report you have just heard.

1.  A. Parks.B. Restaurants.C. Offices.D. Bars.

2.  A. Television producers.    B. Hotel owners.

   C. Medical workers.     D. Hospital management.

News Report Two

Questions 3 and 4 are based on the news report you have just heard.  

3.   A. To help around the farm.         B. To entertain tourists.

C. To be sold for money.D. To be a vehicle.

4. A. Elephants under eight do not have to be registered.

B. There is an increasing demand for wild elephants.

C. The value of adult elephants soars all of a sudden.

D. There is no relevant restrictions on smuggling elephants.

News Report Three

Questions 5 to 7 are based on the news report you have just heard.

5. A. The income gap is widening in developed countries.

B. Cancer cases are increasing dramatically.

C. Unhealthy foods can increase the risk of cancer.

D. Burden of cancer is shifting to poor countries.

6. A. Most cancer patients were from poor regions.

B. Cancer had a significant impact around the world.

C. All sorts of cancers could be prevented.

D. Rich people were more likely to have cancer.

7. A. Drink more water.

B. Be on a diet.

C. Quit smoking.

D. Do exercises.

Section B (4%)

Directions:In this section, you will hear one long conversation. At the end of the conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D.

Questions 8 to 11 are based on the conversation you have just heard.

8.  A. July 13th.

B. June 30th.

C. July 30th.

D. June 13th.

9.A. Learn more subjects at college.

B. Stay at home for a year.

C. Visit her primary school.

D. Become a school teacher.

10.A. It makes her like England.

B. It arouses her interest in teaching.

C. It has a good working condition.

D. It brings her many students.

11. A. Her mother wants her to make up her decision.

B. Her mother feels she isn't qualified for it.

C. Her mother knows how hard the work is.

D. Her mother wishes her to realize her own dream.

Section C (6%)

Directions: In this section, you will hear two short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D.

Passage One

Questions 12 to 14 are based on the passage you have just heard.

12.A. To honor the hard-working employees.

B. To strengthen the relationship with customers.

C. To make the employees' families happy.

D. To let the public know the company better.

13. A. The company's image.

B. The timing of sending out the gifts.

C. The efficiency of the post service.

D. The size of the gifts.

14.  A. Gift-giving may make people feel insecure.

B. People intend to give more gifts than they receive.

C. Some people are reluctant to give gifts.

D. The perfect gifts are hard to find.

Passage Two

Questions 15 to 17 are based on the passage you have just heard.

15.  A. Women tend to put children in front of everything else.

B. Women need a house to gain the sense of security.

C. Women are generally more practical than men.

D. Women are less likely to save for retirement.

16.  A. The poverty cycle makes them lonely.

B. They are more in need of money at the old age.

C. The divorce rate in North America is rather low.

D. They are responsible for raising children.

17.  A. Invest in real estate properties.

B. Spend 30% of it in stocks and shares.

C. Put all of it in low-risk investment.

D. Invest on their children's education.

Section D (8%)

Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks with the exact words you have just heard. Finally, when the passage is read for the third time, you should check what you have written.

Many people who have tried to organise some form of event or service within their community have been  18  by local officials who tell them that the law  19  what they want to do, or will  20  impossibly onerous burdens and require them to pay  21  costs. That claim is often false — but to prove it requires an informed legal opinion, and acquiring one is usually prohibitively expensive.

That is why we believe that it is not enough for the Government to have changed the law. Ministers need to go on the 22 . The Home Office has indeed provided a guide to the changes to the law on CRB checks, but hardly anyone knows where to find it, and ministers have not  23  it. What is also needed is a  24 , and well-advertised, guide to what the law does, and does not, require from volunteers. That would enable citizens to challenge officials who put up  25  in the way of voluntary activity.

Part III   Reading Comprehension (40%)

Section A (10%)

Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter.

Questions 26 to 35 are based on the following passage.

There are now multiple high-end summer camps for adults, and part of what you pay for is having counselors enforce strict no-phone, no-camera policies. Those may be silly examples, but they’re   26    thinking about. We’re living in a  27  time, when it will soon be impossible to be truly alone. Waldeinsamkeit becomes more and more   28    with every cell tower. And if you’re the kind of person who can only leave email behind when you    29   the grid, that means you’re going to need a new plan. Our streets are already filled with people   30   into their hands. So are our dinner tables and cafès, even our living rooms and bedrooms. Rather focusing on taking temporary breaks from technology, we need the  31  to live with it at all times. We can’t  32   a mountain or a remote wasteland to create; we have to create it ourselves.

