考研英语教育类阅读理解练习及翻译
做英语阅读理解的时候，对答案的时候如果有答案的话是不是可以让考研的复习更加轻松呢?下面是学习啦小编给大家整理的考研英语教育类阅读理解及翻译，供大家参阅!
考研英语教育类阅读理解及翻译：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)：本文选自Newsweek，05/15/2000, p76
注(2)：本文习题命题模仿对象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
本文采用提出问题---分析问题的模式。文章以实例作为切入点，着重阐述了学龄前儿童所面临的困境。第一段和第二段指出家长对子女教育问题的关注;第三段指出儿童入学难这一现象及其原因;第四段指出一些学校的招生办法以及有些学生无法入学的原因;第五段指出父母应该怎么做。
词汇注释
wake-up call (宾馆提供的)唤醒服务，叫早服务
kindergarten [kIndE5^B:t(E)n] n.幼儿园 adj.幼儿园的, 初级的, 启蒙阶段的
figure out v.合计为, 计算出, 解决, 断定, 领会到
conceive [kEn5si:v] v. 怀孕, 考虑, 设想
obsession [Eb5seF(E)n] n. 迷住, 困扰
glut [^lQt] n. 供应过剩;充斥
edge [edV] n.刀口, 利刃, 锋, 优势, 边缘, 优势, 尖锐 give an edge to 加剧, 使尖锐化;鼓舞, 使兴奋;给(刀等)开刃, 使锋利
foolproof [5fu:lpru:f] adj.十分简单的, 十分安全的, 极坚固的
sibling[5sIblIN] n.兄弟, 姐妹, 同胞, 同属
alumni [E`lQmnaI ] n. pl.男毕业生, 男校友
lottery [5lRtErI] n. 抽彩给奖法
cognitive [ `kC^nItIv ] adj.认知的, 认识的, 有感知的
diverse [daI5v\:s] adj.不同的, 变化多的
alternative [C:l5t\:nEtIv] n. 二中择一, 可供选择的办法, 事物adj.选择性的, 二中择一的
magnet school有吸引力的学校。一种招收在形象和表演艺术上学术成绩突出或者有天赋的学生的公立学校，从全城各个地区招收生源，提供较好的教育，并以此作为消除种族隔离的一种方法。
boom [bu:m] n. 繁荣, 隆隆声
let up v. 停止, 中止, 放松
难句突破
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.
主体句式：most rely on a mix of subjective and objective measures…
结构分析：本句是一个简单句。冒号之后的成分做measures的同位语;tests，interviews和observation属于并列结构。
句子译文：但大多数学校还是用主观和客观结合的方法：进行考试，确定孩子的发育成熟程度和认知潜能;同学生家长面谈，或在教室观察孩子的反应能力。
题目分析
1.答案为C，属事实细节题。文中头两段举例说明子女教育问题成了美国家庭的头等大事，
由此引发学龄前儿童入学难这一社会问题。
2.答案为A，属推理判断题。第四段阐述了学校选学生的一些倾向和做法。对于一个几岁
的孩子及其家长又是主观考察，又是客观考察，又是抽签，还要考虑班里学生的多样性，等等。对于孩子来讲，真是有些勉为其难。
3.答案为B，属情感态度题。全文表达了对学龄前儿童的关注，以及对他们所处环境的忧
虑和担心。
4.答案为D，属事实细节题。原文对应信息“Instead, the experts say, parents should take a
breath and look for alternatives.”
