2014年全国职称英语考试 理工类B级 阅读理解押题 孙伟.pdf

1 理工 b阅读押题 机会只给有准备的人机会只给有准备的人。 opportunities are only for the prepared person. 孙老师特别提示： 押题变成了猜题， 极不靠普， 请大家做好无原题或押不中的准备！ ！ ！ 理工 b阅读押题 2013 年 共 2 篇文章 teaching ；math, teachinganxiety “dont drinkalone” gets new meaning 2014 年共 4 篇文章 illillillill bebebebe bachbachbachbach（综合（综合 b b b b）2014201420142014新增新增新增新增26262626 课讲过课讲过课讲过课讲过 teachingteachingteachingteaching ；math,math,math,math, teachingteachingteachingteachinganxanxanxanxie ie ie ietytytyty asunshade for the planet digital realm 第二十九篇illillillill bebebebe bachbachbachbach（理工 b 新增） composer david cope is the inventor of a computer program that writes original works of classical music. it took cope 30 years to develop the software. now most people cant tell the difference between music by the famous german composer j. s. bach (1685-1750) and the bach-like compositions from copes computer. it all started in 1980 in the united states, when cope was trying to write an opera. he was having trouble thinking of new melodies, so he wrote a computer program to create the melodies. at first this music was not easy to listen to. what did cope do? he began to rethink how human beings compose music. he realized that composers brains work like big databases. first, they take in all the music that they have ever heard. then they take out the music that they dislike. finally, they make new music from what is left. according to cope, only the great composers 2 are able to create the database accurately, remember it, and form new musical patterns from it. cope built a huge database of existing music. he began with hundreds of works by bach. the software analyzed the data: it broke it down into smaller pieces and looked for patterns. it then combined the pieces into new patterns. before long, the program could compose short bach-like works. they werent good, but it was a start. cope knew he had more work to do-he had a whole opera to write. he continued to improve the software. soon it could analyze more. complex music. he also added many other composers, including his own work, to the database., afew years later, copes computer program, called “emmy“, was ready to help him with his opera. the process required a lot of collaboration between the composer and emmy. cope listened to the computers musical ideas and used the ones that he liked. with emmy, the opera took only two weeks to finish. it was called cradle falling, and it was a great success! cope received some of the best reviews of his career, but no one knew exactly how he had composed the work. since that first opera, emmy has written thousands of compositions. cope still gives emmy feedback on what he likes and doesnt like of her music, but she is doing most of the hard work of composing these days! 注释： 1.j.s.bach：约翰.塞巴斯蒂安.巴赫(德语：johann sebastian bach，1685 年 3 月 31 日-1750 年 7 月 28 日)， 巴洛克时期的德国作曲家， 杰出的管风琴、 小提琴、 大键琴演奏家， 同作曲家亨德尔和泰勒曼齐名。 巴赫被普遍认为是音乐史上最 重要的作曲家之一，并被尊称为“西方现代音乐之父” ，也是西方文化史 上最重要的人物之一。 