Getting away from technology by leaving it behind becomes a   33  exercise in competitive reductionism. Where do you  34  the line? Your smartphone? Your GPS? Your compass? Your tent? Fire? Here is a better idea: Shut up and bring your iPhone into the backcountry, but   35   the urge to open the email app. If you can’t manage that, delete or turn off the account. Don’t worry, it’ll come back.

Section B (10%)

Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter.

The Changes Facing Fast Food

A. Fast-food firms have to be a thick-skinned bunch. Health experts regularly criticise them severely for selling food that makes people fat. Critics even complain that McDonald’s, whose logo symbolises calorie excess, should not have been allowed to sponsor the World Cup. These are things fast-food firms have learnt to cope with. But not perhaps for much longer. The burger business faces more pressure from regulators at a time when it is already adapting strategies in response to shifts in the global economy.

B. Fast food was once thought to be recession-proof. When consumers need to cut spending, the logic goes, cheap meals like Big Macs and Whoppers become even more attractive. Such “trading down” proved true for much of the latest recession, when fast-food companies picked up customers who could no longer afford to eat at casual restaurants. Traffic was boosted in America, the home of fast food, with discounts and promotions, such as $1 menus and cheap combination meals.

C. As a result, fast-food chains have weathered the recession better than their more expensive competitors. In 2016 sales at full-service restaurants in America fell by more than 6% , but total sales remained about the same at fast-food chains. In some markets, such as Japan, France and Britain, total spending on fast food increased. Same-store sales in America at McDonald’s, the world’s largest fast-food company, did not decline throughout the downturn. Panera Bread, an American fast-food chain known for its fresh ingredients, performed well, too, because it offers higher-quality food at lower prices than restaurants.

D. But not all fast-food companies have been as fortunate. Many, such as Burger King, have seen sales fall. In a severe recession, while some people trade down to fast food, many others eat at home more frequently to save money. David Palmer，an analyst at UBS, a bank, says smaller fast-food chains in America, such as Jack in the Box and Carl’s Jr., have been hit particularly hard in this downturn because they are competing with the global giant McDonald, which increased spending on advertising by more than 7% last year as others cut back.

E. Some fast-food companies also sacrificed their own profits by trying to give customers better value. During the recession companies set prices low, hoping that once they had tempted customers through the door they would be persuaded to order more expensive items. But in many cases that strategy did not work. Last year Burger franchisees (特许经营人) sued the company over its double-cheeseburger promotion, claiming it was unfair for them to be required to sell these for $1 when they cost $1.10 to make. In May a judge ruled in favour of Burger King. Nevertheless, the company may still be cursing its decision to promote cheap choices over more expensive ones because items on its “value menu” now account for around 20% of all sales, up from 12% last October.

F. Analysts expect the fast-food industry to grow modestly this year. But the downturn is making companies rethink their strategies. Many are now introducing higher-priced items to entice consumers away from $1 specials. RFC, a division of Yum! Brands，which also owns Taco Bell and Pizza Hut, has launched a chicken sandwich that costs around $5. And in May Burger King introduced barbecue pork ribs at $7 for eight.

G. Companies are also trying to get customers to buy new and more items, including drinks. McDonald’s started selling better coffee as a challenge to Starbucks. Its “McCafe” line now accounts for an estimated 6% of sales in America. Starbucks has sold rights to its Seattle’s Best coffee brand to Burger King, which will start selling it later this year.

H.  As fast-food companies shift from “super size” to “more buys”，they need to keep customer traffic high throughout the day. Many see breakfast as a big opportunity, and not just for fatty food. McDonald’s will start selling porridge in America next year. Breakfast has the potential to be very profitable, says Sara Senatore of Bernstein, a research firm, because the margins can be high. Fast-food companies are also adding midday and late-night snacks, such as blended drinks and wraps. The idea is that by having a greater range of things on the menu, “we can sell to consumers products they want all day,” says Rick Carucci, the chief financial officer of Yum! Brands.

