大學(xué)英語(yǔ)六級(jí)改革適用（閱讀）模擬試卷43（共236題）

大學(xué)英語(yǔ)六級(jí)改革適用（閱讀）模擬試卷43（共9套）（共236題）大學(xué)英語(yǔ)六級(jí)改革適用（閱讀）模擬試卷第1套一、長(zhǎng)篇閱讀(本題共30題，每題1.0分，共30分。)TheMysteryoftheNazcaLines[A]IfyouvisitthePeruviancoastaldesertfromnorthtosouth,youwillnotethatsporadicallyyoucomeuponagreenandfertilevalleysurroundedbysand.ThevalleysofthePeruvianPacificcoastarelikeelongatedoasis,throughwhichrunnarrowandtorrentialriversthatoriginateinthesnowcappedmountainsoftheAndesandwhichflowtothePacificOcean.Asyoutravelmoretowardsthesouth,thesevalleysbecomesmallerandtheriversarenarrower.Manyoftheseriversrundryformostpartoftheyearwiththeexceptionoftherainyseasoninthemountains(fromDecembertoMarch).[B]Nazcaisoneofthesevalleys.HereanimportantcivilizationdevelopedduringthefirstsixcenturiesafterChristItwasaculturemadeupofnoteworthytextileweaversandpotters(thebestpaintingsofancientPerucanbefoundontheceramicsfromNazca).Greatdesertplainsandplateausextendtothenorthandsouthofthisregion,alandofcompletearidnesswherethereisnovegetation,wheretheairisverydryandwhereitseldomrains.Comparedtotheothernearbyvalleys,thisvalleyisinhabitedbynoone.TheNazcaLines[C]AcrosstheplainbetweentheIncaandNazcaValleys,thereliesanareameasuring37mileslongand1milewide,onwhichthereisanassortmentofperfectlystraightlines,manyrunningparallel,othersintersecting,formingagrandgeometricform.Inandaroundthelinestherearealsotrapezoidalzones,strangesymbols,andpicturesofbirdsandbeastsalletched(被侵蝕的)onagiantscalethatcanonlybeappreciatedfromthesky.[D]Thefigurescomeintwotypes:biomorphsandgeoglyphs.Thebiomorphsaresome70animalandplantfiguresthatincludeaspider,hummingbird,monkeyanda1,000-foot-longpelican.Thebiomorphsaregroupedtogetherinoneareaontheplain.Somearchaeologistsbelievetheywereconstructedaround200B.C.,about500yearsbeforethegeoglyphs.[E]Thereareabout900geoglyphsontheplain.Geoglyphsaregeometricformsthatincludestraightlines,triangles,spirals,circlesandtrapezoids.Theyareenormousinsize.Thelongeststraightlinegoesninemilesacrosstheplain.[F]Theformsaresodifficulttoseefromthegroundthattheywerenotdiscovereduntilthe1930'swhenaircraft,whensurveyingforwater,spottedthem.Theplain,crisscrossed(交叉的),bythesegiantlineswithmanyformingrectangles,hasastrikingresemblancetoamodernairport.TheSwisswriter,ErichvonDaniken,evensuggestedtheyhadbeenbuiltfortheconvenienceofancientvisitorsfromspacetolandtheirships.Astemptingasitmightbetosubscribetothistheory,thedesertflooratNazcaissoftearthandloosestoneandwouldnotsupportthelandingwheelsofeitheranaircraftoraflyingsaucer.HowWereTheyBuilt?[G]Straightlinescanbemadeeasilyforgreatdistanceswithsimpletools.Twowoodenstakesplacedasastraightlinewouldbeusedtoguidetheplacementofathirdstakealongtheline.Onepersonwouldsightalongthefirsttwostakesandinstructsasecondpersonintheplacementofthenewstake.Thiscanberepeatedasmanytimesasneededtomakeanalmostperfectly-straightlinemilesinlength.Thesymbolswereprobablymadebydrawingthedesiredfigureatsomereasonablesize,thenusingagridsystemtodivideitup.Thesymbolcouldthenberedrawnatfullscalebyrecreatingthegridonthegroundandworkingoneachindividualsquareoneatatime.SoWhyAretheLinesThere?