data [5deitE]                          n. datum的复数, [计] 资料, 数据

superhighway [7sju:pE5hai7wei]      n. 超级高速公路

multi-media                            多媒体

forthcoming [9fC:W5kQmiN]                a.即将到来的

implication [9impli5keiFEn]                n.含意，暗示

concern [kEn5s\:n]                                  v.涉及，关系到

                                                        v./n. 关心，挂念

                                                        n.（利害）关系

extent [ik5stent]                                n.广度，宽度，长度；程度，限度

extension [ik5stenFEn]                      n.延长，扩大，伸展；电话分机

boundary [5bBJndEri]                        n.分界线，边界

transnational  [trAns5nAFEnl]      adj. 跨国的，超国界的

corporation [9kC:pE5reiFEn]              n.公司，企业，团体

exchange [iks5tFeindV]                    v./n. （for）交换,调换;兑换;交流,交易;交换台,交易所

interest rate                          n. 利率

impact [5impAkt]                              n./v. 冲击，碰撞；效果，影响

rely on                              v.  依赖, 依靠

destiny [5destini]                              n.命运；天数，天命

option [5CpFEn]                                n. 选项, 选择权, [经]买卖的特权

alternative [C:l5t[:nEtiv]                    a.两者挑一的

                                                      n.可供选择的事物，替换物，选择对象

permanent [5p[:m[n[nt]                  a.永久的，持久的

constraint [kEn5streint]                n. 约束, 强制, 局促

generally [5dVenErEli]                  adv. 一般, 通常, 一般地

manufacture [9mAnjJ5fAktFE]          v.制造，加工

                                                        n.制造，制造业；产品

on credit                          赊帐

expertise [9eksp[:5ti:z]                      n.专门知识（或技能等），专长

exploit [ik5splCit]                              v.开拓，开发

elite [ei5li:t]                                      n. [总称]上层人士，掌权人物，实力集团；

出类拔萃的人（集团），精英

subsidiary [sEb5sidjEri]              adj. 辅助的, 补充的

expand [ik5spAnd]                                  v.（使）膨胀，（使）扩张，张开，展开

hinder [5hindE]                                  v. (from)阻止，妨碍

tolerant [5tClErEnt]                            a.容忍的，宽容的

advocate [5AdvEkit]                          n.提倡者，鼓吹者

                                                        v.提倡，鼓吹

harsh [hB:F]                                      adj. 粗糙的, 荒芜的, 苛刻的, 刺耳的, 刺目的

perceive [pE5si:v]                              v.察觉，感知；理解，领悟

ultimate [5QltImIt]                              a.最后的，最科的；根本的

slap  [slAp]                                      n./v. 拍，掌击

harbor /harbour [5hB:bE]                    n.港口，海港；避难所，藏身处

perspective [p[5spektIv]                    n.透视画法,透视图;远景,前途;观点,看法

curriculum ([pl curricula] [kE5rikjJlEm]n.课程，（学校等的）全部课程

herd [h[]                                    n.群，兽群，牛群 v.放牧，群集

hostile [5hCstBil]                                a.敌对的，敌方的，敌意的

reap [ri:p]                                        v.收割，收获

count on                                        v.依靠, 指望

conviction [kEn5vikFEn]                    n.深信，确信

fuel [fjJEl]                                        n.燃料

bulk [bQlk]                                        n.体积，容积；主体，大批，大量，大块

associate [E9sEJsi5eit]                      v.（with）使联系，使联合；交往，结合

                                                        n.合作人，伙伴，同事，同行

                                                        a.副的

religion [rI5lIdV[n]                            n.宗教，信仰；信念，信条

doctrine [5dCktr in]                                  n.教义，教条，主义

conservative [kEn5s[:vEtiv]              a.保守的，守旧的n.保守主义者

incidentally [9insi5dentEli]                  ad.附带地，顺便提及

intellectually                          adv.知性上, 智力

institution [9insti5tju:FEn]                  n.公共机构，协会，学校；制度，惯例

contend [kEn5tend]                          v.竞争，斗争；坚决主张

strive t  [strBIv]                              v.奋斗，努力

define [di5fBin]                                  v.给…下定义；限定，规定

bureaucratic [9bjJErEJ`krAtIk]      adj. 官僚政治的

