The Use of Weblogs as a Tool to Support Collaborative Learning and Reflective Practice in T

江苏开放大学大学英语(B)(1)形成性考核作业三C-1到C-15是未完成的句子，考核所学词汇与语法知识点，针对每个句子中未完成的部分有4个选项，请从A、B、C、D四个选项中，选出可以填入空白处的最佳选项。

C-1. ------- This case is too heavy for me to carry upstairs.满分：2得分：2APlease ask for help.BLet me give you a hand.CYou may do me a favor.Dr d come to do.2C-2. ------- Shall we sit up here on the grass or down there near the water? ---------------- --------- 满分：2得分：2Ar d rather stay here if you don t mind.BOf course, why not go out?COh, I don' t like neither here nor there.DSure, we like these two places.3C-3. A successful lawyer usually has to talk to several ____ a day.满分：2得分：2AcustomersBcandidatesCintervieweesDclients4C-4. It doesn' t matter where the companies get their money; what ___________ is what they do with it.满分：2得分：2AcountsBappliescsuppliesDfunctions5C-5. Some developed countries are trying to ____ the problems resulting from the energy crisis. 满分：2得分：2Aspeed upBdeal withCcut offDcommunicate with6C-6. If anyone happens to drop in while I am out, _____ h im or her leave a message.满分：2得分：2AhaveBrequireCexpectDask7C-7. ____ the gold medal he received a sum of money.满分：2得分：2AExceptBOfCBesidesDOutside8C-8. Eggs, though rich in nourishment, have __________ f at.满分：2得分：2Aa large number ofBthe large number ofca large amount ofDthe large amount of9C-9. Most people were greatly shocked by the news __________ the famous company had gone bankrupt.满分：2得分：2AwhatBthatCwhyDwhich10C-10.1 would probably try to find a better job if I __________ in your position.满分：2得分：2AamBwasCwereDbe11C-ll. ___________ s alaries may not be satisfactory, working as an assistant does have some other benefits.满分：2得分：2AUnlessBWhileCAsDSince12C-12. One of the difficult tasks of managers is ____ how to engage their employees.满分：2得分：2Ato figure outBfigure outcfigured outDbeing figured out13C-13. You need to consider either a paid or volunteer bridge job while ____ full-time work.满分：2得分：2AseekBseeksCsoughtDseeking14C-14. Since the beginning of last year, these regulations ____ in most workplaces across the city. 满分：2得分：2Abe introducedBwill be introducedChave introducedDhave been introduce15C-15.1 had to wait for another month to be able to have my air conditioner _____ .满分：2得分：2AfixBfixingCto fixDfixed16C-16到C-20阅读Passage Oneo短文后有5个问题，请从A、B、C、D四个选项中选出可以填入空白处的最佳选项。

17© Shreekant W Shiralkar 2016S. W. Shiralkar, IT Through Experiential Learning , DOI 10.1007/978-1-4842-2421-2_3C ontext:C ollaborative Learning and Collective Understanding of E RPDuring our school days, my friends and I frequently engaged in discussing specific topics from our textbooks. Each one of us comprehended a specific aspect of the larger subject, and when we shared understanding or knowledge of the topic, we found that our collective understanding helped us raise each individual’s understanding much faster and deeper than individually struggling to comprehend the subject. Later, we even formalized the process during the examination period as we found the process helping learn quickly. During my college days, we practiced the technique further by forming study groups, and when having difficulty understanding a topic, we broke it into subtopics and distributed among the group for learning parts individually and then collectively sharing it with the rest of the group. The process helped each one of us in comprehending knowledge which appeared difficult and complex to us as individuals. The results of learning through a process of discussion were impressive and gave me insight into a few aspects of the concept formally known as “cooperative learning,” which defines the process of learning together rather than being passive individual receivers of knowledge (e.g., teacher lecturing and students hearing). This process allows learners to use cognitive skills of questioning and clarifying, extrapolating and summarizing.I n one of my assignments, I was engaged to train the top management of an organization on ERP and the impact of its implementation. I anticipated that it would be a huge challenge to engage top executives in this training, as most would have had some understanding already, and applying a conventional training process risked losing their attention if my co-trainer or I fell short of their expectations. While individually each top executive may have had generic knowledge of ERP , they certainly lacked comprehensive knowledge, and more specifically a seamless collective understanding of the subject, without any gaps due to individual interpretations or exposures. The task, therefore, was multifaceted: on one hand, I had to get them interested in learning aspects of which they lacked knowledge, and on the other, I had to encourage them to share their individual understandings of the subject, facilitating