新视野大学英语第三版B2U1测试题答案.docx

1、新视野大学英语第三版B2U1测试题答案Part 4 Banked Cloze(每小题：1 分)Directions: Fill in the blanks in the following passage by selecting suitable words from the word bank. Each word can be used only once. Questions 1 to 10 are based on the following passage.A. fluentB. acquisitionC. diverseD. reverseE. competentF. compe

2、titiveG. skimH. beneficialI. enhanceJ. engageK. comprehensionL. confusionM. proficiencyN. exposureO. efficiencyTesting has replaced teaching in most public schools. Instead of teaching reading or writing skills which are (1) to students, now teachers are somehow encouraged to (2) the learning proces

3、s. For instance, they ask students to read the questions at the end of a reading text first, and then teach them to (3) the text for the answers with various test-taking skills. We wonder whether the test-taking skills really help improve their language (4) . The ability to read or write should (5)

4、the ability to do reasonably well on comprehension of reading texts or (6) writing. However, neither reading nor writing develops simply through learning test-taking skills. Teachers must be careful when they teach students how to read and write to avoid any false language (7) . Too many discussions

5、 on test-taking skills will only end up with more (8) in learning because students have become more interested in test-taking skills rather than concentrating on the nature and quality of what should be taught. As a result, students may be (9) in taking tests while they have little or no (10) to ser

6、ious reading or thinking. They are unable to understand or talk about what they read, which is definitely disastrous to their academic preparation.Directions: There are 20 blanks in the following passage. For each blank there are four words or expressions given. You should choose the ONE that best f

7、its into the passage. Questions 1 to 20 are based on the following passage.Researchers have been trying to find how men and women are different in many ways. Take solving problems with (1) goals as an example. It has been found that even though men and women can solve problems (2) well and efficient

8、ly, there are always some (3) differences between them.Women focus more on the process (4) merely solving the problem itself. For most women, it is an opportunity to (5) a relationship with others while discussing with them. It is also (6) for them to work in a team, and they would like to (7) colle

9、ctive intelligence to the task. They usually prefer to (8) team members for cooperation, as they believe solving a problem can profoundly (9) how they feel about their team. The process of solving a problem can (10) or weaken a relationship and make them feel closer to or more distant from others.(1

10、1) , men solve a problem using a very different way (12) women. (13) solving a problem, most men do not feel the same as women. For them, the process of solving a problem is (14) important as solving it. What men usually do is to (15) their feelings and focus on solving the problem only. They focus

11、more on how to solve a problem (16) so that there is a possible chance for them to (17) themselves from others. Usually, they tend to be more (18) in their individual work instead of group work. They prefer to (19) their way in the unknown world by themselves alone. For most men, solving a problem p

12、resents an opportunity to make them feel (20) and to show their abilities in facing a challenge.Families, Teachers Navigate Evolving TechnologyA) Children grow up carrying devices in their pockets with the ability to access all the knowledge of humanity, for good or ill. The digital age presents bot

13、h unlimited possibility and frightening threats for children, families and schools around the world. Ever-evolving technology has added a new layer of difficulty to an unheard-of challenge facing Iowas kids, the subject of a year long The Des Moines Register special project. Today more than ever, te

14、chnology develops faster than society can determine its implications, experts say. Among the issues confronting children and parents are:B) From their first step onto the Internet, todays children create a digital footprint of potential permanence. Teachers and parents, often with limited knowledge

15、of new technologies, are competing to coach their children how to manage the reputations they build through blogs and social media use, and to understand the potential harm of lives made public via the Internet. The hope, teachers say, is to avoid the situation illustrated by a university student wh

16、o earlier this month talked about her breath-alcohol level and arrest at a football game. That led to national news coverage of Vodka Sam, the nickname tied to the students claimed Twitter account.C) Texting and social media have extended bullying from the school grounds to an anyplace, 24-hour suff

