2018年考研英語教育類閱讀理解專項訓(xùn)練.doc

凱程考研，為學(xué)員服務(wù)，為學(xué)生引路！2018年考研英語教育類閱讀理解專項訓(xùn)練暑期集訓(xùn)來了，如何在暑期兩個月創(chuàng)造出雙倍的價值是每個考生想要達(dá)到的目標(biāo)。這就需要加倍的努力和科學(xué)的規(guī)劃了。英語方面的復(fù)習(xí)，大家要持續(xù)性背單詞，閱讀、寫作及翻譯要多加練習(xí)，總結(jié)方法技巧，活學(xué)活用。下面凱程在線和大家分享教育類的閱讀模擬題，大家不妨集中練習(xí)，提升閱讀速度和做題技巧。One of the most important social developments that helped to make possible a shift in thinking about the role of public education was the effect of the baby boom of the 1950s and 1960s on the schools. In the 1920s， but especially in the Depression conditions of the 1930s， the United States experienced a declining birth rateevery thousand women aged fifteen to forty-four gave birth to about 118 live children in 1920， 89.2 in 1930， 75.8 in 1936， and 80 in 1940. With the growing prosperity brought on by the Second World War and the economic boom that followed it， young people married and established households earlier and began to raise larger families than had their predecessors during the Depression. Birth rates rose to 102 per thousand in 1946， 106.2 in 1950， and 118 in 1955. Although economics was probably the most important determinant， it is not the only explanation for the baby boom. The increased value placed on the idea of the family also helps to explain this rise in birth rates.The baby boomers began streaming into the first grade by the mid-1940s and became a flood by 1950. The public school system suddenly found itself overtaxed. While the number of schoolchildren rose because of wartime and postwar conditions， these same conditions made the schools even less prepared to cope with the flood. The wartime economy meant that few new schools were built between 1940 and 1945. Moreover， during the war and in the boom times that followed， large numbers of teachers left their profession for better-paying jobs elsewhere in the economy.Therefore， in the 1950s and 1960s， the baby boom hit an antiquated and inadequate school system. Consequently， the “custodial rhetoric” of the 1930s and early 1940s no longer made sense; that is， keeping youths aged sixteen and older out of the labor market by keeping them in school could no longer be a high priority for an institution unable to find space and staff to teach younger children aged five to sixteen. With the baby boom， the focus of educators and of laymen interested in education inevitably turned toward the lower grades and back to basic academic skills and discipline. The system no longer had much interest in offering nontraditional， new， and extra services to older youths.1. What does the passage mainly discuss?A The teaching profession during the baby boom.B Birth rates in the United States in the 1930s and 1940s.C The impact of the baby boom on public education.D The role of the family in the 1950s and 1960s.2. The public schools of the 1950s and 1960s faced all of the following problems EXCEPT_.A a declining number of studentsB old-fashioned facilitiesC a shortage of teachersD an inadequate number of school buildings3. According to the passage，why did teachers leave the teaching profession after the outbreak of the war?AThey needed to be retrained.BThey were dissatisfied with the curriculum.COther jobs provided higher salaries.DTeaching positions were scarce.4. The“custodial rhetoric”mentioned in the last paragraph refers to_.A raising a familyB keeping older individuals in schoolC running an orderly householdD maintaining discipline in the classroom5. Where in the passage does the author refer to the attitude of Americans toward raising a family in the 1950s and 1960s?ALines 13BLines 910CLines 2021DLines 2426核心詞匯prosperityn.繁榮 cope vi.應(yīng)付，處理 consequently adv.從而，因此priority n.優(yōu)先權(quán) staffn.全體職員laymann.外行 discipline n.學(xué)科，紀(jì)律Profession n.職業(yè) institution n.公共機(jī)構(gòu) academic n.學(xué)院的，理論的促使人們在對公共教育之作用的思考上發(fā)生轉(zhuǎn)變的最重要的社會狀況之一就是，20世紀(jì)50年代和60年代生育高峰對學(xué)校的影響。在20世紀(jì)20年代，尤其是在30年代經(jīng)濟(jì)大蕭條的情況下，美國經(jīng)歷了一次出生率的降低在1920年，每1，000名1544歲的婦女生育了大約118個嬰兒，1930年為89.2個，1936年為75.8個，到了1940年為80個。隨著第二次世界大戰(zhàn)以及其后的經(jīng)濟(jì)復(fù)蘇所引發(fā)的日益發(fā)展和繁榮的景象，年輕人提前結(jié)婚成家，開始比他們處于大蕭條時代的前輩們供養(yǎng)更大的家庭。出生率在1946年增長到102%，1950年為106.2%，1955年為118%盡管經(jīng)濟(jì)因素很可能是最重要的決定因素，但它并非是對生育高峰的惟一解釋。人們家庭觀念的增強(qiáng)也有助于解釋這種出生率的升高。在生育高峰中出生的一代到20世紀(jì)40年代中期開始涌入學(xué)校一年級，到1950年呈泛濫之勢。公共學(xué)校體系突然發(fā)現(xiàn)自己負(fù)荷過重。戰(zhàn)時和戰(zhàn)后狀況一方面使得入學(xué)兒童數(shù)量增多，但同樣的狀況卻使學(xué)校在應(yīng)對如洪水般的入學(xué)兒童方面缺乏準(zhǔn)備。