12月大學(xué)英語六級第三套真題及答案

1、2018年12月大學(xué)英語六級考試真題及參考答案Part I Writing (30 minutes)For this part, you are allowed 30 minutes to write an essay on how to balance academic study and extracurricular activities . You should write at least 150 words but no more than 200 words 。Part in Reading Comprehension (40 minutes)Section ADirection

2、s: 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 t

3、he 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.Questions 26 to 35 are based on the following passage.In what ' s probably the craziest headline I' ve ever written, I ' ve reported

4、that 26 in livestockprotection are happening with scientists painting eyes on the butts of cows. The experiment is based upon the idea that farmers who ' re protecting their herd from lions would shoot and kill lions in an effort to protect their livestock. While this makes a lot of sense, it re

5、sults in many lion deaths that 27 would have been unnecessary. Researchers in Australia have been 28 and testing a method of trickery to make lions think they are being watched by the painted eyes on cow butts.This idea is based on the principle that lions and other 29 are far less likely to attack

6、when they feel they are being watched. As conservation areas become smaller, lions are increasingly coming into contact with human populations, which are expanding to the 30 of these protected areas.Efforts like painting eyes on cow butts may seem crazy at first, but they could make actual headway i

7、n the fight for conservation." If the method works, it could provide farmers inBotswana-and 31 with a low-cost, sustainable tool to protect their livestock, and a way to keep lions safe from being killed.”Lions are 32 ambush (埋伏)hunters, so when they feel their prey has 33 them, they usually gi

8、veup on the hunt. Researchers are 34 testing their idea on a select herd of cattle. They have painted half of the cows with eyes and left the other half as normal. Through satellite tracking of both the herd and the lions in the area, they will be able to 35 if their psychological trickery will work

9、 to help keep farmers from shooting lions.A) advmeesI) otheni'i 第B) boundariesJ) predatorsQ challexi singK) primarily口)currentlyL) letorted勿 Tay OHE) determineMi sponed嶺廠F) d ismgG) elsewhereQ) nestleH) ntverthdessSection BDirections: In this section, you are going to read a passage with ten sta

10、tements 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 the corresponding letter on Ans

11、wer Sheet 2.Resilience Is About How You Recharge, Not How You EndureA As constant travelers and parents of a 2-year-old, we sometimes fantasize about how much work we can do when one of us gets on a plane, undistracted by phones, friends, or movies. We race to get all our ground work done: packing,

12、going through security, doing a last-minute work call, calling each other, then boarding the plane. Then, when we try to have that amazing work session in flight, we get nothing done. Even worse, after refreshing our email or reading the samestudies over and over, we are too exhausted when we land t

13、o soldier on with n儂續(xù)處理)thet we beemails that have inevitably still piled up.B why should flying deplete us? We' re just sitting there doing nothing. Why cantougher, more resilient (有復(fù)原力的) and determined in our work so we can accomplish all ofthe goals we set for ourselves? Based on our current

14、research, we have come to realize that the problem is not our hectic schedule or the plane travel itself; the problem comes from a misconception of what it means to be resilient, and the resulting impact of overworking.C We often take a m ilitaristic,“tough " approach to resilience and determin

15、ation like a Marinepulling himself through the mud, a boxer going one more round, or a football player picking himself up off the ground for one more play. We believe that the longer we tough it out, the tougher we are, and therefore the more successful we will be. However, this entire conception is

16、 scientifically inaccurate.D The very lack of a recovery period is dramatically holding back our collective ability to be resilient and successful. Research has found that there is a direct correlation between lack of recovery and increased incidence of health and safety problems. And lack of recove

17、ry whether by disrupting sleep with thoughts of work or having continuous cognitive arousal by watching our phones is costing our companies $62 billion a year in lost productivity.E And just because work stops, it doesn' t mean we are recovering. We“stop" work sometiat 5pm, but then we spen

18、d the night wrestling with solutions to work problems, talking about our work over dinner, and falling asleep thinking about how much work we' ll do tomorrow. In a studyjust released, researchers from Norway found that 7.8% of Norwegians have become workaholics（工作狂） .The scientists cite a defini

19、tioning oveolrksholismned aboua s” bework, driven by an uncontrollable work motivation, and investing so much time and effort in work that it impairs other important life areas.”F We believe that the number of people who fit that definition includes the majoriy of American workers, which prompted us

20、 to begin a study of workaholism in the U.S. Our study will use a large corporate dataset from a major medical company to examine how technology extends our working hours and thus interferes with necessary cognitive recovery, resulting in huge health care costs and turnover costs for employers.G The

