6月英语六级长篇阅读模拟题

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【简介】感谢网友“ttoi”参与投稿，下面小编为大家带来6月英语六级长篇阅读模拟题(共10篇），希望大家能够受用!

篇1：6月英语六级长篇阅读模拟题（一）

Section B

Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived.

You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.

The Great Charter Tryout

A. Long before Sci Academy, a charter school in New Orleans, had graduated its first senior class, the school was being heaped with accolades ( 称赞). In September , when Sci Academy was just two years old, its 200 excited students--then all freshmen and sophomores--filed into Greater St. Stephen Baptist church, next door to the school. Together with local dignitaries ( 显要人物 ), journalists, and a brass band, the students watched on huge screens as the leaders of six charter schools from around the country appeared on The Oprah Winfrey Show. At the end of the show, they watched as Oprah handed each charter-school leader―including Ben Marcovitz, Sci Academy's founder―a $1 million check.

B. Sci Academy is a flagship charter school and a model of the new data-driven, business-infused approach to education that has won its worship in New Orleans. After Hurricane Katrina in , education reformers swept away what remained of the traditional public schools in what had been one of the nation's lowest- performing districts. In their place, charters promised choice and increased accountability( 负责制 ). More than 75 percent of New Orleans kids landed in schools controlled by the so-called Recovery School District, which was heavily dominated by charter schools.

C. “This transformation of the New Orleans educational system may turn out to be the most significant national development in education since desegregation,” wrote Neerav Kingsland, the CEO of New Schools for New Orleans, the city's leading venture-philanthropy group incubating local charter schools, a year ago. “New Orleans students have access to educational opportunities that are far superior to any in recent memory.”

D. But eight years after Hurricane Katrina, there is evidence that the picture is far more complicated. Seventy- nine percent of RSD charters are still rated D or F by the Louisiana Department of Education. Sci is one of two RSD high schools to earn a B; there are no A-rated open-admission schools. In a school system with about 42,000 mostly poor African-American kids, every year thousands are out of school at any given time-- because they are on suspension, have dropped out, or are incarcerated. Even at successful schools, such as the highly regarded Sci Academy, large numbers of students never make it to graduation, and others are unlikely to make it through college.

E. Figuring out what has taken place in the New Orleans schools is not just a matter of interest to local residents. From cities like New York to towns like Muskegon Heights, Michigan, market-style reforms have been widely considered as the answer to America's educational woes. New Orleans tells us a lot about what these reforms look like in practice. And the current reality of the city's schools should be enough to give pause to even the most passionate charter supporters.

F. With its chain-link fence and campus of module-like buildings--the result of a continuing post-Hurricane Katrina building shortage--Sci Academy doesn't look much like a model school. Freshmen, wearing the polo shirts and khakis of the school uniform, are required to walk along straight red lines that snake through the school's breezeways. Placards bearing slogans, such as “No Short Cuts; No Excuses” and “Go Above and Beyond,” hang overhead.

G. Everything at Sci Academy is carefully designed to maintain discipline and focus on the school's principal mission, which is to get every student into college. Each morning, at 8 a.m., the teachers, almost all white and in their 20s, gather for a rousing thigh-slapping, hand-clapping, rap-chanting staff revival meeting, the beginning of what will be, for most, a 14- to 16-hour workday. Students arrive a half hour later, and if asked “Why are you here?” and “What will it take?” are expected to respond “To learn” followed by a recitation of the school's six core values: “achievement, respect, responsibility, perseverance, teamwork, and enthusiasm.”

H. Both curriculum and behavior are elaborately arranged. As kids file into class, a teacher hands them their “entry ticket,” a survey that helps determine how much students retained from the previous class. An “exit ticket” distributed at the end of each class establishes how much kids have absorbed. Information from the exit tickets, as well as attendance, demerits for bad behavior, and “Sci bucks” for good behavior, are keyed into the Sci software system by teachers every night to help monitor both student and teacher performance.

I. After the storm, the state fired the city's unionized teachers, who were mostly middle-aged African- Americans, an action that has been challenged in court. While a few schools have hired back teachers who worked in the pre-Katrina schools, the city now relies heavily on inexperienced educators--mostly young, white, and from out of town--who are willing, at least in the short run, to put in exhausting hours. But at many schools, including Sci Academy, plenty of teachers last for less than two years.

J. In New Orleans, teachers with certifications from Teach for America number close to 400, five times the level a few years ago. Within the RSD, in , 42 percent of teachers had less than three years of experience; 22 percent have spent just one year or less in the classroom, according to “The State of Public Education in New Orleans,” a report by the pro-charter Cowen Institute at Tulane University.

