（1）

　　In recent years, more and more foreigners are involved in the teaching programs of the United States. Both the advantages and the disadvantages 1C using faculty (教師[總稱]) from foreign countries 2A teaching positions have to be 3D , of course. It can be said that foreign 4C that makes the faculty member from abroad an asset (財(cái)富) also 5B problems of adjustment, both for the university and for the individual.

　　近年來(lái)，越來(lái)越多的外國(guó)人加入美國(guó)教育系統(tǒng)。當(dāng)然，在教學(xué)崗位上啟用外籍教師，其中的利弊都必須予以考慮�？梢赃@么說(shuō)，無(wú)論對(duì)于大學(xué)或是個(gè)人而言，外國(guó)背景是外籍教學(xué)人員財(cái)富的同時(shí)也造成了一些協(xié)調(diào)上的問(wèn)題。

　　The foreign research scholar usually isolates 6A in the laboratory as a means of protection, 7C , what he needs is to be fitted 8A a highly organized university system quite different from 9D at home. He is faced in his daily work 10B differences in philosophy, arrangements of courses and methods of teaching. Both the visiting professor and his students 11D background in each other’s cultures. Some 12A of what is already in the minds of American students is 13D , by the foreign professor. While helping him to 14B himself to his environment, the university must also 15C certain adjustments in order to 16A full advantage of what the newcomer can 17D . It isn’t always known how to make 18B use of foreign faculty, especially at smaller colleges. This is thought to be a 19C where further study is called 20B . The findings of such a study will be of value to colleges and universities with foreign faculty.

　　外國(guó)研究人員通常通過(guò)把自己的實(shí)驗(yàn)室里孤立起來(lái)作為自我保護(hù)的外殼，而他所需要的是融入與國(guó)內(nèi)差異頗大的組織嚴(yán)密的美國(guó)大學(xué)系統(tǒng)。他日常工作中面臨著教學(xué)理念上的差異、課程安排上的不同以及教學(xué)方式上的差異�？妥�教授與同學(xué)們都存在著對(duì)對(duì)方文化背景了解上的不足。外國(guó)教授會(huì)提問(wèn)某些美國(guó)學(xué)生已知的概念。為了幫助外國(guó)教師適應(yīng)其環(huán)境，大學(xué)必須進(jìn)行一定的協(xié)調(diào)進(jìn)而充分發(fā)揮新人的作用。人們并不熟悉如何創(chuàng)造性地使用外籍教師，規(guī)模較小的大學(xué)更是如此。這就需要此領(lǐng)域更為深刻的研究。此類研究的發(fā)現(xiàn)將對(duì)擁有外籍教師的學(xué)校和大學(xué)有著重大的意義。

　　1. A. with B. for C. of D. at

　　2. A. in B. on C. for D. within

　　3. A. thought B. measured C. balanced D. considered

　　4. A. situation B. circumstance C. background D. condition

　　5. A. carries B. creates C. emerges D. solves

　　6. A. himself B. oneself C. him D. one

　　7. A. otherwise B. moreover C. however D. also

　　8. A. into B. by C. on D. with

　　9. A. those B. which C. what D. that

　　10. A. toward B. with C. to D. at

　　11. A. have B. possess C. need D. lack

　　12. A. concept B. plan C. feeling D. intelligence

　　13. A. ordered B. asked C. insisted D. required

　　14. A. place B. adapt C. put D. direct

　　15. A. remain B. keep C. make D. cause

　　16. A. take B. make C. do D. be

　　17. A. show B. afford C. express D. offer

　　18. A. powerful B. creative C. imaginary D. advantage

　　19. A. scope B. range C. field D. district

　　20. A. on B. for C. upon D. at