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Improve Computer-research Skills Like many college students, Jose Juarez carries around a pocket-sized computer that lets him watch movies, surf the Interact and text-message his friends. He’s part of "Generation M"—those born after 1985 who （） up connected to everything from video game to cellphones. "For us, it’s everyday life," said Juarez, 18, a freshman （） California State University at Sacramento (CSUS). （） , educators are now saying that not all Generation M-ers can synthesize the piles of information they’re accessing. "They’re geeky, but they don’t know what to （） with their geekdom. " said Barbara O’Connor, a Sacramento State communications studies professor who has been involved in a nationwide （） to improve students’ computer-research skills. In a recent nationwide test to （） their technological "literacy" their ability to use the Interact to complete class assignments-only 49 percent correctly evaluated a set of Web sites for objectivity, authority and timeliness. Only 35 per cent could correctly narrow an overly （） Internet search. About 130 Sacramento State students, including Juarez, participated in the experimental test, （） to 6,300 college students across the country. The hour-long assessment test is conducted by Educational Testing Service. It is a web-based scavenger hunt （） simulated Interact search engines and academic databases that spit out purposely misleading information. "They’re very good at （） in and using the Internet, but don’t always understand what they get back," said Linda Goff, head of instructional services for the CSUS library. "You see an open search box, you type in a few words and you （） the button," said Goff, who is involved in the testing. "They take at face value （） shows up at the top of the list as the best stuff. " Educators say that these sloppy research skills are troubling. "We look at that as a foundational skill, in the same way we （） math and English as a foundational skill," said Lorie Roth, assistant vice-chancellor for academic programmes in the CSU system. Measuring how well students can "sort the good （） the bad" on the Internet has become a higher priority for CSU, Roth said. CSU is considering （） a mandatory assessment test on technological literacy for all freshmen, much as it has required English and math placement tests since the 1980s. Students in freshman seminars at Sacramento State were asked to take the test early in the semester and were expected to finish another round this week to measure their improvement.

CSU is considering （） a mandatory assessment test on technological literacy for all freshmen, much as it has required English and math placement tests since the 1980s.

A:added B:adds C:adding D:add

What Will Be is an impressive and visionary guide to the future, filled with insights on how information technology will transform our lives and our world in the new century.
The author, Michael Dertouzos, stands (1) from many of the forecasters and commentators who bombard us daily with (2) of this future. For twenty years he has led one of the world’s (3) research laboratories, whose members have brought the world (4) computers, the Ether Net, and start-up companies.
As a visionary, his (5) have been on the mark: In 1981, he described the (6) of an Information Marketplace as "a twenty-first-century village marketplace where people and computers buy, sell, and freely exchange information and information services." That’s a (7) description of the Internet as we know it today.
Naturally, we do not agree on all the (8) ways the new world will (9) or affect us. This is as it should be. There is plenty of room for (10) ideas and debate concerning the rich and promising setting ahead. What’s more important is that people become (11) , and form their own opinions, about the changes (12) .
When it (13) to that future world, what we do (14) far outweighs our differences New businesses will be created and new (15) will be made in the (16) areas of activity this book describes. More important, radical changes in hardware, software, and infrastructure will (17) in ways large and small our social lives, our families, our jobs, our health, our environment, our economy, and even the (18) we see for ourselves in the universe. Whoever (19) the coming Information Revolution—d that’s (20) all of us--needs to know What Will Be.

Read the following text. Choose the best word (s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1.5（）

A:adds B:amounts C:leads D:comes

What Will Be is an impressive and visionary guide to the future, filled with insights on how information technology will transform our lives and our world in the new century.
The author, Michael Dertouzos, stands (1) from many of the forecasters and commentators who bombard us daily with (2) of this future. For twenty years he has led one of the world’s (3) research laboratories, whose members have brought the world (4) computers, the Ether Net, and start-up companies.
As a visionary, his (5) have been on the mark: In 1981, he described the (6) of an Information Marketplace as "a twenty-first-century village marketplace where people and computers buy, sell, and freely exchange information and information services." That’s a (7) description of the Internet as we know it today.
Naturally, we do not agree on all the (8) ways the new world will (9) or affect us. This is as it should be. There is plenty of room for (10) ideas and debate concerning the rich and promising setting ahead. What’s more important is that people become (11) , and form their own opinions, about the changes (12) .
When it (13) to that future world, what we do (14) far outweighs our differences New businesses will be created and new (15) will be made in the (16) areas of activity this book describes. More important, radical changes in hardware, software, and infrastructure will (17) in ways large and small our social lives, our families, our jobs, our health, our environment, our economy, and even the (18) we see for ourselves in the universe. Whoever (19) the coming Information Revolution—d that’s (20) all of us--needs to know What Will Be.

