下载文档原格式
领兑市安插阳光实验学校中区高三英语上学期第二次模拟考试试题考试时间：120分钟试卷满分:150分第一: 听力 (共两节, 满分30分每小题1.5分)第一节(共5小题；每小题1.5分，满分7.5分)听下面5段对话。
每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相位置。
听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1. Where are the two speakers?A. In a store.B. In a hotel.C. At home.2. Who is Christ Paine?A. A writer.B. A book seller.C. A computer engineer.3. What’s the relationship between the speakers?A. Neighbors.B. Doctor and patient.C. Boss and employee.4. How many ties does the man have?A. Nine.B. Five.C. Seven.5. When is the man checking in?A. Tuesday.B. Thursday.C. Friday.第二节（共15小题；每小题1.5分，满分22.5分）听下面5段对话或独白。
每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相位置。
听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。
每段对话或独白读两遍。
听第6段材料，回答第6、7 题。
6. What does the woman want to do?A. To buy an MP4.B. To replace her MP4.C. To repair her MP4.7. Who is the man?A. A repairman.B. A manager.C. A sales clerk.听第7段材料，回答第8至10 题。
Intelligent modeling of the user in interactive entertainment Carole R. Beal1, Joseph Beck2, David Westbrook2, Marc Atkin2, & Paul Cohen21Psychology; 2Computer ScienceUniversity of Massachusetts at AmherstAmherst MA 01003cbeal@; beck, westy, atkin, cohen@AbstractA theme of the symposium is to explore ways to employ AIto make games more appealing to people who do not enjoy current genres, and to expand the market for interactive entertainment beyond the traditional niche of young male players. We suggest that AI techniques employed in the world of intelligent tutoring to model the user and adjust instruction, help and content could be fruitfully adapted to interactive entertainment. In computer-based educational tutoring, adaptivity to user behaviors and characteristics such as gender and cognitive developmental level have been shown to increase learner motivation, engagement and achievement in the area of mathematics learning. Similarly, utilizing data regarding player behaviors such as latency and errors to construct a model of the player would allow for more adaptive game play, which in turn would increase the appeal of computer games to a wider audience. Intelligent modeling of the user in interactiveentertainmentIncreasing the appeal of interactive entertainment From one perspective, the world of computer games is a major economic success story, with sales now beyond those of more traditional media such as films, and with more power to attract users' leisure time than television or books (Jennings, 2001). However, from another perspective, the picture is not so bright: although large, the interactive entertainment market is not expanding in any significant way beyond the original target market, i.e., adolescent and young adult males, by attracting new fans from other demographic niches. In particular, girls and young women are still only one third as likely to be consumers of interactive entertainment as their male peers (Jennings, 2001). Popular explanations for this gender gap typically focus on girls' supposed dislike of fantasy, magic and action genres, or on their rejection of sexist portrayals of female characters (cf., Gailey, 1992; Rabasca, 2000). Yet these explanations are not supported by research in adolescent development (Beal, 1994). For example, busty, scantily clad female game characters (e.g., Lara Croft), map directly onto the role models that are prevalent in Copyright © 2002 Carole R. Beal. All rights reserved.popular media consumed by young females, as a glance at the cover of any issue of Cosmopolitan -- the magazine most widely read by young women in North America-- will readily confirm. Television programming focusing on themes of female-employed magic and science fiction has been extremely popular with female viewers since the 1970s (e.g., from "Bewitched" and "I dream of Jeannie" to today's "Buffy", "Charmed" and "Witchblade") (Sternglanz & Serbin, 1974). And, if anything, female characters in many computer games are more powerful and exciting role models than are found in the world of TV and print media. So why isn't the world of interactive entertainment more broadly appealing?ITS and interactive entertainmentOne approach to address this question is to ask what characteristics of current interactive entertainment might be less appealing to some prospective players, and how AI techniques and approaches might address this problem and in turn bring more players into the market (Rubin, Murray, O'Neil, & Ashley, 1997). Our suggestion is that a number of techniques and approaches that are already well established in the area of intelligent tutoring systems (ITS) and user modeling could be of great potential benefit to the interactive entertainment community. In the past, these areas have not talked to one another, and the strengths of each area are not duplicated in the other. Yet many of the issues and concerns are similar, and research in the ITS community is already adopting approaches popularized in the world of interactive entertainment. Thus, a tighter connection between the two research areas may be productive for both.For example, intelligent tutors (including our own NSF-supported tutor for middle school mathematics, AnimalWatch), typically do an excellent job of effective teaching (Fletcher-Flynn & Gravatt, 1995). Our users (students) make rapid progress, achieve specified learning goals, and show increased motivation. The intelligent tutor's excellent teaching performance is made possible by modeling each user's abilities and adjusting its teaching to each student. Yet intelligent tutors generally lack appeal; although they are highly interactive, they typically lack the fast pace and exciting graphics that are now standard in most games. This is a growing problem given that younger users now often have considerable media experience and correspondingly high expectations for the look and feel ofinteractive software and other media. The objective of ourcurrent NSF-supported project, Wayang Outpost, is to embed an intelligent tutor for SAT-Math test preparation within a narrative adventure set in Kalimantan, employing multimedia techniques that have to date been found primarily in interactive entertainment.In turn, the interactive entertainment community may be able to bootstrap new approaches from lessons learned in the world of interactive education. Most contemporary interactive games are much more visually and viscerally engaging than intelligent tutors. However, by comparison with tutors, most games provide very little user support, particularly in the initial levels or stages. Although some games provide tutorials, many do not, and some are not particularly helpful. For example, the tutorial in "Star Trek:Elite Force" leaves the player stranded at the top of a ladder, without any guidance about the next place to navigate to continue play. Others simply assume that there will be considerable knowledge transfer from previous games. But if the goal is to attract nontraditional players, then introductions and tutorials need to become more detailed. As it stands now, the learning curve in many interactive games is far too steep to win over less traditional players. Most new users do not get very far before losing and giving up, and early defeat is highly predictive of abandoning the game entirely. In addition, the time investment-return ratio is very different for non traditional players. An experienced player may consider it reasonable to devote many hours to