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2022年12月大學(xué)英語(yǔ)六級(jí)閱讀真題以及答案（卷二）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 word bank 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 a single line through the centre.You may not use any ofthe words in the bank more than once.
The task of the global strategist of a business is to build a platform of capabilities derived from the resources,experiences and innovations of units operating in multiple locations,to transplant those capabilities wherever 26 ,and then to systematically upgrade and renew them—ahead of the competition.
Apple is an outstanding case of a company whose unique capabilities give it a worldwide 27 advantage,particularly with respect to its ability to build platforms from a product base that integrates functional and 28 design.Apple has been able to leverage and exploit itsCalifornia-based design and marketing advantages successfully throughout the world.IKEA is another such case.The do-it-yourself furniture and houseware company first developed a compelling set of capabilities to design,manufacture and 29 furniture at low cost and sell it in a novel way in Sweden.Later,IKEA successfully 30 this formula in many other countries.
Bycontrast,Telefónica,a Spanish telecommunications company that is now the world's fifth largest telecom by 31 ,first developed its special advantage abroad.In 1989 and 1990,Telefónica had the opportunity to enter Chile and Argentina,countries that shared many institutional and cultural characteristics with its home country but that were 32 more rapid market reform.Throughout the 1990s,Telefónica took what it learned in Chile and Argentina about reconstructing former state-owned telecoms to other Latin American countries that were privatizing their state telecoms and deregulating their telecom markets.
These examples might lead the reader to believe that creating a global advantage isan casy task.But many other 33 of expensive failed experiments suggest that creating a lasting global advantage actually requires a great deal of 34 and operationalfinesse(技巧)。Our research suggests that global winners typically create and sustain their international presence through a systematic process of 35 ,renewing and enhancing their core capabilities.
A)aesthetic
B)appropriate
C)clusters
D)competitive
E)exploiting
F)fiscal
G)instances
H)rehabilitated
I)reproduced
J)revenues
K)safeguarding
L)ship
M)strategic
N)transcend
O)undergoing
Section B
Directions: In this section,you are going to read a passage with ten statements attached to it.Each statement contains information given in one of the paragraphs,Identify the paragraph from which the information is derived.You may choose a paragraph more than once.Each paragraph is marked with a letter.Answer the questions by marking thecorresponding letter on Answer Sheet 2.
Fear of Nature:An Emerging Threat to Conservation
A)Whatdo we lose whennatural spaces and speciesdisappear?Increasingly,research has shown that as species and ecosystems vanish,it also chips away at our ability to preserve what remains—because we no longerunderstand what we're losing.
B)You probably see it all the time.The neighbor who puts pesticides on hislawn rather than deal with annoying bees.The politician who votes against wildlife protection because she's never seen a wolf in the wild.Thecorporation that wants to bulldoze(用推土機(jī)推平)the habitat of a rare frog.
C)At best this can be termed“the extinction of experience,”where our cultural and natural histories fade fromour memoriesand therefore our reality.At its worst it becomes something even more concerning “biophobia,”the fear of living things and a complete aversion to nature.
D)This isn't the fiction of living in a cold,emptydystopia(絕望的世界).Sadly,it's becoming a way of life for too many people—especially children.A recent study in Japan paints a striking portrait of this problem.A survey of more than 5,300 school children in the Tochigi Prefecture examined their perception of 14 local insect species and one spider.The results?A collective“ew!”Most of the students saw the species as things to dislike or fear,or even as sources of danger.The less experience the students had with nature,the more negative their feelings.
E)The results were published earlier this year in the journal Biological Conservation.Lead researcher Masashi Soga with the University of Tokyo says the study stemmed from observations about today's nature-deficient children.“Humans inherently avoid dangerous organisms such as bees,but children these days avoid even harmless insects such asbutterfliesand dragonflies(蜻蜓), ”he says.“I have longwondered why so many of today's children react like this.”
F)Although the children's reactions were somewhat expected,the new study did contain an unexpected finding:Many of the surveyed children revealed that their parents also expressed fear or disgust of the same animals.In fact these parental emotions were strong enough to overwhelm any positive experiences the children might have gained from direct experiences in nature.As Soga and his coauthors wrote in their paper,“Ourresults suggest that there is likely a feedback loop in which an increase in people who have negative attitudes towards nature in one generation will lead to a further incrcasc in pcople with similar attitudes in the nextgeneration.”
