懒笔记
2019年12月英语六级真题第1套 Part II Section C (2)
CET-6 · 来自 2019年12月英语六级真题第1套 · Part II Section C (2) · 听力

2019年12月英语六级真题第1套 Part II Section C (2)

说明文 · 听力 · 真题文章逐层精读

本页是 2019年12月英语六级真题第1套 Part II Section C (2) 文章的精读视角页——这篇说明文全文 392 词、5 段，CEFR 难度 B2（B2 级在英语六级文章中占 39%），作者立场为「积极支持」；英文原文之外，本篇已有的 11 项精读维度逐项展开，其中能迁移到其他英语六级真题文章的判断方法（篇章结构、修辞、言外之意、作者态度、体裁速判）随各维度一并讲透。

精读最佳实践

本页解析里的段号（P1）都可以点——点一下，原文在顶部翻开并定位到该段，解析引用的原文同步标亮；合上原文，你还停在刚才读到的位置。点 P1 试试。

PASSAGE · 文章原文

5 段英文原文

以下为2019年12月英语六级真题第1套 Part II Section C (2) 的听力原文，共 5 段。左侧 P1–P5 是段落编号——本页全部解析（结构、逐段、修辞、自检题）都以它为坐标回指原文，点击解析里的段号，原文即在顶部翻开并定位到该段、引用的原文同步标亮；合上原文仍停在当前阅读位置。原文保持卷面形态，不带翻译与标注。

In last week's lecture, we discussed the characteristics of the newly born offspring of several mammals. You probably remember that human infants are less developed physically than other mammals of the same age. But in today's lecture, we'll look at three very interesting studies that hint at the surprising abilities of human babies.

In the first study, three-year-olds watched two videos shown side by side, each featuring a different researcher, one of whom they'd met once two years earlier. The children spent longer watching the video showing the researcher they hadn't met. This is consistent with young children's usual tendency to look longer at things that aren't familiar. And really this is amazing. It suggests the children remembered the researcher they'd met just one time when they were only one-year-olds. Of course, as most of us forget memories from our first few years as we grow older, these early long-term memories will likely be lost in subsequent years.

Our second study is about music. For this study, researchers played music to babies through speakers located on either side of a human face. They waited until the babies got bored and averted their gaze from the face. And then they changed the mood of the music, either from sad to happy or the other way around. This mood switch made no difference to the three-month-olds; but for the nine-month-olds, it was enough to renew their interest and they started looking again in the direction of the face. This suggests that babies of that age can tell the difference between a happy melody and a sad tune.

Our final study is from 1980, but it's still relevant today. In fact, it's one of the most famous pieces of research about infant emotion ever published. The study involved ordinary adults watching video clips of babies nine months or younger. In the video clips, the babies made various facial expressions in response to real-life events including playful interactions and painful ones. The adult observers were able to reliably discern an assortment of emotions on the babies' faces. These emotions included interest, joy, surprise, sadness, anger, disgust, contempt, and fear.

Next week, we'll be looking at this last study more closely. In fact, we will be viewing some of the video clips from that study. And together, see how well we do in discerning the babies' emotions.

PARAGRAPHS · 逐段精读

5 段逐段主旨与解读

逐段拆解2019年12月英语六级真题第1套 的这篇原文——每段给出英文段落主旨、段落标题与中文解读，并提炼一条「这段为什么这样读」的具体方法。

  1. P1

    An Introduction to Infant Abilities

    The lecturer introduces three studies that reveal surprising abilities in physically immature human infants.

    本段为全文搭建 lecture framework：它提出“人类婴儿虽发育较慢却可能很有能力”这一核心悬念，并预告后面将用三项 studies 作证；因此，它直接统领文章主旨中的“surprising cognitive and emotional abilities”。

    抓住讲座预告
  2. P2

    Early Long-Term Memory

    The first study indicates that one-year-old infants can retain long-term memories, though these memories may later fade.

    本段提供全文的第一项实证材料，证明婴儿具有超出直觉预期的 cognitive ability，即早期 long-term memory；它具体落实了首段所说的第一类“surprising abilities”，并与文章主旨中的记忆保留完全对应。

    由注视时长反推记忆
  3. P3

    Recognizing Musical Moods

    The second study shows that nine-month-old babies can distinguish between happy and sad music.

    本段是全文第二项研究证据，它展示婴儿在九个月时已具有音乐情绪辨别能力；相较于上一段的 memory，本段将论证推进到情感感知领域，从而丰富文章对 infant abilities 的说明。

    比较两组婴儿反应
  4. P4

    Recognizable Infant Emotions

    The final study demonstrates that babies can express a range of emotions that adults can reliably recognize.

