2020考研英語(yǔ)閱讀理解精讀100篇：Unit 28

Unit 28

Leandre Nsabi, a senior at Rainier Beach High School here, received some bluntly practical advice from an instructor recently. “My teacher said there’s a lot of money to be made in computer science,” Leandre said. “It could be really helpful in the future.” That teacher, Steven Edouard, knows a few things about the subject. When he is not volunteering as a computer science instructor four days a week, Mr. Edouard works at Microsoft. He is one of 110 engineers from high-tech companies who are part of a Microsoft program aimed at getting high school students hooked on computer science, so they go on to pursue careers in the field. In doing so, Microsoft is taking an unusual approach to tackling a shortage of computer science graduates—one of the most serious issues facing the technology industry, and a broader challenge for the nation’s economy.

There are likely to be 150,000 computing jobs opening up each year through 2020, according to an analysis of federal forecasts by the Association for Computing Machinery, a professional society for computing researchers. But despite the hoopla around start-up celebrities like Mark Zuckerberg of Facebook, fewer than 40,000 American students received bachelor’s degrees in computer science during 2010, the National Center for Education Statistics estimates. And the wider job market remains weak. “People can’t get jobs, and we have jobs that can’t be filled,” Brad Smith, Microsoft’s general counsel who oversees its philanthropic efforts, said in a recent interview.

Big technology companies have complained for years about a dearth of technical talent, a problem they have tried to solve by lobbying for looser immigration rules to accommodate more foreign engineers and sponsoring tech competitions to encourage student interest in the industry. Google, for one, holds a programming summer camp for incoming ninth graders and underwrites an effort called CS4HS, in which high school teachers sharpen their computer science skills in workshops at local universities.

But Microsoft is sending its employees to the front lines, encouraging them to commit to teaching a high school computer science class for a full school year. Its engineers, who earn a small stipend for their classroom time, are in at least two hourlong classes a week and sometimes as many as five. Schools arrange the classes for first thing in the day to avoid interfering with the schedules of the engineers, who often do not arrive at Microsoft until the late morning.

The program started as a grass-roots effort by Kevin Wang, a Microsoft engineer with a master’s degree in education from Harvard. In 2009, he began volunteering as a computer science teacher at a Seattle public high school on his way to work. After executives at Microsoft caught wind of what he was doing, they put financial support behind the effort—which is known as Technology Education and Literacy in Schools, or Teals—and let Mr. Wang run it full time. The program is now in 22 schools in the Seattle area and has expanded to more than a dozen other schools in Washington, Utah, North Dakota, California and other states this academic year. Microsoft wants other big technology companies to back the effort so it can broaden the number of outside engineers involved.

注（1）：本文選自The New York Times;

注（2）：本文習(xí)題模仿對(duì)象：第1、5題模仿2011年真題Text 1的第1、5題；第2題模仿2010年真題Text 2的第2題；第3、4題模仿2011年真題Text 2的第3、4題。

1. We can learn from the first two paragraphs that ______.

A) America faces a serious issue—lack of computer science graduates

B) computer science is promising

C) Microsoft sends its employees to high schools to be the computer science instructors

D) there are not enough people hunting for jobs in the computer field

2. All the below are the solutions to the lack of qualified technical talents, except ______.

A) persuading the government to make looser immigration rules to introduce more foreign talents

B) funding the technology competitions to inspire more students on tech

C) holding a programming summer camp for incoming ninth graders

D) making students improve their science skills in CS4HS

3. The word “stipend” （Line 2, Paragraph 4） most probably means ______.

A) salary

B) reputation

C) prize

D) respect

4. It can be inferred from the last paragraph that ______.

A) the program is a grass-roots effort originally

B) Kevin Wang was praised by the executives at Microsoft

C) 22 schools in the Seattle area have involved in the program

D) Microsoft’s plan has already caused attention of other schools and Microsoft hopes for more companies to participate