K. In part to help with this lack of experience, charter schools train teachers in highly regimented routines that help them keep control of their classrooms. The city's charter-school advocates argue that in the aftermath of the storm, when charter operators had to scale up quickly, they needed to start with basics: first order and security, then skill building. “Kids expect high school to be dangerous. They come to school with their backs up,” explains Sci Academy's Marcovitz, a graduate of the elite Maret school in Washington, D.C., and Yale University. He says the routines--which are borrowed from methods pioneered by KIPP, a national charter chain that also operates schools in New Orleans--are intended to keep students focused and feeling safe.

L. In one English class last fall, a teacher who had been at Sci for about a year held forth on the fine points of grammar, including the subtle difference between modal and auxiliary verbs. As a few heads drifted downward, she employed a popular charter-school management routine to hold the class's attention. “SPARK check! ” she called. The acronym stands for sit straight; pencil to paper (or place hands folded in front); ask and answer questions; respect; and keep tracking the speaker.

M. “Heads up, sit straight--15 seconds to go,” she said, trying to get her students' attention. “All scholars please raise your homework in THREE, TWO, ONE. We need to set a goal around homework completion. I only see about one third complete homework.”

N. It's a long way from the city's charter school roots. In the 1990s, the city's first charter school, New Orleans Charter Middle School, was built on a progressive curriculum that used experiential projects and electives, such as bicycle repair and African dance, to foster a love of learning. The school became the most highly rated nonselective school in the city before it was devastated during Hurricane Katrina. But while its founders went on to create FirstLine, now one of the leading charter operators in New Orleans, the progressive roots of the charter movement have been swamped by the new realities of a competitive charter marketplace.

O. Now, driven by both government policy and charitable funding--which rewards schools for preparing students for college and penalizes those that don't--most charter high schools in New Orleans describe themselves as “college prep.” This may seem an admirable goal. But in a school system where the number of eighth graders who passed the end-of-course tests required to get into high school has, according to the Cowen Institute, virtually stagnated at about 60 percent, the push toward college leaves behind many of the most disadvantaged kids, who already face enormous hurdles because of poverty, parental abandonment, and one of the highest rates of gun violence in the nation. For some of these students, college is not necessarily a realistic goal.

46. Teachers in charter schools are trained in strict and rigid ways since most of them are inexperienced.

47. Instead of carrying on its tradition of being advanced, New Orleans Charter Middle School has to follow market rules to survive and compete with other schools.

48. Students in New Orleans have got the best education opportunity they have ever had in recent years.

49. Many charter high schools in New Orleans are to help students enter college, which is supported by government policy and attracts funds.

50. Traditional public schools have been completely reformed in areas with worst reputation on education quality in 2005.

51. Even schools like Sci Academy cannot keep teachers for long.

52. Several years ago, there were only about 80 teachers with qualified certifications in New Orleans.

53.Even Sci Academy, which enjoys a high reputation, fails to help a lot of students graduate.

54. Various information on students can be tracked down in Sci Academy's computer systems to ensure the teaching quality.

55. To solve the problem of American education, many people turn to the function of market as the key.

篇2：6月英语六级长篇阅读模拟题（三）

Section B

You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.

Daylight Saving Time (DST) How and When Did Daylight Saving Time Start?

A. Benjamin Franklin--of “early to bed and early to rise” fame--was apparently the first person to suggest the concept of daylight savings. While serving as U.S. ambassador to France in Pads, Franklin wrote of being awakened at 6 a.m. and realizing, to his surprise, that the sun would rise far earlier than he usually did. Imagine the resources that might be saved if he and others rose before noon and burned less midnight oil, Franklin, tongue half in cheek, wrote to a newspaper.

B. It wasn't until World War I that daylight savings were realized on a grand scale. Germany was the first state to adopt the time changes, to reduce artificial lighting and thereby save coal for the war effort. Friends and foes soon followed suit. In the U.S. a federal law standardized the yearly start and end of daylight saving time in 1918--for the states that chose to observe it.

C. During World War II the U.S. made daylight saving time mandatory(强制的) for the whole country, as a way to save wartime resources. Between February 9, 1942, and September 30, 1945, the government took it a step further. During this period daylight saving time was observed year-round, essentially making it the new standard time, if only for a few years. Many years later, the Energy Policy Act of 2005 was enacted, mandating a controversial month-long extension of daylight saving time, starting in .Daylight Saving Time: Energy Saver or Just Time Sucker?

D. In recent years several studies have suggested that daylight saving time doesn't actually save energy--and might even result in a net loss. Environmental economist Hendrik Wolff, of the University of Washington, co- authored a paper that studied Australian power-use data when parts of the country extended daylight saving time for the Sydney Olympics and others did not. The researchers found that the practice reduced lighting and electricity consumption in the evening but increased energy use in the now dark mornings-- wiping out the evening gains. That's because the extra hour that daylight saving time adds in the evening is a hotter hour. “So if people get home an hour earlier in a wanner house, they turn on their air conditioning,” the University of Washington's Wolff said.

