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)DireCti ons: Fill in the bla nks in the follow ing PaSSage bySeIeCting SUitabIe words from the word bank. EaCh word Can be USed only on ce.QUeSti ons 1 to 10 are based on the follow ing passage.A. flue ntB. acquisiti onC. diverseD. reverseE. COmPete ntF.

2、 COmPetitiVeG. SkimH. ben eficialI. enhanceJ. en gageK. COmPrehe nsionL. con fusi onM. PrOfiCie ncyN. exposureO. efficie ncyTeSti ng has replaced teachi ng in most PUbIiC schools. In Steadof teach ing readi ng or Writ ing skills WhiCh are (1)to StUde nts, now teachers are somehowenCOUraged to (2) th

3、e learning process.For in Sta nce, they ask StUde nts to read the questi ons at the endof a readi ng text first, and the n teach them to (3)the text for the an SWerS With VariOUS testtaking skills. We wonder Whether the test-taking skills really Ihelp improve their language (4) .The ability to read

4、or Write should (5) theability to do reas on ably well on COmPrehe nsion of read ing textsIor (6) Writing. However, neither readingnor Writing develops SimPIy through learning test-taking skills.TeaCherS must be CarefUI When they teach StUdents how to read and Write to avoid any false Ian guage (7).

5、Too many discussions on test-takingskills will onIy end UP With more (8) inIearning because StUdents have become more interested in test-tak ing skills rather tha n COnCen trat ing on the n ature and quality of What should be taught.in tak ingAS a result, StUde nts may be (9)tests while they have li

6、ttle Or no (10) -JtoSeriOUS read ing or thinking. They are Un able to Un dersta nd or talk about What they read, WhiCh is definitely disastrous to their academic PreParati on.Part 4 Banked CloZe 庖小殖:1 分；滿分：1Q 分)小题得分学牛答案CClTeCt1.zbeneficial2,Zreverse3. ZSkJmAr.PrOfiCienCy5.Zenhance6 Zfluent7,IZacquis

7、ition3.Zpetent10.ZexposureDireCti ons: There are 20 bla nks in the follow ing passage. For each bla nk there are four words or expressi ons give n. You should choose the ONE that best fits into the passage.QUeSti ons 1 to 20 are based on the follow ing passage.ReSearCherS have bee n trying to find h

8、ow men and wome nare differe nt in many ways. Take solvi ng problems With (1)*goals as an example. It has bee n found thateve n though men and wome n Can solve problems (2)well and efficiently, there are always somediffere nces betwee n them.-l merelyWome n focus more on the PrOCeSS (4)solving the p

9、roblem itself. For most women, it is anOtherS while discuss ing With them. It is also (6)for them to work in a team, and they wouldThey usually Prefer to (8) team membersfor cooperati on, as they believe SolV ing a problem Canprofoundly (9)how they feel about their team.The PrOCeSS of solv ing a pro

10、blem Can (10)or Weake n a relati on ShiP and make them feel closer to or more dista nt from others.(11) 二，men solve a problem USing a Verydifferent Way (12) women. (13)solving a problem, most men do not feel the Same as women.For them, the PrOCeSS of solv ing a problem is (14)on solv ing the problem

11、 only. They focus more on how to solvea problem (16) so that there is aPOSSibIe Cha nce for them to (17) themselves from others. Usually, they tend to be more (18)in their in dividual work in Stead of group work.They Prefer to (19) their Way in the UnknOWnworld by themselves alone. For most men, sol

12、vi ng a problemPreSe nts an opportu nity to make them feel (20)and to show their abilities in facing achalle nge.Part CIPEe (Wlth choicer PrQVldeCIj -Jh. 1 , ; 20 分卜小煮对错薛CCnreCtIr/similar2./equally3,Zdistinctive4./than5.Zexplore6.t5rBficl7,employ. /appal to9,/IrrlPJd10.Ztegth11.Z12./from13.ZWrlen14.

13、/not nearly as15.ZSet aside16EtfiCien 貯17.disiguishIa/亦时edIeZneo4iat20/*rptGr1d I IhltntfIhFamilies, TeaCherS NaVigate EVolV ing TeCh no IogyA)ChiIdre n grow UP Carry ing devices in their POCketS With the ability to access all the kno WIedge of huma ni ty, for good or ill. The digital age PreSe nts

14、both Un Iimited POSSibiIity and frightening threats for ChiIdren, families and schools around the world. Ever-evolv ing tech no Iogy has added a new layer of difficulty to an Unheard-of challenge facing Iowas kids, the SUbjeCt of a year long The DeS Moi nes RegiSter SPeCiaI project. Today more than

15、ever, tech noIogy develops faster than SOCiety Can determine its implications, experts say. Among the issues COnfrOnting ChiIdre n and Pare nts are:B)From their first SteP on to the Intern et, todays ChiIdre n Create a digital footpri nt of pote ntial Perma nen ce. TeaCherS and Parents, often With I

16、imited knoWIedge of newtech noIogies, are COmPeting to coach their ChiIdren how to man age the reputati ons they build through blogs and social media use, and to Un dersta nd the pote ntial harm of lives made PUbIiC Via the In ter net. The hope, teachers say, is to avoid the SitUati on illustrated b

17、y a Uni VerSity StUde nt who earlier this mon th talked about her breath-alcohol level and arrest at a football game. That led to n ati onal n ews COVerage of Vodka Sam, the nickname tied to the students claimed Twitter account.C)Texting and social media have extended bullying from the school ground

18、s to an anyplace, 24-hour suffering. 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

19、families with low or moderate 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

20、 2015. The digital divide is widest 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 househol

21、ds with an income of $25,000 or 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 conce

22、rns about predators who would 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 ch

23、ild exploitation. Lisa Adams, 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

24、 what good can come from having 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

25、from their feeds for extended periods, 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 t

26、hey WiIl hear a text Come in -or feel it Whe n the Pho ne 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 Chi

27、ldrens Assessment of Sleep Apnea Study, 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

28、. TeaChers are Working to integrate 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

29、get students to treat digital presenCe 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 think

30、ing skills While they moVe around the 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 us

31、e by students haVe instead enCouraged 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 aud