[外语类试卷]大学英语六级改革适用（阅读）模拟试卷197及答案与解析.doc

1、大学英语六级改革适用（阅读）模拟试卷 197及答案与解析 Section C 0 In the world of entertainment, TV talk shows have undoubtedly flooded every inch of space on daytime television. And anyone who watches them regularly knows that each one varies in style and format. But no two shows are more profoundly opposite in content, wh

2、ile at the same time standing out above the rest, than the Jerry Springer and the Oprah Winfrey shows. Jerry Springer could easily be considered the king of “trash talk(废话 )“. The topics on his show are as shocking as shocking can be. For example, the show takes the ever-common talk show themes of l

3、ove, sex, cheating, guilt, hate, conflict and morality to a different level. Clearly, the Jerry Springer show is a display and exploitation of societys moral catastrophes(灾难 ), yet people are willing to eat up the intriguing predicaments(困境 )of other peoples lives. Like Jerry Springer, Oprah Winfrey

4、 takes TV talk show to its extreme, but Oprah goes in the opposite direction. The show focuses on the improvement of society and an individuals quality of life. Topics range from teaching your children responsibility, managing your work week, to getting to know your neighbors. Compared to Oprah, the

5、 Jerry Springer show looks like poisonous waste being dumped on society. Jerry ends every show with a “final word“. He makes a small speech that sums up the entire moral of the show. Hopefully, this is the part where most people will learn something very valuable. Clean as it is, the Oprah show is n

6、ot for everyone. The shows main target audience are middle-class Americans. Most of these people have the time, money, and stability to deal with lifes tougher problems. Jerry Springer, on the other hand, has more of an association with the young adults of society. These are 18 to 21-year-olds whose

7、 main troubles in life involve love, relationship, sex, money and peers. They are the ones who see some value and lessons to be learned underneath the shows exploitation. While the two shows are as different as night and day, both have ruled the talk show circuit for many years now. Each one caters

8、to a different audience while both have a strong following from large groups of fans. Ironically, both could also be considered pioneers in the talk show world. 1 Compared with other TV talk shows, both the Jerry Springer and the Oprah Winfrey are_. （ A） more family-oriented （ B） more profound （ C）

9、relatively formal （ D） unusually popular 2 Though the social problems Jerry Springer talks about appear distasteful, the audience _. （ A） remain indifferent to them （ B） are willing to get involved in them （ C） remain fascinated by them （ D） are ready to face up to them 3 Which of the following is l

10、ikely to be a topic of the Oprah Winfrey show? （ A） Street violence. （ B） Racist hatred. （ C） A new type of robot. （ D） Family budget planning. 4 Despite their different approaches, the two talk shows are both _. （ A） cynical （ B） instructive （ C） sensitive （ D） ironical 5 We can learn from the pass

11、age that the two talk shows_. （ A） are targeted at different audiences （ B） appear at different times of the day （ C） have monopolized the talk show circuit （ D） exploit the weaknesses in human nature 5 While the mission of public schools has expanded beyond education to include social support and e

12、xtra-curricular activities, the academic schedule has changed little in more than a century. Reclaiming the school day for academic instruction and escaping the time-bound traditions of education are vital steps in the school-reform process, says a report released today by the National Education Com

13、mission on Time and Learning. The commissions report, titled “Prisoners of Time,“ calls the fixed clock and calendar in American education a “fundamental design flaw“ in desperate need of change. “Time should serve children instead of children serving time,“ the report says. The two-year commission

14、found that holding American students to “world-class standards,“ will require more time for classroom instruction. “We have been asking the impossible of our students that they learn as much as their foreign peers while spending half as much as in core academic subjects,“ it states. The Commission c

15、ompared the relationships between time and learning in Japan, Germany, and the United States and found that American students receive less than half the basic academic instruction that Japanese and German students are provided. On average, American students can earn a high school diploma if they spe

16、nd only 41 percent of their school time on academics, says the report. American students spend an average of three hours a day on “core“ academics such as English, math, science, and history, the commission found. Their report recommends offering a minimum of 5.5 hours of academics every school day.

