（外語類考證）英語六級習題與答案解析6

1、英語六級習題與答案解析61、Six Potential Brain Benefits of Bilingual EducationA) Brains， brains， brains.People are fascinated by brain research.And yet it can be hard to point to places where our education system is really making use of the latest neuroscience(神經(jīng)科學(xué))findings.But there is one happy link where rese

2、arch is meeting practice:bilingual(雙語的)education.“In the last 20yearsorso， theres been a virtual explosion of research on bilingualism，says Judith Kroll， a professor at the University of California， Riverside.B) Again and again， researchers have found， “bilingualism is an experience that shapes our

3、brain for life， ”in the words of Gigi Luk， an associate professor at Harvards Graduate School of Education. At the same time， one of the hottest trends in public schooling is w has often called dual-language or two-way immersion programs.C) Traditional programs for English-language learners， or ELLs

4、， focus on assimilating students into English as quickly as possible.Dual-language classrooms， by contrast， provide instruction across subjects to both English natives and English learners， in both English and a target language.The goal is functional bilingualism and bi literacy for all students by

5、middle school.NewYork City， North Carolina， Delaware， Utah， Oregon and Washington state are among the places expanding dual- language classrooms.D) The trend flies in the face of some of the culture wars of two decades ago， when advocates insisted on“English first”education.Most famously， California

6、 passed Proposition 227in 1998.It was intended to sharply reduce the amount of time that English-language learners spent in bilingual settings.Proposition 58， passed by California voters on November 8， largely reversed that decision， paving the way for a huge expansion of bilingual education in the

7、state that has the largest population of English-language learners.E) Some of the insistence on English-first was founded on research produced decades ago， in which bilingual students underperformed monolingual(單語的) English speakers and had lower IQ scores.Todays scholars， like Ellen Bialystok at Yo

8、rk University in Toronto， say that research was “deeply flawed.”“Earlier research looked at socially disadvantaged groups， agrees Antonella So race at the University of Edinburgh in Scotland.“This has been completely contradicted by recent research”that compares groups more similar to each other.F)

9、So what does recent research say about the potential benefits of b lingual education?It turns out that， in many ways， the real trick to speaking two languages consists in managing not to speak one of those languages at a given moment-which is fundamentally a feat of paying.attention.Saying “Goodbye”

10、to mom and then“Guten tag”to your teacher， or managing to ask for a crayola roja instead of a red crayon(蠟筆) ， requires skills called“inhibition”and“task switching.”These skills are subsets of an ability called executive function.G) People who speak two languages often outperform. monolingual son ge

11、neral measures of executive function.“B lingual scan pay focused attention without being distracted and also improve in the ability to switch from one task to another， says So race.H) Do these same advantages benefit a child who begins learning a second language in kindergarten instead of as a baby?

12、We dont yet know.Patterns of language learning and language use are complex.But Gigi Luk at Harvard cites at least one brain-imaging study on adolescents that shows similar changes in brain structure when compared with those who are bilingual from birth， even when they didnt begin practicing a secon

13、d language in earnest before late childhood.I) Young children being raised bilingual have to follow social cues to figure out which language to use with which person and in what setting.As a result， says So race， bilingual children as young as age 3 have demonstrated ahead start on tests of perspect

14、ive-taking and theory of mindboth of which are fundamental social and emotional skills.J) About 10 percent of students in the Portland， Oregon public schools are assigned by lottery to dual-language classrooms that offer instruction in Spanish， Japanese or Mandarin， alongside English. Jennifer Steel

15、e at American University conducted a four-year， randomized trial and found that these dual-language students outperformed their peers in English-readings skills by a full school-years worth of learning by the end of middle school.Because the effects are found in reading， not in math or science where

16、 there were few differences， Steele suggests that learning two languages makes students more aware of how language works in general. K) The research of Gigi Luk at Harvard offers a slightly different explanation.She has recently done a small study looking at a group of 100 fourth-graders in Massachu

17、setts who had similar reading scores on a standard test， but very different language experiences.Some were foreign-language dominant and others were English natives.Heres whats interesting.The students who were dominant in a foreign language werent yet comfortably bilingual; they were just starting

18、to learn English. Therefore， by definition， they had a much weaker English vocabulary than the native speakers.Yet they were just as good at interpreting a text.“This is very surprising， ”Luk says.“You would expect the reading comprehension performance to mirror the vocabularyits a comer stone of co

19、mprehension.” L) How did the foreign-language dominant speakers manage this feat?Well,Luk found， they also scored higher on tests of executive functioning.So， even though they didnt have huge mental dictionaries to draw on， they may have been great puzzle-solvers， taking into account higher-level co

20、ncepts such as whether a single sentence made sense within an overall storyline.They got to the same results as the monolingual s， by a different path. M) American public school classrooms as a whole are becoming more segregated by race and class. Dual-language programs can bean exception.Because th

