2024年5月16日发(作者：由思懿)
2018年6月英语六级考试真题试卷附答案(完整版
第3套)
Part I Writing (30 minutes)
Directions: For this part, you are allowed 30minutes to write an essay on the
importance ofbuilding trust between businesses and consumers. You can cite
examples to illustrate yourviews. You should write at least 150 words but n
o more than 200 words.
______________________________________________________________
__________
______________________________________________________________
__________
______________________________________________________________
__________
Part II Listening Comprehension (30 minutes)
说明：由于2018年6月六级考试全国共考了两套听力，本套真题听力与前2套内容相同，
只是选项顺序不同，因此在本套真题中不再重复出现。
Part III Reading Comprehension (40 minutes)
Section A
Directions: In this section, there is a passage withten blanks. You are require
d to select one word foreach 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 is identifiedby a letter. Please mark the cor
responding letter for each item on Answer Sheet 2 with asingle line through t
he centre. You may not use any of the words in the bank more than once.
When Elon Musk says that his new priority is using artificial intelligence to
build domesticrobots, we should look forward to the day in admiration.
Mr. Musk is a guy who gets things done. The founder of two tech companies,
Tesla Motors andSpaceX, is bringing electric vehicles to mass market and __
_26___ humans to live on otherplanets. This sounds like so much hot air, but
the near $13 billion fortune this entrepreneurhas ___27___ comes from pr
actical achievements rather than hypothetical ones.
A lot of clever people are ___28___ about artificial intelligence, fearing tha
t robots will oneday become so ___29___ that they'll murder all of us. These
fears are mostly ___30___: aswith hysteria about genetic modification, w
e humans are generally wise enough tomanage these problems with speed an
d care.
And just think of how wonderful it would be if you had a live-in robot. It could,
___31___, belike having a babysitter and a nurse rolled into one—or, if that r
equired ___32___intelligence beyond the power of Mr. Musk's imagined ma
chine, at least someone to chopthe carrots, wash the car and mow the lawn.
Once purchased and trained, this would allowthe ___33___ user to save mon
ey and time, freeing up ___34___ space in our busy lives toread a good book.
That is why we welcome Mr. Musk's latest ___35___, and wish him well. As lo
ng as robotsadd to the sum of human happiness, reduce suffering, and create
time to read world-classjournalism, we should be their fans. Especially since j
ournalism is one job robots will neverdo.
A) amassed B) casual C) emotional D enabling E) eventually F) exaggerat
ed G)extravagant H) generously I) misleading J) precious K) reward L) s
mart M) sphere N)terrified O) venture
Section B
Directions: In this section, you are going to read a passage with ten statemen
ts attached toit. Each statement contains information given in one of the par
agraphs. Identify theparagraph from which the information is derived. You ma
y choose a paragraph more thanonce. Each paragraph is marked with a letter.
Answer the questions by marking thecorresponding letter on Answer Sheet 2.
In the real world, nobody cares that you went to an Ivy League school
A) As a high school junior, everything in my life revolved around getting into t
he right college.I diligently attended my SAT, ACT, and Advanced Placement
test preparation courses. Ijuggled (尽力应
付) cross-country and track schedules, newspaper staff, and my church's you
thgroup and drama team. I didn't drink, party, or even do much dating. The ri
ght college, Ithought, was one with prestige, one with a name. It didn't have
to be the Ivy League, but itneeded to be a "top school."
B) Looking back now, nine years later, I can't remember exactly what it was a
bout theseuniversities that made them seem so much better. Was it a curric
ulum that appeared morerigorous, perhaps? Or an alumni network that I h
oped would open doors down the line?Maybe.
"I do think there are advantages to schools with more recognition," notes M
arybethGasman, a professor of higher education at the University of Pennsylv
ania. "I don'tnecessarily think that's a reason to go to one."
C) In reflection, my firm belief in the power of the brand was naive, not to
mention a bitsnobby. I quickly passed over state schools and southern school
s, believing their curriculumsto be automatically inferior to northeastern or
western counterparts. Instead, I dreamed ofliving in New York City and my p
arents obliged me with a visit to New York University's (NYU)campus. During
the tour, tuition fees were discussed.
(NYU is consistently ranked one of thecountry's most expensive schools, wit
h room and board costs totaling upwards of $ 64,000 ayear.) Up until then, I
hadn't truly realized just how expensive an education can be. Over thenext fe
w months, I realized not only could I not afford my dream school, I couldn't e
venafford the ones where I'd been accepted. City University of New York (CU
NY), RutgersUniversity, and Indiana University were out of reach as were Miss
issippi State and theUniversity of Alabama, where I would have to pay out-of-
state fees. Further complicating mycollege search was a flourishing track car
eer—I wanted to keep running but my timesweren't quite fast enough to sec
ure a scholarship.
