考研英语教育类阅读理解练习
考研的英语文章，我们主要看的是阅读理解，关于教育的。下面是本站小编给大家整理的考研英语教育类阅读理解练习，供大家参阅!
After years of sharp increases, some colleges are trying to ease the burden on middle-class families
THESE HAVE BEEN THE ,BEST OF TIMES for many of the nation’s top universit
ies-and the worst of times for middle income families struggling to afford them. Thanks to a robust stock market, school endowments have ballooned. Yet few institutions have held down steep increases in tuition. But that may be changing.
Williams College, a prestigious liberal arts school in Massachusetts, announced last month that for the first time in 46 years, its tuition would remain steady at $31,520. Last week students at Princeton University learned that their annual $31,599 tuition, room and board will rise just 3.3%-the smallest hike in 30 years.
These shows of restraint may signal a turnaround from the whopping tuition increases of recent years, as some schools now consider using their endowments to control price hikes. Since 1980, college costs have more than doubled, after adjustment for inflation, while the median income of families with college-age children has increased only 12%. Last year tuition rose an average of 4.6%, the lowest jump in 12 years-but still more than twice the rate of inflation. "Remaining affordable for middle-class parents is the 800-lb. gorilla facing colleges and universities," says Terry Hartle, senior vice president of the American Council on Education in Washington.
Williams held its tuition flat by paying more of its bills with the investment profits on its $1.1 billion endowment and with contributions from alumni. But college officials who oppose using endowments to freeze tuition say the students most vulnerable to hikes are not affected by them. "If we were to keep tuition constant, would it change the situation here for students in need?" asks Princeton president Harold Shapiro. "No, because their tuition is fully covered." The school plans to boost scholarships to needy students this year as much as $2,250 a person. To be sure, there is no shortage of families who can afford elite institutions. Despite annual tuition hikes at Harvard, its applicant pool swelled from 13,029 in 1992 to 18,167 last year. Families that equate price with quality have allowed costs at elite schools to be on "autopilot," says Gordon Winston, an economist at Williams College. Most wealthy families can afford the high tuitions, and poor families get financial aid, but middle-income families get squeezed-and even squeezed out.
One reason colleges are curbing tuition increases is to attract those middle-income students. Rice University in Houston uses its $3 billion endowment to guarantee that tuition for sophomores, juniors and seniors will not leap ahead of the consumer price index. Another reason for restraint is concern that public outrage will prompt government intervention. Congress is already tackling the issue during two days of hearings this week, and President Clinton recently proposed a $31 billion package to make higher education more affordable. Now if only someone could do something about campus parking.
Time; 02/14/2000, Vol. 155 Issue 6, p70, 2/3p, 1c
注(1)：本文选自Time;02/14/2000，p70;
注(2)：本文习题命题模仿对象是1999年真题text2(1，2，3，5题)和2002年真题text2第2题(第4题)
learn from the beginning of the passage that college tuition _______________.
[A] has become a heavy burden on many middle income families with college-age children
[B] has ballooned due to a robust stock market
[C] has brought more endowments to the top universities
[D] has increased relatively slowly in the past few years
king of college cost, the author implies that ___________________.
[A] it is a big challenge facing colleges and universities
[B] it has increased twice as much as the median income of families in the past 2 decades
[C] changes are taking place as schools are looking for sources to control it
[D] it will not stop increasing until parents are unaffordable
the view of Harold Shapiro, __________________________.
[A] it’s unnecessary to control tuition increases because even needy students can pay their tuition
[B] students in need can not benefit much from the efforts of keeping tuition constant
[C] schools should provide more scholarships to students instead of cutting down tuition
[D] using endowments to freeze tuition will only add to student’ economic burden
phrase “800-lb gorilla” (line 6, paragraph 3) most probably means _____________.
[A] big, heavy animal
[B] urgent issue
[C] tough problem
[D] unwanted situation
learn from the last paragraph that _______________.
