2018年6月英語六級(jí)真題及答案第三套

1、2018 年 6 月大六級(jí)試卷及（三）目錄（三）12018 年 6 月大六級(jí)試卷及快速對(duì). 16Part IWriting(30 minutes)(請(qǐng)于正式開考后內(nèi)完成該部分，之后將進(jìn)行)Directions: For this part, you are allowed 30 minutes to write an essay onthe importance of buildingtrustbetnteachersandstudents. You can cite exn 200 words.les to illustrate yourviews. you should writeeast

2、 150 words but no morePart IIListening Comprehen(30 minutes)Section ADirections:his section, you will hear two long conversations. Atof each conversation, you willhear four questions. Both the conversation and the questions will be spoken only once. After you hear aquestion, you must choose the best

3、 answer from the four choimarked A), B), C) and D). Then mark thecorresponding letter on Answer Sheet 1 wisingle line through the centre.注意：此部分試題請(qǐng)?jiān)诖痤}卡 1 上作答。Questions 1 to 4 are based on the conversation you have just heard.1. A) She advocates animal protection.B) She sells a spel kind of coffee.C)

4、She is going to start a cafe chain.D) She is the owner of a spel cafe.2. A) They bear a lot of similarities.B) They are a profitabusiness sector.They cater to different customers.They help take care of customers pets.3. A) By giving them regular cleaning and injections.B) By selecting breedst are ta

5、me and peaceful.By placing them at a safe distance from customers.By briefing customers on how to get along with them.4. A) They want to learn about rabbits.B)They like to bringheir children.They love the animals in her cafe.They give her cafe favorite reviews.Questions 5 to 8 are based on the conve

6、rsation you have just heard.A) It contains too many additives.It lacks the essential vitamins.It can cause obesity.It is mostly garbage.6. A) Its fancy merls.Its taste and texture.Peer influence.7. A) Investing heavilyhe production of st foods.B) Marketing their products with ordinary ingredients.C)

7、 Trying to trick childreno buying their products.D) Offering children more varieties to choose from.8. A) They hardly ate vegetables. B)They seldom had junk food.C) They favored chocolate-coated sts.D) They liked the food advertised on TV.Section BDirections:his section, you will hear two passages.

8、Atof each passage, you will hear threeor four questions. Both the passage and the questions will be spoken only once. After you hear a question,you must choose the best answer from the four choimarked A), B), C) andD).Thenmarkthecorresponding letter on Answer Sheet 1 wisingle line through the centre

9、.Questions9 to 12 are based on the passage you have just heard.9.A) Stretches ormland.C) Tombs of ancient rulers.B) Typical Egyptian animal farms.D) Ruins left by devasing floods.10.A) It provides habis for more primitive tribes.B) It is hardly assoted with great civilizations.C) Is not yet been ful

10、ly explored and exploited.D) It gathers water from many tropical ruin forests.11.A) It carries about one fifth of the worlds fresh water.B) Is numerous human settlements along its bs.C) It is second only to the Mississippi River in width.D) It is as long as the Nile and thetze combined.Questions 12

11、to 15 are based on the passage you have just heard.12.A) Living a lifehe fast lane leads to sucs.B)C)D)We are always in a rush lo do various things.The search for tranquility hase a trend.All of uually yearn for a slow and calm life.13.A) She had troubalancing family and workB)C)D)She enjoyed the va

12、rious sol events.She was accustomed to tight schedules.She spent all her leisure time writing books.14.A) Thesibility of ruining her family.B)C)D)ing aware of her declining health. The fatigue from living a fast-paced life.Reading a book about slowing down.15.A) She started to follow the cultural no

13、rms.B)C)D)She came to enjoyng everyday tasks.She learned to use more polite express.She stopped using to-do lists and calendars.Section CDirections:his section, you will hear three recordings of lectures or talks followed by three or fourquestions. The recordings will be played only once. After you

14、hear a question, you must choose the bestanswer from the four choimarked A), B)，C) and D). Then mark the corresponding letter on AnswerSheet 1 wisingle line through the centre.Questions 16 to 18 are based on the recording you have just heard.16.A) They will root out native species altogether.B) They