[H]TheAmericanexplorerPaulKosok,whomadehisfirstvisittoNazcainthe1940s,suggestedthatthelineswereastronomicallysignificantandthattheplainactedasagiantobservatory.Hecalledthem"thelargestastronomybookintheworld."GeraldHawkins,anAmericanastronomer,testedthistheoryin1968byfeedingthepositionofasampleoflinesintoacomputerandhavingaprogramcalculatehowmanylinescoincidedwithanimportantastronomicalevent.Hawkinsshowedthenumberoflinesthatwereastronomicallysignificantwereonlyaboutthesamenumberthatwouldbetheresultofpurechance.ThismakesitseemunlikelyNazcaisanobservatory.[I]PerhapsthebesttheoryforthelinesandsymbolsbelongstoTonyMorrison,theEnglishexplorer.ByresearchingtheoldfolkwaysofthepeopleoftheAndesmountains,Morrisondiscoveredatraditionofwaysideshrines(神殿)linkedbystraightpathways.Thefaithfulwouldmovefromshrinetoshrineprayingandmeditating.Oftentheshrinewasassimpleasasmallpileofstones.MorrisonsuggeststhatthelinesatNazcaweresimilarinpurposeandonavastscale.Thesymbolsmayhaveservedasspecialenclosuresforreligiousceremonies.[J]Recentlytworesearchers,DavidJohnsonandSteveMabee,haveadvancedatheorythatthegeo-glyphsmayberelatedtowater.TheNazcaplainisoneofthedriestplacesonEarth,gettinglessthanoneinchofrainayear.Johnson,whilelookingforsourcesofwaterintheregion,noticedthatancientaqueducts(引水渠)seemedtobeconnectedwithsomeofthelines.Johnsonthinksthattheshapesmaybeagiantmapoftheundergroundwatersourcestracedontheland.Mabeeisworkingtogatherevidencethatmightconfirmthistheory.[K]Otherscientistsaremoreskeptical,butadmitthatinaregionwherefindingwaterwasvitaltosurvival,theremightwellbesomeconnectionbetweentheceremonialpurposeofthelinesandwater.JohanReinhard,aculturalanthropologistwiththeNationalGeographicSociety,foundthatvillagersinBoliviawalkalongastraightpathwaytoshrineswhileprayinganddancingforrain.SomethingsimilarmayhavebeendoneattheancientNascalines.[L]ThelinesatNazcaaren'ttheonlylandscapefiguresPeruboasts.About850milessouthoftheplainisthelargesthumanfigureintheworldlaidoutuponthesideofSolitaryMountain.TheGiantofAtacamastands393feethighandissurroundedbylinessimilartothoseatNazca.[M]AlongthePacificCoastinthefoothillsoftheAndesMountainsisetchedafigureresemblingagiantcandelabrum.Furthersouth,SierraPintada,whichmeans"thepaintedmountain"inSpanish,iscoveredwithvastpicturesincludingspirals,circles,warriorsandacondor.Archaeologistsspeculatethatthesefigures,clearlyvisiblefromtheground,servedasguidepostsforIncatraders.PreservingtheNazcaLines[N]ItisdifficulttokeeptheNazcaLinesfreefromoutsideintervention.Aswithallancientruins,suchasMachuPiccu,weatherbywindandrain,andhumantamperingwilltaketheirtollontheseancientLines.[O]InrecentyearstheNazcaLineshavesufferedgradualdestruction,astombraidersseekingpre-Incaartifactsscartheterrainwithhundredsofburrows,garbage,amongotherwastematerial.AboomincopperandgoldminingisdefacingpartsoftheNazcalineswithtracksfromtrucktraffic.Overthepastdecade,advertisersandpoliticalcampaignshavecarvedhugemessagesintherockandsandbetweentheancientdesignsinthisregion250milessouthofLima.In1998,floodsandmudslidesfromtheElNinoweatherpatternseriouslyerodedseveralfigures.