考研英語教育類閱讀理解練習(xí)及翻譯
做英語閱讀理解的時(shí)候，對(duì)答案的時(shí)候如果有答案的話是不是可以讓考研的復(fù)習(xí)更加輕松呢?下面是學(xué)習(xí)啦小編給大家整理的考研英語教育類閱讀理解及翻譯，供大家參閱!
考研英語教育類閱讀理解及翻譯：PLIGHT OF THE PRESCHOOLERS
How do they beat the odds?
Competition for admission to the country's top private schools has always been tough, but this year Elisabeth Krents realized it had reached a new level.
Her wake-up call came when a man called the Dalton School in Manhattan, where Krents is admissions director, and inquired about the age cutoff for their kindergarten program. After providing the information (they don't use an age cutoff), she asked about the age of his child. The man paused for an uncomfortably long time before answering. "Well, we don't have a child yet," he told Krents. "We're trying to figure out when to conceive a child so the birthday is not a problem."
School obsession is spreading from Manhattan to the rest of the country. Precise current data on private schools are unavailable, but interviews with representatives of independent and religious schools all told the same story: a glut of applicants, higher rejection rates. "We have people calling us for spots two years down the road," said Marilyn Collins of the Seven Hills School in Cincinnati. "We have grandparents calling for pregnant daughters." Public-opinion poll after poll indicates that Americans' No. 1 concern is education. Now that the long economic boom has given parents more disposable income, many are turning to private schools, even at price tags of well over ,000 a year. "We're getting applicants from a broader area, geographically, than we ever have in the past," said Betsy Haugh of the Latin School of Chicago, which experienced a 20 percent increase in applications this year.
The problem for the applicants is that while demand has increased, supply has not. "Every year, there are a few children who do not find places, but this year, for the first time that I know of, there are a significant number of children who don't have places," said Krents, who also heads a private-school admissions group in New York.
So what can parents do to give their 4-year-old an edge? Schools know there is no foolproof way to pick a class when children are so young. Many schools give preference to siblings or alumni children. Some use lotteries. But most rely on a mix of subjective and objective measures: tests that at best identify developmental maturity and cognitive potential, interviews with parents and observation of applicants in classroom settings. They also want a diverse mix. Children may end up on a waiting list simply because their birthdays fall at the wrong time of year, or because too many applicants were boys.
The worst thing a parent can do is to pressure preschoolers to perform--for example, by pushing them to read or do math exercises before they're ready. Instead, the experts say, parents should take a breath and look for alternatives. Another year in preschool may be all that's needed. Parents, meanwhile, may need a more open mind about relatively unknown private schools--or about magnet schools in the public system. There's no sign of the private-school boom letting up. Dalton's spring tours, for early birds interested in the 2001-2002 school year, are filled. The wait list? Forget it. That's closed, too.
By Pat Wingert Newsweek; 05/15/2000, Vol. 135 Issue 20, p76, 2/3p, 1c
注(1)：本文選自Newsweek，05/15/2000, p76
注(2)：本文習(xí)題命題模仿對(duì)象2003年Text 4.
1.The author uses the examples to show __________.
[A]the concern of Americans
[B]the charm of the private schools
[C]the fierce situation for preschoolers
[D]the economic situation of American families
2.What is implied in Paragraph 4?
[A]The harsh way of forming a class.
[B]The high expectation of the parents.
[C]The wise selection of the school.
[D]The difficulty of getting enrolled.
3.The author’s attitude toward this event is __________.
[A]indifferent
[B]apprehensive
[C]supportive
[D]indignant
4.Instead of giving their children great pressure to outperform, the parents should ______.
[A]avoid the competition and wait for another year
[B]give up their first choice and go to the unknown school
[C]let their children be and do what they want to do
[D]deal with the matter more casually and rethink the situation
5.The text intends to express _________.
