Part I Writing (30 minutes)
Directions: For this part, you are allowed 30minutes to write an essay on the
importance ofbuilding trust between employers and employees. You can cite
examples to illustrate yourviews. You should write at least 150 words but no
more than 200 words.
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Part II Listening Comprehension (30 minutes)
Section A
Directions: In this section, you will hear two longconversations. At the end of
each conversation, you will hear four questions. Both theconversation and
the questions will be spoken only once. After you hear a question, youmust ch
oose the best answer from the four choices marked A), B), C) and D). Then m
ark thecorresponding 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 pas
sage, you willhear three or four questions. Both the passage and the question
s will be spoken only once.After you hear a question, you must choose the be
st answer from the four choices marked A),B), C) and D). Then mark the corr
esponding letter on Answer Sheet 1 with a single linethrough 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 f
ollowed bythree or four questions. The recordings will be played only once. Af
ter you hear a question,you must choose the best answer from the four choic
es marked A), B), C) and D). Then markthe corresponding letter on Answer S
heet 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. Gong didn't give him any conventional tests.
B) Dr. Gong marked his office with a hand-painted sign.
C) Dr. Gong didn't ask him any questions about his pain.
D) Dr. Gong slipped in needles where he felt no pain.
20. A) He had heard of the wonders acupuncture could work.
B) Dr. Gong 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 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.
Scientists scanning and mapping the Giza pyramids say they've discovered th
at the GreatPyramid of Giza is not exactly even. But really not by much. This
pyramid is the oldest of theworld's Seven Wonders. The pyramid's exact size
has 26 experts for centuries, as the "morethan 21 acres of hard, white casing
stones" that originally covered it were 27 long ago.Reporting in the most rec
ent issue of the newsletter "AERAGRAM," which 28 the work of theAncient Eg
ypt Research Associates, engineer Glen Dash says his team used a new meas
uringapproach that involved finding any surviving 29 of the casing in order t
o determine wherethe original edge was. They found the east side of the p
yramid to be a 30 of 5.5 inchesshorter than the west side.
The question that most 31 him, however, isn't how the Egyptians who design
ed and built thepyramid got it wrong 4,500 years ago, but how they got it so
close to 32 .
"We can onlyspeculate as to how the Egyptians could have laid out these lin
es with such 33 using only thetools they had," Dash writes. He says his 34 is t
hat the Egyptians laid out their design on agrid, noting that the great pyrami
d is oriented only 35 away from the cardinal directions(its north-south axis r
uns 3 minutes 54 seconds west of due north, while its east-west axisruns 3
minutes 51 seconds north of due east)—an amount that's "tiny, but similar,"
archeologist Atlas Obscura points out.
A) chronicles B) complete C) established D) fascinates E) hypothesis F) ma
ximum G)momentum H) mysteriously I) perfect J) precision K) puzzled L)
remnants M) removed N)revelations O) slightly
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.
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 pus
h its members intobehavior that is foolish and even dangerous. Such wariness
is well founded: statistics show,for example, that a teenage driver with a sa
me-age passenger in the car is at higher risk of afatal crash than an adolesc
ent driving alone or with an adult.
B) In a 2005 study, psychologist Laurence Steinberg of Temple University a
nd his co-author, psychologist Margo Gardner, then at Temple, divided 306
people into three agegroups: young adolescents, with a mean age of 14; olde
r adolescents, with a mean age of 19;and adults, aged 24 and older. Subjects
played a computerized driving game in which theplayer 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 twosam
e-age peers looking on.
C) Older adolescents scored about 50 percent higher on an index of risky drivi
ng when theirpeers were in the room—and the driving of early adolescents wa
s fully twice as recklesswhen other young teens were around. In contrast, a
dults behaved in similar ways regardlessof whether they were on their own or
observed by others.
"The presence of peers makesadolescents and youth, but not adults, more li
kely to take risks," Steinberg and Gardnerconcluded.