[P]ThedamagetothelinesunderscoresPeru'sdesperatestruggletopreserveitsnationalpatrimony.ArchaeologistssaytheyarewatchinghelplesslyasthequestforscholarshipandconservationinacountryviewedasthecradleofNewWorldcivilizationislosingouttocommercialinterests,bleakpovertyandthegrowingpopularityofheritagesitesastouristattractions.1、ThepropertiesofthedesertflooratNazcamakeitimpossibletoserveasaspotforthelandingofplaneorflyingsaucer.標(biāo)準(zhǔn)答案：F知識(shí)點(diǎn)解析：根據(jù)題目中的thedesertflooratNazca和thelandingofplaneor…等可定位至F段。該段提到瑞士作家ErichvonDaniken認(rèn)為平原上的圖形是太空的拜訪者為方便飛船著陸而建的。而末句指出，納斯卡沙漠地面是松軟的土壤和松散的石頭，無(wú)法支持飛機(jī)或飛碟著陸。題目句子與該段末句同義。2、TheriverwaterinthevalleysofthePeruvianPacificcoastcomesfrommountainsoftheAndes.標(biāo)準(zhǔn)答案：A知識(shí)點(diǎn)解析：根據(jù)題目中的valleysofthePeruvianPacificcoast定位至A段第2句。該句講到，秘魯太平洋海岸的谷地像綿延的綠洲，河流穿梭其中，這些溪流均源自積雪覆蓋的安第斯山脈。題目句子是對(duì)原文的同義改寫(xiě)，其中comesfrom與文中的originatein同義。3、TheAmericanexplorer’stheorythatNazcawasanobservatoryhasbeentestedunreasonable.標(biāo)準(zhǔn)答案：H知識(shí)點(diǎn)解析：根據(jù)題目中的Americanexplorer’stheory和observatory定位至H段。該段先提出PaulKosok的想法，接著用Hawkins的實(shí)驗(yàn)進(jìn)行驗(yàn)證，最后說(shuō)到“具有天文學(xué)意義的線條的數(shù)目很少，只能看作是某種隨機(jī)因素的結(jié)果。這表明，納斯卡不可能是個(gè)天文觀測(cè)臺(tái)”。題目中的Americanexplorer就是指PaulKosok，而unreasonable是對(duì)末句makesitseemunlikely的概括。4、Accordingtosomearchaeologists,thebiomorphswereconstructedearlierthanthegeoglyphs.標(biāo)準(zhǔn)答案：D知識(shí)點(diǎn)解析：根據(jù)題目中的somearchaeologists，biomorphs和geoglyphs定位至D段末句。該句中they指代上一句提到的thebiomorphs。題目中的earlierthanthegeoglyphs與原文中的…beforethegeoglyphs對(duì)應(yīng)。5、Thegeometricformsontheplainwerediscoveredbyanaircraftwhichmadeasurveyforwater.標(biāo)準(zhǔn)答案：F知識(shí)點(diǎn)解析：根據(jù)geometricforms和discoveredbyanaircraft定位至F段。該段首句的forms承接上一段落指geometricforms，這里講到，從地面上很難發(fā)現(xiàn)幾何形狀，直到20世紀(jì)30年代，一架飛機(jī)勘測(cè)水資源時(shí)才發(fā)現(xiàn)了此地貌形狀。題目句子是對(duì)F段首句的同義轉(zhuǎn)述。6、Incomparisonwithothernearbyvalleys,Nazcahasnoresidents.標(biāo)準(zhǔn)答案：B知識(shí)點(diǎn)解析：根據(jù)題目中的comparison，othernearbyvalleys定位至B段末句。原文該句中thisvalley就是Nazca，題目中的hasnoresidents是對(duì)原文isinhabitedbynoone的同義替換。7、ThefiguresatSierraPintadaarebelievedtohavebeenmadeinpurposeofdirectingtheIncatraders.標(biāo)準(zhǔn)答案：M知識(shí)點(diǎn)解析：根據(jù)題目中的SierraPintada和figures定位至M段最后兩句。題目中的directingtheIncatraders與該段末句中的asguidepostsforIncatraders表達(dá)相符。8、Tobuildastraightlinemilesinlength,peopleshouldplacetwowoodenstakesasastraightlinefirst標(biāo)準(zhǔn)答案：G知識(shí)點(diǎn)解析：根據(jù)題目中的straightlinemilesinlength定位至G段。該段具體介紹了Nazcalines的建造，第4句中Thiscanberepeated…指出獲得一條幾乎完全平直、長(zhǎng)達(dá)幾英里的直線的方法，其中This指代第2句提到的“立兩個(gè)木樁確定一條直線，從而用以指引在直線上立第三個(gè)木樁”，題目?jī)?nèi)容來(lái)自該段。9、Recently,theNazcalinesarebeingdamagedbytombraiderswhogotheretoseekpre-Incaartifacts.標(biāo)準(zhǔn)答案：O知識(shí)點(diǎn)解析：根據(jù)題目中的theNazcaLines和tombraiders定位至O段首句。該句講到，最近納斯卡圖紋逐步遭到破壞，因?yàn)閷ふ仪坝〖訒r(shí)代古器的盜墓者大肆挖掘，遺留下幾百個(gè)洞穴、垃圾和廢棄材料。題目中的arebeingdamaged對(duì)應(yīng)原文的havesufferedgradualdestruction。