阅读理解Fifty–eightpercentoftheteachersinterviewedintheAssociationofTeachersandLecturers(ATL)questionnairehadcomeacrosscopyingamongtheirpupils．GillBullenfromItchenColleg
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阅读理解 Fifty–eight percent of the teachers interviewed in the Association of Teachers and Lecturers(ATL)questionnaire had come across copying among their pupils．Gill Bullen from Itchen College in Southampton for example said "Pieces handed in by two students were identical and significantly better than either of them could have done．Not only that the essays handed in didn't quite answer the title question I had set"．A teacher from Leeds said "I had one piece of work so bravely cut and pasted that it still contained ads from the web page．" Connie Robinson from Stockton Riverside College said "With less able students it is easy to spot copying as the writing style changes in the middle of the assignment but with more able students it is sometimes necessary for tutors to carry out Internet research to identify the source of the copy．" Mary Bousted general secretary of the ATL said " Teachers are struggling under a mountain of cut-and-pasting to spot whether work was the student's own or copy．" She called for policies to stop copying and asked for help from exam boards and the government in providing resources and techniques to detect cheats． But there was another side．"I have found once students clearly understand what copying is its consequences and how to reference correctly so they can draw on published works copying becomes less of a problem " said Diana Baker from Emmanuel College Durham． "I think the majority of students who engage in copying do it more out of ignorance than the desire to cheat．They really want to succeed on their own．" | |||||||||||||
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阅读理解 Fifty–eight percent of the teachers interviewed in the Association of Teachers and Lecturers(ATL)questionnaire had come across copying among their pupils．Gill Bullen from Itchen College in Southampton for example said "Pieces handed in by two students were identical and significantly better than either of them could have done．Not only that the essays handed in didn't quite answer the title question I had set"．A teacher from Leeds said "I had one piece of work so bravely cut and pasted that it still contained ads from the web page．" Connie Robinson from Stockton Riverside College said "With less able students it is easy to spot copying as the writing style changes in the middle of the assignment but with more able students it is sometimes necessary for tutors to carry out Internet research to identify the source of the copy．" Mary Bousted general secretary of the ATL said " Teachers are struggling under a mountain of cut-and-pasting to spot whether work was the student's own or copy．" She called for policies to stop copying and asked for help from exam boards and the government in providing resources and techniques to detect cheats． But there was another side．"I have found once students clearly understand what copying is its consequences and how to reference correctly so they can draw on published works copying becomes less of a problem " said Diana Baker from Emmanuel College Durham． "I think the majority of students who engage in copying do it more out of ignorance than the desire to cheat．They really want to succeed on their own．" | |||||||||||||
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阅读理解 Fifty–eight percent of the teachers interviewed in the Association of Teachers and Lecturers(ATL)questionnaire had come across copying among their pupils．Gill Bullen from Itchen College in Southampton for example said "Pieces handed in by two students were identical and significantly better than either of them could have done．Not only that the essays handed in didn't quite answer the title question I had set"．A teacher from Leeds said "I had one piece of work so bravely cut and pasted that it still contained ads from the web page．" Connie Robinson from Stockton Riverside College said "With less able students it is easy to spot copying as the writing style changes in the middle of the assignment but with more able students it is sometimes necessary for tutors to carry out Internet research to identify the source of the copy．" Mary Bousted general secretary of the ATL said " Teachers are struggling under a mountain of cut-and-pasting to spot whether work was the student's own or copy．" She called for policies to stop copying and asked for help from exam boards and the government in providing resources and techniques to detect cheats． But there was another side．"I have found once students clearly understand what copying is its consequences and how to reference correctly so they can draw on published works copying becomes less of a problem " said Diana Baker from Emmanuel College Durham． "I think the majority of students who engage in copying do it more out of ignorance than the desire to cheat．They really want to succeed on their own．" | |||||||||||||
