早教吧作业答案频道 -->英语-->
Onestudentskippedclassandthensenttheprofessorane-mail(50)forcopiesofherteachingnotes.Another(51)thatshewaslateforaMondayclassbecauseshewasrecoveringfromdrinkingtoomuchatawildweekendparty.Atcollege
题目详情
One student skipped class and then sent the professor an e-mail(50)___for copies of her teaching notes.
Another(51)___that she was late for a Monday class because she was recovering from drinking too much at a wild weekend party.
At colleges and universities in the US,e-mail has made professors more approachable(平易近人).But many say it has made them too accessible,(52)___boundaries that traditionally kept students at a healthy distance.
These days,professors say,students seem to view them as available(53)___the clock,sending a steady stream of informal e-mails.
"The tone that they take in e-mails is pretty astounding(令人吃惊的),"said Michael Kessler,an assistant dean at Georgetown University."They'll(54)___you to help:‘I need to know this.'"
"There's a fine(55)___between meeting their needs and at the same time maintaining a level of legitimacy(正统性)as an (56)___who is in charge."
Christopher Dede,a professor at the Harvard Graduate School of Education,said(57)___show that students no longer defer to(听从)their professors,perhaps because they realize that professors'(58)___could rapidly become outdated.
"The deference (听从)was driven by the (59)___that professors were all-knowing sources of deep knowledge,"Dede said,and that notion has(60)___.
For junior faculty members(全体教师),e-mails bring new tension into their work,some say,as they struggle with how to(61)___.Their job prospects,they realize,may rest in part on(依赖) student evaluations of their accessibility.
College students say e-mail makes(62)___easier to ask questions and helps them learn.But they seem unaware that what they write in e-mails could have negative effects(63)___them,said Alexandra Lahav,and associate professor of Law at the University of Connecticut.She recalled an e-mail message from a student saying that he planned to miss class so he could play with his son.Professor Lahav did not respond.
"Such e-mails can have consequences,"she said."Students don't understand that (64)___they say in e-mail can make them seem unprofessional,and could result in a bad recommendation."
Another(51)___that she was late for a Monday class because she was recovering from drinking too much at a wild weekend party.
At colleges and universities in the US,e-mail has made professors more approachable(平易近人).But many say it has made them too accessible,(52)___boundaries that traditionally kept students at a healthy distance.
These days,professors say,students seem to view them as available(53)___the clock,sending a steady stream of informal e-mails.
"The tone that they take in e-mails is pretty astounding(令人吃惊的),"said Michael Kessler,an assistant dean at Georgetown University."They'll(54)___you to help:‘I need to know this.'"
"There's a fine(55)___between meeting their needs and at the same time maintaining a level of legitimacy(正统性)as an (56)___who is in charge."
Christopher Dede,a professor at the Harvard Graduate School of Education,said(57)___show that students no longer defer to(听从)their professors,perhaps because they realize that professors'(58)___could rapidly become outdated.
"The deference (听从)was driven by the (59)___that professors were all-knowing sources of deep knowledge,"Dede said,and that notion has(60)___.
For junior faculty members(全体教师),e-mails bring new tension into their work,some say,as they struggle with how to(61)___.Their job prospects,they realize,may rest in part on(依赖) student evaluations of their accessibility.
College students say e-mail makes(62)___easier to ask questions and helps them learn.But they seem unaware that what they write in e-mails could have negative effects(63)___them,said Alexandra Lahav,and associate professor of Law at the University of Connecticut.She recalled an e-mail message from a student saying that he planned to miss class so he could play with his son.Professor Lahav did not respond.
"Such e-mails can have consequences,"she said."Students don't understand that (64)___they say in e-mail can make them seem unprofessional,and could result in a bad recommendation."