21、 misconception of resilience is often bred from an early age. Parents trying to teach their children resilience might celebrate a high school student staying up until 3am to finish a science fair project. What a distortion of resilience! A resilient child is a well-rested one. When an exhausted stud

22、ent goes to school, he risks hurting everyone on the road with his impaired driving; he doesn ' t have the cognitive resourcescto well on his English test; he has lower self-control with his friends; and at home, he is moody with his parents. Overwork and exhaustion are the opposite of resilienc

23、e and the bad habits we acquire when we' re young only magnify when we hitthe workforce.H As Jim Loehr and Tony Schwartz have written, if you have too much time in the performance zone, you need more time in the recovery zone, otherwise you risk burnout. Gathering your resources to “try hard &qu

24、ot; requires burning energy in order to ovarccmeently low arousal level. It also worsens exhaustion. Thus the more imbalanced we become due to overworking, the more value there is in activities the allow us to return to a state of balance. The value of a recovery period rises in proportion to the am

25、ount of work required of us.I So how do we recover and build resilience? Most people assume that if you stop doing a task like answering emails or writhing a paper, your brain will naturally recover, so that when you start again later in the day or the next morning, you ' ll have your energy bac

26、k. But surely everyone reading this has had times when you lie in bed for hours, unable to fall asleep because your brains is thinking about work. If you lie in bed for eight hours, you may have rested, but you can still feel exhausted the next day. That ' s because rest and recovery are not the

27、 same thing.J If you ' re trying to build resilience at work, you need adequate internal and external recovery periods. As researchers Zijlstra, Cropley and Rydstedt write in their 2014 paper:"Internalrecovery refers to the shorter periods of relaxation that take place within the frames of

28、the work day or the work setting in the form of short scheduled or unscheduled breaks, by shifting attention or changing to other work tasks when the mental or physical resources required for the initial task are temporarily depleted or exhausted. External recovery refers to actions that take place

29、outside of work e.g. in the free time between the work days, and during weekends, holidays or vacations. " If after work you lie around on your bed and get irritated by political commentary on your phone or get stressed thinking about decisions about how to renovate your home, your brain has no

30、t received a break from high mental arousal states. Our brains need a rest as much as our bodies do.K If you really want to build resilience, you can start by strategically stopping. Give yourself the resources to be tough by creating internal and external recovery periods. Amy Blankson describes ho

31、w to strategically stop during the day by using technology to control overworking. She suggests downloading the Instant or Moment apps to see how many times you turn on your phone each day. You can also use apps like Offtime or Unplugged to create tech free zones by strategically scheduling automati

32、c airplane modes. The average person turns on their phone 150 times every day. If every distraction took only 1 minute, that would account for 2.5 hours a day.L In addition, you can take a cognitive break every 90 minutes to charge your batteries. Try to not have lunch at your desk, but instead spen

33、d time outside or with your friends not talking about work. Take all of your paid time off, which not only gives you recovery periods, but raises your productivity and likelihood of promotion.M As for us, we ' ve started using our plane time as afiwerzone, and thus time to dip into the recovery

34、phase. The results have been fantastic. We are usually tired already by the time we get on a plane, and the crowded space and unstable internet connection make work more challenging. Now, instead of swimming upstream, we relax, sleep, watch movies, or listen to music. And when we get off the plane,

35、instead of being depleted, we feel recovered and ready to return to the performance zone.36. It has been found that inadequate recovery often leads to poor health and accidents.37. Mental relaxation is much needed, just as physical relaxation is.38. Adequate rest not only helps one recover, but also

36、 increases one' s work efficiency.39. The author always has a hectic time before taking a flight.40. Recovery may not take place even if one seems to have stopped working.41. It is advised that technology be used to prevent people from overworking.42. Contrary to popular belief, rest does not eq

37、ual recovery.43. The author has come to see that his problem results from a misunderstanding of the meaning of resilience.44. People ' s distorted view about resilience may have developed from their upbringing.45. People tend to think the more determined they are, the greater their success will

38、be.Section CDirections: 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 best choice and mark the corresponding letter on Answer Sheet 2 with a single lin

39、e through the centre.Passage OneQuestions 46 to 50 are based on the following passage.Children with attention problems in early childhood were 40% less likely to graduate from high school, says a new study from Duke University.The study included 386 kindergarteners from schools in the Fast Track Pro

40、ject, a multi-site clinical trial in the U.S. that in 1991 began tracking how children developed across their lives.With this study, researchers examined early academic attention and socio-emotional skills and how each contributed to academic success into young adulthood.They found that early attent

