Because of the （ ） emphasis placed on classroom work, the instructor will report your absences to the adviser.
A:large B:hard C:strong D:high
The instructor has （ ）us of tomorrow’s meeting.
A:told B:said C:informed D:reported
She ______ meet her former instructor on the bus.
A:delighted to B:happened to C:pleased to D:tended to
The instructor has ______ us of tomorrow's meeting.
A:told B:said C:informed D:reported
The instructor has ______ us of tomorrow's meeting.
A:told B:said C:informed D:reported
下面的短文有15处空白，请根据短文内容为每处空白确定1个最佳选项。 ?
| ?
Sending E-mails to Professors
?
?One student skipped class and then sent the professor an E-mail{{U}}
?(51) ?{{/U}}for copies of her teaching notes. Another{{U}} ?(52)
?{{/U}}that she was late for a Monday class because she was recovering from
drinking too much at a wild weekend party. At colleges and universities in the
US, E-mail has made professors more approachable (平易近人). But many say it has
made them too accessible,{{U}} ?(53) ?{{/U}} boundaries that traditionally
kept students at a healthy distance.
? ?These days, professors
say, students seem to view them as available{{U}} ?(54) ?{{/U}}the clock,
sending a steady stream of informal E-mails.
? ?"The tone that
they take in E-mails is pretty astounding (令人吃惊的)," said Michael Kessler, an
assistant dean at Georgetown University. "They’ll{{U}} ?(55) ?{{/U}}you to
help: ’I need to know this.’"
? ?"There’s a fine{{U}} ?(56)
?{{/U}}between meeting their needs and at the same time maintaining a level
of legitimacy (正统性) as an{{U}} ?(57) ?{{/U}}who is in charge."
?
?Christopher Dede, a professor at the Harvard Graduate School of Education,
said{{U}} ?(58) ?{{/U}} show that students no longer defer to (听从) their
professors, perhaps because they realize that professors’ {{U}}?(59)
?{{/U}}could rapidly become outdated.
? ?"The deference was
driven by the{{U}} ?(60) ?{{/U}}that professors were all-knowing sources
of deep knowledge," Dede said, and that notion has{{U}} ?(61) ?{{/U}}.
? ?For junior faculty members, E-mails bring new tension into
their work, some say, as they struggle with how to{{U}} ?(62) ?{{/U}}.
Their job prospects, they realize, may rest in part on student evaluations of
their accessibility.
? ?College students say E-mail makes{{U}}
?(63) ?{{/U}}easier to ask questions and helps them learn.
?
?But they seem unaware that what they write in E-mails could have negative
effects{{U}} ?(64) ? {{/U}}them, said Alexandra Lahav, an associate
professor of Law at the University of Connecticut. She recalled an E-mail
message from a student saying that he planned to miss class so he could play
with his son. Professor Lahav did not respond.
? ?"Such E-mails
can have consequences," she said. "Students don’t understand that{{U}} ?(65)
?{{/U}} they say in E-mail can make them seem unprofessional ?and could
result in a bad recommendation." |
A:teacher B:instructor C:lecturer D:professor
Sending E-mails to Professors
One student skipped class and then sent the professor an e-mail（51）for copies of her teaching notes.
Another（52）that she was late for a Monday class because she was recovering from drinking too much at a wild weekend party.
At colleges and universities in the US, e-mail has made professors more approachable(平易近人).But many say it has made them too accessible,（53）boundaries that traditionally kept students at a healthy distance.
These days, professors say, students seem to view them as available（54）the clock, sending a steady stream of informal e-mails.
“The tone that they take in e-mails is pretty astounding(令人吃惊的),”said Michael Kessler, an assistant dean at Georgetown University.” They’ll（55）you to help:’ I need to know this.’”
“There’s a fine（56）between meeting their needs and at the same time maintaining a level of legitimacy(正统性)as an （57）who is in charge.”
Christopher Dede, a professor at the Harvard Graduate School of Education, said（58）show that students no longer defer to(听从)their professors, perhaps because they realize that professors’ （59）could rapidly become outdated.
“The deference was driven by the （60）that professors were all-knowing sources of deep knowledge,” Dede said, and that notion has（61）.
For junior faculty members, e-mails bring new tension into their work, some say, as they struggle with how to（62）.Their job prospects, they realize, may rest in part on student evaluations of their accessibility.
College students say e-mail makes（63）easier to ask questions and helps them learn.
But they seem unaware that what they write in e-mails could have negative effects（64）them, said Alexandra Lahav, and associate professor of Law at the University of Connecticut.
She recalled an e-mail message from a student saying that he planned to miss class so he could play with his son. Professor Lana did not respond.
“Such e-mails can have consequences,” she said.” Students don’t understand that （65）they say in e-mail can make them seem unprofessional, and could result in a bad recommendation.”
A:teacher B:instructor C:lecturer D:professor
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