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年年66月月大大学学英英语语六六级级考考试试试试题题第第11套套
Part II
Listening Comprehension (30 minutes)
Part II Listening Comprehension (30 minutes)
Section A
Section A
Directions:In this section,you willhear to long conersations.At the end of each conversation,
Directions: In thi,s section, you will hear two long conversations. At the end of each conversation,
you will hear four questions. Both the conversation and the questions will be spoken
you will hear four questions. Both the conversation and the questions will be spoken
only once.After you hear a question,you must choose the best answer from the four
only once. After you hear a question, you must choose the best answer from the four
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Sheet 1 with a single line through the centre.
Sheet 1 with a si k line through the centre.
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Questions 1 to 4 are based on the conversation you have just heard.
Questions 1 to 4 are based on the conversation you have just heard.
1.1 .A)A )I tI ti sis aa ttyyppiiccaall ssaallaadd.. C)C )ItI t iiss aa wweeiirdrd vveeggeettaabbllee..
B)B )ItI t iiss aa SSppaanniisshh ssoouupp.. D) D I ) t I t i s is a a k k i i n n d d o o f f s s p p i ic c y y fo fo o o d d. .
2.2 .AA) )T To om amkake ei ti t tthhiicckkeerr.. C)C )ToT oad add dto t oi titss aappppeeaall..
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ToT om amkeak iet itm omroer en unturtrititiioouuss.. D)D )ToT ore rpeplalcaec ea nan i ninggrreeddiieenntt..
3.3 .AA) )I tI tc coontnatianins sv vereyry l ilittltlee ffaatt.. C)C )ItI tu suesse sn on oa rartitifificciiaall aaddddiittiivveess..
B) B ) ItI tu useses s oolilivvee ooiill iinn ccooookkiinngg.. D)D )ItI t iiss mmaaiinnllyy mmaadde eo of fv veeggeettaabblleess..
4.4A.)A I)t Itd odeose sn onto tg og os tsatallee ffoorr ttwwoo yyeeaarrss.. C)C )ItI t ccoommese sf rfroomm a as psepceicaila l kkiinndd ooff ppiigg..
B)B )ItI tt taakkeess nno os psepceicaila ls skkililll ttoo pprreeppaarree.. D)D I)tI ti iss aa ddeelliiccaaccyy bblleennddeedd wwiitthh bbrreeaadd..
Questions 5 to8 are based on the conversation you have just heard.
Questions 5 to 8 aer based on the conversation you have just heard.
5.5A.)A T) hTeyh ecyo mceo mien ian gar egareta tv avrariieettyy.. C)C )ThTehye yd od on onto tv avraryy m mucuhc hi ni np rpiriccee..
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ThTehye yd od on onto tm amkake dee dceecnetn gt igfitftss.. D)D )ThTehye yg og owe wlle lwl iwthith I tIatalliianan fofooodd..
6.6.AA)) $$3 300--$$4 400.. B) B ) $ $ 4 4 0 0 - - $ $ 5 5 0 0 . . C) C ) $ $ 5 5 0 0 - - $ $ 6 60 0 . . DD) )AArorouunndd $$1 15500..
77. .AA)T) hTeyh eayr ear ae hae haletahlthy yc hcohiociec ef ofor re ellddeerrllyy ppeeooppllee..
BB) )ThTehye ya rare ee sepsepceicailalllyy ppooppuulalarr aammonogn gI tIatalliiaannss..
C)C )ThTehye ys ysmybmolbiozleiz eg ogoodo dh ehaelatlhth a annd dl olonnggeevvitityy..
DD)T)heTyh egyo gwoe lwl ewlil twh ithdi fdfieffreernetnt k kiinnddss ooff ffoooodd..
88.A.)AIt) Iits i sa aw winien ei mimpporotrtede df rfroomm C aClailfifoorrnniiaa..
B)BI)t Iit si sl elessss ssppiiccyy tthhaann aallll ootthheerr rreedd wwiinneess..
CC) )IItt iiss ffarar mmoorree eexxppeennssiivvee ththanan hhee exexppeecctteedd..
D)DI)t Iit si sI Ittaallyy''ss mmoosstt ffamamoouuss ttyyppee ooff rreedd wwiinnee..
淘宝店铺∶ 光速考研工作室
第第 11／/1122页页Section B
Section B
Directions:In thissection,youwill hear two passages.At the end of each passage,you will hear
Directions : In this section, you will hear two passages. At the end of each passage, you will hear
thee or four questions. Both the passage and the questions willbe spoken only once.
three or four questions. Both the passage and the questions will be spoken only once.
Afer you hear a question,you must choose the best answer from the four choices
After you hear a question, you must choose the best answer from the four choices
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1 with a single line through the centre.
Questions 9 to 11 are based on the passage you have just heard.
Questions 9 to 11 are based on the p�ge you have just heard.
9.9 .AA) )L eLaerarnninign go tohtheresrs''s seeccrreettss.. C)C )DeDceocdoidnign gs escercerett mmeessssaaggeess..
B)B )SeSaerarchcihnign gf oforr iinnffoorrmmaattiioonn.. D)D )SpSrperaedaidnign gs esnensasattiioonnaall nneewwss..
1010.A.)A )T hTehye yh ehleplepde dt thhee UU..SS.. aarmrmy yi inn WWorolrdld WWarar IIII..
BB) )TThehye yc ocuoludld wwrrititee ddoowwnn ssppookkeenn ccooddeess pprroommpptltlyy..
C)C )ThTehye yw ewreer ea sassisiggnneedd ttoo ddeeccooddee eenneemmyy mmeessssaaggeess..
DD) )TThehye yw ewreer eg ogoodo da ta tb brereaakkiinngg eenneemmy ys escecrreett ccooddeess..
111.1 .AA) )I mImpoprotratannt tb bttalttelse sf foouugghth t iinn tthhee PPaacciiffiicc WWaarr..
B)B )DeDceocdoidnign go fo fs escercertet mmesesssaaggeess iinn wwaarr ttiimmeess..
C)C )A Am imliitliataryry ccooddee tthhaatt wwaass nneevveerr bbrrookkeenn..
D)D )NaNvaajvoa joIn Idnidainans's 'c coontnrtriibbuuttiioonn ttoo ccooddee bbrreeakakiinngg..
Questions 12 to 15 are based on the passage you have just heard.
Questions 12 to 15 are based on the p�ge you have just heard.
121.2 .AA) )A lAll ls eservrviciceess wwililll bbee ppeerrssoonnaalliizzeedd..
B)B )A Al olto to fo fk knnowolwedlegdeg-ien-tinetnesnisviev ej ojobbs sw wililll bbee rreeppllaacceedd..