inefficient [7ini5fiFEnt]            adj. 效率低的, 效率差的, (指人)不能胜任的, 无能的

combine [kEm5bBin]                          v.（with）（使）结合，联合；（使）化合

variety [v[5rBI[ti]                              n.种种，多种多样；种类，品种

stem [stem]                                      n.茎，干；词干

forbid [fE5bid]                                          v.禁止，不许

executive [ig5zekjJtiv]                      n.总经理，董事，行政负责人

                                                        a.执行的，实施的

peak [pi:k]                                      n.山顶，最高点；峰，山峰

                                                        a.高峰的，最高的

commercial [kE5m[:FEl]                    a.商业的，商务的，贸易的

sensation [sen5seIFEn]                      n.感觉,知觉;激动,轰动,轰动一时的事情

expert [5eksp[:t]                            n.专家，能手

                                                a.熟练的，有经验的；专门的

contributor [kEn5tribju(tE]        n. 贡献者, 捐助者, 投稿者

intensity [in5tensiti]                          n.强烈，剧烈；强度       

frequency [5fri:kwEnsi]                            n.频率，周率

mask [mB:sk]                                          n.面具，面罩；假面具，伪装   

filter [5filtE]                                        n.滤器，滤纸

drown [drBJn]                                  v.溺死，淹没

primary [5prBIm[ri]                        a.最初的,初级的;首要的,主要的,基本的

script [skript]                                          n. 手稿, 手迹, 剧本, 考生的笔试卷, 原本

adapt to                                  适合

cheerful [5tFiEfEl]                              a.愉快的，高兴的

property [5prRp[ti]                                  n.财产，资产，所有物；性质，特性

ignore [ig5nC:]                                  v.不理，不顾，忽视

dramatic  [drE5mAtik]                      a.戏剧的，戏剧性的；剧烈的

exceed [ik5si]                                v.超过，胜过；越出

species [5spi:Fi:z]                              n.（物）种，种类

controversial [9kCntrE5v[:FEl]            a.引起争论的，有争议的

sharply [5FB:pli]                        adv. 锐利地, 急剧地

endangered [In`deIndVEd]            adj.  （生命等）有危险的,有灭绝危险的,将要绝种的

preserve        [prI5zE:v]                            v.保护，维持；保存，保藏；腌渍

legally                              adv. 法律上, 合法地

timber [5tImbE]                                n.木材，木料

mount [mBJnt]                                v.登上，爬上（山、梯等）；安装，装配，固定，镶嵌

                                                        n.支架，底座，底板；[M-][用于山名前]山峰

intact [in5tAkt]                                  a.完整无缺的，未经触动的，未受损伤的

debate [di5beit]                                  v./n. 争论，辩论

tension [5tenFEn]                              n.张力，拉力；紧张

tropical [5trCpIkEl]                            a.热带的

region [5riV[n]                                n.地区，区域，范围

potential [5pEJtEnFEl]                        a.潜在的，可能的；势的，位的

                                                        n.潜能，潜力

ray [reI]                                            n.光线，射线

coordinate [kEu5C:dinit]          n. 同等者, 同等物, 坐标(用复数) a. 同等的, 并列的  vt. 调整, 整理

web [web]                                        n.网，蜘蛛网

poverty. [5pCvEti]                              n.贫穷，贫困

gap [gAp]                                        n.间隙，缺口

relief [r I5li]                                    n.（痛苦等）减轻，解除；援救，救济

alleviate [E5li:vieit]                            v.减轻，缓解，缓和

explosion [ik5splEJVEn]                    n.爆炸，爆发

diversity [dai5vE:siti]              n. 差异, 多样性

contradiction [7kCntrE5dikFEn]          n. 反驳, 矛盾
Part ⅡReading Comprehension（35 minutes）

Questions 21 to 25 are based on the following passage:

Cyberspace (网络空间)， data superhighways, multi media—for those who have seen the future, the linking of computers, television and telephones will change our lives for ever. Yet for all the talk of a forthcoming technological utopia(乌托邦) little attention has been given to the implications of these developments for the poor. As with all new high technology, while the West concerns itself with the “how,” the question of “for whom”is put aside once again.