[A] tuition in Rice University has dropped
[B] government will take measures to punish schools that allow their tuition to increase steeply
[C] the public will urge government to tackle tuition increase if schools can not handle it
[D] there will be more middle-income students on college campus if tuition can be curbed
答案：A C B C D
篇章剖析：
本篇文章围绕高校采取措施抑制学费增长的问题进行了分析。第一段介绍了高校学费高昂的事实。第二段以威廉姆斯学院和普林斯顿大学为例，说明高校正在采取措施抑制学费增长。第三段介绍了1980年以来高校学费增长的幅度，第四段介绍了一些高校平抑学费的措施以及引起的质疑，最后一段分析了高校平抑学费的原因。
词汇注释：
robust: [rE5bQst] adj. 健康和有力的;精力充沛的
endowment: [in5daumEnt] n. 资助，捐赠
balloon: [bE5lu:n] v. 激增，飞涨迅速增长或上升
hike: [haik] n. 突然的或急剧的上升、上涨、增加
restraint: [ris5treint] n. 抑制, 制止
turnaround: [`t:nE9raJnd] n. 转变, 转向, (经济, 营业等的)突然好转
whopping: [5(h)wCpiN] adj. 巨大的, 庞大的
median: [5mi:djEn] adj. 中间的，位于中间的
gorilla: [^E5rilE] n. 大猩猩
alumni: [E5lQmni] n. 校友
vulnerable:[5vQlnErEb(E)l] adj. 易受伤害的;易受影响的
boost: [bu:st] v. 增进;改善
pool: [pu:l]] n. 集中备用的物资(如钱、 物、工人等)
swell: [swel] v. 增加，增大
equate: [i5kweit] v. (常与to, with连用)使相等
autopilot: [5C:tEpailEt] v. 自动驾驶仪; 自动操舵装置
squeeze: [skwi:z] v. 压榨, 挤, 挤榨
curb: [kE:b] v. 抑制;控制
outrage: [5autreidV] n. 愤慨;(由暴力或冒犯而引起的)愤怒
prompt: [prCmpt] v. 鼓动, 促使
package: [5pAkidV] n. 建议，提议
难句突破
1. But college officials who oppose using endowments to freeze tuition say the students most vulnerable to hikes are not affected by them.
主体句式：college officials say…
结构分析：这是一个复杂句，主语college officials带有一个定语从句。本句难点是vulnerable这个词。“vulnerable”的意思是“易受攻击的”。
句子译文：但反对利用捐赠款来防止学费增长的大学官员认为这些措施对于那些受到学费增长打击最大的学生并无实质性的帮助。
2. Families that equate price with quality have allowed costs at elite schools to be on "autopilot," says Gordon Winston, an economist at Williams College.
主体句式：Gordon Winston says …
结构分析：本句整体结构为倒装结构，这种结构常见于引述句，特别是主语较长的引述句。在这个句子里，主语带了一个同位语，因而比较长，如果按照正常语序就会造成语意连接不紧密地情况。says的宾语是families… “autopilot”，其中families还带有一个that引导的定语从句。
句子译文：那些将价格和质量划等号的家庭其实默许了一流大学学费“随行就市”的情况，威廉姆斯学院的一位经济学家戈登·温斯顿说。
题目分析：
1. 答案为A，属事实细节题。从第一段第一句话 “the worst of times for middle income families struggling to afford them”可以看出，高校学费已经令很多家中等收入家庭不堪重负。
2. 答案为C，属推理判断题。在文章第一段末写道：But that may be changing。第二段接着举例说明高校如何采取措施平抑学费。第三段第一句又说这些抑制学费的措施也许是最近几年学费暴涨的形势turnaround的迹象，由此可见学校正积极寻找资金来源控制学费，学费问题正在发生变化。
3. 答案为B，属事实细节题。文中第四段引用Shapiro的话说真正困难的学生并不会因为学费保持稳定其境况就发生改变，因为学生的学费都是足额支付的。也就是说这些学生不会从中受益。
4. 答案为C，属推理判断题。“gorilla”本意为“大猩猩”，根据上下文，中等收入家庭的收入增幅远远小于学费的增幅，因而各大高校都面临着如何使中等收入家庭付得起学费这样一个“800-1b gorilla”，下文又介绍了各高校如何采取措施平抑学费，可见这里“800-1b gorilla”是一个暗喻，指“棘手的问题”。
