ccnt2017年大学英语六级(CET-6)真题试卷及答案解析7

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2017

年大学英语六级

(CET-6)

真题试卷及答案解析

Part I Listening Comprehension (20 minutes)

Section A

Directions:

In

this

section,

you

will

hear

10

short

conversations.

At

the

end

of

each

conversation,

a

question

will

be

asked

about

what

was

said

—

Both

the

conversation

and

the

question

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

the

best

answer.

Then mark the corresponding letter on the Answer Sheet with a single line

through the centre.

Example:

You will hear:

You will read:

A) 2 hours.

B) 3 hours.

C) 4 hours.

D) 5 hours.

From the conversation we know that the two are talking about some work they will

start at 9 o

?

clock in the morning and have to finish at 2 in the afternoon. Therefore,

D) “5

hours” is the correct answer. You

should choose [D] on the Answer Sheet and mark it

with a single line through the centre.

Sample Answer [A] [B] [C] [D]

1.

A) Riding a horse.

B) Shooting a movie.

C) Playing a game.

D) Taking a photo.

2.

A) She

?

ll type the letter for the man.

B) She

?

ll teach the man to operate the computer.

C) She doesn

?

t think his sister is a good typist.

D) She thinks the man should buy a computer.

3.

A) John can share the magazine with her.

B) She wants to borrow John

?

s card.

C) She

?

ll let John use the journal first.

2 / 19

D) John should find another copy for himself.

4.

A) She promised to help the man.

B) She came a long way to meet the man.

C) She took the man to where he wanted to go.

D) She suggested a way out of the difficulty for the man.

5.

A) The train seldom arrives on time.

B) The schedule has been misprinted.

C) The speakers arrived at the station late.

D) The company has trouble printing a schedule.

6.

A) To find a better science journal in the library.

B) Not to miss any chance to collect useful information.

C) To buy the latest issue of the magazine.

D) Not to subscribe to the journal.

7.

A) She wants to borrow the man

?

s student ID card.

B) The tickets are less expensive than she expected.

C) She won

?

t be able to get any discount for the ticket.

D) The performance turned out to be disappointing.

8.

A) Do the assignments towards the end of the semester.

B) Quit the history course and choose another one instead.

C) Drop one course and do it next semester.

D) Take courses with a lighter workload.

9.

A) The organization of a conference.

B) The cost of renting a conference room.

C) The decoration of the conference room.

D) The job of cleaning up the dining- room.

10.

A) Meet his client.

B) Prepare the dinner.

C) Work at his office.

D) Fix his car.

Section B

Directions:

In this section, you will hear 3 short passages. At the end of each passage,

3 / 19

you will hear some 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

the

Answer

Sheet

with

a

single

line

through

the

centre.

Passage One

Questions 11 to 13 are based on the passage you have just heard.

11.

A) One of the bridges between North and South London collapsed.

B) The heart of London was flooded.

C) An emergency exercise was conducted.

D) 100 people in the suburbs were drowned.

12.

A) 50 underground stations were made waterproof.

B) A flood wall was built.

C) An alarm system was set up.

D) Rescue teams were formed.

13.

A) Most Londoners were frightened.

B) Most Londoners became rather confused.

C) Most Londoners took Exercise Floodcall calmly.

D) Most Londoners complained about the trouble caused by Exercise Floodcall.

Passage Two

Questions 14 to 16 are based on the passage you have just heard.

14.

A) It limited their supply of food.

B) It made their eggshells too fragile.

C) It destroyed many of their nests.

D) It killed many baby bald eagles.

15.

A) They found ways to speed up the reproduction of bald eagles.

B) They developed new types of feed for baby bald eagles.

C) They explored new ways to hatch baby bald eagles.

D) They brought in bald eagles from Canada.

16.

A) Pollution of the environment.

B) A new generation of pest killers.

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C) Over-killing by hunters.

D) Destruction of their natural homes.

Passage Three

Questions 17 to 20 are based on the passage you have just heard.

17.

A) Whether it can be detected and checked.

B) Whether it will lead to widespread food shortage.

C) Whether global warming will speed up in the future.

D) Whether it will affect their own lives.

18.

A) Many species have moved further north.

B) Many new species have come into existence.

C) Many species have developed a habit of migration.

D) Many species have become less sensitive to climate.

19.

A) Storms and floods.

B) Disease and fire.

C) Less space for their growth.

D) Rapid increase of the animal population.

20.

A) They will gradually die out.

