近年英語六級考練題訓(xùn)練第3套（測練習(xí)題）

近3年英語六級專項習(xí)題訓(xùn)練3（第3套） Part I Writing(30 minutes) Directions: For this part, you are allowed 30 minutes to write a short essay based on the picturebelow.You should focus on the harm caused by misleading information online.You arerequired to write at least 150 words but no more than 200 words. Part IIListening Comprehension(30 minutes) 說明：近3年12月六級專項習(xí)題訓(xùn)練3全國共考了兩套聽力。本套（即第三套）的聽力內(nèi)容與第二套的完全一樣，只是選項的順序不一樣而已，故在本套中不再重復(fù)給出。 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 wordfor each blank from a list of choices given in a word bank following the passage. Read thepassage through carefully before making your choices. Each choice in the bank isidentified by a letter. Please mark the corresponding letter for each item on AnswerSheet 2 with a single line through the centre. You may not use any of the words in thebank more than once. Questions 36 to 45 are based on the following passage. As it is, sleep is so undervalued that getting by on fewer hours has become a badge of honor.Plus, we live in a culture that 36 to the late-nighter, from 24-hour grocery stores to onlineshopping sites that never close.It’s no surprise, then, that more than half of American adults don’t getthe 7 to 9 hours of shut-eye every night as 37by sleep experts. Whether or not we can catch up on sleep—on the weekend, say—is a hotly 38topic amongsleep researchers.The latest evidence suggests that while it isn’t 39, it might help.When Liu, theUCLA sleep researcher and professor of medicine, brought40sleep-restricted people into the labfor a weekend of sleep during which they logged about 10 hours per night, they showed41in theability of insulin (胰島素) to process blood sugar.That suggests that catch-up sleep may undo somebut not all of the damage that sleep42causes, which is encouraging, given how many adults don’tget the hours they need each night.Still, Liu isn’t43to endorse the habit of sleeping less andmaking up for it later. Sleeping pills, while helpful for some, are not44an effective remedy either.“A sleeping pillwill45one area of the brain, but there’s never going to be a perfect sleeping pill, because youcouldn’t really replicate (復(fù)制) the different chemicals moving in and out of different parts of the brainto go through the different stages of sleep,” says Dr.Nancy Collop, director of the Emory UniversitySleep Center. A) alternatively I) negotiated B) caters J) pierce C) chronically K) presumption D) debated L) ready E) deprivation M) recommended F) ideal N) surpasses G) improvements O) target H) necessarily Section B Directions:In this section, you are going to read a passage with ten statements attached to it. Eachstatement contains information given in one of the paragraphs. Identify the paragraphfrom which the information is derived. You may choose a paragraph more than once.Each paragraph is marked with aletter.Answer the questions by marking thecorresponding letter on Answer Sheet2. Climate Change May Be Real, But It’s Still Not Easy Being Green How do we convince our inner caveman to be greener? We ask some outstanding social scientists. [A] The road to climate hell is paved with our good intentions.Politicians may tackle polluters whilescientists do battle with carbon emissions.But the most pervasive problem is less obvious: ourown behaviour.We get distracted before we can turn down the heating.We break our promise notto fly after hearing about a neighbour’s trip to India.Ultimately, we can’t be bothered to changeour attitude.Fortunately for the planet, social science and behavioural economics may be able todo that for us. [B] Despite mournful polar beats and charts showing carbon emissions soaring, most people find ithard to believe that global warming will affect them personally.Recent polls by the Pew ResearchCentre in Washington, DC, found that 75-80 per cent of participants regarded climate change as animportant issue.But respondents ranked it last on a list of priorities. [C] This inconsistency largely stems from a feeling of powerlessness.“When we can’t actually removethe source of our fear, we tend to adapt psychologically by adopting a range of defencemechanisms,” says Tom Crompton, change strategist for the environmental organisation WorldWide Fund for Nature. [D] Part of the fault lies with our inner caveman.Evolution has programmed humans to pay mostattention to issues that will have an immediate impact.“We worry most about now because if wedon’t survive for the next minute, we’re not going to be around in ten years’ time,” says ProfessorElke Weber of the Centre for Research on Environmental Decisions at Columbia University in NewYork.If the Thames were lapping around Big Ben, Londoners would face up to the problem ofemissions pretty quickly.But in practice, our brain discounts the risks—and benefits—associated with issues that lie some way ahead. [E] Matthew Rushworth, of the Department of Experimental Psychology at the University of Oxford,sees this in his lab every day.