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本文由2009013283貢獻(xiàn)doc文檔可能在WAP端瀏覽體驗(yàn)不佳。建議您優(yōu)先選擇TXT，或下載源文件到本機(jī)查看。羽天全國(guó)英語(yǔ)六級(jí) 閱讀理解閱讀理解專項(xiàng)練習(xí) 3 5 篇 1.2007 年 12 月英語(yǔ)六級(jí)閱讀專項(xiàng)訓(xùn)練（1） Giving Credit Where Credit Is Not Due The big identity-theft bust last week was just a taste of what's to come. Here's how to protect your good name HERE'S THE SCARY THING about the identity-theft ring that the feds cracked last week: there was nothingany of its estimated 40,000 victims could have done to prevent it from happening. This was an inside job, according to court documents. A lowly help-desk worker at Teledata Communications, a software firm that helps banks access credit reports online, allegedly stole passwords for those reports and sold themto a group of 20 thieves at $60 a pop. That allowed the gang to cherry-pick consumers with good credit and apply for all kinds of accounts in their names. Cost to the victims: $3 million and rising. Even scarier is that this, the largest identity-theft bust to date, is just a drop in the bit bucket. More than700,000 Americans have their credit hijacked every year. It's one of crime's biggest growth markets. A name, address and Social Security number--which can often be found on the Web--is all anybody needs to apply for a bogus line of credit. Credit companies make $1.3 trillion annually and lose less than 2% of that revenue to fraud, so there's little financial incentive for them to make the application process more secure. As it stands now, it's up to you to protectyour identity. The good news is that there are plenty of steps you can take. Most credit thieves are opportunists, not well-organized gangs. A lot of them goDumpster diving for those millions of "pre-approved" credit-card mailings that go out every day. Others steal wallets and return them, taking only a Social Security number. Shredding your junk mail and leaving your Social Security card at home can save a lot of agony later. But the most effective way to keep your identity clean is to check your credit reports once or twice a year. There are three major credit-report outfits: Equifax (at equifax.com), Trans-Union (www.transunion.com) and Experian (experian.com). All allow you to order reportsonline, which is a lot better than wading through voice-mail hell on their 800 lines. Of the three, I found TransUnion's website to be the cheapest and most comprehensive--laying out state-by-state prices, rights and tips for consumers in easy-to-read fashion. If you're lucky enough to live in Colorado, Georgia, Maryland, Massachusetts, New Jersey or Vermont, you are entitled to one free report a year by law. Otherwise it's going to cost $8 to $14 each time. Avoid services that offer to monitor your reports year-round for about $70; that's $10more than the going rate among thieves. If you think第 1 頁(yè) 共 52 頁(yè)羽天全國(guó)英語(yǔ)六級(jí) 閱讀理解you're a victim of identity theft, you can ask for fraud alerts to be put onfile at each of the three credit-report companies. You can also download a theft-report form at www.consumer.gov/idtheft, which, along with a local police report, should help when irate creditors come knocking. Just don't expect justice. That audacious help-desk worker was one of the fewer than 2% of identity thieves who are ever caught. 1.What is the trend of credit-theft crime?[A]Tightly suppressed. [B]More frightening. [C]Rapidly increasing. [D]loosely controlled. 2.The expression “inside job”(Line 6, Paragraph 1) most probably means . [A]a crime that is committed by a person working for the victim [B]a crime that should be punished severely [C]a crime that does great harm to the victim [D]a crime that poses a great threat to the society 3.The creditors can protect their identity in the following way except . [A]destroying your junk mail [B]leaving your Social Security card at home [C]visiting the credit-report website regularly [D]obtaining the free report from the government 4.Why is it easy to have credit-theft? [A]More people are using credit service. [B]The application program is not safe enough. [C]Creditors usually disclose their identity. [D]Creditors are not careful about their identity. 5.What is the best title of the text? [A]The danger of credit-theft [B]The loss of the creditors [C]How to protect your good name [D]Why the creditors lose their identity 2. 