G)And that's possibly the greater threat posed by extinction of experience.Soga suggests the generationa loss—a condition previously dubbed environmental generationalamnesia(遺忘)—could chip away at our societal ability to preserve what we're losing.“I believe that increased biophobia is a major,but invisible,threat to global biodiversity,”Soga says.“As the number of children who have biophobia increases,public interest and support for biodiversity conservation will gradually decline.Although many conservation biologists still consider that preventing the loss of wildlife habitat is the most important way to conserve biodiversity,I think preventing increased biophobia is also important for conservation.”
H)What's to be done about this?The paper makes several recommendations,the most obvious of whichis that children should experience nature more often.The authors also suggest establishing policies to guide these natural experiences and increasingeducational programs about the natural world.
I)Helping parents to see species around them in a new light would make a difference,too.And,of course,maintaining support for preserving the wild spaces where these“scary”creatures live is the most important thing of all.That's a point reinforced by another recent study,which found that wild spaces located within urban areas—and the plants and animals that thrive in them—are particularly important for human hcalth and well-being.
J)Published in the journal Frontiers in Sustainable Cities,the study examined attitudes toward Discovery Park,the heavily forested 534-acre public park in Seattle,Washington.It found that the public had the most appreciation for—and gained the most value from--the wildest parts of the park.“I have seen whales,seals,fish,eagles,shorebirds and many other sea creatures in their natural habitat,”one survey participant wrote.“Coming here with people has allowed me to connect and talk with them about conversation that simply does not happen in everyday life,”wrote another.
K)The participants reported that their most valuable experiences in the park included encountering wildlife,walking through open spaces,exploring the beach and finding beautiful views.“We saw that a large majority of participants'interactions,especially their most meaningful interactions,depended on Discovery Park's relative wildness,”says lead author Elizabeth Lev,a master's student in the university of Washington's Human Interaction with Nature Lab.This is only possible because the park is relativelywild.After all,you can't enjoy watching birds if there are no birds to follow;gaze at the sunset if it's obscured by skyscrapers;or stop and smell the flowers if they don't have room to grow.
L)And yet even this long-protected space could someday become less hospitable to nature.Over the past few years a lot of people and organizations have suggested developing parts of Discovery Park or the neighboring area.Most recently a plan proposed building 34 acres of much-needed affordable housing and parking spaces adjacent to the park,bringing with them noise,traffic and pollution.
M)If anything like that happened,both the park and the people of Seattle could lose something vital.And that would continue the trend of chipping away at Seattle's-and the world's—natural spaces,leaving just tiny pocket parks and green-but-empty spaces that offer little real value to wildlife,plants or people.
N)“It is true that any interaction with nature is better than none,but I don't want people to besatisfied with any small bit of grass and trees,”Lev says.“We have been in this cycle of environmental generational amnesia for a long time,where the baseline keeps shifting and we don't even realize what we're losing until it's gone.If we can get peopleto understand how much meaning and value can come from having more experiences with more wild forms of nature,then maybe we can stop this cycle and move toward conserving and restoring what we have left.”
O)Building this understanding in an ever-more fearful and disconnected world may be the biggest challenge.Peter Kahn,the senior author of Lev's paper and the director of the Human Interaction with Nature Lab,made several suggestions for bridging this gap in this 2011 book,Technological Nature.They echo the recommendation about getting children into nature,but also include telling stories of how things used to be,imaginingwhat things might be like in the future,and developing a common language about nature,“a way of speaking about wild and domestic interaction patterns,and the meaningful,deep and often joyful feelings that they generate.”
P)Nomatter what techniques we use,this growing field of research illustrates that saving nature requires encouraging people to experience it more often and more deeply.That calls for additional rescarch—Lev and her coauthors have published a toolkit that other municipalities can follow to study thevalue of their own wild spaces—and clear communication ofthe results.“If we can continue to show people the benefits of these wild spaces,”Lev says,“maybe pcople will begin to see more value in keeping these are as undeveloped—for the sake of our mutual benefit.”
36.A newstudy found parents'aversion to certainanimals would pass on to their children.
37.The disappearance of species and ecological systems erodes our ability to keep what is left.
38.A study showed that the widest areas of Discovery Park appealed most to the public.
39.The fear of living organisms is becoming more worrisome.
40.Preventing the increase in children's fear of living creatures is also important for conserving biodiversity.
41.Research shows that more and deeper experience people have with nature will help save it.
42.Though humans naturally tend to avoid dangerous animals,today's children try to stay away from even harmless ones.
