文档内容
2018 年 6 月大学英语六级考试真题（第 1 套）
Part I Writing (30 minutes)
Directions: For this part, you are allowed 30 minutes to write an essay on the 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 (30 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.
Questions1 to 4 are based on the conversation you have just heard.
1.A)Itisatypicalsalad. C)Itisaweirdvegetable.
B)ItisaSpanishsoup. D)Itisakindofspicyfood.
2.A)Tomakeitthicker. C)Toaddtoitsappeal.
B)Tomakeitmorenutritious. D)Toreplaceaningredient.
3.A)Itcontainsverylittlefat. C)Itusesnoartificialadditives.
B)Itusesoliveoilincooking. D)Itismainlymadeofvegetables.
4.A)Itdoesnotgostalefortwoyears. C)Itcomesfromaspecialkindofpig.
B)Ittakesnospecialskilltoprepare. D)Itisadelicacyblendedwithbread.
Questions5to8arebasedontheconversationyouhavejustheard.
5.A)Theycomeinagreatvariety. C)Theydonotvarymuchinprice.
B)Theydonotmakedecentgifts. D)TheygowellwithItalianfood.
6.A)$30-$40. C)$50-$60.
B)$40-$50. D)Around$150.
7.A)Theyareahealthychoiceforelderlypeople. C)Theysymbolizegoodhealthandlongevity.
B)TheyareespeciallypopularamongItalians. D)Theygowellwithdifferentkindsoffood.
8.A)ItiswineimportedfromCalifornia. C)Itisfarmoreexpensivethanheexpected.
B)Itislessspicythanallotherredwines. D)ItisItaly’smostfamoustypeofredwine.
SectionB
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
fromthefourchoicesmarkedA),B),C)andD).Thenmarkthecorrespondingletter onAnswer Sheet 1with asingleline
throughthecentre.
Questions9to11arebasedonthepassageyouhavejustheard.
9.A)Learningothers’secrets. C)Decodingsecretmessages.
B)Searchingforinformation. D)Spreadingsensationalnews.
10.A)TheyhelpedtheU.S.armyinWorldWar Ⅱ.
B)Theycouldwritedownspokencodespromptly.
C)Theywereassignedtodecodeenemymessages.
D)Theyweregoodatbreakingenemysecretcodes.
11.A)ImportantbattlesfoughtinthePacificWar.
B)Decodingofsecretmessagesinwartimes.
C)Amilitarycodethatwasneverbroken.
D)NavajoIndians’contributiontocodebreaking.
- 1 -Questions12to15arebasedonthepassageyouhavejustheard.
12.A)Allserviceswillbepersonalized.
B)Alotofknowledge-intensivejobswillbereplaced.
C)Technologywillrevolutionizeallsectorsofindustry.
D)Moreinformationwillbeavailable.
13.A)Intheroboticsindustry. C)Inthepersonalcaresector.
B)Intheinformationservice. D)Inhigh-endmanufacturing.
14.A)Theychargehighprices. C)Theycatertotheneedsofyoungpeople.
B)Theyneedlotsoftraining. D)Theyfocusoncustomers’specificneeds.
15.A)Therisingdemandineducationandhealthcareinthenext20years.
B)Thedisruptioncausedbytechnologyintraditionallywell-paidjobs.
C)Thetremendouschangesnewtechnologywillbringtopeople’slives.
D)Theamazingamountofpersonalattentionpeoplewouldliketohave.
SectionC
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
markedA),B),C)andD).ThenmarkthecorrespondingletteronAnswerSheet 1withasinglelinethroughthecentre.
Questions16to18arebasedontherecordingyouhavejustheard.
16.A)ItwasthelongestroadinancientEgypt. C)Itlay8milesfromthemonumentsites.
B)Itwasconstructedsome500yearsago. D)Itlinkedastonepittosomewaterways.
17.A)Sawsusedforcuttingstone. C)Anancientgeographicalmap.
B)Tracesleftbyearlyexplorers. D)Somestonetoolsegments.
18.A)Totransportstonestoblockfloods.
B)Toprovideservicesforthestonepit.
C)Tolinkthevariousmonumentsites.
D)ToconnectthevillagesalongtheNile.
Questions19to21arebasedontherecordingyouhavejustheard.
19.A)Dr.Gongdidn’tgivehimanyconventionaltests.
B)Dr.Gongmarkedhisofficewithahand-paintedsign.
C)Dr.Gongdidn’taskhimanyquestionsabouthispain.
D)Dr.Gongslippedinneedleswherehefeltnopain.