D) And so, at 11 pm on the night of Georgia State University's (GSU) midnigh
t deadline, Iapplied online. Rated No.
466 overall on Forbes' Lists Top Colleges, No.
183 in ResearchUniversities, and No.
108 in the South, I can't say it was my top choice. Still, the trackcoach had
offered me a walk-on spot, and I actually found the urban Atlanta campus ad
ecent consolation prize after New York City.
E) While it may have been practical, it wasn't prestigious. But here's the thi
ng: I loved my"lower-tier" (低层次的) university.
(I use the term "low-tier" cautiously, because GSU is a well-regarded researc
h institution that attracts high quality professors and faculty from all overth
e country.) We are taught to believe that only by going to the best schools an
d getting thebest grades can we escape the rat race and build a better future
. But what if lower-tiercolleges and universities were the ticket to escaping th
e rat race? After all, where else canyou leave school with a decent degree—b
ut without a lifetime of debt?
F) My school didn't come prepackaged like the more popular options, so we
were left to takecare of ourselves, figuring out city life and trying to complete
degree programs that no onewas championing for us to succeed in. What I'm
saying is, I loved my university because ittaught us all to be resourceful and
we could make what we wanted out of it.
G) I was lucky enough to have my tuition covered by a lottery-funded schola
rship calledHOPE (Helping Outstanding Pupils Educationally). When I started c
ollege, the HOPEscholarship was funded by the state of Georgia and offered t
o graduating high school seniorswith a GPA of 3.0 or higher. Living costs and
books I paid for with money earned during highschool, supplemented by a sm
all college fund my deceased grandfather left for me and amodest savings ac
count my parents created when I was born.
H) So what about all that name recognition? Sure, many of my colleagues a
nd competitorshave more glamorous alma maters (母
校) than I do. As a journalist, I have competed againstNYU, Columbia, and No
rtheastern graduates for jobs. And yet, not a single interviewer hasever asked
me about my educational background. In fact, almost every interview I've e
verhad was due to a connection—one that I've gained through pure determi
nation, not a schoolbrand.
I) According to The Boston Globe, students who earned their bachelor's in 20
12 have anaverage monthly loan payment of $312, which is one-third more
than those who graduatedin 2004. Ultimately, that's the thing universities do
n't want to admit. Private universities aremoney-making institutions. If you ca
n afford to buy prestige, that's your choice. For the restof us, however, our h
earty lower-tiered universities are just fine, thank you.
J) Wealthy universities talk up the benefits their name will give graduates: na
mely, strongalumni networks, star faculty, and a résumé boost. But you nee
dn't attend an Ivy Leagueschool to reap those rewards. Ludacris and the for
mer CEO of Bank of America Ken Lewis arealumni of my college, as well as VI
CE's first female editor-in-chief, Ellis Jones. Successfulpeople tend to be succ
essful no matter where they go to school, and lower-tier schools canhave alu
mni networks just as strong as their big name counterparts. In fact, lower-tie
r schoolalumni networks are arguably stronger, because fellow alumni recog
nize that you didn'tnecessarily have an easy path to follow. They might be m
ore willing to offer career help,because your less famous school denotes that
, like them, you are also full of energy andperseverance.
K) The Washington Post reported on a recent study by Princeton economists, i
n which collegegraduates who applied to the most selective schools in the 12
th grade were compared tothose who applied to slightly less selective schoo
ls. They found that students with morepotential earned more as adults, and
the reverse held true as well, no matter where theywent to school.
L) Likewise, star faculty are not always found where you'd expect. Big name s
chools are notnecessarily the best places for professors; plus, many professor
s split teaching time betweenmultiple colleges and/or universities. This mea
ns, for instance, a CUNY student couldreasonably expect to receive the same
quality of instruction from a prestigious professoras they would if they we
re enrolled in the same class at NYU.
M) It's possible that some hiring managers may be drawn to candidates with
a particulareducational résumé, but it's no guarantee. According to a 2012
survey described in TheAtlantic, college reputation ranked lowest in relative
importance of attributes in evaluatinggraduates for hire, beaten out by top fa
ctors like internships, employment during college,college major, volunteer ex
perience, and extracurriculars.
N) Maybe students who choose less prestigious universities are bound to suc
ceed becausethey are determined to. I tend to think so. In any case, if I co
uld do it again, I'd still makethe same choice. Today I'm debt-free, resourcef
ul—and I understand that even theshiniest packaging can't predict what yo
u'll find on the inside.