10、AresearchernamedMabeeisworkingtocollectevidencetoconfirmthetheorythatthegeoglyphsarerelatedtowater.標(biāo)準(zhǔn)答案：J知識(shí)點(diǎn)解析：根據(jù)題目中的Mabee及geoglyphsarerelatedtowater定位至J段。該段陳述了DavidJohnson和SteveMabee的理論，最后一句與題目同義，句末的thistheory就是指首句提到的thegeoglyphsmayberelatedtowater。TheValueofWritingWell[A]It'sthattimeofyearagain.No,not"theholidayseason".Imean,itisholidaytime,butforprofessorsitdoesn'tstartfeelinglikeholidaytimeuntilfinalgradesareinandthebooksareclosedonanothersemester.No,forme,it'spaper-gradingtime,thetimeofyearwhenI'mremindedoverandoveroftheimportanceofgoodwritingskills—andoftheirrarity.[B]Theabilitytowritewellisnotagift.Sure,thespecialsomethingthatsetsapartaTolstoyorShakespeareorSalmanRushdieorIsabelAllendeisagift,atalentbornofdisposition,experience,andcommitment.Butjusttobeabletocommunicateclearlywiththewrittenwordtakesnospecialtalent;it'saskilllikeanyother.[C]Well,hotexactlylikeanyother.Becausethewordsweusetowritewitharethesamewordsweusetothinkwith,learningtowritewellhasoutcomesthatgobeyondthemerelytechnical.Asweimproveourwritingability,weimproveourabilitytothink—tobuildanargument,toframeissuesincompellingways,toweaveapparentlyunrelatedfactsintoacoherentwhole.[D]Anddespitetherecurringhand-wringingandchest-beatingaboutthe"endofliteracy"andthe"deathoftheprintedword",therealityisthatwewritemorethaneverthesedays.Whileit'sararepersonwhositsdownwithpenandpaperinhandandwritesalettertoafriendorlovedone,wepouremailsatanastoundingrate.Wetextmessage,tweet,instantmessage,blog,comment,andotherwiseshootwordsateachotherinanear-constantflowofcommunication.Atwork,wewriteletters,proposals,PowerPointpresentations,businessrequirementdocuments,memos,speeches,missionstatements,anddozensofmorespecializedtypesofdocuments.Weare,itseems,writihgcreatures.[E]It'snowonderthatbusinessesrepeatedlycite"communicationskills"asthesinglemostdesirabletraitinnewemployees.Thekicker,though,isthatweareasasocietyincrediblybadatwriting.PublicschoolsdoapoorjobofteachingstudentshoWtowritewell—theybarelymanagetoinstillthebasicrulesofgrammarandthemiserable5-paragraphessay,letalonehowtowritewithstyleandverve,howtoputtogetheranargumentthatmovessteadilyfromonepointtothenexttopersuadeareaderofsomecrucialpoint,howtosynthesizeideasanddatafrommultiplesourcesintosomethingthattakesthoseideasonestepfurther.[F]It'snotjusttheteachers'fault.Teachersdothebesttheycanwithwhatthey'regiven,andalltoooftenwhatthey'regivenisinadequateresourceswithwhichtoteachclassroomsfullofunmotivatedstudentswhocouldcarelessaboutwriting.Addtothattherequirementsofmandatorynationwideteststhatrewardconformity,notcreativity,andthethreatofpunishmentforanyschoolwhosestudentsfailtofallwithinthefairlyrigidboundariesofthetest'srequirements,andyou'vegotaprettybadsituationallaroundforinstillinginstudentsthepowertowritewell.