英語(yǔ)六級(jí)閱讀真題，不僅強(qiáng)化詞匯與句型理解，更提升閱讀速度與綜合分析能力。實(shí)戰(zhàn)演練，讓考生熟悉題型變化，掌握解題技巧，是沖刺六級(jí)高分不可或缺的寶貴資源。今天，小編將分享2020年12月大學(xué)英語(yǔ)六級(jí)閱讀真題以及答案（卷三）相關(guān)內(nèi)容，希望能為大家提供幫助！
Section A
Directions:In this section,there is a passage with ten blanks.You are required to select one word for each blank from a list of choices given in a wordbank following the passage.Read the passage through carefully before making your choices.Each choice in the bank is identified by a letter.Please mark the corresponding letter for each item on Answer Sheet 2 with asingle line through the centre.You may not use any ofthe words in the bank more than once.
Social distancing is putting people out of work,canceling school and tanking the stock market.It has been 26 by fear,and it is creating even more fear as money problems and uncertainty grow. However,at its core is love,and a sacrifice to protect those most 27 tothe coronatirus(冠狀病毒 )effects—the elderly,people with compromised immune systems,and those whose life-saving resources would be used up by a 28 epidemic.
Americans make life-saving decisions every day as a matter of course.We cut food into bite-sized pieces,we wear seatbelts,and we take care not to exceed the speed limit.But social distancing is 29 in that it is completely self-sacrificing.Those who will benefitmay be the elderly relatives of the 30 person we didn't pass in Starbucks,on the subway,or in the elevator.
Social distancing is millions of people making hundreds of sacrifices to keep the elderly alive.It doesn't inchude the 31 to run from society ormakean excuse to avoid one's obligations—such as life-saving medical work or the parental obligation to buy groceries.What it does includeis applying love through caution.And in doing so,it offers an 32 opportunity for thosewho care about the elderly to find newways to lovethem.
If we're not 33 as much in our normal work or school,we haveextratime to call parents and grandparents.We can also ask elderly relatives how to best support them 34 and useour sacrifices as an opportunity tobringus,our community and the world 35 .
A)amazing
B)closer
C)driven
D)engaged
E)malignant
F)oppressing
G)premises
H)random
I)sentimentally
J)spiritually
K)temptations
L)thriftier
M)tickled
N)unique
O)vulnerable
Section B
Directions: In this section,youare going to reada passage with ten statements attached to it.Each statement contains information given inone of the paragraphs.Identify theparagraph from which the information is derived.You may choose a paragraph more than once.Each paragraph is markedwith a letter.Answer the questions by marking the corresponding letter on Answer Sheet 2.
Why Lifelong Learning Is the International Passport to Success
A)Picture yourself at a college graduation day,with a fresh cohort(一群)of students about to set sail for new horizons.What are they thinking while they throw their caps in the air?What is it with this thin shet of paperthat makes it so precious?It's not only the proof of acquied knowledge but plays into the reputation game of where you were trained.Being a graduate fromHarvard Law School carries that extra glamour,doesn't it?Yet take a closer look,and the diploma is the perfect ending to the modern tragedy of education.
B)Why?Because universities and curricula are designed along the three unities of French classical tragedy:time,action,and place.Students meet at the university campus (unity of place)for classes (unity of action)during their 20s (unityof time).This classical model has traditionally produced prestigious universities,but it is now challenged by the digitalisation of society—which allows everybody who is connected to the internet to access learning—and by the need to acquire skills in step with a fast-changing world.Universities must realise that learning in your 20s won't be enough.If technological diffusion and implementation develop faster,workers will have to constantly refresh their skills.
C)The university model needs to evolve.It must equip students with the right skils and knowledge to compete in a world*where value will be derived largely from human interaction and the ability to invent and interpret things that machines cannot',as the English futurist Richard Watson puts it.By teaching foundational knowledge and up-to-date gkills,universities will provide students with the future-proof skills of lifelong learning,notjust get them‘job-ready'.
D)Some universities already play a critical role in lifelong learning as they want to keep the value of their diplomas.This new role comes with a huge set of challenges,and needs largely to be invented.One way to start this transformation process could be to go beyond the'five-year diploma model'to adapt curricula to lifelong learning.We call this model the lifelong passport.