acquiring game strategies; players from less traditional markets are unlikely to feel the same way. Rather than berate potential users for their lack of initiative and commitment, why not configure the game to infer intelligently how to keep them interested and engaged?From the perspective of intelligent tutoring, it seems clear that adding an intelligent user modeling component would widen many games' appeal considerably by fitting the level of play to individual users. One thing that makes games popular (and therefore sells many copies) is play that is difficult enough to give users a sense of accomplishment, but not so difficult as to make them quit in frustration. Challenge plus accomplishment makes users want to play the game again, or recommend it to a friend, or buy the sequel to the game. Yet a sizeable proportion of players never reach the highest levels of most games, meaning that a great deal of expensive development effort goes under utilized. The existence of and extensive reliance on cheats is another indication that games do not serve many users (players) well. And, it is our contention that a failure to adapt intelligently to the user is a major barrier to the industry-wide goal of attracting more players who are not part of the traditional, core user base of adolescent and young adult males who are willing to devote hours to cracking a difficult game. In short, the "one size fits all players" approach to game development overlooks the accumulating evidence in the ITS community that adaptivity is critical to a good user response -- and increased sales to a wider market.Making interactive entertainment more adaptive We suggest an approach that we believe will offer an avenue to expand the user base into nontraditional areas, and at the same time dramatically expand the level of AI incorporated into the game. Specifically, our goal is to make the entire game intelligent. The game should observe the player's behavior, create a model of what aspects of the game the player knows and does not know (yet), and offer choices to the player that are designed to keep him or her motivated and engaged. We envision a game that provides hints and shapes the options that are available to the player so that he or she remains engaged with the game, particularly in the early levels when players can become easily discouraged and frustrated. As the game continues and the player acquires more expertise, the pace and difficulty can ramp up accordingly. With a game that incorporates a player model, replay opportunities could be expanded so that the "same" path through the game will appear different and be experienced differently, in terms of challenge, as a function of what the game estimates the player is ready for.Fortunately, many of the AI techniques and approaches that are necessary to make games (not just characters) intelligent already exist in the world of intelligent tutoring and user modeling. In our earlier work with our intelligent tutor for mathematics, AnimalWatch, we discovered that both micro and macro adaptation of system performance to the user are important. At the micro level, the use of a student model to guide instruction through intelligent problem selection and help provision was associated with higher achievement and motivation. Macro adaptation refers to the use of more general characteristics about the user, such as gender and cognitive style, to direct the choice of problems and the type of instruction provided. We have found that students with different characteristics respond best provided with hints and help that fit their preferred learning style. For example, girls make faster progress through the math curriculum when provided with hints that contain many structured interactions, whereas boys progress faster with relatively short text-based hints. Concrete examples are especially helpful for students at a less advanced stage of cognitive development, relative to those who are capable of abstract reasoning. Similarly, we expect that certain users of games will perform better under different circumstances or, as a more relevant measure, will play the game more and enjoy themselves more.A system's ability to adapt to the user is important for motivation and engagement, in addition to achievement. In extensive field evaluation studies, we have found that students who work with the adaptive version of our mathematics tutor are significantly more engaged and provide higher ratings of enjoyment than students who work with a less adaptive version (Beck, Arroyo, Woolf, & Beal, 1999). Most importantly, the impact of adaptivity on performance, motivation and enjoyment is especially strong for female users of the AnimalWatch math tutor. We have found that there are striking gender differences inresponse to various types of hints and help provided (Arroyo, Beck, Woolf, Beal, & Schultz, 2000; Beck et al., 1999). Male users prefer and perform well with hints that are brief, abstract, or that illustrate an algorithm (e.g., trading in long division). In contrast, female students prefer and perform best with hints and help that offer concrete illustrations, virtual manipulatives (e.g., rods and blocks that can be dragged and dropped to solve a division problem), and that involve considerable interactivity. There are no gender differences in progress through the curriculum or in the difficulty of problems solved, but there are gender differences in how males and females prefer to solve challenging math problems and in the degree of tutor support and structure that is provided. Our findings in the world of intelligent tutoring are reinforced by research into more traditional instructional approaches also indicating gender differences in help effectiveness (Zambo & Follman, 1994). This gender difference supports our suggestion that nontraditional game players (more often, females) will respond more positively to adaptive games. To clarify, our proposal differs from past efforts to "add more AI" to games. As it is currently defined, AI in interactive entertainment is often focused primarily on relatively minor adaptation of the computer's play in response to a human player's strategy or accumulation of resources. Advances in the latter case have been fairly modest, and play quality is often quite poor, as assessed by elite players. Also, because character behavior is fairly constrained to begin with in many cases, the absolute scope for improvement to game quality by adding character AI is necessarily limited.Modeling the user/playerThe major research challenge involved in integrating user modeling techniques effectively into games will be to find ways to identify what to model and how to model it. In intelligent tutoring systems, the domain to be taught is usually well analyzed and structured by domain experts. In the area of mathematics problem solving, relevant student behaviors include latency to solve the problems and errors made on the problems. The impact of the help behavior of the tutor is assessed by the student's performance on subsequent problems of the same type and difficulty. Because mathematics is a well structured domain, and the skills required to solve various types of problems are well documented in the field of education, creating a student model to guide instruction and identifying the features of student behavior that the tutor should track was straightforward.We recognize that the task of user modeling in the games