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《考試對教育產(chǎn)生有害的影響》英語閱讀理解題及答案（通用5篇）
在日常的學(xué)習(xí)、工作、生活中，大家都看過英語閱讀吧吧，閱讀是通過文字來表達(dá)一個(gè)主題意義的記敘方法。你知道作文怎樣才能寫的好嗎？下面是小編為大家收集的英語閱讀理解作文，希望對大家有所幫助。
《考試對教育產(chǎn)生有害的影響》英語閱讀理解題及答案 篇1
We might marvel at the progress made in every field of study, but the methods of testing a person’s knowledge and ability remain as primitive as ever they were. It really is extraordinary that after all these years, educationists have still failed to device anything more efficient and reliable than examinations. For all the pious claim that examinations text what you know, it is common knowledge that they more often do the exact opposite. They may be a good means of testing memory, or the knack of working rapidly under extreme pressure, but they can tell you nothing about a person’s true ability and aptitude.
As anxiety-makers, examinations are second to none. That is because so much depends on them. They are the mark of success of failure in our society. Your whole future may be decided in one fateful day. It doesn’t matter that you weren’t feeling very well, or that your mother died. Little things like that don’t count: the exam goes on. No one can give of his best when he is in mortal terror, or after a sleepless night, yet this is precisely what the examination system expects him to do. The moment a child begins school, he enters a world of vicious competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of ‘drop-outs’: young people who are written off as utter failures before they have even embarked on a career? Can we be surprised at the suicide rate among students?
A good education should, among other things, train you to think for yourself. The examination system does anything but that. What has to be learnt is rigidly laid down by a syllabus, so the student is encouraged to memorize. Examinations do not motivate a student to read widely, but to restrict his reading; they do not enable him to seek more and more knowledge, but induce cramming. They lower the standards of teaching, for they deprive the teacher of all freedoms. Teachers themselves are often judged by examination results and instead of teaching their subjects, they are reduced to training their students in exam techniques which they despise. The most successful candidates are not always the best educated; they are the best trained in the technique of working under duress.
The results on which so much depends are often nothing more than a subjective assessment by some anonymous examiner. Examiners are only human. They get tired and hungry; they make mistakes. Yet they have to mark stacks of hastily scrawled scripts in a limited amount of time. They work under the same sort of pressure as the candidates. And their word carries weight. After a judge’s decision you have the right of appeal, but not after an examiner’s. There must surely be many simpler and more effective ways of assessing a person’s true abilities. Is it cynical to suggest that examinations are merely a profitable business for the institutions that run them? This is what it boils down to in the last analysis. The best comment on the system is this illiterate message recently scrawled on a wall: ‘I were a teenage drop-out and now I are a teenage millionaire.’
1. The main idea of this passage is
[A] examinations exert a pernicious influence on education.
[B] examinations are ineffective.
[C] examinations are profitable for institutions.
[D] examinations are a burden on students.
2. The author’s attitude toward examinations is
[A]detest.
[B] approval.
[C] critical.
[D] indifferent.
3. The fate of students is decided by
[A] education.
[B] institutions.
[C] examinations.
[D] students themselves.
4. According to the author, the most important of a good education is
[A] to encourage students to read widely.
[B] to train students to think on their own.
[C] to teach students how to tackle exams.
[D] to master his fate.
5. Why does the author mention court?
[A] Give an example.
[B] For comparison.
[C] It shows that teachers’ evolutions depend on the results of examinations.
[D] It shows the results of court is more effectise.
Vocabulary
1. pernicious 有害的，惡性的，破壞性的
2. knack 竅門，訣竅
3. embark 乘船，登記
4. write off 勾銷，注銷。確認(rèn)某食物已損失或無效
5. syllabus教學(xué)大綱
6. cram 塞入，把某物塞進(jìn)，突擊式學(xué)習(xí)（尤指應(yīng)考），以注入方式教人
7. duress 威脅，逼迫
8. stack 堆，垛
9. scrawl 寫/畫（的內(nèi)容不工整，不仔細(xì)）潦草的筆跡，七扭八歪的字
10. script講稿，劇本，腳本，筆試答卷
11. cynical 憤世嫉俗的，自私得為人不齒的
12. boil down 熬濃，濃縮，歸納
難句譯注
1. For all the pious claim that examinations test what you know, it is common knowledge that they more often do the exact opposite.