练习： l. the music composed by david cope is about a classical music.b pop music.c drama.d country music. 2. by developing a computer software, david cope aimed a to be like bach. b to study bach. c to write an opera. d to create a musical database 3. what did cope realize about a great composers brain? 3 a it forms new musical patterns all by itself. b it writes a computer program. c it can recognize any music patterns. d it creates an accurate database. 4. who is emmy? a a database b a computer software c a composer who helped david d an opera 5.wecan infer from the passage that a david cope is a computer programmer. b david cope loves music. c bachs music helped him a lot. d emmy did much more work than a composer. 第二十九篇illillillill bebebebe bachbachbachbach（理工 b 新增） composer david cope is the inventor of a computer program that writes original works of classical music. it took cope 30 years to develop the software. now most people cant tell the difference between music by the famous german composer j. s. bach (1685-1750) and the bach-like compositions from copes computer. 作曲家大卫科普发明了一个电脑软件，它能编写出古典音乐的原创作 品。科普花了 30 年才 完成这个软件，现在，科普的电脑写出的作品与德国 著名作曲家 j.s.巴赫写的作品很相似，很少 有人能分辨出其中不同。 it all started in 1980 in the united states, when cope was trying to write an opera. he was having trouble thinking of new melodies, so he wrote a computer program to create the melodies. at first this music was not easy to listen to. what did cope do? he began to rethink how human beings compose music. he realized that composers brains work like big databases. first, they take in all the music that they have ever heard. then they take out the music that they dislike. finally, they make new music from what is left. according to cope, only the great composers are able to create the database accurately, remember it, and form new musical patterns from it. 这一切始于 1980 年的美国，那时科普正在写一部戏剧，但是他无法创作 出新的旋律于是他 编写了一个电脑软件来帮他编曲。最开始的时候，软件写 4 出的乐曲并不动听。科普是怎么做的呢？ 他幵始重新考虑人们作曲的方式。 他认识到作曲家的大脑就像一个大数据库，他们先是吸收他们 听过的所有音 乐，然后去除他们不喜欢的，最后再根据留下的音乐来创作出新的旋律。科普 认为， 只有伟大的作曲家才能建立好的数据库，并且能熟记于心，从而创造 出新的音乐。 cope built a huge database of existing music. he began with hundreds of works by bach. the software analyzed the data: it broke it down into smaller pieces and looked for patterns. it then combined the pieces into new patterns. before long, the program could compose short bach-like works. they werent good, but it was a start. 科普根据现有的音乐建立了庞大的数据庳，最开始的时候，数据库包含 了几百部巴赫的作品。 科普的软件将这些数据进行分析：首先它将音乐拆解 成小的片段，从中找出固定模式，然后将片 段组合成新的模式。不久，这个 软件就能够写出和巴赫风格很像的小曲子。它们并不完美，但这只是个开始。 cope knew he had more work to do-he had a whole opera to write. he continued to improve the software. soon it could analyze more. complex music. he also added many other composers, including his own work, to the database. 科普知道，他要做的还有很多,他得写出一整部歌剧。他进一步完善他的 软件，不久它就 能够写出更复杂的音乐了。他还在数据库中加人了一些其他 作曲家的作品，其中也包括他自己的作品。 