An invisible border divides those arguing for computers in the classroom on the behalf of students’ career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform. Very few writers on the subject have explored this __1__—indeed, contradiction—which goes to the heart of what is wrong with the __2__ to put computers in the classroom.

An education that aims at getting a student a certain kind of job is a/an __3__ education, justified for reasons radically different from why education is __4__ required by law. It is not simply to __5__ everyone’s job prospects that all children are legally __6__ to attend school into their teens.Rather, we have a certain __7__ of the American citizen,a character who is __8__ if he cannot competently assess __9__ his livelihood and happiness are affected by things __10__ of himself.

But this was not always the case; before it was legally required for all children to attend school until a certain __11__, it was widely accepted that some were just not equipped __12__ nature to pursue this kind of education.With optimism characteristic of all industrialized countries, we came to accept that everyone is __13__ to be educated. Computer-education advocates __14__ this optimistic notion for a pessimism that __15__ their otherwise cheery outlook. __16__ on the confusion between educational and vocational reasons for bringing computers into schools, computer-education advocates often __17__ the job prospects of graduates over their educational __18__.

There are some good arguments for a technical education given the right kind of student. Many European schools __19__ the concept of professional training early on in order to make sure children are __20__ equipped for the professions they want to join.

1.[A]distinction [B]topic [C]separation [D]education

2.[A]campaign [B]practice [C]action [D]goal

3.[A]informal [B]basic [C]technical [D]expensive

4.[A]differently [B]universally [C]conversely [D]regularly

5.[A]form [B]consist [C]arise [D]raise

6.[A]ordered [B]inquired [C]required [D]acquired

7.[A]conception [B]information [C]theme [D]imagination

8.[A]complete [B]accomplished [C]incomplete [D]improper

9.[A]why [B]what [C]where [D]how

10.[A]inside [B]outside [C]beside [D]aside

11.[A]year [B]age [C]day [D]extent

12.[A]in [B]at [C]by [D]with

13.[A]fit [B]responsible [C]suitable [D]able

14.[A]consider [B]forget [C]forsake [D]foretell

15.[A]believes [B]becomes [C]bears [D]betrays

16.[A]Encountering [B]Banking [C]Devising [D]Seeking

17.[A]emphasize [B]encourage [C]engage [D]enlarge

18.[A]academy [B]position [C]degree [D]achievement

19.[A]interact [B]introduce [C]announce [D]invent

20.[A]traditionally [B]drastically [C]properly [D]hardly

參考答案：

1.A 2.A 3.C 4.B 5.D 6.C 7.A 8.C 9.D 10.B 11.B 12.C 13.A 14.C 15.D 16.A 17.A 18.D 19.B 20.C

相關(guān)推薦:

2015年英語專業(yè)四級(jí)完型模擬試題匯總

2014年英語專業(yè)四級(jí)閱讀理解高分特訓(xùn)100篇【命題分析＋答題攻略＋強(qiáng)化訓(xùn)練】[免費(fèi)下載]

2014年英語專業(yè)四級(jí)完形填空高分特訓(xùn)100篇【命題分析＋答題攻略＋強(qiáng)化訓(xùn)練】[免費(fèi)下載]  

2014年英語專業(yè)四級(jí)高分范文100篇【命題分析＋答題攻略＋強(qiáng)化訓(xùn)練】[免費(fèi)下載]     

（責(zé)任編輯：zn）

共2頁,當(dāng)前第1頁  第一頁  前一頁  下一頁