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.

       My teacher held up a piece of broken glass and asked, “Who broke this window? ”Thirty boys tried to think about not only what they had done, but also what our teacher may have found out. She seldom became angry, buy she was this time.

       “Oh,” I thought. I was the one who broke the window. It was caused by a naughty throw of a baseball. If I admitted guilt, I would be in a lot of trouble. How would I be able to pay for a big window like that ? I didn’t even get an allowance. “My father is going to have a fit, ” I thought. I didn’t want to raise my hand, but some force much stronger than I was pulled it skyward. I told the truth. “I did it. ” It was hard enough to say what I had.

       My teacher took down a book from one of our library shelves and I had never known my teacher to strike a student. But I feared she was going to start with me.

       “I know how you like birds,” she said as she stood looking down at my guilt — ridden face. “Here is that field guide about birds that you are constantly checking out. It is yours now. It’s time we got a new one for the school anyway. You will not be punished as long as you remember that I am not rewarding you for your misdeed. I am rewarding you for your truthfulness. ”

       I couldn’t believe it! I wasn’t being punished and I was getting my own bird field guide-the very one that I had been saving up money to buy.

       All that remains of that day is my memory and the lesson my teacher taught me. That lesson stays with me every day and it will echo forever.

1．From the story, we can learn that the boy       .

       A．didn’t break the window on purpose

       B．lacked the strength to admit his guilt

       C．tried to think about what he had done

       D．didn’t know what the teacher would find out

2

2,4,6

．When the boy admitted the guilt, he thought he would NOT      .

A．be punished by the teacher                    B．make his father angry

C．pay for the broken window                   D．get an sward from his teacher

3．Which of the following best describes the changes in the boy’s feelings?

A．Afraid-Surprised-Thankful                    B．Frightened-Amazed-Proud

C．Regretful-Guilty-Excited                       D．Nervous-Afraid-Satisfied

4．What is the lesson the boy’s teacher taught him?

A．Every coin has two sides.                    B．Honesty is always valued.

C．Bad luck never comes alone.                D．It’s never too late to be careful.

My teacher held up a piece of broken glass and asked, “Who broke this window?” Thirty boys tried to think about not only what they had done, but also what our teacher may have found out. She seldom became angry, but she was this time.

“Oh,” I thought. I was the one who broke the window. It was caused by a naughty throw of a baseball. If I admitted guilt, I would be in a lot of trouble. How would I be able to pay for a big window like that? I didn’t even get an allowance. “My father is going to have a fit,” I thought. I didn’t want to raise my hand, but some force much stronger than I was pulled it skyward. I told the truth. “I did it.” It was hard enough to say what I had.

My teacher took down a book from one of our library shelves and I had never known my teacher to strike a student, but I feared she was going to start with me.

“I know how you like birds,” she said as she stood looking down at my guilt-ridden face. “Here is that field guide about birds that you are constantly checking out. It is yours now. It’s time we got a new one for the school anyway. You will not be punished as long as you remember that I am not rewarding you for your misdeed, I am rewarding you for your truthfulness.”

I couldn’t believe it! I wasn’t being punished and I was getting my own bird field guide-the very one that I had been saving up money to buy.

All that remains of that day is my memory and the lesson my teacher taught me. That lesson stays with me every day and it will echo forever.

1．From the story, we can learn that the boy             .

      A．didn’t break the window on purpose

       B．lacked the strength to admit his guilt

       C．tried to think about that he had done

       D．didn’t know what the teacher would find out

2．If the boy admitted guilt, he thought he would NOT             .

       A．be punished by the teacher                    B．make his father angry

       C．pay for the broken window                   D．get a bird field guide

3．Which of the following best describes the changes in the boy’s feelings?

       A．Afraid-Surprised-Thankful                    B．Frightened-Amazed-Proud.

       C．Regretful-Guilty-Excited.                      D．Nervous-Afraid-Satisfied.

4．What is the lesson the boy’s teacher taught him?

      A．Every coin has two sides.                     B．Honesty is always valued.

       C．Bad luck never comes alone.                 D．It’s never too late to be careful.

My teacher held up a piece of broken glass and asked，“Who broke this window?” Thirty boys tried to think about not only what they had done，but also what our teacher may have found out．She seldom became angry，but she was this time．

“Oh，” I thought．I was the one who broke the window．It was caused by a naughty throw of a baseball．If I admitted guilt，I would be in a lot of trouble．How would I be able to pay for a big window like that? I didn’t even get an allowance. “My father is going to have a fit，”I thought．I didn’t want to raise my hand，but some force much stronger than I was pulled it skyward．I told the truth. “I did it.” It was hard enough to say what I had．

My teacher took down a book from one of our library shelves and I had never known my teacher to strike a student，but I feared she was going to start with me. “I know how you like birds,” she said as she stood looking down at my guilt-ridden face．“Here is that field guide about birds that you are constantly checking out. It is yours now．It’s time we got a new one for the school anyway．You will not be punished as long as you remember that I am not rewarding you for your misdeed, I am rewarding you for your truthfulness.” I couldn’t believe it! I wasn’t being punished and I was getting my own bird field guide--the very one that I had been saving up money to buy.

All that remains of that day is my memory and the lesson my teacher taught me. That lesson stays with me every day and it will echo forever.

 

1.From the story, we can learn that the boy.

  A. didn’t break the window on purpose.

  B. lacked the strength to admit his guilt.

  C. tried to think about what he had done.

  D. didn’t know what the teacher would find out.

2. If the boy admitted guilt, he thought he would NOT              .

  A. be punished by the teacher   B. make his father angry

  C. pay for the broken window    D. get a bird field guide

3. Which of the following best describes the changes in the boy’s feelings?

  A. Afraid-Surprised-Thankful       B. Frightened-Amazed-Proud.

  C. Regretful-Guilty-Excited.        D. Nervous-Afraid-Satisfied.

 

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.