    本段完成全文第三项研究论证，并将重点落在 emotional expression：婴儿不仅可能感知音乐情绪，还能通过面部表情表达多种成人可识别的情绪；它对应文章主旨中“capacity to express distinguishable emotions”的部分。

    用情绪清单归纳共性
  5. P5

    A Follow-Up Emotion Activity

    The lecturer previews a follow-up activity in which students will evaluate their ability to recognize infant emotions.

    本段不增加文章主旨中的新能力证据，却具有收束和延展作用：它回扣第三项 emotion study，并把“成人可识别婴儿情绪”的研究发现转化为学生可亲身参与的课堂验证活动，使整场 lecture 形成完整闭环。

    识别下周课堂任务
SELF CHECK · 段落自检题

5 道逐段细节自检题

针对2019年12月英语六级真题第1套这篇原文，每段配 1 道细节题（ 1 个正确项 + 5 个干扰项 ，由懒笔记精读引擎基于本段命制，非试卷原题）。 选项默认中性；点「显示答案与解析」展开正确项、解析与最快解法，现代浏览器会同步高亮正确选项。

  1. 第 1 段 定位词 today's lecture main focus

    What is the main focus of today's lecture?

    • A Why human infants are physically weaker than other mammals.
    • B The physical growth of newborn mammals during their first year.
    • C Three studies indicating unexpected abilities in human babies.
    • D The reasons adults forget their earliest childhood memories.
    • E How researchers can train babies to recognize human faces.
    • F Whether infant emotions are identical to adult emotions.
    显示答案与解析 收起答案与解析

    正确答案：C

    该项同时保留 three studies、human babies 和 surprising abilities 三个信息支点，并把它们组织为 lecture 的总体对象，和后文依次展开的研究结构完全对应。障碍在于原文说 hint at，选项改为 indicating；这是合理的近义概括，并未把证据强度夸大为 prove。

    标题倒扣法 时间极紧时，直接抓题干中的 today's lecture，回到 第1段；不要从头细读全文。随后使用“结构倒推”：把选项当作文章标题，检查它能否解释后文反复出现的 study 和 babies。能覆盖多个实验分支的正确项，就是答案项。

  2. 第 2 段 定位词 first study suggest

    What did the first study suggest about the children?

    • A They preferred watching researchers they had met before.
    • B They had forgotten all memories formed before the age of three.
    • C They could identify every unfamiliar researcher in the videos.
    • D They could retain a memory of a person encountered only once as one-year-olds.
    • E They formed lasting memories only after repeated meetings.
    • F They were more interested in videos than in real-life people.
    显示答案与解析 收起答案与解析

    正确答案：D

    该项准确整合了只见一次、one-year-olds 和后来仍能记住三个限制条件，复现了研究的核心推论。retain a memory 是对 remembered 的自然改写。障碍在于选项没有复述“看陌生研究者更久”的现象，而要求考生完成从行为证据到记忆能力的推断。

    三枚条件指纹 直接用 first study 定到 第2段，再只读含有 This is consistent with 和 It suggests 的两句，跳过实验细节。随后做“限制条件指纹比对”：正确项必须同时吻合一次接触、早期年龄和后续记忆三枚指纹，缺失或篡改任何一枚的选项都排除。

  3. 第 3 段 定位词 nine-month-olds mood of the music changed

    How did the nine-month-olds respond when the mood of the music changed?

    • A They continued to avert their gaze from the face.
    • B They showed no reaction to the switch in musical mood.
    • C They looked toward the speaker on the happier side.
    • D They became bored only when sad music was played.
    • E Their interest was renewed, and they looked again toward the face.
    • F They began making happy and sad facial expressions.
    显示答案与解析 收起答案与解析

    正确答案：E

    该项完整对应 renewed their interest 和 started looking again in the direction of the face，准确回答了行为反应。and 保留了“兴趣恢复—目光回转”的先后链条。障碍在于答案不是“辨别能力”的结论句，而是题干 How did ... respond 所要求的直接结果。

    转折后动词链 抓住 nine-month-olds 这个数字硬锚，在 第3段 不必通读，只沿着该词向后读取 but 之后的结果分句。然后采取“反应动词截取法”：只比较表示注意变化的动词链，正确项所概括的那条链就是答案项。

  4. 第 4 段 定位词 adult observers able to do

    What were the adult observers able to do in the study?

