Passage OneQuestions 1 to 5 are based on the following passage.Technology can make us smarter or stupider, and we need to develop a set of principles to guide our everyday behavior and make sure that tech is improving and not hindering our mental processes. One of the big questions being debated today is: What kind of information do we need to have stored in our heads, and what kind can we leave "in the cloud," to be accessed as necessary?An increasingly powerful group within education are championing “digital literacy”. In their view, skills beat knowledge, developing “digital literacy” is more important than learning mere content, and all facts are now Google-able and therefore unworthy of committing to memory. But even the most sophisticated digital literacy skills won't help students and workers navigate the world if they don't have a broad base of knowledge about how the world actually operates. If you focus on the delivery mechanism and not the content, you're doing kids a disservice.Indeed, evidence from cognitive science challenges the notion that skills can exist independent of factual knowledge. Data from the last thirty years leads to a conclusion that is not scientifically challengeable: thinking well requires knowing facts, and that's true not only because you need something to think about. The very processes that teachers care about most-critical thinking processes—are intimately intertwined (交织) with factual knowledge that is stored in long-term memory.In other words, just because you can Google the date of Black Tuesday doesn't mean you understand why the Great Depression happened or how it compares to our recent economic slump. There is no doubt that the students of today, and the workers of tomorrow, will need to innovate, collaborate and evaluate. But such skills can't be separated from the knowledge that gives rise to them. To innovate, you have to know what came before. To collaborate, you have to contribute knowledge to the joint venture. And to evaluate, you have to compare new information against knowledge you've already ed.So here's a principle for thinking in a digital world, in two parts. First, acquire a base of factual knowledge in any domain in which you want to perform well. This base supplies the essential foundation for building skills, and it can't be outsourced (外包) to a search engine. Second, take advantage of computers' invariable memory, but also the brain's elaborative memory.Computers are great when you want to store information that shouldn't change. But brains are the superior choice when you want information to change, in interesting and useful ways: to connect up with other facts and ideas, to acquire successive layers of meaning, to steep for a while in your accumulated knowledge and experience and so produce a richer mental brew.1. What is the author's concern about the use of technology? __[空格内填写选项大写字母]A. It may leave knowledge “in the cloud”.
B. It may misguide our everyday behavior.
C. It may cause a divide in the circles of education.
D. It may hinder the development of thinking skills.

2. What is the view of educators who advocate digital literacy? __[空格内填写选项大写字母]
A. It helps kids to navigate the virtual world at will.
B. It helps kids to broaden their scope of knowledge.
C. It increases kids' efficiency of acquiring knowledge.
D. It liberates kids from the burden of memorizing facts.

3. What does evidence from cognitive science show? __[空格内填写选项大写字母]
A. Knowledge is better kept in long-term memory.
B. Critical thinking is based on factual knowledge.
C. Study skills are essential to knowledge acquisition.
D. Critical thinking means challenging existing facts.

4. What does the author think is key to evaluations? __[空格内填写选项大写字母]
A. Gathering enough evidence before drawing conclusions.
B. ing the basic rules and principles for evaluation.
C. Connecting new information with one's accumulated knowledge.
D. Understanding both what has happened and why it has happened.

5. What is the author's purpose in writing the passage? __[空格内填写选项大写字母]
A. To warn against learning through memorizing facts.
B. To promote educational reform in the information age.
C. To explain human brains' function in storing information.
D. To challenge the prevailing overemphasis on digital literacy.