5. 答案为D，属推理判断题。文章最后一段解释了高校平抑学费的原因之一就是想要吸引更多来自中等收入家庭的孩子。最末一具有说“现在要是有人能够解决以下校园停车问题就好了”，暗示校园有可能会有很多学生。不难理解，如果学费能够被平抑，会有更多来自中等收入家庭的孩子。
参考译文：
对于国内许多一流大学来说，现在是最好的时候;而对于那些收入中等，勉强付得起学费的家庭来说，情况已经糟得不能再糟了。幸亏股市上扬，学校获得的资助也水涨船高。可是却没有多少学校能够遏制住不断上涨的学费。不过这种情况也许正在发生变化。
马萨诸塞州的著名文科大学威廉姆斯学院上个月宣布其学费将维持在31,520美元的水平上，这开了46六年来的先例。普林斯顿大学的学生上周得知他们每年31,599美元的学费，食宿费将只上涨3.3%，是30年来增幅最小的一次。
这些抑制学费的措施也许是最近几年学费暴涨的形势发生逆转的迹象，因为一些学校目前已经开始考虑用所获得的资助来控制价格上涨。从1980年开始，由于通货膨胀而调整价格后，大学费用增加了一倍多，而供孩子上大学的家庭平均收入只增加了12%。去年学费平均涨幅是4.6%，虽然是12年里增幅最低的一次，但仍然是通货膨胀指数的两倍多。“各大高校都面临如何让中产阶级家庭支付得起学费这样一个棘手的问题，”华盛顿美国教育委员会高级副总裁特里·哈特尔说道。
威廉姆斯学院平抑学费的措施就是利用从其11亿美元捐赠款所得的投资利润和该校校友会的捐款来支付大部分的账单。但反对利用捐赠款来防止学费增长的大学官员认为这些措施对于那些受到学费增长打击最大的学生并无实质性的帮助。“保持学费不变难道会让那些身处逆境的学生的境况发生改变吗?”普林斯顿大学校长哈罗德·夏皮罗质疑道。“不，因为他们的学费已经全都支付了。”该校计划今年给每位贫困学生的奖学金增加到2250美元。的确，上得起一流大学的家庭并不在少数。虽然哈佛大学每年学费都会增加，但申请入学的人数还是从1992年的13029人增加到了去年的18167人。“那些将价格和质量划等号的家庭其实默许了一流大学学费“随行就市”的情况，”威廉姆斯学院的一位经济学家戈登·温斯顿说。最富裕的家庭负担得起学费，贫困家庭能得到财政资助，而中等收入家庭却陷入困境，甚至无力负担学费。
各高校纷纷开始控制学费增长的一个原因就是要吸引中等收入家庭的学生。休斯敦莱斯大学动用了30亿美元的捐赠基金以确保大二，大三和大四学生的学费不会超过消费者物价指数。另一个控制学费增长的原因就是担心公众的愤怒会导致政府干预。国会已经开始在本周连续两天的听证会上处理这个问题，克林顿总统最近也提出了一个310亿美元的一揽子计划来减轻高等教育的学费负担。现在要是有人能解决一下校园停车问题就好了。
考研英语教育类阅读理解练习：CAMPUS CRUSADERLike university presidents of an earlier era, Ruth Simmons is the moral compass of the school she governs
There was a time when big-league university presidents really mattered. Th
e New York Times covered their every move. Presidents, the real ones, sought their counsel. For Woodrow Wilson and Dwight Eisenhower, being head of Princeton and Columbia, respectively, was a stepping-stone to the White House. Today, though, the job of college president is less and less removed from that of the Avon lady (except the house calls are made to the doorsteps of wealthy alums).
Ruth Simmons, the newly installed president of Brown University and the first African American to lead an Ivy League school, is a throwback to the crusading campus leaders of old. She doesn't merely marshal funds; she invests them in the great educational causes of our day. With the more than $300 million she raised as president of Smith College from 1995 to 2001, Simmons established an engineering program (the first at any women's school) and added seminars focused on public speaking to purge the ubiquitous "likes" and "ums" from the campus idiom. At a meeting to discuss the future of Smith's math department, one professor timidly requested two more discussion sections for his course. Her response: "Dream bigger."
