1、2018 年 6 月大学英六真及答案Part IWriting(30 minutes)Directions: For this part, you are allowed 30 minutes to write an essay on theimportance of building trust between teachers and students. You cancite examples to illustrate your views. You should write at least 150words but no more than 200 words.Part IILis
2、tening Comprehension(30 minutes)明：由于 2018 年 6 月六考全国共考了 2 套听力，本套真听力与前 2 套内容完全一，只是序不一，因此在本套真中不再重复出。Part Reading Comprehension(40 minutes)Section ADirections: In this section, there is a passage with ten blanks. You are required toselect one word for each blank from a list of choices given in a word ba
3、nkfollowing the passage. Read the passage through carefully before makingyour choices, Each choice in the bank is identified by a letter. Pleasemark the corresponding letter for each item on Answer Sheet 2 with asingle line through the centre. You may not use any of the words in thebank more than on
4、ce.Scientists scanning and mapping the Giza pyramids say theyve discovered thatthe Great Pyramid of Giza is not exactly even. But really not by much. This pyramidis the oldest of the world s Seven Wonders. The pyramids exact size has (26)experts for centuries, as the more than 21 acres of hard, whit
5、e casingstones that originally covered it were (27)recent issue of the newsletter AERAGRAM,which (28)Ancient Egypt Research Associates, engineer Glen Dash says his team used a newmeasuring approach that involved finding any surviving (29) of the casing inorder to determine where the original edge wa
6、s. They found the east side of thepyramid to be a 30) of 5.5 inches shorter than the west side.The question that most 31) him, however, isnt how the Egyptians whodesigned and built the pyramid got it wrong 4,500 years ago, but how they got it sodose to 32) . We can only speculate as how the Egyptian
7、s could have laidout these lines with such (33) using only the tools they had, Dash writes. Hesays his 34) is that the Egyptians laid out their design on a grid, noting thatthe great pyramid is oriented only (35) away from the cardinal directions (itslong ago. Reporting in the mostthe work of thenor
8、th-south axis runs 3 minutes 54 seconds west of due north,while its east-west axisruns 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) maximumG) momentumH) mysteriouslyI)
9、perfectJ) precisionK) puzzledL) remnantsM) removedN) revelationsO) slightlySection BDirections: In this section, you are going to read a passage with ten statementsattached to it. Each statement contains information given in one of theparagraphs. Identify the paragraph from which the information is
10、derived.You may choose a paragraph more than once. Each paragraph is markedwith a letter. Answer the questions by marking the corresponding letteron Answer Sheet 2.Peer Pressure Has a Positive SideA Parents of teenagers often view their childrens friends with something likesuspicion. They worry that
11、 the adolescent peer group has the power to push itsmembers into behavior that is foolish and even dangerous. Such wariness is wellfounded: statistics show, for example, that a teenage driver with a same-age passengerin the car is at higher risk of a fatal crash than an adolescent driving alone or w
12、ith anadult.B In a 2005 study, psychologist Laurence Steinberg of Temple University andhis co-author, psychologist Margo Gardner, then at Temple, divided 306 people intothree age groups: young adolescents, with a mean age of 14; older adolescents, with amean age of 19; and adults, aged 24 and older.