development of a collective learning.CHAPTER 3 ■ BIDDING GAME18F or a top executive, it is expected that he or she needs to take calculated risks inalmost every key decision, whether it’s bidding for a large contract or establishing price point while taking a privately held organization for public trading. The process of bidding involves awareness of collective knowledge of capability, assessment about competition, and expertise to apply judgment based on rational (and some irrational) criteria. In the knowledge-driven economy, the contributions of each employee, regardless of level, add up to the collective capability of the organization.W ith a view to facilitate collective learning in the shortest possible time for these top executives, I conceived a “Bidding Game” that leveraged cooperative learning to teach the ERP solution and the impact of its implementation in one session. The result in of Bidding Game was outstanding.T his is the premise of the game that will be explained in this chapter. The game also helps induce elements of social skills like effective communication and interpersonal and group skills in learning an otherwise abstract and complex subject.T he Bidding Game is a game played by all the participants divided into two or more teams. Teams compete on the strength of their collective knowledge of the subject. The game concludes after the collective learning on a specific subject is acquired to the appropriate level on all the essential aspects. The game format provides encouragement to each participant to contribute his or her knowledge of the subject and helps the team to win. A notional value attached to the correct and complete response helps measure the level of knowledge among participants. The competition is premised on the accuracy of the initial bid, which adds a flavor of bidding.F igure 3-1will help you visualize the setting created for the participants of the Bidding Game.F igure 3-1.I nstructor inviting b idsCHAPTER 3 ■ BIDDING GAME19In a hall, participants will be seated in a U-shaped arrangement, facing the projector screen. The hall will have two whiteboards on either side of the projector screen. One of the whiteboards will be titled “Knowledge Bid” and will display the bids by participating t eams.T he second whiteboard will record the actual earnings or the SCORE for each of the teams. The projector screen will be used to publish the question for each of the bid, and the instructor will allow the teams to respond in sequence and will record the score on the whiteboard on the basis of the accuracy and completeness of response by the team (Figure 3-2).F igure 3-2.I nstructor inviting response to q uestion In designing the Bidding Game, the elements of competition and encouraging discussion on each aspect form the core theme. The competitive aspect triggers speed, the game element induces interest without force or pressure, and finally discussions and sharing of knowledge facilitate desired coverage of the subject—for instance, technical nuances and features offered by new technology and/or processes, channelling an accelerated Learning and Collective Understanding new technology and/or p rocesses .B idding Game Design To design the Bidding Game, I recommend ensuring that the pace of learning is accelerated gradually, and that learning begins with basic aspects and moves on to the advanced and complex aspects in sequence instead of beginning with complex subjects and then concluding with basics. In the design of the sequence, care has to be exercised in segregating the basic and must-learn aspects from the “nice-to-know” aspects, andCHAPTER 3 ■ BIDDING GAME20design should ensure accomplishing learning of basic and must-learn ones whileprovisioning for nice-to-know types based on the interest and appetite of the participants. Design the sequence in such a way that initially the participant need to spend less time and are encouraged toward the game and competition, while later parts of the sequence should ensure that participants spend more time in discussions and staying ahead of competition.T he objective—rapid development of collective learning of technology and/or new processes—necessitates a short duration of the Bidding Game.L et us now examine the task-level details of the Bidding Game beginning with preparation/planning, recommended rules, and then the process for its execution,including steps to consolidate learning after conclusion. An overview of the entire game is depicted in Figure 3-3 .C omplete details of the activities in the process flow are described in detail in the following sections.P reparation/Planning •D ivide the subject into 20 subtopics that cover the subject comprehensively. • C reate a question for each of the subtopics.