2016年6月大学英语六级考试真题及答案(三套全)
2016年6月英语六级真题(全三套+详细答案)
2016年6月英语六级真题第一套Part I Writing (30 minutes)Directions：For this part, you are allowed 30 minutes to write a short essay on the use of robots. Try to imagine what will happen when more and more robots take the place of human beings in industry as well as people's daily lives. You are requried to write at least 150 words but no more than 200 words.Part II Listening Comprehension (30 minutes)Section ADirections: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)Project organizerB)Public relations officer.C)Marketing manager.D)Market research consultant.2.A)Quantitative advertising research.B)Questionnaire design.C)Research methodology.D)Interviewer training.3.A)They are intensive studies of people’s spending habits.B)They examine relations between producers and customers.C)They look for new and effective ways to promote products.D)They study trends or customer satisfaction over a long period.4.A)The lack of promotion opportunity.B)Checking charts and tables.C)Designing questionnaires.D)The persistent intensity.Questions 5 to 8 are based on the conversation you have just heard.5.A)His view on Canadian universities.B)His understanding of higher education.C)His suggestions for improvements in higher education.D)His complaint about bureaucracy in American universities.6.A)It is well designed.B)It is rather inflexible.C)It varies among universities.D)It has undergone great changes.7.A)The United States and Canada can learn from each other.B)Public universities are often superior to private universities.C)Everyone should be given equal access to higher education.D)Private schools work more efficiently than public institutions.8.A) University systems vary from country to country.B)Efficiency is essential to university management.C) It is hard to say which is better, a public university or a private one.D) Many private university in the U.S. Are actually large bureaucracies.Section BDirections: 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) Government’s role in resolving an economic crisis.B) The worsening real wage situation around the worldC) Indications of economic recovery in the United States.D) The impact of the current economic crisis on people’s life.10.A)They will feel less pressure to raise employees’wages.B) They will feel free to choose the most suitable employees.C) They will feel inclined to expand their business operations.D) They will feel more confident in competing with their rivals.11.A) Employees and companies cooperate to pull through the economic crisis.B) Government and companies join hands to create hobs for the unemployed.C) Employees work shorter hours to avoid layoffs.D) Team work will be encouraged in companies.Questions 12 to 15 are based on the passage you have just heard.12.A) Whether memory supplements work.B) Whether herbal medicine works wonders.C) Whether exercise enhances one’s memory.D) Whether a magic memory promises success.13.A) They help the elderly more than the young.B) They are beneficial in one way or another.C) They generally do not have side effects.D) They are not based on real science.14.A)They are available at most country fairs.B)They are taken in relatively high dosage.C)They are collected or grown by farmers.D)They are prescribed by trained practitioners.15.A)They have often proved to be as helpful as doing mental exercise.B)Taking them with other medications might entail unnecessary risks.C)Their effect lasts only a short time.D)Many have benefited from them.Section CDirections: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.16.A)How catastrophic natural disasters turn out to be to developing nations.B)How the World Meteorological Organization studies natural disasters.C)How powerless humans appear to be in face of natural disasters.D)How the negative impacts of natural disasters can be reduced.17.A)By training rescue teams for emergencies.B)By taking steps to prepare people for them.C)By changing people’s views of nature.D)By relocating people to safer places.18.A)How preventive action can reduce the loss of life.B)How courageous Cubans are in face of disasters.C)How Cubans suffer from tropical storms.D)How destructive tropical storms can be.Questions 19 to 22 are based on the recording you have just heard.19.A)Pay back their loans to the American government.B)Provide loans to those in severe financial difficulty.C)Contribute more to the goal of a wider recovery.D)Speed up their recovery from the housing bubble.20.A)Some banks may have to merge with others.B)Many smaller regional banks are going to fail.C)It will be hard for banks to provide more loans.D)Many banks will have to lay off some employees.21.A)It will work closely with the government.B)It will endeavor to write off bad loans.C)It will try to lower the interest rate.D)It will try to provide more loans.22.A)It won’t help the American economy to turn around.B)It won’t do any good to the major commercial banks.C)It will win the approval of the Obama administration.D)It will be necessary if the economy starts to shrink again.Questions 23 to 25 are based on the recording you have just heard.23.A)Being unable to learn new things.B)Being rather slow to make changes.C)Losing temper more and more often.D)Losing the ability to get on with others.24.A)Cognitive stimulation.B)Community activity.C)Balanced diet.D)Fresh air.25.A)Ignoring the signs and symptoms of aging.B)Adopting an optimistic attitude towards life.C)Endeavoring to give up unhealthy lifestyles.D)Seeking advice from doctors from time to time.Part III Reading Comprehension (40 minutes)Section ADirections: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 eachitem on Answer Sheet 2with a single line through the centre.You may not use any of the words in the bank more than once.Pursuing a career is an essential part of adolescent development.“The adolescent becomes an adult when he_26_a real job.”To cognitive researchers likePiaget,adulthood meant the beginning of an_27_.Piaget argued that once adolescents enter the world of work,their newly acquired ability to form hypotheses allows them to create representations that are too ideal.The_28_of such ideals,without the tempering of the reality of a job or profession,rapidly leads adolescents to become _29_ of the non-idealistic world and to press for reform in a characteristically adolescent way.Piaget said:“True adaptation to society comes_30_when the adolescent reformer attempts to put his ideas to work.”Of course,youthful idealism is often courageous,and no one likes to give up dreams.Perhaps,taken_31_out of context,Piaget’s statement seems harsh.What he was_32_，however,is the way reality can modify idealistic views.Some people refer to such modification as maturity.Piaget argued that attaining and accepting a vocation is one of the best ways to modify idealized views and to mature.As careers and vocations become less available during times of _33_,adolescents may be especially hard hit.Such difficult economic times may leave many adolescents_34_about their roles in society.For this reason,community interventions and government job programs that offer summer and vacation work are not only economically_35_but also help to stimulate the adolescent’s sense of worth.A)automaticallyB)beneficialC)capturingD)confusedE)emphasizingF)entranceG)excitedH)existenceI)incidentallyJ)intolerantK)occupationL)promisesM)recessionN)slightlyO)undertakesSection BDirections: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.Can societies be rich and green?[A]“If our economies are to flourish,if global poverty is to be eliminated and if the well-being of the world’s people enhanced—not just in this generation but in succeeding generations—we must make sure we take care of the natural environment and resources on which our economic activity depends.”That statement comes not,as you might imagine,from a stereotypicaltree-hugging,save-the-world greenie(环保主义者),but from Gordon Brown,a politician with a reputation for rigour,thoroughness and above all,caution.[B]A surprising thing for the man who runs one of the world’s most powerful economies to say?Perhaps;though in the run-up to the five-year review of the Millennium(千年的)Goals,he is far from alone.The roots of his speech,given in March at the roundtable meeting of environment and energy ministers from the G20 group of nations,stretch back to 1972,and the United Nations Conference on the Human Environment in Stockholm.[C]“The protection and improvement of the human environment is a major issue which affects the well-being of peoples and economic development throughout the world,”read the final declaration from this gathering,the first of a sequence which would lead to the Rio de Janeiro Earth Summit in 1992 and the World Development Summit in Johannesburg three years ago.[D]Hunt through the reports prepared by UN agencies and development groups —many for conferences such as this year’s Millennium Goals review—and you will find that the linkage between environmental protection and economic progress is a common thread.[E]Managing ecosystems sustainably is more profitable than exploitingthem,according to the Millennium Ecosystem Assessment.But finding hard evidence to support the thesis is not so easy.Thoughts turn first to some sort of global statistic,some indicator which would rate the wealth of nations in both economic and environmental terms and show a relationship between the two.[F]If such an indicator exists,it is well hidden.And on reflection,this is not surprising;the single word“environment”has so many dimensions,and there are so many other factors affecting wealth—such as the oil deposits—that teasing out a simple economy-environment relationship would be almost impossible.[G]The Millennium Ecosystem Assessment,a vast four-year global study which reported its initial conclusions earlier this year,found reasons to believe that managing ecosystems sustainably—working with nature rather than against it—might be less profitable in the short term,but certainly brings long-term rewards.[H]And the World Resources Institute(WRI)in its World Resources 2005report,issued at the end of August,produced several such examples from Africa and Asia;it also demonstrated that environmental degradation affects the poor more than the rich,as poorer people derive a much higher proportion of their income directly from the natural resources around them.[I]But there are also many examples of growing wealth by trashing the environment,in rich and poor parts of the world alike,whether through unregulated mineral extraction,drastic water use for agriculture,slash-and-burn farming,orfossil-fuel-guzzling(大量消耗)transport.Of course,such growth may not persist in the long term—which is what Mr.Brown and the Stockholm declaration were both attempting to point out.Perhaps the best example of boom growth and bust decline is the Grand Banks fishery.For almost five centuries a very large supply of cod(鳕鱼)provided abundant raw material for an industry which at its peak employed about 40,000 people,sustaining entire communities in Newfoundland.Then,abruptly,the cod population collapsed.There were no longer enough fish in the sea for the stock to maintain itself,let alone an industry.More than a decade later,there was no sign of the ecosystem re-building itself.It had,apparently,been fished out of existence;and the once mighty Newfoundland fleet now gropes about frantically for crab on the sea floor.[J]There is a view that modern humans are inevitably sowing the seed of a global Grand Banks-style disaster.The idea is that we are taking more out of what you might call the planet’s environmental bank balance than it can sustain;we are living beyond our ecological means.One recent study attempted to calculate the extent of this“ecological overshoot of the human economy”,and found that we are using 1.2 Earth’s-worth of environmental goods and services—the implication being that at some point the debt will be called in,and all those services—the things which the planet does for us for free—will grind to a halt.[K]Whether this is right,and if so where and when the ecological axe will fall,is hard to determine with any precision—which is why governments and financial institutions are only beginning to bring such risks into their economic calculations.It is also the reason why development agencies are not united in their view of environmental issues;while some,like the WRI,maintain that environmental progress needs to go hand-in-hand with economic development,others argue that the priority is to build a thriving economy,and then use the wealth created to tackle environmental degradation.[L]This view assumes that rich societies will invest in environmental care.But is this right?Do things get better or worse as we get richer? Here the Stockholmdeclaration is ambiguous.“In the developing countries,”it says,“most of the environmental problems are caused by under-development.”So it is saying that economic development should make for a cleaner world?Not necessarily;“In the industralised countries,environmental problems are generally related to industrialisation and technological development,”it continues.In other words,poor and rich both over-exploit the natural world,but for different reasons.It’s simply not true that economic growth will surely make our world cleaner.[M]Clearly,richer societies are able to provide environmental improvements which lie well beyond the reach of poorer communities.Citizens of wealthy nations demand national parks,clean rivers,clean air and poison-free food.Theyalso,however,use far more natural resources-fuel,water(all those baths and golf courses)and building materials.[N]A case can be made that rich nations export environmental problems,the most graphic example being climate change.As a country’s wealth grows,so do its greenhouse gas emissions.The figures available will not be completelyaccurate.Measuring emissions is not a precise science, particularly when it comes to issues surrounding land use;not all nations have re-leased up-to-date data,and in any case,emissions from some sectors such as aviation are not included in national statistics.But the data is exact enough for a clear trend to be easily discernible.As countries become richer,they produce more greenhouse gases;and the impact of those gases will fall primarily in poor parts of the world.[O]Wealth is not,of course,the only factor involved.The average Norwegian is better off than the average US citizen,but contributes about half as much to climate change.But could Norway keep its standard of living and yet cut its emissions to Moroccan or even Ethiopian levels?That question,repeated across a dozen environmental issues and across our diverse planet,is what will ultimately determine whether the human race is living beyond its ecological means as it pursues economic revival.36.Examples show that both rich and poor countries exploited the environmentfor economic progress.37.Environmental protection and improvement benefit people all over the world.38.It is not necessarily true that economic growth will make our world cleaner.39.The common theme of the UN reports is the relation between environmental protection and economic growth.40.Development agencies disagree regarding how to tackle environment issues while ensuring economic progress.41.It is difficult to find solid evidence to prove environmental friendliness generates more profits than exploiting the natural environment.42.Sustainable management of ecosystems will prove rewarding in the long run.43.A politician noted for being cautious asserts that sustainable human development depends on the natural environment.44.Poor countries will have to bear the cost for rich nations’economic development.45.One recent study warns us of the danger of the exhaustion of natural resources on Earth.Section CDirections: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 OneQuestions 46 to 50 are based on the following passage.Interactive television advertising, which allows viewers to use their remote controls to click on advertisements, has been pushed for years. Nearly a decade ago it was predicted that viewers of “Friends”, a popular situation comedy, would soon be able to purchase a sweater like Jennifer Aniston’s with a few taps on their remotecontrol.“It’s been the year of interactive television advertising for the last ten or twelve years,”says Colin Dixon of a digital-media consultancy.So the news that Cablevision, and American cable company, was rolling out interactive advertisements to all its customers on October 6th was greeted with some skepticism. During commercials, an overlay will appear at the bottom of the screen, prompting viewers to press a button to request a free sample or order a catalogue. Cablevision hopes to allow customers to buy things with their remote controls early next year.Television advertising could do with a boost. Spending fell by 10% in the first half of the year. The popularization of digital video recorders has caused advertisers to worry that their commercials will be skipped. Some are turning to the Internet, which is cheaper and offers concrete measurements like click-through rates—especially important at a time when marketing budgets are tight. With the launch of interactive advertising,“many of the dollars that went to the Internet will come back to the TV,”says David Kline of Cablevision. Or so the industry hopes.In theory, interactive advertising can engage viewers in a way that 30-second spots do not. Unilever recently ran an interactive campaign for its Axe deodorant(除臭剂)，which kept viewers engaged for more than three minutes on average.The amount spent on interactive advertising on television is still small. Magna, an advertising agency, reckons it will be worth about $138 million this year. That falls far short of the billions of dollars people once expected it to generate. But DirecTV, Comcast and Time Warner Cable have all invested in it. A new effort led by Canoe Ventures, a coalition of leading cable providers, aims to make interactive advertising available across America later this year. BrightLine iTV, Which designs and sells interactive ads, says interest has surged: it expects its revenues almost to triple this year. BSkyB, Britain’s biggest satellite-television service, already provides 9 million customers with interactive ads.Yet there are doubts whether people watching television, a“lean back”medium, crave interaction. Click-through rates have been high so far(around 3-4%, compared with less than 0.3% online), but that may be a result of the novelty. Interactive adsand viewers might not go well together.46.What does Colin Dixon mean by saying“It’s been the year of interactive television advertising for the last ten or twelve years”(Lines 4-5, Para.1)?A)Interactive television advertising will become popular in 10-12 years.B)Interactive television advertising has been under debate for the last decade or so.C)Interactive television advertising is successful when incorporated into situation comedies.D)Interactive television advertising has not achieved the anticipated results.47.What is the public’s response to Cablevision’s planned interactive TV advertising program?A)Pretty positive.B)Totally indifferent.C)Somewhat doubtful.D)Rather critical.48.What is the impact of the wide use of digital video recorders on TV advertising?A)It has made TV advertising easily accessible to viewers.B)It helps advertisers to measure the click-through rates.C)It has placed TV advertising at a great disadvantage.D)It enables viewers to check the sales items with ease.49.What do we learn about Unilever’s interactive campaign?A)It proves the advantage of TV advertising.B)It has done well in engaging the viewers.C)It helps attract investments in the company.D)it has boosted the TV advertising industry.50.How does the author view the hitherto high click-through rates?A)They may be due to the novel way of advertising.B)They signify the popularity of interactive advertising.C)They point to the growing curiosity ofTV viewers.D)They indicate the future direction of media reform.Passage TwoQuestions 51 to 55 are based on the following passage.What can be done about mass unemployment? All the wise heads agree: there’re no quick or easy answers. There’s work to be done, but workers aren’t ready to do it—they’re in the wrong places, or they have the wrong skills, Our problems are “structural,”and will take many years to solve.But don’t bother asking for evidence that justifies this bleak view. There isn’t any. On the contrary, all the facts suggest that high unemployment in America is the result of inadequate demand. saying that there’re no easy answers sounds wise. But it’s actually foolish: our unemployment crisis could be cured very quickly if we had the intellectual clarity and political will to act. In other words, structural unemployment is a fake problem, which mainly serves as an excuse for not pursing real solutions.The fact is job openings have plunged in every major sector, while the number of workers forced into part-time employment in almost all industries has soared. Unemployment has surged in every major occupational category. Only three states. With a combined population not much larger than that of Brooklyn, have unemployment rates below 5%. So the evidence contradicts the claim that we’re mainly suffering from structural unemployment. Why, then, has this claim become so popular?Part of the answer is that this is what always happens during periods of high unemployment—in part because experts and analysts believe that declaring the problem deeply rooted, with no easy answers, makes them sound serious.I’ve been looking at what self-proclaimed experts were saying about unemployment during the Great Depression; it was almost identical to what Very Serious People are saying now. Unemployment cannot be brought down rapidly,declared one 1935 analysis, because the workforce is“unadaptable and untrained. It cannot respond to the opportunities which industry may offer.”A few years later, a large defense buildup finally provided a fiscal stimulus adequate to the economy’s needs—and suddenly industry was eager to employ those“unadaptable and untrained”workers.But now, as then, powerful forces are ideologically opposed to the whole idea of government action on a sufficient scale to jump-start the economy. And that, fundamentally, is why claims that we face huge structural problems have been multiplying: they offer a reason to do nothing about the mass unemployment that is crippling out economy and our society.So what you need to know is that there’s no evidence whatsoever to back these claims. We aren’t suffering from a shortage of needed skills, We’re suffering from a lack of policy resolve. As I said, structural unemployment isn’t a real problem, it’s an excuse—a reason not to act on America’s problems at a time when action is desperately needed.51.What does the author think is the root cause of mass unemployment in America?A)Corporate mismanagement.B)Insufficient demand.C)Technological advances.D)Workers’slow adaptation.52.What does the author think of the experts’claim concerning unemployment?A)Self-evident.B)Thought-provoking.C)Irrational.D)Groundless.53.What does the author say helped bring down unemployment during the Great Depression?A)The booming defense industry.B)The wise heads’benefit package.C)Nationwide training of workers.D)Thorough restructuring of industries.54.What has caused claims of huge structural problems to multiply?A)Powerful opposition to government’s stimulus efforts.B)Very Serious People’s attempt to cripple the economy.C)Evidence gathered from many sectors of the industries.D)Economists’failure to detect the problems in time.55.What is the author’s purpose in writing the passage?A)To testify to the experts’analysis of America’s problems.B)To offer a feasible solution to the structural unemployment.C)To show the urgent need for the government to take action.D)To alert American workers to the urgency for adaptation.Part IV Translation (30minutes)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.中国的创新正以前所未有的速度蓬勃发展。
