考博英語閱讀理解、翻譯與寫作高分突破（簡體書）

第一節閱讀理解基本考情分析

根據對全國重點院校博士生入學英語考試題型進行分析，閱讀理解分值平均為30分左右，最高為50分，最低為15分（如下表所示）。閱讀理解部分主要考查考生理解具體信息、掌握文章大意、猜測生詞詞義并進行推斷等能力。要求考生根據文章（每篇約5道題目，總長度約1　600詞）的內容，從每題所給出的4個選項中選出最佳答案。

閱讀理解能力測試的主要要求是：

(1)掌握所讀材料的主旨大意，以及用以說明主旨和大意的事實和細節。

(2)既理解具體的事實，也理解抽象的概念。

(3)既理解字面意思，也理解深層含義，包括作者的態度、意圖等。

(4)能理解某句、某段的意義，并能把握全篇的文脈，即句與句、段與段之間的關系，并能據此進行推理和判斷。

(5)能根據材料所提供的信息，結合應有的常識正確判斷生詞和短語的含義。

（一）閱讀理解題的命題依據及趨勢

閱讀理解題主要考查考生獲取準確信息的能力。考查方式包括兩大類：一類為客觀理解題，即理解文章中敘述的具體事實和抽象概念；另一類為主觀理解題，即通過閱讀文章，對文章的主旨和深層的意義、作者的意圖和態度以及整篇文章的邏輯關系有更深入的理解，并據此進行推理和判斷。

根據對近幾年閱讀理解試卷的分析，可推測未來該題型仍會保持其命題的基本原則，在選擇文段方面會涉及更多交際功能強、實用性強的應用文、說明文等，涉及人文、社會、歷史、科學、政經等多領域的題材。題目設計會進一步向較深層次發展，需要考生有足夠的詞匯儲備量和豐富的相關知識積累。綜合歸納、推理判斷以及細節轉換理解題會更加突出。

在解題中，可將題型進行分類，還應明確命題立意，如：

(1)注意篇章結構組織的分析理解題的立意。

(2)注意詞語轉換理解題的立意。

(3)注意細節理解題中轉換理解的立意。

題目設計上無一道題可直接“對號入座”，均要通過詞義語意進行轉換理解，需找到與之對應的相近意義的詞和句，有時要進行快速計算或歸納。

(4)注意判斷推理題的立意。

一般可分事實判斷推理題和識別語氣心態題兩種。

(5)注意主旨理解的立意。

考生在解答此類題目時，應仔細尋找文中的關鍵句。

（二）閱讀理解題的解題對策及技巧

根據歷年的試卷命題特點，英語篇章閱讀理解題對考生提出了如下的能力要求：

(1)豐富的英語詞語知識和鞏固、扎實、熟練的英語語法知識。

(2)綜合運用各項英語基礎知識和閱讀技巧，進行快速閱讀以獲取信息的能力。

(3)正確的閱讀方法、科學的閱讀技巧和合理的閱讀速度。

(4)正確分析認識文章結構，理解各段落、各層次之間的邏輯關系和表達方法。

(5)要求信息全面、理解深刻、推導合理、判斷準確。

(6)豐富的閱歷、廣博的知識。

從歷年的考博試題來看，這種能力要求反映在選擇題中，具體可分為：認定事實，理解主題，理解支撐細節，綜合概括，推導結論，推理判斷，聯想猜測，辨別語氣，理解人物性格，識別圖形等等。如果把這些試題的考查內容概括起來，基本上可分為四類試題。①猜測詞義題。②理解認定事實題(直接理解和語意轉換理解)。③歸納概括題。④推理判斷題。下面集中分析上述四種題型的特點、具體要求以及應試中應注意的問題，并結合近年試題加以舉例說明。