C)C )TeTcehcnholnooglyo gwyi lwl irlle vroelvuotliutonioinzeiz ea lall ls seecctotorrss ooff iinndduussttryry..
D)D )MoMreo rien finoformrmatiaotino nw iwllil lb be ea avvaaiillaabbllee..
131.3 .AA) )I nIn t hthee rroobbotoiticcss iinndduussttrryy.. C)C )InI nt hthe ep epresrsoonanla l ccaarree sseeccttoorr..
B)B )InI nt hthee iinnfforormmataitioonn sseerrvviiccee.. D)D )InI nh ihgighh--eenndd mmananufuafcatcuturinringg..
1414.A.)A )T hTehye yc hcahrargeg eh ihgihg hp priricceess.. C)C )ThTehye yc actaetre rt too tthhee nneeeeddss ooff yyoouunngg ppeeooppllee..
B)B )ThTehye yne ende eldo tlost so fo ft rtraaiinniinngg.. D)D )ThTehye yf ofocucsu so no nc ucsutsotomemresr'ss'p sepceicfiificc nneeeeddss..
151.5 .AA)T)h Te hrei sriisnign gd edmeamndan idn iend uecdautciaotnio nan and hde ahletahlthcacrare ei nin t thhee nneexxtt 2200 yyeeaarrss..
B)BT)heT hdei sdriusprtuipotnio cna ucsaeuds ebdy btye cthencohlnooglyo giyn itnr atrdaidtiitoionanlalllyy wwelelll--ppaaiidd jjoobbss..
C)CT)heT hter etrmeemndeonudso uchs acnhganes gnees wn tewec htneoclhongoyl owgiyl lw bilrl ibnrgi ntgo tope popeolep'les' sl ilivveess..
DD)T)heT haem aazminazg inagm oamunto unoft poefr psoenrsaoln aalt taettnetnitioon np peoepolpele wwouoludl dl ilikkee ttoo hhaavvee..
第 2/12页 淘宝店铺∶ 光速考研工作室
第 2／12页Section C
Section C
Directions:In thissection,you wil hear three recordings of lectures or talksfoowed by three orfour
Directions : In thi.s section, you will hear three recordi s of lectures or talks followed by three or four
ng
questions.The recordings will be played only once.After you hear a question,you must
questions. The recordi s will lJe played only once. iifter you hear a question, you must
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choose the best answer from thefour choices marked A),B),C)and D).Then mark the
choose the best answer from the four choices marked A) , B) , C) and D). Then mark the
corresponding letter on Answer Sheet 1with a single line through the centre.
co"esponding letter on Ans1111er Sheet 1 with a single line through the centre.
Questions 16 to 18 are based on the recording you have just heard.
Questions 16 to 18 aer based on the recording you have just heard.
161.6A.)A I)t I tw awsa st hthe el olonngegsets t rrooaadd iinn aanncciieenntt EEggyypptt.. C)C I) tI tl laayy 88 mmilileess ffrroomm tthhee mmoonnumumenetn st istietess..
B)B )ItIt wwaass ccoonnssttrurucctteedd ssoommee 550000 yyeeaarrss aaggoo.. D)D )ItI t lliinnkkeedd aa ssttoonnee ppiitt tot os osmomee wwaatteerwrwaayyss..
171.7A.)A S) aSwasw uss euds efdo rfo rc uctutttiinngg ssttoonnee.. C)C )AAn na nanciceinetn t ggeeooggrraapphhiiccaall mmaapp..
B)B )TrTarcaecse sl elfetft bbyy eeaarrllyy eexxpplloorreersrs.. D)D )SoSmoem set sotnoen et otoooll sseeggmmeennttss..
181.8A.)A T)o T tor atrnanspsoprotr ts tsotonneess ttoo bblloocckk ffllooooddss.. C)C )ToT ol ilninkk t thhee vvaaririoouuss mmoonnuumemnetn ts istiteess..
BB) )ToT op rporvoivdeid es esrevricviecse sf ofor rt hthee ssttoonnee ppiitt.. D) D ) To T o co c n o ne n c n t e c t t h th e e v i v l i l ll a a g g e e s s a a l l o o n n g g t th he e N N i i l l e e . .
Questions 19 to 21 are based on the recording you have just heard.
Questions 19 to 21 are based on the recording you have just heard.
191.9 .AA) )D Dr.r . GGonogn gd iddind'nt' tg givivee hhiimm a nany yc ocnovnevnetnitoinoanla lt teessttss..
B)BD)r.D rG. oGngo nmga rmkeard kheids hoisf foifficec ew iwthith a ah ahnand-dp-apianintetedd ssiiggnn..
C)C )DrD. r.G oGnogn dgi ddnid'nt 'ta saks kh ihmim a nany yq uqeusetsitoinosn sa baobuotu th ihsis ppaaiinn..
DD) )DrD.r .G Gonogn gsl silpippepde di nin n neeedeldeless wwhhereer eh eh ef efelltt nnoo ppaaiinn..
220.0A.)A H) eH hea hda dhe haerard do fo ft hthee wwonodnedresr s aaccuuppuunnctctuurree ccoouulldd wwoorrkk..
BB)D)rD. r.G oGnogn gw aws asv evreyr yf afammouosu si inn NNeeww Y Yorokrk''ss CChhiinnaattoowwnn..
C)C )PrPerveivoiuosu sm emdiecdailc atlr etraetamtmentesn tfsa failielde dt oto r erelliieevvee hhiiss ppaaiinn..
D)D )HeH feo founudn tdh eth ee xepxepnseinvseiv em emdiecdailc atl etsetssts uunnaaffffoorrddaabbllee..
221.1 .AA) )M Moreo rean and mdo rmeo rpea tpiaetnietns tsa saks kf ofr ort hthee ttrreeaattmmeenntt..
B)B )AcAucpuupnuctnucrtuer et etcehcnhinqiqueuse sh havave eb beeene np eprefrfeecctteedd..
C)C )ItI t ddooesensn't't nneeeedd tthhee ccoonnvevnetnitoionnala l mmedeidciacla lt etessttss..
DD) )ItI t ddooees s nnoto t hhaavve ea nany yn engeagtaitviev es isdide ee fefffeeccttss..
Questions 22 to 25 are based on the recording you havejust heard.
Questions 22 to 25 aer based on the recording you have just heard.
222.2 .AA) ) TThehye yw ewreer eo no nt hthe ev veerrggee ooff bbrreeaakkiinngg uupp..
BB)T)hTeyh ewye rwee rceo mcpoamptibalteib ldee sdpeistpeit ed idfifffeerreenncceess..
CC)T)hTeyh eqyu aqrurarreleedle da al olto ta annd dn enveevre rr eressoollvveedd tthheeiirr arargguummeennttss..
