关于12月英语六级阅读理解强化练习题（含答案）

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篇1：关于12月英语六级阅读理解强化练习题（含答案）

The first way we can approach language is as a phenomenon of the individual person. It is concerned with describing and explaining language as a matter of human behavior. People speak and write; they also evidently read and understand what they hear. They are not born doing so; they have to acquire these skills. Not everybody seems to develop them to the same degree. People may suffer accidents or diseases, which impair their performance. Language is thus seen as part of human psychology, a particular sort of behavior, the behavior, which has as its principal, function that of communication.

The trouble with the term “behavior” is that it is often taken to refer only to more or less overt, and describable, physical movements and acts. Yet part of language behavior-that of understanding spoken or written language, for example-has little or no physically observable signs. It is true we can sometimes infer that understanding has taken place by the changes that take place in the other person’s behavior. When someone has been prohibited from doing something, we may infer that he has understood the prohibition by observing that thereafter he never behaves in that way. We cannot, of course, be absolutely sure that his subsequent behavior is a result of his understanding; it might be due to a loss of interest or inclination. So behavior must be taken to include unobservable activity, often only to be inferred from other observable behavior.

Once we admit that the study of language behavior involves describing and explaining the unobservable, the situation becomes much more complicated, because we have to postulate some set of processes, some internal mechanism, which operates when we speak and understand. We have to postulate something we can call a mind. The study of language from this point of view can then be seen as a study of the specific properties, processes and states of the mind whose outward manifestations are observable behavior; what we have to know in order to perform linguistically.?This approach to language, as a phenomenon of the individual, is thus principally concerned with explaining how we acquire language, and its relation to general human cognitive systems, and with the psychological mechanisms underlying the comprehension and production of speech; much less with the problem of what language is for, that is, its function as communication, since this necessarily involves more than a single individual.

36.What is the best title for this passage?

A) Language as Means of Communication.B) Language and Psychology.

C) Language and the Individual.D) Language as a Social Phenomenon.

37.According to the passage, which of the following statements is NOT true?

A) Language is often regarded as part of human psychology.

B) People develop language skills of different degrees as a result of different personal experiences.

C) Language is a special kind of psychological behavior that is born with an individual.

D) People learn to speak and write through imitation and training.

38.What does the term “behavior” in the second paragraph especially refer to in this passage?

A) It refers to observable and physical movements and acts.

B) It refers to the part of language behavior that involves understanding or interpretation.

C) It refers to both the overt and the unobservable language behaviors in communicating.

D) It refers to acts of speaking and writing.

39.What does “internal mechanism”(Line 3, Para. 3) mean?

A) Secret machine. B) Mental processes.C) Overt system. D) Mechanic operation.

40.What can you infer from the passage?

A) Its individualistic approach to language is meant to study the psychological processes of language acquisition.

B) The individualistic approach to language is mainly concerned with how language functions in society.

C) The study of language is sure to involve more than a single individual.

D) Psychological approach to language is concerned with the comprehension and production of speech.

答案：CCCBA

篇2：12月英语六级阅读理解强化练习题及答案

A strange thing about humans is their capacity for blind rage. Rage is presumably an emotion resulting from survival instinct, but the surprising thing about it is that we do not deploy it against other animals. If we encounter a dangerous wild animal - a poisonous snake or a wild cat - we do not fly into a temper. If we are unarmed, we show fear and attempt to back away; if we are suitably armed, we attack, but in a rational manner not in a rage. We reserve rage for our own species. It is hard to see any survival value in attacking one’s own, but if we take account of the long competition, which must have existed between our own subspecies and others like Neanderthal man - indeed others still more remote from us than Neanderthal man - human rage becomes more comprehensible. ?

In our everyday language and behavior there are many reminders of those early struggles. We are always using the words “us and them”. “Our” side is perpetually trying to do down the “other” side. In games we artificially create other subspecies we can attack. The opposition of “us” and “them” is the touchstone of the two-party system of “democratic” politics. Although there are no very serious consequences to many of these modern psychological representations of the “us and them” emotion, it is as well to remember that the original aim was not to beat the other subspecies in a game but to exterminate it. ?

