1、考研英语阅读理解 B 节(新题型)分类精讲文化教育类-(一)及答案解析(总分：100.00，做题时间：90 分钟)一、Section Reading Co(总题数：5，分数：100.00)A. Indeed, such collaborations at the institutional level must begin with stronger interaction between the offices that have oversight of research and international affairs. University research and internat
2、ional offices can partner on incentives and procedural changes (e.g. international travel awards, promotion and tenure guidelines that encourage outreach, etc.) as well as lobby federal agencies to provide more funding for multi-institutional collaborative projects. These offices can also help strat
3、egically map and forecast emerging research fields; identify gaps in expertise, instrumentation, and resources; find foreign partners that can complement institutional priorities and strengths, including sharing of high-technology equipment; facilitate interdisciplinary connections; and promote targ
4、eted domestic and international institutional, multidisciplinary, and multilateral linkages.B. For example, new generation influenza vaccines arose from collaborations between US and Japanese pharmaceutical companies; information technology and cybersecurity tools were developed by the US Department
5、 of Defense with international allies; and clean energy and low carbon technologies from joint work by a consortium of US and Chinese universities, national laboratories, and private sector companies.C. In order for US research universities to remain competitive in todays knowledge-and-innovation-dr
6、iven global economy, it is essential to expand research and scholarly collaborations and forge partnerships internationally. In recent years, the value of international collaboration has been increasingly emphasized by federal agencies, including the National Science Foundation(NSF), which now encou
7、rages more cross-border cooperation in science, technology, and education.D. The decrease in US-based global collaborations should concern our science and technology policymakers and institutional leaders. Such worldly partnerships are essential for producing the best science and remaining competiti
8、ve in the global scientific community. Any one university cannot sustain broad expertise and infrastructure in all disciplinary areas. In addition to domestic collaborations, transnational partnerships can also provide opportunities for greater research synergies and complementarities. These collabo
9、rations also increase the breadth of scientific inquiry and have accelerated the commercialization of research around the globe.E. Some universities already offer such services, and the support has resulted in new international research travel awards, targeted workshops, intra-institutional and tran
10、snational interdisciplinary collaborations. Clearly, new university organizational and operational institutions that promote international collaboration can help advance research productivity and impact, and are needed to complement national and international initiatives.F. However, the 2012 NSF rep
11、ort highlighted some concerns. As indicated in the report, two direct measures of international collaboration are coauthorship of research publications with foreign researchers and co-patents with foreign inventors. Over the past decade, the number of papers published by US researchers with internat
12、ional collaborators has remained relatively fiat, increasing only at 1-2 percent each year. Furthermore, the total number of patents filed jointly under the Patent Cooperation Treaty by US and foreign inventors in 2010 was 5, 440, a 6 percent decrease over the previous 3 years.G. Without a doubt, st
13、rong relationships between individual researchers are the most common and strongest indicator of productivity. Scientists identify colleagues with whom they would like to work, and these friendships translate into long-term collaborations, student exchanges, and scientific and creative outputs. For
14、example, among WSUs top 20 researchers, 16 have extensive international collaborations, with 32 percent of their peer-reviewed publications being internationally coauthored. But universities can also play a bigger role in promoting international research partnerships.Order:（分数：20.00）填空项 1:_填空项 1:_填空
15、项 1:_填空项 1:_填空项 1:_“Im just bad at math.“ “Everyone can run faster than me.“ Its not unusual for us to hear our preteens labeled themselves this way.According to Judy Amall, author of Discipline without Distress, this diminished self-confidence is a common problem in the preteen years. “Kids are mor
16、e aware and sensitive about how other people see them at this age,“ she says. “Girls, in particular, often seem to lose their voices in the classroom because boys tend to interrupt more and talk over them.“Parents need to be careful about this kind of labeling. Sometimes we attempt to reassure a chi
17、ld who has done badly on a test at school by saying, “Well, youre just not good at spelling.“ But this can discourage the child from trying to improve. Children also hear the ways we label ourselves. If a girl hears her mother say, “Oh, Im just stupid when it comes to remembering things,“ then it se
18、ems OK to describe herself as stupid.Besides avoiding these labels, there are a number of positive things parents can do to boost their preteens self-confidence.1. Really listen.It means a lot to children to have an adult pay attention to them and respect their thoughts and opinions. When they talk
19、to you, ask questions to draw them out and help them think things through.2. Build skills.Confidence comes from knowing what you can do. So parents need to keep challenging their preteens a bit beyond their comfort level. Amall recommends assigning some non-traditional chores so girls get good at mo
20、wing the lawn and boys master cleaning toilets. Leaning other skills helps too.Help them speak up.Public-speaking skills help kids organize and express their thoughts, and will be valuable throughout their lives. If they dont get opportunities for public speaking in school, consider enrolling them i
21、n after-school clubs.3. Focus on abilities, not appearance.Preteens cant help but be aware of the emphasis our society puts on looks, and the changes that come with the onset of puberty make them more self-conscious. “Dont reinforce that, Amall says, “Its better to point out the things they have acc
22、omplished, even if its getting high points in video games.“Treat mistakes as opportunities for learning.When a child does something wrong, dont scold or blame. Instead, you can ask, “What did you learn from this?“ This is a great age to make a lot of mistakes, try things out, to learn what works and
23、 what doesnt.4. Coach from the sidelines.When you jump in and intervene, you may make your child feel you dont have confidence in her ability to handle the situation. But you can help her make a plan and support her as she makes her own decisions about what to do.5. Show unconditional love.“Tell the
24、m and show them you love them every day,“ Amall says. “When you are feeling over-whelmed by life, it means a lot to have the love and support of your parents.“A. Have family meetings where your preteen can participate in making decisions about things like family vacations and activities. It gives ki
25、ds confidence to know you value what they say.B. Parents are important role models in this area. Girls hear their mothers complain about their weight or their lips being too thin, and they would look for flaws in themselves.C. Touch still matters, even if its just a pat on the head or a quick should
