大学英语六级真题与答案之深度阅读篇专项Word文档下载推荐.docx

大学英语六级真题与答案之深度阅读篇专项Word文档下载推荐.docx

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Cellphones___41___socialconnectionswithpeersacrosstimeandspace.Theyallowyoungpeopletoexchangemoment-by-momentexperiencesintheirdailyliveswithspecialpartnersandthustohaveamore___42___senseofconnectionswithfriends.Cellphonesalsocan___43___socialtolerancebecausetheyreducechildren’sinteractionswithotherswhoaredifferentfromthem.Inadditiontoconnectingpeers,cellphonesconnectchildrenandparents.ResearchersstudyingteenagersinIsraelconcludedthat___44___environment,mobilephoneswereregardedas“securityobjects”inparent-teenrelationships---importantbecausetheyprovidedthepossibilityof___45___andcommunicationatalltimes.

A）affiliatedB）attachedC）contactD）contendE）continuous

F）diminishG）enduranceH）fosterI）hazardousJ）improved

K）instantaneousL）intrinsicM）relativelyN）shiftO）similarly

SectionC

PassageOne

Callitthe“learningparadox”:

themoreyoustruggleandevenfailwhileyou’retryingtolearnnewinformation,thebetteryou’relikelytorecallandapplythatinformationlater.

Thelearningparadoxisattheheartof“productivefailure,”aphenomenonidentifiedbyresearcherManuKapur.Kapurpointsoutthatwhilethemodeladoptedbymanyteacherswhenintroducingstudentstonewknowledge—providinglotsofstructureandguidanceearlyon,untilthestudentsshowthattheycandoitontheirown—makesintuitivesense,itmaynotbethebestwaytopromotelearning.Rather,it’sbettertoletthelearnerswrestle（较劲）withthematerialontheirownforawhile,refrainingfromgivingthemanyassistanceatthestart.Inapaperpublishedrecently,Kapurappliedtheprincipleofproductivefailuretomathematicalproblemsolvinginthreeschools.

Withonegroupofstudents,theteacherprovidedstrong“scaffolding”—instructionalsupport—andfeedback.Withtheteacher’shelp,thesepupilswereabletofindtheanswerstotheirsetofproblems.Meanwhile,asecondgroupwasdirectedtosolvetheproblemsbycollaboratingwithoneanother,withoutanypromptsfromtheirinstructor.Thesestudentsweren’tabletocompletetheproblemscorrectly.Butinthecourseoftryingtodoso,theygraduatedalotofideasaboutthenatureoftheproblemsandaboutwhatpotentialsolutionswouldlooklike.Andwhenthetwogroupsweretestedonwhatthey’dlearned,thesecondgroup“significantlyoutperformed”thefirst.

Theapparentstrugglesofthefoundering（挣扎的）grouphavewhatKapurcallsa“hiddenefficiency”:

theyleadpeopletounderstandthedeepstructureofproblems,notsimplytheircorrectsolutions.Whenthesestudentsencounteranewproblemofthesametypeonatest,they’reabletotransfertheknowledgethey’vegatheredmoreeffectivelythanthosewhowerethepassiverecipientsofsomeoneelse’sexpertise.

Intherealworld,problemsrarelycomeneatlypackaged,sobeingabletodiscerntheirdeepstructureiskey.But,Kapurnotes,noneofusliketofail,nomatterhowoftenSiliconValleyentrepreneurspraisethebeneficialeffectsofanideathatfailsorastart-upcompanythatcrashesandburns.Soweneedto“designforproductivefailure”bybuildingitintothelearningprocess.Kapurhasidentifiedthreeconditionsthatpromotethiskindofbeneficialstruggle.First,chooseproblemstoworkonthat“challengebutdonotfrustrate.”Second,providelearnerswithopportunitiestoexplainandelaborateonwhatthey’redoing.Third,givelearnersthechancetocompareandcontrastgoodandbadsolutionstotheproblems.Andtothosestudentswhoprotestthistough-loveteachingstyle:

you’llthankmelater.

56.Whydoestheauthorcallthelearningprocessaparadox?

A）Painsdonotnecessarilyleadtogains.B）Whatislearnedisrarelyapplicableinlife.

C）Failuremoreoftenthannotbreedssuccess.D）Themoreistaught,thelessislearnt.

57.WhatdoesKapurdisapproveofteaching?

A）Askingstudentstofindandsolveproblemsontheirown.

B）Developingstudents’abilitytoapplywanttheylearn.

C）Givingstudentsdetailedguidanceandinstruction.

D）Allowingstudentsafreehandinproblemsolving.

58.Whatdopeopletendtothinkofprovidingstrong“scaffolding”inteaching?

A）Itwillmaketeachingeasier.B）Itisasensiblewayofteaching.

C）Itcanmotivateaveragestudents.D）Itwillenhancestudents’confidence.

59.WhatkindofproblemshouldbegiventostudentstosolveaccordingtoKapur?

