大學(xué)英語六級(jí)改革適用（閱讀）模擬試卷35（共180題）

大學(xué)英語六級(jí)改革適用（閱讀）模擬試卷35（共9套）（共180題）大學(xué)英語六級(jí)改革適用（閱讀）模擬試卷第1套一、仔細(xì)閱讀(本題共20題，每題1.0分，共20分。)Researchershavesuggestedthatone'semotionalintelligence(EQ)isagreaterindicatorofsuccessandsatisfactionthanhisintellectualintelligence(IQ)contrarytoanassumptionthatpeoplewithhighIQsareboundtoaccomplishalotinlife.PsychologistsJackHayerandPeterSaloveyintroducedtheconceptofemotionalintelligence,orEI,intheearly1990s.Accordingtothem,emotionalintelligenceisaperson'sabilitytounderstandhisownemotionandthoseofothers,andtoactappropriatelyusingtheseemotions.Onapersonallevel,EQincludeshavingmotivationandpursuingagoalsuccessfully.Itisgenerallyacceptedthatthefoundationforemotionalintelligenceisbuiltinearlychildhoodandemotionalintelligencecanbetaughtanddeveloped.Therefore,nomatterwhatone'sinnateabilityis,hecanlearntheskillssuchasmakingfriends,beingagoodparentandgettingalongwithcoworkers.ThereisnobigdifferencebetweenmenandwomenontotalEQ,butusuallymentendtobebetteratstresstoleranceandwomentendtobebetteratempathyandinterpersonalrelationship.Intellectualintelligenceoffersvirtuallynopreparationfortheproblemsonecanfaceinthemiddleofhislife.EventhoughpeoplealreadyknowthatahighIQisnoguaranteeofsuccess,theygetusedtopayingmoreattentiontointellectualintelligencenotemotionalintelligence.HavingahighIQ,thatishavingagoodmemory,doesnotnecessarilymeanthepersoniscapableofdealingwithemotions.Therearepeoplewholackthesocialskillsassociatedwithhighemotionalintelligence,eventhoughtheyareveryintelligent.IQisjusttheindicatorofschoolachievementandeducationalsuccess.Lowemotionalintelligence,however,canaffectintellectualcapabilities.Forexample,depressionexertsinfluenceonone'smemoryandconcentration.PsychologicaltestshaveproventhatfeelingsofrejectioncandramaticallyreduceIQ,resultinginaggressivenessandbeingoutofself-control.HavingahighIQalonedoesnotmeanthatapersonwillreachhispotential.ModeratetosubstantialgeneticinfluenceonIQhasalsobeenfoundthroughmanystudiesanditiswidelyrecognizedthatnotallindividualsareendowedwiththesameintelligence,butitshouldnotbeignoredthatgenesinteractwiththeenvironment.Socialfactorswillsurelyaddtointelligence.One'ssuccessisoftendecidedbythreefactors—experienceandtraining,IQ,andEQ—amongwhichIQistheleastimportantfactorandEQplaysamajorrole.Especiallyleadershipsuccessisfoundtobeattributabletoemotionalintelligence.FortunatelywhileIQisfixedandstatic,EQcanbedevelopedandimprovedthroughoutlifebytraining,heightening,andexpandingemotionalsensitivityandself-awareness.1、WhatisthedefinitionofEQingeneralaccordingtothepassage?A、EQisaperson’scompetencetobeawareofhisorother’semotionandtoactinaccordancewithit.B、ApersonwithhighEQishighlymotivatedtoachievesuccess.C、EQisanindicatorofinteractionandlifestyle.D、EQishowpeopleinteractwithothersandnature.標(biāo)準(zhǔn)答案：A知識(shí)點(diǎn)解析：細(xì)節(jié)題。題干問，根據(jù)原文情商大體上是如何定義的?定位于第一段“Accordingtothem，emotionalintelligenceisaperson’sabilitytounderstandhisownemotionandthoseofothers，andtoactappropriatelyusingtheseemotions．”可知正確選項(xiàng)是A。選項(xiàng)B為干擾項(xiàng)，第一段最后一句，“Onapersonallevel，EQincludeshavingmotivationandpursuingagoalsuccessfully．”