D) Yet in the years following the publication of this study, Steinberg began to
believe that thisinterpretation did not capture the whole picture. As he and
other researchers examinedthe 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 someexperts are proposing th
at we should take advantage of the teen brain's keen sensitivityto the pre
sence of friends and leverage it to improve education.
E) In a 2011 study, Steinberg and his colleagues turned to functional MRI (
磁共
振) toinvestigate how the presence of peers affects the activity in the adol
escent brain. Theyscanned the brains of 40 teens and adults who were playin
g a virtual driving game designedto test whether players would brake at a ye
llow light or speed on through the crossroad.
F) The brains of teenagers, but not adults, showed greater activity in two regi
ons associatedwith rewards when they were being observed by same-age pee
rs than when alone. In otherwords, rewards are more intense for teens when
they are with peers, which motivates themto pursue higher-risk experiences
that might bring a big payoff (such as the thrill of justmaking the light before
it turns red). But Steinberg suspected this tendency could also haveits adva
ntages. In his latest experiment, published online in August, Steinberg and hi
scolleagues used a computerized version of a card game called the Iowa Gam
bling Task toinvestigate how the presence of peers affects the way young p
eople gather and applyinformation.
G) The results: Teens who played the Iowa Gambling Task under the eyes of f
ellowadolescents engaged in more exploratory behavior, learned faster from
both positive andnegative outcomes, and achieved better performance on t
he task than those who played insolitude.
"What our study suggests is that teenagers learn more quickly and moreeffec
tively when their peers are present than when they're on their own," Steinbe
rg says.And this finding could have important implications for how we think a
bout educatingadolescents.
H) Matthew D. Lieberman, a social cognitive neuroscientist at the University
of California,Los Angeles, and author of the 2013 book Social: Why Our Brain
s 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 HarvardUniversity used functi
onal MRI to track brain activity in 17 young men as they listened todescripti
ons of people while concentrating on either socially relevant cues (for examp
le,trying to form an impression of a person based on the description) or m
ore sociallyneutral information (such as noting the order of details in the des
cription). The descriptionswere the same in each condition, but people could
better remember these statements whengiven a social motivation.
I) The study also found that when subjects thought about and later recalled d
escriptions interms of their informational content, regions associated with fac
tual memory, such as themedial temporal lobe, became active. But thinking
about or remembering descriptions interms of their social meaning activated
the dorsomedial prefrontal cortex—part of the brain'ssocial network—even a
s traditional memory regions registered low levels of activity. Morerecently,
as he reported in a 2012 review, Lieberman has discovered that this region m
ay bepart of a distinct network involved in socially motivated learning and
memory. Suchfindings, he says, suggest that "this network can be called on
to process and store the kindof information taught in school—potentially givi
ng students access to a range of untappedmental powers."
J) If humans are generally geared to recall details about one another, this pat
tern isprobably even more powerful among teenagers who are very attentiv
e to social details:who is in, who is out, who likes whom, who is mad at who
m. Their desire for social drama isnot—or not only—a way of distracting the
mselves from their schoolwork or of driving adultscrazy. It is actually a neurol
ogical (神经
的) sensitivity, initiated by hormonal changes.Evolutionarily speaking, peopl
e in this age group are at a stage in which they can prepare tofind a mate an
d start their own family while separating from parents and striking out onthe
ir own. To do this successfully, their brain prompts them to think and even ob
sess aboutothers.
K) Yet our schools focus primarily on students as individual entities. What wo
uld happen ifeducators instead took advantage of the fact that teens are po
werfully compelled to think insocial terms? In Social, Lieberman lays out a nu
mber of ways to do so. History and Englishcould be presented through the le
ns of the psychological drives of the people involved.One could therefore p
resent Napoleon in terms of his desire to impress or Churchill in termsof his l
onely gloom. Less inherently interpersonal subjects, such as math, could ac
quire asocial aspect through team problem solving and peer tutoring. Resea
rch shows that whenwe absorb information in order to teach it to someone el
se, we learn it more accuratelyand deeply, perhaps in part because we are e
ngaging our social cognition.