50.A.providing | B.offering | C.supplying | D.asking |
51.A.complained | B.argued | C.explained | D.believed |
52.A.removing | B.moving | C.putting | D.placing |
53.A.about | B.around | C.at | D.from |
54.A.control | B.shout | C.order | D.make |
55.A.requirement | B.contradiction | C.tension | D.balance |
56.A.teacher | B.instructor | C.lecturer | D.professor |
57.A.e-mails | B.passages | C.texts | D.books |
58.A.technology | B.expertise(专门识) | C.science | D.imagination |
59.A.tradition | B.sense | C.notion (观念) | D.meaning |
60.A.strengthened | B.weakened | C.reinforced | D.consolidated |
61.A.ask | B.question | C.respond | D.request |
62.A.him | B.her | C.you | D.it |
63.A.on | B.against | C.in | D.about |
64.A.this | B.which | C.that | D.what |
▼优质解答
答案和解析
D C A B C D B A B C B C D A D
50.D 考查动词.根据句意可知,学生旷课,然后给教授写信,目的是要听课笔记,所以ask for此处是固定短语,意思是要求.
51.C 考查动词.上句提到One student 一个学生,此处另外一个学生写信解释了迟到的原因.
52.A 考查分词.此处是现在分词做状语表示结果,学生写信结果使学生和教授之间那种健康的距离也不存在.
53.B考查介词. 根据后面的sending a steady stream of informal e-mails.可知学生写信太多,他们把教授看成是随时可以找到,around the clock是固定短语,随时随地.
54.C 考查动词.I need to know this学生写给教授的信可以推测语气很坚决,所以order此处意思是命令,符合语境.
55.D 考查名词.balance此处是平衡的意思,在满足学生要求的同时作为负责的导师还需维持正统性.
56.B 考查名词.根据上文的介绍学生写信的对象是老师,或者叫导师.
57.A 考查名词.在第一句话提到了学生写给老师都是sent the professor an e-mail,所以此处只能填写A.
58.B 考查名词.前句水students no longer defer to(听从)their professors学生不在听从教授的了,因为他们知道教授的专业知识很快会过时.
59.C考查名词.在紧接着下文出现了and that notion,所以利用同源词复现很容易选择答案.
60.B考查动词.由现在的学生给教授写信的语气看出现在的观念已经很淡薄了,weaken此处是动词表示虚弱,下降.
61.C 考查动词.根据前文叙述都是学生给老师写信,所以老师要考虑如何回信,respond动词,回复.
62.D 考查代词.此处是一个固定句型即make it adj for sb to do意思是对某人来说,使做某事成为…it是形式宾语,代替真正的to do.
63.A 考查介词.考查固定短语have negative effects on意思是对…有消极的影响.
64.D考查连接词.分析句式可知,understand后是一个宾语从句,在该从句中缺少主语,所以用what引导.
50.D 考查动词.根据句意可知,学生旷课,然后给教授写信,目的是要听课笔记,所以ask for此处是固定短语,意思是要求.
51.C 考查动词.上句提到One student 一个学生,此处另外一个学生写信解释了迟到的原因.
52.A 考查分词.此处是现在分词做状语表示结果,学生写信结果使学生和教授之间那种健康的距离也不存在.
53.B考查介词. 根据后面的sending a steady stream of informal e-mails.可知学生写信太多,他们把教授看成是随时可以找到,around the clock是固定短语,随时随地.
54.C 考查动词.I need to know this学生写给教授的信可以推测语气很坚决,所以order此处意思是命令,符合语境.
55.D 考查名词.balance此处是平衡的意思,在满足学生要求的同时作为负责的导师还需维持正统性.
56.B 考查名词.根据上文的介绍学生写信的对象是老师,或者叫导师.
57.A 考查名词.在第一句话提到了学生写给老师都是sent the professor an e-mail,所以此处只能填写A.
58.B 考查名词.前句水students no longer defer to(听从)their professors学生不在听从教授的了,因为他们知道教授的专业知识很快会过时.
59.C考查名词.在紧接着下文出现了and that notion,所以利用同源词复现很容易选择答案.
60.B考查动词.由现在的学生给教授写信的语气看出现在的观念已经很淡薄了,weaken此处是动词表示虚弱,下降.
61.C 考查动词.根据前文叙述都是学生给老师写信,所以老师要考虑如何回信,respond动词,回复.
62.D 考查代词.此处是一个固定句型即make it adj for sb to do意思是对某人来说,使做某事成为…it是形式宾语,代替真正的to do.
63.A 考查介词.考查固定短语have negative effects on意思是对…有消极的影响.
64.D考查连接词.分析句式可知,understand后是一个宾语从句,在该从句中缺少主语,所以用what引导.
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