Question

This is a time of year when high school students and their families are thinking hard about college. As seniors，juniors，and parents identify their top choices，discussions typically focus on the college itself. Is the institution small or large? How strong are the academics？What is the social life like? Do I like the campus? Such considerations are important, but they can cover the all-important question：Where will these college years lead?

Applicants should think seriously about which college on their list can best prepare them for the real world. They should look for campuses that offer well-structured programs to help them form a direction for their lives and develop the capacity to take steps along that path.

One of the most striking recent phenomena about college graduates in America has been the “boomerang” student: the young person who goes away to college, has a great experience, graduates, and then moves back home for a year or two to figure out what to do with his or her life. This pattern has left many graduates – and their families – wondering whether it makes sense to spend four or more years at college, often at great expense, and finish with no clear sense of who they are or what they want to do next.

The trend points to one of the great shortcomings of many of our nation’s leading colleges and universities. Structured opportunities to think about life after graduation are rare. The formal curriculum focuses almost universally on the academic disciplines of the arts and sciences. Advising on how various majors connect to pathways into the workplace is typically haphazard (没有条理的). Career planning offices are often shorthanded and marginal (不重要的) to college life.

It doesn’t need to be this way, and in recent years some of the country’s top colleges have enriched their academic offerings with opportunities for students to gain real-world experiences.

1.According to the author, what do typical discussions on college choices ignore?

A. The function of college education in employment.

B. The difficulty in finding jobs after graduation.

C. High school students’ interests.

D. The academics of college.

2.Which accounts for the “trend” mentioned in the text?

A. Students failing to behave themselves.

B. Parents overprotecting their children.

C. Students choosing majors blindly.

D. Schools lacking proper guidance.

3.What will be probably discussed in the following paragraph?

A. Recipes for academic achievements.

B. Good academic programs in college.

C. Academic tips for college students.

D. Disadvantages of present college course.

4.What is the best title for the text?

A. A good way to choose a college.

B. A new trend in top colleges.

C. Connect subjects with life beyond college.

D. Make college one of life’s richest experiences.

Answer

1.A

2.D

3.B

4.A

【解析】文章主要讲述了在选择大学时需要考虑很多方面如：哪一所大学能让他们更好地为现实世界做准备，应该寻找能提供良好结构的项目的校园，帮助他们形成生活的方向，培养他们沿着这条路走的能力。

1.细节理解题。根据“Applicants should think seriously about which college on their list can best prepare them for the real world.” 申请者应该认真考虑他们名单上的哪一所大学能让他们更好地为现实世界做准备。根据作者的观点，关于大学的选择讨论忽视了大学教育在就业中的作用。故选A。

2.词义猜测题。根据“This pattern has left many graduates—and their families—wondering whether it makes sense to spend four or more years at college, often at great expense, and finish with no clear sense of who they are or what they want to do next.”这种模式让许多毕业生与他们的家庭怀疑，在大学花上四年或更多的时间在大学里是否有道理，通常花费很大，而且没有明确知道自己是谁，下一步做什么。故可推知学校缺乏指导。故选D。

3.推理判断题。文章最后一段讲述了近年来，一些国家的顶尖大学丰富了他们的学术成果，有机会让学生获得真实的体验。可推知下一段应介绍大学的学术课程。故选B。

4.主旨大意题。文章主要讲述了在选择大学时需要考虑很多方面如：哪一所大学能让他们更好地为现实世界做准备，应该寻找能提供良好结构的项目的校园，帮助他们形成生活的方向，培养他们沿着这条路走的能力。故选A。

【名师点睛】推理判断型

推理判断题属于高层次阅读理解题。这种题型包括判断题和推理题。这两类题常常相互依存，推理是为了得出正确的判断，正确的判断又依赖于合乎逻辑的推理。做好该题型要从整体上把握语篇内容，在语篇的表面意义与隐含意义、已知信息与未知信息间架起桥梁，透过字里行间，去体会作者的“弦外之音”。推理判断题常常可以分为如下几类：(1)细节推断。如时间、地点、人物关系等；(2)逻辑推断。根据已知的结果推断导致结果产生的可能原因；(3)目的、意图、态度推断。根据文章的论述，推断作者的写作目的以及作者的情感态度；(4)预测想象推断。文章没有明确说明，要求根据语篇对文章可能涉及的内容进行预测判断。例如：本题中的第3小题。

【解题剖析】此题属于推理判断型中的(4)预测想象推断。文章没有明确说明，要求根据语篇对文章可能涉及的内容进行预测判断。

【答案定位】文章最后一段讲述了近年来，一些国家的顶尖大学丰富了他们的学术成果，有机会让学生获得真实的体验。可推知下一段应介绍大学的学术课程。