2018年大学英语六级CET6阅读理解词汇理解答题攻略及模拟题

Passage Nine
    Much meaning can be _1_ , clearly, with our eyes, so it is often said that eyes can speak. Do you have such kind of experience? In a bus you may look at stranger, but not too long. And if he is  2  that he is being stared at, he may feel uncomfortable.
    The same is in daily life. If you are looked at for more than necessary, you will look at  yourself  up  and  down,  to  see  if  there  is  anything  wrong  with  you.  If  nothing  goes wrong, you will feel angry toward other’s   3   with you that way. Eyes do speak, right?
    Looking too long at someone may seem to be rude and _4_ . But things are different when it comes to stare at the opposite sex. If a man glances at a woman for more than _10_ seconds and refuses to _5_ his gaze, his intentions are obvious, that is, he wishes to attract her attention, to make her understand that he is admiring her.
    However, the normal eye contact for two people _6_ in conversation is that the speaker will only look at the listener from time to time, in order to make sure that the listener does pay attention to what the former is speaking, to tell him that he is  7 .
    If a speaker looks at you continuously when speaking, as if he tries to _8_ you, you will feel disconcerted. A poor liar usually exposes himself by looking too long at the victim, since he believes in the false idea that to look straight in the eye is a sign of
    honest communication. Quite the contrary.
    In fact, continuous eye contact is _9_ to lovers only, who will enjoy looking at each other tenderly for a long time, to show  10  that words cannot express.

Passage Ten
    Psychologists take opposing views of how _1_ rewards, from warm praise to cold cash, affect motivation and creativity. Behaviourists, who study the relation between actions and their consequences, argue that rewards can improve performance at work and school. Cognitive researchers, who study various aspects of _2_ life,  3  those rewards often destroy creativity by encouraging dependence on approval and gifts from others.
    The latter view has gained many supporters, 4  among educators. But the careful use of small _5_ rewards sparks in grade-school children suggesting that properly presented inducements indeed _6_ inventiveness, according to a  study  in  the June Journal of Personality and Social Psychology.
    “If they know they’re working for a reward and can focus on a relatively   _7_   task, they show the most creativity,” says Robert Eisenberger of the University of Delaware in Newark.    “But  it’s  easy  to  kill  creativity  by  giving  rewards  for  poor  performance  or creating too much   _8_   for rewards.”
    A teacher who continually draws attention to rewards or who hands out high grades for ordinary achievement ends up with uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and  9  falling grades.
    In earlier grades, the use of so-called _10_ economies, in which students handle challenging problems and receive performance-based points toward valued rewards, shows promise in raising effort and creativity, the Delaware psychologist claims.

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