-
2018
年
12
月英语
六级真题及答案解析和听力原文（卷一）
2018
年
12
月英语六级真题（卷一）
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Part I Writing (30 minutes)
For
this
part,
you
are
allowed
30
minutes
to
write
an
essay
on
how
to
balance
academic
study and
extracurricular activities. You should write at
least 150 words but no more than 200
words.
Part II Listening
Comprehension (25 minutes)
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)It can benefit professionals and
non-professionals alike.
B)It lists the
various challenges physicists are confronting.
C)It describes how some mysteries of
physics were solved.
D)It is one of the
most fascinating physics books ever written.
2.A)Physicists
’
contribution to humanity.
B)Stories
about some female physicists.
3.A)By
exposing a lot of myths in physics.
B)By describing her own life
experiences.
C)Historical evolution of
modern physicists.
D)Women
’
s
changing attitudes to physics.
C)By
including lots of fascinating knowledge.
D)By telling anecdotes about famous
professors.
4.A) It avoids detailing
abstract concepts of physics.
B)It
contains a lot of thought-provoking questions.
C)It demonstrates how they can become
physicists.
D)It provides experiments
they can do themselves.
Questions 5 to
8 are based on the conversation you have just
heard.
5.A)He is too busy to finish his
assignment in time.
B)He does not know
what kid of topic to write on.
C)He
does not understand the
professor
’
s instructions.
D)He has no idea how to proceed with
his dissertation.
6.A)It is too broad.
7.A)Biography.
B)It is
outdated.
B)Nature.
C)It is
challenging.
C) Photography.
D)It is interesting.
D)Beauty.
8.A)Improve his
cumulative grade.
B)Develop his reading
ability.
Section B
C)Stick
to the topic assigned.
D)List the
parameters first.
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.
Questions 9 to 11
are based on the conversation you have just heard.
9.A)The unprecedented high temperature
in Greenland.
B)The collapse of ice on
the northern tip of Greenland.
C)The
unusual cold spell in the Arctic area in October.
D)The rapid change of Arctic
temperature within a day.
10.A)It has
created a totally new climate pattern.
B)It will pose a serious threat to many
species.
C)It typically appears about
once every ten years.
D)It has puzzled
the climate scientists for decades.
11.A)Extinction of Arctic wildlife.
B)Iceless summers in the Arctic.
C)Emigration of indigenous people.
D)Better understanding of ecosystems.
Questions 12 to 15 are based on the
conversation you have just heard.
12.A)A good start.
B)A detailed plan.
C)A strong
determination.
D)A scientific approach.
13.A)Most people get energized after a
sufficient rest.
B)Most people tend to
have finite source of energy.
C)It is
vital to take breaks between demanding mental
tasks.
D)It is most important to have
confidence in one
’
s
willpower.
14.A)They could keep on
working longer.
C)They found it easier to focus on work
at hand.
B)They could do more
challenging tasks.
D)They held
more positive attitudes toward life.
15.A)They are part of their nature.
B)They are subject to change.
Section C
C)They are related
to culture.
D)They are beyond control.
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 centre.
Questions 16 to 18 are based on the
recording you have just heard.
16.A)About half of current jobs might
be automated.
B)The jobs of doctors and
lawyers would be threatened.
C)The jobs
market is becoming somewhat unpredictable.
D)Machine learning would prove
disruptive by 2013.
17.A)They are
widely applicable for massive open online courses.
B)They are now being used by numerous
high school teachers.
C)They could read
as many as 10000 essays in a single minute.
D)They could grade high-school essays
just like human teacher.
18.A)It needs
instructions throughout the process.
B)It doses poorly on frequency, high-
volume tasks.
C) It has to rely on huge
amounts of previous data.
D) It is slow
when it comes to tracking novel things.
Questions 19 to 22 are based on the
recording you have just heard.
19.A)The
engineering problems with solar power.
B)The generation of steam with the
latest technology.
C)The importance of
exploring new energy sources.
D)The
theoretical aspects of sustainable energy.
20.A)Drive trains with solar energy.
B)Upgrade the
city
’
s train facilities.
21.A)Build a tank for keeping calcium
oxide.
B)Find a new material for
storing energy.
C)Build a new ten-
kilometre railway line.
D)Cut-down the
city
’
s energy consumption.
C)Recover super-heated steam.
D)Collect carbon dioxide gas.
22.A)The lack of supervision by both
the nation and local government.
B)The
impact of the current economics crisis at home and
abroad.
C)The poor management of day
centres and home help services.
D)The
poor relation between national heath and social
care services.
Questions 23 to 25 are
based on the recording you have just heard.
23.A)It was mainly provided by
voluntary services.
B)It mainly caters
to the need of privileged.
C)It called
for a sufficient number of volunteers.
D)It has deteriorated over the past
sixty years.
24.A)Their longer
lifespans.
B)Fewer home helpers
available.
25.A)They are unable to pay
for health services.
B)They have long
been discriminated against.
C)They are
vulnerable to illness and diseases.
D)They have contributed a great deal to
society.
Part
Ⅲ
Reading Comprehension
（
40
minutes
）
Section
A
Directions: 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
carefully 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.
Surfing
the
Internet
during
class
doesn't
just
steal
focus
from
the
educator,
it
also
hurts
students who're
already struggling to
26
the material . A new study from
Michigan State
University,
though,
argues
that
all
students
--
including
high
achievers
--
see
a
decline
in
performance when they browse the
Internet during class for non-academic purposes.
To measure the
effects of Internet-based distractions during
class researchers
27
500
students taking an
introductory psychology class at Michigan State
University. Researchers used
ACT
scores
as
a
measure
of
intellectual
28
.
Because
previous
research
has
shown
that
people
with high intellectual abilities are better at
29
out distractions,
researchers believed
students with high
ACT scores would not show a
30
decrease in performance due to their
C)Their preference for private
services.
D)More of them suffering
serious illness.
use of digital
devices. But students who surfed the web during
class did worse on their exams
regardless
of
their
ACT
scores,
suggesting
that
even
the
academically
smartest
students
are
harmed when they’re distracted in
class.
College
professors
are
increasingly
31
alarm
bells
about
the
effects
smartphones
laptops, and
tablets have on academic performance.
One 2013 study of college
students found that 80% of students use their
phones or laptops
during class, with
the average student checking their digital device
11 times in a
32
class.
A
quarter
of
students
report
that
their
use
of
digital
devices
during
class
causes
their
grades
to
33
.
Professors
sometimes
implement
policies
designed
to
34
students'
use
of
digital devices, and some instructors
even confiscate tablets and phones. In a world
where people
are increasingly dependent
on their phones, though, such strategies often
fail. One international
study
found
that
84%
of
people
say
they
couldn't
go
a
day
without
their
smartphones.
Until
students are able to
35
the pull of social
networking, texting, and endlessly surfing the
web,
they may continue to struggle in
their classes.
A)aptitude
B)
eradication
C) evaluated
Section B
Directions: 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.
