2021年6月大学英语六级真题 第三套

2021 年6 月大学英语六级考试真题(第3 套)
Part I Writing (30 minutes)
Directions: For this part, you are allowed 30 minutes to write an essay based on the chart below.
You should start your essay with a brief description of the chart and comment on
China's achievements in poverty alleviation. 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.
Question 1 to 4 are based on the conversation you have just heard.
Questions 5 to 8 are based on the conversation you have just heard.
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 I with
a single line through the center.
Questions 9 to 11 are based on the passage you have just heard.
Questions 12 to 15 are based on the passage you have just heard.
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 the centre. Questions 16 to 18 are based on the recording you have just heard.
Questions 19 to 21 are based on the recording you have just heard.
Questions 22 to 25 are based on the recording you have just heard.
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.
I keep waiting for my midlife crisis. At 43, I’ve reached the stage where women are warned to watch out for the creeping sadness of middle age.
We’re served up an endless stream of advice on “how to survive your 40s”, as if we’re in the endurance stage of a slow shuffle to decrepitude.
This is the age women start to become “invisible”– our value, sexuality and power supposedly 27 by the vanishing of youth. But I don’t feel like I’m fading into 28 I feel more seen than I ever have.
For the first time in my life, I have a clear-eyed view of myself that is 29 , compassionate and accepting.
It’s a grounding sense of strength that was forged in the flames of those times when life threatened to burn me to the ground but I found a way to get back up.
Now, when I look in the mirror, I’m proud of who I am – even those “broken” parts that for so long seemed impossible to love. So when advertisers try to sell me ways to “turn back the clock”, I have to stifle a laugh.
I wouldn’t go back to the crippling self-consciousness of my youth if you paid me. But if I could tell that scared, bullied teenager anything, it would be that she doesn’t have to apologise for taking up space in the world.
I’d tell her that happier times lie ahead if she could just see that she deserves more than scraps of belonging and that the only approval she needs is her own.
This hard-won sense of self-acceptance is one of the joys of being an older woman. But it’s a narrative often 31 out by the shame marketers rely on to peddle us their diet pills, miracle face creams and breathable yoga pants – as if self-love is a 32 commodity.
Wouldn’t it be great if the second half of our life was a cause for applause rather than trepidation?There are countless fierce and vibrant women in their 40s, 50s, 60s and beyond, who are living their best lives and kicking societal expectations of ageing in the pants.
When I asked women over 40 what they loved about getting older I was inundated, and the most common response was the sense of feeling comfortable in their own skin.
Leah, 46, told me: “I am the most confident I have ever been in my life, and a lot of my angst about what other people think of me has disappeared – I haven't got time to care about that. I'm too busy living my life.”
For Karina, turning 40 was like a “switch being turned on”, allowing her to see herself for who she really was –“an awesome woman, capable of anything”.
Mary, 45, told me she loved the wisdom of her intuition. “Having a good 40 years of evidence behind me I now know that it’s right far more often that wrong.”
For Shereen, her 40s is a continual process of peeling back layers and letting go. “It’s an unfolding of strengths and prioritising of what really matters.”
Louise, 42, said that growing older means she can be “open, raw, real and vulnerable” and that making time for herself has become a priority.
Psychologist Sabina Read explained that women are often happier later in life because they are conditioned to be caregivers and put themselves last, but this can change with age.
“You start to realise you can’t please everyone and you don’t have to, and you hold a mirror up to your own needs instead of worrying about what everyone else thinks about you.”
Read said that research showed women aged over 50 were the most comfortable with themselves and that having a sense of agency over their lives can be the key.
“In our younger years perhaps we’re thinking that somebody else will rescue us or somehow fix us and the pain we’re in, but as we get older we understand that we’re accountable for creating change and the way we respond to those challenges.”
This has been the biggest lesson I’ve learned with age – that when life gets tough, the only person who can rescue me is me.
At first this was terrifying. But ultimately, it’s been empowering to grow into a woman who knows how to self-soothe without reaching for external props or validation from the crowd.
For some women I spoke to, this sense of trust and self-belief later in life gave them the courage to leave dysfunctional relationships or 33 on new career paths.