13、 Subjects played a computerizeddriving game in which the player must avoid crashing into a wall that materializes,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
14、higher on an index of riskydriving when their peers were in the roomand the driving of early adolescents wasfully twice as reckless when other young teens were around. In contrast, adultsbehaved in similar ways regardless of whether they were on their own or observed byothers. The presence of peers
15、makes adolescents and youth, but not adults, morelikely 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. As he and otherresearchers examined the question of
16、 why teens were more apt to take risks in thecompany of other teenagers, they came to suspect that a crowd s influence need notalways be negative. Now some experts are proposing that we should take advantageof the teen brains keen sensitivity to the presence of friends and leverage it toimprove educ
17、ation.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 drivinggame designed to test whether players would brake
18、 at a yellow light or speed onthrough the crossroad.F The brains of teenagers, but not adults, showed greater activity in two regionsassociated with rewards when they were being observed by same-age peers than whenalone. In other words,rewards are more intense for teens when they are with peers,whic
19、h 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 suspectedthis tendency could also have its advantages. In his latest experiment, publishedonline in August, Steinberg and his colleagues us
20、ed a computerized version of a cardgame called the Iowa Gambling Task to investigate how the presence of peers affectsthe way young people gather and apply information.G The results: Teens who played the Iowa Gambling Task under the eyes offellow adolescents engaged in more exploratory behavior， lea
21、rned faster from bothpositive and negative outcomes， and achieved better performance on the task thanthose who played in solitude. What our study suggests is that teenagers learn morequickly and more effectively when their peers are present than when they re on theirown， Steinberg says. And this fin
22、ding could have important implications for how wethink about educating adolescents.H Matthew D. Lieberman, a social cognitive neuroscientist at the University ofCalifornia, Los Angeles, and author of the 2013 book Social: Why Our Brains AreWired to Connect ， suspects that the human brain is especial
23、ly skillful at learningsocially significant information. He points to a classic 2004 study in whichpsychologists at Dartmouth College and Harvard University used functional MRI totrack brain activity in 17 young men as they listened to descriptions of people whileconcentrating on either socially rel
24、evant cues ( for example ， trying to form animpression 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 samein each condition, but people could better remember these statements when given aso
25、cial motivation.I The study also found that when subjects thought about and later recalleddescriptions in terms of their informational content, regions associated with factualmemory, such as the medial temporal lobe, became active. But thinking about orremembering descriptions in terms of their soci
26、al meaning activated the dorsomedialprefrontal cortexpart of the brains social networkeven as traditional memoryregions registered low levels of activity. More recently, as he reported in a 2012review, Lieberman has discovered that this region may be part of a distinct networkinvolved in socially mo
27、tivated learning and memory. Such findings, he says, suggestthat this network can be called on to process and store the kind of information taughtin schoolpotentially giving students access to a range of untapped mental powers.J If humans are generally geared to recall details about one another, thi
28、s patternis probably even more powerful among teenagers who are very attentive to socialdetails: who is in, who is out, who likes whom, who is mad at whom. Their desire forsocial drama is notor not onlya way of distracting themselves from theirschoolwork or of driving adults crazy. It is actually a
29、neurological (神的) sensitivity,initiated by hormonal changes. Evolutionarily speaking, people in this age group areat a stage in which they can prepare to find a mate and start their own family whileseparating from parents and striking out on their own. To do this successfully, theirbrain prompts the
30、m to think and even obsess about others.K Yet our schools focus primarily on students as individual entities. Whatwould happen if educators instead took advantage of the fact that teens are powerfullycompelled to think in social terms? In Social， Lieberman lays out a number of ways todo so. History
31、and English could be presented through the lens of the psychologicaldrives of the people involved. One could therefore present Napoleon in terms of hisdesire to impress or Churchill in terms of his lonely gloom. Less inherentlyinterpersonal subjects, such as math, could acquire a social aspect throu
32、gh teamproblem solving and peer tutoring. Research shows that when we absorb informationin order to teach it to someone else, we learn it more accurately and deeply, perhaps inpart because we are engaging our social cognition.L And although anxious parents may not welcome the notion, educators could