afew years later, copes computer program, called “emmy“, was ready to help him with his opera. the process required a lot of collaboration between the composer and emmy. cope listened to the computers musical ideas and used the ones that he liked. with emmy, the opera took only two weeks to finish. it was called cradle falling, and it was a great success! cope received some of the best reviews of his career, but no one knew exactly how he had composed the work. 几年后，科普的软件“艾米”已经能够帮助他创作歌剧了。创作过程要作 曲家和艾米共同 配合。 科普聆听艾米写出的音乐片段， 从中选取他认为好的。 有了艾米的帮助， 科蓊只用了两个 星期就完成了这部歌剧， 叫做 摇篮坠落。 演出获得巨大成功，科普也得到了他有生以来最高 的评价，但是没有人知道 他究竟是怎样创作出这部歌剧的 since that first opera, emmy has written thousands of compositions. cope still gives emmy feedback on what he likes and doesnt like of her music, but she is doing most of the hard work of composing these days! 从那以后，艾米已经写了上千部作品。科普现在依然会给艾米反馈， 吿 诉她自己哪些音乐是 他喜欢的，哪些是不喜欢的，但是现在大部分艰巨的工 作是由艾米来完成的！ 5 练习： l. the music composed by david cope is about a classical music.b pop music.c drama.d country music. 2. by developing a computer software, david cope aimed a to be like bach. b to study bach. c to write an opera. d to create a musical database 3. what did cope realize about a great composers brain? a it forms new musical patterns all by itself. b it writes a computer program. c it can recognize any music patterns. d it creates an accurate database. 4. who is emmy? a a database b a computer software c a composer who helped david d an opera 5.wecan infer from the passage that a david cope is a computer programmer. b david cope loves music. c bachs music helped him a lot. d emmy did much more work than a composer. 答案与题解： 1.a 第一段的第一句：david cope 发明了一个可以编写出古典音乐的电脑软 件。 2.c 从第二段的第一句可以看出，david 编写电脑软件的目的是写歌剧。a、 b 和 d 都属于创作歌剧的一部分。 3.d第二段的后半部分讲的是伟大的歌剧作者与一般的歌剧作者的不同之处是 通过对数据进行准确的构建、记忆而后创作出新的音乐形式。 4.b 从第五段第一句可知 emmy 是一计算机软件。 5.d从本文第一句可知david是一个作曲家， 不是计算机程序员， 所以排除a;b、 6 c 内容没有提及;从本文的第五段和第六段可知， emmy 大大提高了 david 的创 作速度，最后一句，大部分困难的工作都由 emmy 来做，所以作曲家只干一 小部分工作。 第二十九篇 我也能成为巴赫 作曲家大卫科普发明了一个电脑软件， 它能编写出古典音乐的原创作品。 科普花了 30 年才 完成这个软件，现在，科普的电脑写出的作品与德国著名 作曲家 j.s.巴赫写的作品很相似，很少 有人能分辨出其中不同。 这一切始于 1980 年的美国，那时科普正在写一部戏剧，但是他无法 创作出新的旋律于是他 编写了一个电脑软件来帮他编曲。最开始的时候，软 件写出的乐曲并不动听。科普是怎么做的呢？ 他幵始重新考虑人们作曲的方 式。他认识到作曲家的大脑就像一个大数据库，他们先是吸收他们 听过的所 有音乐，然后去除他们不喜欢的，最后再根据留下的音乐来创作出新的旋律。 科普认为， 只有伟大的作曲家才能建立好的数据库，并且能熟记于心，从而 创造出新的音乐。 科普根据现有的音乐建立了庞大的数据庳，最开始的时候，数据库包含了 几百部巴赫的作品。 科普的软件将这些数据进行分析：首先它将音乐拆解成 小的片段，从中找出固定模式，然后将片 段组合成新的模式。不久，这个软 件就能够写出和巴赫风格很像的小曲子。它们并不完美，但这 只是个开始。 科普知道，他要做的还有很多,他得写出一整部歌剧。他进一步完善 他的软件，不久它就 能够写出更复杂的音乐了。他还在数据库中加人了一些 其他作曲家的作品，其中也包括他自己的作品。 几年后，科普的软件“艾米”已经能够帮助他创作歌剧了。创作过程要作 曲家和艾米共同 配合。 科普聆听艾米写出的音乐片段， 从中选取他认为好的。 有了艾米的帮助， 科蓊只用了两个 星期就完成了这部歌剧， 叫做 摇篮坠落。 演出获得巨大成功，科普也得到了他有生以来最高 的评价，但是没有人知道 他究竟是怎样创作出这部歌剧的。 从那以后，艾米已经写了上千部作品。科普现在依然会给艾米反馈，吿诉 她自己哪些音乐是 他喜欢的，哪些是不喜欢的，但是现在大部分艰巨的工作 是由艾米来完成的！ 