1、大学英语六级分类模拟题 374及答案解析(总分：100.00，做题时间：90 分钟)一、Reading Comprehensio(总题数：0，分数：0.00)Researchers have suggested that one“s emotional intelligence (EQ) is a greater indicator of success and satisfaction than his intellectual intelligence (IQ) contrary to an assumption that people with high IQs are bound to
2、 accomplish a lot in life. Psychologists Jack Hayer and Peter Salovey introduced the concept of emotional intelligence, or EI, in the early 1990s. According to them, emotional intelligence is a person“s ability to understand his own emotion and those of others, and to act appropriately using these e
3、motions. On a personal level, EQ includes having motivation and pursuing a goal successfully. It is generally accepted that the foundation for emotional intelligence is built in early childhood and emotional intelligence can be taught and developed. Therefore, no matter what one“s innate ability is,
4、 he can learn the skills such as making friends, being a good parent and getting along with coworkers. There is no big difference between men and women on total EQ, but usually men tend to be better at stress tolerance and women tend to be better at empathy and interpersonal relationship. Intellectu
5、al intelligence offers virtually no preparation for the problems one can face in the middle of his life. Even though people already know that a high IQ is no guarantee of success, they get used to paying more attention to intellectual intelligence not emotional intelligence. Having a high IQ, that i
6、s having a good memory, does not necessarily mean the person is capable of dealing with emotions. There are people who lack the social skills associated with high emotional intelligence, even though they are very intelligent. IQ is just the indicator of school achievement and educational success. Lo
7、w emotional intelligence, however, can affect intellectual capabilities. For example, depression exerts influence on one“s memory and concentration. Psychological tests have proven that feelings of rejection can dramatically reduce IQ, resulting in aggressiveness and being out of self-control. Havin
8、g a high IQ alone does not mean that a person will reach his potential. Moderate to substantial genetic influence on IQ has also been found through many studies and it is widely recognized that not all individuals are endowed with the same intelligence, but it should not be ignored that genes intera
9、ct with the environment. Social factors will surely add to intelligence. One“s success is often decided by three factorsexperience and training, IQ, and EQamong which IQ is the least important factor and EQ plays a major role. Especially leadership success is found to be attributable to emotional in
10、telligence. Fortunately while IQ is fixed and static, EQ can be developed and improved throughout life by training, heightening, and expanding emotional sensitivity and self-awareness.（分数：20.00）(1).What is the definition of EQ in general according to the passage?（分数：4.00）A.EQ is a person“s competenc
11、e to be aware of his or other“s emotion and to act in accordance with it.B.A person with high EQ is highly motivated to achieve success.C.EQ is an indicator of interaction and lifestyle.D.EQ is how people interact with others and nature.(2).Which one of the following is NOT TRUE about EQ according t
12、o the passage?（分数：4.00）A.Emotional intelligence can be learned and developed throughout life.B.Emotional intelligence is a relatively recent idea compared to the other.C.There is a major difference between male and female on total EQ.D.Emotional intelligence influences others dramatically.(3).Which
13、one of the following in NOT TRUE about IQ according to the passage?（分数：4.00）A.IQ is paid much less attention by people.B.Intellectual intelligence is proven to have more to do with genes.C.Intellectual intelligence is not subject to change throughout life.D.IQ is the least important factor in one“s
14、success.(4).Why the author mentioned depression in paragraph 4?（分数：4.00）A.To demonstrate the importance of emotional intelligence.B.To introduce a newly developed disease.C.It is to be served as an example to support the idea that low EQ can affect IQ.D.It is a transitional sentence.(5).How to rank
15、three factors (experience and training, IQ, EQ) in the order of importance from high to low?（分数：4.00）A.IQ, EQ, experience and training.B.EQ, IQ, experience and training.C.IQ, experience and training, EQ.D.EQ, experience and training, IQ.The Western is a uniquely genre which has found expression in t
16、he medious of literature, radio, television and the movies. Westerns derive their name from the fact that they are set West of the Mississippi before these areas were developed and settled. Many Westerns thus take place in frontier outposts in the latter half of the Nineteenth Century. Westerns, whi
17、le not as popular as they once were, continue to be produced because their setting remains compelling and allows for the expression of some basic human conflicts. Popular icons of the Western include the gun, the horse, the saloon and the open prairie. The Western portrayed a violent and isolated so