15、 contribute to a regions biodiversity.C) Theye a threat to the local ecosystem,D) They will crossbreed with native species.17.A) Their classifications are meaningful.B) Theireractions are hard to define.C) Their definitions are changeable.D) Their distinctions are artifil.18.A) Only a few of them ca

16、use problems to native species.B) They may turn out to benefit the local environment.C) Few of them can surviveheir new habis.D) Only 10 percent of them can be naturalized.Questions 19 to 21 are based on the recording you have just heard.19.Respect their traditional culture.Attend their business sem

17、inars.Research their specific demands.Adopt the right business strategies.20.Showing them your palm.Giving them gifts of great value.Drinking alcohol on certain days of a month.D) Clicking your fingers loudlyheir presence.21.They are very easy to satisfy.They have a strong sense of worth.They tend t

18、o be friendly and enthusiastic.They have a break from 2:00 to 5:30 p. mQuestions 22 to 25 are based on the recording you have just heard.22.A) He compley changed the company s culture.B) He collected paings by world-famous artists.He took over the sales department of Readers Digest.He had the compan

19、ys boardroom extensively renovated.23.It should be sold at a reasonable price.Its articles should be short and inspiring.C) It should be publishedhe worlds leading languages.D) Its articles should entertain blue- and pink-collar workers.24.A) He knew how to make the magazine profitable.B) He served

20、as a churinister for many years.He suffered many setbacks and misfortunes in his life.He treated the employees like members of his family.25.A) It carried many more advertisements.B) Gee Grune joined it as an ad salesman.C) Severaldred of its employees got fired.D) Itbscriptions increased considerab

21、ly.Section ADirections:his section, there issage with ten bls. You are required to selectord for eachblfrom a list of choigiven in a word b, Each choicefollowing the passage. Read the passage through carefullyis identified by a letter. Please mark the correspondingbefore making your choihe bPart Rea

22、ding Comprehen(40 minutes)letter for each item on Answer Sheet 2 wisingle line through the centre. You may not use any of thewordshe bmoren once.Scientists scanning and mapthe Giza pyramids say theyve discoveredt the Great Pyramid ofGiza is not exactly even. But really not by much. This pyramid is t

23、he oldest of the world s SevenWonders. The pyramids exact size has (26)experts for centuries, as the moren 21 acres ofhard, white casing stonest originally covered it were (27)long ago. Reportinghe mostrecent iAssoe of the newsletter AERAGRAM,which (28)the work of the Ancient Egypt Researchtes, engi

24、neer Glen Dash says hiused a new measuring approacht involved finding anysurviving (29)of the casing in order to determine where the original edge was. They found the eastside of the pyramid to be a 30)of 5.5 inches shortern the west side.The questiont most 31) him, however, isnt how the Egyptians w

25、ho designed and built thepyramid got it wrong 4,500 years ago, but how they got it so dose to 32). We can only speculateas how the Egyptians could have laid out these lines with such (33)using only the tools they had,Dash writes. He says his 34)ist the Egyptians laid out their design on a grid, noti

26、ngt thegreat pyramid is oriented only (35)away from the cardinal directions (its north-souxis runs 3minutes 54 seconds west ofdue north,while its east-west axis runs 3 minutes 51 seconds north of dueeast)an amountts tiny but similar, archeologislas Obscura pos out.注意：此部分試題請(qǐng)?jiān)诖痤}卡 2 上作答。Section BDirect

27、ions:his section, you are going to readsage with ten sements attached to it. Eachsement contains information given in one of the paragraphs. Identify the paragraph from which theinformation is derived. You may choose a paragraph moren once. Each paragraph is marked wiletter. Answer the questions by

28、marking the corresponding letter on Answer Sheet 2.A) chroniclesB) completeC) establishedD) fascinatesE) hypothesisF)umG) momentumH) mysteriouslyI) perfectJ) preciK) puzzledL) remnantsM) removedN) revelationsO) slightlyPerere Has aitive SideA Parents of teenagers often view their childrens friends w

