高中英语高考阅读理解专项练习（网课与网络学习专题）（共八组附参考答案和解析）.doc

1、高考英语阅读理解专项练习班级 考号 姓名 总分 （网课与网络学习）Passage 1Online education has grown fast over the past ten years. The explosion of technology has made teaching outside the traditional classroom possible for teachers and has provided learners with easy access to course materials. Its attractiveness, benefits, and c

2、hallenges are addressed.In April, 2005, I was approached by a student who was interested in our doctoral program. However, the first question out of her mouth was, “Do you offer any online courses?” Later that day, as I was reading the conference program guide trying for interesting presentations, I

3、 noticed many workshops on web-based learning and online education. I later attended two of those workshops and met several professors from different universities who had either taught online courses for quite some time or who were discovering the best practice for teaching online. These experiences

4、 helped me realize at least to some extent the degree of growth in online education.My responsibilities for the term included gaining more understanding of online education. Consequently, I made several attempts to enrich my knowledge of distance learning and online teaching. I consulted with my col

5、leagues who were teaching online courses. This helped me recognize the importance of getting materials prepared even before the start of a term. I also learned that online courses may consume more time than regular classroom teaching. And I attended several workshops regarding online education and e

6、stablished a network with those who were involved in online programs at other universities. I will consider these people as my consultants as I begin to design my own online course. Also, I conducted a brief survey with 15 students and two faculty members who had taken or taught an online course bef

7、ore to understand their experience. Eventually I completed a literature review which gave me the foundation and the background of understanding the need for online education.1.What benefits the development of online education?A.Teachers good teaching ability.B.Lack of traditional classrooms.C.Learne

8、rs access to free courses.D.The rapid advance of technology.2.Why did the author take a student for example?A.To show students love for the doctoral program.B.To persuade learners of traditional education.C.To explain the growing trend of online education.D.To predict the future of the teaching care

9、er.3.What caused the author to know more about online education?A.The appetite for knowledge.B.The professional responsibilities.C.The requirement of research.D.The colleagues encouragement.4.What is the authors attitude to online education?A.Carefree.B.Doubtful.C.Supportive.D.Unwilling.Passage 2Uni

10、versity educators largely think highly of the wonders of teaching through technology, but skeptics question whether something is lost when professors and lectures rely too heavily on electronic media or when interaction with students takes place remotely in cyberspace rather than the real space of t

11、he classroom. Hans Ulrich Gumbrecht, the Professor of Literature at Stanford University, is one such skeptic. “I think this enthusiastic and sometimes childish and blind pushing toward the more technology the better, the more websites the better teacher, and so forth, is very dangerous is, indeed, s

12、uicidal,” he indicates.However, Gumbrecht warns that there are few, if any, studies either supporting or rejecting the hypothesis that traditional ways of teaching are superior to teaching via the Internet. He says that he could point only to his “intuition that real classroom presence should be mai

13、ntained,” and emphasizes the need for educators to examine critically where technology serves a useful pedagogical (教学法的) function and where it does not.Yet, Gumbrecht allows that, for courses in which knowledge transmission is the sole purpose, electronic media probably can do the job well enough.

14、Indeed, given the 20th centurys knowledge explosion and the increasing costs of higher education, using technology as opposed to real-life teachers for the transmission of information is probably inevitable, he admits. In any case, knowledge transmission should not be the core function of the univer

15、sity, he maintains, noting that universities should be places where people confront open questions, places for “intellectual complexity” and “riskful thinking”.“We are not about finding or transmitting solutions; we are not about recipes; we are not about making intellectual life easy. Confrontation

16、 with complexity is what expands your mind. It is something like intellectual gymnastics. And this is what makes you a suitable member of the society.”Moreover, discussions in the physical presence of others can lead to the intellectual innovation. “Theres a qualitative change, and you dont know how

17、 it happens. Discussions in the physical presence have the capacity of being the catalyst (催化剂) for such intellectual breakthroughs. The possibility of in-classroom teaching of letting something happen which cannot happen if you teach by the transmission of information is a strength.”5.Which of the