E. But other studies do show energy gains. In an October daylight saving time report to Congress, mandated by the same 2005 energy act that extended daylight saving time, the U.S. Department of Energy asserted that springing forward does save energy. Extended daylight saving time saved 1.3 terawatt ( 太瓦 ) hours of electricity. That figure suggests that daylight saving time reduces annual U.S. electricity consumption by 0.03 percent and overall energy consumption by 0.02 percent. While those percentages seem small, they could represent significant savings because of the nation's enormous total energy use.

F. What's more, savings in some regions are apparently greater than in others. California, for instance, appears to benefit most from daylight saving time--perhaps because its relatively mild weather encourages people to stay outdoors later. The Energy Department report found that daylight saving time resulted in an energy savings of one percent daily in the state.

G. But Wolff, one of many scholars who contributed to the federal report, suggested that the numbers were subject to statistical variability ( 变化) and shouldn't be taken as hard facts. And daylight savings' energy gains in the U.S. largely depend on your location in relation to the Mason-Dixon Line, Wolff said.“The North might be a slight winner, because the North doesn't have as much air conditioning,” he said. “But the South is a definite loser in terms of energy consumption. The South has more energy consumption under daylight saving.”

Daylight Saving Time: Healthy or Harmful?

H. For decades advocates of daylight savings have argued that, energy savings or no, daylight saving time boosts health by encouraging active lifestyles--a claim Wolff and colleagues are currently putting to the test. “In a nationwide American time-use study, we're clearly seeing that, at the time of daylight saving time extension in the spring, television watching is substantially reduced and outdoor behaviors like jogging, walking, or going to the park are substantially increased,” Wolff said. “That's remarkable, because of course the total amount of daylight in a given day is the same. ”

I. But others warn of ill effects. Till Roenneberg, a university professor in Munich (慕尼黑), Germany, said his studies show that our circadian (生理节奏的 ) body clocks--set by light and darkness--never adjust to gaining an “extra” hour of sunlight to the end of the day during daylight saving time.

J. One reason so many people in the developed world are chronically (长期地) overtired, he said, is that they suffer from“social jet lag. ”In other words, their optimal circadian sleep periods don't accord with their actual sleep schedules. Shifting daylight from morning to evening only increases this lag, he said. “Light doesn't do the same things to the body in the morning and the evening. More light in the morning would advance the body clock, and that would be good. But more light in the evening would even further delay the body clock. ”

K. Other research hints at even more serious health risks. A 2008 study concluded that, at least in Sweden, heart attack risks go up in the days just after the spring time change. “The most likely explanation to our findings is disturbed sleep and disruption of biological rhythms,” One expert told National Geographic News via email.

Daylight Savings' Lovers and Haters

L. With verdicts (定论) on the benefits, or costs, of daylight savings so split, it may be no surprise that the yearly time changes inspire polarized reactions. In the U.K., for instance, the Lighter Later movement--part of 10:10,a group advocating cutting carbon emissions--argues for a sort of extreme daylight savings. First, they say,move standard time forward an hour, then keep observing daylight saving time as usual--adding two hours ofevening daylight to what we currently consider standard time. The folks behind Standardtime.com, on the other hand, want to abolish daylight saving time altogether, calling energy-efficiency claims “unproven. ”

M. National telephone surveys by Rasmussen Reports from spring 2010 and fall deliver the same answer.Most people just “don't think the time change is worth the hassle (麻烦的事 ). ” Forty-seven percent agreedwith that statement, while only 40 percent disagreed. But Seize the Daylight author David Prerau said his research on daylight saving time suggests most people are fond of it.“I think if you ask most people if they enjoy having an extra hour of daylight in the evening eight months a year, the response would be pretty positive.”

46. Daylight savings' energy gains might be various due to different climates.

47. Disturbed sleep and disruption of biological rhythms may be the best explanation to higher heart attack risks in the days after the spring time change.

48. A research indicated that DST might not save energy by increasing energy use in the dark mornings, though it reduced lighting and electricity consumption in the evening.

49. Germany took the lead in saving wardme resources by adopting the time changes and reducing artificiallighting.

50. A university professor studied the effect of daylight saving time and sounded the alarm of its negative effects.

51. Social jet lag can partly account for people's chronic fatigue syndrome in developed countries.

52. The figure of a study in the U.S. suggested that DST could save a lot of energy nationally.

53. Supporters of daylight savings have long considered daylight saving time does good to people's health.

54. A group advocating cutting carbon emissions launches the Lighter Later movement to back a kind of extreme daylight savings.

55. A scholar contributing to a federal report suggested that the amount of saved energy had something to do with geographic position.

篇3：6月英语六级阅读理解模拟题

A wise man once said that the only thing necessary for the triumph of evil is for good men to do nothing. So, as a police officer, I have some urgent things to say to good people.

