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2021考研英語(yǔ)：閱讀題型的訓(xùn)練技巧七
It is easy to be in favor of multicultural and global education，in principle.If only we understood where other people were coming from—if only we had more sensitivity to their cultures—we might not be so wedded to our own points of view.And we might have a better chance of avoiding the conflicts that come from ethnic superiority.However，when we come to apply this principle，there are some serious problems.The New York State Regents‘goal for global education，which has also been taken up by multiculturalists，makes some of these problems very clear.According to the goal，“Each student will develop the ability to understand，respect，and accept people of different races，sex，cultural heritage，national origin，religion，and political，economic and social background，and their values，beliefs，and attitudes.”
This goal，expressed in a lot of positive words，sounds very broad-minded，and very reasonable.And up to a point，it expresses what we‘d hope for from a multicultural and global education.And educated person is not narrow-minded or provincial.So，of course we don’t want students to be prejudiced—to prejudge the correctness or desirability of some idea or action before they know anything about it.We want them to be open to new ideas and ways of doing things.But do we really want them to“respect and accept”the values，beliefs，and attitudes of other people，no matter what they are? For example，should we teach students to accept the sexism of the Japanese or their racist attitudes toward immigrants just because they‘re part of the Japanese culture?
People who support this kind of approach to multicultural and global education may think they are being objective—even scientific.They may think they‘re freeing themselves from the limitations of their own culture and its values.But by not taking a position，they are taking one.They are saying that apartheid is okay;that there is nothing wrong with murdering someone who has committed blasphemy.
They‘re also teaching their students not to make moral judgments.If any custom or law of people in any culture is as defensible as any other，what kind of judgment is possible? So，without intending to，they encourage students in prejudice of a different sort.Instead of mindlessly assuming that others’ways of doing things have to be wrong，students will mindlessly assume these ways of doing things have to be right—or at least as good as anyone else‘s.It’s important that we teach our children about each other‘s and other people’s customs and values.We are unlikely to survive if we don‘t.But this does not mean teaching students that they need not hold other people’s practices—and our own—up to moral scrutiny.If we do this，we confuse objectivity with neutrality.
1.What is wrong with multicultural education according to the author?
[A] Its goal is too idealized to be of any practical value.
[B] Its principle is seriously flawed and can cause misunderstanding.
[C] It should not be directed at students at college only.
[D] It fails to teach students to take a position.
2.It can be inferred from the first two paragraphs that the author thinks that students should be trained to____.
[A] understand the values，attitudes and beliefs of other people
[B] prejudge the value of some idea or action before they understand it
[C] be provincial and open only to better ideas and ways of doing things
[D] respect and accept only new values，beliefs and attitudes
3.The Japanese example is used to show____.
[A] racial and gender discrimination is still rampant in some countries
[B] Japan has done little to meet the goals of multicultural and global education
[C] the approach to multicultural and global education should be made objective
[D] students should learn to bring other people‘s practices to closer scrutiny
4.Towards the other people‘s customs and values，the author advocates____.
[A] sensitivity [B] objectivity [C] neutrality [D] respect
5.The word“apartheid”(Para.3) is closest in meaning to____.