21、ey are composed of native English speakers deliberately placed together with recent immigrants， they tend to be more ethnically and economically balanced.And there is some evidence that this helps kids of all backgrounds gain comfort with diversity and different cultures. N) Several of the researche

22、rs also pointed out that， in b lingual education， non-English-dominant students and their families tend to feel that their home language is heard and valued， compared with a classroom where the home language is left at the door in favor of English.This can improve students sense of belonging and inc

23、rease parents involvement in their childrens education， including behaviors like reading to children.“Many parents fear their language is an obstacle， a problem， and if they abandon it their child will integrate better， says Antonella Sorace of the University of Edinburgh.“We tell them theyre not do

24、ing their child a favor by giving up their language.” O) One theme that was striking in speaking to all these researchers was just how strongly they advocated for dual-language classrooms.Thomas and Collier have advised many school systems on how to expand their dual-language programs， and So race r

25、uns“B lingual is m Matters， ”an international network of researchers who promote bilingual education projects.This type of advocacy among scientists is unusual; even more so because the“bilingual advantage hypothesis”is being challenged once again. P) A review of studies published last year found th

26、at cognitive advantages failed to appear in 83 percent of published studies， though in a separate analysis， the sum of effects was still significantly positive. One potential explanation offered by the researchers is that advantages that are measurable in the very young and very old tend to fade whe

27、n testing young adults at the peak of their cognitive powers.And， they countered that no negative effects of bilingual education have been found.So， even if the advantages are small， they are still worth it.Not to mention one obvious， outstanding fact：“Bilingual children can speak two languages!”36.

28、A study found that there are similar changes in brain structure between those who are bilingual from birth and those who start learning a second language later. 37.Unlike traditional monoingual programs， bilingual classrooms aim at developing students ability to use two languages by middle school. 3

29、8.A study showed that dual-language students did significantly better than their peers in reading English texts.39.About twenty years ago， bilingual practice was strongly discouraged， especially in California. 40.Ethnically and economically balanced bilingual classrooms are found to be helpful for k

30、ids to get used to social and cultural diversity.41.Researchers now claim that earlier research on bilingual education was seriously flawed. 42.According to a researcher， dual-language experiences exert a lifelong influence on ones brain.43.Advocates of b lingual education argued that it produces po

31、sitive effects though they maybe limited.44.B lingual speakers often do better than monolingual sin completing certain tasks because they can concentrate better on what they are doing. 45.When their native language is used， parents can become more involved in their childrens education.2、10.The young

32、ish-looking man takes his little boy to the hermitage frequently so that when he grows up he will know _.3、A Pioneering Woman of Science Re-Emerges after 300 YearsA Maria Sibylla Merian, like many European women of the 17th century, stayed busy managing a household and rearing children. But on top o

33、f that, Merian, a German-born woman who lived in the Netherlands, also managed a successful career as an artist, botanist, naturalist and entomologist （昆蟲學(xué)家）. B “She was a scientist on the level with a lot of people we spend a lot of time talking about,” said Kay Etheridge, a biologist at Gettysburg

34、 College in Pennsylvania who has been studying the scientific history of Merians work. “She didnt do as much to change biology as Charles Darwin, but she was significant.” C At a time when natural history was a valuable tool for discovery, Merian discovered facts about plants and insects that were n

35、ot previously known. Her observations helped dismiss the popular belief that insects spontaneously emerged from mud. The knowledge she collected over decades didnt just satisfy those curious about nature, but also provided valuable insights into medicine and science. She was the first to bring toget

36、her insects and their habitats, including food they ate, into a single ecological composition. D After years of pleasing a fascinated audience across Europe with books of detailed descriptions and life-size paintings of familiar insects, in 1699 she sailed with her daughter nearly 5,000 miles from t

37、he Netherlands to South America to study insects in the jungles of what is now known as Suriname. She was 52 years old. The result was her masterpiece, Metamorphosis Insectorum Surinamensium. E In her work, she revealed a side of nature so exotic, dramatic and valuable to Europeans of the time that

38、she received much acclaim. But a century later, her findings came under scientific criticism. Shoddy （粗糙的）reproductions of her work along with setbacks to womens roles in 18th- and 19th-century Europe resulted in her efforts being largely forgotten. “It was kind of stunning when she sort of dropped

39、off into oblivion （遺忘）,” said Dr. Etheridge. “Victorians started putting women in a box, and theyre still trying to crawl out of it.” F Today, the pioneering woman of the sciences has re-emerged. In recent years, feminists, historians and artists have all praised Merians tenacity （堅韌）, talent and in

40、spirational artistic compositions. And now biologists like Dr. Etheridge are digging into the scientific texts that accompanied her art. Three hundred years after her death, Merian will be celebrated at an international symposium in Amsterdam this June. G And last month, Metamorphosis Insectorum Sur

41、inamensium was republished. It contains 60 plates （插圖） and original descriptions, along with stories about Merians life and updated scientific descriptions. Before writing Metamorphosis, Merian spent decades documenting European plants and insects that she published in a series of books. She began i

42、n her 20s, making textless, decorative paintings of flowers with insects. “Then she got really serious,” Dr. Etheridge said. Merian started raising insects at home, mostly butterflies and caterpillars. “She would sit up all night until they came out of the pupa （蛹） so she could draw them,” she said.

