1、Bookl Unit 2綜合訓(xùn)練I .閱讀理解AUnderstanding what teens are talking about has been a great problem for parents and teachers for ages. One high school teacher in Massachusetts found a smart solution.James Callahan of Lowell High School created a spreadsheet of all the colloquial （口語(yǔ) 的）terms his students hav

2、e used along with his attempt to define them, and people on social media are having a field day. I often overhear students in the hallways or classrooms using words or slang terms in their personal conversations, “ Callahan told reporters. uIn order to understand them better and form a relationship

3、with them on a personal level, I started asking them what certain words meant.”He even posted online a photo of a fourdocument titled “Callahans Generation Z Dictionary. In the left column, he typed out vocabularies like “sis” and “snack”. In the right column, he attempts to define each vocabulary u

4、sing a formal interpretation of what the students say. For example, Usecure（d） the bag” translates loosely into “money received”.Some people applauded the professor，s interest in teenage culture. The typical teacher-student relationship involves a rigid power structure, but in my experience, F ve fo

5、und that students are more engaged and perform better if I am able to reach where they are, “ Callahan said. Some students say Callahan pulled up the document in class so that the class could help him update the definitions of bops and “jams”. “Mr Callahan asked if any enjoyable song is a bop and so

6、meone clarified, saying that the song has to be modern with the element of dancing, “ one of his students said. Mr. Callahan asked if an old song or a rock & roll piece can be a bop to which a student answered, matter-of-factly： No.Thats a jam/ ”Surprised at and excited about the fact that the dicti

7、onary went viral （廣為傳播的） online, Callahan said the unofficial guide to teenage language breaks up the lesson, gets the students involved and provides them with some ownership of the dictionary. u Language is so flexible, and every generation creates their own vocabulary bank of slang.The students cr

8、eated it, and I am sort of just the recorder! ”語(yǔ)篇解讀：本文是一篇說(shuō)明文。美國(guó)一位高中老師為了更好地理解學(xué)生，并與學(xué)生建 立密切的聯(lián)系，編寫(xiě)了一本關(guān)于青少年俚語(yǔ)的詞典。Why did Callahan create Callahans Generation Z Dictionary”？To better connect with students.B To improve students interest in learning.To help parents understand children better.To change the t

9、raditional teacher-student relationship.解析：選A 細(xì)節(jié)理解題。根據(jù)第二段中的In order to understand them better and form a relationship with them on a personal level, I started asking them what certain words meant.”可知，Callahan編寫(xiě)詞典的初衷是為了更好地理解學(xué)生并與他們建立密切的聯(lián)系， 故選A。What does Paragraph 3 focus on?A The name of the dictionar

10、y.The phrases the dictionary collected.The structure of the dictionary.The photo posted on the Internet.解析:選C 段落大意題。根據(jù)第三段內(nèi)容，尤其是“In the left column, he typed . In the right columnstudents say.”可知，本段主要介紹的是詞典的構(gòu)成結(jié)構(gòu)。Which might be a “bop” according to Callahan9 s dictionary?Modern piano music.Pop music w

11、ith dance.C Classical jazz music.D. Rock & roll music.解析：選B 細(xì)節(jié)理解題。根據(jù)第四段中的“Mr. Callahan asked if any enjoyable song is a bop and someone clarified, saying that the song has to be modern with the element of dancingw可知，“bop”必須是現(xiàn)代音樂(lè)和舞蹈的結(jié)合體，故選B。BThe Mandarin （普通話(huà)）speaking figure spins around a 360-degree

12、 restaurant scene in an artificial intelligence-driven instruction program that looks like a giant video game. Rensselaer Polytechnic Institute students testing the technology move inside the 12-foot-high projection （投影）to order virtual bean curd from the panda waiter, chat with Beijing market selle

13、rs and practice Tai chi by mirroring moves of a watchful teacher.“Definitely less anxiety than messing it up with a real human being, “ says Rahul Divekar, a computer science graduate student. So compared to that anxiety, this is a lot more easy.”The Mandarin Project is a joint enterprise of RPI and

14、 IBM. Cognitive and Immersive Systems Laboratory researchers are developing a sort of smart room that can understand students，words, answer their questions and observe their gestures. Lessons are presented as games or tasks, like ordering a meal.Divekar orders Peking duck 一 Beijing kaoya 一 and the p

15、anda fetches the virtual dish. Divekar says the food is good “Cai hen hao chi” 一 but he cant pay the bill. No problem, the panda replies 一 Ni keyi xi pan zi 一 you can wash the dishes.Other scenes include an outdoor market and a garden, each a high-tech twist on cultural immersion.“Our plan is to com

16、plete several scenes of real life in China, to let the student be able to have a virtual trip over there, says Hui Su, director of the lab at RPLTests on the room with students studying Mandarin will continue this school year as they work on additional scenes, including an airport. A six-week course