1.猜測詞義題

考生猜測詞義的能力，即掌握一些猜測生詞詞義的方法，對排除閱讀中某些生詞的干擾、降低生詞率、提高閱讀速度和理解能力是必不可少的。這是考生英語閱讀理解能力的一個重要組成部分。在做此類題時考生可以盡可能地利用上下文來猜測詞義，推求未知。在用我們熟悉的詞或短語來猜測不熟悉的詞義時，應注意：①要對上下文已知部分進行邏輯推理。②有時還必須進行語法分析，特別要注意判斷詞與詞之間的關系。③有時也可依據自己的常識和經驗進行判斷。

2. 理解認定事實題

在閱讀測試中，這類題占大部分，多數是針對文章(段落)中的細節而設計的。這類題一般只針對文章中某一個特定的細節，也可能涉及若干個細節，或者針對文章的主要事實，或利用圖表、圖形、地圖來表示信息等。這類題一般分兩種。第一種是直接理解題。這種題的答案與原文直接掛鉤，在原文中一目了然，可以直接找到。這種題難度低，只要考生讀懂文章就能得分，屬于低層次題。第二種是詞義轉換題。這種題常常是原文有關詞語和句子的轉換，不能在原文中直接找到答案。它要求考生能理解原文中某個短語或句子的含義。這種題屬于中層次題，在歷年考博試題中占大多數。

3.歸納概括題

這類題主要考查考生把握全文主題和理解中心思想的能力，包括分析、歸納文章的段落大意、重要情節、人物特征的能力。這種試題要求考生能把握文章的總體，并真正理解主題和中心句；要求能較好地運用概念、判斷、歸納、推理等邏輯思維的方法，難度較大，屬于高層次題。在考查考生這方面的閱讀理解能力時，重點是考查短文(段落)的主題(subject)、中心思想(main idea)、標題(title)或寫作目的(purpose)。

4.推理判斷題

推理是要求考生在閱讀過程中溝通外現的和內含的、已述的和未述的含義。判斷是要求考生以文章提供的事實為依據，經過分析、思考形成這種或那種觀點。它們都要求考生盡量考慮文中的全部信息或事實，在通盤理解文章的基礎上去領會作者的言外之意，并作出正確的推理和判斷。這就是對文章深層意義的把握，屬于最高層次閱讀理解題。

閱讀理解題的解題技巧有：

(1)通讀文章時不要做題，第二遍閱讀時再做題。

(2)遇到生詞不要急。試題中如出現生詞，一般會注上中文詞義。如果遇到沒有注出詞義的情況，考生應這樣處理：

1)利用構詞法知識來猜測詞義。

2)人名、地名等專有名詞，不必弄清其中文意思。

3)有些普通名詞要根據上下文去猜測其意義。某些與主旨及答題無關的不常見的名詞，如表示動物、樹木、建筑、機器、食物的詞，只要能確定其大致的類別即可。一些不影響答題的形容詞及副詞也可不必過多花費時間。

4)對于有的生詞，試卷上故意不注明詞義，而把它編成詞語釋義題。考生要根據上下文選出表達該詞在文中的意義的選項。

(3)弄清問題所指，作出正確選擇。

1)有的問題是針對文章中的一句話設計的，因此，可以從文章的那句話中找到正確答案。

2)有的問題是針對一段話所陳述的事實設計的，因此，可以從文章的那段話中找到正確答案。

3)有的問題是針對整篇文章設計的，或者問全文的中心思想，或者要求給文章確定標題，或者要求指出事情發生的先后順序，或者要求判斷地理位置和相互關系。這類題要求考生認真弄懂全文意思，根據文中提供的信息或線索進行邏輯推理。

(4)采用排除法，排除以下選項：

1)與文中陳述的事實相反的選項。

2)文中完全沒有提到的內容的選項。

3)與全文內容或句子意義不沾邊的選項。

4)不合情理或荒謬的選項。

5)表示間接或次要因素的選項(如果選項中既有直接因素，也有間接或次要因素，應選前者，排除后者)。

(5)不以閱讀速度回行。

考生在閱讀文字時由于理解的需要，通常速度較為緩慢，倘若一行結束后，用此速度回到下一行首，無形中會擠占寶貴的閱讀時間。建議考生養成快速回行的習慣，即比閱讀文字的速度快一倍左右迅速回行。這樣做，一方面會節省不少時間，另一方面也會使思維速度加快，其好處是不言而喻的。

