大学英语英语阅读教程中级Unit1

Unit 1

Lesson A

Directions: In this section, there is a passage with ten blanks. You are required to select one word

for each blank from a list of choices given in a word bank following the passage.

Read the passage through carefully before making your choices. Each choice in the

bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 1 with a single line through the center.

The Government‘s program of university reforms were 1

on Monday. The reforms are a very welcome start and go about as far as they can to shake up higher education. But it will take more than policy to change the market for higher education, where students, parents and employers value the 2 of a university more than the teaching it delivers.

For critics, the Government‘s desire to 3 higher education is somewhat a solution. There are best universities in Britain, producing some of the most cited research in the world. Education is one of Britain‘s biggest exp orts. This is true. But it 4 too much on research at the 5 of education.

The Government‘s White Paper itself does not sugar-coat the situation. A fifth of all graduates don‘t work in 6 or management jobs. Nearly two thirds of graduates say their degree is worse than they 7 and a third say that‘s because of teaching.

Companies say that universities are not producing students who make good job 8 . More than half of all graduates aren‘t in jobs that even require a degree.

In a market where forty per cent of young people now go to university and pay record amounts to do so, you might think that healthy 9 would solve this problem. If the universities aren‘t good value for money, why aren‘t new entrants eating their lunch?

But that‘s not easy. ―As someone who started a free school and now wants to start a university, it is infinitely 10 to start a ne w university than it is to start a school,‖ says Ed Fidoe, a co-founder of School 21.

(268 words)

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来源：

/opinion/2016/05/16/university-reforms-are-welcome-but-dreaming-spi res-will-still-tr/

Lesson B

Directions: In this section, you are going to read a passage with then statements attached to it.

Each statement contains information given in one of the paragraphs. Identify the

paragraph from which the information is derived. You may choose a paragraph

more than once. Each paragraph marked with a letter. Answer the questions by

marking the corresponding letter on Answer Sheet 2.

A) ―Children doing tests should not cause such hysteria(歇斯底里). The reality is that in good schools, children are not stressed. Last week witnessed red-letter days, or so those who oppose the Government‘s plans to improve education would have you believe. ‖ On Tuesday, parents kept their children at home. They did so because the Government forced primary aged children as young as six and seven to take many tests.

B) This could have been a major disruption, except the vast, vast majority of parents didn‘t join in. By and large, children came into school for a normal day of lessons. I know this because as someone responsible for the education of around 20,000 primary aged children, fewer than 10 were kept away from school.

C) The basic precondition of the ‗Let Kids be Kids‘ boycott was a flawed one. It shouted that

testing is stressing children out - so much so that they feel failures and are having nightmares about the Key Stage 1 and Key Stage 2 tests. The fact is that whether they are Key Stage 1 tests this month, or Key Stage 2 tests this week, the notion of children doing tests should not be causing such hysteria.

D) The reality is that in good schools, children often do not even know they are being tested.

Actually in good schools, most children are being taught and tested in the basics of reading, writing and arithmetic as well as exploring the more creative side of the curriculum (课程). In good schools they do all of this - and what‘s more they have a good dose of fun too.

E) Common sense tells us that to be able to know how well a child is doing, you need to test them

at the beginning of their time at school so you know their starting point, test them half way through so we know how well they are progressing and, finally, test them at the end of their time at school so that we know they are suitably prepared for the next step of their education.

F) Where children are feeling so distressed, you have to ask what on earth is the school doing to

make them feel that way? The first stop for any parent whose child feels this way is a frank discussion with the head. Let‘s be clear: these are tests, not exams. We are not talking about exam hall conditions, with rows of tiny children sitting in fearful silence. Tests can be