Part II Listening Comprehension.(30 minutes)
Part III Reading Comprehension.(40 minutes)
Section C
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
57、根據下列材料，請回答57-66題：
questions 56 to 60 are based on the following passage.
What makes a group intelligent? You might think a group's IQ would t esimply the aveiage intelligence of the group's members, or perhaps the intelligence of the team's smartest participant, But researchers who study groups have found that this isn't so.
Rather, a group's intelligence emerges the interactions that go on Within the group. A teams intelligence can be measured, and like an individual's IQ scere, it can accurately predict the team's performance on a Wide variety of tasks. And just as an individual's intelligence is expandable, a group's intelligence can alsobe increased. Here are five suggestions on how to guide the developttment of smart teams:
Chose team members carefully, The smartest groups are composed of people who are good at reading one another's social cues, according to a study led by Carnegie Mellon University professor Anita Williams Woolley and published in the journal Science.
Talk about the “how”. Many members of teams don't like to spend time talking about “process”, preferring to get right down to work--but Woolley notes that groups who take the time to discuss how they Will Work together aice ultimately more efficient and effective.
share the floor: In the most intelligent teams, found  Woolley, members take turns speaking Participants who dominate the discussion or who hang back and don't say much bring down, the


What do we learn about a group's IQ?
A．It equals the total intelligence of the group members.
B．It determines the interactions among the group members.
C．It can help measure an individual's IQ score in the group.
D．It can help predict the group's performance on various tasks.


58、 What does Anita Williams Woolley say about members of smart teams?
A．They are careful in choosing team members.
B．They know clearly about each other's social status.
C．They pay attention to discussing the team's work process.
D．They are more likely to get work done immediately.


59、 According to Alex Sandy Pent land, a group's intelligence______
A．can be expanded by the dominator of the group discussion
B．can be brought down with the absence of the team leader
C．can be increased by members' engagement in side conversations
D．can be related to members' direct contact with each other


60、 what can be inferred from the case of a call center told by Pent land?
A．Coffee breaks should be guaranteed to team members across the workday.
B．Informal social contacts among members establish more efficient work.
C．Team leaders' informal meetings with members should be cancelled.
D．Coffee breaks make members more efficient and satisfied with their jobs.


61、 By "Be open to external influences" ( Line 1, Para.7), the author suggests_____
A．team members explore and discover independently
B．team leaders improve the team's work with fresh ideas
C．teams absorb new insights from the world outside the meeting room
D．teams regularly brainstorm outside the conference morn

62、根據下列材料，請回答62-71題：
Questions 61 to 65 are based on the following passage.
When it comes to video games and apps, what's a parent to do? On the one hand, we're told about the harm of letting kids play with computer games and gadgets (小器具). On the other, we're attracted by games and apps marketedtd us as "educational".
It's a tricky line to follow. Kids' apps range from "baking" cupcakes to crushing war demons (惡魔)Most of them have some educational aspect--at the very least kids learn what ingredients are used in cupcake baking, and the physics of launching Angry Birds at just the right angle to kill the piggies. That's learning, isn't it?
There lie the vague boundaries. Not all games are educational, and not all are shallow forms of entertainment. In fact, most have some elements of both. The trick is to figure out what we want kids to learn and to experience. To collect them all into one category is to miss out on a huge treasure trove (寶庫)of learning opportunities. Real learnh apps have a set of criteria that qualifies them as educational, sorather than writing them all off as a waste of time, parents can figure out what their kids are exposed to."We don't ever want to separate engagement from the purposes of learning," said Daniel Edelson, Executive Director and Vice President of Educa on and Children's Programs at the National Geographic Society at a cyber-learning conference last week. "When you're engaged with activities that have learning goals, you can connect the dots between engagement and learning. If you use engagement in its broadest possible sense when people are paying attention because of bright lights and activity, then you don't find that connection. "
So should parents feel guilty allowing their kids to play games on mobile devices?
"No," says Dr. Michael Levine of the Joan Ganz Cooney Center, which recently released a study called Learning : Is There an App For That. "Kids see their parents using mobile phones all the time. It's only natural for them to want to use them too. And from the data in our study it looks like, many parents are letting their children use them responsibly--with restrictions and in moderation. "

What can be inferred from the first paragraph?
A．Parents feel confused when choosing video games and apps for children.
B．Parents should prevent children from playing video games and apps.
C．Parents are told about the harm of different computer games and gadgets.
D．Parents are suggested to expose children to educational gantes and apps.


63、 By "It's a tricky line to follow", the author means
A．it's difficult to distinguish educational apps from entertaining ones
B．all video games and apps make children learn something useful
C．the users guides of some video games and apps are hard to follow
D．children are too young to understand the educational aspects of games


64、 When choosing games and apps, parents should __
A．explore learning opportunities for children from different categories
B．set up criteria on their own for evaluating the value of learning apps
C．spend time figuring out what their children want to be exposed to
D．make certain what they want children to learn and to experience


65、 According to Daniel Edelso, when playing games and apps,
A．parents should also engage in the play
B．children pay much attention to bright lights
C．children should have the purposes of learning
D．parents find the connection between playing and learning


66、 What can be learned from the study by Dr. Michael Levine?
A．Kids' playing mobile phones is most influenced by their parents.
B．Many parents can properly supervise kids' playing mobile phones.
C．It is natural for kids to want to use mobile phones to learn something.
D．It is hard for parents to give children restrictions on playing mobile phones.

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