L) And although anxious parents may not welcome the notion, educators coul
d turnadolescent recklessness to academic ends.
"Risk taking in an educational context is avital skill that enables progress an
d creativity," wrote Sarah-Jayne Blakemore, a cognitiveneuroscientist at Un
iversity College London, in a review published last year. Yet, she noted,many
young people are especially unwilling to take risks at school—afraid that one
low testscore or poor grade could cost them a spot at a selective university
. We should assuresuch students that risk, and even peer pressure, can be
a good thing—as long as it happensin the classroom and not in the car.
36. It is thought probable that the human brain is particularly good at picking
up sociallyimportant information.
37. It can be concluded from experiments that the presence of peers increas
es risk-takingby adolescents and youth.
38. Students should be told that risk-taking in the classroom can be somethin
g positive.
39. The urge of finding a mate and getting married accounts for adolescents'
greaterattention to social interactions.
40. According to Steinberg, the presence of peers increases the speed and ef
fectiveness ofteenagers' learning.
41. Teenagers' parents are often concerned about negative peer influence.
42. Activating the brain's social network involved in socially motivated lear
ning andmemory may allow students to tap unused mental powers.
43. The presence of peers intensifies the feeling of rewards in teens' brains.
44. When we absorb information for the purpose of imparting it to others, we
do so withgreater accuracy and depth.
45. Some experts are suggesting that we turn peer influence to good use in e
ducation.
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.
The Ebro Delta, in Spain, famous as a battleground during the Spanish Civil W
ar, is now thesetting 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 thefuture of European rice producti
on and the overall health of southern European wetlands.
Located on the Mediterranean just two hours south of Barcelona, the Ebro Del
ta produces 120million kilograms of rice a year, making it one of the continen
t's most important rice-growingareas. As the sea creeps into these fresh-wate
r marshes, however, rising salinity (盐
分) ishampering rice production. At the same time, this sea-water also kills off
the greedy giantapple snail, an introduced pest that feeds on young rice plan
ts. The most promisingstrategy has become to harness one foe against th
e other.
The battle is currently being waged on land, in greenhouses at the University
of Barcelona.Scientists working under the banner "Project Neurice" are seeki
ng varieties of rice that canwithstand the increasing salinity without losing t
he absorbency that makes European riceideal for traditional Spanish and Ital
ian dishes.
"The project has two sides," says Xavier Serrat, Neurice project manager and
researcher atthe University of Barcelona,
"the short-term fight against the snail, and a mid- to long-termfight against cl
imate change. But the snail has given the project greater urgency."
Originally from South America, the snails were accidentally introduced into th
e Ebro Delta byGlobal Aquatic Technologies, a company that raised the snails
for fresh-water aquariums (水族
馆), but failed to prevent their escape. For now, the giant apple snail's pres
ence in Europeis limited to the Ebro Delta. But the snail continues its march
to new territory, says Serrat.
"The question is not whether it will reach other rice-growing areas of Europe,
but when."
Over the next year and a half investigators will test the various strains of salttolerant
ricethey've bred. In 2018, farmers will plant the varieties with the m
ost promise in the EbroDelta and Europe's other two main rice-growing region
s—along the Po in Italy, and France'sRhone. A season in the field will help det
ermine which, if any, of the varieties are ready forcommercialization.
As an EU-funded effort, the search for salt-tolerant varieties of rice is taking
place in all threecountries. Each team is crossbreeding a local European short
-grain rice with a long-grainAsian variety that carries the salt-resistant gen
e. The scientists are breeding successivegenerations to arrive at varieties that
incorporate salt tolerance but retain about 97percent of the European rice
genome (基因组).
46. Why does the author mention the Spanish Civil War at the beginning of th
e passage?