Read the following text. Choose the best word (s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1.2（）

A:adds B:amounts C:leads D:comes

{{B}}第三篇{{/B}}

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?{{B}}The Effects of Global Warming on Weather{{/B}}
? ?There are hidden factors which scientists call “feedback mechanisms”. No one knows quite how they will interact with the changing climate. Here’s one example: plants and animals adapt to climate change over centuries. At the current estimate of half a degree centigrade of warming per decade, vegetation (植物) may not keep up. Climatologist James Hansen predicts climate zones will shift toward the poles by 50 to 75 kilometres a year—faster than trees can naturally migrate. Species that find themselves in an unfamiliar environment will die. The 1000-kilometer-wide strip of forest running through Canada, the USSR and Scandinavia could be cut by half. Millions of dying trees would soon lead to massive forest fires, releasing tons of CO2 and further boosting global warming.
? ?There are dozens of other possible “feedback mechanism”. Higher temperatures will fuel condensation and increase cloudiness, which may actually damp down global warming. Others, like the “albedo” effect, will do the opposite. The “albedo” effect is the amount of solar energy reflected by the earth’s surface. As northern ice and snow melts and the darker sea and land pokes (戳) through, more heat will be absorbed, adding to the global temperature increase.
? ?Even if we were to magically stop all greenhouse-gas emissions tomorrow the impact on global climate would continue for decades. Delay will simply make the problem worse. The fact is that some of us are doing quite well the way things are. In developed world prosperity has been built on 150 years of cheap fossil fuels.
? ?Material progress has been linked to energy consumption. Today 75 percent of all the world’s energy is consumed by a quarter of the world’s population. The average rich-world resident adds about 3.2 tons of CO2 yearly to the atmosphere, more than four times the level added by each Third World citizen. The US, with just seven per cent of the global population, is responsible for 22 per cent of global warming.
It can be inferred from the passage that______.

A:the developing world has decided to increase its energy consumption B:a third-world citizen adds less than a ton of CO2 yearly to the atmosphere C:the world climate would soon gain its balance if we stopped greenhouse gas emissions D:future prosperity of the world is dependent on cheap fossil fuels

Improve Computer-research Skills

Like many college students, Jose Juarez carries around a pocket-sized computer that lets him watch movies, surf the Internet and text—message his friends.
He’s part of "Generation M" — those born after 1985 who (51) up connected to everything from video game to cellphones.
"For us, it’s everyday life," said Juarez, 18, a freshman (52) California State University at Sacramento (CSUS).
(53) , educators are now saying that not all Generation M-ers can synthesize the piles of in- formation they’re accessing.
"They’re geeky, but they don’t know what to (54) with their geekdom(滑稽)," said Barbara O’Connor, a Sacramento State communications studies professor who has been involved in a nationwide (55) to improve students’ computer-research skills.
In a recent nationwide test to (56) their technological "literacy" — their ability to use the Internet to complete class assignments — only 49 percent correctly evaluated a set of Web sites for objectivity , authority and timeliness (合时) . Only 35 per cent could correctly narrow an overly (57) Internet search.
About 130 Sacramento State students, including Juarez, participated in the experimental test, (58) to 6,300 college students across the country.
The hour-long assessment test is conducted by Educational Testing Service. It is a web-based scavenger hunt (拾荒游戏) (59) simulated Internet search engines and academic databases that spit out purposely misleading information.
"They’re very good a (60) in and using the Internet, but don’t always understand what they get back," said Linda Golf, head of instructional services for the CSUS library.
"You see an open search box, you type in a few words and you (61) the button," said Golf, who is involved in the testing.
"They take at face value (62) shows up at the top of the list as the best stuff." Educators say that these sloppy research skills are troubling.
"We look at that as a foundational skill, in the same way we (63) math and English as a foundational skill," said Lorie Roth, assistant vice-chancellor for academic programmes in the CSU system.
Measuring how well students can "sort the good (64) the bad" on the Internet has become a higher priority for CSU, Roth said.
CSU is considering (65) a mandatory assessment test on technological literacy for all freshmen, much as it has required English and math placement tests since the 1980s.
Students in freshman seminars at Sacramento State were asked to take the test early in the semester and were expected to finish another round this week to measure their improvement.

