英语六级冲刺练习题

六级考前冲刺训练营

Justin王泓锦

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Photography was once an expensive, laborious ordeal reserved for life's greatest milestones. Now, the only apparent cost to taking infinite photos of something as common as a meal is the space on your hard drive and your dining companion's patience.

But is there another cost, a deeper cost, to documenting a life experience instead of simply enjoying it? "You hear that you shouldn't take all these photos and interrupt the experience, and it's bad for you, and we're 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 the lab and in the field testing people's enjoyment in the presence or absence of a camera. The results, published in the Journal of Personality and Social Psychology, surprised them. Taking photos actually makes people enjoy what they're doing more, not less.

" What we find is you actually look at the world slightly differently, because you're looking for things you want to capture, that you may want to hang onto，" Diehl explains. " That 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 bus 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 didn't.

Snapping a photo directs attention, which heightens the pleasure you get from whatever you're 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," Diehl says. They report liking the exhibits more, too.

To the relief of Instagrammers (Instagram用户) everywhere, it can even make 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 weren't told to 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 photo—and not actually taking it—had the same joy-boosting effect. "If you want to take mental photos, that works the same way,'' Diehl says. "Thinking about what you would want to photograph also gets you more engaged. "

51.What does the author say about photo-taking in the past?

A) It was a painstaking effort for recording life’s major events.

B) It was a luxury that only a few wealthy people could enjoy.

C) It was a good way to preserve one's precious images.

D) It was a skill that required lots of practice to master.

52.Kristin Diehl conducted a series of experiments on photo-taking to find out _______ .

A) what kind of pleasure it would actually bring to photo-takers

B) whether people enjoyed it when they did sightseeing

C) how it could help to enrich people 's life experiences

D) whether it prevented people enjoying what they were doing

53.What do the results of Diehl's experiments show about people taking pictures?

A) 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 better understanding of the world.

54.What is found about museum visitors with the aid of eye-tracking glasses?

A) 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 are on display.

D) They follow the historical events more easily.

55.What do we learn from the last paragraph?

A) 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.

Peer Pressure Has a Positive Side

[A] Parents of teenagers often view their children's friends with something 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 crash 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 mean 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 on.

[C] Older adolescents scored about 50 percent higher on an index of risky driving when their peers were in the room—and 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 their 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 to believe that this interpretation did not capture the whole picture. As he and other researchers 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 brain's keen sensitivity to 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 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, rewards 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 experiment, 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 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 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 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 they 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 in 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, became active. But thinking about or remembering descriptions in terms of their social meaning activated the dorsomedial prefrontal cortex—part of the brain's social network—even as traditional memory regions registered low levels of activity. More recently, as he reported in a 2012 review, Lieberman has discovered that this region may be part of a distinct network involved 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 school—potentially giving students access to a range of untapped 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 not—or not only—a way 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 separating 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 powerfully 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 his 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 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 neuroscientist at University College London, in a review published last year. Yet, she noted, many young people are especially unwilling to take risks at school—afraid 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 thing—as 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 adolescents 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 effectiveness of teenagers’ learning.

41.Teenagers' parents are often concerned about negative peer influence.

42.Activating the brain'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 depth.

45.Some experts are suggesting that we turn peer influence to good use in education.

翻译

中国目前拥有世界上最大最快的高速铁路网。高铁列车的运行速度还将继续提升，更多的城市将修建高铁站。高铁大大缩短了人们出行的时间。相对飞机而言，高轶列车的突出优势在于准时，因为基本不受天气或交通管制的影响。高铁极大地改变了中国人的生活方式。如今，它已经成了很多人商务旅行的首选交通工具。越来越多的人也在假日乘高铁外出旅游。还有不少年轻人选择在一个城市工作而在邻近城市居住，每天乘高铁上下班。

China now has the largest and fastest high-speed railway network in the world. The speed of high-speed trains will continue to rise, and more cities will build high-speed rail stations. High-speed trains greatly shorten people’s travel time. Compared with airplane, outstanding

advantage of high-speed trains over aircraft is punctuality, because it is largely unaffected by weather or traffic control. High-speed rail has greatly changed the way of life of the Chinese people. Now, it has become the preferred vehicle for many people to travel to business. More and more people also travel on high-speed trains on holidays. A large number of young people choose to work in a city, while they live in a neighboring one, because they can go to and from work by high speed railways train every day.

自行车曾经是中国城乡最主要的交通工具，中国一度被称为“自行车王国”。如今，随着城市交通拥堵和空气污染日益严重，骑自行车又开始流行起来。近来，中国企业家将移动互联网技术与传统自行车结合在一起，发明了一种称为共享单车的商业模式。共享单车的出现使骑车出行更加方便，人们仅需用一部手机就可以随时使用共享单车。为了鼓励人们骑车出行，很多城市修建了自行车道。现在，越来越多的中国人也喜欢通过骑车健身。

Bicycles were once the most important vehicles in both urban and rural areas of China. That’s why China was once called the "bike kingdom." Nowadays, as the problem of urban traffic congestion and air pollution grows increasingly serious, bicycle riding has become popular again. Recently, through combining mobile Internet technology with traditional bicycles, Chinese entrepreneurs have created an industry known as “bicycle-sharing”. People can use a shared bicycle at any time with only one mobile phone, which allows cycling more convenient. Many cities have built bicycle lanes in order to encourage people to cycle. Now, more and more Chinese people also like to exercise by cycling.