    • A Produce distinct facial expressions during playful interactions.
    • B Determine the real-life events that caused each emotion.
    • C Teach babies to distinguish joy from surprise.
    • D Identify emotions only in babies older than nine months.
    • E Agree that fear was the most common infant emotion.
    • F Reliably discern a range of emotions from the babies' facial expressions.
    显示答案与解析 收起答案与解析

    正确答案：F

    该项严格保留可靠性 reliably、行为 discern、对象 emotions 和信息来源 babies' facial expressions，四个成分与原文一一对应。range of 是对 assortment of 的准确改写。障碍在于选项必须明确“从表情辨别情绪”，若遗漏信息来源或调换判断者，都会造成逻辑失真。

    主谓宾三格尺 用 adult observers 直接定位 第4段，立刻向右捕捉其谓语，不必逐个读情绪清单。采用“主谓宾换位排雷”：先确定谁做，再确定做什么，再确定对什么做；三格完全吻合正确项的选项即为答案项。

  5. 第 5 段 定位词 next week the class

    What will the class do next week?

    • A View video clips and assess how well they can discern the babies' emotions.
    • B Repeat the music experiment with three-month-old babies.
    • C Watch researchers compare familiar and unfamiliar faces.
    • D Learn why early long-term memories disappear in later years.
    • E Classify all infant emotions into eight fixed categories.
    • F Observe babies' reactions to painful events in person.
    显示答案与解析 收起答案与解析

    正确答案：A

    该项将未来活动的两个连续步骤完整合并：view video clips，以及共同检验 discern the babies' emotions 的表现。assess how well 准确改写 see how well we do，保留的是自我检验而非观看后直接接受结论。障碍在于选项把口语化的课堂预告转换为正式的任务概括。

    双动作合页 以 next week 为未来时间针，秒定位 第5段；随后只读含 will 的两个动作句。使用“双动作合并法”：正确项必须同时概括课堂的材料操作和能力检验，只有一个动作或换成旧研究的选项均不成立。

STRUCTURE · 篇章结构

5 个意群的说明文骨架

按说明文 的行文骨架切分意群，每个意群标注它覆盖的段落与对主旨的作用——逐段读完后回到这里俯瞰全篇，能看清作者为什么按这个顺序行文。

  1. P1

    引入讲座主题与研究背景

    这个 opening paragraph 首先 refer back to 上周关于 mammal offspring 的 lecture，然后 establish contrast 指出 human infants 虽然 physically less developed，但今天要 explore 三个 studies 来 reveal 他们的 surprising abilities，为整个 lecture 设定了 framework。

    作为 introduction part，这个意群 set up 了整篇 lecture 的 central topic，通过 preview 三个 studies 来 create expectation，让 audience 明白接下来要 demonstrate 的是 infant abilities，为后续的 detailed explanation 做好 mental preparation。

    预告三项研究内容
  2. P2

    第一项研究：婴儿的长期记忆能力

    这个意群 present 第一个 study about long-term memory，描述了 three-year-olds 能 recognize 两年前见过一次的 researcher，通过 looking pattern 来 demonstrate 他们的 memory retention，同时 acknowledge 这些 early memories 会 fade over time，形成一个 complete research description unit。

    作为 first supporting point，这个意群 provide concrete evidence 来 support 主旨中的 cognitive abilities。通过 describe 完整的 experimental procedure 和 interpret results，它 establish 了 infants 具有 surprising long-term memory 这一 specific ability，为 overall argument about infant capabilities 提供 first pillar of evidence。

    论证记忆能力维度
  3. P3

    第二项研究：婴儿的音乐情绪辨别能力

    这个意群 introduce second study about music perception，explain 了 researchers 如何通过 change music mood 来 test babies 的 reaction，reveal 出 nine-month-olds 能 distinguish between happy and sad music，而 three-month-olds 还不具备这个 ability，形成了 age-differentiated finding 的完整 presentation。

    作为 second supporting point，这个意群 continue building evidence 来 demonstrate infant abilities 的 another dimension。通过 contrast 不同 age groups 的 performance，它不仅 prove 婴儿有 musical mood discrimination ability，还 show 这个 ability 是 develop over time 的，为 overall thesis about infant capabilities 增加了 developmental perspective。

    论证情绪识别能力维度
  4. P4

    第三项研究：成人识别婴儿情绪表达的能力

    这个意群 present final study from 1980，describe 了 adults 观看 baby video clips 并 identify 他们的 facial expressions，successfully discern 包括 interest、joy、surprise 等八种 emotions，demonstrate 婴儿确实能 express distinguishable emotions，为三个 studies 的 presentation 画上 complete cycle。