43.Development in and around Discovery Park could cause heavy losses to the park and the local residents.
44.A large survey of school children found that their negative feelings grew as their experience with nature diminished.
45.Elizabeth Lev believes increased contact with more wildlife helps conserve biodiversity.
Section C
Directions:There are 2 passages in this section.Each passage is followed by some questions or unfinished statements.For each of them there are four choices marked A),B),C)and D).You should decide on the bestchoice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
Passage One
Questions 46 to 50 arebasedon the following passage.
Some people in the US have asserted that forgiving student loan debt is one way to stimulate the economyand give assistance to those in need.One government proposition is to eliminate $10,000 ofdebt for *economically distressed'students.Some in US Congress have gone so far as to suggest forgiving up to $50,000 in debt per student borrower,but does forgiving student debt necessarily correlate tohelping the economically disadvantaged?
The answer is no.This policy is just giving money away to universities and the most affluent students in attendance.Federal Reserve data reveals that the highest-income 40 percent of households owe approximately 60 percent of outstanding student debt,while the lowest 40 percent owe just under 20 percent.This could be due to a combination of factors:students from high-income houscholds are more likely togo to expensive colleges,less likely to receive financial aid,and more likely to have high incomes post-graduation.Plus,the majority of student debt is held by graduate degree carners,who carn approximately 25 percent more than their undergraduate counterparts.Clearly,giving free reign to banks to forgive student debt is a step in the wrong direction.
Other proposals for broader,long-term student loan plans have some fundamental problems.Oneidea is to cancel student debt only for undergraduate degres and for students making less than $125,000.
This attempts to address the fact that Congress'previously mentioned student loan forgiveness plan largely helps out the wealthy,but is an adverse incentive for universities to keep raising tuition and for students to choose to major in low-carning degree programs.Colleges have no reason to make their programs more affordableif they believe students will just take out more debt.And,students will feel more comfortable making the irresponsible decision to go tens of thousands of dollars in debt to major in impractical or idealistic subjects ifthey know their loans will be forgiven.
This is especially concerning given the pandemic (大流行病)has rendered a college education practically worthless.Students are paying tens of thousands of dollars per year to live at home and be lectured on the Internet.Dowe really want to tell colleges that they can get away with providing below- average service for anoutrageous cost?
In the case of any of these student debt plans,working-class Americanswho chose not to or could not afford to go to college will be subsidizing the education of the professional class.Plumbers and retai workers will be paying for the degrees of doctors and lawyers.
The US government's effort to help those in debt is commendable but is this really the solution that will help the poor financially recover?
46.Why do some people advocate forgiving student loan debt?
A)They assert it will narrow the gap between the wealthy and the poor.
B)They believe it will bencfit both the economy and the underprivileged.
C)They claimit will eliminate economic distress among college students.
D)They think the cost of education is the responsibility of the government.
47.What do we learn from the Federal Reserve data?
A)Approximately 60% of student debt remains unpaid.
B)Cancelling student debt benefits wealthy families most.
C)Forgiving student debt provides little benefit to universities.
D)Low-income familics owe the biggest amount of student debt.
48.What does the author say students are likely to do if they know they needn't repay their loans?
A)They will choose to study subjects without considering their job prospects.
B)They will be frce to pursue their goals without being burdened financially.
C)They will over-borrow and live beyond their means.
D)They will be able to enroll in expensive universities.
49.What does the author imply about colleges offering online education?
A)They cannot get away with the serious consequences.
B)They have suffered greatly from the current pandemic.
C)The tuition they charge is not justified by the quality of their service.
D)Thetuition they charge has surgedoutragcously during the pandemic.
50.What will happen if any of the proposed student debt plans is implemented?
A)Plumbers and retail workers will have a chance of becoming professionals.
B)Working-class students will have increasing access to subsidized education.
C)Blue-collar workers will have to bear thecost of educating would-be high-carners.
D)A growing number of students will be able to earn degrees in medicine and law.
Passage Two
Questions 51 to 55 are based on the following passage.
If there'sone rule that most parents cling to in the confusing,fast-changing world of kids and media, it's“No screens before age 2.
As of today,that rule has been thrown out the window.
The American Academy of Pediatrics(AAP),which first issued that recommendation back in 1999, has extensively updated and revised its guidelinesfor children and adolescents to reflect new research and new habits.
Thenew guidelines,especially for very young children,shift the focus from WHAT is on the screen to WHO else is in the room.And in doing so,theyraise some intriguingpoints about the future of learning from media.