第二節重點院校真題演練

Text 1

A considerable part of Facebook?s appeal stems from its miraculous fusion of distance with intimacy， or the illusion of distance with the illusion of intimacy?Our online communities become engines of self?image， and self?image becomes the engine of community?The real danger with Facebook is not that it allows us to isolate ourselves， but that by mixing our appetite for isolation with our vanity， it threatens to alter the very nature of solitude?The new isolation is not of the kind that Americans once idealized， the lonesomeness of the proudly nonconformist， independent?minded， solitary stoic， or that of the astronaut who blasts into new worlds?Facebook?s isolation is a grind?What?s truly staggering about Facebook usage is not its volume—750 million photographs uploaded over a single weekend—but the constancy of the performance it demands?More than half its users—and one of every 13 people on Earth is a Facebook user—log on every day?Among 18?to?34?year?olds， nearly half check Facebook minutes after waking up， and 28 percent do so before getting out of bed?The relentlessness is what is so new， so potentially transformative?Facebook never takes a break?We never take a break?Human beings have always created elaborate acts of self?presentation?But not all the time， not every morning， before we even pour a cup of coffee?

Nostalgia for the good old days of disconnection would not just be pointless， it would be hypocritical and ungrateful?But the very magic of the new machines， the efficiency and elegance with which they serve us， obscures what isn?t being served： everything that matters?What Facebook has revealed about human nature—and this is not a minor revelation—is that a connection is not the same thing as a bond， and that instant and total connection is no salvation， no ticket to a happier， better world or a more liberated version of humanity?Solitude used to be good for self?reflection and self?reinvention?But now we are left talking about who we are all the time， without ever really thinking about who we are?Facebook denies us a pleasure whose profundity we had underestimated： the chance to forget about ourselves for a while， the chance to disconnect?（北京大學2013年試題）

1?Which of the following statements regarding the power of Facebook can be inferred from the passage？

A?It creates the isolation people want?

B?It delivers a more friendly world?

C?It produces intimacy people lack in the real world?

D?It enables us to be social while avoiding the mess of human interaction?

2?Which of the following statements about the underside of Facebook is supported by the information contained in this passage？

A?It imprisons people in the business of self?presentation?

B?It causes social disintegration?

C?It makes people vainer?

D?It makes people lonelier?

3?Which of the following best states “the new isolation” mentioned by the author？

A?It is full of the spirit of adventure?

B?It is the extension of individualism?

C?It has a touch of narcissism?

D?It evolves from the appetite for independence?

4?Which of the following belongs to the category of “something that matters” according to the passage？

A?Constant connection?

B?Instant communication?

C?Smooth sociability?

D?A human bond?

5?Which of the following conclusions about Facebook does the author want us to draw？

A?It creates friendship?

B?It denies us the pleasure of socializing?

C?It opens a new world for us?

D?It draws us into a paradox?

Text 2

Most scholars agree that Isaac Newton， while formulating the laws of force and gravity and inventing the calculus in the late 1600s， probably knew all the science there was to know at the time?In the ensuing 350 years an estimated 50 million research papers and innumerable books have been published in the natural sciences and mathematics?The modern high school student probably now possesses more scientific knowledge than Newton did， yet science to many people seems to be an impenetrable mountain of facts?

One way scientists have tried to cope with this mountain is by becoming more and more specialized?Another strategy for coping with the mountain of information is to largely ignore it?That shouldn?t come as a surprise?Sure， you have to know a lot to be a scientist， but knowing a lot is not what makes a scientist?What makes a scientist is ignorance?This may sound ridiculous， but for scientists the facts are just a starting place?In science， every new discovery raises 10 new questions?

