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.Olsonhelpsteachersintegratetechnologyintoclassr