戰(zhàn)時的經(jīng)濟(jì)狀況意味著在1940年和1945年間新建學(xué)校的數(shù)量微乎其微。此外，在戰(zhàn)時以及在隨后的經(jīng)濟(jì)繁榮時期。，大量教師離開了教職，到經(jīng)濟(jì)體系中的其他領(lǐng)域?qū)で髨蟪旮鼉?yōu)厚的工作。因此，在20世紀(jì)50年代和60年代，生育高峰沖擊了一個陳舊且不完整的學(xué)校體系。其結(jié)果是，20世紀(jì)30年代和40年代早期的“監(jiān)護(hù)之說”開始失去意義;也就是說，因為教育機(jī)構(gòu)無法為年齡在516歲的兒童提供學(xué)習(xí)所需的空間和教員，因此，讓那些年齡在16歲及其以上的孩子待在學(xué)校以使他們處于勞動力市場之外，不再是一個優(yōu)先的選擇。在生育高峰的沖擊下，教育者和對教育感興趣的外行所關(guān)注的焦點不可避免地轉(zhuǎn)向了低年級，轉(zhuǎn)回到了基本的學(xué)術(shù)技能和學(xué)科上。這一體系對于向年齡較大的年輕人提供非傳統(tǒng)的、新式的和額外的服務(wù)不再抱有太多的興趣。參考答案：1.A 細(xì)節(jié)題。由題干關(guān)鍵詞babyboom定位文章第一段倒數(shù)第二句，該句提到economics was probably the most impoItant deterrninant.一可知，經(jīng)濟(jì)的繁榮導(dǎo)致了baby boom，故選A.2.C 細(xì)節(jié)題。由題干關(guān)鍵詞t11e.teaching profession定位第二段最后一句teac】3ers leR their professionforbettei-payingjobs(很多老師為了高薪離開了教師崗位)，由此可推斷出答案應(yīng)為C.3.B 語義題。由題干關(guān)鍵詞custodial rJaetoric定位文章第三段，第二句說到，三四十年代custodial rhetoric不再合理，該句中that is后就是custodial dletorjc的內(nèi)容，即keeping youths aged sixteen antl older out oftlle lal)or mar-ket by keeping t】aem in scla00l，選項B正是該句的同義轉(zhuǎn)述，故為答案。4.B 推斷題。作者在第三段首句提到生育高峰沖擊了學(xué)校體系，可排除A;最后一段提到教育者的焦點也轉(zhuǎn)向了低年級，轉(zhuǎn)回到了基本的學(xué)術(shù)技能和學(xué)科上，而對向年齡較大的年輕人提供非傳統(tǒng)的、新式的和額外的服務(wù)不再抱有太多的興趣，言外之意，在生育高峰之前教育者的焦點不在基本的學(xué)術(shù)技能和學(xué)科上，故排除c，D與文意正好相反，只有B符合文意。5.C 主旨題。本題針對文章的大意。文章開篇作者就點明了主題“促使人們在對公共教育的作用的思考上發(fā)生轉(zhuǎn)變的最重要的社會狀況之一，就是20世紀(jì)50年代和60年代生育高峰對學(xué)校的影響”。由此可見，本文的主旨應(yīng)為C.Amy High is decked out in the traditional pink dress and golden stole of ancient Rome. She bursts into a third-grade classroom and greets her students： “Salvete， omnes!” (Hello， everyone!) The kids respond in kind， and soon they are studying derivatives. “How many people are in a duet?” High asks. All the kids know the answer， and when she asks how they know， a boy responds， “Because duo is two in Latin.” High replies， “Plaudite!” and the 14 kids erupt in applause. They learn the Latin root later， or side， and construct such English words as bilateral and quadrilateral. “Latins going to open up so many doors for you，” High says. “Youre going to be able to figure out the meaning of words youve never seen before.”High teaches at Providence Elementary School in Fairfax City， Va.， which has a lot riding on the success of her efforts. As part of Virginias high-stakes testing program， schools that dont boost their scores by the year 2007 could lose state funding. So Fairfax City， just 18 miles southwest of the White House， has upgraded its two crumbling elementary schools with new high-tech television studios， computer labs and one very old featuremandatory Latin.Here lies one of the more counterintuitive developments of the standardized-testing movement： Though some critics complain that teachers are forced to dumb down their lessons and “teach to the test，” some schools are offering more challenging course work as a way of engaging students. In the past three years， scores of elementary schools in high-stakes testing states such as Texas， Virginia and Massachusetts have added Latin programs. Says Allen Griffith， a member of the Fairfax City school board： “If were trying to improve English skills， teaching Latin is an awfully effective， proved method.”This is not your fathers Latin， which was taught to elite college-bound high schoolers and drilled into them through memorization. Its tedium and perceived irrelevance almost drove Latin from public schools. Todays growth in elementary school Latin has been spurred by new， interactive oral curriculums， enlivened by lessons in Roman mythology and culture. “One thing that makes it engaging for kids is the goofy fun of investigating these guys in togas，” says Marion Polsky， author of First Latin： A Language Discovery Program， the textbook used in Fairfax City.Latin enthusiasts believe that if young students learn word roots， they will be able to decipher unfamiliar words. (By some estimates， 65% of all English words have Latin roots.) Latin is an almost purely phonetic language. There are no silent letters， and each letter represents a single sound. That makes it useful in teaching reading. And once kids master the grammatical structure of Latinwhich is simple， logical and consistentthey will more easily grasp the many grammatical exceptions in English.