Answer the questions by marking the corresponding
letter on
Answer Sheet
2
.
Resilience Is
About How You Recharge, Not How You Endure
[A]
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, friends, 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 the
same studies over and over, we are too
exhausted when we land to soldier on
with
（继续处理）
D)
evaporated
E)filtering
F)grasp
G)legacy
H)minimize
I)obscure
J) obsess
K) raising
L)resist
M) significant
N) suffer
O)
typical
the emails that have
inevitably still piled up.
[B] Why
should flying deplete us?
We
’
re just sitting there
doing nothing. Why can
’
t we
be
tougher, more
resilient
（有复原力的）
and determined in our work so we can
accomplish 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
militaristic,
“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
successful
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 incidence of
health and safety problems. And lack of recovery
—
whether
by
disrupting sleep with thoughts of work or having
continuous cognitive arousal by watching our
phones
—
is
costing our companies $$62 billion a year in lost
productivity.
[E]
And
just
because
work
stops,
it
does
n’t
mean
we
are
recovering.
We
“stop”
work
sometimes
at
5pm,
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 we
’
ll do
tomorrow. In a study just released,
researchers from Norway found that 7.8% of
Norwegians have
become
workaholics
（工作狂）
. The
scientists cite a definition
“
workaholism
”
as
“
being overly
concerned about work, driven by an
uncontrollable work motivation, and investing so
much time
and effort in work that it
im
pairs other important life
areas.”
[F]
We
believe
that
the
number
of
people
who
fit
that
definition
includes
the
majoriy
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 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
3am
to
finish
a
science fair project. What
a distortion of resilience! 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 doesn’t 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
parents. Overwork and exhaustion are the
opposite of resilience and the bad
habits we acquire when we’re 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
risk
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
the
allow
us
to
return
to
a
state
of
balance. The 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 writhing a paper, your brain will naturally
recover, so that when you
start again
later in the day or the next morning, you’ll 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
brains 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.
That’s
because
rest
and
recovery
are
not
the
same
thing.
Stopping does not equal recovering.
[J
]
If
you’re
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 that take
plac
e 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 refers to actions
that
take place outside of
work
—
e.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 your
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.
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
strategically 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.
[L] In
addition, you can take a cognitive break every 90
minutes to charge your batteries. Try
to not have lunch at your desk, but
instead spend time outside or with your
friends
—
not 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,
we’ve started using our plane time as a
work
-free zone, and thus time to 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 when 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 helps one recover, but also
increases one’s 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
belief, 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. People’s distorted view about
resilience may have developed from their
upbringing.
45. People tend
to think the more determined they are, the greater
their success will be.
Section C
Directions: There are 2 passages in
this section. Each passage is followed by some
questions
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 a
single line through the
centre.
Passage One
Questions 46 to 50 are based on the
following passage.
Children with
attention problems in early childhood were 40
percent less likely to graduate
from
high
school,
says
a
new
study
from
Duke
University
that
examines
how
early
childhood
characteristics affect academic
performance.
“
There
’
s not a lot out there about how
early attention problems affect academic outcomes
over such a long time
frame
,”
said David Rabiner,
an associate dean of Duke
’
s
Trinity College of
Arts & Sciences and
a faculty fellow of the Duke Center for Child and
Family Policy. “This study is
one
of
the
first
to
focus
on
how
attention
problems
as
early
as
first
grade
relate
to
such
an
important educational
outcome as high school graduation.”
The
study,
published
in
School
Psychology
Review,
included
386
kindergarteners
from
schools in the Fast
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
socioemotional
skills
and how each contributed to academic
success into young adulthood.
They
found
early
attention
skills
were
the
most
consistent
predictor
of
academic
success,
but that likability
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,
children
with
early
attention
problems
experienced
average
reading
scores
at
least
3
percent
lower
than
their
contemporaries'
and
grades
at
least
8
percent
lower
than
those
of
their
peers.
This
was
after
controlling
for
IQ,
socioeconomic status and
academic skills at school entry.
Although
these
may
not
seem
like
large
effects,
the
impact
of
early
attention
problems
continued
to
reverberate
throughout
the
children's
academic
careers.
Lower
reading
achievement scores and grades in fifth
grade contributed to reduced grades in middle
school and
thereby contributed to a 40
percent lower high school graduation rate.
although some
may have had the disorder. Our findings suggest
that even more modest attention
difficulties can increase the risk for
negative academic outcomes,
has
focused
on
attention
deficit
hyperactivity
disorder,
or
ADHD, 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
who
were
not
as
liked
by
their
first-
grade
peers
had
slightly
lower
grades
in
fifth
grade,
while
those with higher social acceptance had
higher grades.
Researchers
said this is the first study to use children's own
reports of their peers' likability
to
look at whether peer relations can help predict
academic outcomes when accounting for other
factors such as early academic skills
and attention problems.
children's positive peer
relationships, which, in turn, contribute to their
academic success,
Kenneth A. Dodge, the
director of the Duke Center for Child and Family
Policy and a professor of
public policy
and neuroscience at the university.
The
results
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.
“
We are 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
child
’
s development lags. If
we attend to these areas, a
child
’
s success
may reinforce itself with positive feedback
loops.
”
46. What
is the focus of the new study from Duke
University?
A) The contributor to
children’s early attention.
B) The predictors of children’s
academic success.
C) The
factors that affect children’s
emotional well
-being.
D) The
determinants of children’s development of social
skills.
47. How did the
researchers ensure that their findings are valid?
A) By attaching equal importance to all
possible variables examined.
B) By
collecting as many typical samples as were
necessary.
C) By preventing them from
being affected by factors not under study.
D) By focusing on the family background
of children being studied.
48. What do
we learn from the findings of the Duke study?
A) Modest students are generally more
attentive than their contemporaries.
B)
There are more children with attention
difficulties than previously thought.
C) Attention deficit hyperactivity
disorder accounts for most academic failures.
D) Children’s academic
pe
rformance may suffer from even slight
inattention.
49. What does the Duke
study find about children better accepted by
peers?
A) They do better academically.
B) They are easy to get on with.
C) They are teachers’
favorites.
D) They care less
about grades.
50. What can we conclude
from the Duke study?
A) Children’s
success is related to their learning
environment.
B) School
curriculum should cover a greater variety of
subjects.
C) Social skills are playing
a key role in children’s development.
D) An all-round approach should be
adopted in school education.
Passage
Two
Questions 51 to 55 are based on the
following passage.
On
Jan.
9,2007,
Steve
Jobs formally
announced
Apple’s
“revolutionary
mobile
phone”—
a
device
that
combined
the
functionality
of
an
iPod,
phone
and
Internet
communication
into
a
single unit, navigated by
touch.
It
was
a
huge
milestone
in
the
development
of
smartphones,
which
are
now
owned
by a
majority of American
adults and are increasingly common across the
globe.
As smartphones have multiplied,
so have questions about their impact on how we
live and
how
we
work.