The readiness with which humans allow themselves to be regimented has permitted large armies to be formed, which, taken together with the “us and them” blind rage, has led to destructive clashes within our subspecies itself. The First World War is an example in which Europe divided itself into two imaginary subspecies. And there is a similar extermination battle now in Northern Ireland. The idea that there is a religious basis for this clash is illusory, for not even the Pope has been able to control it. The clash is much more primitive than the Christian religion, much older in its emotional origin. The conflict in Ireland is unlikely to stop until a greater primitive fear is imposed from outside the community, or until the combatants become exhausted.

31.A suitable title for this passage would be____. ?

A) Why Human Armies Are Formed?B) Man’s Anger Against Rage?

C) The Human Capacity for Rage?D) Early Struggles of Angry Man ?

32.According to the author, the surprising aspect of human anger is____. ?

A) its lengthy and complex development?B) a conflict such as is now going on in Northern Ireland?

C) that we do not fly into a temper more often?D) that we reserve anger for mankind ?

33.The passage suggests that____. ?

A) historically, we have created an “us” versus “them” society

B) humans have had a natural disinclination toward formal grouping

C) the First World War is an example of how man has always avoided domination?

D) the emotional origin of the war in Ireland is lost in time ?

34.From the passage we can infer that ____. ?

A) the artificial creation of a subspecies unlike us is something that never happens?

B) games are psychologically unhealthy?C) any artificially created subspecies would be our enemy?

D) the real or imagined existence of an opposing subspecies is inherent in man’s activities ?

35.The author believes that a religious explanation for the war in Northern Ireland is____. ?

A) founded in historical fact B) deceptive?C) apparent D) probably accurate

答案：CDADB

篇3：12月英语六级阅读理解练习题

I live in the land of Disney， Hollywood and year-round sun. You may think people in such a glamorous， fun-filled place are happier than others. If so， you have some mistaken ideas about the nature of happiness.

Many intelligent people still equate happiness with fun. The truth is that fun and happiness have little or nothing in common. Fun is what we experience during an act. Happiness is what we experience after an act. It is a deeper， more abiding emotion.

Going to an amusement park or ball game， watching a movie or television， are fun activities that help us relax， temporarily forget our problems and maybe even laugh. But they do not bring happiness， because their positive effects end when the fun ends.

I have often thought that if Hollywood stars have a role to play， it is to teach us that happiness has nothing to do with fun. These rich， beautiful individuals have constant access to glamorous parties， fancy cars， expensive homes， everything that spells “happiness”。 But in memoir after memoir， celebrities reveal the unhappiness hidden beneath all their fun： depression， alcoholism， drug addiction， broken marriages， troubled children and profound loneliness.

Ask a bachelor why he resists marriage even though he finds dating to be less and less satisfying. If he‘s honest， he will tell you that he is afraid of making a commitment. For commitment is in fact quite painful. The single life is filled with fun， adventure and excitement. Marriage has such moments， but they are not its most distinguishing features.

Similarly， couples that choose not to have children are deciding in favor of painless fun over painful happiness. They can dine out ever they want and sleep as late as they want. Couples with infant children are lucky to get a whole night‘s sleep or a three-day vacation. I don’t know any parent who would choose the word fun to describe raising children.

Understanding and accepting that true happiness has nothing to do with fun is one of the most liberating realizations we can ever come to. It liberates time： now we can devote more hours to activities that can genuinely increase our happiness. It liberates money： buying that new car or those fancy clothes that will do nothing to increase our happiness now seems pointless. And it liberates us from envy： we now understand that all those rich and glamorous people we were so sure are happy because they are always having so much fun actually may not be happy at all.

1.Which of the following is true?

A.Fun creates long-lasting satisfaction.

B.Fun provides enjoyment while pain leads to happiness.

C.Happiness is enduring whereas fun is short-lived.

D.Fun that is long-standing may lead to happiness.

2.To the author， Hollywood stars all have an important role to play that is to __.

A.rite memoir after memoir about their happiness.

