2011年12月英语四级考前10天冲刺试卷及答案(7)
导读: 距离12月四六级考试仅剩下一周的时间，在此，考试大cet4站为同学们全新推出冲刺试卷10套（含答案），供考生练习。
Part II Reading Comprehension (Skimming and Scanning) (15 minutes)
Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sentences with the information given in the passage.
Social media presents challenge to universities
Universities have a new weapon in the battle to protect their reputations: the friendly student blogger
A few days ago, Vshuf, an international student, posted a message on the Student Room discussion site. He/she wanted to know which university — Glasgow, Birmingham, Warwick, Nottingham or the Institution (sic) of Education would be the best place to study business. The academic reputation of the institution was important, but there was another consideration. “How are people like in these universities?” the post asked. “I have watched some videos about Warwick on YouTube and it seems to me that the people are snobby and arrogant in contrast to those from Nottingham.” Members were quick to defend Warwick, but Vshuf remained unconvinced.
The thread highlights the difficulty that universities face in the age of social media. At a time when reputation is more important than ever because of higher student fees and greater global competition, the ability to manage their reputations is increasingly falling out of their hands.
How to reach an increasingly networked generation that is more inclined to trust the opinion of their anonymous peers on the internet than official bodies such as universities was a problem discussed at last week’s Youth Strategy Marketing Conference 2011.
Helen Pennack, head of marketing communications at the University of Leicester, says students now post queries on Facebook or the Student Room about open days or where to find their timetables, rather than simply contact the university directly. “When we do relationship marketing communications, we are trying to strike up a two-way dialogue with students and they are taking the conversation away from us and having it with other people,” she says. “How we make ourselves part of that conversation again is quite a challenge.”
Her university has responded by setting up a system that allows students to sync (与……同步) communications from Leicester with their Facebook account. But she says universities also need to be present in other web spaces used by students, such as Twitter.
Warwick, which appointed a digital and online communications manager last year, knows well the benefits of having a social media presence. “A year ago, an applicant tweeted, ‘Oh, no. I hear the University of Warwick is closing, what am I going to do?’” says Warwick’s spokesman, Peter Dunn. While this tweet could have caused huge problems if spread, the university was able to tweet back, “We’re still here, honest”.
He says the communications team check what is being said about the university on social media once or twice a day, and responds if someone is confused or asking for information. But it depends on the forum. “If they are on the Student Room we assume they want to bitch (抱怨) about us behind our backs,” he says. “If it is on a much more public space like Twitter or Facebook, someone like us can see it and respond.”
The challenge for universities is not only to know where to respond but when, and getting the tone right. “We are always careful about proactively intervening (主动干涉) in the conversation because that would be seen as rude,” says Pennack. “What is much more effective is if one of our students wades in there and puts somebody straight.”
Some universities have already responded to this, she says, by having a group of students “primed to some extent to join the conversation and correct people where it is appropriate to do so”. It is not something Leicester has tried yet, but, she says, “we may consider it”.
While Imperial College does not prime students, it does recruit a team of official student bloggers to write regularly about their experiences at the university. They are not paid or moderated, and are free to blog about whatever they like. But there are occasional prizes for the most frequent bloggers. Pamela Agar, head of digital media at Imperial, says the college could potentially ask them to blog on a particular subject, but had not done so yet.
“They can and do say negative things about us,” she says. “When they do, it’s useful feedback.” It can also make the blogs more authentic, she says — something that is particularly important to the social media generation.
Chris Fonseka, a third-year information systems student at Imperial, says he applied for a student blogger role because he was attracted by the idea of having a voice around campus. He blogs about his general activities at the university. He also receives regular emails from students and prospective (未来的) students anxious to put queries about accommodation or finances to a real student.
He says he has never felt restricted in what he writes. “If I honestly felt negative about Imperial, I would write about it,” he says.
Tom Ridgewell went a step further. While studying media at the University of Lincoln, he decided to create a television advertisement for the university and put it up on YouTube. “I labelled the videos as ‘banned’ simply because it’s funnier to imagine that I actually showed them to a board of directors and got thrown out of the room. Also, videos generally do a little better with an exaggerated title.”
Ian Richards, press officer at Lincoln, says the university only became aware of the advertisements once they were an online hit and Google alerts showed people were blogging about them. “We didn’t know what to make of them, but when students were talking about them on open days we felt it was something totally left field, but a bit of a blessing for us.” Ridgewell has since been commissioned to carry out work for the marketing department.
