《考博英语阅读理解150篇详解》(科技创新类 网上广告)【圣才出品】

Passage6想象中的生命When imaginative men turn their eyes towards space and wonder whether life exists in any part of it,they may cheer themselves by remembering that life need not resemble closely the life that exists on Earth.Mars looks like the only planet where life like ours could exist,and even this is doubtful.But there may be other kinds of life based on other chemistry,and they may multiply on Venus or Jupiter. At least we cannot prove at present that they do not.Even more interesting is the possibility that life on their planets may be in a more advanced stage of evolution.Present-day man is in a peculiar and probably temporary stage.His individual units retain a strong sense of personality.They are, in fact,still capable under favorable circumstances of leading individual lives.But man’s societies are already sufficiently developed to have enormously more power and effectiveness than the individuals have.It is not likely that this transitional situation will continue very long on the evolutionary time.Fifty thousand years from now man’s societies may have become so close-knit that the individuals retain no sense of separate personality. Then little distinction will remain between the organic parts of the multiple organisms and the inorganic parts（machines）that have been constructed by them.A million years further man and his machines may have merged as closely as the muscles of the human body and the nerve cells that set them in motion.The explorers of space should be prepared for such situation.If they arrive at aforeign planet that has reached an advanced stage（and this is by no means impossible）,they may find it being inhabited by a single large organism composed of many closely cooperating units.The units may be“secondary”—machines created millions of years ago by a previous form of life and given the will and ability to survive and reproduce.They may be built entirely of metals and other durable materials.If this is the case,they may be much more tolerant of their environment,multiplying under conditions that would destroy immediately any organism made of carbon compounds and dependent on the familiar carbon cycle.Such creatures might be relics of a past age,millions of years ago,when their planet was favorable to the origin of life,or they might be immigrants from a favored planet.1.What does the word“cheer”（Para1）imply?A.Imaginative men are sure of success in finding life on other planets.B.Imaginative men are delighted to find life on other planets.C.Imaginative men are happy to find a different kind of life existing on other planets.D.Imaginative men can be pleased with the idea that there might exist different forms of life on other planets.2.Humans on Earth today are characterized by______.A.their existence as free and separate beingsB.their capability of living under favorable conditionsC.their great power and effectivenessD.their strong desire for living in a close-knit society3.According to this passage,some people believe that eventually______.A.human societies will be much more cooperative.B.man will live in a highly organized world.C.machines will take control over man.D.living beings will disappear from Earth.4.Even most imaginative people have to admit that______.A.there is no possibility of the existence of other organisms in our Solar system.B.machines may outlive organisms.C.living beings will disappear from Earth.D.human beings are less developed form of life compared with that of other planets.5.It seems that the writer______.A.is interested in the imaginary life formsB.is eager to find a different from of lifeC.is certain of the existence of a new life formD.is critical on the imaginative people【答案与解析】1.D文章第一段“cheer…that life need not resemble closely…”，可知他们高兴（cheer）的原因是外星球生命可以有不同的形式（different forms of life）。