Often
the
advantages
of
convenient,
mobile
technology
are
both
obvious
and
taken
for
granted,
leaving
more
subtle
topics
for
concerned
discussion:
Are
smartphones
disturbing
children
’s
sleep?
Is
an
inability
to
get
away
from
work
having
a
negative
impact
on
health? And what are the
implications for privacy?
But
today,
on
the
10th
anniversary
of
the
iPhone,
let’s
take
a
moment
to
consider
a
less
obvious advantage: the potential for
smartphone technology to revolutionize behavioral
science.
That’s
because,
for
the
first
time
in
human
history,
a
large
proportion
of
the
species
is
in
continuous contact with technology that
can record key features of an individual’s
behavior and
environment.
Researchers have already begun to use
smartphones in social scientific research, either
to
query people regularly as they
engage in their normal live or to record activity
using the device’s
built-in sensors.
These studies are confirming, challenging and
extending what’s been found using
more traditional approaches, in which
people report how they behaved in real life or
participate
in relatively short and
artificial laboratory-based tasks.
Such
studies
are
just
first
steps.
As
more
data
are
collected
and
methods
for
analysis
improve,
researchers will be in a better position to
identify how different experiences, behaviors
and
environments
relate
to
each
other
and
evolve
over
time,
with
the
potential
to
improve
people’s
productivity
and
wellbeing
in a
vari
ety
of
domains.
Beyond revealing
population-wide
patterns,
the
right
combination
of
data
and
analysis
can
also
help
individuals
identify
unique
characteristics of
their own behavior, including conditions that
could indicate the need for some
form
of intervention
—
such as an
unusual increase in behaviors that signal a period
of depression.
Smartphone-based
data
collection
comes
at
an
appropriate
time
in
the
evolution
of
psychological science.
Today, the field is in transition, moving away
from a focus on laboratory
studies
with
undergraduate
participants
towards
more
complex,
real-world
situations
studied
with more diverse
groups of people. Smartphones offer new tools for
achieving these ambitions,
providing
rich data about everyday behaviors in a variety of
contexts.
So here’s another way in
which smartphones might transform the way we live
and work: by
offering
insights
into
human
psychology
and
behavior
and,
thus,
supporting
smarter
social
science.
does the author
say about the negative impact of smartphones?
A)It has been overshadowed by the
positive impact.
B)It has more often
than not been taken for granted.
C)It
is not so obvious but has caused some concern.
D)It is subtle but should by no means
be overstated.
is considered a less
obvious advantage of smartphone technology?
A)It systematically records real human
interactions.
B)It helps people benefit
from technological advances.
C)It
brings people into closer contact with each other.
D)It greatly improves research on human
behavior.
characterizes traditional
psychological research?
A)It is based
on huge amounts of carefully collected data.
B)It relies on lab observations and
participants’ reports.
C)It
makes use of the questionnaire method.
D)It is often expensive and time-
consuming.
will future psychological
studies benefit individuals?
A)By
helping them pin down their unusual behaviors.
B)By helping them maintain a positive
state of mind.
C)By helping them live
their lives in a unique way.
D)By
helping them cope with abnormal situations.
do we learn about current
psychological studies?
A)They are going
through a period of painful transition.
B)They are increasingly focused on
real-life situations.
C)They are
conducted in a more rigorous manner.
D)They are mainly targeted towards
undergraduates.
Part
Ⅳ
Translation (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.
中国越来越重视公共图书馆，
并鼓励人们充分加以利用。
新近公布的统计数字表明，
中
国的公共图书馆数量在逐年增长。
许多图书馆
通过翻新和扩建，
为读者创造了更为安静、
舒
< br>适的环境。
大型公共图书馆不仅提供种类繁多的参考资料，
而且定期举办讲座、
展览等活动。
近年来，
< br>也出现了许多数字图书馆，
从而节省了存放图书所需的空间。
一些图书馆还推出了
自动服务秕，使读者借书还书更加方便，进一步满足了读者的需
求。
2018
年
12
月英语六级真题答案解析（卷一）
Part I Writing (30 minutes)
【
作文范文
】
It is generally agreed that academic
study has been
playing a crucial role
in students
’
life.
Nevertheless, we should not neglect the
equal importance of extracurricular activities
which can
help us to build confidence
and enhance overall abilities.
A
number
of
factors
might
account
for
participating
in
both
academic
study
and
extracurricular activities. With
respect to academic study, one of the most common
factors is to
facilitate our academic
competence. There’s no doubt that study is the
priority to students, and
the
academic
performance,
to
a
large
extent,
determines
whether
we
can
enter
a
prestigious
school and get a
decent job. As for extracurricular activities, it
is worth mentioning that it can
supplement
what
we
cannot
learn
from
schools,
such
as
the
ability
of
critical
thinking,
problem-solving
and
addressing
interpersonal
relationship.
The
extracurricular
activities
like
basketball, soccer and
so on can also relax ourselves, relieve our
pressure and most importantly,
enhance
physical fitness. All these factors are vital to a
efficient way of academic study.
In
view of how to balance academic study and
extracurricular activities, effective measures
should be taken into consideration. In
my perspective, the most useful technique is to
promote
our efficiency. Only if can we
manage our time well, we can have more time to do
the both things.
To be more specific, a
to-do list is highly recommended so that we can
draw a clear picture of
what we are
going to do and distribute time to academic study
and extracurricular activities in a
more effective and balanced way. With
the efforts concerned
，
the imbalance will no longer be a
problem.
【
作文译文
】
人们普遍认为，
学术学习在学生生活中起着至关重要的作用。<
/p>
然而，
我们不应忽视课外
活动的同等重要
性，这有助于我们树立信心，提高整体能力。
参与学术学习和
课外活动的因素很多。
在学术研究方面，
最常见的因素之一是促
进我们
的学术能力。
毫无疑问，
学习是
学生的重中之重，
学习成绩在很大程度上决定了我们能否进
入名
校，找到一份体面的工作。
对于课外活动，值得一提的是，它可以补充我们在学校所学<
/p>
不到的东西，
如批判性思维、
解决问题和
处理人际关系的能力。
课外活动，
如篮球、
足球等，
也可以放松自己，
缓解压力，
最重要的是增强体质。
所有这些因素对有效的学术学习方式至
关重要。
从平衡学习与课外活动的角度出发，
应考虑采取有效措施。
在我看来，
最有用的方法是<
/p>
提高我们的效率。
只有我们能很好地管理时间，
< br>我们才能有更多的时间来做这两件事。
更具
体地说，
我们强烈推荐一份待办事项列表，
以便我们能够清楚地了解我们将要
做的事情，
并
以更有效和平衡的方式将时间分配给学术学习和课
外活动。
有了这些努力，
这种不平衡将不
再是问题。
【
作文解析
】
:
【
作文总述
】
从写作题目
“
how to
balance academic study and extracurricular activit
ies
”
，
是典型的解决
问题的方式的议论文，
和当代大学生息息相关，
涉及
到学业和课余活动的关系的平衡。
写作
过程中对于观点的陈述，
必要的连接词必不可少，它们可以使作文中的观点更具有逻辑性，
也使得表述更加一目了
然，
考生一定不要忘了在平时的练习中养成正确使用逻辑连接词的习
惯。
【
写作思路
】
中心词：
写作时要特别注意中心短语
“
how to balance
”
，<
/p>
核心段要紧紧围绕该词组展开。
写作主体：要以大学生为主体。
第一
段：首段的写作任务一般来说是给出简短的背景介绍和分析。
第一段“
It
is
generally
agreed
that
academic
study
has
been
playing
a
crucial
role
in
students
’
life.
