大学英语六级阅读真题.docx

大学英语六级阅读真题.docx

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大学英语六级阅读真题

2019年6月大学英语六级阅读真题

PartⅢReadingComprehension（40minutes）

SectionA

Directions：

Inthissection，thereisapassagewith

tenblanks。

Youarerequiredtoselectonewordforeach

blankfromalistofchoicesgiveninawordbankfollowing

thepassage。

Readthepassagethroughcarefullybefore

makingyourchoices。

Eachchoiceinthebankisidentified

byaletter。

Pleasemarkthecorrespondingletterforeach

itemonAnswerSheet2withasinglelinethroughthecentre。

Youmaynotuseanyofthewordsinthebankmorethanonce。

DidSarahJosephaHalewrite“Mary’sLittleLamb，”

theeternalnurseryrhyme（儿歌）aboutgirlnamedMarywith

astubbornlamb？

Thisisstilldisputed，butit’sclear

thatthewoman26forwritingitwasoneofAmerica’smost

fascinating27。

InhonorofthepoempublicationonMay24，

1830，here’smoreaboutthe28author’slife。

Halewasn’tjustawriter，shewasalsoa29social

advocate，andshewasparticularly30withanidealNew

England，whichsheassociatedwithabundantThanksgiving

mealsthatsheclaimedhad“adeepmoralinfluence，”she

begananationwide31tohaveanationalholidaydeclared

thatwouldbringfamiliestogetherwhilecelebratingthe32

festivals。

In1863，after17yearsofadvocacyincluding

letterstofivepresidents，Halegotit。

PresidentAbraham

LincolnduringtheCivilWar，issueda__33__settingaside

thelastThursdayinNovemberfortheholiday。

Thetrueauthorshipof“Mary’sLittleLamb”is

disputed。

AccordingtoNewEnglandHistoricalSociety，Hale

wroteonlyonepartofthepoem，butclaimedauthorship。

Regardlessoftheauthor，itseemsthatthepoemwas

__34__byarealevent。

WhenyoungMarySawyerwasfollowed

toschoolbyalambin1816，itcausedsomeproblems。

A

bystandernamedJohnRoulstonewroteapoemabouttheevent，

then，atsomepoint，Haleherselfseemstohavehelped

writeit。

However，ifa1916piecebyhergreat-nieceisto

betrusted，Haleclaimedforthe__35__ofherlifethat

“Someotherpeoplepretendedthatsomeoneelsewrotethe

poem”。

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，youaregoingtoreada

passagewithtenstatementsattachedtoit。

Eachstatement

containsinformationgiveninoneoftheparagraphs。

Identifytheparagraphfromwhichtheinformationisderived。

Youmaychooseaparagraphmorethanonce。

Eachparagraphis

markedwithaletter。

Answerthequestionbymarkingthe

correspondingletteronAnswerSheet2。

PeerPressureHasaPositiveSide

A。

Parentsofteenagersoftenviewtheirchildren‘s

friendswithsomethinglikesuspicion。

Theyworrythatthe

adolescentpeergrouphasthepowertopushitsmembersinto

behaviorthatisfoolishandevendangerous。

Suchwariness

iswellfounded：

statisticsshow，forexample，thata

teenagedriverwithasame-agepassengerinthecarisat

higherriskofafatalcrashthananadolescentdrivingalone

orwithanadult。

B。

Ina2005study，psychologistLaurenceSteinbergof

TempleUniversityandhisco-author，psychologistMargo

Gardner，thenatTemple，divided306peopleintothreeage

groups：

youngadolescents，withameanageof14；older

adolescents，withameanageof19；andadults，aged24

andolder。

Subjectsplayedacomputerizeddrivinggamein

whichtheplayermustavoidcrashingintoawallthat

materializes，withoutwarning，ontheroadway。

Steinberg

andGardnerrandomlyassignedsomeparticipantstoplayalone

orwithtwosame-agepeerslookingon。

C。

Olderadolescentsscoredabout50percenthigheron

anindexofriskydrivingwhentheirpeerswereintheroom—

andthedrivingofearlyadolescentswasfullytwiceas

recklesswhenotheryoungteenswerearound。

Incontrast，

adultsbehavedinsimilarwaysregardlessofwhetherthey

wereontheirownorobservedbyothers。

“Thepresenceof

peersmakesadolescentsandyouth，butnotadults，more

likelytotakerisks，”SteinbergandGardnerconcluded。

D。

Yetintheyearsfollowingthepublicationofthis

study，Steinbergbegantobelievethatthisinterpretation

didnotcapturethewholepicture。

Asheandother

researchersexaminedthequestionofwhyteensweremoreapt

totakerisksinthecompanyofotherteenagers，theycame

tosuspectthatacrowd‘sinfluenceneednotalwaysbe

negative。

Nowsomeexpertsareproposingthatweshouldtake

advantageoftheteenbrain’skeensensitivitytothe

presenceoffriendsandleverageittoimproveeducation。

E。

Ina2011study，Steinbergandhiscolleagues

turnedtofunctionalMRI（磁共振）toinvestigatehowthe

presenceofpeersaffectstheactivityintheadolescent

brain。

Theyscannedthebrainsof40teensandadultswho