    作为 final supporting point，这个意群 complete 了对 infant abilities 的 three-dimensional demonstration。不同于前两个 studies focus on infant perception，这个 study 从 external observer perspective 来 validate 婴儿的 emotional expression abilities，provide different angle of evidence 来 reinforce main thesis，使整个 argument structure 更加 comprehensive and convincing。

    论证情绪表达能力维度
  5. P5

    预告下周内容与课堂活动

    这个 closing paragraph 通过 'Next week' 来 transition to future，announce 会 revisit 第三个 study 并 view actual video clips，invite students 一起 practice discerning baby emotions，既 provide closure to current lecture 又 create anticipation for next session，形成完整的 concluding unit。

    作为 conclusion section，这个意群 serve transition function，既 signal 当前 lecture 的 end 又 set up continuity for future learning。通过 announce hands-on activity with video clips，它 transform passive information reception into active engagement opportunity，reinforce 主旨关于 infant emotional abilities 的 importance，使整个 lecture 形成 complete pedagogical arc。

    后续深化学习预告
MAIN IDEA · 速判主旨

4 步定位这篇文章的主旨

不读完全篇也能锁定主旨——以下 4 步按2019年12月英语六级真题第1套 这篇原文的实际行文顺序给出，每步说明看哪里、看出什么，可直接迁移到其他英语六级文章。

  1. 首段末句的主题预告 P1

    说明文尤其是 lecture transcript 类型的文章,通常在 opening 就会明确 today's focus,这个 framing statement 直接揭示了文章要 present 什么内容,是抓取 main idea 最快的 entry point

  2. 列举式段落标记 P1 P2 P3 P4

    当 opening 提到 'three studies' 这种 numbered items 时,说明文会严格按照这个 numerical sequence 来 organize content。每个 study 对应一个 supporting point,这些 points 共同构成 main idea 的 evidence base

  3. 段落结论句提取 P2 P3 P4

    在 enumerated structure 中,每个 numbered section 都会 present 一个 concrete finding 或 example。这些 individual findings 虽然 specific,但都围绕 same central theme。提取这些 findings 并找到它们的 common thread 就能 pinpoint main idea

  4. 框架与细节整合 P1 P2 P3 P4

    说明文的 main idea 通常由两部分构成:一个 general claim (来自 topic sentence) 和 specific supporting points (来自 body paragraphs)。把 'three studies' 这个 general framework 和三个具体的 infant abilities 结合,就得到 complete main idea

主旨信号词 three very interesting studies P1 surprising abilities P1 This suggests P2 Our second study P3 Our final study P4 reliably discern P4

MAIN IDEA · 主旨

这篇文章在说什么

本次讲座介绍了三项研究,展示了人类婴儿令人惊讶的认知和情感能力,包括一岁时的长期记忆保持能力、九个月时对音乐情绪的辨别能力,以及能够表达成人可以可靠识别的多种不同情绪的能力。
This lecture presents three research studies demonstrating surprising cognitive and emotional abilities in human infants, including long-term memory retention at one year old, musical mood discrimination at nine months, and the capacity to express distinguishable emotions that adults can reliably recognize.
WORD INFERENCE · 生词推断

4 个生词的上下文推断

不查词典，只用文中线索推出词义——每个词给出推断出的释义与 完整推理链。已收录进英语六级高频真题词集的单词可点击进入词条页。

  • avert 使转离;移开(视线)

    让我们把这些 clues 串联起来:首先,婴儿 got bored 后做出了 avert their gaze 的动作;然后,当音乐 mood 改变时,他们又 started looking again,说明之前确实停止了 looking。从 syntactic structure 来看,avert their gaze from the face 中的 from 清楚地指明了方向——离开 face。所以,avert 在这个 context 中的含义必然是「使转离、移开」,特指将视线从某个对象上移开的动作。

    动作动词的因果-对比-句法三维分析
  • discern 识别;辨别;分辨

    综合这些 clues:observers 通过 watching videos,对 babies' facial expressions 进行处理,最终能够 reliably discern 出八种不同的 emotions。这个过程不是被动的 seeing,而是主动的 analytical process。Assortment 和 reliably 说明这是一种准确的区分能力,而 第5段 中的 how well 进一步确认这是个需要 skill 的认知活动。因此,discern 的核心含义是「识别、辨别、分辨」,强调通过观察和分析来区分不同的事物。

    认知动词的输入输出-复杂度-修饰语-评价四要素分析
  • contempt 轻蔑;鄙视

    让我们整合这些 clues:首先,contempt 出现在一串 emotions 的列表中,位于 negative emotions 部分,在 disgust 和 fear 之间;其次,从 morphology 看,它与 contemptuous(轻蔑的)有词根关联;最后,这种 emotion 连 babies 都能表达,说明它是 instinctive 且 basic 的。综合来看,contempt 是一种比 disgust 更强烈的 negative emotion,涉及对某事物的 rejection 和 looking down upon,因此是「轻蔑、鄙视」的意思。

