2018年6月英语六级真题试卷第3套

2018年6月英语六级真题试卷第3套PartIWriting(30minutes)(请于正式开考后半小时内完成该部分，之后将进行听力考试)Directions:For

this

part,

you

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allowed

30

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write

an

essay

on

theimportanceofbuildingtrustbetweenteachersandstudents.

You

can

cite

examples

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illustrate

yourviews.

you

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write

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150

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words.PartIIListeningComprehension(30minutes)说明：2018年6月大学英语六级考试全国共考了两套听力.本套的听力内容与第二套相同，因此本套听力部分不再重复给出。PartⅢ ReadingComprehension(40minutes)SectionADirections:Inthissection,thereisapassagewithtenblanks.Youarerequiredtoselectonewordforeachblankfromalistofchoicesgiveninawordbankfollowingthepassage.Readthepassagethroughcarefullybeforemakingyourchoices,Eachchoiceinthebankisidentifiedbyaletter.PleasemarkthecorrespondingletterforeachitemonAnswerSheet2withasinglelinethroughthecentre.Youmaynotuseanyofthewordsinthebankmorethanonce.ScientistsscanningandmappingtheGizapyramidssaythey'vediscoveredthattheGreatPyramidofGizaisnotexactlyeven.Butreallynotbymuch.Thispyramidistheoldestoftheworld'sSevenWonders.Thepyramid’sexactsizehas(26)_______expertsforcenturies,asthe"morethan21acresofhard,whitecasingstones"longago.Reportinginthemostrecentissueofthenewsletterlongago.Reportinginthemostrecentissueofthenewsletter"AERAGRAM",which(28)_______theworkoftheAncientEgyptResearchAssociates,engineerGlenDashsayshisteamusedanewmeasuringapproachthatinvolvedfindinganysurviving(29)_______ofthecasinginordertodeterminewheretheoriginaledgewas.Theyfoundtheeastsideofthepyramidtobea30)_______of5.5inchesshorterthanthewestside.Thequestionthatmost31)_______him,however,isn’thowtheEgyptianswhodesignedandbuiltthepyramidgotitwrong4,500yearsago,buthowtheygotitsodoseto32)_______."WecanonlyspeculateashowtheEgyptianscouldhavelaidouttheselineswithsuch(33)_______usingonlythetoolstheyhad,"Dashwrites.Hesayshis34)_______isthattheEgyptianslaidouttheirdesignonagrid,notingthatthegreatpyramidisorientedonly(35)_______awayfromthecardinaldirections(itsnorth-southaxisruns3minutes54secondswestof due north,whileitseast-westaxisruns3minutes51secondsnorthofdueeast)—anamountthat’s"tinybutsimilar",archeologistAtlasObscurapointsout.

