大学英语六级阅读真题.docx

大学英语六级阅读真题.docx

《大学英语六级阅读真题.docx》由会员分享，可在线阅读，更多相关《大学英语六级阅读真题.docx（6页珍藏版）》请在冰豆网上搜索。

大学英语六级阅读真题

2018年6月大学英语六级阅读真题

2018年上半年全国大学英语四六级考试于6月16日已顺利完成考试工作，无忧考网为你带来第一手四六级考试资讯。

以下为英语六级阅读真题：

PartⅢReadingComprehension（40minutes）

SectionA

Directions：

Inthissection，thereisapassagewithtenblanks。

Youarerequiredtoselectonewordforeachblankfromalistofchoicesgiveninawordbankfollowingthepassage。

Readthepassagethroughcarefullybeforemakingyourchoices。

Eachchoiceinthebankisidentifiedbyaletter。

PleasemarkthecorrespondingletterforeachitemonAnswerSheet2withasinglelinethroughthecentre。

Youmaynotuseanyofthewordsinthebankmorethanonce。

DidSarahJosephaHalewrite“Mary’sLittleLamb，”theeternalnurseryrhyme（儿歌）aboutgirlnamedMarywithastubbornlamb？

Thisisstilldisputed，butit’sclearthatthewoman26forwritingitwasoneofAmerica’smostfascinating27。

InhonorofthepoempublicationonMay24，1830，here’smoreaboutthe28author’slife。

Halewasn’tjustawriter，shewasalsoa29socialadvocate，andshewasparticularly30withanidealNewEngland，whichsheassociatedwithabundantThanksgivingmealsthatsheclaimedhad“adeepmoralinfluence，”shebegananationwide31tohaveanationalholidaydeclaredthatwouldbringfamiliestogetherwhilecelebratingthe32festivals。

In1863，after17yearsofadvocacyincludingletterstofivepresidents，Halegotit。

PresidentAbrahamLincolnduringtheCivilWar，issueda__33__settingasidethelastThursdayinNovemberfortheholiday。

Thetrueauthorshipof“Mary’sLittleLamb”isdisputed。

AccordingtoNewEnglandHistoricalSociety，Halewroteonlyonepartofthepoem，butclaimedauthorship。

Regardlessoftheauthor，itseemsthatthepoemwas__34__byarealevent。

WhenyoungMarySawyerwasfollowedtoschoolbyalambin1816，itcausedsomeproblems。

AbystandernamedJohnRoulstonewroteapoemabouttheevent，then，atsomepoint，Haleherselfseemstohavehelpedwriteit。

However，ifa1916piecebyhergreat-nieceistobetrusted，Haleclaimedforthe__35__ofherlifethat“Someotherpeoplepretendedthatsomeoneelsewrotethepoem”。

A）campaignI）proclamation

B）careerJ）rectified

C）charactersK）reputed

D）featuresL）rest

E）fierceM）supposed

F）inspiredN）traditional

G）latterO）versatile

H）obsessed

SectionB

Directions：

Inthissection，youaregoingtoreadapassagewithtenstatementsattachedtoit。

Eachstatementcontainsinformationgiveninoneoftheparagraphs。

Identifytheparagraphfromwhichtheinformationisderived。

Youmaychooseaparagraphmorethanonce。

Eachparagraphismarkedwithaletter。

AnswerthequestionbymarkingthecorrespondingletteronAnswerSheet2。

PeerPressureHasaPositiveSide

A。

Parentsofteenagersoftenviewtheirchildren‘sfriendswithsomethinglikesuspicion。

Theyworrythattheadolescentpeergrouphasthepowertopushitsmembersintobehaviorthatisfoolishandevendangerous。

Suchwarinessiswellfounded：

statisticsshow，forexample，thatateenagedriverwithasame-agepassengerinthecarisathigherriskofafatalcrashthananadolescentdrivingaloneorwithanadult。

B。

Ina2005study，psychologistLaurenceSteinbergofTempleUniversityandhisco-author，psychologistMargoGardner，thenatTemple，divided306peopleintothreeagegroups：

youngadolescents，withameanageof14；olderadolescents，withameanageof19；andadults，aged24andolder。

Subjectsplayedacomputerizeddrivinggameinwhichtheplayermustavoidcrashingintoawallthatmaterializes，withoutwarning，ontheroadway。

SteinbergandGardnerrandomlyassignedsomeparticipantstoplayaloneorwithtwosame-agepeerslookingon。

C。

Olderadolescentsscoredabout50percenthigheronanindexofriskydrivingwhentheirpeerswereintheroom—andthedrivingofearlyadolescentswasfullytwiceasrecklesswhenotheryoungteenswerearound。

Incontrast，adultsbehavedinsimilarwaysregardlessofwhethertheywereontheirownorobservedbyothers。

“Thepresenceofpeersmakesadolescentsandyouth，butnotadults，morelikelytotakerisks，”SteinbergandGardnerconcluded。

D。

Yetintheyearsfollowingthepublicationofthisstudy，Steinbergbegantobelievethatthisinterpretationdidnotcapturethewholepicture。

Asheandotherresearchersexaminedthequestionofwhyteensweremoreapttotakerisksinthecompanyofotherteenagers，theycametosuspectthatacrowd‘sinfluenceneednotalwaysbenegative。

Nowsomeexpertsareproposingthatweshouldtakeadvantageoftheteenbrain’skeensensitivitytothepresenceoffriendsandleverageittoimproveeducation。

E。

Ina2011study，SteinbergandhiscolleaguesturnedtofunctionalMRI（磁共振）toinvestigatehowthepresenceofpeersaffectstheactivityintheadolescentbrain。