Passage15远程学习Anytime,anyplace.Why the huge upsurge of interest in remote learning?The Internet revolution is part of the answer The Web now provides a formerly missing ingredient in distance education—quick and easy communication between students and instructors,and among classmates.In addition,demand for distance courses has burgeoned thanks to the evolution of the information based economy.“To stay employable,workers need to keep on learning,”says Kay Kohl,executive director of the University Continuing Education Association,an organization of more than400schools.This trend has given rise to an older pool of graduate students:Today,more than half are over age30,and nearly one quarter are over41. Distance education often is a great fit to these working adults,many of whom find it difficult to skip a child’s ballet lesson or fight rush-hour traffic to get to a university campus for class.“I had always wanted a master’s degree.But it’s hard to suspend a career and a family for it,especially when the closest school of public health is four hours away,”says Jerry Parks,assistant health director for A1bemarle Regional Health Services in eastern North Carolina.As it turns out,he didn’t have to move or commute to get his degree.After three years of coursework via teleconferencing and the Internet,Parks is finishing up a master’s from the School of Public Health at the University of North Carolina.As more people turn to distance education,a debate has flared over whether itcan be a good substitute for face-to-face instruction.Thomas Russell,author of a 1999report titled The No Significant Difference Phenomenon,which reviews more than350studies of distance learning programs,argues that the two modes of instruction are equivalent as far as student learning is concerned.R.Behrend,for one,believes that distance education is the superior choice.Behrend,45,obtained a doctoral degree in clinical psychology last spring from Walden University,a respected virtual institution.She says the discussions between student and professor,and among peers,were more rigorous than those she experienced in the two on-campus master’s programs she previously attended.“We needed to cite references for everything we said in E-mail postings,”explains Behrend.“It wasn’t like the usual chatting in the classroom”.But critics say that many of the studies cited in Russell’s book are poorly designed,and they vehemently（strongly）disagree with his point of view.“I don’t think you can get any education over the Internet,”says Dale Noble,a historian of technology at York University in Toronto.“Education requires a relationship between people because it’s a process of identity formation,validation, encouragement,emulation,and inspiration.This only happens face to face.”Even advocates acknowledge that distance education isn’t for everyone—that it takes independence,self-discipline,and a lot of motivation to succeed.Further, the quality of distance-degree programs is uneven.“A majority of universities have entered the distance-learning market rapidly and are not well prepared.”Thus, it’s important to consider an array of factors before choosing a school:accreditation,program history,cost,academic field,residency,and technology.1.When did distance education begin?A.Unknown.B.After the Internet existed.C.After the Internet came into being.D.When universities started.2.The huge upsurge of interest in remote learning is caused by the following factors except for______.A.Internet revolutionB.the evolution of information economyC.the increasing populationD.the demand for distance courses3.What is meant by“suspend”（Line1,Para.2）?A.Stop.B.Hang up.C.Suspect.D.Leave.4.Which statement disagrees with what Ms.Behrend says?A.The remote education is the best choice.B.The discussion in distance education is not as strict as on the campus.C.The discussion in distance education is not like that in the classroom.D.She got a doctoral,degree from distance education.5.What is the best title?A.Continuing Educationrmation-based EconomyC.Remote LearningD.An Interesting Debate【答案与解析】1.A文中没有提供具体时间。

Passage3精确制导导弹的弊端As the1999war in Yugoslavia ended,doors to a cave dug deep underneath opened,and nearly a dozen unharmed MIG-21fighters emerged to retreat from the area.The United States had repeatedly tried to destroy this series of tunnels and caves with GBU-28s,5,000-pound precision-guided bombs developed during the Gulf War.The best those bombs could do was seal off entryways,but the MIGs, sheltered much farther down,were untouched.The BLU-118is perfect for attacking confined underground spaces like tunnels and caves.But like the GBU-28,the BLU-118is virtually impotent against solid barriers.If the weapon hits rock,highly compressed dirt,or a blockade,it penetrates only about a half-dozen feet.The rock absorbs the blows before they reach the underground hideout.In Afghanistan,numerous soldiers and their weapons survived Tora Bora attack unharmed.The Pentagon’s limited success in taking out underground hideouts even will today most powerful bombs has sent a shiver through the military.It is said that there are more than10,000underground caves in dozens of countries around the world.Many of them,in places like Iran,North Korea,and Russia,are sheltering aircraft and basic weapons.But about l,000of these caves and tunnels are considered highly strategic because they’re suspected of harboring weapons of mass destruction,long-range missiles,or control centers to protect key leaders during an attack.The Defense Department is certain,for instance,that Iraq ishiding chemical and biological weapons underneath its vast deserts and that North Korea has nuclear materials buried below its mountains.What’s more,because of huge improvements in tunneling capabilities,thousands of additional deeply placed,unreachable caves are expected to be built in the next decade.Faced with the prospect of warfare against terrorist organizations with weapons of mass destruction tucked in their basements,the Pentagon has begun to consider the previously unthinkable:developing specially designed nuclear weapons for attacking buried caves and tunnels.These weapons would ideally do their damage while creating only limited nuclear fallout above ground.Such a move would represent the most significant rewriting of U.S.nuclear strategy in decades, because its intended purpose violates the two cornerstones of current policy:to use nuclear weapons only as a last resort and never to use them against non-nuclear nations.1.From the first paragraph,we can infer that______.A.MIG fighters were very strongB.the caves dug deep underneath were hard to findC.U.S.bombing failed to achieve its purposeD.the Gulf War produced the GBU-282.The underlined word“impotent”in the second paragraph is closest in meaning to______.A.ineffectiveB.softC.importantD.essential3.The phrase“has sent a shiver through the military”(in paragraph3)can be replaced by“______.”A.has made the military cold—heartedB.has disappointed the militaryC.has weakened the militaryD.has greatly shocked the military4.Which of the following is NOT mentioned as the use of underground caves?A.Hiding planes and basic weapons.B.Protecting refugees.C.Harboring weapons of mass destruction.D.Sheltering key leaders.5.With the huge improvements in tunneling capabilities,______.A.fewer caves are expected to be built in the next decadeB.caves are barely accessible in the following ten yearsC.better-protected caves will be built in the following ten yearsD.caves will be popular with common people in the next decade6.Is it reasonable for the U.S.to use nuclear weapons to attack caves and tunnels?A.Yes,because nuclear fallout is limited to the nuclear powers.B.Yes,because they can destroy the hideouts of terrorists.C.No,because they will kill a lot of innocent people.D.No,because it is against the basis of current policy.【答案与解析】注：Tora Bora是阿富汗一处山区的地名，据说9.1l之后本·拉登就藏在这个地区。