B.tell the public that happiness has nothing to do with fun.

C.teach people how to enjoy their lives.

D.bring happiness to the public instead of going to glamorous parties.

3.In the author‘s opinion， marriage___.

A.affords greater fun.

B.leads to raising children.

C.indicates commitment.

D.ends in pain.

4.Couples having infant children___.

A.are lucky since they can have a whole night‘s sleep.

B.find fun in tucking them into bed at night.

C.find more time to play and joke with them.

D.derive happiness from their endeavor.

5.If one get the meaning of the true sense of happiness， he will__.

A.stop playing games and joking with others.

B.make the best use of his time increasing happiness.

C.give a free hand to money.

D.keep himself with his family.

答案：CBCDB

篇4：12月英语六级阅读理解关键句

六级词汇讲解：

本句的主干是Countries…score highly…。with引导的介词短语作定语，修饰countries;when引导的是时间状语从句。

appropriate意为“适当的;相称的”。如：

Ordinary shoes are not appropriate for running.

普通的鞋子不适于跑步。

score意为“得分”，该词还含有“记分;获胜”之意。如：

I will score for this football match.

这场足球比赛将由我来记分。

when it comes to意为“当谈到……;当涉及……”。如：

When it comes to cooking I know nothing.

说到做饭，我是一窍不通。

六级考点归纳：

score表示“计分，得分”时，除了作动词，还可以作名词，相关表达有：

表示“得分，分数”。如：

He got the lowest score in the class.

他的成绩是全班最低的。

know the score意为“了解情况(指主要事实)”。如：

The new staffdon't know the score yet.

新来的员工对实际情况尚不熟悉。

on the score of意为“因为”。如：

Billy couldn't attend the meeting on the score ofill health.

比利因健康状况不佳而不能参加会议了。

on this/that score意为“就这用厣一点而言”。如：

Nobody has any doubt on that score.

对那一点没人怀疑。

篇5：12月英语六级阅读理解模考试题

Anne Whitney, a sophomore (大学二年级学生) at Colorado State University, first had a problem taking tests when she began college. “I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. I would blank out because of nervousness and fear. I couldn't think of the answer. My low grades on the tests did not show what I knew to the teacher. ” Another student in biology had similar experiences. He said, “My first chemistry test was very difficult. Then, on the second test, I sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the material and I knew the answers. Yet I couldn't even write them down!”

These two young students were experiencing something called test anxiety. Because a student worries and is uneasy about a test, his or her mind does not work as well as it usually does. The student cannot write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades. Recently, test anxiety has been recognized as a real problem, not just an excuse or a false explanation of lazy students.

Special university advising courses try to help students. In these courses, advisors try to help students by teaching them how to manage test anxiety. At some universities, students take tests to measure their anxiety. If the tests show (heir anxiety is high, the students can take short courses to help them deal with (heir tensions. These courses teach students how to relax their bodies. Students are trained to become calm in very tense situations. By controlling their nervousness, they can let their minds work at ease. Learned information then comes out without difficulty on a test.

An expert at the University of California explains, “ With almost all students, relaxation and less stress are felt after taking our program. Most of them experience better control during their tests. Almost all have some improvement. With some, the improvement is very great. ”

