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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."
53. 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 |
54. The underlined word “identical” (Paragraph 1) probably means ____________.
| A. excellent | B. contrasting | C. the same | D. complex |
55. 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. |
56. 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. |
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."
53. 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 |
54. The underlined word “identical” (Paragraph 1) probably means ____________.
| A. excellent | B. contrasting | C. the same | D. complex |
55. 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. |
56. 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. |
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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."
53. 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 |
54. The underlined word “identical” (Paragraph 1) probably means ____________.
| A. excellent | B. contrasting | C. the same | D. complex |
55. 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. |
56. 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. |
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."
53. 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 |
54. The underlined word “identical” (Paragraph 1) probably means ____________.
| A. excellent | B. contrasting | C. the same | D. complex |
55. 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. |
56. 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. |
30, 2008, Brazil announced that the rate of deforestation increased more than three times in the past year.
The Amazon rainforest covers around 4.1 million square kilometers of Brazil, nearly 60 percent of the
country. The rainforest supports at least 10 percent of the world's known species. The 17 million people who
live in the Brazilian Amazon depend on the land for their homes and livelihoods. Brazil is the world's biggest
beef and soy exporter. Farmers need land for crops and to feed their cattle. Some burn patches of forest to
clear the land. Others cut down trees for wood. They build roads to transport the wood.
Brazil's economy is growing, but that growth comes at a price. In May, Brazil's environment minister,
Marina Silva, quit her job. For six years, she tried to protect the forest. But she felt she was losing the battle
against those who are eager to make money in the Amazon.
The Amazon is the planet's largest absorber of carbon dioxide, a gas that can trap heat in the atmosphere.
A world Wildlife Found study shows that 55 percent of the Amazon could be gone by 2030. Without those
trees, billions of tons of carbon dioxide would stay in the atmosphere. They would speed up global warming.
Brazilian researchers say that temperatures in the Amazon region will rise by two to three degrees by 2050.
That, and the resulting lower rainfall, could turn 30-60 percent of the forest into grassland with only scattered
trees.
B. the loss of the trees
C. the slow growth of trees
D. an increase in trees
B. the world's biggest beef and soy export
C. the gradual destruction of the Amazon rainforest
D. the environmental protection of the Brazilians
B. Marina Silva is determined to fight for the conservation of the rainforest in any case
C. Marina Silva began to hold the post of Brazil's environment minister in 2005
D. The majority of Brazilians have joined Marina Silva in protecting the rainforest
B. The living standard of the Brazilians has been greatly raised in the past few years.
C. The Amazon rainforest is the planet's largest absorber of carbon dioxide.
D. The Amazon rainforest is in urgent need of the protection, or global warming will speed up.