Sample Two
Directions:
The following paragraphs are given in a wrong order. For Questions 15, you are required to reorganize these paragraphs into a coherent article by choosing from the list A-G to fill in each numbered box. The first and the last paragraphs have been placed for you in Boxes. Mark your answers on ANSWER SHEET 1. (10 points)
[A] It is also used to help students gain transition skills: Students with autism or developmental delay can visit a virtual supermarket, take public transportation, cross the street, or organize his or her day. Students in wheelchairs can learn how to navigate buildings. And the beauty is, these students can make any number of mistakes without endangering themselves.
[B] For example, virtual reality has been used effectively to assess students’ depth perception, with the results being quite different from those obtained from traditional paper and pencil tests.
[C] Then we gradually begin shrinking the sign and adding other environmental elements. Once the student has mastered this virtually, he or she transfers the knowledge to the real world. In the end, this is the most important function of virtual reality programs for special students.
[D] Virtual reality even allows us to tailor the world to meet a child’s needs. Let’s say we’re teaching a child to cross the street by paying attention to traffic signs. Educators have found that it is often difficult for the child to locate the traffic sign in a busy environment. With virtual reality, we can blow up the “walk sign” so the student knows what it looks like.
[E] And it is expected that future teachers will be exposed to virtual classes, complete with “difficult students” to help them master behavior management techniques.
[F] In fact, one of the biggest virtues of virtual reality is that it allows students to learn in a safe environment, and this holds true for students with behavior disorders. After a student has learned an appropriate behavior or way of controlling his or her anger, the student is put in progressively more difficult virtual social situations where he or she can practice the new technique.
[G] Some of today’s most cutting-edge technology is now being used to help students with special needs. No longer just the province of games for “video needs,” virtual reality has come into its own as a tool for special education teachers and therapists. As such, it is used for assessment, teaching, and practice, according to Skip Rizzo, research assistant/professor at the University of Southern California.
Order：G 5 C
Sample Two:
1. B 2. A 3. F .E 5. D
解析
这几段文字是对虚拟现实好处的举例，注意各段之间层层递进的联系，特别是每段的第一句话。
译文
现在人们正在使用一些当代最前沿的技术帮助有特殊需要的学生。虚拟现实不再只是“图像迷”游戏的地盘，它已经声名鹊起，开始流行，成为从事特殊教育的教师和治疗师们使用的工具。南加利福尼亚大学的教授兼研究助理斯基普·里佐说，虚拟现实就其本身而言,可以用来进行评估、教学、练习等活动。
例如，虚拟现实已经用于对学生的纵深觉察能力进行评估，而且效果显著，通过该方法取得的结果与用传统的纸笔测试得到的结果截然不同。
虚拟现实还用来帮学生掌握向普通人生活过渡的技巧：患孤独症的学生或发展迟滞的学生可以去虚拟超市、乘坐公交汽车、过马路、或者安排自己一天的活动。坐轮椅的学生能学会如何在建筑群里穿行。最妙的是，学生们无论犯多少错误都不会威胁到自身的安全。
事实上，虚拟现实最大的好处在于它使学生在安全的环境中学习，而这一点对于那些行为失调的学生同样适合。学生学会某种适当的行为举止或者学会控制自己的情绪之后，就会置身于难度越来越大的虚拟社交场合，练习自己学会的新技巧。
在未来，教师有望接触有“难对付的学生”的虚拟课堂，通过这种方式掌握行为管理技巧。
虚拟现实甚至还能让我们改变周围的世界以满足孩子的需求。比如，我们教孩子过马路时要注意看交通信号灯。教育者们发现，孩子通常很难在乱糟糟的环境下找到交通信号灯;但是借助于虚拟现实我们可以放大“行走信号”，让学生知道它是什么样子，然后逐渐将其缩小并添加周围的景物。一旦学生确实掌握了这一虚拟世界的法则，他或她就会将之用于现实世界，而这也是虚拟现实课程对于有特殊需要的学生来说最重要的功能所在。