    情绪名词的语义场-构词-情境强度三角分析
  • assortment 各种各样;混合物;什锦

    整合这些 clues:首先,assortment 后面紧跟着 These emotions included 和八种不同 emotions 的列举,说明它指的是这个 varied collection;其次,从 morphology 看,assort(分类)+ment(结果)构成「分类的结果」即「各种各样的集合」;最后,它以 an assortment of + 复数名词的形式出现,强调 variety。因此,assortment 的核心含义是「各种各样、多种多样的混合」,常用来表示不同种类的集合。

    集合名词的列举-构词-语法特征三维解码
RHETORIC · 修辞手法

4 处修辞手法与仿写

每处修辞给出它在本文的具体用法、同类信号词清单与一份可直接套用的 写作仿写建议——读完能认，也能写。

  • 举例子

    P2 P3 P4

    文章通过三个 research studies 来 demonstrate 婴儿的 surprising abilities。第一个 study 展示了 three-year-olds 能 remember 他们在 one-year-old 时见过的 researcher,证明了 long-term memory retention 的能力。第二个 study 通过 music experiment 说明 nine-month-olds 可以 distinguish between happy 和 sad melodies,体现了 musical mood discrimination。第三个 study 让 adults observe baby videos,发现婴儿能 express 多种 distinguishable emotions。这三个 concrete examples 有力地支撑了文章的 central thesis,让 abstract concept 变得 tangible and convincing,帮助读者理解婴儿的 cognitive abilities 远超我们的 initial assumptions。

    信号词 for example for instance such as take... as an example consider in the first study our second study to illustrate a case in point specifically

    仿写： 写 expository essay 时,思考你要 convey 的 main point 是什么,然后问自己:有哪些 real-world cases 可以 demonstrate this point?选择 examples 时要注意 diversity 和 representativeness。你可以用这个 template:「To illustrate [主要观点], consider [例子1]. [具体细节]. Similarly, [例子2] shows that [支撑细节]. Finally, [例子3] demonstrates [更多证据].」比如写关于 AI applications 的文章,可以说:「To illustrate AI's impact on daily life, consider voice assistants like Siri. They understand natural language and respond instantly. Similarly, recommendation algorithms on Netflix show personalized content. Finally, autonomous vehicles demonstrate AI's decision-making capabilities.」

  • 列数字

    P1 P2 P3 P4

    文章多处使用 specific numbers 来增强 precision。比如「three-year-olds」「two years earlier」「one-year-olds」精确说明了 age and time span,让 memory retention experiment 的 significance 更加 impressive。「three-month-olds」和「nine-month-olds」的 contrast 清晰展示了 developmental milestone。「nine months or younger」界定了 research subjects 的范围。这些 precise numerical data 让 scientific findings 更加 credible and verifiable,避免了 vague expressions,符合 academic discourse 的 rigor requirements,同时也让读者能够 quantify 婴儿能力发展的 timeline。

    信号词 具体的数字表达 年龄词 时间词 百分比 倍数词 数量词

    仿写： 在 writing process 中,问自己:这个 phenomenon 涉及哪些 measurable aspects?可以是 age, time duration, percentage, quantity, distance 等等。使用数字时要确保 relevance 和 precision。Template:「[主体] + [具体数字] + [单位/范围]」。比如讨论 climate change 时:「Global temperatures have risen by 1.1 degrees Celsius since pre-industrial times. Scientists predict a further increase of 2-3 degrees by 2100 if current trends continue. Currently, over 800 million people face water scarcity.」注意 numbers 要 serve the purpose,不要为了 quantification 而 quantification。

  • 作比较

    P1 P3

    文章开头就建立了一个 fundamental comparison:「human infants are less developed physically than other mammals of the same age」,这个 contrast 为整篇文章设定了 framework—虽然 physically underdeveloped,但人类婴儿在 cognitive abilities 方面有 surprising capabilities。第3段 中 three-month-olds 和 nine-month-olds 的 comparison 展示了 developmental progression:前者 cannot distinguish music moods,后者却 can,这个 age-based contrast 突出了 rapid development 的 trajectory。这种 comparative approach 不仅 highlights human infants' unique features,还通过 contrast 让 findings 更加 striking and memorable,帮助读者理解婴儿能力的 relative significance。

    信号词 than compared to in contrast while whereas unlike but however on the other hand similarly likewise in comparison