Day after day my men and I struggle to hold back a tidal wave of crime. Something has gone terribly wrong with our once-proud American way of life. It has happened in the area of values. A key ingredient is disappearing, and I think I know what it is: accountability (责任感).

My job as a police pfficer is to impose accountability on people who refuse, or have never learned, to impose it on themselves. But as every policeman knows, external control on people's behavior is far less effective than internal restraints such as guilt, shame and embarrassment.

Fortunately there are still communities―smaller towns, usually―where schools maintain discipline and where parents hold up standards that proclaim:

“In this family certain things are not tolerated―they simply are not done!”

Yet more and more, especially in our large cities and suburbs, these inner restraints are loosening. Your typical robber has none. He considers your property his property; he takes what he wants, including your life if you enrage him.

The main cause of this break-down is a radical shift in attitudes. Thirty years ago, if a crime was committed, society was considered the victim. Now, in a shocking reversal, it's the criminal who is considered victimized: by his underprivileged upbringing, by the school that didn't teach him to read, by the church that failed to reach him with moral guidance, by the parents who didn't provide a stable home.

I don't believe it. Many others in equally disadvantaged circumstances choose not to engage in criminal activities. If we free the criminal, even partly, from accountability, we become a society of endless excuses where no one accepts responsibility for anything.

Americans desperately need more people who believe that the person who commits a crime is the one responsible for it.

21. What the wise man said suggests that______.

A. it's certain that evil will prevail if good men do nothing about it

B. it's unnecessary for good people to do anything in face of evil

C. it's only natural for virtue to defeat evil

D. it's desirable for good men to keep away from evil

22. According to the author, if a person is found guilty of a crime, ______.

A. society is to be held responsible

B. modern civilization is responsible for it

C. the standards of living should be improved

D. the criminal himself should bear the blame

23. Compared with those in small towns, people in large cities have

A. better sense of discipline B. more mutual respect C. less effective government D. less self-discipline

24. The writer is sorry to have noticed that______.

A. people in large cities tend to excuse criminals

B. people in small towns still stick to old discipline and standards

C. today's society lacks sympathy for people in difficulty

D. people in disadvantaged circumstances are engaged in criminal activities

25. The key point of the passage is that

A. stricter discipline should be maintained in schools and families

B. more good examples should be set for people to follow

C. more people should accept the value of accountability

D. more restrictions should be imposed on people

21. A 22. D 23. D 24. A 25. C

篇4：6月英语六级阅读理解模拟题

The birth of computers has brought with it a new set of opportunities for mischief and crime. Today, computers are easy to come by and many people know how computer technology 11 . More importantly, the growing use of computer networks can multiply the violation of security, making large numbers of people more vulnerable than would be the case if they were using 12 , stand-alone computers.

What's more, computer experts agree that―despite recent widespread publicity-computer viruses are 13 one of the many computer security problems facing the nation.

The U. S. Defense Advanced Research Project Agency has requested that the Research Council's Science and Technology Board 14 the security problems posed by computer technology, see what 15 may already exist, review research efforts 16 at avoiding security problems in the future, and evaluate existing policies 17 to computer security. The study committee will examine the 18 of security for a broad spectrum of users, including the business, national security, and academic communities, as well as the 19 public.

David. Clark, senior research scientist, Laboratory for Computer Science, Massachusetts Institute of Technology, will chair the 20 of experts in

electronic security, net-work security, computer law, software engineering ? and operating systems. The committee will also include computer users from the defense and banking industries.

A. only

B. works

C. solutions

D. general

E. issue

F. fundamentally

G. universal

H. assess

I. aimed

J. single

K. committee

L. generates

M. relevant

N. question

O. community

II. B 12. J 13. A 14. H 15. C 16. I 17. M 18. E 19. D 20. K

篇5：6月英语六级阅读理解考前模拟题

Passage Three

A big focus of the criticism of computer games has concerned the content of the games being played. When the narratives of the games are analyzed they can be seen to fall into some genres. The two genres most popular with the children I interviewed were ‘Platformers’ and ‘Beat-them-ups.’ Platform games such as Sonic and Super Mario involve leaping from platform to platform, avoiding obstacles, moving on through the levels, and progressing through the different stages of the game. Beat-them-ups are the games which have caused concern over their violent content. These games involve fights between animated characters. In many ways this violence can be compared to violence within children’s cartoons where a character is hit over the head or falls of a cliff but walks away unscathed.