注意：此部分试题请在答题卡2上作答。A)chroniclesB)completeC)establishedD)fascinatesE)hypothesisF)maximumG)momentumH)mysteriouslyI)perfectJ)precisionK)puzzledL)remnantsM)removedN)revelationsO)slightlySectionBDirections:Inthissection,youaregoingtoreadapassagewithtenstatementsattachedtoit.Eachstatementcontainsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.Youmaychooseaparagraphmorethanonce.Eachparagraphismarkedwithaletter.AnswerthequestionsbymarkingthecorrespondingletteronAnswerSheet2.PeerPressureHasaPositiveSide[A]Parentsofteenagersoftenviewtheirchildren'sfriendswithsomethinglikesuspicion.Theyworrythattheadolescentpeergrouphasthepowertopushitsmembersintobehaviorthatisfoolishandevendangerous.Suchwarinessiswellfounded:statisticsshow,forexample,thatateenagedriverwithasame-agepassengerinthecarisathigherriskofafatalcrashthananadolescentdrivingaloneorwithanadult.[B]Ina2005study,psychologistLaurenceSteinbergofTempleUniversityandhisco-author,psychologistMargoGardner,thenatTemple,divided306peopleintothreeagegroups:youngadolescents,withameanageof14;olderadolescents,withameanageof19;andadults,aged24andolder.Subjectsplayedacomputerizeddrivinggameinwhichtheplayermustavoidcrashingintoawallthatmaterializes,withoutwarning,ontheroadway.SteinbergandGardnerrandomlyassignedsomeparticipantstoplayaloneorwithtwosame-agepeerslookingon.[C]Olderadolescentsscoredabout50percenthigheronanindexofriskydrivingwhentheirpeerswereintheroom—andthedrivingofearlyadolescentswasfullytwiceasrecklesswhenotheryoungteenswerearound.Incontrast,adultsbehavedinsimilarwaysregardlessofwhethertheywereontheirownorobservedbyothers."Thepresenceofpeersmakesadolescentsandyouth,butnotadults,morelikelytotakerisks，"SteinbergandGardnerconcluded.[D]Yetintheyearsfollowingthepublicationofthisstudy,Steinbergbegantobelievethatthisinterpretationdidnotcapturethewholepicture.Asheandotherresearchersexaminedthequestionofwhyteensweremoreapttotakerisksinthecompanyofotherteenagers,theycametosuspectthatacrowd'sinfluenceneednotalwaysbenegative.Nowsomeexpertsareproposingthatweshouldtakeadvantageoftheteenbrain'skeensensitivitytothepresenceoffriendsandleverageittoimproveeducation.[E]Ina2011study,SteinbergandhiscolleaguesturnedtofunctionalMRI(磁共振）toinvestigatehowthepresenceofpeersaffectstheactivityintheadolescentbrain.Theyscannedthebrainsof40teensandadultswhowereplayingavirtualdrivinggamedesignedtotestwhetherplayerswouldbrakeatayellowlightorspeedonthroughthecrossroad.[F]Thebrainsofteenagers,butnotadults,showedgreateractivityintworegionsassociatedwithrewardswhentheywerebeingobservedbysame-agepeersthanwhenalone.Inotherwords,rewardsaremoreintenseforteenswhentheyarewithpeers,whichmotivatesthemtopursuehigher-riskexperiencesthatmightbringabigpayoff(suchasthethrillofjustmakingthelightbeforeitturnsred).ButSteinbergsuspectedthistendencycouldalsohaveitsadvantages.Inhislatestexperiment,publishedonlineinAugust,SteinbergandhiscolleaguesusedacomputerizedversionofacardgamecalledtheIowaGamblingTasktoinvestigatehowthepresenceofpeersaffectsthewayyoungpeoplegatherandapplyinformation.[G]Theresults:TeenswhoplayedtheIowaGamblingTaskundertheeyesoffellowadolescentsengagedinmoreexploratorybehavior，learnedfasterfrombothpositiveandnegativeoutcomes，andachievedbetterperformanceonthetaskthanthosewhoplayedinsolitude.Whatourstudysuggestsisthatteenagerslearnmorequicklyandmoreeffectivelywhentheirpeersarepresentthanwhenthey'reontheirown，"Steinbergsays.Andthisfindingcouldhaveimportantimplicationsforhowwethinkabouteducatingadolescents.