-
2018
年
6
月英语六
级真题及答案下载
|
英语六级真题试卷
Part I Writing (30 minutes)Directions:
For this part, you are allowed 30 minutes to
write an essay on the
importance of building trust between
employers and employees.
You can cite
examples to illustrate your views. You should
write at least 150 words
but no more
than 200 II Listening Comprehension (30
minutes)Section
ADirections: In this
section, you will hear two long conversations. At
the end of
each conversation, you will
hear four questions. Both the conversation and the
questions will be spoken only once.
After you hear a question, you must choose the
best
answer
from
the
four
choices
marked
A),
B),
C)
and
D).
Then
mark
the
corresponding
letter on
Answer Sheet 1 with a single line through the ons
1 to 4 are
based on the conversation
you have just heard.1. A) It is a typical salad.B)
It is
a
Spanish
soup.C)
It
is
a
weird
vegetable.D)
It
is
a
kind
of
spicy
food.2.
A)
To
make
it thicker.B) To make it more
nutritious.C) To add to its appeal.D) To replace
an
ingredient.3. A) It contains very
little fat.B) It uses olive oil in cooking.C) It
uses no artificial additives.D) It is
mainly made of vegetables.4. A) It does not
go stale for two years.B) It takes no
special skill to prepare.C) It comes from a
special
kind
of
pig.D)
It
is
a
delicacy
blended
with
ons
5
to
8
are
based
on the
conversation you have just heard.5. A) They come
in a great variety.B) They
do
not
make
decent
gifts.C)
They
do
not
vary
much
in
price.D)
They
go
well
with
Italian
food.6.
A)
$$30-
$$40.B)
$$40-
$$50.C)
$$50-
$$60.D)
Around
$$
150.7.
A)
They
are
a
healthy
choice for elderly people.B) They are
especially popular among Italians.C) They
symbolize good health
and
longevity.D) They
go well with
different kinds of food.8.
A)
It
is
a
wine
imported
from
California.
B)
It
is
less
spicy
than
all
other
red
wines.
C) It is far more
expensive than he expected.D) It is Italy s most
famous type of
red n BDirections: In
this section, you will hear two passages. At the
end
of
each
passage,
you
will
hear
three
or
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
choices
marked
A),
B),
C)
and
D).
Then
mark
the
corresponding
letter
on
Answer
Sheet
1
with
a
single
line
through
the
ons
9
to
11
are
based
on
the
passage
you
have
just
heard.9.
A)
Learning
others secrets.
B)
Searching
for
information.C) Decoding secret messages. D)
Spreading sensational news.10. A)
They
helped the U. S. army in World War
Ⅱ
.B) They could write down
spoken codes
promptly.C)
They
were
assigned
to
decode
enemy
messages.D)
They
were
good
at
breaking
enemy secret
codes.11. A) Important battles fought in the
Pacific War.B) Decoding
of secret
messages in war times.C) A military code that was
never broken.D) Navajo
Indians
contribution to code ons 12 to 15 are based on the
passage
you
have
just
heard.12.
A)
All
services
will
be
personalized.B)
A
lot
of
knowledge-intensive
jobs
will
be
replaced.C)
Technology
will
revolutionize
all
sectors of industry.D)
More information will be available.13. A) In the
robotics
industry.
B)
In
the
information
service.C)
In
the
personal
care
sector.D)
In
high-end
manufacturing.14.
A) They charge high prices.B) They need lots of
training.C) They
cater to the needs of
young people.D) They focus on customers specific
needs.15.
A)
The
rising
demand
in
education
and
healthcare
in
the
next
20
years.B)
The
disruption
caused by technology in traditionally
well-paid jobs.C) The tremendous changes new
technology will bring
to
people s lives.D) The amazing amount of personal
attention
people would like to n
CDirections: In this section, you will hear three
recordings of lectures or talks
followed by three or four questions. The
recordings
will
be
played
only
once.
After
you
hear
a
question,
you
must
choose
the
best
answer
from
the four choices marked A), B), C) and D). Then
mark the corresponding letter
on Answer
Sheet 1 with a single line through ons 16 to 18
are based on
the
recording
you
have
just
heard.16.
A)
It
was
the
longest
road
in
ancient
Egypt.B)
It was constructed
some 500 years ago.C) It lay 8 miles from the
monument sites.D)
It
linked
a
stone
pit
to
some
waterways.17.
A)
Saws
used
for
cutting
stone.B)
Traces
left
by
early
explorers.C)
An
ancient
geographical
map.D)
Some
stone
tool
segments.18.