20.A)Hehadheardofthewondersacupuncturecouldwork.
B)Dr.GongwasveryfamousinNewYork’sChinatown.
C)Previousmedicaltreatmentsfailedtorelievehispain.
D)Hefoundtheexpensivemedicaltestsunaffordable.
21.A)Moreandmorepatientsaskforthetreatment.
B)Acupuncturetechniqueshavebeenperfected.
C)Itdoesn’tneedtheconventionalmedicaltests.
D)Itdoesnothaveanynegativesideeffects.
Questions22to25arebasedontherecordingyouhavejustheard.
22.A)Theywereonthevergeofbreakingup.
B)Theywerecompatibledespitedifferences.
C)Theyquarreledalotandneverresolvedtheirarguments.
D)Theyarguedpersistentlyaboutwhethertohavechildren.
23.A)Neitherofthemhasanybrothersorsisters.
B)Neitherofthemwontheirparents’favor.
C)Theyweren’tspoiledintheirchildhood.
D)Theydidn’tliketobetheappleoftheirparents’eyes.
- 2 -24.A)Theyareusuallygoodatmakingfriends.
B)Theytendtobeadventurousandcreative.
C)Theyareoftencontentwithwhattheyhave.
D)Theytendtobeself-assuredandresponsible.
25.A)Theyenjoymakingfriends. C)Theyareleastlikelytotakeinitiative.
B)Theytendtobewelladjusted. D)Theyusuallyhavesuccessfulmarriages.
PartIII ReadingComprehension (40minutes)
SectionA
Directions:In this section,there is apassagewith tenblanks.Youarerequiredtoselectonewordforeachblankfrom alist
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
withasinglelinethroughthecentre.Youmaynotuseanyofthewordsinthebankmorethanonce.
Questions26to35arebasedonthefollowingpassage.
ScientistsscanningandmappingtheGizapyramids saythey’vediscovered thatGreatPyramidofGiza isnotexactly
even. Butreally notbymuch.This pyramid is the oldestofthe world’s SevenWonders.Thepyramid’s exactsize has 26
experts for centuries,as the “more than 21acres of hard,white casingstones “thatoriginally covered it were 27 long
ago. Reporting in the most recent issue of the newsletter “AERAGRAM,” which 28 the work or theAncient Egypt
ResearchAssociates,engineer GlenDashsays his teamusedanewmeasuring approachthatinvolved findinganysurviving
29 , of the casing in order to determine where the original edge was. They found the east side of the pyramid to be a
30 of5.5inchesshorterthanthewestside.
The question that most 31 him, however, isn’t how the Egyptians who designed and built the pyramid got it
wrong4,500yearsage,buthowtheygotitsocloseto 32 .“WecanonlyspeculateastohowtheEgyptianscouldhave
laid out these lines with such 33 using only the tools they had,” Dash writes. He says his 34 is that the
Egyptians laid out their design on a grid, noting that the great pyramid is oriented only 35 away 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
secondsnorthofdueeast)—anamountthat’s“tiny,butsimilar,”archeologistAtlasObscurapointsout.
A)chronicles I）perfect
B)complete J)precision
C)established K)puzzled
D)fascinates L）remnants
E)hypothesis M）removed
F)maximum N)revelations
G)momentum O）slightly
H)mysteriously
SectionB
Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains
informationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.Youmaychoosea
paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding
letteronAnswerSheet 2.
PeerPressureHasaPositiveSide
A. Parents of teenagers often view their children‘s friends with something like suspicion. They worry that the
adolescentpeergroup hasthepowertopushits members into behavior thatis foolishandeven dangerous. Suchwarinessis
well founded: statistics show, for example, that a teenage driver with a same-age passenger in the car is at higher risk of a
fatalcrashthananadolescentdrivingaloneorwithanadult.
B. In a 2005 study, psychologist Laurence Steinberg of Temple University and his co-author, psychologist Margo
- 3 -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
randomlyassignedsomeparticipantstoplayaloneorwithtwosame-agepeerslookingon.
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 orobserved byothers. “The presence ofpeers
makesadolescentsandyouth,butnotadults,morelikelytotakerisks,”SteinbergandGardnerconcluded.
D. Yet in the years following the publication of this study, Steinberg began to believe that this interpretation did not
capturethewholepicture.Asheandotherresearchersexaminedthequestionofwhyteensweremoreapttotakerisksinthe
company of other teenagers, they came to suspectthat a crowd‘s influence need notalways be negative. Now some experts
are proposing thatwe should take advantage ofthe teenbrain’s keen sensitivity to the presenceof friends andleverage itto
improveeducation.