Her own dream was born in a sharecropper's shack in East Texas where there was no money for books or toys--she and her 11 siblings each got an apple, an orange and 10 nuts for Christmas. Though she was called n_____ on her walk to school, entering the classroom, she says, "was like waking up." When Simmons won a scholarship to Dillard University, her high school teachers took up a collection so she'd have a coat. She went on to Harvard to earn a Ph.D. in Romance languages.
Simmons has made diversity her No. 1 campus crusade. She nearly doubled the enrollment of black freshmen at Smith, largely by traveling to high schools in the nation's poorest ZIP codes to recruit. Concerned with the lives of minority students once they arrive at school, she has fought to ease the racial standoffs that plague so many campuses. At Smith she turned down a request by students to have race-specific dorms. In 1993, while vice provost at Princeton, she wrote a now famous report recommending that the university establish an office of conflict resolution to defuse racial misunderstandings before they boiled over.
Her first task at Brown will be to heal one such rupture last spring after the student paper published an incendiary ad by conservative polemicist David Horowitz arguing that blacks economically benefited from slavery. "There's no safe ground for anybody in race relations, but campuses, unlike any other institution in our society, provide the opportunity to cross racial lines," says Simmons. "And even if you're hurt, you can't walk away. You have to walk over that line."
注(1)：本文选自Time; 9/17/2001, Vol. 158 Issue 12, p70, 1p, 1c
注(2)：本文习题命题模仿对象2004年真题text 2.
1. What does the author intend to illustrate with the example of Woodrow Wilson and Dwight Eisenhower?
[A]The president of the first-class university was really very important.
[B]The presidents gave them some good advice.
[C]The presidents of the university could easily go to the white house.
[D]The presidents had more power and authority than Avon ladies.
can we infer from the second paragraph?
[A]Simmons was an old crusading campus leader.
[B]Simmons wanted to expand her university.
[C]Simmons knew well about how to invest the money.
[D]Simmons was a competent and ambitious president.
4th paragraph mainly talks about _________.
[A]Simmons greatly sympathized the black people.
[B]Simmons wanted to diversify her university.
[C]Simmons made a great effort to solve the racial problems.
[D]Simmons never neglect the racial problems.
does the author mean by “the job of college president is less and less removed from that of the Avon lady”(Line 4, Paragraph 1)?
[A]College president can get their position with the help of Avon lady.
[B]The jobs of college president and Avon lady are quite similar.
[C]College presidents got inspiration from the job of the Avon lady.
[D]The jobs of college presidents and the Avon lady should be separated.
h of the following is true according to the text?
[A]Simmons had successfully solved the racial problems.
[B]Simmons owed her success to her high school teachers.
[C]Simmons didn't like “likes” and “ums” in campus idioms.
[D]Simmons asked her professor to be more ambitious and aggressive.
答案：ADCBD
篇章剖析
本文可以说是一篇记叙文，主要记述大学校长鲁思·西蒙斯作为校园改革派的一些逸事。文章第一段就以前的大学校长和当今的大学校长的不同之处进行了对比;第二段记述了鲁思·西蒙斯作为布朗大学的新任校长和第一个一流学校的黑人校长的一些做法;第三段描述了她的贫困家境以及求学的艰辛;第四段记述了她在以往任职的学校里的一些举措;第五段记述了她在布朗大学所要解决的首要问题。
词汇注释
crusader [krU:`seIdE(r)] n.十字军战士, 改革者
compass [5kQmpEs] n.罗盘, 指南针, [pl.] 圆规
big-league adj.一流的, 最高的
removed (adj.) from 有区别;遥远;不同;遥远;关系远
alumni n. (口)校友(可指男女)
Ivy-League [5aivi-li:^] n. (美国东北部哈佛、哥伦比亚等八个名牌大学的)常春藤联合会; 属于该组织的名牌大学或其师生; 名牌大学派头
throwback [5WrEubAk] n.【生】返祖现象; [喻]大倒退;逆转;(电影中的)前景重现; (小说的)倒叙
of old 古时的, 从前的, 很久以前的
marshal [5mB:F(E)l] v. 汇集
purge [p:dV] v. (使)净化, 清除
ubiquitous [ju:5bIkwItEs] adj.到处存在的, (同时)普遍存在的
sharecropper [5FeEkrRpE(r)] n.(尤指美国西南部的)小佃农
shack [FAk] n.小室
sibling [5sIblIN] n.兄弟, 姐妹, 同胞, 同属
ZIP code邮区代码，邮政编码(一种划分美国邮政区域的五位数号码)
recruit [rI5kru:t] v.招生，使入学使加入或设法使加入
standoff [`stAndCf, -R:f] n.避开, 冷淡
provost [5prRvEst; (?@) prEJ-] n.宪兵司令, 监狱看守, 教务长
boil over v. 因沸溢出, 发怒
heal [hi:l] v. 治愈, 医治, 结束
rupture [5rQptFE(r)] n.破裂, 决裂, 敌对, 割裂
incendiary [In5sendIErI; (?@) In5sendIerI] adj. 纵火的, 煽动的
polemicist [ pC`lemIsIst, pE-] n. 善辩论者
难句突破
1. Her first task at Brown will be to heal one such rupture last spring after the student paper published an incendiary ad by conservative polemicist David Horowitz arguing that blacks economically benefited from slavery.
