專家解析大學(xué)英語(yǔ)四級(jí)考試歷年閱讀真題(九)

　　本題問(wèn)關(guān)于女性教育，作者說(shuō)了什么。文章全篇均是對(duì)女性教育的論述，不能肯定問(wèn)題的答案出自哪一個(gè)特別的自然段。因此需要使用排除法來(lái)把錯(cuò)誤選項(xiàng)逐個(gè)排除。

　　A，它應(yīng)比其他社會(huì)問(wèn)題得到更多的關(guān)注。通讀全篇可知，作者是從經(jīng)濟(jì)學(xué)角度來(lái)討論女性教育問(wèn)題，附帶提到了它的社會(huì)效應(yīng)(第三段)，但始終把它和其他社會(huì)問(wèn)題進(jìn)行對(duì)比。因此A的說(shuō)法不對(duì)。

　　B，在許多發(fā)展中國(guó)家它正受到優(yōu)先照顧。文中所表達(dá)的意思與B的說(shuō)法恰好相反，在許多發(fā)展中國(guó)家，女性教育根本得不到重視。

　　C，它能比其他已知的投資產(chǎn)出更多的回報(bào)。這是文章論述的中心思想。

　　D，它已經(jīng)引起越來(lái)越多的經(jīng)濟(jì)學(xué)家的興趣。文中提到經(jīng)濟(jì)學(xué)家的地方只有第一段的一處：Women’s education may be unusual territory for economists，意思是女性教育問(wèn)題對(duì)于經(jīng)濟(jì)學(xué)家來(lái)說(shuō)或許是個(gè)陌生的領(lǐng)域。除此之外再無(wú)相關(guān)的論述，由此可見(jiàn)D的說(shuō)法沒(méi)有著落點(diǎn)。

　　30. The passage mainly discusses ________.

　　A) unequal treatment of boys and girls in developing countries

　　B) the potential earning power of well-educated women

　　C) the major contributions of educated women to society

　　D) the economic and social benefits of educating women(D)

　　題目問(wèn)文章主要討論的是什么。根據(jù)前文的分析，文章的主要討論的問(wèn)題應(yīng)該是女性教育所帶來(lái)的經(jīng)濟(jì)利益。

　　A， 發(fā)展中國(guó)家男孩和女孩受到不平等的對(duì)待。本文討論的重心在于女孩，不能把男孩和女孩等量齊觀。另外文章討論的是女孩在教育上的不公平問(wèn)題，這里沒(méi)有把問(wèn)題具體化。

　　B， 受過(guò)良好教育的女性的賺錢潛力。文章第三段提到An educated mother, on the other hand, has greater earning abilities outside the home，意思是受過(guò)教育的女性在社會(huì)上賺錢的能力較強(qiáng)。不過(guò)以此作為全文的論述核心則有不妥，因?yàn)檫@個(gè)說(shuō)法所涵蓋的范圍過(guò)于狹窄，局限于賺錢能力本身，應(yīng)當(dāng)上升到女性教育問(wèn)題的高度。

　　C， 受教育女性對(duì)社會(huì)的主要貢獻(xiàn)。這一說(shuō)法較為寬泛，文中所述的受教育女性對(duì)社會(huì)的貢獻(xiàn)主要在于家庭內(nèi)部，如少生孩子，重視孩子健康，重視下一代女性的教育問(wèn)題，形成女性教育的良性循環(huán)等。C的說(shuō)法是受教育女性對(duì)社會(huì)的“主要”貢獻(xiàn)，按照常理，其主要貢獻(xiàn)肯定絕不止于文中所述。

　　D， 女性教育所帶來(lái)的經(jīng)濟(jì)和社會(huì)利益。女性教育所帶來(lái)的經(jīng)濟(jì)利益，這一說(shuō)法沒(méi)有問(wèn)題，它是全文論述的核心。而在文章第三段也附帶說(shuō)了重視女性教育所帶來(lái)的社會(huì)效應(yīng)，所以這一說(shuō)法全面地概括了文章討論的主要問(wèn)題。

　　Passage Three

　　Questions 31 to 35 are based on the following passage.

　　Speeding off in a stolen car, the thief thinks he has got a great catch. But he is in for an unwelcome surprise. The car is fitted with a remote immobiliser (鎖止器), and a radio signal from a control centre miles away will ensure that once the thief switches the engine off, he will not be able to start it again.

　　The idea goes like this. A control box fitted to the car contains a mini-cellphone, a micro-processor and memory, and a GPS (全球定位系統(tǒng)) satellite positioning receiver. If the car is stolen, a coded cellphone signal will tell the control centre to block the vehicle’s engine management system and prevent the engine being restarted.

　　In the UK, a set of technical fixes is already making life harder for car thieves. ‘The pattern of vehicle crime has changed,’ says Martyn Randall, a security expert. He says it would only take him a few minutes to teach a person how to steal a car, using a bare minimum of tools. But only if the car is more than 10 years old.

　　Modern cars are far tougher to steal, as their engine management computer won’t allow them to start unless they receive a unique ID code beamed out by the ignition (點(diǎn)火) key. In the UK, technologies like this have helped achieve a 31% drop in vehicle-related crime since 1997.

　　But determined criminals are still managing to find other ways to steal cars, often by getting bold of the owner’s keys. And key theft is responsible for 40% of the thefts of vehicles fitted with a tracking system.

　　If the car travels 100 metres without the driver confirming their ID, the system will send a signal to an operations centre that it has been stolen. The hundred metres minimum avoids false alarms due to inaccuracies in the GPS signal.

　　Staff at the centre will then contact the owner to confirm that the car really is missing, and keep police informed of the vehicle’s movements via the car’s GPS unit.