【參考譯文】盡管所有那些虔誠的說法說考試能測定你所知道的東西，但其結(jié)果常常是適得其反，這是眾所周之的常識。
2. As anxiety-makers, examinations are second to none.
【結(jié)構(gòu)簡析】second to none固定搭配，義：不亞于任何人或事物。
【參考譯文】（測）考試作為憂慮的制造者，真是出類拔萃。
3. induce cramming
誘人采用突擊式學(xué)習(xí)方式。Cram盡力塞入，應(yīng)試突擊學(xué)習(xí)。EX: cram for a chemistry test.為應(yīng)付化學(xué)考試而臨時(shí)抱佛腳。Cram pupils以填鴨式教學(xué)生。
4. Yet you have to mark stacks of hastily scrawled scripts in a limited amount of time.
【參考譯文】他們不得不在限定的時(shí)間內(nèi)，給一大堆匆忙涂寫而成的筆試答卷批分。
5. And their word carries weight.
【參考譯文】可他們的話/文字（這里指分?jǐn)?shù)）有份量（有影響）。
6. This is what it boils down to in the last analysis.
【參考譯文】這就是最終分析所歸納的一切。
寫作方法與文章大意
這是一篇類似分類寫作的文章。羅列了考試種種惡果。作者首先指出考試難以測定人的真正能力和水平，反而是適得其反。二是考試是憂慮的制造者，因?yàn)樗鼪Q定了人的成敗命運(yùn)。三是考試促使學(xué)校進(jìn)行應(yīng)試技巧教育，否定了教會人獨(dú)立思考、擴(kuò)大視野。四是教師或者說測試人又累又餓，犯錯(cuò)誤，還得在限定時(shí)間披閱成堆的試卷，他們的壓力和考試者一樣很大，而他們的話――分?jǐn)?shù)有份量，審判官的裁決，你有權(quán)上訴，而他們的裁決――一筆定終身。
最后引用“輟學(xué)者成為百萬富翁”來點(diǎn)明測試這種形式對教育的壞影響。
答案詳解
1. A 考試對教育具有有害的影響。文章第一段就點(diǎn)明：考試是測試記憶的.好方法，是測試在巨大壓力下快速工作的技巧的好方法，卻測不出一個(gè)人的真正能力和水平。第三段集中指出：考試不是促進(jìn)學(xué)生廣泛閱讀，反而限制其閱讀；考試不能使學(xué)生追求更多的知識，而是誘導(dǎo)學(xué)生進(jìn)行應(yīng)付考試的突擊式學(xué)習(xí)。他們降低了教學(xué)水平，因?yàn)樗麄儎儕Z了老師的一切自由。常常以考試結(jié)果而不是所教課程來評定老師，是他們不得不以他們所輕視的考試技巧來培訓(xùn)學(xué)生。第二段和第四段也涉及其后果。
B.考試無效。這是考試后果的一個(gè)方面。C.考試對教育機(jī)構(gòu)有利。這也是一個(gè)方面。D.考試對學(xué)生是一種負(fù)擔(dān)。
2. C 批評的。第一段中作者明確指出，考試方法依舊，不能測出人的能力和水平。第二段點(diǎn)名，這種無用的考試決定人生的成敗。第三段說考試最成功的考試者經(jīng)常不是最佳的受教育者，他們是在脅迫下最佳獲得考試技巧者，而好的教育應(yīng)能培養(yǎng)人的獨(dú)立思考。第四段涉及閱卷者又累又餓，常犯錯(cuò)誤，不得不在限定時(shí)間披閱一大堆匆忙中七扭八歪寫出的卷子。最后一句“我過去是一個(gè)是來歲的輟學(xué)者，現(xiàn)在我是一個(gè)年輕的百萬富翁”畫龍點(diǎn)睛地指出，考試指揮下的教育的失敗。這一切都說明作者對考試的批評態(tài)度。
A.嫌惡，厭惡。此答案從意義上說是對的。但語法不通，因?yàn)檫@是個(gè)東西，而is后要求是名詞或形容詞。B.贊成。D.漠不關(guān)心的。
3. C 考試。答案在第二段，考試是最終憂慮制造者，那是因?yàn)樵S多事情取決于考試：它們是我們社會中成功或失敗的標(biāo)志。你的未來可能全取決于這決定性的一天。
A.教育。B.教育機(jī)構(gòu)。D.學(xué)生自己。
4. B 培養(yǎng)學(xué)生進(jìn)行獨(dú)立思考。第三段第一句話點(diǎn)明：好的教育應(yīng)該是培養(yǎng)學(xué)生自己獨(dú)立思考。
A.鼓勵(lì)學(xué)生廣泛閱讀。教學(xué)生如何應(yīng)考。C.教學(xué)生如何應(yīng)考。D.掌握自己命運(yùn)。
5. B 作對比，答案在最后一段倒數(shù)第二句“審判官裁決后，你有權(quán)力上訴，而披閱考卷人給分后，學(xué)生可沒有上訴權(quán)”后面又談及“一想到考試只對進(jìn)行考試的機(jī)構(gòu)有禮，未免太自私了。這酒是最終分析歸納的東西�！彼宰髡吆粲酰啥ㄟ�有許多更簡便，更有效的評估人真正能力的方法。
A.給出一個(gè)例子。C.表示老師是由考試結(jié)果評定好壞。這是第三段講的不分內(nèi)容，教師他們自己常由考試結(jié)果而不是所教課程優(yōu)劣來評定。所以他們不得不對學(xué)生進(jìn)行應(yīng)試技巧教育，降低教學(xué)水平。D.表明審判官裁決更有效。
《考試對教育產(chǎn)生有害的影響》英語閱讀理解題及答案 篇2
Eat, drink and be merry. That’s what Spring Festival is all about. But there are millions of people, too, who love to let happiness go up in smoke.
Offering cigarettes to guests is a traditional Chinese way of showing respect to them. A cup of tea and cigarettes are perhaps the most common way of welcoming a guest in China, especially during festive occasions such as the Lunar New Year.
No wonder, 40 percent of the people surveyed recently said they would smoke at least twice the usual number of cigarettes during the Spring Festival because of all those gatherings and parties. Only 20 percent of the respondents said they would refuse a cigarette when offered one. Why can’t the others do the same? Because they could be seen as being rude, said more than half in the respondents. 15 percent feared they could be taken as “someone who cannot get along well with others”.