DD)T)heTyh eayr garuegdu epde rpseirsstiestnetnltyly a abbouotu t wwhehtehthere rt too hhaavvee cchhiillddrreenn..
第 3/12页
第 3／12页23. A) Neither of them has any brothers or sisters.
23. A) Neither of them has any brothers or sisters.
BB) )NNeietihthere ro of ft thheemm w owno tnh ethier irp aprarenetnst's ' ffaavvoorr..
C)C )ThTehye yw ewreern'ent 'ts psopiolieledd i nin tthheeiirr cchhiilldhdhoooodd..
D) They didn't like to be the apple of their parents'eyes.
D) They didn't like to be the apple of their parents' eyes.
24. A) They are usually good at making friends.
24. A) They are usually good at making friends.
BB) )TThehye yt etnedn dt oto b be ea addvevnetnuturorousu sa annd dc rcereaattiivvee..
C) They are often content with what they have.
C) They are often content with what they have.
D) They tend to be self-assured and responsible.
D) They tend to be self-assured and responsible.
25. A) They enjoy making friends. C) They are least likely to take initiative.
25. A) They enjoy making friends. C) They are least likely to take initiative.
B) They tend to be well adjusted. D) They usually have successful marriages.
B) They tend to be well adjusted. D) They usually have successful marriages.
Part II Reading Comprehension
Part III Reading Comprehension ( ( 4 4 0 0 m m i i n n u u t t e e s s ) )
Section A
Section A
Directions:In this section,there isapassagewith ten blanks. You are required to select one word
Directions: In this section, there is a passage with ten blanks. You are required to select one word
for each blank from alist of choices given in a word bank following the passage.Read
for each blank from a list of choices given in a word bank following the passage. Read
the passage through carefully before making your choices. Each choice in the bank is
the passage through carefully before making your choices. Each choice in the bank is
identified by a letter.Please mark the corresponding letter for each item on Answer
ukntified by a letter. Please mark the corresponding letter for each item on Answer
Sheet 2 with asingle line through the centre.You may not use any of the words in the
Sheet 2 with a si le line through the centre. You may not use any of the words in the
ng
banh more than once.
bank more than once.
Scientists scannning and mapping the Giza pyramids say they've discovered that the Great
Scientists scaning and mapping the Giza pyramids say they've discovered that the Great
Pyramid of Giza is not exactly even.But really not by much.This pyramid is the oldest of the world's
Pyramid of Giza is not exactly even. But really not by much. This pyramid is the oldest of the world's
Seven Wonders.The pyramid's exact size has 26 experts for co enturies, as the"more than 21
Seven Wonders. The pyramid's exact size has 26 experts fr centuries, as the "more than 21
acres of hard, white casing stones"that originally covered it were 27 long ago.Reporting in the
acres of hard, white casing stones" that originally covered it were _JJ__ long ago. Reporting in the
most recent issue of the newsletter"AERAGRAM,"which 28 the work of the Ancient Egypt
most recent issue of the newsletter "AERAGRAM," which 28 the work of the Ancient Egypt
Research Associates, engineer Glen Dash says his team used a new measuring approach that involved
Research Associates, engineer Glen Dash says his team used a new measuring approach that involved
finding any surviving 29 of the casing in order to determine where the original edge was.They
finding any surviving 29 of the casing in order to determine where the original edge was. They
found the east side of the pyramid to be a 30 of 5.5 inches shorter than the west side.
found the east side of the pyramid to be a _lQ__ of 5.5 inches shorter than the west side.
The question that most 31 him,however, isnt how the Egyptians who designed and built the
The question that most _3_1 _ him, however, isn't how the Egyptians who designed and built the
pyramid got it wrong 4,500 years ago,but how they got it so close to 32 ."We can only speculate
pyramid got it wrong 4, 500 years ago, but how they got it so close to ___1L. "We can only speculate
as to how the Egyptians could have laid out these lines with such 33 using only the tools they
as to how the Egyptians could have ladi out these lines with such 33 using only the tools they
had,"Dash writes. He says his 34 is that the Egyptians laid out their design on a grid, noting that
had," Dash writes. He says his 34 is that the Egyptians laid out their design on a grid, noting that
the great pyramid is oriented only 35 away from the cardinal directions(its north-south axis runs 3
the great pyramid is oriented only 35 away from the cardinal directions (its north-south axis runs 3
minutes 54 seconds west of due north, while its east-west axis runs 3 minutes 51 seconds north of due
minutes 54 seconds west of due north, while its east-west axis runs 3 minutes 51 seconds north of due
east)— an amount that's"tiny, but similar,"archeologist Atlas Obscura points out.
east) - an amount that's "tiny, but similar," archeologist Atlas Obscura points out.
第4/ 12页
第 4／12页A) chronicles I) prfct
A) chronicles I) perfect
B) complete ) preision
B) complete J) precision
C) establshed K) pzzled
C) established K) puzzled
D) fascinates L) remmants
D) fascinates L) remnants
E) hypotheis M) removed
E) hypothesis M) removed
F) maximurm N) revelations
F) maximum N) revelations
G) momentum O) sightly
G) momentum 0) slightly
H)mysteriously
H) mysteriously
Section B
Section B
Directions:In this section,you are going to read a passage with ten statements atached to i.
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
Each statement contains infonnation given in one of the paragraphs. Identify the
paragraph from which the information is derived.You may choose a paragraph more
paragraph from which the information is derived. You may choose a paragraph more
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the corresponding letter on Answer Sheet 2.
the corresponding letter on Answer Sheet 2.
Peer Pressure Has a Positive Side
Peer Pressure Has a Positive Side
[A] Parents of teenagers often view their children's friends with something like suspicion.They worry
[A] Parents of teenagers often view their children's friends with something like suspicion. They worry
ththata t tthhee aaddoolleesscceenntt ppeeeerr ggrroouupp hhaass tthhee ppoowwerer t oto ppuushs hi titss mmemembebrser si nintot ob ebheahvaivoiro rt hthata t iiss ffoooolliisshh anandd
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wiwtihth a as asmaem-aeg-ea gpea spsaesnsgeenrg ienr itnh eth cea rc aris isa ta th ihgihgehre rr irsiskk oof fa a ffaattaall ccrraasshh ththanan anan aaddoolleesscceenntt ddrriivviinngg
alone or with an adult.
alone or with an adult.
