2017年6月大學(xué)英語四級(jí)閱讀練習(xí)附答案
A new analysis of federal money that public schools receive for low-income students shows that a record number of the nation’s school districts will receive less in the coming academic year than they did for theone just ended.
For the 2005-2006 school year, spending under the Department of Education’s Title I program, which helps low-achieving children in high-poverty areas, is increasing by 3.2 percent, to $12.6 billion. But because of population shifts, growing numbers of poor children, newer census data and complex formulas that determine how the money is divided, more than two-thirds of the districts, or 8,843, will not receive as much financing as before.
The analysis, based on data from the department, was made by the Center on Education Policy, a group advocating for public schools. A similar study by the group last year showed that 55 percent of the schools would receive less money than they did in the previous year.
“It’s an alarming number,” said Tom Fagan, a former department official who conducted the analysis. “It’s clear that the amount of overall increase is not keeping pace with the number of poor kids.”
Susan Aspey, a department spokeswoman, defended the spending levels for Title I，saying, “President Bush and Congress have invested record amounts of funding to help the nation’s neediest students.”
But Mr. Fagan said the increasing number of districts that are losing money is making it harder for the schools to meet the goals of the federal No Child Left Behind Act, the Bush administration’s signature education program, which measures progress through annual tests in math, reading and science. That is giving critics of the program more grounds to accuse the administration of not sufficiently financing the program while demanding greater results.
Title I provides the largest component of financing for No Child Left Behind.
“The federal government is concentrating more money in fewer districts," said John F. Jennings, the president and chief executive of the Center on Education Policy. “It means there is lots of anger and lots of tension. They’re asking us to do more and more with less and less.”
練習(xí)題：
Choose correct answers to the question:
1.As it is indicated in the passage, the new analysis _____.
A.studied the federal money spent on low-income students
B.aimed at promoting the establishment of more public schools
C.showed that about half the schools would receive less money
D.was conducted by the Department of Education’s Title I program
2.Which of the following factors does NOT lead to the result that more than two-thirds of thedistricts will get more poorly financed?
A.People often move from one place to another.
B.There are more children from poor families.
C.The way of distributing money has changed.
D.Spending under the Title I program decreased.
3.Susan Aspey looks at the funding by the government with _______.
A.criticism
B.consent
C.Indifference
D.expectation
4.According to Tom Fagan, ______.
A.the government has done its best to finance the poor children
B.the goals of No Child Left Behind Act are difficult to realize
C.the way of measuring progress by annual tests should be changed
D.the Bush government shouldn’t have approved the Title I program
5.When the government concentrates more money in fewer districts, _____.
A.more poor children will get benefited
B.more public schools will have to be closed
C.it will arouse more people’s dissatisfaction
D.No Child Left Behind Act will be realized sooner
1.[A] 事實(shí)細(xì)節(jié)題。本題考査對(duì)長句的理解。從第1段首句中的“…of…”這一結(jié)構(gòu)可知這個(gè)最新分析是要研究聯(lián)邦政府資金問題的。所以排除B。由第3段第1句可知這項(xiàng)最新分析是由the Center on Education Policy 進(jìn)行的，因此排除選項(xiàng)D。根據(jù)第3段最后一句，選項(xiàng)C中show的行為主體應(yīng)為similar study。
2.[D] 事實(shí)細(xì)節(jié)題。本題考查因果關(guān)系。第2段第2句指出有三個(gè)原因造成超過2/3的地區(qū)得到的資金減少，選項(xiàng)A、B、C是對(duì)這三個(gè)原因的近義改寫，但其中選項(xiàng)C與原句的形式分別最大，容易造成誤選。
3.[B] 觀點(diǎn)態(tài)度題。本題考查文人物的觀點(diǎn)。蘇珊·阿斯貝的觀點(diǎn)態(tài)度只能從第5段推斷出，從這一段中的defended和record amount of funding可知她對(duì)教育部的撥款數(shù)是認(rèn)同的。選項(xiàng)A和C都是貶義詞，不可 能表達(dá)她的.觀點(diǎn);選項(xiàng)D雖是褒義詞,但蘇珊是在陳述已發(fā)生的事實(shí)，而不是發(fā)表對(duì)教育部的期望。
4.[B] 推理判斷題。本題考查對(duì)復(fù)合句的理解。由文中第6段第1句中的harder... to meet...可知選項(xiàng)B正確。選項(xiàng)C最具干擾性，要排除這個(gè)干擾，關(guān)鍵是要理解第6段第1句中由which引導(dǎo)的非限制性定語從句的作 用。這個(gè)從句是對(duì)前面“the Bush administration’s signature education program”的附加事實(shí)信息，不屬于湯姆·法甘的看法。
5.[C] 推理判斷題。根據(jù)第6段第1句可知選項(xiàng)A和D與事實(shí)不符。最后一段倒數(shù)第2句中的anger和tension兩詞，可推斷人們對(duì)此表示不滿。
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