《考试对教育产生有害的影响》英语阅读理解题及答案（通用5篇）

相关推荐

　　在日常的学习、工作、生活中，大家都看过英语阅读吧吧，阅读是通过文字来表达一个主题意义的记叙方法。你知道作文怎样才能写的好吗？下面是小编为大家收集的英语阅读理解作文，希望对大家有所帮助。

《考试对教育产生有害的影响》英语阅读理解题及答案（通用5篇）

　　《考试对教育产生有害的影响》英语阅读理解题及答案篇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，恶性的，破坏性的

　　2. knack 窍门，诀窍

　　3. embark 乘船，登记

　　4. write off 勾销，注销。确认某食物已损失或无效

　　5. syllabus教学大纲

　　6. cram 塞入，把某物塞进，突击式学习（尤指应考），以注入方式教人

　　7. duress 威胁，逼迫

　　8. stack 堆，垛

　　9. scrawl 写/画（的内容不工整，不仔细）潦草的笔迹，七扭八歪的字

　　10. script讲稿，剧本，脚本，笔试答卷

　　11. cynical 愤世嫉俗的，自私得为人不齿的

　　12. boil down 熬浓，浓缩，归纳

　　难句译注

　　1. For all the pious claim that examinations test what you know, it is common knowledge that they more often do the exact opposite.

　　【参考译文】尽管所有那些虔诚的说法说考试能测定你所知道的东西，但其结果常常是适得其反，这是众所周之的常识。

　　2. As anxiety-makers, examinations are second to none.

　　【结构简析】second to none固定搭配，义：不亚于任何人或事物。

　　【参考译文】（测）考试作为忧虑的制造者，真是出类拔萃。

　　3. induce cramming

　　诱人采用突击式学习方式。Cram尽力塞入，应试突击学习。EX: cram for a chemistry test.为应付化学考试而临时抱佛脚。Cram pupils以填鸭式教学生。

　　4. Yet you have to mark stacks of hastily scrawled scripts in a limited amount of time.

　　【参考译文】他们不得不在限定的.时间内，给一大堆匆忙涂写而成的笔试答卷批分。

　　5. And their word carries weight.

　　【参考译文】可他们的话/文字（这里指分数）有份量（有影响）。

　　6. This is what it boils down to in the last analysis.

　　【参考译文】这就是最终分析所归纳的一切。

　　写作方法与文章大意

　　这是一篇类似分类写作的文章。罗列了考试种种恶果。作者首先指出考试难以测定人的真正能力和水平，反而是适得其反。二是考试是忧虑的制造者，因为它决定了人的成败命运。三是考试促使学校进行应试技巧教育，否定了教会人独立思考、扩大视野。四是教师或者说测试人又累又饿，犯错误，还得在限定时间披阅成堆的试卷，他们的压力和考试者一样很大，而他们的话――分数有份量，审判官的裁决，你有权上诉，而他们的裁决――一笔定终身。

　　最后引用“辍学者成为百万富翁”来点明测试这种形式对教育的坏影响。

　　答案详解

　　1. A 考试对教育具有有害的影响。文章第一段就点明：考试是测试记忆的好方法，是测试在巨大压力下快速工作的技巧的好方法，却测不出一个人的真正能力和水平。第三段集中指出：考试不是促进学生广泛阅读，反而限制其阅读；考试不能使学生追求更多的知识，而是诱导学生进行应付考试的突击式学习。他们降低了教学水平，因为他们剥夺了老师的一切自由。常常以考试结果而不是所教课程来评定老师，是他们不得不以他们所轻视的考试技巧来培训学生。第二段和第四段也涉及其后果。

　　B.考试无效。这是考试后果的一个方面。C.考试对教育机构有利。这也是一个方面。D.考试对学生是一种负担。

　　2. C 批评的。第一段中作者明确指出，考试方法依旧，不能测出人的能力和水平。第二段点名，这种无用的考试决定人生的成败。第三段说考试最成功的考试者经常不是最佳的受教育者，他们是在胁迫下最佳获得考试技巧者，而好的教育应能培养人的独立思考。第四段涉及阅卷者又累又饿，常犯错误，不得不在限定时间披阅一大堆匆忙中七扭八歪写出的卷子。最后一句“我过去是一个是来岁的辍学者，现在我是一个年轻的百万富翁”画龙点睛地指出，考试指挥下的教育的失败。这一切都说明作者对考试的批评态度。

