(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

解析試題分析：本文介紹的是更多的英國(guó)大學(xué)應(yīng)憑創(chuàng)意獲利
【小題1】細(xì)節(jié)題：該題問(wèn)的是作者對(duì)英國(guó)大學(xué)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(duì)英國(guó)大學(xué)在知識(shí)到產(chǎn)品服務(wù)轉(zhuǎn)化過(guò)程方面的批評(píng)，二段整體用調(diào)查數(shù)據(jù)證明首段對(duì)英國(guó)的大學(xué)的負(fù)面觀點(diǎn)，提出英國(guó)大學(xué)在干細(xì)胞研究領(lǐng)域?qū)?huì)失去世界領(lǐng)先地位。但這些都并非作者觀點(diǎn)，同時(shí)在第三段短首出現(xiàn)轉(zhuǎn)折，然后引入作者方面的觀點(diǎn)�？芍髡哂^點(diǎn)與首二段相反，他并不認(rèn)為英國(guó)失去世界領(lǐng)先地位，三段末句更提出英國(guó)大學(xué)在許多商業(yè)活動(dòng)方面仍領(lǐng)先全球�？芍髡哒J(rèn)為英國(guó)大學(xué)仍大體領(lǐng)先世界，總體持正面肯定態(tài)度。選B
【小題2】細(xì)節(jié)題：該題問(wèn)的是作者對(duì)英國(guó)大學(xué)商業(yè)化表現(xiàn)的國(guó)家統(tǒng)計(jì)數(shù)據(jù)的看法。由national data可定位至第四段轉(zhuǎn)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(gè)大學(xué)之間表現(xiàn)的差距。Mask同義改寫(xiě)為does not reflect，variation同義改寫(xiě)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(yù)”還不足以選出答案，需要結(jié)合上下文。該短語(yǔ)所在的第四段提到這種“政府干預(yù)”促進(jìn)了英國(guó)大學(xué)整體表現(xiàn)的提高，但之后轉(zhuǎn)折指出，英國(guó)大學(xué)個(gè)體之間存在較大差異。第五段首更是將第四段強(qiáng)調(diào)的現(xiàn)象總結(jié)為“分配不平均”(uneven distribution)。由此可知這種“政府干預(yù)”指的應(yīng)是政府對(duì)一部分大學(xué)的偏向性支持，而對(duì)更多的大學(xué)則支持不夠，造成資源分配不均。對(duì)應(yīng)A選項(xiàng)“資源集中在少數(shù)大學(xué)中”。
【小題4】該題問(wèn)的是作者對(duì)研究導(dǎo)向型大學(xué)的建議。由research-led universities可定位至全文第六段。該段中部用rather轉(zhuǎn)折引出作者覺(jué)得這些大學(xué)應(yīng)該(should)產(chǎn)生最廣的社會(huì)、經(jīng)濟(jì)與環(huán)境等各方面效益(widest range)，應(yīng)該分享他們的專業(yè)技術(shù)資源，讓整個(gè)領(lǐng)域(build greater confidence in the sector)都構(gòu)筑起信心，此即為建議。對(duì)應(yīng)A選項(xiàng)，僅有A強(qiáng)調(diào)了范圍是all sectors of society。B提到的與缺乏資金的學(xué)校分享設(shè)施、C提到的擴(kuò)大國(guó)際影響與D提到的擴(kuò)大在頂級(jí)研究機(jī)構(gòu)中的影響范圍均太窄。
考點(diǎn)：考查教育類短文
點(diǎn)評(píng)：文章較長(zhǎng)，生詞比較多，但是題目多是細(xì)節(jié)題，要求考生讀懂文章中的每個(gè)句子的意思還要推理它們之間的關(guān)系，結(jié)合自己的生活常識(shí)和經(jīng)驗(yàn)，再通過(guò)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(xiě)作目的，讀者應(yīng)當(dāng)知道如何去做或按照某種方式傳遞思考問(wèn)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(shí)我們務(wù)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(cè)出未知部分－推理的結(jié)論，切忌妄加評(píng)論，把自己的觀點(diǎn)當(dāng)成作者的觀點(diǎn)。

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As the forceful king of Macedonia(馬其頓), Alexander the Great overthrew the Persian Empire, becoming a hero that would survive centuries after his death.

    Born in 356 B.C., Alexander III was the son of Philip II and Olympias. Alexander’s parents wanted him to receive the finest education, and arranged for him to study under Aristotle, regarded as one of the greatest scholars.

    Alexander’s father was a strong leader. Philip II built an impressive army and established the Macedonian kingdom; he was even planning to attack Persia shortly before his death.

    In 336, Philip was murdered by one of his guards. Although it was obvious that the guard had a personal hatred, there are clues that other people were related to it.

    After Alexander was cleared as a suspect, he succeeded his father without opposition, and killed those said to be responsible for his father’s murder, as well as all rivals. He was then just 20 years old. He then prepared to attack Persia.

    In the spring of 334, Alexander led the army made up of nearly 50,000 soldiers into Asia, which is called “the most powerful military expedition ever to leave Greece”, He soundly defeated the Persian army at the Granicus River, sending a strong message to Darius III, leader of the Persian Empire.

    In 333, Alexander faced Darius at Issus, a mountain pass. The Macedonian army was greatly outnumbered but able to work the narrow mountain passageway to their advantage. Darius managed to escape. Continuing down the Mediterranean Coast, Alexander took every city in his path.

    In 332 Alexander declared Egypt to be part of the Greek Empire and was crowned Pharaoh(法老).

    When Alexander left Egypt in 331, he defeated the Persians again and was crowned leader of Asia.

    In 323, however, Alexander developed a fever on the way back home and died 10 days later at Babylon. He was just 33 years old.

1.What can we know about Philip’s death?

    A．He was killed by someone intending to take power from him.

    B．Alexander sent someone who hated Philip to kill him.

    C．His death was related to his plan of fighting Persia.

    D．The murder might be organized by a group of people.

2.The Macedonian army could defeat the Persians at Issus mainly because _________.

A．Darius didn’t command his army in the battlefield

B．Macedonian soldiers were more than the Persian soldiers

C．Macedonian soldiers could fight better at the mountain pass

D．Macedonia was more powerful than the Persian Empire

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a．Totally overthrew the Persian Empire.

b．Defeated the Persian army at Issus.

c．Was crowned Pharaoh of Egypt.

d．Defeated the Persian army at the Granicus River.

e．Became the leader of Macedonia.

A．e, d, b, c, a          B．d, e, a, c, b

C．e, b, d, c, a           D．d, a, c, e, b

4.According to the passage, we can infer _________.

A．Aristotle taught Alexander how to defeat other nations

B．Alexander was happy about his father’s death

C．Persia is tougher to defeat than Egypt

D．Macedonia soon declined after Alexander died

 

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1.We can learn from the text that ____________.

A．Windsor Castle has been rebuilt

B．the Big Ben can be heard everywhere in London

C．only some of the hotels in England serve breakfast.

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B．The Tower of London

C．Big Ben

D．The River Thames

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B．tour the Buckingham Palace

C．tour the city along the River Thames

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B．interests

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