“One of the ways in which all agents seem to make decisions is thatthey assign a lower weighting to outcomes that are going to be further away in the future,” hesays.“This is a very sensible way for an animal to make decisions in the wild and would havebeen very helpful for humans for thousands of years.” [F] Not any longer.By the time we wake up to the threat posed by climate change, it could well betoo late.And if we’re not going to make rational decisions about the future, others may have tohelp us to do so. [G] Few political libraries are without a copy of Nudge: Improving Decisions About Health, Wealthand Happiness, by Richard Thaler and Cass Sunstein.They argue that governments shouldpersuade us into making better decisions—such as saving more in our pension plans—by changingthe default options.Professor Weber believes that environmental policy can make use of similartactics.If, for example, building codes included green construction guidelines, most developerswould be too lazy to challenge them. [H] Defaults are certainly part of the solution.But social scientists are most concerned about craftingmessages that exploit our group mentality (心態(tài)).“We need to understand what motivatespeople, what it is that allows them to make change,” says Professor Neil Adger, of the TyndallCentre for Climate Change Research in Norwich.“It is actually about what their peers think ofthem, what their social norms are, what is seen as desirable in society.” In other words, ourinner caveman is continually looking over his shoulder to see what the rest of the tribe are up to. [I] The passive attitude we have to climate change as individuals can be altered by counting us in—and measuring us against—our peer group.“Social norms are primitive and elemental,” says Dr.Robert Cialdini, author of Influence: The Psychology of Persuasion.“Birds flock together, fishschool together, cattle herd together...just perceiving norms is enough to cause people to adjusttheir behaviour in the direction of the crowd.” [J] These norms can take us beyond good intentions.Cialdini conducted a study in San Diego inwhich coat hangers bearing messages about saving energy were hung on people’s doors.Some ofthe messages mentioned the environment, some financial savings, others social responsibility.Butit was the ones that mentioned the actions of neighbours that drove down power use. [K] Other studies show that simply providing the facility for people to compare their energy use withthe local average is enough to cause them to modify their behaviour.The Conservatives plan toadopt this strategy by making utility companies print the average local electricity and gas usage onpeople’s bills. [L] Social science can also teach politicians how to avoid our collective capacity for self-destructivebehaviour.Environmental campaigns that tell us how many people drive SUVs unwittingly (不經(jīng)意地) imply that this behaviour is widespread and thus permissible.Cialdini recommends somecareful framing of the message.“Instead of normalising the undesirable behaviour, the messageneeds to marginalise it, for example, by stating that if even one person buys yet another SUV, itreduces our ability to be energy-independent.” [M] Tapping into how we already see ourselves is crucial.The most successful environmental strategywill marry the green message to our own sense of identity.Take your average trade unionmember, chances are they will be politically motivated and be used to collective action—muchlike Erica Gregory.A retired member of the Public and Commercial Services Union, she is settingup one of 1,100 action groups with the support of Climate Solidarity, a two-year environmentalcampaign aimed at trade unionists. [N] Erica is proof that a great-grandmother can help to lead the revolution if you get the psychologyright—in this case, by matching her enthusiasm for the environment with a fondness for organisinggroups.“I think it’s a terrific idea,” she says of the campaign.“The union backing it makesmembers think there must be something in it.” She is expecting up to 20 people at the firstmeeting she has called, at her local pub in the Cornish village of Polperro. [O] Nick Perks, project director for Climate Solidarity, believes this sort of activity is where the futureof environmental action lies. “Using existing civil society structures or networks is a moreeffective way of creating change...and obviously trade unions are one of the biggest civil societynetworks in the UK,” he says. The “Love Food, Hate Waste” campaign entered into acollaboration last year with another such network—the Women’s Institute.Londoner Rachel Taylorjoined the campaign with the aim of making new friends.A year on, the meetings have madelasting changes to what she throws away in her kitchen.