5. From the text we can see that the writer seems ______.

A) positive

B) negative

C) uncertain

D) neutral

篇章剖析

本文是一篇說(shuō)明文，主要介紹了美國(guó)當(dāng)前面臨著科技人員短缺的問(wèn)題。面對(duì)這一問(wèn)題，微軟做出新的舉措試圖挽救這一局面。前兩段首先指出，美國(guó)出現(xiàn)的科技人才短缺危機(jī)已影響到國(guó)民經(jīng)濟(jì)，微軟采取一些計(jì)劃試圖改變這一現(xiàn)狀；緊接著第三段講述了美國(guó)其他大型科技公司采取的各種挽救措施；第四段介紹了微軟把自己的員工派駐到學(xué)校進(jìn)行科技課程的指導(dǎo)，也就是所謂的“校園科技教育與掃盲”活動(dòng)；最后一段講述了這一草根行動(dòng)受到許多學(xué)校的大力支持，微軟鼓勵(lì)其他公司也參與進(jìn)來(lái)，以吸引更多外部工程師的參與。

詞匯注釋

bluntly /?bl?ntli/ adv. 坦率地；遲鈍地

hoopla /?hu?plɑ?/ n. 大吹大擂，喧鬧；投環(huán)套物游戲

philanthropic /?f?l?n?θr?p?k/ adj. 慈善的；博愛(ài)的

underwrite /??nd??ra?t/ v. 同意資助；簽署（保險(xiǎn)單）；認(rèn)購(gòu)

stipend /?sta?pend/ n. 薪水，薪金

難句突破

He is one of 110 engineers from high-tech companies who are part of a Microsoft program aimed at getting high school students hooked on computer science, so they go on to pursue careers in the field.

主體句式：He is one of 110 engineers.

結(jié)構(gòu)分析：這個(gè)長(zhǎng)句看上去結(jié)構(gòu)復(fù)雜，其實(shí)主句很短。主句后面的介賓結(jié)構(gòu)作engineers的后置定語(yǔ)，這里面包含一個(gè)由who引導(dǎo)的限制性定語(yǔ)從句，先行詞是engineers，用來(lái)補(bǔ)充說(shuō)明這110名工程師的情況，aimed at后面的動(dòng)名詞短語(yǔ)是目的狀語(yǔ)，so引導(dǎo)一個(gè)結(jié)果狀語(yǔ)從句。

句子譯文：他是高科技公司派駐到中學(xué)里的110名工程師之一，是微軟發(fā)起的一個(gè)項(xiàng)目的成員，這個(gè)項(xiàng)目旨在讓高中學(xué)生迷上計(jì)算機(jī)科學(xué)，進(jìn)而在這一領(lǐng)域謀求職業(yè)發(fā)展。

題目分析

1. A 推斷題。B、C和D都只是現(xiàn)象，是文中提到的事實(shí)，而A則是在這些事實(shí)基礎(chǔ)之上推斷出來(lái)的結(jié)果。

2. D 細(xì)節(jié)題。A、B和C在文中皆有對(duì)應(yīng)的信息。雖文中也提到了CS4HS項(xiàng)目，但該項(xiàng)目的參與者是high school teachers，而非學(xué)生。

3. A 語(yǔ)義題。由前后文語(yǔ)義可知，進(jìn)駐學(xué)校的微軟工程師們課時(shí)至少每周兩小時(shí)，有的多達(dá)五小時(shí)，講課只能獲得small stipend，根據(jù)常識(shí)可推斷stipend為在學(xué)校earn的是薪金。

4. D 推斷題。最后一段中提出，微軟推出的這一項(xiàng)目在西雅圖地區(qū)有22所學(xué)校參與了并已經(jīng)拓展到華盛頓地區(qū)和其他一些州，由此可以推出，微軟這一計(jì)劃已經(jīng)引起了關(guān)注，但僅靠微軟遠(yuǎn)遠(yuǎn)不夠，它希望有更多的公司參與進(jìn)來(lái)。A、C選項(xiàng)皆是文中表述的事實(shí)，B在文中作者并未直接表明，而D則是基于這些事實(shí)得出的結(jié)論，體現(xiàn)了段落主旨，故為答案。

