2022英語(yǔ)六級(jí)閱讀模擬真題及答案

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備考英語(yǔ)六級(jí)考試備考過(guò)程中，需要掌握一些方法，能有效提分，如在英語(yǔ)六級(jí)閱讀部分，需要多做題。在此特整理了2022英語(yǔ)六級(jí)閱讀模擬真題及答案，供大家學(xué)習(xí)。

6月大學(xué)英語(yǔ)六級(jí)閱讀真題及答案解

Section A

Directions: In this section, there is a passage with ten blanks. You are required to select oneword for each blank from a list of choices given in a word bank following the passage. Read thepassage through carefully before making your choices. Each choice in the bank is identified bya letter. Please mark the corresponding letter for each item on ,Answer Street 2 with a singleline through the centre. You may not use any of the words in the bank more than once. Questions 26 to 35 are based on the following passage.

Let"s say you love roller-skating. Just the thought of __26__ on your roller-skates brings asmile to your face. You also know that roller-skating is excellent exercise. You have a __27__attitude toward it.

This description of roller-skating __28__ the three components of an attitude: affect,cognition, and behavior. You love the activity; it"s great fun. These feelings __29__ the affectiveor emotional component; they are an important ingredient in attitudes. The knowledge wehave about the object constitutes the cognitive component of an attitude. You understandthe health __30__ that the activity can bring. Finally, attitudes have a behavioral component.Our attitudes __31__ us to go outside to enjoy roller-skating.

Now, we don"t want to leave you with the __32__ that these three components always worktogether __33__ . They don"t; sometimes they clash. For example, let"s say you love pizza(affective component); however, you have high cholesterol and understand (knowledgecomponent) that eating pizza may be bad for your health. Which behavior will your attituderesult in, eating pizza or __34__ it? The answer depends on which component happens to bestronger. If you are walking past a pizza restaurant at lunchtime, your emotions and feelingsprobably will be stronger than your knowledge that pizza may not be the best food for yourhealth. In that instance, you have pizza for lunch. If you are at home trying to decide where togo for dinner, however, the knowledge component may __35__ , and you decide to go whereyou can eat a healthier meal.

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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 Changing Generation

[A] It turns out today"s teenagers aren"t so scary after all. Results of USA WEEKEND"S Teens & Parents survey reveal a generation of young people who get along well with their parents and approve of the way they"re being raised. They think of their parents with affection and respect. They speak with Mom or Dad when they have a problem. Most feel that their parents understand them, and they believe their family is the No. 1 priority in their parents, lives. Many even think their parents are cool! Although more than a third have an object in their rooms they would like to keep secret from their parents, rarely is it anything more alarming than a diary or off-color (低俗的) book or CD.

[B] Such results may seem surprising against the background of shocking incidents that color the way the mass media portray the young. In October 2000, , the same month the survey was taken, the Washington-based Center for Media and Public Affairs wrote in its publication Media Monitor that, in a recent month of TV news coverage of American youth, just 2% of teens were shown at home, and just 1% were portrayed in a work setting. In contrast, the criminal justice system accounted for nearly one out of every five visual backgrounds. No wonder parents worry their own kids might spin out of control once they hit the turbulent waters of adolescence.

[C] The overall facts ought to reassure us. The survey shows us that today"s teens are affectionate, sensible and far happier than the angry and tortured souls that have been painted for us by stereotypes. From other sources, we also know teenage crime, drug abuse and premarital sex are in general decline. We, of course, need to pay attention to youngsters who are filled with discontent and hostility, but we should not allow these extreme cases to distort our view of most young people.

[D] My own research at the Stanford Center on Adolescence uses in-depth interviews with small samples of youngsters rather than large-scale surveys. Still, in my studies and others I have read, I find the same patterns as in USA WEEKEND"S survey. Today"s teenagers admire their parents and welcome parental guidance about important matters such as career choice—though certainly not Mom and Dad"s advice on matters of personal

taste, such as music or fashion. When we ask teens to choose a hero，they usually select an older family member rather than a remote public figure. Most teens say they enjoy the company of both parents and friends.

[E] Contrary to some stereotypes, most adolescents believe they must be tolerant of

differences among individuals (though they do not always find this easy in the cliquish (拉幫結(jié)派的) environment of high school). Many of them volunteer for community service with disadvantaged people. One prevalent quality we have found in teens, statements about themselves, their friends and their families is a strikingly positive emotional tone. By and large, these are very nice kids, and as the band The Who used to sing, "The kids are alright."

[F] How much is today"s spirit of harmony a change from our more turbulent past? A mere generation ago, parent-child relations were described as "the generation gap". Yet even then reports of widespread youth rebellion were overdone: Most kids in the "60s and 70s shared their parents, basic values. Still, it is true that American families are growing closer at the dawn of this new millennium (千年). Perhaps there is less to fight about, with the country in a period of tranquility and the dangers of drug abuse and other unwholesome behavior well known. Perhaps in the face of impersonal and intimidating

globalization, a young person"s family feels more like a friendly haven than an oppressive trap. And perhaps parents are acting more like parents than in the recent past. Within just the past five years, I have noticed parents returning to a belief that teenagers need the guidance of elders rather than the liberal, "anything goes" mode of child-rearing that became popular in the second half of the 20th century.