[G]Thatis,alas,agreatdisservice.Beingabletowritewellvastlyimprovesstudents'—andothers'—potentialforsuccess,regardlessofthefieldtheyfindthemselvesin.Theskillsthatmakeusbetterwritersmakeusbetterexplainersandbetterpersuaders.Theyaretheskillsthatallowusto"sell"ourideaseffectively,whetheringivingapresentationtopotentialfundersofourcompany,proposinganewprojecttoourcorporateleadership,ortransmittinganewpolicytoouremployees.Beingabletowritewelllessensthechancethatwe'llbemisunderstood,andincreasesthelikelihoodthatourideaswillbeadopted.[H]Writingwellisnotagiftreservedforthefewbutasetofskillsthatcanbelearnedbyanyone.Thetechnicalaspectscanbelearnedinanyofseveralways:bytakingaclass,bystudyingbooksonwriting,byworkingwithapartneroragroupandactingontheirfeedback.Butwhilegrammarandstructureareanimportantpartofwriting,towritewellalsodemandssomeefforttodevelopstyle.Styleiswhatkeepspeoplereadingpastthefirstsentence,andwhatkeepswhatyou'vewrittenontheirminds,impellingthemtotakeaction.[I]Styleisratherlessteachablethanthenutsandboltsofwriting,butitislearnable.Itdemandspatience,attention,andmostofallpractice,butitispossibleforanyonewhohassomethingtosaytolearnhowtosayitwell.Herearesometipstohelpyoumovefrombeingmerelycapabletobeingagoodwriter.[J](1)Read:Readingisessentialtogoodwriting.Itishowwelearnthevastnessofthelanguageandthelimitsofthegrammar—andhowtopushthoselimits.Themoreyouread,thegreateryourunderstandingoflanguage'spotentialbecomes.[K](2)Write:Goodwritingtakespractice.Unfortunately,unlesswecreateopportunitiestowrite,wegetfartoofewopportunitiestogetthatpracticeafterwe'veleftschool.Startajournal,ablog,anewsletter,orwhateverelseyoucanthinkoftogetyouwritingonatleastasemi-regularbasis.[L](3)ReadAgain:Mostpeoplewhofailtobecomebetterwritersfailbecausetheydonotreadtheirownwriting.Theydon'treaditbeforetheypost/mail/submit/publish/otherwisefinishit,andtheydon'treaditafterthey'redonewithit.Thatmeanstheydon'tseetheawkwardparts,theflatbits,thepiecesthatsaysomethingdifferentfromwhatwasintended—andtheyneverlearnhowtofixor,betteryet,avoidthoseproblems.[M](4)Repeat:Writingispersonal,andseeingyourwritingill-receivedcanstrikeablowtothestrongestofegos.Theonlyanswerforit,though,ispersistence—thegoalistobecomeabetterwriter,nottobeperfectoutofthegate.Payattentiontocriticism,learnfromit,butdon'tinternalizeit—there'snoshameinwritingpoorly,onlyinfailingtotrytodobetternexttime.[N]Today'sworldisaworldoftext;itisthelifebloodoftheinformationeconomy.InAncientRome,itwastheoratorswhoruled,thosewhocouldcompelobedience,loyalty,anddevotionwiththeirspokenwords.Today,thewrittenwordisdominant,notonlybecausesomuchoftheinformationthatshapesourlivesiswrittendown,butbecausethehabitsthatmakeusgoodwritersarethesamehabitsthatallowustoflourishintheinformationeconomy.Ifyouworryaboutyourwritingability,commityourselfnowtobecomingasolidwriterintheyeartocome.Ifyouarealreadyadecentwriter,commityourselftobecomingbetter.Andifyou'reoneoftherarefewwhowritewell,reachouttothosearoundyouandshareyourtalent,sothatothersmaylearnfromyou.Letthatbeyourgiftthisholidayseason.11、Whatsetsthosewritingmastersapartfromotherpeopleistheirborntalent.標(biāo)準(zhǔn)答案：B知識(shí)點(diǎn)解析：根據(jù)sets…apart，masters和talent定位到B段。該段提到，使托爾斯泰、莎士比亞、薩爾曼·拉什迪及伊莎貝爾·阿連德這些大師們?nèi)绱送怀龅氖且环N天賦，一種來(lái)自于性格、閱歷及信仰的天資。