是從個(gè)人層面講，而題干問總體上，所以有偏差。選項(xiàng)C與選項(xiàng)D，與文章表述差別較大。2、WhichoneofthefollowingisNOTTRUEaboutEQaccordingtothepassage?A、Emotionalintelligencecanbelearnedanddevelopedthroughoutlife.B、Emotionalintelligenceisarelativelyrecentideacomparedtotheother.C、ThereisamajordifferencebetweenmaleandfemaleontotalEQ.D、Emotionalintelligenceinfluencesothersdramatically.標(biāo)準(zhǔn)答案：C知識(shí)點(diǎn)解析：細(xì)節(jié)題。原文第二段“ThereisnobigdifferencebetweenmenandwomenontotalEQ…”男女情商總體上沒什么大差別。而選項(xiàng)C，男女在情商上有較大差別，與原文意思恰好相反。選項(xiàng)A對(duì)應(yīng)第二段第一句；選項(xiàng)B對(duì)應(yīng)第一段第二句；選項(xiàng)D對(duì)應(yīng)第三段。3、WhichoneofthefollowinginNOTTRUEaboutIQaccordingtothepassage?A、IQispaidmuchlessattentionbypeople.B、Intellectualintelligenceisproventohavemoretodowithgenes.C、Intellectualintelligenceisnotsubjecttochangethroughoutlife.D、IQistheleastimportantfactorinone’ssuccess.標(biāo)準(zhǔn)答案：A知識(shí)點(diǎn)解析：細(xì)節(jié)題。題干問選項(xiàng)中哪一個(gè)關(guān)于智商的描述不符合原文。根據(jù)原文第三段“theygetusedtopayingmoreaRentiontointellectualintelligencenotemotionalintelligence”人們習(xí)慣于更關(guān)注智商而不是情商，選項(xiàng)A意為智商較少得到人們關(guān)注，與原文意思相反，故選A。選項(xiàng)B對(duì)應(yīng)第五段第一句；選項(xiàng)C對(duì)應(yīng)第五段最后一句；選項(xiàng)D對(duì)應(yīng)第五段第三句。4、Whytheauthormentioneddepressioninparagraph4?A、Todemonstratetheimportanceofemotionalintelligence.B、Tointroduceanewlydevelopeddisease.C、ItistobeservedasanexampletosupporttheideathatlowEQcanaffectIQ.D、Itisatransitionalsentence.標(biāo)準(zhǔn)答案：C知識(shí)點(diǎn)解析：細(xì)節(jié)題。題干問，作者在第四段提到抑郁癥的原因。聯(lián)系上下文，第四段第一句指明，低情商會(huì)影響智商。緊接著，舉例抑郁癥會(huì)對(duì)記憶力和注意力產(chǎn)生影響。可知，應(yīng)選擇C，抑郁癥被用作一個(gè)例子來支持低情商會(huì)影響智商的觀點(diǎn)。5、Howtorankthreefactors(experienceandtraining,IQ,EQ)intheorderofimportancefromhightolow?A、IQ,EQ,experienceandtraining.B、EQ,IQ,experienceandtraining.C、IQ,experienceandtraining,EQ.D、EQ,experienceandtraining,IQ.標(biāo)準(zhǔn)答案：D知識(shí)點(diǎn)解析：細(xì)節(jié)題。題干問，如何按從高到低的重要性來排列這三個(gè)因素：經(jīng)驗(yàn)和訓(xùn)練、智商、情商。原文最后一段第三句，“amongwhichIOistheleastimportantfactorandEQplaysamajorrole．”意為智商最不重要，情商最重要。所以，正確排序應(yīng)是選項(xiàng)D。TheWesternisauniquelygenrewhichhasfoundexpressioninthemediousofliterature,radio,televisionandthemovies.WesternsderivetheirnamefromthefactthattheyaresetWestoftheMississippibeforetheseareasweredevelopedandsettled.ManyWesternsthustakeplaceinfrontieroutpostsinthelatterhalfoftheNineteenthCentury.Westerns,whilenotaspopularastheyoncewere,continuetobeproducedbecausetheirsettingremainscompellingandallowsfortheexpressionofsomebasichumanconflicts.PopulariconsoftheWesternincludethegun,thehorse,thesaloonandtheopenprairie.TheWesternportrayedaviolentandisolatedsocietywhichplacedapremiumonfreedomandindependence.OftenWesternsshowedconflictbetweenwhitesettlersandNativeAmericans.Anothercommonconflictwasbetweenthefocusoflawandorder,oftenrepresentedbythetownsheriff,andcriminalelementssuchascattlerustlers,bankrobbersandgunsforhire.Westernswereparticularlypopularfromtheturnofthe20thCenturyupuntilthemid1960s.IntheearlypartofthecenturyWesternstoriesusuallyappearedininexpensive"pulp"magazines.Inthe1920sradiodramassuchastheLoneRangercameintovogue.Westernsreachedtheirgreatestaudience,