18、ciety which placed a premium on freedom and independence. Often Westerns showed conflict between white settlers and Native Americans. Another common conflict was between the focus of law and order, often represented by the town sheriff, and criminal elements such as cattle rustlers, bank robbers and
19、 guns for hire. Westerns were particularly popular from the turn of the 20th Century up until the mid 1960s. In the early part of the century Western stories usually appeared in inexpensive “pulp“ magazines. In the 1920s radio dramas such as the Lone Ranger came into vogue. Westerns reached their gr
20、eatest audience, however with the large number of movies made from the mid 1930s to mid 1960s. Western movie stars such as John Wayne, Gary Cooper and more recently Clint Eastwood have remained extremely popular with the American public. With the advent of television in the 1950s, a new avenue opene
21、d up for the Western and programs such as Gunsmoke and Bonanza exposed a whole new generation to the mythology of the American West. Westerns are often thought to be crude and unsophisticated as they paint a romanticized and unrealistic portrait of the American West of the time. While this may be tr
22、ue of many Westerns, some critics have noted that the best Westerns often show an ever present tension in American sociey: between the need for society on the one hand and the desire of individuals to express their personal impulses on the other hand. Because this is fundamental to US culture, the W
23、estern genre will likely to be with us for years to come.（分数：20.00）(1).What is the reason for naming a genre as The Western?（分数：4.00）A.It is a specific genre in the forms of the mass media.B.The background is set in the west of Mississippi.C.A majority of audiences are interested in this name.D.The
24、rapid development of urbanization in America.(2).Besides conflicts between white settlers and native Americans, what is the other conflict portrayed in Westerns?（分数：4.00）A.Conflicts between laws and regulation.B.Struggle between life in cities and towns.C.Conflicts between nature and human beings.D.
25、Struggle between freedom and limitation.(3).The word “advent“ (Line 7, Para.3) is closest in meaning to _.（分数：4.00）A.inventionB.suppressionC.appearanceD.evolution(4).What is the main idea of Paragraph 4?（分数：4.00）A.Westerns are considered to be fierce and unsophisticated.B.Westerns have been and will
26、 be produced continuously.C.Despite different opinions on Westerns, they are a part of American culture.D.Westerns are an unrealistic portrait of the American West.(5).Which one of the following is a suitable title for this passage?（分数：4.00）A.Careers of famous Western movie starsB.How the American W
27、est was settledC.Comparison between Westerns and other genresD.A historical and cultural explanation for WesternIt is generally acknowledged that young people from poorer socioeconomic backgrounds tend to do less well in our education system. That is observed not just in New Zealand, but also in Aus
28、tralia, Britain and America. In an attempt to overcome that educational underachievement, a nationwide program called “Headstart“ was launched in the United States in 1965. A lot of money was poured into it. It took children into preschool institutions at the age of three and was supposed to help th
29、e children of poorer families succeed in school. Despite substantial funding, results have been disappointing. It is thought that there are two explanations for this. First, the program began too late. Many children who entered it at the age of three were already behind their peers in language and m
30、easurable intelligence. Second, the parents were not involved. At the end of each day, “Headstart“ children returned to the same disadvantaged home environment. As a result of the growing research evidence of the importance of the first three years of a child“s life and the disappointing results fro
31、m “Headstart“, a pilot program was launched in Missouri in the US that focused on parents as the child“s first teachers. The “Missouri“ program was predicated on research showing that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to
32、 the best possible start in life. The four years pilot study included 380 families who were about to have their first child and who represented a cross section of socioeconomic status, age and family configurations (结构). They included single parent and two parent families, families in which both par
33、ents worked, and families with either the mother or father at home. The program involved trained parent educators visiting the parents“ home and working with the parent, or parents, and the child. Information on child development, and guidance on things to look for and expect as the child grows were