I. But what about those growing waistlines? So far, fast-food firms have cleverly avoided government regulation. By providing healthy options, like salads and low-calorie sandwiches, they have at least given the impression of doing something about helping to fight obesity. These offerings are not necessarily loss-leaders, as they broaden the appeal of outlets to groups of diners that include some people who don’t want to eat a burger. But customers cannot be forced to order salads instead of fries.

J. In the future, simply offering a healthy option may not be good enough. “Every packaged-food and restaurant company I know is concerned about regulation right now,” says Mr. Palmer of UBS. America’s health-reform bill, which Congress passed this year, requires restaurant chains with 20 or more outlets to put the calorie-content of items they serve on the menu. A study by the National Bureau of Economic Research, which tracked the effects on Starbucks of a similar calorie-posting law in New York City in 2014, found that the average calorie-count per transaction fell 6% and revenue increased 3% at Starbucks stores where a Dunkin Donuts outlet was nearby—a sign, it is said, that menu-labeling could favour chains that have more healthy offerings.

K. In order to avoid other legislation in America and elsewhere, fast-food companies will have to continue innovating. Walt Riker of McDonald’s claims the change it has made in its menu means it offers more healthy items than it did a few years ago. “We probably sell more vegetables, more milk, more salads, more apples than any restaurant business in the world," he says. But the recent proposal by a county in California to ban McDonald’s from including toys in its high-calorie “Happy Meals”, because legislators believe it attracts children to unhealthy food, suggests there is a lot more left to do.  

36. Some people propose laws be made to stop McDonald’s from attaching toys to its food  specials for children.

37. Fast-food firms may not be able to cope with pressures from food regulation in the near future.

38. Burger King will start to sell Seattle’s Best coffee to increase sales.

39. Some fast-food firms provide healthy food to give the impression they are helping to tackle the obesity problem.

40. During the recession, many customers turned to fast food to save money.

41. Many people eat out less often to save money in times of recession.

42. During the recession, Burger King’s promotional strategy of offering low-priced items often proved ineffective.

43. Fast-food restaurants can make a lot of money by selling breakfast.

44. Many fast-food companies now expect to increase their revenue by introducing higher-priced items.

45. A newly-passed law asks big fast-food chains to specify the calorie count of what they serve on the menu.

Section C (20%)

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.

Passage One

Questions 46 to 50 are based on the following passage.

Scientists have devised a way to determine roughly where a person has lived using a strand of hair, a technique that could help track the movements of criminal suspects or unidentified murder victims. The method relies on measuring how chemical variations in drinking water show up in people’s hair. “You’re what you eat and drink, and that’s recorded in your hair,” said Thure Cerling, a geologist at the University of Utah.

While U.S diet is relatively identical, water supplies vary. The differences result from weather patterns. The chemical composition of rainfall changes slightly as raid clouds move. Most hydrogen and oxygen atoms in water are stable, but traces of both elements are also present as heavier isotopes (同位素) . The heaviest raid falls first. As a result, storms that form over the Pacific deliver heavier water to California than to Utah. Similar patterns exist throughout the U.S.. By measuring the proportion of heavier hydrogen and oxygen isotopes along a strand of hair, scientists can construct a geographic timeline. Each inch of hair corresponds to about two months.  

Cerling’s team collected tap water samples from 600 cities and constructed a map of the regional differences. They checked the accuracy of the map by testing 200 hair samples collected from 65 barber shops. They were able to accurately place the hair samples in broad regions roughly corresponding to the movement of raid systems. “It’s not good for pinpointing (精确定位),” Cerling said. “It’s good for eliminating many possibilities.” Todd Park, a local detective, said the method has helped him learn more about an unidentified woman whose skeleton was found near Great Salt Lake. The woman was 5 feet tall. Police recovered 26 bones, a T-shirt and several strands of hair. When Park heard about the research, he gave the hair samples to the researchers. Chemical testing showed that over the two years before her death, she moved about every two months. She stayed in the Northwest, although the test could not be more specific than somewhere between eastern Oregon and western Wyoming. “It’s still a substantial area,” Park said, “But it narrows it way down for me.”