For babiesyounger than 18 months,AAP still says no screens at all are the best idea—with one notable exception:Live video chat.Surveys indicate that families already popularly believe that“Face time doesn't count”,or at least that the benefit of virtual visits with grandparents or other relatives outweighs thepotential cost of exposing babies to the laptopor smartphone.
The AAP doesn't cite positive evidence that infants actually get something out of this kind of “conversation”,the way that they clearly do from live social interaction.But there's some observational research that infants as young as six months old are emotionally engaged by playing live peekaboo(躲貓貓游戲 )with Grandma online.
For infants and toddlers(學(xué)步兒童) ,ages 15 months to 2 years old,there's limited evidence from a couple of very small studies that they canlearn new wordsfrom educational media,if and only if parents are watching alongside them,repeating what the video says and/or drawing attention to what is on the screen.In other words,treating a video or an app like a picture book is the best bet.
The flip side of this is that many studies have actually shown poorer language skills correlated with carlier solo viewing of "cducational”videos.There's also research that shows language delays in children who watch more TV and start watching earlier.In both cases,the problem seems to be media replacing interaction with people.For this reason,the new AAP guideline has changed from“avoid all screens under age 2”to“avoid solo media use in this age group.”
For preschoolers ages 2 to 5,there's more evidencethat they have the ability to transfer knowledge from screens to the real world,including early literacy and math.For this age group,AAP recommends no more than an hour a day of screen use.And,just as with younger children,they want care-givers to take part in screen time:“Co-view with your children,help children understand what they areseeing,and help them apply what they learn to the world around them.”
51.What do we learn about the“No screens under 2”rule?
A)It has met more and more resistance from parents.
B)It has proved helpful to children's healthy growth.
C)It confusesparents withregard to kids'education.
D)It has been discarded in line with recent research
52.What do the new AAP guidelines advocate?
A)Young children should be accompanied by parents during screen time.
B)Parents shouldbe emotionally involved in their children's upbringing.
C)Young children should watch videos carefully selected by parents.