　　A.嫌恶，厌恶。此答案从意义上说是对的。但语法不通，因为这是个东西，而is后要求是名词或形容词。B.赞成。D.漠不关心的。

　　3. C 考试。答案在第二段，考试是最终忧虑制造者，那是因为许多事情取决于考试：它们是我们社会中成功或失败的标志。你的未来可能全取决于这决定性的一天。

　　A.教育。B.教育机构。D.学生自己。

　　4. B 培养学生进行独立思考。第三段第一句话点明：好的教育应该是培养学生自己独立思考。

　　A.鼓励学生广泛阅读。教学生如何应考。C.教学生如何应考。D.掌握自己命运。

　　5. B 作对比，答案在最后一段倒数第二句“审判官裁决后，你有权力上诉，而披阅考卷人给分后，学生可没有上诉权”后面又谈及“一想到考试只对进行考试的机构有礼，未免太自私了。这酒是最终分析归纳的东西。”所以作者呼吁，可定还有许多更简便，更有效的评估人真正能力的方法。

　　A.给出一个例子。C.表示老师是由考试结果评定好坏。这是第三段讲的不分内容，教师他们自己常由考试结果而不是所教课程优劣来评定。所以他们不得不对学生进行应试技巧教育，降低教学水平。D.表明审判官裁决更有效。

　　《考试对教育产生有害的影响》英语阅读理解题及答案篇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

　　《考试对教育产生有害的影响》英语阅读理解题及答案篇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.

　　词汇注释

　　sidetracked 使受牵制的，误入歧途的

　　aberration 失常;偏差

　　outperform 胜过

　　preliminary 预备的，初步的

　　discrepancy 相差，差异，矛盾

　　adept at 熟练于…;擅长于…

　　straddle 跨坐

　　navigate 航行于，驾驶，操纵

　　adversarial 敌手的，对手的

　　debilitate 使衰弱，使虚弱

　　macho 男子的，男子气的

　　hailing from 来自，在某地生长

　　mediate 仲裁，调停

　　foist 偷偷插入，使混入

　　phenomenally 现象上的，明白地;惊人地

　　irretrievably 不能挽回地，不能补救地

　　look to sb. for sth.以来或指望某人提供或作某事物

　　fare 进展;成功

　　难句讲解

　　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.

　　[简析] 本句话是一个并列句，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是插入语;while引导的断语作状语，表示让步。

　　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.

　　[简析]本句话的主干是“The girls are able to retain some of the protective features…”。Because引导的是原因庄宇从句;says Marcelo Suarez-Orozco是插入语;while 引导的是时间状语从句，其中的by引导的短语作状语，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.”

　　[简析]本句话的主干是“One teacher said that…”。interviewed for the study作定语修饰teacher;that 引导的是宾语从句，其中的she received as part of her continuing education是一个省略了引导词的定语从句，修饰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.

　　[简析]本句话的主干是“The Harvard study bears a cautionary note…”。冒号后面的句子是在解释前面的句子;if 引导的是条件状语从句;破折号里面的内容是在进一步说明if 引导的从句。

　　答案与解析

　　1. C 结构题。本题的问题是“在开始段落，作者通过介绍他的主题”。文章第一段提到，谈到学校教育，哈瑞罗家的男孩无法与女孩相提并论;随后，作者分别介绍了女孩和男孩的表现;该段最后引用孩子们的母亲的话指出，男孩子大都误入歧途，而女孩子却更自信。这说明，作者是通过相互比较引出其主题的`。[C]“做比较”是对该段的恰当概括，为正确答案。[A]“形成对照”不准确，因为contrast主要指的是对立，与文意不符;第一段中没有提到某种假设，所以[B]“证明一种假设正确”不对;第一段中只是提出了女孩在学校教育方面比男孩表现好，并没有解释原因，所以[D]“解释一种现象”不对。