2016年6月大学英语六级考试真题及答案详解(第一套)
2016年6月英语六级考试真题试卷附答案和解析(第1套)Directions:For this part, you are allowed 30 minutes to write a short essay on the use of robots. Try to imagine what will happen when more and more robots take the place of human beings in industry as well as people's daily lives. You are required to write at least 150 words but no more than 200 words.Section ADirections: 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.注意：此部分试题请在答题卡1上作答。
Questions 1 to 4 are based on the conversation you have just heard.1. A) Project organizer.B) Public relations officer.C) Marketing manager.D) Market research consultant.2. A) Quantitative advertising research.B) Questionnaire design.C) Research methodology.D) Interviewer training.3. A) They are intensive studies of people's spending habits.B) They examine relations between producers and customers.C) They look for new and effective ways to promote products.D) They study trends or customer satisfaction over a long period.4. A) The lack of promotion opportunity.B) Checking charts and tables.C) Designing questionnaires.D) The persistent intensity.Questions 5 to 8 are based on the conversation you have just heard.5. A) His view on Canadian universities.B) His understanding of higher education.C) His suggestions for improvements in higher education.D) His complaint about bureaucracy in American universities.6. A) It is well designed.B) It is rather inflexible.C) It varies among universities.D) It has undergone great changes.7. A) The United States and Canada can learn from each other.B) Public universities are often superior to private universities.C) Everyone should be given equal access to higher education.D) Private schools work more efficiently than public institutions.8. A) University systems vary from country to country.B) Efficiency is essential to university management.C) It is hard to say which is better, a public university or a private one.D) Many private university in the U.S. are actually large bureaucracies.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.Passage OneQuestions 9 to 11 are based on the passage you have just heard.9. A) Government's role in resolving an economic crisis.B) The worsening real wage situation around the world.C) Indications of economic recovery in the United States.D) The impact of the current economic crisis on peopled life.10. A) They will feel less pressure to raise employees' wages.B) They will feel free to choose the most suitable employees.C) They will feel inclined to expand their business operations.D) They will feel more confident in competing with their rivals.11. A) Employees and companies cooperate to pull through the economic crisis.B) Government and companies join hands to create jobs for the unemployed.C) Employees work shorter hours to avoid layoffs.D) Team work will be encouraged in companies.Passage TwoQuestions 12 to 15 are based on the passage you have just heard.12. A) Whether memory supplements work.B) Whether herbal medicine works wonders.C) Whether exercise enhances one's memory.D) Whether a magic memory promises success.13. A) They help the elderly more than the young.B) They are beneficial in one way or another.C) They generally do not have side effects.D)They are not based on real science.14. A) They are available at most country fairs.B) They are taken in relatively high dosage.C) They are collected or grown by farmers.D) They are prescribed by trained practitioners.15. A) They have often proved to be as helpful as doing mental exercise.B) Taking them with other medications might entail unnecessary risks.C) Their effect lasts only a short time.D) Many have benefited from them.Section CDirections: 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.Recording OneQuestions 16 to 18 are based on the recording you have just heard.16. A) How catastrophic natural disasters turn out to be to developing nations.B) How the World Meteorological Organization studies natural disasters.C) How powerless humans appear to be in face of natural disasters.D) How the negative impacts of natural disasters can be reduced.17. A) By training rescue teams for emergencies.B) By taking steps to prepare people for them.C) By changing people's views of nature.D) By relocating people to safer places.18. A) How preventive action can reduce the loss of life.B) How courageous Cubans are in face of disasters.C) How Cubans suffer from tropical storms.D) How destructive tropical storms can be.Recording TwoQuestions 19 to 22 are based on the recording you have just heard.19. A) Pay back their loans to the American government.B) Provide loans to those in severe financial difficulty.C) Contribute more to the goal of a wider recovery.D) Speed up their recovery from the housing bubble.20. A) Some banks may have to merge with others.B) Many smaller regional banks are going to fail.C) It will be hard for banks to provide more loans.D) Many banks will have to lay off some employees.21. A) It will work closely with the government.B) It will endeavor to write off bad loans.C) It will try to lower the interest rate.D) It will try to provide more loans.22. A) It won't help the American economy to turn around.B) It won't do any good to the major commercial banks.C) It will win the approval of the Obama administration.D) It will be necessary if the economy starts to shrink again.Recording ThreeQuestions 23 to 25 are based on the recording you have just heard.23. A) Being unable to learn new things.B) Being rather slow to make changes.C) Losing temper more and more often.D) Losing the ability to get on with others.24. A) Cognitive stimulation.B) Community activity.C) Balanced diet.D) Fresh air.25. A) Ignoring the signs and symptoms of aging.B) Adopting an optimistic attitude towards life.C) Endeavoring to give up unhealthy lifestyles.D) Seeking advice from doctors from time to time.Section ADirections: 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 Street 2 with a single line through the centre. You may not use any of the words in the bank more than once.Questions 26 to 35 are based on the following passage.Let's say you love roller-skating. Just the thought of __26__ on your roller-skates brings a smile to your face. You also know that roller-skating is excellent exercise. You have a __27__ attitude toward it.This description of roller-skating __28__ the three components of an attitude: affect, cognition, and behavior. You love the activity; it's great fun. These feelings __29__ the affective or emotional component; they are an important ingredient in attitudes. The knowledge we have about the object constitutes the cognitive component of an attitude. You understand the health __30__ that the activity can bring. Finally, attitudes have a behavioral component. Our attitudes __31__ us to go outside to enjoy roller-skating.Now, we don't want to leave you with the __32__ that these three components always work together __33__ . They don't; sometimes they clash. For example, let's say you love pizza (affective component); however, you have high cholesterol and understand (knowledge component) that eating pizza may be bad for your health. Which behavior will your attitude result in, eating pizza or __34__ it? The answer depends on which component happens to be stronger. If you are walking past a pizza restaurant at lunchtime, your emotions and feelings probably will be stronger than your knowledge that pizza may not be the best food for your health. In that instance, you have pizza for lunch. If you are at home trying to decide where to go for dinner, however, the knowledge component may __35__ , and you decide to go where you can eat a healthier meal.A.avoidingB.benefitsC.highlightD.illustratesE.impressionF.improvesG.inquiringH.perfectlyI.positiveJ.prevailK.primarilyL.promptM.specificationsN.strappingO.typicalSection BDirections: 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.The Changing Generation[A] It turns out today's teenagers aren't so scary after all. Results of USA WEEKEND'S Teens & Parents survey reveal a generation of young people who get along well with their parents and approve of the way they're being raised. They think of their parents with affection and respect. They speak with Mom or Dad when they have a problem. Most feel that their parents understand them, and they believe their family is the No. 1 priority in their parents, lives. Many even think their parents are cool! Although more than a third have an object in their rooms they would like to keep secret from their parents, rarely is it anything more alarming than a diary or off-color (低俗的) book or CD.[B] Such results may seem surprising against the background of shocking incidents that color the way the mass media portray the young. In October 2000, , the same month the survey was taken, the Washington-based Center for Media and Public Affairs wrote in its publication Media Monitor that, in a recent month of TV news coverage of American youth, just 2% of teens were shown at home, and just 1% were portrayed in a work setting. In contrast, the criminal justice system accounted for nearly one out of every five visual backgrounds. No wonder parents worry their own kids might spin out of control once they hit the turbulent waters of adolescence.[C] The overall facts ought to reassure us. The survey shows us that today's teens are affectionate, sensible and far happier than the angry and tortured souls that have been painted for us by stereotypes. From other sources, we also know teenage crime, drug abuse and premarital sex are in general decline. We, of course, need to pay attention to youngsters who are filled with discontent and hostility, but we should not allow these extreme cases to distort our view of most young people.[D] My own research at the Stanford Center on Adolescence uses in-depth interviews with small samples of youngsters rather than large-scale surveys. Still, in my studies and others I have read, I find the same patterns as in USA WEEKEND'S survey. Today's teenagers admire their parents and welcome parental guidance about important matters such as career choice—though certainly not Mom and Dad's advice on matters of personal taste, such as music or fashion. When we ask teens to choose a hero，they usually select an older family member rather than a remote public figure. Most teens say they enjoy the company of both parents and friends.[E] Contrary to some stereotypes, most adolescents believe they must be tolerant of differences among individuals (though they do not always find this easy in the cliquish (拉帮结派的) environment of high school). Many of them volunteer for community service with disadvantaged people. One prevalent quality we have found in teens, statements about themselves, their friends and their families is a strikingly positive emotional tone. By and large, these are very nice kids, and as the band The Who used to sing, "The kids are alright."[F] How much is today's spirit of harmony a change from our more turbulent past? A mere generation ago, parent-child relations were described as "the generation gap". Yet even then reports of widespread youth rebellion were overdone: Most kids in the '60s and 70s shared their parents, basic values. Still, it is true that American families are growing closer at the dawn of this new millennium (千年). Perhaps there is less to fight about, with the country in a period of tranquility and the dangers of drug abuse and other unwholesome behavior well known. Perhaps in the face of impersonal and intimidating globalization, a young person's family feels more like a friendly haven than an oppressive trap. And perhaps parents are acting more like parents than in the recent past. Within just the past five years, I have noticed parents returning to a belief that teenagers need the guidance of elders rather than the liberal, "anything goes" mode of child-rearing that became popular in the second half of the 20th century.[G] But missing from all these data is the sense that today's young care very much about their country, about the broader civic and political environment, or about the future of their society. They seem to be turning inward—generally in a pro-social manner, certainly with positive benefits for intimate relationships, but too often at the expense of a connection with the present and future world beyond, including the society they will one day inherit.[H] Recently, we examined more than 400 essays on the "laws of life" that teens from two communities had written as part of an educational program initiated by the John Templeton Foundation in Radnor, Pa. In those essays, and in follow-up interviews with a few of the teenagers, we found lots of insight, positive feeling and inspirational thinking. But we also found little interest in civic life beyond the tight circles of their family and immediate friends.[I] For example, only one boy said he would like to be president when he grows up. When I was in high school, dozens in my class alone would have answered differently. In fact, other recent studies have found there has never been a time in American history when so small a proportion of young people have sought or accepted leadership roles in local civic organizations. It is also troubling that voting rates among our youngest eligible voters—18-to 24-year-olds—are way down: Little more than one in four now go to the polls, even in national elections, compared with almost twice that many when 18-year-olds were first given the vote.[J] In our interviews, many students viewed politics with suspicion and distaste. " Most politicians are kind of crooked (不诚实的)" one student declared. Another, discussing national politics, said, “I feel like one person can't do that much, and I get the impression most people don't think a group of people can do that much." Asked what they would like to change in the world, the students mentioned only personal concerns such as slowing down the pace of life, gaining good friends, becoming more spiritual, becoming either more materially successful or less materially oriented (depending on the student's values), and being more respectful of the Earth, animals and other people. One boy said, "I'd rather be concentrating on artistic efforts than saving the world or something."[K] It is fine and healthy for teens to cultivate their personal interests, and it is good news when young people enjoy harmonious relations with their family and friends. But there is also a place in a young life for noble purposes that include a dedication to the broader society, a love of country and an aspiration to make their own leadership contributions.[L] In the past, the young have eagerly participated in national service and civic affairs, often with lots of energy and idealism. If this is not happening today, we should ask why. Our society needs the full participation of its younger citizens if it is to continue to thrive. We know the promise isthere—this is a well-grounded, talented, warm-hearted group of youngsters. We have everything to gain by encouraging them to explore the world beyond their immediate experience and to prepare themselves for their turn at shaping that world.注意：此部分试题请在答题卡2上作答。
2016年6月和2017年6月份英语六级真题三套全含答案
2017年6月大学英语六级真题试卷及答案（一）Part I Writing (30 minutes)(请于正式开考后半小时内完成该部分，之后将进行听力考试)Directions:Suppose you are asked to give advice on whether to attend a vocational college or a university, write an essay to state your opinion. You are required to write at least 150 words but no more than 200 words.Part II Listening Comprehension (30 minutes)Section ADirections: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.注意：此部分试题请在答题卡1上作答。
Questions 1 to 4 are based on the conversation you have just heard.1. A) He would feel insulted.B) He would feel very sad.C) He would be embarrassed.D) He would be disappointed.2. A) They are worthy of a prize. B) They are of little value.C) They make good reading. D) They need improvement.3.A) He seldom writes a book straight through.B) He writes several books simultaneously.C) He draws on his real-life experiences.D) He often turns to his wife for help.4. A)Writing a book is just like watching a football match.B)Writers actually work every bit as hard as footballers.C)He likes watching a football match after finishing a book.D) Unlike a football match, there is no end to writing a book.Questions 5 to 8 are based on the conversation you have just heard.5. A) Achievements of black male athletes in college.B) Financial assistance to black athletes in college.C) High college dropout rates among black athletes.D) Undergraduate enrollments of black athletes.6. A) They display great talent in every kind of game.B) They are better at sports than at academic work.C) They have difficulty finding money to complete their studies.D) They make money for the college but often fail to earn a degree.7. A) About 15%. B) Around 40%.C) Slightly over 50%. D) Approximately 70%.8. A) Coaches lack the incentive to graduate them. B) College degrees do not count much to them.C) They have little interest in academic work. D) Schools do not deem it a serious problem. Section BDirections: 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.Questions9 to 12 are based on the passage you have just heard.9. A) Marketing strategies.B) Holiday shopping.C) Shopping malls.D) Online stores.10.A) About 50% of holiday shoppers. B) About 20-30% of holiday shoppers.C) About 136 million. D) About 183.8 million.11. A) They have fewer customers. B) They find it hard to survive.C) They are thriving once more. D) They appeal to elderly customers.12. A) Better quality of consumer goods B) Higher employment and wages.C) Greater varieties of commodities. D) People having more leisure time.Questions 13 to 15 are based on the passage you have just heard.13.A) They are new species of big insects.B) They are overprescribed antibiotics.C) They are life-threatening diseases.D) They are antibiotic-resistant bacteria.14.A) Antibiotics are now in short supply.B) Many infections are no longer curable.C) Large amounts of tax money are wasted.D) Routine operations have become complex.15. A) Facilities. B) Expertise.C) Money. D) Publicity.Section CDirections: 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 to18 are based on the recording you have just heard.16.A) It is accessible only to the talented.B) It improves students’ ability to think.C) It starts a lifelong learning process.D) It gives birth to many eminent scholars.17.A) They encourage academic democracy.B) They promote globalization.C) They uphold the presidents' authority.D) They protect students’rights.18. A) His thirst for knowledge.B) His eagerness to find a job.C) His contempt for authority.D) His potential for leadership.Questions 19 to 22 are based on the recording you have just heard.19. A) Few people know how to retrieve information properly.B) People can enhance their memory with a few tricks.C) Most people have a rather poor long-term memory.D) People tend to underestimate their mental powers.20. A) They present the states in a surprisingly different order.B) They include more or less the same number of states.C) They are exactly the same as is shown in the atlas.D) They contain names of the most familiar states.21. A) Focusing on what is likely to be tested.B) Having a good sleep the night before.C) Reviewing your lessons where the exam is to lake place.D) Making sensible decisions while choosing your answers.22. A) Discover when you can learn best. B) Change your time of study daily.C) Give yourself a double bonus afterwards. D) Follow the example of a marathon runner. Questions 23 to 25 are based on the recordingyou have just heard.23. A) He is a politician. B) He is a businessman.C) He is a sociologist. D) He is a economist24. A) In slums. B) In Africa.C) In pre-industrial societies. D) In developing countries.25. A) They have no access to health care, let alone entertainment or recreation.B) Their income is less than 50% of the national average family income.C) They work extra hours to have their basic needs met.D) Their children cannot afford to go to private schools.Part ⅢReading Comprehension (40 minutes)Section ADirections: 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.Questions 26 to 35 are based on the following passage.After becoming president of Purdue University in 2013, Mitch Daniels asked the faculty to prove that their students have actually achieved one of higher education’s most impo rtant goals: critical thinking skills. Two years before, a nationwide study of college graduates had shown that more than a third hadmade no (26)_______ gains in such mental abilities during their school years. Mr. Daniels needed to(27)_______ the high cost of attending Purdue to its students and their families. After all, the percentageof Americans who say a college degree is “very important” has fallen (28)_______ in the last 5-6 years.Purdue now has a pilot test to assess students’ critical thinking skills. Yet like many college teachersaround the U.S., the faculty remain (29)_______ that their work as educators can be measured by a“learning (30)_______ ” such as a graduate’s ability to investigate and reason. However, the professorsneed not worry so much. The results of a recent experiment showed that professors can use (31)_______ metrics to measure how well students do in three key areas: critical thinking, written communication, and quantitative literacy.Despite the success of the experiment, the actual results are worrisome, and mostly (32)_______ earlier studies. The organizers of the experiment concluded that far fewer students were achieving at high levels on critical thinking than they were doing for written communication or quantitative literacy. And that conclusion is based only on students nearing graduation.American universities, despite their global (33)_______ for excellence in teaching, have only begunto demonstrate what they can produce in real-world learning. Knowledge-based degrees are still important,but employers are (34)_______ advanced thinking skills from college graduates. If the intellectual worthof a college degree can be (35)_______ measured, more people will seek higher education—and comeout better thinkers.注意：此部分试题请在答题卡2上作答。