46. What is the scientists’ new discovery?

A. One’s hair growth has to do with the amount of water they drink.

B. A person’s hair may reveal where they have lived.

C. Hair analysis accurately identifies criminal suspects.

D. The chemical composition of hair varies from person to person.

47. What does the author mean by “You’re what you eat and drink” ?

A. Food and drink affect one’s personality development.

B. Food and drink preferences vary with individuals.

C. Food and drink leave traces in one’s body tissues.

D. Food and drink are indispensable to one’s existence.

48. What is said about the rainfall in America’s West?

A. There is much more rainfall in California than in Utah.

B. The water it delivers becomes lighter when it moves inland.

C. Its chemical composition is less stable than in other areas.

D. It gathers more light isotopes as it moves eastward.

49. What did Cerling’s team produce in their research?

A. A map showing the regional differences of tap water.

B. A collection of hair samples from various barber shops.

C. A method to measure the amount of water in human hair.

D. A chart illustrating the movement of the rain system.

50. What is the practical value of Cerling’s research?

A. It helps analyze the quality of water in different regions.

B. It helps the police determine where a crime is committed.

C. It helps the police narrow down possibilities in detective work.

D. It helps identify the drinking habits of the person under investigation.

Passage Two

Questions 51 to 55 are based on the following passage.

It is pretty much a one-way street. While it may be common for university researchers to try their luck in the commercial world, there is very little traffic in the opposite direction. Pay has always been the biggest deterrent, as people with families often feel they cannot afford the drop in salary when moving to a university job. For some industrial scientists, however, the attractions of academia outweigh any financial considerations.

Helen Lee took a 70% cut in salary when she moved from a senior post in Abbott Laboratories to a medical department at the University of Cambridge. Her main reason for returning to academia mid-career was to take advantage of the greater freedom to choose research questions. Some areas of inquiry have few prospects of a commercial return, and Lee’s is one of them.

The impact of a salary cut is probably less severe for a scientist in the early stages of a career. Guy Grant, now a research associate at the Unilever Centre for Molecular Informatics at the University of Cambridge, spent two years working for a pharmaceutical (制药的) company before returning to university as a post-doctoral researcher. He took a 30% salary cut but felt it worthwhile for the greater intellectual opportunities.

Higher up the ladder, where a pay cut is usually more significant, the demand for scientists with a wealth of experience in industry is forcing universities to make the transition to academia more attractive, according to Lee. Industrial scientists tend to receive training that academics do not, such as how to build a multidisciplinary team, manage budgets and negotiate contracts. They are also well placed to bring something extra to the teaching side of an academic role that will help students get a job when they graduate, says Lee, perhaps experience in manufacturing practice or product development. “Only a small number of undergraduates will continue in an academic career. So someone leaving university who already has the skills needed to work in an industrial lab has far more potential in the job market than someone who has spent all their time on a narrow research project.” 

51. By “a one-way street” (Line 1, Para. 1), the author means ________.

A. university researchers know little about the commercial world

B. there is little exchange between industry and academia

C. few industrial scientists would quit to work in a university

D. few university professors are willing to do industrial research

52. The word “deterrent” (Line 3, Para. 1) most probably refers to something that ________.

A. keeps someone from taking action

B. helps to move the traffic

C. attracts people’s attention

D. brings someone a financial burden

53. What was Helen Lee’s major consideration when she changed her job in the middle of her career?

A. Flexible work hours.

B. Her research interests.

C. Her preference for the lifestyle on campus.

D. Prospects of academic accomplishments.

54. Guy Grant chose to work as a researcher at Cambridge in order to ________.

A. do financially more rewarding work

B. raise his status in the academic world

C. enrich his experience in medical research

D. exploit better intellectual opportunities

55. What contribution can industrial scientists make when they come to teach in a university?

A. Increase its graduates’ competitiveness in the job market.

B. Develop its students’ potential in research.

C. Help it to obtain financial support from industry.

D. Gear its research towards practical applications.

Part IV   Vocabulary and Structure (10%)

Directions:There are twenty sentences in this section. Beneath each sentence there are four words or phrases marked A, B, C and D. Choose the word or phrase that best completes the sentence.