A）Itshouldbeabletoencouragecollaborativelearning.

B）Itshouldbeeasyenoughsoasnottofrustratestudents.

C）Itshouldbesolvablebyaveragestudentswithease.

D）Itshouldbedifficultenoughbutstillwithintheirreach.

60.Whatcanbeexpectedof“thistough-loveteachingstyle”（Lines8-9,Para.5）?

A）Studentswillbegratefulinthelongrun.

B）Teacherswillmeetwithalotofresistance.

C）Parentswillthinkittooharshontheirkids.

D）Itmaynotbeabletoyieldthedesiredresults.

PassageTwo

Questions61to65arebasedonthefollowingpassage.

VernonBowman,a75-year-oldfarmerfromruralIndiana,didsomethingthatgothimsued.Heplantedsoybeans（大豆）soldascattlefeed.ButMonsanto,theagriculturalgiant,insistsithasapatentonthekindofgeneticallymodifiedseedsBowmanused---andthatthepatentcontinuestoalloftheprogeny（后代）ofthoseseeds.

Havewereallygottentothepointthatplantingaseedcanleadtoahigh-stakesSupremeCourtpatentlawsuit?

Wehave,andthatcaseisBowmanvs.Monsanto,whichisbeingarguedonTuesday.Monsanto’scriticshaveattackedthecompanyforits“mercilesslegalbattlesagainstsmallfarmers,”andtheyarehopingthiswillbethecasethatputsitinitsplace.Theyarealsohopingthecourt’srulingwillreininpatentlaw,whichisincreasinglybeingusedtoclaimnewlifeformsasprivateproperty.

Monsantoanditssupporters,notsurprisingly,seethecaseverydifferently.TheyarguethatwhenacompanylikeMonsantogoestogreatexpensetocreateavaluablenewgeneticallymodifiedseed,itmustbeabletoprotectitspropertyinterests.IffarmerslikeBowmanareabletousetheseseedswithoutplayingthedesignatedfee,itwillremovetheincentivesforcompanieslikeMonsantotoinnovate.

MonsantoaccusedBowmanofpatentinfringementandwonan$84,456damageaward.Ratherthanpayuporworkoutasettlement,Bowmandecidedtoappeal---allthewaytotheSupremeCourt.Hesaid“Monsantoshouldnotbeable,justbecausethey’vegotbillionsofdollarstospendonlegalfees,totrytoterrifyfarmersintoobeyingtheiragreementsbymassiveforceandthreats.”

Thecentralissueinthecaseiswhetherpatentrightstolivingthingsextendtotheprogenyofthosethings.Monsantoarguesthatitspatentextendtolatergenerations.ButBowman’ssupportersarguethatMonsantoistryingtoexpandthescopeofpatentsinwaysthatwouldenrichbigcorporationsandhurtsmallfarmers.TheysaythatifMonsantowins,theimpactwillextendfarbeyondagriculture---lockinguppropertyrightsinanarrayofimportantareas.KnowledgeEcologyInternationalcontendsthattheSupremeCourt’srulingcouldhave“profoundeffects”onotherbiotechindustries.

IfthiswereaHollywoodmovie,thecourageousoldIndianafarmerwouldbeattheprofit-mindedcorporationbeforethecreditsrolled.Butthisisareal-lifeargumentbeforeaSupremeCourtthathasawell-earnedreputationforlookingoutfortheinterestsoflargecorporations.Thiscasegivesthecourtanopportunitytoreininthegrowinguseofpatentstoprotectgeneticallyengineeredcropsandotherlifeforms---butthecourtmaywelluseittogivethistrendapowerfulnewendorsement.

61.WhydidVernonBowmangetused?

A）Heusedgeneticallymodifiedseedstofeelhiscattle.

B）Heplantedsoybeanswithoutpayingforthepatent.

C）HemadeaprofitoutofMonsanto’scommercialsecrets.

D）HeobtainedMonsanto’spatentedseedsbyillegalmeans.

62.WhatareMonsanto’scriticshopingtheSupremeCourtwilldo?

A）Allowsmallfarmerstogrowgeneticallymodifiedsoybeans.

B）PunishMonsantoforinfringingonsmallfarmers’interests.

C）RuleagainstMonsanto’sexecutiveextensionofitspatentright.

D）Abolishthepatentlawconcerninggeneticallyengineeredseeds.

63.WhatistheargumentofMonsantoanditssupporters?

A）Patentrightsshouldbeprotectedtoencourageinnovation.

B）BowmancannotplanttheseedswithoutMonsanto’sconsent.

C）Monsantohastherighttorecoverthecostsofitspatentedseeds.

D）Patentlawongeneticallymodifiedseedsshouldnotbechallenged.

64.WhatisthekeyissueintheBowmanvs.Monsantocase?

A）Whetherpatentforseedsisharmfultoagriculturalproduction.

B）Whetherthebiotechindustryshouldtakepriorityoveragricul