2016 年 6 月英语六级真题及答案(三套全)
2016 年6 月英语六级真题及答案（三套全）2016 年年6 月大学英语六级真题试卷一Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write an essay commenting on AlbertEinstein’s remark “I have no special talents, but I am only passionately curious.” You can giveone example or two to illustrate your point of view. You should write at least 150 words but no morethan 200 words.Part II Listening Comprehension (30 minutes)Section ADirections: In this section, you will hear 8 short conversations and 2 long conversations. At the endof each conversation, one or more questions will be asked about what was said. Both theconversation and the questions will be spoken only once. After each question there will be a pause.During the pause, you must read the four choices marked A), B), C) and D), and decide which is thebest answer. Then mark the corresponding letter on Answer Sheet 1 with a single line through thecentre.1. A) The woman seldom speaks highly of herself.B) The man is unhappy with the woman's remark.C) The man behaved as if he were a thorough fool.D) The woman thinks she is cleverer than the man.2. A) Three crew members were involved in the incident.B) None of the hijacker carried any deadly weapons.C) The plane had been scheduled to fly to Japan.D) None of the passengers was injured or killed.2016 年6 月英语六级真题及答案（三套全）第- 2 -页，共一百〇五页共3. A) At a checkout counter.B) At a commercial bank.C) At a travel agency.D) At a hotel front desk.4. A) The restaurant was not up to the speakers’ expe ctations.B) The restaurant places many ads in popular magazines.C) The critic thought highly of the Chinese restaurant.D) Chinatown has got the best restaurants in the city.5. A) Prof. Laurence has stopped conducting seminars.B) Prof. Laurence is going into an active retirement.C) The professor's graduate seminar is well received.D) The professor will lead a quiet life after retirement.6. A) Finding a replacement for Leon.B) Assigning Leon to a new position.C) Arranging for Rodney's visit tomorrow.D) Finding a solution to Rodney's problem.7. A) Helen has been looking forward to the exhibition.B) The photography exhibition will close tomorrow.C) Helen asked the man to book a ticket for her.D) Photography is one of Helen's many hobbies.8. A) The speakers share the same opinion.B) Steve knows how to motivate employees.C) The woman is out of touch with the real world.D) The man has a better understanding of Steve.2016 年6 月英语六级真题及答案（三套全）第- 3 -页，共一百〇五页共Questions 9 to 11 are based on the conversation you have just heard.9. A) It is well paid.B) It is demanding.C) It is stimulating.D) It is fairly secure.10. A) A lighter workload.B) Free accommodation.C) Moving expenses.D) A quick promotion.11. A) He has to sign a long-term contract.B) He has trouble adapting to the local weather.C) He has to spend a lot more traveling back and forth.D) He has difficulty communicating with local people.Questions 12 to 15 are based on the conversation you have just heard.12. A) The woman sympathizes with a man.B) The man is in the process of job hunting.C) The man is going to attend a job interview.D) The woman will help the man make a choice.13. A) To see if he can get loan from the woman's bank.B) To see if he can find a job in the woman's company.C) To inquire about the current financial market situation.D) To inquire about the interest rates at the woman's bank.14. A) Long-term investment.2016 年6 月英语六级真题及答案（三套全）第- 4 -页，共一百〇五页共B) Any high-interest deposit.C) A three-month deposit.D) And high-yield investment.15. A) She treated him to a meal.B) She raised interest rates for him.C) She offered him dining coupons.D) She gave him loans at low rates.Section BDirections: In this section, you will hear 3 short passages. At the end of each passage, you willhear some questions. Both the passage and the questions will be spoken only once. After you hear aquestion, you must choose the best answer from the four choices marked A),B),C)and D). Thenmark the corresponding letter on Answer Sheet 1with a single line through the centre.注意：此部分试题请在答题卡1 上作答。
2016全年-6月份英语六级真题三套全(含解答)
2017年6月大学英语六级真题试卷及答案（一）Part I Writing (30 minutes)(请于正式开考后半小时内完成该部分，之后将进行听力考试)Directions:Suppose you are asked to give advice on whether to attend a vocational college or a university, write an essay to state your opinion. Y ou are required to write at least 150 words but no more than 200 words.Part II Listening Comprehension (30 minutes)Section ADirections: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 1with a single line through the centre.注意：此部分试题请在答题卡1上作答。
Questions 1 to 4 are based on the conversation you have just heard.1. A) He would feel insulted.B) He would feel very sad.C) He would be embarrassed.D) He would be disappointed.2. A) They are worthy of a prize. B) They are of little value.C) They make good reading. D) They need improvement.3.A) He seldom writes a book straight through.B) He writes several books simultaneously.C) He draws on his real-life experiences.D) He often turns to his wife for help.4. A)Writing a book is just like watching a football match.B)Writers actually work every bit as hard as footballers.C)He likes watching a football match after finishing a book.D) Unlike a football match, there is no end to writing a book.Questions 5 to 8 are based on the conversation you have just heard.5. A) Achievements of black male athletes in college.B) Financial assistance to black athletes in college.C) High college dropout rates among black athletes.D) Undergraduate e nrollments of black athletes.6. A) They display great talent in every kind of game.B) They are better at sports than at academic work.C) They have difficulty finding money to complete their studies.D) They make money f or the college but often fail to earn a degree.7. A) About 15%. B) Around 40%.C) Slightly over 50%. D) Approximately 70%.8. A) Coaches lack the incentive to graduate them. B) College degrees do not count much to them.C) They have little interest in academic work. D) Schools do not deem it a serious problem.Section BDirections: 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 S heet 1 w ith a single line through the centre.Questions9 to 12 are based on the passage you have just heard.9. A) Marketing strategies.B) Holiday shopping.C) Shopping malls.D) Online stores.10.A) About 50% of holiday shoppers. B) About 20-30% of holiday shoppers.C) About 136 million. D) About 183.8 million.11. A) They have fewer customers. B) They find it hard to survive.C) They are thriving once more. D) They appeal to elderly customers.12. A) Better quality of consumer goods B) Higher employment and wages.C) Greater varieties of commodities. D) People having more leisure time.Questions 13 to 15 are based on the passage you have just heard.13.A) They are new species of big insects.B) They are overprescribed antibiotics.C) They are life-threatening d iseases.D) They are antibiotic-resistant bacteria.14.A) Antibiotics are now in short supply.B) Many infections are no longer curable.C) Large amounts o f tax money are wasted.D) Routine operations have become complex.15. A) Facilities. B) Expertise.C) Money. D) Publicity.Section CDirections: 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 1with a single line through the centre.you have just heard.Questions 16 to18 are based on the recording16.A) It is accessible only to the talented.B) It improves students’ ability to think.C) It starts a lifelong learning process.D) It gives birth to many eminent scholars.17.A) They encourage academic democracy.B) They promote globalization.C) They uphold the presidents' authority.D) They protect students’rights.18. A) His thirst for knowledge.B) His eagerness to find a job.C) His contempt for authority.D) His potential for leadership.you have just heard.Questions 19 to 22 are based on the recording19. A) Few people know how to retrieve information properly.B) People can enhance their memory with a few tricks.C) Most people have a rather poor long-term memory.D) People tend to underestimate their mental powers.20. A) They present the states in a surprisingly different order.B) They include more or less the same number of states.C) They are exactly the same as is shown in the atlas.D) They contain names of the most familiar states.21. A) Focusing on what is likely to be tested.B) Having a good sleep the night before.C) Reviewing your lessons where the exam is to lake place.D) Making sensible decisions while choosing your answers.22. A) Discover when you can learn best. B) Change your time of study daily.C) Give yourself a double bonus afterwards. D) Follow the example of a marathon r unner.have just heard.Questions 23 to 25 are based on the recordingyou23. A) He is a politician. B) He is a businessman.C) He is a sociologist. D) He is a economist24. A) In slums. B) In Africa.C) In pre-industrial societies. D) In developing countries.or recreation.25. A) They have no access to health care, let alone entertainmentB) Their income is less than 50% of the national average family income.C) They work extra hours to have their basic needs met.D) Their children cannot afford to go to private schools.Part ⅢReading Comprehension (40 minutes)Section ADirections: In this section, there is a passage with ten blanks. You are required to select one wordfor 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. Pleasemark the corresponding letter for each item on Answer Sheet 2with a single line through the centre. Y oumay not use any of the words in the bank more than once.passage.Questions 26 to 35 are based on the followingAfter becoming president of Purdue University in 2013, Mitch Daniels asked the faculty to provethat their students have actually achieved one of higher education’s most important goals: c skills. Two years before, a nationwide study of college graduates had shown that more than a thirdhadmade no (26)_______ gains in such mental abilities during their school years. Mr. Daniels neededto(27)_______ the high cost of attending Purdue to its students and their families. After all, thes fallen (28)_______ in the last percentageof Americans who say a college degree is “very important” ha5-6 years.critical thinking skills. Yet like many college Purdue now has a pilot test to assess students’ teachersaround the U.S., the faculty remain (29)_______ that their work as educators can be measured by a“learning (30)_______ ” such as a graduate’sability to investigate and reason. However, the professorsneed n ot worry so much. The results of a recent experiment showed that professors can use (31)_______ metrics to measure how well students do in three key areas: critical thinking, written communication, and quantitative literacy.Despite the success o f the experiment, the actual results are worrisome, and mostly (32)_______ earlier studies. The organizers of the experiment concluded that far fewer students were achieving at high levels on critical thinking than they were doing for written communication or quantitative literacy. Andthat conclusion is based only on students nearing graduation.American universities, despite their global (33)_______ for excellence in teaching, have only begunto demonstrate what they can produce in real-world learning. Knowledge-based degrees are still important,but employers are (34)_______ advanced thinking skills from college graduates. If the intellectual worthof a college degree can be (35)_______ measured, more people will seek higher education—and comeout better thinkers.注意：此部分试题请在答题卡2上作答。
2016年6月全国大学英语六级考试真题答案(共三套)
2016年6月全国大学英语六级考试真题答案(共三套)2016年6月全国大学英语六级考试真题答案（共三套）听力注:听力部分共有2套。
第一套Section A1. D) Market research consultant。
2. A) Quantitative advertising research。
3. D）They study trends or customer satisfaction over a long period.4. B） Checking charts and tables.5。
A) His view on Canadian universities。
6. B） It is rather inflexible.7. C）Everyone should be given equal access to higher education。
8. C）It is hard to say which is better， a public university or a private one。
Section B9。
B) The worsening real wage situation around the world。
10. A）They will feel less pressure to raise employees’wages.11. C） Employees work shorter hours to avoid layoffs.12。
A） Whether memory supplements work。
13。
D) They are not based on real science。
14. D) They are prescribed by trained practitioners.15. B) Taking them with other medications might entail unnecessary risks.Section C16。
【四六级真题】2016年6月大学英语六级第3套真题及答案解析
【四六级真题】2016年6月大学英语六级第3套真题及答案解析2016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 a short essay on e-learning. Try to imagine what will happen when more and more people study online instead of attending school. You are required to write at least 150 words but no more than 200words.________________________________________________________________ ___________________________________________________________________________________ _______________________________________________________________________________ __________ 注意：此部分试题在答题卡1上作答。
Part II Listening (30 minutes) 特别说明：2016年6月大学英语六级试卷的三套试题有重叠部分，本试卷（第三套）只列出与第一、第二套不重复的试题。
具体重叠部分：本卷所有听力题与第一套试卷有重复，本试卷不再列出。
Part III Reading comprehension (40 minutes) Section ADirections: 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 thebank is identified by a letter. Please mark the corresponding letter for each item onAnswer Sheet 2with a single line through the center. You maynot use any of thewords in the bank more than once.Questions 26 to 35 are based on the following passage.The robotics revolution is set to bring humans face to face with an old fear—man-made creations as smart and capable as we are but without a moral compass. As robots take on ever more complex roles, the question naturally 26: Who will be responsible when they do something wrong? Manufacturers? Users? Software writers? The answer depends on the robot.Robots already save us time, money and energy. In the future, they will improve our health care, social welfare and standard of living. The 27of computational power and engineering advances will 28 enable lower-cost in- home care for the disabled, 29 use of driverless cars that may reduce drunk- and distracted-driving accidents and countless home and service-industry uses for robots, from street cleaning to food preparation.But there are 30 to be problems. Robot cars will crash. A drone(?遥控飞行器?) operator will 31someone’s privacy. A robotic lawn mower will run over a neig hbor’s cat. Juries sympathetic to the 32of machines will punish entrepreneurs with company-crushing 33and damages. What should governments do to protect people while 34 space for innovation?Big, complicated systems on which much public safety depends, like driverless cars, should be built, 35 and sold by manufacturers who take responsibility for ensuring safety and are liablefor accidents. Governments should set safety requirements and then let insurers price the risk of the robots based on the manufacturer’s driving record, not the passenger’s.注意：此部分试题在答题卡2上作答。
2016年6月大学英语六级考试真题试卷及解析(全三套无听力)
2016年6月大学英语六级考试真题试卷及答案（第1套）Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write a short essay on living in the virtual world. Try to imagine what will happen when people spend more and more time in the virtual world instead of interacting in the real world. You are required to write at least 150 words but no more than 200 words.Part III Reading Comprehension (40 minutes)Section ADirections: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.Pursuing a career is an essential part of adolescent development.“The adolescent becomes an adult when he_26_a real job.”To cognit ive researchers like Piaget,adulthoodmeant the beginning of an_27_.Piaget argued that once adolescents enter the world of work,their newly acquired ability to form hypotheses allows them to create representations that are too ideal.The_28_of such ideals,without the tempering of the reality of a job or profession,rapidly leads adolescents to become _29_ of the non-idealistic world and to press for reform in a characteristically adolescent way.Piaget said:“True adaptation to society comes_30_when the adole scent reformer attempts to put his ideas to work.”Of course,youthful idealism is often courageous,and no one likes to give up dreams.Perhaps,taken_31_out of context,Piaget’s statement seems harsh.What he was_32_，however,is the way reality can modify idealistic views.Some people refer to such modification as maturity.Piaget argued that attaining and accepting a vocation is one of the best ways to modify idealized views and to mature.As careers and vocations become less available during times of _33_,adolescents may be especially hard hit.Such difficult economic times may leave many adolescents_34_about their roles in society.For this reason,community interventions and government job programs that offer summer and vacation work are not only economically_35_but also help to stimulate the adolescent’s sense of worth.A)automatically I)incidentallyB)beneficial J)intolerantC)capturing K)occupationD)confused L)promisesE)emphasizing M)recessionF)entrance N)slightlyG)excited O)undertakes H)existenceSection BDirections: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.Can societies be rich and green?[A]“If our economies are to flourish,if global poverty is to be eliminated and if the well-being of the world’s people enhanced—not just in this generation but in succeeding generations—we must make sure we take care of the natural environment and resources on which our economic activity depends.”That statement comes not,as you might imagine,from a stereotypical tree-hugging,save-the-world greenie(环保主义者),but fromGordon Brown,a politician with a reputation for rigour,thoroughness and above all,caution.[B]A surprising thing for the man who runs one of the world’s most powerful economies to say?Perhaps;though in the run-up to the five-year review of the Millennium(千年的)Goals,he is far from alone.The roots of his speech,given in March at the roundtable meeting of environment and energy ministers from the G20 group of nations,stretch back to 1972,and the United Nations Conference on the Human Environment in Stockholm.[C]“The protection and improvement of the human environment is a major issue which affects the well-being of peoples and economic development throughout the world,”read the final declaration from this gathering,the first of a sequence which would lead to the Rio de Janeiro Earth Summit in 1992 and the World Development Summit in Johannesburg three years ago.