E)The Bachelor's degree could be yourpassport to lifelong learning.For the first few years,students would‘leam to learn'and get endowed with reasoning skills that remain with them for the rest of their lives.For instance,physics allows you to observe and rationalise the world,but also to integrate observations into models and,sometimes,models into theories or laws that can be used to make predictions.Mathematics is the language used to formulate the laws of physics or economy, and to make rigorous computations that turm into predictions.These two disciplines naturally form the foundational pillars of education in technical universities.
F)Recent advances in computational methods and data science push us into rethinking science and engineering.Computers increasingly become principal actors in leveraging data to formulate questions,which requires radically new ways of reasoning.Therefore,a new discipline blending computer science,programming,statistics and machine learming should be added to the traditional foundational topics of mathematics and physics.These three pillars would allow you to keep learning complex technical subjects all your life because numeracy(計(jì)算)is the foundation upon which everything else is eventually built
G)According to this new model,the Master of Science (MSc)would become the first stamp in the lifelong learning journey.The MSc curriculum should prepare students for their professional career by allowing them to focus on acquiring practical skills through projects.
H)Those projects are then interwoven with fast-paced technical modules(模塊)learned‘on-the-fly' and*at will'depending on the nature of the project.If,for instance,your project is developing an integrated circuit,you will have to take a module on advanced concepts in microelectronics.The most critical skills will be developed before the project even starts,in the form of boot camps (短期強(qiáng)化訓(xùn)練),while the rest can be fostered along with the project,puting them to immediate use and thus providing a rich leaning context.
I)In addition to technical capabilities,the very natureof projects develops social and entrepreneurial skills,such as design thinking,initiative taking,team leading,activity reporting or resource planning.Not only will those skills be actually integrated into the curriculum but they will be very important to have in the future because they are dficult to automate.
J)After the MSc diploma is earned,there would be many more stamps of lifelong learning over the years.If universities decide to engage in this learning model,they will have to cope with many organisational challenges that might shake their unity of place and action.First,the number of studens would be unpredictable.If all of a university's alumni(往屆畢業(yè)生)were to become studentsagain,the student body would be much bigger than it is now,and it could become unsustainable for the campus in terms of both size and resources.Second,freshly graduated students would mix with professionally experienced ones.This would change the classroom dynamics,perhaps for the best.Project-based learning with a mixed team reflects the reality of the professional world and could therefore be a better preparation for it
K)Sound like science fiction?In many countries,part-time studying is not exceptional:on average across OECD countries,part-time students in 2016 represented 20 per cent of enrolment in tertiary education.In manycountries,this share is higher and can exceed 40 per cent in Australia,New Zealand and Sweden.
L)If lifelong leaning were to become a priority and the new norm,diplomas,just like passports, could be revalidated periodically.A time-determinedrevalidation would ease administration for everybody.Universities as well as employers and employees would know when they have to retrain.For instance,graduates from the year 2000 would have to come back in 2005.
M)This could fix the main organisational challenges for the university,but not for the learmers,due to lack of time,family obligations or funds.Here,online learning might be an option because it allows you to save your‘travel time',but it has its limits.So far,none of the major employers associated withonline learning platforms such as Coursera and Udacity has committed to hire or even interview graduates of their newonline programmes.
N)Even if time were not an issue,who will pay for lifelong learning?That's the eternal debate: should it be the learner's responsibility,that of his employer,or of the state?For example,in Massachusetts,the healthcare professions require continuing education credits,which arecarefully evidenced and documented.Yet the same state's lawyers don't require continuing legaleducation, although most lawyers do participate in it informally.One explanation is that technology is less of a factor in law than it is in healthcare.
O)Europe has many scenarios,but the French and Swiss ones are interesting to compare.In France,every individual has a right to lifelong learning organised via a personal learning account that is credited as you work.In Switzerland,lifelong learning is a personal responsibilityand not a govemment one.However,employers and the state encourage continuing education either by funding parts of it or by allowing employees to attend it.
P)Universities have a fundamental role to play in this journey,and higher education is in fora change.Just like classical theatre,the old university model produced talent and value for society. We are not advocating its abolition butrather calling for the adaptaion of its characteristics to meet the needs of today.
36.Students should develop the key skills before they start a project.
37.By acquiringreasoning skills in the first few years of college,students can lay a foundation for lifelong learning.
38.The easy access to learning and rapid technological changes have brought the traditional model of education under challenge.
39.Unbelievable as it may seem,part-time students constitute a considerable portion of the student body inmany universities across the world.
40.Some socialand managerial skills,which are not easily automated,will be ofgreat importance to students'future careers.