26、er rub. Another way of showing affection is taking the time to work with your child when he/she feels discouraged. This will help a lot.D. For example, lets say your daughter isnt invited to a birthday party that many of her friends are going to. It might be very tempting to call the parents hosting
27、 the party and ask why your daughter wasnt invitedbut a better approach might be to discuss options with your daughter. What can she do? She could confront the friend directly and ask why she was excluded, or perhaps she could approach the friend with humor (“I think the dog might have eaten my invi
28、tation before I got it.“). Its up to her to decide what to do and how shell handle things if she doesnt get the outcome she wants.E. When you read with enthusiasmusing voices, expressing the excitement and suspense of the story, kids are more likely to listen attentively. The most important thing, i
29、s that the experience is warm and connectedencourage her to share in the reading task but dont insist.F. Elisa Brooks 10-year-old son, Owen, was discouraged by his lack of progress in piano lessons. “He really didnt like to practice,“ Brook says. “I would sit with him and encourage him, and we worke
30、d through one bar at a time. It was slow at first, but we persisted and at the end of the year, he got 92 percent on the exam and was so proud of what hed accomplished. /（分数：20.00）填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_The image of the Briton abroad, speaking English slowly and loudly in the expectation
31、 that eventually the natives will get the idea, is a stereotype with a good deal of truth behind it. According to a survey by the European Commission last year, just 30% of Britons can converse in a language other than their own (only Hungarians did worse). Bad as these figures are, they are flatter
32、ed by the one in ten residents of Britain who speak a language other than English at home.The next generation is unlikely to do even this well. (1) . Around four in five of all English state schools allow their students to abandon languages at 14 and some private schools are starting to follow suit.
33、 In 2006 only half of all students took a foreign-language GCSE examthe standard test for 16-year-olds.(2) .Whatever the recommendations, the place of languages in the secondary-school curriculum may no longer be the governments to decide. Young people hoping to do a degree at a prestigious universi
34、ty may find themselves having to study a foreign language until at least the age of 16.(3) .Other universities are also concerned. On December 3rd a letter calling for the government to restore the compulsory status of language teaching after 14 was published in The Observer, a Sunday newspaper. The
35、 50 signers of the letter represented many of the countrys top universities, some of which may follow UCLs lead, if they dont like what Lord Dearing has to say.(4) . And this year English was added to the curriculum studied by Mexican primary-school children, who are learning the language along with
36、 200,000 teachers. According to David Graddol of the British Council, a cultural organization, “within a decade nearly a third of the worlds population will all be trying to learn English at the same time.“(5) . Competent bilinguals? Many of whom have traveled in the course of acquiring English, can
37、 offer everything that native speakers of English (and just English) can as well as an extra language and an international perspective.Even Britons, however, are willing to learn a language if they can see the benefit of doing so. Nic Byrne, who runs the language Centre at the London School of Econo
38、mics, surveyed university language centers around Britain. He discovered that tens of thousands of students are studying a language in their own time, or as a small part of their degree. Many are hoping to spend a year studying abroad, and recognize that a language and a life-changing experience wil
39、l get them better jobs.A. Enthusiasm for English is spreading all over the world. More than a fifth of Japanese five-year-olds now attend classes in English conversation. Countries like Chile and Mongolia have declared their intention to become bilingual in English over the next decade or two.B. Mor
40、e subtly, as British native English speakers are increasingly outnumbered by people who speak English as a second language, the future of their own language is passing from their hands.C. At first sight this means that things are about to get even more comfortable for native English speakers; they n
41、eednt lift a finger to learn other peoples subjunctives. But the problem is that they will lose the competitive advantage that once came with being among the relatively few to speak the worlds most useful language.D. Fewer young people are studying languages in school, a trend that has accelerated s
42、ince 2004, when the government allowed English schools to make foreign languages optional for students aged 14 and over. Even those who are keen on languages often drop them at this stage now, as schools offer a narrower choice of languages and schedule them against other subjects.E. Native English
43、speakers often complain that they would study a foreign language, if only they, like the rest of the world, knew which to choose. But the freedom to choose a second tongue is really more a blessing than a curse.F. Worried by the rush to the exit, in October the education secretary, Alan Johnson, ask
44、ed Lord (Ron) Dearing, a former boss of the Post Office, to look at the state of language teaching in English schools.G. On December 12th the committee on admissions policy at University College London (UCL) voted to phase in a requirement for all applicants to have a GCSE or equivalent in a modern
45、foreign language. Michael Worton, the committees chairman, says the idea is to persuade young peopleand schools that studying a language is necessary and worthwhile.（分数：20.00）填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_English has become the worlds number one language in the 20th century. In every country wh
46、ere English is not the native language, especially in the Third World, people must strive to learn it to the best of their abilities, if they want to participate fully in the development of their countries. (1) .(2) . Nonetheless, a world full of different languages will disappear if the present tre
47、nd in many countries to use English to replace the national or official languages in education, trade and even politics continues. (3) .The Third World countries that are now using English as a medium of instruction are depriving 75 percent of their future leaders of a proper education. According to
48、 many studies, only around 20 to 25 percent of students in these countries can manage to learn the language of instruction (English) as well as basic subjects at the same time. Many leaders of these Third World countries are obsessed with English and for them English is everything. They seem to beli
49、eve that if the students speak English, they are already knowledgeable. (4) .All the greatest countries of the world are great because they constantly use their own languages in all national development activities, including education. From a psychological point of view, those who are taught in thei