主体句式：Her first task …will be to heal…
结构分析：本句是一个主从复合句。主句是Her first task at Brown will be to heal one such rupture last spring;主句后面跟的是由after引导的时间状语从句; “by” 意为“由…做(写)”;arguing是现在分词做状语，对polemicist David Horowitz进行补充说明;后又跟that引导的宾语从句做argue的宾语。
句子译文：去年春天，学生报上刊登了一篇由保守派辩论家戴维•霍罗威茨撰写的煽动性文章。他在文章中诡称，从经济角度讲，黑人受益于奴隶制。文章一发表，就导致了种族关系的破裂。她在布朗大学的首要任务就是要修复这一裂痕。
题目分析
1.答案为A，属事实细节题。文章第一段就以前的大学校长和当今的大学校长的不同之处进行了对比， “There was a time when big-league university presidents really mattered”是第一段前半部分的主题句，随后作者以伍德罗·威尔逊和艾森豪威尔为例，进一步说明这一观点。
2.答案为D，属推理判断题。第二段记述了鲁思·西蒙斯作为布朗大学的新任校长和第一个一流学校的黑人校长的一些成功的做法，其中包括如何进行资金运做，这些说明她是非常有能力的;在讨论史密斯大学数学系发展前景的会议上，她对教授说：“Dream bigger”表明，她还是非常有雄心的。
3.答案为C ，属主旨大意题。第四段记述了鲁思·西蒙斯在她以往任职的学校里为解决种族问题进行的一些努力和尝试。
4.答案为B，属猜词题。文章第一段前半部分提到曾有一段时间一流大学的校长是非常重要的人物。紧接着though引导的句子进行了转折，指出现在校长的工作同雅芳小姐的工作差别越来越小了。这里主要考察“be removed from”的用法，其中removed是形容词，词组含义是“有区别;遥远;不同;遥远;关系远”。
5.答案为D，属事实细节题。文中对应信息是“one professor timidly requested two more discussion sections for his course. Her response: "Dream bigger." ”。
参考译文
校园改革者
跟早期的大学校长一样，鲁思·西蒙斯是她所管理的那所大学的道德指南针
曾有一段时间，一流大学的校长着实起着举足轻重的作用。《纽约时代》杂志一直关注着他们的一举一动。就连总统也向他们征求意见。伍德罗·威尔逊和艾森豪威尔曾是普林斯顿和哥伦比亚大学的校长，他们的大学校长身份是他们入主白宫的敲门砖。然而，今天大学校长的差事与雅芳小姐的工作差别越来越小了(除登门拜访有钱的校友外)。
鲁思·西蒙斯是布朗大学的新任校长，也是第一位领导一个名牌大学的黑人校长，她就是过去校园改革派领导人的翻版。她不单单只筹集资金，她还把这些资金投到当今伟大的教育事业之中。西蒙斯用她在1995-2001担任史密斯学院院长期间筹集到的3亿美元的资金开设了工程学专业(在所有女子学校里这个专业是第一次开设)，并增设演讲研讨会，以把那些无所不在的“如像”和“嗯”等废话从校园用语中清除出去。在一次讨论史密斯大学数学系发展前景的会议上，一个教授战战兢兢地提出能否给他的课再增加两次讨论。她是这样回答的：“再大胆些。”
她自己的梦想是在德克萨斯州东部的一个佃农小屋里诞生的。家里没钱买书或玩具——过圣诞节时，她和十一个兄弟姐妹每人只得到一只苹果、一个橘子和十只坚果。尽管在去上学的路上有人叫她黑鬼，但她进教室时她却说：“这倒唤醒了我。”当她获得在迪拉德大学奖学金时，她的高中老师慷慨解囊，凑钱让她买一件外套。毕业后她接着上哈佛大学，攻读拉丁系语言博士学位。
西蒙斯把多样性作为校园改革的头等大事。她几乎使史密斯大学的黑人新生入学人数翻了一番。能做到这一步主要是靠她亲自到美国最贫困地区的高中去招生的结果。少数民族学生来校后，她一直关心学生的情况，一直为缓解令很多校园十分苦恼的种族冷漠情绪而奋斗。在史密斯大学，她拒绝了学生提出的按种族分住公寓的要求。她在1993年任普林斯顿大学副教务长期间，写了一篇至今仍很著名的报告。在报告中，她建议大学成立一个专门解决种族冲突的办公室，以在种族误解激化之前化解之。
去年春天，学生报上刊登了一篇由保守派辩论家戴维•霍罗威茨撰写的煽动性文章。他在文章中诡称，从经济角度讲，黑人受益于奴隶制。文章一发表，就导致了种族关系的破裂。她在布朗大学的首要任务就是要修复这一裂痕。“在种族关系中，任何人都没有什么安全的地方。但是校园不同于我们社会上的其它机构，它给我们提供了跨越种族界限的机会，”西蒙斯说，“即便你受到了伤害，你也不能一走了之，你得跨越这条线。”
考研英语教育类阅读理解练习：THE ECONOMICS OF KARATEAs the number of home-schooled kids soars, districts are trying novel ways to lure them back to the fold
Largely for "spiritual reasons," Nancy Manos started home-schooling her ch