36. Modest institutions can also have successful graduates and strong alumni
networks.
37. The money the author made in high school helped pay for her living expe
nses and booksat college.
38. The author came to see how costly college education could be when she
was trying tochoose a university to attend.
39. A recent study found that a graduate's salary is determined by their pot
ential, not theuniversity they attended.
40. The author cannot recall for sure what made certain top universities app
ear a lot better.
41. None of the author's job interviewers cared which college she went to.
42. The author thinks she did the right thing in choosing a less prestigious u
niversity.
43. In order to be admitted to a prestigious university, the author took part
in variousextracurricular activities and attended test preparation courses.
44. The author liked her university which was not prestigious but less expen
sive.
45. Colleges are reluctant to admit that graduates today are in heavier debt.
Section C
Directions: There are 2 passages in this section. Each passage is followed by s
ome questionsor unfinished statements. For each of them there are four cho
ices marked A), B), C) andD). You should decide on the best choice and mark
the corresponding letter on Answer Sheet2 with a single line through the cen
tre.
Passage One
Questions 46 to 50 are based on the following passage.
Economically speaking, are we better off than we were ten years ago? Twenty
years ago?
In their thirst for evidence on this issue, commentators seized on the recent
report by theCensus Bureau, which found that average household income ros
e by 5.2% in unately, that conclusion puts too much weight on a
useful, but flawed andincomplete, statistic. Among the more significant pro
blems with the Census's measure arethat:
1) it excludes taxes, transfers, and compensation like employer-provided he
althinsurance; and 2) it is based on surveys rather than data. Even if precise
ly measured,income data exclude important determinants of economic well-
being, such as the hours ofwork needed to earn that income.
While thinking about the question, we came across a recently published articl
e by CharlesJones and Peter Klenow, which proposes an interesting new mea
sure of economic by no means perfect, it is considerably more
comprehensive than average income,taking into account not only growth in
consumption per person but also changes in workingtime, life expectancy, an
d inequality. Moreover, it can be used to assess economicperformance bot
h across countries and over time.
The Jones-Klenow method can be illustrated by a cross-country example. Su
ppose we wantto compare the economic welfare of citizens of the U.S. and Fr
ance in 2005.
2024年5月16日发(作者：由思懿)
2018年6月英语六级考试真题试卷附答案(完整版
第3套)
Part I Writing (30 minutes)
Directions: For this part, you are allowed 30minutes to write an essay on the
importance ofbuilding trust between businesses and consumers. You can cite
examples to illustrate yourviews. You should write at least 150 words but n
o more than 200 words.
______________________________________________________________
__________
______________________________________________________________
__________
______________________________________________________________
__________
Part II Listening Comprehension (30 minutes)
说明：由于2018年6月六级考试全国共考了两套听力，本套真题听力与前2套内容相同，
只是选项顺序不同，因此在本套真题中不再重复出现。
Part III Reading Comprehension (40 minutes)
Section A
Directions: In this section, there is a passage withten blanks. You are require
d to select one word foreach 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 is identifiedby a letter. Please mark the cor
responding letter for each item on Answer Sheet 2 with asingle line through t
he centre. You may not use any of the words in the bank more than once.
When Elon Musk says that his new priority is using artificial intelligence to
build domesticrobots, we should look forward to the day in admiration.
Mr. Musk is a guy who gets things done. The founder of two tech companies,
Tesla Motors andSpaceX, is bringing electric vehicles to mass market and __
_26___ humans to live on otherplanets. This sounds like so much hot air, but
the near $13 billion fortune this entrepreneurhas ___27___ comes from pr
actical achievements rather than hypothetical ones.
A lot of clever people are ___28___ about artificial intelligence, fearing tha
t robots will oneday become so ___29___ that they'll murder all of us. These
fears are mostly ___30___: aswith hysteria about genetic modification, w
e humans are generally wise enough tomanage these problems with speed an
d care.
And just think of how wonderful it would be if you had a live-in robot. It could,
___31___, belike having a babysitter and a nurse rolled into one—or, if that r
equired ___32___intelligence beyond the power of Mr. Musk's imagined ma
chine, at least someone to chopthe carrots, wash the car and mow the lawn.
Once purchased and trained, this would allowthe ___33___ user to save mon
ey and time, freeing up ___34___ space in our busy lives toread a good book.
That is why we welcome Mr. Musk's latest ___35___, and wish him well. As lo
ng as robotsadd to the sum of human happiness, reduce suffering, and create
time to read world-classjournalism, we should be their fans. Especially since j
ournalism is one job robots will neverdo.