注(1)：本文選自Time;12/11/2000， p61;注(2)：本文習(xí)題命題模仿對象2002年真題text 4;1. From the first Paragraph we learn that _.A the students show little interest in learning LatinB the students say hello to their teacher in LatinC Amy High teaches the students to read Bible in LatinD learning English is unnecessary if you have perfectly mastered Latin2. Which of the following statements is not true according to the text?A The testing program is crucial to the schools.B Latin is compulsory to the elementary schools students in Fairfax City.C Providence Elementary School will not get state funding this year.D Fairfax City government had done a lot to equip its elementary schools.3. According to Allen Griffith， Latin _.A has little to do with EnglishB is very helpful to ones learning EnglishC will replace English in the near futureD should be taught to kids even when they are in elementary school4. Which of the following best defines the word “plaudite”?A Great.B Sorry.C Class is over.D Sad.5. One reason for Latin enthusiasts to support young students learning Latin is _.A Latin has a longer history than EnglishB Latin has less word rootsC every letter in English word represent a single soundD it is easier to grasp Latin grammar答案：BCBADAs colleges and universities send another wave of graduates out into the world this spring， thousands of other job seekers with liberal-arts degrees like Martins find themselves in a similar bind. True enough， this is an era of record-breaking lows in unemployment. But technology companies， which are contributing the lions share of new jobs， are simultaneously declaring a shortage of qualified workers. The emphasis is on the word qualified.Its no surprise that high-tech companies rarely hire liberal-arts graduates. “Our p.r. people， our marketers， even our attorneys have technical talent，” says Tracy Koon， director of corporate affairs at Intel. The need for technical expertise is so pervasive that even retailers are demanding such skills. “Company-wide， were looking for students with specific information-systems skills，” says David McDearmon， director of field human resources at Dollar Tree Stores. “Typically we shy away from independent-college students who dont have them.”Fortunately for Martin， some invaluable help was at hand when he needed it. The Virginia Foundation for Independent Colleges， a network of 15 liberal-arts colleges in the state， has teamed up with local companies to bridge the learning gap faced by its members graduates. VFIC invited 30 companies， including First Union and Electronic Data Systems， to link the needs of businesses with the skills being taught in college classrooms. With grants from corporate sponsors like AT&T， VFIC asked 20 information-technology managers to help its members create an exam， based on the work students will be expected to do in the real world， to test and certify their technological proficiency.The result， Tek.Xam， is an eight-part test that requires students to design a website， build and analyze spreadsheets， research problems on the Internet and demonstrate understanding of legal and ethical issues. Says Linda Dalch， president of VFIC： “If an art-history major wants a job at a bank， he needs to prove he has the skills. Thats where this credential can help.” This year 245 students at VFICs member colleges have gone through the program. The long-term hope is that Tek.Xam will win the same kind of acceptance as the LSAT or CPA for law or accounting students. “To know a student has taken the initiative and passed could mean that less training is needed，” explains John Rudin， chief information officer at Reynolds Metals， one of the corporations that helped create the test.All this begs an important question： Has the traditional liberal-arts curriculum become obsolete? College presidents naturally argue that the skills their schools provide are invaluable. A B.A. degree， says Mary Brown Bullock of Atlantas Agnes Scott College， “gives graduates the ability to reinvent themselves time and time againand the knowledge and thinking skills that transcend a particular discipline or time frame.”Martin is finding that to be the truth. “It would be nice to have computer classes on my transcript，” he says， but Tek.Xam has armed him with the power to learn those skills on his ownand a credential to show he has done so. Hes now waiting to hear when his job as a network-support assistant for a large Boston firm will start.