[G] But missing from all these data is the sense that today"s young care very much about their country, about the broader civic and political environment, or about the future of their society. They seem to be turning inward—generally in a pro-social manner, certainly with positive benefits for intimate relationships, but too often at the expense of a connection with the present and future world beyond, including the society they will one day inherit.

[H] Recently, we examined more than 400 essays on the "laws of life" that teens from two communities had written as part of an educational program initiated by the John Templeton Foundation in Radnor, Pa. In those essays, and in follow-up interviews with a few of the teenagers, we found lots of insight, positive feeling and inspirational thinking. But we also found little interest in civic life beyond the tight circles of their family and immediate friends.

[I] For example, only one boy said he would like to be president when he grows up. When I was in high school, dozens in my class alone would have answered differently. In fact, other recent studies have found there has never been a time in American history when so small a proportion of young people have sought or accepted leadership roles in local civic organizations. It is also troubling that voting rates among our youngest eligible voters—18- to 24-year-olds—are way down: Little more than one in four now go to the polls, even in national elections, compared with almost twice that many when 18-year-olds were first given the vote.

[J] In our interviews, many students viewed politics with suspicion and distaste. " Most politicians are kind of crooked (不誠(chéng)實(shí)的)" one student declared. Another, discussing national politics, said, “I feel like one person can"t do that much, and I get the impression most

people don"t think a group of people can do that much." Asked what they would like to change in the world, the students mentioned only personal concerns such as slowing down the pace of life, gaining good friends, becoming more spiritual, becoming either more materially successful or less materially oriented (depending on the student"s values), and being more respectful of the Earth, animals and other people. One boy said, "I"d rather be concentrating on artistic efforts than saving the world or something."

[K] It is fine and healthy for teens to cultivate their personal interests, and it is good news when young people enjoy harmonious relations with their family and friends. But there is also a place in a young life for noble purposes that include a dedication to the broader society, a love of country and an aspiration to make their own leadership contributions.

[L] In the past, the young have eagerly participated in national service and civic affairs, often with lots of energy and idealism. If this is not happening today, we should ask why. Our society needs the full participation of its younger citizens if it is to continue to thrive. We know the promise is there—this is a well-grounded, talented, warm-hearted group of youngsters. We have everything to gain by encouraging them to explore the world beyond their immediate experience and to prepare themselves for their turn at shaping that world.

36. Not many young people eligible for voting are interested in local or national elections these days.

37. Parents are concerned that their children may get involved in criminal offences once they reach their teens.

38. Even during the turbulent years of last century, youth rebellion was often exaggerated in the media.

39. Teenagers of today often turn to their parents for advice on such important matters as career choice.

40. The incidence of teenage crime and misbehavior is decreasing nowadays.

41. Young people should have lofty ideals in life and strive to be leaders.

42. Some young people like to keep something to themselves and don"t want their parents to know about it.

43. It is beneficial to encourage young people to explore the broader world and get ready to make it a better place.

44. Many teenagers now offer to render service to the needy.

45. Interviews with students find many of them are only concerned about personal matters.

Section C

Directions: There are 2 passages in this section. 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 Answer sheet with a single line through the centre.

Passage One Questions 46 to 50 are based on the following passage.

Manufacturers of products that claim to be environmentally friendly will face tighter rules on how they are advertised to consumers under changes proposed by the Federal Trade Commission.

The commission"s revised "Green Guides" warn marketers against using labels that make broad claims, like "eco-friendly". Marketers must qualify their claims on the product packaging and limit them to a specific benefit, such as how much of the product is recycled.

"This is really about trying to cut through the confusion that consumers have when they are buying a product and that businesses have when they are selling a product," said Jon Leibowitz, chairman of the commission.

The revisions come at a time when green marketing is on the rise. According to a new study, the number of advertisements with green messages in mainstream magazines has risen since 1987, and peaked in 2008 at 10.4%. In 2009, the number dropped to 9%. But while the number of advertisements may have dipped, there has been a rapid spread of ecolabeling. There are both good and bad players in the eco-labeling game.

In the last five years or so, there has been an explosion of green claims and environmental claims. It is clear that consumers don"t always know what they are getting.

A handful of lawsuits have been filed in recent years against companies accused of using misleading environmental labels. In 2008 and 2009, class-action lawsuits (集體訴訟) were filed against SC Johnson for using "Greenlist" labels on its cleaning products. The lawsuits said that the label was misleading because it gave the impression that the products had been certified by a third party when the certification was the company"s own.