•C reate a sequence of questions in a way that gradually raises the level of knowledge. •S egment the questions into three levels: Rookie, Advanced, and Expert.•A ssign different values to questions from the three sets, for example, $100 per question from the Rookie level, $200 perquestion from the Advanced level, and $300 per question from the Expert level. •D evelop a clear rule set for the Bidding Game that can be used to explain the game to the participants.F igure 3-3.B idding Game p rocess flowCHAPTER 3 ■ BIDDING GAME • H ave a scoreboard that displays the bid value of the team and alsotheir score during the progress of the game (use the whiteboardmarker pens).• H ave a large clock for monitoring time and identify assistants forkeeping time and recording the score.R ecommended Rules• T he winner is chosen on the basis of two parameters: high scoreas well as that which is closest to its bid.• E ach wrong or incomplete response has a loss of value (i.e.,negative marking); for example, a $50 penalty for each wrong orincomplete response.• $50 is deducted from the value of a passed-over question or apartly answered question.• T he completeness of the response to a question can be challengedby competing teams to apply penalty and reduce the score.• T here’s a limit of 5 minutes for responding to each question. Eachround could begin sequence in a way that provides a fair chanceto all the teams.O nce all the preparation is completed, the game can begin.E xecution1. A ll the participants are told the context and rationale for thegame (i.e., what ERP is and the importance of each of themhaving a collective understanding of the subject, which wouldmaximize benefit from its implementation). Also, it shouldbe explained how playing a game such as this can increaseindividual understanding much faster and more deeply thanindividually struggling to comprehend the subject in isolation.2. P articipants are divided into teams. Team formation canbe done in any way that generates nearly equal numbers ofparticipants for each team (dividing the room, counting off bytwos, etc.)3. T he instructor/quiz master (QM) invites bids from each of theteams, which are recorded on the whiteboard for everyone tosee.4. T he instructor launches the first question on the screen andinvites the first team to take its chance, while the timekeepermonitors the time taken by the responding team.21CHAPTER 3 ■ BIDDING GAME225. O n the basis of correctness and completeness of the response,the instructor assigns a score to the team, which is recordedon the second whiteboard.6. I n case the question is passed to the second team and they areable to respond correctly and completely, the reduced score isrecorded.7. I n case the question is not answered or is incompletelyresponded by any of the teams, the instructor shares the correctand complete answer and the subject is discussed and clarified.8. T he process continues until the subject is completely covered.9. T he instructor tallies the scores for the teams and announcesthe winner on the basis of the high score and the bid a ccuracy .O nce the game is over, observations from experience are collected and crystallized inlearning in the next section.C onclusion• T he learning gained through the game needs to be articulatedand consolidated. Debrief is a process that will aid in articulatinglearning that participants gained during the game.• T he process of debrief begins with each participant sharinglearning, specifically something that has changed theirunderstanding about the subject during the game.• E ach participant would have learned something new, be it a verybasic addition to earlier knowledge of the subject or very complexinformation that the participant hadn’t ever known before.• T he individual learnings are recorded on a whiteboard, whichhelps in crystallizing and consolidating collective understandingon the subject.• O nce the game is over, the learning can be consolidated bypresenting additional material by way of slides, videos, and so on.S ample ArtifactsW ith a view to facilitate the immediate application of the approach in the chapter, a sample list of questions on ERP and Big Data along with an illustrative score sheet with result, are provided in the following section. The correct responses from multiple choices, are identified in bold.CHAPTER 3 ■ BIDDING GAMES ample Question Cards:ERP1. W hat is the extended form of ERP?a. E nterprise Retail Processb. E nterprise Resource Planningc. E arning Revenue and Profitd. N one of the above2. R eal time in the context of ERP relates to which of thefollowing?a. T ime shown in the computer system synchs with yourwatchb. P rocesses/events happen per transaction at the sameinstantc. B oth of the aboved. N one of the above3. W hat does “SOA” stand for in relation to ERP systemarchitecture?a. S ervice-Oriented Architectureb. S ystem of Accountsc. S tatement of