考研英語教育類閱讀理解練習及翻譯

　　做英語閱讀理解的時候，對答案的時候如果有答案的話是不是可以讓考研的複習更加輕鬆呢?下面是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 $10,000 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***：本文習題命題模仿物件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。文章以例項作為切入點，著重闡述了學齡前兒童所面臨的困境。第一段和第二段指出家長對子女教育問題的關注;第三段指出兒童入學難這一現象及其原因;第四段指出一些學校的招生辦法以及有些學生無法入學的原因;第五段指出父母應該怎麼做。

　　詞彙註釋

　　wake-up call ***賓館提供的***喚醒服務，叫早服務

　　kindergarten [kIndE5^B:t***E***n] n.幼兒園 adj.幼兒園的, 初級的, 啟蒙階段的

　　figure out v.合計為, 計算出, 解決, 斷定, 領會到

　　conceive [kEn5si:v] v. 懷孕, 考慮, 設想

　　obsession [Eb5seF***E***n] n. 迷住, 困擾

　　glut [^lQt] n. 供應過剩;充斥

　　edge [edV] n.刀口, 利刃, 鋒, 優勢, 邊緣, 優勢, 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, 極堅固的

　　sibling[5sIblIN] n.兄弟, 姐妹, 同胞, 同屬

　　alumni [E`lQmnaI ] n. pl.男畢業生, 男校友

　　lottery [5lRtErI] n. 抽彩給獎法

　　cognitive [ `kC^nItIv ] adj.認知的, 認識的, 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有吸引力的學校。一種招收在形象和表演藝術上學術成績突出或者有天賦的學生的公立學校，從全城各個地區招收生源，提供較好的教育，並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, 放鬆

　　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…

　　結構分析：本句是一個簡單句。冒號之後的成分做measures的同位語;tests，interviews和observation屬於並列結構。

　　句子譯文：但大多數學校還是用主觀和客觀結合的方法：進行考試，確定孩子的發育成熟程度和認知潛能;同學生家長面談，或在教室觀察孩子的反應能力。

　　題目分析

　　1.答案為C，屬事實細節題。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，

　　由此引發學齡前兒童入學難這一社會問題。

　　2.答案為A，屬推理判斷題。第四段闡述了學校選學生的一些傾向和做法。對於一個幾歲

　　的孩子及其家長又是主觀考察，又是客觀考察，又是抽籤，還要考慮班裡學生的多樣性，等等。對於孩子來講，真是有些勉為其難。

　　3.答案為B，屬情感態度題。全文表達了對學齡前兒童的關注，以及對他們所處環境的憂

　　慮和擔心。

　　4.答案為D，屬事實細節題。原文對應資訊“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齡前兒童所處的困境這一點。

　　參考譯文

　　學齡前兒童的困境

　　想要進入國家最好的私立學校，競爭往往是非常激烈的，但是今年，伊麗莎白•克倫茨卻意識到這種競爭已經達到了一個新的水平。克倫茨是曼哈頓多爾頓學校的招生辦主任。她的叫醒電話剛響，她就接到一名男子打給學校的電話，詢問有關孩子參加幼兒園課程的年齡限制。答覆了他的詢問後***他們沒有年齡限制***，她問他的孩子有多大。這名男子侷促不安地遲疑了好大一會兒才回答說，“噢，我們還沒有孩子，”他對克倫茨說，“我們正在考慮什麼時候要孩子好，以至於孩子的出生日期在入學時不會成為一個問題。”

　　入學的困擾正在從曼哈頓傳向全國各地。我們無法得到有關私立學校的確切的最新資料，但是採訪私立學校和教會學校代表的情況表明，這些學校的情況都是一樣的：入學申請者供過於求，落選率高居不下。“有人打電話來詢問這兩年的入學狀況，” 辛辛那提市塞文西爾斯學校的瑪裡琳•柯林斯說，“我們還接到祖父母幫他們懷孕的女兒詢問入學的電話。一次又一次的民意測驗表明，美國人關心的頭等大事是教育。由於長期的經濟繁榮使父母有了更多的可支配的收入，即使私立學校的收費每年超過一萬美元，很多父母還是選擇私立學校。芝加哥拉丁語學校的貝特西•霍說：“申請者的生源地較之過去更為寬泛。”這所拉丁語學校今年申請入學的人比過去增長了20%。

　　這些申請者所面臨的問題是需求增加了，但供應卻沒有。還擔任紐約私立學校錄取小組組長的克倫茨說：“每年都有少數孩子找不到就讀的學校，但今年，我第一次得知有相當一大批孩子無處就讀。”

　　那麼家長怎樣做才能使他們四歲的孩子出類拔萃呢?學校知道，沒有絕對穩妥可靠的辦法去為那麼小的孩子們選擇合適的班級的。許多學校往往優先招收兄弟姐妹或校友的孩子，還有一些學校使用抽獎的辦法招生，但大多數學校還是用主觀和客觀結合的方法：進行考試，確定孩子的發育成熟程度和認知潛能;同學生家長面談，或在教室觀察孩子的反應能力。他們還要考慮其他多種混合因素。可能只是由於孩子的出生月份與上學的要求不符，或是申請者中男孩的比例太高等原因，有些孩子最終被列在繼續等候的名單上。

