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2015年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 2010, 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 2005, 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 2011, 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 2012 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.
Section B
【参考译文】
大宪章的试用
A.sciAcademy是新奥尔良的一所特许学校，在其第一届大四学生毕业之前很久，该学校已经备受称赞。
2010年9月，sci Academy成立两年之时，200名学生(当时全是新生和二年级学生)兴奋地涌入学校隔壁的圣史蒂芬浸信会教堂。学生们与当地政要、记者及铜管乐队一起观看了巨型屏幕上播放的奥普拉脱口秀，全国六所特许学校的领导现身该节目。节目结束时，他们看到奥普拉给每所特许学校的领导，包括sciAcademy的创始人本·马尔科维茨在内，每人一张一百万美元的支票。
B.sci Academy是一所一流的特许学校，它将新型的数据化及商业模式引入教育，并在新奥尔良备受推崇。[50]2005年，在卡特里娜飓风后。教育改革者们对该国教育质量最低的地区之一的传统公立学校进行了全面改革。在这里，特许学校承诺选择权，加强问责制。新奥尔良超过75%的孩子进入了所谓的恢复学区(RSD.管控的学校，特许学校是该区域的主流学校。
C.一年前，“新奥尔良新学校”的首席执行官，该市培育当地特许学校的主要风险慈善团体负责人尼拉夫·金斯兰写道，“新奥尔良教育体系的变革有可能被证明是自废除种族隔离之后全国教育发展最显著的变革。[48]新奥尔良学生近年来得到的教育机会比以往要优越得多。”
D.但是在卡特里娜飓风发生八年后，有证据表明实际情况要复杂得多。RSD学区的特许学校中依然有79%被路易斯安那州教育部评为D或F级。sci是RSD学区中两所得到B级的高中之一;该学区没有一所学校得到A级。在这个有着大约4.2万名学生，其中大部分为贫困的非洲裔美国儿童的学区中，每年都会有成千上万的学生在任意时间离开学校，他们或被暂令停学，或辍学抑或被监禁。[53]即使在成功的学校，如享有盛誉的sci Academy，很多学生也都无法毕业，其他的则很难升入大学。
E.查明新奥尔良学校的事实真相并不仅为该地居民所关心。从纽约市到像密歇根MuskegonHeights那样的小镇，[55]市场化改革已被广泛地认为是解决美国教育困境的灵丹妙药。新奥尔良让我们看到了在实践中这些改革的作用。而当前该市学校的状况应该有足够的理由让那些最狂热的特许学校支持者们暂时停下脚步。
F.SciAcademy的钢丝网围栏和模块化建筑——卡特里娜飓风后建筑物持续匮乏的结果——使得这所学校看起来一点也不像是所模范学校。穿着马球衫和卡其裤校服的大一新生必须沿着笔直的红线行走，这些红线遍布校园的所有道路。写有“没有捷径;没有借口”和“超越”等口号的标语牌在头顶上悬挂着。
G.sci Academy的一切事情都经过精心设计以维持学校的纪律及专注于学校的要务，学校的要务就是让每一个学生都升入大学。每天上午8点，教师们，几乎全是二十多岁的白人，集合起来开员工布道会。在会上，他们一边又拍大腿又拍手，一边嘴里念念有词。这是他们当中大多数人一天l4至16小时工作的开始。学生们半小时后到达，需要回答问题，如“你为什么在这里?”或“你该怎么做?”，回答应该是“学习”，而在回答问题之前则要背诵学校的六大核心价值观：“成就、尊重、责任、毅力、合作和热情”。
H.学校课程和行为都是经过精心安排的。孩子们进入课堂时，老师发给他们“进场票”，以便确定多少刚才下课的学生留了下来。“退场票”会在每节课下课时发，以便弄清多少孩子吸收了知识。[54]各种学生信息，诸如退场票、出勤、错误行为以及嘉奖良好表现用的“sci币”等均由教师每晚键入sci软件系统，以便监测学生的学习情况及教师的授课情况。
