1、2018 年 06 月大学英语六级模拟题 1 及答案解析(总分：710.00，做题时间：90 分钟)一、Part Writing(总题数：1，分数：106.50)1.Directions: For this part, you are allowed 30 minutes to write an essay on the importance of building trust between teachers and students. You can cite examples to illustrate your views. You should write at least 150
2、words but no more than 200 words. （分数：106.50）_二、Part Listening Com(总题数：0，分数：0.00)三、Section A(总题数：2，分数：56.80)Questions 1 to 4 are based on the conversation you have just heard. （分数：28.40）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.A.To make it
3、 thicker.B.To make it more nutritious.C.To add to its appeal.D.To replace an ingredient.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 vegetablesA.It does not go stale for two years.B.It takes no special skill to prepare.C.It com
4、es from a special kind of pig.D.It is a delicacy blended with bread.Questions 5 to 8 are based on the conversation you have just heard. （分数：28.40）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.A.$30-$40.B.$40-$50.C.$50
5、-$60.D.Around $150.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.A.It is a wine imported from California.B.It is less spicy than all other red wines.C.It is far more e
6、xpensive than he expected.D.It is Italy“s most famous type of red wine.四、Section B(总题数：2，分数：49.70)Questions 9 to 11 are based on the passage you have just heard. （分数：21.30）A.Learning others“ secrets.B.Searching for information.C.Decoding secret messages.D.Spreading sensational news.A.They helped the
7、 U.S. army in World War Two.B.They would write down spoken codes promptly.C.They were assigned to decode enemy messages.D.They were good at breaking enemy secret codes.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.N
8、avajo Indian“s contribution to code breaking.Questions 12 to 15 are based on the passage you have just heard. （分数：28.40）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 availabl
9、e.A.In the robotics industry.B.In the information service.C.In the personal care sector.D.In high-end manufacturing.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.A.The rising demand in education and healthca
10、re 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 have.五、Section C(总题数：3，分数：142.00)Questions 16 to 18 are based on the reco
11、rding yon have just heard. （分数：42.60）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.A.Saws used for cutting stone.B.Traces left by early explorers.C.An ancient geographical map.D.So
12、me stone tool segments.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 Nile.Questions 19 to 21 are based on the recording yon have just heard. （分数：42.60）A.Dr. Gong didn“t give him any conventional
13、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.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
14、 failed to relieve his pain.D.He found the expensive medical tests unaffordable.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 effects.Questions 22 to 25 are based on th
15、e recording you have just heard. （分数：56.80）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.A.Neither of them has any brothers or sisters.B.Neither of
16、 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.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 resp
17、onsible.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 marriages.六、Part Reading Compr(总题数：0，分数：0.00)七、Section A(总题数：1，分数：35.50)Scientists scanning and mapping the Giza pyramids say they“ve discovered that the Grea
18、t 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 1 experts for centuries, as the “more than 21 acres of hard, white casing stones“ that originally covered it were 2 long ago. Reporting in the most rec
19、ent issue of the newsletter “AERAGRAM,“ which 3 the work of the Ancient Egypt Research Associates, engineer Glen Dash says his team used a new measuring approach that involved finding any surviving 4 of the Casing in order to determine where the original edge was. They found the east side of the pyr
20、amid to be a 5 of 5.5 inches shorter than the west side. The question that most 6 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 7 . “We can only speculate as to how the Egyptians could have laid out these lines
21、with such 8 using only the tools they had,“ Dash writes. He says his 9 is that the Egyptians laid out their design on a grid, noting that the great pyramid is oriented only 10 away from the cardinal directions (its north-south axis runs 3 minutes 54 seconds west of due north, while its east-west axi
22、s 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. revelati
23、ons O. slightly（分数：35.50）八、Section B(总题数：1，分数：71.00)Peer 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
24、. 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,
25、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 tha
26、t 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 roomand the driving of early a
27、dolescents 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 and youth, but not adults, more likely to take risks,“ Steinberg and Gar
28、dner 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
29、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 MR
30、I (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 tee
31、nagers, 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
32、 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 Gamblin
33、g 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 a
34、chieved 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 thi
35、nk 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 inf
36、ormation. 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 i
37、mpression 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 t
38、hat 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
39、prefrontal cortexpart of the brain“s social networkeven 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. Suc
40、h findings, he says, suggest that “this network can be called on to process and store the kind of information taught in schoolpotentially 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
41、 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 notor not onlya way of distracting themselves from their schoolwork or of driving adults crazy. It is actually a neurological (神经的) sen
42、sitivity, 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 ev
43、en 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 of ways to do so. History and English
44、could be presented through the lens of the psychological drives of the people involved. One Could therefore present Napoleon in terms of his desire to impress or Churchill in terms of his lonely gloom. Less inherently interpersonal subjects, such as math, could acquire a social aspect through team p
45、roblem solving and peer tutoring. Research shows that when we absorb information in order to teach it to someone else, we learn it more accurately and deeply, perhaps in part because we are engaging our social cognition. L. And although anxious parents may not welcome the notion, educators could tur
46、n adolescent recklessness to academic ends. “Risk taking in an educational context is a vital skill that enables progress and creativity,“ wrote Sarah-Jayne Blakemore, a cognitive neuroscientist at University College London, in a review published last year. Yet, she noted, many young people are espe
47、cially unwilling to take risks at schoolafraid that one low test score or poor grade could cost them a spot at a selective university. We should assure such students that risk, and even peer pressure, can be a good thingas long as it happens in the classroom and not in the car.（分数：71.00）(1).It is th
48、ought probable that the human brain is particularly good at picking up socially important information.（分数：7.10）(2).It can be concluded from experiments that the presence of peers increases risk-taking by adolescents and youth.（分数：7.10）(3).Students should be told that risk-taking in the classroom can
49、 be something positive.（分数：7.10）(4).The urge of finding a mate and getting married accounts for adolescents“ greater attention to social interactions.（分数：7.10）(5).According to Steinberg, the presence of peers increases the speed and effectiveness of teenagers“ learning.（分数：7.10）(6).Teenagers“ parents are often concerned about negative peer influence.（分数：7.10）(7).Activating the brain“s social network involved in socially motivated learning and memory may allow students to tap unused mental po