41.A newmodel of college education should provide students with the knowledge and skill thatwill makethem more inventive and capable of lifelong learming.
42.A mixed student body may change the classroom dynamics and benefit learning.
43.Thequestion of who will bearthe cost of lifelong learningis a topic of constant debate.
44.To the traditional subjectsof math and physics should be added a new discipline which combines computer science with statistics and other components.
45.Students who are burdened with family duties might choose to take online courses.
Section C
Directions: There are 2 passages in this section.Each passage is folloued by some questions or unfinished statements.Foreach of them there are four choices marked A),B),C)and D).You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line throughthecentre.
Passage One
Questions 46 to 50 are based on the following passage.
Why does social media trigger feelings of loneliness and inadequacy?Because instead of being real life,it is,for the most part,impression management,a way of marketing yourself,carefully choosing and filtering the pictures and words to put your best face forward.
Online“friends”made through social media do not follow the normal psychological progression of an interpersonalrelationship.You share neither physical time nor emotional conversations over the Intermet.You simply communicatephotographs and catchy posts to a diverse group of people whom you have“friended”or“followed”basedon an accidental interaction.This is not to say that your social media friends can't be real friends.They absolutely can,but the two are not synonymous.
Generally speaking,there are no unfiltered comments or casually taken photos on our social media pages.And,rightfully so,because it wouldn't feel safe to be completely authentic andvulnerable with some of our "friends"whom we don't actually know or with whom trust has yet to be built.
Social media can certainly be an escape from the daily grind,but we must be cautioned against the negative effects,such as addiction,on a person's overall psychological well-being.
As humans,we yearn for social connection.Scrolling(滾動(dòng))through pages of pictures and comments,however,does not provide the samedegree of fulfllment as face-to-face interactions do. Also,we tend to idealize others'lives and compare our downfalls to their greatest accomplishments, ending in feelings of loneliness and inadequacy.
Social media can lead people on the unhealthy quest for perfection.Some people begin to attend certain events or travel to different places so that they can snap that“perfect”photo.They begin to seek validation through the number of people who“l(fā)ike”their posts.In order for it to play a psychologically healthy role in your social life,social media should supplement an already healthy social network.Pictures and posts should be byproducts of life's treasured moments and fun times,not the planned and calculated image that one is putting out into cyberspace in an attempt to fll insecurities or unmet needs.
Ultimately,social media has increased our ability to connect with various typesof people all over the globe.It has opened doors for businessesand allowed us to stay connected to people whom we may not otherwise get to follow.However,social media should feel like a fun experience,not one that contributes to negative thoughts and feelings.If the latter is the case,increasing face-to-face time with trusted friends,and minimizing time scrolling online,will prove to be a reminder that your social network is much more rewarding than any “l(fā)ike,"“follow”or“share”can be.
46.What does the author imply social media may do to our life?
A)It may facilitate our interpersonal relationships.
B)It may filter our negative impressions of others.
C)It may make us feel isolated and incompetent.
D)It may render us vulnerable and inauthentic.
47.Why do people post comments selectively on social media?
A)They do not find all their online friends trustworthy.
B)They want to avoid offending any of their audience.
C)They do not want to lose their followers.
D)They are eager to boost their popularity.
48.Whatare humans inclined to do according to the passage?
A)Exaggerate their life's accomplishments.
B)Strive for perfection regardless of the cost.
C)Paint a rosy picture of other people's lives.
D)Learn lessons from other people's downfalls.
49.What is the author's view of pictures and posts on social media?
A)They should record the memorable moments in people's lives.
B)They should be carefully edited so as topresent the best image
C)They should be shown in a way that meets one's security needs.
D)They should keep people from the unhealthy quest for perfection.
50.What does the author advise people to do when they find their online experience unconstructive?
A)Usesocial media to increase their ability to connec with various types ofpeople.
B)Stayconnected tothose whom they may not otherwise get to know and befriend.
C)Try to prevent negative thoughts and feelings from getting into the online pages.
D)Strengthen tieswith real-life friends instead of caring about their online image.
Passage Two
Questions 5l to 55 are based on the following passage.
Imaginethat an alien species landed on Earth and,through their mere presence,those aliens caused our art to vanish,ourmusic to homogenize,and our technological know-how to disappear. That is effectively what humans have been doing to our closest relatives—chimps(大猩猩).
