1、大学英语六级改革适用（阅读）模拟试卷 95及答案与解析 Section C 0 Emily Dickinson was different from other women of her generation in that she led a reclusive life but her childhood was a very happy one. After the Civil War Dickinson withdrew from society and had few contacts outside of Amherst and wore only white in her adu
2、lt life. She did however maintain active correspondence with friends outside of Amherst. It was only after her death that the magnitude of her writing was discovered. Her younger sister, Lavinia, discovered 1,775 poems bound in small packets tied with thread. Emily Dickinson was so concerned with th
3、e subject of nature partly due to the fact that her secluded life style could have given her more time to focus closely on the nature of things. Dickinson s writings are complex and for many years scholars have searched for romantic inspirations but have yet to understand her work. What is understoo
4、d is that her work cannot simply be described as a narrative style. In fact, her style is of most interest to recent scholars. Dickinson, although given ample opportunity, refused to allow her work to be pubilished. This is also of great interest to those studying her work. A manuscript found demons
5、trates how Dickinson uses a punctuation of space and lineation as a visual expression of words to reinforce the poetic meaning. Without doubt, Dickinsons work has influenced and continues to influence modern poetry. For her time, her style was completely unique and included the use of dashes and cap
6、italized nouns. None of her work rhymed and she incorporated unusual comparisons to events and situations. This unconventional method of writing has heralded her as being one of me most innovative poets in the 19th century. Her writings have a revolutionary nature, demonstrating a complex, multiface
7、ted mind that often undermines popular conception. Her resistance to the male-dominated society set her apart from most women of her time. Dickinson defined herself as a person, not as an extension of the males in her life as most women of her time did. This resistance is well presented in her work
8、and these have been studied by a group of researchers and many students after her death. Feminists have also emphasized her intellectual and artistic sophistication instead of describing her as a reclusive, eccentric figure. 1 The word “reclusive“(Line 2, Para. 1)is closest in meaning to_. （ A） secl
9、uded （ B） sociable （ C） suspended （ D） meditating 2 Which one of the following is NOT TRUE according to the passage? （ A） When she is not young any more, Dickinson wore simply white clothes. （ B） The topic of her poems is related to nature. （ C） The greatness of her writing was recognized by people
10、while she was alive. （ D） Her writings are hard to understand. 3 How did Dickinson strengthen the poetic meaning? （ A） Her poems were described as a narrative style. （ B） She used punctuations like space and lineation in some unusual ways. （ C） She was influenced by modern poetry. （ D） Dickinson dre
11、w pictures to visualize poems. 4 Which one of the following is not the feature of Dickinson s writings? （ A） The style. （ B） The method of writing. （ C） The innovations. （ D） The rhetorics. 5 What can we infer from the passage? （ A） Dickinson enjoyed recognition for her poetic accomplishments. （ B）
12、Scholars are likely to compare her works with those of male. （ C） Dickinson was an independent female. （ D） Most women of her time had achieved independence. 5 Researchers have suggested that ones emotional intelligence(EQ)is a greater indicator of success and satisfaction than his intellectual inte
13、lligence(IQ)contrary to an assumption that people with high IQs are bound to 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 persons ability to understand
14、his own emotion and those of others, and to act appropriately using these emotions. 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
15、be taught and developed. Therefore, no matter what ones innate ability is, 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 wom
16、en tend to be better at empathy and interpersonal relationship. Intellectual 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 inte
17、llectual intelligence not emotional intelligence. Having a high IQ, that is 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.