Nevertheless,
we
should
not
neglect
the
equal
importance
of
extracurricular
activities
which can help us to build confidence and enhance
overall abilities.
”意思是“人们普
遍认
为，
学术学习在学生生活中起着至关重要的作用。
然而，
我们不应忽视课外活动的同等
重要性，这有助于我们树立信心，提高整
体能力。
”强调学术学习和课外活动同等重要。
第二段：核心段要围绕着分析学术学习和课外活动重要性的原因平行展开两到三个论
< br>点。
第二段第二、
三句话
“
With respect to academic
study, one of the most common factors is to
facilitate our academic competence.
There’s no doubt that study is the priority to
students, and
the
academic
performance,
to
a
large
extent,
determines
whether
we
can
enter
a
prestigious
school and get a decent job.
”意思是“在学术研究方面，最常见的因素之一是促进我们的学
术能力。
毫无疑问，
学习是学生的重中之重，
学习成绩在很大程
度上决定了我们能否进入名
校，
找到一份体面的工作。
”
论述学术学习的重要性因素；
第四、
五句话
“
As for
extracurricular
activities, it is worth
mentioning that it can supplement what we cannot
learn from schools, such
as the ability
of critical thinking, problem-solving and
addressing interpersonal relationship. The
extracurricular
activities
like
basketball,
soccer
and
so
on
can
also
relax
ourselves,
relieve
our
pressure and most importantly, enhance
physical fitness.
”
意思是
“对于课外活动，
值得一提的
是，
它可以补充我们在学校所学不到的东西，
如批判性思维、
解
决问题和处理人际关系的能
力。课外活动，如篮球、足球等，也可以放松自己，缓解压力
，最重要的是增强体质。
”论
述了课外活动的重要性因素。
第三段：写作任务是围绕
how to
balance
，总结出平衡学术学习和课外活动的方法。
第三段第二句话“
In
my
perspective,
the
most
useful
technique
is
to
promote
our
effic
iency.
”意思是“在我看来，最有用的方法是提高我们的效率。
< br>”第四句话“
To
be
more
specific, a to-do list
is highly recommended so that we can draw a clear
picture of what we are
going
to
do
and
distribute
time
to
academic
study
and
extracurricular
activities
in
a
more
effective
and
balanced
way.
”意思是“更具体地说，我们强烈推荐一份待办事项列表，以便
我们能够清楚地了解我们将要做的事情，
并以更有效和平衡的方式将时间分配给学术学习
和
课外活动。
”总结出平衡学术学习和课外活动的方法是提高效
率。
Part II Listening
Comprehension (25 minutes)
Section
A
1.
【
答
案
】
A)It can benefit
professionals and non-professionals alike.
【
解析
】在听录音前，先找出四个选项的中心词“
benefit
（使受益）
/ profe
ssionals
（专
业人士）
/
non-professionals
（非专业人士）
/ al
ike
（同样地）
”
，
“
lists
（列出，
lis
t
的第三人称
单数）
/
challenges
（挑战，
challenge
的名词复数）
/
confronting
（面对，
confront
的现在分
词）
”
，
“
describes
（描写，
describe
的第三人称单数）
/myster
ies
（谜，
mystery
的复数）
/solved
（解决，
solve<
/p>
的过去式和过去分词）
”
，
“
one
of
（
其中之一）
/ physics
books
（
物理书籍）
/solve
d
（解决，
solve
的过去式和过去
分词）
”
，听录音时着重听文章中的相关信息，进行判断。再<
/p>
根据题干“
What does the woman say
about the book the man recommended?
”意思是
“那位
女人对那位男人推荐的书怎么说？”
中的关键词
“
book
”
及问题定
位到听力对话中第二句女
士说的话“…
I
think
it
promises
enrichment
for any
reader
from
those
who
know
little
about
science to the career
physicist.
”意思是“……我认为它对任何对科学知之甚少的读者和职业
物理学家都是有益的。
”
选项
A)It can benefit professionals and non-
professionals alike.
（
它可以
使专业人士和非专业人士同样受益。
）中的“
b
enefit professionals and non-professionals alike
”
与听力原文中的“
promises
enrichment for any reader from those who know
little about science
to the career phys
icist
”属于同义替换，符合原文的语义，故选
A)
。
2.
【
答案
】
B)Stories about
some female physicists.
【
解析<
/p>
】在听录音前，先找出四个选项的中心词“
Physicists
（物理学家）
/
contribution
（贡献）
/ humanity
（
人类）
”
，
“
Stories
（
故事，
story
的名词复数）
/
female
（女性的）
”
，
“
Historical
（历史的）
/ evolution
（演变）
/ moder
n
（现代的）
”
，
“
changing
（变化）
/
attitudes
（态度，
attitude
的名词复数）
”
，听录音时着重听文章中的相关信息，进行判断。再根据题干“
What
can we find in the book the man recomme
nded?
”意思是“在男士推荐的书中我们能找到什
么
?
”
中的关键词
“<
/p>
find
”
及问题定位到听力对话中第三
句男士说的话
“…
I think she has to
be
commended for making an effort to
include anecdotes about little known female
scientists.
…”
意思是
“……我认为，
她努力收录一些鲜为人知的女科学家的轶事，<
/p>
这一点值得称赞。
……”
选项
B)Stories
about
some
female
physicists.
（一些女物理学家的故事。
）与听力原文中的
“
anecdotes about little known female scientist
s
”属于同义替换，符合原文的语义，故选
B)
。
3.
【
< br>答案
】
C)By including lots of
fascinating knowledge.
【
解析
】
在听录音前，
先找出四个选项的中心词<
/p>
“
exposing
（揭露，
expose
的现在分词）
/
myths
（神话，
myth
的名词复数）
”
，
“
describing
（描写，
des
cribe
的现在分词）
/
own
（自
己的）
/ experie
nces
（经历，
experience
的名词复数）
”
，
“
including
（包括，
include
的现在分
词）
/
<
/p>
fascinating
（极有吸引力的）
/ knowledge
（知识）
”
，
“
telling
（讲述，
tell
的现在分词）
/ anecdotes
（趣闻，轶事，
anecdote
的名
词复数）
/
famous
（著名的）
/ professors
（教授，
professor
的名词复数）
”
，听录音时着重听文章中的相关信息，进行判断。再根据题干“
How
does the author bring her
book to life?
”意思是“作者如何使她的书栩栩如生
?
