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超星学习通无大学英语I（2024级）作业答案

大学英语I（2024级）

学校: 无

问题 1: 1. Bar hopping (连续光顾几家酒吧) is an absolute no-no to footballers on the eve of a big game. ( )

选项:

答案: off limits

问题 2: 2. In the beginning the tomatoes were green, but when they were ripe they turned bright red. ( )

选项:

答案: At first

问题 3: 3. Have you contacted the former owner of this house? Did he sell it directly to you? ( )

选项:

答案: previous

问题 4: 4. I caught the flight all because of the ride you gave me. ( )

选项:

答案: thanks to

问题 5: 5. Mary, I think you'd better change into something more suitable for your job interview. ( )

选项:

答案: appropriate

问题 6: 1. Section A Directions: In this section, you will hear two news reports. At the end of each news report, you will hear two questions. Both the news report and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Questions 1 and 2 will be based on the following news item.

选项:

A. Through the movie Schindler's List.

B. Through a BBC TV program.

C. Through the Nazi secret documents.

D. Through the Prime Minister's speech.

答案: Through a BBC TV program.

问题 7: 2. Section B Directions: In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Conversation One Questions 5 to 8 are based on the conversation you have just heard.

选项:

A. Transfer to another course.

B. Choose to change her major.

C. Give up the assignment.

D. Talk to her professor.

答案: 请关注公众号【九八五题库】查看答案

问题 8: 3. Section C Directions: In this section, you will hear two passages. At the end of each passage, you will hear three questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Passage One Questions 13 to 15 are based on the passage you have just heard.

选项:

A. We love to eat and eat more than before.

B. We think the quality of food is important.

C. We must grow more food with chemicals.

D. We're spending too much money on food.

答案: 请关注公众号【九八五题库】查看答案

问题 9: 4. Section C Directions: In this section, you will hear two passages. At the end of each passage, you will hear three questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Passage One Questions 13 to 15 are based on the passage you have just heard.

选项:

A. Many of us are willing to pay more for health food.

B. Many of us will pay the price for eating too much.

C. Many of us risk our health eating unhealthy food.

D. Many of us aren't afraid of gaining a bit of extra fat.

答案: 请关注公众号【九八五题库】查看答案

问题 10: 5. Passage Two Questions 16 to 18 are based on the passage you have just heard.

选项:

A. Language.

B. Social customs.

C. Child development.

D. School management.

答案: 请关注公众号【九八五题库】查看答案

问题 11: 6. Passage Two Questions 16 to 18 are based on the passage you have just heard.

选项:

A. Slang is used in more and more situations.

B. Slang is still tested at the laboratory stage.

C. Slang comes and goes after a trial period.

D. Slang has changed our view of the world.

答案: 请关注公众号【九八五题库】查看答案

问题 12: 1. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One College students seem unable to get off their cellphones. Professors find it challenging to get students to stop using their cellphones in class. Doug Duncan, a professor at the University of Colorado has come up with a solution to smartphone distraction in his astronomy class. He has published a paper showing that, at his college, more than 75 percent of undergrads reported texting while in class, and that in-class texting was linked to an average drop of half a letter grade in the course. Ten percent of the grade in Duncan's class comes from participation points. To reduce smartphone use, he carried out an experiment. While sharing his plan with his colleagues, he wrote: "I asked my students to vote (投票表决) if I should offer one participation point for taking out their cellphone, turning it off and leaving it out on my desk. To my amazement 100% voted yes. So they all took out their phones, put them on the desk, and we had an extremely engaged class." Three class meetings later, the no-cellphone rule is still going strong. Should other professors follow Duncan's lead? Larry Rosen, a research psychologist at California State University, studies smartphone use among college students. He doesn't think simply rewarding students for turning off their phones is a good strategy. "It doesn't get at the real issue of why students are distracted," he explains. "Most college students are heavy users who are going to get anxious within 10 or 15 minutes if they can't check their phones." In experiments, Rosen has shown that students' heart rate and other vital signs (生命体征) rise when they hear their phones ring and can't answer them. He says that putting the phones in sight, but out of reach, even when turned off, will only increase that anxiety and the distraction that comes with it. Rosen has his own solution. "I start by calling a tech break, where they can check their phone for one minute, every 15 minutes," he says. "Over time you can increase it to 20, 25. And within a couple weeks you can get them to go 30 minutes without needing it." 21. What is the finding reported in Doug Duncan's published paper?