[A]the popularity of the private schools
[B]parents’ worry about their children’s schooling
[C]the plight of the preschoolers
[D]the severe competition in going to school
答案:CABDC
篇章剖析
本文采用提出問題---分析問題的模式。文章以實(shí)例作為切入點(diǎn)，著重闡述了學(xué)齡前兒童所面臨的困境。第一段和第二段指出家長對(duì)子女教育問題的關(guān)注;第三段指出兒童入學(xué)難這一現(xiàn)象及其原因;第四段指出一些學(xué)校的招生辦法以及有些學(xué)生無法入學(xué)的原因;第五段指出父母應(yīng)該怎么做。
詞匯注釋
wake-up call (賓館提供的)喚醒服務(wù)，叫早服務(wù)
kindergarten [kIndE5^B:t(E)n] n.幼兒園 adj.幼兒園的, 初級(jí)的, 啟蒙階段的
figure out v.合計(jì)為, 計(jì)算出, 解決, 斷定, 領(lǐng)會(huì)到
conceive [kEn5si:v] v. 懷孕, 考慮, 設(shè)想
obsession [Eb5seF(E)n] n. 迷住, 困擾
glut [^lQt] n. 供應(yīng)過剩;充斥
edge [edV] n.刀口, 利刃, 鋒, 優(yōu)勢, 邊緣, 優(yōu)勢, 尖銳 give an edge to 加劇, 使尖銳化;鼓舞, 使興奮;給(刀等)開刃, 使鋒利
foolproof [5fu:lpru:f] adj.十分簡單的, 十分安全的, 極堅(jiān)固的
sibling[5sIblIN] n.兄弟, 姐妹, 同胞, 同屬
alumni [E`lQmnaI ] n. pl.男畢業(yè)生, 男校友
lottery [5lRtErI] n. 抽彩給獎(jiǎng)法
cognitive [ `kC^nItIv ] adj.認(rèn)知的, 認(rèn)識(shí)的, 有感知的
diverse [daI5v\:s] adj.不同的, 變化多的
alternative [C:l5t\:nEtIv] n. 二中擇一, 可供選擇的辦法, 事物adj.選擇性的, 二中擇一的
magnet school有吸引力的學(xué)校。一種招收在形象和表演藝術(shù)上學(xué)術(shù)成績突出或者有天賦的學(xué)生的公立學(xué)校，從全城各個(gè)地區(qū)招收生源，提供較好的教育，并以此作為消除種族隔離的一種方法。
boom [bu:m] n. 繁榮, 隆隆聲
let up v. 停止, 中止, 放松
難句突破
1.But most rely on a mix of subjective and objective measures: tests that at best identify
developmental maturity and cognitive potential, interviews with parents and observation of applicants in classroom settings.
主體句式：most rely on a mix of subjective and objective measures…
結(jié)構(gòu)分析：本句是一個(gè)簡單句。冒號(hào)之后的成分做measures的同位語;tests，interviews和observation屬于并列結(jié)構(gòu)。
句子譯文：但大多數(shù)學(xué)校還是用主觀和客觀結(jié)合的方法：進(jìn)行考試，確定孩子的發(fā)育成熟程度和認(rèn)知潛能;同學(xué)生家長面談，或在教室觀察孩子的反應(yīng)能力。
題目分析
1.答案為C，屬事實(shí)細(xì)節(jié)題。文中頭兩段舉例說明子女教育問題成了美國家庭的頭等大事，
由此引發(fā)學(xué)齡前兒童入學(xué)難這一社會(huì)問題。
2.答案為A，屬推理判斷題。第四段闡述了學(xué)校選學(xué)生的一些傾向和做法。對(duì)于一個(gè)幾歲
的孩子及其家長又是主觀考察，又是客觀考察，又是抽簽，還要考慮班里學(xué)生的多樣性，等等。對(duì)于孩子來講，真是有些勉為其難。
3.答案為B，屬情感態(tài)度題。全文表達(dá)了對(duì)學(xué)齡前兒童的關(guān)注，以及對(duì)他們所處環(huán)境的憂
慮和擔(dān)心。
4.答案為D，屬事實(shí)細(xì)節(jié)題。原文對(duì)應(yīng)信息“Instead, the experts say, parents should take a
breath and look for alternatives.”