第四十篇第四十篇teachingteachingteachingteaching mathmathmathmath 数学, , , , teachingteachingteachingteaching anxanxanxanxieieieietytytyty 焦虑 理工理工（b b b b 级）级） 教数学，教焦虑 1.in a new study about the way kids learn math in e e e elementary school 小学, the psychologists 心理学家 at the university of chicagolsian beilock and susan 7 levine found a surprising relationshiprelationshiprelationshiprelationship betweenbetweenbetweenbetween whatwhatwhatwhat femalefemalefemalefemale teachersteachersteachersteachers thinkthinkthinkthink andandandand whatwhatwhatwhat femalefemalefemalefemale studentsstudentsstudentsstudents learnlearnlearnlearn: : : :if a female 女 teacher is uncomfortable 不 安的,不自在的 with her own math skills, then her female students are more likely to believe that boys are better than girls at math. 在最新一项关于小学生学数学的研究中在最新一项关于小学生学数学的研究中在最新一项关于小学生学数学的研究中在最新一项关于小学生学数学的研究中，芝加哥大学的心理学家芝加哥大学的心理学家芝加哥大学的心理学家芝加哥大学的心理学家 siansiansiansian beilocbeilocbeilocbeilock k k k 和和和和 susansusansusansusan levinelevinelevinelevine 发现发现发现发现，女教师的想法和女学生的学习之间有着惊人的联系女教师的想法和女学生的学习之间有着惊人的联系女教师的想法和女学生的学习之间有着惊人的联系女教师的想法和女学生的学习之间有着惊人的联系：如果女如果女如果女如果女 教师对自己的数学能力感到焦虑教师对自己的数学能力感到焦虑教师对自己的数学能力感到焦虑教师对自己的数学能力感到焦虑，她的女学生很可能认为男孩子数学比女孩学得更她的女学生很可能认为男孩子数学比女孩学得更她的女学生很可能认为男孩子数学比女孩学得更她的女学生很可能认为男孩子数学比女孩学得更 好。好。好。好。 2.“if these girls keep getting math-anxious female teachers2in later grades, it may create a snowball effect on their math achievement3,“ said levine. in other words, girls may end up learning math anxiety from their teachers4. the study suggests that if these girls grow up believing that boys are better at math than girls are, then these girls may not do as well as they would have if they were more confident. “ “ “ “如果一直由对数学有焦虑的女教师教授数学，就会对她们的数学成绩产生如果一直由对数学有焦虑的女教师教授数学，就会对她们的数学成绩产生如果一直由对数学有焦虑的女教师教授数学，就会对她们的数学成绩产生如果一直由对数学有焦虑的女教师教授数学，就会对她们的数学成绩产生 雪球效应雪球效应雪球效应雪球效应“ “ “ “，levinelevinelevinelevine 说。换言之，女孩子们最后从老师那里获得的是对数学的焦虑说。换言之，女孩子们最后从老师那里获得的是对数学的焦虑说。换言之，女孩子们最后从老师那里获得的是对数学的焦虑说。换言之，女孩子们最后从老师那里获得的是对数学的焦虑。 。 。 。 该研究表明该研究表明该研究表明该研究表明，如果女孩子们在一个认为男孩比女孩数学好的环境中成长如果女孩子们在一个认为男孩比女孩数学好的环境中成长如果女孩子们在一个认为男孩比女孩数学好的环境中成长如果女孩子们在一个认为男孩比女孩数学好的环境中成长，那么她们那么她们那么她们那么她们 的数学可能会不如在更自信的状态下学得好。的数学可能会不如在更自信的状态下学得好。的数学可能会不如在更自信的状态下学得好。的数学可能会不如在更自信的状态下学得好。 3.just as students find certain subjects to be difficult, teachers can find certain subjects to be difficult to learn - and teach. the subject of math can be particularly difficult for everyone. researchers use the word “anxiety“ to describe such feelings: anxiety is uneasiness or worry. 如同学生如同学生如同学生如同学生，教师也会觉得某些学科难学和难教教师也会觉得某些学科难学和难教教师也会觉得某些学科难学和难教教师也会觉得某些学科难学和难教，数学可能对每一个人来说尤数学可能对每一个人来说尤数学可能对每一个人来说尤数学可能对每一个人来说尤 其难。其难。其难。其难。这就是研究者所言的这就是研究者所言的这就是研究者所言的这就是研究者所言的“ “ “ “焦虑焦虑焦虑焦虑“ “ “ “：不自：不自：不自：不自信信信信或担心。或担心。或担心。或担心。 4.the new study found that when a teacher has anxiety about math, that feeling can influence how her female students feel about math. the study involved 65 girls, 52 boys and 17 first- and second-grade teachers in elementary schools in the midwest. the students took math achievement tests at the beginning and end of the school year, and the researchers compared the scores. 此研究发现此研究发现此研究发现此研究发现，教师对数学的焦虑能够传染给她的女学生们教师对数学的焦虑能够传染给她的女学生们教师对数学的焦虑能够传染给她的女学生们教师对数学的焦虑能够传染给她的女学生们。该研究的研究对该研究的研究对该研究的研究对该研究的研究对 象包括象包括象包括象包括 65656565 个女孩个女孩个女孩个女孩，52525252 个男孩和个男孩和个男孩和个男孩和 17171717 位在中西部教一二年级的教师位在中西部教一二年级的教师位在中西部教一二年级的教师位在中西部教一二年级的教师。