本題句子表述與原文相符，set…apart意為“使與眾不同，使突出”。12、Comparedwithteachingthebasicsofwriting,styleismoredifficulttoteach.標(biāo)準(zhǔn)答案：I知識(shí)點(diǎn)解析：根據(jù)style和moredifficulttoteach定位到I段。該段首句說(shuō)，教授寫(xiě)作風(fēng)格比教授寫(xiě)作基本功要難，但風(fēng)格是可以通過(guò)學(xué)習(xí)獲得的。本題句子與原文意思一致，題目中的thebasicsofwriting與原文thenutsandboltsofwriting對(duì)應(yīng)，moredifficulttoteach對(duì)應(yīng)原文lessteachable。13、Theimprovementofwritingabilitywillalsoenhancetheabilitytothink.標(biāo)準(zhǔn)答案：C知識(shí)點(diǎn)解析：根據(jù)writingability和theabilitytothink定位到C段。該段末句指出，在提高寫(xiě)作能力的同時(shí)，我們也提高了自己思考的能力。本題句子的enhance對(duì)應(yīng)原文的improve。14、Publicschoolsdonottakeenougheffortstoteachstudentsthebasicwritingability.標(biāo)準(zhǔn)答案：E知識(shí)點(diǎn)解析：根據(jù)publicschools定位到E段。該段第3句指出，公立學(xué)校在培養(yǎng)學(xué)生良好的寫(xiě)作能力這方面所下的工夫是遠(yuǎn)遠(yuǎn)不夠的，它們幾乎連將基本語(yǔ)法規(guī)則和糟糕的5段式散文灌輸給學(xué)生的教學(xué)目標(biāo)都沒(méi)有達(dá)到。本題句子意思與原文對(duì)應(yīng)。15、Byreadingagainandagainhisownwritings,onecanseetheflawsinwritingandmakeimprovement標(biāo)準(zhǔn)答案：L知識(shí)點(diǎn)解析：根據(jù)readingagain定位到L段。文中提到，很多人無(wú)法成為優(yōu)秀作家的原因在于他們不去讀自己寫(xiě)的東西。這意味著他們看不到自己文章中寫(xiě)得笨拙、平庸的部分以及與他們所要表達(dá)的相抵觸的部分，而且他們永遠(yuǎn)都不會(huì)懂得如何去校正并更好地避免這些問(wèn)題。本題句子概括了這部分內(nèi)容。16、Ifyourwritingisill-received,theonlysolutiontoitistolearnfromitandkeeponwriting.標(biāo)準(zhǔn)答案：M知識(shí)點(diǎn)解析：根據(jù)ill-received定位到M段。文中提到，唯一的解決辦法就是堅(jiān)持不懈，并要關(guān)注人們的批評(píng)，并從中吸取教訓(xùn)。本題句子的solutiontoit對(duì)應(yīng)原文的answerforit，而keeponwriting對(duì)應(yīng)原文的persistence。17、Readingenablesustounderstandthevastnessoflanguageandthelimitsofgrammar.標(biāo)準(zhǔn)答案：J知識(shí)點(diǎn)解析：根據(jù)thevastnessoflanguageandthelimitsofgrammar定位到J段。該段說(shuō)，通過(guò)閱讀，我們體會(huì)到了語(yǔ)言的博大精深和語(yǔ)法的局限性以及如何去沖破這種局限。本題句子與原文意思一致。18、Thosewiththeabilitytowritewellcanbetterexpresstheirideasandtheirchancesofbeingmisunderstooddecrease.標(biāo)準(zhǔn)答案：G知識(shí)點(diǎn)解析：根據(jù)beingmisunderstood定位到G段。該段說(shuō)，提高我們寫(xiě)作水平的那些技巧同時(shí)也使我們更能言善辯，能讓我們更好地“出售”自己的觀點(diǎn)，可以減少我們被誤解的幾率，增加別人采納我們觀點(diǎn)的幾率。本題句子的betterexpresstheirideas與原文的makeusbetterexplainers或“sell”ourideaseffectively對(duì)應(yīng)，decrease對(duì)應(yīng)原文的lessens。19、Iconstantlyrealizethesignificanceofwritingwellinthepaper-gradingtime.標(biāo)準(zhǔn)答案：A知識(shí)點(diǎn)解析：根據(jù)paper-gradingtime定位到A段。該段提到，對(duì)我來(lái)說(shuō)，現(xiàn)在還是評(píng)試卷的時(shí)間，是一年中我被反復(fù)提醒具備良好寫(xiě)作技能的重要性及這些技能稀缺的時(shí)候。本題句子的constantlyrealizethesignificance對(duì)應(yīng)原文的remindedoverandoveroftheimportance。20、Students’poorwritingabilityispartlycontributedtotherigidrequirementsofthenation-widetests.標(biāo)準(zhǔn)答案：F知識(shí)點(diǎn)解析：根據(jù)mandatorynationwidetests定位到F段。該段后半部分提到，硬性規(guī)定的全國(guó)范圍內(nèi)的測(cè)試認(rèn)同的是統(tǒng)一的標(biāo)準(zhǔn)答案，而不是創(chuàng)新意識(shí)。此外，如果學(xué)生在測(cè)試中沒(méi)能達(dá)到規(guī)定的要求學(xué)校就會(huì)受懲罰，這樣的環(huán)境自然不利于培養(yǎng)學(xué)生的寫(xiě)作能力。本題句子概括了原文的意思。FeedingtheMassesaLoadofManureTheGreenRevolutionMyth,NormanBorlaug,andWorldHunger[A]Mostpeopledon'tknowNormanBorlaug.He'stheguywhoiswidelyrecognizedasthefatherofthe"GreenRevolution"—thesystemoffarmingthatcombinedhybridseedswithchemicalpesticidesandfertilizerstogranttheworldsignificantlyincreasedcropyields,especiallyyieldsof"cerealcrops"likewheat,corn,andsoybeans.