D)Parents should protect their children from too much mediaexposure.
53.What do families think of live video chat according to surveys?
A)It should not be regarded as screen time.
B)It helps babies to develop their verbal skills.
C)It isnot as harmful as playing games on laptops.
D)It is a good substitute forvideo viewing.
54.What do researches find about kids solo viewing educational videos?
A)It arouses their interest in language learning.
B)It works no better than reading picture books.
C)It hampers their development of language skills.
D)It helps them acquire independent learning skills.
55.What does the author say about preschoolers ages 2 to 5?
A)They can understand pretty well what they see on the screen.
B)They can learn on their own without much parental guidance.
C)They can make use of educational videos to develop digital literacy.
D)They can relate what they learn on the screen to real life situations.
26.B)【語(yǔ)義判斷】空格所在句提到，企業(yè)全球戰(zhàn)略家的任務(wù)是建立一個(gè)能力平臺(tái)，從多地運(yùn)營(yíng)單位的資源、經(jīng)驗(yàn)和創(chuàng)新中獲取能力，然后把這些能力遷移到某些地方，系統(tǒng)地升級(jí)和更新它們，從而領(lǐng)先于競(jìng)爭(zhēng)對(duì)手。備選項(xiàng)中的形容詞appropriate“合適的，恰當(dāng)?shù)摹庇迷诖颂幈硎尽鞍堰@些能力遷移到任何合適的地方”,符合語(yǔ)境，故B)為答案。
27.D)【語(yǔ)義判斷】文章第一段就指出，企業(yè)全球戰(zhàn)略家要努力建設(shè)企業(yè)能力，使其領(lǐng)先于競(jìng)爭(zhēng)對(duì)手?？崭袼诰鋭t以蘋(píng)果公司為例，介紹了其獨(dú)特的能力，這種能力讓它擁有了全球范圍內(nèi)的一種優(yōu)勢(shì)，根據(jù)上下文可推斷，這里指的應(yīng)該是“競(jìng)爭(zhēng)上的優(yōu)勢(shì)”。由此確定D)competitive為答案。
28.A)【語(yǔ)義判斷】空格所在句指出，蘋(píng)果公司的產(chǎn)品融合了兩方面的設(shè)計(jì)，functional“實(shí)用的”是其中的一個(gè)設(shè)計(jì)特征，那么空格處的形容詞也應(yīng)該用來(lái)描述某種特征，形容詞中，aesthetic“美學(xué)的，審美的”符合文意，故答案為A)aesthetic。
29.L)【語(yǔ)義判斷】空格所在句描述的是宜家建設(shè)企業(yè)能力的具體做法，他們以低成本設(shè)計(jì)、制造和_____家具，并以新穎的方式在瑞典銷(xiāo)售。根據(jù)一般邏輯可知，設(shè)計(jì)和制造結(jié)束后應(yīng)該就是“運(yùn)輸”“售賣(mài)”等環(huán)節(jié)，ship“(用船、飛機(jī)、卡車(chē)等)運(yùn)送”符合語(yǔ)義邏輯，故L)ship為答案。
30.I)【語(yǔ)義判斷】上文指出，宜家已經(jīng)在國(guó)內(nèi)實(shí)踐了成功的商業(yè)做法，接著空格所在句指出，宜家在許多其他國(guó)家_____這一方法，說(shuō)明它是把國(guó)內(nèi)的成功經(jīng)驗(yàn)再運(yùn)用到其他國(guó)家中去。I)reproduced“復(fù)制”符合語(yǔ)境，故為答案。
31.J)【語(yǔ)義判斷】空格所在句提到西班牙電信公司 (Telefónica)目前是世界第五大電信公司，介詞by 在這里應(yīng)該表方式，“從……方面/就……而言”可以衡量出它是第五大電信公司，復(fù)數(shù)名詞中，revenues“(政府的)稅收；(公司的)收益”用在這里表示“按收益來(lái)算”,符合語(yǔ)義，故答案為J)。
32.O)【語(yǔ)義判斷】空格所在句提到，智利和阿根廷這兩個(gè)國(guó)家與西班牙有許多相同的制度和文化特征，但正在_____更迅速的市場(chǎng)改革。動(dòng)詞的現(xiàn)在分詞中，只有undergoing“經(jīng)歷”能與market reform搭配，且符合上下文語(yǔ)義，故答案為O)。
33.G)【語(yǔ)義判斷】上一句指出，前文提到的這些成功案例可能會(huì)讓讀者覺(jué)得創(chuàng)造全球優(yōu)勢(shì)是一件容易的事。空格所在句以but為轉(zhuǎn)折，表示也有許多失敗的實(shí)驗(yàn)表明創(chuàng)造持久的全球優(yōu)勢(shì)實(shí)際上需要技巧，也就是說(shuō)，同樣存在很多失敗案例，G) instances“例子，實(shí)例”與前一句中的example相對(duì)應(yīng)，且符合文意，故為答案。
