She skipped the polite ___________ and came straight to the point.

A.slipped

B.slided

C.glided

D.skipped

A.skipped

B.dodged

C.escape

D.avoided

The most important rule for Mary to follow in treating her guests is to______.

A．be as polite as she can

B．let them feel at home

C．prepare delicious food

D．create a formal atmosphere

Sending E-mails to Professors

One student skipped class and then sent the professor an e-mail（51）for copies of her teaching notes.

Another（52）that she was late for a Monday class because she was recovering from drinking too much at a wild weekend party.

At colleges and universities in the US, 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students no longer defer to(听从)their professors, perhaps because they realize that professors' （59）could rapidly become outdated.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 Lana 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.”

A．providing

B．offering

C．supplying

D．asking

Section C

One student skipped a class and then sent the professor an email message asking for copies of the leaching notes. Another didn’t like her grade and sent a petulant message to the professor. Another explained that she was late for a Monday class because she was recovering from a party. One professor received a message from a student, saving, 'I'm not sure how to shop for school supplies. Should I buy a binder or a subject notebook？ Please tell me what you recommend.

At colleges and universities, email has made professors more approachable, but many say it has made them too accessible. They say that students seem to view them as available round the clock, and send a steady stream of email messages—from ten a week to ten after every class—that are too informal or simply inappropriate. Michael J. Kessler, a lecturer at Georgetown University, says. 'The tone that some of them take in an email is pretty astounding. "I need to know this and you need to tell me right now. " It’s a fine balance to accommodate what they need and at the same time maintain a level of legitimacy as an instructor. We are authorised to make demands on them, and not the other way round.

Professor Patricia Ewick of Clark University, Massachusetts, said ten students emailed her drafts of their papers days before they were due, seeking comments. Ewick says, ‘It’s all different levels of presumption. One is that I'11 be able to drop everything and read 250 pages two days before I’m going to get fifty of these. ‘Robert B. Ahdieh, an associate professor of law, said he had received emails with messages such as, ‘You’re covering the material too fast, ‘or, ‘don’t think we’re using what we read as much as we could in class, ‘or, 'I think it would be helpful if you would summarise what we’ve covered at the end of a class in case we missed anything.

While once professors expected deference, their expertise seems to have become just another service that students, as consumers, are buying. So students may have no fear of giving offence or imposing on the professor’s time. Many professors say they are uncertain how to react to these emails. For example, the professor who was asked about buying the notebook said she debated whether to tell the student that this was not a query that should be directed to her, but worried that, ‘Such a message could be pretty scary, ‘and decided not to respond at all.

Most, professors, however, emphasized that instant feedback is sometimes invaluable. One professor said that questions about a lecture or discussion could indicate ‘a blind spot’—something that a student obviously didn't understand. Others have probably hit on the best solution by making rules for email; telling students how quickly the professor will respond, how messages should be drafted and what type of messages they will answer. Meg Worley, an assistant professor of English , tells students that they must say thank you after receiving a professor’s response to an email. ‘The less powerful person always has to write back, ‘she said.

Summary

In higher education, professors are now more【71】______than they used to be because of email. The problem is that some students either write too many emails or write emails that are【72】______(too informal or stupid) . Kessler says he doesn’t like the【73】______of the emails he receives. Ewick thinks that students these days expect too much, and seem to think their teachers have lots of free time Ahdieh received criticisms of his classes by email. A lot of professors are【74】______about how to respond to these emails. Some professors have solved the problem by making【75】______about the email students send them.

(41)

下面的短文有15处空白，请根据短文内容为每处空白确定1个最佳选项。

Sending E-mails to Professors

One student skipped class and then sent the professor an e-mail(51)for copies of her teaching notes.

Another(52)that she was late for a Monday class because she was recovering from drinking too much at a wild weekend party.

At colleges and universities in the US,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.”

51.A.providing B.offering C.supplying D.asking

Lifetime Employment in Japanese Companies

In most large Japanese companies, there is a policy of lifetime employment. What this means is that when people leave school or university to join an enterprise, they can expect or remain with that organization until they retire. In effect, the employee gets job security for life, and can only be fired for serious mistakes in work. Even in times of business recession, he or she is free from the fear of being laid off.

One result of this practice is that the Japanese worker identifies closely with his company and feels strong loyalty to it. By working hard for the company, he believes he is safeguarding his own future. It is not surprising that devotion to one's company is considered a great virtue in Japan. A man is often prepared to put his firm's interests before those of his immediate family.

The job security guaranteed by this system influences the way employees approach their work. They tend to think in terms of what they can achieve throughout their career. This is because they are not judged on how they are performing during a short period of time. They can afford to take a longer perspective than their western counterparts.

This marriage between the employee and the company--the consequence of lifetime employment-- may explain why Japanese workers seem positively to love the products their company is producing and why they are willing to stay on after work, for little overtime pay, to participate in earnest discussions about the quality control of their products.

Lifetime employment in the Japanese company perhaps means that the employee can make serious mistakes in work.

A．Right

B．Wrong

C．Not mentioned

A.DNA—polI、DNA内切酶

B.DNA外切酶、连接酶

C.RNA酶、解螺旋酶

D.Dna蛋白、SSB

E.DNA拓扑异构酶、DNA—polI

A.finished

B.skipped

C./

D./