　　父母做的最不明智的事情就是強迫學齡前孩子去做一些事情—比如，當孩子還沒有發育到一定程度時就逼迫他們去閱讀或者做數學題。而專家表示，做父母的應該歇口氣，放鬆放鬆，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，對於那些不太出名的私立學校—或者公立學校中那些有吸引力的學校，父母的眼界還要更擴大一些。沒有跡象表明私立學校的迅速發展會使多爾頓學校停止其春季巡迴招生工作，因為那些對2001-2002學年感興趣的學校早已報滿了。排隊名單?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***：本文習題命題模仿物件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，以作者的親身經歷講述了“優先申請”政策帶給自己的苦與樂。第一段講述了我為什麼要考慮使用“優先申請”政策;第二段指出這一政策在開始時帶給我的甜頭;第三段指出自己進大學後的苦惱和煩惱;第四段指出我的補救措施;第五段提出自己對其他人的忠告和建議。

　　詞彙註釋

　　take n. 【體育運動】門票收入，門票;***採取的***行動;企圖，嘗試

　　confer [kEn5f\:***r***] vt.授予***稱號、學位等***, 贈與, 把...贈與, 協議

　　agonizing[5A^EnaIzIN] adj.苦惱的, 痛苦難忍的

　　discombobulate [9dIskEm`bCbjJleIt] vt.使混亂, 使洩氣, 使困惑

　　array [E5reI] n.排列, 編隊, 軍隊, 衣服, 大批

　　mount[maJnt] vi.增長

　　arcane [B:5keIn] adj.神祕的, 不可思議的

　　fraternity [frE5t\:nItI] n.兄弟關係, 友愛, 互助會, 兄弟會

　　sorority [sE5rRrItI; ***?@*** -5rC:r-] n.婦女聯誼會, 女學生聯誼會

　　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…

　　結構分析：本句句形結構並不複雜，重點在於對that引導的賓語從句中對more…than的理解。

　　參考譯文：進校後，我發現，大學生聯誼會比比皆是，其討嫌程度遠勝過勸我參加他們組織的30%的各類學生會員。

　　題目分析

　　1.答案為B，屬事實細節題。原文對應資訊是“I was motivated by two powerful emotions: ambition and fear.”

　　2.答案為D，屬推理判斷題。原文對應資訊是“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，所以他才放棄了他的第一選擇Brown大學，而選擇了賓夕法尼亞州大學。

　　3.答案為D，屬事實細節題。第二段前半部分描述了作者釋然、悠閒的狀態，這和他的同學形成了鮮明的對比。而最後一句“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“優先推薦”政策選擇賓夕法尼亞州大學的前因後果，最後一段總結了他的經驗教訓。他並不是他的做法不對，而是有些欠考慮。

　　5.答案為A，屬情感態度題。通讀全文，作者表現更多的是悔不當初。

　　參考譯文

　　申請前要三思而後行

　　“優先推薦”並不適合於每個人。學生在招生遊戲中應採取的對策

　　四年前，當我根據“優先推薦”的原則申請賓夕法尼亞州立大學的時候，有兩種強烈的情感促使我這麼做：雄心和恐懼。我的雄心是我要實現上名牌大學的宿願，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負責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，而從其他申請者中只錄取了總數的29%。這就清楚地表明：“提前決定”政策能大大提高被錄取的機率。布朗大學是我青睞的另一所學校，但提前申請沒有給我帶來任何好處。布朗大學是我的第一個選擇，而賓夕法尼亞州立大學是我的第二選擇，我非常希望我能保證進入其中的一所。

　　在11月1日這個最後期限之前，我提交了申請。六週之後，我收到了錄取書。我激動萬分，如釋重負。當我的朋友們在寒假期間忙著提交多達18份申請書的時候，我悠然自得。在學校組織的春假法國之旅中，當我悠然喝酒的時候，其他同學卻憂心忡忡，用國際電話卡打電話回家看自己是否被錄取。有人因為沒被錄取而傷心落淚，有人開始艱難而又痛苦地從兩所或更多的學校中進行選擇。奇怪的是，這些絲毫沒有使我因為已經提前申請好了而感到高興，相反，我感覺很糟糕。當我班有很多同學考上了布朗大學時，我特別想知道如果我也報考的話，是否也能考上。

　　賓夕法尼亞州立大學給暑期過後即將入學的新生寄來了一大堆令人困惑的材料。隨著郵件的增多，我的擔心也隨著增長。我擔心我做出了錯誤的選擇。我只在賓夕法尼亞州立大學呆過一天，那是在我畢業那年的十月份。我現在意識到我不僅對自己也對這所學校都缺乏足夠的瞭解。選課讓我著實摸不著頭腦，這遠遠超過我的預想的情況***或超過了稍小點學校的情況***。進校後，我發現，大學生聯誼會比比皆是，其討嫌程度遠勝過勸我參加他們組織的30%的各類學生會員。

　　沒過多久我就發現賓夕法尼亞州立大學不適合我，於是我就著手轉學。對我來說，這不僅僅是換學校的問題。我想彌補我在第一輪申請中錯過的傳統的申請經歷。供我選擇的允許在第一年第二學期轉學的唯一一所學校是衛斯理教派大學。我等了整整一年，接著又申請了耶魯大學、布朗大學和衛斯理教派大學。我能很快被衛斯理教派大學錄取。我本來早就可以在未遭到其它學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驗了。

　　對於那些想避免犯跟我一樣錯誤的高中畢業班的學生來說，我的建議很簡單：除非你百分之百確定那所學校就是你的第一選擇，否則不要按“優先推薦”的政策進行申請。同等重要的是，不要讓你的父母或者大學指導顧問說服你去按“提前決定”的政策進行申請。他們可能有他們自己的一定之規，或者他們至少對你是什麼樣的人、你想要什麼有自己的見解。如我所見，沒人能比你自己更能真正瞭解你想要什麼，甚至有時我們也需要時間來思考一下自己想要什麼。

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