閱讀理解

　　Engineering students are supposed to be examples of practicality and rationality, but when it comes to my college education I am an idealist and a fool．In high school I wanted to be an electrical engineer and, of course, any sensible student with my aims would have chosen a college with a large engineering department, famous reputation and lots of good labs and research equipment．But that’s not what I did．

　　I chose to study engineering at a small liberal-arts(文科)university that doesn’t even offer a major in electrical engineering．Obviously, this was not a practical choice;I came here for more noble reasons．I wanted a broad education that would provide me with flexibility and a value system to guide me in my career．I wanted to open my eyes and expand my vision by interacting with people who weren’t studying science or engineering．My parents, teachers and other adults praised me for such a sensible choice．They told me I was wise and mature beyond my 18 years, and I believed them．

　　I headed off to college sure I was going to have an advantage over those students who went to big engineering “factories” where they didn’t care if you had values or were flexible．I was going to be a complete engineer：technical genius and sensitive humanist(人文學(xué)者)all in one．

　　Now I’m not so sure．Somewhere along the way my noble ideals crashed into reality, as all noble ideals eventually do．After three years of struggling to balance math, physics and engineering courses with liberal-arts courses, I have learned there are reasons why few engineering students try to reconcile(協(xié)調(diào))engineering with liberal-arts courses in college．

　　The reality that has blocked my path to becoming the typical successful student is that engineering and the liberal arts simply don’t mix as easily as I assumed in high school．Individually they shape a person in very different ways;together they threaten to confuse．The struggle to reconcile the two fields of study is difficult．

(1)

The author chose to study engineering at a small liberal-arts university because he ________．

[　　]

A．

wanted to be an example of practicality and rationality

B．

intended to be a combination of engineer and humanist

C．

wanted to coordinate engineering with liberal-arts courses in college

D．

intended to be a sensible student with noble ideals

(2)

According to the author, by interacting with people who study liberal arts, engineering students can ________．

[　　]

A．

balance engineering and the liberal arts

B．

receive guidance in their careers

C．

become noble idealists

D．

broaden their horizons

(3)

In the eyes of the author, a successful engineering student is expected ________．

[　　]

A．

to have an excellent academic record

B．

to be wise and mature

C．

to be imaginative with a value system to guide him

D．

to be a technical genius with a wide vision

(4)

The author’s experience shows that he was ________．

[　　]

A．

creative

B．

ambitious

C．

unrealistic

D．

irrational

(5)

The word “they” in “…together they threaten to confuse．”(Line 5, Para．5)refers to ________．

[　　]

A．

engineering and the liberal arts

B．

reality and noble ideals

C．

flexibility and a value system

D．

practicality and rationality

答案：1．B;2．D;3．D;4．C;5．A;
解析：

(1)

第三段最后一句話作者給了原因：“我將成為一個(gè)完全的工程師：技術(shù)天才和人文學(xué)者合二為一”。此處的“technical genius and sensitive humanist”即等于選項(xiàng)B中的“engineer and humanist”。

(2)

用同義替換。第二段第四句話：“通過與不是學(xué)習(xí)理工科的人接觸，我想拓寬我的視野”。“不是學(xué)習(xí)理工科的人”即指“學(xué)習(xí)文科的人”，而“open my eyes and expand my vision”與“broaden their horizons”意思完全相同。

(3)

作者認(rèn)為成功的工科學(xué)生應(yīng)該是“技術(shù)天才和人文學(xué)者合二為一”，而人文學(xué)者的特征就是“有寬廣的視野”。

(4)

作者用自己的親身經(jīng)歷告訴我們工科和文科不太容易結(jié)合，所以作者想成為技術(shù)天才和人文學(xué)者的夢(mèng)想遇到了冰冷的現(xiàn)實(shí)(第四段第一句話)，所以他是“不現(xiàn)實(shí)的”。

(5)

最后一段說工科和文科本來就不會(huì)容易地混合在一起，然后說“單獨(dú)考慮，工科和文科從不同方面塑造了人，但綜合在一起時(shí)，它們卻會(huì)使人迷惑”。


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