“It’s always more of an incentive if you’redoing it with other people,” she says.“It motivates you more if you know that you’ve got toprovide feedback to a group.” [P]The power of such simple psychology in fighting climate change is attracting attention across thepolitical establishment.In the US, the House of Representatives Science Committee has approveda bill allocating $10 million a year to studying energy-related behaviour.In the UK, new studiesare in development and social scientists are regularly spotted in British government offices.Withthe help of psychologists, there is fresh hope that we might go green after all. 46.When people find they are powerless to change a situation, they tend to live with it. 47.To be effective, environmental messages should be carefully framed. 48.It is the government’s responsibility to persuade people into making environment-friendly decisions. 49.Politicians are beginning to realise the importance of enlisting psychologists’ help in fighting climatechange. 50.To find effective solutions to climate change, it is necessary to understand what motivates people tomake change. 51.In their evolution, humans have learned to pay attention to the most urgent issues instead of long-term concerns. 52.One study shows that our neighbours’ actions are influential in changing our behaviour. 53.Despite clear signs of global warming, it is not easy for most people to believe climate change willaffect their own lives. 54.We should take our future into consideration in making decisions concerning climate change beforeit is too late. 55.Existing social networks can be more effective in creating change in people’s behaviour. 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 56 to 60 are based on the following passage. More than a decade ago, cognitive scientists John Bransford and Daniel Schwartz, both then atVanderbilt University, found that what distinguished young adults from children was not the ability toretain facts or apply prior knowledge to a new situation but a quality they called “preparation for futurelearning.” The researchers asked fifth graders and college students to create a recovery plan to protectbald eagles from extinction. Shockingly, the two groups came up with plans of similar quality(although the college students had better spelling skills). From the standpoint of a traditionaleducator, this outcome indicated that schooling had failed to help students think about ecosystems andextinction, major scientific ideas. The researchers decided to go deeper, however.They asked both groups to generate questionsabout important issues needed to create recovery plans.On this task, they found large differences.College students focused on critical issues of interdependence between eagles and their habitats (棲息地).Fifth graders tended to focus on features of individual eagles (“How big are they?” and “What dothey eat?”).The college students had cultivated the ability to ask questions, the cornerstone of criticalthinking.They had learned how to learn. Museums and other institutions of informal learning may be better suited to teach this skill thanelementary and secondary schools.At the Exploratorium in San Francisco, we recently studied howlearning to ask good questions can affect the quality of people’s scientific inquiry.We found that whenwe taught participants to ask “What if?” and “How can?” questions that nobody present would knowthe answer to and that would spark exploration, they engaged in better inquiry at the next exhibit—asking more questions, performing more experiments and making better interpretations of their results.Specifically, their questions became more comprehensive at the new exhibit.Rather than merely askingabout something they wanted to try, they tended to include both cause and effect in their question.Asking juicy questions appears to be a transferable skill for deepening collaborative inquiry into thescience content found in exhibits. This type of learning is not confined to museums or institutional settings.Informal learningenvironments tolerate failure better than schools.Perhaps many teachers have too little time to allowstudents to form and pursue their own questions and too much ground to cover in the curriculum.Butpeople must acquire this skill somewhere.Our society depends on them being able to make criticaldecisions about their own medical treatment, say, or what we must do about global energy needs anddemands.For that, we have a robust informal learning system that gives no grades, takes all comers,and is available even on holidays and weekends. 56.What is traditional educators’ interpretation of the research outcome mentioned in the firstparagraph ? A) Students are not able to apply prior knowledge to new problems. B) College students are no better than fifth graders in memorizing facts. C) Education has not paid enough attention to major environmental issues. D) Education has failed to lead students to think about major scientific ideas. 