[A] violence [B] segregation [C] objectivity [D] indifference
一、參考答案
1.[D] 意為：它不教導(dǎo)學(xué)生采取某種立場(chǎng)。在第一段第四句作者指出，當(dāng)我們想把多文化和全球教育的原理加以應(yīng)用時(shí)，就產(chǎn)生了一些嚴(yán)重的問(wèn)題。對(duì)于這樣的嚴(yán)重問(wèn)題，作者到第二段具體提到并舉出日本人的種族偏見(jiàn)作為例子。從下文來(lái)看，作者的意思是：評(píng)價(jià)一種文化時(shí)，我們不應(yīng)該采取中立的立場(chǎng)，而應(yīng)該有一種社會(huì)正義立場(chǎng)。而目前實(shí)行的多文化教育恰恰教導(dǎo)學(xué)生采取價(jià)值中立的立場(chǎng)。[B]意為：其原理存在嚴(yán)重問(wèn)題，可能引起誤解。
2.[A] 意為：理解其他民族的價(jià)值觀、態(tài)度和信仰。第一段提到紐約州立大學(xué)教育委員會(huì)為多文化教育確立的目標(biāo)：教會(huì)學(xué)生理解、尊重和接受不同種族、性別、文化傳統(tǒng)、民族、宗教信仰的人以及不同的政治、經(jīng)濟(jì)和社會(huì)背景的人，理解、尊重和接受他們的價(jià)值觀、信仰和態(tài)度。從第二段最后兩句來(lái)看，作者反對(duì)的是“尊重和接受”(respect and accept：)某些不良價(jià)值觀、態(tài)度和信仰，如日本人的性別歧視(sexism)和種族歧視觀念。作者并沒(méi)有反對(duì)去understand.[B]意為：在沒(méi)有理解之前預(yù)斷某種思想或行動(dòng)的價(jià)值。第二段第四句提到，我們不應(yīng)該教學(xué)生這樣做。[C]意為：目光狹隘，只歡迎一些好的觀念和做事方式。[D]意為：只尊重和接受新的價(jià)值觀、信仰和態(tài)度。這里“新的”是不對(duì)的，作者只提到不應(yīng)該全盤(pán)接受和尊重某些不良的價(jià)值觀、態(tài)度和信仰，并沒(méi)有區(qū)別價(jià)值觀等的新舊問(wèn)題。
3.[D] 意為：學(xué)生應(yīng)該學(xué)會(huì)仔細(xì)審視其他民族的習(xí)慣做法。第二段提到了日本人的性別和種族歧視思想，用以說(shuō)明前一句旨在說(shuō)明的道理，即不能教學(xué)生不加甄別地“尊重和接受”某些民族的價(jià)值觀、信仰和態(tài)度。實(shí)際上，這是全文旨在說(shuō)明的道理。[A]意為：種族和性別歧視在某些國(guó)家仍然很猖獗。[B]意為：日本在實(shí)現(xiàn)多文化和全球教育目標(biāo)上沒(méi)有盡責(zé)盡力。[C]意為：應(yīng)該使多文化和全球教育的方法變得客觀。
4.[A] 意為：敏感。這里所說(shuō)“敏感”，當(dāng)然應(yīng)該包括對(duì)這些習(xí)俗和價(jià)值觀的評(píng)價(jià)。作者自然是不贊同盲目地尊重或采取中立立場(chǎng)，因此選擇項(xiàng)[C]和[D]表達(dá)的意思不對(duì)。在本文中，作者并沒(méi)有提到“客觀”地看待不同民族的習(xí)俗和價(jià)值觀的問(wèn)題，相反，他批評(píng)了某些人所謂的“客觀”或 “科學(xué)”，指出，人們應(yīng)該警惕將客觀和中立混為一談。言外之意，這些人所謂的“客觀”僅僅是所謂“(價(jià)值)中立”而已。而這是作者所批評(píng)的。
5.[B] 意為：隔離(或分離)。該詞通常用來(lái)指種族隔離
2021考研英語(yǔ)：閱讀題型的訓(xùn)練技巧六
When Governor Davis signed a bill this week authorizing stem cell research in California，he set the stage for possible conflict with the federal government.Behind this polarized controversy，too often，lurk false absolutes that prevent good public policy decisions.
The first false absolute is that it‘s always morally wrong to destroy human embryos，because extracorporeal human embryos (that is，embryos existing outside the human body) have the same moral status as human persons.The other unsound absolute is that it’s in no way whatsoever morally problematic to destroy embryos，because they have no moral worth at all;in short，destroying embryos is morally trivial.Fortunately，an alternative moral view to these two problematic positions exists.On this middle view，human embryos should be recognized as having modest moral worth.Consequently we must have serious reasons to destroy them，and in such a case we must show respect for them when we destroy them.
A classic example of such a view is seen in native American hunting cultures，1ike the Cree or the Micmac，when the hunters express genuine respect for the animals they destroy.This expression of respect can vary from apologizing to the animal before killing it to avoiding any waste associated with its use.Often the killing itself，or the eating or the later burying of the animal‘s remains，was also done in a way that sincerely demonstrated this respect.Combining such respect with the intent to destroy is neither an ethical paradox nor a sign of hypocrisy.Instead these people knew both that they had good reasons to kill animals and also that doing so was not morally trivial.
