大學(xué)英語(yǔ)四六級(jí)考試精讀薈萃100篇(34)

1、姓名：_ 班級(jí)：_ 學(xué)號(hào)：_-密-封 -線- 大學(xué)英語(yǔ)四六級(jí)考試精讀薈萃100篇(34)考試時(shí)間：120分鐘 考試總分：100分題號(hào)一二三四五總分分?jǐn)?shù)遵守考場(chǎng)紀(jì)律，維護(hù)知識(shí)尊嚴(yán)，杜絕違紀(jì)行為，確保考試結(jié)果公正。passage four (examinations exert a pernicious influence on education)we might marvel at the progress made in every field of study, but the methods of testing a persons knowledge and ability remai

2、n 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

3、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 persons true ability and aptitude.as anxiety-makers, examinations are second to none. that is because so much depends on them. they are the mark o

4、f success of failure in our society. your whole future may be decided in one fateful day. it doesnt matter that you werent feeling very well, or that your mother died. little things like that dont count: the exam goes on. no one can give of his best when he is in mortal terror, or after a sleepless

5、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

6、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

7、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 themsel

8、ves 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.t

9、he 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

10、sort of pressure as the candidates. and their word carries weight. after a judges decision you have the right of appeal, but not after an examiners. there must surely be many simpler and more effective ways of assessing a persons true abilities. is it cynical to suggest that examinations are merely

11、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 isa exam

12、inations 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 authors attitude toward examinations isadetest.b approval.c critical.d indifferent.3. the fate of students is decided bya ed

13、ucation.b institutions.c examinations.d students themselves.4. according to the author, the most important of a good education isa 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 mentl3

14、. embark 乘船，登記4. write off 勾銷，注銷。確認(rèn)某食物已損失或無(wú)效5. syllabus 教學(xué)大綱6. cram 塞入，把某物塞進(jìn)，突擊式學(xué)習(xí)(尤指應(yīng)考)，以注入方式教人7. duress 威脅，逼迫8. stack 堆，垛9. scrawl 寫/畫(的內(nèi)容不工整，不仔細(xì))潦草的筆跡，七扭八歪的字10. script 講稿，劇本，腳本，筆試答卷11. cynical 憤世嫉俗的，自私得為人不齒的12. boil down 熬濃，濃縮，歸納. 難句譯注1. for all the pious claim that examinations test what you kno

15、w, it is common knowledge that they more often do the exact opposite.【參考譯文】盡管所有那些虔誠(chéng)的說法說考試能測(cè)定你所知道的東西，但其結(jié)果常常是適得其反，這是眾所周之的常識(shí)。2. as anxiety-makers, examinations are second to none.【結(jié)構(gòu)簡(jiǎn)析】second to none固定搭配，義：不亞于任何人或事物?！緟⒖甲g文】(測(cè))考試作為憂慮的制造者，真是出類拔萃。3. induce cramming誘人采用突擊式學(xué)習(xí)方式。cram盡力塞入，應(yīng)試突擊學(xué)習(xí)。ex: cram for a

16、 chemistry test.為應(yīng)付化學(xué)考試而臨時(shí)抱佛腳。cram pupils以填鴨式教學(xué)生。4. yet you have to mark stacks of hastily scrawled scripts in a limited amount of time.【參考譯文】他們不得不在限定的時(shí)間內(nèi)，給一大堆匆忙涂寫而成的筆試答卷批分。5. and their word carries weight.【參考譯文】可他們的話/文字(這里指分?jǐn)?shù))有份量(有影響)。6. this is what it boils down to in the last analysis.【參考譯文】這就是最

17、終分析所歸納的一切。寫作方法與文章大意這是一篇類似分類寫作的文章。羅列了考試種種惡果。首先指出考試難以測(cè)定人的真正能力和水平，反而是適得其反。二是考試是憂慮的制造者，因?yàn)樗鼪Q定了人的成敗命運(yùn)。三是考試促使學(xué)校進(jìn)行應(yīng)試技巧教育，否定了教會(huì)人獨(dú)立思考、擴(kuò)大視野。四是教師或者說測(cè)試人又累又餓，犯錯(cuò)誤，還得在限定時(shí)間披閱成堆的試卷，他們的壓力和考試者一樣很大，而他們的話分?jǐn)?shù)有份量，審判官的裁決，你有權(quán)上訴，而他們的裁決一筆定終身。最后引用“輟學(xué)者成為百萬(wàn)富翁”來(lái)點(diǎn)明測(cè)試這種形式對(duì)教育的壞影響。答案詳解1. a 考試對(duì)教育具有有害的影響。文章第一段就點(diǎn)明：考試是測(cè)試記憶的好方法，是測(cè)試在巨大壓力下快速工

18、作的技巧的好方法，卻測(cè)不出一個(gè)人的真正能力和水平。第三段集中指出：考試不是促進(jìn)學(xué)生廣泛閱讀，反而限制其閱讀;考試不能使學(xué)生追求更多的知識(shí)，而是誘導(dǎo)學(xué)生進(jìn)行應(yīng)付考試的突擊式學(xué)習(xí)。他們降低了教學(xué)水平，因?yàn)樗麄儎儕Z了老師的一切自由。常常以考試結(jié)果而不是所教課程來(lái)評(píng)定老師，是他們不得不以他們所輕視的考試技巧來(lái)培訓(xùn)學(xué)生。第二段和第四段也涉及其后果。b.考試無(wú)效。這是考試后果的一個(gè)方面。c.考試對(duì)教育機(jī)構(gòu)有利。這也是一個(gè)方面。d.考試對(duì)學(xué)生是一種負(fù)擔(dān)。2. c 批評(píng)的。第一段中明確指出，考試方法依舊，不能測(cè)出人的能力和水平。第二段點(diǎn)名，這種無(wú)用的考試決定人生的成敗。第三段說考試最成功的考試者經(jīng)常不是最佳的受教育者，他們是在脅迫下最佳獲得考試技巧者，而好的教育應(yīng)能培