[B[B] ]InI na a2 020050 5s tustduyd,y ,p spyscyhcohloolgoigsitst LLauaurerennccee StSeteiinnbbeerrgg ooff TTeemmplpel eU nUivneivresristityy aanndd hihsis ccoo-a-auutthhoorr,,
psychologist Margo Gardner, then at Temple,divided 306 people into three age groups: young
psychologist Margo Gardner, then at Temple, divided 306 people into three age groups: young
adolescents, with a mean age of 14; older adolescents, with a mean age of 19; and adults, aged 24
adolescents, with a mean age of 14; older adolescents, with a mean age of 19; and adults, aged 24
anand do lodledre.r . SSuubbjejeccttss ppllaayyeedd aa ccoompmpuuteterriizzeedd ddrriivviinngg ggamamee iinn whwhiicchh tthhee ppllaayyeerr mmuusstt avavooiidd ccrraasshhiinngg
into a wall that materializes, without warning, on the roadway. Steinberg and Gardner randomly
into a wall that materializes, without warning, on the roadway. Steinberg and Gardner randomly
asassisiggnneedd s soomem ep aprartiticciippaannttss ttoo ppllaayy aalloonnee oorr wwiithth ttwowo ssamamee--aaggee ppeeeerrss llooookkiinngg oonn..
[C[C] ]OOldledre ra daodloelsecsceenntsts ssccoorreedd aabboouutt 5500 ppeerrcceenntt hhiigghheerr oonn aann iinnddeexx ooff r riisskyky ddrriivviinngg wwhheenn tthheeiirr ppeeeerrss
were in the room—and the driving of early adolescents was fully twice as reckless when other
were in the room-and the driving of early adolescents was fully twice as reckless when other
young teens were around.In contrast, adults behaved in similar ways regardless of whether they
young teens were around. In contar st, adults behaved in similar ways regardless of whether they
were on their own or observed by others."The presence of peers makes adolescents and youth,
were on their own or observed by others. "The presence of peers makes adolescents and youth,
bubtu tn onto t aaddulutltss,, mmoorree lliikkeellyy ttoo taktakee r irsikssk,"s ,"SStetienibnbeergrg an andd GGarardndneerr ccoonncclluuddeedd..
[[DD] ]YYeet ti nin t hthe ey eyaeras rsf ofolllloowwining gt hthe ep upbulbicliactaitioonn ofo ft hthiiss ssttuuddyy,, SStteeiinnbbeerrgg bbeeggaann toto bebleilieevvee tthhaatt tthhiiss
interpretation did not capture the whole picture. As he and other researchers examined the
interpretation did not capture the whole picture. As he and other researchers examined the
第 5/ 12页 淘宝店铺∶光速考研工作室
第 5／12页question of why teens were more apt to take risks in the company of other teenagers, they came
question of why teens were more apt to take risks in the company of other teenagers, they came
to suspect that a crowd's influence need not always be negative. Now some experts are proposing
to suspect that a crowd's influence need not always be negative. Now some experts are proposing
that we should take advantage of the teen brain's keen sensitivity to the presence of friends and
that we should take advantage of the teen brain's keen sensitivity to the presence of friends and
leverage it to improve education.
leverage it to improve education.
【E】 In a 2011 study， Steinberg and his colleagues turmed to functional MRI （磁共振） to investigate
[E] In a 2011 study, Steinberg and his colleagues turned to functional MRI(��#-) to investigate
how the presence of peers affects the activity in the adolescent brain.They scanned the brains of
how the presence of peers affects the activity in the adolescent brain. They scanned the brains of
40 teens and adults who were playing a virtual driving game designed to test whether players
40 teens and adults who were playing a virtual driving game designed to test whether players
would brake at a yellow light or speed on through the crossroad.
would brake at a yellow light or speed on through the crossroad.
[F] The brains of teenagers, but not adults, showed greater activity in two regions associated with
[F] The brains of teenagers, but not adults, showed greater activity in two regions associated with
rewards when they were being observed by same-age peers than when alone. In other words,
rewards when they were being observed by same-age peers than when alone. In other words,
rewards are more intense for teens when they are with peers, which motivates them to pursue
rewards are more intense for teens when they are with peers, which motivates them to pursue
higher-risk experiences that might bring a big payoff (such as the thrill of just making the light
higher-risk experiences that might bring a big payoff (such as the thrill of just making the light
bebfeoforer ei ti t tturnurnss rreedd)).. BBuutt SStteeiinnbbeerrgg ssuussppeecctteedd tthhiiss tteennddeennccyy ccoouulldd aallssoo hhaavvee iittss aaddvvaannttaaggeess.. IInn hhiiss
latest experiment, published online in August, Steinberg and his colleagues used a computerized
latest experiment, published online in August, Steinberg and his colleagues used a computerized
-
version of a card game called the Iowa Gambling Task to investigate how the presence of peers
version of a card game called the Iowa Gambling Task to investigate how the presence of peers
affects the way young people gather and apply information.
affects the way young people gather and apply information.
[G] The results: Teens who played the Iowa Gambling Task under the eyes of fellow adolescents
[G] The results: Teens who played the Iowa Gambling Task under the eyes of fellow adolescents
engaged in more exploratory behavior, learned faster from both positive and negative outcomes,
engaged in more exploratory behavior, learned faster from both positive and negative outcomes,
and achieved better performance on the task than those who played in solitude."What our study
and achieved better performance on the task than those who played in solitude. "What our study
suggests is that teenagers learn more quickly and more effectively when their peers are present
suggests is that teenagers learn more quickly and more effectively when their peers are present
than when they're on their own," Steinberg says. And this finding could have important
than when they're on their own," Steinberg says. And this finding could have important
implications for how we think about educating adolescents.
implications for how we think about educating adolescents.
[H] Matthew D.Lieberman, a social cognitive neuroscientist at the University of California,Los
[H] Matthew D. Lieberman, a social cognitive neuroscientist at the University of California, Los
Angeles, and author of the 2013 book Social: Why Our Brains Are Wired to Connect,suspects that
Angeles, and author of the 2013 book Social: Why Our Brains Are Wired to Connect, suspects that
the human brain is especially skillful at leaming socially significant information. He points to a
the human brain is especially skillful at learning socially significant information. He points to a
classic 2004 study in which psychologists at Dartmouth College and Harvard University used
classic 2004 study in which psychologists at Dartmouth College and Harvard University used
functional MRI to track brain activity in 17 young men as they listened to descriptions of people
functional MRI to track brain activity in 17 young men as they listened to descriptions of people
whwihleil ec ocnocnecnternatrtaitnign go no ne ietihthere rs soocciaiallllyy rreelleevvanantt ccuueess ((foforr e exxamamppllee,, tryitrynigng t ot ofo frmorm anan imimpprreessssiioonn ooff
a person based on the description) or more socially neutral information (such as noting the order
a person based on the description) or more socially neutral information (such as noting the order
of details in the description). The descriptions were the same in each condition, but people could
of details in the description). The descriptions were the same in each condition, but people could
better remember these statements when given a social motivation.
better remember these statements when given a social motivation.