I.飓风后，国家解雇了市工会的教师，他们大多是中年非裔美国人，这一举动已被诉诸法庭。虽然一些学校重新雇用了卡特里娜飓风之前在学校工作的教师，但该市现在很大程度上依赖经验不足的教师，他们大多是年轻的白人，住在城外。他们愿意，至少在短期内可以承受这种令人精疲力竭的工作。[51]但是在许多学校.包括sci Academy在内。很多教师都坚持不到两年就离开了。
J.[52]在新奥尔良.拥有美国教学证书资质的教师数目接近400人。这是几年前的5倍。根据杜兰大学科文学院2012年的报告“新奥尔良公立教育现状”，2011年RSD学区内的教师中有42%教龄不到三年，22%只有一年或不足一年的教龄。
K.[46]为了部分地解决缺乏经验的问题，特许学校让老师们经受严格管制的程式化训练，以便使他们能够管理自己的班级。该市特许学校的倡导者称，在飓风的余波中，特许学校经营者们必须迅速成长，他们需要从基础做起：首先是秩序和安全，然后是技能训练。华盛顿特区精英学校及耶鲁大学毕业生马尔科维茨说：“学生觉得高中是危险的地方。他们得挺起胸膛上学。”他说常规的目的是帮助学生集中注意力并获取安全感——这些常规是从一家也在奥尔良开设学校的全国特许连锁KIPP的方法中借鉴来的。
L.这是去年秋天一节英语课上的情景。一位已经在Sci任教大约一年的老师讲了包括情态动词和助动词的细微差别在内的几个语法点。由于课堂上有几个人低下头，她便使用了特许学校管理常规中最流行的方式以引起全班的注意力。她喊道：“SPARK检查!”这几个字母缩写分别代表“坐直”，“铅笔和纸准备好(或双手交叉放在前面)”，“提问和回答问题”，“尊重”和“保持专注”。
M.“抬头，坐直——15秒，”她说道，试图使学生提高注意力。“三、二、一，请举起你们的作业。我们需要针对作业完成情况设定目标。我看到班里只有三分之一的同学完成了作业。”
N.该市的特许学校经历了长时间的发展。在上世纪90年代，该市的第一所特许学校名为新奥尔良特许中学，其课程设置比较先进，包含体验项目和选修课，如自行车修理和非洲的舞蹈等，以培养学生对学习的热爱。在被卡特里娜飓风摧毁前，该校是最受好评的非选择性学校。[47]但是当其创始人接着创办№t“ne(当今新奥尔良特许学校的领军力量之一)时。特许运动中先进的根基已经被竞争强烈的特许市场的新现实所淹没。
O.[49]如今。受政府政策和慈善资金的驱使(政策和资金奖励那些帮助学生升入大学的学校并惩罚那些无法做到的学校)，大多数新奥尔良特许中学自称“大学预科学校”。这一目标似乎令人称道。但是根据科文学院的统计，在这个八年级学生需要通过结业测试进入高中的学校体系中，升入高中的人数几乎停滞在60%左右。以升入大学为教育动力的做法使这些处于最不利状况中的大多数孩子受到影响。由于贫穷、父母的遗弃以及生活在国内枪支暴力犯罪率最高的地方，他们已经面临巨大的障碍。对这样的学生而言，大学不一定是一个现实的目标。
【答案解析】
46.K
解析：题干意为，特许学校中的老师大多数没有教学经验，因而需经受严厉而苛刻的训练。注意抓住题干中的关键词trained和inexperienced。文章段落中，关于特许学校教师教学经验的内容在K段出现。该段第一句提到，为了部分地解决缺乏经验的问题，特许学校让老师们经受严格管制的程式化训练，以便使他们能够管理自己的班级。由此可见，题干是对原文的同义转述，故答案为K。题干中的inexpertenced 与原文中的lackofexperience相对应;strict andrigidways是原文中regimented routines的同义转述。
47.N
解析：题干意为，新奥尔良特许中学没有继承先进的传统，只能遵循市场法则而生存，并与其他学校竞争。注意抓住题干中的关键词New Orleans Charter Middle School和compete。关于新奥尔良特许中学与其他学校竞争的内容在N段出现。该段最后一句提到，但是当其创始人接着创办FirstLine(当今新奥尔良特许学校的领军力量之一)时，特许运动中先进的根基已经被竞争强烈的特许市场的新现实所淹没。这说明新奥尔良特许中学的先进性受到了冲击。题干是原文的同义转述，故答案是N。
