1、2018年 6月大学英语六级真题试卷（三）及答案与解析 一、 Part I Writing 1 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 words but no more than 200 words. Section A （ A
2、） She advocates animal protection. （ B） She sells a special kind of coffee. （ C） She is going to start a cafe chain. （ D） She is the owner of a special cafe. （ A） They bear a lot of similarities. （ B） They are a profitable business sector. （ C） They cater to different customers. （ D） They help take
3、care of customers pets. （ A） By giving them regular cleaning and injections. （ B） By selecting breeds that are tame and peaceful. （ C） By placing them at a safe distance from customers. （ D） By briefing customers on how to get along with them. （ A） They want to learn about rabbits. （ B） They like to
4、 bring in their children. （ C） They love the animals in her cafe. （ D） They give her cafe favorite reviews. （ A） It contains too many additives. （ B） It lacks the essential vitamins. （ C） It can cause obesity. （ D） It is mostly garbage. （ A） Its fancy design. （ B） TV commercials. （ C） Its taste and
5、texture. （ D） Peer influence. （ A） Investing heavily in the production of sweet foods. （ B） Marketing their products with ordinary ingredients. （ C） Trying to trick children into buying their products. （ D） Offering children more varieties to choose from. （ A） They hardly ate vegetables. （ B） They s
6、eldom had junk food. （ C） They favored chocolate-coated sweets. （ D） They liked the food advertised on TV. Section B （ A） Stretches of farmland. （ B） Typical Egyptian animal farms. （ C） Tombs of ancient rulers. （ D） Ruins left by devastating floods. （ A） It provides habitats for more primitive tribe
7、s. （ B） It is hardly associated with great civilizations. （ C） It has not yet been fully explored and exploited. （ D） It gathers water from many tropical rain forests. （ A） It carries about one fifth of the world s fresh water. （ B） It has numerous human settlements along its banks. （ C） It is secon
8、d only to the Mississippi River in width. （ D） It is as long as the Nile and the Yangtze combined. （ A） Living a life in the fast lane leads to success. （ B） We are always in a rush to do various things. （ C） The search for tranquility has become a trend. （ D） All of us actually yearn for a slow and
9、 calm life. （ A） She had trouble balancing family and work. （ B） She enjoyed the various social events. （ C） She was accustomed to tight schedules. （ D） She spent all her leisure time writing books. （ A） The possibility of ruining her family. （ B） Becoming aware of her declining health. （ C） The fat
10、igue from living a fast-paced life. （ D） Reading a book about slowing down. （ A） She started to follow the cultural norms. （ B） She came to enjoy doing everyday tasks. （ C） She learned to use more polite expressions. （ D） She stopped using to-do lists and calendars. Section C （ A） They will root out
11、 native species altogether. （ B） They contribute to a regions biodiversity. （ C） They pose a threat to the local ecosystem. （ D） They will crossbreed with native species. （ A） Their classifications are meaningful. （ B） Their interactions are hard to define. （ C） Their definitions are changeable. （ D
12、） Their distinctions are artificial. （ A） Only a few of them cause problems to native species. （ B） They may turn out to benefit the local environment. （ C） Few of them can survive in their new habitats. （ D） Only 10 percent of them can be naturalized. （ A） Respect their traditional culture. （ B） At
13、tend their business seminars. （ C） Research their specific demands. （ D） Adopt the right business strategies. （ A） Showing them your palm. （ B） Giving them gifts of great value. （ C） Drinking alcohol on certain days of a month. （ D） Clicking your fingers loudly in their presence. （ A） They are very
14、easy to satisfy. （ B） They have a strong sense of worth. （ C） They tend to be friendly and enthusiastic. （ D） They have a break from 2:00 to 5 :30 p. m. （ A） He completely changed the company s culture. （ B） He collected paintings by world-famous artists. （ C） He took over the sales department of Re
15、aders Digest. （ D） He had the companys boardroom extensively renovated. （ A） It should be sold at a reasonable price. （ B） Its articles should be short and inspiring. （ C） It should be published in the world s leading languages. （ D） Its articles should entertain blue- and pink-collar workers. （ A）
16、He knew how to make the magazine profitable. （ B） He served as a church minister for many years. （ C） He suffered many setbacks and misfortunes in his life. （ D） He treated the employees like members of his family. （ A） It carried many more advertisements. （ B） George Grune joined it as an ad salesm
17、an. （ C） Several hundred of its employees got fired. （ D） Its subscriptions increased considerably. Section A 26 Scientists 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 worl
18、d s Seven Wonders. The pyramid s exact size has【 C1】_experts for centuries, as the “more than 21 acres of hard, white casing stones“ that originally covered it were【 C2】 _long ago. Reporting in the most recent issue of the newsletter “AERAGRAM“, which【 C3】 _the work of the Ancient Egypt Research Ass
19、ociates, engineer Glen Dash says his team used a new measuring approach that involved finding any surviving【 C4】 _of the casing in order to determine where the original edge was. They found the east side of the pyramid to be a【 C5】_of 5. 5 inches shorter than the west side. The question that most【 C
20、6】 _him, however, isnt how the Egyptians who designed and built the pyramid got it wrong 4,500 years ago, but how they got it so close to【 C7】 _. “We can only speculate as to how the Egyptians could have laid out these lines with such【 C8】 _using only the tools they had,“ Dash writes. He says his【 C
21、9】 _is that the Egyptians laid out their design on a grid, noting that the great pyramid is oriented only【 C10】 _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
22、“tiny, but similar“ , archeologist Atlas Obscura points out. A) chronicles I) perfect B) complete J) precision C) established K) puzzled D) fascinates L) remnants E) hypothesis M) removed F) maximum N) revelations G) momentum O) slightly H) mysteriously 27 【 C1】 28 【 C2】 29 【 C3】 30 【 C4】 31 【 C5】 3
23、2 【 C6】 33 【 C7】 34 【 C8】 35 【 C9】 36 【 C10】 Section B 36 Peer Pressure Has a Positive Side A 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 dan
24、gerous. 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-aut
25、hor, 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 wal
26、l 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 roomand the driving of ear
27、ly 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 and youth, but not adults, more likely to take risks,“ Steinberg an
28、d 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 c
29、ame 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
30、 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
31、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 br
32、ing 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 Gamb
33、ling 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
34、 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 t
35、hink 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 th
38、at 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 p
39、refrontal 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. Such
40、 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 m
41、ore 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 ) sens
42、itivity, 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 eve
43、n 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 co
44、uld 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 pro
45、blem 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 turn a
46、dolescent 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 especia
47、lly 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. 37 It is thought probabl
48、e that the human brain is particularly good at picking up socially important information. 38 It can be concluded from experiments that the presence of peers increases risk-taking by adolescents and youth. 39 Students should be told that risk-taking in the classroom can be something positive. 40 The
49、urge of finding a mate and getting married accounts for adolescents greater attention to social interactions. 41 According to Steinberg, the presence of peers increases the speed and effectiveness of teenagers learning. 42 Teenagers parents are often concerned about negative peer influence. 43 Activating the brain s social network involved in socially motivated learning and memory may allow students to tap unused mental powers. 44 The presence of peers int