　　2. B 推论题。本题的问题是“‘她们也常常担任文化大使’(第四段)这句话暗示 ”。文章第二段提到，移民女孩比男孩更擅长于适应不同的文化，并且她们可以帮助其父母适应新文化;而第四段前面部分提到，女孩面临更多家庭义务，她们也常常担任“文化大使”。为她们的父母担任翻译，并且在父母与外部世界之间进行协调。由此可知，该句话表明，女孩可以帮助父母理解外国文化。[B]“她们帮助父母更好地了解外国文化”是对文中相关信息的改写，为正确答案。[A]“她们充当她们父母的翻译”是该句话的字面意思，不能表达深层含意，所以不对;[C]“她们鼓励父母进入外面的世界”是误解了该句话的意思;[D]“她们的父母帮助她们实现成为大使的梦想”明显与文意不符。

　　3. A 细节题。本题的问题是“由于下面的原因，移民男孩不会在外面获得成功，除了”。文章第三段介绍了男孩受到的影响，指出，他们受惩戒的次数更多，因此，他们会跟老师以及更广大的社会发展更敌对的关系，他们也可能面对更多令人沮丧的偏见：这说明，[B]“人们对他们有偏见”和[D]“他们没有处理好与老师和外面社会的关系”是移民男孩不会获得成功的原因;第四段提到，由于女孩通常是在传统文化中成长起来的，所以她们面临更多家庭义务，女孩不得不承担的责任比男孩多;这说明，[C]“他们的责任感不像女孩那么强烈”是移民男孩不会获得成功的原因。[A]“美国的青少年文化对男孩有不利的影响”是针对第三段第二句设置的干扰项，文中说的是“研究发现，男孩要想接受美国的青少年文化，他们会面临更多同龄人的压力”，说明[A]与文意不符。

　　4. C 细节题。本题的问题是“马赛罗和卡罗拉。苏瑞兹。欧罗丝科在研究中最后发现”。文章第二段提到，根据马赛罗和卡罗拉。苏瑞兹。欧罗丝科刚刚完成的一项研究初步结果可知，移民女孩一向优于男孩;随后的段落解释了造成这种状况的原因，指出，哈佛大学的研究显示，大量移民男孩在学业上荒废，许多人的学业成绩差得令人难以置信。这说明，他们的研究发现，移民男孩的表现比女孩差。[C]“移民女孩比移民男孩的表现好”是对文中相关信息的概括，为正确答案。[A]“移民男孩不应该被容许进入外面的世界”属于无中生有;[B]“移民男孩对青少年文化没有判断力”是针对文中“boys face more peer pressure to adopt Anierican youth culture”这句话设置的干扰项，与文意不符;文章第三段提到，正因为移民男孩受到更多的惩戒，所以他们会跟老师和社会发展更敌对的关系，说明惩戒太多会产生不好的影响，所以[D]“移民男孩应该受到严厉惩戒”与研究的发现相反。

　　5. B 推论题。本题的问题是“根据最后一段，我们可以推知什么?”最后一段提到，哈佛大学的研究表明，如果大量移民男孩继续在学业上荒废，那么他们将不可避免地面临在经济上陷入社会底层的风险。[B]“许多移民男孩将来可能陷入困境”是对该句话的mt.-~，为正确答案。[A]“所有辍学者都应该接受良好的教育”和[D]“应该更关注移~——T-A-”属于无中生有;[C]“学校教育被人们忽视了”是对文中“imlnigrant boys continue to be alienated academically”设置的干扰项，是误解了be alienated academically的意思。

　　《考试对教育产生有害的影响》英语阅读理解题及答案篇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.

　　答案与题解

　　1. [C] 细节题。准确定位到原文是解题的关键。本题出现在原文的第二段。题目问道作者为什么建议不要把求职信放在简历的另一个附件里，该题正确的理解应为如果把求职信放在另一个附件中则求职信将发挥不出它

　　的作用。

　　2. [C] 细节题。本题的干扰项在B项。校对的确可以减少错误，但这并不是篇章强调的重点。本文认为避免一些低级错误是给审查简历的人留下好印象的机会。

　　3. [D] 细节题。请看文中的第五段，“then I immediately understand you‘ve had exposure to larger projects.”这样我便知道你有做大型项目的能力，也就是选项中需要我们选出的答案：这样可以使你简历的读者知道你具备做

　　大型项目的能力。

　　4. [B] 逻辑判断题。本题先要解决对原句的'理解问题，词组“went to the trouble”指的是不厌其烦。然后再定位到原文，根据上下文逻辑，可以推知，作者是在讲他之所以不厌其烦的解释怎样申请工作的原因，所以B为正确选项。