"We are very proud of our accomplishments under the Greenlist system and we believe that we will prevail in these cases," Christopher Beard, director of public affairs for SC Johnson, said, while acknowledging that "this has been an area that is difficult to navigate."

Companies have also taken it upon

themselves to contest each other"s green claims. David Mallen, associate director of the Council of Better Business Bureau, said in the last two years the organization had seen an increase in the number of claims companies were bringing against each other for false or misleading environmental product claims.　　

"About once a week, I have a client that will bring up a new certification I"ve never even heard of and I"m in this industry, said Kevin Wilhelm, chief executive officer of Sustainable Business Consulting. "It"s kind of a Wild West, anybody can claim themselves to be green." Mr. Wilhelm said the excess of labels made it difficult for businesses and consumers to know which labels they should pay attention to.

46. What do the revised "Green Guides" require businesses to do?

A) Manufacture as many green products as possible.

B) Indicate whether their products are recyclable.

C) Specify in what way their products are green.

D) Attach green labels to all of their products.

47. What does the author say about consumers facing an explosion of green claims?

A) They can easily see through the businesses" tricks.

B) They have to spend lots of time choosing products.

C) They have doubt about current green certification.

D) They are not clear which products are truly green.

48. What was SC Johnson accused of in the class-action lawsuits?

A) It gave consumers the impression that all its products were truly green.

B) It gave a third party the authority to label its products as environmentally friendly.

C) It misled consumers to believe that its products had been certified by a third party.

D) It sold cleaning products that were not included in the official "Greenlist".

49. How did Christopher Beard defend his company"s labeling practice?

A) There were no clear guidelines concerning green labeling.

B) His company"s products had been well received by the public.

C) It was in conformity to the prevailing practice in the market.

D) No law required the involvement of a third party in certification.

50. What does Kevin Wilhelm imply by saying "It"s kind of a Wild West" (Line 3，Para. 11)?

A) Businesses compete to produce green products.

B) Each business acts its own way in green labeling.

C) Consumers grow wild with products labeled green.

D) Anything produced in the West can be labeled green.

Passage Two

Questions 51 to 55 are based on the following passage.

America"s education system has become less a ladder of opportunity than a structure to transmit inequality from one generation to the next.

That"s why school reform is so critical. This is an issue of equality, opportunity and national conscience. It"s not just about education, but about poverty and justice.

It"s true that the main reason inner-city schools do poorly isn"t teachers" unions, but poverty. Southern states without strong teachers" ，unions have schools at least as awful as those in union states. Some Chicago teachers seem to think that they shouldn"t be held accountable until poverty is solved. There"re steps we can take that would make some difference, and Mayor Rahm Emanuel is trying some of them—yet the union is resisting.

I"d be sympathetic if the union focused solely on higher compensation. Teachers need to be much better paid to attract the best college graduates to the nation"s worst schools. But, instead, the Chicago union seems to be using its political capital primarily to protect weak performers.

There"s solid evidence that there are huge differences in the effectiveness of teachers. The gold standard study by Harvard and Columbia University scholars found that even in high-poverty schools, teachers consistently had a huge positive or negative impact.

Get a bottom 1% teacher, and the effect is the same as if a child misses 40% of the school year. Get a teacher from the top 20%, and it"s as if a child has gone to school for an extra month or two.

The study found that strong teachers in the fourth through eighth grades raised the skills of their students in ways that would last for decades. Just having a strong teacher for one elementary year left pupils a bit less likely to become mothers as teenagers, a bit more likely to go to college and earning more money at age 28.

How does one figure out who is a weak teacher? Yes, that"s a challenge. But researchers are improving systems to measure a teacher"s performance throughout the year, and, with three years of data, ifs usually possible to tell which teachers are failing.

Unfortunately, the union in Chicago is insisting that teachers who are laid off—often for being ineffective—should get priority in new hiring. That"s an insult to students.

Teaching is so important that it should be like other professions, with high pay and good working conditions but few job protections for bottom performers. This isn"t a battle between garment workers and greedy bosses. The central figures in the Chicago schools strike are neither strikers nor managers but 350,000 children. Protecting the union demand sacrifices those students, in effect turning a blind eye to the injustice in the education system.

51. What do we learn about America"s education system?

A) It provides a ladder of opportunity for the wealthy.

B) It contributes little to the elimination of inequality.

C) It has remained basically unchanged for generations.

D) It has brought up generations of responsible citizens.

52. What is chiefly responsible for the undesirable performance of inner-city schools?

A) Unqualified teachers.

C) Unfavorable learning environment.

B) Lack of financial resources.

D) Subconscious racial discrimination.

53. What does the author think the union should do to win popular support?

A) Assist the city government in reforming schools.

C) Demand higher pay for teachers.

B) Give constructive advice to inner-city schools.

D) Help teachers improve teaching.

54. What is the finding of the gold standard study by Harvard and Columbia University scholars?

A) Many inner-city school teachers are not equal to their jobs.

B) A large proportion of inner-city children often miss classes.