Back in 1999,a team of scientists led by Andrew Whiten showed that chimps from different parts of Africa behave very differently from one another.Some groups would get each other's attention by rapping branches with their knuckles(指關(guān)節(jié)),while othersdid it by loudly ripping leaves with theirteeth.The team identified 39 of thesetraditions that are practiced by some communitiesbut notothers—a pattern that,atthe time,hadn't been seen in any animal except humans.Itwas evidence,the team said,thatchimps have their own cultures.
It took a long time to convince skeptics that such cultures exist,but nowwehave plenty of examples of animals learning local traditions from one another.
Butjust when many scientists have come to accept the existence of animal cultures,many of those cultures might vanish.Ammie Kalan and her colleagues have shown,through years of intensive fieldwork,that the very presence of humans has eroded the diversity of chimp behavior.Where we flourish,their cultures wither.It is a bitterly ironic thing to learn on the 20th anniversary of Whiten's classic study.
“It's amazing to think that just 60 years ago,we knew next to nothing of the behavior of our sister species inthewild,"Whiten says.“But now,justasweare truly gettingtoknow our primate(靈長(zhǎng)類)cousins,the actions of humans are closing the window on all we have discovered.”
“Sometimes in the rush t conserve the species,I think we forget about the individuals,”says Cat Hobaiter,a professor at the University of St.Andrews.“Each population,each community,even each generation of chimps is unique.An event might only have asmall impact on the total population of chimps,but it may wipe out an entire community—an entire culture.No matter what we do to restore habitator support populationgrowth,we may never be able to restore that culture."
No one knows whether the destruction of chimp culture is getting worse.Few places have tracked chimpbehavior over longperiods,and those that have are also more likely to have protected their animals from human influence.
Obviously,conservationists need to think about saving species in a completely new way—by preserving animal traditions as well as bodies and genes.“Instead of focusing only on the conservation of genetically based entities like species,we now need to also consider culturally based entities,"says Andrew Whiten.
51.What does the author say we humans have been doing to chimps?
A)Ruining their culture.
B)Accelerating their extinction.
C)Treating them as alien species.
D)Homogenizing their living habits.
52.What is the finding of Andrew Whiten's team?
A)Chimps demonstrate highly developed skills of communication.
B)Chimps rely heavily upon their body language to communicate.
C)Chimps behave in ways quite similar to those of human beings.
D)Different chimp groups differ in their way of communication.
53.What did Ammie Kalan and hercolleagues find through their intensive fieldwork?
A)Whiten's classic study has little impacton the diversity of chimp behavior.
B)Chimp behavior becomes less variedwith the increaseof human activity.
C)Chimps alter their culture to quickly adapt to the changed environment.
D)It might already be too late to prevent animal cultures from extinction.
54.Whatdoes Cat Hobaiter think we should do for chimpconservation?
A)Try to understand our sister species'behavior in the wild
B)Makeefforts to preserve each individual chimp community.
C)Study the uniquecharacteristics of each generation of chimps.
D)Endeavor to restore chimp habitats to expandits total population.
55.What does the author suggestconservationists do?
A)Focus entirely on culturally-based entities rather than genetically-based ones.
B)Place more stress on animal traditions than on their physical conservation.
C)Conserve animal species in a novel and all-round way.
D)Explore the cultures of species before they vanish.