56. The _______ high unemployment rate symbolized the economic crisis.

A. persistent     B. insistent      C. consistent      D. resistant

57. Compared to rural places, urban regions usually have a higher population _______.

A. thickness       B. densityC. frequencyD. degree

58. This company is the only one to have _____________ of a declining industry.

A. bucked the practice   B. bucked the trend   C. bucked the fashion   D. bucked the mode

59. The positive meaning of the film is that it________ the idea that modern women should be independent and determined.

A. challenges      B. denies        C. diminishes         D. reinforces

60. The model railway has all the buildings, bridges, and trees _________.

A. in style       B. in comparison        C. in service        D. in miniature 

61. Rumors that they are about to marry have been __________ a wild guess.

A. hailed as       B. billed as        C. dismissed as        D. praised as

62. It’s hard to ________ just how many children are living in poverty.

A. estimate       B. evaluate      C. appraise         D. assess

63. You really need to ___________ between your professional life and your personal life.

A. cross the line       B. draw the line      C. take the line      D. accept the line

64. At present some local governments fail to effectively ______ these rules and regulations.

A. fulfill       B. counsel        C. enforce        D. forecast

65. One measure of a civilized and __________ society is how well it treats its prison population.

A. enthusiastic       B. compassionate        C. resourceful         D. generous   

66. The real joy of volunteering is helping people seek personal ________.

A. fulfillment     B. mission     C. conviction         D. destination

67. In the commencement speech, Steve Jobs _______ to three stories from his life.

A. preferred        B. referred      C. replied          D. occurred

68. The career center will help you _______your employment opportunities.

A. minimize     B. specialize        C. maximize         D. generalize

69. She held a lifelong _______ with ancient cultures and ancient books.

A. fascination       B. addiction        C. craze         D. indulgence

70. The tourists were accused of causing a _______ of the local wildlife.

A. dismay       B. disapproval       C. disturbance         D. distraction

71. If you have received this email in error, please _____ us by telephone or e-mail immediately.

A. notify        B. instruct        C. suggest        D. announce

72. The company has announced that it will ______ a full investigation into the accident.

A. undermine    B. undergo    C. underestimate     D. undertake

73. This creates opportunities for companies to compete and succeed on a global______ no matter where they're located.

A. extent    B. degree     C. scale       D. level

74. News of their safety came as a great _____.

A. relief B. belief    C. grief     D. brief

75. The castle, after undergoing a 3-month renovation, _____ much of its original charm.

A. obtains   B. attains    C. retains     D. contains

Part V  Translation (10%)

Directions:For this part, you are allowed 25 minutes to translate a passage from Chinese into English.

随着无线技术的飞速发展，第5代无线技术系统(the 5th generation wireless communication system)的概念开始出现。5G有望带来更快速度的数据上传和下载，以及更稳定的网络连接。这意味着你在几秒钟之内就能下载完一部高清电影（HD movie），而发送和接收数据之间只有较短的延时。 中国在十三五规划(13th national Five-Year Plan 2016-2020)中十分重视5G，设立了到2020年实现5G的商业化目标。

Key to New Target College English (Integrated course 3) Final Test

Part I   Writing (15%) （略）

Part II  Listening Comprehension  (25%)

Section A  (7%)

1. C 2. B 3. B 4. A 5. D 6. D 7. C

Section B (4%)

8. C 9. D 10. B 11. C

Section C (6%)

12. B 13. A 14. B 15. D 16. B 17. B

Section D  (8%)

18. confronted

19. prohibits

20. impose

21. enormous

22. offensive

23. publicised

24. comprehensive

25. obstructions

Part III   Reading Comprehension (40%)

Section A (10%)

26. D  27. N  28. K  29. B  30. I  31. L  32. C  33. F  34. A 35. G

Section B (skimming and scanning) (10%)

36. K  37 A  38. G  39. I  40. B  41. D  42. E  43. H  44. F  45. J

Section C (20%) (2×10)

Passage 1  

46. B  47. C  48. B  49. A  50. C

Passage 2

51. C  52. A  53. B  54. D   55. A

Part IV   Vocabulary and Structure (10%) (0 .5×20)

56. A57. B58. B59. D60. D61. C62. A63. B64. C65. B

66. A67. B68. C69. A70. C71. A72. D73. C74. A75. C

Part V   Translation (10%)

Reference translation:

With the rapid development of wireless technologies, the concept of the 5th generation wireless communication system start to emerge. 5G promises much faster data download and upload speeds, and more stable connections. This means that you will be able to download an entire HD movie in seconds and only experience a short delay between sending and receiving data. China has attached great importance to 5G in the 13th national Five-Year Plan (2016-2020) and has set the goal of 5G commercialization by 2020.