17、 The nine-member commission also recommends lengthening the school day beyond the traditional six hours. “If schools want to continue offering important activities outside the academic core, as well as serving as a hub for family and community services, they should keep school doors open longer each

18、 day and each year,“ says John Hodge Jones, superintendent of schools in Murfreesboro, Tenn., and chairman of the commission. The typical school year in American public schools is 180 days. Eleven states allow school years of 175 days or less, and only one state requires more than 180 day. “For over

19、 a decade, education reform advocates have been working feverishly to improve our schools,“ says Milton Goldberg, executive director of the commission. “But. if reform is to truly take hold, the six-hour, 180-day school year should be relegated(归属于 )to museums an exhibit from our education past.“ 6

20、Compared with the academic courses more than a hundred years ago, the academic courses now_. （ A） include some extra-curricular activities （ B） focus more on education of social support （ C） demand students more contribution of time （ D） remain more or less what they used to be 7 The researches by t

21、he commission mentioned in the passage are most concerned about _. （ A） the time attributed to academic learning （ B） the components of school education （ C） the changes in education in the recent century （ D） the fashion of education management 8 As it is mentioned in the passage, schools in the Un

22、ited States do the following except _. （ A） provide important outside-academic activities （ B） serve social units such as family and community （ C） arrange six-hour teaching and learning every day （ D） have competition with schools of other countries 9 American students differ from those in Japan, G

23、ermany in that_. （ A） they stay at school for a shorter time every day （ B） they do not learn as much as their counterparts abroad （ C） they devote less time to academic learning （ D） they earn a high school diploma more easily 10 Executive director of the commission Milton Goldberg would most proba

24、bly agree that _ （ A） what the education reform advocates have done is not good enough （ B） the time of school day and school year should be extended （ C） visiting museums can improve students academic learning ability （ D） social support and extra-curricular activities should be cancelled 10 Latino

25、 youths need better education for Arizona to take full advantage of the possibilities then-exploding population offers. Arizonas fast-growing Latino population offers the state tremendous promise and a challenge. Even more than the aging of the baby boomers, the Latino boom is fundamentally reorient

26、ing the states economic and social structure. Immigration and natural increase have added 600,000 young Latino residents to the states population in the past decade. Half of the population younger than 18 in both Phoenix and Tucson is now Latino. Within 20 years, Latinos will make up half of the hom

27、egrown entry-level labor pool in the states two largest labor markets. What is more, Hispanics are becoming key economic players. Most people dont notice it, but Latinos born in Arizona make up much of their immigrant parents economic and educational deficits. For example, second-generation Mexican-

28、Americans secure an average of 12 grades of schooling where their parents obtained less than nine. That means they erase 70 percent of their parents lag behind third-generation non-Hispanic Whites in a single generation. All of this hands the state a golden opportunity. At a time when many states wi

29、ll struggle with labor shortages because of modest population growth, Arizona has a priceless chance to build a populous, hardworking and skilled workforce on which to base future prosperity. The problem is that Arizona and its Latino residents may not be able to seize this opportunity. Far too many

30、 of Arizonas Latinos drop out of high school or fail to obtain the basic education needed for more advanced study. As a result, educational deficits are holding back many Latinos and the state as well. To be sure, construction and low-end service jobs continue to absorb tens of thousands of Latino i

31、mmigrants with little formal education. But over the long term, most of Arizonas Latino citizens remain ill-prepared to prosper in an increasingly demanding knowledge economy. For the reason, the educational uplift of Arizonas huge Latino population must move to the center of the states agenda. Afte

32、r all, the education deficits of Arizonas Latino population will severely cramp the fortunes of hardworking people if they go unaddressed and could well undercut the states ability to compete in the new economy. At the entry level, slower growth rates may create more competition for low-skill jobs,

33、displacing Latinos from a significant means of support. At the higher end, shortages of Latinos educationally ready to move up will make it that much harder for knowledge-based companies staff high-skill positions. 11 The Latino population is changing Arizonas _. （ A） aging problem （ B） educational

34、system （ C） economic structure （ D） financial deficits 12 What can be inferred from the third paragraph? （ A） The Latino population in Arizona is made up of Hispanics and Mexican-Americans. （ B） The first-generation Latinos are immigrants instead of being born in America. （ C） 70 percent of the firs

35、t-generation Latinos had less schooling than nine years. （ D） The educational system used to be in favor of the non-Hispanic Whites. 13 “educational deficits“(Line 6, Para. 4)most probably means that _. （ A） the state did not put much money into education （ B） many Latinos are too poor to obtain edu

36、cation （ C） education is not a profitable enterprise （ D） many Latinos are not well-educated 14 According to the author, Arizona should give highest priority to _. （ A） controlling the Latino population （ B） enhancing the educational level of the Latino population （ C） improving the knowledge-based

37、economy （ D） building the Latino population into hardworking and skilled workforce 15 It is implied that in the long run most Latinos in Arizona will _. （ A） be jobless （ B） be badly-paid （ C） do low-skill jobs （ D） do high-skill jobs 15 I went to a Catholic boys school in Blackpool in the North of