A) It had great impact on the life of Spanish rice farmers.
B) It is of great significance in the records of Spanish history.
C) Rice farmers in the Ebro Delta are waging a battle of similar importance.
D) Rice farmers in the Ebro Delta are experiencing as hard a time as in the w
ar.
47. What may be the most effective strategy for rice farmers to employ in
fighting theirenemies?
A) Striking the weaker enemy first.
B) Killing two birds with one stone.
C) Eliminating the enemy one by one.
D) Using one evil to combat the other.
48. What do we learn about "Project Neurice"?
A) Its goals will have to be realized at a cost.
B) It aims to increase the yield of Spanish rice.
C) Its immediate priority is to bring the pest under control.
D) It tries to kill the snails with the help of climate change.
49. What does Neurice project manager say about the giant apple snail?
A) It can survive only on southern European wetlands.
B) It will invade other rice-growing regions of Europe.
C) It multiplies at a speed beyond human imagination.
D) It was introduced into the rice fields on purpose.
50. What is the ultimate goal of the EU-funded program?
A) Cultivating ideal salt-resistant rice varieties.
B) Increasing the absorbency of the Spanish rice.
C) Introducing Spanish rice to the rest of Europe.
D) Popularizing the rice crossbreeding technology.
Passage Two
Questions 51 to 55 are based on the following passage.
Photography was once an expensive, laborious ordeal reserved for life's gre
atestmilestones. Now, the only apparent cost to taking infinite photos of so
mething as commonas a meal is the space on your hard drive and your dining
companion's patience.
But is there another cost, a deeper cost, to documenting a life experience inst
ead of simplyenjoying it?
"You hear that you shouldn't take all these photos and interrupt the experien
ce,and it's bad for you, and we're not living in the present moment," says Kris
tin Diehl,associate professor of marketing at the University of Southern Calif
ornia Marshall School ofBusiness.
Diehl and her fellow researchers wanted to find out if that was true, so they e
mbarked on aseries of nine experiments in the lab and in the field testing peo
ple's enjoyment in thepresence or absence of a camera. The results, publish
ed in the Journal of Personality andSocial Psychology, surprised them. Taking
photos actually makes people enjoy what they'redoing more, not less.
"What we find is you actually look at the world slightly differently, because y
ou're looking forthings you want to capture, that you may want to hang onto
," Diehl explains.
"That getspeople more engaged in the experience, and they tend to enjoy it
more."
Take sightseeing. In one experiment, nearly 200 participants boarded a doubl
e-decker busfor a tour of Philadelphia. Both bus tours forbade the use of cell
phones but one tour provideddigital cameras and encouraged people to take p
hotos. The people who took photos enjoyedthe 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 fro
m whateveryou're looking at, Diehl says. It works for things as boring as arc
haeological (考古
的)museums, where people were given eye-tracking glasses and instructed eit
her to take photosor not.
"People look longer at things they want to photograph," Diehl says. They repo
rt likingthe exhibits more, too.
To the relief of Instagrammers (Instagram 用
户) everywhere, it can even make meals moreenjoyable. When people were e
ncouraged to take at least three photos while they ate lunch,they were more i
mmersed in their meals than those who weren't told to take photos.
Was it the satisfying click of the camera? The physical act of the snap? No, th
ey found; justthe act of planning to take a photo—and not actually taking it—
had the same joy-boostingeffect.
"If you want to take mental photos, that works the same way," Diehl says.
"Thinkingabout what you would want to photograph also gets you more enga
ged."
51. What does the author say about photo-taking in the past?
A) It was a painstaking effort for recording life's major events.
B) It was a luxury that only a few wealthy people could enjoy.
C) It was a good way to preserve one's precious images.
D) It was a skill that required lots of practice to master.
52. Kristin Diehl conducted a series of experiments on photo-taking to find ou
t _______.