    仿写： 写作时要找到 meaningful comparison points。问自己:我要说明的 subject 可以和什么 contrast?这个 comparison 能 reveal 什么 insight?使用 comparative structures 时,确保 logical parallelism。Template:「Unlike/Compared to [对象A], [对象B] + [差异/相似点]. While [对象A] shows [特征1], [对象B] demonstrates [特征2].」例如讨论 learning methods:「Unlike traditional classroom learning, online education offers flexibility in time and location. While face-to-face instruction provides immediate feedback and social interaction, digital platforms enable personalized pacing and global accessibility.」关键是 comparison 要 serve the central argument,不是简单 list differences。

  • 作诠释

    P2 P3 P4

    文章多处使用 explanatory elaboration。第2段 中「This is consistent with young children's usual tendency to look longer at things that aren't familiar」解释了为什么 children watched unfamiliar researcher longer,让读者理解 experimental observation 背后的 psychological mechanism。「And really this is amazing. It suggests the children remembered...」进一步 interpret the significance。第3段 中「This suggests that babies of that age can tell the difference between a happy melody and a sad tune」把 experimental result 转化为 clear conclusion。这些 interpretative statements 不仅 clarify observations,还帮助读者 connect empirical findings 和 broader implications,让 scientific data 变得 accessible and meaningful to non-expert audience。

    信号词 this suggests this means this indicates in other words that is to say which means this shows this demonstrates this implies essentially basically

    仿写： Writing interpretations 时,先 present the fact or observation,然后用「this means」「this suggests」「in other words」等 transitional phrases 来 introduce explanation。问自己:这个 observation 的 deeper meaning 是什么?它 implies 什么?Template:「[观察/事实]. This suggests/means/indicates that [解释]. In other words, [换个说法阐述].」比如讨论 social media usage:「Users spend an average of 2.5 hours daily on social platforms. This suggests that digital interaction has become a central part of modern social life. In other words, online communication now rivals face-to-face contact in terms of time investment.」确保 interpretation 是 logical extension of facts,不是 speculation。

IMPLIED MEANING · 言外之意

5 处话里有话

作者没有明说、但靠信号词传递出来的态度与暗示——每处给出原文片段、信号词类型与解读。

  • 人类婴儿身体发育落后的反转

    P1
    You probably remember that human infants are less developed physically than other mammals of the same age. But in today's lecture, we'll look at three very interesting studies that hint at the surprising abilities of human babies.

    转折类 But but however yet nevertheless nonetheless still

    表面上在说 human infants 的 physical development lags behind，但真正的 implication 是：physical underdevelopment 并不能 define 婴儿的 overall capability。Through the转折，作者在 signal 一个 central message：我们即将看到的 studies 会 reveal cognitive and emotional abilities 远超我们的 expectations。这个 implication 为整篇 lecture 奠定了 thematic foundation，即 challenging the perception that underdeveloped equals less capable，同时 create reader curiosity 去了解这些 surprising abilities 到底是什么

  • 早期记忆的存在与消失悖论

    P2
    Of course, as most of us forget memories from our first few years as we grow older, these early long-term memories will likely be lost in subsequent years.

    让步类 Of course of course admittedly certainly naturally granted it is true that

    表面上在说这些 early memories 会 be lost，但 implication 是：这个 limitation 并不 diminish 这个 discovery 的 significance。真正要传达的是：即使 memories fade，the capacity for long-term memory formation at one year old 本身就是 remarkable。这个 qualification 其实 serves 两个 purposes：(1) maintain scientific credibility by being honest about limitations；(2) 同时 implicitly reinforce that the存在过的 ability itself is noteworthy。对于 main thesis 的 value 是：它 demonstrates 作者在 present surprising abilities 的同时保持 academic rigor，这种 balanced approach 增强了 overall argument 的 persuasiveness

  • 发展阶段的临界差异

    P3
    This mood switch made no difference to the three-month-olds; but for the nine-month-olds, it was enough to renew their interest and they started looking again in the direction of the face.

    对比类 made no difference to... but for... made no difference to... but X did not affect A, but B while A showed no response, B demonstrated in contrast to A, B unlike A, B A remained unchanged, whereas B

    表面在 contrast 两个 age groups 的 different reactions，但 deeper implication 是：somewhere between three and nine months，婴儿 acquire the ability to discriminate musical moods。这个 finding 的 significance 不仅是 documenting 一个 ability 的存在，更是 pinpointing its emergence timeline。对于 article's main thesis，这个 implication reinforces the central argument about surprising abilities，因为它 demonstrates 婴儿在 less than a year 内就能 develop sophisticated perceptual discrimination。这种 developmental specificity 让 the surprising ability 更 concrete and believable

  • 历史研究的持久相关性

    P4
    Our final study is from 1980, but it's still relevant today. In fact, it's one of the most famous pieces of research about infant emotion ever published.

