(The Guardian)：              More UK universities should be profiting from ideas
　　A repeated criticism of the UK's university sector is its noticeable weakness in translating new knowledge into new products and services.
　　Recently, the UK National Stem Cell Network warned the UK could lose its place among the world leaders in stem cell research unless adequate funding and legislation could be assured, despite an annual £40m spent by the Department of Health on all kinds of research.
　　However, we do have to challenge the unthinking complaint that the sector does not do enough in taking ideas to market. The most recent comparative data on the performance of universities and research institutions in Australia, Canada, USA and UK shows that, from a relatively weak starting position, the UK now leads on many indicators of commercialization activity.
　　When viewed at the national level, the policy interventions (interference) of the past decade have helped transformed the performances of UK universities. Evidence suggests the UK's position is much stronger than in the recent past and is still showing improvement. But national data masks the very large variation in the performance of individual universities. The evidence shows that a large number of universities have fallen off the back of the pack, a few perform strongly and the rest chase the leaders.
　　This type of uneven distribution is not strange to the UK and is mirrored across other economies. In the UK, research is concentrated: less than 25% of universities are receiving 75% of the research funding. These same universities are also the institutions producing the greatest share of PhD graduates, science citations, patents and license income. The effect of policies generating long-term resource concentration has also created a distinctive set of universities which are research-led and commercially active. It seems clear that the concentration of research and commercialization work creates differences between universities.
　　The core objective for universities which are research-led must be to maximize the impact of their research efforts. Their purpose is not to generate funds to add to the bottom line of the university or to substitute other income streams. Rather, these universities should be generating the widest range of social, economic and environmental benefits. In return for the scale of investment, they should share their expertise (expert knowledge or skill) in order to build greater confidence in the sector.
　　Part of the economic recovery of the UK will be driven by the next generation of research commercialization spilling out of our universities. On the evidence presented in my report, there are three dozen universities in the UK which are actively engaged in advanced research training and commercialization work.
　　If there was a greater coordination（協(xié)調(diào)）of technology transfer offices within regions and a simultaneous (happening at the same time) investment in the scale and functions of our graduate schools, universities could, and should, play a key role in positioning the UK for the next growth cycle.
小題1:What does the author think of UK universities in terms of commercialization?
A．They have lost their leading position in many ways.
B．They still have a place among the world leaders.
C．They do not regard it as their responsibility.
D．They fail to change knowledge into money.
小題2:What does the author say about the national data on UK universities’ performance in commercialization?
A．It masks the fatal weaknesses of government policy.
B．It indicates their ineffective use of government resources.
C．It does not rank UK universities in a scientific way.
D．It does not reflect the differences among universities.
小題3:We can infer from Paragraph 5 that “policy interventions (in Paragraph 4)” refers to _____.
A．concentration of resources in a limited number of universities
B．compulsory cooperation between universities and industries
C．government aid to non-research-oriented universities
D．fair distribution of funding for universities and research institutions
小題4:What dose the author suggest research-led universities do?
A．Fully use their research to benefit all sectors of society.
B．Generously share their facilities with those short of funds.
C．Advertise their research to win international recognition.
D．Spread their influence among top research institutions.

