下面就跟着小编一起了解英语六级考试真题分享，希望对大家的学习有所帮助。
Part I Writing (30minutes)
Directions:For this part, you are allowed 30 minutes to write an essay onthe importance of building trust between employers and employees. You can cite examples to illustrate your views. You should write at least 150 words but no more than 200 words.
Part II Listening Comprehension (30minutes)
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 is a typical salad.B) It is a Spanish soup.C) It is a weird vegetable.D) It is a kind of spicy food.
2. A) To make it thicker.B) To make it more nutritious.C) To add to its appeal.D) To replace an ingredient.
3. A) It contains very little fat.B) It uses olive oil in cooking.C) It uses no artificial additives.D) It is mainly made of vegetables.
4. A) It does not go stale for two years.B) It takes no special skill to prepare.C) It comes from a special kind of pig.D) It is a delicacy blended with bread.
Questions 5 to 8 are based on the conversation you have just heard.
5. A) They come in a great variety.B) They do not make decent gifts.C) They do not vary much in price.D) They go well with Italian food.
6. A) $30- $40.B) $40- $50.C) $50- $60.D) Around $ 150.
7. A) They are a healthy choice for elderly people.B) They are especially popular among Italians.C) They symbolize good health and longevity.D) They go well with different kinds of food.
8. A) It is a wine imported from California.B) It is less spicy than all other red wines.C) It is far more expensive than he expected.D) It is Italy's most famous type of red wine.
Section B
Directions:In this section, you will hear two passages. At the end of each passage, you will hear three or four questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.
Questions 9 to 11 are based on the passage you have just heard.
9. A) Learning others' secrets.B) Searching for information.C) Decoding secret messages.D) Spreading sensational news.
10. A) They helped the U. S. army in World War Ⅱ.B) They could write down spoken codes promptly.C) They were assigned to decode enemy messages.D) They were good at breaking enemy secret codes.
11. A) Important battles fought in the Pacific War.B) Decoding of secret messages in war times.C) A military code that was never broken.D) Navajo Indians' contribution to code breaking.
Questions 12 to 15 are based on the passage you have just heard.
12. A) All services will be personalized.B) A lot of knowledge-intensive jobs will be replaced.C) Technology will revolutionize all sectors of industry.D) More information will be available.
13. A) In the robotics industry.B) In the information service.C) In the personal care sector.D) In high-end manufacturing.
14. A) They charge high prices.B) They need lots of training.C) They cater to the needs of young people.D) They focus on customers' specific needs.
15. A) The rising demand in education and healthcare in the next 20 years.B) The disruption caused by technology in traditionally well-paid jobs.C) The tremendous changes new technology will bring to people's lives.D) The amazing amount of personal attention people would like to have.
Section C
Directions:In this section, you will hear three recordings of lectures or talks followed by three or four questions. The recordings will be played only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through centre.
Questions 16 to 18 are based on the recording you have just heard.
16. A) It was the longest road in ancient Egypt.B) It was constructed some 500 years ago.C) It lay 8 miles from the monument sites.D) It linked a stone pit to some waterways.
17. A) Saws used for cutting stone.B) Traces left by early explorers.C) An ancient geographical map.D) Some stone tool segments.
18. A) To transport stones to block floods.B) To provide services for the stone pit.C) To link the various monument sites.D) To connect the villages along the Nile.
Questions 19 to 21 are based on the recording you have just heard.
19. A) Dr. didn't give him any conventional tests.B) Dr. marked his office with a hand-painted sign.C) Dr. didn't ask him any questions about his pain.D) Dr. slipped in needles where he felt no pain.
20. A) He had heard of the wonders acupuncture could work.B) Dr. was very famous in New York's Chinatown.C) Previous medical treatments failed to relieve his pain.D) He found the expensive medical tests unaffordable.
21. A) More and more patients ask for the treatment.B) Acupuncture techniques have been perfected.C) It doesn't need the conventional medical tests.D) It does not have any negative side effects.
Questions 22 to 25 are based on the recording you have just heard.
22. A) They were on the verge of breaking up.B) They were compatible despite differences.C) They quarreled a lot and never resolved their arguments.D) They argued persistently about whether to have children.

23. A) Neither of them has any brothers or sisters.B) Neither of them won their parents' favor.C) They weren't spoiled in their childhood.D) They didn't like to be the apple of their parents' eyes.
24. A) They are usually good at making friends.B) They tend to be adventurous and creative.C) They are often content with what they have.D) They tend to be self-assured and responsible.
25. A) They enjoy making friends.B) They tend to be well adjusted.C) They are least likely to take initiative.D) They usually have successful marriages.
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.
Scientists scanning and mapping the Giza pyramids say they've discovered that the Great Pyramid of Giza is not exactly even. But really not by much. This pyramid is the oldest of the world's Seven Wonders. The pyramid's exact size has26experts for centuries, as the "more than 21 acres of hard, white casing stones" that originally covered it were27long ago. Reporting in the most recent issue of the newsletter "AERAGRAM," which28the work of the Ancient Egypt Research Associates, engineer Glen Dash says his team used a new measuring approach that involved finding any surviving29of the casing in order to determine where the original edge was. They found the east side of the pyramid to be a30of 5.5 inches shorter than the west side.The question that most31him, however, isn't how the Egyptians who designed and built the pyramid got it wrong 4,500 years ago, but how they got it so close to32.