Passage TwoQuestions 6 to 10 are based on the following passage.If you want to know why Denmark is the world's leader in wind power, start with a three-hour car trip from the capital Copenhagen — mind the bicyclists — to the small town of Lem on the far west coast of Jutland. You'll feel it as you cross the 6.8 km-long Great Belt Bridge:Denmark's bountiful wind, so fierce even on a calm summer's day that it threatens to shove your car into the waves below. But wind itself is only part of the reason. In Lem, workers in factories the size of aircraft hangars build the wind turbines sold by Vestas, the Danish company that has emerged as the industry's top manufacturer around the globe. The work is both gross and fine; employees weld together massive curved sheets of steel to make central shafts as tall as a 14-story building, and assemble engine housings (机器外罩) that hold some 18, 000 separate parts. Most impressive are the turbine's blades, which scoop the wind with each sweeping revolution. As smooth as an Olympic swimsuit and honed to aerodynamic perfection, each blade weighs in at 7,000 kg, and they're what help make Vestas’ turbines the best in the world. “The blade is where the secret is,” says Erik Therkelsen, a Vestas executive. “If we can make a turbine, it’s sold.” But technology, like the wind itself, is just one more part of the reason forDenmark's dominance. In the end, it happened becauseDenmarkhad the political and public will to decide that it wanted to be a leader — and to follow through. Beginning in 1979, the government began a determined programme of subsidies and loan guarantees to build up its wind industry. Copenhagen covered 30% of investment costs, and guaranteed loans for large turbine exporters such as Vestas. It also mandated that utilities purchase wind energy at a preferential price — thus guaranteeing investors a customer base. Energy taxes were channeled into research centres, where engineers crafted designs that would ually produce cutting-edge giants like Vestas’ 3-magawatt (MW) V90 turbine. As a result, wind turbines now dotDenmark. The country gets more than 19% of its electricity from the breeze (SpainandPortugal, the next highest countries, get about 10%) and Danish companies control one-third of the global wind market, earning billions in exports and creating a national champion from scratch. “They were out early in driving renewables, and that gave them the chance to be a technology leader and a job-creation leader,” says Jake Schmidt, international climate policy director for the New York City-based Natural Resources Defense Council. “They have always been one or two steps ahead of others.”The challenge now forDenmarkis to help the rest of the world catch up. Beyond wind, the country (pop.5.5 million) is a world leader in energy efficiency, getting more GDP per watt than any other member of the E.U. Carbon emissions are down 13.3% from 1990 levels and total energy consumption has barely moved, even asDenmark’s economy continued to grow at a healthy clip. With Copenhagen set to host all-important U.N. climate change talks in December — where the world hopes for a successor to the expiring Kyoto Protocol — and the global recession beginning to hit environmental plans in capitals everywhere, Denmark’s example couldn’t be more timely. “We'll try to makeDenmarka showroom,” says Prime Minister Anders Fogh Rasmussen. “You can reduce energy use and carbon emissions, and achieve economic growth.” It's tempting to assume that Denmark is innately green, with the kind of Scandinavian good conscience that has made it such a pleasant global citizen since, oh, the whole Viking thing. But the country's policies were actually born from a different emotion, one now in common currency: fear. When the 1973 oil cr hit, 90% ofDenmark's energy came from petroleum, almost all of it imported. Buffeted by the same supply shocks that hit the rest of the developed world,Denmarklaunched a rapid drive for energy conservation, to the point of introducing car-free Sundays and asking businesses to switch off lights during closing hours. ually the Mideast oil started flowing again, and the Danes themselves began enjoying the benefits of the petroleum and natural gas in their slice of the North Sea. It was enough to make them more than self-sufficient. But unlike most other countries,Denmarknever forgot the lessons of l973, and kept driving for greater energy efficiency and a more diversified energy supply. The Danish parliament raised taxes on energy to encourage conservation and established subsidies and standards to support more efficient buildings. “It all started out without any regard for the climate or the environment,” says Svend Auken, the former head ofDenmark's opposition Social Democrat Party and the architect of the country's environmental policies in the 1990s. “But today there's a consensus that we need to build renewable power.”To the rest of the world,Denmarkhas the power of its example, showing that you can stay rich and grow green at the same time. “Denmark has proven that acting on climate can be a positive experience, not just painful,” says NRDC's Schmidt. The real pain could come from failing to follow in their footsteps. 6. Which of the following is NOT cited as a main reason for Denmark's world leadership in wind power? __[空格内填写选项大写字母]A. Technology.B. Wind.C. Government drive.D. Geographical location.7. The author has detailed some of the efforts of the Danish Government in promoting the wind industry in order to show __.[空格内填写选项大写字母]A. the government's determinationB. the country's subsidy and loan policiesC. the importance of export to the countryD. the role of taxation to the economy8. What does the author mean by “Denmark's example couldn't be more timely”? __[空格内填写选项大写字母]A. Denmark's energy-saving efforts cannot be followed by other countries.B. Denmark can manufacture more wind turbines for other countries.C. Denmark's energy-saving success offers the world a useful model.D. Denmark aims to show the world that it can develop even faster.9. According to the passage, Denmark's energy-saving policies originated from __.[空格内填写选项大写字母]A. the country's long tradition of environmental awarenessB. the country's previous experience of oil shortageC. the country's grave shortage of natural resourcesD. the country's abundant wind resources10. Which of the following is NOT implied in the passage? __[空格内填写选项大写字母]A. Not to save energy could lead to serious consequences.B. Energy saving cannot go together with economic growth.C. Energy saving efforts can be painful but positive.D. Denmark is a powerful leader in the global wind market.