C) Many students are dissatisfied with their teachers.

D) Student performance has a lot to do with teachers.

55. Why does the author say the Chicago unions demand is an insult to students?

A) It protects incompetent teachers at the expense of students.

B) It underestimates students, ability to tell good teachers from poor ones.

C) It makes students feel that they are discriminated against in many ways.

D) It totally ignores students，initiative in the learning process.

6月大學(xué)英語(yǔ)六級(jí)閱讀真題及答案解 篇1

26 [N]空格前的 of 表明此處應(yīng)填入動(dòng)名詞，與介詞 on 搭配。空格后的 roller-skates 指“溜冰鞋”，詞庫(kù)的動(dòng)名詞中，strapping 可與 on 搭配，后接表示鞋子的賓語(yǔ)，意為“用帶子系上(鞋子)”，符合此處語(yǔ)境。

27[I]此處需填入修飾 attitude 的詞，由 a 可知需填入的單詞是輔音字母開(kāi)頭的。上文提到“你”喜歡溜旱冰，穿上鞋子就微笑。“你”同樣知道溜旱冰是很好的運(yùn)動(dòng)，因此這種態(tài)度是積極正面的，故填入 positive “積極的”。

28[D]此處應(yīng)填入謂語(yǔ)動(dòng)詞，由主語(yǔ) description 可知是第三人稱(chēng)單數(shù)形式。文章開(kāi)頭的 Let"s say...表明第一段對(duì)溜旱冰的描繪是舉例，因此此處符合語(yǔ)義邏輯的是illustrates“說(shuō)明，闡明”，該處句子的意思是“對(duì)溜旱冰的描述說(shuō)明了態(tài)度有三個(gè)組成部分”。

29[C]此處應(yīng)填入謂語(yǔ)動(dòng)詞，由主語(yǔ) feelings 可知是動(dòng)詞原形。本句要說(shuō)明態(tài)度的第一個(gè)部分 affect “情感”，主語(yǔ) these feelings 指的是對(duì)溜旱冰這項(xiàng)活動(dòng)的喜愛(ài)之情，

highlight “強(qiáng)調(diào)，突出”與賓語(yǔ) the affective or emotional component“情感或感情部分”搭配合理。而 prevail“流行，盛行;獲勝”是不及物動(dòng)詞,prompt “推動(dòng);提示”在語(yǔ)義上也不合邏輯。

30[B]空格在名詞 health 之后，可能填入副詞或名詞。因?yàn)榭崭窈蟮?that the activity can bring“這項(xiàng)活動(dòng)可以帶來(lái)的”是定語(yǔ)從句，故應(yīng)填入名詞，充當(dāng)從句先行詞。第一段提到“你”知道溜旱冰是極好的運(yùn)動(dòng)(excellent exercise)，因此本句填入語(yǔ)義相關(guān)的 benefits “好處”。

31[L]此處應(yīng)填入謂語(yǔ)動(dòng)詞，構(gòu)成～sb. to do sth.結(jié)構(gòu)，主語(yǔ) attitudes 表明該詞是原形。符合要求的是 prompt “促使”，句子意思是“我們的態(tài)度促使我們?nèi)ネ饷嫦硎芰锖当臉?lè)趣”。

32 [E]空格前的 the 表明此處應(yīng)填入名詞，空格后 that 引導(dǎo)的是同位語(yǔ)從句，意為“這三個(gè)組成部分總是協(xié)調(diào)統(tǒng)一的”。impression“印象”符合上下文語(yǔ)義，指“我們不想給你留下這種印象”,呼應(yīng)后文“它們并不是”。

33[H]空格在 work together 之后，故應(yīng)填入副詞。perfectly“完美地”符合語(yǔ)境，指這三個(gè)部分配合完美。上下文沒(méi)有表示動(dòng)作先后的描述，故 primarily“主要地，首先”不對(duì)。

34 [A]由 or 可知此處應(yīng)填入與 eating 并列的動(dòng)名詞，意思上表示相反的情況，因此 avoiding“避免”正確，指“吃比薩還是不吃”。

35[J]空格前的 may 表明此處應(yīng)填入動(dòng)詞原形，且是不及物動(dòng)詞。上一句提到情感部分可能更強(qiáng)的情形(probably will be stronger)，本句指認(rèn)知部分更強(qiáng)的情況，故填入與 be stronger 近義的 prevail“獲勝”。

36 [I]【譯文】如今很多符合資格的年輕選民對(duì)地方選舉或者全國(guó)大選不感興趣。

【定位解析】根據(jù) eligible for voting 和 national elections 查找到 I 段最后一句，該句提到最年輕的(18 至 24 歲)合格選民的投票率非常低。即使是全國(guó)大選，他們之中也只有稍多于四分之一的人會(huì)去投票。題目的 young people eligible for voting 對(duì)應(yīng)原文中的 youngest eligible voters,而 national elections 則為文中原詞復(fù)現(xiàn),故本題答案為 I 段。