2007 年 12 月英語(yǔ)六級(jí)閱讀專項(xiàng)訓(xùn)練（2） Opinion polls are now beginning to show that,whoever is to blame and whatever happens from now on,high unemployment is probably here to say.This means we shall have to find ways of sharing the available employment more widely. But we need to go further. We must ask some fundamental questions about the future work. Should we continue to treat employment as the norm? Should we not rather encourage many ways for self-respecting people to work? Should we not create conditions in which many of us can work for ourselves, rather than for an employer? Should we not aim to revivethe household and the neighborhood, as well as the factory and the office, as centers of production and work? The industrial age has been the only period of human history in which第 2 頁(yè) 共 52 頁(yè)羽天全國(guó)英語(yǔ)六級(jí) 閱讀理解most people’s work has taken the form of jobs. The industrial age may now becoming to an end, and some of the changes in work patterns which it brought may have to be reversed. This seems a daunting thought. But, in fact, it could offer the prospect of a better future for work. Universal employment, as its history shows, has not meant economic freedom. Employment became widespread when the enclosures of the 17th and 18th centuries made many people dependent onpaid work by depriving them of the use of the land, and thus of the means to provide a living for themselves. Then the factory system destroyed the cottage industries and removed work from people’s homes. Later, as transport improved first by rail and then by road, people commuted longer distances to their placesof employment until, eventually, many people’s work lost all connection with their home lives and the places in which they live. Meanwhile, employment put women at a disadvantage. In preindustrial times, men and women had shared the productive work of the household and village community. Now it became customary for the husband to go out to paid employment, leaving the unpaid work of the home and families to his wife. Tax and benefit regulations still assume this norm today, and restrict more flexible sharing of work roles between the sexes. It was not only women whose work status suffered. As employment became the dominant form of work, young people and old people were excluded—a problem now, as more teenagers become frustrated at school and more retired people want to live active lives. All this may now have to change. The time has certainly come to switch some effort and resources away from the idealist goal creating jobs for all, to the urgent practical task of helping many people to manage without full-time jobs. 21.What is the main idea of the passage? A  ） Employment became widespread in the 17th and 18th centuries. B ） Unemployment will remain a major problem for industrialized nations. C） The industrial age may now be coming to an end. D ） Some efforts and resources should be devoted to helping more people cope with the problem of unemployment. 22.Which of thefollowing was NOT mentioned as a factor contributing to the spread of employment? A  ） The enclosures of the 17th and 18th centuries. B  ） The development of factories. C ） Relief from housework on the part of women. D ） Development of modern means of transportation. 第 3 頁(yè) 共 52 頁(yè)羽天全國(guó)英語(yǔ)六級(jí) 閱讀理解23.It can be inferred from the passage that. A ） most people who have been polled believe that the problem of unemployment may not be solved within a shortperiod of time B ） many farmers lost their land when new railways and factories were being constructed C ） in preindustrial societies housework and community service were mainly carried out by women D ） some of the changes in work pattern that the industrial age brought have been reversed 24.What does the word “daunting” in the third paragraph mean? A ） Shocking B） Interesting C） Confusing D） Stimulating 25.Which of the following is NOT suggested as a possible means to cope with the current situation? A ） Create situations in which people work for themselves. B ） Treat employment as the norm. C  ） Endeavor to revive the household and the neighborhood as centers of production. D ） Encourage people to work in circumstances other than normal working conditions. 3.2007  年 12 月英語(yǔ)六級(jí)閱讀專項(xiàng)訓(xùn)練（3） No one should be forced to wear a uniform under any circumstance. Uniforms are demanding to the human spirit and totally unnecessary in a democratic society. Uniforms tell the world that the person who wears one has no value as an individual but only livesto function as a part of a whole. The individual in a uniform loses all self-worth. There are those who say that wearing a uniform gives a person a sense of identification with a larger, more important concept. What could be more important than the individual himself? If an organization is so weak that it must rely on cloth and buttons to inspire its members, that organization has no right to continue its existence. Others say that the practice of making persons wear uniforms, say in a school, eliminates all envy and competition in the matter of dress, such that a poor person who cannot afford good-quality clothingis not to be belittled by a wealthy person who wears expensive quality clothing.Those persons conveniently ignore such critical concepts as freedom of choice, motivation, and individuality. If all persons were to wear the same clothing, why would anyone strive to be better? It is only a short step from forcing everyone to drive the same car, have the same type of foods. When this happens, all incentive to improve one’s life is removed. Why would parents bother to workhard so that their children could have a better life than they had when they know that their children are going to be forced to have exactly the same life that they had? 