B) They will be able to survive in the preserves.

C) They will have to migrate to find new homes.

D) They will face extinction without artificial reproduction.

Part II Reading Comprehension (35 minutes)

Directions:

There

are

4

passages

in

this

part.

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 the Answer Sheet with a single line through the

centre.

Passage One

Questions 21 to 25 are based on the following passage.

In the villages of the English countryside there are still people who remember the

good old days when no one bothered to lock their doors. There simply wasn

?

t any crime

to worry about.

Amazingly,

these

happy

times

appear

still

to

be

with

us

in

the

world

?

s

biggest

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community.

A

new

study

by

Dan

Farmer,

a

gifted

programmer,

using

an

automated

investigative program of his own called SATAN, shows that the owners of well over half

of all World Wide Web sites have set up home without fitting locks to their doors.

SATAN can try out a variety of well- known

hacking

(

黑客的

) tricks on an Internet

site without actually breaking in. Farmer has made the program publicly available, amid

much criticism. A person with evil intent could use it to hunt down sites that are easy to

burgle

(

闯 入

…...

行窃

).

But Farmer is very concerned about the need to alert the public to poor security and,

so far, events have proved him right. SATAN has done more to alert people to the risks

than cause new disorder. So is the Net becoming more secure? Far from it. In the early

days, when you visited a Web site your browser simply looked at the content. Now the

Web is full of tiny programs that automatically download when you look at a Web page,

and

run

on

your

own

machine.

These

programs

could,

if

their

authors

wished,

do

all

kinds of nasty things to your computer.

At the same time, the Net is increasingly populated with spiders, worms, agents and

other types of automated beasts designed to penetrate the sites and seek out and classify

information.

All

these

make

wonderful

tools

for

antisocial

people

who

want

to

invade

weak sites and cause damage.

But let

?

s look on the bright side. Given the lack of locks, the Internet is surely the

world

?

s

biggest

(almost)

crime-free

society.

Maybe

that

is

because

hackers

are

fundamentally honest. Or that there currently isn

?

t much to steal. Or because

vandalism

(

恶意破坏

) isn

?

t much fun unless you have a peculiar dislike for someone.

Whatever the reason, let

?

s

enjoy it while we can. But

expect

it all to

change, and

security to become the number one issue, when the most influential inhabitants of the Net

are selling services they want to be paid for.

21.

By

saying

“...

owners

of

well

over

half

of

all

World

Wide

Web

sites

have

set

up

home without fitting locks to their doors” (Lines 3

-4, Para. 2), the author means that

________.

A) those happy times appear still to be with us

B) there simply wasn

?

t any crime to worry about

C) many sites are not well- protected

D) hackers try out tricks on an Internet site without actually breaking in

22.

SATAN, a program designed by Dan Fanner can be used ________.

A) to investigate the security of Internet sites

B) to improve the security of the Internet system

C) to prevent hackers from breaking into websites

D) to download useful programs and information

23.

Fanner

?

s program has been criticized by the public because.

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A) it causes damage to Net browsers

B) it can break into Internet sites

C) it can be used to cause disorder on all sites

D) it can be used by people with evil intent

24.

The author

?

s attitude toward SATAN is ________.

A) enthusiastic

B) critical

C) positive

D) indifferent

25.

The author suggests in the last paragraph that ________.

A)

we

should

make

full

use

of

the

Internet

before

security

measures

are

strengthened

B) we should alert the most influential businessmen to the importance of security

C) influential businessmen should give priority to the improvement of Net security

D)

net

inhabitants

should

not

let

security

measures

affect

their

joy

of

surfing

the

Internet

Passage Two

Questions 26 to 30 are based on the following passage.

I came away from my years of teaching on the college and university level with a

conviction

that

enactment

(

扮

演

角

色

< br>),

performance,

dramatization

are

the

most

successful forms of teaching. Students must be incorporated, made, so far as possible, an

integral part of the learning process. The notion that learning should have in it an element

of

inspired

play

would

seem

to

the

greater

part

of

the

academic

establishment

merely

silly, but that is nonetheless the case. Of Ezekiel Cheever, the most famous schoolmaster

of the Massachusetts Bay

Colony, his

onetime student

Cotton Mather wrote that he so

planned

his

lessons

that

his

pupils

“came

to

work

as

though

they

came

to

play,”

and

Alfred

North

Whitehead,

almost

three

hundred

years

later,

noted

that

a

teacher

should

make his/her students “glad they were there.”