37[B]【譯文】父母擔(dān)心自己的孩子在步入青少年時(shí)期后會(huì)卷入刑事犯罪中。

【定位解析】根據(jù) concerned, criminal offences 以及 reach their teens,可查找到 B 段最后兩句。這兩句提到在跟年輕人有關(guān)的電視新聞畫(huà)面中，有 20%與刑事案件有關(guān)，父母總是擔(dān)心自己的小孩到了青春叛逆期會(huì)變得難以管控，題目是該處原文的同義表達(dá)。本題中的 criminal offences 對(duì)應(yīng)原文的 criminal justice system, concern 對(duì)應(yīng)原文的 worry，而 once they reach their teens 則是 once they hit the turbulent waters of adolescence 的同義轉(zhuǎn)述，故本題答案為 B 段。

38 [F]【譯文】即使在上世紀(jì)動(dòng)蕩不安的年代里，年輕人的反叛也經(jīng)常被媒體描述得太夸張。

【定位解析】根據(jù) youth rebellion 和 exaggerated 可查找到 F 段第 3 句。該句提到，即使在當(dāng)時(shí)，所謂的“大規(guī)模的年輕人叛逆”也被媒體報(bào)道夸大了。本題的 exaggerated 是原文 overdone 的同義表達(dá)(overdo 意為“對(duì)……過(guò)于夸張”),youth rebellion 則為原詞復(fù)現(xiàn)，所以 F 段為正確答案。

39[D]【譯文】現(xiàn)在的青少年經(jīng)常在一些重要的事情上，比如說(shuō)選擇職業(yè)時(shí)，征求父母的建議。

【定位解析】根據(jù)題目中的 turn to their parents for advice 和 career choice 可查找到 D 段第 3 句。該句提到，現(xiàn)在的青少年很欽佩他們的父母，也很樂(lè)于在一些重大的事情上，比如在選擇職業(yè)時(shí)，接受父母的引導(dǎo)。題目是該處原文的同義表述，turn to their parents for advice 對(duì)應(yīng)原文的 welcome parental guidance,而 career choice 為原詞復(fù)現(xiàn)，故本題答案為 D 段。

40 [C]【譯文】青少年犯罪和品行不端的現(xiàn)象正在減少。

【定位解析】根據(jù)題目中的 teenage crime 和 decreasing 查找到 C 段第 3 句。該句提到，犯罪、藥物濫用和婚前性行為這些現(xiàn)象在青少年群體中普遍都有所減少。本題中的 decreasing 是原文 in general decline 的同義轉(zhuǎn)述，misbehavior 是對(duì)原文 drug abuse and premarital sex 的概括，而 teenage crime 為原詞復(fù)現(xiàn)，題目正是對(duì)該句原文的同義表述，所以 C 段為正確答案。

41[K]【譯文】年輕人要有崇高的理想，要力爭(zhēng)成為領(lǐng)導(dǎo)者。

【定位解析】根據(jù) lofty ideals 和 leaders,查找到 K 段第 2 句。該句指出，年輕人也應(yīng)當(dāng)要有一些崇高的目標(biāo)，包括愿意為這個(gè)更廣大的社會(huì)做出貢獻(xiàn)、熱愛(ài)國(guó)家、心懷成為未來(lái)領(lǐng)導(dǎo)者的遠(yuǎn)大抱負(fù)。題目中的 lofty ideals 是原文 noble purposes 的同義轉(zhuǎn)述，strive to be leaders 對(duì)應(yīng)文中的 make their own leadership contributions，故 K 段為正確答案。

42 [A]【譯文】有些年輕人會(huì)把某些東西藏起來(lái)不讓父母發(fā)現(xiàn)。

【定位解析】根據(jù) keep some to themselves 查找到 A 段末句。該句指出，雖然有超過(guò)三分之一的青少年會(huì)在房間里藏一些不想讓父母發(fā)現(xiàn)的東西，但也不過(guò)就是些低俗的刊物或者 CD 罷了。題目中的 keep some to themselves 是對(duì)原文 keep secret from their parents 的同義轉(zhuǎn)述，故選 A 段。

43 [L]【譯文】鼓勵(lì)年輕人探索更廣闊的世界并為將世界變得更美好而做好準(zhǔn)備，這是有益的。

【定位解析】根據(jù)題目中的. encourage、explore、world 可查找到 L 段的最后一句。該句指出，鼓勵(lì)年輕人探索超越直接經(jīng)驗(yàn)的世界，讓他們?yōu)楦淖兪澜缍龊脺?zhǔn)備，我們會(huì)有無(wú)窮的收獲。題目中的 It is beneficial 是對(duì)文中 We have everything to gain 的同義轉(zhuǎn)述，explore the broader world 和原文中的 explore the world beyond their immediate experience 對(duì)應(yīng)，make it a better world 即原文中的 shaping that world，故正確答案為 L 段。