By this calculus， ignorance will always grow faster than knowledge?Scientists and laypeople alike would agree that for all we have come to know， there is far more we don?t know?More important， every day there is far more we know we don?t know?One crucial outcome of scientific knowledge is to generate new and better ways of being ignorant： not the kind of ignorance that is associated with a lack of curiosity or education but rather a cultivated， high?quality ignorance?This gets to the essence of what scientists do： they make distinctions between qualities of ignorance?They do it in grant proposals and over beers at meetings?As James Clerk Maxwell， probably the greatest physicist between Newton and Einstein， said， “Thoroughly conscious ignorance ???is a prelude to every real advance in knowledge?”

This perspective on science—that it is about the questions more than the answers—should come as something of a relief?It makes science less threatening and far more friendly and， in fact， fun?Science becomes a series of elegant puzzles and puzzles within puzzles— and who doesn?t like puzzles？ Questions are also more accessible and often more interesting than answers； answers tend to be the end of the process， whereas questions have you in the thick of things?

Lately this side of science has taken a backseat in the public mind to what I call the accumulation view of science—that it is a pile of facts way too big for us to ever hope to conquer?But if scientists would talk about the questions， and if the media reported not only on new discoveries but the questions they answered and the new puzzles they created， and if educators stopped trafficking in facts that are already available on Wikipedia—then we might find a public once again engaged in this great adventure that has been going on for the past 15 generations?（北京大學2013年試題）

1?Which of the following would most scholars agree to about Newton and science？

A?Newton was the only person who knew all the science in the 1600s?

B?Newton?s laws of force and gravity dominated science for 350 years?

C?Since Newton?s time， science has developed into a mountain of facts?

D?A high school student probably knows more science than Newton did?

2?Which of the following is best supported in this passage？

A?A scientist is a master of knowledge?

B?Knowledge generates better ignorance?

C?Ignorance is a sign of lack of education?

D?Good scientists are thoroughly ignorant?

3?Why is it a relief that science is about the questions more than the answers？

A?Because people like solving puzzles?

B?Because questions make science accessible?

C?Because there are more questions than answers?

D?Because questions point the way to deep answers?

4?The expression “take a backseat” (line 1， paragraph 5) probably means?

A?take a back place

B?have a different role

C?be of greater priority

D?become less important

5?What is the author?s greatest concern in the passage？

A?The involvement of the public in science?

B?Scientists? enjoyment of ignorance?

C?The accumulation of scientific knowledge?

D?Newton?s standing in the history of science?

Text 3

Picture?taking is a technique both for annexing the objective world and for expressing the singular self?Photographs depict objective realities that already exist， though only the camera can disclose them?And they depict an individual photographer?s temperament， discovering itself through the camera?s cropping of reality?That is， photography has two antithetical ideals： in the first， photography is about the world and the photographer is a mere observer who counts for little； but in the second， photography is the instrument of intrepid， questing subjectivity and the photographer is all?

These conflicting ideals arise from a fundamental uneasiness on the part of both photographers and viewers of photographs toward the aggressive component in “taking” a picture?Accordingly， the ideal of a photographer as an observer is attractive because it implicitly denies that picture?taking is an aggressive act?The issue， of course， is not so clear?cut?What photographers do cannot be characterized as simply predatory or as simply， and essentially， benevolent?As a consequence， one ideal of picture?taking or the other is always being rediscovered and championed?

An important result of the coexistence of these two ideals is a recurrent ambivalence toward photography?s means?Whatever the claims that photography might make to be a form of personal expression on a par with painting， its originality is inextricably linked to the powers of a machine?The steady growth of these powers has made possible the extraordinary informativeness and imaginative formal beauty of many photographs， like Harold Edgerton?s high?speed photographs of a bullet hitting its target or of the swirls and eddies of a tennis stroke?But as cameras become more sophisticated， more automated， some photographers are tempted to disarm themselves or to suggest that they are not really armed， preferring to submit themselves to the limits imposed by premodern camera technology because a cruder， less high?powered machine is thought to give more interesting or emotive results， to leave more room for creative accident?For example， it has been virtually a point of honor for many photographers， including Walker Evans and Cartier?Bresson， to refuse to use modern equipment?These photographers have come to doubt the value of the camera as an instrument of “fast seeing?” Cartier?Bresson， in fact， claims that the modern camera may see too fast?

