Most students think my reasons for this rule include negative experiences in the past when students made wrong use of technology. There’s a bit of truth to that. I’ve seldom had students make wrong use of technology in my classes; however, I have been e-mailed by students while they were in other teachers’ classrooms.

Some students think that I am anti-technology. There’s no truth in that at all. As I noted above, I love technology and try to keep up with it.

The real reason why I ask students to leave technology at the door is I think there are very few places in which we can have deep conversations. Interruptions (中断) by technology often break students’ thoughts and make them depend too much on outside information for ideas. I want students to dig deep in themselves for ideas. I want them to push each other to think differently and to make connections between the course material and the class discussion.

I have been teaching my history class in this way for many years and the evaluations (评价) show student satisfaction with the environment that I create. Students realize with deep conversation and difficult tasks, they learn at a deeper level – a level that helps them keep the course material beyond the classroom.

I am not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I will continue my plan. A few hours of technology-free dialogue is just too sweet to give up.

1.The writer’s rule for his History Matters class is ____.

A. discussing historical ideas deeply         

B. studying and discussing the materials

C. leaving technology out of the classroom  

D. making right use of technology in class

2.The word “negative” in Paragraph 3 means ____.

A. similar            B. unforgettable         C. special         D. unpleasant

3.What can we know from the passage?

A. Students make right use of technology in other teachers’ classes.

B. The classroom is one of the good places to have deep conversations.

C. The writer encourages students to agree with others after discussion.

D. Students are unhappy with the writer’s way of teaching history.

4.The writer wants to tell us that ____.

A. technology has different influences in different classes in college

B. technology makes it difficult to have true communication in class

C. history classes can help students to develop their deep thinking

D. it is time for him to give up his teaching method in history class

 

I love my Blackberry mobile phone – it’s my little connection to the larger world that can go anywhere with me. I also love my computer, as it holds all of my writing and thoughts. However, I know there are times when I need to move away from these things and truly communicate with others.

I teach a course called History Matters in college. My goals for the class include a deep discussion of historical subjects and ideas. Because I want students to fully study the material and discuss with each other in the classroom, I have a rule – no computers, iPads, phones, etc. When students were told my rule, some of them were not happy.

Most students think my reasons for this rule include negative experiences in the past when students made wrong use of technology. There’s a bit of truth to that. I’ve seldom had students make wrong use of technology in my classes; however, I have been e-mailed by students while they were in other teachers’ classrooms.

Some students think that I am anti-technology. There’s no truth in that at all. As I noted above, I love technology and try to keep up with it.

The real reason why I ask students to leave technology at the door is I think there are very few places in which we can have deep conversations. Interruptions (中断) by technology often break students’ thoughts and make them depend too much on outside information for ideas. I want students to dig deep in themselves for ideas. I want them to push each other to think differently and to make connections between the course material and the class discussion.

I have been teaching my history class in this way for many years and the evaluations (评价) show student satisfaction with the environment that I create. Students realize with deep conversation and difficult tasks, they learn at a deeper level – a level that helps them keep the course material beyond the classroom.

I am not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I will continue my plan. A few hours of technology-free dialogue is just too sweet to give up.