26. To “blank out” is probably______.

A. to be like a blanket B. to be sure of an answer

C. to be unable to think clearly D. to show knowledge to the teacher

27. Poor grades are usually the result of______.

A. poor sleeping habit B. laziness

C. lack of sleep D. inability to form good study habits

28. Test anxiety has been recognized as______.

A. an excuse for laziness B. the result of poor study habits

C. a real problem D. something that cannot be changed

29. To deal with this problem, students say they want to______.

A. take a short course on anxiety

B. read about anxiety

C. be able to manage or understand their anxiety

D. take tests to prove they are not anxious

30. A University of California advisor said______.

A. all students could overcome the anxiety after taking a special test anxiety program

B. almost all students felt less stress after taking a University of California advising course

C. students found it difficult to improve even though they had taken a special test anxiety course

D. students found it easy to relax as soon as they entered a University of California advising course

答案解析

26. C 27. D 28. C 29. A 30. B

1.英语六级阅读理解强化模拟试题

2.206月英语六级阅读理解试题及答案

3.年英语六级阅读理解强化模拟试题及答案

4.12月英语六级考试阅读模考试题及答案

5.英语六级练习试题

6.大学英语六级阅读理解技巧

7.英语六级阅读理解6大技巧

8.2016英语六级阅读理解满分技巧

9.2016年英语六级阅读理解备考习题及答案

10.12月英语六级阅读理解预测题

篇6：12月英语六级阅读理解真题答案

选词填空：

Virtually every activity that entails orfacilitates…

26.C.cumulative

27.1.scale

28.F. foreseeable

29.J.strangle

30.G.predictions

31.D. disruptions

32.B. credited

33.A. credential

34.M.survive

35.E.Federal

信息匹配：

Why lifelong leaming is the inte mationalpassport to suc-cess

36.[H] Those projects are then interwovenwith fast-pacedtechnical modules (模块)learned'on-the-fly'and'atwilr depending on the nature of the project .

37.[E] The Bachelar's degree could beyour passport to lifo-long learning .

38.[B] Why?Because universities andcurricula are designedalong the three unities of French classical tragedy ： time，ac-tion，andplace.

39.[K] Sound like sciencefiction?

40.D] In addition to technicalcapabilities ， the very nature ofprojects develops socialand entrepreneurial skills ，suc hasdesign thinking ， initiative taking ，teamleading， activity re-porting or resource planning .

41.[C] The university model needs toevolve .

42.[J] After the MSc diploma is earned ， there would be manymore stamps of lifelong learning over the years.

43.[N] Even if time were not an issue ，who will pay for life-long learning?

44[F] Recent advances in computationalmethods and datascience push us into rethinking science and engineering ，45.[M] This could fix the main organisational challenges fortheuniversity ，butnotforthelearners， due to lack of time-family obligations or funds .

仔细阅读：

46. B) People's reluctance to becompelled to eat plantbased food.

47. A) Radically change their dietaryhabits.

48. B) Many people simply do not haveaccess to foods they prefer

49. D) It may worsen the nourishmentproblem in lowincome countries.

50. A) It accepts them at the expense ofthe long-term interests of its people.

51. C) They constantly dismissothers'proposals while taking no responsibility for tacklingthe problem.

52. D A distinction should be drawnbetween responsibility and fault

53. A Stop them from going further byagreeing with them.

54. B) They are prompted to come up withideas for making possible changes.

55. C Assuming responsibility to freeoneself

篇7：12月英语六级阅读理解真题答案

选词填空：

Socialdistancing is putting people out of work ， ……

26.C.driven

27.O.vulnerable

28.H.random

29.N.unque

30.L.thriftier

31.K.temptations

32.A.amazing

33.D.engaged

34.J.spiritually

35.B.closer

信息匹配：暂无

仔细阅读：

46.C) It may make us feel isolated andincompetent .

47.A) They do not find all their onlinefriends trustworthy .48.C) Paint a rosy picture of a the rpeaple'slives.

49.A They should record the memorablemoments inpeo-ple's lives

50.D Strengthen ties with real - lifefriends instead of caringabout their online image

S1.A) Ruining their culture .

52.D) Different chimp groups differ intheir wayofcommu-nication .

53.B) Chimp behavior becomes less varied withthe increaseof human activity .

54C) Study the unique characteristics ofeach generation ofchimps，

55.C] Conserve animal species in a noveland all -roundway.