    转折类 but it's still relevant today but it's still relevant yet it remains valid but continues to be nevertheless remains despite its age though decades old

    表面在说这是 1980年的 study 但仍 relevant，实际 implication 是：这个 research 具有 foundational status，其 findings 经受住了 time 的 test。后面紧跟的 'one of the most famous pieces' 进一步 reinforce 这个 implication。对于 main thesis 的 value 是：通过 cite 一个 well-established, highly-regarded study，作者在 strengthen the credibility of the entire lecture about infant abilities。这个 implication 告诉 students：婴儿的 emotional expressiveness 不是 new speculation，而是 well-documented, scientifically validated phenomenon，从而 make the surprising abilities 更 convincing and authoritative

  • 从被动接受到主动参与的转换

    P5
    Next week, we'll be looking at this last study more closely. In fact, we will be viewing some of the video clips from that study. And together, see how well we do in discerning the babies' emotions.

    强化递进类 In fact in fact indeed actually as a matter of fact more specifically more importantly

    表面在说 next week 会 look more closely 并 view clips，但 deeper implication 是：students 将从 passive receivers of research findings 转变为 active participants in the interpretation process ('see how well we do')。这个 shift 意味着 the surprising abilities 不会只是 abstract concepts，而会成为 students can personally experience and evaluate 的 phenomena。对 main thesis 的 value 是：通过 promise hands-on engagement，作者在 reinforce 这些 abilities 的 authenticity and observability，同时 increase student investment in understanding infant capabilities。这种 participatory turn makes the entire lecture more memorable and persuasive

AUTHOR ATTITUDE · 作者态度

作者态度：积极支持

结论先行：本文作者态度为积极支持（ amazed appreciation）。下面是按步骤还原的判断过程与文中的态度信号词。

  1. 首段定调 P1

    说明文的首段通常承担topic sentence加基调设定的双重功能，作者选用的evaluative adjective会直接暴露他对研究对象的态度，所以首段是判断attitude的黄金位置。

  2. 情感词捕捉 P2 P3 P4

    说明文主体段落多用objective description交代实验过程，但作者会在关键节点插入带情感色彩的评价词，这些插入点正是attitude外露的窗口。

  3. 首尾呼应验证 P4 P5

    说明文里动词的选择反映作者对research finding的信任程度，如果verb稳健且末段延续同样的curiosity，就说明态度前后consistent，可以作为verification依据。

  4. 三重证据综合定论 P1 P2 P3 P4 P5

    三处evidence的情感方向完全一致（都是正面惊叹），且全文没有出现doubt或negative critique研究方法的词汇，所以可以判定attitude type为积极支持而非单纯的客观中立。

文中的态度信号词

  • surprising P1

    'surprising'直接修饰'abilities'，说明作者认为婴儿的表现超出了normal expectation，为全文定下一种惊讶且admiring的基调。

    同类词 remarkable astonishing unexpected striking

  • amazing P2

    作者用'amazing'直接comment研究发现（孩子能记住两年前见过一次的researcher），是全文中最直接的emotional expression，明确传递出赞赏(appreciation)态度。

    同类词 incredible impressive remarkable wonderful

  • interesting P1

    'interesting studies'用来preview下文三个experiment，暗示作者认为这些研究本身具有attractive value，为后续内容定下positive expectation的基调。

    同类词 fascinating intriguing notable curious

  • famous P4

    用'famous'形容1980年的那项research，表明作者对该研究的academic value给予高度认可，强化了全文整体positive evaluation的态度。

    同类词 classic landmark influential renowned

  • reliably P4

    'reliably discern'强调成人observer能够稳定、准确地辨别婴儿的emotion，体现作者对research conclusion可信度的肯定，间接支持其positive态度。

    同类词 consistently accurately precisely effectively

GENRE · 速判体裁

30 秒判定这是一篇说明文

体裁决定读法与出题套路。以下判断步骤与标志词全部以本文为例，可直接迁移到其他英语六级 真题文章。

如何快速判断这是一篇说明文？

  1. 讲座框架标记 P1

    说明文often采用 structured presentation format,尤其在 academic context 中会明确告知 topic 和 organizational framework。议论文typically直接进入 argument,新闻报道则用 lead paragraph 概括 who/what/when/where