18、following is the best title to this passage?A.Cyberspace InteractionB.The Core Function of the UniversityC.Information Transmission Cannot Help You SurviveD.Electronic Teaching Arouses Uncertainty6.Which of the following might Professor Gumbercht support?A.Professors should be keen on teaching techn

19、ique innovation.B.Technologies applied to classrooms strength creative thinking.C.Traditional pedagogical function has its place in classroom.D.The core function of the university is to focus on knowledge transmitting.7.Cyberspace teaching could replace real-life teachers EXCEPT when _.A.transmittin

20、g knowledge is the only purpose of the courseB.theres too much knowledge to put across to the studentsC.the cost of college education increases greatlyD.open questions without possible answers are encouraged8.According to the passage, discussion in the physical presence of others can _.A.lead to gre

21、atly improved intellectual abilitiesB.lead to easier and stronger transmission of informationC.produce certain energy for intellectual breakthroughsD.produce qualitative change in teacher-students relationshipsPassage 3Cornell Precollege Summer Programs 2021 ：UpdatesAt this time, Cornell University

22、Precollege Studies plans to offer online and in-person, on- campus courses for high school students during summer 2021. Courses will be held during the following sessions:Three-week Session 1 (June 1 -June 17,2021) ：Online courses onlyThree-week Session 2 (June 21 -July 9,2021 )：Online and on-campus

23、 coursesThree-week Session 3 (July 12-July 30,2021 )：Online and on-campus coursesSix-week Session (June 21 - August 3,2021 )：Online and on-campus coursesFor updatesFor the latest updates, join our email list and visit us on Facebook, Twitter, and Instagram.In addition , please visit the Cornell coro

24、navirus website regularly for university updates, information, and resources for students.Precollege on-campus summer courses and COVID-19In the event, if we are not able to offer in-person, on-campus courses due to COVID- 19 restrictions, as many courses as possible will be converted（改变)to online o

25、fferings and youll have the following options:1. If your on-campus course is converted to an online course, you may automatically register for it at a reduced charge that reflects only academic (per credit), not residential, fees.2. If you prefer, or if your on-campus course is not converted to an o

26、nline offering, you may select a course from the list of previously scheduled online courses.3. You may contact us to withdraw and request a full refund(退款)，minus the application fee.While we know there is no replacement for our on-campus, residential experience, the good news is that all online cou

27、rses are regular Cornell classes that give you a chance to study with Cornell faculty (学院)，work alongside undergraduates, earn college credits, and get a head start on preparing for college applications.9.If you are only available in June, which session can you choose?A.Three-week Session 1.B.Three-

28、week Session 2.C.Three-week Session 3.D.Six-week Session.10.If the courses you choose are converted to online courses because of COVID-19, you_.A.get a discount on residential fees.B.can have choices of other courses.C.can quit the courses without any losses.D.have to accept owing to restrictions.11

29、.Which of the following is true about on-line courses?A.You will receive better education.B.You can learn with Cornell students.C.You can know more about the campus.D.You will get guidance on college applications.Passage 4According to a survey published by the American Institutes for Research last y

30、ear, a total of 57 colleges were operating some form of CBE programs and about 85 percent of all the higher education officials said they were either designing a CBE program at their school or were considering doing so.Students in a CBE program choose a central field of study, just as they would at

31、a traditional college or university. Yet instead of attending a series of classes led by professors or teaching assistants at schools, the students study online and direct themselves.CBE programs require students to show their understanding of a given set of sills Students must prove their mastery o

32、f skills that relate to their field of choice by taking related exams. Once they have met all the requirements of their study programs, the students will get their degrees.CBE programs have made use of many new technologies, especially internet and online media. This helps reduce barriers for nontra

33、ditional and other students by bringing higher education to them. And programs that permit students to work at their own speed may save students money by reducing the time it takes for them to earn a degree.But some educators have concerns about the value of the education that CBE programs offer. Jo

34、hann Neem at Western Washington University argues that the purpose of higher education is not simply to help students master certain skills. It should teach students how to think critically (批判性地) understand the subjects they are studying more deeply and see how they are connected to other subjects.