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阅读理解 Fifty–eight percent of the teachers interviewed in the Association of Teachers and Lecturers(ATL)questionnaire had come across copying among their pupils．Gill Bullen from Itchen College in Southampton for example said "Pieces handed in by two students were identical and significantly better than either of them could have done．Not only that the essays handed in didn't quite answer the title question I had set"．A teacher from Leeds said "I had one piece of work so bravely cut and pasted that it still contained ads from the web page．" Connie Robinson from Stockton Riverside College said "With less able students it is easy to spot copying as the writing style changes in the middle of the assignment but with more able students it is sometimes necessary for tutors to carry out Internet research to identify the source of the copy．" Mary Bousted general secretary of the ATL said " Teachers are struggling under a mountain of cut-and-pasting to spot whether work was the student's own or copy．" She called for policies to stop copying and asked for help from exam boards and the government in providing resources and techniques to detect cheats． But there was another side．"I have found once students clearly understand what copying is its consequences and how to reference correctly so they can draw on published works copying becomes less of a problem " said Diana Baker from Emmanuel College Durham． "I think the majority of students who engage in copying do it more out of ignorance than the desire to cheat．They really want to succeed on their own．" | |||||||||||||
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阅读理解
Fifty–eight percent of the teachers interviewed in the Association of Teachers and Lecturers(ATL)questionnaire had come across copying among their pupils．Gill Bullen from Itchen College in Southampton for example said "Pieces handed in by two students were identical and significantly better than either of them could have done．Not only that the essays handed in didn't quite answer the title question I had set"．A teacher from Leeds said "I had one piece of work so bravely cut and pasted that it still contained ads from the web page．"
Connie Robinson from Stockton Riverside College said "With less able students it is easy to spot copying as the writing style changes in the middle of the assignment but with more able students it is sometimes necessary for tutors to carry out Internet research to identify the source of the copy．"
Mary Bousted general secretary of the ATL said " Teachers are struggling under a mountain of cut-and-pasting to spot whether work was the student's own or copy．" She called for policies to stop copying and asked for help from exam boards and the government in providing resources and techniques to detect cheats．
But there was another side．"I have found once students clearly understand what copying is its consequences and how to reference correctly so they can draw on published works copying becomes less of a problem " said Diana Baker from Emmanuel College Durham．
"I think the majority of students who engage in copying do it more out of ignorance than the desire to cheat．They really want to succeed on their own．"
(1)
| The passage mainly wants to tell us ________． | |
| [ ] | |
| A． | the benefits of the Internet for students |
| B． | web copying is a serious problem in the UK |
| C． | the ways to find web copying for teachers |
| D． | how we can use the Internet to do homework |
(2)
| The underlined word “identical”(Paragraph 1)probably means ________． | |
| [ ] | |
| A． | excellent |
| B． | contrasting |
| C． | the same |
| D． | complex |
(3)
| What is TRUE according to Connie Robinson? | |
| [ ] | |
| A． | It's not easy to find the less able students copy from the Internet |
| B． | It's difficult to find whether the more able students have copied． |
| C． | The less able student will not change their writing style when copying． |
| D． | The more able students needn't copy from the Internet． |
(4)
| What's the writer's attitude towards “copying”? | |
| [ ] | |
| A． | The writer doesn't tell us． |
| B． | The writer feels angry about it． |
| C． | The writer thinks it doesn't matter． |
| D． | The writer approves of it． |
阅读理解
Fifty–eight percent of the teachers interviewed in the Association of Teachers and Lecturers(ATL)questionnaire had come across copying among their pupils．Gill Bullen from Itchen College in Southampton for example said "Pieces handed in by two students were identical and significantly better than either of them could have done．Not only that the essays handed in didn't quite answer the title question I had set"．A teacher from Leeds said "I had one piece of work so bravely cut and pasted that it still contained ads from the web page．"
Connie Robinson from Stockton Riverside College said "With less able students it is easy to spot copying as the writing style changes in the middle of the assignment but with more able students it is sometimes necessary for tutors to carry out Internet research to identify the source of the copy．"
Mary Bousted general secretary of the ATL said " Teachers are struggling under a mountain of cut-and-pasting to spot whether work was the student's own or copy．" She called for policies to stop copying and asked for help from exam boards and the government in providing resources and techniques to detect cheats．
But there was another side．"I have found once students clearly understand what copying is its consequences and how to reference correctly so they can draw on published works copying becomes less of a problem " said Diana Baker from Emmanuel College Durham．
"I think the majority of students who engage in copying do it more out of ignorance than the desire to cheat．They really want to succeed on their own．"
阅读理解
Fifty–eight percent of the teachers interviewed in the Association of Teachers and Lecturers(ATL)questionnaire had come across copying among their pupils．Gill Bullen from Itchen College in Southampton for example said "Pieces handed in by two students were identical and significantly better than either of them could have done．Not only that the essays handed in didn't quite answer the title question I had set"．A teacher from Leeds said "I had one piece of work so bravely cut and pasted that it still contained ads from the web page．"