Accountd. N one of the above4. W hich of these is not a packaged ERP?a. S APb. O raclec. W indowsd. J D Edwards5. I n the context of packaged ERP, do “Customization” and“Configuration” refer to the same process, or are theydifferent?a. S ameb. D ifferentc.D on’t know23CHAPTER 3 ■ BIDDING GAME246. M aterials Management in ERP helps to/esnure ?a. I ncrease of inventoryb. I nventory is well balancedc. B oth of the aboved. N one of the above7. S ales and Distribution Module in ERP helps in which of thefollowing?a. I ncreased customer serviceb. R educed customer servicec. B oth of the aboved. N one of the above8. F inancial and Controlling Module in ERP helps in which ofthe following?a. E valuating and responding to changing businessconditions with accurate, timely financial datab. E asy compliance with financial reporting requirementsc. S tandardizing and streamlining operationsd. A ll of the abovee. N one of the above9. G ain from implementation of ERP results in which of thefollowing?a. I mproved business performanceb. I mproved decision makingc. I ncreased ability to plan and growd. A ll of the aboveS ample Question Cards:B ig Data1. W hat is Big Data?a. D ata about big thingsb. D ata which is extremely large in size (in petabytes)c. D ata about datad. N one of the aboveCHAPTER 3 ■ BIDDING GAME2. W hich are not characteristics of Big Data?a. V olumeb.V elocityc. V irtualityd.V ariety3. W hich are key inputs for Big Data?a.I ncreased processing powerb. A vailability of tools and techniques for Big Datac. I ncreased storage capacitiesd. A ll of the above4. W hich are applications of Big Data?a. T argeted advertisingb.M onitoring telecom networkc. C ustomer sentimentsd. A ll of the above5. W hich tools are used for Big Data?a. N oSQLb. M apReducec. H adoop Distributed File Systemd. A ll of the above6. S ocial media and mobility are key contributors to Big Data:true or false?a. T rueb. F alse7. W hich is not a term related to Big Data?a. D atabasesMongoDBb. D ata T riggerc. P igd. S PARK25CHAPTER 3 ■ BIDDING GAME26B enefit Assessment After consolidation of the learning, it’s recommended to conduct a benefit assessment exercise to measure the gains from application of the game-based approach. Theassessment could be in form of a written quiz on the subject with multiple-choice answers.。

社会性软件支持下的协作学习活动研究*——以《我的家乡》学习活动为例吴长城1，孙新领2，余波3，庄秀丽41四川师范大学基础教学学院，四川成都 6100662河南机电高等专科学校，河南新乡3教育大发现社区，北京 1008754北京师范大学教育技术学院，北京 100875【摘要】本文以北京师范大学教育技术学院《个人知识管理》课程中《我的家乡》学习活动为案例，以Google服务为平台，展示网络协作学习活动设计与实施，并追踪实施效果。

同时，通过基于Google服务的网络协作学习活动的研究，为社会性软件支持下的网络协作学习奠定基础，为学习者协同创作和集体智慧提供参考。

【关键词】社会性软件；协作学习；WebCL；学习活动Abstract In this paper, the research case is called “My Hometown”, which is designed by the course of personal knowledge management,Educational Technology ,Beijing Normal University,Which is conducted on the platform-Google,and display the design and implementation of Web based collaborative learning (WebCL), and track the effect. At the same time, based on Google services through the activity design and implementation of WebCL, for the foundation for social software supported WebCL，and provide reference for the learner’s collaborative creation and collective wisdom.Keywords Social software; Web based Collaborative Learning; WebCL ;Learning Activities 【中图分类号】【文献标识码】【论文编号】一、前言新型媒体融入教育，为教育教学增添了新元素，为学习活动的发生和发展注入新的活力，颠覆着传统教学与学习方式。

黑龙江省实验中学2020-2021学年高二英语上学期期末考试试题考试时间：120分钟总分：150分I卷（选择题共90分）第一部分阅读理解（共两节，满分40分）第一节（共15小题；每小题2分，满分30分）阅读下列短文，从每题所给的A、B、C和D四个选项中，选出最佳选项。

AFrom virtual tours to e-learning tools, museums and art galleries have been sharing resources using digital platforms to continue to connect with the public, share collections and stories, and support those who are vulnerable（脆弱的）during closures and the COVID-19 crisis.Hastings Museum and Art GalleryHastings Museum and Art Gallery is a family friendly museum in Hastings with a diverse collection of 97,000 objects of local history, fine decorative arts and natural sciences. To deal with the COVID-19 outbreak, we have launched a digital museum via the Twitter hashtag #HastingsDigitalMuseum as well as via out Facebook and Instagram pages.The British LibraryOver the past two years, our imaging specialists have been trying to digitise the globes, which form one of the most beautiful parts in the British Library’s vast maps collection. The virtual globes will be made available for up close interaction on the British Library’s website throughout 2020, with the first seven due for release on 26 March.Art UKArt UK is the online home for every public art collection in the UK. Art UK is a charity, which features almost digitised 250,000 artworks available online. Through our work, we make art available for everyone--for enjoyment, learning and research. From May we will offer users the opportunity to create and share