1、2018 年 6 月大学英语六级真题及答案Part IWriting(30 minutes)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 words but no more than 200 words.Part
2、 IIListening Comprehension(30 minutes)说明：由于 2018 年 6 月六级考试全国共考了 2 套听力，本套真题听力与前 2 套内容完全一样，只是顺序不一样，因此在本套真题中不再重复出现。Part 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 g
3、iven 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
4、 the bank more than once.Scientists scanning and mapping the Giza pyramids say theyve 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 pyramids exact size has (26)experts for centuries, as the more tha
5、n 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 su
6、rviving (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 side.The question that most 31)him, however, isnt how the Egyptians who designed and built the pyramid got it wrong 4,500 years ago, but
7、 how they got it so dose to 32). We can only speculate as how the Egyptians could have laid out these lines with such (33)using only the tools they had, Dash writes. 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
8、 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 thats tiny but similar, archeologist Atlas Obscura points out.A) chroniclesB) completeC) establishedD) fascinatesE) hypothesisF) maxim
9、umG) momentumH) mysteriouslyI) perfectJ) precisionK) puzzledL) remnantsM) removedN) revelationsO) 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 paragra
10、ph 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 2.Peer Pressure Has a Positive SideA Parents of teenagers often view their childrens friends with some
11、thing 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 cra
12、sh 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 me
13、an 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
14、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 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 thei
15、r own or observed by others. The presence 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 tobelieve that this interpretation did not capture the whole picture.
16、 As he and otherresearchers 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 brains keen sensitivity to
17、 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
18、 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,rew
19、ards 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 experi
20、ment, 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
21、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
22、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
23、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 the
24、y 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 i
25、n 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
26、, became active. But thinking about or remembering descriptions in terms of their social meaning activated the dorsomedial prefrontal cortexpart of the brains social networkeven as traditional memory regions registered low levels of activity. More recently, as he reported in a 2012 review, Lieberman
27、 has discovered that this region may be part of a distinct networkinvolved 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 schoolpotentially giving students access to a range of untap
28、ped 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 notor not onlya wa
29、y 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 sep
30、arating 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 powerfull
31、y compelled to think in social terms? In Social，Lieberman lays out a number of ways to do so. History and English 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 hi
32、s lonely gloom. Less inherently interpersonal subjects, such as math, could acquire a social aspect through team problem 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
33、are engaging our social cognition.L And although anxious parents may not welcome the notion, educators could turn 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 neuroscien
34、tist at University College London, in a review published last year. Yet, she noted, many young people are especially 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
35、 pressure, can be a good thingas long as it happens in the classroom and not in the car.36. It is thought probable that the human brain is particularly good at picking up socially important information.37. It can be concluded from experiments that the presence of peers increases risk-taking by adole
36、scents and youth.38. Students should be told that risk-taking in the classroom can be something positive.39. The urge of finding a mate and getting married accounts for adolescents greater attention to social interactions.40. According to Steinberg, the presence of peers increases the speed and effe
37、ctiveness of teenagers learning.41. Teenagers parents are often concerned about negative peer influence.42. Activating the brains social network involved in socially motivated learning and memory may allow students to tap unused mental powers.43. The presence of peers intensifies the feeling of rewa
38、rds in teens brains.44. When we absorb information for the purpose of imparting it to others, we do so with greater accuracy and depth.45. Some experts are suggesting that we turn peer influence to good use in education.Section CDirections: There are 2 passages in this section. Each passage is follo
39、wed 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 2with a single line through the centre.Passage OneQuestions 46 to 50 are based on the following pas
40、sage.The Ebro Delta, in Spain, famous as a battleground during the Spanish Civil War, is now the setting for a different contest, one that is pitting rice farmers against two enemies： the rice-eating giant apple snail, and rising sea levels. What happens here will have a bearing on the future of Eur
41、opean rice production and the overall health of southern European wetlands.Located on the Mediterranean just two hours south of Barcelona, the Ebro Delta produces 120 million kilograms of rice a year, making it one of the continents most important rice-growing areas. As sea creeps into these fresh-w
42、ater marshes, however, rising salinity (盐分）is hampering rice production. At the same time, this sea-water also kills off the greedy giant apple snail, an introduced pest that feeds on young rice plants. The most promising strategy has become to harness one foe against the other.The battle is current
43、ly being waged on land, in greenhouses at the University of Barcelona. Scientists working under the banner Project Neurice are seeking varieties of rice that can withstand the increasing salinity without losing the absorbency that makes European rice ideal for traditional Spanish and Italian dishes.
44、The project has two sides，says Xavier Serrat， Neurice project manager and researcher at the University 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 South America, the sn
45、ails were accidentally introduced into the Ebro Delta by Global Aquatic Technologies, a company that raised the snails for fresh-water aquariums (水族馆），but failed to prevent their escape. For now, the giant apple snails presence in Europe is limited to the Ebro Delta. But the snail continues its marc
46、h to new territory, says Serrat. The question is not whether it will reach other rice-growing areas of Europe, but when.Over the next year and a half investigators will test the various strains of salt-tolerant rice theyve bred. In 2018, farmers will plant the varieties with the most promise in the
47、Ebro Delta and Europes other two main rice-growing regionsalong the Po in Italy, and Frances Rhone. A season in the field will help determine which, if any, of the varieties are ready for commercialization.As an EU-funded effort, the search for salt-tolerant varieties of rice is taking place in all
48、three countries. Each team is crossbreeding a local European short-grain rice with a long-grain Asian variety that carries the salt-resistant gene. The scientists are breeding successive generations to arrive at varieties that incorporate salt tolerance but retain about 97 percent of the European rice genome (基因组）.46. Why does the author mention the Spanish Civil War at the beginning of thepassage?A) It had great impact on the life of Spanish rice farmers.B) It is of great significance in the records of Spanish history.C) Rice farmers in the Ebro Delta are waging a battle of similar impo