29、ith something like suspicion. They worrytthe adolescent peer group has theer to push its memberso behaviort is foolish and eveneenage driver widangerous. Such wariness is well founded: sistics show, for exle,same-age passengeran adult.he car is at higher risk of a fatal crashn an adolescent driving

30、alone or withB In a 2005 study, psychologist Laurenteinberg of Temple University and his co-author, psychologistMargo Gardner, then at Temple, divided 306 peopleo three age groups: young adolescents, wimean age of 14; older adolescents, wimean age of 19; and adults, aged 24 and older. Subjectsplayed

31、 a computerized driving game in which the player must avoid crashingo a walltmaterializes, without warning, on the roadway. Steinberg and Gardner randomly assigned someparticipants to play alone or with two same-age peers looking on.C Older adolescents scored about 50 percent higher on an index of r

32、isky driving when their peers were in the roomand the driving of early adolescents was fully twice as reckless when other young teens were around. In contrast, adults behaved in similar ways regardless of whether they were on their own or observed by others. The presence of peers makes adolescents a

33、nd youth, but not adults, more likelyto take risks， Steinberg and Gardner concluded.D Yethe years following the publication of this study, Steinberg began to bevet thisreiondid not capture the wholcture. As he and other researchers examined the question of why teens weremore apt to take riskshe comp

34、any of other teenagers, they came tot a crowd s influenceneed not always be negative. Now some experts are proingt we should take advantage of theteen brains keen sensitivity to the presence of friends and leverage it to improve education.E In a 2011 study, Steinberg and his colleagues turned to fun

35、ctional MRI (磁）to investigate how thepresence of peers affects the activityhe adolescent brain. They scanned the brains of 40 teens andadults who were playing a virtual driving game designed to test whethlayers would brake at ayellow light or speed on through the crossroad.F The brains of teenagers,

36、 but not adults, showed greater activitywo regions assoted with rewardswhen they were being observed by same-age peersense for teens when they are with peers, whin when alone. In other words,rewards are moreotivates them to pursue higher-risk experientmight bring a big payoff (such as the thrill of

37、just making the light before it turns red). But Steinberged this tendency could also have its advantages. In his latest experiment, published online inAugust, Steinberg and his colleagues used a computerized verof a card game called the IowaGambling Task to investigate how the presence of peers affe

38、cts the way young people gather and applyinformation.G The results: Teens who played the Iowa Gambling Task under the eyes of fellow adolescengagedore exploratory behavior，learned faster from bothitive and negativees，and achievedbetterformance on the taskn those who played in solitude. What our stud

39、y suggests istteenagers learn more quickly and more effectively when their peers are presentn when they re ontheir own， Steinberg says. And this finding could have important implications for how we thinkabout educating adolescents.H Matthew D.berman, a sol cognitive neuroscientisthe University of Ca

40、lifornia, Los Angeles,and author of the 2013 book Sol: Why Our Brains Are Wired to Connect，st the humanbrain is espelly skillfulearning solly significant information. He pos to a classic 2004 studyin which psychologists at Dartmouth College and Harvard University used functional MRI to trackbrain ac

41、tivity in 17 young men as they listened to descriptions of people while concentrating on eithersolly relevant cues ( for exle，trying to form an impresofrson based on the description)or more solly neutral information (such as noting the order of details in the description). Thedescriptions were the s

42、ame in each condition, but people could better remember these sements whengiven a sol motivation.I The study also foundt when subjects thought about and later recalled descriptionserms of theirinformational content, regions assoted with factual memory, such as the medial temporal lobe,became active.

