阅读理解练习

1、D) distinguishedC) destinationH) lingerA) academicB) attendingG) interpretationL) pressureE)gripF) hesitateK) preparationsI) mysteriousJ) obligatedO) tired M) reluctantN) stuck长篇阅读理解-信息匹配A) In the last decade, mainland Chinese have reshaped the international student body at U.S. colleges and univers

2、ities, notably at Ivy League institutions. In the 2009-2010 academicyear, China surpassed traditional study abroad heavyweights like Canada, India and South Korea, to lead international enrollment across U.S. higher education, according to the Institute of International Education. The U.S.-based ins

3、titutes most recent figures reveal that mainland Chinese students increased 23% to more than 723,000 in the 2010-11 academic year.B) While Chinese students traditionally went abroad when they failed to secure a place at a top-tier local university, the best students are now forgoing elite Chinese un

4、iversities to study in the United States. Many Chinese are seeking a higher quality of education that will train them to become independent and creative. And they believe the worlds top-ranked universities are in the United States. While Chinas economic reforms and opening-up that began in 1978 gave

5、 rise to the first major generation of students, who were generally reliant on scholarships to study in the United States, its rapid economic growth, a distinctive second generation emerged in the mid-1990s comprising much more affluent students. Chen said. There is a great increase in the phenomeno

6、n because (mainland Chinese) dont rely on scholarships anymore. Many of them dont rely on scholarships anymore. This is one of the reasons why there is such a great increase in this population.C) The factors driving mainland Chinese to study in the United States come into play much earlier. Starting

7、 around 2005, an influx (流人) of foreign Chinese students came into private US secondary schools. Many Chinese parents send their children to private US high schools as a strategic decision to strengthen their candidacy for elite (精英) US universities. A growing number also want their children to lead

8、 happier lives rather than have them consumed by preparing for the “gaokao” in China - the one time, high-stakes national university entrance examination that is the sole determinant of admission. However, while US boarding schools desire Chinese students both for their dollars and diversity, they t

9、ypically admit four to five students of any foreign nationality per grade level, with international student comprising up to 20% of the overall student body. With about 100 students for each of the four grade levels, this means admitting maximum of 20 mainland Chinese, or five percent of the student

10、 body.D) By virtue of their size, US universities can accept a much higher number of Chinese students than boarding schools. Since 1999, China was the second leading place of origin for international students at Harvard, trailing only Canada. Its student numbers steadily increased to lead Harvards i

11、nternational enrollment since the last academic year, with 686 students currently enrolled (nearly 16% of the international student body). China similarly dominates international enrollment at other Ivy League schools, including Yale and Princeton. International students are seen very favorably as a

12、 whole, as a way to diversify and really become a global institution. Also economically - its very advantageous for elite schools to admit international students because the bulk of them can pay full tuition. As such, there is “a lot of favoritism toward such students, as financial aid budgets have

13、been cut over the last decade.E) But while mainland Chinese students dominate international enrollment, they comprise a small fraction of the overall student body. This is even more the case at the undergraduate level, as most international students are graduates. According to Harvard spokesperson K

14、evin Galvin, Harvard has “no quotas or limits for international students. All students are considered in the same pool for all places in the incoming class, regardless of citizenship or the school they attend. While there is no evidence of undergraduate quotas for international students in Harvard,

15、it is standard practice for top-ranked schools to assess them as a separate pool rather than with the entire pool of applicants. Some US colleges and universities, however, state clearly that they aim to recruit an undergraduate group with around 10% international students.F) As US campuses cannot f

16、ully support the demand from China, some educators have seen an opportunity in bringing international education to China, beginning at the secondary level. The trend can already be seen in US universities establishing local degree granting branches. Next September, New York University will welcome i

17、ts first undergraduate cohort(一批人) at its new Shanghai campus. Instead of sending Chinese students to secondary schools in America or other foreign countries, these people want to bring international curriculum into China so they dont need to travel outside the country. They help local high schools

18、incorporate international systems, such as the International Baccalaureate and A-Levels, alongside Chinese curriculum. Students at these “Chinese versions of international schools are typically Chinese nationals, who are restricted by government policy from attending full-fledged (完备的) international

19、 schools, which cater to expatriates(侨民)._ 1. Some American universities have already established local degree granting branches in China._ 2. Though Chinese students lead international enrollment in many schools, they make up a small percentage of the overall student population._ 3. Many Chinese st

20、udents start their study in America early at boarding schools._ 4.The number of mainland Chinese students in American colleges and universities has increased greatly in recent years, especially at Ivy League schools._ 5. American universities recruit international students as a way to diversify and

21、improve their financial situation._ 6. American boarding schools usually admit a very limited number of Chinese students._ 7. Since the last academic year, china has become the leading place of origin for international students at Harvard._ 8. Many top students choose to go to American universities