[I] The study also found that when subjects thought about and later recalled descriptions in terms of
[I] The study also found that when subjects thought about and later recalled descriptions in terms of
their informational content, regions associated with factual memory,such as the medial temporal
their informational content, regions associated with factual memory, such as the medial temporal
lobe, became active. But thinking about or remembering descriptions in terms of their social
lobe, became active. But thinking about or remembering descriptions in terms of their social
meaning activated the dorsomedial prefrontal cortex—part of the brain's social network—even as
meaning activated the dorsomedial prefrontal cortex-part of the brain's social network-even as
第6/ 12页
第 6／12页traditional memory regions registered low levels of activity. More recently,as he reported in a
traditional memory regions registered low levels of activity. More recently, as he reported in a
2012 review,Lieberman has discovered that this region may be part of a distinct network
2012 review, Lieberman has discovered that this region may be part of a distinct network
iinnvvoollvveedd iinn ssoocciiaallllyy mmoottiivvaatteedd lleearnarninign gan andd mmeemmooryry.. SSuucchh f ifinnddiinnggss,, hhee ssaayyss,, ssuuggggeesstt ththaatt ""tthhiiss
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potentially giving students access to a range of untapped mental powers."
potentially giving students access to a range of untapped mental powers."
[J[J]] IIff hhuummanans sa rare eg egneenrearlallyly g egaerarede dt ot or erceaclalll ddeettaaiillss aabboouutt oonnee aannootthheerr,, tthhiiss ppaatttteernrn isi sp rporbobaabbllyy eevveenn
more powerful among teenagers who are very attentive to social details: who is in, who is out,
more powerful among teenagers who are very attentive to social details: who is in, who is out,
wwhoh ol ilkikese s wwhohmo,m w, hwo hios ism amd aadt a tw hwohm.oTmh.e iTrh ediers diersei rfeo for rs oscoicaiall ddramramaa iiss nnoott-—oorr nnoott oonnlyly-—aa wwaayy
of distracting themselves from their schoolwork or of driving adults crazy. It is actually a
of distracting themselves from their schoolwork or of driving adults crazy. It is actually a
ne n u e r u o ro lo l g o i gic cal a l （ (;f神f经�的�）)s esnesnistiitivviittyy，, i niintiiattieadt ebdy bhy ohrmormoonnaall cchhananggeess.. EEvvoolluuttiioonnaarriillyy ssppeeaakikinngg，, ppeeooppllee
iinn tthhiiss aaggee ggrroouupp aarree aatt aa ssttaaggee iinn wwhhiicchh tthheeyy ccaann pprreeppaarree ttoo ffiinndd aa mmaattee aanndd ssttaartrt ththeeiir ro owwnn
family while separating from parents and striking out on their own.To do this successfully, their
family while separating from parents and striking out on their own. To do this successfully, their
brain prompts them to think and even obsess about others.
brain prompts them to think and even obsess about others.
[K] Yet our schools focus primarily on students as individual entities. What would happen if
[K] Yet our schools focus primarily on students as individual entities. What would happen if
educators instead took advantage of the fact that teens are powerfully compelled to think in social
educators instead took advantage of the fact that teens are powerfully compelled to think in social
terms? In Social,Lieberman lays out a number of ways to do so.History and English could be
terms? In Social, Lieberman lays out a number of ways to do so. History and English could be
presented through the lens of the psychological drives of the people involved. One could
presented through the lens of the psychological drives of the people involved. One could
ththeerreeffoorree pprreesseenntt NNaappoloeleoon ni nin t teerrmms so fo fh ihsis ddeseisirree ttoo iimmpprreessss oorr CChuhrucrchihlilll iinn tteermrmss ooff hhiiss lloonneellyy
gglolooom.m .L eLsse sis nihnehreenrentlytl yi nitneterprperesrsoonanla l ssuubjbejeccttss,, ssuucchh aass mmaatthh,, ccoouulldd aaccqquuiriree aa ssoocciiaall aassppeecctt ththrroouugghh
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order to teach it to someone else, we learm it more accurately and deeply, perhaps in part because
order to teach it to someone else, we learn it more accurately and deeply, perhaps in part because
wew ea rare ee negnaggaignign go uoru rs oscoicaiall ccooggnniittiioonn..
[][L ]AnAdn adl atlhthouoguhg ha nanxixoiuosu sp aprarenentsts mmaya yn onto tw ewleclocmoem te heth en ontoiotino,n , ededucuactatoorrss ccoouulldd ttumum aaddoolleesscceenntt
recklessness to academic ends."Risk taking in an educational context is a vital skill that enables
recklessness to academic ends. "Risk taking in an educational context is a vital skill that enables
prporgorgersess sa annd dc rcereaattiivviittyy,,"" wwrrotoete SaSraahrah-J-aJaynyen eB lBalkakemeomreo,r ea, cao gcnoigtniivtiev en enueruosrocisceinetnitsistt aatt UUnniviveerrssiittyy
College London, in a review published last year. Yet, she noted, many young people are
College London, in a review published last year. Yet, she noted, many young people are
especally unwilling to take risks at school—afraid that one low test score or poor grade could
especially unwilling to take risks at school-afraid that one low test score or poor grade could
cost them a spot at a selective university. We should assure such students that risk, and even peer
cost them a spot at a selective university. We should assure such students that risk, and even peer
pressure, can be a good thing—as long as it happens in the classroom and not in the car.
pressure, can be a good thing-as long as it happens in the classroom and not in the car.
36.It is thought probable that the human brain is particularly good at picking up socially important
36. It is thought probable that the human brain is particularly good at picking up socially important
information.
information.
37.It can be concluded from experiments that the presence of peers increases risk-taking by
37. It can be concluded from experiments that the presence of peers increases risk-taking by
adolescents and youth.
adolescents and youth.
38.Students should be told that risk-taking in the classroom can be something positive.
38. Students should be told that risk-taking in the classroom can be something positive.
第7/.12页 淘宝店铺;光速考研工作室
第 7／12页39.The urge of finding a mate and getig maied accounts for adolescents'greaterattention to social
39. The urge of finding a mate and getting married accounts for adolescents' greater attention to social
interactions.
interactions.
40.According to Steinberg, the presence of peers increases the speed and effectiveness of teenagers'
40l.eAacmciorndgin.g to Steinberg, the presence of peers increases the speed and effectiveness of teenagers'
learning.
41.Teenagers' parents are often concerned about negative peer influence.
41. Teenagers' parents are often concerned about negative peer influence.
42.Activating the brain's social network involved in socially motivated leaming and memory may
42. Activating the brain's social network involved in socially motivated learning and memory may
allow students to tap unused mental powers.
allow students to tap unused mental powers.