5.答案為C，屬中心思想題。全文的中心都圍繞著學(xué)齡前兒童所處的困境這一點(diǎn)。
參考譯文
學(xué)齡前兒童的困境
想要進(jìn)入國家最好的私立學(xué)校，競爭往往是非常激烈的，但是今年，伊麗莎白•克倫茨卻意識(shí)到這種競爭已經(jīng)達(dá)到了一個(gè)新的水平?？藗惔氖锹D多爾頓學(xué)校的招生辦主任。她的叫醒電話剛響，她就接到一名男子打給學(xué)校的電話，詢問有關(guān)孩子參加幼兒園課程的年齡限制。答復(fù)了他的詢問后(他們沒有年齡限制)，她問他的孩子有多大。這名男子局促不安地遲疑了好大一會(huì)兒才回答說，“噢，我們還沒有孩子，”他對(duì)克倫茨說，“我們正在考慮什么時(shí)候要孩子好，以至于孩子的出生日期在入學(xué)時(shí)不會(huì)成為一個(gè)問題。”
入學(xué)的困擾正在從曼哈頓傳向全國各地。我們無法得到有關(guān)私立學(xué)校的確切的最新數(shù)據(jù)，但是采訪私立學(xué)校和教會(huì)學(xué)校代表的情況表明，這些學(xué)校的情況都是一樣的：入學(xué)申請(qǐng)者供過于求，落選率高居不下。“有人打電話來詢問這兩年的入學(xué)狀況，” 辛辛那提市塞文西爾斯學(xué)校的瑪里琳•柯林斯說，“我們還接到祖父母幫他們懷孕的女兒詢問入學(xué)的電話。一次又一次的民意測驗(yàn)表明，美國人關(guān)心的頭等大事是教育。由于長期的經(jīng)濟(jì)繁榮使父母有了更多的可支配的收入，即使私立學(xué)校的收費(fèi)每年超過一萬美元，很多父母還是選擇私立學(xué)校。芝加哥拉丁語學(xué)校的貝特西•霍說：“申請(qǐng)者的生源地較之過去更為寬泛。”這所拉丁語學(xué)校今年申請(qǐng)入學(xué)的人比過去增長了20%。
這些申請(qǐng)者所面臨的問題是需求增加了，但供應(yīng)卻沒有。還擔(dān)任紐約私立學(xué)校錄取小組組長的克倫茨說：“每年都有少數(shù)孩子找不到就讀的學(xué)校，但今年，我第一次得知有相當(dāng)一大批孩子無處就讀。”
那么家長怎樣做才能使他們四歲的孩子出類拔萃呢?學(xué)校知道，沒有絕對(duì)穩(wěn)妥可靠的辦法去為那么小的孩子們選擇合適的班級(jí)的。許多學(xué)校往往優(yōu)先招收兄弟姐妹或校友的孩子，還有一些學(xué)校使用抽獎(jiǎng)的辦法招生，但大多數(shù)學(xué)校還是用主觀和客觀結(jié)合的方法：進(jìn)行考試，確定孩子的發(fā)育成熟程度和認(rèn)知潛能;同學(xué)生家長面談，或在教室觀察孩子的反應(yīng)能力。他們還要考慮其他多種混合因素?？赡苤皇怯捎诤⒆拥某錾路菖c上學(xué)的要求不符，或是申請(qǐng)者中男孩的比例太高等原因，有些孩子最終被列在繼續(xù)等候的名單上。
父母做的最不明智的事情就是強(qiáng)迫學(xué)齡前孩子去做一些事情—比如，當(dāng)孩子還沒有發(fā)育到一定程度時(shí)就逼迫他們?nèi)ラ喿x或者做數(shù)學(xué)題。而專家表示，做父母的應(yīng)該歇口氣，放松放松，尋找其他的解決辦法。在幼兒園再待上一年可能是最好的辦法。同時(shí)，對(duì)于那些不太出名的私立學(xué)校—或者公立學(xué)校中那些有吸引力的學(xué)校，父母的眼界還要更擴(kuò)大一些。沒有跡象表明私立學(xué)校的迅速發(fā)展會(huì)使多爾頓學(xué)校停止其春季巡回招生工作，因?yàn)槟切?duì)2001-2002學(xué)年感興趣的學(xué)校早已報(bào)滿了。排隊(duì)名單?算了吧。那也滿了。
考研英語教育類閱讀理解及翻譯：Better Think Before You Apply
Early Decision isn't for everyone. A student's take on the admissions game.