43、 H The results of her decades worth of careful observations were detailed paintings and descriptions of European insects, followed by unconventional visuals and stories of insects and animals from a land that most at the time could only imagine. Its possible Merian used a magnifying glass to capture

44、 the detail of the split tongues of sphinx moths （斯芬克 斯飛蛾） depicted in the painting. She wrote that the two tongues combine to form one tube for drinking nectar （花蜜）. Some criticized this detail later, saying there was just one tongue, but Merian wasnt wrong. She may have observed the adult moth jus

45、t as it emerged from its pupa. For a brief moment during that stage of its life cycle, the tongue consists of two tiny half-tubes before merging into one. I It may not have been ladylike to depict a giant spider devouring a hummingbird, but when Merian did it at the turn of the 18th century, surpris

46、ingly, nobody objected. Dr. Etheridge called it revolutionary. The image, which also contained novel descriptions of ants, fascinated a European audience that was more concerned with the exotic story unfolding before them than the gender of the person who painted it. J “All of these things shook up

47、their nice, neat little view,” Dr. Etheridge said. But later, people of the Victorian era thought differently. Her work had been reproduced, sometimes incorrectly. A few observations were deemed impossible. “Shed been called a silly woman for saying that a spider could eat a bird,” Dr. Etheridge sai

48、d. But Henry Walter Bates, a friend of Charles Darwin, observed it and put it in book in 1863, proving Merian was correct. K In the same plate, Merian depicted and described leaf-cutter ants for the first time. “In America there are large ants which can eat whole trees bare as a broom handle in a si

49、ngle night,” she wrote in the description. Merian noted how the ants took the leaves below ground to their young. And she wouldnt have known this at the time, but the ants use the leaves to farm fungi （菌類） underground to feed their developing babies. L Merian was correct about the giant bird-eating

50、spiders, ants building bridges with their bodies and other details. But in the same drawing, she incorrectly lumped together army and leaf-cutter ants. And instead of showing just the typical pair of eggs in a hummingbird nest, she painted four. She made other mistakes in Metamorphosis Insectorum Su

51、rinamensium as well: not every caterpillar and butterfly matched. M Perhaps one explanation for her mistakes is that she cut short her Suriname trip after getting sick, and completed the book at home in Amsterdam. And errors are common among some of historys most-celebrated scientific minds, too. “T

52、hese errors no more invalidate Ms. Merians work than do well-known misconceptions published by Charles Darwin or Isaac Newton,” Dr. Etheridge wrote in a paper that argued that too many have wrongly focused on the mistakes of her work. N Merians paintings inspired artists and ecologists. In an 1801 d

53、rawing from his book, General Zoology Amphibia, George Shaw, an English botanist and zoologist, credited Merian for describing a frog in the account of her South American expedition, and named the young tree frog after her in his portrayal of it. It wouldnt be fair to give Merian all the credit. She

54、 received assistance naming plants, making sketches and referencing the work of others. Her daughters helped her color her drawings. O Merian also made note of the help she received from the natives of Suriname, as well as slaves or servants that assisted her. In some instances she wrote moving pass

55、ages that included her helpers in descriptions. As she wrote in her description of the peacock flower, “The Indians, who are not treated well by their Dutch masters, use the seeds to abort their children, so that they will not become slaves like themselves. The black slaves from Guinea and Angola ha

56、ve demanded to be well treated, threatening to refuse to have children. In fact, they sometimes take their own lives because they are treated so badly, and because they believe they will be born again, free and living in their own land. They told me this themselves.” P Londa Schiebinger, a professor

57、 of the history of science at Stanford University, called this passage rather astonishing. Its particularly striking centuries later when these issues are still prominent in public discussions about social justice and womens rights. “She was ahead of her time,” Dr. Etheridge said.36. Merian was the

58、first scientist to study a type of American ant. 37. The European audience was more interested in Merians drawings than her gender. 38.Merians masterpiece came under attack a century after its publication. 39. Merians mistakes in her drawings may be attributed to her shortened stay in South America.

59、 40. Merian often sat up the whole night through to observe and draw insects. 41. Merian acknowledged the help she got from natives of South America. 42. Merian contributed greatly to peoples better understanding of medicine and science. 43. Merian occasionally made mistakes in her drawings of insec

60、ts and birds. 44. Now, Merians role as a female forerunner in sciences has been re-established. 45.Merian made a long voyage to South America to study jungle insects over three centuries ago. 4、Increased Screen Time and Wellbeing Decline in YouthA Have young people never had it so good?Or do they fa