[D]Hunt through the reports prepared by UN agencies and development groups—many for conferences such as this year’s Millennium Goals review—and you will find that the linkage between environmental protection and economic progress is a common thread.[E]Managing ecosystems sustainably is more profitable than exploiting them,according to the Millennium Ecosystem Assessment.But finding hard evidence to support the thesis is not so easy.Thoughts turn first to some sort of global statistic,some indicator which would rate the wealth of nations in both economic and environmental terms and show arelationship between the two.[F]If such an indicator exists,it is well hidden.And on reflection,this is not surprising;the single word“environment”has so many dimensions,and there are so many other factors affecting wealth—such as the oil deposits—that teasing out a simple economy-environment relationship would be almost impossible.[G]The Millennium Ecosystem Assessment,a vast four-year global study which reported its initial conclusions earlier this year,found reasons to believe that managing ecosystems sustainably—working with nature rather than against it—might be less profitable in the short term,but certainly brings long-term rewards.[H]And the World Resources Institute(WRI)in its World Resources 2005 report,issued at the end of August,produced several such examples from Africa and Asia;it also demonstrated that environmental degradation affects the poor more than the rich,as poorer people derive a much higher proportion of their income directly from the natural resources around them.[I]But there are also many examples of growing wealth by trashing the environment,in rich and poor parts of the world alike,whether through unregulated mineral extraction,drastic water use for agriculture,slash-and-burn farming,or fossil-fuel-guzzling(大量消耗)transport.Of course,such growth may not persist in the long term—which is whatMr.Brown and the Stockholm declaration were both attempting to point out.Perhaps the best example of boom growth and bust decline is the Grand Banks fishery.For almost five centuries a very large supply of cod(鳕鱼)provided abundant raw material for an industry which at its peak employed about 40,000 people,sustaining entire communities in Newfoundland.Then,abruptly,the cod population collapsed.There were no longer enough fish in the sea for the stock to maintain itself,let alone an industry.More than a decade later,there was no sign of the ecosystem re-building itself.It had,apparently,been fished out of existence;and the once mighty Newfoundland fleet now gropes about frantically for crab on the sea floor.[J]There is a view that modern humans are inevitably sowing the seed of a global Grand Banks-style disaster.The idea is that we are taking more out of what you might call the planet’s environmental bank balance than it can sustain;we are living beyond our ecological means.One recent study attempted to calculate the extent of this“ecological overshoot of the human economy”,and found that we are using 1.2 Earth’s-worth of environmental goods and services—the implication being that at some point the debt will be called in,and all those services—the things which the planet does for us for free—will grind to a halt.[K]Whether this is right,and if so where and when the ecological axe will fall,is hard to determine with any precision—which is why governments and financial institutions are only beginning to bring such risks into their economic calculations.It is also the reasonwhy development agencies are not united in their view of environmental issues;while some,like the WRI,maintain that environmental progress needs to go hand-in-hand with economic development,others argue that the priority is to build a thriving economy,and then use the wealth created to tackle environmental degradation.[L]This view assumes that rich societies will invest in environmental care.But is this right?Do things get better or worse as we get richer? Here the Stockholm declaration is ambiguous.“In the developing countries,”it says,“most of the environmental problems are caused by under-development.”So it is saying that economic development should make for a cleaner world?Not necessarily;“In the industralised countries,environmental problems are generally related to industrialisation and technological development,”it continues.In other words,poor and rich both over-exploit the natural world,but for different reasons.It’s simply not true that economic growth will surely make our world cleaner.[M]Clearly,richer societies are able to provide environmental improvements which lie well beyond the reach of poorer communities.Citizens of wealthy nations demand national parks,clean rivers,clean air and poison-free food.They also,however,use far more natural resources-fuel,water(all those baths and golf courses)and building materials.[N]A case can be made that rich nations export environmental problems,the most graphic example being climate change.As a country’s wealth grows,so do its greenhouse gas emissions.The figures available will not be completely accurate.Measuring emissions isnot a precise science, particularly when it comes to issues surrounding land use;not all nations have re-leased up-to-date data,and in any case,emissions from some sectors such as aviation are not included in national statistics.But the data is exact enough for a clear trend to be easily discernible.As countries become richer,they produce more greenhouse gases;and the impact of those gases will fall primarily in poor parts of the world.[O]Wealth is not,of course,the only factor involved.The average Norwegian is better off than the average US citizen,but contributes about half as much to climate change.But could Norway keep its standard of living and yet cut its emissions to Moroccan or even Ethiopian levels?That question,repeated across a dozen environmental issues and across our diverse planet,is what will ultimately determine whether the human race is living beyond its ecological means as it pursues economic revival.36.Examples show that both rich and poor countries exploited the environment for economic progress.37.Environmental protection and improvement benefit people all over the world.38.It is not necessarily true that economic growth will make our world cleaner.39.The common theme of the UN reports is the relation between environmental protectionand economic growth.40.Development agencies disagree regarding how to tackle environment issues while ensuring economic progress.41.It is difficult to find solid evidence to prove environmental friendliness generates more profits than exploiting the natural environment.42.Sustainable management of ecosystems will prove rewarding in the long run.43.A politician noted for being cautious asserts that sustainable human development depends on the natural environment.44.Poor countries will have to bear the cost for rich nations’ economic development.45.One recent study warns us of the danger of the exhaustion of natural resources on Earth.Section CDirections: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 markedA),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 OneQuestions 46 to 50 are based on the following passage.Interactive television advertising, which allows viewers to use their remote controls to click on advertisements, has been pushed for years. Nearly a decade ago it was predicted that viewers of “Friends”, a popular situation comedy, would soon be able to purchase a sweater like Jennifer Aniston’s with a few taps on their remote control.“It’s been the year of interactive television advertising for the last ten or twel ve years,”says Colin Dixon of a digital-media consultancy.So the news that Cablevision, and American cable company, was rolling out interactive advertisements to all its customers on October 6th was greeted with some skepticism. During commercials, an overlay will appear at the bottom of the screen, prompting viewers to press a button to request a free sample or order a catalogue. Cablevision hopes to allow customers to buy things with their remote controls early next year.Television advertising could do with a boost. Spending fell by 10% in the first half of the year. The popularization of digital video recorders has caused advertisers to worry thattheir commercials will be skipped. Some are turning to the Internet, which is cheaper and offers concrete measurements like click-through rates—especially important at a time when marketing budgets are tight. With the launch of interactive advertising,“many of the dollars that went to the Internet will come back to the TV,”says David Kline of Cablevision. Or so the industry hopes.In theory, interactive advertising can engage viewers in a way that 30-second spots do not. Unilever recently ran an interactive campaign for its Axe deodorant(除臭剂)，which kept viewers engaged for more than three minutes on average.The amount spent on interactive advertising on television is still small. Magna, an advertising agency, reckons it will be worth about $138 million this year. That falls far short of the billions of dollars people once expected it to generate. But DirecTV, Comcast and Time Warner Cable have all invested in it. A new effort led by Canoe Ventures, a coalition of leading cable providers, aims to make interactive advertising available across America later this year. BrightLine iTV, Which designs and sells interactive ads, says interest has surged: it expects its revenues almost to triple this year. BSkyB, Britain’s biggest satellite-television service, already provides 9 million customers with interactive ads.Yet there are doubts whether people watching telev ision, a“lean back”medium, crave interaction. Click-through rates have been high so far(around 3-4%, compared with less than 0.3% online), but that may be a result of the novelty. Interactive ads and viewersmight not go well together.46.What does Colin Dixon mean by saying“It’s been the year of interactive television advertising for the last ten or twelve years”(Lines 4-5, Para.1)?A)Interactive television advertising will become popular in 10-12 years.B)Interactive television advertising has been under debate for the last decade or so.C)Interactive television advertising is successful when incorporated into situation comedies.D)Interactive television advertising has not achieved the anticipated results.47.What is the public’s response to Cablevision’s planned interactive TV advertising program?A)Pretty positive.B)Totally indifferent.C)Somewhat doubtful.D)Rather critical.48.What is the impact of the wide use of digital video recorders on TV advertising?A)It has made TV advertising easily accessible to viewers.B)It helps advertisers to measure the click-through rates.C)It has placed TV advertising at a great disadvantage.D)It enables viewers to check the sales items with ease.49.What do we learn about Unilever’s interactive c ampaign?A)It proves the advantage of TV advertising.B)It has done well in engaging the viewers.C)It helps attract investments in the company.D)it has boosted the TV advertising industry.50.How does the author view the hitherto high click-through rates?A)They may be due to the novel way of advertising.B)They signify the popularity of interactive advertising.C)They point to the growing curiosity ofTV viewers.D)They indicate the future direction of media reform.Passage TwoQuestions 51 to 55 are based on the following passage.What can be done about mass unemployment? All the wise heads agree: there’re no quick or easy answers. There’s work to be done, but workers aren’t ready to do it—they’re in the wrong places, or they have the wrong sk ills, Our problems are“structural,”and will take many years to solve.But don’t bother asking for evidence that justifies this bleak view. There isn’t any. On the contrary, all the facts suggest that high unemployment in America is the result ofinadequat e demand. saying that there’re no easy answers sounds wise. But it’s actually foolish: our unemployment crisis could be cured very quickly if we had the intellectual clarity and political will to act. In other words, structural unemployment is a fake problem, which mainly serves as an excuse for not pursing real solutions.The fact is job openings have plunged in every major sector, while the number of workers forced into part-time employment in almost all industries has soared. Unemployment has surged in every major occupational category. Only three states. With a combined population not much larger than that of Brooklyn, have unemployment rates below 5%. So the evidence contradicts the claim that we’re mainly suffering from structural unemployment. Why, then, has this claim become so popular?Part of the answer is that this is what always happens during periods of high unemployment—in part because experts and analysts believe that declaring the problem deeply rooted, with no easy answers, makes them sound serious.I’ve been looking at what self-proclaimed experts were saying about unemployment during the Great Depression; it was almost identical to what Very Serious People are saying now. Unemployment cannot be brought down rapidly, declared one 1935 analysis, because the workforce is“unadaptable and untrained. It cannot respond to the opportunities which industry may offer.”A few years later, a large defense buildup finally provided a fiscal stimulus adequate to the economy’s needs—and suddenly industry waseager to employ those“unadaptable and untrained”workers.But now, as then, powerful forces are ideologically opposed to the whole idea of government action on a sufficient scale to jump-start the economy. And that, fundamentally, is why claims that we face huge structural problems have been multiplying: they offer a reason to do nothing about the mass unemployment that is crippling out economy and our society.So what you need to know is that there’s no evidence whatsoever to back these claims. We aren’t suffering from a shortage of needed skills, We’re suffering from a lack of policy resolve. As I said, structural unemployment isn’t a real problem, it’s an excuse—a reason not to act on America’s problems at a time when action is desperately needed.51.What does the author think is the root cause of mass unemployment in America?A)Corporate mismanagement.B)Insufficient demand.C)Technological advances.D)Workers’ slow adaptation.52.What does the author think of the experts’ claim concerning unemployment?A)Self-evident.B)Thought-provoking.C)Irrational.D)Groundless.53.What does the author say helped bring down unemployment during the Great Depression?A)The booming defense industry.B)The wise heads’ benefit package.C)Nationwide training of workers.D)Thorough restructuring of industries.54.What has caused claims of huge structural problems to multiply?A)Powerful opposition to government’s stimulus efforts.B)Very Serious People’s attempt to cripple the economy.C)Evidence gathered from many sectors of the industries.D)Economists’ failure to detect the problems in time.55.What is the author’s purpose in writing the passage?A)To testify to the experts’ analysis of America’s problems.B)To offer a feasible solution to the structural unemployment.C)To show the urgent need for the government to take action.D)To alert American workers to the urgency for adaptation.Part IV Translation (30minutes)Directions: For this part, you are allowed 30 minutes to translate a passage fromChinese into English. You should write your answer on Answer Sheet 2.中国的创新正以前所未有的速度蓬勃发展。
2016年6月英语六级真题(全三套+详细答案)
2016年6月英语六级真题第一套Part I Writing (30 minutes)Directions：For this part, you are allowed 30 minutes to write a short essay on the use of robots. Try to imagine what will happen when more and more robots take the place of human beings in industry as well as people's daily lives. You are requried to write at least 150 words but no more than 200 words.Part II Listening Comprehension (30 minutes)Section ADirections: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)Project organizerB)Public relations officer.C)Marketing manager.D)Market research consultant.2.A)Quantitative advertising research.B)Questionnaire design.C)Research methodology.D)Interviewer training.3.A)They are intensive studies of people’s spending habits.B)They examine relations between producers and customers.C)They look for new and effective ways to promote products.D)They study trends or customer satisfaction over a long period.4.A)The lack of promotion opportunity.B)Checking charts and tables.C)Designing questionnaires.D)The persistent intensity.Questions 5 to 8 are based on the conversation you have just heard.5.A)His view on Canadian universities.B)His understanding of higher education.C)His suggestions for improvements in higher education.D)His complaint about bureaucracy in American universities.6.A)It is well designed.B)It is rather inflexible.C)It varies among universities.D)It has undergone great changes.7.A)The United States and Canada can learn from each other.B)Public universities are often superior to private universities.C)Everyone should be given equal access to higher education.D)Private schools work more efficiently than public institutions.8.A) University systems vary from country to country.B)Efficiency is essential to university management.C) It is hard to say which is better, a public university or a private one.D) Many private university in the U.S. Are actually large bureaucracies.Section BDirections: 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) Government’s role in resolving an economic crisis.B) The worsening real wage situation around the worldC) Indications of economic recovery in the United States.D) The impact of the current economic crisis on people’s life.10.A)They will feel less pressure to raise employees’wages.B) They will feel free to choose the most suitable employees.C) They will feel inclined to expand their business operations.D) They will feel more confident in competing with their rivals.11.A) Employees and companies cooperate to pull through the economic crisis.B) Government and companies join hands to create hobs for the unemployed.C) Employees work shorter hours to avoid layoffs.D) Team work will be encouraged in companies.Questions 12 to 15 are based on the passage you have just heard.12.A) Whether memory supplements work.B) Whether herbal medicine works wonders.C) Whether exercise enhances one’s memory.D) Whether a magic memory promises success.13.A) They help the elderly more than the young.B) They are beneficial in one way or another.C) They generally do not have side effects.D) They are not based on real science.14.A)They are available at most country fairs.B)They are taken in relatively high dosage.C)They are collected or grown by farmers.D)They are prescribed by trained practitioners.15.A)They have often proved to be as helpful as doing mental exercise.B)Taking them with other medications might entail unnecessary risks.C)Their effect lasts only a short time.D)Many have benefited from them.Section CDirections: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.16.A)How catastrophic natural disasters turn out to be to developing nations.B)How the World Meteorological Organization studies natural disasters.C)How powerless humans appear to be in face of natural disasters.D)How the negative impacts of natural disasters can be reduced.17.A)By training rescue teams for emergencies.B)By taking steps to prepare people for them.C)By changing people’s views of nature.D)By relocating people to safer places.18.A)How preventive action can reduce the loss of life.B)How courageous Cubans are in face of disasters.C)How Cubans suffer from tropical storms.D)How destructive tropical storms can be.Questions 19 to 22 are based on the recording you have just heard.19.A)Pay back their loans to the American government.B)Provide loans to those in severe financial difficulty.C)Contribute more to the goal of a wider recovery.D)Speed up their recovery from the housing bubble.20.A)Some banks may have to merge with others.B)Many smaller regional banks are going to fail.C)It will be hard for banks to provide more loans.D)Many banks will have to lay off some employees.21.A)It will work closely with the government.B)It will endeavor to write off bad loans.C)It will try to lower the interest rate.D)It will try to provide more loans.22.A)It won’t help the American economy to turn around.B)It won’t do any good to the major commercial banks.C)It will win the approval of the Obama administration.D)It will be necessary if the economy starts to shrink again.Questions 23 to 25 are based on the recording you have just heard.23.A)Being unable to learn new things.B)Being rather slow to make changes.C)Losing temper more and more often.D)Losing the ability to get on with others.24.A)Cognitive stimulation.B)Community activity.C)Balanced diet.D)Fresh air.25.A)Ignoring the signs and symptoms of aging.B)Adopting an optimistic attitude towards life.C)Endeavoring to give up unhealthy lifestyles.D)Seeking advice from doctors from time to time.Part III Reading Comprehension (40 minutes)Section ADirections: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 eachitem on Answer Sheet 2with a single line through the centre.You may not use any of the words in the bank more than once.Pursuing a career is an essential part of adolescent development.