38、England. In my first year in the senior school I was a nerdy kid, with spectacles and short trousers. For one hour a week the class had elocution lessons from an old, portly teacher called, Mr. Priestley. He had a hard task wrestling with our flat northern vowels and trying to get us to speak the Qu

39、eens English. One day he came up to me and said, “Sloane, I want to put you in for a speaking festival.“ “Why me?“ I grumbled. “Because I think you can do it,“ was his reply. I had to learn to recite a poem. It was “Play up, Play up and Play the Game“ by Sir Henry Newbolt, a classic motivational poe

40、m ringing with the heroic values of the British Empire. I had to practise it in front of the class, which was rather embarrassing; especially when dear old Mr. Priestly said, “Thats good but you need to pause and to put feeling and emotion into it.“ Eleven year old boys are unwilling to express feel

41、ings. The Saturday of the festival came and I went there on the bus(my parents never had a car). I gave it my best shot but there were other children there who were more polished or experienced than I was and they scooped all the prizes. So I had to return to school on Monday and tell Mr. Priestley

42、and the class that I had not won. I was then, and still am, very competitive so it felt like a failure to me. We did not have Mr. Priestley again after that year and I never thanked him for that intervention. It is too late to do so now. In my work I go around the world giving keynote talks on leade

43、rship and innovation and I often address large, prestigious audiences. Part of the reason that I can do that is because one teacher took the initiative and gave me a challenge. He asked me to do something I had never done and helped me to learn how to do it. Education is not about league tables or e

44、xam results. It is about opening doors for people and showing them rooms that would otherwise be hidden. If we can challenge children to try things and to learn what they can achieve then maybe one day we will be remembered with the gratitude that I hold for Mr. Priestley. 16 In the “elocution lesso

45、ns“, the author was taught the skills of how to_. （ A） be a leader （ B） write a poem （ C） be a wrestler （ D） give a speech 17 Mr. Priestley wanted the author to take part in the festival most probably because the author _. （ A） was the best in class （ B） didnt have confidence in himself （ C） wasnt g

46、ood at expressing himself （ D） needed to be motivated 18 The author found it the most embarrassing that _. （ A） he had to practice the poem in front of the class （ B） he had to put feeling and emotion into the poem （ C） his mistakes were pointed out by Mr. Priestley （ D） his practice was appreciated

47、 by Mr. Priestley 19 The author gave it his “best shot“ maybe because _. （ A） he was very competitive then （ B） he was grateful to Mr. Priestley （ C） his classmates had great faith in him （ D） it took him a long time for preparation 20 It is most likely that the author wants to _. （ A） tell a story

48、about teaching （ B） study a teaching method （ C） enlighten parents （ D） instruct students 大学英语六级改革适用（阅读）模拟试卷 197答案与解析 Section C 【知识模块】 仔细阅读 1 【正确答案】 D 【试题解析】 根据文章第 1段第 3句 “但是没有两个节目能像 Jerry Springs和Oprah Winfrey那样，在内容上完全不同却又都比其他所有节目突出 ”和文章最后一段中的 “数年来，在电视访谈节目中，这两个节目一直处于领先地位 并拥有庞大而固定的观众群 ”，可知只有 D与文中所陈述

49、的意思相符。 【知识模块】 仔细阅读 2 【正确答案】 C 【试题解析】 根据文章第 2段最后一句说 “显然， Jerry Springer的访谈节目展示和揭露了社会的道德灾难，但人们却乐意关注别人生活中遇到的困难 ”，特别是eat up, intriguing等词说明了人们对该节目十分着迷，因此， A与文中所陈述的 意思相悖； C与文中所表达的意思相符； B、 D文中没有提及。 【知识模块】 仔细阅读 3 【正确答案】 D 【试题解析】 文章第 3段第 2、 3句说 “Oprah访谈节目集中探讨社会状况的改善和个人生活质量的提高。其话题包括培养孩子的责任感，安排自己一周的工作日程及认识你的邻居等 ”， D属于前面所提到的内容，与文章所陈述的意思相符； A和 B都极有可能是 Jerry访谈节目的内容，与题意不符； C文中并没有提及。 【知识模块】 仔细阅读 4 【正确答案】 B 【试题解析】 从全文来看， Oprah节目谈论的是社会和家庭问题，从第 3段末句可知此节目能教会人一些东西；虽然 Jerry的节目谈论都是社会的阴暗面，但在每集节目结束前， Jerr