A) amassed B) casual C) emotional D enabling E) eventually F) exaggerat
ed G)extravagant H) generously I) misleading J) precious K) reward L) s
mart M) sphere N)terrified O) venture
Section B
Directions: In this section, you are going to read a passage with ten statemen
ts attached toit. Each statement contains information given in one of the par
agraphs. Identify theparagraph from which the information is derived. You ma
y choose a paragraph more thanonce. Each paragraph is marked with a letter.
Answer the questions by marking thecorresponding letter on Answer Sheet 2.
In the real world, nobody cares that you went to an Ivy League school
A) As a high school junior, everything in my life revolved around getting into t
he right college.I diligently attended my SAT, ACT, and Advanced Placement
test preparation courses. Ijuggled (尽力应
付) cross-country and track schedules, newspaper staff, and my church's you
thgroup and drama team. I didn't drink, party, or even do much dating. The ri
ght college, Ithought, was one with prestige, one with a name. It didn't have
to be the Ivy League, but itneeded to be a "top school."
B) Looking back now, nine years later, I can't remember exactly what it was a
bout theseuniversities that made them seem so much better. Was it a curric
ulum that appeared morerigorous, perhaps? Or an alumni network that I h
oped would open doors down the line?Maybe.
"I do think there are advantages to schools with more recognition," notes M
arybethGasman, a professor of higher education at the University of Pennsylv
ania. "I don'tnecessarily think that's a reason to go to one."
C) In reflection, my firm belief in the power of the brand was naive, not to
mention a bitsnobby. I quickly passed over state schools and southern school
s, believing their curriculumsto be automatically inferior to northeastern or
western counterparts. Instead, I dreamed ofliving in New York City and my p
arents obliged me with a visit to New York University's (NYU)campus. During
the tour, tuition fees were discussed.
(NYU is consistently ranked one of thecountry's most expensive schools, wit
h room and board costs totaling upwards of $ 64,000 ayear.) Up until then, I
hadn't truly realized just how expensive an education can be. Over thenext fe
w months, I realized not only could I not afford my dream school, I couldn't e
venafford the ones where I'd been accepted. City University of New York (CU
NY), RutgersUniversity, and Indiana University were out of reach as were Miss
issippi State and theUniversity of Alabama, where I would have to pay out-of-
state fees. Further complicating mycollege search was a flourishing track car
eer—I wanted to keep running but my timesweren't quite fast enough to sec
ure a scholarship.
D) And so, at 11 pm on the night of Georgia State University's (GSU) midnigh
t deadline, Iapplied online. Rated No.
466 overall on Forbes' Lists Top Colleges, No.
183 in ResearchUniversities, and No.
108 in the South, I can't say it was my top choice. Still, the trackcoach had
offered me a walk-on spot, and I actually found the urban Atlanta campus ad
ecent consolation prize after New York City.
E) While it may have been practical, it wasn't prestigious. But here's the thi
ng: I loved my"lower-tier" (低层次的) university.
(I use the term "low-tier" cautiously, because GSU is a well-regarded researc
h institution that attracts high quality professors and faculty from all overth
e country.) We are taught to believe that only by going to the best schools an
d getting thebest grades can we escape the rat race and build a better future
. But what if lower-tiercolleges and universities were the ticket to escaping th
e rat race? After all, where else canyou leave school with a decent degree—b
ut without a lifetime of debt?
F) My school didn't come prepackaged like the more popular options, so we
were left to takecare of ourselves, figuring out city life and trying to complete
degree programs that no onewas championing for us to succeed in. What I'm
saying is, I loved my university because ittaught us all to be resourceful and
we could make what we wanted out of it.
G) I was lucky enough to have my tuition covered by a lottery-funded schola
rship calledHOPE (Helping Outstanding Pupils Educationally). When I started c
ollege, the HOPEscholarship was funded by the state of Georgia and offered t
o graduating high school seniorswith a GPA of 3.0 or higher. Living costs and
books I paid for with money earned during highschool, supplemented by a sm
all college fund my deceased grandfather left for me and amodest savings ac
count my parents created when I was born.
H) So what about all that name recognition? Sure, many of my colleagues a
nd competitorshave more glamorous alma maters (母
校) than I do. As a journalist, I have competed againstNYU, Columbia, and No
rtheastern graduates for jobs. And yet, not a single interviewer hasever asked
me about my educational background. In fact, almost every interview I've e
verhad was due to a connection—one that I've gained through pure determi
nation, not a schoolbrand.