E.Ina2011study,SteinbergandhiscolleaguesturnedtofunctionalMRI （磁共振） toinvestigatehowthepresence
of peers affects the activity in the adolescent brain. They scanned the brains of 40 teens and adults who were playing a
virtualdrivinggamedesignedtotestwhetherplayerswouldbrakeatayellowlightorspeedonthroughthecrossroad.
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
withpeers,whichmotivatesthemtopursuehigher-riskexperiencesthatmightbringabigpayoff （suchasthethrillofjust
making the light before it turns red）. But Steinberg suspected this tendency could also have its advantages. In his latest
experiment,publishedonlineinAugust,Steinbergandhiscolleaguesusedacomputerizedversionofacardgamecalledthe
IowaGamblingTasktoinvestigatehowthepresenceofpeersaffectsthewayyoungpeoplegatherandapplyinformation.
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 andnegative outcomes, andachieved better performance onthe task
thanthosewhoplayed insolitude.“Whatourstudysuggests isthatteenagerslearnmore quicklyandmore effectivelywhen
their peers are present than when they‘re on their own,” Steinbergsays.And this finding could have important implications
forhowwethinkabouteducatingadolescents.
H.Matthew D.Lieberman,asocialcognitive neuroscientistattheUniversity ofCalifornia,LosAngeles,andauthorof
the2013bookSocial:WhyOurBrainsAreWiredtoConnect， suspectsthatthehumanbrainisespeciallyadeptatlearning
socially salient 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） ormoresociallyneutralinformation （suchasnotingtheorderofdetailsinthedescription）.Thedescriptions
werethesameineachcondition,butpeoplecouldbetterrememberthesestatementswhengivenasocialmotivation.
I.The study also found thatwhen subjects thought aboutand 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
informationtaughtinschool—potentiallygivingstudentsaccesstoarangeofuntappedmentalpowers.”
J. If humans are generally geared to recall details about one another, this pattern is probably even more powerful
amongteenagerswhoareveryattentivetosocialdetails:whoisin,whoisout,wholikeswhom,whoismadatwhom.Their
penchant for social drama is not—or not only—a way of distracting themselves from their schoolwork or of driving adults
crazy.Itisactuallyaneurological（神经的） sensitivity,initiatedbyhormonalchanges.Evolutionarilyspeaking,peoplein
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
- 4 -advantage of the fact that teens are powerfully compelled to think in social terms? In Social, Lieberman lays out a number
ofwaystodoso.HistoryandEnglishcouldbepresentedthroughthelensofthepsychologicaldrivesofthepeopleinvolved.
Onecould thereforepresentNapoleonin terms of his desire toimpress orChurchill in terms ofhis lonely melancholy.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
anddeeply,perhapsinpartbecauseweareengagingoursocialcognition.
L. And although anxious parents may not welcome the notion, educators could turn adolescent recklessness to
academic ends. “Risk taking in an educational context is a vital skill that enables progress and creativity,” wrote
Sarah-Jayne Blakemore, a cognitive neuroscientist at University College London, in a review published last year. Yet, she
noted, many young people are especially risk averse at school—afraid that one low test score or mediocre grade could cost
them a spot at a selective university. We should assure such students that risk, and even peer pressure, can be a good
thing—aslongasithappensintheclassroomandnotthecar.
36.Itisthoughtprobablethatthehumanbrainisparticularlygoodatpicking-upsociallyimportantinformation.
37.Itcanbeconcludedfromexperimentthatthepresenceofpeersincreasesrisk-takingbyadolescentsandyouth.
38.Studentsshouldbetoldthatrisk-takingintheclassroomcanbesomethingpositive.
39.Theurgeoffindingamateandgettingmarriedaccountsforadolescents’greaterattentiontosocialinteractions.
40.AccordingtoSteinberg,thepresenceofpeersincreasesthespeedandeffectivenessofteenagers’leaning.
41.Teenagers’parentsareoftenconcernedaboutnegativepeerinfluence.
42.Activating the brain’s social network involved in socially motivated learning and memory may allow students to
tapunusedmentalpowers.
43.Thepresenceofpeerintensifiesthefeelingofrewardsinteens’brains.
44.Whenweabsorbinformationforthepurposeofimpartingittoothers,wedosowithgreatersecretaryanddepth.
45.Someexpertsaresuggestingthatweturnpeerinfluencetogooduseineducation.