”中的关键词
“
bring
”和“
life
”定位到听力对话中第四句
女士说的话“
I like how the book is clearly
written
with each chapter brought to
life by pieces of fascinating
knowledge.
…”意思是“我喜欢这本
书每一章都写得很清楚，
通过一些有趣的知识使每一章都栩栩如生。
……”
题干中的
“
br
ing
”
与听力对话中第四句女士说的话中的“
brought
”属于同义转换，
“
< br>life
”在听力对话中第四句
女士说的话中重现；选项
C)By including lots of fascinating know
ledge.
（通过包含大量有趣的
知识。
）中的“
fascinating knowledge
”
在听力对话中第四句女士说的话中重现，符合原文的
语义，故选
C)
。
4.
【
答案
】
D)It provides
experiments they can do themselves.
【
解析
】
在听录音前，
先找出四个选项的中心词
“
avoids
（避免，
avoid
的第三人称单数）
/ detailing
（详述，
detail
的现在分词）
/
abstract
（抽象的）
/ concepts
（概念，
concept
的名
词复数）
”
，
“
< br>contains
（包含，
contain
的第三人称单数形式）
/
thought-
provoking
（发人深省
的）
/
questions
（问题，
question
的名词复数）
”
，
“
demonstrates
（展示，
demon
strate
的第三
人称单数）
/
become
（成为）
/physicists
（物理学家，
physic
ist
的名词复数）
”
，
“
provides
（提
供
，
provide
的第三人称单数）
/
experiments
（实验，
experiment
的名词复数）
/ themselves
（他
[
她，
它
]<
/p>
们自己，
himself
的复数，
herself
的复数）
”
< br>，
听录音时着重听文章中的相关信息，
进行判断。
再根据题干
“
How does the
book cultivate readers’ interest in psychics?
”
意思是
“这
本书如何培
养读者对心理学的兴趣？”中的关键词“
cultivate
”
，和“
physics
”定位到听力对
话中倒数第二句男士说的话“…
I
like how she cultivates scientific engagement by
providing a
host of Do It Yourself
experiments that bring the same foundation of
principles of classical physics
that
govern everything from the solar system to your
kitchen table.
…”意思是“……我喜欢她
培养
科学参与感的方式，
她提供了大量的
‘自己动手’实验，
这些实验带来了古典物理学原
理的基础，这些原理支配着从太阳系到你
的餐桌的一切事物。……”题干中的“
cultivate
”<
/p>
与听力对话中倒数第二句男士说的话中的“
cultivates
”属于同义转换，
“
physics<
/p>
”在听力对
话中倒数第二句男士说的话中重现；选项
D)It
provides
experiments
they
can
do
themselves
.
（它提供了他们可以自己做的实验。
）中的“
provides
”
与听力
对话中倒数第二句男士说的
话中的“
providing
”属于同义转换，
“
experiments
”在听力对话中倒数第二句男士说的话中
重现，符合原文的语义
，故选
D)
。
5.
【
答案
】
D)He has no idea how to proceed with his
dissertation.
【
解析
】
在听录音前，
先找出四个选项的中心词
“
busy
（
忙碌的）
/
finish
（
完成）
/
assignment
（任务）
/ in time
（及时）
”
，
“
know
（知道）
/
topic
（话题）
/ write on
（写，
记述）
”
，
“
understand
（懂，理解）
/
professor
（教授）
/ in
structions
（指示）
”
，<
/p>
“
no
idea
（不知道）
/ proceed
with
（继续做……）
/ dissertation
（专题论文，学位论文）
”
，听录音时着重听
文章中的相关信息，
进行判断。再根据题干“
What is
the man's problem?
”意思是“那位男士的问题是什么
?
”中
的关键词“
prob
lem
”定位到听力对话中第一句男士说的话“…
I'm
having
some
problems
getting started on
my dissertation and I was hoping you could give me
some advice on how to
begin.
”意思是“……我开始写论文时遇到了一些问题，我希望你能给我一些如何开始的建
议。
”可知那位男士写论文时不知道如何开始；题干中的“
prob
lem
”与听力对话中第一句男
士说的话中的“
problems
”属于同义转换；再联系下文听力对话中第三句男士说的话“
The
general topic I chose is
aesthetics. But that's as far as I've got. I don't
really know where to go
from
there.
”意思是“我选择的主题是美学。但就我而言，我真的不知道该怎么做。
”进一
步可知那位男士不知道怎么写论文；
选项
D)He has no idea how to proceed
with his dissertation.
（他不知道如何继续他的论文。
）
中的
“
no
idea
”
与听力对话中第三句男士
说的话中的
“
don't
really know
”属于同义转换，
“
dissertation
”在听力对话中第一句男士说
的话中重现，符合原
文的语义，故选
D)
。
6.
【
答案
】
A)It is too broad.
【
解析
】在听录音前，先找出四个选项的中心词：<
/p>
“
broad
（广泛的）
”
，
“
outdated
（过
时的）
”
，<
/p>
“
challenging
（挑战性的）
”
，
“
int
eresting
（有趣的）
”
，听录
音时着重听文章中的相关
信息，
进行判断。
再根据题干
“
What does the
professor think of the man's topic?
”
意思是
“教
授对那位男士的主题有什么看法<
/p>
?
”的问题定位到听力对话中第四句女士说的话“…
that's
much too large a topic.
…”意思是“……这个话题太大了。……”选项
A)It is
too broad.
（它
太大了。
）
中的“
broad
”
与听力对话中第四句女士说的话中的“
large
”属
于同义替换，符
合原文的语义，故选
A)
。
7.
【
答案
】
B)Nature.
【
解析
】在听录音前，先找出四个选项的中心词：
“
Biography.
（传记。
）
”
，
“
Nat
ure.
（自
然。
）
< br>”
，
“
Photography
.
（摄影。
）
”
，
“
Beauty.
（美。
）
”
，听录音时着重听文章中的相关信息，进<
/p>
行判断。再根据题干“
What is the man
really more interested in?
”意思是“那位男士真正感<
/p>
兴趣的是什么？”
中的关键词
“
interested
”
定位到听力对话中第五
句男士说的话
“…
I'm really
more interested in nature than beauty.<
/p>
”意思是“……我真的对自然比对美更感兴趣。
”题干
中的“
interested
”在听力对话中第五
句男士说的话中重现；选项
B)
Nature
中的“
Nature
”
在听力
对话中第五句男士说的话中重现，符合原文的语义，故选
B)
，
其他三个选项：选项
A)
属于答非所问，从听力对话中倒数第三
句女士说的话“…
I suggest you go to the library
and
get a copy of his
biography.
…”意思是“……我建议你去图书馆拿一本他的传记。……”
。
可知那位女士建议那位男士拿传记，而不是那位男士真正感兴
趣的，故排除；选项
C)
原文
中未提及
，故排除；选项
D)
属于反向干扰项，从听力对话中第五句男士
说的话可知那位男
士对自然比对美更感兴趣，故排除。
Section B
8.
【
答案
】
C)Stick to the
topic assigned.