Script for Listening Comprehension

Section A  

Directions: In this section, you will hear three news reports. At the end of each news report, you will hear two or three questions. Both the news report and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D.

News Report One

A tough anti-smoking law has taken effect in Spain. The ban, one of the strictest in Europe, outlaws smoking in all bars and restaurants. Smokers will also be prohibited on television broadcast, near hospitals, or in school playgrounds. The law tightens anti-smoking restrictions introduced in 2006. (1) The anti-smoking rules introduced in 2006 outlawed smoking only in the workplace. It let bar and restaurant owners choose whether or not to allow it. Most chose not to impose any ban. Only large restaurants and bars were obliged to provide a smoke-free area. Now hotel, restaurant, and bar owners have said they could face a ten percent drop in trade with the new rules. The industry has already seen a sharp fall in sales due to Spain's economic problems, but doctors argue the new legislation will help smokers give up.

Questions 1 and 2 are based on the news report you have just heard.

1. Where was smoking not allowed, according to the 2006 anti-smoking rules?

2. According to the news, who are more likely to react negatively to the new law?

News Report Two

Elephants are used to entertain foreign and domestic tourists in Thailand. As visitors prefer younger animals, the value of a young elephant has soared to around $33,000.

To meet this demand, smugglers in Myanmar capture and tame wild elephants from the country's shrinking herds. The young elephants are caught in pit-traps, cruelly beaten to break their spirits and then smuggled across the border. The Thai authorities have cracked down on this trade with some success over the past two years, but campaigners believe that criminals are now stocking up, ready to transport the animals once again, when restrictions end.

Traffic and other campaigners want to see a toughening up of the laws in Thailand. Elephants don't have to be registered there until they are eight years old, creating an opportunity for smuggling.

According to researchers, the extra strain put on by the smuggling of live young elephants could threaten the long-term survival of the species in Myanmar.

Questions 3 and 4 are based on the news report you have just heard.  

3. What are elephants used to do in Thailand?

4. According to the news, what may create an opportunity for smuggling elephants?

News Report Three

A recent research showed that the global burden of cancer is shifting dramatically. Once considered a disease of the wealthy, it now has a significant impact in every region, and the greatest proportional increases in cases in the coming years are predicted to be in the poorest corners of the world. Worldwide, an estimated 14.1 million new cancer cases were diagnosed in 2012 and 8.2 million cancer deaths.

In an analysis that maps the world's hot spots for cancer, epidemiologist Lindsey Torre found cancer rates declining in high-income countries but rising in lower-income countries.

Better screening, early detection and access to treatment plus a decrease in risk factors like smoking probably explain part of the positive trend among the high-income countries.

Questions 5 to 7 are based on the news report you have just heard.

5. What is the main idea of the news report?

6. What did people think of cancer before this research?

7. According to the news, what can possibly help reduce the risk of cancer?

Section B

Directions:In this section, you will hear one long conversation. At the end of the conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D.

M: Jess, when are you going back to England?

W: I'm going back on the 30th of July.

M: OK, that's coming up pretty soon.

W: Four weeks from today, I'll be on the plane, on my way home.

M: After you go home, what are you going to do?

W: In September I'm going back to college. I want to be a primary school teacher in England, so I have to do a one-year course to qualify and then hopefully I'll start teaching the next September.

M: Umm, a teacher. What are you going to teach?

W: I'm teaching in a primary school, so that’s all the subjects. I'm teaching science, English and math, maybe some French, sports and music, and any other subjects they do at eight years old.

M: Wow, it's.. big work. How old are the students you will teach?

W: I will be trained to teach from 5 to 11, and hopefully I will teach 7 or 8 year olds.

M: Umm, you like kids?

