考研英语阅读理解精读100篇【教育类】

英语真题长难句突破【新航道培训】	英语词汇班精彩文篇推荐【文登】
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考研英语阅读理解精读100篇unit78
Unit 78
There was a time when big-league university presidents really mattered. The 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.

2.What 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.

3.The 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.

4.What 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.

5.Which 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 [] n.十字军战士, 改革者
compass [] 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 [] 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 [] 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 [] v. 汇集
purge [] v. (使)净化, 清除
ubiquitous [] adj.到处存在的, (同时)普遍存在的
sharecropper [] n.(尤指美国西南部的)小佃农
shack [] n.小室
sibling [] 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 [] v.招生，使入学使加入或设法使加入
standoff [] n.避开, 冷淡
provost [] n.宪兵司令, 监狱看守, 教务长
boil over  v. 因沸溢出, 发怒
heal [] v. 治愈, 医治, 结束
rupture [] n.破裂, 决裂, 敌对, 割裂
incendiary [] adj. 纵火的, 煽动的
polemicist [ ] 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
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。”
考研英语阅读理解精读100篇unit79
Unit 79
Largely for "spiritual reasons," Nancy Manos started home-schooling her children 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.

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。

1． In 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

2． The 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.

3． The 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.

4． The 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.

5． What 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 []adv.有意地, 故意地
tack[]行动方针；策略
eschew []vt.避开, 远避
grit []v.咬（牙）把（牙齿）紧咬在一起
enticing []adj.引诱的, 迷人的

难句突破
1．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.
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
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。
考研英语阅读理解精读100篇unit80
Unit 80
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.

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 [] 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 [] v. 怀孕, 考虑, 设想
obsession [] n. 迷住, 困扰
glut [] n. 供应过剩；充斥
edge [] 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 [] adj.十分简单的, 十分安全的, 极坚固的
sibling[] n.兄弟, 姐妹, 同胞, 同属
alumni [] n. pl.男毕业生, 男校友
lottery [] n. 抽彩给奖法
cognitive [ ] adj.认知的, 认识的, 有感知的
diverse [] adj.不同的, 变化多的
alternative [] 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 [] 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
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。

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