34.M)【語(yǔ)義判斷】空格所在句的意思是，創(chuàng)造持久的全球優(yōu)勢(shì)實(shí)際上需要大量的技巧，其中一個(gè)技巧是運(yùn)營(yíng)層面的，由此可知，空格處所填的形容詞應(yīng)該是和公司運(yùn)行發(fā)展相關(guān)的，strategic“戰(zhàn)略性的”符合文意，故為答案。
35.E)【語(yǔ)義判斷】此處意思是：全球贏家通常是通過(guò)_____、更新和增強(qiáng)其核心能力的系統(tǒng)化過(guò)程來(lái)建立和維持其國(guó)際影響力。備選項(xiàng)中的exploiting“開(kāi)發(fā)；利用”用在這里符合語(yǔ)義邏輯，故答案為E)。
36.【定位】由題干中的parents'aversion to certain animals和pass on totheir children定位到文章F)段第一句和最后一句。
F)【精析】細(xì)節(jié)推斷題。F)段第一句提到，這項(xiàng)新研究確實(shí)含有一個(gè)意想不到的發(fā)現(xiàn)：許多接受調(diào)查 的孩子透露，他們的父母也對(duì)同樣的動(dòng)物表現(xiàn)出恐懼或厭惡。由該句中also和 the same animals可知，這些孩子和他們的父母一樣恐懼或厭惡這些動(dòng)物。該段最后一句強(qiáng)調(diào)該研究結(jié)果表明上一代對(duì)自然持負(fù)面態(tài)度的人數(shù)增加會(huì)導(dǎo)致下一代持類(lèi)似態(tài)度的人數(shù)進(jìn)一步增加。由此可以推知，家長(zhǎng)對(duì)某些動(dòng)物的厭惡會(huì)導(dǎo)致其孩子同樣厭惡這些動(dòng)物，題干中的parents'aversion to certain animals對(duì)應(yīng)原文中的their parents also expressed fear or disgust of the same animals,題干中的pass on to their children是根據(jù)原文中l(wèi)ead to a further increase in people with similar attitudes in the next generation推斷而出的結(jié)論 故答案為F)。
37.【定位】由題干中的species and ecological systems和our ability tokeep whatis left定位到A)段最后一句。
A)【精析】同義轉(zhuǎn)述題。A)段最后一句提到，越來(lái)越多的研究表明，隨著物種和生態(tài)系統(tǒng)的消亡，這也逐步削弱了我們保護(hù)剩余資源的能力。題干中的the disappearance of species and ecologica systems對(duì)應(yīng)原文中的species and ecosystems vanish,題干中的erodes our ability和keep what is left分別是對(duì)原文中chips away at our ability和preserve what remains的同義轉(zhuǎn)述，故答案為A)。
38.【定位】由題干中的the wildest areas of Discovery Park和appealed most to the public定位到J)段第二句。
J)【精析】同義轉(zhuǎn)述題。J)段第二句提到，研究發(fā)現(xiàn)，公眾對(duì)公園最荒野的地方最為欣賞，并從中獲得了最大價(jià)值。題干中的the wildest areas of Discovery Park對(duì)應(yīng)原文中的the wildest parts of the park,題干中的appealed most to the public是對(duì)原文中the public had the most appreciation for的同義轉(zhuǎn)述，故答案為J)。
39.【定位】由題干中的the fear of living organisms和more worrisome定位到文章C)段最后一句。
C)【精析】同義轉(zhuǎn)述題。C)段最后一句指出，最糟糕的情況是變成更加令人擔(dān)憂(yōu)的問(wèn)題：“生物恐懼癥”,即對(duì)生物的恐懼和對(duì)自然的完全厭惡。題干中的the fear of living organisms對(duì)應(yīng)原文中的 biophobia和the fear of living things,題干中的worrisome是原文中concerning的近義詞，故答案為C)。
40.【定位】由題干中的preventing the increase和also important for conserving biodiversity定位到G)段最后一句。
G)【精析】同義轉(zhuǎn)述題。G)段最后一句提到，盡管許多保護(hù)生物學(xué)家仍然認(rèn)為防止野生動(dòng)物棲息地的喪失是保護(hù)生物多樣性最重要的方法，但曾我昌史覺(jué)得防止生物恐懼癥的增加對(duì)保護(hù)也很重要。題干中的the increase in children's fear of living creatures是對(duì)原文中increased biophobia的同義轉(zhuǎn)述，題干中的conserving biodiversity對(duì)應(yīng)原文中的conserve biodiversity和conservation, 故答案為G)。
