The word “they in “-together they threaten to confuse. (Line 3, Para.5) refers to A. engineering and the liberal arts. B. reality and noble ideals C. flexibility and a value system D. practicality and rationality 答案 56.B 57.D 58.D 59.C 60.A Passage 31 (上海市崇明中學(xué)2009屆高三5月高考模擬考試D篇) Topping the class academically was certainly an advantage. Studying was a breeze for Nigel. The reward was certainly incomparable to the little effort that he had to put in. It began when he was selected to help the teachers in the computer laboratories. The peak of his school career came not when he topped the school but when he was selected for the nationwide competition. Unlike everyone else, Nigel wanted to join the contest because he liked playing with the Lego sets and making something out of them. Nigel spent the next two months rebuilding the robot. It was during the time that Nigel found out about the prizes for the competition as well as another competitor, Alicia, from a neighboring school. His early intentions were forgotten. Getting the thousand-dollar prize was more important than anything else. Nigel decided to befriend Alicia. Unaware of his intentions, she told him all about the robot that she had been building for the competition. He even helped her to put the finishing branches in her robot. He was glad with the way things had progressed. His robot looked even better than Alicia’s and it was able to become a ball with its arms, something Alicia had failed to do. On the day of the competition, he saw Alicia. Everything dawned on her the minute she saw him among the competition. She stared at him, puzzled at first, then angry and finally a look of helplessness came over her. The flashbulbs of the camera exploded in Nigel’s try. The robot bird performed actions so unique and different that the specialist judgments were the same. Nigel was so personal with himself that he did not even notice the girl standing a few feet away from him. Without her, he would never win the competition. 【查看更多】

 

題目列表(包括答案和解析)

　Engineering students are supposed to be examples of practicality and rationality, but when it comes to my college education I am an idealist and a fool. In high school I wanted to be an electrical engineer and, of course, any sensible student with my aims would have chosen a college with a large engineering department, famous reputation and lots of good labs and research equipment. But that’s not what I did.
　　I chose to study engineering at a small liberal-arts（文科）university that doesn’t even offer a major in electrical engineering. Obviously, this was not a practical choice; I came here for more noble reasons. I wanted a broad education that would provide me with flexibility and a value system to guide me in my career. I wanted to open my eyes and expand my vision by interacting with people who weren’t studying science or engineering. My parents, teachers and other adults praised me for such a sensible choice. They told me I was wise and mature beyond my 18 years, and I believed them.
　　I headed off to college sure I was going to have an advantage over those students who went to big engineering “factories” where they didn’t care if you have values or were flexible. I was going to be a complete engineer: technical genius and sensitive humanist（人文學(xué)者）all in one.
　　Now I’m not so sure. Somewhere along the way my noble ideals crashed into reality, as all noble ideals eventually do. After three years of struggling to balance math, physics and engineering courses with liberal-arts courses, I have learned there are reasons why few engineering students try to reconcile（協(xié)調(diào)）engineering with liberal-arts courses in college.
　　The reality that has blocked my path to become the typical successful student is that engineering and the liberal arts simply don’t’ mix as easily as I assumed in high school. Individually they shape a person in very different ways; together they threaten to confuse. The struggle to reconcile the two fields of study is difficult.

 

56. The author chose to study engineering at a small liberal-arts university because he _______.

A. wanted to be an example of practicality and rationality

B. intended to be a combination of engineer and humanist
C. wanted to coordinate engineering with liberal-arts courses in college
D. intended to be a sensible student with noble ideals.

57. According to the author, by interacting with people who study liberal arts, engineering students can _______.
A. balance engineering and the liberal arts
B. receive guidance in their careers

 C. become noble idealists
D. broaden their horizons

58. In the eyes of the author, a successful engineering student is expected     ____

A. to have an excellent academic record
B. to be wise and mature
C. to be imaginative with a value system to guide him
D. to be a technical genius with a wide vision

59. The author’s experience shows that he was _______.
　 A. creative
     B. ambitious
　 C. unrealistic
　 D. irrational

60. The word “they” in “…together they threaten to confuse.” (Line 3,   Para.5) refers to _______
   A. engineering and the liberal arts.
   B. reality and noble ideals
   C. flexibility and a value system
   D. practicality and rationality

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 (陜西省師大附中2009屆高三第四次模擬考試E篇)