A) To transport
stones to block floods.B) To provide services for
the stone pit.C)
To
link
the
various
monument
sites.D)
To
connect
the
villages
along
the
ons
19 to 21
are based on the recording you have just heard.19.
A) Dr. Gong didn t give
him
any
conventional
tests.B)
Dr.
Gong
marked
his
office
with
a
hand-
painted
sign.C)
Dr. Gong
didn t ask him any questions about his pain.D) Dr.
Gong slipped in needles
where he felt
no pain.20. A) He had heard of the wonders
acupuncture could work.B)
Dr.
Gong
was
very
famous
in
New
York
s
Chinatown.C)
Previous
medical
treatments
failed
to
relieve
his
pain.D)
He
found
the
expensive
medical
tests
unaffordable.21.
A)
More
and
more
patients
ask
for
the
treatment.B)
Acupuncture
techniques
have
been
perfected.C) It doesn t
need the conventional medical tests.D) It does not
have any
negative side ons 22 to 25 are
based on the recording you have just
heard.22. A) They were on the verge of
breaking up.B) They were compatible despite
differences.C)
They
quarreled
a
lot
and
never
resolved
their
arguments.D)
They
argued
persistently about
whether to have children.23. A) Neither of them
has any brothers
or sisters.B) Neither
of them won their parents favor.C) They weren t
spoiled in
their childhood.D) They didn
t like to be the apple of their parents eyes.24.
A)
They
are
usually
good
at
making
friends.B)
They
tend
to
be
adventurous
and
creative.C)
They are often content with what they
have.D) They tend to be self-assured and
responsible.25.
A)
They
enjoy
making
friends.B)
They
tend
to
be
well
adjusted.C)
They
are least likely to
take initiative.D) They usually have successful
III Reading Comprehension (40
minutes)Section ADirections: 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
ists scanning and
mapping the Giza pyramids say they ve discovered
that
the Great Pyramid of Giza is not
exactly even. But really not by much. This pyramid
is the oldest of the world s Seven
Wonders. The pyramid s exact size has 26 experts
for centuries, as the “more than 21
acres of hard, white casing stones” that
originally covered it were 27 long ago.
Reporting in the most recent issue of the
newsletter
“AERAGRAM,”
which
28
the
work
of
the
Ancient
Egypt
Research
Associates,
engineer
Glen
Dash
says
his
team
used
a
new
measuring
approach
that
involved
finding
any surviving 29 of the casing in order
to determine where the original edge was.
They found the east side of the pyramid
to be a 30 of 5.5 inches shorter than the
west
question
that
most
31
him,
however,
isn
t
how
the
Egyptians
who
designed
and built the
pyramid got it wrong 4,500 years ago, but how they
got it so close to
32 . “We can only
speculate as to how the Egyptians could have laid
out these lines
with such 33 using only
the tools they had,” Dash w
rites. He
says his 34 is that
the Egyptians laid
out their design on a grid, noting that the great
pyramid is
oriented only 35 away from
the cardinal directions (its north-south axis runs
3
minutes 54 seconds west of due north,
while its east-west axis runs 3 minutes 51
seconds
north
of
due
east)
—an
amount
that
s
“tiny,
but
similar,”
archeologist
Atlas
Obscura
points
out.A)
chronicles
B)
complete
C)
established
D)
fascinates
E)
hypothesis
F)
maximum
G)
momentum
H)
mysteriously
I)
perfect
J)
precision
K)
puzzled
L)
remnants
M)
removed
N)
revelations
O)
slightlySection
BDirections:
In
this
section,
you are going to read a passage with
ten statements 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
Answer
Sheet
Pressure
Has
a
Positive
SideA)
Parents
of
teenagers
often
view
their
children
s
friends
with
something
like
suspicion.
They
worry
that
the
adolescent
peer group has
the power to push its members into behavior that
is foolish and even
dangerous.
Such
wariness
is
well
founded:
statistics
show,
for
example,
that
a
teenage
driver
with a same-age passenger in the car is at higher
risk of a fatal crash than
an
adolescent
driving
alone
or
with
an
adult.B)
In
a
2005
study,
psychologist
Laurence
Steinberg of Temple University and his
co-author, psychologist Margo Gardner, then
at Temple, divided 306 people into
three age groups: young adolescents, with a mean
age of 14; older adolescents, with a
mean age of 19; and adults, aged 24 and older.
Subjects played a computerized driving
game
in which the player must avoid
crashing
into
a
wall
that
materializes,
without
warning,
on
the
roadway.