18、IQ is just the indicator of school achievement and educational success. Low 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 r
19、educe IQ, resulting in aggressiveness and being out of self-control. Having 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
20、with the same intelligence, but it should not be ignored that genes interact with the environment. Social factors will surely add to intelligence. One s success is often decided by three factors experience and training, IQ, and EQ among which IQ is the least important factor and EQ plays a major rol
21、e. Especially leadership success is found to be attributable to emotional intelligence. 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. 6 What is the definition of EQ in gener
22、al according to the passage? （ A） EQ is a person s competence 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 an
23、d nature. 7 Which one of the following is NOT TRUE about EQ according to the passage? （ 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 t
24、otal EQ. （ D） Emotional intelligence influences others dramatically. 8 Which one of the following in NOT TRUE about IQ according to the passage? （ 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 no
25、t subject to change throughout life. （ D） IQ is the least important factor in one s success. 9 Why the author mentioned depression in paragraph 4? （ 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 suppo
26、rt the idea that low EQ can affect IQ. （ D） It is a transitional sentence. 10 How to rank three factors(experience and training, IQ, EQ)in the order of importance from high to low? （ A） IQ, EQ, experience and training. （ B） EQ, IQ, experience and training. （ C） IQ, experience and training, EQ. （ D）
27、EQ, experience and training, IQ. 10 The Western is a uniquely genre which has found expression in the 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 Wester
28、ns thus take place in frontier outposts in the latter half of the Nineteenth Century. Westerns, while 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 t
29、he gun, the horse, the saloon and the open prairie. The Western portrayed a violent and isolated society 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, oft
30、en represented by the town sheriff, and criminal elements such as cattle rustlers, bank robbers and 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“ maga
31、zines. In the 1920s radio dramas such as the Lone Ranger came into vogue. Westerns reached their greatest 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 extreme
32、ly popular with the American public. With the advent of television in the 1950s, a new avenue opened 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 p
33、aint a romanticized and unrealistic portrait of the American West of the time. While this may be true 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
34、express their personal impulses on the other hand. Because this is fundamental to US culture, the Western genre will likely to be with us for years to come. 11 What is the reason for naming a genre as The Western? （ A） It is a specific genre in the forms of the mass media. （ B） The background is set
35、 in the west of Mississippi. （ C） A majority of audiences are interested in this name. （ D） The rapid development of urbanization in America. 12 Besides conflicts between white settlers and native Americans, what is the other conflict portrayed in Westerns? （ A） Conflicts between laws and regulation
36、. （ B） Struggle between life in cities and towns. （ C） Conflicts between nature and human beings. （ D） Struggle between freedom and limitation. 13 The word “advent“(Line 7, Para.3)is closest in meaning to_. （ A） invention （ B） suppression （ C） appearance （ D） evolution 14 What is the main idea of Pa
37、ragraph 4? （ A） Westerns are considered to be fierce and unsophisticated. （ B） Westerns have been and will 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. 15 Which one of the f
38、ollowing is a suitable title for this passage? （ A） Careers of famous Western movie stars （ B） How the American West was settled （ C） Comparison between Westerns and other genres （ D） A historical and cultural explanation for Western 15 It is generally acknowledged that young people from poorer soci
39、oeconomic backgrounds tend to do less well in our education system. That is observed not just in New Zealand, but also in Australia, 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
40、lot of money was poured into it. It took children into preschool institutions at the age of three and was supposed to help the 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, t
41、he program began too late. Many children who entered it at the age of three were already behind their peers in language and measurable 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
42、 the growing research evidence of the importance of the first three years of a childs life and the disappointing results from “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 showi
43、ng that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to 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
44、 status, age and family configurations(结构 ). They included single parent and two parent families, families in which both parents 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 pare
45、nts, and the child. Information on child development, and guidance on things to look for and expect as the child grows were provided, plus guidance in fostering the childs intellectual, language, social and motor skill development. Periodic checkups of the childs educational and sensory development(
46、hearing and vision)were made to detect possible handicaps that interfere with growth and development. Medical problems 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
47、the same range of socioeconomic backgrounds and family situations, and also a random sample of children that age. The results 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 probl
48、em solving and other intellectual skills, and were further along in social development. In fact, the average child on 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. 16 Who has more oppo
49、rtunity to be admitted to involve in “Headstart“ programme? （ A） A child at the age of three from a wealthy 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. 17 What is the major difference between “Headstart“ programme and “Missouri“ programme? （ A） The way they approach children. （ B） The standard they set. （ C） The funding they receive. （ D） The way they regard the role of parents. 18 Which one of the following is not included in either of two progra
