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2021年2月13日发(作者：力宏)

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1

Part II Reading Comprehension (Skimming and Scanning) (15 minutes)

Directions:

In

this

part,

you

will

have

15

minutes

to

go

over

the

passage

quickly

and

answer

the

questions on Answer sheet 1. For questions 1-7, choose the best answer from the four choices marked A),

B), C) and D). For questions 8-10, complete the sentences with the information given in the passage.

Welcome, freshmen. Have an iPod.

Taking a step that many professors may view as a bit counterproductive, some colleges and universities are

doling out Apple iPhones and Internet- capable iPods to their students.

The

always-on

Internet

devices

raise

some

novel

possibilities,

like

tracking

where

students

gather

together. With far less controversy, colleges could send messages about canceled classes, delayed buses,

campus crises or just the cafeteria menu.

While schools emphasize its usefulness

—

online research in class and instant polling of students, for

example

—

a big part of the attraction is, undoubtedly, that the iPhone is cool and a hit with students.

Being

equipped

with

one

of

the

most

recent

cutting-edge

IT

products

could

just

help

a

college

or

university foster a cutting-edge reputation.

Apple stands to win as well, hooking more young consumers with decades of technology purchases

ahead of them. The lone losers, some fear, could be professors.

Students

already

have

laptops

and

cell

phones,

of

course,

but

the

newest

devices

can

take

class

distractions to a new level. They practically beg a user to ignore the long- suffering professor struggling to

pass on accumulated wisdom from the front of the room

—

a prospect that teachers find most irritating

and students view as, well, inevitable.

“

When it gets a little boring, I might pull it out,

”

acknowledged Naomi Pugh, a first-year student at

Freed-Hardeman University in Henderson, Term., referring to her new iPod Touch, which can connect to

the Internet over a campus wireless network. She speculated that professors might try even harder to make

classes interesting if they were to compete with the devices.

Experts see a movement toward the use of mobile technology in education, though they say it is in its

infancy as professors try to come up with useful applications. Providing powerful hand held devices is sure

to fuel debates over the role of technology in higher education.

“

We think this is the way the future is going to work,

”

said Kyle Dickson, co-director of re search

and the mobile learning initiative at Abilene Christian University in Texas, which has bought more than

600 iPhones and 300 iPods for students entering this fall.

Although plenty of students take their laptops to class, they don

’

t take them everywhere and would

prefer something lighter. Abilene Christian settled on the devices after surveying students and finding that

they

did

not

like

hauling

around

their

laptops,

but

that

most

of

them

always

carried

a

cell

phone,

Dr.

Dickson said.

It

is

not

clear

how

many

colleges

and

universities

plan

to

give

out

iPhones

and

iPods

this

fall;

officials

at

Apple

were

unwilling

to

talk

about

the

subject

and

said

that

they

would

not

leak

any

institution

’

s plans.

“

We can

’

t announce other people

’

s news,

”

said Greg Joswiak, vice president of iPod and iPhone

marketing at Apple. He also said that he could not discuss discounts to universities for bulk purchases.

At

least

four

institutions

—

the

University

of

Maryland,

Oklahoma

Christian

University,

Abilene

Christian and Freed- Hardeman

—

have announced that they will give the devices to some or all of their

students this fall.

Other universities are exploring their options. Stanford University has hired a student-run company to

design

applications

like

a

campus

map

and

directory

for

the

iPhone.

It

is

considering

whether

to

issue

iPhones but not sure it, necessary, noting that more than 700 iPhones were registered on the university

’

s

network last year.

At the Massachusetts Institute of Technology, iPhones might already have been everywhere, if A

T&T,

the wireless carrier offering the iPhone in the United States, had a more reliable network, said Andrew Yu,

mobile devices platform project manager at M.I.T.

“

We would have probably gone ahead with this, maybe just getting a thousand iPhones and giving

them out,

”

Mr. Yu said.

The

University

of

Maryland

at

College

Park

is

proceeding

cautiously,

giving

the

iPhone

or

iPod

Touch to 150 students, said Jeffrey Huskamp, vice president and chief information officer at the university.

“

We don

’

t think that we have all the answers,

”

Mr. Huskamp said. By observing how students use the

gadgets, he said,

“

We

’

re trying to get answers from the students.