Closer to home is the deferential treatment shown to human bodies in medical schools.Respect is shown to the body that will be dissected and destroyed by holding memorial services prior to burial or cremation of these human remains.The aim here is the recognition that even the dead human body is worthy of respect in spite of our justifiable destruction of it.The importance of such respect is only highlighted by the moral outrage generated by recent stories where deplorable treatment has been shown to bodies.In short，we should genuinely respect a body even while destroying it.
What does this way of avoiding the familiar moral absolutes mean for embryos that could be used for therapeutic purposes? As destroying human embryos is neither tantamount to murder nor morally without cost，then destroying them in vital cases of therapeutic cloning can be justified.But it is only justified when done in a way respectful of the loss of a human entity with moral value.Such respectful destruction also acknowledges some of the genuine ethical concerns of those who believe this destruction is morally very serious.
Instead of banning therapeutic cloning or accepting just any use of embryos，we suggest adopting the following practices.Scientists should handle embryos with great respect and this should never be an empty or insincere gesture.This display of moral consideration should include acquiring only the minimum number of embryos required for research and disposing of their remains in a genuinely respectful way.Society should also avoid allowing human embryos to be treated as property by outlawing the buying and selling of them.While extracorporeal human embryos do not have the same moral status as born human beings，there are serious reasons to accord them some modest moral status.In this way our scientific progress need not require the hardening of our hearts.
1.It can be inferred from the passage that the President of the United States____.
[A] hesitates in making decisions concerning stem cell research
[B] insists that embryos have the same moral status as human persons
[C] does not lend his support to the use of human embryos
[D] is authorized to resolve the conflict of ideas concerning stem cell research
2.Of the three positions mentioned in the second paragraph，the author is in favor of____.
[A] the first one [B] the second one
[C] the third one [D] none of them
3.As far as the dispute mentioned in the text is concerned，the“ethical paradox”may refer to the practice of____.
[A] saying one thing but doing another
[B] showing deference when destroying a thing
[C] doing immoral things while claiming to be morally justified
[D] providing good but trivial reasons for killing animals
4，Showing respect to human embryos means all of the following EXCEPT____.
[A] using as few of them as possible in research
[B] putting an end to trading them
[C] acknowledging their value for therapeutic research
[D] handling their remains with due care
5.The author seems to suggest that therapeutic cloning____.
[A] should be banned [B] should be practiced
[C] should be encouraged [D] should be accorded with its due value
一、參考答案
1.[C] 意為：不支持人類(lèi)胚胎的使用。注意，這是一個(gè)推理題，本文并沒(méi)有直接提到美國(guó)總統(tǒng)的態(tài)度，但是第一段中提到了美國(guó)聯(lián)邦政府的態(tài)度，作為政府首腦，美國(guó)政府的態(tài)度當(dāng)然也就是美國(guó)總統(tǒng)的態(tài)度。
[D]意為：被授權(quán)解決涉及干細(xì)胞研究的觀念沖突。
2.[C]在使用胚胎做研究問(wèn)題上，存在兩種相互對(duì)立的觀點(diǎn)，作者認(rèn)為這兩種觀點(diǎn)都太極端，他支持一種“中間道路”立場(chǎng)(middle view)。
3.[B] 意為：毀掉一件東西時(shí)對(duì)之表示尊重。第三段第四句中提到的“倫理悖論”，實(shí)際上就是指“combining such respect with the intent to destroy”，這也是本文作者旨在說(shuō)明的觀點(diǎn)。[C] 意為：做不道德的事情但又聲稱(chēng)自己道德正當(dāng)。
4.[C] 意為：承認(rèn)它們對(duì)醫(yī)療研究的價(jià)值。最后一段第三句提到要盡量少地使用胚胎做研究，并以尊重的方式處理死后的胚胎，因此選擇項(xiàng)[A]和[D]是正確的;最后一段第四句提到要禁止買(mǎi)賣(mài)胚胎，因此選擇項(xiàng)[B]表達(dá)的意思也與文章相符。
5.[B] 意為：可以進(jìn)行。最后一段第一句明確提到，作者并不贊成禁止克隆研究。實(shí)際上，整篇文章談的都是克隆研究的問(wèn)題，作者并不反對(duì)這種研究，只是提醒人們?cè)谧鲞@樣的研究時(shí)應(yīng)該注意一些道德倫理問(wèn)題。[D]意為：應(yīng)該被賦予其應(yīng)有的價(jià)值。
2021考研英語(yǔ)：閱讀題型的訓(xùn)練技巧五
Adolescence is supposed to be full of ups and downs.But when the downs become persistent and obvious，it may signal a more serious psychological condition.Between 6% ~ 8% of American teenagers suffer from major depression，a disease that sometimes leads to suicide.Major depression can often be successfully treated—if it is recognized.But diagnosis is especially difficult in teens.