Engineering students are supposed to be examples of practicality and rationality, but when it comes to my college education I am an idealist and a fool. In high school I wanted to be an electrical engineer and, of course, any sensible student with my aims would have chosen a college with a large engineering department, famous reputation and lots of good labs and research equipment. But that’s not what I did.
　　I chose to study engineering at a small liberal-arts（文科）university that doesn’t even offer a major in electrical engineering. Obviously, this was not a practical choice; I came here for more noble reasons. I wanted a broad education that would provide me with flexibility and a value system to guide me in my career. I wanted to open my eyes and expand my vision by interacting with people who weren’t studying science or engineering. My parents, teachers and other adults praised me for such a sensible choice. They told me I was wise and mature beyond my 18 years, and I believed them.
　　I headed off to college sure I was going to have an advantage over those students who went to big engineering “factories” where they didn’t care if you have values or were flexible. I was going to be a complete engineer: technical genius and sensitive humanist（人文學(xué)者）all in one.
　　Now I’m not so sure. Somewhere along the way my noble ideals crashed into reality, as all noble ideals eventually do. After three years of struggling to balance math, physics and engineering courses with liberal-arts courses, I have learned there are reasons why few engineering students try to reconcile（協(xié)調(diào)）engineering with liberal-arts courses in college.
　　The reality that has blocked my path to become the typical successful student is that engineering and the liberal arts simply don’t’ mix as easily as I assumed in high school. Individually they shape a person in very different ways; together they threaten to confuse. The struggle to reconcile the two fields of study is difficult.

56. The author chose to study engineering at a small liberal-arts university because he _______.

A. wanted to be an example of practicality and rationality

B. intended to be a combination of engineer and humanist
C. wanted to coordinate engineering with liberal-arts courses in college
D. intended to be a sensible student with noble ideals.

57. According to the author, by interacting with people who study liberal arts, engineering students can _______.
A. balance engineering and the liberal arts
B. receive guidance in their careers

 C. become noble idealists
D. broaden their horizons

58. In the eyes of the author, a successful engineering student is expected     ____

A. to have an excellent academic record
B. to be wise and mature
C. to be imaginative with a value system to guide him
D. to be a technical genius with a wide vision

59. The author’s experience shows that he was _______.
　 A. creative
   B. ambitious
　 C. unrealistic
　 D. irrational

60. The word “they” in “…together they threaten to confuse.” (Line 3,  

Para.5) refers to _______
A. engineering and the liberal arts.
B. reality and noble ideals
C. flexibility and a value system
D. practicality and rationality

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閱讀理解

　　Engineering students are supposed to be examples of practicality and rationality, but when it comes to my college education I am an idealist and a fool．In high school I wanted to be an electrical engineer and, of course, any sensible student with my aims would have chosen a college with a large engineering department, famous reputation and lots of good labs and research equipment．But that’s not what I did．

　　I chose to study engineering at a small liberal-arts(文科)university that doesn’t even offer a major in electrical engineering．Obviously, this was not a practical choice;I came here for more noble reasons．I wanted a broad education that would provide me with flexibility and a value system to guide me in my career．I wanted to open my eyes and expand my vision by interacting with people who weren’t studying science or engineering．My parents, teachers and other adults praised me for such a sensible choice．They told me I was wise and mature beyond my 18 years, and I believed them．

　　I headed off to college sure I was going to have an advantage over those students who went to big engineering “factories” where they didn’t care if you had values or were flexible．I was going to be a complete engineer：technical genius and sensitive humanist(人文學(xué)者)all in one．

　　Now I’m not so sure．Somewhere along the way my noble ideals crashed into reality, as all noble ideals eventually do．After three years of struggling to balance math, physics and engineering courses with liberal-arts courses, I have learned there are reasons why few engineering students try to reconcile(協(xié)調(diào))engineering with liberal-arts courses in college．

　　The reality that has blocked my path to becoming the typical successful student is that engineering and the liberal arts simply don’t mix as easily as I assumed in high school．Individually they shape a person in very different ways;together they threaten to confuse．The struggle to reconcile the two fields of study is difficult．

(1)

The author chose to study engineering at a small liberal-arts university because he ________．

[　　]

A．

wanted to be an example of practicality and rationality

B．

intended to be a combination of engineer and humanist

C．

wanted to coordinate engineering with liberal-arts courses in college

D．

intended to be a sensible student with noble ideals

(2)

According to the author, by interacting with people who study liberal arts, engineering students can ________．

[　　]

A．

balance engineering and the liberal arts

B．

receive guidance in their careers

C．

become noble idealists

D．

broaden their horizons

(3)

In the eyes of the author, a successful engineering student is expected ________．

[　　]

A．

to have an excellent academic record

B．

to be wise and mature

C．

to be imaginative with a value system to guide him

D．

to be a technical genius with a wide vision

(4)

The author’s experience shows that he was ________．

[　　]

A．

creative

B．

ambitious

C．

unrealistic

D．

irrational

(5)

The word “they” in “…together they threaten to confuse．”(Line 5, Para．5)refers to ________．

[　　]

A．

engineering and the liberal arts

B．

reality and noble ideals

C．

flexibility and a value system

D．

practicality and rationality

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