Theyscannedthebrainsof40teensandadultswhowereplayingavirtualdrivinggamedesignedtotestwhetherplayerswouldbrakeatayellowlightorspeedonthroughthecrossroad。

F。

Thebrainsofteenagers，butnotadults，showedgreateractivityintworegionsassociatedwithrewardswhentheywerebeingobservedbysame-agepeersthanwhenalone。

Inotherwords，rewardsaremoreintenseforteenswhentheyarewithpeers，whichmotivatesthemtopursuehigher-riskexperiencesthatmightbringabigpayoff（suchasthethrillofjustmakingthelightbeforeitturnsred）。

ButSteinbergsuspectedthistendencycouldalsohaveitsadvantages。

Inhislatestexperiment，publishedonlineinAugust，SteinbergandhiscolleaguesusedacomputerizedversionofacardgamecalledtheIowaGamblingTasktoinvestigatehowthepresenceofpeersaffectsthewayyoungpeoplegatherandapplyinformation。

G。

Theresults：

TeenswhoplayedtheIowaGamblingTaskundertheeyesoffellowadolescentsengagedinmoreexploratorybehavior，learnedfasterfrombothpositiveandnegativeoutcomes，andachievedbetterperformanceonthetaskthanthosewhoplayedinsolitude。

“Whatourstudysuggestsisthatteenagerslearnmorequicklyandmoreeffectivelywhentheirpeersarepresentthanwhenthey‘reontheirown，”Steinbergsays。

Andthisfindingcouldhaveimportantimplicationsforhowwethinkabouteducatingadolescents。

H。

MatthewD。

Lieberman，asocialcognitiveneuroscientistattheUniversityofCalifornia，LosAngeles，andauthorofthe2013bookSocial：

WhyOurBrainsAreWiredtoConnect，suspectsthatthehumanbrainisespeciallyadeptatlearningsociallysalientinformation。

Hepointstoaclassic2004studyinwhichpsychologistsatDartmouthCollegeandHarvardUniversityusedfunctionalMRItotrackbrainactivityin17youngmenastheylistenedtodescriptionsofpeoplewhileconcentratingoneithersociallyrelevantcues（forexample，tryingtoformanimpressionofapersonbasedonthedescription）ormoresociallyneutralinformation（suchasnotingtheorderofdetailsinthedescription）。

Thedescriptionswerethesameineachcondition，butpeoplecouldbetterrememberthesestatementswhengivenasocialmotivation。

I。

Thestudyalsofoundthatwhensubjectsthoughtaboutandlaterrecalleddescriptionsintermsoftheirinformationalcontent，regionsassociatedwithfactualmemory，suchasthemedialtemporallobe，becameactive。

Butthinkingaboutorrememberingdescriptionsintermsoftheirsocialmeaningactivatedthedorsomedialprefrontalcortex—partofthebrain‘ssocialnetwork—evenastraditionalmemoryregionsregisteredlowlevelsofactivity。

Morerecently，ashereportedina2012review，Liebermanhasdiscoveredthatthisregionmaybepartofadistinctnetworkinvolvedinsociallymotivatedlearningandmemory。

Suchfindings，hesays，suggestthat“thisnetworkcanbecalledontoprocessandstorethekindofinformationtaughtinschool—potentiallygivingstudentsaccesstoarangeofuntappedmentalpowers。

”

J。

Ifhumansaregenerallygearedtorecalldetailsaboutoneanother，thispatternisprobablyevenmorepowerfulamongteenagerswhoarehyperattentivetosocialminutiae：

whoisin，whoisout，wholikeswhom，whoismadatwhom。

Theirpenchantforsocialdramaisnot—ornotonly—awayofdistractingthemselvesfromtheirschoolworkorofdrivingadultscrazy。

Itisactuallyaneurological（神经的）sensitivity，initiatedbyhormonalchanges。

Evolutionarilyspeaking，peopleinthisagegroupareatastageinwhichtheycanpreparetofindamateandstarttheirownfamilywhileseparatingfromparentsandstrikingoutontheirown。

Todothissuccessfully，theirbrainpromptsthemtothinkandevenobsessaboutothers。

K。

Yetourschoolsfocusprimarilyonstudentsasindividualentities。

Whatwouldhappenifeducatorsinsteadtookadvantageofthefactthatteensarepowerfullycompelledtothinkinsocialterms？

InSocial，Liebermanlaysoutanumberofwaystodoso。

HistoryandEnglishcouldbepresentedthroughthelensofthepsychologicaldrivesofthepeopleinvolved。

OnecouldthereforepresentNapoleonintermsofhisdesiretoimpressorChurchillintermsofhislonelymelancholy。

Lessinherentlyinterpersonalsubjects，suchasmath，couldacquireasocialaspectthroughteamproblemsolvingandpeertutoring。

Researchshowsthatwhenweabsorbinformationinordertoteachittosomeoneelse，welearnitmoreaccuratelyanddeeply，perhapsinpartbecauseweareengagingoursocialcognition。

L。

Andalthoughanxiousparentsmaynotwelcomethenotion，educatorscouldturnadolescentrecklessnesstoacademicends。

“Risktakinginaneducationalcontextisavitalskillthatenablesprogressandcreativity，”wroteSarah-JayneBlakemore，acognitiveneuroscientistatUniversityCollegeLondon，inareviewpublishedlastyear。

Yet，shenoted，manyyoungpeopleareespeciallyriskaverseatschool—afraidthatonelowtestscoreormediocre