How far universities should try to control what members of their community say about them on social media is something some have already faced with academic bloggers. In 2006, Erik Ringmar resigned from his lecturing post at the London School of Economics after the university objected to him posting a speech critical of the university on his blog.
But, while institutions are paying increasing attention to what is said about them on the web, most recognise that there is little they can do about it. “Is it realistic to control every word that’s out there about us?” asks Richards. “I don’t think so.”
1. In the post, Vshuf asked about several institutions’ _______.
A) competitive strength C) academic reputation
B) tuition fees D) social activities
2. What do we learn about universities in the age of social media?
A) They are seeking cooperation of foreign schools.
B) They find it harder to manage their reputation.
C) They have difficulty in balancing their budget.
D) They are able to recruit more international students.
3. When having questions about things like their timetables, students tend to _______.
A) communicate with their instructors directly
B) contact the public office set by the university
C) call or email another student for the information
D) post messages and seek help on the internet
4. According to Helen Pennack, to respond to the challenge, universities need to _______.
A) have a social media presence C) restrict the use of social media
B) own a Facebook or Twitter account D) talk with students face-to-face
5. Peter Dunn assumes those who post messages on the Student Room intend to _______.
A) get an immediate response from a real student
B) update the information about their universities
C) help establish a good reputation for their universities
D) complain about universities without their knowing
6. What is said about the official student bloggers recruited by Imperial College?
A) They will correct people if they are wrong.
B) They are not restricted in what they write.
C) They are asked to blog on a particular subject.
D) They get low pay for sharing their experiences.
7. Pamela Agar holds that official student bloggers’ saying negative things about Imperial can _______.
A) turn off prospective students C) make the blogs more trustworthy
B) ruin the university’s reputation D) draw an angry response from the viewer
8. Chris Fonseka wanted to be a student blogger because blogging about his university was an ______________________________ idea to him.
9. The University of Lincoln only noticed the ads when they were ______________________________ and provoked people’s discussion.
10. Erik Ringmar quit the job at the London School of Economics due to his blog which ______________________________ the university.
Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sentences with the information given in the passage.
Social media presents challenge to universities
Universities have a new weapon in the battle to protect their reputations: the friendly student blogger
A few days ago, Vshuf, an international student, posted a message on the Student Room discussion site. He/she wanted to know which university — Glasgow, Birmingham, Warwick, Nottingham or the Institution (sic) of Education would be the best place to study business. The academic reputation of the institution was important, but there was another consideration. “How are people like in these universities?” the post asked. “I have watched some videos about Warwick on YouTube and it seems to me that the people are snobby and arrogant in contrast to those from Nottingham.” Members were quick to defend Warwick, but Vshuf remained unconvinced.
The thread highlights the difficulty that universities face in the age of social media. At a time when reputation is more important than ever because of higher student fees and greater global competition, the ability to manage their reputations is increasingly falling out of their hands.
How to reach an increasingly networked generation that is more inclined to trust the opinion of their anonymous peers on the internet than official bodies such as universities was a problem discussed at last week’s Youth Strategy Marketing Conference 2011.
Helen Pennack, head of marketing communications at the University of Leicester, says students now post queries on Facebook or the Student Room about open days or where to find their timetables, rather than simply contact the university directly. “When we do relationship marketing communications, we are trying to strike up a two-way dialogue with students and they are taking the conversation away from us and having it with other people,” she says. “How we make ourselves part of that conversation again is quite a challenge.”
Her university has responded by setting up a system that allows students to sync (与……同步) communications from Leicester with their Facebook account. But she says universities also need to be present in other web spaces used by students, such as Twitter.
Warwick, which appointed a digital and online communications manager last year, knows well the benefits of having a social media presence. “A year ago, an applicant tweeted, ‘Oh, no. I hear the University of Warwick is closing, what am I going to do?’” says Warwick’s spokesman, Peter Dunn. While this tweet could have caused huge problems if spread, the university was able to tweet back, “We’re still here, honest”.
He says the communications team check what is being said about the university on social media once or twice a day, and responds if someone is confused or asking for information. But it depends on the forum. “If they are on the Student Room we assume they want to bitch (抱怨) about us behind our backs,” he says. “If it is on a much more public space like Twitter or Facebook, someone like us can see it and respond.”