43.The presence of peers intensifies the feeling of rewards in teens'brains.
43. The presence of peers intensifies the feeling of rewards in teens' brains.
44. When we absorb information for the purpose of imparting it to others, we do so with greater
44. When we absorb information for the purpose of imparting it to others, we do so with greater
accuracy and depth.
accuracy and depth.
45. Some experts are suggesting that we turn peer influence to good use in education.
45. Some experts are suggesting that we tum peer influence to good use in education.
Section C
Section C
Directions; There are 2 passages in this section. Each passage is followed by some questions or
Directions : There are 2 passages in this section. Each passage is followed by some questions or
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Answer Sheet 2 with a single line through the centre.
Answer Sheet 2 with a single line through the centre.
Passage One
Passage One
Questions 46 to 50 are based on the following passage.
Questions 46 to 50 are based on the following passage.
The Ebro Delta, in Spain, famous as a battleground during the Spanish Civil War, is now the
The Ebro Delta, in Spain, famous as a battleground during the Spanish Civil War, is now the
setting for a different contest, one that is pitting rice farmers against two enemies:the rice-eating giant
setting for a different contest, one that is pitting rice farmers against two enemies: the rice-eating giant
apple snail,and rising sea levels. What happens here will have a bearing on the future of European
apple snail, and rising sea levels. What happens here will have a bearing on the future of European
rice production and the overall health of southern European wetlands.
rice production and the overall health of southern European wetlands.
Located on the Mediterranean just two hours south of Barcelona, the Ebro Delta produces120 million
Located on the Mediterranean just two hours south of Barcelona, the Ebro Delta produces 120 million
kilograms of rice a year, making it one of the continent's most inmportant rice-growing areas. As the sea
kilograms of rice a year, making it one of the continent's most important rice-growing areas. As the sea
creps into these fresh-water marshes，however， rising saliniy（盐分） is harpering rice production.At the
creeps into these fresh-water marshes, however, rising salinity (it�) is hampering rice production. At the
same time,this sea-water also kills off the greedy giant apple snail, an introduced pest that feeds on young
same time, this sea-water also kills off the greedy giant apple snail, an introduced pest that feeds on young
rice plants. The most promising strategy has become to harness one foe against the other.
rice plants. The most promising strategy has become to harness one foe against the other.
The battle is currently being waged on land, in greenhouses at the University of Barcelona.
The battle is currently being waged on land, in greenhouses at the University of Barcelona.
ScSiceinetnitissttss wwoorrkkiinngg uunnddere r tthhee bbaannnneerr" P"roPrjeocjte cNt eNureiucreic"ea"re arsee eskeienkgi nvga rviaretiieetise so fo fr riiccee tthhaatt ccanan wwiiththssttanandd
the increasing salinin ty without losing the absorbency that makes European rice ideal for o traditional
the icn reasing saliity without losing the absorbency that makes European rice ideal fr traditional
Spanisnh and Italian dishes.
Spaish and Italian dishes.
第 8/ 12页 淘宝店铺∶光速考研工作室
第 8／12页"T"hTe hper opjreocjetc th ahsa st wtwo os isdidese,s","s asyasy sX aXviaevri eSr eSrerrrata,t , NNeueruircicee pprroojjeecctt mmaannaaggere r aannd dr eresseeaarrcchheerr aatt ththee
UUninveivresristiyty o fo fB Bararcecleolnoan,a",t h"e thseh osrhto-tret-rtme rmfi gfihtg hatg aaignasitn stt hthe es nsaniali,l, aanndd aa mmidid- -ttoo lloonngg--tteerrmm f fiigghhtt aaggaaiinnsstt
clcilimmataet ec hcahnagneg.e .B uBtu tt hthe es nsaniali l hhaass ggiivveenn tthhee pprroojjeecctt ggrreeaatteerr uurrggeennccyy..""
Originally from South America, the snails were accidentlly introduced into the Ebro Delta by
Originally from South America, the snails were accidentally introduced into the Ebro Delta by
GlGolboabl aAl qAuaqtuiact icT eTchencohlnooglioegsi，esa, ac ocmopamnpy anthya tth raati sraeids etdh eth sen asinlasi lsf ofor rf rfresehsh-w-wataetrer a gaqquuaarriiuummss（ (水1]<.族�馆,tg），),
but failed to prevent their escape.For now,the giant apple snail's presence in Europe is limited to the
but failed to prevent their escape. For now, the giant apple snail's presence in Europe is limited to the
Ebro Delta.But the snail continues its march to new territory, says Serrat."The question is not
Ebro Delta. But the snail continues its march to new territory, says Serrat. "The question is not
whether it will reach other rice-growing areas of- Europe, but when."
whether it will reach other rice-growing areas of Europe, but when."
Over the next year and a half investigators will test the various strains of salt-tolerant rice
Over the next year and a half investigators will test the various strains of salt-tolerant rice
they've bred.In 2018, farmers will plant the varieties with the most promise in the Ebro Delta and
they've bred. In 2018, farmers will plant the varieties with the most promise in the Ebro Delta and
EuEruropoep'es 'so tohthere r ttwo ow m amiani nr ircicee--ggrroowwinign gr ereggioionns—s-alaolnogn gt hte heP Po oi nin I Ittaallyy,, aanndd FFrrananccee''ss R Rhhoonnee.. AA sseeaassoonn
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As an EU-funded effort, the search for salt-tolerant varieties of rice is taking place in all three
As an EU-funded effort, the search for salt-tolerant varieties of rice is taking place in all three
cocuonuntrtriieess.. EEaacchh tteeaamm i sis ccrroossssbbrreeeedidinngg aa llooccaall EEuurrooppeeaann s shhorotrt--ggrairainn rriiccee wiwitthh aa lloonngg--ggrairainn AAssiiaann vvaaririetyety
ththaat t ccaarririese st hthe es aslalt-t-rreessiissttanantt ggeennee.. ThThee sscciieennttiissttss areare bbrreeediedinngg ssuucccceessssiivvee ggeennereraatitioonns st oto a rarririvvee aatt vvaarriieetitieess
ththaat t iinnccoorprporoaratete ssaalltt totolleraneranccee bbutut rreetatainin a baboouutt 'f977 pperercceenntt ooff ththee EEurouroppeeaann rriiccee ggeenonommee （(£基因1l;J组ill.）).
46.Why does the author mention the Spanish Civil War at the beginning of the passage?
46. Why does the author mention the Spanish Civil War at the beginning of the passage?
AA) )ItI t hhaadd g grereaat t iimmpapcatc to on nt hthee l liiffee ooff SSppaanniisshh rriiccee ffarmarmeerrss..
