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Textbooks represent an 11 billion dollar industry, up from $8 billion in 2014. Textbook publisher Pearson is the largest publisher—of any kind—in the world.
It costs about $1 million to create a new textbook. A freshman textbook will have dozens of contributors, from subject-matter experts through graphic and layout artists to expert reviewers and classroom testers. Textbook publishers connect professors, instructors and students in ways that alternatives, such as open e-textbooks and open educational resources, simply do not. This connection happens not only by means of collaborative development, review and testing, but also at conferences where faculty regularly decide on their textbooks and curricula for the coming year.
It is true that textbook publishers have recently reported losses, largely due to students renting or buying used print textbooks. But this can be chalked up to the excessively high cost of their books—which has increased over 1, 000 percent since 1977. A restructuring of the textbook industry may well be in order. But this does not mean the end of the textbook itself.
While they may not be as dynamic as an iPad, textbooks are not passive or lifeless. For example, over the centuries, they have simulated (模拟）dialogues in a number of ways. From 1800 to the resent day, textbooks have done this by posing questions for students to answer inductively (归纳性地）. That means students are asked to use their individual experience to come up with answers to general questions. Today’s psychology texts, for example, ask: “How much of your personality do you think you inherited?” while ones in physics say: “How can you predict where the ball you tossed will land?”
Experts observe that “textbooks come in layers, something like an onion”. For an active learner, engaging with a textbook can be an interactive experience: Readers proceed at their own pace. They “customize” their books by engaging with different layers and linkages. Highlighting, Post-It notes, dog-ears and other techniques allow for further customization that students value in print books over digital forms of books.
1
What does the passage say about open educational resources?
A.
They contribute to teaching as much as to learning.
B.
They don’t profit as much as traditional textbooks do.
C.
They can’t connect professors and students as textbooks do.
D.
They compete fiercely for customers with textbook producers.
本题答案：
A
B
C
D
参考答案：
C
系统解析：
由题干中的open educational resources定位到第二段第三句。细节辨认题。定位句指出，教科书出版商们把教授、讲师和学生联系在一起，而教科书的替代品，诸如开放的电子教科书和开放的教育资源根本就做不到。由此可见，开放的教育资源无法像传统教科书那样将教授和学生联系起来，故答案为C。
2
What is the main cause of the publishers’ losses?
A.
Failure to meet student need.
B.
Industry restructuring.
C.
Emergence of e-books.
D.
Falling sales.
本题答案：
A
B
C
D
参考答案：
D
系统解析：
由题干中的main cause of the publishers, losses定位到第三段第一句。推理判断题。定位句提到，教科书岀版商最近报告了亏损，这些亏损很大程度上是因为学生们租用或购买二手纸质教科书。由此可知，造成出版商亏损的主要原因是一些学生不购买新的教科书，而去买一些二手书，从而导致了销售量的下降，故答案为D。
3
What does the textbook industry need to do?
A.
Reform its structures.
B.
Cut its retail prices.
C.
Find replacements for printed textbooks.
D.
Change its business strategy periodically.
本题答案：
A
B
C
D
参考答案：
A
系统解析：
由题干中的the textbook industry定位到第三段第二、三句。细节辨认题。定位句指出，教科书成本过高，自1977年以来已经增长了1,000%。对于教科书产业的调整已经势在必行。由此可见，要想摆脱销售困境，教科书产业最需要做的就是调整产业结构，故答案为A。
4
What are students expected to do in the learning process?
A.
Think carefully before answering each question.
B.
Ask questions based on their own understanding.
C.
Answer questions using their personal experience.
D.
Give answers showing their respective personality.
本题答案：
A
B
C
D
参考答案：
C
系统解析：
由题干中的students和the learning process定位到第四段第三、四句。细节辨认题。定位句提到，从1800年到现在，教科书通过向学生提出问题，让他们作出归纳性回答来实现这一点。那就意味着学生们被要求利用自身经历来回答那些一般性问题。由此可见，学生们在学习教科书时需要用自己的经验回答问题，故答案为C。
5
What do experts say about students using textbooks?
A.
They can digitalize the prints easily.
B.
They can learn in an interactive way.
C.
They can purchase customized versions.
D.
They can adapt the material themselves.
本题答案：
A
B
C
D
参考答案：
B
系统解析：
由题干中的experts和students using textbooks定位到最后一段前两句。推理判断题。定位句指出，专家观察到，教科书就像洋葱一样，是一层一层的，对主动的学习者来说，专注于教科书的学习可以是一种互动体验。由此可见，专家认为，学生在使用教科书时，能够以互动的方式来学习，故答案为B。
When we think of animals and plants, we have a pretty good way of dividing them into two distinct groups: one converts sunlight into energy and the other has to eat food to make its energy. Well, those dividing lines come crashing down with the discovery of a sea slug(海姑蛹）that’s truly half animal and half plant. It’s pretty incredible how it has managed to hijack the genes of the algae (藻类）on which it feeds.