When I applied under Early Decision to the University of Pennsylvania four
years ago, I was motivated by two powerful emotions: ambition and fear. The ambition was to fulfill my lifelong expectation of attending an Ivy League school; the fear was that without the advantage offered by Early Decision, I wouldn't make the cut. A Penn admissions officer told me that the previous year they had accepted 45 percent of Early Decision applicants and just 29 percent of total applicants. The implication was clear: applying under Early Decision dramatically improves your chances of acceptance. At Brown University, my other favorite, applying early did not confer any advantage. While Brown was my No. 1 choice, Penn was a close second, and I desperately wanted to make sure I got into one of the two.
I applied just before the Nov. 1 deadline, and six weeks later I got my acceptance package. I was thrilled and relieved. While my friends spent winter vacation finishing as many as 18 applications each, I relaxed. On a school trip to France over spring break, I drank wine while everyone else struggled with international calling cards to phone home and find out where they'd been accepted. People cried about getting rejected, or began the difficult and agonizing process of choosing between two or more schools. Strangely, none of this made me feel better about having applied early. It made me feel worse. When a lot of people from my class got into Brown, I wondered if I, too, could have.
Penn sent a discombobulating array of material to incoming freshmen over the summer. As the pile of mail mounted, so did my concerns that I had made the wrong choice. I had been to Penn only one day, in October of my senior year. I realize now I did not know nearly enough about myself or the school. Picking classes was far more arcane than I had expected (or than it would have been at a smaller school). And when I got to the campus, I found that fraternities and sororities were a more noticeable and obnoxious presence than the 30 percent student membership had suggested to me.
It wasn't long before I knew Penn was not right for me and I looked into transferring. For me, it was about more than just changing schools. I wanted to have the traditional application experience I'd missed out on during my first go-round. The only school on my list that allowed transfers during the second semester of freshman year was Wesleyan, so I waited out the whole year, then applied to Yale, Brown and Wesleyan. I got into Wesleyan. The irony that I could have gotten in sooner, without getting rejected by the other schools, was not lost on me. But I know I made the right decision.
To high-school seniors who want to avoid making the same mistake I did, my advice is simple: don't apply under Early Decision unless you are absolutely sure that the school is your first choice. And, just as important, don't let your parents or college-guidance counselor persuade you to apply under Early Decision. They may have their own agenda, or at least their own perception of who you are and what you want. As I discovered, no one can really know what you want better than yourself, and even you may need time to figure out what that is.
By Ben Adler Newsweek; 11/18/2002, Vol. 140 Issue 21, p62, 2/3p, 1c
注(1)：本文選自Newsweek, 11/18/2002, p62
注(2)：本文習(xí)題命題模仿對(duì)象2002年Text 3.
1.The main reasons for the author to apply under Early Decision are _______.
[A]pride and ambition
[B]dream and fear
[C]easiness and effort-saving
[D]trouble-saving and release
2.It can be inferred from the text that the main advantage of Early Decision is that ______.
[A]you can graduate from the high school earlier
[B]you don’t worry about the results
[C]you needn’t take the entrance examination
[D]you’re more likely to be accepted
3.The description of the author’s feelings in Paragraph 2 shows that _______.
[A]he is satisfied with his choice
[B]there are many advantages of being accepted earlier
[C]less effort is needed under Early Decision
[D]he is happy with and doubts about his decision
4.We can draw a conclusion from the text that ________.
[A]a full consideration is needed before applying
[B]students should avoid the short cut
[C]a quick decision will do you no good
[D]the author shouldn’t apply under Early Decision
5.From the text we can see that the writer seems _________.