学生们在学年的学生们在学年的学生们在学年的学生们在学年的 开始和结束时都进行数学测试，研究者们比较得分。开始和结束时都进行数学测试，研究者们比较得分。开始和结束时都进行数学测试，研究者们比较得分。开始和结束时都进行数学测试，研究者们比较得分。 8 5.the researchers also gave the students tests to tell whether the students believed that a math superstar had to be a boy. then the researchers turned to the teachers:tofind out which teachers wereanxious aboutmath, the researchers asked the teachers how they felt at times when they came across math, such as when reading a sales receipt 销售清单销售清单销售清单销售清单 5. ateacher who got nervous looking at the numbers on a sales receipt 销售清单销售清单销售清单销售清单, for example,was probably anxious about math. 研究者们测试学生是否认为数学明星一定会是男孩。然后研究者们测试教研究者们测试学生是否认为数学明星一定会是男孩。然后研究者们测试教研究者们测试学生是否认为数学明星一定会是男孩。然后研究者们测试教研究者们测试学生是否认为数学明星一定会是男孩。然后研究者们测试教 师师师师，试图找出哪些试图找出哪些试图找出哪些试图找出哪些教师对数学感到焦虑教师对数学感到焦虑教师对数学感到焦虑教师对数学感到焦虑，研究者们问教师们当碰到数学问题诸如阅研究者们问教师们当碰到数学问题诸如阅研究者们问教师们当碰到数学问题诸如阅研究者们问教师们当碰到数学问题诸如阅 读销售清单时的感受读销售清单时的感受读销售清单时的感受读销售清单时的感受，如果一位教师一看到销售清单的数字就感到紧张如果一位教师一看到销售清单的数字就感到紧张如果一位教师一看到销售清单的数字就感到紧张如果一位教师一看到销售清单的数字就感到紧张，那么她很那么她很那么她很那么她很 可能对数学存在焦虑。可能对数学存在焦虑。可能对数学存在焦虑。可能对数学存在焦虑。 6. boys,on average,were unaffected by a teachers anxiety. on average, girls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the study did. plus,on the test showing whether someone thought a math superstar had to be a boy, 20 girls showed feeling that boys would be better at math - and all of these girls had been taught by female teachers who had math anxiety. 平均来说平均来说平均来说平均来说，教师的焦虑不会影响到男孩子教师的焦虑不会影响到男孩子教师的焦虑不会影响到男孩子教师的焦虑不会影响到男孩子。但是但是但是但是，一般说来一般说来一般说来一般说来，如果教女孩子如果教女孩子如果教女孩子如果教女孩子 的教师有数学焦虑症，那么女孩子们在学年结束时测试得分比其他的女孩要低的教师有数学焦虑症，那么女孩子们在学年结束时测试得分比其他的女孩要低的教师有数学焦虑症，那么女孩子们在学年结束时测试得分比其他的女孩要低的教师有数学焦虑症，那么女孩子们在学年结束时测试得分比其他的女孩要低。另另另另 外，在关于是否认为数学明星应该是男孩的测试中，外，在关于是否认为数学明星应该是男孩的测试中，外，在关于是否认为数学明星应该是男孩的测试中，外，在关于是否认为数学明星应该是男孩的测试中，有有有有 20202020 个女孩认为男孩数学比个女孩认为男孩数学比个女孩认为男孩数学比个女孩认为男孩数学比 女孩好，这女孩好，这女孩好，这女孩好，这 20202020 个女孩的老师都是女性，且都患有数学焦虑症。个女孩的老师都是女性，且都患有数学焦虑症。个女孩的老师都是女性，且都患有数学焦虑症。个女孩的老师都是女性，且都患有数学焦虑症。 “this is an interesting study, but the results need to be interpreted 解释 as preliminary and in need of replication with a larger sample6,“ said david geary, a psychologist at the university of missouri7in columbia. 来自密苏里大学的心理学家来自密苏里大学的心理学家来自密苏里大学的心理学家来自密苏里大学的心理学家 daviddaviddaviddavid gearygearygearygeary 说说说说“ “ “ “这是一个有趣的研究这是一个有趣的研究这是一个有趣的研究这是一个有趣的研究，但是这只是但是这只是但是这只是但是这只是 初步结果，需要用更大的调查样本进行重复验证初步结果，需要用更大的调查样本进行重复验证初步结果，需要用更大的调查样本进行重复验证初步结果，需要用更大的调查样本进行重复验证“ “ “ “。 练习： 1. what is the result of the research at the university of chicago, according to the first paragraph? 根据第一段，芝加哥大学研究结果是什么？根据第一段，芝加哥大学研究结果是什么？根据第一段，芝加哥大学研究结果是什么？根据第一段，芝加哥大学研究结果是什么？ a.girls comfortable with their own math skills are better than boys at math. 9 b.girls uncomfortable with their own math skills are not as good as boys at math. c.female teachers math skills have influence over girl students math skills. d.female teachersconfidence信心, 自信 in their math skills is related to girls math skills. 