The Think-tank Research Centre for Health Development and Sohu.com survey shows 61 percent Chinese think offering a cigarette is useful for socializing, and 52 percent have offered cigarettes to others. The study surveyed 3,800 people, and 64 percent of them were men.
One-third of those surveyed were smokers, out of which 57 percent said they couldn’t give up smoking because of the offering-and-accepting culture. “People have accepted offering cigarettes as an effective way of making friends,” research centre director Wu Yiqun says.
China has more than 350 million smokers, catering to the tobacco market that is worth 500 billion yuan. “The survey shows we still have a lot of work to do,” Wu says. “It is time to let people know that offering a cigarette is a bad habit and it should be given up immediately.”
1. The passage is written with the purpose of ________.
A. telling us a custom about the Chinese Spring Festival
B. introducing a way to make friends with Chinese
C. stopping smoking during the Chinese Spring Festival
D. telling us that offering cigarettes is a bad habit
2. The third paragraph mainly tells us ________.
A. the fact that smokers are greatly increasing during the festival
B. the reason why refusing cigarettes is acceptable
C. the fact that many people have to smoke more cigarettes during the festival
D. it is rude to attend parties without smoking cigarettes
答案：DC
《考試對教育產(chǎn)生有害的影響》英語閱讀理解題及答案 篇3
When it comes to schooling， the Herrera boys are no match for the Herrera girls. Last week， four years after she arrived from Honduras， Martha， 20， graduated from Fairfax High School in Los Angeles. She managed decent grades while working 36 hours a week at a Kentucky Fried Chicken. Her sister， Marlin， 22， attends a local community college and will soon be a certified nurse assistant. The brothers are a different story. Oscar， 17， was expelled two years ago from Fairfax for carrying a knife and later dropped out of a different school. The youngest， Jonathan， 15， is now in a juvenile boot camp after running into trouble with the law. “The boys get sidetracked more，” says the kids' mother， Suyapa Landaverde. “The girls are more confident.”
This is no aberration. Immigrant girls consistently outperform boys， according to the preliminary findings of a just-completed， five-year study of immigrant children——the largest of its kind， including Latino， Chinese and Haitian kids——by Marcelo and Carola Suarez-Orozco of the Harvard Graduate School of Education. Though that trend holds for U.S.-born kids as well， the reasons for the discrepancy among immigrants are different. The study found that immigrant girls are more adept at straddling cultures than boys. “The girls are able to retain some of the protective features of [their native] culture” because they're kept closer to the hearth， says Marcelo Suarez-Orozco， “while they maximize their acquisition of skills in the new culture” by helping their parents navigate it.