wereplayingavirtualdrivinggamedesignedtotestwhether

playerswouldbrakeatayellowlightorspeedonthroughthe

crossroad。

F。

Thebrainsofteenagers，butnotadults，showed

greateractivityintworegionsassociatedwithrewardswhen

theywerebeingobservedbysame-agepeersthanwhenalone。

Inotherwords，rewardsaremoreintenseforteenswhenthey

arewithpeers，whichmotivatesthemtopursuehigher-risk

experiencesthatmightbringabigpayoff（suchasthe

thrillofjustmakingthelightbeforeitturnsred）。

But

Steinbergsuspectedthistendencycouldalsohaveits

advantages。

Inhislatestexperiment，publishedonlinein

August，Steinbergandhiscolleaguesusedacomputerized

versionofacardgamecalledtheIowaGamblingTaskto

investigatehowthepresenceofpeersaffectsthewayyoung

peoplegatherandapplyinformation。

G。

Theresults：

TeenswhoplayedtheIowaGambling

Taskundertheeyesoffellowadolescentsengagedinmore

exploratorybehavior，learnedfasterfrombothpositiveand

negativeoutcomes，andachievedbetterperformanceonthe

taskthanthosewhoplayedinsolitude。

“Whatourstudy

suggestsisthatteenagerslearnmorequicklyandmore

effectivelywhentheirpeersarepresentthanwhenthey‘re

ontheirown，”Steinbergsays。

Andthisfindingcouldhave

importantimplicationsforhowwethinkabouteducating

adolescents。

H。

MatthewD。

Lieberman，asocialcognitive

neuroscientistattheUniversityofCalifornia，LosAngeles，

andauthorofthe2013bookSocial：

WhyOurBrainsAreWired

toConnect，suspectsthatthehumanbrainisespecially

adeptatlearningsociallysalientinformation。

Hepointsto

aclassic2004studyinwhichpsychologistsatDartmouth

CollegeandHarvardUniversityusedfunctionalMRItotrack

brainactivityin17youngmenastheylistenedto

descriptionsofpeoplewhileconcentratingoneithersocially

relevantcues（forexample，tryingtoformanimpressionof

apersonbasedonthedescription）ormoresociallyneutral

information（suchasnotingtheorderofdetailsinthe

description）。

Thedescriptionswerethesameineach

condition，butpeoplecouldbetterrememberthesestatements

whengivenasocialmotivation。

I。

Thestudyalsofoundthatwhensubjectsthought

aboutandlaterrecalleddescriptionsintermsoftheir

informationalcontent，regionsassociatedwithfactual

memory，suchasthemedialtemporallobe，becameactive。

Butthinkingaboutorrememberingdescriptionsintermsof

theirsocialmeaningactivatedthedorsomedialprefrontal

cortex—partofthebrain‘ssocialnetwork—evenas

traditionalmemoryregionsregisteredlowlevelsofactivity。

Morerecently，ashereportedina2012review，Lieberman

hasdiscoveredthatthisregionmaybepartofadistinct

networkinvolvedinsociallymotivatedlearningandmemory。

Suchfindings，hesays，suggestthat“thisnetworkcanbe

calledontoprocessandstorethekindofinformationtaught

inschool—potentiallygivingstudentsaccesstoarangeof

untappedmentalpowers。

”

J。

Ifhumansaregenerallygearedtorecalldetails

aboutoneanother，thispatternisprobablyevenmore

powerfulamongteenagerswhoarehyperattentivetosocial

minutiae：

whoisin，whoisout，wholikeswhom，whois

madatwhom。

Theirpenchantforsocialdramaisnot—ornot

only—awayofdistractingthemselvesfromtheirschoolwork

orofdrivingadultscrazy。

Itisactuallyaneurological

（神经的）sensitivity，initiatedbyhormonalchanges。

Evolutionarilyspeaking，peopleinthisagegroupareata

stageinwhichtheycanpreparetofindamateandstart

theirownfamilywhileseparatingfromparentsandstriking

outontheirown。

Todothissuccessfully，theirbrain

promptsthemtothinkandevenobsessaboutothers。

K。

Yetourschoolsfocusprimarilyonstudentsas

individualentities。

Whatwouldhappenifeducatorsinstead

tookadvantageofthefactthatteensarepowerfully

compelledtothinkinsocialterms？

InSocial，Lieberman

laysoutanumberofwaystodoso。

HistoryandEnglish

couldbepresentedthroughthelensofthepsychological

drivesofthepeopleinvolved。

Onecouldthereforepresent

NapoleonintermsofhisdesiretoimpressorChurchillin

termsofhislonelymelancholy。

Lessinherently

interpersonalsubjects，suchasmath，couldacquirea

socialaspectthroughteamproblemsolvingandpeertutoring。

Researchshowsthatwhenweabsorbinformationinorderto

teachittosomeoneelse，welearnitmoreaccuratelyand

deeply，perhapsinpartbecauseweareengagingoursocial

cognition。

L。

Andalthoughanxiousparentsmaynotwelcomethe

notion，educatorscouldturnadolescentrecklessnessto

academicends。

“Risktakinginaneducationalcontextisa

vitalskillthatenablesprogressandcreativity，”wrote