Controversy has occurred in part because of the intensity of the game play, which is said to spill over into children’s everyday lives. There are worries that children are becoming more violent and aggressive after prolonged exposure to these games. Playing computer games involves feelings of intense frustration and anger which often expresses itself in aggressive ‘yells’ at the screen. It is not only the ‘Beat-them-up’ games which produce this aggression; platform games are just as frustrating when the characters lose all their ‘lives’ and ‘die’ just before the end of the level is reached. Computer gaming relies upon intense concentration on the moving images on the screen and demands great hand-to-eye coordination. When the player loses and the words ‘Game over’ appear on the screen, there is annoyance and frustration at being beaten by the computer and at having made an error. This anger and aggression could perhaps be compared to the aggression felt when playing football and you take your eye off the ball and enable the opposition to score. The annoyance experienced when defeated at a computer game is what makes gaming ‘addictive’: the player is determined not to make the same mistake again and to have ‘one last go’ in the hope of doing better next time.

Some of the concern over the violence of computer games has been about children who are unable to tell the difference between fiction and reality and who act out the violent moves of the games in fight on the playground. The problem with video games is that they involve(自中国教育文摘www.edUzhai.net，请保留此标记。) children more than television or films and this means there are more implications for their social behavior. Playing these games can lead to anti-social behavior, make children aggressive and affect their emotional stability.

11. What is the topic of this article?

[A] How does playing computer games affect the level of violence in children

[B] There is no difference between Platform games and ‘Beat-Them-Ups’.

[C] How to control anger while playing computer games

[D] How to make children spend less time on computer games

12. Which of the following games is supposed to contain violent content?

[A] Sonic

[B] Super Mario

[C] Platformer

[D] Beat-Them-Up

13. What does unscathed (Paragraph 1, Last line) probably mean?

[A] unsettled

[B] unbeaten

[C] unharmed

[D] unhappy

14. According to the second paragraph, how does violence relate to playing computer games?

[A] When losing computer games children tend to experience frustration and anger.

[B] Beat-Them-Ups are more popular with children therefore more likely to produce violent behavior.

[C] People who have good hand-eye-coordination tend to be more violent than others.

[D] The violent content in the games gets children addicted to the games.

15. According to the author, why do video games lead to violence more than TV or movies?

[A] Because children cannot tell fiction from reality.

[B] Because children like to act out the scenes in the games on the playground.

[C] Because computer games involve children more than TV or films.

[D] Because computer games can produce more anti-social behavior.

答案及解析

11. 答案是[A] How does playing computer games affect the level of violence in children

解析：文章的主题，可以从第一段中看出。作者开头就说，A big focus of the criticism of computer games has concerned the content of the games being played(计算机游戏的内容遭到很多非议)。第二段开头，作者又用这样的话引出下文：Controversy has occurred in part because of the intensity of the game play, which is said to spill over into children’s everyday lives. There are worries that children are becoming more violent and aggressive after prolonged exposure to these games.(计算机游戏引起争议，有部分原因是因为，小孩打游戏总是过了头，游戏已经渗透到他们生活中去。人们担心，孩子们因为打游戏时间过长，渐渐变的有暴力倾向。)第三段开头，作者说，Some of the concern over the violence of computer games has been about children who are unable to tell the difference between fiction and reality对计算机游戏的一些担心，来自于孩子无法辨别虚构世界和现实世界。可见，作者本文主要讨论的问题，是计算机游戏中的暴力给孩子们带来的影响。

12. 答案是[D] Beat-Them-Up

解析：该细节可以在文章第一段找到。文章第一段介绍了主要的两类电子游戏：Platformers和Beat-Them-Ups。前者包括Sonic和超级玛丽。后者是打游戏者作为游戏中的卡通人物的单人独斗类游戏，后者一般被认为有暴力内容。关键语句为Beat-them-ups are the games which have caused concern over their violent content.

13. 答案是[C] unharmed

解析：可以根据上下文判断：文章第一段结尾，unscathed出现的语句为，In many ways this violence can be compared to violence within children’s cartoons where a character is hit over the head or falls of a cliff but walks away unscathed. (从很多方面来说，可以把电子游戏里的暴力和卡通片里的暴力比较：卡通片中的人物被击中脑袋，或者从悬崖上掉下去，也可以毫发无损地走开。)只有[C]正确。其他选项，[A] unsettled：紊乱的，无人居住的，东飘西荡的，不安定的。[B] unbeaten：未捣碎的，未被击败的;未被超越的;[D] unhappy：不快乐的，不幸福的，都是错误选项。

14. 答案是[A] When losing computer games children tend to experience frustration and anger.

解析：文章第二段介绍为什么沉迷于电子游戏中会使孩子们产生暴力倾向。作者先将本段内容在开头进行综述，小孩打游戏总是过了头，游戏已经渗透到他们生活中去。人们担心，孩子们因为打游戏时间过长，渐渐变的有暴力倾向。尤其是游戏即将失利的时候，玩家就会觉得沮丧，为自己曾经的失误气恼，总想再来一次(have ‘one last go’)。作者说，Platforms和Beat-Them-Ups同样会使孩子们觉得失利后的沮丧，因此[B] 的说法，Beat-Them-Ups更受欢迎，因此更容易激发暴力行为，是错误的。[C] ，手眼协调出色的人更容易有暴力倾向，文章并没有相关内容。[D]，游戏中的暴力使得孩子们沉迷于游戏中，文章也没有这样的说法。作者认为，容易使孩子们沉迷于其中的，是他们自己玩游戏时候的失利，游戏结束时，看到GAME OVER，他们对自己在打那一局时所犯错误的懊恼。

15. 答案是[C] Because computer games involve children more than TV or films.