world may be more challenging than in the ITS world. Although the game domain is also highly constrained in many cases, our sense is that the range and type of player behaviors to track may be less predictable than is the case for many tutoring systems. Even so, a number of candidates could be suggested that might generalize across different games. First, some games provide hints to users during tutorials (although many do not, leaving the novice user to struggle on his or her own). This implies that some thought about coherent player strategies has been done. Also, the computer AI has a set of strategies that it follows. Both of these can serve as a first attempt at defining what to model about the user. Drawing on the expertise of elite players would also be a promising approach, using classic knowledge engineering techniques to elicit heuristics and strategies.Certain player behaviors can be identified that would have predictive significance for game progress and user engagement.For example, quit behavior may be a strong indicator of user frustration; analyzing the precursors to "quit" would be revealing. In evaluation studies with our AnimalWatch middle school math tutor, we learned that rapid reentry of an answer within a brief time interval was indicative of student frustration and boredom; tthis behavior served as a signal that the problems being presented were too repetitive and that the student was ready for a new math topic.Information about other player behaviors could also be utilized, such as latency to respond. Latency data are easy to collect -- in fact, in some sense they come for free in an interactive system -- and they could be analyzed in the early stages of play to determine the user's average response time and adjust the pace of play to optimize that user's experience. This would involve the entire process, not merely having more things happen at the same time, as is often the case now. For example, a shot might move more slowly through the game world space for an older user than for a 17 year old. Calibrating the pace of processes as a function of response time could well make games more appealing to nontraditional markets. In the case of female players, there are no gender differences in perceptual processing speed or in absolute reaction times. However, in some timed problem solving situations, such as the SAT exam, females seem to prefer a more careful approach, which necessarily takes longer (Willingham & Cole, 1997). In mental rotation tasks, the gender difference in accuracy is minimal, but males achieve the answer much more quickly than females. Similarly, in studies of math fact retrieval, there are no gender differences in accuracy, but the fastest responders are typically males (Royer, Tronsky, Chan, Jackson & Merchant, 1999). Thus, one possibility is that the pace of many games is not calibrated appropriately for many female players. Similarly, it is well documented that cognitive processing speed declines from the early twenties on; a game should recognize the optimal pace of play for the older player and adjust accordingly. Of course, latency data are typically very noisy. In evaluation studies of our AnimalWatch math tutor, we utilized performance on several problems as an index of student understanding, because a long delay in solving one problem might simply reflect the student's having stared out the window, chatted with a classmate, or gone to the restroom, rather than confusion about the math concept involved in the problem. Even so, averaging responses over the first few minutes of play would readily address the noise issue.Another example of a player behavior that could be employed by an intelligent system would be a player's failure to use a strategy or resource when it would be appropriate to do so, suggesting that the player is unaware of the options. Bad moves can be diagnosed and remediated by the structure of the game in subsequent play, just as math errors are followed by help and the selection of additional problems that will help the student master the target skills.A critically important component of intelligent tutors is the design of a battery of hints that will meet the needs of users with different learning styles and domain expertise (Gertner, Conati, & Van Lehn, 1998). Hints have not traditionally been part of games design, yet they play an important part not only in user progress but also in motivation, particularly for girls and women. There is a great potential role for AI research here in terms of decisions about how to alter a game to facilitate a player's progress, for example, by highlighting a key object that would otherwise be overlooked, or moving a critical doorway or gate, or bringing forward a character who offers advice or counsel at the right time, or limiting the number of choices that can be made just enough so that the novice player has a chance to process the information. Simply providing help or hints when needed is not sufficient; as we have learned in mathematics tutoring, hints must be matched to the student's characteristics and preferences to be effective (Arroyo et al., 2000).Adding adaptivity via machine learning Traditionally, considerable research would be required to identify what works best for users with various profiles: in terms of help and hints, i.e., macroadaptation. However, another promising approach to the identification of relevant player behaviors needed to make games adaptive would be to use machine learning techniques. In intelligent tutoring, the data from hundreds of previous student users can be used to help the system adapt its instruction. In intelligent tutoring, the data from hundreds of previous student users can be used to help the system adapt its instruction. For example, the AnimalWatch system gathered data from all of the users to create a model of the population (Beck, Woolf, & Beal, 2000). This provided the tutor with an initial set of standard behaviors by our users, and reduced the amount of time it must act with an individual user before it could make inferences about appropriate teaching decisions. With on-line games, in which data can be collected automatically, it should be possible to use these large data sets to identify the actions that are most predictive of player progress and repeat play. It would also be possible to identify "matches" of players at similar levels of expertise and route game moves accordingly. ConclusionsThe mantra of games design seems to be that what makes games sell well is that they are "fun" -- a quality that is generally undefined. One concern might be that making games more adaptive to the user might simply make them too easy and therefore less "fun". We would argue in response that an intelligent game should be able to adjust its difficulty several steps ahead of the user so that it is never too easy. But at the same time, it should never be too hard (never getting beyond Level 1 is not fun!). The important point is that what is easy or hard will vary for individual users. We have shown in the user modeling world that adding adaptivity to an intelligent tutor increases its effectiveness both in terms of achievement and motivation. Similarly, the ability to assess the user in an ongoing manner, to model his or her understanding of the game, and to continually utilize this information to direct the course of game play may well make gaming more attractive to a considerably wider