小題1:B
小題2:D
小題3:A
小題4:A

試題分析：本文介紹的是更多的英國大學應憑創(chuàng)意獲利
小題1:細節(jié)題：該題問的是作者對英國大學在商業(yè)化方面的看法。由順序原則可定位至文首。首段提出人們對英國大學在知識到產(chǎn)品服務轉化過程方面的批評，二段整體用調(diào)查數(shù)據(jù)證明首段對英國的大學的負面觀點，提出英國大學在干細胞研究領域將會失去世界領先地位。但這些都并非作者觀點，同時在第三段短首出現(xiàn)轉折，然后引入作者方面的觀點�？芍髡哂^點與首二段相反，他并不認為英國失去世界領先地位，三段末句更提出英國大學在許多商業(yè)活動方面仍領先全球�？芍髡哒J為英國大學仍大體領先世界，總體持正面肯定態(tài)度。選B
小題2:細節(jié)題：該題問的是作者對英國大學商業(yè)化表現(xiàn)的國家統(tǒng)計數(shù)據(jù)的看法。由national data可定位至第四段轉折后，But national data masks the very large variation in the performance of individual universities.提到數(shù)據(jù)掩蓋了單個大學之間表現(xiàn)的差距。Mask同義改寫為does not reflect，variation同義改寫為differences。選D
小題3:猜詞題：該題考察“policy interventions”的意思。僅從字面意思“政府干預”還不足以選出答案，需要結合上下文。該短語所在的第四段提到這種“政府干預”促進了英國大學整體表現(xiàn)的提高，但之后轉折指出，英國大學個體之間存在較大差異。第五段首更是將第四段強調(diào)的現(xiàn)象總結為“分配不平均”(uneven distribution)。由此可知這種“政府干預”指的應是政府對一部分大學的偏向性支持，而對更多的大學則支持不夠，造成資源分配不均。對應A選項“資源集中在少數(shù)大學中”。
小題4:該題問的是作者對研究導向型大學的建議。由research-led universities可定位至全文第六段。該段中部用rather轉折引出作者覺得這些大學應該(should)產(chǎn)生最廣的社會、經(jīng)濟與環(huán)境等各方面效益(widest range)，應該分享他們的專業(yè)技術資源，讓整個領域(build greater confidence in the sector)都構筑起信心，此即為建議。對應A選項，僅有A強調(diào)了范圍是all sectors of society。B提到的與缺乏資金的學校分享設施、C提到的擴大國際影響與D提到的擴大在頂級研究機構中的影響范圍均太窄。
點評：文章較長，生詞比較多，但是題目多是細節(jié)題，要求考生讀懂文章中的每個句子的意思還要推理它們之間的關系，結合自己的生活常識和經(jīng)驗，再通過邏輯推理和判斷，理解文章的言外之意，從而揭示文章的深層涵義。任何一篇文章都有其特定的寫作目的，讀者應當知道如何去做或按照某種方式傳遞思考問題。推理判斷題的答案不可能在文章中直接找到，因此推理時我們務必要忠于原文，在文章中尋找并確定可推論的依據(jù)，即：已知部分－推論的前提，從中推測出未知部分－推理的結論，切忌妄加評論，把自己的觀點當成作者的觀點。
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A．a(chǎn)reaB．partC．eyesightD．world
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小題6:
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A．deliveredB．returnedC．devotedD．posted
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These have led some people to think that creatures can actually count. They also point to dogs that have been taught to respond to questions about numbers with the correct number of barks.
Animals respond to quantities only when they are connected to survive as in the case of the eggs, or survive as in the case of food. They can “count” only when the objects are present and only when the numbers involved are small—no more than seven or eight. In lab experiments, animals which are trained to count one kind of objects were unable to count any other type. What interests them are the objects, not the numbers. Animals’ achievements simply are not equal to evidence of counting. They only show the results of clever, careful training.
小題1:The author refers to Gilbert’s book in paragraph 1 in order to_______.
A．support the idea that animals can count
B．show attitudes have changed since 1786
C．prove that some animals are aware of quantities
D．indicate that more research is needed in this field
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It was your birthday, and you just opened your biggest gift — a smooth silver laptop. You can’t wait to instant-message your friends with the news, but first you have to get rid of your old desktop computer. Do you just throw away the monitor and keyboard in the trash? Not anymore!
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It is required that e-waste be placed at special sites rather than usual landfills. Several other states are considering similar laws and California is also pushing for a law banning the application of such dangerous substances.
Government officials are not the only people taking aim at e-waste; environmentalists are also urging people to recycle their outdated equipment.
“It is just a waste … to not recycle,” Patrick, an associate professor of occupational and environmental health at university of Iowa, told The Daily Iowan, “Allowing dangerous chemicals to leak into the environment for decades seems irresponsible.”
What Can You Do?
Reduce. Be a responsible shopper, and take care of your electronics so they will last longer.
Re-use. Donate or sell your old high-tech equipment.
Recycle. To find a responsible recycler, contact a local or state environmental group.
小題1:What’s the best title of this passage?
A．E-waste is being made good use of.
B．E-waste, a big threat to us.
C．E-waste is dangerous to us all the while.
D．Goodbye, e-waste.
小題2:Why is e-waste harmful and dangerous to human beings?
A．Because they can go off at times and threaten us.
B．Because they can make people sick, as long as people use them.
C．Because they contain poisonous chemical substances.
D．Because they take too much space when placed in trashes.
小題3:What can we know from Patrick’s words?
A．Waste can’t be recycled.
B．Waste can be made use of by recycling
C．We have to recycle e-waste to protect the environment.
D．Protecting the environment is important.
小題4:Which of the following is NOT given as a piece of advice to help with e-wastes?
A．Taking care of your electronics so they will last longer.
B．Donating or selling your old high-tech equipment.
C．Contacting a local or state environmental group.
D．Asking fewer people to use electric products.

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