SectionC
Directions: There are 2 passages in this section. Each passage is followed by some question 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
correspondingletteronAnswer Sheet2withasinglelinethroughthecentre.
PassageOne
Questions46to50arebasedonthefollowingpassage.
The Ebro Delta, in Spain, famous as a battleground during the Spanish Civil War, is now the setting for a different
contest, one that is pitting rice farmers against two enemies: the rice-eating giant apple snail, and rising sea levels. What
happens here will have a bearing on the future of European rice production and the overall health of southern European
wetlands.
Located on the Mediterranean just two hours south of Barcelona, the Ebro Delta produces 120 million kilograms of
rice a year, making it one of the continent’s most important rice-growing areas. As the sea creeps into these freshwater
marshes,however,risingsalinity （盐分） ishamperingriceproduction.Atthesame time,thissea-wateralsokillsoffthe
greedy giant apple snail, an introduced pest that feeds on young rice plants. The most promising strategy has become to
harnessonefoeagainsttheother.
The battle is currently being waged on land, in greenhouses at the University of Barcelona. Scientists working under
the banner “Project Neurice” are seeking varieties of rice that can withstand the increasing salinity without losing the
absorbencythatmakesEuropeanriceidealfortraditionalSpanishandItaliandishes.
“Theprojecthastwosides,”saysXavierSerrat,NeuriceprojectmanagerandresearcherattheUniversityofBarcelona.
“The short-term fight against the snail, and a mid- to long-term fight against climate change. But the snail has given the
projectgreaterurgency.”
Originally from South America, the snails were accidentally introduced into the Ebro Delta by Global Aquatic
Technologies,acompanythatraisedthesnailsforfresh-wateraquariums （水族馆）,butfailedtopreventtheirescape.For
now,thegiantapplesnail’sfootholdinEuropeislimitedtotheEbroDelta.Butthesnailcontinuesitsmarchtonewterritory,
- 5 -saysSerrat.“Thequestionisnotifitwillreachotherrice-growingareasofEurope,butwhen.”
Over the next year and a half investigators will test the various strains of saline-tolerant rice they’ve concocted. In
2018, farmers will plant the varieties with the most promise in the Ebro Delta and Europe’s other two main rice-growing
regions—along the Po in Italy, and France’s Rhône.Aseason in the field will help determine which, if any, of the varieties
arereadyforcommercialization.
As an EU-funded effort, the search for salt-tolerant varieties of rice is taking place in all three countries. Each team is
crossbreeding a local European short-grain rice with a long-grain Asian variety that carries the salt-resistant gene. The
scientists are breedingsuccessive generations to arrive atvarieties thatincorporatesalttolerancebutretain about97percent
oftheEuropeanricegenome （基因组）.
46.WhydoestheauthormentiontheSpanishCivilWaratthebeginningofthepassage?
A） IthadgreatimpactonthelifeofSpanishricefarmers.
B） ItisofgreatsignificanceintherecordsofSpanishhistory.
C） RicefarmersintheEbroDeltaarewagingabattleofsimilarimportance.
D） RicefarmersintheEbroDeltaareexperiencingashardatimeasinthewar.
47.Whatmaybethemosteffectivestrategyforricefarmerstoemployinfightingtheirenemies?
A） Strikingtheweakerenemyfirst. B） Eliminatingtheenemyonebyone。
C） Killingtwobirdwithonestone. D） Usingoneeviltocombattheother.
48.Whatdowelearnabout“ProjectNeurice”?
A） Itsgoalswillhavetoberealizedatacost.
B） ItaimstoincreasetheyieldofSpanishrice.
C） Itsimmediatepriorityistobringthepestundercontrol.
D） Ittriestokillthesnailswiththehelpofclimatechange.
49.WhatdoesNeuriceprojectmanagersayaboutthegiantapplesnail?
A） ItcansurviveonlyonsouthernEuropeanwetlands.
B） Itwillinvadeotherrice-growingregionsofEurope.
C） Itmultipliesataspeedbeyondhumanimagination.
D） Itwasintroducedintothericefieldsonpurpose.
50.WhatistheultimategoaloftheEU-fundedprogram?
A)Cultivatingidealsalt-resistantricevarieties. B)IncreasingtheabsorbencyoftheSpanishrice.
C)IntroducingSpanishricetotherestofEurope. D)Popularizingthericecrossbreedingtechnology.
PassageTwo
Questions51to55arebasedonthefollowingpassage
Photography was once an expensive, laborious ordeal reserved for life’s greatest milestones. Now, the only apparent
cost to taking infinite photos of something as common as a meal is the space on your hard drive and your dining
companion’spatience.