[B]Mr.Borlaughasbeenheardrecentlyreproaching"extremegreenies"forpromotingorganic,sustainableagriculture,sayingthatsuchamoveeitherwouldrequiretheconversionofmillionsmoreacresofmeadowandforestlandintofarmlandorwouldmeanmassstarvationduetowhatheclaimsareloweryieldsfromorganicfarms.Withallduerespect,wethinkStormin'NormanB.isoutinleftfieldplayingscarecrow,spoutingoffaboutnothingmorethantheGreenRevolutionMyth.Food,WorldHunger,andPopulationGrowth[C]First,thereisanobviousquestionaboutthelogicofBorlaug'sassertionthattheincreasedyieldfromGreenRevolutionfarmingarrivedjustintimetosavehundredsofmillions,maybebillions,ofearth'sswellinghumanmassesfromstarvationinthe20thcentury.Onecouldjustaseasilyframetheissuetheotherwayaround:Mightithavebeenthesuddenlyincreasedavailabilityofcheapfoodthatitselfallowedtheglobalpopulationtorisesoquickly?Remembertheoldsayingabout"tasksexpandtofilltheamountoftimeallowedthem"?Aversionofthatmayapplyhere.[D]AnotherwaytolookatthequestioniswhethertheGreenRevolutionhasbeensuccessfulateliminatinghunger.Ithasn't.SincetheGreenRevolutionkickedintohighgearinthe1960s,therehasbeenonlyamodestreductioninthenumberofpeoplestarvingorchronicallyhungry.In1970,therewereanestimated942hundredmillionpeopleinthatcategory;in2002,theUnitedNationsreportedthatthenumberwas842million.ThismodestreductionhasbeenalmostentirelyduetolowerlevelsofhungeramongtheChinesepopulation,withthenumberofhungrypeopleincreasinginmostotherareasoftheworld.[E]Itistrue,ofcourse,thatafewbillionmorepeoplearebeingfedtodaycomparedtohalfacenturyago.Butit'sfartoosimplistictogivetheGreenRevolutionthecredit.Twoofthemainfactorsthatdodeservecreditareimprovementsinseedsviahybridizationandmajorincreasesintheuseofirrigation,includingtheunsustainableover-pumpingofgroundwater.ThesefactorsplusthechemicalsoftheGreenRevolutioncombinedtoputplantgrowthintooverdrive.TheDownsideoftheGreenRevolution[F]So,iftheGreenRevolutiondidhelpincreasetotalfoodoutput,what'snottolike?Plenty.ThetechnologiesoftheGreenRevolutionshouldbelookedatastheplantequivalentofsteroiduseinhumanathletes.Ajockthatusessteroidswillgainmuscleandstrengthfasterandhaveacompetitiveadvantage.Butthebigboostisnotsustainableoveralongperiodoftime,andthenegativesideeffectsarewellknownandoftencatastrophictotheathlete.[G]InthecaseofGreenRevolutionfarming,thechemicalsusedpolluteourland,air,andwater;theswitchfromheavilyrotatedmultiplecropstomono-croppingordual-croppingreducestotalsoilfertilityandthenutritionalvalueofourfood;andthelowernumberofseedvarietiesusedreducesthegeneticdiversityfoundincrops,thusendangeringthestabilityoffarmoutputinthefuture.Thesideeffectsrelatedtosoilfertilityandgeneticdiversitywillultimatelytaketheirtoll.Indeed,yieldincreasesintoday'sfarmfieldshavegenerallyleveledoffand,incasessuchasriceandwheat,yieldsarebeginningtodeclineinsomeareas.