过去，拥有一辆私家车对大部分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部分，他们不仅开车上下班，还

经常驾车出游。有些城市的车增长速度过快，以至于交通拥堵和停车位不足的问题日益严峻，这些城市的市政府不得不出台新规，限制上路汽车的数量，由于空气污染日益重，现在赵来赵多的人选择购买新能源车，中国政府也采取了一些措施，支持新能源汽车的发展。

In the past, having a private car at hand is a luxury for most Chinese. Nowadays, private cars can be seen here and there in China. Cars have become an indispensable part of Chinese life. They not only drive to commute from work but also frequently to travel. In some cities, the growth ratio of cars is so rapid that the problems of traffic congestion and inadequate parking lots are getting increasingly serious, prompting the local government to issue new regulations in order to restrict the number of cars on the road. Considering the worsening condition of air pollution, at present a growing number of people choose to buy alternative energy powered vehicles and China’s government adopt some measures to support the development of new energy automobile industry as well.

听力

Section A

Directions:In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.

Questions 1 to 4 are based on the conversation you have just heard. 1. A) She advocates animal protection.

B) She sells a special kind of coffee.

C) She is going to start a cafe chain.

D) She is the owner of a special cafe.

2. A) They bear a lot of similarities.

B) They are a profitable business sector.

C) They cater to different customers.

D) They help take care of customers' pets.

3. A) By giving them regular cleaning and injections.

B) By selecting breeds that are tame and peaceful.

C) By placing them at a safe distance from customers.

D) By briefing customers on how to get along with them.

4. A) They want to learn about rabbits.

B) They like to bring in their children.

C) They love the animals in her cafe.

D) They give her cafe favorite reviews.

Questions 5 to 8 are based on the conversation you have just heard.

5. A) It contains too many additives.

B) It lacks the essential vitamins.

C) It can cause obesity.

D) It is mostly garbage.

6. A) Its fancy design.

B) TV commercials.

C) Its taste and texture.

D) Peer influence.

7. A) Investing heavily in the production of sweet foods.

B) Marketing their products with ordinary ingredients.

C) Trying to trick children into buying their products.

D) Offering children more varieties to choose from.

8. A) They hardly ate vegetables.

B) They seldom had junk food.

C) They favored chocolate-coated sweets.

D) They liked the food advertised on TV.

Section B

Directions: In this section, you will hear two passages. At the end of each passage, you will hear three or four questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.

Questions9 to 12 are based on the passage you have just heard.

9. A) Stretches of farmland. C) Tombs of ancient rulers.

B) Typical Egyptian animal farms. D) Ruins left by devastating floods.

10. A) It provides habitats for more primitive tribes.

B) It is hardly associated with great civilizations.

C) It has not yet been fully explored and exploited.

D) It gathers water from many tropical ruin forests.

11. A) It carries about one fifth of the world’s fresh water.

B) It has numerous human settlements along its banks.

C) It is second only to the Mississippi River in width.

D) It is as long as the Nile and the Yangtze combined. Questions 12 to 15 are based on the passage you have just heard.

12. A) Living a life in the fast lane leads to success.

B) We are always in a rush lo do various things.

C) The search for tranquility has become a trend.

D) All of us actually yearn for a slow and calm life.

13. A) She had trouble balancing family and work

B) She enjoyed the various social events.

C) She was accustomed to tight schedules.

D) She spent all her leisure time writing books.

14. A) The possibility of ruining her family.

B) Becoming aware of her declining health.

C) The fatigue from living a fast-paced life.

D) Reading a book about slowing down.

15. A) She started to follow the cultural norms.

B) She came to enjoy doing everyday tasks.

C) She learned to use more polite expressions.

D) She stopped using to-do lists and calendars.

Section C

Directions:In this section, you will hear three recordings of lectures or talks followed by three or four questions. The recordings will be played only once. After you hear a question, you must choose the best answer from the four choices marked A), B)，C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.

Questions 16 to 18 are based on the recording you have just heard.

16. A) They will root out native species altogether.

B) They contribute to a region's biodiversity.

C) They pose a threat to the local ecosystem,

D) They will crossbreed with native species.

17. A) Their classifications are meaningful.

B) Their interactions are hard to define.

C) Their definitions are changeable.

D) Their distinctions are artificial.

18. A) Only a few of them cause problems to native species.

B) They may turn out to benefit the local environment.

C) Few of them can survive in their new habitats.

D) Only 10 percent of them can be naturalized.

Questions 19 to 21 are based on the recording you have just heard.

19. A) Respect their traditional culture.

B) Attend their business seminars.

C) Research their specific demands.

D) Adopt the right business strategies.

20. A) Showing them your palm.

B) Giving them gifts of great value.

C) Drinking alcohol on certain days of a month.

D) Clicking your fingers loudly in their presence.

21. A) They are very easy to satisfy.

B) They have a strong sense of worth.

C)They tend to be friendly and enthusiastic.

D)They have a break from 2:00 to 5:30 p. m

Questions 22 to 25 are based on the recording you have just heard.

22. A) He completely changed the company's culture.

B) He collected paintings by world-famous artists.

C) He took over the sales department of Reader’s Digest.

D) He had the company's boardroom extensively renovated.

23. A) It should be sold at a reasonable price.

B) Its articles should be short and inspiring.

C) It should be published in the world's leading languages.

D) Its articles should entertain blue- and pink-collar workers.

24. A) He knew how to make the magazine profitable.

B) He served as a church minister for many years.

C) He suffered many setbacks and misfortunes in his life.

D) He treated the employees like members of his family.

25. A) It carried many more advertisements.

B) George Grune joined it as an ad salesman.

C) Several hundred of its employees got fired.

D) Its subscriptions increased considerably.

写作

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.

Directions: For this part, you are allowed 30 minutes to write an essay on the importance of building trust between businesses and consumers. You can cite examples to illustrate your views. You should write at least 150 words but no more than 200 words.

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.

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