This ambivalence toward photographic means determines trends in taste?The cult of the future (of faster and faster seeing) alternates over time with the wish to return to a purer past—when images had a handmade quality?This nostalgia for some pristine state of the photographic enterprise is currently widespread and underlies the present?day enthusiasm for daguerreotypes and the wok of forgotten nineteenth?century provincial photographers?Photographers and viewers of photographs， it seems， need periodically to resist their own knowingness?（北京航空航天大學2013年試題）

1?According to the passage， interest among photographers in each of photography?s two ideals can be described as?

A?rapidly changing

B?cyclically recurring

C?steadily growing

D?unimportant to the viewers of photographs

2?The author is primarily concerned with?

A?establishing new technical standards for contemporary photography

B?analyzing the influence of photographic ideals on picture?taking

C?tracing the development of camera technology in the twentieth century

D?describing how photographers? individual temperaments are reflected in their work

3?The author mentions the work of Harold Edgerton in order to provide an example of ?

A?how a controlled ambivalence toward photography?s means can produce outstanding pictures

B?how the content of photographs has changed from the nineteenth century to the twentieth

C?the popularity of high?speed photography in the twentieth century

D?the relationship between photographic originality and technology

4?According to the passage， the two antithetical ideals of photography differ primarily in the ?

A?value that each places on the beauty of the finished product

B?emphasis that each places on the emotional impact of the finished product

C?degree of technical knowledge that each requires of the photographer

D?way in which each defines the role of the photographer

5?Which of the following statements would be most likely to begin the paragraph immediately following the passage？

A?Photographers， as a result of their heightened awareness of time， are constantly trying to capture events and actions that are fleeting?

B?Thus the cult of the future， the worship of machines and speed， is firmly established in spite of efforts to the contrary by some photographers?

C?The rejection of technical knowledge， however， can never be complete and photography cannot for any length of time pretend that it has no weapons?

D?The point of honor involved in rejecting complex equipment is， however， of no significance to the viewer of a photograph?

Text 4

Statuses are marvelous human inventions that enable us to get along with one another and to determine where we “fit” in society?As we go about our everyday lives， we mentally attempt to place people in terms of their statuses?For example， we must judge whether the person in the library is a reader or a librarian， whether the telephone caller is a friend or a salesman， whether the unfamiliar person on our property is thief or a meter reader， and so on?

The statuses we assume often vary with the people we encounter， and change throughout life?Most of us can， at very high speed， assume the statuses that various situations require?Much of social interaction consists of identifying and selecting among appropriate statuses and allowing other people to assume their statuses in relation to us?This means that we fit our actions to those of other people based on a constant mental process of appraisal and interpretation?Although some of us find the task more difficult than others， most of us perform it rather effortlessly?

A status has been compared to ready?made clothes?Within certain limits， the buyer can choose style and fabric?But an American is not free to choose the costume of a Chinese peasant or that of a Hindu prince?We must choose from among the clothing presented by our society?Furthermore， our choice is limited to a size that will fit， as well as by our pocketbook?Having made a choice within these limits we can have certain alterations made， but apart from minor adjustments， we tend to be limited to what the stores have on their racks?Statuses too come ready made， and the range of choice among them is limited?（廈門大學2013年試題）

1?In the first paragraph， the writer tells us that statuses can help us ?

A?determine whether a person is fit for a certain job

B?behave appropriately in relation to other people

C?protect ourselves in unfamiliar situations

D?make friends with other people

2?According to the writer， people often assume different statuses ?

A?in order to identify themselves with others

B?in order to better identify others

C?as their mental processes change

D?as the situation changes

3?The word “appraisal” (Sentence 4， Paragraph 2) most probably means ?