5. D 情感態(tài)度題。本文是一篇說(shuō)明文，旨在陳述客觀事實(shí)，因此作者持中立態(tài)度。

參考譯文

萊安德雷·恩薩比是雷尼爾海灘高中的一名高年級(jí)學(xué)生，最近他得到了一位老師極為直率而又實(shí)用的建議。他說(shuō)：“我的老師告訴我，計(jì)算機(jī)科學(xué)行業(yè)能賺大錢，這門學(xué)問(wèn)在將來(lái)真的能派上用場(chǎng)?！边@位老師名叫史蒂文·愛(ài)德華。對(duì)計(jì)算機(jī)這門學(xué)科，他的確有些了解。除了自愿來(lái)這里每周花四天時(shí)間擔(dān)任計(jì)算機(jī)教師之外，愛(ài)德華還在微軟工作。他是高科技公司派駐到中學(xué)里的110名工程師之一，是微軟發(fā)起的一個(gè)項(xiàng)目的成員，這個(gè)項(xiàng)目旨在讓高中學(xué)生迷上計(jì)算機(jī)科學(xué)，進(jìn)而在這一領(lǐng)域謀求職業(yè)發(fā)展。微軟正在通過(guò)這種不尋常的方法來(lái)解決計(jì)算機(jī)專業(yè)本科畢業(yè)生不足的問(wèn)題，這是美國(guó)科技行業(yè)目前面臨的最嚴(yán)重的問(wèn)題之一，也給整個(gè)美國(guó)經(jīng)濟(jì)帶來(lái)了更大的挑戰(zhàn)。

美國(guó)一個(gè)專業(yè)計(jì)算機(jī)研究者協(xié)會(huì)——計(jì)算機(jī)協(xié)會(huì)對(duì)聯(lián)邦政府預(yù)測(cè)數(shù)據(jù)的分析表明，到2020年美國(guó)計(jì)算機(jī)行業(yè)每年可能將有15萬(wàn)個(gè)計(jì)算機(jī)崗位空缺。盡管Facebook首席執(zhí)行官馬克·扎克伯格等創(chuàng)業(yè)名人十分風(fēng)光，但美國(guó)國(guó)家教育數(shù)據(jù)統(tǒng)計(jì)中心估算，2010年美國(guó)的計(jì)算機(jī)本科畢業(yè)生還不到四萬(wàn)人。此外，整個(gè)就業(yè)市場(chǎng)依然低迷。微軟總法律顧問(wèn)布拉德·史密斯負(fù)責(zé)監(jiān)督這個(gè)無(wú)償教育項(xiàng)目。他在最近的受訪中表示：“有些人找不到工作，而我們有些職位卻招不到人?！?

多年來(lái)，美國(guó)大型科技公司一直對(duì)科技人才匱乏的局面怨聲載道。他們也一直在設(shè)法解決這個(gè)問(wèn)題，比如游說(shuō)政府放寬移民政策以便引進(jìn)更多的國(guó)外工程師，以及出資舉辦科技競(jìng)賽來(lái)提高學(xué)生們對(duì)這個(gè)行業(yè)的興趣。在這些公司中，谷歌為即將上九年級(jí)的學(xué)生舉辦了編程夏令營(yíng)活動(dòng)，并同意資助一項(xiàng)名為CS4HS的計(jì)劃。在該計(jì)劃中高中教師可以通過(guò)參加當(dāng)?shù)卮髮W(xué)主辦的研習(xí)班來(lái)提升計(jì)算機(jī)技能。

然而，微軟則把自己的員工派到最前線，鼓勵(lì)他們到高中去，教授整整一學(xué)年的計(jì)算機(jī)課。進(jìn)駐中學(xué)的微軟工程師們授課只能獲得很少的報(bào)酬，他們的課時(shí)至少為每周兩小時(shí)，有些人的課時(shí)則多達(dá)五小時(shí)。學(xué)校會(huì)將他們的課程排在一天中的最前面，以免影響工程師們的日程安排，而他們通常也要到上午比較晚的時(shí)候才能到微軟工作。

這個(gè)項(xiàng)目本是一項(xiàng)草根行動(dòng)，由微軟工程師凱文·王首創(chuàng)。他曾在哈佛大學(xué)取得教育學(xué)碩士學(xué)位。2009年，凱文·王志愿在他上班途中的一家西雅圖公立高中擔(dān)任計(jì)算機(jī)科學(xué)老師。微軟高管得知他的做法后，為凱文·王提供了財(cái)務(wù)支持，也就是“校園科技教育與掃盲”活動(dòng)，并允許他把全部時(shí)間投入到這項(xiàng)工作中。目前，這個(gè)項(xiàng)目已經(jīng)在西雅圖地區(qū)的22所學(xué)校展開(kāi)，并且已在這個(gè)學(xué)年拓展到華盛頓、猶他州、北達(dá)科他州、加利福尼亞州和其他州的十多所學(xué)校。微軟希望其他大型科技公司也能支持這項(xiàng)活動(dòng)，這樣可以擴(kuò)大外部工程師的參與范圍。