[H]MatthewD.Lieberman,asocialcognitiveneuroscientistattheUniversityofCalifornia,LosAngeles,andauthorofthe2013bookSocial:WhyOurBrainsAreWiredtoConnect，suspectsthatthehumanbrainisespeciallyskillfulatlearningsociallysignificantinformation.Hepointstoaclassic2004studyinwhichpsychologistsatDartmouthCollegeandHarvardUniversityusedfunctionalMRItotrackbrainactivityin17youngmenastheylistenedtodescriptionsofpeoplewhileconcentratingoneithersociallyrelevantcues(forexample，tryingtoformanimpressionofapersonbasedonthedescription)ormoresociallyneutralinformation(suchasnotingtheorderofdetailsinthedescription).Thedescriptionswerethesameineachcondition,butpeoplecouldbetterrememberthesestatementswhengivenasocialmotivation.[I]Thestudyalsofoundthatwhensubjectsthoughtaboutandlaterrecalleddescriptionsintermsoftheirinformationalcontent,regionsassociatedwithfactualmemory,suchasthemedialtemporallobe,becameactive.Butthinkingaboutorrememberingdescriptionsintermsoftheirsocialmeaningactivatedthedorsomedialprefrontalcortex—partofthebrain'ssocialnetwork—evenastraditionalmemoryregionsregisteredlowlevelsofactivity.Morerecently,ashereportedina2012review,Liebermanhasdiscoveredthatthisregionmaybepartofadistinctnetworkinvolvedinsociallymotivatedlearningandmemory.Suchfindings,hesays,suggestthat"thisnetworkcanbecalledontoprocessandstorethekindofinformationtaughtinschool—potentiallygivingstudentsaccesstoarangeofuntappedmentalpowers".[J]Ifhumansaregenerallygearedtorecalldetailsaboutoneanother,thispatternisprobablyevenmorepowerfulamongteenagerswhoareveryattentivetosocialdetails:whoisin,whoisout,wholikeswhom,whoismadatwhom.Theirdesireforsocialdramaisnot—ornotonly—awayofdistractingthemselvesfromtheirschoolworkorofdrivingadultscrazy.Itisactuallyaneurological(神经的)sensitivity,initiatedbyhormonalchanges.Evolutionarilyspeaking,peopleinthisagegroupareatastageinwhichtheycanpreparetofindamateandstarttheirownfamilywhileseparatingfromparentsandstrikingoutontheirown.Todothissuccessfully,theirbrainpromptsthemtothinkandevenobsessaboutothers.[K]Yetourschoolsfocusprimarilyonstudentsasindividualentities.Whatwouldhappenifeducatorsinsteadtookadvantageofthefactthatteensarepowerfullycompelledtothinkinsocialterms?InSocial，Liebermanlaysoutanumberofwaystodoso.HistoryandEnglishcouldbepresentedthroughthelensofthepsychologicaldrivesofthepeopleinvolved.OnecouldthereforepresentNapoleonintermsofhisdesiretoimpressorChurchillintermsofhislonelygloom.Lessinherentlyinterpersonalsubjects,suchasmath,couldacquireasocialaspectthroughteamproblemsolvingandpeertutoring.Researchshowsthatwhenweabsorbinformationinordertoteachittosomeoneelse,welearnitmoreaccuratelyanddeeply,perhapsinpartbecauseweareengagingoursocialcognition.[L]Andalthoughanxiousparentsmaynotwelcomethenotion,educatorscouldturnadolescentrecklessnesstoacademicends."Risktakinginaneducationalcontextisavitalskillthat-enablesprogressandcreativity,"wroteSarah-JayneBlakemore,acognitiveneuroscientistatUniversityCollegeLondon,inareviewpublishedlastyear.Yet,shenoted,manyyoungpeopleareespeciallyunwillingtotakerisksatschool—afraidthatonelowtestscoreorpoorgradecouldcostthemaspotataselectiveuniversity.Weshouldassuresuchstudentsthatrisk,andevenpeerpressure,canbeagoodthing—aslongasithappensintheclassroomandnotinthecar.注意：此部分试题请在答题卡2上作答。