26.答案：C)driven
解析：①句說(shuō)明社交隔離造成的一系列社會(huì)問(wèn)題。②句指出，它/社交隔離由恐懼_____,且正在制造出更多的恐懼。結(jié)合兩句時(shí)態(tài)變換(isputting...has been..,is creating even more...)可知該句形成時(shí)間線條，說(shuō)明“社交隔離由(對(duì)新冠傳播的)恐懼造成→造成諸多問(wèn)題→將會(huì)造成更多恐懼/問(wèn)題(creating even more fear回應(yīng)putting...canceling...and tanking...)”的過(guò)程?？崭裨~應(yīng)表“造成/驅(qū)動(dòng)”等，C正確。
27.答案：O)vulnerable
解析：空格句首先指出，社交隔離的核心是愛(ài)，是為了保護(hù)那些人(those)而做出的一種犧牲。隨后破折號(hào)引出三類人群：老年人、免疫系統(tǒng)受損的人、救命資源將被耗盡的人。those most _to the coronavirus effects(最_____冠狀病毒影響的人)顯然是對(duì)三類人群特征的概括，空格詞應(yīng)意為“易感的/易受影響的/易受侵害的”,vulnerable to為固定搭配，表示“易受……的侵害”,O正確。
28.答案：E)malignant
解析：those...by a_____epidemic與其前兩類群體(the elderly,people with...)一樣指向“冠狀病毒易感人群”,可推知a_____epidemic即指“冠狀病毒大流行”,空格詞既應(yīng)體現(xiàn)該流行病的性質(zhì)/特點(diǎn)，又應(yīng)契合“救命資源會(huì)被_____流行病耗盡”這一句內(nèi)語(yǔ)義，故空28應(yīng)表示“危險(xiǎn)的/惡性的/大規(guī)模的”等，E符 合文意，此處指向冠狀病毒大流行對(duì)醫(yī)療資源等的巨大耗費(fèi)。
29.答案：N)unique
解析：空格前兩句介紹美國(guó)人不時(shí)在做出拯救生命的決定，“將食物切成小塊、系好安全帶、不超速”這些做法涉及“自己、家人以及其他人的生命安全”。空格句指出，但社交隔離是_____ ,因?yàn)樗耆亲?我犧牲式的(completely self-sacrificing,即完全是為了他人的生命安全)。借助①②句和③句間的對(duì)比可知，空格詞應(yīng)體現(xiàn)“社交隔離作為挽救生命之舉的獨(dú)特之處/不同尋?！?N正確。
30.答案：H)random
解析：空格句指出，(社交隔離的)受益者可能是我們?cè)谛前涂?、地鐵或電梯里都未曾擦肩而過(guò)的_____某個(gè)人的年長(zhǎng)親屬。結(jié)合上句“社交隔離完全是自我犧牲式的(我們與受益者毫無(wú)關(guān)聯(lián)/完全不相識(shí))”可知，the _____person(we didn't pass in...elevator)應(yīng)該體現(xiàn)我們(we,即實(shí)行社交隔離的人)與這些老人(the elderly relatives,即受益者)的“毫無(wú)瓜葛/完全不相識(shí)”。H)random意為“任意的；胡亂的；隨意的” 符合要求，the random person強(qiáng)調(diào)“任意的/隨便的/毫不相干的某個(gè)人”。與定語(yǔ)從句信息(以點(diǎn)帶面，說(shuō)明我們與這些人完全未曾謀面)一致，共同強(qiáng)調(diào)這些老人“并非我們自己的親人，而是陌生人的親人”。
31.答案；K)temptations
解析：第三段前三句Social distancing is...、It doesn't include...、Wha it does include...提示句群邏輯為“說(shuō)明社交隔離的內(nèi)涵→說(shuō)明社交隔離不包含的做法→說(shuō)明社交隔離真正應(yīng)包含的做法”,初步判斷空格詞表負(fù)面語(yǔ)義，備選項(xiàng)中只有K滿足條件。進(jìn)一步聚焦②句發(fā)現(xiàn)，破折號(hào)后內(nèi)容解釋說(shuō)明one's obligations,即_____to...or...—such as...整體語(yǔ)義為“(借社交隔離之名)逃離社會(huì)或逃避責(zé)任(如不去參加救生醫(yī)療工作，不履行為人父母的義務(wù)、出門購(gòu)買日用品)的_____ ”?？崭裨~應(yīng)表示“(錯(cuò)誤的)做法/趨 勢(shì)/想法”等，temptations可表示“采取某種(不良)行為的想法/欲望”,確定K為正確項(xiàng)。
32.答案：A)amazing