howeverwiththelargenumberofmoviesmadefromthemid1930stomid1960s.WesternmoviestarssuchasJohnWayne,GaryCooperandmorerecentlyClintEastwoodhaveremainedextremelypopularwiththeAmericanpublic.Withtheadventoftelevisioninthe1950s,anewavenueopenedupfortheWesternandprogramssuchasGunsmokeandBonanzaexposedawholenewgenerationtothemythologyoftheAmericanWest.WesternsareoftenthoughttobecrudeandunsophisticatedastheypaintaromanticizedandunrealisticportraitoftheAmericanWestofthetime.WhilethismaybetrueofmanyWesterns,somecriticshavenotedthatthebestWesternsoftenshowaneverpresenttensioninAmericansociey:betweentheneedforsocietyontheonehandandthedesireofindividualstoexpresstheirpersonalimpulsesontheotherhand.BecausethisisfundamentaltoUSculture,theWesterngenrewilllikelytobewithusforyearstocome.6、WhatisthereasonfornamingagenreasTheWestern?A、Itisaspecificgenreintheformsofthemassmedia.B、ThebackgroundissetinthewestofMississippi.C、Amajorityofaudiencesareinterestedinthisname.D、TherapiddevelopmentofurbanizationinAmerica.標(biāo)準(zhǔn)答案：B知識(shí)點(diǎn)解析：細(xì)節(jié)題。題干問，西部文藝名字從何而來?定位于第一段“WesternsderivetheirnamefromthefactthattheyaresetWestoftheMississippibeforetheseareasweredevelopedandsettled．”derivefrom“來源于”。原句意為“西部文藝這個(gè)名稱來源于：在這些地方被開發(fā)和定居之前，人們將密西西比河西部作為背景”。即選項(xiàng)B，置于密西西比河西部的背景。7、BesidesconflictsbetweenwhitesettlersandnativeAmericans,whatistheotherconflictportrayedinWesterns?A、Conflictsbetweenlawsandregulation.B、Strugglebetweenlifeincitiesandtowns.C、Conflictsbetweennatureandhumanbeings.D、Strugglebetweenfreedomandlimitation.標(biāo)準(zhǔn)答案：A知識(shí)點(diǎn)解析：細(xì)節(jié)題。題干問，除了白人定居者和美洲土著人之間的沖突外．在西部文學(xué)作品中還描繪了什么樣的沖突?根據(jù)conflict這一關(guān)鍵詞，定位于原文第二段最后一句，“Anothercommonconflictwasbetweentheforcesoflawandorder．”即此題的答案，法律的強(qiáng)制力與秩序之間的矛盾。“regulation”也是“秩序，規(guī)則”的意思。8、Theword"advent"(Line7,Para.3)isclosestinmeaningto______.A、inventionB、suppressionC、appearanceD、evolution標(biāo)準(zhǔn)答案：C知識(shí)點(diǎn)解析：語義題。“advent”一詞的原句為“Withtheadventoftelevisioninthe1950sanewavenueopenedupfortheWestern…”意為，20世紀(jì)50年代，電視的出現(xiàn)為西部文藝開辟了新道路。選項(xiàng)A“發(fā)明”，選項(xiàng)B“抑制”，選項(xiàng)D“進(jìn)化”，均不符合。選項(xiàng)C“出現(xiàn)”為近義詞替換。9、WhatisthemainideaofParagraph4?A、Westernsareconsideredtobefierceandunsophisticated.B、Westernshavebeenandwillbeproducedcontinuously.C、DespitedifferentopinionsonWesterns,theyareapartofAmericanculture.D、WesternsareanunrealisticportraitoftheAmericanWest.標(biāo)準(zhǔn)答案：C知識(shí)點(diǎn)解析：推斷題。段落大意題。第四段的大意，選項(xiàng)A、B、D均為本段中的細(xì)節(jié)．以偏概全，不是段落的大意。本段描述了對(duì)西部文藝的兩種態(tài)度，選項(xiàng)C涵蓋了主旨。10、Whichoneofthefollowingisasuitabletitleforthispassage?A、CareersoffamousWesternmoviestarsB、HowtheAmericanWestwassettledC、ComparisonbetweenWesternsandothergenresD、AhistoricalandculturalexplanationforWestern標(biāo)準(zhǔn)答案：D知識(shí)點(diǎn)解析：主旨題。題干問，該篇文章合適的標(biāo)題。此題用排除法。選項(xiàng)A“西部文藝電影明星的事業(yè)”，很明顯沒有提及電影明星的話題；選項(xiàng)B“美國人如何在西部定居下來的”，本篇文章每段圍繞西部文藝，美國人定居下來只是一筆帶過；選項(xiàng)C“西部文藝與其他體裁的對(duì)比”，文章在開頭只是提及西部文藝作為體裁的一種，之后便再?zèng)]出現(xiàn)。所以，選項(xiàng)D“對(duì)西部文藝的歷史和文化解讀”為正確答案。