Steinberg
and
Gardner
randomly
assigned
some
participants
to
play
alone
or
with
two
same-age
peers
looking
on.C) Older
adolescents scored about 50 percent higher on an
index of risky driving
when their peers
were in the room
—
and 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 prese
nce of peers makes
adolescents and youth, but not adults, more likely
to
take risks,” Steinberg and Gardner
concluded.D) Yet in the years following the
publication of this study, Steinberg
began to believe that this interpretation did
not capture the whole picture. As he
and other researchers examined the question of
why teens were more apt to take risks
in the company of other teenagers, they came
to suspect that a crowd s influence
need not always be negative. Now some experts
are proposing that we should take
advantage of the teen brain s keen sensitivity to
the presence of friends and leverage it
to improve education.E) In a 2011 study,
Steinberg and his colleagues turned to
functional MRI (
磁共振
) to
investigate how
the
presence
of
peers
affects
the
activity
in
the
adolescent
brain.
They
scanned
the
brains of 40 teens and adults who were
playing a virtual driving game designed to
test
whether
players
would
brake
at
a
yellow
light
or
speed
on
through
the
crossroad.F)
The brains of teenagers, but not
adults, showed greater activity in two regions
associated with rewards when they were
being observed by same-age peers than when
alone. In other words, rewards are more
intense for teens when they are with peers,
which
motivates
them
to
pursue
higher-risk
experiences
that
might
bring
a
big
payoff
(such as the thrill of just making the
light before it turns red). But Steinberg
suspected this tendency could also have
its advantages. In his latest experiment,
published
online
in
August,
Steinberg
and
his
colleagues
used
a
computerized
version
of
a
card
game
called
the
Iowa
Gambling
Task
to
investigate
how
the
presence
of
peers
affects the way young
people gather and apply information.G)
The results: Teens who
played the Iowa
Gambling Task under the eyes of fellow adolescents
engaged in more
exploratory behavior,
learned faster from both positive and negative
outcomes, and
achieved better
performance on the task than those who played in
solitude. “What
our study suggests is
that teenagers learn more quickly and more
effectively when
their peers are
present than when they re on their own,” Steinberg
says. And this
finding
could
have
important
implications
for
how
we
think
about
educating
adolescents.H)
Matthew
D.
Lieberman,
a
social
cognitive
neuroscientist
at
the
University of
California, Los Angeles, and author of the 2013
book Social: Why Our
Brains Are Wired
to Connect, suspects that the human brain is
especially skillful
at learning
socially significant information. He points to a
classic 2004 study in
which
psychologists
at
Dartmouth
College
and
Harvard
University
used
functional
MRI
to
track brain activity in 17 young men as they
listened to descriptions of people
while concentrating on either socially
relevant cues (for example, trying to form
an
impression
of
a
person
based
on
the
description)
or
more
socially
neutral
information
(such
as
noting
the
order
of
details
in
the
description).
The
descriptions
were the same
in each condition, but people could better
remember these statements
when given a
social motivation.I) The study also found that
when subjects thought
about and later
recalled descriptions in terms of their
informational content,
regions
associated with factual memory, such as the medial
temporal lobe, became
active. But
thinking about or remembering descriptions in
terms of their social
meaning activated
the dorsomedial prefrontal
cortex
—
part of the brain s
social
network
—
even
as
traditional
memory
regions
registered
low
levels
of
activity.
More
recently,
as
he
reported
in
a
2012
review,
Lieberman
has
discovered
that
this
region
may
be
part
of
a
distinct
network
involved
in
socially
motivated
learning
and
memory.
Such
findings, he says, suggest that “this network can
be called on to process and
store the
kind of information taught in
school
—
potentially giving
students access
to a range of untapped
mental powers.”J) If humans are generally geared
to recall
details
about
one
another,
this
pattern
is
probably
even
more
powerful
among
teenagers
who are very attentive to social
details: who is in, who is out, who likes whom,
who
is
mad
at
whom.
Their
desire
for
social
drama
is
not
—
or
not
only
—
a
way
of
distracting
themselves
from
their
schoolwork
or
of
driving
adults
crazy.
It
is
actually
a
neurological
(
神经的
) sensitivity, initiated
by hormonal changes. Evolutionarily
speaking, people in this age group are
at a stage in which they can prepare to find
a mate and start their own family while
separating from parents and striking out on
their
own.
To
do
this
successfully,
their
brain
prompts
them
to
think
and
even
obsess
about
others.K)
Yet
our
schools
focus
primarily
on
students
as
individual
entities.
What would happen if educators instead
took advantage of the fact that teens are
powerfully
compelled
to
think
in
social
terms?
In
Social,
Lieberman
lays
out
a
number