57.In what way are college students different from children? A) They have learned to think critically. B) They are concerned about social issues. C) They are curious about specific features. D) They have learned to work independently. 58.What is the benefit of asking questions with no ready answers? A) It arouses students’ interest in things around them. B) It cultivates students’ ability to make scientific inquiries. C) It trains students’ ability to design scientific experiments. D) It helps students realize not every question has an answer. 59.What is said to be the advantage of informal learning? A) It allows for failures. B) It is entertaining. C) It charges no tuition. D) It meets practical needs. 60.What does the author seem to encourage educators to do at the end of the passage? A) Train students to think about global issues. B) Design more interactive classroom activities. C) Make full use of informal learning resources. D) Include collaborative inquiry in the curriculum. Passage Two Questions 61 to 65 are based on the following passage. “There’s an old saying in the space world: amateurs talk about technology, professionals talkabout insurance.” In an interview last year with The Economist, George Whitesides, chief executive ofspace-tourism firm Virgin Galactic, was placing his company in the latter category.But insurance willbe cold comfort following the failure on October 31st of VSS Enterprise, resulting in the death of onepilot and the severe injury to another. On top of the tragic loss of life, the accident in California will cast a long shadow over the future ofspace tourism, even before it has properly begun. The notion of space tourism took hold in 2001 with a $20 million flight aboard a Russianspacecraft by Dennis Tito, a millionaire engineer with an adventurous streak.Just haft a dozen holiday-makers have reached orbit since then, for similarly astronomical price tags. But more recently,companies have begun to plan more affordable “suborbital” flights—briefer ventures just to the edge ofspace’s vast darkness.Virgin Galactic had, prior to this week’s accident, seemed closest to startingregular flights.The company has already taken deposits from around 800 would-be space tourists,including Stephen Hawking. After being dogged by technical delays for years, Sir Richard Branson, Virgin Galactic’s founder,had recently suggested that a SpaceShipTwo craft would carry its first paying customers as soon asFebruary 近3. That now seems an impossible timeline. In July, a sister craft of the crashedspaceplane was reported to be about half-finished.The other half will have to halt, as authorities ofAmerica’s Federal Aviation Administration (FAA.) and National Transportation Safety Board work outwhat went wrong. In the meantime, the entire space tourism industry will be on tenterhooks (坐立不安).The 2004Commercial Space Launch Amendments Act, intended to encourage private space vehicles andservices, prohibits the transportation secretary (and thereby the FAA.from regulating the design oroperation of private spacecraft, unless they have resulted in a serious or fatal injury to crew orpassengers.That means that the FAA. could suspend Virgin Galactic’s licence to fly.It could also insiston checking private manned spacecraft as thoroughly as it does commercial aircraft.While that maymake suborbital travel safer, it would add significant cost and complexity to an emerging industry thathas until now operated largely as the playground of billionaires and dreamy engineers. How Virgin Galactic, regulators and the public respond to this most recent tragedy will determinewhether and how soon private space travel can transcend that playground.There is no doubt thatspaceflight entails risks, and to pioneer a new mode of travel is to face those risks, and to reduce themwith the benefit of hard-won experience. 61.What is said about the failure of VSS Enterprise? A) It may lead to the bankruptcy of Virgin Galactic. B) It has a strong negative impact on space tourism. C) It may discourage rich people from space travel. D) It has aroused public attention to safety issues. 62.What do we learn about the space-tourism firm Virgin Galactic? A) It has just built a craft for commercial flights. B) It has sent half a dozen passengers into space. C) It was about ready to start regular business. D) It is the first to launch “suborbital” flights. 63.What is the purpose of the 2004 Commercial Space Launch Amendments Act? A) To ensure space travel safety. B) To limit the FAA’s functions. C) To legalize private space explorations. D) To promote the space tourism industry. 64.What might the FAA do after the recent accident in California?