[H]Let'sbealittlemorespecificabouttheproblemsassociatedwithGreenRevolutionfarming:(1)Farmers,farmworkers,andallofusarecontinuallyexposedtochemicalpesticidesduetotheirwidespreaduse,witheachofuscarryingabodyburdenofthetoxins.(2)Countlessnumbersofstreams,rivers,anddrinkingwatersourcesaredegradedduetopesticideandfertilizerrunoff.(3)Majorportionsofbaysandgulfsareoxygen-starvedcoastaldeadzonesduetoalgalbloomsthatarefedbyfertilizerrunoff.(4)Wildlifesufferfromgeneticmutationsduetothefarmingchemicalsthatcontaminatetheirpondsandswamps.Notableexamples:Geneticmutationsinfrogsandabnormalgenitaliainalligators.(5)Stateadvisoriesforlocallycaughtfisharechock-fullofwarningsaboutfishspeciescontaminatedwithpesticides.WouldFoodProductionDropWithouttheGreenRevolution?[I]Nowtotherealpoint—wouldwestarveifwetransitionedbacktosustainableagricultureanda-bandonedthechemicalswe'vecometoacceptasanormalpartoffarming?No,notatall.Multiplestudies,includingworkbytheUSNationalResearchCouncilanda23-yearstudybytheRodaleInstitute,foundtotalfoodoutputfrom"alternative"farmstobeequivalenttoGreenRevolutionfarms—andsometimeshigher.[J]Cubaprovidesareal-life,workingmodeltotesttheconclusionsofsuchresearch.WhentheUStradeembargowasimposedonCubainthelate1980s,thecountry'saccesstoGreenRevolution"inputs"wassuddenlyseverelyrestricted.Cubabegantoreorientitsagriculturebacktosustainableapproachesbasedontraditionalfarmingpracticesandsmallerfarmingoperations.Withinadecade,thecountryhadsolveditsfoodproblem,withtheaddedbenefitoffreeingitselffromthecostandtoxicpollutionassociatedwithimportedfarmingchemicals.Wrapup...andGMOs[K]AsLt.Columbowasfondofsaying,justonelastthing...Thebigagribusinesscompaniesthatbroughtyouthehollowpromisesofthechemical-basedGreenRevolutionIarenowbusycookingupthegeneticallyengineered(GE)GreenRevolutionII.Againtheypromisetosavetheworldfromhunger,butasbefore,theirrealgoalistoreapbountifulprofits.NotonlydosomeGEtechnologies,suchas"herbicidetolerance",notincreaseyieldandfarmerprofits,theyhavebeendocumentedtohavetheoppositeeffect.Insuchcases,theonlypeoplebenefitingaretheGEseedandpesticidecompaniesandtheirshareholders.[L]Thereisaplaceforresearchandtechnologyinfarming,butweshouldstoptryingtoconquernature'scomplex,inexorableforcesandinsteadshouldfocusonapproachesthatworkwiththepowerofnature.AlotofresearchdollarswentintodevelopingGreenRevolutionandGEtechnologies.Ifinsteadwehadinvestedinbettersustainable-agriculturemethods,wewouldhaveincreasedyields,retainedhealthierfanningpractices,andgreatlylessenedthehugelossofsmallandmedium-sizedfarms.Infact,demonstrationprojectshaveshownthatincreasesintotalfoodoutputofupto100%arepossiblebyusingadvancedsustainableagriculturetechniques.SuchapproachesalsoreducecostsandavoidthechemicalpollutantsandpotentiallydangerousGEstrainsthatarenowuponus.[M]Wewon'tbeabletosimplyflipaswitchandsuddenlyconvertallthefarmingacreageontheplanetbacktosmaller,moresustainablefarmsovernight.Butitcanbedonegradually,withoutcausingmassstarvation.Indeed,betterhealthformorepeoplewouldbetheoverallresult.Weinthedevelopedcountriesoftheworldshouldaskourelectedrepresentativestobeginamajorshiftinfarmpolicytofostersuchch