ildren five years ago and has studiously avoided public schools ever since. Yet last week, she was enthusiastically enrolling her 8-year-old daughter, Olivia, in sign language and modern dance classes at Eagleridge Enrichment--a program run by the Mesa, Ariz., public schools and taught by district teachers. Manos still wants to handle the basics, but likes that Eagleridge offers the extras, "things I couldn't teach." One doubt, though, lingers in her mind: why would the public school system want to offer home-school families anything?
A big part of the answer is economics. The number of home-schooled kids nationwide has risen to as many as 1.9 million from an estimated 345,000 in 1994, and school districts that get state and local dollars per child are beginning to suffer. In Maricopa County, which includes Mesa, the number of home-schooled kids has more than doubled during that period to 7,526; at about $4,500 a child, that's nearly $34 million a year in lost revenue.
Not everyone's happy with these innovations. Some states have taken the opposite tack. Like about half the states, West Virginia refuses to allow home-schooled kids to play public-school sports. And in Arizona, some complain that their tax dollars are being used to create programs for families who, essentially, eschew participation in public life. "That makes my teeth grit,'' says Daphne Atkeson, whose 10-year-old son attends public school in Paradise Valley. Even some committed home-schoolers question the new programs, given their central irony: they turn home-schoolers into public-school students, says Bob Parsons, president of the Alaska Private and Home Educators Association. "We've lost about one third of our members to those programs. They're so enticing.''
Mesa started Eagleridge four years ago, when it saw how much money it was losing from home-schoolers--and how unprepared some students were when they re-entered the schools. Since it began, the program's enrollment has nearly doubled to 397, and last year the district moved Eagleridge to a strip mall (between a pizza joint and a laser-tag arcade). Parents typically drop off their kids once a week; because most of the children qualify as quarter-time students, the district collects $911 per child. "It's like getting a taste of what real school is like,'' says 10-year-old Chad Lucas, who's learning computer animation and creative writing.