17、 is being readied for the summer.The Mandarin Project is notable for its scale and complexity. Computers interpret speech and gesture to keep a dialogue going. When a student points to a picture and asks “Whats that? ” computers can come up with an answer Still, language teachers need not fear for t

18、heir jobs just yet. Developers of the Mandarin Project say it isn，t advanced enough right now to completely replace classroom instruction.RPI president Shirley Ann Jackson foresees the same type of technology being applied to other spaces, such as corporate boardrooms. Were not at the end of the lin

19、e, ” Jackson says, “but closer to the beginning.”語(yǔ)篇解讀：美國(guó)倫斯勒理工學(xué)院和國(guó)際商業(yè)機(jī)器公司共同開(kāi)發(fā)了一種幫助人們學(xué)習(xí)普 通話(huà)的新技術(shù)，它通過(guò)讓學(xué)生做一些場(chǎng)景中的任務(wù)或游戲來(lái)學(xué)習(xí)，讓學(xué)生感到很放松。What is the advantage of learning via the Mandarin Project?A. It is thrilling.B. It is relaxing.C. It is effective.D. It is demanding.解析:選B 細(xì)節(jié)理解題。根據(jù)第二段最后一句“So compared to that

20、 anxiety, this is a lot more easy”可知，這個(gè)普通話(huà)項(xiàng)目的優(yōu)勢(shì)在于它能讓學(xué)生學(xué)習(xí)普通話(huà)時(shí)感到很放松，故B 項(xiàng)正確。How do students learn Chinese in the Mandarin Project?By doing tests in the smart rooms.By learning from language teachers.By playing video games with Chinese.By conducting tasks in designed situations.解析：選D 推理判斷題。根據(jù)第三段最后一句“Les

21、sons are presented as games or tasks, like ordering a meal”以及第四段和第五段的內(nèi)容可推知，這個(gè)普通話(huà)項(xiàng)目是通過(guò)讓學(xué)生在 一些設(shè)計(jì)好的場(chǎng)景中執(zhí)行任務(wù)來(lái)學(xué)習(xí)漢語(yǔ)的，故D項(xiàng)正確。Which of the following scenes is to be developed?A . Ordering food.B Practicing Tai chi.Waiting at the airport.Buying things in a market.解析：選C 細(xì)節(jié)理解題。根據(jù)第七段第一句Tests on the room with stud

22、ents studying Mandarin will continue this school year as they work on additional scenes, including an airport”可知，在飛機(jī)場(chǎng)候機(jī)這個(gè)場(chǎng)景有待開(kāi)發(fā)，故C項(xiàng)正確。What can we infer from the last paragraph?A Language teachers will be jobless soon.The technology has a promising future.The technology has come to an end.More foreig

23、ners will learn Chinese.解析：選B 推理判斷題。根據(jù)最后一段第一句“RPI president Shirley Ann Jackson foresees the same type of technology being applied to other spaces, such as corporate boardrooms”可知，Shirley Ann Jackson預(yù)測(cè)這種技術(shù)將會(huì)用于其他場(chǎng)所，并結(jié)合Jackson 所說(shuō)的話(huà)可推知，這項(xiàng)技術(shù)有一個(gè)光明的未來(lái)，故B項(xiàng)正確。II .閱讀七選五The study habits of top studentsat Oxfo

24、rd UniversityGo to your lectures.For the first 2 years of Oxford, I went to maybe 4 lectures out of hundreds available.In my third year, I went to almost every single lecture available, including those topics I was not personally involved or interested in.Firstly, lectures are FUN! I found so many g

25、ems （難能可貴的人）that influenced my thinking. I found so many passionate, knowledgeable speakers who got me excited about the topic. Secondly, I remembered more stuff! An hour in the lecture hall has massive returns on investment.Be an active student.For my first year at Oxford, I barely said anything in

26、 lectures. I didn，t volunteer in discussions and, as a result, I didn，t understand much. My understandings of different texts never matured or became complex. They stayed the same. 3Then, somewhere in the middle of my second year, I got over myself and offered more of my own opinions. I responded to

27、 others, asked thoughtful questions, and interacted way more.Being an active student also means asking for help. The smartest people learned everything from other smart people.4It doesn，t matter how much new information you stuff into your head if you forget it the next day or cannot apply it. When

28、you structure your studying, the most important task is always to ensure you are remembering the information you have already learned. 5In order to improve your memory and absorb more information, you need to break your studying up into manageable pieces and review what youve previously learned in e

29、ach new piece.Study in small blocks.That always comes first.And they were often wrong.Create a perfect study environment.Some students study new information for hours.My mind changed when I actually went to lectures.I was foolish and lazy, severely disadvantaging myself.語(yǔ)篇解讀：本文是一篇說(shuō)明文。文章主要介紹了牛津大學(xué)優(yōu)秀學(xué)生的學(xué)習(xí)習(xí)慣。L 選 G 根據(jù)空前一句中的“I went to maybe 4 lectures out of hundreds available”可推 知，作者當(dāng)時(shí)非常懶惰，故選G項(xiàng)。.選F