do well in 擅长——青夏教育精英家教网—

阅读理解

　　Mathematical ability and musical ability may not seem on the surface to be connected, but people who have researched the subject and studied the brain say that they are．Three quarters of the bright but speech-delayed children in the group I studied had a close relative who was an engineer, mathematician or scientist, and four fifths had a close relative who played a musical instrument．The children themselves usually took readily to math and other analytical subjects and to music．

　　Black, white and Asian children in this group show the same patterns．However, it is clear that blacks have been greatly overrepresented(被过多的代表)in the development of American popular music and greatly underrepresented in such fields as mathematics, science and engineering．

　　If the abilities required in analytical fields and in music are so closely related, how can there be this great discrepancy?One reason is that the development of mathematical and other such abilities requires years of formal schooling, while certain musical talents can be developed with little or no formal training, as has happened with a number of well-known black musicians．

　　It is precisely in those kinds of music where one can acquire great skill without formal training that blacks have excelled(擅长)popular music rather than classical music, piano rather than violin, blues rather than opera．This is readily understandable, given that most blacks, for most of American history, have not had either the money or the leisure for long years of formal study in music．

　　Blacks have not merely held their own in American popular music．They have played a large role in the development of jazz, both traditional and modern．A long string of names comes to mind－W．C．Handy, Louis Armstrong, Charlie Parker…and so on．

　　None of these presupposes(假设，意味着)any special innate(先天的)ability of blacks in music．On the contrary, it is perfectly consistent(一致的)with blacks having no more such inborn ability than anyone else, but being limited to being able to express such ability in narrower channels than others who have had the money, the time and the formal education to spread out over a wider range of music, as well as into mathematics, science and engineering．

(1)

What is the main idea of the first paragraph?
[　　]
A．	Mathematical ability and musical ability are connected．
B．	Mathematical ability has more to do with the brain than musical ability．
C．	More people are good at music than math．
D．	More research should be done into the relationship between mathematical ability and math ability．

(2)

The word“discrepancy”(Para．3)most probably means ________．
[　　]
A．	difference
B．	excellence
C．	inborn ability
D．	inability

(3)

What can be inferred about opera?
[　　]
A．	It requires formal training．
B．	It is often enjoyed by those with strong analytical ability．
C．	It is disliked by blacks．
D．	It is more difficult to learn than classical music．

(4)

Which of the following statements is true according to the last paragraph?
[　　]
A．	Blacks have special innate ability in music．
B．	Unlike others, blacks do not have innate ability in music．
C．	Jazz is one of the narrow channels through which blacks express their ability in music．
D．	Those who have money and time choose mathematics over music．

(5)

Which of the following questions does the passage mainly concern?
[　　]
A．	Are musical ability and mathematical ability connected?
B．	Why have blacks been greatly overrepresented in the development of American popular music?
C．	What kinds of music require formal training?
D．	What are the contributions made by black musicians?

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阅读理解。

      If you were to come up with a list of organizations whose failures had done the most damage to
the American economy in recent years, you would probably have to start with the Wall Street firms
that brought us the financial crisis. From there, you might move on to the automakers in Detroit.
     But I would suggest that the list should also include a less obvious nominee: public education.
     At its top level, the American system of higher education may be the best in the world. Yet in
terms of its core mission-turning teenagers into educated college graduates-much of the system is
failing.
     The United States does a good job enrolling (招生) teenagers in college, but only half of the
students who enroll end up with a bachelor's degree.
     So identifying the causes of the college dropout crisis in the world's largest economy matters
enormously, and a new book called "Crossing the Finish Line" tries to do precisely that. Its authors
are economists William Bowen and Michael McPherson, and a doctoral candidate Matthew Chingos.
The first problem they diagnose is something they call under-matching. It refers to students who
choose not to attend the best college they can get into. They instead go to a less selective one, perhaps
one that is closer to home or less expensive. About half of the low-income students with a grade-point
average of at least 3.5 in high school and an SAT score of at least 1,200 do not attend the best college
they could have. "I was really astonished by the degree to which well-qualified students from poor
families under-matched," said Mr. Bowen.
     In fact, well-off students attend the colleges that do the best job of producing graduates. Meanwhile,
lower-income students-even when they are better qualified-often go to colleges that excel (擅长) in
producing drop-outs. "It's really a waste," Mr. Bowen said, "and a big problem for the country." As the
authors point out, the only way to lift the college graduation rate significantly is to lift it among poor and
working-class students. Instead, it appears to have fallen.
     What can be done? Money is clearly part of the answer.