36.Itisthoughtprobablethatthehumanbrainirticularlygoodatpickingupsociallyimportantinformation.37.Itcanbeconcludedfromexperimentsthatthepresenceofpeersincreasesrisk-takingbyadolescentsandyouth.38.Studentsshouldbetoldthatrisk-takingintheclassroomcanbesomethingpositive.39.Theurgeoffindingamateandgettingmarriedaccountsforadolescents'greaterattentiontosocialinteractions.40.AccordingtoSteinberg,thepresenceofpeersincreasesthespeedandeffectivenessofteenagers’learning.41.Teenagers'parentsareoftenconcernedaboutnegativepeerinfluence.42.Activatingthebrain'ssocialnetworkinvolvedinsociallymotivatedlearningandmemorymayallowstudentstotapunusedmentalpowers.43.Thepresenceofpeersintensifiesthefeelingofrewardsinteens'brains.44.Whenweabsorbinformationforthepurposeofimpartingittoothers,wedosowithgreateraccuracyanddepth.45.Someexpertsaresuggestingthatweturnpeerinfluencetogooduseineducation.SectionCDirections:Thereare2passagesinthissection.Eachpassageisfollowedbysomequestionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA),B),C)andD).YoushoulddecideonthebestchoiceandmarkthecorrespondingletteronAnswerSheet2withasinglelinethroughthecentre.PassageOneQuestions46to50arebasedonthefollowingpassage.TheEbroDelta,inin,famousasabattlegroundduringthenishCivilWar,isnowthesettingforadifferentcontest,onethatispittingricefarmersagainsttwoenemies：therice-eatinggiantapplesnail,andrisingsealevels.WhathappensherewillhaveabearingonthefutureofEuropeanriceproductionandtheoverallhealthofsouthernEuropeanwetlands.LocatedontheMediterraneanjusttwohourssouthofBarcelona,theEbroDeltaproduces120millionkilogramsofriceayear,makingitoneofthecontinent'smostimportantrice-growingareas.Asseacreepsintothesefresh-watermarshes,however,risingsalinity(盐分）ishamperingriceproduction.Atthesametime,thissea-wateralsokillsoffthegreedygiantapplesnail,anintroducedpestthatfeedsonyoungriceplants.Themostpromisingstrategyhasbecometoharnessonefoeagainsttheother.Thebattleiscurrentlybeingwagedonland,ingreenhousesattheUniversityofBarcelona.Scientistsworkingunderthebanner"ProjectNeurice"areseekingvarietiesofricethatcanwithstandtheincreasingsalinitywithoutlosingtheabsorbencythatmakesEuropeanriceidealfortraditionalnishandItaliandishes.Theprojecthastwosides，"saysXavierSerrat，NeuriceprojectmanagerandresearcherattheUniversityofBarcelona,"theshort-termfightagainstthesnail,andamid-tolong-termfightagainstclimatechange.Butthesnailhasgiventheprojectgreaterurgency."OriginallyfromSouthAmerica,thesnailswereaccidentallyintroducedintotheEbroDeltabyGlobalAquaticTechnologies,acompanythatraisedthesnailsforfresh-wateraquariums(水族馆），butfailedtopreventtheirescape.Fornow,thegiantapplesnail'spresenceinEuropeislimitedtotheEbroDelta.Butthesnailcontinuesitsmarchtonewterritory,saysSerrat."Thequestionisnotwhetheritwillreachotherrice-growingareasofEurope,butwhen."Overthenextyearandahalfinvestigatorswilltestthevariousstrainsofsalt-tolerantricethey’vebred.In2018,farmerswillplantthevarietieswiththemostpromiseintheEbroDeltaandEurope'sothertwomainrice-growingregions—alongthePoinItaly,andFrance'sRhone.Aseasoninthefieldwillhelpdeterminewhich,ifany,ofthevarietiesarereadyforcommercialization.AsanEU-fundedeffort,thesearchforsalt-tolerantvarietiesofriceistakingplaceinallthreecountries.EachteamiscrossbreedingalocalEuropeanshort-grainricewithalong-grainAsianvarietythatcarriesthesalt-resistantgene.Thescientistsarebreedingsuccessivegenerationstoarriveatvarietiesthatincorporatesalttolerancebutretainabout97percentoftheEuropeanricegenome(基因组）.