5.答案为C，属中心思想题。全文的中心都围绕着学龄前儿童所处的困境这一点。
参考译文
学龄前儿童的困境
想要进入国家最好的私立学校，竞争往往是非常激烈的，但是今年，伊丽莎白•克伦茨却意识到这种竞争已经达到了一个新的水平。克伦茨是曼哈顿多尔顿学校的招生办主任。她的叫醒电话刚响，她就接到一名男子打给学校的电话，询问有关孩子参加幼儿园课程的年龄限制。答复了他的询问后(他们没有年龄限制)，她问他的孩子有多大。这名男子局促不安地迟疑了好大一会儿才回答说，“噢，我们还没有孩子，”他对克伦茨说，“我们正在考虑什么时候要孩子好，以至于孩子的出生日期在入学时不会成为一个问题。”
入学的困扰正在从曼哈顿传向全国各地。我们无法得到有关私立学校的确切的最新数据，但是采访私立学校和教会学校代表的情况表明，这些学校的情况都是一样的：入学申请者供过于求，落选率高居不下。“有人打电话来询问这两年的入学状况，” 辛辛那提市塞文西尔斯学校的玛里琳•柯林斯说，“我们还接到祖父母帮他们怀孕的女儿询问入学的电话。一次又一次的民意测验表明，美国人关心的头等大事是教育。由于长期的经济繁荣使父母有了更多的可支配的收入，即使私立学校的收费每年超过一万美元，很多父母还是选择私立学校。芝加哥拉丁语学校的贝特西•霍说：“申请者的生源地较之过去更为宽泛。”这所拉丁语学校今年申请入学的人比过去增长了20%。
这些申请者所面临的问题是需求增加了，但供应却没有。还担任纽约私立学校录取小组组长的克伦茨说：“每年都有少数孩子找不到就读的学校，但今年，我第一次得知有相当一大批孩子无处就读。”
那么家长怎样做才能使他们四岁的孩子出类拔萃呢?学校知道，没有绝对稳妥可靠的办法去为那么小的孩子们选择合适的班级的。许多学校往往优先招收兄弟姐妹或校友的孩子，还有一些学校使用抽奖的办法招生，但大多数学校还是用主观和客观结合的方法：进行考试，确定孩子的发育成熟程度和认知潜能;同学生家长面谈，或在教室观察孩子的反应能力。他们还要考虑其他多种混合因素。可能只是由于孩子的出生月份与上学的要求不符，或是申请者中男孩的比例太高等原因，有些孩子最终被列在继续等候的名单上。
父母做的最不明智的事情就是强迫学龄前孩子去做一些事情—比如，当孩子还没有发育到一定程度时就逼迫他们去阅读或者做数学题。而专家表示，做父母的应该歇口气，放松放松，寻找其他的解决办法。在幼儿园再待上一年可能是最好的办法。同时，对于那些不太出名的私立学校—或者公立学校中那些有吸引力的学校，父母的眼界还要更扩大一些。没有迹象表明私立学校的迅速发展会使多尔顿学校停止其春季巡回招生工作，因为那些对2001-2002学年感兴趣的学校早已报满了。排队名单?算了吧。那也满了。
考研英语教育类阅读理解及翻译：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)：本文选自Newsweek, 11/18/2002, p62
注(2)：本文习题命题模仿对象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
本文是一篇记叙文，以作者的亲身经历讲述了“优先申请”政策带给自己的苦与乐。第一段讲述了我为什么要考虑使用“优先申请”政策;第二段指出这一政策在开始时带给我的甜头;第三段指出自己进大学后的苦恼和烦恼;第四段指出我的补救措施;第五段提出自己对其他人的忠告和建议。
词汇注释
take n. 【体育运动】门票收入，门票;(采取的)行动;企图，尝试
confer [kEn5f\:(r)] vt.授予(称号、学位等), 赠与, 把...赠与, 协议
agonizing[5A^EnaIzIN] adj.苦恼的, 痛苦难忍的
discombobulate [9dIskEm`bCbjJleIt] vt.使混乱, 使泄气, 使困惑
array [E5reI] n.排列, 编队, 军队, 衣服, 大批
mount[maJnt] vi.增长
arcane [B:5keIn] adj.神秘的, 不可思议的
fraternity [frE5t\:nItI] n.兄弟关系, 友爱, 互助会, 兄弟会
sorority [sE5rRrItI; (?@) -5rC:r-] n.妇女联谊会, 女学生联谊会
obnoxious [Eb5nRkFEs] adj.不愉快的, 讨厌的
lost 无影响
agenda [E5dVendE] n. pl. 议程
难句突破
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.
主体句式：…I found that…
结构分析：本句句形结构并不复杂，重点在于对that引导的宾语从句中对more…than的理解。
参考译文：进校后，我发现，大学生联谊会比比皆是，其讨嫌程度远胜过劝我参加他们组织的30%的各类学生会员。
题目分析
1.答案为B，属事实细节题。原文对应信息是“I was motivated by two powerful emotions: ambition and fear.”