market. Acknowledgments. The AnimalWatch and Wayang Outpost intelligent tutoring projects are supported by grants to the first author from the National Science Foundation . The views, opinions and recommendations expressed here are those of the authors and do not necessarily reflect the views of the granting agency.ReferencesArroyo, I., Beck, J. E., Woolf, B. P., Beal, C. R., & Schultz, K. (2000). Microadapting AnimalWatch to gender and cognitive differences with respect to hint interactivity and symbolism. Proceedings of the 5th International Conference on Intelligent Tutoring Systems, Montreal.Beal, C. R. (1994). Boys and girls: The development of gender roles. New York: McGraw Hill.Beck, J. E., Arroyo, I., Woolf, B. P., & Beal, C. R. (1999). An ablative evaluation. In Proceedings of Artificial Intelligence in Education.Beck, J. E., Woolf, B. P., & Beal, C. R. (2000). ADVISOR: A machine learning architecture for intelligent tutor construction. Proceedings of the 17th American Association of Artificial Intelligence Conference.Fletcher-Flynn, C. M., & Gravatt, B. (1995). The efficiency of computer assisted instruction (CAI): A meta analysis. Journal of Educational Computing Research, 12, 219-241.Gailey, C. (1992). Mediated messages: Gender, class and cosmos in home video games. Journal of Popular Culture, 15, 5-25.Gertner, A. S., Conati, C., & Van Lehn, K. (1998). Procedural help in ANDES: Generating hints using a Baysian network student model. In Proceedings of the 15th National Conference on Artificial Intelligence, 106-111.Jennings, N. (2001, April). Children's use of technology in multiple settings. Paper presented at the biennial meeting of the Society for Research in Child Development, Minneapolis.Kafai, Y. B. (1996). Electronic play worlds: Gender differences in children's construction of video games. In Y. B. Kafai & M. Resnick (Eds.), Constructivism in practice: Designing, thinking and learning in a digital world (pp. 97-123). Mahwah NJ: Erlbaum.Rabasca, L. (2000, Oct.). The Internet and computer games reinforce the gender gap. Monitor on Psychology, 31.Royer, J. M., Tronsky, L. N., Chan, Y., Jackson, S. J., & Merchant, H. (1999). Math fact retrieval as the cognitive mechanism underlying gender differences in math test performance. Contemporary Educational Psychology, 24, 181-266.Rubin, A., Murray, M., O'Neil, K., & Ashley, J. (1997, March). What kind of educational computer games would girls like? Paper presented at the annual meeting of the American Educational Research Association, Chicago. Sternglanz, S. H., & Serbin, L. A. (1974). Sex role stereotyping in children's television programs. Developmental Psychology, 10, 710-715.Willingham, W. W., & Cole, N. S. (1997). Gender and fair assessment. Mahwah NJ: Erlbaum.Zambo, R., & Follman, J. (1994). Gender-related differences in problem solving at the 6th and 8th grade levels. Focus on Learning Problems in Mathematics, 16, 20-38.。
高三英语学术文章单选题50题1. In the scientific research paper, the term "hypothesis" is closest in meaning to _.A. theoryB. experimentC. conclusionD. assumption答案：D。
解析：“hypothesis”的意思是假设，假定。
“assumption”也表示假定，假设，在学术语境中，当提出一个假设来进行研究时，这两个词意思相近。
“theory”指理论，是经过大量研究和论证后的成果；“experiment”是实验，是验证假设或理论的手段；“conclusion”是结论，是研究之后得出的结果，所以选D。
2. The historical article mentioned "feudal system", which refers to _.A. democratic systemB. hierarchical social systemC. capitalist systemD. modern political system答案：B。
解析：“feudal system”是封建制度，它是一种等级森严的社会制度。
“democratic system”是民主制度；“capitalist system”是资本主义制度；“modern political system”是现代政治制度，与封建制度完全不同概念，所以选B。
3. In a literary review, "metaphor" is a figure of speech that _.A. gives human qualities to non - human thingsB. compares two different things without using "like" or "as"C. uses exaggeration to emphasize a pointD. repeats the same sound at the beginning of words答案：B。
Paper has been a fundamental part of human civilization for centuries,playing a critical role in the development of culture,education,and communication.Its significance extends far beyond its physical properties,embodying the essence of human knowledge, creativity,and progress.The Invention and Spread of PaperThe invention of paper is often attributed to the Chinese,who first developed a process for making paper from plant fibers around105AD.This innovation revolutionized the way information was recorded and disseminated,as it was more portable and less expensive than the earlier materials like bamboo,silk,and papyrus.Over time,the art of papermaking spread to the Islamic world,and eventually to Europe,where it was further refined during the Renaissance.The Role of Paper in EducationIn the realm of education,paper has been indispensable.Books,textbooks,and notebooks have been the primary tools for learning and teaching.The ability to print and reproduce written works on paper has made knowledge accessible to a broader audience, democratizing education and fostering intellectual growth.Without paper,the spread of literacy and the accumulation of scholarly works would have been significantly hindered.Paper and the ArtsArtists have also found paper to be a versatile medium for expression.From sketching and painting to printmaking and collage,paper has allowed artists to experiment with different techniques and styles.The tactile quality of paper,its ability to hold color,and its susceptibility to manipulation have made it a favorite among creators.The Evolution of PaperThe evolution of paper has mirrored the technological advancements of society.From handmade paper to machinemade,from acidic to acidfree,the improvements in paper quality have supported the needs of various industries,including publishing,art,and science.The development of recycled paper is a testament to the growing awareness of environmental sustainability and the desire to reduce waste.The Digital Age and PaperIn the digital age,the significance of paper has been challenged by the rise of electronicmedia.However,paper still holds a unique place in our lives.It is seen as a tangible, reliable,and familiar form of communication.While digital documents offer convenience and portability,the tactile experience of handling paper and the permanence of ink on paper cannot be easily replicated.The Future of PaperAs we look to the future,the role of paper may continue to evolve.With advancements in nanotechnology and other fields,we may see new forms of paper that are more durable, environmentally friendly,or even interactive.The significance of paper,therefore,is not just in its past contributions but also in its potential to shape the future of communication, education,and art.In conclusion,paper is more than just a material it is a symbol of human ingenuity and a testament to our desire to learn,create,and communicate.Its significance in our lives is as enduring as the knowledge and beauty it carries.。
2022年考研考博-考博英语-中国人民大学考试全真模拟易错、难点剖析B卷（带答案）一.综合题(共15题)1.单选题The plane found the spot and hovered close enough to （） that it was a car.问题1选项A.ensureB.examineC.verifyD.testify【答案】C【解析】动词词义辨析。
句意：飞机发现了这个地点，并盘旋着靠近，以证实这是一辆汽车。
verify指证明，证实；testify指作证。
选项C更符合语境。
2.单选题The encouraging factor is that the （）majority of people find the idea of change acceptable. 问题1选项A.numerousB.vastC.mostD.massive 【答案】B【解析】固定搭配。
the vast majority of指“绝大部分，绝大多数”。
选项B正确。
