目录

  • 1 Introduction
    • 1.1 Writing
    • 1.2 Listening Comprehension
    • 1.3 Reading Comprehension
    • 1.4 Translation
  • 2 CET6-2016-6-1
    • 2.1 Writing
    • 2.2 Listening Comprehension
    • 2.3 Reading Comprehension
    • 2.4 Translation
  • 3 CET6-2016-6-2
    • 3.1 Writing
    • 3.2 Listening Comprehension
    • 3.3 Reading Comprehension
    • 3.4 Translation
  • 4 CET6-2016-6-3
    • 4.1 Writing
    • 4.2 Listening Comprehension
    • 4.3 Reading Comprehension
    • 4.4 Translation
  • 5 CET6-2016-12-1
    • 5.1 Writing
    • 5.2 Listening Comprehension
    • 5.3 Reading Comprehension
    • 5.4 Translation
  • 6 CET6-2016-12-2
    • 6.1 Writing
    • 6.2 Listening Comprehension
    • 6.3 Reading Comprehension
    • 6.4 Translation
  • 7 CET6-2016-12-3
    • 7.1 Writing
    • 7.2 Listening Comprehension
    • 7.3 Reading Comprehension
    • 7.4 Translation
  • 8 CET6-2017-6-1
    • 8.1 Writing
    • 8.2 Listening Comprehension
    • 8.3 Reading Comprehension
    • 8.4 Translation
  • 9 CET6-2017-6-2
    • 9.1 Writing
    • 9.2 Listening Comprehension
    • 9.3 Reading Comprehension
    • 9.4 Translation
  • 10 CET6-2017-6-3
    • 10.1 Writing
    • 10.2 Listening Comprehension
    • 10.3 Reading Comprehension
    • 10.4 Translation
  • 11 CET6-2017-12-1
    • 11.1 Writing
    • 11.2 Listening Comprehension
    • 11.3 Reading Comprehension
    • 11.4 Translation
  • 12 CET6-2017-12-2
    • 12.1 Writing
    • 12.2 Listening Comprehension
    • 12.3 Reading Comprehension
    • 12.4 Translation
  • 13 CET6-2017-12-3
    • 13.1 Writing
    • 13.2 Listening Comprehension
    • 13.3 Reading Comprehension
    • 13.4 Translation
  • 14 CET6-2018-6-1
    • 14.1 Writing
    • 14.2 Listening Comprehension
    • 14.3 Reading Comprehension
    • 14.4 Translation
  • 15 CET6-2018-6-2
    • 15.1 Writing
    • 15.2 Listening Comprehension
    • 15.3 Reading Comprehension
    • 15.4 Translation
  • 16 CET6-2018-6-3
    • 16.1 Writing
    • 16.2 Listening Comprehension
    • 16.3 Reading Comprehension
    • 16.4 Translation
  • 17 CET6-2018-12-1
    • 17.1 Writing
    • 17.2 Listening Comprehension
    • 17.3 Reading Comprehension
    • 17.4 Translation
  • 18 CET6-2018-12-2
    • 18.1 Writing
    • 18.2 Listening Comprehension
    • 18.3 Reading Comprehension
    • 18.4 Translation
  • 19 CET6-2018-12-3
    • 19.1 Writing
    • 19.2 Listening Comprehension
    • 19.3 Reading Comprehension
    • 19.4 Translation
  • 20 CET6-2019-6-1
    • 20.1 Writing
    • 20.2 Listening Comprehension
    • 20.3 Reading Comprehension
    • 20.4 Translation
  • 21 CET6-2019-6-2
    • 21.1 Writing
    • 21.2 Listening Comprehension
    • 21.3 Reading Comprehension
    • 21.4 Translation
  • 22 CET6-2019-6-3
    • 22.1 Writing
    • 22.2 Listening Comprehension
    • 22.3 Reading Comprehension
    • 22.4 Translation
  • 23 CET6-2019-12-1
    • 23.1 Writing
    • 23.2 Listening Comprehension
    • 23.3 Reading Comprehension
    • 23.4 Translation
  • 24 CET6-2019-12-2
    • 24.1 Writing
    • 24.2 Listening Comprehension
    • 24.3 Reading Comprehension
    • 24.4 Translation
  • 25 CET6-2019-12-3
    • 25.1 Writing
    • 25.2 Listening Comprehension
    • 25.3 Reading Comprehension
    • 25.4 Translation
Reading Comprehension
  • 1 Section A
  • 2 Section B
  • 3 Section C

【主题分类】词汇理解:心理学

【高级表达】

spectator:旁观者,观众;

sealed:密封的; 

trigger: 引发,激发;

Uttering:说出,讲出;

obscurely:不清楚地,晦涩地

【关键句型】 

1. Newresearch says that those who can't seem to keep their inner monologues (独白) in areactually more likely to stay on task, remain focused better and show improved perceptioncapabilities: 新研究发现,那些可能无法按将自己内心独白深埋于心的人实际上更有可能完成任务,注意力更集中,并表现出较高的认知能力。

2. Not bad, really, for some extra muttering:看来多喃喃自语几句,真不是什么坏事。

3. Commonresearch has long held that talking themselves through a task helps childrenlearn, although doing so when you've apparently matured is not a great sign of brilliance:长久以来,一般研究都认为完成一项任务时自言自语有助于孩子的学习,当你明显已经成年时还这样则不是有才华的表现。

【答案解析】

26. focused.空格remain后填形容词。本句的主语为人,sealed密封的不合题意,而喜欢独白的任与献身精神也无关,因此排除dedicated,故答案为专注的focused.

27. L trigger. 用于不定式to do结构中,应填入动词原形,而且应为动词原形且能与mental pictures搭配,incur导致往往与贬义词搭配,所以排除,答案为trigger引发,激发。

28. volunteers. 空格位于twenty之后,应使用名词复数。而本句描述的是实验的具体过程,与spectator旁观者关系不大,故答案为volunteers自愿者。

29. H instructed. 空格可填入动词的过去分词构成被动语态。dedicatedsealed被献身和密封做某事都不对,故应为be instructed todo sth被告知做某事。

30. sealed. 空格处于keep sth done的结构中,应填入动词的过去分词。本段讨论的是志愿者做实验时的两种具体表现,一部分人大声重复自己要寻找的物品,另一部分人的举动与此相反,因此排除dedicated献身的,答案为sealed闭口不言。

31. M uttering. 空格为宾语从句的主语部分且处于主语的中心词位置,因此可填入动名词作主语,而且该动名词对应的动词为及物,与name搭配。Claiming宣称后常跟表示对某事负责或应得荣誉之类的词,而uttering只是强调发声的动作,根据前后文uttering更适合。

32. apparently. 空格位于时间状语从句中,从句主谓结构齐全,可填入副词。Obscurely不清楚地不能修饰成年的,故选择apparently表示明显成年的。

33. C brilliance. 空格位于介词of 之后,可填入名词表示所属关系。本句意思为长大后还自言自语不是()的标志,其它三词都不符合文章意思,故选择brilliance才华。

34. claiming. 空格位于主句之后,从句引导词that之前,可填入现在分词,构成作伴随状语的结构,仅有claiming宣称符合。

35. volume.空格位于代词any之后,可填入名词。本段讨论了自言自语的声音大小,故选择volume音量,其它名词都与文章意义不符。