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题型:选词填空(多句) 题类:常考题 难易度:普通

高中英语人教版必修五Unit 1 Great scientists同步练习

根据语境,用方框内短语的适当形式填空(每个短语仅用一次)。

be exposed to; draw a conclusion; look into; put forward; be absorbed into; be to blame

(1)、The more sugar that the blood stream, the higher the blood sugar will be.
(2)、The idea you at the meeting yesterday is much better than his.
(3)、The public want to know who for the accident.
(4)、The doctor examined the patient carefully and then .
(5)、Thank you very much for the information, sir; we'll get someone to the matter.
(6)、It is very dangerous to patients with Ebola viruses without any protection.
举一反三
Fill in each blank with a proper word chosen from the box. Each word can be used only once. Note that there is one word more than you need.

A. apply B. supposed C. accurate D. consume E. existing F. maintain G. options H. nature I. sensitive J. address K. willingness

    A recent troubling study showed that "fake news" spread significantly faster, deeper and more broadly than the truth, and the effect is even more remarkable when regarding news as opposed to reporting on natural disasters, finance or science. So how can we encourage individuals to seek {#blank#}1{#/blank#} online content? Leading scholars are trying hard to deal with this question.

    Processing new information requires a considerable mental effort, especially when that information seems to conflict with your {#blank#}2{#/blank#} worldview. It takes the {#blank#}3{#/blank#} to admit you may be wrong. But with a great amount of conflicting information available, who's to say what's actually true and what's false? If you can't tell, why not just make life easy and go with what supports your current beliefs?

    So what {#blank#}4{#/blank#} do we have? Many suggest that we can {#blank#}5{#/blank#} the issue by reforming adult behavior, but this is aiming too far from source. An alternative solution is using early education to help individuals recognize these problems and {#blank#}6{#/blank#} critical thinking to the information they deal with. Currently, there is a push in the US to include Internet information classes into primary and secondary school curriculums. The movement, which has received some support, aims to make fact-checking seem like second {#blank#}7{#/blank#} to individuals at an early age.

    Primary and secondary school are {#blank#}8{#/blank#} to be supplying students with the skills they need to develop into productive and informed members of our society. As our society develops, the curriculum we are teaching our students needs to develop as well.

    The Internet is an amazing tool, but to use it most effectively we have to accept its benefits while also understanding the ways in which it makes us dangerously {#blank#}9{#/blank#}. If students are still learning the practices such as writing in school, shouldn't they be learning how to {#blank#}10{#/blank#} the Internet responsibly as well?

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