48.C
解析：题干意为，新奥尔良的学生近年来获得了最好的教育机会。注意抓住题干中的关键词0pportunity和recent。关于新奥尔良学生教育机会的内容在c段出现。该段最后一句提到，新奥尔良学生近年来得到的教育机会比以往要优越得多。由此可见，题干是原文的同义转述，故答案是C。
49.O
解析：题干意为，新奥尔良的许多特许学校旨在帮助学生升入大学，这一点获得了政府政策的支持，并吸引了一些资金。注意抓住题干中的关键词governmentpolicy和attractsfunds。关于政府对特许学校政策的内容出现在O段。该段第一句提到，受政府政策和慈善资金的驱使(政策和资金奖励那些帮助学生升入大学的学校并惩罚那些无法做到的学校)，大多数新奥尔良特许学校自称“大学预科学校”。由此可见，题干是原文的同义转述，故答案是O。
50.B
解析：题干意为，2005年，那些教育质量口碑极差地区的传统公立学校经历了彻底的改革。注意抓住题干中的关键词traditionalpublic schools和reformed。关于公立学校改革的内容出现在B段中，该段第二句提到，2005年，在卡特里娜飓风后，教育改革者们对该国教育质量最低的地区之一的传统公立学校进行了全面改革。由此可见，题干是原文的同义转述，故答案是B。题干中的worst与原文中的lowest相对应。
51.I
解析：题干意为，甚至像Sci Academy这样的学校也无法长久地留住教师。注意抓住题干中的关键词SciAcademy和attractteachers。关于该校教师流动情况的内容出现在I段中，该段最后一句提到，许多学校，包括SciAcademy在内，很多教师都坚持不到两年就离开了。由此可见，题干是原文的同义转述，故答案是I。题干中的cannot…forlon9与原文中的lessthantwoyears意思相当。
52.J
解析：题干意为，几年前新奥尔良大约只有踟位左右有资质证书的教师。注意抓住题干中的关键词certifications。关于新奥尔良教师资质的内容出现在J段中。该段第一句提到，在新奥尔良，拥有美国教学证书资质的教师数目接近400人，这是几年前的5倍。由此可见几年前拥有证书资质的教师数量应是现在的1/5左右，即80人左右。题干是原文的同义转述，故答案是J。
53.D
解析：题干意为，甚至像Sci Academy这样的享有良好口碑的学校也无法使其众多学生顺利毕业。注意抓住题干中的关键词the majority of和graduate。关于该校学生毕业的内容出现在D段中，该段最后一句提到，即使在成功的学校，如享有盛誉的sci Academy，该校很多学生也都无法毕业，其他的则很难升入大学。由此可见，题干意思与原文相符，故答案是D。题干中的alotof与原文中的large numbers of为同义转述。
54.H
解析：题干意为，关于学生的各种信息都能在sci Academy的计算机系统中找到，以确保教学质量。注意抓住题干中的关键词information和computer systems。关于学生信息的内容出现在H段。该段中最后一句提到，各种学生信息，诸如退场票、出勤、错误行为以及嘉奖良好表现用的“sci币”等均由教师每晚键入sci软件系统，以便监测学生学习情况及教师授课情况。由此可见，题干是原文的同义转述，故答案是H。题干中的computer systems是对原文software system的同义转述。
55.E
解析：题干意为，为解决美国教育问题，许多人转向市场功能作为解决的关键。注意抓住题干中的关键词problem和market，关于如何解决美国,t-ff问题的内容出现在E段。该段第二句后半部分提出，市场化改革已被广泛地认为是解决美国教育困境的灵丹妙药。由此可见，题干是对原文的同义转述。题干中的problem与原文中的woes相对应。
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