albums of artworks as well as “digi tal surrogate（替代的）exhibitions”.Leeds Art Gallery OnlineThe displays at Leeds City Art Gallery have been selected by the staff to reflect the richness and variety of the collections. Established masterpieces are presented alongside lesser known works. It includes recent acquisitions and long term works from the collection. The collection is quite large--only a fraction（部分）is on display at any one time. When not on show, these may be seen by appointment at the Gallery.1.Which is the most inviting to a geography lover?A. Hastings Museum and Art Gallery.B. The British Library.C. Art UK.D. Leeds Art Gallery Online.2. What is special about Art UK?A. It is a non-profit art learning service.B. It has the largest collection of art works.C. It is an ideal museum for a family.D. It displays lesser known works besides famous ones.3. What is the purpose of the text?A. To provide a cure for COVID-19.B. To inform readers of art events.C. To introduce virtual tours options.D. To popularise art knowledge to readers.BSharing a Sense of StyleWhen I woke up on Aug 4, 2016, there was only one thing on my mind: what to wear. A billion thoughts raced through my brain in the closet. I didn’t want to come off as trying too hard, but I also didn’t want to be see n as a slob (懒汉). Not only was it my first day of high school, but it was my first day of school in a new state; first impressions are everything, and it was important for me to impress the people who I would spend the next four years with.This was my third time being the new kid. But this time was different because my dad promised that I would start and finish high school in the same place. This time mattered, and that made me nervous.cotton was comfortable, and the ruffled (有褶饰边的) shoulders added a hint of fun. Yes, this outfit was the one. An hour later, I felt powerful as I headed toward room 1136. But as I entered class, my jaw dropped to the floor.Sitting at her desk was Mrs Hutfilz, my English teacher, sporting exactly the same dress as me. I kept my head down and tiptoed to my seat. I made it through my minute (简短的) introduction speech until Mrs Hutfilz stood up, jokingly adding that she liked my style. Although this was the moment I had been afraid of from the moment I walked in, all my anxiety surprisingly melted away, and the students paid attention as I shared my story. My smile grew as I laughed with the students. After class, I stayed behind and talked to Mrs Hutfilz, relieved to make a humorous and real connection.Looking back four years later, the ten minutes I spent afraid of giving my speech were really not worth it. My first period of high school certainly made the day unforgettable in the best way and taught me that Mrs Hutfilz has an awesome sense of style!4.Why did the author attach great importance to her clothes on the first day of high school?A. She followed her father’s advice.B. She was unconfident about herself.C. She cared too much about her appearance.D. She wanted to make a good impression.5. What does the underlined word “meticulously” in paragraph 3 probably mean?A. excitedly.B. carefully.C. casually.D. suddenly.6. How did the author probably feel after no ticing her teacher’s dress?A. Annoyed.B. Confused.C. Proud.D. Embarrassed.7. What is the author’s purpose in writing the article?A. To share a memorable experience.B. To explore the troubles with dressing.C. To introduce her stylish English teacher.D. To stress the importance of first impressions.CEach country has its own set of national stereotypes (刻板印象), but perhaps the most famous is Britain’s love of tea.According to the BBC, they drink over 60 billion cups each year. The most popular tea type in the UK is black tea. It’s a simple recipe:You find a mug, add a tea bag, pour boiling water, add milk and sugar (according to your taste) and finish by stirring.Usually, the only debate is whether milk should be added before or after the boiling water. But a recent popular video has outraged (使愤怒) Britons after completely changing this long-established method.American TikTok user, Sophie, posted her version of “British tea”, which involved microwaving cold water, then adding milk, sugar and an instant teabag containing powdered lemonade, cinnamon and clove (丁香) leaves.Mainstream media called the method “profoundly disturbed”, and a Twitter user even wrote, “I would rather see tea dumped (倾倒) into the Boston harbor than drink this abomination (可恶的东西).”As you can tell, tea is a precious part of B ritish life, whether you’re having afternoon tea at a fancy hotel or drinking it in a takeaway cup.