Connie Robinson from Stockton Riverside College said "With less able students it is easy to spot copying as the writing style changes in the middle of the assignment but with more able students it is sometimes necessary for tutors to carry out Internet research to identify the source of the copy．"
Mary Bousted general secretary of the ATL said " Teachers are struggling under a mountain of cut-and-pasting to spot whether work was the student's own or copy．" She called for policies to stop copying and asked for help from exam boards and the government in providing resources and techniques to detect cheats．
But there was another side．"I have found once students clearly understand what copying is its consequences and how to reference correctly so they can draw on published works copying becomes less of a problem " said Diana Baker from Emmanuel College Durham．
"I think the majority of students who engage in copying do it more out of ignorance than the desire to cheat．They really want to succeed on their own．"
阅读理解
Fifty–eight percent of the teachers interviewed in the Association of Teachers and Lecturers(ATL)questionnaire had come across copying among their pupils．Gill Bullen from Itchen College in Southampton for example said "Pieces handed in by two students were identical and significantly better than either of them could have done．Not only that the essays handed in didn't quite answer the title question I had set"．A teacher from Leeds said "I had one piece of work so bravely cut and pasted that it still contained ads from the web page．"
Connie Robinson from Stockton Riverside College said "With less able students it is easy to spot copying as the writing style changes in the middle of the assignment but with more able students it is sometimes necessary for tutors to carry out Internet research to identify the source of the copy．"
Mary Bousted general secretary of the ATL said " Teachers are struggling under a mountain of cut-and-pasting to spot whether work was the student's own or copy．" She called for policies to stop copying and asked for help from exam boards and the government in providing resources and techniques to detect cheats．
But there was another side．"I have found once students clearly understand what copying is its consequences and how to reference correctly so they can draw on published works copying becomes less of a problem " said Diana Baker from Emmanuel College Durham．
"I think the majority of students who engage in copying do it more out of ignorance than the desire to cheat．They really want to succeed on their own．"
阅读理解
Fifty–eight percent of the teachers interviewed in the Association of Teachers and Lecturers(ATL)questionnaire had come across copying among their pupils．Gill Bullen from Itchen College in Southampton for example said "Pieces handed in by two students were identical and significantly better than either of them could have done．Not only that the essays handed in didn't quite answer the title question I had set"．A teacher from Leeds said "I had one piece of work so bravely cut and pasted that it still contained ads from the web page．"
identicalConnie Robinson from Stockton Riverside College said "With less able students it is easy to spot copying as the writing style changes in the middle of the assignment but with more able students it is sometimes necessary for tutors to carry out Internet research to identify the source of the copy．"
Mary Bousted general secretary of the ATL said " Teachers are struggling under a mountain of cut-and-pasting to spot whether work was the student's own or copy．" She called for policies to stop copying and asked for help from exam boards and the government in providing resources and techniques to detect cheats．
But there was another side．"I have found once students clearly understand what copying is its consequences and how to reference correctly so they can draw on published works copying becomes less of a problem " said Diana Baker from Emmanuel College Durham．
"I think the majority of students who engage in copying do it more out of ignorance than the desire to cheat．They really want to succeed on their own．"
(1)
| The passage mainly wants to tell us ________． | |
| [ ] | |
| A． | the benefits of the Internet for students |
| B． | web copying is a serious problem in the UK |
| C． | the ways to find web copying for teachers |
| D． | how we can use the Internet to do homework |
(1)
(1)
(1)| The passage mainly wants to tell us ________． | |
| [ ] | |
| A． | the benefits of the Internet for students |
| B． | web copying is a serious problem in the UK |
| C． | the ways to find web copying for teachers |
| D． | how we can use the Internet to do homework |
| The passage mainly wants to tell us ________． | |
| [ ] | |
| A． | the benefits of the Internet for students |
| B． | web copying is a serious problem in the UK |
| C． | the ways to find web copying for teachers |
| D． | how we can use the Internet to do homework |
The passage mainly wants to tell us ________．
A．
the benefits of the Internet for students
B．
web copying is a serious problem in the UK
C．
the ways to find web copying for teachers
D．
how we can use the Internet to do homework
The passage mainly wants to tell us ________．
The passage mainly wants to tell us ________．
The passage mainly wants to tell us ________．
The passage mainly wants to tell us ________．
A．
the benefits of the Internet for students
A．
A．
the benefits of the Internet for students
the benefits of the Internet for students
the benefits of the Internet for students
B．
web copying is a serious problem in the UK
B．
B．
web copying is a serious problem in the UK
web copying is a serious problem in the UK
web copying is a serious problem in the UK
C．
