新视野大学英语第三版B2U1测试题答案.docx

新视野大学英语第三版B2U1测试题答案.docx

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新视野大学英语第三版B2U1测试题答案

Part4BankedCloze

（每小题：

1分）

Directions:

Fillintheblanksinthefollowingpassagebyselectingsuitablewordsfromthewordbank.Eachwordcanbeusedonlyonce.

Questions1to10arebasedonthefollowingpassage.

A.fluent 

B.acquisition 

C.diverse 

D.reverse 

E.competent 

F.competitive 

G.skim 

H.beneficial 

I.enhance 

J.engage 

K.comprehension 

L.confusion 

M.proficiency 

N.exposure 

O.efficiency 

Testinghasreplacedteachinginmostpublicschools.Insteadofteachingreadingorwritingskillswhichare

（1）

tostudents,nowteachersaresomehowencouragedto

（2）

thelearningprocess.Forinstance,theyaskstudentstoreadthequestionsattheendofareadingtextfirst,andthenteachthemto（3）

thetextfortheanswerswithvarioustest-takingskills.Wewonderwhetherthetest-takingskillsreallyhelpimprovetheirlanguage（4）

.

Theabilitytoreadorwriteshould（5）

theabilitytodoreasonablywelloncomprehensionofreadingtextsor（6）

writing.However,neitherreadingnorwritingdevelopssimplythroughlearningtest-takingskills.Teachersmustbecarefulwhentheyteachstudentshowtoreadandwritetoavoidanyfalselanguage（7）

.Toomanydiscussionsontest-takingskillswillonlyendupwithmore（8）

inlearningbecausestudentshavebecomemoreinterestedintest-takingskillsratherthanconcentratingonthenatureandqualityofwhatshouldbetaught.

Asaresult,studentsmaybe（9）

intakingtestswhiletheyhavelittleorno（10）

toseriousreadingorthinking.Theyareunabletounderstandortalkaboutwhattheyread,whichisdefinitelydisastroustotheiracademicpreparation.

Directions:

Thereare20blanksinthefollowingpassage.Foreachblanktherearefourwordsorexpressionsgiven.YoushouldchoosetheONEthatbestfitsintothepassage.

Questions1to20arebasedonthefollowingpassage.

Researchershavebeentryingtofindhowmenandwomenaredifferentinmanyways.Takesolvingproblemswith

（1）

goalsasanexample.Ithasbeenfoundthateventhoughmenandwomencansolveproblems

（2）

wellandefficiently,therearealwayssome（3）

differencesbetweenthem.

Womenfocusmoreontheprocess（4）

merelysolvingtheproblemitself.Formostwomen,itisanopportunityto（5）

arelationshipwithotherswhilediscussingwiththem.Itisalso（6）

forthemtoworkinateam,andtheywouldliketo（7）

"collectiveintelligence"tothetask.Theyusuallypreferto（8）

teammembersforcooperation,astheybelievesolvingaproblemcanprofoundly（9）

howtheyfeelabouttheirteam.Theprocessofsolvingaproblemcan（10）

orweakenarelationshipandmakethemfeelclosertoormoredistantfromothers.

（11）

mensolveaproblemusingaverydifferentway（12）

women.（13）

solvingaproblem,mostmendonotfeelthesameaswomen.Forthem,theprocessofsolvingaproblemis（14）

importantassolvingit.Whatmenusuallydoisto（15）

theirfeelingsandfocusonsolvingtheproblemonly.Theyfocusmoreonhowtosolveaproblem（16）

sothatthereisapossiblechanceforthemto（17）

themselvesfromothers.Usually,theytendtobemore（18）

intheirindividualworkinsteadofgroupwork.Theypreferto（19）

theirwayintheunknownworldbythemselvesalone.Formostmen,solvingaproblempresentsanopportunitytomakethemfeel（20）

andtoshowtheirabilitiesinfacingachallenge.

Families,TeachersNavigateEvolvingTechnology

A）Childrengrowupcarryingdevicesintheirpocketswiththeabilitytoaccessalltheknowledgeofhumanity,forgoodorill.Thedigitalagepresentsbothunlimitedpossibilityandfrighteningthreatsforchildren,familiesandschoolsaroundtheworld.Ever-evolvingtechnologyhasaddedanewlayerofdifficultytoanunheard-ofchallengefacingIowa'skids,thesubjectofayearlongTheDesMoinesRegisterspecialproject.Todaymorethanever,technologydevelopsfasterthansocietycandetermineitsimplications,expertssay.Amongtheissuesconfrontingchildrenandparentsare:

B）FromtheirfirststepontotheInternet,today'schildrencreateadigitalfootprintofpotentialpermanence.Teachersandparents,oftenwithlimitedknowledgeofnewtechnologies,arecompetingtocoachtheirchildrenhowtomanagethereputationstheybuildthroughblogsandsocialmediause,andtounderstandthepotentialharmoflivesmadepublicviatheInternet.Thehope,teacherssay,istoavoidthesituationillustratedbyauniversitystudentwhoearlierthismonthtalkedaboutherbreath-alcohollevelandarrestatafootballgame.Thatledtonationalnewscoverageof"VodkaSam",thenicknametiedtothestudent'sclaimedTwitteraccount.