”

At each college, the students who choose to get an iPhone must pay for mobile phone service. Those

service contracts include unlimited data use. Both the iPhones and the iPod Touch devices can connect to

the

Internet

through

campus

wireless

networks.

With

the

iPhone,

those

networks

may

provide

faster

connections and longer battery life than AT&T

’

s data network. Many cell phones allow users to surf the

Web, but only some newer ones are capable of wireless connection to the local area computer network.

University officials say that they have no plans to track their students (and Apple said it would not be

possible unless students give their permission). They say that they are drawn to the prospect of learning

applications outside the classroom, though such lesson plans have yet to surface.

“

My colleagues and I are studying something called augmented reality (a field of computer research

dealing

with

the

combination

of

real-world

and

virtual

reality),

”

said

Christopher

Dede,

professor

in

learning technologies at Harvard University.

“

Alien Contact,

”

for example, is an exercise developed for

middle-school students who use hand- held devices that can determine their location. As they walk around

a playground or other area, text, video or audio pops up at various points to help them try to figure out why

aliens were in the schoolyard.

“

You can imagine similar kinds of interactive activities along historical lines,

”

like following the

Freedom Trail in Boston, Professor Dede said.

“

It

’

s important that we do research, so that we know how

well something like this works.

”

The rush to distribute the devices worries some professors, who say that students are less likely to

participate in class if they are multi-tasking.

“

I

’

m not someone who

’

s anti- technology, but I

’

m always

worried that technology becomes an end in and of itself, and it replaces teaching or it replaces analysis,,

’

said Ellen Millender, associate professor of classics at Reed College in Portland, Ore. (She added that she

hoped to buy an iPhone for herself once prices fall.)

Robert Summers, who has taught at Cornell Law School for about 40 years, announced this week

—

in a detailed, footnoted memorandum

—

that he would ban laptop computers from his class on contract

law.

“

I would ban that too if I knew the students were using it in class,

”

Professor Summers said of the

iPhone, after the device and its capabilities were explained to him.

“

What we want to encourage in these

students is an active intellectual experience, in which they develop the wide range of complex reasoning

abilities required of good lawyers.

”

The experience at Duke University

may ease some concerns. A few years ago, Duke began giving

iPods to students with the idea that they might use them to record lectures (these older models could not

access the Internet).

“

We had assumed that the biggest focus of these devices would be consuming the content,

”

said

Tracy Futhey, vice president for information technology and chief information officer at Duke.

But that is not all that the students did. They began using the iPods to create their own

“

content,

”

making audio recordings of themselves and presenting them. The students turned what could have been a

passive interaction into an active one, Ms. Futhey said.

注意：此部分试题请在答题卡上作答。

1. Many professors think that giving out Apple iPhones or Internet-capable iPods to students

（

D

）

A)updates teaching facilities in universities

B) has started a revolution in higher education

C) can facilitate teacher-student interaction

D)may not benefit education as intended

2. In the author

’

s view, being equipped with IT products may help colleges and universities(A)

A)build an innovative image

B) raise their teaching efficiency

C) track students

’

activities

D) excite student interest in hi-tech

3. The distribution of iPhones among students has raised concerns that they will_________ .(C)

A)induce students to buy more similar products

B) increase tension between professors and students

C) further distract students from class participation

D)prevent students from accumulating knowledge

4. Naomi Pugh at Freed-Hardeman University speculated that professors would_________ .(B)

A)find new applications for iPod Touch devices

B) have to work harder to enliven their classes

C) have difficulty learning to handle the devices

D)find iPhones and iPods in class very helpful

5. Experts like Dr. Kyle Dickson at Abilene Christian University think that________ .(A)

A)mobile technology will be more widely used in education

B) the role of technology in education cannot be overestimated

C) mobile technology can upgrade professors

’

teaching tool-kit

D)iPhones and iPods will replace laptops sooner or later

6. What do we learn about the University of Maryland at College Park concerning the use of iPhones

and iPods? (D)

A) It has sought professors

’

opinions.

B) It has benefited from their use.

C) It is trying to follow the trend.

D) It is proceeding with caution.

7. University officials claim that they dole out iPhones and iPods so as to_________ .

（

C

）

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