2.答案为D，属推理判断题。原文对应信息是“The implication was clear: applying under Early Decision dramatically improves your chances of acceptance.”作者特别渴望能确保他上大学，所以他才放弃了他的第一选择Brown大学，而选择了宾夕法尼亚州大学。
3.答案为D，属事实细节题。第二段前半部分描述了作者释然、悠闲的状态，这和他的同学形成了鲜明的对比。而最后一句“When a lot of people from my class got into Brown, I wondered if I, too, could have.”却又道出了他的不甘和遗憾。
4.答案为A，属推理判断题。文章前几段描述了作者依据“优先推荐”政策选择宾夕法尼亚州大学的前因后果，最后一段总结了他的经验教训。他并不是他的做法不对，而是有些欠考虑。
5.答案为A，属情感态度题。通读全文，作者表现更多的是悔不当初。
参考译文
申请前要三思而后行
“优先推荐”并不适合于每个人。学生在招生游戏中应采取的对策
四年前，当我根据“优先推荐”的原则申请宾夕法尼亚州立大学的时候，有两种强烈的情感促使我这么做：雄心和恐惧。我的雄心是我要实现上名牌大学的宿愿，恐惧的是如果没有“提前决定”政策带来的有利条件，我就无法走此捷径。宾夕法尼亚州立大学负责招生工作的人告诉我，去年他们录取了45%的“提前决定”的考生，而从其他申请者中只录取了总数的29%。这就清楚地表明：“提前决定”政策能大大提高被录取的几率。布朗大学是我青睐的另一所学校，但提前申请没有给我带来任何好处。布朗大学是我的第一个选择，而宾夕法尼亚州立大学是我的第二选择，我非常希望我能保证进入其中的一所。
在11月1日这个最后期限之前，我提交了申请。六周之后，我收到了录取书。我激动万分，如释重负。当我的朋友们在寒假期间忙着提交多达18份申请书的时候，我悠然自得。在学校组织的春假法国之旅中，当我悠然喝酒的时候，其他同学却忧心忡忡，用国际电话卡打电话回家看自己是否被录取。有人因为没被录取而伤心落泪，有人开始艰难而又痛苦地从两所或更多的学校中进行选择。奇怪的是，这些丝毫没有使我因为已经提前申请好了而感到高兴，相反，我感觉很糟糕。当我班有很多同学考上了布朗大学时，我特别想知道如果我也报考的话，是否也能考上。
宾夕法尼亚州立大学给暑期过后即将入学的新生寄来了一大堆令人困惑的材料。随着邮件的增多，我的担心也随着增长。我担心我做出了错误的选择。我只在宾夕法尼亚州立大学呆过一天，那是在我毕业那年的十月份。我现在意识到我不仅对自己也对这所学校都缺乏足够的了解。选课让我着实摸不着头脑，这远远超过我的预想的情况(或超过了稍小点学校的情况)。进校后，我发现，大学生联谊会比比皆是，其讨嫌程度远胜过劝我参加他们组织的30%的各类学生会员。
没过多久我就发现宾夕法尼亚州立大学不适合我，于是我就着手转学。对我来说，这不仅仅是换学校的问题。我想弥补我在第一轮申请中错过的传统的申请经历。供我选择的允许在第一年第二学期转学的唯一一所学校是卫斯理教派大学。我等了整整一年，接着又申请了耶鲁大学、布朗大学和卫斯理教派大学。我能很快被卫斯理教派大学录取。我本来早就可以在未遭到其它学校拒绝的情况下被该校录取的，但这种极具讽刺意味的事这回在我身上又应验了。
对于那些想避免犯跟我一样错误的高中毕业班的学生来说，我的建议很简单：除非你百分之百确定那所学校就是你的第一选择，否则不要按“优先推荐”的政策进行申请。同等重要的是，不要让你的父母或者大学指导顾问说服你去按“提前决定”的政策进行申请。他们可能有他们自己的一定之规，或者他们至少对你是什么样的人、你想要什么有自己的见解。如我所见，没人能比你自己更能真正了解你想要什么，甚至有时我们也需要时间来思考一下自己想要什么。
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