The slugs can manufacture chlorophyll, the green pigment (色素）in plants that captures energy from sunlight, and hold these genes within their body. The term kleptoplasty is used to describe the practice of using hijacked genes to create nutrients from sunlight. And so far, this green sea slug is the only known animal that can be truly considered solar-powered, although some animals do exhibit some plant-like behaviors. Many scientists have studied the green sea slugs to confirm that they are actually able to create energy from sunlight.
In fact, the slugs use the genetic material so well that they pass it on to their future generations . Their babies retain the ability to produce their own chlorophyll, though they can’t generate energy from sunlight until they’ve eaten enough algae to steal the necessary genes, which they can’t yet produce on their own.
“There’s no way on earth that genes from an alga should work inside an animal cell,” says Sidney Pierce from the University of South Florida. “And yet here, they do. They allow the animal to rely on sunshine for its nutrition. So if something happens to their food source, they have a way of not starving to death until they find more algae to eat.”
The sea slugs are so good at gathering energy from the sun that they can live up to nine months without having to eat any food. They get all their nutritional needs met by the genes that they’ve hijacked from the algae.
6
What is the distinctive feature of a sea slug?
A.
It looks like both a plant and animal.
B.
It lives half on animals and half on plants.
C.
It converts some sea animals into plants.
D.
It gets energy from both food and sunlight.
本题答案：
A
B
C
D
参考答案：
D
系统解析：
由题干中的the distinctive feature of a sea slug和题文同序原则定位到第一段。推理判断题。定位段指出，有一个很好的方法将动物和植物分为两组：一组将阳光转化为能量，另一组必须摄入食物来制造能量，而半动物半植物的海蛞蝓打破了这些分界线。由此可见，海蛞蝓既可以通过食物也可以通过阳光来获取能量，故答案为D。
7
What enables the sea slug to live like a plant?
A.
The genes it captures from the sea plant algae.
B.
The nutrients it hijacks from other species.
C.
The mechanism by which it conserves energy.
D.
The green pigment it inherits from its ancestors.
本题答案：
A
B
C
D
参考答案：
A
系统解析：
由题干中的 the sea slug、live like a plant和题文同序原则定位到第二段。推理判断题。定位段提到，海蛞蝓能够制造叶绿素——植物体内的这种绿色色素从阳光中获取能量——并且把这些基因保存在体内。“盗食质体”这个术语用来描述利用劫持来的基因从阳光中制造营养物质的行为。由此可知，海蛞蝓之所以能够像植物一样活着，是因为它从藻类身上获取了可以制造叶绿素的基因，故答案为A。
8
What does the author say about baby sea slugs?
A.
They can live without sunlight for a long time.
B.
They can absorb sunlight right after their birth.
C.
They can survive without algae for quite some time.
D.
They can produce chlorophyll on their own.
本题答案：
A
B
C
D
参考答案：
D
系统解析：
由题干中的baby sea slugs定位到第三段第二句。细节辨认题。定位句指出，幼小的海蛞蝓保留了这种可以自己制造叶绿素的能力，它们需要吃掉足够多的藻类来窃取这种必要的基因，因为它们无法自己制造这种基因，只有这样，它们才能够从阳光中获取能量。由此可见，当幼小的海蛞蝓吃掉足够多的藻类并获得藻类基因时，它们就可以自己制造叶绿素了，故答案为D。
9
What does Sidney Pierce say about genes from an alga?
A.
They are stolen from animals like the sea slug.
B.
They can't function unless exposed to sunlight.
C.
They don't usually function inside animal cells.
D.
They can readily be converted to sea slug genes.
本题答案：
A
B
C
D
参考答案：
C
系统解析：
由题干中的Sidney Pierce和genes from an alga定位到第四段第一句。推理判断题。定位句提到了西德尼-皮尔斯的话：藻类基因根本不可能在动物细胞内奏效。但是在海蛞蝓身上，它们却做到了。由此可见，根据西德尼-皮尔斯的观点，通常情况下，藻类基因是不能在动物细胞内起作用的，故答案为C。
10
What do we learn about sea slugs from the passage?
A.
They behave the way most plant species do.
B.
They can survive for months without eating.
C.
They will turn into plants when they mature.
D.
They will starve to death without sunlight.
本题答案：
A
B
C
D
参考答案：
B
系统解析：
由题干中的sea slugs和题文同序原则定位到最后一段。细节辨认题。定位段指出，海蛞蝓很擅长从太阳中吸取能量，因此它们可以在不吃任何食物的情况下生存9个月。由此可见，海蛞蝓在有阳光的情况下，即使不进食也可以存活数月，故答案为B。
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