[A]regretful
[B]optimistic
[C]gloomy
[D]sensitive
答案：BDDAA
篇章剖析
本文是一篇記敘文，以作者的親身經(jīng)歷講述了“優(yōu)先申請(qǐng)”政策帶給自己的苦與樂。第一段講述了我為什么要考慮使用“優(yōu)先申請(qǐng)”政策;第二段指出這一政策在開始時(shí)帶給我的甜頭;第三段指出自己進(jìn)大學(xué)后的苦惱和煩惱;第四段指出我的補(bǔ)救措施;第五段提出自己對(duì)其他人的忠告和建議。
詞匯注釋
take n. 【體育運(yùn)動(dòng)】門票收入，門票;(采取的)行動(dòng);企圖，嘗試
confer [kEn5f\:(r)] vt.授予(稱號(hào)、學(xué)位等), 贈(zèng)與, 把...贈(zèng)與, 協(xié)議
agonizing[5A^EnaIzIN] adj.苦惱的, 痛苦難忍的
discombobulate [9dIskEm`bCbjJleIt] vt.使混亂, 使泄氣, 使困惑
array [E5reI] n.排列, 編隊(duì), 軍隊(duì), 衣服, 大批
mount[maJnt] vi.增長
arcane [B:5keIn] adj.神秘的, 不可思議的
fraternity [frE5t\:nItI] n.兄弟關(guān)系, 友愛, 互助會(huì), 兄弟會(huì)
sorority [sE5rRrItI; (?@) -5rC:r-] n.婦女聯(lián)誼會(huì), 女學(xué)生聯(lián)誼會(huì)
obnoxious [Eb5nRkFEs] adj.不愉快的, 討厭的
lost 無影響
agenda [E5dVendE] n. pl. 議程
難句突破
1.And when I got to the campus, I found that fraternities and sororities were a more noticeable and obnoxious presence than the 30 percent student membership had suggested to me.
主體句式：…I found that…
結(jié)構(gòu)分析：本句句形結(jié)構(gòu)并不復(fù)雜，重點(diǎn)在于對(duì)that引導(dǎo)的賓語從句中對(duì)more…than的理解。
參考譯文：進(jìn)校后，我發(fā)現(xiàn)，大學(xué)生聯(lián)誼會(huì)比比皆是，其討嫌程度遠(yuǎn)勝過勸我參加他們組織的30%的各類學(xué)生會(huì)員。
題目分析
1.答案為B，屬事實(shí)細(xì)節(jié)題。原文對(duì)應(yīng)信息是“I was motivated by two powerful emotions: ambition and fear.”
2.答案為D，屬推理判斷題。原文對(duì)應(yīng)信息是“The implication was clear: applying under Early Decision dramatically improves your chances of acceptance.”作者特別渴望能確保他上大學(xué)，所以他才放棄了他的第一選擇Brown大學(xué)，而選擇了賓夕法尼亞州大學(xué)。
3.答案為D，屬事實(shí)細(xì)節(jié)題。第二段前半部分描述了作者釋然、悠閑的狀態(tài)，這和他的同學(xué)形成了鮮明的對(duì)比。而最后一句“When a lot of people from my class got into Brown, I wondered if I, too, could have.”卻又道出了他的不甘和遺憾。
4.答案為A，屬推理判斷題。文章前幾段描述了作者依據(jù)“優(yōu)先推薦”政策選擇賓夕法尼亞州大學(xué)的前因后果，最后一段總結(jié)了他的經(jīng)驗(yàn)教訓(xùn)。他并不是他的做法不對(duì)，而是有些欠考慮。
5.答案為A，屬情感態(tài)度題。通讀全文，作者表現(xiàn)更多的是悔不當(dāng)初。
參考譯文
申請(qǐng)前要三思而后行