解析：问的是为什么电子游戏比电影和电视更容易激发孩子们的暴力行为。解题的关键语句是The problem with video games is that they involve children more than television or films and this means there are more implications for their social behavior.电子游戏比电影或电视都更容易让孩子们有身临其境的参与感，从而对他们的社会行为影响更大。容易错选成[A]，孩子们分不清虚构和现实世界，这虽然是文章原句，但这并不是作者想引出的游戏和影视的根本区别。[D]是打游戏的结果，并不是作者想探究的，为什么游戏比影视更容易让孩子产生暴力行为的原因。

注释 Notes

narrative n. (本文中作名词)叙述，故事

genre n. 类型，流派

obstacle n. 障碍物

animated adj. 动画的

cliff n. 悬崖

unscathed adj. 毫发无损的

controversy n. 争议

spill over into 深入到，渗透到

prolonged adj. 长时间的

frustration n. 挫折

coordination n. 协调，协调性

annoyance n. 烦恼，烦扰，恼怒，恼火

addictive adj. 让人上瘾的

implication n. 含义，内涵

stability n. 稳定性，稳定

篇6：6月大学英语六级翻译模拟题

【国人消费观】

70年代，中国人曾以有一件外国衬衣和一块进口电子手表而自豪。那时候，国产商品在外观和功能方面无疑都远远逊色于外国品牌产品。“崇洋媚外”在中国消费者心里打下了烙印。随着中国的现代化科技、经济和国力的发展，今天的国产商品从外观、质量、科技含量等各个方面都得到了飞跃，不少产品已优于同类的外国品牌。中国消费者对外国品牌从仰视，到平视，最后甚至会俯视。消费者心理正在发生改变，逐步回归理性消费。

In the 1970s, Chinese people were proud of owningan imported shirt and an imported electronic watch.At that time, domestic products were inferior toproducts of foreign brands both in appearance andfunction. The idea of worshipping and having blindfaith in foreign things has been deeply rooted in the Chinese consumers. With the developmentof modern science and technology, economy and national strength in China, domestic productsat present have made a leap in appearance, quality, elements of science and technology. Manydomestic products are even superior to the similar products in foreign brands. Chinesepeople's attitude toward foreign products has changed from admiration to objectiveness, andfinally even to contempt. The psychology of consumers is changing and people are graduallycoming back to rational consumption.

【献茶礼仪】

当今社会，客来敬茶已经成为人们日常社交和家庭生活中普遍的往来礼仪。俗话说：酒满茶半。上茶时应以右手端茶，从客人的右方奉上，并时带微笑。当然，喝茶的客人也要以礼还礼，双手接过，点头致谢。品茶时，讲究小口品饮，其妙趣在于意会而不可言传。另外，可适当称赞主人茶好。总之，敬茶是国人礼仪中待客的一种日常礼节，也是社会交往的一项内容，不仅是对客人、朋友的尊重，也能体现自己的修养(self-cultivation)。

参考译文:

Nowadays, offering tea to guests has becomecommon etiquette in daily social interaction andfamily life. As the saying goes, white spirit, full cup; tea, half cup. Tea cup should be held on the righthand and offered to guests with a smile from theirright side. Of course,the guests should pay respect as well, taking over the cup with both hands and nodding to express his thanks. When tasting tea,you should drink it in small sips, the beauty and fun of which is beyond words. In addition, you could praise the tea of theowner appropriately. In short, offering tea is a daily ritual of Chinese people when receivingguests and it is also part of social interaction. It can not only show respect to guests andfriends, but also reflect your self-cultivation.

【低碳生活】

低碳生活(low-carbon life)对于我们普通人来说是一种态度，我们应该积极提倡并去实践，从自己做起，从节约水电这些点滴做起。除了植树，有的人买运输里程很短的商品，还有人坚持爬楼梯，形形色色，非常有趣。“低碳生活”的理念逐渐被世界各国所接受。低碳生活的出现不仅告诉人们可以为减碳做些什么，还告诉人们可以怎么做。在这种生活方式逐渐兴起的时候，大家开始关心自己每天是否为减碳做了什么。

参考译文：

Low-carbon life is an attitude for ordinary people,and we should actively advocate and practice low-carbon life by doing it from ourselves and by starting bit by bit from saving water and electricity.Besides planting trees,some people purchase goods within a short delivery distance and others stick to climbing stairs.People do various things to live a low-carbon life,which is really interesting.“Low-carbon life” concept has gradually been accepted worldwide.The emergence of low-carbon lifestyle not only introduces to people what they can do for carbon reduction,but also tells them how they can do it.As this lifestyle gradually becomes popular,people begin to ask themselves whether they have contributed something to carbon reduction every day.

