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　　It is curious that Stephen Koziatek feels almost as though he has to justify his efforts to give his students a better future.

　　Mr. Koziatek is part of something pioneering. He is a teacher at a New Hampshire high school where learning is not something of books and tests and mechanical memorization, but practical. When did it become accepted wisdom that students should be able to name the 13th president of the United States but be utterly overwhelmed by a broken bike Chain?

　　As Koziatek know, there is learning in just about everything. Nothing is necessarily gained by forcing students to learn geometry at a graffitied desk stuck with generations of discarded chewing gum. They can also learn geometry by assembling a bicycle.

　　But he's also found a kind of insidious prejudice. Working with your hands is seen as almost a mark of inferiority. School in the family of vocational education "have that stereotype...that it's for kids who can't make it academically," he says.

　　On one hand, that viewpoint is a logical product of America's evolution. Manufacturing is not the economic engine that it once was. The job security that the US economy once offered to high school graduates has largely evaporated. More education is the new principle. We want more for our kids, and rightfully so.

　　But the headlong push into bachelor's degrees for all—and the subtle devaluing of anything less—misses an important point: That's not the only thing the American economy needs.Yes,a bachelor's degree opens moredoors. Buteven now,54 percent of the jobs in the country are middle-skill jobs, such as construction and high-skill manufacturing. But only 44 percent of workers are adequately trained.

　　In other words, at a time when the working class has turned the country on its political head, frustrated that the opportunity that once defined America is vanishing,one obvious solution is staring us in the face. There is a gap in working-class jobs, but the workers who need those jobs most aren't equipped to do them. Koziatek's Manchester School of Technology High School is trying to fill that gap.

　　Koziatek's school is a wake-up call. When education becomes one-size-fits-all, it risks overlooking a nation's diversity of gifts.

　　21.【題干】A broken bike chain is mentioned to show students' lack of_____.

　　【選項(xiàng)】

　　A.mechanical memorization

　　B.academic training

　　C.practical ability

　　D.pioneering spirit

　　【答案】C

　　【解析】這是一道細(xì)節(jié)題，根據(jù)題干關(guān)鍵詞可定位至第二段最后一句話,意思是”什么時候這種觀點(diǎn)變得可接受了呢?學(xué)生應(yīng)該能夠說出美國第十三任總統(tǒng)的名字，但是卻完全對壞了的自行車鏈?zhǔn)�手無策”。從作者使用問句的形式就可判斷出作者并不接受這種觀點(diǎn)，即學(xué)生只學(xué)會書本上的知識而不具備實(shí)際能力。再結(jié)合上一句話即本段第二句話，Mr Koziatek是New Hampshire高中的一名老師，在這所學(xué)校，學(xué)習(xí)不只是書本上的知識，或者是為了考試，也不是為了機(jī)械化的記憶，而是為了實(shí)際的技能。能看出，作者認(rèn)為學(xué)生們?nèi)鄙俚氖菍?shí)際技能，所以答案是C practical ability.下載考研萬題庫 觀看逐題權(quán)威視頻解析

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　　22.【題干】There exists the prejudice that vocational education is for kids who_____.

　　【選項(xiàng)】

　　A.are financially disadvantaged

　　B.are not academically successful

　　C.have a stereotyped mind

　　D.have no career motivation

　　【答案】B

　　【解析】這是一道具體細(xì)節(jié)題，根據(jù)題干關(guān)鍵詞職業(yè)教育對孩子存在的偏見可定位至第四段最后一句，意思是“在很多職業(yè)化教育的學(xué)校中，有這樣一種老套的思想，那就是，職業(yè)教育是針對那些在學(xué)術(shù)上不能成功的那些孩子的�！备鶕�(jù)這句話可確定答案就是B are not academically successful. 其他選項(xiàng)均不符合文意。下載考研萬題庫 觀看逐題權(quán)威視頻解析

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　　23.【題干】we can infer from Paragraph 5 that high school graduates_____.

　　【選項(xiàng)】

　　A.are entitled to more “ducational privileges

　　B.are reluctant to work in manufacturing

　　C.used to have more job opportunities

　　D.used to have big financial concerns

　　【答案】C

　　【解析】這是一道細(xì)節(jié)推斷題，根據(jù)題干第五段和high school graduates 回到原文定位致第五段第三句，說到美國經(jīng)濟(jì)曾經(jīng)提供給高中畢業(yè)生的那種the job security已經(jīng)在很大程度上evaporated也就是消失了，那說明過去的時候高中畢業(yè)生是有職業(yè)安全感的，故選C，其他選項(xiàng)都不在定位處，可以排除。下載考研萬題庫 觀看逐題權(quán)威視頻解析

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　　24.【題干】The headlong push into bachelors degrees for all_____.

　　【選項(xiàng)】

　　A.helps create a lot of middle-skill jobs

　　B.may narrow the gap in working-class jobs

　　C.is expected to yield a better-trained workforce

　　D.indicates the overvaluing of higher education

　　【答案】D

　　【解析】這是一道事實(shí)細(xì)節(jié)題，根據(jù)題干內(nèi)容“the headlong push”找到出處是第六段開頭But后，發(fā)現(xiàn)后面還有一個and...和其并列，所以主要關(guān)注對這兩部分的評價，后面有明顯的標(biāo)點(diǎn)：冒號出現(xiàn)，冒號后說that is not the only thing the American economy needs. 可以看出這句話對前面的否定，選項(xiàng)中只有D選項(xiàng)動詞overvalue是負(fù)面詞，而且提到主題詞education。故選D。這道題最適合用感情色彩來排除與D相反的其他三個選項(xiàng)。下載考研萬題庫 觀看逐題權(quán)威視頻解析

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　　25.【題干】The author's attitude toward Koziatek's school can be described as_____.

　　【選項(xiàng)】

　　A.supportive

　　B.disappointed

　　C.tolerant

　　D.cautious

　　【答案】A

　　【解析】這是一道態(tài)度題，放在最末的態(tài)度題更傾向于到最后一段找答案。通過定位詞Koziatek’s school 看到最后一段也確實(shí)提到了，說它是一個wake-up call。也就是在喚醒人們教育不應(yīng)該是統(tǒng)一的形式，這樣會overlooking a nation’s diversity of gifts，也就是忽視人才的差異性。所以可以看出作者是支持的態(tài)度。下載考研萬題庫 觀看逐題權(quán)威視頻解析

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