1. Which of the following would people first think of as a factor responsible for the American
financial crisis according to this passage?

A. The government.
B. Public education.
C. The Detroit automakers.
D. The Wall Street firms.

2. What is a big problem with American higher education?

A. It is hard to enroll enough students into college.
B. Many colleges are experiencing low rate of graduation.
C. Many college students stay away from classes.
D. It is hard for many colleges to get financial aid from the government.

3. Why do some students under-match?

A. Because they have financial difficulty.
B. Because they face ambition crisis.
C. Because they lack confidence.
D. Because they can't get guidance.

4. The passage is mainly about _______.

A. problems with secondary American education and possible solutions
B. America's financial crisis, its cause and influence
C. low rate of American college graduation, its cause and its influence
D. relationship between American education and its economy

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If you were to come up with a list of organizations whose failures had done the most damage to the American economy in recent years, you would probably have to start with the Wall Street firms that brought us the financial crisis. From there, you might move on to the automakers in Detroit.
But I would suggest that the list should also include a less obvious nominee: public education.
At its top level, the American system of higher education may be the best in the world. Yet in terms of its core mission---turning teenagers into educated college graduates--- much of the system is failing.
The United States does a good job enrolling (招生) teenagers in college, but only half of the students who enroll end up with a bachelor’s degree.
So identifying the causes of the college dropout crisis in the world’s largest economy matters enormously, and a new book called “Crossing the Finish Line” tries to do precisely that. Its authors are economists William Bowen and Michael McPherson, and a doctoral candidate Matthew Chingos. The first problem they diagnose is something they call under-matching. It refers to students who choose not to attend the best college they can get into. They instead go to a less selective one, perhaps one that is closer to home or less expensive. About half of the low-income students with a grade-point average of at least 3.5 in high school and an SAT score of at least 1,200 do not attend the best college they could have. “I was really astonished by the degree to which well-qualified students from poor families under-matched,” said Mr. Bowen.
In fact, well-off students attend the colleges that do the best job of producing graduates. Meanwhile, lower-income students -–even when they are better qualified—often go to colleges that excel（擅长）in producing drop-outs. “It’s really a waste,” Mr. Bowen said, “and a big problem for the country.” As the authors point out, the only way to lift the college graduation rate significantly is to lift it among poor and working-class students. Instead, it appears to have fallen.
What can be done? Money is clearly part of the answer.
71. Which of the following would people first think of as a factor responsible for the American financial crisis according to this passage?
A. The government.                          B. Public education
C. The Detroit automakers.                   D. The Wall Street firms.
72. What is a big problem with American higher education?
A. It is hard to enroll enough students into college.
B. Many colleges are experiencing low rate of graduation.
C. Many college students stay away from classes.
D. It is hard for many colleges to get financial aid from the government.
73. The title of the book Crossing the Finish Line probably means______.
A. running to the end of the line              B. going to college
C. finishing college education              D. working hard in college
74. Why do some students under--match ?
A. Because they have financial difficulty.       B. Because they face ambition crisis.
C. Because they lack confidence.               D. Because they can’t get guidance.
75. The passage is mainly about _______.
A. problems with secondary American education and possible solutions
B. America’s financial crisis, its cause and influence
C. low rate of American college graduation, its cause and its influence
D. relationship between American education and its economy

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If you were to come up with a list of organizations whose failures had done the most damage to the American economy in recent years, you would probably have to start with the Wall Street firms that brought us the financial crisis. From there, you might move on to the automakers in Detroit.

But I would suggest that the list should also include a less obvious nominee: public education.

At its top level, the American system of higher education may be the best in the world. Yet in terms of its core mission---turning teenagers into educated college graduates--- much of the system is failing.

The United States does a good job enrolling (招生) teenagers in college, but only half of the students who enroll end up with a bachelor’s degree.