篇7：英语六级阅读：长篇阅读解题技巧

首先，快速阅读的主要做题步骤如下：

1.看大标题(主要是了解文章大意)

2.选定位词

3.读文解题

4.查漏补缺

下面我们来对各个步骤进行详细讲解：

一、选定位词

注意要去选那些不易替换、文中原样重现的词语，如：

数字、时间

大写专有名词：人名、地名、机构名……

特定概念：合成词、专业概念、独特说法、偏具体的名词

二、读文解题

扫读，时刻注意定位词的出现

段首、段末

数字、专有名词丰富的区域

段中转折、强调处

识别同义改写

三、查漏补缺

先确定来源明显的句子，一般有约7个句子来源明显

第一遍无法确定来源的句子，注意结合每段主题、话题词、态度方向筛选

下面再为大家总结做题要点，来帮助大家对长篇阅读有一个整体的概念。

不求甚解：重点是看到，而非看懂

先题后文：先定句子定位词

匀速扫读：无需慢速精读，也莫过快略读;保持适中速度，时刻关注对应

有取有舍：优先确定来源明显的句子，先把简单题选出来，不要影响答题时间。

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篇8：英语六级长篇阅读解题技巧

首先，快速阅读的主要做题步骤如下：

1.看大标题(主要是了解文章大意)

2.选定位词

3.读文解题

4.查漏补缺

下面我们来对各个步骤进行详细讲解：

一、选定位词

注意要去选那些不易替换、文中原样重现的词语，如：

数字、时间

大写专有名词：人名、地名、机构名……

特定概念：合成词、专业概念、独特说法、偏具体的名词

二、读文解题

扫读，时刻注意定位词的出现

段首、段末

数字、专有名词丰富的区域

段中转折、强调处

识别同义改写

三、查漏补缺

先确定来源明显的句子，一般有约7个句子来源明显

第一遍无法确定来源的句子，注意结合每段主题、话题词、态度方向筛选

下面再为大家总结做题要点，来帮助大家对长篇阅读有一个整体的概念。

不求甚解：重点是看到，而非看懂

先题后文：先定句子定位词

匀速扫读：无需慢速精读，也莫过快略读;保持适中速度，时刻关注对应

有取有舍：优先确定来源明显的句子，先把简单题选出来，不要影响答题时间。

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篇9：大学英语六级阅读理解模拟题

阅读理解：Part ⅡReading Comprehension (35 minutes) Directions:There are 4 passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on the Answer Sheet with a single line through the centre.

Passage 1

Questions 21 to 25 are based on the following passage:

People do not analyze every problem they meet. Sometimes they try to remember a solution from the last time they had a similar problem. They often accept the opinions or ideas of other people. Other times they begin to act without thinking; they try to find a solution by trial and error. However, when all these methods fail, the person with a problem has to start analyzing. There are six stages i First the person must recognize that there is a problem. For example, Sam’s bicycle is broken, and he cannot ride it to class as he usually does. Sam must see that there is a problem with his bicycle.?

Next the thinker must define the problem. Before Sam can repair his bicycle, he must find the reason why it does not work. For instance, he must determine if the problem is with the gears, the brakes, or the frame. He must make his problem more specific.?Now the person must look for information that will make the problem clearer and lead to possible solutions. For instance, suppose Sam decided that his bike does not work because there is something wrong with the gear wheels. At this time, he can look in his bicycle repair book and read about gears. He can talk to his friends at the bike shop. He can look at his gears carefully.?

After studying the problem, the person should have several suggestions for a possible solution. Take Sam as an illustration. His suggestions might be: put oil on the gear wheels; buy new gear wheels and replace the old ones; tighten or loosen the gear wheels. ?Eventually one suggestion seems to be the solution to the problem. Sometimes the final idea comes very suddenly because the thinker suddenly sees something new or sees something in a new way. Sam, for example, suddenly sees that there is a piece of chewing gum(口香糖)between the gear wheels. He immediately realizes the solution to his problem: he must clean the gear wheels.

Finally the solution is tested. Sam cleans the gear wheels and finds that afterw ards his bicycle works perfectly. In short, he has solved the problem.

21.In analyzing a problem we should do all the following except ____

A) recognize and define the problem

B) look for information to make the problem clearer

C) have suggestions for a possible solution

D) find a solution by trial or mistake

22.By referring to Sam’s broken bicycle, the author intends to ____.

A) illustrate the ways to repair his bicycle

B) discuss the problems of his bicycle

C) tell us how to solve a problem

D) show us how to analyze a problem

23.Which of the following is NOT true?

