2018年12月6级真题第三套.doc

《2018年12月6级真题第三套.doc》由会员分享，可在线阅读，更多相关《2018年12月6级真题第三套.doc（6页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、2018年12月大学英语六级考试真题（第3套）Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write an essay on how to balance work and leisure. You should write at least 150 words but no more than 200 words._Part II Listening Comprehension (30 minutes) 说明：由于2018年12月六级考试全国共考了2套听力，本套真题听力

2、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 III 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 given in a word bank following the passage. Read the passage through carefu

3、lly 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 the bank more than once.Questions 26 to 35 are based on the following pas

4、sage.In whats probably the craziest headline Ive ever written, Ive reported that 26 in livestock protection are happening with scientists painting eyes on the butts of cows. The experiment is based upon the idea that farmers whore protecting their herd from lions would shoot and kill lions in an eff

5、ort to protect their livestock. While this makes a lot of sense, it results in many lion deaths that 27 would have been unnecessary. Researchers in Australia have been 28 and testing a method of trickery to make lions think they are being watched by the painted eyes on cow butts.This idea is based o

6、n the principle that lions and other 29 are far less likely to attack when they feel they are being watched. As conservation areas become smaller, lions are increasingly coming into contact with human populations, which are expanding to the 30 of these protected areas.Efforts like painting eyes on c

7、ow butts may seem crazy at first, but they could make actual headway in the fight for conservation. “If the method works, it could provide farmers in Botswanaand 31 with a low-cost, sustainable tool to protect their livestock, and a way to keep lions safe from being killed.”Lions are 32 ambush（埋伏）hu

8、nters, so when they feel their prey has 33 them, they usually give up on the hunt. Researchers are 34 testing their idea on a select herd of cattle. They have painted half of the cows with eyes and left the other half as normal. Through satellite tracking of both the herd and the lions in the area,

9、they will be able to 35 if their psychological trickery will work to help keep farmers from shooting lions.A)advances I）otherwiseB)boundaries J)predatorsC)challenging K) primarilyD)currently L）retortedE)determine M）spottedF)devising N) testimoniesG)elsewhere O）wrestleH)neverthelessSection BDirection

10、s: 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 paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter.

11、 Answer the questions by marking the corresponding letter on Answer Sheet 2. Resilience Is About How You Recharge, Not How You EndureA As constant travelers and parents of a 2-year-old, we sometimes fantasize about how much work we can do when one of us gets on a plane, undistracted by phones, frien

12、ds, or movies. We race to get all our ground work done: packing, going through security, doing a last-minute work call, calling each other, then boarding the plane. Then, when we try to have that amazing work session in flight, we get nothing done. Even worse, after refreshing our email or reading t

13、he same studies over and over, we are too exhausted when we land to soldier on with（继续处理）the emails that have inevitably still piled up.B Why should flying deplete us? Were just sitting there doing nothing. Why cant we be tougher, more resilient（有复原力的）and determined in our work so we can accomplish

14、all of the goals we set for ourselves? Based on our current research, we have come to realize that the problem is not our hectic schedule or the plane travel itself; the problem comes from a misconception of what it means to be resilient, and the resulting impact of overworking.C We often take a mil

15、itaristic, “tough” approach to resilience and determination like a Marine pulling himself through the mud, a boxer going one more round, or a football player picking himself up off the ground for one more play. We believe that the longer we tough it out, the tougher we are, and therefore the more su

16、ccessful we will be. However, this entire conception is scientifically inaccurate.D The very lack of a recovery period is dramatically holding back our collective ability to be resilient and successful. Research has found that there is a direct correlation between lack of recovery and increased inci

17、dence of health and safety problems. And lack of recoverywhether by disrupting sleep with thoughts of work or having continuous cognitive arousal by watching our phonesis costing our companies $62 billion a year in lost productivity.E And just because work stops, it doesnt mean we are recovering. We

18、 “stop” work sometimes at 5 pm, but then we spend the night wrestling with solutions to work problems, talking about our work over dinner, and falling asleep thinking about how much work well do tomorrow. In a study just released, researchers from Norway found that 7.8% of Norwegians have become wor

19、kaholics（工作狂）. The scientists cite a definition of “workaholism” as “being overly concerned about work, driven by an uncontrollable work motivation, and investing so much time and effort in work that it impairs other important life areas.”F We believe that the number of people who fit that definitio

20、n includes the majority of American workers, which prompted us to begin a study of workaholism in the U.S. Our study will use a large corporate dataset from a major medical company to examine how technology extends our working hours and thus interferes with necessary cognitive recovery, resulting in

21、 huge health care costs and turnover costs for employers.G The misconception of resilience is often bred from an early age. Parents trying to teach their children resilience might celebrate a high school student staying up until 3 am to finish a science fair project. What a distortion of resilience!

22、 A resilient child is a well-rested one. When an exhausted student goes to school, he risks hurting everyone on the road with his impaired driving; he doesnt have the cognitive resources to do well on his English test; he has lower self-control with his friends; and at home, he is moody with his par

23、ents. Overwork and exhaustion are the opposite of resilience and the bad habits we acquire when were young only magnify when we hit the workforce.H As Jim Loehr and Tony Schwartz have written, if you have too much time in the performance zone, you need more time in the recovery zone, otherwise you r

24、isk burnout. Gathering your resources to “try hard” requires burning energy in order to overcome your currently low arousal level. It also worsens exhaustion. Thus the more imbalanced we become due to overworking, the more value there is in activities that allow us to return to a state of balance. T

25、he value of a recovery period rises in proportion to the amount of work required of us. I So how do we recover and build resilience? Most people assume that if you stop doing a task like answering emails or writing a paper, your brain will naturally recover, so that when you start again later in the

26、 day or the next morning, youll have your energy back. But surely everyone reading this has had times when you lie in bed for hours, unable to fall asleep because your brain is thinking about work. If you lie in bed for eight hours, you may have rested, but you can still feel exhausted the next day.