英语六级算分到底是怎么算的

英语六级的分数计算：听力分数占总分35%共249分、阅读分数占总分35%共249分、综合分数占总分10%共70分、写作和翻译分数占总分20%共142分。

由国家教育部任命成立“全国大学英语四、六级考试委员会”，考试委员会由全国若干重点大学的有关教授和专家组成，设顾问二人，主任委员一人，副主任委员若干人，专业委员会委员和咨询委员会委员各若干人。全国大学英语四、六级考试委员会在学术上、组织上对大学英语考试负责。部分考务工作由“教育部考试中心”负责。考试委员会设办公室作为常设办事机构。

全国大学英语六级考试的主要对象是高等学校修完大学英语四级的本科生;同等程度的大专生或硕士研究生经所在学校同意，可在本校报名参加考试;同等程度的夜大或函授大学学生经所在学校同意，可在本校报名参加考试;1987年后毕业需要补考的大学本科毕业生。

符合大学英语六级考试报名条件的人员包括：全日制普通高校专科、本科和研究生中的在校生;另外，本校已设六级考点，原则上不得跨校考试。大学英语六级考试是一项大规模标准化考试，这种考试属于尺度相关常模参照性考试(criterion-relatednorm-referencedtest)，即以教学大纲为考试的依据，但同时又反映考生总体的正态分布情况。

篇8：12月英语六级阅读理解真题答案

选词填空：

This idea of taxing things that are…

26.A. discouraging

27.E. impaired

28.J. instrumental

29.N.pump

30.G. incentives

31.M. probably

32.B. dividend

33.L.predict

34.H. inherently

35.0.swelling

信息匹配：

Slow Hope

36.[E] Some of today 's narratives aboutthe future seem tosuggest that wetoo，likePrometheus， will be saved by a newHercules ，a divineengineer someone who will master-mind， manoeuvre andmanipulate our planet .

37.DWeneedan acknowledgement of ourpresent ecologi-cal plight but also a language of pasitivechange， visions ofabetterfuture .

38.[C] Today we can no longer ignore theecological cursesthat we have released in our search for warmth and com-fort.

39.[K] The unscrupulous (无所忌的)commodificationoffood and the destruction of foodstuffs wilcontinue to dev-a states oils， livelihoods andecologies .

40.[D] Acceleration is the signature ofour time .

41.[G] This much is clear we need to findways that help usflatten the hockey-stick curves that reflect ourever-fasterpace of ecological destruction and social acceleration .

42.[A] Our world is full of-mostlyuntold-star ies of slowhope， driven by the idea thatchange is possible .

43.[F] Yet，ifweenvisage our salvation to come from a deusexmachina(解围之种)， from a divine engineer or a techsolutionist who wll miraculously conjure up a new source ofenergy or another cure-allwith revolutionary patency ，wemight be looking in thewrong place .

44[L] We need an acknowledgement of ourpresent eco lagi-cal plight but also a language of positive change ， visions ofabetter future .

45.[B] At the beginning of time-so goesthe myth-humanssuffered ， shivering in the cold anddark until the titan(巨人) Prometheus stole fire from thegods.

仔细阅读：

46.B) The near impossibility ofappreciating art in an age of mass tourism.

47.B) It is quite common to misinterpretartistic works.

48.C) Good management is key to handlinglarge crowds ofvisitors.

49.BItis possible to combineentertainment with apprecia-tion of serious art.

50.C Helpustosee the world from adifferent perspective.

51.D) It takes no notice of the potentialimpact on the envi-@ronment.

52.A It has the capacity and thefinancial resources to do so.

53.D) Farming consumes most of ournatural resources.

54.D) Its alleged failure to regulate theindustries.

55.B) Endeavor to ensure the sustainabledevelopment ofagriculture.

篇9：关于12月大学英语六级的阅读理解核心词汇盘点

lingual adj. 舌的, 舌音的, 语言的 n. 舌音, 舌音字

psychologist n. 心理学家

speech n. 演讲,对话,话语,语言

noticeable adj. 显而易见的

auto n. autos=automobile 自动汽车 pref. 自动的,自己的

tourist adj. 旅游的 n. 旅游者,观光者

track n. 小路, 跑道, 轨道, 踪迹; 惯例, 常规 v. 跟踪, 追踪

tech n. 技术人员，技术科技 abbr.(=technical, technically, technological)

