Section A: Banked Cloze

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 of the words in the bank more than once.

Psychologists have long been interested in how we construct our identities and the sorts of strategies that we use to present ourselves in society. New findings suggest that the kinds of (26) ______ and strategic self-presentation behaviour we see in adults appear at a much younger age than (27) ______ known.

Research shows that a child’s awareness of social standing comes from adults. Like grown-ups, kids want to be (28) ______ by those they admire. Interactive experiences may provide opportunities for children to learn about what (29) ______ a desirable reputation and the kinds of strategies that are effective for (30) ______ a good reputation in their social environment.

Five-year-olds aren’t just aware of their reputations, they also behave strategically to alter their outward image. They will (31) ______ their behaviour in order to appear moral or socially good in the eyes of key observers. While we know that adults use a large variety of attributes to manage and create impressions, we don’t yet know whether children (32) ______ and use the fact that different attributes are valuable at different times to different (33) ______. It’s important for us to further consider where in this process children succeed in controlling their reputation and where they (34) ______.

A question to think about is, “What happens even earlier than age five?” Children don’t just show up to the first day of kindergarten and have the idea of reputation pop (35) ______ into existence. The logical question to ask is, “What happens even earlier?”

Word Bank

A) accepted

B) audiences

C) building

D) complex

E) constitutes

F) deputies

G) previously

H) revolving

I) samples

J) selected

K) solemn

L) struggle

M) suddenly

N) understand

O) vary

Answers & Explanations

26. D (complex)。解析：位于 the kinds of 之后，与 and strategic（且具有策略性的）并列修饰 behaviour，需要填入形容词。意为我们在成年人身上看到的“复杂的 (complex)”且具有策略性的自我展示行为。

27. G (previously)。解析：位于 than 之后，known 之前，需要填入副词修饰 known。固定搭配 `than previously known`，意为比“以前/此前 (previously)”所知的还要年轻。

28. A (accepted)。解析：位于 to be 之后，by those they admire 之前，需要填入及物动词的过去分词构成被动语态。像成年人一样，孩子们也希望被他们钦佩的人“接受/认可 (accepted)”。

29. E (constitutes)。解析：在 what 引导的宾语从句中缺少谓语动词，且主语 what 视为单数，需要填入单数第三人称动词。意为了解什么“构成/组成 (constitutes)”了令人向往的名声。

30. C (building)。解析：位于介词 for 之后，a good reputation 之前，需要填入及物动词的动名词。意为在他们的社会环境中对于“建立/构建 (building)”良好名声有效的策略。

31. O (vary)。解析：位于助动词 will 之后，需要填入动词原形。结合后文 in order to appear moral（为了显得有道德），说明他们会“改变/调整 (vary)”自己的行为。

32. N (understand)。解析：位于 whether children 之后，与 and use 并列，需要填入动词原形。意为我们尚不清楚孩子们是否“理解/懂得 (understand)”并利用这一事实。

33. B (audiences)。解析：位于介词 to 之后，且受 different 修饰，需要填入可数名词复数。意为不同的特质在不同的时间对不同的“受众/观众 (audiences)”是有价值的。

34. L (struggle)。解析：位于 and where they 之后，与前文的 succeed in... 形成对比，需要填入动词原形。考虑孩子们在这个过程中哪里成功控制了名声，哪里遇到了困难/“挣扎 (struggle)”。

35. M (suddenly)。解析：位于动词 pop 和介词短语 into existence 之间，需要填入副词修饰动作。固定搭配 `pop into existence` 意为突然出现，孩子们并不是去幼儿园第一天就“突然 (suddenly)”有了名声的概念。

核心搭配与高分句型

【核心搭配与高频短语】

• present oneself：展示自我，表现自己（strategies that we use to present ourselves）
• at a much younger age：在更小的年龄（appear at a much younger age）
• social standing：社会地位（a child's awareness of social standing）
• in order to：为了...（in order to appear moral）
• in the eyes of：在...看来，在...眼中（in the eyes of key observers）
• succeed in doing sth.：成功做某事（succeed in controlling their reputation）
• show up：出现，露面（Children don't just show up to the first day）
• pop into existence：突然出现，凭空产生（have the idea of reputation pop suddenly into existence）

【亮点句型解析】

• Whether 引导的宾语从句：
  "...we don’t yet know whether children understand and use the fact that different attributes are valuable at different times to different audiences."
  （...我们还不清楚孩子们是否理解并利用“不同特质在不同时间对不同受众具有不同价值”这一事实。）`whether` 引导宾语从句，且在从句中嵌套了 `the fact that` 引导的同位语从句，极大地增加了句子的信息密度和学术深度，是四六级阅读中的长难句典范。
• Where 引导的并列宾语从句：
  "It’s important for us to further consider where in this process children succeed in controlling their reputation and where they struggle."
  （进一步考虑孩子们在这一过程中哪些地方成功控制了名声，哪些地方感到挣扎，对我们来说非常重要。）由 `and` 连接的两个 `where` 引导的宾语从句，结构对称，形成强烈的对比（succeed vs. struggle），逻辑表达非常清晰。