Economists are only now realizing the full extent to which the communications revolution has affected the world economy. Information technology allows the extension of trade across geographical and industrial boundaries, and transnational corporations take full advantage of it. Terms of trade, exchange and interest rates and money movements are more important than the production of goods. The electronic economy made possible by information technology allows the haves to increase their control on global markets---with destructive impact on the have-nots.

For them the result is instability. Developing countries which rely on the production of a small range of goods for export are made to feel like small parts in the international economic machine. As “futures”(期货)are traded on computer screens, developing countries simply have less and less control of their destinies.

So what are the options for regaining control? One alternative is for developing countries to buy in the latest computers and telecommunications themselves—so-called “development communications” modernization. Yet this leads to long-term dependency and perhaps permanent constraints on developing countries' economies.

Communications technology is generally exported from the U. S., Europe or Japan; the patents, skills and ability to manufacture remain in the hands of a few industrialized countries. It is also expensive, and imported products and service——ust therefore be bought on credit---credit usually provided by the very countries whose companies stand to gain.

Furthermore, when new technology is introduced there is often too low a level of expertise to exploit for native development. Thi——eans that while local elites, foreign communities and subsidiaries of transnational corporation——ay benefit, those whose lives depend on access to the information are denied it.

21. From the passage we know that the development of high technology is in the interests of______ .

A) the rich countries                                C) the elite

B) scientific development                          D) the world economy

22. It can be inferred from the passage that _______ .

A) international trade should be expanded.

B) the interests of the poor countries have not been given enough consideration.

C) the exports of the poor countries should be increased.

D) communications technology in the developing countries should be modernized.

23. Why does the author say that the electronic economy may have a destructive impact on developing countries?

A) Because it enables the developed countries to control the international market.

B) Because it destroys the economic balance of the poor countries.

C) Because it violates the national boundaries of the poor countries.

D) Because it inhibits the industrial growth of developing countries.

24. The development of modern communications technology in developing countrie——ay _______ .

A) hinder their industrial production.

B) cause them to lose control of their trade.

C) force them to reduce their share of exports.

D) cost them their economic independence.

25. The author's attitude toward the communications revolution is _______ .

A) positive                B) critical              C) indifferent                    D) tolerant

Questions 26 to 30 are based on the following passage:

The estimates of the numbers of home-schooled children vary widely. The U. S. Department of Education estimates there are 250, 000 to 35, 000 home-schooled children in the country. Home-school advocates put the number much higher—at about a million.

Many public school advocates take a harsh attitude toward home schoolers, perceiving their actions as the ultimate slap in the face for public education and a damaging move for the children. Home schoolers harbor few kind words for public schools, charging shortcomings that range from lack of religious perspective in the curriculum to a herd-like approach to teaching children.

Yet, as public school officials realize they stand little to gain by remaining hostile to the home-school population, and as home schoolers realize they can reap benefits from public schools, these hard lines seem to be softening a bit. Public schoolers have moved closer to tolerance and, in some cases, even cooperation.

Says John Marshall, an education official, “We are becoming relatively tolerant of home schoolers.” The idea is, ‘Let's give the kids access to public school so they'll see it's not as terrible as they've been told, and they'll want to come back.

Perhaps, but don't count on it, say home-school advocates. Home schoolers, oppose the system because they have strong convictions that their approach to education---whether fueled by religious enthusiasm or the individual child's interests and natural pace---is best.

