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2024年英語(yǔ)六級(jí)考試真題輔導(dǎo)訓(xùn)練及答案
無(wú)論是在學(xué)校還是在社會(huì)中，我們或多或少都會(huì)接觸到試題，試題可以幫助參考者清楚地認(rèn)識(shí)自己的知識(shí)掌握程度。一份好的試題都具備什么特點(diǎn)呢？以下是小編精心整理的英語(yǔ)六級(jí)考試歷年真題輔導(dǎo)訓(xùn)練及答案，僅供參考，大家一起來(lái)看看吧。
英語(yǔ)六級(jí)考試真題輔導(dǎo)訓(xùn)練及答案 1
We sometimes think humans are uniquely vulnerable to anxiety, but stress seems to affect the immune defenses of lower animals too. In one experiment, for example, behavioral immunologist (免疫學(xué)家) Mark Laudenslager, at the University of Denver, gave mild electric shocks to 24 rats. Half the animals could switch off the current by turning a wheel in their enclosure, while the other half could mot. The rats in the two groups were paired so that each time one rat turned the wheel it protected both itself and its helpless partner from the shock. Laudenslager found that the immune response was depressed below normal in the helpless rats but not in those that could turn off the electricity. What he has demonstrated, he believes, is that lack of control over an event, not the experience itself, is what weakens the immune system.
Other researchers agree. Jay Weiss, a psychologist at Duke University School of Medicine, has shown that animals who are allowed to control unpleasant stimuli don’t develop sleep disturbances or changes in brain chemistry typical of stressed rats. But if the animals are confronted with situations they have no control over, they later behave passively when faced with experiences they can control. Such findings reinforce psychologists’ suspicions that the experience or perception of helplessness is one of the most harmful factors in depression.
One of the most startling examples of how the mind can alter the immune response was discovered by chance. In 1975 psychologist Robert Ader at the University of Rochester School of Medicine conditioned (使形成條件反射) mice to avoid saccharin (糖精) by simultaneously feeding them the sweetener and injecting them with a drug that while suppressing their immune systems caused stomach upsets. Associating the saccharin with the stomach pains, the mice quickly learned to avoid the sweetener. In order to extinguish this dislike for the sweetener, Ader reexposed the animals to saccharin, this time without the drug, and was astonished to find that those mice that had received the highest amounts of sweetener during their earlier conditioning died. He could only speculate that he had so successfully conditioned the rats that saccharin alone now served to weaken their immune systems enough to kill them.
11. Laudenslager’s experiment showed that the immune system of those rats who could turn off the electricity ________.
A) was strengthened
B) was not affected
C) was altered
D) was weakened
12. According to the passage, the experience of helplessness causes rats to ________.
A) try to control unpleasant stimuli
B) turn off the electricity
C) behave passively in controllable situations
D) become abnormally suspicious
13. The reason why the mice in Ader’s experiment avoided saccharin was that ________.
A) they disliked its taste
B) it affected their immune systems
C) it led to stomach pains
D) they associated it with stomachaches
14. The passage tells us that the most probable reason for the death of the mice in Ader’s experiment was that ________.
A) they had been weakened psychologically by the saccharin
B) the sweetener was poisonous to them
C) their immune systems had been altered by the mind
D) they had taken too much sweetener during earlier conditioning
15. It can be concluded from the passage that the immune systems of animals ________.
A) can be weakened by conditioning
B) can be suppressed by drug injections
C) can be affected by frequent doses of saccharin
D) can be altered by electric shocks
參考答案：BCDCA
英語(yǔ)六級(jí)考試真題輔導(dǎo)訓(xùn)練及答案 2
Directions: For this part, you are allowed 30 minutes to write an essay on why students should be encouraged to develop the ability to meet challenges. You should write at least 150 words but no more than 200 words.
審題引導(dǎo)
題目要求圍繞“鼓勵(lì)學(xué)生培養(yǎng)應(yīng)對(duì)挑戰(zhàn)的能力”這一主題寫(xiě)一篇議論文，考生可以對(duì)培養(yǎng)面對(duì)挑戰(zhàn)處變不驚、跟上時(shí)代要求的必要性進(jìn)行論述。
寫(xiě)作提綱
第一段：引出文章主題：培養(yǎng)應(yīng)對(duì)挑戰(zhàn)的能力很必要。
第二段：具體論述培養(yǎng)大學(xué)生應(yīng)對(duì)挑戰(zhàn)能力的必要性，并簡(jiǎn)要舉例說(shuō)明可以采取的措施。
第三段：概括總結(jié)，培養(yǎng)大學(xué)生應(yīng)對(duì)挑戰(zhàn)的能力是時(shí)代必然，也是各方應(yīng)當(dāng)重視的'任務(wù)。
必備詞匯
individual 個(gè)人的
pose challenge to 對(duì)……提出挑戰(zhàn)
competitive edge 競(jìng)爭(zhēng)優(yōu)勢(shì)
computer literacy 電腦能力素養(yǎng)
capability才能，能力
cultivate [kltvet] v.培養(yǎng);陶冶
prerequisite 必要條件
digital era 數(shù)字時(shí)代
參考范文
Why students should be encouraged to develop the ability to meet challenges In this fast-paced society, it is of vital importance that college students should be trained to develop the ability to confront challenges.
With the ever growing involution both in the academic and job-hunting field, if university students want to gain a competitive edge, it is a necessity for them to build up on their individual capacity of standing up to challenges with different types. For instance, they need to increase their computer literacy to sync up with the digital era, and get pressure relief brought by the fierce competence. The prerequisite for striking these goals is the ability to face challenges calmly. To achieve this goal, concerted effort is required. For universities, they can offer their students assistance in reinforcing their fortitude and expanding their visions in facing the upcoming challenges. Students themselves need as well to enhance their strengths in the face of challenges.
In short, the significance of cultivating students ability to successfully face challenges cannot be stressed more, it is a timely answer to the current era.
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