B)B )ItI t iiss ooff ggrreeaatt ssiiggnniifificcananccee iinn ththee rreeccoorrddss ooff SSppaanniisshh hhiissttoorryy..
C)C )RiRciec ef aframrmerse rsi ni nt hthe eE Ebrbor oD eDltealt aa rare ew wagaignign ga ab abtattltele ooff ssiimmiillarar iimmppoorrttananccee..
D)DR)icRei cfea rfmarmerse risn int hthe eE bErbo roD eDlteal taa rare ee xepxepreireinecnicningg a sa s hhaarrdd aa ttiimmee aass iinn ththee wwaarr..
47. What may be the most effective strategy for rice farmers to employ in fighting their enemies?
47. What may be the most effective strategy for rice farmers to employ in fihting their enemies?
g
A)A )StSrtriikkiinngg tthhee wweeaakkeerr eenneemmy yf ifirrsstt.. C)C )ElEilmimininataitinngg tthhee eenneemmyy oonnee bbyy oonnee..
B)B )KiKlillilinngg ttwwoo bbiirrddss wwiitthh oonnee ssttoonnee.. D)D )UsUinsign go noen ee veivli lt too ccoommbabta tt hthee ootthheerr..
4488. .WWhahta t ddoo wwe el leeaarnrn aabboouutt ""PProrojjeecctt NNeeuurriiccee""??
AA) )ItIsts ggooalasls wwililll hhaavvee ttoo bbee r reeaalliizzeedd aatt aa ccoosstt..
BB) )ItI t aaiimms st oto iinnccrreeaassee tthhee yyiieelldd ooff SSppaanniisshh rriiccee..
C)C )ItIst si immmemdieadtiea tepr pioriroirtiyty i iss ttoo bbrriinngg tthhee ppeesstt uunnddeerr ccoonnttrrooll..
D)D )ItI tt rtriieess ttoo kkiillll ththee ssnnaaiilsl sw wiitht hth teh eh heelplp o off c clilmimatatee cchhaannggee..
494.9 .WWhath adt odeos eNs eNureiucrei cper porjoejcetc tm mananagaegr esr asyay a baobuotu tt hthe eg igaiannt t aappppllee ssnnaaiill??
AA) )ItIt ccaann ssuurrvviivvee oonnllyy oonn ssoouuththeernrn EEuurrooppeeaann wweettllananddss..
B)B )ItI t wwililll iinnvvaaddee ootthheerr rriiccee--ggrroowwiinngg rreeggiioonnss ooff EEururooppee..
C)C )ItIt mmulutltiipplliieess aat ta as psepeede db ebyeoyonndd hhuummaann iimmaaggiinnaattiioonn..
D)D )ItI t wwasa si nitnrtroodducuecde di nitnot ot hthee r riiccee ffiieellddss oonn ppurpurpoossee..
第9/12页 淘宝店铺∶光速考研工作室
第 9／12页50. What is the ultimate goal of the EU-funded program?
50. What is the ultimate goal of the EU-funded program?
AA) )CuCltuilvtiavtaitingn gid iedael asla slatl-tr-erseissisttaanntt rriiccee vvaarriieettiieess..
B)B )InIncrcereasaisinngg tthhee aabbssoorrbbeenncyc yo of ft thhee SSppaannisishh rriiccee..
C)C )InItnrtroodducuicning gS pSapnanisihs hr ircicee t too tthhee rreesstt ooff EEururooppee..
DD) )PoPpoupluarlarizinizingg t hthee rriiccee ccrroossssbbrreeeeddiinngg tteecchhnnoollooggyy..
Passage Two
Passage Two
Questions 51 to 55 are based on the following passage.
Questions 51 to 55 are based on the following passage.
Photography was once an expensive, laborious ordeal reserved for life's greatest milestones.
Photography was once an expensive, laborious ordeal reserved for life's greatest milestones.
Now, the only apparent cost to taking infinite photos of something as common as a meal is the space
Now, the only apparent cost to taking infinite photos of something as common as a meal is the space
on your hard drive and your dining companion's patience.
on your hard drive and your dining companion's patience.
But is there another cost, a deeper cost, to documenting a life experience instead of simply
But is there another cost, a deeper cost, to documenting a life experience instead of simply
enjoying it?"You hear that you shouldn't take all these photos and interrupt the experience, and its
enjoying it? "You hear that you shouldn't take all these photos and interrupt the experience, and it's
bad for you,and we're not living in the present moment,"says Kristin Diehl, associate professor of
bad for you, and we're not living in the present moment," says Kristin Diehl, associate professor of
mamrkaretkientign ga ta tt hthee UUninvievresristiyty ooff SSooutuhtherernn C aClailfifoorrnimniaa MMaarrsshhaallll SScchhooooll ooff BBuussiinneessss..
Diehl and her felelow researchers wanted to find out if that was true, so they embarked on a
Diehl and her fllow researchers wanted to fmd out if that was true, so they embarked on a
seseririeess ooff nniinnee eexxppeerriimmeenntsts iinn tthhee llaabb aanndd iinn tthhee ffiieelldd tteessttinigng ppeeooppllee's' se njenojyoymmeenntt iinn ththee pprreesseennccee oorr
absence of a camera. The results, published in the Journal of Personality and Social Psychology,
absence of a camera. The results, published in the Journal of Personality and Social Psychology,
susruprprirsiseedd tthheemm. . TTaakinkingg p hpohtootso sa catcutuaallllyy mmaakkese sp epoepolpel e eennjjooyy wwhahta tt hthey'r'ree ddooiinngg mmoroer,e , nnoot t lleessss..
ey
"What we find is you actually look at the world slightly differently, because you're looking for
"What we find is you actually look at the world slightly differently, because you're looking for
things you want to capture,that you may want to hang onto,"Diehlexplains."That gets people more
things you want to capture, that you may want to hang onto," Diehl explains. "That gets people more
eenngaggaegde din i nt hthe ee exxpepreireienncec,e , aanndd tthhey tteenndd ttoo eennjjooyy iitt mmoorree..""
ey
Take sightseing. In one experiment, nearly 200 participants boarded a double-decker bus for a
Take sightseeing. In one experiment, nearly 200 participants boarded a double-decker bus for a
totouurr ooff PPhhiillaaddeellpphhiiaa.. BBootthh bbuuss ttoouurrss ffoorrbbaaddee tthhee uussee ooff cceellll pphhoonneess bbuutt oonnee totouurr pprorovvidideedd d idgigititaall
cameras and encouraged people to take photos.The people who took photos enjoyed the experience
cameras and encouar ged people to take photos. The people who took photos enjoyed the experience
significantly more,and said they were more engaged, than those who didn't.
significantly more, and said they were more engaged, than those who didn't.
