共用题干Sending E-mails to ProfessorsOne student skipped class and then sent the professor an e-mail________(51)for copies ofher teaching notes.Another_________(52)that she was late for a Monday class because she was recovering fromdrinking too much at a wild weekend party.At colleges and universities in the U. S.,e-mail has made professors more approachable（平易近人）.But many say it has made them too accessible,__________(53)boundaries that traditionally kept students at a healthy distance.These days,professors say,students seem to view them as available_________(54)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________(55)you to help:'I need to know this."'"There's a fine________(56)between meeting their needs and at the same time maintaining a level of legitimacy（正统性）as an_________(57)who is in charge."Christopher Dede,a professor at the Harvard Graduate School of Education,said_________ ( 58 ) show that students no longer defer to（听从）their professors,perhaps because they realize that professors'________(59)could rapidly become outdated."The deference was driven by the_______(60)that professors were all-knowing sources of deep knowledge,"Dede said,and that notion has_________(61).For junior faculty members,e-mails bring new tension into their work,some say, as they struggle with how to________(62).Their job prospects,they realize,may rest in part on student evaluations of their accessibility.College students say e-mail makes________(63)easier to ask questions and helps them learn.But they seem unaware that what they write in e-mails could have negative effects________ (64)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 ________(65)they say in e-mail can make them seem unprofessional,and could result in a bad recommendation."_________(52)A:complained B:argued C:explained D:believed
共用题干
Sending E-mails to Professors
One student skipped class and then sent the professor an e-mail________(51)for copies ofher teaching notes.
Another_________(52)that she was late for a Monday class because she was recovering fromdrinking too much at a wild weekend party.
At colleges and universities in the U. S.,e-mail has made professors more approachable（平易近人）.But many say it has made them too accessible,__________(53)boundaries that traditionally kept students at a healthy distance.These days,professors say,students seem to view them as available_________(54)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________(55)you to help:'I need to know this."'"There's a fine________(56)between meeting their needs and at the same time maintaining a level of legitimacy（正统性）as an_________(57)who is in charge."
Christopher Dede,a professor at the Harvard Graduate School of Education,said_________ ( 58 ) show that students no longer defer to（听从）their professors,perhaps because they realize that professors'________(59)could rapidly become outdated."The deference was driven by the_______(60)that professors were all-knowing sources of deep knowledge,"Dede said,and that notion has_________(61).
For junior faculty members,e-mails bring new tension into their work,some say, as they struggle with how to________(62).Their job prospects,they realize,may rest in part on student evaluations of their accessibility.College students say e-mail makes________(63)easier to ask questions and helps them learn.
But they seem unaware that what they write in e-mails could have negative effects________ (64)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 ________(65)they say in e-mail can make them seem unprofessional,and could result in a bad recommendation."
Sending E-mails to Professors
One student skipped class and then sent the professor an e-mail________(51)for copies ofher teaching notes.
Another_________(52)that she was late for a Monday class because she was recovering fromdrinking too much at a wild weekend party.
At colleges and universities in the U. S.,e-mail has made professors more approachable（平易近人）.But many say it has made them too accessible,__________(53)boundaries that traditionally kept students at a healthy distance.These days,professors say,students seem to view them as available_________(54)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________(55)you to help:'I need to know this."'"There's a fine________(56)between meeting their needs and at the same time maintaining a level of legitimacy（正统性）as an_________(57)who is in charge."
Christopher Dede,a professor at the Harvard Graduate School of Education,said_________ ( 58 ) show that students no longer defer to（听从）their professors,perhaps because they realize that professors'________(59)could rapidly become outdated."The deference was driven by the_______(60)that professors were all-knowing sources of deep knowledge,"Dede said,and that notion has_________(61).
For junior faculty members,e-mails bring new tension into their work,some say, as they struggle with how to________(62).Their job prospects,they realize,may rest in part on student evaluations of their accessibility.College students say e-mail makes________(63)easier to ask questions and helps them learn.
But they seem unaware that what they write in e-mails could have negative effects________ (64)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 ________(65)they say in e-mail can make them seem unprofessional,and could result in a bad recommendation."
_________(52)
A:complained
B:argued
C:explained
D:believed
A:complained
B:argued
C:explained
D:believed
参考解析
解析：provide ,supply和ask都可以和for搭配，但是根据上下文意思，应该是学生索要老师的教案，因此选D。 offer后跟双宾语。
complain意为“抱怨”;argue意为“辩解”。此处应该是学生解释（explain) 她迟到的原因。
注意词语的搭配。remove和boundary搭配使用，其他三个词不能和 boundary一起用。
about the clock相当于around the clock，意为“全天的，一天24 小时”。
学生请求教授帮忙的语气是惊人的，所以选order，即他们用命令的语气。
在满足学生要求的同时保持作为老师的正统性，这里需要有一个良好的平衡。从后面的介词between判断，应该选balance。其他三个词意思不对，requirement意为 “要求”;contradiction意为“矛盾，冲突”;tension意为“紧张”。
在此选instructor表明教授对学生学习的指导作用，所以不选A和D, lecturer意为“讲师”。
本文主题是谈论给教授发电子邮件，学生发送邮件表明他们不再对教授的话言听计从。
根据上下文，我们判断此处应该是教授的专业技能而非science, technology或imagination（想象力）变得过时。
从上下文判断，下一句提到“notion"，所以此处填notion（理念）。
这种理念应该是被削弱了，而非增强了（strengthen, reinforce）或是坚定了 (consolidate）。
本题为搭配题。这里指年轻的教师被期望尽快回复学生的邮件，所以选 respond。
这里缺少一个形式主语it，代替后面的不定式主语“to ask questions and helps them learn”。
have effects on是固定搭配。
what引导的名词从句作主语，指学生所发送邮件的内容。
complain意为“抱怨”;argue意为“辩解”。此处应该是学生解释（explain) 她迟到的原因。
注意词语的搭配。remove和boundary搭配使用，其他三个词不能和 boundary一起用。
about the clock相当于around the clock，意为“全天的，一天24 小时”。
学生请求教授帮忙的语气是惊人的，所以选order，即他们用命令的语气。
在满足学生要求的同时保持作为老师的正统性，这里需要有一个良好的平衡。从后面的介词between判断，应该选balance。其他三个词意思不对，requirement意为 “要求”;contradiction意为“矛盾，冲突”;tension意为“紧张”。
在此选instructor表明教授对学生学习的指导作用，所以不选A和D, lecturer意为“讲师”。
本文主题是谈论给教授发电子邮件，学生发送邮件表明他们不再对教授的话言听计从。
根据上下文，我们判断此处应该是教授的专业技能而非science, technology或imagination（想象力）变得过时。
从上下文判断，下一句提到“notion"，所以此处填notion（理念）。
这种理念应该是被削弱了，而非增强了（strengthen, reinforce）或是坚定了 (consolidate）。
本题为搭配题。这里指年轻的教师被期望尽快回复学生的邮件，所以选 respond。
这里缺少一个形式主语it，代替后面的不定式主语“to ask questions and helps them learn”。
have effects on是固定搭配。
what引导的名词从句作主语，指学生所发送邮件的内容。