A) People do not analyze the problem they meet.

B) People often accept the opinions or ideas of other people.

C) People may learn from their past experience

D) People cannot solve some problems they meet.

24.As used in the last sentence, the phrase “in short” means ____.

A) in the long run B) in detail C) in a word D) in the end

25.What is the best title for this passage?

A) Six Stages for Repairing Sam’s Bicycle.

B) Possible Ways to Problem-solving.

C) Necessities of Problem Analysis.

D) Suggestions for Analyzing a Problem.

篇10：大学英语六级长篇阅读测试题

Definitions of Obesity

A: How does one define when a person is considered to be obese and not just somewhat overweight? Height-weight tables give an approximate guideline as to whether one is simply overweight or has passed into the obese stage.

B: The World Health Organization recommends using a formula that takes into account a person's height and weight. The “Body Mass Index” (BMI) is calculated by dividing the person's weight in kilograms by the square of their height in meters, and is thus given in units of kg/m2. A BMI of 18.5-24.9 is considered to be the healthiest. A BMI of between 25 and 29.9 is considered to be overweight, while a BMI of over 30 is considered to be obese.

C: However, it is recognized that this definition is limited as it does not take into account such variables as age, gender and ethnic origin, the latter being important as different ethnic groups have very different fat distributions. Another shortcoming is that it is not applicable to certain very muscular people such as athletes and bodybuilders, who can also have artificially high BMIs. Agencies such as the National Cholesterol Education Program (NCEP) in the USA and the International Diabetes Foundation (IDF) are starting to define obesity in adults simply in terms of waist circumference.

Health Effects of Obesity

D: Over 2000 years ago, the Greek physician Hippocrates wrote that “persons who are naturally very fat are apt to die earlier than those who are slender”. This observation remains very true today. Obesity has a major impact on a person's physical, social and emotional well-being. It increases the risk of developing diabetes mellitus type 2 (“mature onset diabetes”) and also makes Type 2 diabetes more difficult to control. Thus weight loss improves the levels of blood glucose and blood fats, and reduces blood pressure. The association between obesity and coronary heart disease is also well-known.

Cancer

E: Furthermore, in 2001 medical researchers established a link between being overweight and certain forms of cancer, and estimated that nearly 10,000 Britons per year develop cancer as a result of being overweight. This figure was made up of 5,893 women and 3,220 men, with the strongest associations being with breast and colon cancers. However, it is thought that being overweight may also increase the risk of cancer in the reproductive organs for women and in the prostate gland for men.

F: The link between breast cancer and nutritional status is thought to be due to the steroid hormones oestrogen and progesterone, which are produced by the ovaries, and govern a woman's menstrual cycle. Researchers have found that the more a woman eats, or the more sedentary her lifestyle, the higher are the concentrations of progesterone. This link could explain why women from less affluent countries have lower rates of breast cancer. Women from less affluent nations tend to eat less food and to lead lifestyles which involve more daily movement. This lowers their progesterone level, resulting in lower predisposition to breast cancer.

G: The Times newspaper, in 2002 reported that obesity was the main avoidable cause of cancer among non-smokers in the Western world!

Aging

H: Research published by St Thomas' Hospital, London, UK in 2005 showed a correlation between body fat and aging, to the extent that being obese added 8.8 years to a woman's biological age. The effect was exacerbated by smoking, and a non-overweight woman who smokes 20 cigarettes a day for 20 years added 7.4 years to their biological age. The combination of being obese and a smoker added at least ten years to a woman’s biological age, and although the study only involved women, the lead researcher Professor Tim Spector believes the finding would also apply to men.

I: The aging effect was determined by measuring the length of telomeres, tiny “caps” on the ends of chromosomes, which help protect the DNA from the ageing process. Indeed, telomeres have been dubbed the “chromosomal clock” because, as an organism ages, they become progressively shorter, and can be used to determine the age of the organism. Beyond a certain point, the telomere becomes so short that it is no longer able to prevent the DNA of the chromosome from falling apart. It is believed that excess body fat, and the chemicals present in tobacco smoke release free radicals which trigger inflammation. Inflammation causes the production of white blood cells which increases the rate of erosion of telomeres.

Dementia

J: Recent research (2005) conducted in the USA shows that obesity in middle age is linked to an increased risk of dementia, with obese people in their 40s being 74% more likely to develop dementia compared to those of normal weight. For those who are merely overweight, the lifetime risk of dementia risk was 35% higher.

K: Scientists from the Aging Research Centre at the Karolinska Institute in Sweden have been able to take information such as age, number of years in education, gender, body mass index, blood pressure level, physical activity and genetic factors, assigning each a risk score. They then used this information to devise a predictive test for dementia. This test will enable people at risk, for the first time, to be able to affect lifestyle changes which will reduce their risk of contracting dementia.