第 4 頁(yè) 共 52 頁(yè)羽天全國(guó)英語(yǔ)六級(jí) 閱讀理解Uniforms also hurt the economy. Right now, billions of dollars are spent on the fashion industry yearly. Thousands of persons are employed in designing, creating and marketing different types of clothing. If everyone were forced to wear uniforms, artistic personnel would be unnecessary. Sales persons would be superfluous as well; why bother to sell the only items that are available? The wearing of uniforms would destroy the fashion industry, which in turn would havea ripple effect on such industries as advertising and promotion. Without advertising, newspapers, magazines, and television would not be able to remain in business. One entire information and entertainment industry would collapse. 26.The author’s primary purpose in writing this passage was to . A ）plead for the abolishment of uniforms B ）show that uniforms are not possible in a democratic society C  ） advocate stronger governmental controls on the wearingof uniforms D）convince the reader that uniforms have more disadvantages than advantages 27.Why does the author discuss forcing everyone to buy the same car or eat the same food? A) To show that freedom of choice is absolute. B) To  show that the government has interfered too much in the lives of individual. C) To suggest what would happen if uniforms became compulsory. D) To predict the way the society will be in the next few generations. 28.Which of the following statements is NOT true according to the author? A) The person who wears a uniform has no self-worth. B) Wearing a uniform gives a person a senseof identification with a larger concept. C) Uniforms will hurt one entire information and entertainment industry. D) Envy and competition are incentive toimprove one’s life. 29.The word “superfluous” (Para. 3) most probably means .A) indispensable B) available C) surplus D) supplementary 30.The next   paragraph in this passage might discuss. A) the positive effects of wearing uniforms B) more negative effects of wearing uniforms C) alternative to  wearing uniforms D) the legal rights of those not wishing to wear uniforms 4.2007 年 12 月英語(yǔ)六級(jí)閱讀專項(xiàng)訓(xùn)練（4） A strange thing about humans is their capacity for blind rage. Rage is presumably an emotion resulting from survival instinct, but the第 5 頁(yè) 共 52 頁(yè)羽天全國(guó)英語(yǔ)六級(jí) 閱讀理解surprising thing about it is that we do not deploy it against other animals.If we encounter a dangerous wild animal - a poisonous snake or a wild cat - we do not fly into a temper. If we are unarmed, we show fear and attempt to back away; if we are suitably armed, we attack, but in a rational manner not in a rage. We reserve rage for our own species. It is hard to see any survival value in attacking one’s own, but if we take account of the long competition, which must have existed between our own subspecies and others like Neanderthal man - indeed others still more remote from us than Neanderthal man human rage becomes more comprehensible. In our everyday language and behavior there are many reminders of those early struggles. We are always using the words “us and them”.“Our” side is perpetually trying to do down the “other” side. In games we artificially create other subspecies we can attack. The opposition of “us” and “them” is the touchstone of the two-party system of “democratic” politics. Although there are no very serious consequences to many of these modern psychological representations of the “us and them” emotion, it is as well to remember that the original aim was not to beat the other subspecies in a game but to exterminate it. The readiness with which humans allow themselves to beregimented has permitted large armies to be formed, which, taken together with the “us and them” blind rage, has led to destructive clashes within our subspecies itself. The First World War is an example in which Europe divided itself into two imaginary subspecies. And there is a similar extermination battle now in Northern Ireland. The idea that there is a religious basis for this clash is illusory, for not even the Pope has been able to control it. The clash is much more primitive than the Christian religion, much older in its emotional origin. The conflict in Ireland is unlikely to stop until a greater primitive fear is imposed from outside the community, or until the combatants become exhausted. 