【
解析
】在听录音前，先找出四个选项的中心词“
Improve
（提高）
/
cumulative
（累积
的）
/
grade
（成绩等级）
”
，
“
Develop
（发展）
/ reading ability
（阅读能力）
”
，
“
Stick
（
坚持）
/
topic
（话题）
/ assign
ed
（指定的）
”
，
< br>“
List
（列出）
/ par
ameters
（因素，
parameter
< br>的名词复
数）
/ first
（
首先）
”
，
听录音时着重听文章中的相
关信息，
进行判断。
再根据题干
“
What does
the professor say
the man has to do?
”
意思是
“教授说那位男士必须做什么
?
”
< br>中的关键词
“
has
to
”
及问题定位到听力对话中第六句女士说的话
“
I'm afraid you have to adhere to the
assigned
topic.
…
”意思是“恐怕你必须坚持指定的主题。……”题干中的“
has
to
”与听力对话中
第六句女士说的话中的“
have
to
”属于同义转换；选项
C)Stick to the
topic assigned.
（坚持指
定的主题。
）中的“
Stick
”
与听力对话中第六句女士说的话中的“
adhere
”属于同义转换，
“
topic
< br>”和“
assigned
”在听力对话中第六句女士说的
话中重现，符合原文的语义，
故选
C)
。
9.
【
答
案
】
A)The unprecedented high
temperature in Greenland.
【
解
析
】在听录音前，先找出四个选项的中心词“
unpreced
ented
（前所未有的）
/ high
temperature
（高温）
/
Greenland
（格陵兰）
”
，<
/p>
“
collapse
（
< br>[
突然的
]
倒塌，
塌陷）
/
ice
（
冰）
/northern <
/p>
tip
（北端）
”
，
“
unusual
（异乎寻常的）
/ cold
spell
（春寒期）
/ Arctic
area
（北极区）
/ October
（十月）
”
，
“
rapid change
（急剧变化）
/
Arctic
（北极）
/
temperature
（温度）
/ within
（在…
的范围内）
”
，听
录音时着重听文章中的相关信息，进行判断。再根据题干“
What did
climate
scientists
describe
as
stunning?
”意思是“
气候科学家们把什么形容为惊人？”中的关键词
“
Climat
e scientists
”
、
“
describe
”和“
stunning
”定位到听力短文第二段最后一句话“
Climate
scientists described the phenomenon as
stunning.
”
意思是
“气候科
学家称这一现象令人震惊。
”
题干中的
“
Climate
scientists
”
和
“
stunning
”
在听力短文第二段最后一句话中重现；
“
describe
”
与听力短文第二段最后一句话中的
“
described
”
属于同义转换；
再联系上文听力短文第一段
第一句话“
Du
ring
the
Arctic
winter
from
October
to
March,
the
average
temperature
in
the
frozen north typically
hovers around minus 20 degrees Celsius.
”
意思是
“在
10
月至
3
月的北极
冬季，
冻结的北方的平均气温通常在零下
20
摄氏度左右
徘徊。
”
和听力短文第二段第二句话
“
Then,
on
February
24th,
the
temperature
on
Greenland
northern
tip
reached
6
degree
Celsius.
”意
思是“然后，在
2
月
24
日，格陵兰岛北端的温度达到了
6
摄氏度。
”可推断出
格陵兰岛北端的温度上升到前所未有的高温；选项
A)The unprecedented high temperature in
Greenland.
（格陵兰岛前所未有的高温。
）符合原文的语义，故选
A)
。
10.
【
答案
】
C)It typically appears about once
every ten years.
【
解析
< br>】在听录音前，先找出四个选项的中心词“
created
（创造，
create
的过去式和过
去分词）
/ totally
new
（全新）
/
climate
（气候）
/ pattern
< br>（模式）
”
，
“
pose
（造成）
/
serious
（严重的）
/
threat
（威胁）
/
species
（物种）
”
，
“
typically
（通常）<
/p>
/
appears
（出现，
appear
的第三人称单数）
/ once
every ten years
（十年一次）
”
，
“
puzzled
（使迷
惑，
puzzle
的过去式）
/
climate scientists
（气候科学家）
/ d
ecades
（十年，
decade
的
名词复数）
”
，听录音时着重听
文章中
的相关信息，
进行判断。
再根据题干
“
What does the passage say about the
temperature
surge
in
the
Arctic?
”意思是“这
篇文章对北极的气温激增有何评论？”中的关键词
“
tempe
rature
surge
”定位到听力短文第三段第一句话“
Weather
conditions
that
drive
this
bizarre temperature surge have visited
the Arctic before.
”
意思是
“导致这种奇怪的气温激增的
天气条件以前也曾出现在北极地区。
”题干中的“
temperature
surg
e
”在听力短文第三段第
一句话中重现；再联系下文听力短文第
三段第二句话“
They typically appear about once
in a
decade.
”
意思是<
/p>
“它们通常每十年出现一次。
”
的
“
They
”
指代前
文提到的
“
temperature surge
”
；
选项
C)It
typically appears about once every ten years.
（通常每十年出现一次。
）
的中的
“
typically
appears
”在听力短文第三段第二句话中重现，
“
ten <
/p>
years
”与听力短文第三段第二句话中的
“
decade
”属于同义替换，符合原文的语义，故选<
/p>
C)
。
11.
【
答案
】
B)
Iceless summers in the Arctic.
【
解析
】在听录音前，先找出四个选项的中心词“
Ext
inction
（灭绝）
/
Arctic
（北极的）
/ wildlife
（野生动物）
”
，
“
Iceless
（无冰的）
/ summers
（夏，
summer
的名词复数）
/Arctic
（北
极圈）
”
，
“
Emigration
（移民）
/ indigenous people
（
土著居民）
”
，
“
Better
（
较
好的）
/
understanding
（了解）
/ ecosystem
s
（生态系统，
ecosystem
的
名词复数）
”
，听录音时着重听文章中的相关
< br>信息，进行判断。再根据题干“
What
may
occur
in
20
years
according
to
scientists'
recent
observations?
< br>”
意思是
“根据科学家最近的观察，
20
年后会发生什么？”
中的关键词
“
20 years
”
定位到听力短
文最后一段最后一句话“
But based on what scientists
are seeing now, the Arctic
may be
facing summers without ice within 20 years.
”
意思是
“但是根据科学家们现在看到的情
况，北极可能在
20
年内面临没有冰的夏季。
”题干中的“
20
years
”在听力短文最后一段最
后一句话中重现；选项
B
)Iceless summers in the Arctic.
（北极无冰的夏天
。
）的中的“
Iceless
”
与听力短文最后一段最后一句话中的“
without ice
”属于同义替换，
“
summers
”和“
Arctic
”
在听力短文最后一段最后一句话中重现，符合原文的语义，故选
B)
。
12.
【
答案
】
C)A strong
determination.