41.【定位】由題干中的more and deeper experience、nature和save it定位到文章P)段第一句。
P)【精析】細(xì)節(jié)推斷題。P)段第一句提到，這一不斷發(fā)展的研究領(lǐng)域表明，拯救自然需要鼓勵(lì)人們更頻繁、更深入地體驗(yàn)自然。由requires encouraging可以推知，人們更頻繁、更深入地體驗(yàn)自然對(duì)于拯救自然有所助益，所以才會(huì)需要鼓勵(lì)人們這么去做，題干中的“more and deeper experience...with nature”對(duì)應(yīng)原文中的experience it more often and more deeply,題干中的will help save it是根據(jù)原文中“saving nature requires encouraging...”推斷而出的結(jié)論，故答案為P)。
42.【定位】由題干中的naturally tend to avoid dangerous animals和even harmless ones定位到文章E)段第三句。
E)【精析】同義轉(zhuǎn)述題。E)段第三句指出，人類(lèi)生來(lái)就會(huì)避開(kāi)像蜜蜂這樣的危險(xiǎn)生物，但如今的兒童甚至還會(huì)躲避諸如蝴蝶和蜻蜓之類(lèi)的無(wú)害昆蟲(chóng)，題干中的naturally tend toavoid dangerous animals和stay away from even harmless ones分別對(duì)應(yīng)原文中的inherently avoid dangerous organisms和avoid even harmless insects,故答案為E)。
43.【定位】由題干中的heavy losses 和the park and the local residents定位到文章M)段第一句。
M)【精析】細(xì)節(jié)推斷題。M) 段第一句提出，如果發(fā)生類(lèi)似的事情，探索公園和西雅圖人都可能失去一些至關(guān)重要的東西。由上一段可知，anything like that 是指開(kāi)發(fā)探索公園的部分地區(qū)或周邊地區(qū)。而J)段第一句表明探索公園位于西雅圖，由此可以推知，題干中的當(dāng)?shù)厝司褪侵肝餮艌D人。也就是說(shuō)，開(kāi)發(fā)探索公園的部分地區(qū)或周邊地區(qū)會(huì)令公園自身以及西雅圖當(dāng)?shù)厝藫p失重大。題干中的cause heavy losses對(duì)應(yīng)原文中的lose something vital,故答案為M)。
44.【定位】由題干中的a large survey of school children和negative feelings grew定位到文章D)段第四句和最后一句。
D)【精析】同義轉(zhuǎn)述題。D)段第四句提到一項(xiàng)對(duì)析木縣5300多名學(xué)齡兒童的調(diào)查，研究了他們對(duì)14種當(dāng)?shù)乩ハx(chóng)和1種蜘蛛的看法。由5300多名學(xué)齡兒童可知，這是一項(xiàng)大型調(diào)查。然后該段最后一句指出調(diào)查結(jié)果發(fā)現(xiàn)學(xué)生對(duì)自然的體驗(yàn)越少，他們的感受就越負(fù)面。題干中的a large survey of school children對(duì)應(yīng)原文中的a survey of more than 5,300 school children,題干中的their negative feelings grew as their experience with nature diminished 是對(duì)原文中the less experience the students had with nature,the more negative their feelings的同義轉(zhuǎn)述，故答案為D)。
45.【定位】由題干中的Elizabeth Lev和 increased contact with more wildlife定位到文章N)段最后一句。
N)【精析】細(xì)節(jié)推斷題。N)段最后一句指出，伊麗莎白·列夫表示如果我們能讓人們了解到與大自然 更多類(lèi)型的野生動(dòng)植物進(jìn)行更多接觸所帶來(lái)的意義和價(jià)值，那么也許我們可以停止這一循環(huán)，并朝著保護(hù)和恢復(fù)我們剩余資源的方向邁進(jìn)。由此可以推知，與更多類(lèi)型的野生動(dòng)植物進(jìn)行更多接觸有助于保護(hù)和恢復(fù)我們的剩余資源，即保護(hù)生物多樣性。題干中的increased contact with more wildlife對(duì)應(yīng)原文中的having more experiences with morewild forms of nature,題干中的helps conserve biodiversity是根據(jù)原文中move toward conserving and restoring what we have left推斷而出的結(jié)論，故答案為N)。
46.【定位】由題干中的some people advocate定位到第一段首句。
B)【精析】事實(shí)細(xì)節(jié)題。定位句指出，一些美國(guó)人斷言，免除學(xué)生貸款債務(wù)是刺激經(jīng)濟(jì)、幫助有需要者的一種方式，而作者在定位段末句質(zhì)疑這樣做是否真的是在幫助弱勢(shì)群體，可知主張免除學(xué)生貸款的人認(rèn)為這樣做有利于經(jīng)濟(jì)和弱勢(shì)群體，故答案為B)。