选项:

A. Most students at American colleges texted while in class.

B. Professors were not effective in stopping phone use in class.

C. Ten percent of his texting students could not pass the course.

D. Texting reduced course grades by half a letter on average.

答案: 请关注公众号【九八五题库】查看答案

问题 13: 2. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One College students seem unable to get off their cellphones. Professors find it challenging to get students to stop using their cellphones in class. Doug Duncan, a professor at the University of Colorado has come up with a solution to smartphone distraction in his astronomy class. He has published a paper showing that, at his college, more than 75 percent of undergrads reported texting while in class, and that in-class texting was linked to an average drop of half a letter grade in the course. Ten percent of the grade in Duncan's class comes from participation points. To reduce smartphone use, he carried out an experiment. While sharing his plan with his colleagues, he wrote: "I asked my students to vote (投票表决) if I should offer one participation point for taking out their cellphone, turning it off and leaving it out on my desk. To my amazement 100% voted yes. So they all took out their phones, put them on the desk, and we had an extremely engaged class." Three class meetings later, the no-cellphone rule is still going strong. Should other professors follow Duncan's lead? Larry Rosen, a research psychologist at California State University, studies smartphone use among college students. He doesn't think simply rewarding students for turning off their phones is a good strategy. "It doesn't get at the real issue of why students are distracted," he explains. "Most college students are heavy users who are going to get anxious within 10 or 15 minutes if they can't check their phones." In experiments, Rosen has shown that students' heart rate and other vital signs (生命体征) rise when they hear their phones ring and can't answer them. He says that putting the phones in sight, but out of reach, even when turned off, will only increase that anxiety and the distraction that comes with it. Rosen has his own solution. "I start by calling a tech break, where they can check their phone for one minute, every 15 minutes," he says. "Over time you can increase it to 20, 25. And within a couple weeks you can get them to go 30 minutes without needing it." 22. What experiment did Duncan carry out to reduce cellphone use in class?

选项:

A. Students using their cellphones could lose one point.

B. The whole class had to leave cellphones on the desks.

C. He designed class activities based on voting on the phone.

D. Cellphones had to be kept on the teacher's desk if used.

答案: 请关注公众号【九八五题库】查看答案

问题 14: 3. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One College students seem unable to get off their cellphones. Professors find it challenging to get students to stop using their cellphones in class. Doug Duncan, a professor at the University of Colorado has come up with a solution to smartphone distraction in his astronomy class. He has published a paper showing that, at his college, more than 75 percent of undergrads reported texting while in class, and that in-class texting was linked to an average drop of half a letter grade in the course. Ten percent of the grade in Duncan's class comes from participation points. To reduce smartphone use, he carried out an experiment. While sharing his plan with his colleagues, he wrote: "I asked my students to vote (投票表决) if I should offer one participation point for taking out their cellphone, turning it off and leaving it out on my desk. To my amazement 100% voted yes. So they all took out their phones, put them on the desk, and we had an extremely engaged class." Three class meetings later, the no-cellphone rule is still going strong. Should other professors follow Duncan's lead? Larry Rosen, a research psychologist at California State University, studies smartphone use among college students. He doesn't think simply rewarding students for turning off their phones is a good strategy. "It doesn't get at the real issue of why students are distracted," he explains. "Most college students are heavy users who are going to get anxious within 10 or 15 minutes if they can't check their phones." In experiments, Rosen has shown that students' heart rate and other vital signs (生命体征) rise when they hear their phones ring and can't answer them. He says that putting the phones in sight, but out of reach, even when turned off, will only increase that anxiety and the distraction that comes with it. Rosen has his own solution. "I start by calling a tech break, where they can check their phone for one minute, every 15 minutes," he says. "Over time you can increase it to 20, 25. And within a couple weeks you can get them to go 30 minutes without needing it." 23. Larry Rosen advises other professors not to follow Duncan's lead because ______.

