[A]soothing. [B]ambiguous.

　　[C]compensatory. [D]misleading.

　　解析：

　　Of course, the image of parenthood that celebrity magazines like Us Weekly and People present is hugely unrealistic,這句話中的unrealistic 有理由讓我們覺得其他的選項都是浮云。

　　40.Which of the following can be inferred from the last paragraph?

　　[A]Having children contributes little to the glamour of celebrity moms.

　　[B]Celebrity moms have influenced our attitude towards child rearing.

　　[C]Having children intensifies our dissatisfaction with life.

　　[D]We sometimes neglect the happiness from child rearing.

　　解析：又是段落推理題，需要看全部的選項。

　　[A]Having children contributes little to the glamour of celebrity moms.

　　完整句需要和原文的主謂賓對應(yīng)，

　　[C]Having children intensifies our dissatisfaction with life.

　　文章中說道了我們對生活的不滿，但是有沒有講有孩子加劇了我們對生活的不滿，這就是我經(jīng)常在課上講到的一定要對應(yīng)主謂賓消除視覺上的干擾。落實到動作是否有發(fā)生，動作的施動者和受動者分別是誰。

　　把那個句子的主干搞出來就是：

　　the images are contributing to our own dissatisfactions with the actual experience

　　就是加劇了對于我們現(xiàn)實生活的不滿的也是那些image 狀語都去了!

　　[D]We sometimes neglect the happiness from child rearing.

　　同樣的方法和視角來處理這個選項。正確選項B 來自兩個地方：

　　首先是but的轉(zhuǎn)折：

　　前面說我們不會傻到由于這些明星的形象而要孩子的。

　　那么轉(zhuǎn)折就應(yīng)該是：但是我們確實受了他們的影響。這樣由轉(zhuǎn)折而起的推理在我的閱讀課堂中可以說是比比皆是。

　　其次是最后一句：

　　in the same way that a small part of us hoped getting “ the Rachel” might make us look just a little bit like Jennifer Aniston.

　　要是看過老友記的同學(xué)應(yīng)該能知道，Rachel 是個單生媽媽，但是這樣的方法不推薦。

　　Part B

　　Directions:

　　The following paragraph are given in a wrong order. For Questions 41-45, you are required to reorganize these paragraphs into a coherent text by choosing from the list A-G to filling them into the numbered boxes. Paragraphs E and G have been correctly placed. Mark your answers on ANSWER SHEET 1. (10 points)

　　文章自于2010年2月25日的Economist 經(jīng)濟(jì)學(xué)人雜志， University education in America 美國的大學(xué)教育

　　[A] No disciplines have seized on professionalism with as much enthusiasm as the humanities. You can, Mr Menand points out, became a lawyer in three years and a medical doctor in four. But the regular time it takes to get a doctoral degree in the humanities is nine years. Not surprisingly, up to half of all doctoral students in English drop out before getting their degrees.

　　[B] His concern is mainly with the humanities: Literature, languages, philosophy and so on. These are disciplines that are going out of style: 22% of American college graduates now major in business compared with only 2% in history and 4% in English. However, many leading American universities want their undergraduates to have a grounding in the basic canon of ideas that every educated person should posses. But most find it difficult to agree on what a “general education” should look like. At Harvard, Mr Menand notes, “the great books are read because they have been read”-they form a sort of social glue.

　　[C] Equally unsurprisingly, only about half end up with professorships for which they entered graduate school. There are simply too few posts. This is partly because universities continue to produce ever more PhDs. But fewer students want to study humanities subjects: English departments awarded more bachelor’s degrees in 1970-71 than they did 20 years later. Fewer students requires fewer teachers. So, at the end of a decade of theses-writing, many humanities students leave the profession to do something for which they have not been trained.

　　[D] One reason why it is hard to design and teach such courses is that they can cut across the insistence by top American universities that liberal-arts educations and professional education should be kept separate, taught in different schools. Many students experience both varieties. Although more than half of Harvard undergraduates end up in law, medicine or business, future doctors and lawyers must study a non-specialist liberal-arts degree before embarking on a professional qualification.

　　[E] Besides professionalizing the professions by this separation, top American universities have professionalised the professor. The growth in public money for academic research has speeded the process: federal research grants rose fourfold between 1960and 1990, but faculty teaching hours fell by half as research took its toll. Professionalism has turned the acquisition of a doctoral degree into a prerequisite for a successful academic career: as late as 1969a third of American professors did not possess one. But the key idea behind professionalisation, argues Mr Menand, is that “the knowledge and skills needed for a particular specialization are transmissible but not transferable.”So disciplines acquire a monopoly not just over the production of knowledge, but also over the production of the producers of knowledge.

　　[F] The key to reforming higher education, concludes Mr Menand, is to alter the way in which “the producers of knowledge are produced.”O(jiān)therwise, academics will continue to think dangerously alike, increasingly detached from the societies which they study, investigate and criticize.”Academic inquiry, at least in some fields, may need to become less exclusionary and more holistic.”Yet quite how that happens, Mr Menand dose not say.

　　[G] The subtle and intelligent little book The Marketplace of Ideas: Reform and Resistance in the American University should be read by every student thinking of applying to take a doctoral degree. They may then decide to go elsewhere. For something curious has been happening in American Universities, and Louis Menand, a professor of English at Harvard University, captured it skillfully.

　　G → 41. B→42. D→ E →43.A →44.C →45. F