W: Yeah, when I worked in Prague I taught some children's classes and I really enjoyed them, so hopefully I will like it in England as well. It will be a bit different because I'll have maybe twenty-five or thirty students in a class while only twelve when I was in Prague.

M: That's a lot. What made you decide to become a teacher?

W: I'm not really sure. Actually my mother was a teacher and she's trying really hard to convince me that I shouldn't do it because she thinks it's too much work, but I enjoy talking to people and being around children and teaching.

M: Hope you get what you want.

W: Thank you.

Questions 8 to 11 are based on the conversation you have just heard.

8. When will the woman go back home?

9. What does the woman plan to do?

10. What can be learned about the woman’s work in Prague?

11. Why doesn't the woman's mother want her to become a teacher?

Section C

Directions: In this section, you will hear two short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D.

Passage One

At Christmas, a family gather around the Christmas tree, showing how much they love each other, through the presents they give. In Christmas-celebrating nations, millions of pounds a year are spent on corporate Christmas gifts. Companies want to strengthen the relationship they have with other businesses or with customers, and gifts create a feeling of obligation, which ties them together for the rest of the year. Corporate giving is also a form of "impression management", where organizations try to control the image that clients and business partners think of them, through their choice of gift. Giving presents is also about showing you care, and that you know and understand someone. That's true in the home, which is one reason why choosing the perfect gift is so hard. And it's true in business as well. Companies use their corporate Christmas gifts to show they value their relationship with customers and partners.

But it's not all good. Gift-giving can also make us feel insecure or cause bad feeling. Will we give too little, and receive something better in return? That could make us embarrassed or ashamed. Or will we give too much, and make the receiver of our gifts feel bad? Sociologists and anthropologists have studied gift exchange for many years. Marcel Mauss was a famous sociologist, who, in the 1920s, studied a type of gift-giving festival among people in North America. He found that the people try to "outgive" each other, with more and more expensive presents, until eventually some people can't compete and give up. They lose face, and are left feeling subordinated to the gift-giver who "won" the exchange.

Questions 12 to 14 are based on the passage you have just heard.

12. What's the purpose of giving out corporate Christmas gifts?

13. What should a company bear in mind when choosing the gifts?

14. What did Marcel Mauss study find?

Passage Two

Research studies of women in North America have found that women are far more likely to save for their children's education, and they are also more likely to save up in order to buy a house one day. The same studies have found that men, on the other hand, tend to save for a car. But the other main priority for men when saving money is their retirement. When they're earning, they're far more likely to put money aside for their old age than women are.

This is rather disturbing, because in fact the need for women to save for their old age is far greater than for men. To start with, it is a fact that throughout the world, women are likely to live many years longer than men, so they need money to support them during this time. Furthermore, the high divorce rates in North America are creating a poverty cycle for women. It is the divorced women who will most often have to look after the children and thus they need more money to look after not just themselves but others.

Women today need to look ahead, think ahead. They can be given advice on different ways of saving. Many women are unwilling to invest in stocks and shares, for instance, but these can be extremely profitable. It is usually advised that at least 70% of a person's savings should be in low-risk investments but for the rest, financial advisors often advise taking some well-informed risks. Initiatives such as this can give women the economic skills and knowledge they need for a comfortable, independent retirement.

Questions 15 to 17 are based on the passage you have just heard.

15. What do the studies of women in North America find?

16. Why is the need for women to save greater than men?

17. How should women do with their saving?

Section D 

Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks with the exact words you have just heard. Finally, when the passage is read for the third time, you should check what you have written.

Many people who have tried to organise some form of event or service within their community have been 18) confronted by local officials who tell them that the law 19) prohibits what they want to do, or will 20) impose impossibly onerous burdens and require them to pay 21) enormous costs. That claim is often false — but to prove it requires an informed legal opinion, and acquiring one is usually prohibitively expensive.

That is why we believe that it is not enough for the Government to have changed the law. Ministers need to go on the 22) offensive. The Home Office has indeed provided a guide to the changes to the law on CRB checks, but hardly anyone knows where to find it, and ministers have not 23) publicised it. What is also needed is a 24) comprehensive, and well-advertised, guide to what the law does, and does not, require from volunteers. That would enable citizens to challenge officials who put up 25) obstructions in the way of voluntary activity.