选项:

A. it may work at the beginning, but the temptation is too strong

B. it can only work well with some students but not with others

C. it works for a short while before most students get anxious

D. it really distracts heavy users, who actually pretend to listen

答案: 请关注公众号【九八五题库】查看答案

问题 15: 4. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One College students seem unable to get off their cellphones. Professors find it challenging to get students to stop using their cellphones in class. Doug Duncan, a professor at the University of Colorado has come up with a solution to smartphone distraction in his astronomy class. He has published a paper showing that, at his college, more than 75 percent of undergrads reported texting while in class, and that in-class texting was linked to an average drop of half a letter grade in the course. Ten percent of the grade in Duncan's class comes from participation points. To reduce smartphone use, he carried out an experiment. While sharing his plan with his colleagues, he wrote: "I asked my students to vote (投票表决) if I should offer one participation point for taking out their cellphone, turning it off and leaving it out on my desk. To my amazement 100% voted yes. So they all took out their phones, put them on the desk, and we had an extremely engaged class." Three class meetings later, the no-cellphone rule is still going strong. Should other professors follow Duncan's lead? Larry Rosen, a research psychologist at California State University, studies smartphone use among college students. He doesn't think simply rewarding students for turning off their phones is a good strategy. "It doesn't get at the real issue of why students are distracted," he explains. "Most college students are heavy users who are going to get anxious within 10 or 15 minutes if they can't check their phones." In experiments, Rosen has shown that students' heart rate and other vital signs (生命体征) rise when they hear their phones ring and can't answer them. He says that putting the phones in sight, but out of reach, even when turned off, will only increase that anxiety and the distraction that comes with it. Rosen has his own solution. "I start by calling a tech break, where they can check their phone for one minute, every 15 minutes," he says. "Over time you can increase it to 20, 25. And within a couple weeks you can get them to go 30 minutes without needing it." 24. What has Rosen found in his experiments about students not allowed to use cellphones?

选项:

A. They were willing to put their phones in sight but out of reach.

B. They had faster heartbeat when unable to answer the phone.

C. They couldn't resist the distraction for a minute and listen seriously.

D. They could control their anxiety when focusing on learning.

答案: 请关注公众号【九八五题库】查看答案

问题 16: 5. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One College students seem unable to get off their cellphones. Professors find it challenging to get students to stop using their cellphones in class. Doug Duncan, a professor at the University of Colorado has come up with a solution to smartphone distraction in his astronomy class. He has published a paper showing that, at his college, more than 75 percent of undergrads reported texting while in class, and that in-class texting was linked to an average drop of half a letter grade in the course. Ten percent of the grade in Duncan's class comes from participation points. To reduce smartphone use, he carried out an experiment. While sharing his plan with his colleagues, he wrote: "I asked my students to vote (投票表决) if I should offer one participation point for taking out their cellphone, turning it off and leaving it out on my desk. To my amazement 100% voted yes. So they all took out their phones, put them on the desk, and we had an extremely engaged class." Three class meetings later, the no-cellphone rule is still going strong. Should other professors follow Duncan's lead? Larry Rosen, a research psychologist at California State University, studies smartphone use among college students. He doesn't think simply rewarding students for turning off their phones is a good strategy. "It doesn't get at the real issue of why students are distracted," he explains. "Most college students are heavy users who are going to get anxious within 10 or 15 minutes if they can't check their phones." In experiments, Rosen has shown that students' heart rate and other vital signs (生命体征) rise when they hear their phones ring and can't answer them. He says that putting the phones in sight, but out of reach, even when turned off, will only increase that anxiety and the distraction that comes with it. Rosen has his own solution. "I start by calling a tech break, where they can check their phone for one minute, every 15 minutes," he says. "Over time you can increase it to 20, 25. And within a couple weeks you can get them to go 30 minutes without needing it." 25. What solution does Rosen offer?

选项:

A. Students are allowed to check their phones every 15 or more minutes.

B. He turns his class into several short periods of 15 minutes or more.

C. Students can check their phones for just one minute in every class.

D. He tells tech support to block the connection every few minutes.

答案: 请关注公众号【九八五题库】查看答案

问题 17: 6. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Teens are masters at keeping themselves occupied in the hours after school until way past bedtime. When they're not doing their homework (and when they are) they're online and on their phones, texting, sharing, you name it. Of course before everyone had a Facebook or Instagram account teens kept themselves busy, too, but they were more likely to do their chatting on the phone, or in person when hanging out. It may have looked like a lot of aimless hanging around, but what they were doing was experimenting, trying out skills, and succeeding and failing in tons of tiny real-time (实时的) interactions that kids today are missing out on. Nonetheless, modern teens are learning to do most of their communication while looking at a screen, not another person. Certainly speaking indirectly creates a barrier (障碍) to clear communication, but that's not all. Learning how to make friends is a major part of growing up, and friendship requires a certain amount of risk-taking. This is true for making a new friend, but it's also true for maintaining friendships. When there are problems that need to be faced, it takes courage to be honest about your feelings and then hear what the other person has to say. Learning to effectively cross these bridges is part of what makes friendship fun and exciting, and also scary. But when friendship is conducted online and through texts, kids are doing this when many of the most personal -- and sometimes frightening -- aspects of communication are removed. It's easier to keep your guard up when you're texting, so less is at risk. You aren't hearing or seeing the effect that your words are having on the other person. Because the conversation isn't happening in real time, each party can take more time to consider a response. No wonder kids say calling someone on the phone is "too intense" -- it requires more direct communication, and if you aren't used to that it may well feel scary. If kids aren't getting enough practice relating to people and getting their needs met in person and in real time, many of them will grow up to be adults who are anxious about the primary means of communication for humans -- talking. 26. The author thinks that after school teens should spend time ______.

选项:

A. trying their hand at some real skilled work

B. relaxing by having an account to chat online

C. sharing notes and doing homework together

D. talking to people and improving social skills

答案: 请关注公众号【九八五题库】查看答案

问题 18: 7. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Teens are masters at keeping themselves occupied in the hours after school until way past bedtime. When they're not doing their homework (and when they are) they're online and on their phones, texting, sharing, you name it. Of course before everyone had a Facebook or Instagram account teens kept themselves busy, too, but they were more likely to do their chatting on the phone, or in person when hanging out. It may have looked like a lot of aimless hanging around, but what they were doing was experimenting, trying out skills, and succeeding and failing in tons of tiny real-time (实时的) interactions that kids today are missing out on. Nonetheless, modern teens are learning to do most of their communication while looking at a screen, not another person. Certainly speaking indirectly creates a barrier (障碍) to clear communication, but that's not all. Learning how to make friends is a major part of growing up, and friendship requires a certain amount of risk-taking. This is true for making a new friend, but it's also true for maintaining friendships. When there are problems that need to be faced, it takes courage to be honest about your feelings and then hear what the other person has to say. Learning to effectively cross these bridges is part of what makes friendship fun and exciting, and also scary. But when friendship is conducted online and through texts, kids are doing this when many of the most personal -- and sometimes frightening -- aspects of communication are removed. It's easier to keep your guard up when you're texting, so less is at risk. You aren't hearing or seeing the effect that your words are having on the other person. Because the conversation isn't happening in real time, each party can take more time to consider a response. No wonder kids say calling someone on the phone is "too intense" -- it requires more direct communication, and if you aren't used to that it may well feel scary. If kids aren't getting enough practice relating to people and getting their needs met in person and in real time, many of them will grow up to be adults who are anxious about the primary means of communication for humans -- talking. 27. What does the author mean by "crossing these bridges" (Line 7, Para. 2)?

选项:

A. Looking at the screen and speaking indirectly.

B. Taking risks and having courage to communicate.

C. Starting friendships and trying to maintain them.

D. Finding friends and getting help to solve problems.

答案: 请关注公众号【九八五题库】查看答案

问题 19: 1. Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. You may not use any of the words in the bank more than once. We live in a digital age. It is becoming cheaper and truly more convenient for us to get connected to the Internet anytime and anywhere. Over the years 1 technological advances have made it possible to introduce new means of communication and expression. In the past, we went 2 through browsers on our fixed line-connected PC and put ourselves at the receiving end for information. In today's fast-paced life, we find ourselves no longer 3 the Web nearly as much anymore. There is an increasing trend that we get in touch with friends more easily through mobile devices with built-in Wi-Fi features such as smartphones and tablet computers. 4 the first stage of the Web development, social 5 on mobile devices operate under a dialogic model, which is different from the traditional one. The mobile apps available help to manage new types of online activities. They allow individuals, communities and organizations to actively create and 6 content online. They also allow us to 7 with one another by sharing details about our lives, photos and thoughts. Examples of such new media include blogs, wikis and social networks. However, social media have been 8 for issues with reliability of information presented when there are no proper rules 9 to online behavior. Compared with information from traditional media, particularly books, trust in information from social media sources is low. In the 10 of firm evidence, some people even go so far as to use social media to quickly spread misinformation, lies and rumors. A) absence B) amazing C) criticized D) Despite E) interact F) media G) nourish H) online I) promising J) publish K) related L) surfing M) unique N) Unlike O) urged

选项:

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