31.A suitable title for this passage would be. A) Why HumanArmies Are Formed B) Man’s Anger Against Rage C) The Human Capacity for  Rage D) Early Struggles of Angry Man 32.According to the author, the  surprising aspect of human anger is. A) its lengthy and complex development  B) a conflict such as is now going on in Northern Ireland C) that we do not fly into a temper more often D) that we reserve anger for mankind 33.The  passage suggests that. A) historically, we have created an “us” versus “them”society B) humans have had a natural disinclination toward formal grouping第 6 頁(yè) 共 52 頁(yè)羽天全國(guó)英語(yǔ)六級(jí) 閱讀理解C) the First World War is an example of how man has always avoided domination D) the emotional origin of the war in Ireland is lost in time  34.From the passage we can infer that . A) the artificial creation of a subspecies unlike us is something that never happens B) games are psychologically unhealthy C) any artificially created subspecies would be ourenemy D) the real or imagined existence of an opposing subspecies is inherentin man’s activities 35.The author believes that a religious explanation for the war in Northern Ireland is. A) founded in historical fact B) deceptive  C) apparent D) probably accurate 5.2007 年 12 月英語(yǔ)六級(jí)閱讀專項(xiàng)訓(xùn)練（5） The first way we can approach language is as a phenomenon of the individual person. It is concerned with describing and explaining language as a matter of human behavior.People speak and write; they also evidently read and understand what they hear. They are not born doing so; they have to acquire these skills. Not everybody seems to develop them to the same degree. People may suffer accidents or diseases, which impair their performance. Language is thus seen as part of humanpsychology, a particular sort of behavior, the behavior, which has as its principal, function that of communication. The trouble with the term “behavior” is that it is often taken to refer only to more or less overt, and describable, physical movements and acts. Yet part of language behavior-that of understanding spoken or written language, for example-has little or no physically observable signs. It is true we can sometimes infer that understanding has taken place by the changes that take place in the other person’s behavior. When someone has been prohibited from doing something, we mayinfer that he has understood the prohibition by observing that thereafter he never behaves in that way. We cannot, of course, be absolutely sure that his subsequent behavior is a result of his understanding; it might be due to a loss of interest or inclination. So behavior must be taken to include unobservable activity, often only to be inferred from other observable behavior. Once we admit that the study of language behavior involves describing and explaining theunobservable, the situation becomes much more complicated, because we have to postulate some set of processes, some internal mechanism, which operates when wespeak and understand. We have to postulate something we can call a mind. The study of language from this point of view can then be seen as a study of the specific properties, processes and states of the mind第 7 頁(yè) 共 52 頁(yè)羽天全國(guó)英語(yǔ)六級(jí) 閱讀理解whose outward manifestations are observable behavior; what we have to know in order to perform linguistically. This approach to language, as a phenomenonof the individual, is thus principally concerned with explaining how we acquire language, and its relation to general human cognitive systems, and with the psychological mechanisms underlying the comprehension and production of speech; much less with the problem of what language is for, that is, its function as communication, since this necessarily involves more than a single individual. 36.What is the best title for this passage? A) Language as Means of Communication. B) Language and Psychology. C) Language and the Individual. D) Language as a Social Phenomenon. 37.According to the passage, which of the following statements is NOT true? A) Language is often regarded as part of human psychology. B) People develop language skills of different degrees as a result of different personal experiences. C) Language is a special kind of psychological behavior that is born with an individual. D) People learn to speak and write through imitation and training. 38.What does the term “ behavior ” in the second paragraph especially refer to in this passage? A) It refers to observable and physical movements and acts. B) It refers to the partof language behavior that involves understanding or interpretation. C) It refers to both the overt and the unobservable language behaviors in communicating. D) It refers to acts of speaking and writing. 39.What does  “internal mechanism”(Line 3, Para. 3) mean? A) Secret machine. B) Mental processes. C) Overt system. D) Mechanic operation. 40.What can you infer  from the passage? A) Its individualistic approach to language is meant to study the psychological processes of language acquisition. B) The individualistic approach to language is mainly concerned with how language functions in society. C) The study of language is sure to involve more than a single individual. D) Psychological approach to language is concerned with the comprehension and production of speech. 6.2007 年 12 月英語(yǔ)六級(jí)閱讀專項(xiàng)訓(xùn)練（6） The American economic system is organized around a basically第 8 頁(yè) 共 52 頁(yè)羽天全國(guó)英語(yǔ)六級(jí) 閱讀理解private-enterprise， market-oriented economy in which consumers largely determine what shall be produced by spending their money in the m