3.单选题Adam Smith, writing in the 1770s, was the first person to see the importance of the division of labor and to explain part of its advantages. He gives as an example the process by which pins were made in England.“On e man draws out the wire; another strengthens it; a third cuts it; a fourth points it; a fifth grinds it at the top to prepare it to receive the head. To make the head requires two or three operations. To put it on is a separate operation, to polish the pins is another. And the important business of making pins is, in this manner, divided into about eighteen operations, which in some factories are all performed by different people, though in others the same man will sometimes perform two or three of them.”Ten men, Smith said, in this way, turned out twelve pounds of pins a day or about 4, 800 pins per worker. But if all of them had worked separately and independently without division of labor, none of them could have made twenty pins in a day and perhaps not even one.There can be no doubt that division of labor is an efficient way of organizing work. Fewer people can make more pins. Adam Smith saw this but he also took it for granted that division of labor is in itself responsible for economic growth and development and that it accounts for the difference between expanding economies and those that stand still. But division of labor adds nothing new; it only enables people to produce more of what they already have.1.According to the passage, Adam Smith was the first person to （）.2.Adam Smith saw that the division of labor （）.3.Adam Smith mentioned the number 4,800 in order to （）.4.According to the writer, Adam Smith’s mistake was in believing that division of labor （） .5.Which of the following could serve as an appropriate title for the passage?问题1选项A.take advantage of the division of laborB.introduce the division of labor into EnglandC.understand the effects of the division of laborD.explain the causes of the division of labor问题2选项A.enabled each worker to make pins more quickly and more cheaplyB.increased the possible output per workerC.increased the number of people employed in factoriesD.improved the quality of pins produced问题3选项A.show the advantages of the division of laborB.show the advantages of the old craft systemC.emphasize how powerful the individual worker wasD.emphasize the importance of increased production问题4选项A.was an efficient way of organizing workB.was an important development in methods of productionC.certainly led to economic developmentD.increased the production of existing goods问题5选项A.Adam Smith, the English EconomistB.The Theory of Division of LaborC.Division of Labor, an Efficient Way of Organizing WorkD.Adam Smith, the Last Discoverer of Division of Labor【答案】第1题:C第2题:B第3题:A第4题:C第5题:C【解析】1.细节事实题。
2022年考研考博-考博英语-首都经济贸易大学考试预测题精选专练VII（附带答案）第1套一.综合题(共25题)1.单选题The innocent child objected to（） like this.问题1选项A.treatingB.be treatedC.have been treatedD.being treated【答案】D【解析】考察固定搭配。
object to 后面要接doing，因此to在这里是介词。
根据前后文可知这些无辜的孩子是“被对待”，所以要用被动语态，因此选项D符合题意。
句意：那些无辜的孩子反对被这样对待。
2.单选题Writing is a slow process, requiring（）thought, time, and effort.问题1选项A.significantB.enormousC.considerableD.numerous【答案】C【解析】考查形容词辨析。
significant “有重大意义的，显著的”; enormous “巨大的, 庞大的”；considerable “相当多（或大、重要等）的”；numerous “众多的，许多的” 一般用来修饰可数名词。
句意：写作是一个缓慢的过程，需要大量的思考、时间和努力。
根据题干中的“thought, time, and effort”可知C项符合题意。
因此答案选C。
3.单选题This ticket（）you to a free meal in our new restaurant.问题1选项A.givesB.grantsC.entitlesD.credits【答案】C【解析】动词辨析题。
根据句意：这张票使你有资格在我们新开的餐馆享受一顿免费的用餐。
C选项entitle“使某人有...权利或资格”，后常接介词to意为“拥有...的权利”，符合语境；A选项give和B选项grant都有“授予”的意思，但接sb.的时候后不接介词，而是give/grant sb.sth.，所以均不正确；D选项credit做动词意为“相信，把...归给”，不符合语境。
小学上册英语第三单元测验试卷英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1.The ________ is my favorite animal to watch.2.Asteroids can be found in the ______ belt between Mars and Jupiter.3. A saturated solution occurs when no more solute can ______.4.My grandma enjoys making __________ (传统食品).5.What do we call the act of gathering information?A. ResearchB. InvestigationC. InquiryD. All of the aboveD6.What is the capital of Greece?A. RomeB. AthensC. IstanbulD. CairoB7.How many continents are there in the world?A. FiveB. SixC. SevenD. Eight8._____ (春天) is when many flowers bloom.9.Chemical bonds can be ionic or ______.10.Black holes are regions in space with a very strong ______.11.The turtle moves very _______ (慢) but is very wise.12.The _______ (The Industrial Revolution) transformed economies and societies.13.Many plants have __________ (不同的) colors.14.The _____ (自然) has a way of balancing ecosystems.15.The __________ is a famous area known for its luxury goods.16.I often visit my cousins during ____.17.My ________ (玩具名称) is a delightful companion.18.What is the value of 10 3 + 5?A. 10B. 11C. 12D. 13B19.What is the main purpose of a library?A. Borrow booksB. Watch moviesC. Play gamesD. Study scienceA20.What instrument is used to measure temperature?A. RulerB. ScaleC. ThermometerD. StopwatchC21.I like to ___ in the garden. (help)22.________ (植物保护措施) are necessary for survival.23.The squirrel collects _______ (坚果) in autumn.24.How many colors are in the rainbow?A. 5B. 6C. 7D. 825.The pizza is very _____. (yummy)26.What is the main ingredient in chocolate?A. CocoaB. WheatC. SugarD. Milk27.The __________ can indicate areas at risk of geological hazards.28.We seek ________ (opportunities) for growth.29.The doll wears a pretty _______ (娃娃穿着漂亮的_______).30.I love to draw ______.31.What is the name of the boundary that defines the edge of the observable universe?A. Cosmic HorizonB. Observable EdgeC. Event HorizonD. Singularity32.What do we call a person who runs a business?A. ManagerB. OwnerC. EntrepreneurD. All of the above33.What is the name of the process of making something less clean?A. PollutingB. ContaminatingC. DirtyingD. SoilingA34.What do you call the place where you go to learn?A. SchoolB. StoreC. ParkD. LibraryA35.She is very ________ at math.36.My teddy bear is soft and ______.37.The porcupine can defend itself with its sharp ________________ (刺).38.What do you put on a sandwich?A. WaterB. MeatC. PencilD. Soap39.My mom is a great __________ (社区领导者).40.Which animal hops?A. ElephantB. FrogC. FishD. Snake41.What do we call the process of moving from one place to another?A. TransportationB. TravelC. CommuteD. MigrationB42.What is the name of the famous bear who lives in the Hundred Acre Wood?A. Paddington BearB. Winnie the PoohC. Yogi BearD. BalooB43.What do we call the center of the Earth?A. CrustB. CoreC. MantleD. SurfaceB44.The _____ (图书馆) is a great place to study.45.My sister is my best _______ who loves to share secrets.46.I _____ (like/hate) rainy days.47.My grandma has a wealth of __________ (知识) about history.48.I like to help my dad ________ (修理) things around the house.49.salinity) of seawater affects marine life. The ____50.The ice cream is ___ (melting/freezing).51.I love to play ______ (instruments) in the band.52.What is the capital of Australia?A. SydneyB. MelbourneC. CanberraD. BrisbaneC53.My brother plays the ____ (cello) in the orchestra.54.What is the capital of Nauru?A. YarenB. Nauru CityC. AiwoD. BuadaA55.My aunt loves to volunteer at the ____ (shelter).56.Acids taste ________ and can be corrosive.57.The __________ (历史的复制) can occur in various forms.58.She is _______ (practicing) her piano skills.59.I have a ___ (dream) of being an astronaut.60.My brother is very good at ____ (drawing).61.The panda eats _____ bamboo. (lots of)62.I like to read ________ (杂志) about animals.63.What is the name of the process by which a caterpillar becomes a butterfly?A. MetamorphosisB. EvolutionC. AdaptationD. TransformationA64.The _____ (花园设计) includes planning for plant placement.65.What do you call a period of seven days?A. MonthB. WeekC. YearD. FortnightB66.My _____ (小兔) likes to nibble carrots.67. A ________ (植物教育活动) fosters community engagement.68.The __________ (土壤的质量) is vital for growth.69.The main gas emitted from vehicles is __________.70.What do you call a small, soft fruit?A. GrapeB. CherryC. RaspberryD. All of the above71.The first human-made object in orbit was ______ (斯普特尼克).72.The ________ was a significant moment in the history of labor rights.73.How many days are in a year?A. 365B. 366C. 364D. 36074.The _______ (鸵鸟) runs very fast.75.The __________ (文化教育) enriches lives.76.What is the name of the largest mammal in the world?A. ElephantB. Blue whaleC. GiraffeD. Hippopotamus77.The chemical symbol for arsenic is ______.78.What is the opposite of ‘begin’?A. StartB. CommenceC. EndD. Continue79.What do we call the time of day when it gets dark?A. NoonB. DuskC. DawnD. Midnight80. A _____ (植物活动) can raise awareness about conservation.81.I like to ______ puzzles on rainy days. (solve)82. A __________ is a substance that cannot be broken down into simpler substances.83. A spring can store ______ energy.84.The ancient Egyptians built ______ (金字塔) for their pharaohs.85.What is the currency used in the United States?A. EuroB. DollarC. YenD. PoundB86.The ________ was a pivotal moment in the narrative of national identity.87.After school, I sometimes visit my ________ (邻居). She bakes cookies and lets me help her in the ________ (厨房).88.The __________ (冷战) lasted several decades.89.The cake has _____ (chocolate) on top.90.The ________ were nomadic tribes that lived in Mongolia.91.My _____ (表弟) is visiting next week.92.The _____ (手链) is shiny.93.I like to feed my ______ in the morning.94.The girl sings very ________.95.The _____ (snail) moves slowly.96.The chemical formula for citric acid is ______.97. A mudslide is a rapid flow of ______ down a slope.98.Which food comes from cows?A. EggsB. MilkC. HoneyD. CheeseB99.The ant can lift objects many times its _______ (重量). 100.The chemical symbol for aluminum is _____ (Al).。
Paper to be presented at the OECD-KERIS expert meeting 16-19th October 2007.By Knud Erik Hilding-Hamann, Danish Technological InstituteQuote from a child at a conference in San Francisco:“Whenever I go into class, I have to power down.”This paper takes stock of the progress made in terms of ICT use and integration in schools and learning. It looks primarily at Europe and moves on to assess some of the more innovative initiatives, what have they done and what makes them successful? Finally the paper identifies key characteristics of new millennium learners that can be built on in future ICT for learning initiatives. State of ICT in schoolsSome evidence on the impact of ICT use on learning and learners in schools is emerging and providing a basis for a number of preliminary conclusions. The review carried out by European Schoolnet groups the conclusions arising from existing impact studies in terms of quantitative and qualitative outcomes. The main conclusions in terms of quantitative outcomes are: •"ICT impacts positively on educational performance in primary schools, particular inEnglish and less so on science and not in mathematics;•Use of ICT improves attainment levels of school children in English- as a home language- (above all), in Science and in Design and technology between ages 7 and 16, particularly in primary schools;•In OECD countries there is a positive association between the length of time of ICT use and students’ performance in PISA mathematics tests;•Schools with higher levels of e-maturity demonstrate a more rapid increase in performance scores than those with lower levels;•Schools with good ICT resources achieve better results than those that are poorly equipped;•Broadband access in classrooms results in significant improvements in pupils’ performance in national tests taken at age 16;•Introducing interactive whiteboards results in pupils’ performance in national tests in English (particularly for low-achieving pupils and for writing), mathematics and science,improving more than that of pupils in schools without interactive whiteboards."1The qualitative outcomes are the following:•"Pupils, teachers and parents consider that ICT has a positive impact on pupils’ learning;•Pupils’ subject-related performance and basic skills (calculation, reading and writing) improve with ICT, according to teachers;1 European Schoolnet (2006), "The ICT Impact Report, a review of studies of ICT impact on schools in Europe" (/shared/data/pdf/impact_study.pdf)•Academically strong students benefit more from ICT use, but ICT serves also weak students."2Nevertheless, according to some of the studies reviewed by European Schoolnet, the full creative potential of ICT is not exploited to engage students as active creators of knowledge3.The report4 recently published by BECTA in the UK is a comprehensive review of the impact of ICT in schools. Referring to the situation in the UK, it consulted more than 350 literature sources. Among the report's conclusions the following are especially noteworthy:•"A critical factor in the effective use of ICT is the existence of a school-level e-strategy that addresses future development and sustainability and includes some means of monitoringprogress against identified milestones";•"…the evidence on attainment is somewhat inconsistent, although it does appear that, in some contexts, with some pupils, in some disciplines, attainment has been enhanced. There is a need for more systematically gathered evidence although it is already apparent that,where ICT has been successfully embedded in the classroom experience, a positive impact on attainment is more likely";•"There is a growing body of evidence on the positive impact that ICT can have on the learning of pupils with special needs"5.In another review of the impact of ICT on learning, Punie, Zinnbauer and Cabrera6 suggest that "ICT generally has a positive impact on learning but the expectations that ICT could, in some ways revolutionise processes at schools, have not (yet) been realised… The preconditions for using ICT for knowledge-sharing, communication and home-school co-operation are almost in place, though the positive impact as yet is only moderate". The authors also stress that institutions will need "to be adapted to the requirements of the knowledge society and to the way the digital generation is learning by using technologies, intuitively in the everyday life".The report produced by European Schoolnet7 analyses the impact of ICT on learners, learning and teachers and teaching based on a number of different studies primarily from advanced ICT using countries. It confirms wider positive benefits of ICT on learning modes, such as cognitive processing, independent learning, critical thinking and teamwork. The fact that ICT enhances a more student-centred learning approach is seen by many researchers as among its most important benefits. Studies reviewed by the report also suggest that the benefits of ICT should be more intentionally exploited following a pedagogical approach. Case studies show, for example, that teamwork does not automatically mean increased collaboration. Many tasks which teachers called ‘collaborative’ merely involved pupils working alongside one another rather than jointly addressing a problem.2 European Schoolnet (2006), "The ICT Impact Report, a review of studies of ICT impact on schools in Europe" (/shared/data/pdf/impact_study.pdf)3 E.g. Impact of ICT in Nordic Schools, Ramboll Management, 20064 Condie, R., Munro, B. (2007)"The impact of ICT in schools – a landscape review", Becta Research , /page_documents/research/impact_ict_schools.pdf5 Condie, R., Munro, B. (2007)"The impact of ICT in schools – a landscape review", Becta Research , /page_documents/research/impact_ict_schools.pdf6 Punie, Y., Zinnabauer, D., Cabrera, M. (2006) "A Review of Impact of ICT on Learning. Working Paper prepared for DG EAC". Institute for Prospective Technological Studies, DG JRC.7European Schoolnet (2006),The studies indicate that teachers see a high impact of ICT on learning and learning outcomes, whereas the perceived impact on teaching methodologies is assessed to be much more moderate.In changing the teacher–student relationship as part of the learner-centred approaches, the most difficult process for teachers is to give up control and have more trust in students planning their work independently. Furthermore, teachers do not feel confident yet in exploiting ICT to support new approaches in teaching. Most of the teachers are still at a stage of using ICT to enhance existing pedagogical practice. Current pedagogy is subject centred, and uses ICT for differentiation and project based teaching in more advanced cases. Collaboration between students is not yet sufficiently exploited.Examples of innovative learning environmentsThe elementary school Josefa Mareše8 is located in a small town near the Austrian boarder, Znojmo in the Czech Republic. The school was created three years ago and has a strong focus on ICT-supported teaching and learning. The school also welcomes foreign students, talented students and special needs pupils and has special integration/education programmes for them.The school has developed its pedagogy around the targets of developing the teaching of foreign languages (English, French, German, Italian, and Russian), focusing on special needs education and talented students while making the process of learning practical and motivating.To achieve this ICT is used in lessons to look up information for studying and to make multimedia projects. The school has wireless broadband internet and the pupils have access to computers mainly in the primary school level and in special training classrooms of the secondary school level (language classroom).Pupils can use Whiteboards, smartboards, visualizers, Turning Point System during lessons across all subjects. The tools help the teachers to make the lesson motivating and more interesting and understandable for pupils.The pedagogical approach is focused on helping learners to see the relationship between the school curriculum and their real-life experiences. Through the aid of group work pupils learn to think and solve problems and develop communication and presentation skills. The role of the teacher is that of a coach assisting and stimulating the learners’ interest to find explanations or answers to questions rising from their work on cross-curricular topics.Sharing of good practice through peer learning between schoolsSchool leaders and teachers from Northern Ireland, The Netherlands, France and Finland visited and welcomed their partner schools in the four participating countries of the P2P project. P2P allow exchange of ICT practice, learning from each other and bringing home some understanding of how school innovation works in another country. The P2P exchange was also seen by schools as a useful tool for self-reflection by putting their own experiences and working methods into a European perspective.Good practice examples:Mantymaen Koulu which provides a comfortable learning environment where a variety of different learning styles are applied and a true partnership between pupils and teachers had been established. The Sintermeerten College in the Netherlands where the school has constructed several web-based learning areas. One of these is ‘industrial heritage’. Students take an artefact from their own8 Calibrate database, European Schoolnet (2007)environment and describe it (web based). They are then guided through a virtual environment, consisting of small parts of information about the background of their artefact and several challenging assignments. The progress is monitored electronically by the teacher and at the end the students make a presentation about his or her artefact.At the school, Tikkakosken Koulu, in Finland students are using ICT to make an online newspaper: they use the Internet for collecting information and afterwards they publish their articles at the school website.Integration of pedagogy with physical and virtual learning spaces in SingaporeIn Singapore the Government has initiated a programme to establish five innovative schools and the Beacon Primary School is one of them.The school adopts a range of teaching and learning approaches to foster desired qualities in the pupils: creativity, confidence, curiosity, collaboration and a sound character. These approaches include differentiation and choices in learning collaborative and project based learning as well as holistic assessment.Key aspects of the pedagogical approach and learning space design at Beacon Primary School, Singapore:The school seeks to develop vibrant learning environments that include conducive, engaging and safe physical and virtual learning spaces which are flexible in addressing pupils’ needs. The introduction of state-of-the-art technologies provide seamless and integrated support for learning programmes and assessment.The assessment strategy of the school includes formative and summative assessments. Pupils receive regular feedback on their performance and the assessment modes include digital portfolio, reflection journals and oral presentations.A small primary school in Shropshire, UK has by using ICT succeeded in integrating the school with the community, the parents and the out of school interests of the children. Although a slow process strong school leadership led to the whole community going online via the local pub. At the school all the children were equipped with PC lap tops and later on also with hand held computers. Nobody is forced to use the PCs, but the school exploits the technology in various innovative ways. For instance, whole class ‘silent’ debates are conducted MSN style covering a wide range ofsubjects. Teachers at the school feel confident enough to encourage the children to experiment and they work in line with the interest of the children as far as possible.At Thomas Hardye, a secondary school in Dorchester, each student does not have their own lap top to take home, but for each core subject there is a designated IT room, except science where sets of laptops are used. Whether manipulating images to illustrate a History essay or using computer aided design (CAD) in Design and Technology which characterises children’s experience in their everyday lives.Case study research show positive results on the potential of ICT-enabled learning for supporting low-achievers and young people with complex lives outside the education system, but they also highlight some important challenges. The “Notschool project” in the UK involved early school leavers in learning through the creation of a community of researchers who enter profile themselves on their own web-page, and communicate with their peers, with tutors and mentors. Tutors “encourage interest, prompt for ideas, set formal work, assess work, look around the community and tell their researchers what’s new...”