Lore is part of a trend that builds on the familiarity with social networking that has come with the success of Facebook. It customizes the rules of a network to meet the specific needs of students. Anyone teaching a class would reasonably worry that students using Facebook were gossiping rather than learning useful information from their network of friends. Lore allows teachers to control exactly who is in the network by issuing a class-membership code and to see how they are using it. They can also distribute course materials, contact students, manage tests and grades, and decide what to make public and what to keep private. Students can also interact with each other.

　　In the academic year after launching its first version last November, Lore was used in at least one class in 600 diversities and colleges. Its goal for its second year, about to begin, is to spread rapidly within those 600 institutions, not least to see what the effects of scale are from having lots of classes signed up within the same institution.

　　The firm has a fast-growing army of fans in the faculty common room. Lore, says Edward Boches, who uses it for his advertising classes at Boston University, makes teaching "more interactive, extends it beyond the classroom and stimulates students to learn from each other rather than just the professor. "

　　Among other challenges for the company, there remains the small matter of figuring out a business model. For the moment it has none. Mr. Cohen hopes that eventually Lore could become the primary marketplace for everything from courses to textbooks, but so far the service is free and carries no advertising. Blackboard, the industry incumbent (占有者), charges users for its course-management software. It remains to be seen how it will respond to the upstart(新貴).

　　The lack of a plan does not appear to bother Lore's founders or investors, -who seem content to learn a lesson from another university drop-out, Mark Zuckerberg, the co-founder of Facebook: achieve critical mass in your network and the profits will follow. And after that perhaps they can expect an honorary degree from the a/ma mater(母校).

　　1. What do we learn from the first paragraph about Lore?

　　A. It specializes in producing old hats.

　　B. It aims to improve the way universities work.

　　C. It invests $ 6m in the development of social network.

　　D. It promotes the communication among classmates.

　　2. What does Lore enable teachers to do?

　　A. Meet specific needs of students.

　　B. Learn useful information from friends.

　　C. Control the online class membership.

　　D. Monitor students' personal privacy.

　　3. For its second-year goal, Lore is to __

　　A. increase fans in the faculty common room

　　B. launch its second version in 600 universities

　　C. make more classes from 600 institutions signed up

　　D. spread its influence within the same institution

　　4. Concerning the prospect of Lore, Mr. Cohen expects it to

　　A. confront with Blackboard as an equal

　　B. offer free service to the advertisers

　　C. cover businesses from courses to textbooks

　　D. Develop its own come-management software

　　5. What do we learn about Lore's founders?

　　A. They can't be bothered to design a business model.

　　B. They learn a lesson from the success of Facebook.

　　C. They will not make profits without drawing mass users.

　　D. They desire to receive an honorary degree from the alma mater.

　　1 B)。由題干中的first paragraph about Lore定位到原文第一段第二句：The twist with Joesph Cohen,Dan Getelman and Jim Grandpre is that their start-up alms to improve how universities work.

　　詳解：事實細節(jié)題。本題考查學(xué)問公司的相關(guān)事實。定位句指出，約瑟夫.科恩.金提曼和吉姆.格蘭坡的合作創(chuàng)業(yè)旨在提升學(xué)校的運作方式，故答案為B)。A)“它專門制造舊帽子”，完全誤解了原文句子的意思，故排除;C)“它投資6百萬發(fā)展社交網(wǎng)絡(luò)”，由該段最后一句可知，是發(fā)展社交學(xué)習(xí)型的課堂網(wǎng)絡(luò)而不是全社會的，故排除;D)“促進同學(xué)間的交流”，這是社交網(wǎng)絡(luò)的一個好處，而不是主要意圖，故排除。

　　2.C)。由題干中的Lore enable teachers to do 定位到原文第二段第四句：Lore allows teachers to control exactly who is in the network by issuing a class-membership code and to see how they are using it.

　　詳解：事實細節(jié)題。本題考查學(xué)問公司對教師的幫助。定位句指出，“學(xué)問”使得教師們通過發(fā)行課堂成員代碼來嚴(yán)格控制上網(wǎng)的學(xué)生以及他們?nèi)绾问褂镁W(wǎng)絡(luò)，故答案為C)。A)“滿足學(xué)生們的具體要求”，由該段第二句可知，這是學(xué)問公司自己的服務(wù)目標(biāo)而不是給予老師的，故排除;B)“向朋友們學(xué)習(xí)有用的信息”，這是老師們希望學(xué)生們做的，故排除;D)“監(jiān)控學(xué)生們的隱私”，由該段倒數(shù)第二句可知，老師們決定學(xué)生的隱私該保密，故排除。

　　3.C)。由題干中的its second.year goal定位到原文第三段第二句：Its goal for its second year，about to begin，is to spread rapidly within those 600 institutions，not least to see what the effects of scale are from having lots of classes signed up within the same institution.

　　詳解：推理判斷題。本題考查“學(xué)問”的第二年計劃。定位句指出，即將開始實行的第二年計劃是在600所機構(gòu)里擴大影響范圍，不僅僅是看到同機構(gòu)里很多班級報名的規(guī)模效應(yīng)，故答案為C)。A)“增加教員休息室的粉絲”文中沒提及，只說了已經(jīng)擁有越來越多的教師粉絲，故排除;B)“在600所大學(xué)中發(fā)起第二個版本”，該段開頭指出使用的是第一個版本，未提及第二個版本，故排除;D)“擴大它在同一所機構(gòu)中的影響”，文中的not least to see已經(jīng)表明它們不滿足于這個目標(biāo)，故排除。

　　4.C)。由題干中的the prospect of Lore和Mr.Cohen定位到原文倒數(shù)第二段第三句：協(xié).Cohen hopes that eventually Lore could become the primary marketplace for everything from courses to textbooks：..

　　詳解：事實細節(jié)題。本題考查科恩先生對學(xué)問公司的期望。定位句指出，他希望最后“學(xué)問”能成為自課程到教科書等一切的主要市場，故答案為C)。A)“平等面對黑板公司”，該段最后一句指出，還不知道黑板公司如何對待“學(xué)問”這個新貴，故排除;B)“給廣告人提供免費服務(wù)”，第三句后半部分說carries no advertising，所以沒有廣告服務(wù);D)“開發(fā)它自己的課程管理軟件”，該段倒數(shù)第二句指出課程管理軟件是黑板公司的，它會向使用者收取費用，但沒提及“學(xué)問”開發(fā)此類軟件，故排除。

　　5.B)。由題干中的Lore's founders定位到原文末段第一句：Lore’s founders or investors，who seem content to learn a lesson from another university drop—out，Mark Zuckerber9，the C0·founder of Facebook...

　　詳解：推理判斷題。本題考查學(xué)問公司創(chuàng)建者們的創(chuàng)業(yè)靈感。定位句指出，他們似乎滿足于向另一所大學(xué)的輟學(xué)者和臉譜網(wǎng)的共同創(chuàng)建者馬克·扎克伯格學(xué)習(xí)經(jīng)驗，故答案為B)。A)“他們沒有為形成一種商業(yè)模式而困擾”，倒數(shù)第二段前兩句已經(jīng)指出，他們現(xiàn)在存在著一個問題，那就是要形成一種商業(yè)模式，故有所困擾，可排除;C)“沒有大量的用戶他們將賺不到利潤”，這是陳述事實，不屬于推理，故排除;D)“他們期望能得到母校的榮譽學(xué)位”，這是作者自己的推測而不是他們自己所想的，故排除。