A) what kind of pleasure it would actually bring to photo-takers
B) whether people enjoyed it when they did sightseeing
C) how it could help to enrich people's life experiences
D) whether it prevented people enjoying what they were doing
53. What do the results of Diehl's experiments show about people taking pictu
res?
A) They are distracted from what they are doing.
B) They can better remember what they see or do.
C) They are more absorbed in what catches their eye.
D) They can have a better understanding of the world.
54. What is found about museum visitors with the aid of eye-tracking glasses?
A) They come out with better photographs of the exhibits.
B) They focus more on the exhibits when taking pictures.
C) They have a better view of what are on display.
D) They follow the historical events more easily.
55. What do we learn from the last paragraph?
A) It is better to make plans before taking photos.
B) Mental photos can be as beautiful as snapshots.
C) Photographers can derive great joy from the click of the camera.
D) Even the very thought of taking a photo can have a positive effect.
Part IV Translation (30 minutes)
Directions: For this part, you are allowed 30minutes to translate a passage fr
om Chinese intoEnglish. You should write your answer on AnswerSheet 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。
2018 年 6 月六级部分真题参考答案(完整版)
Part Ⅰ Writing
The Importance of Building Trust BetweenEmployers and Employees
It is an undeniable fact that trust can lay a solid foundation for commerci
al activities.Therefore, building trust between employers and employees plays
a crucial role in boostingan organization.
To begin with, as the saying goes, the best bosses understand the art of del
egation. If aboss believes in his people and tries his best to delegate instead
of micromanaging, this kindof belief can drive him to create an environment
where employees would have morepassion for work and work more efficien
tly. Next, with trust, employers and employeescan achieve mutual consens
us, build harmonious cooperation and have effectivecommunication, wh
ich is beneficial to creating a pleasant working atmosphere. In thisway, not s
urprisingly, the two parties can directly promote the rapid progress of theorg
anization and indirectly spur continuous development of the individuals.
Taking into account what we have discussed above，
we may safely arrive at a conclusionthat it is sensible for both employers a
nd employees to keep in mind that mutual trustcontributes to realizing a winwin
situation.
Part Ⅱ Listening Comprehension
1. B) It is a Spanish soup.
2. A) To make it thicker.
3. D) It is mainly made of vegetables.
4. C) It comes from a special kind of pig.
5. B) They do not make decent gifts.
6. A) $30- $40.
7. D) They go well with different kinds of food.
8. D) It is Italy's most famous type of red wine.
9. C) Decoding secret messages.
10. A) They helped the U. S. army in World War Ⅱ.
11. C) A military code that was never broken.
12. B) A lot of knowledge-intensive jobs will be replaced.
13. C) In the personal care sector.
14. A) They charge high prices.
15. B) The disruption caused by technology in traditionally well-paid jobs.
16. D) It linked a stone pit to some waterways.
17. A) Saws used for cutting stone.
18. B) To provide services for the stone pit.
19. D) Dr. Gong slipped in needles where he felt no pain.
20. C) Previous medical treatments failed to relieve his pain.
21. A) More and more patients ask for the treatment.
22. C) They quarreled a lot and never resolved their arguments.
23. A) Neither of them has any brothers or sisters.
24. D) They tend to be self-assured and responsible.
25. B) They tend to be well adjusted.
Part III Reading Comprehension
26-35: KMALF DIJEO
36-45: HCLJG AIFKD
46-55: CDCBA ADCBD
Part IV Translation
In the past, owning a private car was a luxury thing for most Chinese. Nowa
days, privatecars can be seen everywhere in China. Cars have become an int
egral part of people's life:They not only drive to and from work, but also trav
el around by car. Spikes in carownership have resulted in more prevalent tr
affic gridlock and inadequate parking spacein some cities, which has prompt
ed local governments to roll out new rules to rein in thenumber of cars on the
road. As air pollution gets more serious, now more and more peoplechoose
to buy new energy vehicles. The Chinese government has taken some measur
es tosupport the development of new energy vehicles.