. The project focussed on areas such as mathematics, literacy, dance, saxophone playing, juggling and the environment. Most participants who had very low levels of literacy when they joined improved their literacy substantially and over 50% of the young people achieved formal accreditation of some sort. This model, however, was thought not to work with seriously dysfunctional families. Furthermore, the initiative is difficult to upscale and mainstream, given the number full-time equivalent staff needed (circa 1 tutor per 20 students)9.Another initiative analysed the use of computer-simulation techniques to boost the learning experience of low achieving pupils in the 12th grade. The learners were doing final electricity studies as part of a blend of general and vocational education in comprehensive high schools. The use of computer simulations of electronic systems, allowed the students to rapidly develop far more independent working procedures than those anticipated by the teachers. The pupils’ dependence on the teachers reduced progressively. Another positive outcome was that that it transformed the teachers' self-perception from a technical-vocational perception to an emphasis on the development of pupils’ thinking skills and self-esteem10.Learning through social networks does not rely on one single mode of communication. It can be underpinned by a wide variety of ICT tools. The Internet is only one element and other different tools can be suitable for enhancing learning, e.g. mobile phones or interactive TV applications. The BBC 'Bitesize' initiative, as an example, provided revision materials via mobile phones, using a downloadable Java game and SMS text messages. The service became so popular that the BBC was forced to start charging for messages, which led to a sharp decline in use. (Naismith, L et al., 2004). The increased use of social software tools, virtual environments and sites opens interesting opportunities for learning. Experimentation with these alternative tools shows that not only people increases their social networking potential, but also that these networks provide an important platform to access, share, discuss and collectively evolve skills and competences11.9 Davies, 200510 Davies, 200511 Demos, 2007Factors for successCommon for most of the above initiatives is that they are results of coherent and deliberate national, regional or school strategies to integrate ICT in learning processes and they involve strong leadership from school management, project managers or policy makers. Often these initiatives involve an open and participative process also linking to other schools and other countries. They succeed in meeting the pupils and learners where they are – building on their experiences and interests inside and outside the school while linking the work to the curriculum.Furthermore, these initiatives provide the teachers with the skills and the flexibility to allow the children to experiment with the technology and to be creative, communicative and take ownership. The initiatives encourage teachers to take on new roles in terms coaching and guiding the pupils in the learning process and facilitating new methods of assessment – building on presentation, feedback and reflection.Importantly, successful initiatives involve the community and the parents to ensure support, interaction and networking. Often it involves pupils from several schools working together over the net. These initiatives have also solved most problems in terms of codes of practice, required infrastructure, resources, capacity and maintenance of equipment. Where resources are scarce the do this by being flexible and adopting the pedagogies and learning to the facilities at hand. Taking inspiration from general characteristics of digital pioneersQuote from a 12 year old:“At school, you do all this boring stuff, really basic stuff, PowerPoint and spreadsheets and things. It only gets interesting and exciting when you come home and really use your computer. You’re free, you’re in control, it’s you own world.”12Drawn from conversations13 with young digital natives four shared characteristics can be seen as seeds of change for the ways all children could learn from their digital activities:Self motivationMost of the NML are motivated by the idea of a wider public coming into contact with their creations. For children pursuing their own interests in the virtual environments it is the self determination that marks their behaviour out from school, family duties or part-time work. OwnershipA voluntary project for example which brings together a group of young people a couple of times per week to learn about and make films in Peckham (UK). There is adult supervision, but it is the teenagers who own the animation project. They make the decisions, talk about ideas, write scripts and then act, film and edit. They have a sense of joint ownership and they are about to launch their own channel on you Tube.Purposeful12 Guardian Education (2007)13 Demos (2007)NML always have an end goal in mind although they would not necessarily be recognisable by a formal assessment system. Their aim may be to design a web page or an online magazine or recording a dance and broadcasting it on the web to get critique from other dancing groups.Peer to peer learningWhen asked about where their knowledge came from, many children indicated the importance of their interaction with friends, cousins, sisters and brothers. Many would not have gained that knowledge or expertise without peer to peer learning.Concluding remarksSo far huge investments in ICT infrastructure, in teacher training and development of online learning materials have had some impact in terms of usage of ICT in schools and progress in terms of achievement as many of the studies cited in this paper indicate, but it has not led to step change in the level of innovation. Pedagogical and learning practices have still not changed much and ICT is still primarily being used to administrate and support existing pedagogical practices. This paper highlights some of the more innovative initiatives and point to recent thinking in terms of how real innovation can be achieved.Bibliography:Condie, R., Munro, B. (2007)"The impact of ICT in schools – a landscape review", Becta Research, Available at: /page_documents/research/impact_ict_schools.pdfDavies, Ch. (2005) “14-19 and Digital Technologies: A Review of Research and Projects”, Futurelab Report Series No. 13, Bristol: Futurelab. /Demos (2007) Their Space – Education for a digital generation, Available at:/files/Their%20space%20-%20web.pdfEuropean Schoolnet (2006), "The ICT Impact Report, a review of studies of ICT impact on schools in Europe" (/shared/data/pdf/impact_study.pdf)Guardian Education (2007). In class, I have to power down. Article by David Puttnam, May, 8 2007.Naismith, L et al., 2004. Literature Review in mobile technologies and learning. Available at: /resources/documents/lit_reviews/Mobile_Review.pdfPunie, Y., Zinnabauer, D., Cabrera, M. (2006) "A Review of Impact of ICT on Learning. Working Paper prepared for DG EAC". Institute for Prospective Technological Studies, DG JRC.Ramboll Management (2006) Impact of ICT in Nordic Schools, available at: /eng/sites/pubarr/archive/elearningnordic2006.htm。