47.【定位】由題干中的the Federal Reserve data定位到第二段第三句。
B)【精析】推理判斷題。定位句指出，根據(jù)美聯(lián)儲(chǔ)的數(shù)據(jù)，在未償還的學(xué)生債務(wù)中，約60%是收入排在前40%的家庭欠下的，而收入排在后40%的家庭的欠款只占不到20%,而之前一句則說(shuō)，免除學(xué)生債務(wù)只是給大學(xué)和最富裕的在校學(xué)生送錢(qián)，綜合這兩句可知，作者引用美聯(lián)儲(chǔ)的這一數(shù)據(jù)就是為了說(shuō)明取消學(xué)生債務(wù)對(duì)富裕家庭最有利，故答案為B)。
48.【定位】由題干中的if they know和needn't repay their loans定位到第四段最后一句。
A)【精析】推理判斷題。定位句指出，如果學(xué)生們知道自己的貸款會(huì)被免除，那么他們更容易做出不負(fù)責(zé)任的決定，主修不切實(shí)際或理想主義的科目，而不惜簽下數(shù)萬(wàn)美元的債務(wù)。由此可知，作者認(rèn)為學(xué)生提前知道學(xué)費(fèi)債務(wù)免除的后果，主要是導(dǎo)致他們選擇的專(zhuān)業(yè)不實(shí)際。再結(jié)合該段首句中所說(shuō)的，學(xué)生因此會(huì)選擇主修低收入學(xué)位課程，概括而言，如果學(xué)生知道債務(wù)可以免除，那么他們就會(huì)不太考慮就業(yè)后的收入前景，主修不切實(shí)際的課程，故A)為答案。
49.【定位】由題干中的online education定位到第五段第二句。
C)【精析】推理判斷題。定位句提到，大流行病期間，學(xué)生們每年支付數(shù)萬(wàn)美元卻只是待在家里，接受網(wǎng)上授課。在隨后一句，作者批評(píng)這些大學(xué)收取高昂的費(fèi)用而只提供低于平均水平的服務(wù)，可知其學(xué)費(fèi)與服務(wù)質(zhì)量不相匹配，故答案為C)。
50.【定位】由題干中的student debt plans和implemented定位到倒數(shù)第二段。
C)【精析】事實(shí)細(xì)節(jié)題。定位段首句指出，無(wú)論施行何種學(xué)生債務(wù)計(jì)劃，都是讓美國(guó)工薪階層資助專(zhuān)業(yè)階層的教育，隨后采用舉例的方式，說(shuō)管道工和零售工人將為醫(yī)生和律師的學(xué)位支付學(xué)費(fèi)，也就是藍(lán)領(lǐng)階層將為高收入的專(zhuān)業(yè)人士承擔(dān)教育費(fèi)用，故答案為C)。
51.【定位】由題干中的“No screens under 2”rule定位到第一、二段。
D)【精析】事實(shí)細(xì)節(jié)題。文章首段第一句指出，大多數(shù)父母認(rèn)為在孩子未滿(mǎn)2周歲之前，應(yīng)該限制孩子看屏幕。第二段第一句指出，但從今天起，這條規(guī)則就不適用了。由此可知，“未滿(mǎn)2周歲之前， 限制孩子看屏幕”這條規(guī)則現(xiàn)在已經(jīng)不提倡了，故答案為D)。
52.【定位】由題干中的new AAP guidelines和advocate定位到第四段和七段。
A)【精析】推理判斷題。文章第四段第一句指出，這項(xiàng)新的指導(dǎo)方針，特別是針對(duì)非常年幼的兒童的部分，將重點(diǎn)從屏幕上的內(nèi)容轉(zhuǎn)向房間里的其他人。文章第七段第一句指出，只有當(dāng)父母和孩子一起觀(guān)看視頻，并且對(duì)孩子重復(fù)視頻中的內(nèi)容，或者提示孩子注意屏幕上的內(nèi)容時(shí)，孩子才能從教育媒體中學(xué)到新單詞。由此可知，新指南提倡在看屏幕期間，年幼的孩子應(yīng)該有父母陪伴，故答案為A)。
53.【定位】由題干中的families和live video chat定位到第五段。
A)【精析】推理判斷題。文章第五段第二句指出，調(diào)查顯示，美國(guó)家庭已經(jīng)普遍認(rèn)為“實(shí)時(shí)視頻聊天沒(méi)事”,或者至少他們認(rèn)為云端看望祖父母或其他親戚的好處要大于讓嬰兒接觸筆記本電腦或智能手機(jī)的潛在危害。由此可知，調(diào)查表明，家庭認(rèn)為實(shí)時(shí)視頻聊天不應(yīng)被視為屏幕時(shí)間，故答案為A)。
54.【定位】由題干中的kids solo viewing educational videos定位到第八段第一句。
C)【精析】事實(shí)細(xì)節(jié)題。文章第八段第一句指出，另一方面，許多研究實(shí)際表明，孩子語(yǔ)言技能較差與其早期單獨(dú)觀(guān)看“教育”視頻相關(guān)。由此可知，孩子自己看視頻，會(huì)阻礙他們語(yǔ)言技能的發(fā)展，故答案為C)。
55.【定位】由題干中的ages 2 to 5定位到最后一段第一句。
D)【精析】推理判斷題。文章最后一段第一句指出，對(duì)于2至5歲的學(xué)齡前兒童，有更多證據(jù)表明他們有能力將知識(shí)從屏幕轉(zhuǎn)移到現(xiàn)實(shí)世界，包括早期識(shí)字和數(shù)學(xué)。由此可知，2至5歲的學(xué)齡前兒童可以將屏幕上學(xué)到的內(nèi)容與現(xiàn)實(shí)生活情境聯(lián)系起來(lái)，故答案為D)。
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