Other school districts are also experimenting with novel ways to court home schoolers. The town of Galena, Alaska, (pop. 600) has just 178 students. But in 1997, its school administrators figured they could reach beyond their borders. Under the program, the district gives home-schooling families free computers and Internet service for correspondence classes. In return, the district gets $3,100 per student enrolled in the program--$9.6 million a year, which it has used partly for a new vocational school. Such alternatives just might appeal to other districts. Ernest Felty, head of Hardin County schools in southern Illinois, has 10 home-schooled pupils. That may not sound like much--except that he has a staff of 68, and at $4,500 a child, "that's probably a teacher's salary,'' Felty says. With the right robotics or art class, though, he could take the home out of home schooling.
By Flynn McRoberts Newsweek; 11/06/2000, Vol. 136 Issue 19, p62, 1p, 2c
注(1)：本文选自Newsweek，11/06/2000，p62
注(2)：本文习题命题模仿对象2005年Text 1。
the opening paragraph, the author introduces his topic by
[A]posing a contrast
[B]justifying an assumption
[C]explaining a phenomenon
[D]making a comparison
statement "That makes my teeth grit,''(Line 4, Paragraph 3) implies that
[A]I wanted to eat something.
[B]I was angry and dissatisfied.
[C]I was in favor of what the public school had done.
[D]I wanted not to bring my children to that school.
public school system wants to offer home-school families something, because
[A]it does not want to lose much money from the increasing home-schoolers.
[B]home-schoolers have some difficulty in getting some particular knowledge.
[C]home-schoolers are eager to have a taste of what a real school is like.
[D]it has the responsibility to help the home-schoolers.
statistics in Paragraph two helps us draw a conclusion that
[A]economics is greatly influenced by so many home-schoolers.
[B]the number of the home-schoolers is steadily increasing.
[C]it is a great loss for the public school system to have so many home-schoolers.
[D]home-schooling has an incomparable advantage over the public school system.
can we infer from the last paragraph?
[A]The tuition the home schoolers have to pay for the public school is very high.
[B]Public school system gains much profit from the home schoolers.
[C]Home schoolers do not want to receive education at home any more.
[D]Public school system tries to attract the home schoolers back to school.
答案：CBACB
篇章剖析
本文采用提出问题——分析问题的模式，指出在家受教育的人对公立学校造成的经济威胁，以及公立学校对这一现象的不同反应和做法。文中第一段以在家受教育的人为例，来说明教育中存在的在家受教育这一现象;第二段分析公立学校不愿意放弃这些人的主要原因;第三段指出有些州不同的做法;第四段具体指出Eagleridge这一做法的目的以及给在家受教育的人带来的好处;第五段指出一些公立学校的成功做法。
词汇注释
studiously [5stju:dIEslI ; (?@) 5stu:-]adv.有意地, 故意地
tack[tAk]行动方针;策略
eschew [Is5tFu:]vt.避开, 远避
grit [^rIt]v.咬(牙)把(牙齿)紧咬在一起
enticing [In`taIsIN]adj.引诱的, 迷人的
难句突破
last week, she was enthusiastically enrolling her 8-year-old daughter, Olivia, in sign language and modern dance classes at Eagleridge Enrichment--a program run by the Mesa, Ariz., public schools and taught by district teachers.
主体句式：she was… enrolling her 8-year-old daughter… in sign language and modern dance classes
结构分析：这句话是个简单句。其中“enroll in”意为“在…方面注册,报名参加”;Olivia是daughter的同位语;a program是Eagleridge Enrichment的同位语，过去分词run和taught做定语来修饰program。
句子译文：然而上周，她却急切地给她八岁的女儿奥利维亚报名参加在Eagleridge Enrichment举办的手语课和现代舞蹈课的学习。
题目分析
1.答案为C，属事实细节题。文中第一段以Nancy Manos为例，来说明现在越来越多的人
倾向于在家受教育这一现象。
2.答案为B，属推理判断题。第三段第一句话“Not everyone's happy with these innovations.”
是本段的主题句，意为“并不是所有人都认同这些举措。”后面举出的例子用以说明这一论点。其中“refuse”和“complain”都用来表示这些人的态度和反应。又给出的这个例子也是这一用意，故猜出此意。
3.答案为A,属事实细节题。第一段最后一句提出问题“why would the public school system want to offer home-school families anything?”在第二段第一句作者做出了回答：“A big part of the answer is economics.”