“The adolescent becomes an adult when he_26_a real job.”To cognitive researchers likePiaget,adulthood meant the beginning of an_27_.Piaget argued that once adolescents enter the world of work,their newly acquired ability to form hypotheses allows them to create representations that are too ideal.The_28_of such ideals,without the tempering of the reality of a job or profession,rapidly leads adolescents to become _29_ of the non-idealistic world and to press for reform in a characteristically adolescent way.Piaget said:“True adaptation to society comes_30_when the adolescent reformer attempts to put his ideas to work.”Of course,youthful idealism is often courageous,and no one likes to give up dreams.Perhaps,taken_31_out of context,Piaget’s statement seems harsh.What he was_32_，however,is the way reality can modify idealistic views.Some people refer to such modification as maturity.Piaget argued that attaining and accepting a vocation is one of the best ways to modify idealized views and to mature.As careers and vocations become less available during times of _33_,adolescents may be especially hard hit.Such difficult economic times may leave many adolescents_34_about their roles in society.For this reason,community interventions and government job programs that offer summer and vacation work are not only economically_35_but also help to stimulate the adolescent’s sense of worth.A)automaticallyB)beneficialC)capturingD)confusedE)emphasizingF)entranceG)excitedH)existenceI)incidentallyJ)intolerantK)occupationL)promisesM)recessionN)slightlyO)undertakesSection BDirections: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.Can societies be rich and green?[A]“If our economies are to flourish,if global poverty is to be eliminated and if the well-being of the world’s people enhanced—not just in this generation but in succeeding generations—we must make sure we take care of the natural environment and resources on which our economic activity depends.”That statement comes not,as you might imagine,from a stereotypicaltree-hugging,save-the-world greenie(环保主义者),but from Gordon Brown,a politician with a reputation for rigour,thoroughness and above all,caution.[B]A surprising thing for the man who runs one of the world’s most powerful economies to say?Perhaps;though in the run-up to the five-year review of the Millennium(千年的)Goals,he is far from alone.The roots of his speech,given in March at the roundtable meeting of environment and energy ministers from the G20 group of nations,stretch back to 1972,and the United Nations Conference on the Human Environment in Stockholm.[C]“The protection and improvement of the human environment is a major issue which affects the well-being of peoples and economic development throughout the world,”read the final declaration from this gathering,the first of a sequence which would lead to the Rio de Janeiro Earth Summit in 1992 and the World Development Summit in Johannesburg three years ago.[D]Hunt through the reports prepared by UN agencies and development groups —many for conferences such as this year’s Millennium Goals review—and you will find that the linkage between environmental protection and economic progress is a common thread.[E]Managing ecosystems sustainably is more profitable than exploitingthem,according to the Millennium Ecosystem Assessment.But finding hard evidence to support the thesis is not so easy.Thoughts turn first to some sort of global statistic,some indicator which would rate the wealth of nations in both economic and environmental terms and show a relationship between the two.[F]If such an indicator exists,it is well hidden.And on reflection,this is not surprising;the single word“environment”has so many dimensions,and there are so many other factors affecting wealth—such as the oil deposits—that teasing out a simple economy-environment relationship would be almost impossible.[G]The Millennium Ecosystem Assessment,a vast four-year global study which reported its initial conclusions earlier this year,found reasons to believe that managing ecosystems sustainably—working with nature rather than against it—might be less profitable in the short term,but certainly brings long-term rewards.[H]And the World Resources Institute(WRI)in its World Resources 2005report,issued at the end of August,produced several such examples from Africa and Asia;it also demonstrated that environmental degradation affects the poor more than the rich,as poorer people derive a much higher proportion of their income directly from the natural resources around them.[I]But there are also many examples of growing wealth by trashing the environment,in rich and poor parts of the world alike,whether through unregulated mineral extraction,drastic water use for agriculture,slash-and-burn farming,orfossil-fuel-guzzling(大量消耗)transport.Of course,such growth may not persist in the long term—which is what Mr.Brown and the Stockholm declaration were both attempting to point out.Perhaps the best example of boom growth and bust decline is the Grand Banks fishery.For almost five centuries a very large supply of cod(鳕鱼)provided abundant raw material for an industry which at its peak employed about 40,000 people,sustaining entire communities in Newfoundland.Then,abruptly,the cod population collapsed.There were no longer enough fish in the sea for the stock to maintain itself,let alone an industry.More than a decade later,there was no sign of the ecosystem re-building itself.It had,apparently,been fished out of existence;and the once mighty Newfoundland fleet now gropes about frantically for crab on the sea floor.[J]There is a view that modern humans are inevitably sowing the seed of a global Grand Banks-style disaster.The idea is that we are taking more out of what you might call the planet’s environmental bank balance than it can sustain;we are living beyond our ecological means.One recent study attempted to calculate the extent of this“ecological overshoot of the human economy”,and found that we are using 1.2 Earth’s-worth of environmental goods and services—the implication being that at some point the debt will be called in,and all those services—the things which the planet does for us for free—will grind to a halt.[K]Whether this is right,and if so where and when the ecological axe will fall,is hard to determine with any precision—which is why governments and financial institutions are only beginning to bring such risks into their economic calculations.It is also the reason why development agencies are not united in their view of environmental issues;while some,like the WRI,maintain that environmental progress needs to go hand-in-hand with economic development,others argue that the priority is to build a thriving economy,and then use the wealth created to tackle environmental degradation.[L]This view assumes that rich societies will invest in environmental care.But is this right?Do things get better or worse as we get richer? Here the Stockholmdeclaration is ambiguous.“In the developing countries,”it says,“most of the environmental problems are caused by under-development.”So it is saying that economic development should make for a cleaner world?Not necessarily;“In the industralised countries,environmental problems are generally related to industrialisation and technological development,”it continues.In other words,poor and rich both over-exploit the natural world,but for different reasons.It’s simply not true that economic growth will surely make our world cleaner.[M]Clearly,richer societies are able to provide environmental improvements which lie well beyond the reach of poorer communities.Citizens of wealthy nations demand national parks,clean rivers,clean air and poison-free food.Theyalso,however,use far more natural resources-fuel,water(all those baths and golf courses)and building materials.[N]A case can be made that rich nations export environmental problems,the most graphic example being climate change.As a country’s wealth grows,so do its greenhouse gas emissions.The figures available will not be completelyaccurate.Measuring emissions is not a precise science, particularly when it comes to issues surrounding land use;not all nations have re-leased up-to-date data,and in any case,emissions from some sectors such as aviation are not included in national statistics.But the data is exact enough for a clear trend to be easily discernible.As countries become richer,they produce more greenhouse gases;and the impact of those gases will fall primarily in poor parts of the world.[O]Wealth is not,of course,the only factor involved.The average Norwegian is better off than the average US citizen,but contributes about half as much to climate change.But could Norway keep its standard of living and yet cut its emissions to Moroccan or even Ethiopian levels?That question,repeated across a dozen environmental issues and across our diverse planet,is what will ultimately determine whether the human race is living beyond its ecological means as it pursues economic revival.36.Examples show that both rich and poor countries exploited the environmentfor economic progress.37.Environmental protection and improvement benefit people all over the world.38.It is not necessarily true that economic growth will make our world cleaner.39.The common theme of the UN reports is the relation between environmental protection and economic growth.40.Development agencies disagree regarding how to tackle environment issues while ensuring economic progress.41.It is difficult to find solid evidence to prove environmental friendliness generates more profits than exploiting the natural environment.42.Sustainable management of ecosystems will prove rewarding in the long run.43.A politician noted for being cautious asserts that sustainable human development depends on the natural environment.44.Poor countries will have to bear the cost for rich nations’economic development.45.One recent study warns us of the danger of the exhaustion of natural resources on Earth.Section CDirections: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 OneQuestions 46 to 50 are based on the following passage.Interactive television advertising, which allows viewers to use their remote controls to click on advertisements, has been pushed for years. Nearly a decade ago it was predicted that viewers of “Friends”, a popular situation comedy, would soon be able to purchase a sweater like Jennifer Aniston’s with a few taps on their remotecontrol.“It’s been the year of interactive television advertising for the last ten or twelve years,”says Colin Dixon of a digital-media consultancy.So the news that Cablevision, and American cable company, was rolling out interactive advertisements to all its customers on October 6th was greeted with some skepticism. During commercials, an overlay will appear at the bottom of the screen, prompting viewers to press a button to request a free sample or order a catalogue. Cablevision hopes to allow customers to buy things with their remote controls early next year.Television advertising could do with a boost. Spending fell by 10% in the first half of the year. The popularization of digital video recorders has caused advertisers to worry that their commercials will be skipped. Some are turning to the Internet, which is cheaper and offers concrete measurements like click-through rates—especially important at a time when marketing budgets are tight. With the launch of interactive advertising,“many of the dollars that went to the Internet will come back to the TV,”says David Kline of Cablevision. Or so the industry hopes.In theory, interactive advertising can engage viewers in a way that 30-second spots do not. Unilever recently ran an interactive campaign for its Axe deodorant(除臭剂)，which kept viewers engaged for more than three minutes on average.The amount spent on interactive advertising on television is still small. Magna, an advertising agency, reckons it will be worth about $138 million this year. That falls far short of the billions of dollars people once expected it to generate. But DirecTV, Comcast and Time Warner Cable have all invested in it. A new effort led by Canoe Ventures, a coalition of leading cable providers, aims to make interactive advertising available across America later this year. BrightLine iTV, Which designs and sells interactive ads, says interest has surged: it expects its revenues almost to triple this year. BSkyB, Britain’s biggest satellite-television service, already provides 9 million customers with interactive ads.Yet there are doubts whether people watching television, a“lean back”medium, crave interaction. Click-through rates have been high so far(around 3-4%, compared with less than 0.3% online), but that may be a result of the novelty. Interactive adsand viewers might not go well together.46.What does Colin Dixon mean by saying“It’s been the year of interactive television advertising for the last ten or twelve years”(Lines 4-5, Para.1)?A)Interactive television advertising will become popular in 10-12 years.B)Interactive television advertising has been under debate for the last decade or so.C)Interactive television advertising is successful when incorporated into situation comedies.D)Interactive television advertising has not achieved the anticipated results.47.What is the public’s response to Cablevision’s planned interactive TV advertising program?A)Pretty positive.B)Totally indifferent.C)Somewhat doubtful.D)Rather critical.48.What is the impact of the wide use of digital video recorders on TV advertising?A)It has made TV advertising easily accessible to viewers.B)It helps advertisers to measure the click-through rates.C)It has placed TV advertising at a great disadvantage.D)It enables viewers to check the sales items with ease.49.What do we learn about Unilever’s interactive campaign?A)It proves the advantage of TV advertising.B)It has done well in engaging the viewers.C)It helps attract investments in the company.D)it has boosted the TV advertising industry.50.How does the author view the hitherto high click-through rates?A)They may be due to the novel way of advertising.B)They signify the popularity of interactive advertising.C)They point to the growing curiosity ofTV viewers.D)They indicate the future direction of media reform.Passage TwoQuestions 51 to 55 are based on the following passage.What can be done about mass unemployment? All the wise heads agree: there’re no quick or easy answers. There’s work to be done, but workers aren’t ready to do it—they’re in the wrong places, or they have the wrong skills, Our problems are “structural,”and will take many years to solve.But don’t bother asking for evidence that justifies this bleak view. There isn’t any. On the contrary, all the facts suggest that high unemployment in America is the result of inadequate demand. saying that there’re no easy answers sounds wise. But it’s actually foolish: our unemployment crisis could be cured very quickly if we had the intellectual clarity and political will to act. In other words, structural unemployment is a fake problem, which mainly serves as an excuse for not pursing real solutions.The fact is job openings have plunged in every major sector, while the number of workers forced into part-time employment in almost all industries has soared. Unemployment has surged in every major occupational category. Only three states. With a combined population not much larger than that of Brooklyn, have unemployment rates below 5%. So the evidence contradicts the claim that we’re mainly suffering from structural unemployment. Why, then, has this claim become so popular?Part of the answer is that this is what always happens during periods of high unemployment—in part because experts and analysts believe that declaring the problem deeply rooted, with no easy answers, makes them sound serious.I’ve been looking at what self-proclaimed experts were saying about unemployment during the Great Depression; it was almost identical to what Very Serious People are saying now. Unemployment cannot be brought down rapidly,declared one 1935 analysis, because the workforce is“unadaptable and untrained. It cannot respond to the opportunities which industry may offer.”A few years later, a large defense buildup finally provided a fiscal stimulus adequate to the economy’s needs—and suddenly industry was eager to employ those“unadaptable and untrained”workers.But now, as then, powerful forces are ideologically opposed to the whole idea of government action on a sufficient scale to jump-start the economy. And that, fundamentally, is why claims that we face huge structural problems have been multiplying: they offer a reason to do nothing about the mass unemployment that is crippling out economy and our society.So what you need to know is that there’s no evidence whatsoever to back these claims. We aren’t suffering from a shortage of needed skills, We’re suffering from a lack of policy resolve. As I said, structural unemployment isn’t a real problem, it’s an excuse—a reason not to act on America’s problems at a time when action is desperately needed.51.What does the author think is the root cause of mass unemployment in America?A)Corporate mismanagement.B)Insufficient demand.C)Technological advances.D)Workers’slow adaptation.52.What does the author think of the experts’claim concerning unemployment?A)Self-evident.B)Thought-provoking.C)Irrational.D)Groundless.53.What does the author say helped bring down unemployment during the Great Depression?A)The booming defense industry.B)The wise heads’benefit package.C)Nationwide training of workers.D)Thorough restructuring of industries.54.What has caused claims of huge structural problems to multiply?A)Powerful opposition to government’s stimulus efforts.B)Very Serious People’s attempt to cripple the economy.C)Evidence gathered from many sectors of the industries.D)Economists’failure to detect the problems in time.55.What is the author’s purpose in writing the passage?A)To testify to the experts’analysis of America’s problems.B)To offer a feasible solution to the structural unemployment.C)To show the urgent need for the government to take action.D)To alert American workers to the urgency for adaptation.Part IV Translation (30minutes)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.中国的创新正以前所未有的速度蓬勃发展。
2016年6月大学英语六级第3套答案及解析
2016年6月大学英语六级考试真题（第三套）解析Part I Writing【参考范文】As we know,science and technology are the primary forces that drive social and economic development.Robotsare the inevitable products of technological progress and the crystallization of human wisdom.It becomes increasingly possible for robots to replace human beings in work and in life,which will have a profound impact on our lives in the future.From my point of view,the influence of robots is two-sided.On the one hand,robots can increase work efficiency and avoid accidents in which human lives are lost.Furthermore,more people can be released from the routine of simple and monotonous tasks and instead can concentrate on sophisticated skills and technologies.On the other hand,more robots in industry means that fewer people are needed in some fields,leading to the unemployment of people with less education.By and large,we can come to the conclusion that the impact of robots on industry and people’s daily lives is a double-edged sword.Only by receiving more education can we adapt to the changes brought by it.听力原文Conversation OneM:So,what's the next thing on the agenda,Mary?W:Well,it's the South Theater Company.They want to know if we'd be interested in sponsoring a tour they want to make to East Asia.M:East Asia?Uh...and how much are they hoping to get from us?W:Well,the letter mentions20,000pounds,but I don't know if they might settle for less.M:Do they say what they would cover?Have they anything specific in mind?W:No,I think they are just asking all the firms in town for as much money as they think they'll give.M:And we are worth20,000pounds,right?W:It seems so.M:Very flattering.But I am not awfully happy with the idea.What do we get out of it?W:Oh,good publicity I suppose.So what I suggest is not that we just give them a sum of money, but that we offer to pay for something specific like travel or something,and that in return,we ask for our name to be printed prominently in the program,and that they give us free advertising space in it.M:But the travel bill would be enormous,and we could never manage that.W:I know.But why don't we offer to pay for the printing of the programs ourselves on condition that on the front cover there's something like"This program is presented with the compliments of Nor land Electronics",and free advertising of course.M:Good idea.Well,let's get back to them and ask what the program they want will cost.Then we can see if we are interested or not.1What do we learn about the South Theater Company?2How much does the South Theater Company ask for in the letter?3What benefit does the woman say their firm can get by sponsoring the South Theater Company? 4What does the woman suggest they do instead of paying the South Theater Company's travel expenses?Section A参考答案1What do we learn about the South Theater Company?[B]【解析】女士说South Theater Company想知道我们是否对赞助他们去东亚旅行感兴趣。
2016年6月六级真题及答案-精心整理版