A?involvementB?appreciationC?assessmentD?presentation

4?In the last sentence of the second paragraph， the pronoun “it” refers to “”。

A?fitting our actions to those of other people appropriately

B?identification of other people?s statuses

C?selecting one?s own statuses

D?constant mental process

5?By saying that “an American is not free to choose the costume of a Chinese peasant or that of a Hindu prince” (Sentence 3， Paragraph 3)， the writer means ?

A?different people have different styles of clothes

B?ready?made clothes may need alterations

C?statuses come ready made just like clothes

D?our choice of statuses is limited

Text 5

Twenty years ago there was panic in Cupertino， Calif?Only a week remained before the team of Whiz Kids designing Apple?s radical new computer had to turn in the final code?The giant factory was ready?The soon?to?be?famous Super Bowl commercial was ready?But the computer wasn?t?

As recounted by software wizard Andy Hertzfeld on a new cyber?digital history site (folkore?org)， the already overworked Mac team trudged back to the cubicles for seven days of debugging hell， fueled by espresso chocolate beans and a dream?And on Jan?24， 1984， their leader， Apple cofounder Steve Jobs， recited a verse from “The Times They Are A?Changing，” then formally unveiled the Macintosh， a boxy little guy with a winning smile icon on it nine?inch monochrome screen?The Mac?oids fully expected to make computer history， and they did?What surprises them now is that their creation is still around two decades later?

Only nine years after the first personal computer (a build?it?yourself box whose only input was a set of switches)， Apple?s team had delivered an experience that would persist into the next century?This was the graphical user interface (GUI)， a mind?blowing contrast to the pre?1984 standard of glowing green characters and arcane commands?Though Apple didn?t come up with the idea of windows on a screen and a mouse to let people naturally manipulate information， the Macintosh refined and popularized those concepts?Lots of people criticized— and some made fun of —those advances at the time?But even Apple?s rivals became convinced that the GUI was groovy?Now， no matter what computer you use， you?re using， essentially， a Mac?

The original Mac was costly， underpowered and had no cursor keys?Early sales disappointed Apple， and the then CEO John Sculley fired Jobs in 1985?Eventually， Mac became equipped with more memory and storage， and people began to discover the machine?s ability to become a tool for the new pursuit of desktop publishing?The machine began to take off?But the business world never warmed to Macintosh， and by themid?90?s tech pundits were crafting Apple obituaries?In 1997 prodigal cofounder Jobs returned and restored Apple?s luster with innovations like the eye?popping iMac?

“I think Apple?s now doing the best work it?s ever done，” says Jobs?“But all of us on the Mac team consider it the high point of our professional careers?I only wish we knew a fraction of what we know now?” Even now for its 25 million users， the Macintosh is a source of passion?(Journalists know that a disparaging word about an iMac or a PowerBook will unleash a hundred flames from rabid Apple?heads?) Steve Jobs thinks he knows why?“In the modern world there aren?t a lot of products where the people who make them love them?How many products are made that way these days？”

If that?s so， then why is the Mac market share， even after Apple?s recent revival， sputtering at a measly 5 percent？ Jobs has a theory about that， too?Once a company devises a great product， he says， it has a monopoly in that realm， and concentrates less on innovation that protecting its turf?“The Mac?user interface was a 10?year monopoly，” says Jobs?“Who ended up running the company？ Sales guys?At the critical juncture in the late ?80s， when they should have gone for market share， they went for profits?They made obscene profits for several years?And their products became mediocre?And then their monopoly ended with Windows 95?They behaved like a monopoly， and it came back to bite them， which always happens?”

A wicked smile cracks the bearded， crinkly Steve Jobs?s visage， and for a moment he could be the playful upstart who shocked the world 20 years ago?“Hmm， look who?s running Microsoft now，” he says， referring to former Procter & Gamble marketer Steve Ballmer?“A sales guy！” The smile gets broader?“I wonder???” he says?（中國礦業大學2013年試題）

1?In the sentence “that the GUI was groovy” (para?3)， the word “groovy” can be interpreted as ?

A?most sophisticated

B?practical and inexpensive

C?fashionably modern

D?odd and strange looking

2?When Steve Jobs thinks “he knows why” (para?5)， he implies that ?