So identifying the causes of the college dropout crisis in the world’s largest economy matters enormously, and a new book called “Crossing the Finish Line” tries to do precisely that. Its authors are economists William Bowen and Michael McPherson, and a doctoral candidate Matthew Chingos. The first problem they diagnose is something they call under-matching. It refers to students who choose not to attend the best college they can get into. They instead go to a less selective one, perhaps one that is closer to home or less expensive. About half of the low-income students with a grade-point average of at least 3.5 in high school and an SAT score of at least 1,200 do not attend the best college they could have. “I was really astonished by the degree to which well-qualified students from poor families under-matched,” said Mr. Bowen.

In fact, well-off students attend the colleges that do the best job of producing graduates. Meanwhile, lower-income students -–even when they are better qualified—often go to colleges that excel（擅长）in producing drop-outs. “It’s really a waste,” Mr. Bowen said, “and a big problem for the country.” As the authors point out, the only way to lift the college graduation rate significantly is to lift it among poor and working-class students. Instead, it appears to have fallen.

What can be done? Money is clearly part of the answer.

Which of the following would people first think of as a factor responsible for the American financial crisis according to this passage?

A. The government. B. Public education

C. The Detroit automakers. D. The Wall Street firms.

What is a big problem with American higher education?

A. It is hard to enroll enough students into college.

B. Many colleges are experiencing low rate of graduation.

C. Many college students stay away from classes.

D. It is hard for many colleges to get financial aid from the government.

The title of the book Crossing the Finish Line probably means______.

A. running to the end of the line B. going to college

C. finishing college education D. working hard in college

Why do some students under--match ?

A. Because they have financial difficulty. B. Because they face ambition crisis.

C. Because they lack confidence. D. Because they can’t get guidance.

The passage is mainly about _______.

A. problems with secondary American education and possible solutions

B. America’s financial crisis, its cause and influence

C. low rate of American college graduation, its cause and its influence

D. relationship between American education and its economy

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If you were to come up with a list of organizations whose failures had done the most damage to the American economy in recent years, you would probably have to start with the Wall Street firms that brought us the financial crisis. From there, you might move on to the automakers in Detroit.

But I would suggest that the list should also include a less obvious nominee: public education.

At its top level, the American system of higher education may be the best in the world. Yet in terms of its core mission---turning teenagers into educated college graduates--- much of the system is failing.

The United States does a good job enrolling (招生) teenagers in college, but only half of the students who enroll end up with a bachelor’s degree.

So identifying the causes of the college dropout crisis in the world’s largest economy matters enormously, and a new book called “Crossing the Finish Line” tries to do precisely that. Its authors are economists William Bowen and Michael McPherson, and a doctoral candidate Matthew Chingos. The first problem they diagnose is something they call under-matching. It refers to students who choose not to attend the best college they can get into. They instead go to a less selective one, perhaps one that is closer to home or less expensive. About half of the low-income students with a grade-point average of at least 3.5 in high school and an SAT score of at least 1,200 do not attend the best college they could have. “I was really astonished by the degree to which well-qualified students from poor families under-matched,” said Mr. Bowen.

In fact, well-off students attend the colleges that do the best job of producing graduates. Meanwhile, lower-income students -–even when they are better qualified—often go to colleges that excel（擅长）in producing drop-outs. “It’s really a waste,” Mr. Bowen said, “and a big problem for the country.” As the authors point out, the only way to lift the college graduation rate significantly is to lift it among poor and working-class students. Instead, it appears to have fallen.

What can be done? Money is clearly part of the answer.

71. Which of the following would people first think of as a factor responsible for the American financial crisis according to this passage?

A. The government. B. Public education

C. The Detroit automakers. D. The Wall Street firms.

72. What is a big problem with American higher education?

A. It is hard to enroll enough students into college.

B. Many colleges are experiencing low rate of graduation.

C. Many college students stay away from classes.

D. It is hard for many colleges to get financial aid from the government.

73. The title of the book Crossing the Finish Line probably means______.

A. running to the end of the line B. going to college

C. finishing college education D. working hard in college

74. Why do some students under--match ?

A. Because they have financial difficulty. B. Because they face ambition crisis.

C. Because they lack confidence. D. Because they can’t get guidance.

75. The passage is mainly about _______.

A. problems with secondary American education and possible solutions

B. America’s financial crisis, its cause and influence

C. low rate of American college graduation, its cause and its influence

D. relationship between American education and its economy

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