【
解析
】
在听录音前，
先找出四个选项的中心词
“
good
（好的）
/ star
t
（
开始）
”
，
“
detailed
（详细的）
/ plan
（计划）
”
< br>，
“
strong
（坚定的）<
/p>
/ determination
（决心）
”
，
“
scientific
（科学的）
/ approach
（
方法）
”
，
听录音时着
重听文章中的相关信息，
进行判断。
再根据题干
“
What is often
necessary
for
carrying
through
a
task?
”意思是“完成一项任务通常需要什么
?
”
中的关键词
“
necessary
”<
/p>
和
“
task
”
定位到听力短文第一句话
“
A
good dose of will power is often necessary
to see any task through, whether it’s
sticking to a spending plan or finishing a great n
ovel.
”意思
是
“无论是坚持一项
开支计划，
还是完成一部伟大的小说，
完成任何任务都需要一定
的意志
力。
”
题干中的
“
necessary
”
和<
/p>
“
task
”
在
听力短文第一句话中重现；
选项
C)A strong det
ermination.
（坚定的决心。
）
的中的“
A strong
determination
”与听力短文第一句话中的“
A
good dose of
will power
”属于同义
替换，符合原文的语义，故选
C)
。
13.
【
答案
】
D)It is most important to have
confidence in one
’
s
willpower.
【
解析
】
在听录音前，
先找出四个选项的中心词
“<
/p>
energized
（给予…精力，
能量
，
energize
的过去式和过去分词）
/ sufficient
（充足的）
/ rest
（休息）
”
，
“
tend to
（趋向）
/ finite
（有限
的）
/source of e
nergy
（能源）
”
，
“
vital
（至关重要的）
/ take breaks
（休息一下）
/ demand
ing
（要求，
demand
的现在分
词）
/
mental
（智
[
脑
]
力的）
/
tasks
（任务，
task
的名词复数）
”
，
“
important
（重要的）
/ have confidence
in
（信任，对……信任）
/ willpower
（意志力）
”
，听
录音时
着重听文章中的相关信息，进行判断。再根据题干“
What
is
the
finding
of
the
new
study?
”意思是“这项新研究的结果是什么？”中的关键词“
new study
”定位到听力短文第
二句话
“
And if you want to increase that will
power, a new study suggests, you just simply have
to believe you have it.
”意思是“
一项新的研究表明，如果你想增强这种意志力，你只需相信
你拥有它。
< br>”该句话中的“
it
”代指“
w
ill
power
”
；题干中的“
new s
tudy
”在听力短文第二句
话中重现；
由题干中的关键词
“
finding
”
定位到听力短文倒数第三句话
“
Ba
sed on the findings,
the researchers
suggest that the key to boosting your will power
is to believe that you have an
abundant
supply of it.
”意思是“根据研究结果，研究人员认为，提高你意志力的
关键是相信
你有充足的意志力。
”该句话中句尾的“
it
”代指“
will
power
”
；题干中的
“
finding
”与听
力短文倒数第三句话中的“
findings
”属于同义转换；
选项
D)It
is
most
important
to
have
confidence in
one
’
s willpower.
（
对意志力有信心是最重要的。
）
的中的
have confidence in one’s
wil
lpower
”与听力短文第二句话中的“
believe
you have it
”
，倒数第三句话中的“
believe that
you have an abundant
supply of it
”都属于同义替换，符合原文的语义，故选
< br>D)
。
14.
【
答案
】
A)They
could keep on working longer.
【
< br>解析
】在听录音前，先找出四个选项的中心词“
keep
on
（继续）
/
working
（工作，
work
的现在分词）
/
longer
（长时
间的）
”
，
“
challenging
（挑战性的）
/
tasks
（任务，
task
的<
/p>
名词复数）
”
，
“
found
（发现，
find
的过去式）
/ easier
（不费力的，<
/p>
easy
的比较级）
/ focus
on
（使聚焦于）
/ work at hand
（手头工作）
”
，
“
held
（持有，
hold
< br>的过去式和过去分词）
/
positive
（积极的）
/ attitudes
（态度，
attitude
的名词复数）
”
，听录音时着重听文章中的相关信息，
进行
判断。再根据题干“
What do we learn about
European participants as compared with their
American counterparts?
”意思是“与
美国同行相比，我们对欧洲参与者了解多少？”中的关
键词“
E
uropean
participants
”定位到听力短文
倒数第五句话“
European
participants,
on
the
other hand, claimed they
were able to keep going.
”意思是“另一方面，欧洲的参与
者声称他
们能够坚持下去。
”题干中的“
European
participants
”在听力短文
倒数第五句话中重现；由
题干中的关键词
“
American counterparts
”
定位到听
力短文倒数第六句话
“
Although there was
little
difference
between
men
and
women
over
all,
Americans
were
more
likely
to
admit
to
needing
breaks after completing mentally challenging tasks
.
”意思是“尽管男女之间的差别并
不大，但美国人更愿意承认
，在完成了具有挑战性的脑力劳动之后，他们需要休息。
”选项
A)They could keep on working longer.
（他们
可以继续工作更长时间。
）的中的“
keep on
”与听
力短文倒数第五句话中的“
keep go
ing
”属于同义替换，符合原文的语义，故选
A)
；其他三
个选项：
选项
B
)They could do more challenging tasks.
（
他们可以做更具挑战性的任务。
）
属于
干扰项，虽然出现在听力短文倒数第六句话中，描述的是美国参与者，
但文不对题，问题
是
问对欧洲参与者的了解，
也与原文的语义不相符，
原文讨论的是脑力劳动后是需要休息还是
能够继续坚持下去，故排除；选项
C)They found it easier to focus on work
at hand.
（他们发现
把注意力集中在手头的工作上更容
易。
）
和选项
D)They held
more positive attitudes toward life.
（他们
对生活持更积极的态度。
）
，原文中均未提及，故排除。
15.
【
答案
】
B)They are subject to change.
【
解析
】
在听
录音前，
先找出四个选项的中心词
“
p
art of
（部分）
/ nature
（
天性）
”
，
“
subject
to
（可能受…
…的支配，从属于……）
/ change
（改变）
”
，
“
related<
/p>
（有关系的）
/ culture
（文<
/p>
化）
”
，
“
beyond control
（无法控制）
”
，听录音时着重听文章中的相关信息，进行判断。再根
据题
干
“
What do the researchers
say concerning people’s feelings about will power?
”
意思是
“关
于人们对意志力的感受，研究人员是怎么说的？”中的关键词“
feelings
”定位到听力短文
倒数第四、三句话“
You
r feelings about your will power affect the way
you behave. But these
feelings are
changeable, they said.
”
意思是“你
对自己意志力的感觉会影响你的行为方式。但
他们说，这些感觉是可以改变的。
”题干中的“
feelings
”在听力短文倒
数第四、三句话中重
现；选项
B)They are
subject to change.
（它们可能会改变。
）
的中的“
subject to change
”与听
力短文倒数第五句话中的“
changeable
”属于同义替换，符合原文的语义，故选
B)
；其他三
个选项：选项
A)They are part of their
nature.
（它们是它们本性的一部分。
）
，选项
C)They are
related to
culture.