A:added B:adds C:adding D:add


阅读下面的短文，文中有15处空白，每处空白给出4个选项，请根据短文的内容从4个选项中选择1个最佳答案。

? ?
How a Terrible Battle Helped to Change Europe

? ?Ninety years ago on a sunny morning in Northern France, something happened that changed Britain and Europe for ever. At half past seven on the morning of July 1, 1916, whistles(哨子) blew and thousands of British soldiers left their positions to attack their German enemies. By the end of the day, 20,000 of them were dead, and another 30,000 wounded or missing. The Battle of the Somme, {{U}}?(51) ?{{/U}} it is called, lasted for six months. When it ended, 125,000 British soldiers were dead. They had gained five kilometers of ground.
? ?This was one of a series of great battles during WWI. The attack on the Somme was staged to relieve {{U}}?(52) ?{{/U}} on the French, who were engaged in a great battle of their own at a place called Verdun. By the time the battle ended, over a million French and German troops had been killed.
? ?About 17 million people were killed in WWI. There have been wars with greater numbers of dead. But there has never been one in {{U}}?(53) ?{{/U}} most of the dead were concentrated in such a small area. On the Somme battlefield, two men died for every meter of space.
? ?Local farmers working in the land still {{U}}?(54) ?{{/U}} the bodies of those who died in that battle. The dead of all nations were buried in a series of giant graveyards along the line of the border
? ?{{U}} ?(55) ?{{/U}} France and Belgium. Relatives and descendants(子孙) of those who died still visit these graveyards today. What the French call the "tourism of death" {{U}}?(56) ?{{/U}} an important contribution to the local economy.
? ?It took a second great conflict before Europe was to turn {{U}}?(57) ?{{/U}} war itself. Twenty-eight years after the Somme battle, a liberating army of British, American and Canadian troops took back {{U}}?(58) ?{{/U}} from another German invasion. ?More than 500,000 people were killed. ?New {{U}}?(59) ?{{/U}} were built.
? ?Two great conflicts across two generations helped to change the European mind about war. Germany, once the most warlike country in Europe, is now probably more in {{U}}?(60) ?{{/U}} of peace than any other. One major cause of war in Europe was rivalry(竞争) between France and Germany. The European Union was specifically formed to end that {{U}}?(61) ?{{/U}}.
? ?According to US commentator William Pfaff, "Europeans are interested in a slow development of civilized and tolerant international relations, {{U}}?(62) ?{{/U}} on problems while avoiding catastrophes(灾难) along the way. They have themselves only recently {{U}}?(63) ?{{/U}} from the catastrophes of WW Ⅰ and WW Ⅱ , when tens of millions of people were destroyed. They don’t want {{U}}?(64) ?{{/U}}."
? ?The last British veteran of the Somme battle died in 2005, aged 108．And WWI is passing out of memory and into history. But for anyone who wants to understand how Europeans {{U}}?(65) ?{{/U}}, it is still important to know a little about the terrible events of July 1, 1916.

A:makes B:brings C:gives D:adds


请根据短文内容为每处空白确定1个最佳选项。

　　　　　　　　　　　　　　　　　　　{{B}} Improve Computer-research Skills{{/B}}
? ?Like many college students, Jose Juarez carries around a pocket-sized computer that lets him watch movies, surf the internet and text-message his friends.
? ?He’s part of "Generation M"—those born after 1985 who{{U}} ?(51) ? {{/U}}up connected to everything from video games to cellphones.
? ?"For us, it’s everyday life," said Juarez, 18, a freshman{{U}} ?(52) ?{{/U}} California State University at Sacramento (CSUS).
? ?{{U}} ?(53) ?{{/U}} ,educators are now saying that not all Generation Mers can synthesize the piles of in formation they’re accessing.
? ?"They’re geeky (与网格交往的),but they don’t know what to{{U}} ?(54) ? {{/U}}with their geekdom," said Barbara O’Connor, a communications studies professor who has been involved in a nationwide{{U}} ?(55) ?{{/U}} to improve students’ computer-research skills.
? ?In a recent nationwide test to{{U}} ?(56) ?{{/U}} their technological "literacy"—their ability to use the Internet to complete class assignments—only 49 percent correctly evaluated a set of Web sites for objectivity, authority and timeliness. Only 35 per cent could correctly narrow an overly {{U}}?(57) ?{{/U}} Internet search.
? ?About ?130 ?Sacramento ?State ?students, including Juarez, participated ?in ?the ?experimental ?test, {{U}}?(58) ?{{/U}} to 6,300 college students across the country.
? ?The hour-long assessment test is conducted by Educational Testing Service. It is aweb-based ?scavenger (食肉动物) hunt {{U}}?(59) ?{{/U}} simulated Internet search engines and academic databases that spit out purposely misleading information.
? ?"They’re very good at {{U}}?(60) ?{{/U}} in and using the Internet, but don’t always understand what they get back," said Linda Goff, head of instructional services for the CSUS library.
? ?"You see an open search box, you type in a few words and you {{U}}?(61) ?{{/U}} the button," said Golf, who is involved in the testing.
? ?"They take at face value {{U}}?(62) ?{{/U}} shows up at the top of the list as the best stuff."
? ?Educators say that these sloppy (马虎) research skills are troubling.
? ?"We look at that as a foundational skill, in the same way we {{U}}?(63) ?{{/U}} math and English as a foundational skill," said Lode Roth, assistant vice-chancellor for academic programmes in the CSU ?system.
? ?Measuring how well students can "sort the good {{U}}?(64) ?{{/U}} the bad" on the Internet has become a higher pdodty for CSU, Roth said.
? ?CSU is considering {{U}}?(65) ?{{/U}} a mandatory (强制性的) assessment test on technological literacy for all freshmen, much as it has required English and math placement tests since the 1980s.

A:added B:adds C:add D:adding

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