Itisgenerallyacknowledgedthatyoungpeoplefrompoorersocioeconomicbackgroundstendtodolesswellinoureducationsystem.ThatisobservednotjustinNewZealand,butalsoinAustralia,BritainandAmerica.Inanattempttoovercomethateducationalunderachievement,anationwideprogramcalled"Headstart"waslaunchedintheUnitedStatesin1965.Alotofmoneywaspouredintoit.Ittookchildrenintopreschoolinstitutionsattheageofthreeandwassupposedtohelpthechildrenofpoorerfamiliessucceedinschool.Despitesubstantialfunding,resultshavebeendisappointing.Itisthoughtthattherearetwoexplanationsforthis.First,theprogrambegantoolate.Manychildrenwhoentereditattheageofthreewerealreadybehindtheirpeersinlanguageandmeasurableintelligence.Second,theparentswerenotinvolved.Attheendofeachday,"Headstart"childrenreturnedtothesamedisadvantagedhomeenvironment.Asaresultofthegrowingresearchevidenceoftheimportanceofthefirstthreeyearsofachild'slifeandthedisappointingresultsfrom"Headstart",apilotprogramwaslaunchedinMissouriintheUSthatfocusedonparentsasthechild'sfirstteachers.The"Missouri"programwaspredicatedonresearchshowingthatworkingwiththefamily,ratherthanbypassingtheparents,isthemosteffectivewayofhelpingchildrengetofftothebestpossiblestartinlife.Thefouryearspilotstudyincluded380familieswhowereabouttohavetheirfirstchildandwhorepresentedacrosssectionofsocioeconomicstatus,ageandfamilyconfigurations(結(jié)構(gòu)).Theyincludedsingleparentandtwoparentfamilies,familiesinwhichbothparentsworked,andfamilieswitheitherthemotherorfatherathome.Theprograminvolvedtrainedparenteducatorsvisitingtheparents'homeandworkingwiththeparent,orparents,andthechild.Informationonchilddevelopment,andguidanceonthingstolookforandexpectasthechildgrowswereprovided,plusguidanceinfosteringthechild'sintellectual,language,socialandmotorskilldevelopment.Periodiccheckupsofthechild'seducationalandsensorydevelopment(hearingandvision)weremadetodetectpossiblehandicapsthatinterferewithgrowthanddevelopment.Medicalproblemswerereferredtoprofessionals.Attheageofthree,thechildrenwhohadbeeninvolvedinthe"Missouri"programwereevaluatedalongsideacrosssectionofchildrenselectedfromthesamerangeofsocioeconomicbackgroundsandfamilysituations,andalsoarandomsampleofchildrenthatage.Theresultswerephenomenal.Bytheageofthree,thechildrenintheprogramweresignificantlymoreadvancedinlanguagedevelopmentthantheirpeers,hadmadegreaterstridesinproblemsolvingandotherintellectualskills,andwerefurtheralonginsocialdevelopment.Infact,theaveragechildontheprogramwasperformingatthelevelofthetop15to20percentoftheirpeersinsuchthingsasauditorycomprehension,verbalabilityandlanguageability.11、Whohasmoreopportunitytobeadmittedtoinvolvein"Headstart"programme?A、Achildattheageofthreefromawealthyfamily.B、Achildattheageofthreefromapoorerfamily.C、Anadultfrompoorerfamily.D、Ateenagerattheageofthirteenfromarichfamily.標(biāo)準(zhǔn)答案：B知識(shí)點(diǎn)解析：細(xì)節(jié)題。題干問，誰更有機(jī)會(huì)被允許加入“領(lǐng)先起跑”組織?第一段最后一句．“Ittookchildrenintopre—schoolinstitutionsattheageofthreeandwassupposedtohelpthechildrenofpoorerfamiliessucceedinschool．”可看出有兩個(gè)條件，第一是三歲的小孩，第二是家境貧困的小孩。所以，正確答案是B。12、Whatisthemajordifferencebetween"Headstart"programmeand"Missouri"programme?A、Thewaytheyapproachchildren.B、Thestandardtheyset.C、Thefundingtheyreceive.D、Thewaytheyregardtheroleofparents.