“優(yōu)先推薦”并不適合于每個(gè)人。學(xué)生在招生游戲中應(yīng)采取的對(duì)策
四年前，當(dāng)我根據(jù)“優(yōu)先推薦”的原則申請(qǐng)賓夕法尼亞州立大學(xué)的時(shí)候，有兩種強(qiáng)烈的情感促使我這么做：雄心和恐懼。我的雄心是我要實(shí)現(xiàn)上名牌大學(xué)的宿愿，恐懼的是如果沒有“提前決定”政策帶來的有利條件，我就無法走此捷徑。賓夕法尼亞州立大學(xué)負(fù)責(zé)招生工作的人告訴我，去年他們錄取了45%的“提前決定”的考生，而從其他申請(qǐng)者中只錄取了總數(shù)的29%。這就清楚地表明：“提前決定”政策能大大提高被錄取的幾率。布朗大學(xué)是我青睞的另一所學(xué)校，但提前申請(qǐng)沒有給我?guī)砣魏魏锰?。布朗大學(xué)是我的第一個(gè)選擇，而賓夕法尼亞州立大學(xué)是我的第二選擇，我非常希望我能保證進(jìn)入其中的一所。
在11月1日這個(gè)最后期限之前，我提交了申請(qǐng)。六周之后，我收到了錄取書。我激動(dòng)萬分，如釋重負(fù)。當(dāng)我的朋友們在寒假期間忙著提交多達(dá)18份申請(qǐng)書的時(shí)候，我悠然自得。在學(xué)校組織的春假法國之旅中，當(dāng)我悠然喝酒的時(shí)候，其他同學(xué)卻憂心忡忡，用國際電話卡打電話回家看自己是否被錄取。有人因?yàn)闆]被錄取而傷心落淚，有人開始艱難而又痛苦地從兩所或更多的學(xué)校中進(jìn)行選擇。奇怪的是，這些絲毫沒有使我因?yàn)橐呀?jīng)提前申請(qǐng)好了而感到高興，相反，我感覺很糟糕。當(dāng)我班有很多同學(xué)考上了布朗大學(xué)時(shí)，我特別想知道如果我也報(bào)考的話，是否也能考上。
賓夕法尼亞州立大學(xué)給暑期過后即將入學(xué)的新生寄來了一大堆令人困惑的材料。隨著郵件的增多，我的擔(dān)心也隨著增長。我擔(dān)心我做出了錯(cuò)誤的選擇。我只在賓夕法尼亞州立大學(xué)呆過一天，那是在我畢業(yè)那年的十月份。我現(xiàn)在意識(shí)到我不僅對(duì)自己也對(duì)這所學(xué)校都缺乏足夠的了解。選課讓我著實(shí)摸不著頭腦，這遠(yuǎn)遠(yuǎn)超過我的預(yù)想的情況(或超過了稍小點(diǎn)學(xué)校的情況)。進(jìn)校后，我發(fā)現(xiàn)，大學(xué)生聯(lián)誼會(huì)比比皆是，其討嫌程度遠(yuǎn)勝過勸我參加他們組織的30%的各類學(xué)生會(huì)員。
沒過多久我就發(fā)現(xiàn)賓夕法尼亞州立大學(xué)不適合我，于是我就著手轉(zhuǎn)學(xué)。對(duì)我來說，這不僅僅是換學(xué)校的問題。我想彌補(bǔ)我在第一輪申請(qǐng)中錯(cuò)過的傳統(tǒng)的申請(qǐng)經(jīng)歷。供我選擇的允許在第一年第二學(xué)期轉(zhuǎn)學(xué)的唯一一所學(xué)校是衛(wèi)斯理教派大學(xué)。我等了整整一年，接著又申請(qǐng)了耶魯大學(xué)、布朗大學(xué)和衛(wèi)斯理教派大學(xué)。我能很快被衛(wèi)斯理教派大學(xué)錄取。我本來早就可以在未遭到其它學(xué)校拒絕的情況下被該校錄取的，但這種極具諷刺意味的事這回在我身上又應(yīng)驗(yàn)了。
對(duì)于那些想避免犯跟我一樣錯(cuò)誤的高中畢業(yè)班的學(xué)生來說，我的建議很簡單：除非你百分之百確定那所學(xué)校就是你的第一選擇，否則不要按“優(yōu)先推薦”的政策進(jìn)行申請(qǐng)。同等重要的是，不要讓你的父母或者大學(xué)指導(dǎo)顧問說服你去按“提前決定”的政策進(jìn)行申請(qǐng)。他們可能有他們自己的一定之規(guī)，或者他們至少對(duì)你是什么樣的人、你想要什么有自己的見解。如我所見，沒人能比你自己更能真正了解你想要什么，甚至有時(shí)我們也需要時(shí)間來思考一下自己想要什么。
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