44 [E]【譯文】現(xiàn)在很多青少年都會(huì)為需要幫助的人提供服務(wù)。

【定位解析】根據(jù) service 和 the needy 查找到 E 段第 2 句。該句指出，很多青少年都會(huì)自愿參加幫助弱勢(shì)群體的社區(qū)服務(wù)。題目中的 the needy 是原文 disadvantaged people 的同義替換，故答案為 E 段。

45[J]【譯文】采訪(fǎng)發(fā)現(xiàn)，學(xué)生基本都只關(guān)注自己的事。

【定位解析】根據(jù)題目中的 Interviews 和 personal matters 查找到 J 段第 4 句。J 段講到被采訪(fǎng)的學(xué)生的反饋，當(dāng)被問(wèn)及想有什么改變時(shí)，學(xué)生們都只提到了跟自身有關(guān)的事，即只關(guān)注自己的事。題目正是對(duì)此處的同義概括，personal matters 是原文 personal concerns 的同義表達(dá)，故正確答案為 J 段。

46 [C]【定位】根據(jù)題干中的 the revised “Green Guides”定位至第 2 段。

【解析】本題問(wèn)“綠色指南”修訂版要求商家怎么做。第 2 段首句指出聯(lián)邦貿(mào)易委員會(huì)警告商家不得使用諸如“生態(tài)友好的”之類(lèi)表達(dá)寬泛的標(biāo)簽。第 2 句指出商家須具體怎么做,包括要證明其產(chǎn)品包裝上的描述屬實(shí)、明確具體的益處。C 項(xiàng)“具體說(shuō)明其產(chǎn)品為何是綠色的”與原文吻合，其中 Specify 為原文中 specific 的同義表達(dá)，故選 C 項(xiàng)。

【干擾項(xiàng)排除】A 項(xiàng)“制造盡可能多的綠色產(chǎn)品”并非聯(lián)邦貿(mào)易委員會(huì)的要求。聯(lián)邦貿(mào)易委員會(huì)要求商家使其產(chǎn)品的益處具體化，如寫(xiě)明產(chǎn)品中有多少可回收成分，而非 B 項(xiàng)“指出其產(chǎn)品是否可回收”。文章并未提及 D 項(xiàng)“所有產(chǎn)品貼上綠色標(biāo)簽”。

47 [D]【定位】根據(jù)題干中的 an explosion of green claims 定位至第 6 段。

【解析】本題問(wèn)作者對(duì)于消費(fèi)者在面對(duì)綠色環(huán)保宣傳泛濫時(shí)的表現(xiàn)有何看法。第 6 段首句指出在過(guò)去 5 年左右的時(shí)間里，聲稱(chēng)綠色環(huán)保的宣傳呈爆發(fā)狀態(tài)。第 2 句指出消費(fèi)者并不總是了解他們要購(gòu)買(mǎi)的產(chǎn)品。D 項(xiàng)“他們并不清楚哪種產(chǎn)品才是真正綠色環(huán)保的”與原文相符，故為答案。

【干擾項(xiàng)排除】A 項(xiàng)“他們能輕易看穿營(yíng)銷(xiāo)陷阱”與文中說(shuō)的“消費(fèi)者不總是了解”不符。上文雖提到消費(fèi)者選購(gòu)產(chǎn)品時(shí)會(huì)覺(jué)得迷惑，但不能由此得出 B 項(xiàng)“他們必須花費(fèi)大量時(shí)間來(lái)挑選產(chǎn)品”。文中有兩處提到“綠色認(rèn)證”，其一是莊臣公司遭到集體訴訟的事例，但并未提及“集體訴訟”是消費(fèi)者發(fā)起的，故不能得出 C 項(xiàng)“他們對(duì)當(dāng)前的綠色認(rèn)證存在疑慮”。

48 [C]【定位】根據(jù)題干中的 SC Johnson 和 the class-action lawsuits 定位至第 7 段第 2 句。

【解析】本題詢(xún)問(wèn)在集體訴訟案中，莊臣公司被指控的罪名是什么。第 7 段第 2 句指出，2008 到 2009 年間，莊臣公司遭到集體訴訟，被指在其清潔產(chǎn)品上使用“綠色清單”標(biāo)簽。第 3 句指出訴訟認(rèn)為該標(biāo)簽具有誤導(dǎo)性，原因是“會(huì)使消費(fèi)者誤認(rèn)為該產(chǎn)品已通過(guò)第三方認(rèn)證”。C 項(xiàng)“它誤導(dǎo)消費(fèi)者相信他們的產(chǎn)品已獲得第三方認(rèn)證”與原文意思一致，其中 misled 對(duì)應(yīng)原文的 misleading,故 C 項(xiàng)為答案。