2016年6月英语六级真题及答案Part I WritingDirections: For this part, you are allowed 30 minutes to write a short essay on the topic of Due Attention Should Be Given to the Study of Chinese Yo u should write at Chinese. least 120 words following the outline given belo w:1.近年来在学生中出现了忽视中文学习的现象；2.出现这种现象的原因和后果；3我认为…Given Due Attention Should Be Given to the Study of ChinesePart II Reading Comprehension (Skimming and Scanning) (15 minute s)Directions: In this part, you will have 15 minutes to go over the passage qu ickly and answer the questions on Answer sheet 1. For questions 1-7, choo se the best answer from the four choices marked A), B), C) and D). For qu estions 8-10, complete the sen-tences with the information given in the pas sage. Welcome,Freshmen. Have an iPod.Taking a step that many professors may view as a bit counterproductive, so me colleges and universities are doling out Apple iPhones and Internet-cap able iPods to their students.The always-on Internet devices raise some novel possibilities, like tracking where students gather together. With far less controversy, colleges could s end messages about canceled classes, delayed buses, campus crises or just the cafeteria menu.While schools emphasize its usefulness —online research in class and inst ant polling of students, for example — a big part of the attraction is, undou btedly, that the iPhone is cool and a hit with students. Being equipped with one of the most recent cutting-edge IT products could just help a college o r university foster a cutting-edge reputation.Apple stands to win as well, hooking more young consumers with decades of technology pur-chases ahead of them. The lone losers, some fear, could be professors.Students already have laptops and cell phones, of course, but the newest de vices can take class distractions to a new level. They practically beg a user to ignore the long-suffering professor strug-gling to pass on accumulated wisdom from the front of the room — a prospect that teachers find most irr itating and students view as, well, inevitable.“When it gets a little boring, I might pull it out,‖ acknowledged Naomi P ugh, a first-year student at Freed-Hardeman University in Henderson, Ter m., referring to her new iPod Touch, which can connect to the Internet ove r a campus wireless network. She speculated that professors might try even harder to make classes interesting if they were to compete with the devices. Experts see a movement toward the use of mobile technology in educati on, though they say it is in its infancy as professors try to come up with us eful applications. Providing powerful hand-held devices is sure to fuel deb ates over the role of technology in higher education.“We think this is the way the future is going to work,‖ said Kyle Dickson, co-director of re-search and the mobile learning initiative at Abilene Chris tian University in Texas, which has bought more than 600 iPhones and 300 iPods for students entering this fall.Although plenty of students take their laptops to class, they don’t take the m everywhere and would prefer something lighter. Abilene Christian settle d on the devices after surveying students and finding that they did not like hauling around their laptops, but that most of them always carried a cell ph one, Dr. Dickson said.It is not clear how many colleges and universities plan to give out iPhones and iPods this fall; officials at Apple were unwilling to talk about the subje ct and said that they would not leak any institution’s plans.“We can’t announce other people’s news,‖said Greg Joswiak, vice presid ent of iPod and iPhone marketing at Apple. He also said that he could not d iscuss discounts to universities for bulk purchases.At least four institutions — the University of Maryland, Oklahoma Christi an University, Abilene Christian and Freed-Hardeman — have announced t hat they will give the devices to some or all of their students this fall.Other universities are exploring their options. Stanford University has hire d a student-run com-pany to design applications like a campus map and dir ectory for the iPhone. It is considering whether to issue iPhones but not sur e it, snecessary, noting that more than 700 iPhones were registered on the u niversity’s network last year.At the Massachusetts Institute of Technology, iPhones might already have been everywhere, if AT&T, the wireless carrier offering the iPhone in the United States,had a more reliable network, said Andrew Yu, mobile devices platform pro ject manager at M.I.T.“We would have probably gone ahead with this, maybe just getting a thou sand iPhones and giving them out,‖ Mr. Yusaid.The University of Maryland at College Park is proceeding cautiously, givi ng the iPhone or iPod Touch to 150 students, said Jeffrey Huskamp, vice p resident and chief information officer at the university. ―We don’t think tha t we have all the answers,‖ Mr. Huskamp said. By observing how students use the gadgets, he said, ―We’re trying to get answers from the students.‖At each college, the students who choose to get an iPhone must pay for mo bile phone service. Those service contracts include unlimited data use. Bot h the iPhones and the iPod Touch devices can connect to the Internet throu gh campus wireless networks. With the iPhone, those networks may provid e faster connections and longer battery life than A T&T’s data network. Many cell phones allow users to surf the Web, but only some newer ones are c apable of wireless connection to the local area computer network. University officials say that they have no plans to track their students (and Apple said it would not be possible unless students give their permission). They say that they are drawn to the prospect of learning applications outsid e the classroom, though such lesson plans have yet to surface.“My colleagues and I are studying something called augmented reality (a field of computer research dealing with the combination of real-world and virtual reality),‖ said Christopher Dede, professor in learning technologies at Harvard University. ―Alien Contact,‖ for example, is an exer-cise develo ped for middle-school students who use hand-held devices that can determi ne their location. As they walk around a playground or other area, text, vid eo or audio pops up at various points to help them try to figure out why ali ens were in the schoolyard.“You can imagine similar kinds of interactive activities along historical li nes,‖ like following the Freedom Trail in Boston, Professor Dede said. ―It’s important that we do research, so that we know how well something like this works.‖The rush to distribute the devices worries some professors, who say that st udents are less likely to participate in class if they are multi-tasking. ―I’m n ot someone who’s anti-technology, but I,m always worried that technology becomes an end in and of itself, and it replaces teaching or it replaces analysis,,’ said Ellen Millender, associate professor of classics at Reed College in Portland, Ore. (She added that she hoped to buy an iPhone for herself on ce prices fall.)Robert Summers, who has taught at Cornell Law School for about 40 years , announced this week — in a detailed, footnoted memorandum —that he would ban laptop computers from his class on contract law.“I would ban that too if I knew the students were using it in class,‖ Profes sor Summers said of the iPhone, after the device and its capabilities were e xplained to him. ―What we want to encour-age in these students is an activ e intellectual experience, in which they develop the wide range of complex reasoning abilities required of good lawyers.‖The experience at Duke University may ease some concerns. A few years a go, Duke began giving iPods to students with the idea that they might use t hem to record lectures (these older models could not access the Internet). “We had assumed that the biggest focus of these devices would be consu ming the content,‖ said Tracy Futhey, vice president for information techn ology and chief information officer at Duke.But that is not all that the students did. They began using the iPods to creat e their own ―content,‖ making audio recordings of themselves and presenti ng them. The students turned what could have been a passive interaction in to an active one, Ms. Futhey said. 注意：此部分试题请在答题卡1上作答。
2016年6月大学英语六级第1套真题及答案解析
2016年6月大学英语六级第1套真题及答案解析Part I Writing (30 minutes)For this part, you are allowed 30 minutes to write a short essay on living in the virtual world. Try to imagine what will happen when people spend more and more time in the virtual world instead ofinteracting in the real world. You are required to write at least 150 words but no more than 200 words.Part II Listening Comprehension (30 minutes)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 center. Questions 1 to 4 are based on the conversation you have just heard.1. A) Project organizer. B) Public relations officer.C) Marketing manager. D) Market research consultant.2. A) Quantitative advertising research. B) Questionnaire design.C) Research methodology. D) Interviewer training.3. A) They are intensive studies of people’s spending habits.B) They examine relations between producers and customers.C) They look for new and effective ways to promote products.D) They study trends or customer satisfaction over a long period.4. A) The lack of promotion opportunity. B) Checking charts and tables.C) Designing questionnaires. D) The persistent intensity.heard.5. A) His view on Canadian universities.B) His understanding of higher education.C) His suggestions for improvements in higher education.D) His complaint about bureaucracy in American universities.6. A) It is well designed. B) It is rather inflexible.C) It varies among universities. D) It has undergone great changes.7. A) The United States and Canada can learn from each other.B) Public universities are often superior to private universities.C) Everyone should be given equal access to higher education.D) Private schools work more efficiently than public institutions.8. A) University systems vary from country to country.B) Efficiency is essential to university management.C) It is hard to say which is better, a public university or a private one.D) Many private universities in the US are actually large bureaucracies.Section BDirections: 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 center.注意：此部分试题请在答题卡 1 上作答。
2016年6月大学英语六级考试真题及答案解析(共三套完整版)
2016年6月英语六级考试真题完整版第一版（E-learning）For thispart, you are allowed 30 minutes to write a shortessay on E-learning, try toimagine what will happen when more andmore people study on-line instead ofgoing to school. You shouldwrite at least 150 words but no more than 200words.第一段: 写出现状.第二段: 分析在线学习未来的图景并简单解释原因第三段: 分析未来及自己的应对之策Currently, an increasing numberofpeople begin to use Internet to take courses and acquire knowledge.Onlinelearning is booming all around the world. It is providingmany options withlearners in terms of time, locations, subjects andcosts.Online learning greatlypromoteslearners’ studying efficiency and teachers’ productivity.As a result, updatedknowledge will reach those students in isolatedareas at a higher speed, whichcan make many of them keep pace withthe time. Additionally, students candecide their learning locationand time much more freely. Notably, because transportationandaccommodation will not trouble E-learners, learning cost will belargelylowered. These advantages might decrease the number ofpeople who routinelyattend schoollearning.From my point of view, personalinteractionbetween teachers and students in schools isirreplaceable. It is a good ideathat we combine E-learning andattending school together. Learning is not asimple multiple-choicequestion but an important issue that needs your tryingandinvolvement.第二版（机器人）For this part,you are allowed 30 minutes to write a shortessay on the use of robots. Try toimagine what will happen whenrobots take the place of human beings in industryas well aspeople’s daily lives. You are required to write at least 150wordsbut no more than 200 words.第一段:引出文章话题.说明技术的发展对人类生活的改变.第二段:针对此现象作出观点的阐述第三段:得出结论.It is held bysome people that knowledge is power,especially scientific and technologicalknowledge. Science andtechnology are the motive power of the socialdevelopment, whichconstitute a primary productive force. The use of robots istheproduce of development of science and technology.People’s viewson the use of robots vary from person toperson. Some hold that human life cannotcontinue without the use ofrobots. For many years, human society has developedwith the use ofscience and technology. So the lifewith the use of robots we areliving now is more efficient than thatof our fore fathers. They go on to pointout that the use of robotshas brought about many changes in people's life. Forexample,through the use of robots can improve the work efficiency andavoiddangerous events happening in our life in that we can requirerobots to do someworks with danger instead of humanbeings.Science andtechnology of robots are the crystallization ofhuman wisdom. It brought aglorious past to humanity, also willbring bright future to mankind.For this part,you are allowed 30 minutes to write a shortessay on living in the virtualworld. Try to imagine what willhappen when people spend more and more time inthe virtual worldinstead of interacting in the real world. You are required towriteat least 150 words but no more than 200 words.第三版（虚拟世界）第一段:说明科技发展对人类生活的改变,引出话题.说明,我们交流方式的变化.第二段:人们虚拟世界的交流给我们带来的影响.第三段:得出结论.We have to admit that the impactoftechnology on society is unquestionable. Whetherconsidering the TV or thecomputers, technology has had a hugeimpact on society. While not every advancehas been beneficial,there have been many positive effects of technology. Theinternet isone typical example.With the development of science andtechnology, the worldis no longer what it used to be. But the ability ofcommunication isa significant skill which should be cultivated if we want tosurviveand succeed in the world. But the way of communication with peoplehaschanged dramatically. Almost everyone today has a computer, anduses it tocommunicate with their friends, family, and evenbusiness. The virtual worldcommunication has changed the way thatpeople communicate.Since communication between peoplein the real world is of utmost importance, lack of communicationwilllead to perish of human beings. Through communication in thereal world, mutualunderstanding can be promoted and fosteredbetween people, which cannot bereplaced by the virtualcommunication.六级翻译第一套旗袍(qipao)是一种雅致的中国服装,源于中国的满族(Manchu Nationality)。
六月大学英语六级真题及答案解析-第一套（3）
六月大学英语六级真题及答案解析-第一套（3）11 What does the speaker mean by the work sharing scheme?[C]【解析】录音末尾提到 work sharing scheme。
该计划是想通过减少个人工时来避免裁员，然后由政府来补贴员工因减少工时而带来的损失，C 项是该处录音内容的同义表达，故为本题答案。
【干扰项排除】①根据选项出现的employees, unemployed , layoffs 等关键词，推测问题可能与雇员失业或下岗有关，听音时留意相关信息。
②A 项“员工和公司携手共度经济危机难关”、B 项“政府和企业联手为失业人员创造工作岗位”和D 项“在企业内部鼓励团队合作”在录音中均未提及，故予以排除。
12 What question is frequently put to the speaker?[A]【解析】说话人在录音开头部分即提到“我曾经经常被问到这些记忆力补品是否有效”，A 项是该处录音原句的概述，因此本题选 A 项。
【干扰项排除】①三个选项都出现了memory，推测问题可能与记忆力有关，听音时留意相关信息。
②B 项“草药是否有奇效”，录音中虽提到herbal，但说话人被问的是是否真的有挽救记忆力的草本药物，B 项没有提到记忆力，故不选;C 项“锻炼是否有助于提高记忆力”是利用录音中提到的workout“锻炼，练习”来设置干扰;D 项“拥有神奇的记忆力能否保证取得成功”在录音中未提及。
13 What does the speaker say about most memory supplements?[D]【解析】说话人提到那类补品有很多并不一定名副其实，大部分的背后缺乏科学依据，D 项“他们并非以真正的科学为基础”是该句录音的同义表达。
【干扰项排除】①四个选项的主语都是 They,听音时留意其指代什么事物。
②A 项“相较于年轻人，它们对年长者更有用”未在录音中提及;说话人多次表示这些补品多数没有什么效果，需谨慎服用，而且最后提到若跟其他药同服，还有可能产生不良后果,B 项“无论如何它们都是有益的”和C 项“它们一般没什么副作用”与录音意思相反，均排除。
2016年6月大学英语六级第2套真题及答案解析
2016 年 6 月大学英语六级考试真题（第二套）特别说明：2016 年 6 月大学英语六级试卷的三套试题有重叠部分，本试卷（第二套）只列出与第一、第三套不重复的试题。
具体重叠部分：本卷所有听力题与第一套试卷有重复，本试卷不再列出。
Part I Writing (30 minutes)For this part, you are allowed 30 minutes to write a short essay on e-learning. Try to imagine whatwill happen when more and more people study online instead of attending school. You arerequired to write at least 150 words but no more than 200 words.Directions:Part III Reading comprehension (40 minutes)Section ADirections: In this section, there is a passage with ten blanks. You are required to select oneword for each 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 identified by aletter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single linethrough the center. You may not use any of the words in the bank more than once.The robotics revolution is set to bring humans face to face with an old fear—man-made creationsas smart and capable as we are but without a moral compass. As robots take on ever more complexroles, the question naturally 26 : Who will be responsible when they do something wrong?Manufacturers? Users? Software writers? The answer depends on the robot.Robots already save us time, money and energy. In the future, they will improve our health care,social welfare and standard of living. The 27 of computational power and engineering advanceswill 28 enable lower-cost in- home care for the disabled, 29 use of driverless cars that may reducedrunk- and distracted-driving accidents and countless home and service-industry uses for robots,from street cleaning to food preparation.But there are 30 to be problems. Robot cars will crash. A drone (?遥控飞行器?) operator will 31someone’s privacy. A robotic lawn mower will run over a neighbor’s cat. Juries sympathetic to the 32 of machines will punish entrepreneurs with company-crushing 33 and damages. What shouldgovernments do to protect people while 34 space for innovation?Big, complicated systems on which much public safety depends, like driverless cars, should bebuilt, 35 and sold by manufacturers who take responsibility for ensuring safety and are liable foraccidents. Governments should set safety requirements and then let insurers price the risk of therobots based on the manufacturer’s driving record, not the passenger’s.注意：此部分试题请在答题卡 2 上作答。
2016年6月大学英语六级第2套真题及答案解析
2016 年6 月大学英语六级考试真题（第二套）特别说明：2016 年 6 月大学英语六级试卷的三套试题有重叠部分，本试卷（第二套）只列出与第一、第三套不重复的试题。
具体重叠部分：本卷所有听力题与第一套试卷有重复，本试卷不再列出。
Part I Writing (30 minutes)For this part, you are allowed 30 minutes to write a short essay on e-learning. Try to imagine what will happen when more and more people study online instead of attending school. You are required to write at least 150 words but no more than 200 words.Directions:Part III Reading comprehension (40 minutes)Section ADirections: 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 center. You may not use any of the words in the bank more than once.The robotics revolution is set to bring humans face to face with an oldfear—man-made creations as smart and capable as we are but without a moral compass. As robots take on ever more complex roles, the question naturally 26 : Who will be responsible when they do something wrong? Manufacturers? Users? Software writers? The answer depends on the robot.Robots already save us time, money and energy. In the future, they will improve our health care, social welfare and standard of living. The 27 of computational power and engineering advances will 28 enable lower-cost in- home care for the disabled, 29 use of driverless cars that may reduce drunk- and distracted-driving accidents and countless home and service-industry uses for robots, from street cleaning to food preparation.But there are 30 to be problems. Robot cars will crash. A drone ( 遥控飞行器 ) operator will 31 someone’s privacy. A robotic lawn mower will run over a neighbor’s cat. Juries sympathetic to the32 of machines will punish entrepreneurs with company-crushing 33 and damages. What should governments do to protect people while 34 space for innovation?Big, complicated systems on which much public safety depends, like driverless cars, should be built, 35 and sold by manufacturers who take responsibility for ensuring safety and are liable for accidents. Governments should set safety requirements and then let insurers price the risk of the robots based on the manufacturer’s driving record, not the passenger’s.注意：此部分试题请在答题卡 2 上作答。
2016年6月英语三级答案
2016年6月英语三级答案【篇一：2016年6月大学英语六级第3套真题及答案解析】> part i writing (30 minutes)for this part, you are allowed 30 minutes to write a short essay on the use of robots. try to imagine what will happen when more and more robots take the place of human beings in industry as well as people’s daily lives. you are required to write at least 150 words but no more than 200 words.section adirections: 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.注意：此部分试题请在答题卡1上作答。