解析：空格前句指出，社交隔離真正包含的是謹(jǐn)慎地去愛(ài)。空格句指出，在這樣做的過(guò)程中，它為那些關(guān)心老人的人們提供了找到關(guān)愛(ài)新方式的_____機(jī)會(huì)。兩句均傳達(dá)出作者強(qiáng)烈的建議和肯定，可推知空格詞應(yīng)含正面語(yǔ)義，表示“寶貴的/絕佳的/神奇的"等，A符合文意，amazingopportunity"良機(jī)/令人驚喜的機(jī) 會(huì)”可體現(xiàn)文中“無(wú)心指柳柳成蔭，壞事(被迫社交隔離)變好事(我到關(guān)愛(ài)老人新方式的良機(jī))”的情景。
33.答案：D)engaged
解析：本題的解題思路有二：1.從句內(nèi)邏輯來(lái)看，空格所在條件狀語(yǔ)從句“如果我們不再那樣_____正常的工作和學(xué)習(xí)”為主句“有更多時(shí)間打電話給父母和祖父母”成立的條件，“有更多的空閑時(shí)間”勢(shì)必意味著“減少了在工作和學(xué)習(xí)上投入的時(shí)間”。2.從上下文關(guān)聯(lián)來(lái)看，空格所在句恰好呼應(yīng)首段“杜變隔離正令人們失業(yè)、停學(xué)”。綜上，空格詞應(yīng)表“(不再)忙于/專注于”等，be engaged in為固定搭配，意為“忙于”,D正確。
34.答案：J)spiritually
解析：We can also表明空格句承接上句(多給老人打打電話),引出作者的另外的建議：我們還可以問(wèn)問(wèn)年長(zhǎng)親屬怎樣才能_____最好地支持他們?？梢?jiàn)此處指向?yàn)槔夏耆颂峁┚裆系?更大的/實(shí)際的支持。 support sb spiritually表示“在精神上支持某人”,空格選項(xiàng)為J。I)sentimentally可表“情感地”,乍看下與spiritually屬于同一層面，對(duì)空34有較大干擾，但該詞實(shí)際上與rationally(理性地)相對(duì)，側(cè)重于“情感地，感性地(而非理性地)”,且很少與support搭配，故排除。
35.答案：B)closer
解析：空35所在部分指出作者另一建議：化逆境(因疫情而被迫社交隔離)為機(jī)遇，將我們的犧牲/社交隔離用作一種機(jī)會(huì)，使整個(gè)社會(huì)(更)團(tuán)結(jié)/和諧/緊密聯(lián)系。bring sb closer為固定搭配，表示“拉近某些人的距離”,符合文意，由此確定答案為B。
36.[答案]H
[精解]H段③句指出，學(xué)生必須在項(xiàng)目開(kāi)始之前學(xué)會(huì)最關(guān)鍵的技能(其他技能則可在項(xiàng)目推進(jìn)期間加以培養(yǎng)),試題是對(duì)此處信息的復(fù)現(xiàn)，the key skills對(duì)應(yīng)原文的The most critical skills。
37.[答案]E
[精解]E段①句指出，學(xué)士學(xué)位是通向終身學(xué)習(xí)的通行證；②句指出，大學(xué)教育在起初幾年將讓學(xué)生學(xué)會(huì)學(xué)習(xí)，掌握伴其一生的推理能力。因此，學(xué)生在大學(xué)起初幾年獲得的推理技能是終身學(xué)習(xí)的基礎(chǔ)。試題是對(duì)兩句信息的整合，a foundation for lifelong learning是對(duì)推理技能持續(xù)時(shí)間remain with them for the rest of their lives及學(xué)士學(xué)位的最終功能pasport to lifelong learning的高度概括。
38. [答案]B
[精解]B段④句后半部分指出，傳統(tǒng)的大學(xué)教育模式如今面臨兩方面挑戰(zhàn)：社會(huì)的數(shù)字化(人人均可聯(lián)網(wǎng)學(xué)習(xí))和人們對(duì)最新技能的需求(以跟上快速變化的世界)。試題是對(duì)此部分信息的改寫，其中The easy access to learning和rapid technological changes分別是對(duì)everybody who is connected to the internet to acess learning和a fast-changing world的概括。
39. [答案]K
[精解]K段首句針對(duì)上文情形“已參加工作的畢業(yè)生重返校園學(xué)習(xí)”指出，這或許讓人覺(jué)得像是科幻小說(shuō)(令人難以置信)。②③句隨即以多國(guó)數(shù)據(jù)進(jìn)行反駁：經(jīng)合組織成員國(guó)的在職學(xué)生數(shù)量平均占高校入學(xué)人數(shù)的20%,在某些國(guó)家甚至超過(guò)了40%。試題是對(duì)段落信息的提煉與概括，considerable portion準(zhǔn)確體現(xiàn)文意：人們通常認(rèn)為在職學(xué)生占比極低，實(shí)際占比卻達(dá)20%、甚至40%以上(已經(jīng)相當(dāng)高了)。
40.[答案]I