注意：此部分试题请在答题卡2上作答。46.WhydoestheauthormentionthenishCivilWaratthebeginningofthepassage?A)Ithadgreatimpactonthelifeofnishricefarmers.B)Itisofgreatsignificanceintherecordsofnishhistory.C)RicefarmersintheEbroDeltaarewagingabattleofsimilarimportance.D)RicefarmersintheEbroDeltaareexperiencingashardatimeasinthewar.47whatmaybethemosteffectivestrategyforricefarmerstoemployinfightingtheirenemies?A)Strikingtheweakerenemyfirst.B)Killingtwobirdswithonestone.C)Eliminatingtheenemyonebyone.D)Usingoneeviltocombattheother.48.Whatdowelearnabout"ProjectNeurice"？A)Itsgoalswillhavetoberealizedatacost.B)Itaimstoincreasetheyieldofnishrice.C)Itsimmediatepriorityistobringthepestundercontrol.D)Ittriestokillthesnailswiththehelpofclimatechange.49.WhatdoesNeuriceprojectmanagersayaboutthegiantapplesnail?A)ItcansurviveonlyonsouthernEuropeanwetlands.B)Itwillinvadeotherrice-growingregionsofEurope.C)Itmultipliesataspeedbeyondhumanimagination.D)Itwasintroducedintothericefieldsonpurpose.50.WhatistheultimategoaloftheEU-fundedprogram?A)Cultivatingidealsalt-resistantricevarieties.B)Increasingtheabsorbencyofthenishrice.C)IntroducingnishricetotherestofEurope.D)Popularizingthericecrossbreedingtechnology.PassageTwoQuestions51to55arebasedonthefollowingpassage.Photographywasonceanexpensive,laboriousordealreservedforlife'sgreatestmilestones.Now，theonlyapparentcosttotakinginfinitephotosofsomethingascommonasamealistheceonyourharddriveandyourdiningcompanion'spatience.Butisthereanothercost,adeepercost,todocumentingalifeexperienceinsteadofsimplyenjoyingit?"Youhearthatyoushouldn'ttakeallthesephotosandinterrupttheexperience,andit'sbadforyou,andwe'renotlivinginthepresentmoment,"saysKristinDiehl,associateprofessorofmarketingattheUniversityofSouthernCaliforniaMarshallSchoolofBusiness.Diehlandherfellowresearcherswantedtofindoutifthatwastrue,sotheyembarkedonaseriesofnineexperimentsinthelabandinthefieldtestingpeople'senjoymentinthepresenceorabsenceofacamera.Theresults,publishedintheJournalofPersonalityandSocialPsychology,surprisedthem.Takingphotosactuallymakespeopleenjoywhatthey'redoingmore,notless."Whatwefindisyouactuallylookattheworldslightlydifferently,becauseyou'relookingforthingsyouwanttocapture,thatyoumaywanttohangonto，"Diehlexplains."Thatgetspeoplemoreengagedintheexperience,andtheytendtoenjoyitmore."Takesightseeing.Inoneexperiment,nearly200participantsboardedadouble-deckerbusforatourofPhiladelphia.Bothbustoursforbadetheuseofcellphonesbutonetourprovideddigitalcamerasandencouragedpeopletotakephotos.Thepeoplewhotookphotosenjoyedtheexperiencesignificantlymore,andsaidtheyweremoreengaged，thanthosewhodidn't.Snappingaphotodirectsattention,whichheightensthepleasureyougetfromwhateveryou'relookingat,Diehlsays.Itworksforthingsasboringasarchaeological(考古的）museums,wherepeopleweregiveneye-trackingglassesandinstructedeithertotakephotosornot."Peoplelooklongeratthingstheywanttophotograph,"Diehlsays.Theyreportlikingtheexhibitsmore,too.TothereliefofInstagrammers(Instagram用户)everywhere,itcanevenmakemealsmoreenjoyable.Whenpeoplewereencouragedtotakeatleastthreephotoswhiletheyatelunch,theyweremoreimmersedintheirmealsthanthosewhoweren'ttoldtotakephotos.Wasitthesatisfyingclickofthecamera?Thephysicalactofthesnap?No,theyfound:justtheactofplanningtotakeaphoto—andnotactuallytakingit—hadthesamejoy-boostingeffect."Ifyouwanttotakementalphotos,thatworksthesameway，''Diehlsays."Thinkingaboutwhatyouwouldwant