“The bulk of home schoolers just want to be left alone,”says Enge Cannon, associate director of the National Center for Home Education. She says home schoolers choose that path for a variety of reasons, but religion plays a role 85 percent of the time.

Professor Van Galen breaks home schoolers into two groups. Some home schoolers want their children to learn not only traditional subject matter but also “strict religious doctrine and a conservative political and social perspective. Not incidentally, they also want their children to learn---both intellectually and emotionally—that the family is the most important institution in society. ”

Other home schoolers contend “not so much that the schools teach heresy(异端邪说), but that schools teach whatever they teach inappropriately, ”Van Galen writes. “These parents are highly independent and strive to ‘take responsibility ’for their own lives within a society that they define as bureaucratic and inefficient. ”

26. According to the passage, home schoolers are _______.

A) those who engage private teachers to provide additional education for their children.

B) those who educate their children at home instead of sending them to school.

C) those who advocate combining public education with home schooling.

D) those who don't go to school but are educated at home by their parents.

27. Public schools are softening their position on home schooling because _______.

A) there isn't much they can go to change the present situation.

B) they want to show their tolerance for different situation.

C) home schooling provides a new variety of education for children.

D) public schools have so many problems that they cannot offer proper education for all children.

28. Home-school advocates are of the opinion that _______ .

A) things in public schools are not so bad as has often been said.

B) their tolerance of public education will attract more kids to public schools.

C) home schooling is superior and, therefore, they will not easily give in.

D) their increased cooperation with public school will bring about the improvement of public education.

29.Most home schoolers' opposition to public education stems from their ________.

A) respect for the interest of individuals.

B) worry about the inefficiency of public schools.

C) concern with the cost involved.

D) devotion to religion.

30.According to Van Galen some home schoolers believe that _______ .

A) public schools take up a herd-like approach to teaching children.

B) teachers in public school are not as responsible as they should be.

C) public schools cannot provide an education that is good enough for their children.

D) public schools are the source of bureaucracy and inefficiency in modern society.

Questions 31 to 35 are based on the following passage:

Every year television stations receive hundreds of complaints about the loudness of advertisements. However, federal rules forbid the practice of making ads louder than the programming. In addition, television stations always operate at the highest sound level allowed for reasons of efficiency. According to one NBC executive, no difference exists in the peak sound level of ads and programming. Given this information, why do commercials sound so loud?

The sensation of sound involves a variety of factors in addition to its speak level. Advertisers are skilful at creating the impression of loudness through their expert use of such factors. One major contributor to the perceived loudness of commercials is that mush less variation in sound level occurs during a commercial. In regular programming the intensity of sound varies over a large range. However, sound levels in commercials tend to stay at or near peak levels.

Other “tricks of the trade” are also used. Because low-frequency sounds can mask higher frequency sounds, advertisers filter out any noises that may drown out the primary message. In addition, the human voice ha——ore auditory (听觉的) impact in the middle frequency ranges. Advertisers electronically vary voice sounds so that they stay within such a frequency band. Another approach is to write the script so that lots of consonants (辅音) are used, because people are more aware of consonants than vowel (元音) sounds. Finally, advertisers try to begin commercials with sounds that are highly different from those of the programming within which the commercial is buried. Because people become adapted to the type of sounds coming from programming, a dramatic change in sound quality draws viewers’ attention. For example, notice how many commercials begin with a cheerful song of some type.

The attention-getting property of commercials can be seen by observing one-to-two-year-old children who happen to be playing around a television set. They may totally ignore the programming. However, when a commercial comes on, their attention is immediately drawn to it because of its dramatic sound quality.

31. According to the passage, the maximum intensity of sound coming from commercials _______.

A) does not exceed that of programs.

B) is greater than that of programs.

C) varies over a large range than that of programs.

D) is less than that of programs.

32. Commercials create the sensation of loudness because _______ .

A) TV stations always operate at the highest sound levels.

B) their sound levels are kept around peak levels.