director n. 董事,经理,主管,指导者,导演

military adj.军事的;军用的;讨厌的;好战的 n.军人;;武装力量

enroll vt. &vi. 登记,使加入,卷起

facilitator n. 帮助者，推进者

competitive adj. 竞争的, 比赛的

presence n. 出席,在场者,举止

transformation n. 转型,转化,改造

epitome n. 摘要, 缩影, 化身

survival n. 生存,幸存者

laser n. 激光

civil adj. 国内的,公民的,文明的, 有礼貌的, 民用的

literacy n. 读写能力，识字

advise vt. 劝告,警告,通知 vi. 劝告,与...商量

commentary n. 实况报道，现场解说,评论,注释，批评

initial n. (词)首字母 adj. 开始的, 最初的, 字首的 vt. 签姓名的首字母于

liable adj. 有义务的,应负责的,有...倾向

strategy n. 战略, 策略

note n. 笔记, 注解, 备忘录, 音符, 音调, 票据, 便条, 纸币 vt. 记录, 注解, 注意

formulation n. 形成, 简洁陈述, 公式化

previous adj. 在...之前, 先, 前, 以前的

fortunate adj. 幸运的,侥幸的

immediate adj. 立即的, 即刻的, 直接的, 最接近的

revert vi. 恢复,复归,回到

affecting adj. 感人的, 动人的动词affect的现在分词

committee n. 委员会

linen n. 亚麻布,亚麻线,亚麻制品 adj. 亚麻布制的,亚麻的

impression n. 印象, 效果

absenteeism n. 旷课, 旷工

subject n. 科目, 主题; 缘由 n. (君主国)国民; 实验对象 adj. 服从的, 易患的 vt. 使隶属, 使服从; 使遭遇

oblige vt. 强制, 施恩惠 vi. 帮忙

repertoire n. (准备好演出的)节目, 保留剧目, (计算机的)指令表, 指令系统, <美>(某个人的)全部技能, 清单,指令表

process n.过程; 工序; 做事方法; 工艺流程 vt.加工; 处理; 审阅; 审核 vi.列队行进 adj.经过特殊加工(或处理)的

economical adj. 节俭的, 经济的, 合算的

publication n. 出版, 发行, 出版物, 公布, 发表

texture n. 质地;纹理;结构;本质，实质

architectural adj. 建筑的,建筑学的,建筑术的

abstract n. 摘要,抽象的东西 adj. 抽象的,理论的 vt. 移除,摘要,偷 vi. 做摘要

recruitment n. 征募新兵, 补充

popularity n. 普及,流行

militant adj. 好战的, 积极从事或支持使用武力的

conscience n. 良心, 责任心, 顾忌

sequence n. 序列, 一系列, 顺序, 一组镜头 vt. 安排顺序

accidental adj. 意外的,偶然的,附属的 n. 偶然,不重要的东西,变调的临时符号

hamper n. 食盒,食篮 v. 阻碍,使...困累,困累

intermittent adj. 间歇的,断断续续的

rationale n. 基本原理(理论基础的说明,原理的阐述)

consist n. 组成 vi. 组成,存在,一致

vegetable n. 蔬菜;植物人;生活单调乏味的人 adj. 植物(性)的;得自植物的;关于植物的;蔬菜的

accuracy n. 准确(性), 精确度

abundance n. 丰富,充裕

avoidance n. 避免

consumption n. 消费

speculation n. 沉思, 推测, 投机

recede vi. 后退,减弱 vt. 撤回

immaculate adj. 洁白的(无缺点的,无瑕疵的)

impasse n. 僵局, 死路

commentator n. 注释者(注释者,解说员,新闻广播员)

comprehend vt. 充分理解(综合,包含)

privacy n. 隐私, 隐居, 秘密

prosper v. 兴隆,成功,使...昌盛

sight n. 景观, 视力, 眼界 vt. 看见, 观看 vi. 瞄准

sign n. 符号, 正负号, 手势, 迹象, 招牌 v. 签, 做手势, 做标记

herbalism n. 草药医术学

inadequate adj. 不充分的,不适当的

relentless adj.不懈的; 坚韧的，不屈不挠的; 不间断的; 未减轻的

analyse vt. 分析, 检讨, 细察

rhetoric n. 修辞, 华丽虚饰的语言, 修辞学

narrator n. 叙述者(讲解员,播音员)