[精解]I段末句指出社交與創(chuàng)業(yè)技能不僅會(huì)真正被融入課堂教學(xué)，且在未來(lái)會(huì)非常重要，因?yàn)樗鼈兒茈y實(shí)現(xiàn)自動(dòng)化/不容易被機(jī)器取代(thoseskills回指首句social and entrepreneurial skills)。試題是對(duì)該句的同義改寫，其中managerial skills與entrepreneurial skills同指企業(yè)經(jīng)營(yíng)與管理技能，of great importance to students'future careers改寫very important to have in the future。
41.[答案]C
[精解]C段②句指出，在當(dāng)今世界，價(jià)值主要源自人際互動(dòng)以及發(fā)明和解釋事物的能力；③句又提出，通過(guò)教授基礎(chǔ)知識(shí)和最新技能，大學(xué)教育新模式將賦予學(xué)生與時(shí)俱進(jìn)的終身學(xué)習(xí)技能。試題是對(duì)兩句信息的提煉，A new modelof college education是對(duì)②句It的正確解讀，capable of lifelong learning同義改寫skills of lifelong learning。
42. [答案]J
[精解]J段⑤句介紹“終身學(xué)習(xí)”模式下大學(xué)將面臨的第二大挑戰(zhàn)：剛畢業(yè)的學(xué)生與職業(yè)經(jīng)驗(yàn)豐富的學(xué)生共聚一堂。⑥⑦句進(jìn)而指出“混合式/多元化(mixed)”學(xué)生群體的益處：改善課堂互動(dòng)方式；反映了職場(chǎng)的真實(shí)情況，是一種更好的就業(yè)準(zhǔn)備方式。試題改寫⑥⑦句，benefit learning是對(duì)change the classroom dynamics...for the best、a better preparation for it(it指代the professional world)的合理概括。
43.[答案]N
[精解]N段①②句拋出疑問(wèn)“該由誰(shuí)來(lái)為終身學(xué)習(xí)買單?是學(xué)習(xí)者、其雇主，還是政府？”,并評(píng)價(jià)指出這是一場(chǎng)永無(wú)休止的爭(zhēng)論。試題是對(duì)兩句的同義改寫，bear the cost of lifelong learning和a topic of constant debate分別同義替換pay for lifelong learning和the eternal debate。
44.[答案]F
[精解]F段③句指出，一門融合計(jì)算機(jī)科學(xué)、編程、統(tǒng)計(jì)學(xué)和機(jī)器學(xué)習(xí)的新學(xué)科應(yīng)加入數(shù)學(xué)和物理學(xué)這兩門傳統(tǒng)基礎(chǔ)學(xué)科的行列，試題是對(duì)原文信息的同義改寫，combines...with...and,..與原文 blending...and...同義。
45.[答案]M
[精解]M段首句指出問(wèn)題：定期認(rèn)證文憑可解決大學(xué)所面臨的主要組織性挑戰(zhàn)，但對(duì)于缺少時(shí)間、家庭義務(wù)纏身或有資金困難的學(xué)習(xí)者而言無(wú)濟(jì)于事。②句提出解決辦法：在線學(xué)習(xí)或許是一種選擇，因?yàn)樗梢怨?jié)省你的時(shí)間。試題是對(duì)這兩句內(nèi)容的提取及轉(zhuǎn)述。
46.[定位]本題考查社交媒體對(duì)人們生活的影響。根據(jù)social media和do to our life定位至首段①句(Why does social media trigger...)。
[答案]C。首段①句設(shè)問(wèn)“為什么社交媒體會(huì)引發(fā)孤獨(dú)感和能力不足之感”,這暗示作者觀點(diǎn)：社交媒體會(huì)讓人們感到孤獨(dú)和無(wú)能為力。C正確，選項(xiàng)同義改寫trigger feelings of loneliness and inadequacy。
47.[定位]本題考查人們?cè)诙沤幻襟w上選擇性地發(fā)表評(píng)論的原因。根據(jù)Why和post comments selectively定位至第二段⑥⑦句(no unfiltered comments...righfully so,because...)。
[答案]A。第二段⑥句指出社交媒體頁(yè)面上不會(huì)出現(xiàn)未經(jīng)篩選的評(píng)論(即題干所述的現(xiàn)象),⑦句解釋原因(so指代⑥句所述內(nèi)容):人們未與某些網(wǎng)友建立信任關(guān)系，因此不敢完全展示真實(shí)的自己。A正確。