C) their sound levels are kept in the middle frequency ranges.

D) unlike regular programs their intensity of sound varies over a wide range.

33. Many commercials begin with a cheerful song of some kind because ________ .

A) pop songs attract viewers’ attention.

B) it can increase their loudness.

C) advertisers want to make them sound different from regular programs.

D) advertisers want to merge music with commercials.

34. One of the reasons why commercials are able to attract viewer attention is that ________ .

A) the human voices in commercials have more auditory impact.

B) people like cheerful songs that change dramatically in sound quality.

C) high-frequency sounds are used to mask sounds that drown out the primary message.

D) they possess sound qualities that make the viewer feel that something unusual is happening.

35. In the passage, the author is trying to tell us ________ .

A) how TV ads vary vocal sounds to attract attention.

B) how the loudness of TV ads is overcome.

C) how advertisers control the sound properties of TV ads.

D) how the attention-getting properties of sounds are made use of in TV ads.

Questions 36 to 40 are based on the following passage:

In the United States, the need to protect plant and animal species has become a highly controversial and sharply political issue since the passage of the Endangered Species Act in 1973. The act, designed to protect species' living areas, and policies that preserve land and forests compete with economic interests. In the 1990's, for example, the woodcutters in the Western United States were challenged legally in their attempt to cut trees for timber in the Cascade Mountains. The challenge wa——ounted to protect the endangered spotted owl(猫头鹰), whose remaining population occupies these forests and requires the intact, ancient forest for survival. The problematic situation set the interests of environmentalists against those of corporations and of individuals who stood to lose jobs. After months of debate and legal battles, the fate of the woodcutters---and the owls---was still undecided in mid-1992.

Similar tensions exist between the developed and the developing nations. Many people in industrialized nations, for example, believe that developing nations in tropical regions should do more to protect their rain forests and other natural areas. But the developing countrie——ay be impoverished (使穷困), with populations growing so rapidly that using the land is a means to temporarily avoid worsening poverty and starvation.

Many of the changes to Earth that concern scientists have the potential to rob the planet of its biological richness. The destruction of Earth's ozone layer (臭氧层), for example, could contribute to the general process of impoverishment by allowing ultra-violet rays to harm plants and animals. And global warming could wipe out species unable to quickly adapt to changing climates. Clearly, protecting will come only through coordinated international efforts to control human population, stabilize the composition of the atmosphere, and preserve intact Earth's complex web life.

36. Why does the author say that the protection of endangered species is a highly controversial issue?

A) Because people can't agree as to what species to protect.

B) Because it is difficult to find an effective way to protect such species.

C) Because it affects the interests of certain groups of people.

D) Because it is a major problem involving a series of legal procedures.

37. According to the passage, the preservation of rain forests ________ .

A) may hamper a developing country in its fight against poverty.

B) benefits developed countries rather than developing countries.

C) should take priority over the control of human population.

D) will help improve the living conditions in developing countries.

38. According to the passage, cutting trees to grow more food _______.

A) will widen the gap between the developed and the developing countries.

B) is but a short-term relief to the food problem.

C) can hardly alleviate the shortage of food.

D) proves to be an effective way out for impoverished nations.

39. Among” humanity’s current problems” (Line 6, Para. 3), the chief concern of the scientists is ___ .

A) the impoverishment of developing countries.

B) the explosion of the human population.

C) the reduction of biological diversity.

D) the effect of global warming.

40. The author's purpose in writing this passage is ________ .

A) to describe the difficulties in solving humanity's current problems.

B) to present the different views on humanity's current problems.

C) to analyze the contradiction between countries in dealing with humanity's current problems.