Snapping a photo directs attention, which heightens the pleasure you get from whatever you're
Snapping a photo directs attention, which heightens the pleasure you get from whatever you're
loloookikinngg a tat，, D Diieehhll sasyays.s .I t Iwt owrkorsk sfo fro rthi tnhgisn gass abso brionrgi nags a a s r c a h r a c e h o a l e o d g o ic g a i l c a(l :if（ 考 -l; 古 �的) ）mmuusseeumumss，, w whheerree
people were given eye-tracking glasses and instructed either to take photos or not."People look
people were given eye-tracking glasses and instructed either to take photos or not. "People look
longer at things they want to photograph,"Diehl says.They repot liking the exhibits more,too.
longer at things th want to photograph," Diehl says. They report liking the exhibits more, too.
ey
-
TTo ot hthee rreelliieeff ooff IInsnstatgaragrmmammeersrs （(InInstsatgargamram Jfl用 ?户 )） eevveerywrywhheerree,， i t ictan c ane veevne nm makakee mmeeaallss mmoorree
enejnojoyaybalbel.e . WWhhen epne oppeloep lwee rwee reen ceonucroaugeardg teod ttoa kteak aet alt elaesats t tthhrreeee pphhoottooss wwhihlilee tthheeyy aattee lluunncchh,, ththeeyy w weerree
momreo reim immermseedrs eidn itnh ethire irm emalesa lst hthanan t hthooses ew whoh ow ewreenr'etn 'tt otoldld ttoo ttaakkee pphhoottooss..
WaWs aist itt hthe es astaitissffyyiinngg cclliicckk ooff ththee c acmameerraa?? TThhee pphhyyssiiccaall aacctt ooff th teh es nsanpa?p ?N Noo,, ththeeyy fofouunndd;; jjuusstt ththee
acatc t oof fp pllaannnniinngg ttoo ttakakee aa pphhoottoo-—aanndd nnoott aaccttuuaallllyy tatakkiinngg iti-t—hhaadd th teh es amsamee jojyoy-b-boooossttinigng e ffefefcetc. t".I" fI fyyoouu
want to take mental photos, that works the same way,"Diehl says."Thinking about what you would
want to take mental photos, that works the same way," Diehl says. "Thinking about what you would
want to photograph also gets you more engaged.""
want to photograph also gets you more engaged."
淘宝店铺∶光速考研工作室
第 10 /12页
第 10／12页51. What does the author say about photo-taking in the past?
51. What does the author say about photo-taking in the past?
A)AI)t Iwt aws aas paa ipnasitnasktiakngin egf feoffrot rtf ofor rr ereccoordridning gl iliffee''ss mmaajjoorr eevveennttss..
B)It was a luxury that only a few wealthy people could enjoy.
B) It was a luxury that only a few wealthy people could enjoy.
C)C )ItIt wwasa s aa ggooood dw awya yt ot op rperseesrevrvee oonne'es's pprreecciioouuss iimmaaggeess..
D)D )ItI tw awsa sa as ksikllil lt thhaatt rreeqquuiirreedd lloottss ooff pprraaccttiiccee ttoo mmaasstteerr..
52.Kristin Diehl conducted a series of experiments on photo-taking to find out____
52. Kristin Diehl conducted a series of experiments on photo-taking to find out ___
A)A )whwath akt ikndin dof o pfl pelaesausrure ei tit wwouoludl da catcutualalllyy bbrriinngg ttoo pphhoottoo--ttakakeerrss
B)whether people enjoyed it when they did sightseeing
B) whether people enjoyed it when they did sightseeing
C)C )hohwo wit itc ocuoludl dh ehlepl pt ot oe nernircichh p peoepolpel'es's lliifefe eexxppeerriieenncceess
D) whether it prevented people enjoying what they were doing
D) whether it prevented people enjoying what they were doing
53.What do the results of Diehl's experiments show about people taking pictures?
53. What do the results of Diehl' s experiments show about people taking pictures?
A)They are distracted from what they are doing.
A) They are distracted from what they are doing.
BB)T)hTeyh ecya nc anbe btteettre r rreemmemebmebre rw hwhata tt htheeyy sseeee oorr ddoo..
C)C )ThTehye ya rare em omreo rea basbosrobrbede di ni nw hwath act actacthcehse st htheeiirr eeyyee..
D) They can have a better understanding of the world.
D) They can have a better understanding of the world.
54. What is fouond about museum visitors with the aid of eye-tracking glasses?
54. What is fund about museum visitors with the aid of eye-tracking glasses?
A)A )ThTehye yco cmoe moeu to uwit twh ithbe tbteetrte rp hpohtootgorgarpahpsh so fo ft hthe ee xehxihbibititss..
B) They focus more on the exhibits when taking pictures.
B) They focus more on the exhibits when taking pictures.
C)C )ThTehye yh ahvaev ae ab ebtetttere r vviieeww o fo fw whahta ta raree oonn ddiissppllaayy..
D) They follow the historical events more easily.
D) They follow the historical events more easily.
55. What do we learn from the last paragraph?
55. What do we learn from the last paragraph?
A)A )ItI t iiss bbeetttteerr ttoo mmaakkee ppllaannss bbeeffoorree ttakakiinngg pphhoottooss..
B) Mental photos can be as beautiful as snapshots.
B) Mental photos can be as beautiful as snapshots.
CC) )PPhohtootgorgrapahpehres rsc acnan d edreirviev eg rgreaeta t jjooyy ffrroomm t thhee cclliicckk ooff ththee ccamameerraa..
D) Even the very thought of taking a photo can have a positive effect.
D) Even the very thought of taking a photo can have a positive effect.
Part IV
Translation (30 minutes)
Part IV Translation (30 minutes)
Directions:For this part,you are allowed 30 minutes to translatea passage from Chinese into
Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese into
English.You should write your answer on AnsWer Sheet 2.
English. You should write your answer on Answer Sheet 2.
过去，拥有一辆私家车对大部分中国人而言是件奢侈的事。如今，私家车在中国随处可见。
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汽车成了人们生活中不可或缺的一部分，他们不仅开车上下班，还经常驾车出游。有些城市的
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汽车增长速度过快。以至于交通拥堵和停$车m位�不 足的问题日益严峻，这些城市的市政府不得不
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出台新规，限制上路汽车的数量。由于空气污染日益严重，现在越来越多的人选择购买新能源
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汽车，中国政府也采取了一些措施，支持新能源汽车的发展。
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第 11/ 12页 淘宝店铺∶光速考研工作室
第 11／12页Writing
Part I
(30 minutes)
Part I Writing (30 minutes)
（