curtail vt. 缩减, 削减，截短

solemn adj. 庄严的, 严肃的, 隆重的

retail n. 零售 vt. 零售 adj. 零售的 adv. 以零售形式

retort v. 反驳, 回嘴, 反击 n. 反驳, 顶嘴 n. 蒸馏器

suppress vt. 镇压,使...止住,禁止

capable adj. 有能力的，足以胜任的, 有...倾向的

savor n. 滋味, 气味, 食欲, 特定的味道或气味, 一种有特色的性质 vi. 有...的滋味, 有...气味 vt. 加调味品于, 使有风味, 尝到或闻到, 尽情享受

delighted adj. 高兴的, 快乐的 v. 快乐, 喜悦

supply n. 补给,供给,供应，贮备 vt. 补给,供给,提供,提供足够以满足

registration n. 登记,注册,挂号

deviate vt. 使偏离, 脱离 vi. 违背,偏离 n. 叛离者,偏差, 不正常的人或物 adj. 离经叛道的

naive adj. 天真的,幼稚的

minimum adj. 最低的, 最小的 n. 最小量, 最低限度

consecutive adj. 连续的,连贯的

integration n. 综合, 集成, 同化

dioxide n. 二氧化物

preconception n. 预想(先入之见,偏见)

missile n. 导弹,投射物

conspicuous adj. 显著的,显而易见的, 显眼的

hormone n. 荷尔蒙, 激素

perform v. 执行, 表演, 做

moderate adj. 适度的, 稳健的, 温和的, 中等的 v. 节制, 使...稳定, 使...缓和 n. 稳健的人

sociology n. 社会学, 社会关系学, 群落生态学

predator n. 食肉动物,掠夺者

篇10：6月大学英语六级必做的阅读理解练习题(二)

We sometimes think humans are uniquely vulnerable to anxiety, but stress seems to affect the immune defenses of lower animals too. In one experiment, for example, behavioral immunologist (免疫学家) Mark Laudenslager, at the University of Denver, gave mild electric shocks to 24 rats. Half the animals could switch off the current by turning a wheel in their enclosure, while the other half could mot. The rats in the two groups were paired so that each time one rat turned the wheel it protected both itself and its helpless partner from the shock. Laudenslager found that the immune response was depressed below normal in the helpless rats but not in those that could turn off the electricity. What he has demonstrated, he believes, is that lack of control over an event, not the experience itself, is what weakens the immune system.

Other researchers agree. Jay Weiss, a psychologist at Duke University School of Medicine, has shown that animals who are allowed to control unpleasant stimuli don’t develop sleep disturbances or changes in brain chemistry typical of stressed rats. But if the animals are confronted with situations they have no control over, they later behave passively when faced with experiences they can control. Such findings reinforce psychologists’ suspicions that the experience or perception of helplessness is one of the most harmful factors in depression.

One of the most startling examples of how the mind can alter the immune response was discovered by chance. In 1975 psychologist Robert Ader at the University of Rochester School of Medicine conditioned (使形成条件反射) mice to avoid saccharin (糖精) by simultaneously feeding them the sweetener and injecting them with a drug that while suppressing their immune systems caused stomach upsets. Associating the saccharin with the stomach pains, the mice quickly learned to avoid the sweetener. In order to extinguish this dislike for the sweetener, Ader reexposed the animals to saccharin, this time without the drug, and was astonished to find that those mice that had received the highest amounts of sweetener during their earlier conditioning died. He could only speculate that he had so successfully conditioned the rats that saccharin alone now served to weaken their immune systems enough to kill them.

1. Laudenslager’s experiment showed that the immune system of those rats who could turn off the electricity ________.

A) was strengthened

B) was not affected

C) was altered

D) was weakened

2. According to the passage, the experience of helplessness causes rats to ________.

A) try to control unpleasant stimuli

B) turn off the electricity

C) behave passively in controllable situations

D) become abnormally suspicious

3. The reason why the mice in Ader’s experiment avoided saccharin was that ________.

A) they disliked its taste