34、 provided, plus guidance in fostering the child“s intellectual, language, social and motor skill development. Periodic checkups of the child“s educational and sensory development (hearing and vision) were made to detect possible handicaps that interfere with growth and development. Medical problems
35、were referred to professionals. At the age of three, the children who had been involved in the “Missouri“ program were evaluated alongside a cross section of children selected from the same range of socioeconomic backgrounds and family situations, and also a random sample of children that age. The r
36、esults were phenomenal . By the age of three, the children in the program were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and were further along in social development. In fact, the average child on
37、the program was performing at the level of the top 15 to 20 percent of their peers in such things as auditory comprehension, verbal ability and language ability.（分数：20.00）(1).Who has more opportunity to be admitted to involve in “Headstart“ programme?（分数：4.00）A.A child at the age of three from a wea
38、lthy family.B.A child at the age of three from a poorer family.C.An adult from poorer family.D.A teenager at the age of thirteen from a rich family.(2).What is the major difference between “Headstart“ programme and “Missouri“ programme?（分数：4.00）A.The way they approach children.B.The standard they se
39、t.C.The funding they receive.D.The way they regard the role of parents.(3).Which one of the following is not included in either of two programmes?（分数：4.00）A.Children are administered to poor and wealthy families.B.Sufficient funding is provided.C.The assistance is continued with follow-up in element
40、ary schools.D.Educators made visits to parents“ home.(4).What is the purpose of the establishment of these two programmes?（分数：4.00）A.It is designed to improve pre-schoolers“ educational development.B.It aims to enhance early childhood education institutions.C.Its goal is to lay a solid foundation fo
41、r adulthood.D.The purpose is to expand children“s vision.(5).The word “phenomenal“ (Line 4, Para.5) is closest in meaning to _.（分数：4.00）A.disappointingB.unsettledC.remarkableD.doubtfulA sense of self develops in young children by degrees. The process can usefully be thought of in terms of the gradua
42、l emergence of two somewhat separate features: the self as a subject, and the self as an object. William James introduced the distinction in 1892, and contemporaries of his, such as Charles Cooley, added to the developing debate. Ever since then psychologists have continued building on the theory. A
43、ccording to James, a child“s first step on the road to self-understanding can be seen as the recognition that he or she exists. This is an aspect of the self that he labelled “self-as-subject“, and he gave it various elements. These included an awareness of one“s own agency (i.e. one“s power to act)
44、, and an awareness of one“s distinctiveness from other people. These features gradually emerge as infants explore their world and interact with caregivers. Cooley(1902) suggested that a sense of the self-as-subject was primarily concerned with being able to exercise power. He proposed that the earli
45、est examples of this are an infant“s attempts to control physical objects, such as toys or his own limbs. This is followed by attempts to affect the behaviour of other people. For example, infants learn that when they cry or smile, someone responds to them. Once children have acquired a certain leve
46、l of self-awareness, they begin to place themselves in whole series of categories, which together play such an important part in defining them uniquely as “themselves“. This second step in the development of a full sense of self is what .James called the “Self-as-object“. This has been seen by many
47、to be the aspect of the self which is most influenced by social elements, since it is made up of social roles (such as student, brother, colleague) and characteristics which derive their meaning from comparison or interaction with other people (such as trustworthiness, shyness, sporting ability). Co
48、oley and other researchers suggested a close connection between a person“s own understanding of their identity and other people“s understanding of it. Cooley believed that people build up their sense of identity from the reactions of others to them, and from the view they believe others have of them
49、. He called the self-as-object the “looking-glass self“, since people come to see themselves as they are reflected in others. Mead(1934) went even further, and saw the self and the social world as inextricably bound together: “The self is essentially a social structure, and it arises in social experience . it is impossible to conceive of a self arising outside of social experience.“ Finally, perhaps the most graphic expressions of self-awareness in general can be seen in the displays of rage which are most common from 18 months to 3 years of age. In a longitudinal study of groups o