56.  The writer’s rule for his History Matters class is ____.

A. discussing historical ideas deeply                                   

B. studying and discussing the materials

C. leaving technology out of the classroom

D. making right use of technology in class

57.  The word “negative” in Paragraph 3 means ____.

A. similar         B. unforgettable    C. special     D. unpleasant

58.  What can we infer from the passage?

A. Students make right use of technology in other teachers’ classes.

B. The classroom is one of the good places to have deep conversations.

C. The writer encourages students to agree with others after discussion.

D. Students are unhappy with the writer’s way of teaching history.

59.  The writer wants to tell us that ____.

A. technology has different influences in different classes in college

B. technology makes it difficult to have true communication in class

C. history classes can help students to develop their deep thinking

D. it is time for him to give up his teaching method in history class

After spending years searching for a planet with life, scientists may have found one. In September 2010, a team of US scientists discovered a planet called Gliese 581g. It has a surface temperature neither too hot nor too cold for liquid（液态）water. Scientists think there is a chance that the planet could have life.
The planet Gliese 581g goes around a star called Gliese 581, which is about 20 light-years from Earth. That is about 194 trillion（万亿）kilometres －500 million times farther away from us than the moon.
A spacecraft traveling at a one-tenth of the speed of light would reach Gliese 581g within about 220 years. A human can’t live that long, but robotic explorers could make the job easier. However, our fastest spacec raft don’t come anywhere near that one-tenth light-speed mark.
At present, scientists don’t know what the surface might be like on Gliese 581g. What they know is that the planet is at the right distance from its star to have liquid water. It’s also at the right distance to have an atmosphere that could protect the water if it is on the surface.
Although spacecraft won’t be getting there anytime soon, one way to look for life on Gliese 581g is to turn our radio telescopes（望远镜）towards the planet and search for radiation（放射）. By studying the radiation, scientists would find out about the chemicals（化学物质）around the planet and discover if Gliese 581g has an atmosphere. If it has one, studying the atmosphere would give us a good idea whether the planet has life or not. But it’ll probably be many years before we can do this properly.
People have been arguing about whether there is alien life on Gliese 581g. Any discussion about alien life is just guessing at this point, according to its discoverers.
【小题1】What did scientists find in September 2010?

A．A planet with water.	B．A planet similar to the earth.
C．A planet without life.	D．A planet near the earth.

【小题2】According to the article, Gliese 581g ________.

A．is at the right distance from its star	B．moves around the earth
C．is as far away from us as the moon	D．can be reached in about 220 years

【小题3】Paragraph 5 is mainly about ______.

A．the possibility of living on Gliese 581g

B．the kinds of chemicals around Gliese 581g

C．the way of looking for life on Gliese 581g

D．the aim of studying the radiation on Gliese 581g

【小题4】Which of the following is the best title for the passage above?

A．Gliese 581g, a Likely Living Planet	B．Gliese 581, a Likely Living Planet
C．Gliese 581g and Its Star	D．Gliese 581g and Radiation

完形填空（共12分，每小题1分）

阅读下面的短文，掌握其大意，然后从短文后各题所给的A、B、C、D四个选项中，选择最佳选项。

Haircuts from the Heart

Even though Rebecca didn't enjoy having long hair, still, month after month for two and a half years, Rebecca let her hair grow until it nearly reached her waist. At the right time,  1   would donate（捐献）her beautiful hair to a group in Palm Springs, Florida called Locks of Love.

Locks of Love is a special   2  called a charity(慈善机构). The members of this group work to help others in need.   3  the healthy cut hair that Rebecca sends them, they will have a wig(假发) made for a child who needs it. Children who need wigs are those who   4   all their hair because of illness or as a side effect from certain medicines they have to   5  . Rebecca's hair will be used to help replace the   6   that another child has lost. It will also replace some of the bad feelings that child may have from not having hair.

The day finally came to cut her long hair. Rebecca had chosen a beauty  7   in her city that gave to the Locks of Love program. The hairstylist who worked there took the time to make sure Rebecca's hair was cut and packaged properly .

First the hairstylist made sure that Rebecca's hair was clean, dry, and not damaged by chemicals. The hairstylist also made sure that the cut hair would be at least ten inches long. Then he cut Rebecca's hair. Rebecca had   8   to have her cut hair bundled into a ponytail（绑成马尾辫）. She took great   9   in placing the cut ponytail into a plastic bag and then an envelope to be mailed to Locks of Love. Finally as her reward, Rebecca's   10   hair was styled.

Now with short hair, Rebecca made another important decision. She decided to let it grow long again. 11   she will give it to Locks of Love. Judging from last time, she   12  it will take about three years. Even though Rebecca no longer has long hair, she certainly has a big heart.

1.                A．it             B．she            C．he   D．you

 

2.                                  A．organization B．invitation

C．discussion                        D．conversation

 

3.                A．Keeping        B．Buying          C．Using D．Holding

 

4.                A．cut            B．mail            C．style D．lose

 

5.                A．take           B．meet           C．drink D．show

 

6.                A．medicine       B．time           C．chance   D．hair

 

7.                A．shop           B．bank           C．office    D．school

 

8.                A．forgotten       B．prepared       C．chosen   D．accepted

 

9.                A．care           B．pride           C．interest   D．effort

 

10.               A．long           B．clean          C．short D．dry

 

11.               A．Again          B．Never          C．Perhaps   D．Clearly

 

12.               A．expected       B．realized        C．reminded  D．p redicted