"We can only speculate as to how the Egyptians could have laid out these lines with such33using only the tools they had," Dash writes. He says his34is that the Egyptians laid out their design on a grid, noting that the great pyramid is oriented only35away from the cardinal directions (its north-south axis runs 3 minutes 54 seconds west of due north, while its east-west axis runs 3 minutes 51 seconds north of due east)—an amount that's "tiny, but similar," archeologist Atlas Obscura points out.
A)chroniclesB)completeC)established
D)fascinatesE)hypothesisF)maximum
G)momentumH)mysteriouslyI)perfect
J)precisionK)puzzledL)remnants
M)removedN)revelationsO)slightly
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.
Peer Pressure Has a Positive Side
A) Parents of teenagers often view their children's friends with something like suspicion. They worry that the adolescent peer group has the power to push its members into behavior that is foolish and even dangerous. Such wariness is well founded: statistics show, for example, that a teenage driver with a same-age passenger in the car is at higher risk of a fatal crash than an adolescent driving alone or with an adult.
B) In a 2005 study, psychologist Laurence Steinberg of Temple University and his co-author, psychologist Margo Gardner, then at Temple, divided 306 people into three age groups: young adolescents, with a mean age of 14; older adolescents, with a mean age of 19; and adults, aged 24 and older. Subjects played a computerized driving game in which the player must avoid crashing into a wall that materializes, without warning, on the roadway. Steinberg and Gardner randomly assigned some participants to play alone or with two same-age peers looking on.
C) Older adolescents scored about 50 percent higher on an index of risky driving when their peers were in the room—and the driving of early adolescents was fully twice as reckless when other young teens were around. In contrast, adults behaved in similar ways regardless of whether they were on their own or observed by others. "The presence of peers makes adolescents and youth, but not adults, more likely to take risks," Steinberg and Gardner concluded.
D) Yet in the years following the publication of this study, Steinberg began to believe that this interpretation did not capture the whole picture. As he and other researchers examined the question of why teens were more apt to take risks in the company of other teenagers, they came to suspect that a crowd's influence need not always be negative. Now some experts are proposing that we should take advantage of the teen brain's keen sensitivity to the presence of friends and leverage it to improve education.
E) In a 2011 study, Steinberg and his colleagues turned to functional MRI (磁共振) to investigate how the presence of peers affects the activity in the adolescent brain. They scanned the brains of 40 teens and adults who were playing a virtual driving game designed to test whether players would brake at a yellow light or speed on through the crossroad.
F) The brains of teenagers, but not adults, showed greater activity in two regions associated with rewards when they were being observed by same-age peers than when alone. In other words, rewards are more intense for teens when they are with peers, which motivates them to pursue higher-risk experiences that might bring a big payoff (such as the thrill of just making the light before it turns red). But Steinberg suspected this tendency could also have its advantages. In his latest experiment, published online in August, Steinberg and his colleagues used a computerized version of a card game called the Iowa Gambling Task to investigate how the presence of peers affects the way young people gather and apply information.
G) The results: Teens who played the Iowa Gambling Task under the eyes of fellow adolescents engaged in more exploratory behavior, learned faster from both positive and negative outcomes, and achieved better performance on the task than those who played in solitude. "What our study suggests is that teenagers learn more quickly and more effectively when their peers are present than when they're on their own," Steinberg says. And this finding could have important implications for how we think about educating adolescents.
H) Matthew D. Lieberman, a social cognitive neuroscientist at the University of California, Los Angeles, and author of the 2013 book Social: Why Our Brains Are Wired to Connect, suspects that the human brain is especially skillful at learning socially significant information. He points to a classic 2004 study in which psychologists at Dartmouth College and Harvard University used functional MRI to track brain activity in 17 young men as they listened to descriptions of people while concentrating on either socially relevant cues (for example, trying to form an impression of a person based on the description) or more socially neutral information (such as noting the order of details in the description). The descriptions were the same in each condition, but people could better remember these statements when given a social motivation.
I) The study also found that when subjects thought about and later recalled descriptions in terms of their informational content, regions associated with factual memory, such as the medial temporal lobe, became active. But thinking about or remembering descriptions in terms of their social meaning activated the dorsomedial prefrontal cortex—part of the brain's social network—even as traditional memory regions registered low levels of activity. More recently, as he reported in a 2012 review, Lieberman has discovered that this region may be part of a distinct network involved in socially motivated learning and memory. Such findings, he says, suggest that "this network can be called on to process and store the kind of information taught in school—potentially giving students access to a range of untapped mental powers."
J) If humans are generally geared to recall details about one another, this pattern is probably even more powerful among teenagers who are very attentive to social details: who is in, who is out, who likes whom, who is mad at whom. Their desire for social drama is not—or not only—a way of distracting themselves from their schoolwork or of driving adults crazy. It is actually a neurological (神经的) sensitivity, initiated by hormonal changes. Evolutionarily speaking, people in this age group are at a stage in which they can prepare to find a mate and start their own family while separating from parents and striking out on their own. To do this successfully, their brain prompts them to think and even obsess about others.
K) Yet our schools focus primarily on students as individual entities. What would happen if educators instead took advantage of the fact that teens are powerfully compelled to think in social terms? In Social, Lieberman lays out a number of ways to do so. History and English could be presented through the lens of the psychological drives of the people involved. One could therefore present Napoleon in terms of his desire to impress or Churchill in terms of his lonely gloom. Less inherently interpersonal subjects, such as math, could acquire a social aspect through team problem solving and peer tutoring. Research shows that when we absorb information in order to teach it to someone else, we learn it more accurately and deeply, perhaps in part because we are engaging our social cognition.