Teenagers can be and are uncommunicative.And some behaviors that parents may interpret as rebellious behaviors may in fact be serious symptoms of depression.
Although it can be difficult to distinguish from the typical growing pains of adolescence，there are some warning signs of major depression that parents should be aware of.If a teenager is trying to avoid relationships or constantly becomes seriously angry，more than normal teenage rebellion may be going on.In addition，frequently getting into trouble is another warning sign.Teenagers who begin to engage in serious antisocial behavior，whether it be drugs or sexual activity，etc.，often suffer from serious underlying depression.The warning signs can be difficult enough to recognize;but the problem of identifying major depression in teens is further complicated by the fact that even these ambiguous signs are not always present.
The greatest danger associated with major depression is the possibility of suicide.Suicide is the third leading cause of death among Americans between the ages of 15 and 24.After a suicide，loss and guilt are two feelings that family members must come to terms with.In half the cases of teen suicides，there was no suspicion that the victim had such serious feelings of depression.But afterward，it is common for loved ones to remember signs they may have missed and blame themselves for not intervening.
One expert recommends that the families of suicide victims seek support from each other，their friends，and professional counselors.Although friends may not like to speak about the suicide with the victim‘s family，allowing the family to talk is critical.For the most part，they desperately want to be able to tell their story.
1.From the first sentence of the passage we learn that____.
[A] young people are emotionally insecure
[B] adolescence is a period full of pains
[C] many teenagers suffer from depression
[D] many symptoms of depression are recognizable in teenagers
2.Why is it difficult to recognize depression in teens?
[A] Because too many teenagers suffer from major depression.
[B] Because its symptoms may be taken for other kinds of behavior.
[C] Because teenagers never admit they are suffering from depression.
[D] Because teenagers often commit suicide before they are identified as depressed.
3.A teenager who constantly gets into trouble____.
[A] usually shows symptoms of major depression
[B] is most likely to commit suicide
[C] rebels against his or her parents with antisocial behavior
[D] may actually suffer from major depression
4.After a teenager commits suicide，the family members often have a sense of guilt because____.
[A] they have failed to stop the victim from it
[B] they regret not recognizing the signs of depression earlier
[C] it is only their misunderstanding that leads to the suicide
[D] they have intervened in the victim‘s business arrogantly
5.To help the victims‘families，it is important to____.
[A] encourage them [B] listen to them
[C] criticize them [D] comfort them
一、參考答案
1.[A] 意為：年輕人情緒不穩(wěn)定。這句話(huà)的意思是：青春期被認(rèn)為是充滿(mǎn)了起伏不定的情緒的。根據(jù)下文，這里所說(shuō)的“起伏不定”指情緒的起伏不定。
2.[B] 第二段的兩個(gè)句子是對(duì)第一段最后一句的具體說(shuō)明，解釋了難以辨別青少年是否患有心理壓抑疾病的原因，即：某些癥狀經(jīng)常被誤認(rèn)為是其他心理反應(yīng)，而不是心理壓抑的表現(xiàn)。第三段更具體地說(shuō)明了這種困難。
3.[D] 第三段第三句提到，經(jīng)常出問(wèn)題也是一個(gè)警告信號(hào)。根據(jù)上文，這里所謂“警告信號(hào)”即指warning signs of major depression.
4.[B] 參閱第四段最后一句。這句中的“干預(yù)”實(shí)際上指解決孩子的心理壓抑問(wèn)題。
5.[B] 參閱最后一段第二、三句。