33、turn adolescent recklessness to academic ends. Risk taking in an educational contextis a vital skill that-enables progress and creativity, wrote Sarah-Jayne Blakemore, acognitive neuroscientist at University College London, in a review published last year.Yet, she noted, many young people are especi
34、ally unwilling to take risks at schoolafraid that one low test score or poor grade could cost them a spot at a selectiveuniversity. We should assure such students that risk, and even peer pressure, can be agood thingas long as it happens in the classroom and not in the car.36. It is thought probable
35、 that the human brain is particularly good at picking upsocially important information.37. It can be concluded from experiments that the presence of peers increasesrisk-taking by adolescents and youth.38. Students should be told that risk-taking in the classroom can be somethingpositive.39. The urge
36、 of finding a mate and getting married accounts for adolescentsgreater attention to social interactions.40. According to Steinberg, the presence of peers increases the speed andeffectiveness of teenagers learning.41. Teenagers parents are often concerned about negative peer influence.42. Activating
37、the brains social network involved in socially motivated learningand memory may allow students to tap unused mental powers.43. The presence of peers intensifies the feeling of rewards in teens brains.44. When we absorb information for the purpose of imparting it to others, we doso with greater accur
38、acy and depth.45. Some experts are suggesting that we turn peer influence to good use ineducation.Section CDirections: There are 2 passages in this section. Each passage is followed by somequestions or unfinished statements. For each of them there are fourchoices marked A), B), C) and D). You should
39、 decide on the best choiceand mark the corresponding letter on Answer Sheet 2with a single linethrough the centre.Passage OneQuestions 46 to 50 are based on the following passage.The Ebro Delta, in Spain, famous as a battleground during the Spanish Civil War,is now the setting for a different contes
40、t, one that is pitting rice farmers against twoenemies： the rice-eating giant apple snail, and rising sea levels. What happens herewill have a bearing on the future of European rice production and the overall health ofsouthern European wetlands.Located on the Mediterranean just two hours south of Ba
41、rcelona, the Ebro Deltaproduces 120 million kilograms of rice a year, making it one of the continents mostimportant rice-growing areas. As sea creeps into these fresh-water marshes, however,rising salinity (分）is hampering rice production. At the same time, this sea-wateralso kills off the greedy gia
42、nt apple snail, an introduced pest that feeds on young riceplants. The most promising strategy has become to harness one foe against the other.The battle is currently being waged on land, in greenhouses at the University ofBarcelona. Scientists working under the banner Project Neurice are seekingvar
43、ieties of rice that can withstand the increasing salinity without losing theabsorbency that makes European rice ideal for traditional Spanish and Italian dishes.The project has two sides，says Xavier Serrat， Neurice project manager andresearcher at the University of Barcelona, the short-term fight ag
44、ainst the snail, and amid-to long-term fight against climate change. But the snail has given the projectgreater urgency. Originally from South America, the snails were accidentally introduced into theEbro Delta by Global Aquatic Technologies, a company that raised the snails forfresh-water aquariums
45、 (水族），butfailed to prevent their escape. For now, the giantapple snails presence in Europe is limited to the Ebro Delta. But the snail continuesits march to new territory, says Serrat. The question is not whether it will reach otherrice-growing areas of Europe, but when.Over the next year and a half
46、 investigators will test the various strains of salt-tolerant rice theyve bred. In 2018, farmers will plant the varieties with the mostpromise in the Ebro Delta and Europes other two main rice-growing regionsalongthe Po in Italy, and Frances Rhone. A season in the field will help determine which, if
47、any, of the varieties are ready for commercialization.As an EU-funded effort, the search for salt-tolerant varieties of rice is takingplace in all three countries. Each team is crossbreeding a local European short-grainrice with a long-grain Asian variety that carries the salt-resistant gene. The sc
48、ientistsare breeding successive generations to arrive at varieties that incorporate salttolerance but retain about 97 percent of the European rice genome (基因）.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 farme
49、rs.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 importance.D) Rice farmers in the Ebro Delta are experiencing as hard a time as in the war.47. what may be the most effective strategy for rice farmers to employ infig
50、hting their enemies?A) Striking the weaker enemy first.B) Killing two birds with one stone.C) Eliminating the enemy one by one.D) Using one evil to combat the other.48. What do we learn about Project Neurice？A) Its goals will have to be realized at a cost.B) It aims to increase the yield of Spanish