（它们与文化有关。
）和选项
D)They are beyond control.
（他们无法控制。<
/p>
）
，
原文中均未提及，故排除。
Section C
16.
【
答案
】
A)About
half of current jobs might be automated.
【
解析
】在听录音前，先找出四个选项的中心词“
current
（现在的）
/ jobs
（工作，
job
的名词复数）
/automated
（自动化的）
”
，
“
doctors
（医生，
doctor
的名词复数）
/
lawyers
（律
师，
lawyer
的名词复数）
/threatene
d
（威胁，
threaten
的过去分
词）
”
，
“
j
obs
market
（就业
市场）<
/p>
/ becoming
（变为，
beco
me
的现在分词）
/
somewhat
（有点）
/ unpredictable<
/p>
（不可
预测的）
”
，
“
Machine
learning
（机器学习）
/
prove
（证明）
/
disruptive
（破坏的）
”
，听录音
时着重听文章中的相关信息，进行判断。再根据题干“
What
did
the
researchers
at
Oxford
University
conclude?
”意思是“牛津大学的研究人员得出了什么结论？”中的关键词<
/p>
“
researchers
”
，
“
Oxford
”和“
conclude
”定位到听力短文第二段第一、二句话“
In
2013,
researchers at Oxford University did a
study on the future of work. They concluded that
almost
one in every two jobs have a
high risk of being automated by machines.
”意思是“
2013
年，牛
津大学
的研究人员对未来的工作进行了研究。
他们得出的结论是，
几乎
每两份工作中就有一
份有被机器自动化代替的高风险。
”题干中
的“
researchers
”和“
O
xford
”在听力短文第二段
第一句话中重现，
conclude
与听力短文第二段第二句话中的“
concluded
”属于同义转换；
选项
A)About
half
of
current
jobs
might
be
automate
d.
（目前约有一半的工作可能是自动化
的。
< br>）中的“
half
”与听力短文第二段第二句话中的“<
/p>
one in every two
”属于同义替换，符合
原文的语义，故选
A)
。
17.
【
答案
< br>】
D)They could grade high-school
essays just like human teacher.
【
解析
】在听录音前，先找出四个选项的中心词“
wi
dely
（广泛地）
/
applic
able
（可应
用的）
/
massive
（大规模的）
/
open
（公开的）
/ online courses
（网络课程）
”
，
“
used
（使用，
use
的过去式和过去分词）
/
numerous
（许多的）
/ high school t
eachers
（高中教师）
”
，
“
read
（读）
/ essays
（文章，
essay
的名词复数）
/
a single
minute
（一分钟）
”
，
“
grade
（评分）
/
high-school
essays
（高中作文）
/ just
like
（就好像）
/ human teacher
（人类老师）
”
，听录音时
着重听文章中的相关信息，
进行判断。
再根据题干
“
What do we lear
n
about Kaggle company’s
winning programs
?
”
意思是
“我们对
< br>Kaggle
公司的获奖项目了解多少？”
中的关键词<
/p>
“
Kaggle
”
和“
winning
programs
”定位到听力短文第三段最后两句话“
In
2012,
Kaggle
challenged
its
community to build a
program that could grade high-school essays. The
winning programs were
able to match the
grades given by human teachers.
”意思是“
2012
年，
Kaggle
< br>向其社区发起挑
战，要求建立一个可以为高中作文评分的项目。获奖项目能够与人
类教师给出的分数相匹
配。
”题干中的“
Kaggle
”和“
winning programs
”在听力短文第三段最后两句话中重现；选
项
D)They could grade high-school essays just like
human teacher.
（他们可以像人类老师一样给
高
中作文评分。
）中的“
grade high-school
essays
”在听力短文第三段倒数第二句话中重现，
符合原
文的语义，故选
D)
。
18.
【
答案
】
C) It has to rely on huge amounts of previous data.
【
解析
】在听录音前，先找出四个选项的中心词“
instructions
（操作指南，
instruction
的名词复数）<
/p>
/
throughout
（在……期间）
/ process
（过程）
”
，
“<
/p>
poorly
（低地）
/
frequency
（频
率）
/
high-
volume
（
高容量的）
/ tas
ks
（
任务，
task
的名词复数）
”
，
“
rely on
（依赖）
/ huge
amounts
of
（大量的）
/
previous
（以前的）
/ data
（数据）
”
，
“
< br>slow
（慢的）
/ tracking
（跟踪，
track
的
现在分
词）
/ novel
（新奇的）
”
，听录音时着重听文章中的相关信息，进行判断。再根据题干
“
What is the fundamental limitation of
machine learning?
”
意思是
“机器学习的基本限制是什
么？”中的关键词“
fun
damental
limitation
”和“
machine learnin
g
”定位到听力短文最后一
段倒数第二句话“
< br>The fundamental limitations of machine learning is that it needs to learn from
large
volumes of past data.
”
意思是
“机器学习的基本局限性在于它需要从大量的过去数据中
学
习。
”
题干中
的“
fundamental
limitation
”
与听力
短文最后
一段倒
数第二
句话中
的
“
fundamental
limitations
”属于同义转换，
“
machine
learning
”在听力短文最后一段倒数第
二句话
中重现；选项
C) It has to rely on huge amounts
of previous data.
（它必须依赖大量以前
的
数据。
）中的“
rely on huge amounts
of previous data
”
与听力短文最后一段倒数第二句话
中的“
learn
from large volumes of past data
”属于同义替换，
符合原文的语义，故选
C)
。
19.
【
答案
】
D)The theoretical aspects of sustainable
energy.
【
解析
】在听录音前
，先找出四个选项的中心词“
engineering
（工程）
/
problems
（问
题，
problem
的名词复数）
/ solar power
（
太阳能）
”
，
“
generatio
n
（产生）
/
steam
（蒸汽）
/
latest
（最新的）
/
tech
nology
（工业技术）
”
，
“
importance
（重要性）
/
exploring
（探索，
explore
的现在分词）
/ new
energy sources
（新能源）
”
< br>，
“
theoretical
（
理论的）
/ aspects
（方面，
aspect
的名词复数）
/
sustainable
energy
（可持续能源）
”
，听录音时着重听文章中的相关信息，进<
/p>
行判断。再根据题干“
What has the
speaker previously talked about?
”意思是“说话
者之前谈
到了什么
?
”中的关键词“<
/p>
previously
”和“
talke
d
”定位到听力短文第一段前三句话“
We’ve
talked recently about the importance of
sustainable energy. We've also talked about the
different
theories on how that can be
done. So far, our discussions have all been theore
tical.
”意思是“我
们最近讨论了可持续能源的重要性。
我们还讨论了如何做到这一点的不同理论。
到目前为止，
我们的讨论都是理论上的。
”
题干中的
“
previously
”
< br>与听力短文第一段第一句话中的
“
recently
”
属于同义替换，
“
talked
”
在听力短文第一段前三句话中重现；
选项
D)The theoretical aspects of
-
-
-
-
-
-
-
-
-
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