Consider the kids' experiences in school. The study found that boys face more peer pressure to adopt American youth culture——the dress， the slang， the disdain for education. They're disciplined more often and， as a result， develop more adversarial relationships with teachers——and the wider society. They may also face more debilitating prejudices. One teacher interviewed for the study said that the “cultural awareness training” she received as part of her continuing education included depictions of Latino boys as “aggressive” and “really macho” and of the girls as “pure sweetness.”
Gender shapes immigrant kids' experiences outside school as well. Often hailing from traditional cultures， the girls face greater domestic obligations. They also frequently act as “cultural ambassadors，” translating for parents and mediating between them and the outside world， says Carola Suarez-Orozco. An unintended consequence： “The girls get foisted into a responsible role more than the boys do.” Take Christina Im， 18， a junior at Fairfax who arrived from South Korea four years ago. She ranks ninth in a class of 400 students and still finds time to fix dinner for the family and work on Saturdays at her mother's clothing shop. Her brother? “He plays computer games，” says Im.
The Harvard study bears a cautionary note： If large numbers of immigrant boys continue to be alienated academically——and to be clear， plenty perform phenomenally——they risk sinking irretrievably into an economic underclass. Oscar Herrera， Martha's dropout brother， may be realizing that. “I'm thinking of returning to school，” he recently told his mother. He ought to look to his sisters for guidance.
1. In the opening paragraph， the author introduces his topic by
[A]posing a contrast
[B]justifying an assumption
[C]making a comparison
[D]explaining a phenomenon
2. The statement “they also frequently act as ‘cultural ambassadors’”(Line two， Paragraph 4) implies that
[A]they work as a translator for their parents
[B]they help their parents have a better understanding of the foreign culture
[C]they encourage their parents to go into the outside world
[D]their parents help them realize their dream of becoming an ambassador.
3. Immigrant boys do not fare well in the outside world because of the following reasons， except that
[A]American youth culture has a bad influence on the boys
[B]people have prejudice against them
[C]their sense of responsibility is not as strong as that of the girls
[D]they do not get well along with the teachers and the outside world
4. Marcelo and Carola Suarez-Orozco have eventually found in their study that
[A]the immigrant boys should not be allowed to go into the outside world
[B]the immigrant boys have no judgment about the youth culture
[C]the immigrant girls do a better job than the immigrant boys
[D]the immigrant boys should be severely disciplined
5. What can we infer from the last paragraph?
[A]All the dropouts should receive good education.
[B]Many immigrant boys are likely to fall into trouble in the future.
[C]Schooling education has been neglected.
[D]More attention should be paid to the immigrant children.
詞匯注釋
sidetracked 使受牽制的，誤入歧途的
aberration 失常;偏差
outperform 勝過
preliminary 預(yù)備的，初步的
discrepancy 相差，差異，矛盾
adept at 熟練于…;擅長于…
straddle 跨坐
navigate 航行于，駕駛，操縱
adversarial 敵手的，對手的
debilitate 使衰弱，使虛弱
macho 男子的，男子氣的
hailing from 來自，在某地生長
mediate 仲裁，調(diào)停
foist 偷偷插入，使混入
phenomenally 現(xiàn)象上的，明白地;驚人地
irretrievably 不能挽回地，不能補(bǔ)救地
look to sb. for sth.以來或指望某人提供或作某事物
fare 進(jìn)展;成功
難句講解
1. Last week， four years after she arrived from Honduras， Martha， 20， graduated from Fairfax High School in Los Angeles. She managed decent grades while working 36 hours a week at a Kentucky Fried Chicken.
[簡析] 本句話是一個(gè)并列句，其主干“Martha graduated from Fairfax High School in Los Angeles. She managed decent grades…”。four years after she arrived from Honduras和20是插入語;while引導(dǎo)的斷語作狀語，表示讓步。
2. “The girls are able to retain some of the protective features of [their native] culture” because they're kept closer to the hearth， says Marcelo Suarez-Orozco， “while they maximize their acquisition of skills in the new culture” by helping their parents navigate it.
[簡析]本句話的主干是“The girls are able to retain some of the protective features…”。Because引導(dǎo)的是原因莊宇從句;says Marcelo Suarez-Orozco是插入語;while 引導(dǎo)的是時(shí)間狀語從句，其中的by引導(dǎo)的短語作狀語，其中的it指的是new culture.