D) to point out that humanity's current problems can only be solved through the cooperation of nations.
1998年6月六级阅读试题

对于那些展望未来、预见到计算机、电视机、电话的联机共享的人来说，网络空间、信息高速公路、多媒体等将永远改变我们的生活。然而对于所有有关技术乌托邦即将来临的言论来说，（22）很少有人注意到这些发展对穷人的影响。随着高新技术的发展，西方国家关心的问题是“怎么做”，而再一次把“为了谁”的问题撂在一边。

经济学家们直到现在才认识到通讯革命对世界经济的影响程度。信息技术使贸易扩展跨越了地域和行业的界限，跨国公司从中获利。贸易条件、交换、利息率和货币流通这些术语比生产产品更为重要。（21）信息技术导致的电子经济使有钱人加强了对全球市场的控制，而给没钱的人带来毁灭性的影响。

（23）对他们来说，结果就是不稳定。依赖于生产一小部分商品以供出口的发展中国家会觉得自己像国际经济机器上的小零件。由于“期货”可以在网上交易，（23）发展中国家越来越不能控制自己的命运。

应该如何重新获得控制权呢？发展中国家的一个选择是买进最新的电脑和远程通讯设备，即所谓的“发展通讯”现代化。（23）（24）然而这会造成长期的依赖并可能形成对发展中国家经济的永久束缚。

通讯技术的输出国通常是美国、欧洲和日本；专利、技术和生产能力仍掌握在少数工业化国家的手里。进口这些产品和服务技术也很昂贵，因此仍需要工业化发达国家的信贷支持，从而使这些国家的公司就会坐享其成。

另外，引入新技术时，往往缺少懂技术的专家来使该项技术服务于当地发展。这意味着尽管当地的精英、外国团体和跨国公司的子公司能从新技术中受益，那些依赖于获得技术信息而生存的人却没得到好处。

21.根据本文，我们可知高科技的发展对_______有利。

    A)富裕的国家

B)科学的发展

C)精英们

D)世界经济

22.从本文可推断________。

    A)世界贸易应得到扩大

B)贫困国家的利益没有受到足够的关注

C)贫困国家的出口应该增加

D)应该使发展中国家的通讯技术现代化

23.为什么作者说电子商务可能会给发展中国家带来毁灭性的影响？

    A)因为它使发展中国家能够控制国际市场。

B)因为它摧毁了贫困国家的经济平衡。

C)因为它侵犯了贫困国家的国界。

D)因为它阻碍了发展中国家的工业增长。

24.现代通讯技术在发展中国家的发展可能_______。

    A)阻碍了他们的工业生产

B)导致他们失去了对贸易的控制力

C)强迫他们减少出口份额

D)使他们丧失了经济独立

25.作者对通讯革命的态度是_______。

    A)积极的

B)批判的

C)漠不关心的

D)宽容的

    对在家接受教育的孩子人数的估计往往差距很大。美国教育部估计在美国有25万至35万名孩子在家接受教育。家庭教育的倡导者们估计的数额更高，大约是100万。

许多学校教育的支持者批评家庭教育的倡导者，认为他们的行为是对学校教育的敌视，并对孩子的成长产生毁灭性影响。家庭教育的倡导者很少与学校教育的支持者正面交锋，但他们列出学校教育的许多缺点，包括课程设置缺少宗教内容和对孩子们进行监管的教学方式。

  （27）然而，由于学校教育支持者认识到对家庭教育保持敌对态度会使他们很难获益，而家庭教育倡导者们发现他们可从学校教育中获益，两派的强硬立场有所缓和，学校教育提倡者和家庭教育倡导者已走得更近，相互容忍，甚至相互合作。

教育官员约翰·马歇尔说，“我们变得比较容忍家庭教育派了。”他们的想法是，“让孩子们接触学校，这样他们自己会看到学校并不像别人所说的那么糟糕，那么他们会愿意来学校上课”。

家庭教育的提倡者们说，这也许奏效，但不要依赖于此。（28）他们反对学校教育，是因为他们深信，他们的教育方法---不论是在宗教热情的动力方面还是注重孩子个人的兴趣及自然地成长方面---都是最好的。