【干擾項(xiàng)排除】A 項(xiàng)“它讓消費(fèi)者認(rèn)為其所有產(chǎn)品都是真正的綠色產(chǎn)品”，涉案的只是莊臣公司的清潔產(chǎn)品，并未說(shuō)是其所有產(chǎn)品，A 項(xiàng)可排除。本文未提及莊臣公司“授權(quán)第三方為其產(chǎn)品打上環(huán)保標(biāo)簽”和“銷(xiāo)售不在官方綠色清單中的清潔產(chǎn)品”，故 B、D 兩項(xiàng)也可排除。

49[A]【定位】根據(jù)題干中的 Christopher Beard 定位至第 8 段。

【解析】本題詢(xún)問(wèn) Christopher Beard 如何為該公司的標(biāo)簽行為作辯解。本段講到

Christopher Beard 對(duì)本公司在綠色清單體系所取得的成就感到驕傲，并且相信他們能在這些“集體訴訟”案子里勝出，然而他也承認(rèn)這個(gè)(綠色標(biāo)簽)領(lǐng)域很難規(guī)范、指引。由此可知，Christopher Beard 認(rèn)為那時(shí)候在綠色標(biāo)簽事項(xiàng)上沒(méi)有明確的指導(dǎo)方針，剛好對(duì)應(yīng)文章開(kāi)頭說(shuō)的如今美國(guó)聯(lián)邦貿(mào)易委員會(huì)關(guān)于綠色標(biāo)簽的提議，因此 A 項(xiàng)為答案?！　　靖蓴_項(xiàng)排除】雖然使用生態(tài)環(huán)保標(biāo)簽是市場(chǎng)風(fēng)行的做法，但是無(wú)法確定給產(chǎn)品加上自己公司的認(rèn)證這一做法是否普遍，而且 C 項(xiàng)“符合市場(chǎng)的普遍做法”也不是 Christopher Beard 的辯護(hù)觀點(diǎn)，故不選。文章未提及 B 項(xiàng)“其公司產(chǎn)品廣為公眾接受”和 D 項(xiàng)“法律不要求第三方認(rèn)證”，也可排除。

50[B]【定位】根據(jù)題干直接定位至第 11 段第 2 句。

【解析】本題詢(xún)問(wèn)凱文?威廉引用的 Wild West 所指的意義。第 11 段第 2 句先指出當(dāng)前綠色認(rèn)證的亂象猶如往昔的“西大荒”，隨后指出具體亂在哪些方面：人人都可以宣稱(chēng)自己是環(huán)保的，與歷史上美國(guó)西部拓荒時(shí)期的無(wú)政府混亂狀態(tài)如出一轍，因此 B 項(xiàng)“每家公司在綠色標(biāo)簽這方面都有自己的做法”與該句表述相符，為本題答案。

【干擾項(xiàng)排除】文章指出各公司競(jìng)相推出各自的綠色環(huán)保宣傳或廣告，而非“競(jìng)相生產(chǎn)綠色產(chǎn)品”，故排除 A 項(xiàng)。C 項(xiàng)“消費(fèi)者對(duì)有綠色標(biāo)簽的產(chǎn)品很狂熱”、D 項(xiàng)“西部地區(qū)所生產(chǎn)的任何產(chǎn)品都可以標(biāo)記為綠色產(chǎn)品”曲解了 “the Wild West”中 wild 和 west 的意義。

51[B]【定位】根據(jù)題干中的 America"s education system 定位至第 1 段。

【解析】本題詢(xún)問(wèn)文章對(duì)美國(guó)教育系統(tǒng)的評(píng)價(jià)。文章首段即明確指出作者的觀點(diǎn)：美國(guó)的教育系統(tǒng)不再是通往機(jī)遇的階梯，已然成為將不平等代代相傳的體系。可見(jiàn)作者認(rèn)為教育原本具有的消除不平等的功能已不存在，B 項(xiàng)“對(duì)消除不平等毫無(wú)作用”為答案。

【干擾項(xiàng)排除】第 1 句指出美國(guó)的教育系統(tǒng)不再是通往機(jī)遇的階梯，但并非變成了“為富人提供通往機(jī)遇的階梯”，故排除 A 項(xiàng)。后半句指出教育系統(tǒng)變成了將不平等代代相傳的體系，并不是指教育系統(tǒng)不變，C 項(xiàng)“幾代人以來(lái)基本上保持不變”曲解其意，故排除;文章未提及教育體系具有 D 項(xiàng)“將幾代人培養(yǎng)成有責(zé)任感的公民”的功能，也可排除。 52 [B]【定位】根據(jù)題干中的 inner-city schools 定位至第 3 段第 1 句。

【解析】本題詢(xún)問(wèn)內(nèi)城區(qū)學(xué)校表現(xiàn)不佳的主要原因。第 3 段首句指出，內(nèi)城區(qū)學(xué)校表現(xiàn)糟糕的主要原因不是教師工會(huì)，而是 poverty(貧窮)。與 poverty 同義的 B 項(xiàng)“缺乏財(cái)政來(lái)源”為答案。題干中的 is chiefly responsible for 對(duì)應(yīng)原文的 main reason, undesirable performance 對(duì)應(yīng) do poorly。