標(biāo)準(zhǔn)答案：D知識(shí)點(diǎn)解析：細(xì)節(jié)題。題干問兩項(xiàng)目的主要不同點(diǎn)。原文第二段倒數(shù)第二句，“theparentswerenotinvolved．”和第三段第二句，“TheMissouriprogramme…showingthatworkingwiththefamily，ratherthanbypassingtheparents…”對(duì)比可看出，兩者的差異在于家長是否有參加。所以應(yīng)選D。13、Whichoneofthefollowingisnotincludedineitheroftwoprogrammes?A、Childrenareadministeredtopoorandwealthyfamilies.B、Sufficientfundingisprovided.C、Theassistanceiscontinuedwithfollow-upinelementaryschools.D、Educatorsmadevisitstoparents’home.標(biāo)準(zhǔn)答案：C知識(shí)點(diǎn)解析：細(xì)節(jié)題。題干問，兩個(gè)項(xiàng)目都沒有涉及的?此題用排除法。選項(xiàng)A，對(duì)應(yīng)第三段第三句，“whorepresentedacross-sectionofsocio-economicstatus”；選項(xiàng)B，對(duì)應(yīng)第一段倒數(shù)第二句，“Alotofmoneywaspouredintoit．”；選項(xiàng)D，對(duì)應(yīng)第四段第一句．“Theprogrammeinvolvedtrainedparent-educatorsvisitingtheparents’home…”。選項(xiàng)C“援助在中學(xué)還將繼續(xù)”，文中并沒有提及。所以，正確選項(xiàng)是C。14、Whatisthepurposeoftheestablishmentofthesetwoprogrammes?A、Itisdesignedtoimprovepre-schoolers’educationaldevelopment.B、Itaimstoenhanceearlychildhoodeducationinstitutions.C、Itsgoalistolayasolidfoundationforadulthood.D、Thepurposeistoexpandchildren’svision.標(biāo)準(zhǔn)答案：A知識(shí)點(diǎn)解析：推斷題。題干問，建立兩個(gè)項(xiàng)目的目的。選項(xiàng)B“提高早期兒童發(fā)展機(jī)構(gòu)水平”．原文受益對(duì)象不是機(jī)構(gòu)。所以錯(cuò)誤；選項(xiàng)C“為成人打堅(jiān)實(shí)的基礎(chǔ)”，文中未提及：選項(xiàng)D“為了擴(kuò)大兒童的視野”，文中也沒有提及。選項(xiàng)A“它們是為了提高學(xué)前兒童的教育”。本文介紹了兩個(gè)幫助三歲前兒童的教育項(xiàng)目來提高學(xué)前教育水平，所以選項(xiàng)A正確。15、Theword"phenomenal"(Line4,Para.5)isclosestinmeaningto______.A、disappointingB、unsettledC、remarkableD、doubtful標(biāo)準(zhǔn)答案：C知識(shí)點(diǎn)解析：語義題。此題需要聯(lián)系上下文。此句后例子包括，“significantlymoreadvancedinlanguagedevelopment”(兒童在語言發(fā)展方面有明顯進(jìn)步)；“madegreaterstridesinproblemsolving”(兒童在解決問題方面跨出一大步)。由此例子可知．結(jié)果肯定是好的，應(yīng)選褒義詞，選項(xiàng)C“顯著的”，符合題意。Asenseofselfdevelopsinyoungchildrenbydegrees.Theprocesscanusefullybethoughtofintermsofthegradualemergenceoftwosomewhatseparatefeatures:theselfasasubject,andtheselfasanobject.WilliamJamesintroducedthedistinctionin1892,andcontemporariesofhis,suchasCharlesCooley,addedtothedevelopingdebate.Eversincethenpsychologistshavecontinuedbuildingonthetheory.AccordingtoJames,achild'sfirststepontheroadtoself-understandingcanbeseenastherecognitionthatheorsheexists.Thisisanaspectoftheselfthathelabelled"self-as-subject",andhegaveitvariouselements.Theseincludedanawarenessofone'sownagency(i.e.one'spowertoact),andanawarenessofone'sdistinctivenessfromotherpeople.Thesefeaturesgraduallyemergeasinfantsexploretheirworldandinteractwithcaregivers.Cooley(1902)suggestedthatasenseoftheself-as-subjectwasprimarilyconcernedwithbeingabletoexercisepower.Heproposedthattheearliestexamplesofthisareaninfant'sattemptstocontrolphysicalobjects,suchastoysorhisownlimbs.Thisisfollowedbyattemptstoaffectthebehaviourofotherpeople.Forexample,infantslearnthatwhentheycryorsmile,someonerespondstothem.Oncechildrenhaveacquiredacertainlevelofself-awareness,theybegintoplacethemselvesinwholeseriesofcategories,whichtogetherplaysuchanimportantpartindefiningthemuniquelyas"themselves".ThissecondstepinthedevelopmentofafullsenseofselfiswhatJamescalledthe"Self-as-object".Thishasbeenseenbymanytobetheaspectoftheselfwhichismostinfluencedbysocialelements,sinceitismadeupofsocialroles(suchasstudent,brother,colleague)andcharacteristicswhichderivetheirmeaningfromcomparisonorinteractionwithotherpeople(suchastrustworthiness,shyness,sportingability).Cooleyandotherresearcherssuggestedacloseconnectionbetweenaperson'sownunderstandingoftheiridentityandotherpeople'sunderstandingofit.Cooleybelievedthatpeoplebuilduptheirsenseofidentityfromthereactionsofotherstothem,andfromtheviewtheybelieveothershaveofthem.Hecalledtheself-as-objectthe"looking-glassself,sincepeoplecometoseethemselvesastheyarereflectedinothers.Mead(1934)wentevenfurther,andsawtheselfandthesocialworldasinextricablyboundtogether:"Theselfisessentiallyasocialstructure,anditarisesinsocialexperience...itisimpossibletoconceiveofaselfarisingoutsideofsocialexperience."Finally,perhapsthemostgraphicexpressionsofself-awarenessingeneralcanbeseeninthedisplaysofragewhicharemostcommonfrom18monthsto3yearsofage.Inalongitudinalstudyofgroupsofthreeorfourchildren,Bronson(1975)foundthattheintensityofthefrustrationandangerintheirdisagreementsincreasedsharplybetweentheagesof1and2years.Often,thechildren'sdisagreementsinvolvedastruggleoveratoythatnoneofthemhadplayedwithbeforeorafterthetug-of-war:thechildrenseemedtobedisputingownershipratherthanwantingtoplaywithit.Althoughitmaybelessmarkedinothersocieties,thelinkbetweenthesenseof"selfandof"ownership"isanotablefeatureofchildhoodinWesternsocieties.16、WhichoneofthefollowingisNOTTRUEaboutthedevelopmentofchildren’ssenseofidentity?A、Thetwoprocesses—"selfasasubject"and"selfasanobject"developatthesametime.B、Theprocessofchildren’ssenseofidentitydevelopsgradually.C、Thetheoryofasenseofselfdevelopmentisstillunderdebate.D、WilliamJamesdistinguished"selfasasubject"from"selfasanobject"in1892.標(biāo)準(zhǔn)答案：A知識(shí)點(diǎn)解析：細(xì)節(jié)題。此題應(yīng)用排除法。選項(xiàng)B，對(duì)應(yīng)第一段“Asenseofselfdevelopsinyoungchildrenbydegrees．”孩子的自我認(rèn)知是逐漸形成的：選項(xiàng)C，對(duì)應(yīng)第一段“thedevelopingdebate”，逐漸擴(kuò)大的辯論；選項(xiàng)D，對(duì)應(yīng)第一段“WilliamJamesintroducedthedistinctionin1892”。選項(xiàng)A“主體自我和客體自我同時(shí)發(fā)展”，不正確。由第三段第一句，“Oncechildrenhaveacquiredacertainlevelofself-awareness…calledtheself-as-object．”意思是一旦孩子獲得一定程度的自我認(rèn)知，他們才開始客體自我的認(rèn)知。所以，正確選項(xiàng)是A。17、Whydoinfantstrytogainthepossessionofphysicalobjects?A、Physicalobjects,suchastoysareattractivetoinfants.B、Thecontrolofphysicalobjectsisasignalforthepowerfulmanipulation,reflectinginfants’senseofselfasasubject.C、Infantshavenoawarenessofanyphysicalobjects.D、Itisasignalthatinfantsareawareofthesenseofselfasanobject.標(biāo)準(zhǔn)答案：B知識(shí)點(diǎn)解析：推斷題。根據(jù)關(guān)鍵詞“physicalobjects”定位于第二段，“Cooleysuggestedthatasenseoftheself-as—subjectwasprimarilyconcernedwithbeingabletoexercisepower．Heproposedthatearliestexamplesofthisareaninfant’sattemptstocontrolphysicalobjects．”意思是，Cooley認(rèn)為主體自我的意識(shí)主要與行使權(quán)力有關(guān)。他提出，最早的例子是嬰兒試圖控制實(shí)物。由此可知，選項(xiàng)B“控制實(shí)物是權(quán)力控制的表現(xiàn)”，反應(yīng)了嬰兒的自我主體意識(shí)，是正確答案。18、Whatelementsareincludedinselfasanobject?A、Environmentandparents’education.B、Schooleducation.C、Socialrolesandcharactersinfluencedbyenvironment.D、Othersjudgmentandstatus.