国家家庭教育中心的副主任恩格.加农说，“许多家庭教育提倡者只是想让孩子顺其自然地成长。”（29）她认为他们选择这条教育途径有很多原因，但宗教因素占了85％。

范·加伦教授把家庭教育者分为两类。一些家庭教育者想让他们的孩子不仅学习传统的科目，而且学习严格的宗教教义和保守的政治和社会的理念。毫无例外，他们也想让孩子们从理性和感性两方面认识到家庭是社会最重要的机构。

范·加伦写到，“另一些家庭教育倡导者不太注重学校教授了异端邪说，（30）而是注重学校教授了那些不适当的知识。这些父母非常独立，而且在他们认为是官僚的和无效率的社会中努力为他们自己的生活‘负责’。

26.根据本文，家庭教育者是________。

  A) 那些雇佣家庭教师为其子女提供额外教育的人

  B) 那些在家中教育子女而不是将他们送进学校的人

  C) 那些倡导公共教育与家庭教育相结合的人

  D) 那些不想去上学而在家由父母教育的人

27.学校教育者对家庭教育的批评有所缓解，这是因为________。

A) 他们没有太多的方法来改变目前的方式

B) 他们想显示出自己对不同教育体系的宽容

C) 家庭学校为孩子们提供了一种新的不同的教育方式

D) 公共学校有太多的问题以至于它们无法为孩子们提供合适的教育

28.家庭教育提倡者的观点是________。

    A)公共学校里的事物并非如人们常说的那样不好

B)他们对公共教育的容忍将吸引更多的孩子进入公共学校

C)家庭教育优于学校教育，因此他们不会轻易向学校教育低头

D)它们与公共学校日益增长的合作将导致公共教育的完善

29.许多家庭的提倡者反对学校教育的主要是因为_______。

    A) 尊重个人的兴趣

B) 担心公共学校的效率

C) 关注所需的费用

D) 对宗教的热衷

30.根据范·加伦的话，一部分家庭教育者相信_________。

A)公共学校采取监管的方式来教育孩子

B)公共学校的教师不够负责

C)公共教育无法提供一种对孩子们十分有益的教育

D)在现代社会中公共教育是官僚主义和低效的来源

每年电视台都会收到几百个关于广告声音过大的投诉。然而，联邦法律严禁广告的声音比电视节目声音大。另外，电视台常以最大音量播放节目以保证效果。（31）据NBC的一名主管人员所说，广告的最大音量与电视节目的最大音量并无区别。考虑到这些因素，为什么商业广告听起来仍然那么吵杂呢？

    除了音量高低，听觉效果还取决于许多因素。广告制作人在利用这些因素来制造音响效果方面十分内行。造成商业广告音量大的一个主要因素是在广告中，音量高低鲜有变化。而在普通的电视节目中，音量高低常在较大范围内变化。（32）但是广告中的音量通常保持在最高或接近最高的水平。

其它的“商业小伎俩”也被应用。由于低频的声音可以盖住高频的声音，广告制作人常常过滤掉影响主要信息的省因。此外，人的声音在中等频率范围内有更强的听觉效果。广告制作人常用电子设备调控不同的音量以使它们保持在同一频段内。另一种方法是通过写广告词，从而利用许多辅音，因为人们对辅音声调比对元音声调更敏感，最后，广告制作人在广告开始常采用与足以淹没广告的电视节目完全不同的声音。（34）由于人们习惯了电视节目的声音，一种音量上的巨大变化会吸引观众的注意力。（33）比如，许多商业广告是以某种欢快的歌声开始的。

观察偶然间在电视机周围玩耍的一两岁小孩，可以看到商业广告吸引人们注意力的特点。他们可能完全忽视电视节目。然而当一个广告开始时，他们的注意力就立刻被那独特的音质吸引。

31.根据本文，商业广告中的最大音量_________.

