2022年6月六级真题 (第一套）.docx

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1、2022年6月六级真题（第一套）Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write an essay on the importance of building trust between employers and employees. You can cite examples to illustrate your views. You should write at least 150 words but no more than 200 words.Part I Liste

2、ning Comprehension (30 minutes)Section ADirections: In this section, you will hear two long conversations. At the end of each conversation, you will hear four uestions. Both the conversation and the uestions will be spoken only once. After you hear a uestion, you must choose the best answer from the

3、 four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.uestions 1 to 4 are based on the conversation you have just heard.1. A) It is a typical salad.C) It is a weird vegetable.8) It is a Spanish soup.D) It is a kind of spicy

4、 food.2. A) To make it thicker.C) To add to its 叩peal.8) To make it more nutritious.D) To replace an ingredient.3. A) It contains very little fat.C) It uses no artificial additives.Wired to Connect, suspects that the human brain is especially skillful at learning socially significant information. He

5、 points to a classic 2022 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 impression of

6、 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.LI The study also found that when subj

7、ects 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 prefrontal co

8、rtex-part of the brains social network-even as traditional memory regions registered low levels of activity. More recently, as he reported in a 2022 review, Lieberman has discovered that this region may be part of a distinct network involved in socially motivated learning and memory. Such findings,

9、he says, suggest that this network can be called on to process and store the kind of information taught in school-potentially giving students access to a range of untapped mental powers.”LJJ If humans are generally geared to recall details about one another, this pattern is probably even more powerf

10、ul 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 not-or not onlya way of distracting themselves from their schoolwork or of driving adults crazy. It is actually a neurological (神经的)sensitivity, in

11、itiated 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 even obsess ab

12、out 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 could be presen

13、ted 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 acuire a social aspect through team problem solving a

14、nd 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 adolescent reckl

15、essness to academic ends. Risk taking in an educational context is a vital skill that enables progress and creativity,“ wrote Sarah-Jay ne Blakemore, a cognitive neuroscientist at University College London, in a review published last year. Yet, she noted, many young people are especially unwilling t

16、o 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.36. It is thought probable that the huma

17、n brain is particularly good at picking up socially important information.37. It can be concluded from experiments that the presence of peers increases risktaking by adolescents and youth.38. Students should be told that risk-taking in the classroom can be something positive.39. The urge of finding

18、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 effectiveness of teenagers? learning.41. Teenagers parents are often concerned about negative peer influence.42. Activating the brain

19、s 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 rewards in teens brains.44. When we absorb information for the purpose of imparting it to others, we do so with greater accuracy and

20、 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 followed by some uestions or unfinished statements. For each of them there are four choices marked A),B),C)and D). You should decide

21、on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.Passage Oneuestions 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 contest, on

22、e 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 European rice production and the overall health of southern European wetlands.Located on the Mediterranean just two hours south of Barc

23、elona, the Ebro Delta produces 120 million kilograms of rice a year, making it one of the continents most important rice-growing areas. As the sea creeps into these fresh-water marshes, however, rising salinity （盐分 ）is hampering rice production. At the same time, this sea-water also kills off the gr

24、eedy 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 currently being waged on land, in greenhouses at the University of Barcelona. Scientists working under the banner Project Neurice are

25、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.“The project has two sides/ says Xavier Serrat, Neurice project manager and researcher at the University of Barcelona, the shor

26、t-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 snails were accidentally introduced into the Ebro Delta by Global Auatic Tecnologies, a company that raised the snails for fre

27、shwater auariums （水族馆），but failed to prevent their escape. For now, the giant apple snaiPs presence in Europe is limited to the Ebro Delta. But the snail continues its march to new territory, says Serret. The uestion is not if it will reach other rice-growing areas of Europe, but when. ”Over the nex

28、t year and a half investigators will test the various strains of salt-tolerant rice theyve bred. In 2022, farmers will plant the varieties with the most promise in the Ebro Delta and Europes other two main rice-growing regions-along the Po in Italy, and Frances Rhone. A season in the field will help

29、 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 three countries. Each team is crossbreeding a local European short-grain rice with a long-grain Asian variety that carries the salt

30、-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 the passage A) It had great impact on the

31、 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 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 r

32、ice farmers to employ in fighting their enemiesA) Striking the weaker enemy first. C) Eliminating the enemy one by one.B) Killing two birds with one stone. 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

33、increase the yield of Spanish rice.C) Its immediate priority is to bring the pest under control.D) It tries to kill the snails with the help of climate change.49. What does Neurice project manager say about the giant apple snailA) It can survive only on southern European wetlands.B) It will invade o

