Question

  The principal of New Milford High School has nearly 12,300 Twitter followers. He and his teachers use Facebook to communicate with students and parents，and students use it to plan e-vents. In class, teachers routinely ask kids to power up their cellphones to respond to classroom quizzes. Rather than ban cellphones, Sheninger calls them "mobile learning devices".

  "The Internet as we know it is the 21st century," he says. "It is what these students have known their whole lives. They're connected, they're creating, they're discussing."

He and others say working online also pushes education beyond the limits of school, allowing kids to broaden discussion of their work. And it forces them to do "authentic" work that gets tested out in the real world, as outside viewers see it and respond to it.

  "Being literate in 2011 means being digitally literate. " says Chris Lehmann. "It is naive (天真的) to think that kids raised online will respond to school the same way as previous genera?tions. Kids are coming to us bored, disconnected, and it's a challenge for us to figure out how to use the tools inherent in the real-time Web.”

  Perhaps the biggest objection to widespread use of social sites is the likelihood that kids will meet irrelevant or even offensive material―a fear that many teachers say is overblown.

  "We as educators need to do a better job of advertising and sharing the meaningful work done with social media," says Matt Levinson. "If you keep it out,kids are creating their own cultures in this space with no guidance from adults―and that's not responsible.”

  "The other big misconception is that schools with open Web access are simply letting kids play freely as if there's no structure," says Lisa Highfill, a longtime devotee of YouTuhe. She used it recently to show her students videos of tornadoes. Highfill says she chooses videos in ad?vance.

  "I don't just search in front of the kids," says Highfill. She admits that even with careful planning，learning online carries risks. But the risks shouldn't be overstated. " When we go on a field trip,when we go anywhere," she says, "we warn students of the dangers of where we're going.”

(   ) 5. In the opinion of Sheninger, social networking        .

   A.is almost the whole life of many kids

   B.gets kids to learn something schools forbid

   C.allows kids to complain about their learning

   D.has kids get feedback on their online work

(   ) 6. According to Chris,teachers are challenged to know        .

   A.how to make full use of social sites in class

   B.how to avoid looking foolish in using social sites

   C.how to connect kids with social media effectively

   D.how to deal with a digital generation in class

(   ) 7. The example of Highfill's using YouTube proves        .

   A.online learning is full of unexpected things

   B.it is a risk to open the Web to students at school

   C.teachers provide guidance on the Web access

    D.kids play freely if having access to the Web

(   ) 8. What might be the most suitable title for the passage?

   A.Social networking helps online learning

   B.Social sites are a wonderful place for kids

   C.Social networking sites are blocked at schools

   D.Social media find place in class

Answer 1

5—8 DACD

B禁止在課堂上使用手機(jī)或者上網(wǎng)一定是正確的嗎？社會(huì)媒體等網(wǎng)絡(luò)資源也可以運(yùn)用到學(xué)校的學(xué)習(xí)中。本文就介紹了美國(guó)一些支持者的實(shí)戰(zhàn)。

5.D推理判斷題。根據(jù)第三段的最后一句話And it forces them to do "authentic" work that gets tested out in the real world, as outside viewers see it and respond to it可知，學(xué)生們利

用網(wǎng)站可以做一些可以得到驗(yàn)證的工作，故選0。

6.A細(xì)節(jié)判斷題。結(jié)合第四段的...it's a chal?lenge for us to figure out how to use the tools inherent in the real-time Web可知，他認(rèn)為老師們應(yīng)該懂得怎樣利用實(shí)時(shí)網(wǎng)絡(luò)。

7.C推理判斷題。作者通過講述Highfill利用YouTube的例子，說明了在學(xué)校里，當(dāng)老師讓學(xué)生們使用網(wǎng)站的時(shí)候，并不是放任自流的，而是給予指導(dǎo)的。

8.D標(biāo)題歸納題。本文主要介紹了在美國(guó)的一些學(xué)校，從校長(zhǎng)到老師都支持學(xué)生們使用Facebook或者Twitter等網(wǎng)站來(lái)促進(jìn)學(xué)習(xí)，以及分析了人們?yōu)槭裁春ε伦寣W(xué)生接觸社會(huì)媒體等的原因，所以D符合主題。