questions 1 to 4 are based on the conversation you have just heard.1. a) it is advertising electronic products.b) it is planning to tour east asia.c) it is sponsoring a tv programme.d) it is giving performances in town.2. a) 20,000 pounds.b) 12,000 pounds.c) less than 20,000 pounds.d) less than 12,000 pounds.3. a) a lot of good publicity.b) talented artists to work for it.c) long-term investments.d) a decrease in production costs.4. a) promise long-term cooperation with the company.b) explain frankly their own current financial situation.c) pay for the printing of the performance programme.d) bear the cost of publicising the companys performance.questions 5 to 8 are based on the conversation you have just heard.5. a) he has been seeing doctors and counsellors.b) he has found a new way to train his voice.c) he was caught abusing drugs.d) he might give up concert tours.6. a) singers may become addicted to it.b) it helps singers warm themselves up.c) singers use it to stay away from colds.d) it can do harm to singers vocal chords.7. a) they are eager to become famous.b) many lack professional training.c) few will become successful.d) they live a glamorous life.8. a) harm to singers done by smoky atmospheres.b) side effects of some common drugs.c) voice problems among pop singers.d) hardships experienced by many young singers.section bdirections: 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.passage onequestions 9 to 12 are based on the passage you have just heard.9. a) it has not been very successful.b) it has long become a new trend.c) it has met with strong resistance.d) it has attracted a lot of users.10. a) it saves time.b) it increases parking capacity.c) it ensures drivers safety.d) it reduces car damage.11. a) collect money and help new users.b) maintain the automated system.c) stay alert to any emergency.d) walk around and guard against car theft.12. a) they will vary with the size of vehicles.b) they will be discountable to regular customers.c) they will be lower than conventional parking.d) they will be reduced if paid in cash.passage twoquestions 13 to 15 are based on the passage you have just heard.13. a) they do not know any solution.b) they do not give up drunk driving.c) they do not behave in public places.d) they do not admit being alcohol addicts.14. a) to stop them from fighting back.b) to thank them for their hospitality.c) to teach them the european lifestyle.d) to relieve their pains and sufferings.15. a) without intervention they will be a headache to the nation.b) with support they can be brought back to a normal life.c) they readily respond to medical treatment.d) they pose a serious threat to social stability.section cdirections: 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.recording onequestions 16 to 19 are based on the recording you have just heard.16. a) to award them for their hard work.b) to build common views.c) to bring in business projects.d) to vote for action.17. a) recovering from the great recession.b) creating jobs and boosting the economy.c) rewarding innovative businesses.d) launching economic campaigns.18. a) talking over paying off deficit.b) increasing the number of middle class.c) controlling the impact on education.d) planning to reduce energy consumption.19. a) shorten americas way to prosperity.b) be cautious about reducing the deficit.c) increase deficit to cover the revenue.d) require the richest to pay more taxes.recording twoquestions 20 to 22 are based on the recording you have just heard.20. a) they can be redeemed for cash.b) they can be used to reduce meal costs.c) they can be used as membership certificate.d) they can be used to make reservations.21. a) it is free for us to download the app.b) it helps you to be a professional cook.c) it provides advice about making recipes.22. a) by showing the weight of 200 kinds of food.b) by providing the price of 200 calories of food.c) by picturing the food of 200 calories with weights.d) by telling people 200 kinds of healthy food.recording threequestions 23 to 25 are based on the recording you have just heard.23. a) about 43 percent of american adults.b) about 18 percent of the whole population.c) about 40 million american adults.d) about a half million people in america.24. a) to set a series of bans on public smoking.b) to set the price of cigarettes properly.c) to package the cigarettes with tips of warning.d) to reduce the production and supply of cigarettes.25. a) the office of the surgeon general.b) the food and drug administration.c) the center for tobacco products.d) the center for disease control and prevention.directions:part iii reading comprehension (40 minutes)section adirections: 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 thepassage 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 center. you may not use any of the words in the bank more than once.let’s say you love roller-skating. just the thought on your roller-skates brings a smile to this description of roller-skating the three components of an attitude: affect, cognition, and behavior. you love the activity; it’s great fun. these feelings the affective or emotional component; they are an important ingredient in attitudes. the knowledge we have about the object can bring. finally, attitudes have a behavioral component. our to go outside to enjoy roller-skating.now, we don’t want to leave you with the. they don’t; sometimes they clash. for example, let’s say you love pizza (affective component); however, you have high cholesterol and understand (knowledge component) that eating pizza may be bad for your health. which behavior will your attitude result in, eating pizza a pizza restaurant at lunchtime, your emotions and feelings probably will be stronger than your knowledge that pizza may not be the best food for your health. in that instance, you have pizza for lunch. if you are at home trying to decide where to go for dinner, however, the knowledge 注意：此部分试题请在答题卡 2 上作答。
2016年6月英语六级真题.doc
2016 年 6 月英语六级真题Part I Writing (30 minutes)Directions ： For this part, you are allowed 30 minutes to write a short essay on the use of robots. Try to imagine what will happen when more and more robots take the place of human beings in industry as well as people's daily lives. You are requried to write at least 150 words but no more than 200 words.Part II Listening Comprehension (30 minutes)Section AQuestions 1 to 4 are based on the conversation you have just heard.1.A)Project organizerB)Public relations officer.C)Marketing manager.D)Market research consultant.2.A)Quantitative advertising research.B)Questionnaire design.C)Research methodology.D)Interviewer training.3.A)They are intensive studies of people’s spending. habitB)They examine relations between producers and customers.C)They look for new and effective ways to promote products.D)They study trends or customer satisfaction over a long period.4.A)The lack of promotion opportunity.B)Checking charts and tables.C)Designing questionnaires.D)The persistent intensity.Questions 5 to 8 are based on the conversation you have just heard.5.A)His view on Canadian universities.B)His understanding of higher education.C)His suggestions for improvements in higher education.D)His complaint about bureaucracy in American universities.6.A)It is well designed.B)It is rather inflexible.C)It varies among universities.D)It has undergone great changes.7.A)The United States and Canada can learn from each other.B)Public universities are often superior to private universities.C)Everyone should be given equal access to higher education.D)Private schools work more efficiently than public institutions.8.A) University systems vary from country to country.B)Efficiency is essential to university management.C)It is hard to say which is better, a public university or a private one.D)Many private university in the U.S. Are actually large bureaucracies.Section BQuestions 9 to 11 are based on the passage you have just heard.9.A) Government ’s role in resolving an economic crisis.B)The worsening real wage situation around the worldC)Indications of economic recovery in the United States.D) The impact of the cur rent economic crisis on people’s life.10.A)They will feel less pressure to raise employees’ wages.B)They will feel free to choose the most suitable employees.C)They will feel inclined to expand their business operations.D)They will feel more confident in competing with their rivals.11.A) Employees and companies cooperate to pull through the economic crisis.B)Government and companies join hands to create hobs for the unemployed.C)Employees work shorter hours to avoid layoffs.D)Team work will be encouraged in companies.Questions 12 to 15 are based on the passage you have just heard.12.A) Whether memory supplements work.B) Whether herbal medicine works wonders.C) Whether exercise enhances one’s memory.D) Whether a magic memory promises success.13.A) They help the elderly more than the young.B)They are beneficial in one way or another.C)They generally do not have side effects.D)They are not based on real science.14.A)They are available at most country fairs.B)They are taken in relatively high dosage.C)They are collected or grown by farmers.D)They are prescribed by trained practitioners.15.A)They have often proved to be as helpful as doing mental exercise.B)Taking them with other medications might entail unnecessary risks.C)Their effect lasts only a short time.D)Many have benefited from them.Section CQuestions 16 to 18 are based on the recording you have just heard.16.A)How catastrophic natural disasters turn out to be to developing nations.B)How the World Meteorological Organization studies natural disasters.C)How powerless humans appear to be in face of natural disasters.D)How the negative impacts of natural disasters can be reduced.17.A)By training rescue teams for emergencies.B)By taking steps to prepare people for them.C)By changing people’s views of nature.D)By relocating people to safer places.18.A)How preventive action can reduce the loss of life.B)How courageous Cubans are in face of disasters.C)How Cubans suffer from tropical storms.D)How destructive tropical storms can be.Questions 19 to 22 are based on the recording you have just heard.19.A)Pay back their loans to the American government.B)Provide loans to those in severe financial difficulty.C)Contribute more to the goal of a wider recovery.D)Speed up their recovery from the housing bubble.20.A)Some banks may have to merge with others.B)Many smaller regional banks are going to fail.C)It will be hard for banks to provide more loans.D)Many banks will have to lay off some employees.21.A)It will work closely with the government.B)It will endeavor to write off bad loans.C)It will try to lower the interest rate.D)It will try to provide more loans.22.A)It won’t help the American economy to turn around.B)It won ’t do any good to the major commercial banks.C)It will win the approval of the Obama administration.D)It will be necessary if the economy starts to shrink again.Questions 23 to 25 are based on the recording you have just heard.23.A)Being unable to learn new things.B)Being rather slow to make changes.C)Losing temper more and more often.D)Losing the ability to get on with others.24.A)Cognitive stimulation.B)Community activity.C)Balanced diet.D)Fresh air.25.A)Ignoring the signs and symptoms of aging.B)Adopting an optimistic attitude towards life.C)Endeavoring to give up unhealthy lifestyles.D)Seeking advice from doctors from time to time.Part III Reading Comprehension (40 minutes)Section APursuing a career is an essential part of adolescent development.“The adolescent becomes an adult when he_26_a real job.” Tocgnitive researchers like Piaget, adulthood meant the beginning of an_27_.Piaget argued that once adolescents enter the world of work, their newly acquired ability toform hypotheses allows them to create representations that are too ideal.The_28_of such ideals,without the tempering of the reality of a job or profession, rapidly leads adolescents to become_29_ of the non-idealistic world and to press for reform in a characteristically adolescent way.Piaget said:“ True adaptation to society comes_30_when the adolescent reformer attempts to puthis ideas to work.”Of course, youthful idealism is often courageous, and no one likes to give up dreams.Perhaps,taken_31_out of context, Piaget’ s statement seems harsh. What，he was_32_ however, is the way reality can modify idealistic views. Some people refer to such modification asmaturity. Piaget argued that attaining and accepting a vocation is one of the best ways to modifyidealized views and to mature.As careers and vocations become less available during times of _33_,adolescents may be especially hard hit. Such difficult economic times may leave many adolescents_34_about theirroles in society. For this reason, community interventions and government job programs thatoffer summer and vacation work are not only economically_35_but also help to stimulate the adolescent ’enses of worth.A)automatically B)beneficial C)capturing D)confusedE)emphasizing F)entrance G)excited H)existenceI)incidentally J)intolerant K)occupation L)promisesM)recession N)slightly O)undertakesSection BCan societies be rich and green?[A] “ourIf economies are to flourish,if global poverty is to be eliminated and if the well-being ofthe world ’peoples enhanced —not just in this generation but in succeeding generations —wemust make sure we take care of the natural environment and resources on which our economicactivity depends. ” Thatstatement comes not, as you might imagine, from a stereotypicaltree-hugging, save-the-world greenie( 环保主义者 ),but from Gordon Brown, a politician with areputation for rigour, thoroughness and above all, caution.[B]A surprising thing for the man who runs one of the world ’ s most powerful economies to say? Perhaps; though in the run-up to the five-year review of the Millennium( 千年的 )Goals ,he is farfrom alone. The roots of his speech, given in March at the roundtable meeting of environmentand energy ministers from the G20 group of nations, stretch back to 1972,and the United NationsConference on the Human Environment in Stockholm.[C] “ The protection and improvement of the human environment is a major issue which affectsthe well- being of peoples and economic development throughout the world, ” readthe finaldeclaration from this gathering, the first of a sequence which would lead to the Rio de Janeiro EarthSummit in 1992 and the World Development Summit in Johannesburg three years ago. [D]Huntthrough the reports prepared by UN agencies and development groups—many for conferences suchas this year ’Millenniums Goals review —and you will find that the linkage between environmentalprotection and economic progress is a common thread.[E]Managing ecosystems sustainably is more profitable than exploiting them, according to theMillennium Ecosystem Assessment. But finding hard evidence to support the thesis is not so easy.Thoughts turn first to some sort of global statistic, some indicator which would rate the wealth ofnations in both economic and environmental terms and show a relationship between the two. [F]Ifsuch an indicator exists, it is well hidden. And on reflection, this is not surprising; the single word“ environmenthas”so many dimensions, and there are so many other factors affectingwealth —such as the oil deposits —that teasing out a simple economy-environment relationshipwould be almost impossible.[G]The Millennium Ecosystem Assessment, a vast four-year global study which reported its initialconclusions earlier this year, found reasons to believe that managing ecosystems sustainably—working with nature rather than against it —might be less profitable in the short term ,but certainlybrings long-term rewards.[H]And the World Resources Institute(WRI)in its World Resources 2005 report, issued at the endof August, produced several such examples from Africa and Asia; it also demonstrated that environmental degradation affects the poor more than the rich, as poorer people derive a muchhigher proportion of their income directly from the natural resources around them.[I]But there are also many examples of growing wealth by trashing the environment, in rich andpoor parts of the world alike, whether through unregulated mineral extraction, drastic water usefor agriculture, slash-and-burn farming, or fossil-fuel-guzzling( 大量消耗 )transport. Of course,such growth may not persist in the long term —which is what Mr. Brown and the Stockholmdeclaration were both attempting to point out. Perhaps the best example of boom growth andbust decline is the Grand Banks fishery. For almost five centuries a very large supply of cod( 鳕鱼)provided abundant raw material for an industry which at its peak employed about 40,000people, sustaining entire communities in Newfoundland. Then, abruptly, the cod populationcollapsed. There were no longer enough fish in the sea for the stock to maintain itself, let alonean industry .More than a decade later, there was no sign of the ecosystem re-building itself. It had,apparently, been fished out of existence ;and the once mighty Newfoundland fleet now gropesabout frantically for crab on the sea floor.[J]There is a view that modern humans are inevitably sowing the seed of a global GrandBanks-style disaster. The idea is that we are taking more out of what you might call the planetenvironmental bank balance than it can sustain; we are living beyond our ecological means. Onerecent study attempted to calculate the extent of this “ ecologicalovershoot of the humaneconomy ” ,and found that we are using 1.2 Earth ’s-worth of environmental goods andservices—the implication being that at some point the debt will be called in,and all thoseservices—the things which the planet does for us for free —will grind to a halt.[K]Whether this is right, and if so where and when the ecological axe will fall, is hard todetermine with any precision —which is why governments and financial institutions are onlybeginning to bring such risks into their economic calculations. It is also the reason whydevelopment agencies are not united in their view of environmental issues; while some, like theWRI, maintain that environmental progress needs to go hand-in-hand with economicdevelopment, others argue that the priority is to build a thriving economy, and then use thewealth created to tackle environmental degradation.[L]This view assumes that rich societies will invest in environmental care.But is this right?Dothings get better or worse as we get richer? Here the Stockholm declaratio n is ambiguous. “ In thedeveloping countries, ”says,it “ mostof the environmental problems are caused byunder- development. ” So it is saying that economic development should make for a cleaner world?Not necessarily; “ In the industralised countries, environmental problems are generally related toindustrialisation and technological development, ” it continues. In other words, poor and rich bothover-exploit the natural world,but for different reasons. It ’ s simply not true that economic growth will surely make our world cleaner.[M]Clearly, richer societies are able to provide environmental improvements which lie wellbeyond the reach of poorer communities. Citizens of wealthy nations demand national parks,clean rivers, clean air and poison-free food. They also, however, use far more naturalresources-fuel, water(all those baths and golf courses)and building materials.[N]A case can be made that rich nations export environmental problems, the most graphicexample being climate change. As a country ’ s wealthodo grows,itsgreenhouse gas emissions.The figures available will not be completely accurate. Measuring emissions is not a precisescience, particularly when it comes to issues surrounding land use; not all nations have re-leasedup-to-date data, and in any case, emissions from some sectors such as aviation are not includedin national statistics. But the data is exact enough for a clear trend to be easily discernible. Ascountries become richer, they produce more greenhouse gases; and the impact of those gaseswill fall primarily in poor parts of the world.[O]Wealth is not, of course, the only factor involved. The average Norwegian is better off than theaverage US citizen, but contributes about half as much to climate change. But could Norway keep itsstandard of living and yet cut its emissions to Moroccan or even Ethiopian levels? Thatquestion ,repeated across a dozen environmental issues and across our diverse planet, is whatwill ultimately determine whether the human race is living beyond its ecological means as it pursueseconomic revival.36.Examples show that both rich and poor countries exploited the environment for economicprogress.37.Environmental protection and improvement benefit people all over the world.38.It is not necessarily true that economic growth will make our world cleaner.39.The common theme of the UN reports is the relation between environmental protectionand economic growth.40.Development agencies disagree regarding how to tackle environment issues while ensuringeconomic progress.41.It is difficult to find solid evidence to prove environmental friendliness generates moreprofits than exploiting the natural environment.42.Sustainable management of ecosystems will prove rewarding in the long run.43.A politician noted for being cautious asserts that sustainable human development dependson the natural environment.44.Poor countries will have to bear the cost for rich nations’ economic development.45.One recent study warns us of the danger of the exhaustion of natural resources on Earth.Section CPassage OneQuestions 46 to 50 are based on the following passage.Interactive television advertising, which allows viewers to use their remote controls to click onadvertisements, has been pushed for years. Nearly a decade ago it was predicted that viewers of“Friends a”popular, situation comedy, would soon be able to purchase a sweater like JenniferAniston ’withs a few taps on their remote control. “beenIt’ sthe year of interactive televisionadvertising for the last ten or twelve ye ars, ” says Colin Dixon of a digital-media consultancy.So the news that Cablevision, and American cable company, was rolling out interactiveadvertisements to all its customers on October 6th was greeted with some skepticism. Duringcommercials, an overlay will appear at the bottom of the screen, prompting viewers to press abutton to request a free sample or order a catalogue. Cablevision hopes to allow customers tobuy things with their remote controls early next year.Television advertising could do with a boost. Spending fell by 10% in the first half of the year.The popularization of digital video recorders has caused advertisers to worry that theircommercials will be skipped. Some are turning to the Internet, which is cheaper and offersconcrete measurements like click-through rates —especially important at a time when marketingbudgets are tight. With the launch of interactive advertising, “ many of the dollars that went to th Internet will come back to the TV, ” says David Kline of Cablevisionindustry.Orsohopesth.In theory, interactive advertising can engage viewers in a way that 30-second spots do not.Unilever recently ran an interactive campaign for its Axe deodorant( 除臭剂 )， which kept viewersengaged for more than three minutes on average.The amount spent on interactive advertising on television is still small. Magna, an advertisingagency, reckons it will be worth about $138 million this year. That falls far short of the billions ofdollars people once expected it to generate. But DirecTV, Comcast and Time Warner Cable haveall invested in it. A new effort led by Canoe Ventures, a coalition of leading cable providers, aimsto make interactive advertising available across America later this year. BrightLine iTV, Which designs and sells interactive ads, says interest has surged: it expects its revenues almost to triplethis year. BSkyB, Britain ’ s biggest-televisionsatelliteservice, already provides 9 million customers with interactive ads.Yet there are doubts whether people watching television, a“ lean back” medium, crave interaction.Click-through rates have been high so far(around 3-4%, compared with less than 0.3% online), butthat may be a result of the novelty. Interactive ads and viewers might not go well together.46.What does Colin Dixon me an by saying“ It’ s been the year of interactive television advertisingfor the last ten or twelve years-5, Para”(Lines.1)? 