A?Apple people have special passion for what they make

B?people do not love the product they make today

C?some products are liked by those who make them

D?Apple people either love iMac or PowerBook

3?According to Jobs， the main reason the Mac market share did not go up much was that?

A?market share and company profit were treated equally

B?the monopoly of Mac lasted too long

C?any monopoly would end sooner or later

D?sales people were only concerned about profits

4?The purpose of the passage is to tell?

A?how the Macintosh was unveiled twenty years ago by the team of Whiz Kids

B?the ups and downs in the development of Macintosh over the past two decades

C?Macintosh?s contribution to the development of computers over the past two decades

D?Apple?s popularizing the idea of windows on a screen and a mouse

Text 6

The world seems to be going diet crazy， and yet our nation?s obesity rate has shot up year after year。 And， it?s not only the over 20 population that has to worry about their weight anymore。 Children from kindergarten to twelfth grade are also experiencing the problems of an overweight lifestyle。

According to the website cosmiverse?com， 11% of adolescents are categorized as being overweight， and another 16% are in danger of becoming overweight。 This is a 60% jump from the 1980?s。

Some of the blame is being put on schools wanting to fit more academic classes into the children?s schedule rather than waste time on physical education。 This new take on education has left us with physical activity at an all?time national low， resulting in obesity and poor physical conditioning at an all?time national high。 The schools have tried a few solutions， the most recent in the news has been taking soda out of schools and increasing the required time children must be active during school。

Will those methods help at all？ Education is important at school， but starts at home。 I believe students are getting their bad habits from watching their parents and how they eat and exercise。 The school system only helps to hinder the child?s dietary eating。 I know there are studies showing genes that determine how a child will be built。 That does not explain， however， why the rate continues to increase at such a rapid rate each year。 It seems more likely that more and more families have both parents working， leaving their children to their own means for a meal。

“Nintendo， TV， Playstation and the like，” are what Physical Education teacher， Sue Arostegui， attributes the inactiveness to， “Parents are either gone or too scared with today?s society to let them out and play?”

Classes on health need to become more regular and sports need to be encouraged。At Live Oak High School the staff does good job of teaching how to eat and exercise to stay healthy。 The freshmen study health every Wednesday in P?E。， and Pam James teaches healthy eating and food preparation in Home Economics for the first few weeks of every school year。

“ Kids have no idea how many calories they are eating，” said James of the overweight problems facing students。 “Fast food is becoming more popular， it?s easier and parents are busy。 They are only setting their kids up to gain weight with that diet however?”

School cafeterias are also getting blamed for the students? eating habits。 “Healthy eating should start at home，” said L?O?H?S? cafeteria cook， Brenda Myers。 “Too many kids are being raised on fast food。After eating so much fast food they don?t have any tastes for real home cooked food。I always have healthy foods for students， but they are less likely to eat them。”

Other schools do not even have the type of programs Live Oak offers and are suffering even worse consequences。 Sports keep students fit and healthy。 There need to be more readily available sports programs for anyone who would like to join。 Many students when they feel they do not meet the standards for a team will admit defeat and drop off the team。 There needs to be a program that all students will be interested in and continue through for the entire season。

Schools can only do and be blamed for so much however， and it will be up to the parents to become more aware of what activities their children are participating in and how healthy they are eating。 Until that happens， I foresee the obesity rate continuing on its uphill curve。（廈門大學2012年試題）