注(1)：文選自Time;05/17/99， p92H;注(2)：本文習(xí)題命題模仿對象為2002年真題text 3;1. The main problem many liberal-arts students face in job seeking is _.A too much competition in job marketB their lack of technical expertiseC companys discrimination against liberal-arts studentsD the recording-breaking unemployment rate2. It can be inferred from the text that _.A in the modern era， technical talent means everything in securing a jobB independent colleges are not giving their students proper educationtC retailers are following the fashion only to promote salesD there is a big demand for students with technical skills3. Tek-Xam is designed to _.A offer VFIC members graduates more job opportunitiesB compete with LSAT and CPAC help students cope with real world problemsD test students technical skills4. We can draw a conclusion from the text that _.A liberal arts education still proves valuable to studentsB Tek-Xam is gaining wide acceptance among employers and students alikeC Technology companies are eager to promote Tek-XamD computer classes will be excluded from the curriculum of liberal-arts students5. From the text we can see that the writer seems_.A positiveB suspiciousC pessimisticD disapproving答案：B D D A AIn the past few years， reformers have embraced a disarmingly simple idea for fixing schools： Why not actually flunk those students who dont earn passing grades? Both Democrats and Republicans have begun attacking the practice of “social promotion”shuttling bad students to the next grade， advancing them with peers even if they are failing. Make F truly mean failure， the movement says.Last week in Los Angeles， the reformers learned just how ornery the current system can be.According to a plan released Tuesday by the L.A. school district， ending social promotion there will take at least four years， could cost hundreds of millions of dollarsand probably would require flunking about half the districts students. Thats a pessimistic assessment， but its not just bureaucrats caterwauling. Rather， L.A.school superintendent Ruben Zacarias was an eager convert to the crusade against social promotion. In February he unveiled an ambitious plan to end unwarranted promotions in five grades during the 1999-2000 school yeara full year ahead of the timetable set by a state law.At the time， Zacarias acknowledged that his goal would be hard to meet. He estimated that as many as 6 of every 10 students would flunk if they had to advance on merit. Zacarias wanted to spend $140 million in the first year alone to help these kids. Why so much? Because a mountain of research shows that ending social promotion doesnt work if it just means more Fs. Kids who are simply forced to repeat grades over and over usually dont improve academically and often drop out. Zacarias wanted more tutoring， summer school and intensive-learning classes. Unqualified students wouldnt rise to the next grade; nor would they be doomed to redo work they already failed. It was a forward-looking plan that Zacarias， 70， didnt have the clout to enact. He wasnt popular enoughthe school board recently bought out his contract after a bitter power strugglebut even fellow reformers think his plan was too much， too soon. Says board member David Tokofsky： “Youve got the unions who want their say. And， of course， theres the facilities issue： Where do you send all these eighth-graders if you cant send them to high school?” The district now says it will stop advancing low-achieving students only in two grades (second and eighth)， and it will begin next year.Los Angeles isnt the only place that has run into roadblocks while trying to end social promotion. In New York City， some advocates have said in lawsuits that parents werent notified early enough that their kids were flunking. And in Chicago， which led the nation on the issue， a parents group has filed civil rights complaints alleging that the promotion crackdown holds back a disproportionate number of black and Latino kids.Still， the war on social promotion could have one salutary consequence： if every school district takes L.A.s approach， struggling students will get a lot more teaching help， not just a kick in the rear as they finish another unproductive school year.注(1)：本文選自Time;12/13/99， p73， 2/3p， 1c注(2)：本文習(xí)題命題模仿對象2001年真題text 2和text 4第4題(本習(xí)題第5題)1.“Social promotion” is _.A a simple idea for fixing schoolB flunking students who dont earn passing gradesC making F more or less meaninglessD a political movement2. Education officials give the reform prospect a pessimistic assessment because_.A it takes too long time， costs too much and may produce undesirable resultB there is no feasible plan yetC it inv