41、ion skills were the most consistent predictor of academic success, and that likability by peers also had a modest effect on academic performance.By fifth grade, children with early attention difficulties had lower grades and reading achievement scores than their peers. As fifth-graders, children wit

42、h early attention problems obtained average reading scores at least 3% lower than their contemporaries' and grades at least 8% lower thanthose of their peers. This was after controlling for IQ, socio-economic status and academic skills at school entry.Although these may not seem like large effec

43、ts, the impact of early attention problems continued throughout the children ' s academic careers. Lower reading achievement scores and grades in fifth grade contributed to reduced grades in middle school and thereby contributed to a 40% lower high school graduation rate.“The children we identif

44、ied as having attention difficulties were not diagnosed with attentiondeficit hyperactivity disorder(注意力缺乏多動癥)( ADHD ) , although some may have hadthe disorder. Our findings suggest that even more modest attention difficulties can increase the risk of negative academic outcomes," said David Rab

45、iner, an associate dean of Duke' s TrinCollege of Arts & Sciences, whose research has focused on ADHD and interventions to improve academic performance in children with attention difficulties.Social acceptance by peers in early childhood also predicted grades in fifth grade, Children not as

46、liked by their first-grade peers had slightly lower grades in fifth grade, while those with higher social acceptance had higher grades.“This study shows the importance of socalled'-nonnitive' or soft skills in contributing tochildren ' s positive peer relationships, which, in turn, contr

47、ibute to their academic successs, Kenneth Dodge, director of the Duke Center for Child and Family Policy.The results highlight the need to develop effective early interventions to help those with attention problems stay on track academically and for educators to encourage positive peer relationships

48、, the researchers said.“Wd re learning that student success requires a more comprehensive approach, one thatincorporates not only academic skills but also social, self- regulatory and attention skills,“ Dodgesaid. "If we neglect any of these areas, the childs.'If w elevfelopmenheae areas, a

49、child ' s success may reinforce itself with positive feedback loops.”46. What is the focus of the new study from Duke University?A) The contributor to childrenB) The predictors of childrenC) The factors that affect childrenD) The determinants of children's early attention.s academic success.

50、's emotional well-being.'s development of social skills.47. How did the researchers ensure that their findings are valid?A) By attaching equal importance to all possible variables examined.B) By collecting as many typical samples as were necessary.C) By preventing them from being affected by

51、 factors not under study.D) By focusing on the family background of children being studied.48. What do we learn from the findings of the Duke study?A) Modest students are generally more attentive than their contemporaries.B) There are more children with attention difficulties than previously thought

52、.C) Attention deficit hyperactivity disorder accounts for most academic failures.D) Children ' s academic performance may suffer from even slight inattention.49. What does the Duke study find about children better accepted by peers?A) They do better academically.B) They are easy to get on with.C

53、) They are teachers ' favorites.D) They care less about grades.50. What can we conclude from the Duke study?A) Children ' s success is related to their learning environment.B) School curriculum should cover a greater variety of subjects.C) Social skills are playing a key role in children'

54、; s development.D) An all-round approach should be adopted in school education.Passage TwoQuestions 51 to 55 are based on the following passage.On Jan. 9,2007, Steve Jobs formally announced Apple' s " revolutionary mobivcphonethat combined the functionality of an iPod, phone and Internet co

55、mmunication into a single unit, navigated by touch.It was a huge milestone in the development of smartphones, which are now owned by a majority of American adults and are increasingly common across the globe.As smartphones have multiplied, so have questions about their impact on how we live and how

56、we work. Often the advantages of convenient, mobile technology are both obvious and taken for granted, leaving more subtle topics for concerned discussion: Are smartphones disturbing children ' s sleep? Is an inability to get away from work having a negative impact on health? And what are the im

57、plications for privacy?But today, on the 10th anniversary of the iPhone, let' s take a moment to consider a less obviousadvantage: the potential for smartphone technology to revolutionize behavioral science. That because, for the first time in human history, a large proportion of the species is

58、in continuous contact with technology that can record key features of an individualnd environm ent.behavior aResearchers have already begun to use smartphones in social scientific research, either to query people regularly as they engage in their normal live or to record activity using the device-in

59、sensors. These studies are confirming, challenging and extending what ' s been found using more traditional approaches, in which people report how they behaved in real life or participate in relatively short and artificial laboratory-based tasks.Such studies are just first steps. As more data are collected and methods for analysis improve, researchers will be in a better position to identify how different experiences, behavior