第一部分考试要求、命题形式与解题技巧一、考试要求阅读理解（Reading Comprehension）是博士生入学英语考试的重要组成部分，该题型一直是各院校考查的重点，为每年必考题型而且比重最大（个别院校除外），分值比重一般为30%或40%（电子科技大学达到50%）。

为了顺利通过博士生入学英语考试，考生必须高度重视阅读理解能力的训练和提高。

（一）测试要求在国家教育部颁布的《非英语专业研究生英语教学大纲》中关于“读”的能力要求为：掌握并能运用各项阅读技能（如概括中心思想，猜词悟意，预见，推理和推论等），具有语法水平上的分析能力。

能较顺利地阅读并正确理解有相当难度的一般性题材文章和其他读物，达到每分钟60-70个词，读后能够理解中心思想及内容。

计时阅读难度略低，生词不超过总词数2%的材料，速度达到每分钟100-120个词，读后能理解中心思想及主要内容。

总阅读量：精读30000个词左右，泛读80000个词左右。

原国家教委发布的《非英语专业硕士研究生英语学位课程考试大纲》（试行稿）明确指出，阅读理解的测试目的主要是考查学生通过阅读材料获取信息的能力，要求考生在快速阅读材料的同时，能够正确地理解材料的意思。

具体而言，阅读理解主要测试考生如下几方面的能力：（1）所掌握词汇量的深度和广度，准确把握某些词和词组在上下文中特定含义的能力；（2）迅速总结所读材料的中心思想和段落大意，并找出一些表露作者观点的关键句子的能力；（3）对所读材料各段落之间的逻辑意义进行判断、推理和引申的能力；（4）注意一些对理解全文或某个关键句子起着重要的作用的细节问题的能力；（5）领会作者的观点和判断作者的态度，或者从阅读材料所隐含的意思中推断出作者的观点和态度的能力。

总之，阅读理解部分不但要求掌握所读材料的主旨大意、中心思想，而且要求考生注意文中细节；不但要求对具体事实情节的理解，而且要求对其抽象含义的理解，既要理解字面意思，又要理解其深层含义，包括作者的态度、观点、意图等；既要求理解文中某句、某段的含义及全文的逻辑关系，又要求根据其含义及逻辑关系进行判断和推理；既要求考生能够运用材料中的信息去理解、分析问题，又要求考生能运用应有的常识去分析、理解问题。