2. what is implied 暗指的 in the third paragraph? 第三段暗示什么？第三段暗示什么？第三段暗示什么？第三段暗示什么？ a.math teachers, like math learners, do not like the subject due to its difficulty. b.adifficult subject like math may affect teachers confidence in teaching the subject. c.teachers are more anxious teaching math than their students learning math. d.math is so difficult that no teachers like to teach it. lesson thirty(1) 2013 年高考原卷阅读满分策略 人生的自我激励人生的自我激励人生的自我激励人生的自我激励 self-motivation for success if i can not walk, i am going to fly. never tell me never. -shepherd 一个人的成功有三个重要因素：一个人的成功有三个重要因素：一个人的成功有三个重要因素：一个人的成功有三个重要因素： . 有勇气，有勇气，有勇气，有勇气，自信自信自信自信。 . 善于学习，好的学习方法。善于学习，好的学习方法。善于学习，好的学习方法。善于学习，好的学习方法。 . 有毅力，学会坚持。有毅力，学会坚持。有毅力，学会坚持。有毅力，学会坚持。 3. according to the experiment, those teachers were probably anxious about math when they felt 根据实验根据实验根据实验根据实验, , , 老师他们可能会对数学感到焦虑老师他们可能会对数学感到焦虑老师他们可能会对数学感到焦虑老师他们可能会对数学感到焦虑, , ,当他们感觉到当他们感觉到当他们感觉到当他们感觉到 a.nervous memorizing the numbers of a sales receipt. b.helpless saving the numbers of a sales receipt. c.uneasy reading the numbers of a sales receipt. d.hopeless filling in the numbers of a sales report. b- 查细节关键词的选择 1.查细节-从题干中找到关键词是成败的重要一环（就象在百度中搜索一 样） 2.查细节尽量避免用中心词，和常用词作为关键词关键词关键词关键词 10 3. 如答案 a、b、c、d 里有 3-4 个相同的词，便是关键词 4. 一般发现 a、b、c、d 四个选项中，哪个选项出现中心词，一般该选 项就是正确答案。 4. the sixth paragraph tells us that the research findings 第六段告诉我们研究发现。第六段告诉我们研究发现。第六段告诉我们研究发现。第六段告诉我们研究发现。 a.prove a strong link between female teachers math anxiety and their female students math achievements. b.show that male students are less likely to be affected by their math anxiety than female students. c.provide strong evidence that math superstars are more likely to be males than females. d. discover a strong link between teachers math anxiety and their students math achievements. 4. 一般发现 a、b、c、d 四个选项中，哪个选项出现中心词，一般该选 项就是正确答案。 5. david geary thinks that davidgeary 认为 a.the study is interesting but it is based on unreliable research process. b.the research results need to be retested based 再次测试on a larger sample 更大的调查样本更大的调查样本. c.the research results need to bereinterpreted 重 新 解 释 to be meaningful有意思的. d.the study is well based and produces significant results. 词汇： snowball /snub:l/雪球；滚雪球式增长的事replication/replikein/ n 重复， 复现 superstar/sju:psta:/ n超级明星 练习： 1. university of chicago：芝加哥大学。位于美国伊利诺伊州芝加哥市，是世界一流的私立大学， 创建于 1891 年。 2. keep getting math-anxious female teachers：一直由对数学有焦虑感的女教师教授数学。此处 getting 是 having 的意思，math-anxious 指的是上文中提到的对数学没有自信的心理状态。另见第 三段最后一句对 anxiety 的解释。 3. snowball effect on their math achievement：在数学成就上的雪球效应。其含义是：在数学上越来 11 越没有信心。 4. end up learning math anxiety from their teachers：最后从老师那里获得的是对数学的焦虑。end up doing something：最终会做某事 5. sales receipt：销售清单 6. in need of replication with a larger sample：需要用更大的调查样本进行重复验证。replication 在量化实证研究中的意思是“重复（实验）”。 7. the university of missouri：密苏里大学。位于密苏里州，是美国一所公立研究型大学，创建于 1839 年。 答案与题解： 1.d 该段告诉我们女教师的想法 （what female teachers think） 和女学生的学习 （what female students lear