43、 But thinking about or remembering descriptions in terms of their sol meaningactivated the dorsomedial prefrontal cortexpart of the brains sol networkeven as traditionalmemory regions registered low levels of activity. More recently, as he reported in a 2012 review,berman has discoveredt this region

44、 may be part of a distinct network involved in sollymotivated learning and memory. Such findings, he says, suggestt this network can be called on topros and store the kind of information taught in schoolpotentially giving students acs to arange of untapped mentalers.J If humans are generally geared

45、to recall details about one another, this pattern is probably even moreerful among teenagers who are very attentive to sol details: who is in, who is out, who likeswhom, who is mad at whom. Their desire for sol drama is notor not onlya way of distractingthemselves from their schoolwork or of driving

46、 adults crazy. It iually a neurological (神經(jīng)的)sensitivity, initiated by hormonal changes. Evolutionarily speaking, peoplehis age group are at astage in which they can prepare to find a mate and start their own family while separating from parentsand striking out on their own. To do thiabout others.cs

47、fully, their brain prompts them to think and even obsessK Yet our schools focus primarily on students as individual entities. What would happen if educatorsinstead took advantage of the factt teens areerfully compelled to think in sol terms? InSol，berman lays out a number of ways to do so. History a

48、nd English could be presented throughthe lens of the psychological drives of the people involved. One could therefore present Napoleon interms of his desire to impress or Churchillerms of his lonely gloom. Less inherentlyersonalsubjects, such as math, could acquire a sol aspect through teroblem solv

49、ing and peer tutoring.Research showst when we absorb information in order to teach it to someone else, we learn it moreaccuray and deeply, perhaps in part because we are engaging our sol cognition.LAnd although anxious parents may note the notion, educators could turnadolescent t-enablesUniversityre

50、ckleess to academic ends. Risk taking in an educational context is a vital skillprogress and creativity, wrote Sarah-Jayne Blakemore, a cognitive neuroscientist atCollege London, in a review published last year. Yet, she noted, many young people are espellyunwilling to take risks at schoa selective

51、university. We should araidt one low test score or porade could cost them a spore such studentst risk, and even perere, can be a goodhe car.thingas long as ippenshe classroom and not注意：此部分試題請(qǐng)?jiān)诖痤}卡 2 上作答。36.It is thought probableinformation.t the human brain is particularly good at picking up solly im

52、portant37.It can be concluded from experimentst the presence of peers increases risk-taking by adolescents andyouth.38.Students should be toldt risk-takinghe classroom can be somethingitive.39.The urge of finding a mate and getting married accounts for adolescents greater attention to soeractions.lA

53、ccording to Steinberg, the presence of peers increases the speed and effectiveness of teenagers learning.Teenagers parents are often concerned about negative peer influence.42.Activating the brains sol network involved in solly motivated learning and memory may allowstudents to tap unused mentalers.

54、43.The presence of peersensifies the feeling of rewardseens brains.44.When we absorb information for the purand depth.e of imparting it to others, we do so with greater accuracy45.Some experts are suggestingt we turn peer influence to good use in education.Section CDirections: There are 2 passages i

55、n this section. Each passage is followed by some questions orunfinished sements. For each of them there are four choimarked A), B), C) and D). You should decideon the best choice and mark the corresponding letter on Answer Sheet 2wi centre.Passage OneQuestions 46 to 50 are based on the following pas

56、sage.single line through theThe Ebrta, in Spain, famous as a battleground during the Spanish Civil War, is now the settingfor a different contest, oneand rising sea levels. What is pitting rice farmers against two enemies：the rice-eating giant apple snail,ppens here will have a bearing on the future

57、 of European rice production andthe overall health of southern European wetlands.Located on the Mediterranean just two hours south of Barcelona, the Ebrta produ120 millionkilograms of rice a year, making it one of the continents most important rice-growing areas. As sea creepso these fresh-water mar

58、shes, however, rising salinity (鹽分）is htime, this sea-water also kills off the greedy giant apple snail, anering rice production. At the sameroduced pestt feeds on young riceplants. The most promising strategy hase to harness one foe against the other.The battle is currently being waged on land, in

59、greenhouses at the University of Barcelona. Scientistsworking under the banner Project Neurice are seeking varieties of ricet can withstand the increasingsalinity without losing the absorbencydishes.t makes European rice ideal for traditional Spanish and ItalianThe project has two sides，says Xavier

60、Serrat，Neurice project manager and researcher at theUniversity of Barcelona, the short-term fight against the snail, and a mid-to long-term fight against climate change. But the snail has given the project greater urgency. Originally from Soumerica, the snails were accidentallyroducedo the Ebrta by