【干擾項(xiàng)排除】原文中只是提到主要原因不在于教師工會(huì)，而是貧窮，A 項(xiàng)“不合格教師”非主要原因。文章內(nèi)容未涉及 C 項(xiàng)“不良的學(xué)習(xí)環(huán)境”和 D 項(xiàng)“潛意識(shí)的種族歧視”，也可排除。

53[C]【定位】根據(jù)題干中的 the union 及題干詢(xún)問(wèn)內(nèi)容可定位至第 4 段第 1、2 句。

【解析】本題詢(xún)問(wèn)作者的觀點(diǎn)，工會(huì)應(yīng)該如何作為來(lái)贏得公眾支持。上段末尾提到工會(huì)抵制市長(zhǎng)采取的一些措施，本段第 1 句提出了作者的觀點(diǎn)：如果工會(huì)只是致力于獲取更高的補(bǔ)償，他會(huì)贊同(sympathetic)。第 2 句進(jìn)一步說(shuō)明為什么工會(huì)應(yīng)該致力于獲取更高的補(bǔ)償金：只有高薪才能夠吸引優(yōu)秀人才到貧困地區(qū)的學(xué)校任教。因此工會(huì)應(yīng)該“為教師爭(zhēng)取更高的報(bào)酬”,C 項(xiàng)正確。

【干擾項(xiàng)排除】工會(huì)抵制了市長(zhǎng)采取的一些措施，A 項(xiàng)“幫助市政府改革學(xué)?！笨膳懦；诒疚模處煿?huì)的職能主要是為教師提供保護(hù)和爭(zhēng)取福利，不包括 B 項(xiàng)“為內(nèi)城區(qū)學(xué)校提供建設(shè)性的建議”和 D 項(xiàng)“幫助教師提高教學(xué)質(zhì)量”。

54 [D]【定位】根據(jù)題干中的 the gold standard study, Harvard and Columbia University scholars 定位至第 5 段第 2 句。

【解析】本題詢(xún)問(wèn)哈佛大學(xué)和哥倫比亞大學(xué)的學(xué)者開(kāi)展的金標(biāo)準(zhǔn)研究的結(jié)果。因此該句 found 后的賓語(yǔ)從句即為答案：即使是在極度貧困地區(qū)的學(xué)校，教師也總是會(huì)對(duì)教育產(chǎn)生巨大的，或積極或消極的影響。因此，D 項(xiàng)“學(xué)生的表現(xiàn)與教師密切相關(guān)”為答案，體現(xiàn)了教師對(duì)教育所產(chǎn)生的影響。題干中的 finding 是原文 found 的詞性轉(zhuǎn)換。

【干擾項(xiàng)排除】文章中提及部分內(nèi)城區(qū)學(xué)校的師資不佳，但并非該研究發(fā)現(xiàn)的結(jié)果，因此 A 項(xiàng)“很多內(nèi)城區(qū)學(xué)校的教師無(wú)法勝任他們的工作”可排除。文章未提及內(nèi)城區(qū)學(xué)校學(xué)生的行為以及他們對(duì)教師的態(tài)度，因此 B 項(xiàng)“大部分內(nèi)城區(qū)的孩子經(jīng)常翹課”和 C 項(xiàng)“很多學(xué)生對(duì)他們的教師不滿(mǎn)”也可排除。

55 [A]【定位】根據(jù)題干中的 Chicago union"s, demand 和 an insult to students 定位至最后三段。

【解析】本題詢(xún)問(wèn)為什么說(shuō)芝加哥工會(huì)的要求是對(duì)學(xué)生的侮辱。第 9 段指出芝加哥工會(huì)堅(jiān)持認(rèn)為那些被解聘的(通常是不稱(chēng)職的)教師擁有優(yōu)先聘用權(quán)，作者認(rèn)為這對(duì)學(xué)生是個(gè)侮辱，第 10 和第 11 段對(duì)此作具體解釋?zhuān)赋霾粦?yīng)過(guò)度保護(hù)這些人的工作權(quán)益，一旦滿(mǎn)足工會(huì)要求、保護(hù)這些人的權(quán)益，學(xué)生的權(quán)益就會(huì)被犧牲掉。因此 A 項(xiàng)“以犧牲學(xué)生為代價(jià)保護(hù)不稱(chēng)職的教師”為答案，at the expense of 是原文中 sacrifices 的同義轉(zhuǎn)換。

【干擾項(xiàng)排除】文章未涉及工會(huì)對(duì)學(xué)生辨別和學(xué)習(xí)能力的評(píng)估，B 項(xiàng)“低估了學(xué)生辨別好老師和壞老師的能力”、D 項(xiàng)“完全忽視學(xué)生在學(xué)習(xí)過(guò)程中的主動(dòng)性”均可排除。文章未提及歧視問(wèn)題，C 項(xiàng)“讓學(xué)生感到在多方面遭受歧視”也可排除。

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