17、ering. There is concern that because students are always connected, they cannot get away from bullying even after they physically leave school, said John Palfrey, one of the authors of the book Born Digital: Understanding the First Generation of Digital Natives.D) Iowa families with low or moderate

18、incomes struggle to gain access to expensive technology and connect to the Internet. Governor Terry Branstad considers access to technology so important that he ordered state officials earlier this month to come up with a plan to guarantee every Iowan Internet access by 2015. The digital divide is w

19、idest for the poor, according to data from Connect Iowa, a partnership between the Iowa Department of Economic Development and Connected Nation, a national task force devoted to increasing access and adoption of broadband communication. Just 58 percent of Iowa households with an income of $25,000 or

20、 less own a computer, compared with a statewide average of 81 percent. The lack of exposure to digital learning adds to other missed educational opportunities that can prevent poor childrens success in school and, later, the workplace.E) With Internet access comes concerns about predators who would

21、try to tempt children into cheating, crime or sexual exploitation. A 2010 US Department of Justice report to Congress found that federal child exploitation cases had climbed 40 percent since 2006. The biggest contributor to the rising caseload: technology-facilitated child exploitation. Lisa Adams,

22、a Norwalk, Iowa, mother of three daughters, described that the preteen daughter of a family friend was stalked (纠缠) online by an adult man. The police were involved. Im terrified, said Adams, who teaches developmentally disabled students in Johnston, Iowa. I dont know what good can come from having

23、unrestricted, 24-hour access to all this technology. Then again, Im the one who sleeps with my phone by the bed and uses it as an alarm clock.F) Research shows that constant technology use can change from habit to addiction. Some youths experience anxiety when cut off from their feeds for extended p

24、eriods, said Candice Odgers of the Center for Child and Family Policy at Duke University. Many kids are glued to their phones, she said. It can reach a point where its unhealthy, especially if they never disconnect. Some sleep with their phones under their pillow, so they will hear a text come in or

25、 feel it when the phone vibrates so they can respond at all hours of the night because theyre worried that if they dont respond, they will offend someone. Frequent technology use also is associated with lack of exercise and outdoor activities. In a 2009 Tucson Childrens Assessment of Sleep Apnea Stu

26、dy, heavy use was linked to sleep deprivation, which can cause obesity, depression and other psychological troubles.G) But amid this large amount of potential dangers, todays technology also presents before-unimagined possibilities to entertain, educate and inspire. Teachers are working to integrate

27、 cellphones, iPads and laptops into their classrooms. That allows teachers to partner with parents in teaching digital citizenship, pushing the idea of the long-term consequences and benefits of how kids manage their online presence and behaviors.H) The goal is to get students to treat digital prese

28、nce like a portfolio (系列产品), said Scott McLeod, a professor who is a director of innovation for the Prairie Lakes Area Education Agency, which serves about 45 public school districts in north central and northwest Iowa. You want students developing critical thinking skills while they move around the

29、 digital world. You want them asking questions about whether this photo is appropriate or could I word this better?I) Some educators once feared that the abbreviations and confusing structures of texting would lower writing skills. But blogging and social media use by students have instead encourage

30、d teamwork and improved writing performance, according to a 2012 study by the Pew Research Centers Internet & American Life Project, a non-profit research organization. Of 2,462 teachers surveyed, 96 percent said digital technologies allow students to share their work with a wider and more varied au

31、dience. Nearly 80 percent said the technologies encourage greater collaboration among students.J) The continued combination of technology and the classroom also helps students become better evaluators of information. In earlier years, Luke Safris, 14, a student at Johnston High School, would use the

32、 first few links in a Google search to find information he sought. Now, Safris, a debate team member, is more careful with which sources he trusts. You have to look closer, he said. Is it .com or .org? Who made the page? What biases are there? You have to think about it and not just go with the first thing you see.K) Language arts teacher Erin Olson hopes to inspire thinking like Safris among all her students. Olson helps teachers integrate technology into classr