1.Which of the following is similar in meaning to the word“obesity”？

A.Extremely heavy。B。Quite plump。

C.Unhealthily fat。D。Rather stout。

2. What is the trend in education that has led to an increase in obesity？

A.Banning all types of soda drinks in schools。

B.Adding more academic classes at the expense of physical education。

C.No readily available sports programs for everyone。

D.The tendency to neglect courses on healthy eating。

3. What is the chief reason for the increase in obese students？

A.The genes of the students。

B.The poor quality of school cafeteria food。

C.Inactiveness due to playing computer games。

D.The negative example of their parents。

4. What should be done to improve students? awareness of the importance of a healthy diet？

A.Inform the students of the calorie content of the food they eat。

B.Help students foster a taste for home cooked food。

C.Stop the cafeterias from selling fast food。

D.Provide programs like those offered at Live Oak High School。

5. According to the passage， the obesity rate of students will continue to grow unless。

A.all schools increase the time for students to be physically active

B.parents are more alert to what their children do and eat

C.schools increase the number of sports programs and activities

D.students are taught to change their eating habits

Text 7

The collaboration among scientists， universities and industry is not new。 Both the university administration and the industry play a role in developing the scientific knowledge in the academic environment。 The university is usually responsible for obtaining patents and for licensing the rights for its professors? inventions。 The company， having licensed the product， must provide the considerable financial backing required for its development and marketing。

In the best of all possible worlds， the inventors， the university administrators and the company executives work as a well?oiled machine that creates a beneficial product and generates capital to support the academic lab， the scientist， the university and the company?s shareholders。 In the real world， however， each of these component parts has its own agenda。Their goals may not entirely overlap。

When a university stands to gain financially from the commercialization of one of its professors? inventions， for example， the professor may hesitate， out of conflict?of?interest issues， to participate in the trials of the new product。 Such a policy causes friction and frustration in the relationship between the university administration and the faculty members。

Universities themselves have faced the frustration of licensing their inventions to companies that have then sublicensed them to other firms for enormous fees。 Because these “fees” can be disguised by a variety of accounting procedures， there is no way for the university or the inventor to participate in the profits of the sublicensing agreement。 Thus， unless the invention becomes a product， the profits made by the company are not shared by the university or the inventor。

Meanwhile it is the company who writes the checks。 Of the three parties involved， it compromises the least。 As a rule， the company shows more concern over new ideas and new products which can be used to benefit itself and the public good as well。

So the scientist， the university and the industry find themselves on a three?way street where ideas from the academic laboratory move into the realm of application。 Because the use of this highway has increased dramatically in recent years， traffic jams and collisions have been unavoidable。 And， increasingly， basic research is diverted from its path。 Inevitably， such sidetracking will slow the movement of basic science discoveries into technical products。

Preventing this slowdown requires some new rules of the road。Increased government funding for research is necessary to restore order by redirecting lab efforts back toward basic research—the well spring of all applied technologies。

The scientist and the university must cease regarding companies as money?providers with deep pockets and learn from the business world how economic realities are integrated into idealistic goals。 And the company?s attitude that “the scientist has done the easy work” has to give way to adapting to a more inclusive approach that permits participation by the scientist and the university in deciding on the best road to development。 Without these accommodations on all sides， the flow of idea into products will be slowed， and all parties， including society at large， will suffer from the gridlock。 （廈門大學2012年試題）

1. Before the invention becomes a product， universities mostly worry that。

A.whether the product would be beneficial to themselves

B.they can?t share the profits if the invention is sublicensed to other firms

C.financial support required for its development can?t be found

D.there will be conflict?of?interest issues between them and the faculty

2. Slowdown of basic science discoveries into technical products is directly due to。

A.the profit orientation of industry

B.traffic jams and collisions on “this highway”

C.diversion of basic research from its path

D.dramatic increase in the use of “this highway”

3. According to the author， what should be the function of the government？

A.Providing financial support to the basic scientific research。

B.Laying down new traffic rules of the road。

C.Setting new “game rules” for the three parts concerned。

D.Stimulating the transference of basic scientific discoveries to applied technologies。

4. Which of the following conclusions can be drawn from the text？

A.Industry should not function as a money?provider。

B.Scientists， universities and industry should change their mutual attitudes。

C.Scientists and companies should take more active attitude toward creation of new ideas。

D.Universities should motivate scientists to produce more inventions。

5.Which of the following is the best topic of the text？

A.The relationship among universities，scientists and industry。

B.The means to apply new ideas to the real world。

C.The problems in the cooperation among scientists，universities and industry。

D.The role of universities and industry in developing scientific knowledge。

……