3. One teacher interviewed for the study said that the “cultural awareness training” she received as part of her continuing education included depictions of Latino boys as “aggressive” and “really macho” and of the girls as “pure sweetness.”
[簡析]本句話的主干是“One teacher said that…”。interviewed for the study作定語修飾teacher;that 引導(dǎo)的是賓語從句，其中的she received as part of her continuing education是一個(gè)省略了引導(dǎo)詞的定語從句，修飾cultural awareness training.
4. The Harvard study bears a cautionary note： If large numbers of immigrant boys continue to be alienated academically——and to be clear， plenty perform phenomenally——they risk sinking irretrievably into an economic underclass.
[簡析]本句話的主干是“The Harvard study bears a cautionary note…”。冒號后面的句子是在解釋前面的句子;if 引導(dǎo)的是條件狀語從句;破折號里面的內(nèi)容是在進(jìn)一步說明if 引導(dǎo)的從句。
答案與解析
1. C 結(jié)構(gòu)題。本題的問題是“在開始段落，作者通過 介紹他的主題”。文章第一段提到，談到學(xué)校教育，哈瑞羅家的男孩無法與女孩相提并論;隨后，作者分別介紹了女孩和男孩的表現(xiàn);該段最后引用孩子們的母親的話指出，男孩子大都誤入歧途，而女孩子卻更自信。這說明，作者是通過相互比較引出其主題的。[C]“做比較”是對該段的恰當(dāng)概括，為正確答案。[A]“形成對照”不準(zhǔn)確，因?yàn)閏ontrast主要指的是對立，與文意不符;第一段中沒有提到某種假設(shè)，所以[B]“證明一種假設(shè)正確”不對;第一段中只是提出了女孩在學(xué)校教育方面比男孩表現(xiàn)好，并沒有解釋原因，所以[D]“解釋一種現(xiàn)象”不對。
2. B 推論題。本題的問題是“‘她們也常常擔(dān)任文化大使’(第四段)這句話暗示 ”。文章第二段提到，移民女孩比男孩更擅長于適應(yīng)不同的文化，并且她們可以幫助其父母適應(yīng)新文化;而第四段前面部分提到，女孩面臨更多家庭義務(wù)，她們也常常擔(dān)任“文化大使”。為她們的父母擔(dān)任翻譯，并且在父母與外部世界之間進(jìn)行協(xié)調(diào)。由此可知，該句話表明，女孩可以幫助父母理解外國文化。[B]“她們幫助父母更好地了解外國文化”是對文中相關(guān)信息的改寫，為正確答案。[A]“她們充當(dāng)她們父母的翻譯”是該句話的字面意思，不能表達(dá)深層含意，所以不對;[C]“她們鼓勵(lì)父母進(jìn)入外面的世界”是誤解了該句話的意思;[D]“她們的父母幫助她們實(shí)現(xiàn)成為大使的夢想”明顯與文意不符。
3. A 細(xì)節(jié)題。本題的'問題是“由于下面的原因，移民男孩不會在外面獲得成功，除了”。文章第三段介紹了男孩受到的影響，指出，他們受懲戒的次數(shù)更多，因此，他們會跟老師以及更廣大的社會發(fā)展更敵對的關(guān)系，他們也可能面對更多令人沮喪的偏見：這說明，[B]“人們對他們有偏見”和[D]“他們沒有處理好與老師和外面社會的關(guān)系”是移民男孩不會獲得成功的原因;第四段提到，由于女孩通常是在傳統(tǒng)文化中成長起來的，所以她們面臨更多家庭義務(wù)，女孩不得不承擔(dān)的責(zé)任比男孩多;這說明，[C]“他們的責(zé)任感不像女孩那么強(qiáng)烈”是移民男孩不會獲得成功的原因。[A]“美國的青少年文化對男孩有不利的影響”是針對第三段第二句設(shè)置的干擾項(xiàng)，文中說的是“研究發(fā)現(xiàn)，男孩要想接受美國的青少年文化，他們會面臨更多同齡人的壓力”，說明[A]與文意不符。
4. C 細(xì)節(jié)題。本題的問題是“馬賽羅和卡羅拉。蘇瑞茲。歐羅絲科在研究中最后發(fā)現(xiàn)”。文章第二段提到，根據(jù)馬賽羅和卡羅拉。蘇瑞茲。歐羅絲科剛剛完成的一項(xiàng)研究初步結(jié)果可知，移民女孩一向優(yōu)于男孩;隨后的段落解釋了造成這種狀況的原因，指出，哈佛大學(xué)的研究顯示，大量移民男孩在學(xué)業(yè)上荒廢，許多人的學(xué)業(yè)成績差得令人難以置信。這說明，他們的研究發(fā)現(xiàn)，移民男孩的表現(xiàn)比女孩差。[C]“移民女孩比移民男孩的表現(xiàn)好”是對文中相關(guān)信息的概括，為正確答案。[A]“移民男孩不應(yīng)該被容許進(jìn)入外面的世界”屬于無中生有;[B]“移民男孩對青少年文化沒有判斷力”是針對文中“boys face more peer pressure to adopt Anierican youth culture”這句話設(shè)置的干擾項(xiàng)，與文意不符;文章第三段提到，正因?yàn)橐泼衲泻⑹艿礁嗟膽徒洌运麄儠蠋熀蜕鐣l(fā)展更敵對的關(guān)系，說明懲戒太多會產(chǎn)生不好的影響，所以[D]“移民男孩應(yīng)該受到嚴(yán)厲懲戒”與研究的發(fā)現(xiàn)相反。
5. B 推論題。本題的問題是“根據(jù)最后一段，我們可以推知什么?”最后一段提到，哈佛大學(xué)的研究表明，如果大量移民男孩繼續(xù)在學(xué)業(yè)上荒廢，那么他們將不可避免地面臨在經(jīng)濟(jì)上陷入社會底層的風(fēng)險(xiǎn)。[B]“許多移民男孩將來可能陷入困境”是對該句話的mt.-~，為正確答案。[A]“所有輟學(xué)者都應(yīng)該接受良好的教育”和[D]“應(yīng)該更關(guān)注移~——T-A-”屬于無中生有;[C]“學(xué)校教育被人們忽視了”是對文中“imlnigrant boys continue to be alienated academically”設(shè)置的干擾項(xiàng)，是誤解了be alienated academically的意思。
《考試對教育產(chǎn)生有害的影響》英語閱讀理解題及答案 篇4