35、 Only that way can they put the knowledge to better use.He said, “You need to explore, think . get shaken, have a conversation and struggle. And those things take time.”Instead of supporting CBE, he adds, policy makers and educators should look for ways to improve access and reduce costs for traditi

36、onal higher education.12.How are CBE programs different from traditional college education?A.They require students to choose their subjects.B.They offer shorter curricula and are less expensive.C.They heavily rely on the information technologies.D.They allow students to take easier examinations.13.W

37、hat can we learn from Johann Neems words?A.Free access to traditional education should be provided.B.Higher education just focuses on critical thinking skills.C.Students should spend longer time completing the degree courses.D.College students should be challenged to explore around their subjects.14

38、.How does Johann Neems attitude toward CBE programs?A.Supportive.B.Disapproving.C.Sympathetic.D.Uncaring.15.What is the authors purpose in writing the text?A.To press policy-makers to provide more affordable education.B.To show the disadvantages of the traditional college education.C.To introduce a

39、new controversial trend in the higher education.D.To encourage educators to improve the quality of CBE programs.Passage 5Welcome to the Electronic Village to explore new ways of language teaching and learning.Electronic Village Program (Thursday, June 18, 2015)Nearpod 9:00 am to 10:00 am Room 501Nea

40、rpod is a software program that creates a rich context for students to learn vocabulary. The presenter will show how to use it.TEO 2:00 pm to 3:00 pm Room 502Our students come from different backgrounds but have the same desire to learn on-line. The presenter will use examples from his first on-line

41、 class to explain how any teacher can begin teaching on-line with TEO.Kahoot 10:30 am to 11:00 am Room 601Kahoot software can be used to create grammar tests which can be graded on a network. It can provide students with instant feedback(反馈), including reports about their strengths and weaknesses.Pr

42、ezi 3:00 pm to 4:20 pm Room 602Uses of Prezi in listening and speaking courses draw students attention to speaking more fluently. The presenter will show how students can use Prezi to confidently present on all kinds of topics, including introducing family, friends, and hobbies.16.What can Nearpod b

43、e used to do?A.Offer grammar tests.B.Teach listening on-line.C.Help vocabulary learning.D.Gain fluency in speaking.17.If you want to improve your speaking skills, where can you go?A.Room 501.B.Room 502.C.Room 601.D.Room 602.18.Which of the following can test your grammar learning?A.Nearpod.B.Kahoot.

44、C.TEO.D.Prezi.Passage 6Professor Ashok Goel of Georgia Tech developed an artificially intelligent teaching robot, Knowledge- Based Artificial Intelligence, to help handle the enormous number of student questions in the online class. This online course is a core requirement of Georgia Techs online Ma

45、ster of Science in Computer Science program. Professor Goel already had eight teaching assistants, but that wasnt enough to deal with the overwhelming number of daily questions from students.Many students drop out of online courses because of the lack of teaching support. When students feel isolated

46、 or confused and reach out with questions that go unanswered, their motivation to continue begins to taper off. Professor Goel decided to do something to remedy this situation and his solution was to create a virtual assistant named Jill Watson, which is based on the IBM Watson platform.Goel and his

47、 team developed several versions of Jill Watson before releasing her to the online forums. At first, the virtual assistant wasnt too great. But Goel and his team sourced the online discussion forum to find all the 40, 000 questions that had ever been asked since the class was launched. Then they beg

48、an to feed Jill with the questions and answers. After some adjustments and sufficient time, Jill was able to answer the students questions correctly 97% of the time. The virtual assistant became so advanced and realistic that the students didnt know she was a computer.The students, who were studying artificial intelligence, were interacting with the virtual assistant and couldnt tell it apart from a real human being. Goel didnt inform them about Jills true identity until April 26. The students were