the ways to find web copying for teachers
C．
C．
the ways to find web copying for teachers
the ways to find web copying for teachers
the ways to find web copying for teachers
D．
how we can use the Internet to do homework
D．
D．
how we can use the Internet to do homework
how we can use the Internet to do homework
how we can use the Internet to do homework
(2)
| The underlined word “identical”(Paragraph 1)probably means ________． | |
| [ ] | |
| A． | excellent |
| B． | contrasting |
| C． | the same |
| D． | complex |
(2)
(2)
(2)| The underlined word “identical”(Paragraph 1)probably means ________． | |
| [ ] | |
| A． | excellent |
| B． | contrasting |
| C． | the same |
| D． | complex |
| The underlined word “identical”(Paragraph 1)probably means ________． | |
| [ ] | |
| A． | excellent |
| B． | contrasting |
| C． | the same |
| D． | complex |
The underlined word “identical”(Paragraph 1)probably means ________．
A．
excellent
B．
contrasting
C．
the same
D．
complex
The underlined word “identical”(Paragraph 1)probably means ________．
The underlined word “identical”(Paragraph 1)probably means ________．
The underlined word “identical”(Paragraph 1)probably means ________．
The underlined word “identical”(Paragraph 1)probably means ________．
A．
excellent
A．
A．
excellent
excellent
excellent
B．
contrasting
B．
B．
contrasting
contrasting
contrasting
C．
the same
C．
C．
the same
the same
the same
D．
complex
D．
D．
complex
complex
complex
(3)
| What is TRUE according to Connie Robinson? | |
| [ ] | |
| A． | It's not easy to find the less able students copy from the Internet |
| B． | It's difficult to find whether the more able students have copied． |
| C． | The less able student will not change their writing style when copying． |
| D． | The more able students needn't copy from the Internet． |
(3)
(3)
(3)| What is TRUE according to Connie Robinson? | |
| [ ] | |
| A． | It's not easy to find the less able students copy from the Internet |
| B． | It's difficult to find whether the more able students have copied． |
| C． | The less able student will not change their writing style when copying． |
| D． | The more able students needn't copy from the Internet． |
| What is TRUE according to Connie Robinson? | |
| [ ] | |
| A． | It's not easy to find the less able students copy from the Internet |
| B． | It's difficult to find whether the more able students have copied． |
| C． | The less able student will not change their writing style when copying． |
| D． | The more able students needn't copy from the Internet． |
What is TRUE according to Connie Robinson?
A．
It's not easy to find the less able students copy from the Internet
B．
It's difficult to find whether the more able students have copied．
C．
The less able student will not change their writing style when copying．
D．
The more able students needn't copy from the Internet．
What is TRUE according to Connie Robinson?
What is TRUE according to Connie Robinson?
What is TRUE according to Connie Robinson?
What is TRUE according to Connie Robinson?
A．
It's not easy to find the less able students copy from the Internet
A．
A．
It's not easy to find the less able students copy from the Internet
It's not easy to find the less able students copy from the Internet
It's not easy to find the less able students copy from the Internet
B．
It's difficult to find whether the more able students have copied．
B．
B．
It's difficult to find whether the more able students have copied．
It's difficult to find whether the more able students have copied．
It's difficult to find whether the more able students have copied．
C．
The less able student will not change their writing style when copying．
C．
C．
The less able student will not change their writing style when copying．
The less able student will not change their writing style when copying．
The less able student will not change their writing style when copying．
D．
The more able students needn't copy from the Internet．
D．
D．
The more able students needn't copy from the Internet．
The more able students needn't copy from the Internet．
The more able students needn't copy from the Internet．
(4)
| What's the writer's attitude towards “copying”? | |
| [ ] | |
| A． | The writer doesn't tell us． |
| B． | The writer feels angry about it． |
| C． | The writer thinks it doesn't matter． |
| D． | The writer approves of it． |
(4)
(4)
(4)| What's the writer's attitude towards “copying”? | |
| [ ] | |
| A． | The writer doesn't tell us． |
| B． | The writer feels angry about it． |
| C． | The writer thinks it doesn't matter． |
| D． | The writer approves of it． |
| What's the writer's attitude towards “copying”? | |
| [ ] | |
| A． | The writer doesn't tell us． |
| B． | The writer feels angry about it． |
| C． | The writer thinks it doesn't matter． |
| D． | The writer approves of it． |
What's the writer's attitude towards “copying”?
A．
The writer doesn't tell us．
B．
The writer feels angry about it．
C．
The writer thinks it doesn't matter．
D．
The writer approves of it．
What's the writer's attitude towards “copying”?
What's the writer's attitude towards “copying”?
What's the writer's attitude towards “copying”?
What's the writer's attitude towards “copying”?
A．
The writer doesn't tell us．
A．
A．
The writer doesn't tell us．
The writer doesn't tell us．
The writer doesn't tell us．
B．
The writer feels angry about it．
B．
B．
The writer feels angry about it．
The writer feels angry about it．
The writer feels angry about it．
C．
The writer thinks it doesn't matter．
C．
C．
The writer thinks it doesn't matter．
The writer thinks it doesn't matter．
The writer thinks it doesn't matter．
D．
The writer approves of it．
D．
D．
The writer approves of it．
The writer approves of it．
The writer approves of it．
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