22、rather than attend the famous universities in China._ 9. Since US schools cannot fully satisfy the demand from China, educators now work to bring international education to China._ 10. Unlike the first generation of Chinese students in America, the new generation includes the best students and many

23、of them do not need to rely on scholarships.传统阅读2篇Passage OneCulture shock is the term given to the feelings of surprise, confusion, and disorientation that many foreigners feel when they live abroad. Scientists have noted that everyone experiences culture shock in different ways and for different a

24、mounts of time. However, there are five general stages of culture shock that can occur in any order, including excitement, rejection, regression, recovery, and reverse culture shock.The first phase of culture shock is characterized by excitement because the traveler is interested in all of the diffe

25、rences found in the new country. He or she may enjoy the beautiful new scenery, and the delicious new food. While the honeymoon phase is fun and exciting, it also ends fairly quickly as the traveller encounters difficulty adjusting to life in the new country.Because life is so different in the new c

26、ountry, the foreigner experiences many unexpected difficulties as they enter the second stage of culture shock, the rejection phase. This is the time when the foreigner begins to feel irritated or frustrated because of the differences, and he or she may start to complain about the host country. In t

27、he regression phase, the foreigner lovingly remembers his or her home country. They forget about all of the troubles and problems they had in their home country and wish they could return. At this stage, the foreigner will try to regress, or go back, to their home country in some ways. For example,

28、they spend most of the time with other foreigners who speak their native language. Or, they may insist on finding the things they miss from their home country such as food, movies, or books. Once the regression stages passes, the person moves into the fourth phase, the recovery phase. In this phase,

29、 the person becomes accustomed to the new culture. Communication is easier, and the person can conduct daily life without anxiety. It is called the recovery phase because, like recovering from illness, the person finally begins to feel good again.Since the person has accepted the new culture, return

30、ing to the home country might be difficult. Reverse culture shock happens when a traveller returns home only to realize that they miss the foreign country. They see problems with their own home country, or maybe they dont like the recent changes that have occurred while they were abroad. 11. What is

31、 the passage mainly about?A) Causes of culture shockB) Problems of culture shockC) Stages of culture shockD) Solutions of culture shock12. What does the first paragraph tell us about culture shock?A) Its length can differ from person to person.B) It can be avoided if one can speak the language.C) Th

32、e reactions to culture shock are the same.D) The five stages involve every person in the same length.13. How do new comers usually feel when they first arrive in a new country?A) They are pleased by all the new things.B) They are disappointed at what they see.C) They miss their family and friends at

33、 home.D) They cannot help feeling irritated or frustrated.14. What do foreigners tend to do in the regression stage of culture shock?A) To enjoy the delicious new food.B) To complain about their home country.C) To make friends with the local people.D) To watch videos from their home country.15. Why

34、do people experience reverse culture shock?A) Their taste has changed when they are away.B) They have got used to the foreign culture.C) They have become more critical than before.D) New problems have developed in their country.Passage twoAmerica may need millions of teachers and administrators, but

35、 that doesnt mean getting into a good education school will be a cinch(容易的事). Thanks to the calls for higher teacher quality and an influx of applications from people who suffer badly from recession(经济不景气), completion for a spot in a top-tier masters program has gotten a lot tougher over the past fe

36、w years.Besides solid grades Harvard, for one, likes to see a minimum 3.5 undergraduate GPA(平均绩点分) and solid content in a subject specialtyexperience is strongly encouraged. “That could be someone who has been involved with Boy Scouts (童子军), summer camp, Sunday school, or a person who has raised chi

37、ldren, : says Mary Poplin, Dean of Claremont Graduate Universitys Education School in Claremont, Calif. Admissions deans are also on the lookout for anyone who has been involved in some sort of social work. “Are you making the campus a better place? What kind of commitment do you have to social just

38、ice?” are some of the questions asked by the admissions officer at the University of Connecticuts School of Education. And naturally, spending some time teaching for the Peach Corps, Teach for America, or as a substitute would help too. If you havent spent time with children in a classroom, says Joa

39、nne McNergney, Assistant Dean of Administrations at the Curry School at the University of Virginia, “It could be a real shock to your system.”There is hope, however, if your GPA is not so good. Several schools accept students with GPA as low as 2.75, such as Towson University in Maryland. And some s

40、chools weigh experience and goals more heavily than academics. At Curry, for example, a definitive “goal statement” could redeem and unimpressive undergraduate career. “Its your opportunity to talk about who you are and if you were immature as an undergraduate, and most important, what you want to d

41、o beyond helping people,” says McNergney.Masters programs vary widely. Some target professionals or experienced teachers. If your experience is limited, find programs that are going to put you in the classroom. Look for a graduate program that has a strong relationship with a good public school. If you are not sure in which environment youd like to teach urban, suburban, rural - you might want to choose a