The challenge for universities is not only to know where to respond but when, and getting the tone right. “We are always careful about proactively intervening (主动干涉) in the conversation because that would be seen as rude,” says Pennack. “What is much more effective is if one of our students wades in there and puts somebody straight.”
Some universities have already responded to this, she says, by having a group of students “primed to some extent to join the conversation and correct people where it is appropriate to do so”. It is not something Leicester has tried yet, but, she says, “we may consider it”.
While Imperial College does not prime students, it does recruit a team of official student bloggers to write regularly about their experiences at the university. They are not paid or moderated, and are free to blog about whatever they like. But there are occasional prizes for the most frequent bloggers. Pamela Agar, head of digital media at Imperial, says the college could potentially ask them to blog on a particular subject, but had not done so yet.
“They can and do say negative things about us,” she says. “When they do, it’s useful feedback.” It can also make the blogs more authentic, she says — something that is particularly important to the social media generation.
Chris Fonseka, a third-year information systems student at Imperial, says he applied for a student blogger role because he was attracted by the idea of having a voice around campus. He blogs about his general activities at the university. He also receives regular emails from students and prospective (未来的) students anxious to put queries about accommodation or finances to a real student.
He says he has never felt restricted in what he writes. “If I honestly felt negative about Imperial, I would write about it,” he says.
Tom Ridgewell went a step further. While studying media at the University of Lincoln, he decided to create a television advertisement for the university and put it up on YouTube. “I labelled the videos as ‘banned’ simply because it’s funnier to imagine that I actually showed them to a board of directors and got thrown out of the room. Also, videos generally do a little better with an exaggerated title.”
Ian Richards, press officer at Lincoln, says the university only became aware of the advertisements once they were an online hit and Google alerts showed people were blogging about them. “We didn’t know what to make of them, but when students were talking about them on open days we felt it was something totally left field, but a bit of a blessing for us.” Ridgewell has since been commissioned to carry out work for the marketing department.
How far universities should try to control what members of their community say about them on social media is something some have already faced with academic bloggers. In 2006, Erik Ringmar resigned from his lecturing post at the London School of Economics after the university objected to him posting a speech critical of the university on his blog.
But, while institutions are paying increasing attention to what is said about them on the web, most recognise that there is little they can do about it. “Is it realistic to control every word that’s out there about us?” asks Richards. “I don’t think so.”
1. In the post, Vshuf asked about several institutions’ _______.
A) competitive strength C) academic reputation
B) tuition fees D) social activities
2. What do we learn about universities in the age of social media?
A) They are seeking cooperation of foreign schools.
B) They find it harder to manage their reputation.
C) They have difficulty in balancing their budget.
D) They are able to recruit more international students.
3. When having questions about things like their timetables, students tend to _______.
A) communicate with their instructors directly
B) contact the public office set by the university
C) call or email another student for the information
D) post messages and seek help on the internet
4. According to Helen Pennack, to respond to the challenge, universities need to _______.
A) have a social media presence C) restrict the use of social media
B) own a Facebook or Twitter account D) talk with students face-to-face
5. Peter Dunn assumes those who post messages on the Student Room intend to _______.
A) get an immediate response from a real student
B) update the information about their universities
C) help establish a good reputation for their universities
D) complain about universities without their knowing
6. What is said about the official student bloggers recruited by Imperial College?
A) They will correct people if they are wrong.
B) They are not restricted in what they write.
C) They are asked to blog on a particular subject.
D) They get low pay for sharing their experiences.
7. Pamela Agar holds that official student bloggers’ saying negative things about Imperial can _______.
A) turn off prospective students C) make the blogs more trustworthy
B) ruin the university’s reputation D) draw an angry response from the viewer
8. Chris Fonseka wanted to be a student blogger because blogging about his university was an ______________________________ idea to him.
9. The University of Lincoln only noticed the ads when they were ______________________________ and provoked people’s discussion.
10. Erik Ringmar quit the job at the London School of Economics due to his blog which ______________________________ the university.
考前模拟训练：
2011年12月英语四级全真模拟试卷汇总
2011年12月英语四级全真预测试卷及答案汇总
作文预测汇总：
2011年12月英语四级预测话题作文汇总
英语四级作文模板汇总
每日一练： 2011年12月英语四级仔细阅读每日一练汇总
首发试题答案：2011年12月英语四级考试试题及答案首发通知
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