I) According to The Boston Globe, students who earned their bachelor's in 20
12 have anaverage monthly loan payment of $312, which is one-third more
than those who graduatedin 2004. Ultimately, that's the thing universities do
n't want to admit. Private universities aremoney-making institutions. If you ca
n afford to buy prestige, that's your choice. For the restof us, however, our h
earty lower-tiered universities are just fine, thank you.
J) Wealthy universities talk up the benefits their name will give graduates: na
mely, strongalumni networks, star faculty, and a résumé boost. But you nee
dn't attend an Ivy Leagueschool to reap those rewards. Ludacris and the for
mer CEO of Bank of America Ken Lewis arealumni of my college, as well as VI
CE's first female editor-in-chief, Ellis Jones. Successfulpeople tend to be succ
essful no matter where they go to school, and lower-tier schools canhave alu
mni networks just as strong as their big name counterparts. In fact, lower-tie
r schoolalumni networks are arguably stronger, because fellow alumni recog
nize that you didn'tnecessarily have an easy path to follow. They might be m
ore willing to offer career help,because your less famous school denotes that
, like them, you are also full of energy andperseverance.
K) The Washington Post reported on a recent study by Princeton economists, i
n which collegegraduates who applied to the most selective schools in the 12
th grade were compared tothose who applied to slightly less selective schoo
ls. They found that students with morepotential earned more as adults, and
the reverse held true as well, no matter where theywent to school.
L) Likewise, star faculty are not always found where you'd expect. Big name s
chools are notnecessarily the best places for professors; plus, many professor
s split teaching time betweenmultiple colleges and/or universities. This mea
ns, for instance, a CUNY student couldreasonably expect to receive the same
quality of instruction from a prestigious professoras they would if they we
re enrolled in the same class at NYU.
M) It's possible that some hiring managers may be drawn to candidates with
a particulareducational résumé, but it's no guarantee. According to a 2012
survey described in TheAtlantic, college reputation ranked lowest in relative
importance of attributes in evaluatinggraduates for hire, beaten out by top fa
ctors like internships, employment during college,college major, volunteer ex
perience, and extracurriculars.
N) Maybe students who choose less prestigious universities are bound to suc
ceed becausethey are determined to. I tend to think so. In any case, if I co
uld do it again, I'd still makethe same choice. Today I'm debt-free, resourcef
ul—and I understand that even theshiniest packaging can't predict what yo
u'll find on the inside.
36. Modest institutions can also have successful graduates and strong alumni
networks.
37. The money the author made in high school helped pay for her living expe
nses and booksat college.
38. The author came to see how costly college education could be when she
was trying tochoose a university to attend.
39. A recent study found that a graduate's salary is determined by their pot
ential, not theuniversity they attended.
40. The author cannot recall for sure what made certain top universities app
ear a lot better.
41. None of the author's job interviewers cared which college she went to.
42. The author thinks she did the right thing in choosing a less prestigious u
niversity.
43. In order to be admitted to a prestigious university, the author took part
in variousextracurricular activities and attended test preparation courses.
44. The author liked her university which was not prestigious but less expen
sive.
45. Colleges are reluctant to admit that graduates today are in heavier debt.
Section C
Directions: There are 2 passages in this section. Each passage is followed by s
ome questionsor unfinished statements. For each of them there are four cho
ices marked A), B), C) andD). You should decide on the best choice and mark
the corresponding letter on Answer Sheet2 with a single line through the cen
tre.
Passage One
Questions 46 to 50 are based on the following passage.
Economically speaking, are we better off than we were ten years ago? Twenty
years ago?
In their thirst for evidence on this issue, commentators seized on the recent
report by theCensus Bureau, which found that average household income ros
e by 5.2% in unately, that conclusion puts too much weight on a
useful, but flawed andincomplete, statistic. Among the more significant pro
blems with the Census's measure arethat:
1) it excludes taxes, transfers, and compensation like employer-provided he
althinsurance; and 2) it is based on surveys rather than data. Even if precise
ly measured,income data exclude important determinants of economic well-
being, such as the hours ofwork needed to earn that income.
While thinking about the question, we came across a recently published articl
e by CharlesJones and Peter Klenow, which proposes an interesting new mea
sure of economic by no means perfect, it is considerably more
comprehensive than average income,taking into account not only growth in
consumption per person but also changes in workingtime, life expectancy, an
d inequality. Moreover, it can be used to assess economicperformance bot
h across countries and over time.
The Jones-Klenow method can be illustrated by a cross-country example. Su
ppose we wantto compare the economic welfare of citizens of the U.S. and Fr
ance in 2005.