48.[定位]本題考查人們的行為傾向。題干中humans、inclined to對(duì)應(yīng)第四段的humans/we,tendto。
[答案]C。第四段③句指出我們?nèi)祟?we與上句humans同指)傾向于把別人的生活理想化，并把自己的失敗與他們最大的成就相比較，C正確，Paint a rosy picture(把……描繪成美好圖畫(huà))是對(duì)文中抽象表述 idealize(把……理想化)的形象解讀。
49.[定位]本題考查作者對(duì)社交媒體內(nèi)容的看法。結(jié)合題干關(guān)鍵詞pictures and posts和“題文同序”原則可定位到第五段(photo、posts、Pictures and posts)。
[答案]A。第五段末句指出，(社交媒體上的)圖片和帖子應(yīng)該是人們生活中珍貴時(shí)刻和快樂(lè)時(shí)光的副產(chǎn)品，言外之意為，人們發(fā)布圖片和帖子的目的應(yīng)該是紀(jì)念生活中的難忘時(shí)刻，故A正確。
50.[定位]本題考查作者建議(如何讓網(wǎng)絡(luò)體驗(yàn)更積極有益),可定位至末段：該段③句(social media) experience,negative thoughts and feelings對(duì)應(yīng)題干中online experience、unconstructive(非建設(shè)性的；無(wú)助益的)。
[答案]D。末段末句指出，若社交媒體讓你產(chǎn)生消極想法和情緒(即用戶體驗(yàn)缺乏建設(shè)性/積極意義),不妨多與好友面對(duì)面交流，盡量減少使用社交媒體的時(shí)間，最終你會(huì)明白現(xiàn)實(shí)中的社交網(wǎng)絡(luò)比社交媒體更有意義(scrolling online和any “l(fā)ike,”“follow”or“share”均指向社交媒體);且由上文可知社交媒體會(huì)誘發(fā)病態(tài)完美主義，讓用戶過(guò)度在意自己的網(wǎng)絡(luò)形象。綜合可知，D符合作者的建議。
51.[定位]本題考查人類一直以來(lái)對(duì)大猩猩所做之事，由humans have been doing to chimps可定位至首段。
[答案]A。首段①句虛設(shè)情境“某外星物種登陸地球，憑一己之力將人類文明毀滅”,②句回歸現(xiàn)實(shí)，指出“這正是人類一直以來(lái)對(duì)大猩猩所做之事”,意即“人類一直都在推毀大猩猩的文化”,A正確。
52.[定位]本題考查Andrew Whiten團(tuán)隊(duì)的研究發(fā)現(xiàn)，可定位至第二段(a team of scientists led by Andrew Whiten showed...The team identified...)。
[答案]D。第二段①句總述團(tuán)隊(duì)發(fā)現(xiàn)“非洲不同地區(qū)的大猩猩行為大不相同”,②句舉例詳釋“群體間引起對(duì)方注意的方式完全不同”,③句進(jìn)一步指出“研究發(fā)現(xiàn)的這種‘一些社群遵從奉行，其他社群則不然’ 的行為傳統(tǒng)已達(dá)39種”?？梢?jiàn)，不同大猩猩群體的交流方式截然不同，D正確。
53.[定位]本題考查Ammie Kalan團(tuán)隊(duì)的實(shí)地考察發(fā)現(xiàn)，可定位至第四段。
[答案]B。第四段①句指出“多種動(dòng)物文化可能消失不見(jiàn)”.②③句介紹Ammie Kalan團(tuán)隊(duì)的實(shí)地考察發(fā)現(xiàn)“正是人類的存在破壞了大猩猩行為的多樣性，人類的發(fā)展繁榮之地恰是大猩猩文化的凋零之處”,綜合可知“人類活動(dòng)損害了大猩猩行為的多樣性”,B正確。
54.[定位]本題考查Cat Hobaiter對(duì)大猩猩保護(hù)方式的建議，可定位至第六段(...says Cat Hobaiter)。
[答案]B。第六段①句指出“人類急于保護(hù)整個(gè)大猩猩物種，卻忽略了個(gè)體”,②句強(qiáng)調(diào)“大猩猩的每個(gè)社群都獨(dú)一無(wú)二”,③④句補(bǔ)充指出“某事件可能對(duì)大猩猩整個(gè)種群影響極小，卻可能徹底推毀整個(gè)社群及 整個(gè)文化，且杜群文化一旦消失則極難復(fù)原”,可見(jiàn)，赫伯特認(rèn)為應(yīng)努力保全每個(gè)大猩猩社群，B正確。
55.[定位]本題考查作者對(duì)環(huán)保主義者的建議，可定位至第八段①句(conservationists need to...)。
[答案]C。第八段首句作者提出建議“環(huán)境保護(hù)主義者需要考慮用一種全新的方式來(lái)拯救物種—既保護(hù)動(dòng)物的軀體和基因，也保全它們的傳統(tǒng)”,C正確。
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