4A)Interactive television advertising will become popular in 10-12 years.B)Interactive television advertising has been under debate for the last decade or so.C)Interactive television advertising is successful when incorporated into situation comedies.D)Interactive television advertising has not achieved the anticipated results.47.What is the public’ s response to Cablevisiond interactive’s TVplanneadvertising program?A)Pretty positive.B)Totally indifferent.C)Somewhat doubtful.D)Rather critical.48.What is the impact of the wide use of digital video recorders on TV advertising?A)It has made TV advertising easily accessible to viewers.B)It helps advertisers to measure the click-through rates.C)It has placed TV advertising at a great disadvantage.D)It enables viewers to check the sales items with ease.49.What do we learn about Unilever’ s interactive campaign?A)It proves the advantage of TV advertising.B)It has done well in engaging the viewers.C)It helps attract investments in the company.D)it has boosted the TV advertising industry.50.How does the author view the hitherto high click-through rates?A)They may be due to the novel way of advertising.B)They signify the popularity of interactive advertising.C)They point to the growing curiosity of TV viewers.D)They indicate the future direction of media reform.Passage TwoQuestions 51 to 55 are based on the following passage.What can be done about mass unemployment? All the wise heads agree: there’re no quick oreasy answers. There’ s work to be done, but workers aren’ t ready to do it—they’ re in the w places, or they have the wrong skills, Our problems are d “willstructural,akemany years”antosolve.But don ’ t bother asking for evidence that justifies this bleak view. There isn’ t any. On th all the facts suggest that high unemployment in America is the result of inadequate demand.saying that there ’nore easy answers sounds wise. But it ’actuallys foolish: our unemploymentcrisis could be cured very quickly if we had the intellectual clarity and political will to act. In otherwords, structural unemployment is a fake problem, which mainly serves as an excuse for notpursing real solutions.The fact is job openings have plunged in every major sector, while the number of workers forcedinto part-time employment in almost all industries has soared. Unemployment has surged inevery major occupational category. Only three states. With a combined population not muchlarger than that of Brooklyn, have unemployment rates below 5%. So the evidence contradictsthe claim that we’ re mainly suffering from structural unemployment. Why, then, has this claimbecome so popular?Part of the answer is that this is what always happens during periods of high unemployment—inpart because experts and analysts believe that declaring the problem deeply rooted, with no easyanswers, makes them sound serious.I ’ve been looking at what self-proclaimed experts were saying about unemployment during theGreat Depression; it was almost identical to what Very Serious People are saying now. Unemployment cannot be brought down rapidly, declared one 1935 analysis, because theworkforce is “ unadaptable nd untrained. It cannot respond to the opportunities which industrymay offer. A few” years later, a large defense buildup finally provided a fiscal stimulus adequate tothe economy ’ needs — and suddenly industry was eager to employ those “ unadaptableanduntrained ” workers.But now, as then, powerful forces are ideologically opposed to the whole idea of governmentaction on a sufficient scale to jump-start the economy. And that, fundamentally, is why claimsthat we face huge structural problems have been multiplying: they offer a reason to do nothingabout the mass unemployment that is crippling out economy and our society.So what you need to know is that there ’ s no evidence whatsoever to back these claims. We aren suffering from a shortage of needed ski lls, We ’ re suffering from a lack of policy resolve. As I said,structural unemployment isn ’ t a real problem, it ’ s an excuse—a reason not to act on America problems at a time when action is desperately needed.51.What does the author think is the root cause of mass unemployment in America?A)Corporate mismanagement.B)Insufficient demand.C)Technological advances.D)Workers ’ slow adaptation.52.What does the author think of the experts’ claim concerning unemployment?A)Self-evident.B)Thought-provoking.C)Irrational.D)Groundless.53.What does the author say helped bring down unemployment during the Great Depression?A)The booming defense industry.54.What has caused claims of huge structural problems to multiply?A)Powerful opposition to government’ s stimulus efforts.B)Very Serious People’ s attempt to cripple the economy.C)Evidence gathered from many sectors of the industries.D)Economists’ failure to detect the problems in time.55.What is the author ’ s purpose in writing the passage? A)Totestify to the experts ’ analysis of America ’ s problems.B)To offer a feasible solution to the structural unemployment.C)To show the urgent need for the government to take action.D)To alert American workers to the urgency for adaptation.Part IV Translation (30minutes)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.中国的创新正以前所未有的速度蓬勃发展。
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2016年6月英语六级考试真题试卷附答案和解析(第1套)Directions:For this part, you are allowed 30 minutes to write a short essay on the use of robots. Try to imagine what will happen when more and more robots take the place of human beings in industry as well as people's daily lives. You are required to write at least 150 words but no more than 200 words.Section ADirections: 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.注意：此部分试题请在答题卡1上作答。
Questions 1 to 4 are based on the conversation you have just heard.1. A) Project organizer.B) Public relations officer.C) Marketing manager.D) Market research consultant.2. A) Quantitative advertising research.B) Questionnaire design.C) Research methodology.D) Interviewer training.3. A) They are intensive studies of people's spending habits.B) They examine relations between producers and customers.C) They look for new and effective ways to promote products.D) They study trends or customer satisfaction over a long period.4. A) The lack of promotion opportunity.B) Checking charts and tables.C) Designing questionnaires.D) The persistent intensity.Questions 5 to 8 are based on the conversation you have just heard.5. A) His view on Canadian universities.B) His understanding of higher education.C) His suggestions for improvements in higher education.D) His complaint about bureaucracy in American universities.6. A) It is well designed.B) It is rather inflexible.C) It varies among universities.D) It has undergone great changes.7. A) The United States and Canada can learn from each other.B) Public universities are often superior to private universities.C) Everyone should be given equal access to higher education.D) Private schools work more efficiently than public institutions.8. A) University systems vary from country to country.B) Efficiency is essential to university management.C) It is hard to say which is better, a public university or a private one.D) Many private university in the U.S. are actually large bureaucracies.Section BDirections: 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.Passage OneQuestions 9 to 11 are based on the passage you have just heard.9. A) Government's role in resolving an economic crisis.B) The worsening real wage situation around the world.C) Indications of economic recovery in the United States.D) The impact of the current economic crisis on peopled life.10. A) They will feel less pressure to raise employees' wages.B) They will feel free to choose the most suitable employees.C) They will feel inclined to expand their business operations.D) They will feel more confident in competing with their rivals.11. A) Employees and companies cooperate to pull through the economic crisis.B) Government and companies join hands to create jobs for the unemployed.C) Employees work shorter hours to avoid layoffs.D) Team work will be encouraged in companies.Passage TwoQuestions 12 to 15 are based on the passage you have just heard.12. A) Whether memory supplements work.B) Whether herbal medicine works wonders.C) Whether exercise enhances one's memory.D) Whether a magic memory promises success.13. A) They help the elderly more than the young.B) They are beneficial in one way or another.C) They generally do not have side effects.D)They are not based on real science.14. A) They are available at most country fairs.B) They are taken in relatively high dosage.C) They are collected or grown by farmers.D) They are prescribed by trained practitioners.15. A) They have often proved to be as helpful as doing mental exercise.B) Taking them with other medications might entail unnecessary risks.C) Their effect lasts only a short time.D) Many have benefited from them.Section CDirections: 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.Recording OneQuestions 16 to 18 are based on the recording you have just heard.16. A) How catastrophic natural disasters turn out to be to developing nations.B) How the World Meteorological Organization studies natural disasters.C) How powerless humans appear to be in face of natural disasters.D) How the negative impacts of natural disasters can be reduced.17. A) By training rescue teams for emergencies.B) By taking steps to prepare people for them.C) By changing people's views of nature.D) By relocating people to safer places.18. A) How preventive action can reduce the loss of life.B) How courageous Cubans are in face of disasters.C) How Cubans suffer from tropical storms.D) How destructive tropical storms can be.Recording TwoQuestions 19 to 22 are based on the recording you have just heard.19. A) Pay back their loans to the American government.B) Provide loans to those in severe financial difficulty.C) Contribute more to the goal of a wider recovery.D) Speed up their recovery from the housing bubble.20. A) Some banks may have to merge with others.B) Many smaller regional banks are going to fail.C) It will be hard for banks to provide more loans.D) Many banks will have to lay off some employees.21. A) It will work closely with the government.B) It will endeavor to write off bad loans.C) It will try to lower the interest rate.D) It will try to provide more loans.22. A) It won't help the American economy to turn around.B) It won't do any good to the major commercial banks.C) It will win the approval of the Obama administration.D) It will be necessary if the economy starts to shrink again.Recording ThreeQuestions 23 to 25 are based on the recording you have just heard.23. A) Being unable to learn new things.B) Being rather slow to make changes.C) Losing temper more and more often.D) Losing the ability to get on with others.24. A) Cognitive stimulation.B) Community activity.C) Balanced diet.D) Fresh air.25. A) Ignoring the signs and symptoms of aging.B) Adopting an optimistic attitude towards life.C) Endeavoring to give up unhealthy lifestyles.D) Seeking advice from doctors from time to time.Section ADirections: In this section, there is a passage with ten blanks. You are required to sele ct oneword for each blank from a list of choices given in a word bank following the p assage. Read thepassage through carefully before making your choices. Each choice i n the bank is identified bya letter. Please mark the corresponding letter for each item on ,Answer Street 2 with a singleline through the centre. You may not use any of the words in the bank more than once.Questions 26 to 35 are based on the following passage.Let's say you love roller-skating. Just the thought of __26__ on your roller-skates brings asmile to your face. You also know that roller-skating is excellent exercise. Yo u have a __27__attitude toward it.This description of roller-skating __28__ the three components of an attitude: affect, cognition, and behavior. You love the activity; it's great fun. These feelings __29__ th e affectiveor emotional component; they are an important ingredient in attitudes. Th e knowledge wehave about the object constitutes the cognitive component of an attit ude. You understand the health __30__ that the activity can bring. Finally, attitudes h ave a behavioral component.Our attitudes __31__ us to go outside to enjoy roller-ska ting.Now, we don't want to leave you with the __32__ that these three components always worktogether __33__ . They don't; sometimes they clash. For example, let's say you l ove pizza(affective component); however, you have high cholesterol and understand (knowledge component) that eating pizza may be bad for your health. Which behavio r will your attituderesult in, eating pizza or __34__ it? The answer depends on which component happens to bestronger. If you are walking past a pizza restaurant at luncht ime, your emotions and feelingsprobably will be stronger than your knowledge that pi zza may not be the best food for yourhealth. In that instance, you have pizza for lunch. If you are at home trying to decide where togo for dinner, however, the knowledge c omponent may __35__ , and you decide to go whereyou can eat a healthier meal.A.avoidingB.benefitsC.highlightD.illustratesE.impressionF.improvesG.inquiringH.perfectlyI.positiveJ.prevailK.primarilyL.promptM.specificationsN.strappingO.typicalSection BDirections: 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.The Changing Generation[A] It turns out today's teenagers aren't so scary after all. Results of USA WEEKEND'S Teens & Parents survey reveal a generation of young people who get along well with their parents and approve of the way they're being raised. They think of their parents with affection and respect. They speak with Mom or Dad when they have a problem. Most feel that their parents understand them, and they believe their family is the No. 1 priority in their parents, lives. Many even think their parents are cool! Although more than a third have an object in their rooms they would like to keep secret from their parents, rarely is it anything more alarming than a diary or off-color (低俗的) book or CD.[B] Such results may seem surprising against the background of shocking incidents that color the way the mass media portray the young. In October 2000, , the same month the survey was taken, the Washington-based Center for Media and Public Affairs wrote in its publication Media Monitor that, in a recent month of TV news coverage of American youth, just 2% of teens were shown at home, and just 1% were portrayed in a work setting. In contrast, the criminal justice system accounted for nearly one out of every five visual backgrounds. No wonder parents worry their ownkids might spin out of control once they hit the turbulent waters of adolescence. [C] The overall facts ought to reassure us. The survey shows us that today's teens are affectionate, sensible and far happier than the angry and tortured souls that have been painted for us by stereotypes. From other sources, we also know teenage crime, drug abuse and premarital sex are in general decline. We, of course, need to pay attention to youngsters who are filled with discontent and hostility, but we should not allow these extreme cases to distort our view of most young people.[D] My own research at the Stanford Center on Adolescence uses in-depth interviews with small samples of youngsters rather than large-scale surveys. Still, in my studies and others I have read, I find the same patterns as in USA WEEKEND'S survey. Today's teenagers admire their parents and welcome parental guidance about important matters such as career choice—though certainly not Mom and Dad's advice on matters of personal taste, such as music or fashion. When we ask teens to choose a hero，they usually select an older family member rather than a remote public figure. Most teens say they enjoy the company of both parents and friends.[E] Contrary to some stereotypes, most adolescents believe they must be tolerant of differences among individuals (though they do not always find this easy in the cliquish (拉帮结派的) environment of high school). Many of them volunteer for community service with disadvantaged people. One prevalent quality we have found in teens, statements about themselves, their friends and their families is a strikingly positive emotional tone. By and large, these are very nice kids, and as the band The Who used to sing, "The kids are alright."[F] How much is today's spirit of harmony a change from our more turbulent past? A mere generation ago, parent-child relations were described as "the generation gap". Yet even then reports of widespread youth rebellion were overdone: Most kids in the '60s and 70s shared their parents, basic values. Still, it is true that American families are growing closer at the dawn of this new millennium (千年). Perhaps there is less to fight about, with the country in a period of tranquility and the dangers of drug abuse and other unwholesome behavior well known. Perhaps in the face of impersonal and intimidating globalization, a young person's family feels more like a friendly haven than an oppressive trap. And perhaps parents are acting more like parents than in the recent past. Within just the past five years, I have noticed parents returning to a belief that teenagers need the guidance of elders rather than the liberal, "anything goes" mode of child-rearing that became popular in the second half of the 20th century. [G] But missing from all these data is the sense that today's young care very much about their country, about the broader civic and political environment, or about the future of their society. They seem to be turning inward—generally in a pro-social manner, certainly with positive benefits for intimate relationships, but too often at the expense of a connection with the present and future world beyond, including the society they will one day inherit.[H] Recently, we examined more than 400 essays on the "laws of life" that teens from two communities had written as part of an educational program initiated by the John Templeton Foundation in Radnor, Pa. In those essays, and in follow-up interviews with a few of the teenagers, we found lots of insight, positive feeling and inspirationalthinking. But we also found little interest in civic life beyond the tight circles of their family and immediate friends.[I] For example, only one boy said he would like to be president when he grows up. When I was in high school, dozens in my class alone would have answered differently. In fact, other recent studies have found there has never been a time in American history when so small a proportion of young people have sought or accepted leadership roles in local civic organizations. It is also troubling that voting rates among our youngest eligible voters—18- to 24-year-olds—are way down: Little more than one in four now go to the polls, even in national elections, compared with almost twice that many when 18-year-olds were first given the vote.[J] In our interviews, many students viewed politics with suspicion and distaste. " Most politicians are kind of crooked (不诚实的)" one student declared. Another, discussing national politics, said, “I feel like one person can't do that much, and I get the impression most people don't think a group of people can do that much." Asked what they would like to change in the world, the students mentioned only personal concerns such as slowing down the pace of life, gaining good friends, becoming more spiritual, becoming either more materially successful or less materially oriented (depending on the student's values), and being more respectful of the Earth, animals and other people. One boy said, "I'd rather be concentrating on artistic efforts than saving the world or something."[K] It is fine and healthy for teens to cultivate their personal interests, and it is good news when young people enjoy harmonious relations with their family and friends. But there is also a place in a young life for noble purposes that include a dedication to the broader society, a love of country and an aspiration to make their own leadership contributions.[L] In the past, the young have eagerly participated in national service and civic affairs, often with lots of energy and idealism. If this is not happening today, we should ask why. Our society needs the full participation of its younger citizens if it is to continue to thrive. We know the promise is there—this is a well-grounded, talented, warm-hearted group of youngsters. We have everything to gain by encouraging them to explore the world beyond their immediate experience and to prepare themselves for their turn at shaping that world.注意：此部分试题请在答题卡2上作答。