27、 Thats because rest and recovery are not the same thing.J If youre trying to build resilience at work, you need adequate internal and external recovery periods. As researchers Zijlstra, Cropley and Rydstedt write in their 2014 paper: “Internal recovery refers to the shorter periods of relaxation tha

28、t take place within the frames of the work day or the work setting in the form of short scheduled or unscheduled breaks, by shifting attention or changing to other work tasks when the mental or physical resources required for the initial task are temporarily depleted or exhausted. External recovery

29、refers to actions that take place outside of worke.g. in the free time between the work days, and during weekends, holidays or vacations.” If after work you lie around on your bed and get irritated by political commentary on your phone or get stressed thinking about decisions about how to renovate y

30、our home, your brain has not received a break from high mental arousal states. Our brains need a rest as much as our bodies do.K If you really want to build resilience, you can start by strategically stopping. Give yourself the resources to be tough by creating internal and external recovery periods

31、. Amy Blankson describes how to strategically stop during the day by using technology to control overworking. She suggests downloading the Instant or Moment apps to see how many times you turn on your phone each day. You can also use apps like Offtime or Unplugged to create tech free zones by strate

32、gically scheduling automatic airplane modes. The average person turns on their phone 150 times every day. If every distraction took only 1 minute, that would account for 2.5 hours a day.LIn addition, you can take a cognitive break every 90 minutes to charge your batteries. Try to not have lunch at y

33、our desk, but instead spend time outside or with your friendsnot talking about work. Take all of your paid time off, which not only gives you recovery periods, but raises your productivity and likelihood of promotion.M As for us, weve started using our plane time as a work-free zone, and thus time t

34、o dip into the recovery phase. The results have been fantastic. We are usually tired already by the time we get on a plane, and the crowded space and unstable internet connection make work more challenging. Now, instead of swimming upstream, we relax, sleep, watch movies, or listen to music. And whe

35、n we get off the plane, instead of being depleted, we feel recovered and ready to return to the performance zone.36. It has been found that inadequate recovery often leads to poor health and accidents.37. Mental relaxation is much needed, just as physical relaxation is. 38. Adequate rest not only he

36、lps one recover, but also increases ones work efficiency.39. The author always has a hectic time before taking a flight.40. Recovery may not take place even if one seems to have stopped working.41. It is advised that technology be used to prevent people from overworking.42. Contrary to popular belie

37、f, rest does not equal recovery.43. The author has come to see that his problem results from a misunderstanding of the meaning of resilience.44. Peoples distorted view about resilience may have developed from their upbringing.45. People tend to think the more determined they are, the greater their s

38、uccess will be.Section CDirections: There are 2 passages in this section. Each passage is followed by some question 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 2 with

39、 a single line through the centre.Passage OneQuestions 46 to 50 are based on the following passage.Children with attention problems in early childhood were 40% less likely to graduate from high school, says a new study from Duke University.The study included 386 kindergarteners from schools in the F

40、ast Track Project, a multi-site clinical trial in the U.S. that in 1991 began tracking how children developed across their lives.With this study, researchers examined early academic attention and socio-emotional skills and how each contributed to academic success into young adulthood.They found that

41、 early attention skills were the most consistent predictor of academic success, and that likability by peers also had a modest effect on academic performance.By fifth grade, children with early attention difficulties had lower grades and reading achievement scores than their peers. As fifth-graders,

42、 children with early attention problems obtained average reading scores at least 3% lower than their contemporaries and grades at least 8% lower than those of their peers. This was after controlling for IQ, socio-economic status and academic skills at school entry.Although these may not seem like la

43、rge effects, the impact of early attention problems continued throughout the childrens academic careers. Lower reading achievement scores and grades in fifth grade contributed to reduced grades in middle school and thereby contributed to a 40% lower high school graduation rate.“The children we ident

44、ified as having attention difficulties were not diagnosed with attention deficit hyperactivity disorder（注意力缺乏多动症）（ADHD）, although some may have had the disorder. Our findings suggest that even more modest attention dean of Dukes Trinity College of Arts & Sciences, whose research has focused on ADHD

45、and interventions to improve academic performance in children with attention difficulties.Social acceptance by peers in early childhood also predicted grades in fifth grade. Children not as liked by their first-grade peers had slightly lower grades in fifth grade, while those with higher social acce

46、ptance had higher grades.“This study shows the importance of so-called non-cognitive or soft skills in contributing to childrens positive peer relationships, which, in turn, contribute to their academic success,” said Kenneth Dodge, director of the Duke Center for Child and Family Policy.The results

47、 highlight the need to develop effective early interventions to help those with attention problems stay on track academically and for educators to encourage positive peer relationships, the researchers said.“Were learning that student success requires a more comprehensive approach, one that incorporates not only academic skills but also social, self-regulatory and attention skills,” Dodge said. “If we neglect any of these areas, the