34、ther rice-growing regions of Europe.C) It multiplies at a speed beyond human imagination.D) It was introduced into the rice fields on purpose.50. What is the ultimate goal of the EU-funded programA) Cultivating ideal salt-resistant rice varieties.B) Increasing the absorbency of the Spanish rice.C) I

35、ntroducing Spanish rice to the rest of Europe.D) Popularizing the rice crossbreeding technology.Passage Twouestions 51 to 55 are based on the following passage.Photography was once an expensive, laborious ordeal reserved for lifts greatest milestones. Now, the only apparent cost to taking infinite p

36、hotos of something as common as a meal is the space on your hard drive and your dining companions patience.But is there another cost, a deeper cost, to documenting a life experience instead of simply enjoying it “You hear that you shouldnt take all these photos and interrupt the experience, and its

37、bad for you, and wcrc not living in the present moment,“ says Kristin Diehl, associate professor of marketing at the University of Southern California Marshall School of Business.Diehl and her fellow researchers wanted to find out if that was true, so they embarked on a series of nine experiments in

38、 the lab and in the field testing peoples enjoyment in the presence or absence of a camera. The results, published in the Journalof Personality and Social Psychology, surprised them. Taking photos actually makes people enjoy what theyre doing more, not less.“What we find is you actually look at the

39、world slightly differently, because youre looking for things you want to capture, that you may want to hang onto,“ Diehl explains. 4That gets people more engaged in the experience, and they tend to enjoy it more.”Take sightseeing. In one experiment, nearly 200 participants boarded a double- decker b

40、us for a tour of Philadelphia. Both bus tours forbade the use of cell phones but one tour provided digital cameras and encouraged people to take photos. The people who took photos enjoyed the experience significantly more, and said they were more engaged, than those who didnt.Snapping a photo direct

41、s attention, which heightens the pleasure you get from whatever youre looking at, Diehl says. It works for things as boring as archaeological （考古的）museums, where people were given eye-tracking glasses and instructed either to take photos or not. People look longer at things they want to photograph/7

42、 Diehl says. They report liking the exhibits more, too.To the relief of Instarammers （Instagram 用 户 ）everywhere, it can even makes meals more enjoyable. When people were encouraged to take at least three photos while they ate lunch, they were more immersed in their meals than those who werent told t

43、o take photos.Was it the satisfying click of the camera The physical act of the snap No, they found; just the act of planning to take a photoand not actually taking ithad the same joy-boosting effect. If you want to take mental photos, that works the same way,“ Diehl says. Thinking about what you wo

44、uld want to photograph also gets you more engaged.”What does the author say about photo-taking in the pastA) It was a painstaking effort for recording lifts major events.B) It was a luxury that only a few wealthy people could enjoy.C) It was a good way to preserve ones precious images.D) It was a sk

45、ill that reuired lots of practice to master.51. Kristin Diehl conducted a series of experiments on photo-taking to find outA) what kind of pleasure it would actually bring to photo-takersB) whether people enjoyed it when they did sightseeingC) how it could help to enrich peoples life experiencesD) w

46、hether it prevented people enjoying what they were doingWhat do the results of DiehEs experiments show that people taking photosA) They are distracted from what they are doing.B) They can better remember what they see or do.C) They are more absorbed in what catches their eye.D) They can have a bette

47、r understanding of the world.52. What is found about museum visitors with the aid of eye-tracking glassesA) They come out with better photographs of the exhibits.B) They focus more on the exhibits when taking pictures.C) They have a better view of what arc on display.D) They follow the historical ev

48、ents more easily.53. What do we learn from the last paragraphA) It is better to make plans before taking photos.B) Mental photos can be as beautiful as snapshots.C) Photographers can derive great joy from the click of the camera.D) Even the very thought of taking a photo can have a positive effect.P

49、art IVTranslation(30 minutes)Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese into English. You should write your answer on Answer Sheet 2.过去，拥有一辆私家车对大局部中国人而言是件奢侈的事。如今，私家车在中国随处可 见。汽车成了人们生活中不可或缺的一局部，他们不仅开车上下班，还经常驾车出游。有些城 市的汽车增长速度过快，以至于交通拥堵和停车位缺乏的问题日益严峻，这些城市的市政府不 得不出台新规，限制上路汽车的数量。由于空气污染日益严重，现在越来越多的人选择购置新 能源汽车,中国政府也采取了一些措施,支持新能