    A) 没有超过节目的最大音量

B) 比节目的最大音量大

C) 比节目最大音量的变化范围大

D) 比节目的最大音量小

32.商业广告制造出大音量轰动效应是因为_________。

    A) 电视台经常以最高的音量进行运作

B) 它们的音量被控制在最高水平周围

C) 它们的音量被控制在中频范围

D) 与其它节目不同，它们音量大小在更大的范围内变动

33.许多商业广告常以某种类型的欢快歌声开始是因为________。

    A) 流行歌曲吸引观众的注意力

B)它能提高它们的音量

C)广告商希望能够使它们听起来与一般的电视节目有所不同

D)广告商想让音乐与商品同时出现

34.商业广告吸引观众注意的一个原因是_________。

    A)商业广告中人的声音有更强的听觉效果

B)人们喜欢那些能够明显改变音质的令人快乐的歌曲

C)高频声音用来掩盖那些影响主要信息的声音

D)它们拥有能让观众感觉到有不寻常事情发生的音质

35.作者在文中告诉我们_______。

    A)电视广告是如何改变声音大小来吸引注意力的

B)怎样克服电视广告的大音量

C)广告商是如何控制电视广告的声音性质的

D)声音吸引注意力的特点在电视广告中是如何使用的

自从1973年美国颁布了濒危物种法案以来，保护动植物物种的必要性就成了一个引起高度争议和尖锐的政治问题。（36）该法案致力于保护动植物的生长环境，并制定了保持水土和森林的政策，这些都与经济利益相冲突。比如，20世纪90年代，美国西部的伐木工人企图在卡斯卡德山脉砍伐树木做木材的行为就是违法的。这是为了保护濒临绝种的花斑猫头鹰。它们占据了这片森林并需要在这片未经开发的原始森林中繁衍生存。这一引起争端的情形使环保人士的利益与公司和面临失业的个人的利益发生冲突。经过几个月的辩论和法律上的对抗，伐木工人和猫头鹰的命运究竟如何直到1992年中期也未有定论。

类似的紧张局面也存在于发达国家和发展中国家之间。例如，许多工业化国家的认为，赤道附近的发展中国家应为保护他们的热带雨林和其它自然环境做更多的事，（38）但随着人口的迅速增长，开发土地就意味着暂时可以避免贫困和饥饿状况的恶化，（37）发达国家的建议会使他们变得更穷。

（39）科学家们担心，地球的许多变化有掠夺它自身的生态资源的潜在危险。例如，臭氧层的破坏会让紫外线穿透进来伤害动植物，从而加快资源枯竭的进程。而全球变暖的趋势会使那些无法尽快适应气候变化的物种灭绝。显然，保护环境资源只能通过国际间的协调努力以期控制人口数量，稳定大气的组成部分，从而保持完整的复杂的地球生物圈。

36.为什么作者说保护濒危物种是一个有很大争议的问题？

    A)因为人们在保护哪一种物种的问题上无法取得一致。

B)因为很难找到一个保护这一物种的有效方式。

C)因为它影响到不同群体人们的不同利益。

D)因为它是关于一系列法律程序的主要问题。

37.根据本文的观点，保护热带雨林________。

    A)可能会阻碍发展中国家摆脱贫困的斗争

B)比起发展中国家来，对发达国家更有利

C)应优行考虑对人口的控制

D)将有助于提高发展中国家人民的生活水平

38.根据本文的观点，砍树以种植更多粮食__________。

    A)将加大发达国家与发展中国家的差距

B)仅仅在短期内缓解了食物问题

C)几乎无法缓解食物短缺问题

D)被证明是一些国家摆脱贫困的有效途径

39.在“人类目前的问题”（第3段第6行）中，科学家们最担心_______。

    A)发展中国家的贫困

B)人口的激增

C)生物多样化的减少

D)全球变暖的影响

40.作者写作本文的目的是_______。

    A)描述解决人类现有问题的困难

B)提出对于人类现有问题的不同观点

C)分析在处理人类现有问题方面国家间的矛盾

D)指出只能通过国家间的合作来解决人类的现有问题

答案：ABADB BACDC  ABCDD  CABCD  (编辑:赵露)