標(biāo)準(zhǔn)答案：C知識(shí)點(diǎn)解析：細(xì)節(jié)題。原文第三段最后一句，“Thishasbeenseenbymanytobetheaspectoftheselfwhichismostinfluencedbysocialelements，sinceitismadeupofsocialrolesandcharacteristicswhichderivetheirmeaningfromcomparisonorinteractionwithotherpeople．”This指代客觀自我認(rèn)識(shí)。很多人認(rèn)為它受社會(huì)因素影響大，因?yàn)榭腕w自我有社會(huì)角色和來自與其他人比較或互動(dòng)而產(chǎn)生的特征構(gòu)成。所以，選項(xiàng)C“社會(huì)角色和受環(huán)境的性格”符合原文大意。故選C。19、Whichoneofthefollowingrhetoricsisappliedinparagraph4?A、Metaphor.B、Personification.C、Contrast.D、Exaggeration.標(biāo)準(zhǔn)答案：A知識(shí)點(diǎn)解析：推斷題。第四段中作者運(yùn)用了什么修辭手法?第四段第三句，“Hecalledtheself-as—objectthe‘looking—glassself’”他將客體自我稱為鏡中自我?？芍髡邔⒖腕w比作一面鏡子。所以，選項(xiàng)A，比喻，為正確選項(xiàng)。選項(xiàng)B，擬人；選項(xiàng)C，對(duì)比；選項(xiàng)D，夸張，均不符合原文修辭用法。故選A。20、Theword"rage"(Line2,Para.5)isclosestinmeaningto______.A、disappointmentB、wrathC、dismayD、silence標(biāo)準(zhǔn)答案：B知識(shí)點(diǎn)解析：語義題。第五段第一句，“finally，perhapsthemostgraphicexpressionsofself-awarenessingeneralcanbeseeninthedisplaysofrage…”最終，一半自我認(rèn)知最形象的表達(dá)方式是憤怒。聯(lián)系下文，也可推斷出。第二句“theintensityofthefrustrationandangerintheirdisagreementsincreasedsharply”爭(zhēng)論中產(chǎn)生的挫敗感和憤怒增加。選項(xiàng)A，失望；選項(xiàng)C，沮喪；選項(xiàng)D，沉默，均不符合原文大意。正確答案是B。憤怒。大學(xué)英語六級(jí)改革適用（閱讀）模擬試卷第2套一、長篇閱讀(本題共20題，每題1.0分，共20分。)DealingwithCriticismA)Noonelikesgettingcriticism.Butitcanbeachancetoshowoffarareskill:takingnegativefeedback(反饋)well.Itisaskillthatrequirespractice,humilityandasizabledoseofself-awareness.Buttheabilitytolearnfromcriticismfuelscreativityatwork,studiesshow,andhelpsthefreeflowofvaluablecommunication.B)Temperinganemotionalresponsecanbehard,especially"ifyou'regenuinelysurprisedandyou'regettingthatfloodofangerandpanic,"saysDouglasStone,alectureratHarvardLawSchoolandco-authorof"ThanksfortheFeedback."C)GillianFlorentinewasstunnedwhenasupervisoratapreviousemployeraccusedherofworking"underthecoverofdarkness."Shewasgatheringinternaldataforaproposalsheplannedtopresenttohimonschedulingflexibilityforinformation-technologyemployees,saysMs.Florentine,aPittsburghhuman-resourcesconsultant.Sheknewsheshouldrespondcalmly,acknowledgethatshesometimesmadedecisionsonherownandaskspecificallywhathadupsethim.Heremotionalresponseoverrodeherjudgment,however."Iwaslike,'Areyoukiddingme?'"shesays."Ifeltoffendedandpersonallyhurt,"andrespondedinanangrytone.Ms.Florentinelatersmoothedovertheriftandpromisedtokeepthebossbetterinformed.Butshetoldhimthathiswordinghad"feltlikeapersonalattackonmyintegrity."D)Manyemployeesdon'tgetmuchpracticereceivingnegativefeedback,managerssay.Itisoutoffashion,foronething:Some94%ofhuman-resourcesmanagersfavourpositivefeedback,sayingithasabiggerimpactonemployees'performancethancriticism,accordingtoa2013surveyof803employersbytheSocietyforHumanResourceManagementandGloboforce.Performancereviewsareinfrequent,with77%ofemployersconductingthemonlyonceayear.E)Whenpeoplearecriticized,thestrongfeelingsthatfollowcanbetoughtocontrol."Ifyouendupinapuddleoftears,that'sgoingtobethememorablemoment,"saysDanaBrownlee,founderofProfessionalismMatters,Atlanta,acorporate-trainingcompany.F)Iftearswelluporyoufeelyourselfbecomingdefensive,asktowait24hoursbeforeresponding,saysBradKarsh,presidentofJBTrainingSolutions,Chicago,aconsultingandtrainingcompany."Say,'thankyouverymuchforthefeedback.WhatI'dliketodoisthinkaboutit.'"G)Peoplereactbadlytofeedbackforoneofthreereasons,saysMr.Stone:Thecriticismmayseemwrongorunfair.Thelistenermaydislikeordisrespectthepersongivingit.Orthefeedbackmayrockthelistener'ssenseofidentityorsecurity.H)Somepeopledistortfeedbackintoadevastatingpersonalcritique.Mr.Stonesuggestswritingdown:"Whatisthisfeedbackabout,andwhatisitnotabout?"Then,changeyourthinkingbyeliminatingdistortedthoughts."Thegoalistogetthefeedbackbackintotheright-sizedbox"asacritiqueofspecificaspectsofyourcurrentperformance,hesays.I)Mr.Stonerecallsameetingyearsagowhereaclienttosseddownonthetableareportheandhiscolleagueandco-authorSheilaHeenhadwrittenandyelled,"Thisisapieceofs—!"Mr.Stonesayshisheartsank:"I'mthinking,'Thismeetingisnotgoingwell.'"ButMs.Heenhadacomeback:"Whenyousays—,couldyoubemorespecific?Whatdoyoumean?"Thequestionstouchedoffausefultwo-hourdiscussion,Mr.Stonesays.Ms.Heenconfirmstheaccount.J)"What"questions,suchas"Whatevidencedidyousee?"tendtodrawoutmorehelpfulinformation,saysproductivity-trainingconsultantGarrettMiller.Questionsthatbeginwith"why,"suchas,"Whyareyousayingthat?"breedresentmentandbogdowntheconversation,saysMr.Miller,chiefexecutiveofCoTria,Tranquility,N.J.K)Itistemptingtodismisscriticismfromabossyoudislike.LoriKleiman,aspeakerandauthoronhuman-resourceissuesinChicago,finishedasalescallseveralyearsagobysigningupanewclient.Amanagerwhohadbeenlisteningincalledafterward,congratulatedher,thendeliveredacritique:Ms.Kleimansaid"like"toooftenwhiletalkingtotheclient.Ms.Kleimanfeltangryatthecall,becauseshefeltthismanagerfrequently"one-upped"her,andatfirstdismissedthefeedback,shesays.Butaftersomethought,shesawthatthemanagerwasright.Asaresult,shesays,shebegantochooseherwordsmorecarefullyandbrokethehabit.L)Extrarestraintisneededifabossorcolleagueissuesacritiqueinameetinginfrontofothers."Don'tcreateascene.Justnodandkeepasmile,"saysMr.Karsh.Later,acknowledgethefeedback,butexplainthatitwasn'tappropriateorhelpfultoreceiveitinfrontofothers.Askthatinthefuture,"wehavethosediscussionsone-on-one,"hesays.M)Employeestendtobecomelessdefensiveiftheyreceivefrequentfeedback,saysCatalinaAndrade,trainingandbenefitsmanageratTris3ct,aChicagomarketingagency.Tris3cttrainsmanagerstogivefrequent,directfeedbackandtoshowunderstandingwhiledoingso.N)Somefeedbackmayactuallybeoutoflinewithyourperformanceorcharacter.Itisfairtoaskasupervisoraboutthebasisforthecritique,Mr.Karshsays.Ifthebosshasn'tbotheredtogatherestimationsfromco-workers,clientsorcustomerswhoknowanddependonyourwork,itmaybeallrighttoaskthattheirevaluationsbeincluded.O)Afterreflectingonfeedbackforawhile,however,mostpeoplerealize,"Icantotallyseewhysomeonewouldsaythat,"Mr.Karshadds.Mr.Miller,theproductivityconsultant,sayshewasangrywhenabossonapreviousjobscoldedhimforhostinganinformalteamstrategymeetingthenightbeforeanall-employeeconference.Themeetingwasproductive.ButthebosscriticizedMr.Miller,remindinghimoftheboss'sdirectivethatnoconf