  2. 客观陈述动词 P1 P2 P3

    说明文的 core function 是 inform and explain,所以language tone保持 neutral and factual。议论文会用'prove''demonstrate''argue'等 assertive verbs,新闻报道则用'reveal''claim''announce'等 reporting verbs

  3. 并列研究结构 P2 P3 P4

    说明文的 organizational logic 是 systematic presentation of information,常用 enumeration 或 classification structure。议论文用 argument-counterargument pattern,新闻报道按 inverted pyramid structure 排列 information by importance

  4. 延续性教学预告 P5

    说明文especially在 educational context 中会 signal ongoing learning process,表明这是 sequential knowledge building。议论文的 conclusion 会 restate thesis 和 call for action,新闻报道通常以 least important details 或 future developments 结尾但不会用 instructional tone

  5. 教育性知识呈现 P1 P2 P3 P4 P5

    通过前述四步快速扫描,说明文会同时显示 structured presentation(步骤1)、neutral tone(步骤2)、systematic organization(步骤3)和 educational continuity(步骤4)。议论文主要体现 argumentative logic 和 persuasive intent,新闻报道则突出 timeliness 和 event-focused narrative。本文明确是 lecture-based knowledge presentation,符合所有 expository characteristics

哪些词暴露了说明文体裁？

  • characteristics P1 说明对象定义解释词 features properties attributes traits nature
  • studies P1 说明顺序与例证词 research experiments investigations findings evidence
  • abilities P1 事物属性功能描述词 capabilities functions skills capacities powers
  • suggests P2 说明顺序与例证词 indicates shows demonstrates reveals implies
  • consistent with P2 说明顺序与例证词 in line with corresponds to aligns with matches conforms to
  • For this study P3 说明顺序与例证词 In this research In this experiment For this investigation In this case In this instance
  • tell the difference between P3 事物属性功能描述词 distinguish between differentiate discriminate recognize the distinction identify differences
  • involved P4 说明顺序与例证词 included consisted of comprised entailed featured
  • including P4 说明顺序与例证词 such as for example for instance like namely
  • we'll be looking at P5 说明顺序与例证词 we will examine we will explore we will discuss we will analyze let's look at
SENTENCE INSIGHTS · 句子精讲

4 句真题句逐层精讲

下列真题句各有独立的句子解析页——中文翻译、结构树逐层拆解、成分与时态、考点讲解与真题高频词。点击句子进入完整解析。

FAQ · 常见问题

关于 2019年12月英语六级真题第1套 Part II Section C (2) 的常见问题

2019年12月英语六级真题第1套 Part II Section C (2) 文章的主旨是什么？
本次讲座介绍了三项研究,展示了人类婴儿令人惊讶的认知和情感能力,包括一岁时的长期记忆保持能力、九个月时对音乐情绪的辨别能力,以及能够表达成人可以可靠识别的多种不同情绪的能力。（英文表述：This lecture presents three research studies demonstrating surprising cognitive and emotional abilities in human infants, including long-term memory retention at one year old, musical mood discrimination at nine months, and the capacity to express distinguishable emotions that adults can reliably recognize.）
2019年12月英语六级真题第1套 Part II Section C (2) 文章是什么体裁？难度如何？
体裁为说明文，作者立场是积极支持（amazed appreciation）。CEFR 难度 B2，全文 392 词、5 段；在英语六级全部 593 篇真题文章中，B2 级共 233 篇（占 39%）。
2019年12月英语六级真题第1套 Part II Section C (2) 文章的篇章结构是怎样的？
全文 5 段按说明文骨架分为 5 个意群：第1段——引入讲座主题与研究背景；第2段——第一项研究：婴儿的长期记忆能力；第3段——第二项研究：婴儿的音乐情绪辨别能力；第4段——第三项研究：成人识别婴儿情绪表达的能力；第5段——预告下周内容与课堂活动。
2019年12月英语六级真题第1套 Part II Section C (2) 文章的作者态度是什么？
作者态度是积极支持（amazed appreciation）。判断路径：首段定调 → 情感词捕捉 → 首尾呼应验证 → 三重证据综合定论；文中的态度信号词包括 surprising（第1段）、amazing（第2段）、interesting（第1段）、famous（第4段）、reliably（第4段）。
2019年12月英语六级真题第1套 Part II Section C (2) 文章中有哪些值得积累的生词？
按文中出现顺序共 4 个：avert（使转离;移开(视线)）、discern（识别;辨别;分辨）、contempt（轻蔑;鄙视）、assortment（各种各样;混合物;什锦），每个词的词义都可以由文中上下文线索推断得出。

本页数据最后更新：