Say you‘re a developer who’s in the market for a job. You come across a job listing， perhaps something like the one I recently posted. It‘s a job you’re interested in and you send in your resume. Here‘s what to do.A cover letter is not just a standard part of your resume. A cover letter is designed to highlight the parts of your experience that are specific to the job to which you are applying. It’s supposed to be the thing I see first andshould draw me in， making me want to get the details from your resume. Don‘t stick your cover letter in anattachment and your resume in another attachment or your cover letter might not get seen. It’s certainly not doing its job hidden in an attachment like that. If you are sending a resume by email， your cover letter belongs in the body of your email.
You need to proofread your cover letter carefully. This is my first introduction to you. This is your chance to impress me. If you have sloppy spelling， capitalization， and spelling in your cover letter I‘ll expect that your code as the same sort of problems. I’m not looking for Pulitzer-prize-winning stuff here， but most kids learn in first grade to capitalize proper nouns and the beginnings of sentences.
Your resume should tell me what languages you know， what technologies you have experience with， and how you‘ve applied that experience. Unless you’re applying for a job as a secretary， you don‘t need to tell me you’re proficient at MS Word — if you‘re a software developer， I assume you’re familiar enough the basic workings of a word processor to use it to open a document and read a spec. Do tell me what sort of systems you‘ve built and what challenges you overcame while building them. Do tell me how you applied your knowledge of efficient database operation to decrease server load by 30%.
When I look at your resume I should get a sense of what size projects you‘ve worked on. If you’ve worked with an internationally-known company， then I immediately understand you‘ve had exposure to larger projects. If all of your experience was at no-name companies in North Dakota， then you need to tell me that the project youworked on had 15 developers and an annual budget of 3 million dollars. Otherwise I’m likely to think your prior experience was building simple ASP front ends to little Access databases.
And finally， follow the directions for applying for the job. If I went to the trouble of describing how you should apply， there‘s probably a good reason for it. If I ask for a plain-text resume， don’t send a Word document or a link to your resume on your Web site. If I ask for a code sample， include it. If you can‘t follow those simple directions， how can I expect that you’ll be able to follow a spec?
I don‘t even look at those emails I get with Word attachments， no code samples， no information about availability or your location. I simply file them away in case I ever have a need to hire a developer that doesn’t know how to follow directions.