Others talked about enjoying their own company, of growth through 34 , deepening bonds of friendships, the ability to be more compassionate, less judgmental and to listen more and appreciate the small pleasures.
Life past 40 is far from smooth sailing, but it’s so much more than the reductive 35 we see in women’s magazines and on the Hollywood big screen.
I may have more wrinkles and my knees aren’t as stable as they once were, but I’m stronger, happier and fitter than I’ve ever been. Midlife doesn’t feel like crisis. It’s feels like a celebration.
A) adversity E) diminished I) M) purchasable
B) authentic F) drowned J) obscurity N)
C) G) embark K) O) suppress
D) depictions H) fragility L)
26. fragility 和30. suppress 源文中没有
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 question by marking the
corresponding letter on Answer Sheet 2.
暂时未找到题源
Section C
Directions: There are 2 passages in this section. Each passage is followed by some questions 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 corresponding letter on Answer
Sheet 2 with a single line through the centre.
Passage One
Questions 46 to 50 are based on the following passage.
You can’t see it, smell it, or hear it, and people disagree on how precisely to define it, or where exactly it comes from. It isn’t a school subject or an academic discipline, but it can be learned. It is a quality that is required by artists. But it is also present in the lives of scientists and entrepreneurs. All of us benefit from it: we thrive mentally and spiritually when we are able to harness it. It is a delicate thing, easily stamped out; in fact, it flourishes most fully when people are playful and
childlike. At the same time, it works best in tandem with deep knowledge and expertise.
This mysterious – but teachable – quality is creativity, the subject of a report published this week by Durham Commission on Creativity and Education, a body chaired by Sir Nicholas Serota, the chair of Arts Council England, with input from figures including film director Beeban Kidron, architect Sir David Adjaye and choreographer Akram Khan. The report, put together in collaboration with academics from Durham University, concludes that creativity is not something that should inhabit the school curriculum only as it relates to drama, music, art and other obviously creative subjects, but that creative thinking ought to run through all of school life, infusing the way human and natural sciences are learned.
The authors, who focus on education in England, offer a number of sensible recommendations, some of which are an attempt to alleviate the Gradgrindish turn in education policy of recent years. When children are regarded as pitchers to be filled with facts, creativity does not prosper; nor does it when teachers’ sole objective is, perforce, coaching children towards exams. One suggestion from the commission is a network of teacher-led “creativity collaboratives”, along the lines of existing maths hubs, with the aim of supporting teaching for creativity through the school curriculum.
Nevertheless, it is arts subjects through which creativity can most obviously be fostered. The value placed on them by the independent education sector is clear. One only has to look at the remarkable arts facilities at Britain’s top public schools to comprehend this. But in the state sector the EBacc’s focus on English, maths and science threatens to crush arts subjects; meantime, reduced school budgets mean dwindling extracurricular activities. There has been a 28.1% decline in uptake of creative subjects at GCSE since 2014, though happily, art and design have seen a recent uptick.
This disparity between state and private is a matter of social justice. It is simply wrong and unfair that most children have a fraction of the access to choirs, orchestras, art studios and drama that their most privileged peers enjoy. As lives are affected by any number of looming challenges
– climate crisis, automation in the workplace – humans are going to need creative thinking more than ever. For all of our sakes, creativity in education, and for all, must become a priority.
46.D) It contributes to intellectual growth but can easily be skilled.
47.B) Cultivation of creativity should permeate the entire school curriculum.
48.C) Test-oriented teaching.
49.B) They attach great importance to arts education.
50.C) Providing all children with equal access to arts education.
Passage Two
Questions 51 to 55 are based on the following passage.
暂时未找到题源
51.C) Imitate their partners' gestures without their knowing it.
52.. B) When both sides have a lot of things in common.
53.A) It encourages people to imitate.
54.A) It facilitates the creation of one's own writing style.
55.D) It may do harm as well as good.
Part IV Translation (30 minutes)
Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese into English. You should write your answer on Answer Sheet 2.
青海是中国西北部的一个省份，平均海拔3000以上，大部分地区为高山和高原。

青海省得名于全国最大的咸水湖青海湖。

青海湖被誉为“中国最美的湖泊”，是最受欢迎的旅游景点之一，也是摄影师和艺术家的天堂。

青海山川壮丽，地大物博。

石油和天然气储量丰富，省内许多城市的经济在石油和天然气工业带动下得到了长足发展。

青海尤以水资源丰富而闻名，是中国三大河流长江、黄河和澜沧江的发源地，在中国的水生态中发挥着重要作用。