　　5. [C]推断题。从原文句式上看，这里是一个递进的关系，是逻辑上的顺延，所以一定是与“direction”同意的一个词。再加上逻辑上的递进关系，所以正确的解释应该是“制造某项设备的详细指令。”

　　《考试对教育产生有害的影响》英语阅读理解题及答案篇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

　　核心词汇

　　prosperityn.繁荣 cope vi.应付，处理 consequently adv.从而，因此

　　priority n.优先权 staffn.全体职员laymann.外行 discipline n.学科，纪律

　　Profession n.职业 institution n.公共机构 academic n.学院的，理论的

　　促使人们在对公共教育之作用的思考上发生转变的最重要的社会状况之一就是，20世纪50年代和60年代生育高峰对学校的影响。在20世纪20年代，尤其是在30年代经济大萧条的情况下，美国经历了一次出生率的降低——在1920年，每1，000名15～44岁的妇女生育了大约118个婴儿，1930年为89.2个，1936年为75.8个，到了1940年为80个。随着第二次世界大战以及其后的经济复苏所引发的日益发展和繁荣的景象，年轻人提前结婚成家，开始比他们处于大萧条时代的前辈们供养更大的家庭。出生率在1946年增长到102%，1950年为106.2%，1955年为118%尽管经济因素很可能是最重要的决定因素，但它并非是对生育高峰的惟一解释。人们家庭观念的增强也有助于解释这种出生率的升高。

　　在生育高峰中出生的一代到20世纪40年代中期开始涌入学校一年级，到1950年呈泛滥之势。公共学校体系突然发现自己负荷过重。战时和战后状况一方面使得入学儿童数量增多，但同样的状况却使学校在应对如洪水般的入学儿童方面缺乏准备。战时的经济状况意味着在1940年和1945年间新建学校的数量微乎其微。此外，在战时以及在随后的经济繁荣时期。，大量教师离开了教职，到经济体系中的其他领域寻求报酬更优厚的工作。因此，在20世纪50年代和60年代，生育高峰冲击了一个陈旧且不完整的`学校体系。其结果是，20世纪30年代和40年代早期的“监护之说”开始失去意义;也就是说，因为教育机构无法为年龄在5～16岁的儿童提供学习所需的空间和教员，因此，让那些年龄在16岁及其以上的孩子待在学校以使他们处于劳动力市场之外，不再是一个优先的选择。

　　在生育高峰的冲击下，教育者和对教育感兴趣的外行所关注的焦点不可避免地转向了低年级，转回到了基本的学术技能和学科上。这一体系对于向年龄较大的年轻人提供非传统的、新式的和额外的服务不再抱有太多的兴趣。

　　参考答案：

　　1.A 细节题。由题干关键词babyboom定位文章第一段倒数第二句，该句提到…economics was probably the most impoItant deterrninant.一可知，经济的繁荣导致了baby boom，故选A。

　　2.C 细节题。由题干关键词t11e.teaching profession定位第二段最后一句…teac】3ers leR their professionforbettei‘-payingjobs…(很多老师为了高薪离开了教师岗位)，由此可推断出答案应为C。

　　3.B 语义题。由题干关键词custodial rJaetoric定位文章第三段，第二句说到，三四十年代custodial rhetoric不再合理，该句中that is后就是custodial dletorjc的内容，即keeping youths aged sixteen antl older out oftlle lal)or mar-ket by keeping t】aem in scla00l，选项B正是该句的同义转述，故为答案。

　　4.B 推断题。作者在第三段首句提到生育高峰冲击了学校体系，可排除A;最后一段提到教育者的焦点也转向了低年级，转回到了基本的学术技能和学科上，而对向年龄较大的年轻人提供非传统的、新式的和额外的服务不再抱有太多的兴趣，言外之意，在生育高峰之前教育者的焦点不在基本的学术技能和学科上，故排除c，D与文意正好相反，只有B符合文意。

　　5.C 主旨题。本题针对文章的大意。文章开篇作者就点明了主题“促使人们在对公共教育的作用的思考上发生转变的最重要的社会状况之一，就是20世纪50年代和60年代生育高峰对学校的影响”。由此可见，本文的主旨应为C。

【《考试对教育产生有害的影响》英语阅读理解题及答案】相关文章：

考试英语阅读试题及答案12-15

英语考试阅读精选试题及答案09-11

2017职称英语考试技巧：阅读理解题11-30