2014年職稱英語(綜合類)教材閱讀理解文章及譯文2

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　　Outside-the-classroom Learning Makes a Big Difference

　　Putting a bunch of college students in charge of a $300,000 Dance Marathon, fundraiser surely sounds a bit risky1.When you consider the fact that the money is supposed to be given to children in need of medical care, you might call the idea crazy.

　　Most student leaders don't want to spend a large amount of time on something they care little about, said 22-year-old University of Florida student Darren Heitner. He was the Dance Marathon's operations officer for two years.

　　Yvonne Fangmeyer, director of the student organization office at the University of Wisconsin, conducted a survey in February of students involved in campus organizations2. She said the desire for friendship was the most frequently cited reason for joining.

　　At large universities like Fangmeyer's, which has more than 40,000 students, the students first of all want to find a way to "belong in their own corner of campus".

　　Katie Rowley, a Wisconsin senior, confirms the survey's findings."I wanted to make the campus feel smaller by joining an organization where I could not only get involved on campus butalso find a group of friends."

　　All of this talk of friendship, however, does not mean that students aren't thinking about their resumes. "I think that a lot of people do join to 'fatten up their resume'", said Heitner."At the beginning of my college career, I joined a few of these organizations, hoping to get a start in my leadership roles."

　　But without passion student leaders can have a difficult time trying to weather the storms that come. For example, in April, several student organizations at Wisconsin teamed up3 for an event designed to educate students about homelessness and poverty. Student leaders had to face the problem of solving disagreements, moving the event because of rainy weather, and dealing with the university's complicated bureaucracy.

　　"Outside-of the classroom learning really makes a big difference", Fangmeyer said.

　　1. An extracurricular activity like raising a fund of $300,000 is risky because most student leaders_________.

　　A) are lazy

　　B) are stupid

　　C) are not rich enough

　　D) will not take an interest in it

　　2.Atherican students join campus organizations mostly for_________.

　　A) making a difference

　　B) gaining experience

　　C) building friendship

　　D) improving their resumes

　　3.Who is Katie Rowley? _________.

　　A) She's a senior professor

　　B) She's a senior student

　　C) She's a senior official

　　D) She's a senior citizen

　　4.What do student leaders need to carry an activity through to a successful end? _________.

　　A) Passion.

　　B) Money.

　　C) Power.

　　D) Fame.

　　5.The phrasal verb fatten up in paragraph 6 could be best replaced by_________.

　　A) invent

　　B) rewrite

　　C) polish

　　D) complete

　　答案與題解：

　　1.D 本題問的是：像募集30萬美元的課外活動有點冒險是因為多數(shù)學(xué)生領(lǐng)導(dǎo)者?答案可以從第二段的第一句話中找到。第一句話是這么說的：大多學(xué)生領(lǐng)導(dǎo)者并不想在他們不感興趣的事上花大量的時間。

　　2.C 本題問的是：美國學(xué)生參加校園組織的主要目的是什么?答案可以從第三段找到。第三段是這么說的：威斯康星大學(xué)學(xué)生組織辦公室主任Yvonne Fangmeyer在2月組織了一次學(xué)生參加校園組織的調(diào)查。她說，尋求友誼是最經(jīng)常列舉的理由。

　　3.B 本題問的是：Katie Rowley是誰?文章提到了好幾個人，Katie Rowley是其中的一個。第五段講到Katie Rowley。"a Wisconsin senior”，是“威斯康星大四的學(xué)生”。

　　4.A 本題問的是：為了把一項活動順利地貫徹到底學(xué)生領(lǐng)導(dǎo)者需要什么?答案可以從倒數(shù)第二段找到。第一句話是這么說的：但是，如果沒有熱情，學(xué)生領(lǐng)導(dǎo)者很難經(jīng)受風(fēng)雨考驗。

　　5. C 本題問的是：哪個詞替換第6段中的“fatten up”最合適?"fatten up”原意是“使人或動物變肥”，在這里可以解釋為使一個人的履歷更充實一些，因此也好看一些。因此意思上最接近的是"polish”(潤色)。

　　譯文：課外學(xué)習(xí)帶來很大不同

　　讓一群大學(xué)生去負(fù)責(zé)募集30萬美元的馬拉松式的跳舞活動，這種募捐聽起來肯定有點兒冒險。當(dāng)你知道這筆募捐款是提供給需要醫(yī)療護(hù)理的兒童，你可能會覺得這個想法很瘋狂。

　　佛羅里達(dá)大學(xué)一個22歲的學(xué)生Darren Heitner說大多學(xué)生領(lǐng)導(dǎo)者不想在他們不太關(guān)注的事情上花太多時間。他任馬拉松式跳舞經(jīng)營部經(jīng)理兩年了。

　　Yvornne Fangmeyer是威斯康星大學(xué)學(xué)生組織辦公室主任，在二月組織了一次學(xué)生參加校園組織的調(diào)查。她說增進(jìn)友誼是大家提到最多的參加校園組織的原因。

　　像Fangmeyer的大學(xué)那樣規(guī)模很大的學(xué)校，有4萬多學(xué)生，學(xué)生首先想要找到屬于們的校園一角。

　　威斯康星大四的學(xué)生Katie Rowley肯定了調(diào)查結(jié)果?！拔壹尤胄@組織希望讓校園感覺上變得小一些，這樣不僅可以投入到校園生活中還可以交到很多朋友”。

　　這些關(guān)于友誼的看法并不意味著學(xué)生不考慮他們的經(jīng)歷。Heitner說：“我認(rèn)為很多人加入校園組織來豐富經(jīng)歷，，剛上大學(xué)的時候，我加入了一些校園組織，希望培養(yǎng)自己的領(lǐng)導(dǎo)能力?！?/P>

　　但是如果沒有熱情，學(xué)生領(lǐng)導(dǎo)者很難經(jīng)受風(fēng)雨考驗。例如，在四月份，威斯康星大學(xué)幾個學(xué)生組織展開了一項活動，向?qū)W生講述無家可歸和貧困。學(xué)生領(lǐng)導(dǎo)必須面對一些問題，比如解決爭論，受雨天影響而更改活動日期，同學(xué)校復(fù)雜的機(jī)構(gòu)打交道。

　　Fangmeyer說：“課外的這種學(xué)習(xí)確實帶來很大不同?！?/P>

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