Reading Comprehension
1. Why did the author suggest that don‘t put your cover letter in another attachment of your resume?
[A] It‘s a waste of time.
[B] It is absurd.
[C] It will make your cover letter not do its job.
[D] There is no need to do so.
2. Why did the author emphasize the importance of proofread?
[A] Because it is a quality that a pupil should have.
[B] Proofreading can decrease errors from your cover letter.
[C] It will make you avoid some simple errors and will give your reader a good impression.
[D] It can make you win Pulitzer-prize.
3. Why did the author say that you should let the reader know what size project you‘ve worked on?
[A] Because this will highlight your resume.
[B] Because you are required to do so.
[C] Because this will let your reader know you better.
[D]Because it can make your reader know your ability for larger projects.
4. What‘s the meaning of “went to the trouble” that mentioned in paragraph 6?
[A] To face puzzledom.
[B] An amount of effort and time that is needed to do something.
[C] Have some difficulties.
[D] Some problems can‘t be solve.
5. What‘s the meaning of the word “spec” which mentioned in paragraph 6?
[A] Rule.
[B] Law.
[C] A detailed instruction about how a piece of equipment should be made.
[D] An direction.
答案與題解
1. [C] 細(xì)節(jié)題。準(zhǔn)確定位到原文是解題的關(guān)鍵。本題出現(xiàn)在原文的第二段。題目問道作者為什么建議不要把求職信放在簡歷的另一個(gè)附件里，該題正確的理解應(yīng)為如果把求職信放在另一個(gè)附件中則求職信將發(fā)揮不出它
的作用。
2. [C] 細(xì)節(jié)題。本題的'干擾項(xiàng)在B項(xiàng)。校對的確可以減少錯(cuò)誤，但這并不是篇章強(qiáng)調(diào)的重點(diǎn)。本文認(rèn)為避免一些低級錯(cuò)誤是給審查簡歷的人留下好印象的機(jī)會。
3. [D] 細(xì)節(jié)題。請看文中的第五段，“then I immediately understand you‘ve had exposure to larger projects.”這樣我便知道你有做大型項(xiàng)目的能力，也就是選項(xiàng)中需要我們選出的答案：這樣可以使你簡歷的讀者知道你具備做
大型項(xiàng)目的能力。
4. [B] 邏輯判斷題。本題先要解決對原句的理解問題，詞組“went to the trouble”指的是不厭其煩。然后再定位到原文，根據(jù)上下文邏輯，可以推知，作者是在講他之所以不厭其煩的解釋怎樣申請工作的原因，所以B為正確選項(xiàng)。
5. [C]推斷題。從原文句式上看，這里是一個(gè)遞進(jìn)的關(guān)系，是邏輯上的順延，所以一定是與“direction”同意的一個(gè)詞。再加上邏輯上的遞進(jìn)關(guān)系，所以正確的解釋應(yīng)該是“制造某項(xiàng)設(shè)備的詳細(xì)指令�！�
《考試對教育產(chǎn)生有害的影響》英語閱讀理解題及答案 篇5
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 rate—every 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 students
[B] old-fashioned facilities
[C] a shortage of teachers
[D] an inadequate number of school buildings
3. According to the passage，why did teachers leave the teaching profession after the outbreak of the war?
[A]They needed to be retrained.
[B]They were dissatisfied with the curriculum.
[C]Other jobs provided higher salaries.
[D]Teaching positions were scarce.
4. The“custodial rhetoric”mentioned in the last paragraph refers to____.
[A] raising a family
[B] keeping older individuals in school
[C] running an orderly household
[D] maintaining discipline in the classroom
5. Where in the passage does the author refer to the attitude of Americans toward raising a family in the 1950s and 1960s?
[A]Lines 1～3
[B]Lines 9～10
[C]Lines 20～21
[D]Lines 24～26
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15～44歲的婦女生育了大約118個(gè)嬰兒，1930年為89.2個(gè)，1936年為75.8個(gè)，到了1940年為80個(gè)。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(shí)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(shí)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(shí)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(shí)以及在隨后的經(jīng)濟(jì)繁榮時(shí)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?bào)酬更優(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(gè)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?yàn)榻逃龣C(jī)構(gòu)無法為年齡在5～16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(gè)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(diǎn)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(xiàng)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(diǎn)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(diǎn)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(diǎn)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。
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