C）Textingandsocialmediahaveextendedbullyingfromtheschoolgroundstoananyplace,24-hoursuffering."Thereisconcernthatbecausestudentsarealwaysconnected,theycannotgetawayfrombullyingevenaftertheyphysicallyleaveschool,"saidJohnPalfrey,oneoftheauthorsofthebookBornDigital:

UnderstandingtheFirstGenerationofDigitalNatives.

D）IowafamilieswithlowormoderateincomesstruggletogainaccesstoexpensivetechnologyandconnecttotheInternet.GovernorTerryBranstadconsidersaccesstotechnologysoimportantthatheorderedstateofficialsearlierthismonthtocomeupwithaplantoguaranteeeveryIowanInternetaccessby2015.Thedigitaldivideiswidestforthepoor,accordingtodatafromConnectIowa,apartnershipbetweentheIowaDepartmentofEconomicDevelopmentandConnectedNation,anationaltaskforcedevotedtoincreasingaccessandadoptionofbroadbandcommunication.Just58percentofIowahouseholdswithanincomeof$25,000orlessownacomputer,comparedwithastatewideaverageof81percent.Thelackofexposuretodigitallearningaddstoothermissededucationalopportunitiesthatcanpreventpoorchildren'ssuccessinschooland,later,theworkplace.

E）WithInternetaccesscomesconcernsaboutpredatorswhowouldtrytotemptchildrenintocheating,crimeorsexualexploitation.A2010USDepartmentofJusticereporttoCongressfoundthatfederalchildexploitationcaseshadclimbed40percentsince2006.Thebiggestcontributortotherisingcaseload:

technology-facilitatedchildexploitation.LisaAdams,aNorwalk,Iowa,motherofthreedaughters,describedthatthepreteendaughterofafamilyfriendwasstalked（纠缠）onlinebyanadultman.Thepolicewereinvolved."I'mterrified,"saidAdams,whoteachesdevelopmentallydisabledstudentsinJohnston,Iowa."Idon'tknowwhatgoodcancomefromhavingunrestricted,24-houraccesstoallthistechnology.Thenagain,I'mtheonewhosleepswithmyphonebythebedandusesitasanalarmclock."

F）Researchshowsthatconstanttechnologyusecanchangefromhabittoaddiction.Someyouthsexperienceanxietywhencutofffromtheirfeedsforextendedperiods,saidCandiceOdgersoftheCenterforChildandFamilyPolicyatDukeUniversity."Manykidsaregluedtotheirphones,"shesaid."Itcanreachapointwhereit'sunhealthy,especiallyiftheyneverdisconnect.Somesleepwiththeirphonesundertheirpillow,sotheywillhearatextcomein–orfeelitwhenthephonevibrates–sotheycanrespondatallhoursofthenightbecausethey'reworriedthatiftheydon'trespond,theywilloffendsomeone."Frequenttechnologyusealsoisassociatedwithlackofexerciseandoutdooractivities.Ina2009TucsonChildren'sAssessmentofSleepApneaStudy,heavyusewaslinkedtosleepdeprivation,whichcancauseobesity,depressionandotherpsychologicaltroubles.

G）Butamidthislargeamountofpotentialdangers,today'stechnologyalsopresentsbefore-unimaginedpossibilitiestoentertain,educateandinspire.Teachersareworkingtointegratecellphones,iPadsandlaptopsintotheirclassrooms.Thatallowsteacherstopartnerwithparentsinteachingdigitalcitizenship,pushingtheideaofthelong-termconsequences–andbenefits–ofhowkidsmanagetheironlinepresenceandbehaviors.

H）"Thegoalistogetstudentstotreatdigitalpresencelikeaportfolio（系列产品）,"saidScottMcLeod,aprofessorwhoisadirectorofinnovationforthePrairieLakesAreaEducationAgency,whichservesabout45publicschooldistrictsinnorthcentralandnorthwestIowa."Youwantstudentsdevelopingcriticalthinkingskillswhiletheymovearoundthedigitalworld.YouwantthemaskingquestionsaboutwhetherthisphotoisappropriateorcouldIwordthisbetter?

"

I）Someeducatorsoncefearedthattheabbreviationsandconfusingstructuresoftextingwouldlowerwritingskills.Butbloggingandsocialmediausebystudentshaveinsteadencouragedteamworkandimprovedwritingperformance,accordingtoa2012studybythePewResearchCenter'sInternet&AmericanLifeProject,anon-profitresearchorganization.Of2,462teacherssurveyed,96percentsaiddigitaltechnologies"allowstudentstosharetheirworkwithawiderandmorevariedaudience".Nearly80percentsaidthetechnologies"encouragegreatercollaborationamongstudents".

J）Thecontinuedcombinationoftechnologyandtheclassroomalsohelpsstudentsbecomebetterevaluatorsofinformation.Inearlieryears,LukeSafris,14,astudentatJohnstonHighSchool,wouldusethefirstfewlinksinaGooglesearchtofindinformationhesought.Now,Safris,adebateteammember,ismorecarefulwithwhichsourceshetrusts."Youhavetolookcloser,"hesaid."Isit.comor.org?

Whomadethepage?

Whatbiasesarethere?

Youhavetothinkaboutitandnotjustgowiththefirstthingyousee."

K）LanguageartsteacherErinOlsonhopestoinspirethinkinglikeSafris'amongallherstudents.Olsonhelpsteachersintegratetechnologyintoclassroom