4.答案为C，属推理判断题。第二段的主题句是“A big part of the answer is economics.”然
后作者给出了一系列的数据来使这一论点更有可信性。
5.答案为B，属推理判断题。第五段第一句话“Other school districts are also experimenting
with novel ways to court home schoolers.”是本段的主题句。后面举出的例子是为了更好的说明这一点，同时也说明了这一做法给它们带来的好处。
参考译文
空手道经济学
随着在家里受教育孩子的人数的迅猛上升，各学区都在尝试新办法，试图吸引他们重返学校
主要是由于“精神方面的原因”，南希•马诺斯五年前开始自己在家里教育孩子，并从此以后有意避开公立学校。然而上周，她却急切地给她八岁的女儿奥利维亚报名参加在Eagleridge Enrichment举办的手语课和现代舞蹈课的学习。Eagleridge Enrichment项目是由亚利桑那州的梅萨公立学校举办的，并由学区的老师授课。马诺斯还想继续教基础课，但她希望Eagleridge教授其余的“我教不了的东西”。但是她的脑海里一直有一个疑问：为什么公立学校愿意为进行家教的家庭提供他们所需要的一切呢?
答案的主要部分是经济方面的原因。全国在家受教育的孩子的数量已经从1994年估计的34.5千人上升到了190万人。那些靠按孩子人数从州政府和当地政府获得财政支持的学区开始受到损害。在梅萨所在的马利柯帕县，在家受教育孩子的数量在这期间增长了两倍，达到了7,526人。按一个孩子4,500美元计算，这意味着一年所损失的收入将达到近3.4亿美元。
并不是每个人都对这些举措感到高兴。有些州采取了与之相反的策略。同占半数的其它州的做法一样，西弗吉尼亚拒绝让在家受教育的孩子参加公立学校的运动比赛。在亚利桑那州，有人抱怨他们缴纳的税金被用来设立一些专门为那些实际上逃避社会生活的家庭参加的项目。“这真使我恨得咬牙切齿。”达夫妮•阿特基森这样说。他十岁的儿子在帕拉代斯瓦利公立学校上学。甚至那些坚持在家接受教育的人也对此新计划嗤之以鼻，表示疑问：这些项目旨在把受家庭教育的人变成公立学校的学生，阿拉斯加个人和家庭教育者协会会长鲍勃•帕森斯说，“这些计划已挖走了我们三分之一的会员。这些计划实在是太诱人了。”
四年前，当意识到从那些在家接受教育的人身上损失了那么多的钱，并且当这些人重新入学时他们又是那么的毫无准备，梅萨便率先发起了Eagleridge项目。从它成立之日起，前来注册的人数几乎翻了一番，达到397人。去年，学区将Eagleridge项目迁移到一家商铺密集的商业广场(在一家比萨饼店与一个带巨大标记的拱廊之间)。孩子的父母一般每周只需送一次。由于大多数孩子只取得四分之一学生的资格，所以学区对每个孩子只收911美元的学费。“这只是让你体会一下去真正的学校上学是什么滋味。”十岁的查德•卢卡斯这样说道。他正在学习电脑动画制作和写作。
其它学区也在尝试新办法来获取这些在家接受教育人的支持。阿拉斯加州的加利纳镇(人口600)只有178名学生。但是在1997年，学校负责人认为他们可以(使学生人数)超过这个数。按照学校计划，学区为在家从事家庭教育的家庭免费提供函授课程所用的电脑和互连网业务。作为回报，学区在这个项目中对每个注册的学生收费3,100美元——一年合计960万。学区把其中的一部分资金用来再建一所新的职业学校。这样的方案对其他学区还是很有吸引力的。欧内斯特•费尔提是伊利诺斯州南部哈丁县县属学校的负责人。他负责10个在家接受教育的小学生。这听起来没什么大不了的——除了他有68位员工和每个学生收取4,500美元的学费以外。费尔提说：“那差不多相当于一个老师的工资”。凭借合适的机器人技术或美术课，他能够让那些在家接受教育的人不在家上课了。