“Rosie Lee” – a common slang term for tea – first came to Britain in the mid-1600s from China. Since then, the country’s love for it has not declined.Types of tea can even indicate someone’s social class, according to anthropologist (人类学家) Kate Fox. In her book, she notes that “teas get progressively weaker as one goes up the social ladder”, like black tea served during afternoon tea. At the opposite end, yo u have “builder’s teas”, which are standard black teas that are brewed (煮) stronger and include more milk and sugar.Fox added, “Taking sugar in your tea is a lower-class indicator: More than one and you are lower-middle at best; more than two and you are definitely working class.”Despite the disputes (争论) on what makes a perfect “cuppa”, Britons can at least agree on the saying, “No matter what is happening in your life, you always offer tea.”8. What do we know about tea drinking in the UK?A. They drink over 60 billion cups each month.B. They pour boiling water over the tea bag.C. “Rosie Lee” is Britons’ favorite tea type.D. Its history dates back to the 16th century.9. Why did Sophie’s video anger Britons?A. She criticized the way Britons drink tea.B. She added milk after the boiling water.C. Her way of making tea was against their tradition.D. She used a strange tea bag.10. If John is from the upper class, he probably puts ____ sugar(s) in his tea, according to Fox.A. noB. oneC. twoD. three11. What is the text mainly about?A. British tea traditions among different social classes.B. The debate on how to make perfect tea.C. The influence of tea drinking on Britons’ lives.D. Tea drinking culture in the UK.DA little over a year ago on Jan 3, 2019, China’s Chang’e 4 spacecraft did something that had never been done before –landing on the moon’s far side. Ever since then, the rover (探测车) it carried – Yutu 2 – has been sending back pictures of the lesser-seen side of our neighboring satellite.Now, the rover has shifted its sight from horizontal to vertical. In a paper published in the journal Science Advances on Feb 26, Chinese scientists revealed the underground structure of the Von Karman crater (火山口) –the area where Yutu 2 touched down. Using ground-penetrating radar (探地雷达), Yutu 2 was able to detect three distinct layers in the 40 meters beneath the flo or of the crater, which Science News compares to “layers of a cake”.The top 12-meter layer is made up of fine (细密的) dust and soil – a bit like the frosting (糖霜) on a cake. The second layer, stretching another 12 meters below, contains a great number o f large stones that are like “cherries in a fruitcake”, wrote Science News. And the next layer – which runs from 24 meters down to 40 meters – is a mixture of both large and fine materials, just like the whole-wheat bread base of a cake.This “layered cake” provides us with a glimpse into moon’s four billion-year history –and it was likely to be a violent one.According to the study’s leader, Su Yan, based at the Chinese Academy of Sciences, the rocks in the layers are possibly leftover debris (碎片) from past impacts, suggesting asteroid collisions (小行星撞击). The finer soil is the sign of smaller meteorite (陨石) collisions, breaking down the rocks into smaller pieces, which were then gradually degraded (降解) by the radiation from the sun.But quite unlike a cake, the moon floor doesn’t just stop at the third layer. Instead, it stretches miles deeper. The reason th at Yutu 2’s data stopped at 40 meters was that it reached its maximum range. It may seem like a pity that it couldn’t go any farther for now, but the truth is that the technology has improved a lot since it was first used in 1972 by America’s Apollo 17 orbiter to map the structure of the moon.“The previous measurements indicated different layers, but they don’t seem to have come up with the level of detail about the physical properties of the subsurface that Chang’e 4 is producing,” Gretchen Benedix, a planetary scientist at Curtin University, Australia, told ABC News.Forty meters down is just the beginning of our research into the moon’s far side. With the aid of new technology, who knows what we could discover if we delved (钻研) even deeper?12.What does Paragraph 2 suggest?A. The rover detected the atmosphere of the moon.B. The rover had left the far side of the moon.C. The rover discovered the Von Karman crater with its radar.D. The rover detected the underground structure of a crater.13. What does the second layer of the crater contain?A. Fine dust.B. Soil.C. Large stones.D. A mixture of both large and fine materials.14. What does Paragraph 5 tell us?A. How important the three layers are to the crater.B. Why the moon probably had a violent history.C. How asteroids changed the moon’s surface.D. Why meteorite collisions happen frequently.15. What does Gretchen Benedix probably think of the measurements of Chang’e-4?A. They lack details.B. They are beyond expectations.C. They repeated the previous study.D. They are praiseworthy.第二节（共5小题；每小题2分，满分10分）根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。