Butis there anothercost, a deeper cost, to documentinga life experienceinstead ofsimply enjoying it? “You hearthat
you shouldn’t take all these photos and interrupt the experience, and it’s bad for you, and we’re not living in the present
moment,” says Kristin Diehl, associate professor of marketing at the University of Southern California Marshall School of
Business.
Diehl and her fellow researchers wanted to find out if that was true, so they embarked on a series of nine experiments
in the lab and in the field testing people’s enjoyment in the presence or absence of a camera. The results, published in the
Journal of Personality and Social Psychology, surprised them. Taking photos actually makes people enjoy what they’re
doingmore,notless.
“What we find is you actually look at the world slightly differently, because you’re looking for things you want to
capture,thatyou may wantto hangonto,” Diehl explains. “Thatgets peoplemore engaged in the experience, andthey tend
toenjoyitmore.”
Take sightseeing. In one experiment, nearly 200 participants boarded a double-decker bus for a tour of Philadelphia.
Both bus tours forbade the use of cell phones but one tour provided digital cameras and encouraged people to take photos.
- 6 -The people who took photos enjoyed the experience significantly more, and said they were more engaged, than those who
didn’t.
Snapping a photo directs attention, which heightens the pleasure you get from whatever you’re looking at, Diehl says.
It works for things as boring as archaeological（考古的）museums, where people were given eye-tracking glasses and
instructed either to take photos or not. “People look longer at things they want to photograph,” Diehl says. They report
likingtheexhibitsmore,too.
To the relief ofInstagrammers（Instagram 用户）everywhere, it can even make meals more enjoyable. Whenpeople
were encouraged to take atleast three photos while they ate lunch, they were more immersed in their meals than those who
weren’ttoldtotakephotos.
Was itthesatisfying click ofthecamera? Thephysicalactofthesnap?No,theyfound;justtheactofplanningto take
a photo—and not actually taking it—had the same joy-boosting effect. “If you want to take mental photos, that works the
sameway,”Diehlsays.“Thinkingaboutwhatyouwouldwanttophotographalsogetsyoumoreengaged.”
51.Whatdoestheauthorsayaboutphoto-takinginthepast?
A)Itwasapainstakingeffortforrecordinglife’smajorevents.
B)Itwasaluxurythatonlyafewwealthypeoplecouldenjoy.
C)Itwasagoodwaytopreserveone’spreciousimages.
D)Itwasaskillthatrequiredlotsofpracticetomaster.
52.KristinDiehlconductedaseriesofexperimentsonphoto-takingtofindout_________.
A)whatkindofpleasureitwouldactuallybringtophoto-takers
B)whetherpeopleenjoyeditwhentheydidsightseeing
C)howitcouldhelptoenrichpeople’slifeexperiences
D)whetheritpreventedpeopleenjoyingwhattheyweredoing
53.WhatdotheresultsofDienl’sexperimentsshowaboutpeopletakingpictures?
A）Theyaredistractedfromwhattheyaredoing.
B)Theycanbetterrememberwhattheyseeordo.
C)Theyaremoreabsorbedinwhatcatchestheireye.
D)Theycanhaveabetterunderstandingoftheworld.
54.Whatisfoundaboutmuseumvisitorswiththeaidofeye-trackingglasses?
A）Theycomeoutwithbetterphotographsoftheexhibits.
B)Theyfocusmoreontheexhibitswhentakingpictures.
C)Theyhaveabetterviewofwhatareondisplay.
D)Theyfollowthehistoricaleventsmoreeasily.
55.Whatdowelearnfromthelastparagraph?
A）Itisbettertomakeplansbeforetakingphotos.
B)Mentalphotoscanbeasbeautifulassnapshots.
C)Photographerscanderivegreatjoyfromtheclickofthecamera.
D)Eventheverythoughtoftakingaphotocanhaveapositiveeffect.
PartIV Translation (30minutes)
Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese into English. You should write
youransweronAnswerSheet 2.
过去，拥有一辆私家车对大部分中国人而言是件奢侈的事。如今，私家车在中国随处可见。汽车成了人们生活
中不可或缺的一部分，他们不仅开车上下班，还经常驾车出游。有些城市的汽车增长速度过快，以至于交通拥堵和
停车位不足的问题日益严峻，这些城市的市政府不得不出台新规，限制上路汽车的数量。由于空气污染日益严重，
现在越来越多的人选择购买新能源汽车，中国政府也采取了一些措施，支持新能源汽车的发展。
- 7 -