Since, we are told, 80 to 90 percent of all instruction in the typical university is by

the lecture method, we should give close attention to this form of education. There is, I

think,

much

truth

in

Patricia

Nelson

Limerick

?s

observation

that

“lecturing

is

an

unnatural act, an act for which God did not design humans. It is perfectly all right, now

and then, for a human to be possessed by the urge to speak, and to speak while others

remain silent. But to do this regularly, one hour and 15 minutes at a time... for one person

to drag on while others sit in silence?... I do not believe that this is what the Creator...

designed humans to do.”

The strange, almost incomprehensible fact is that many professors, just as they feel

7 / 19

obliged to write dully, believe that they should lecture dully. To show enthusiasm is to

risk appearing unscientific, unobjective;

it is

to

appeal

to

the students

?

emotions

rather

than

their

intellect.

Thus

the

ideal

lecture

is

one

filled

with

facts

and

read

in

an

unchanged monotone.

The

cult

(

推崇

) of lecturing dully, like the cult of writing dully, goes back, of course,

some years. Edward Shils, professor of sociology, recalls the professors he encountered

at the University of Pennsylvania in his youth. They seemed “a priesthood, rather uneven

in

their

merits

but

uniform

in

their

bearing;

they

never

referred

to

anything

personal.

Some read from old lecture notes and then haltingly explained the thumb-worn last lines.

Others lectured from cards that had served for years, to judge by the worn edges... The

teachers began on time, ended on time, and left the room without saying a word more to

their students, very seldom being detained by questioners... The classes were not large,

yet there was no discussion. No questions were raised in class, and there were no office

hours.”

26.

The author believes that a successful teacher should be able to ________.

A) make dramatization an important aspect of students

?

learning

B) make inspired play an integral part of the learning process

C) improve students

?

learning performance

D) make study just as easy as play

27.

The majority of university professors prefer the traditional way of lecturing in the

belief that ________.

A) it draws the close attention of the students

B) it conforms in a way to the design of the Creator

C) it presents course content in a scientific and objective manner

D) it helps students to comprehend abstract theories more easily

28.

What the author recommends in this passage is that ________.

A) college education should be improved through radical measures

B) more freedom of choice should be given to students in their studies

C) traditional college lectures should be replaced by dramatized performances

D) interaction should be encouraged in the process of teaching

29.

By saying “They seemed ?

a priesthood, rather uneven in their merits but uniform in

their bearing...

?” (Lines 3

-4, Para. 4), the author means that ________.

A) professors are a group of professionals that differ in their academic ability but

behave in the same way

B)

professors

are

like

priests

wearing

the

same

kind

of

black

gown

but

having

different roles to play

8 / 19

C)

there

is

no

fundamental

difference

between

professors

and

priests

though

they

differ in their merits

D)

professors

at

the

University

of

Pennsylvania

used

to

wear

black

suits

which

made them look like priests

30.

Whose teaching method is particularly commended by the author?

A) Ezekiel Cheever

?

s.

B) Cotton Mather

?

s.

C) Alfred North Whitehead

?

s.

D) Patricia Nelson Limerick

?

s.

Passage Three

Questions 31 to 35 are based on the following passage.

Take

the

case

of

public

education

alone.

The

principal

difficulty

faced

by

the

schools has been the tremendous increase in the number of pupils. This has been caused

by the advance of the legal age for going into industry and the impossibility of finding a

job

even

when

the

legal

age

has

been

reached.

In

view

of

the

technological

improvements

in

the

last

few

years,

business

will

require

in

the

future

proportionately

fewer workers than ever before. The result will be still further raising of he legal age for

going into employment, and still further difficulty in finding employment when hat age

has been attained. If we cannot put our children to work, we must put them in school.

We may also

be quite confident

that the present trend toward a shorter

day

and a

shorter week will be maintained. We have developed and shall continue to have a new

leisure class.

Already the public

agencies for adult education

are swamped by the tide

that has swept over them since depression began. They will be little better off when it is

over. Their support must come from the taxpayer.

It is surely too much to hope that these increases in the cost of public education can

be

borne

by

the

local

communities.

They

cannot

care

for

the

present

restricted

and

inadequate

system.

The

local

communities

have

failed

in

their

efforts

to

cope

with

unemployment. They cannot expect to cope with public education on the scale on which

we must attempt it. The answer to the problem of unemployment has been Federal relief.

The

answer

to

the

problem

of

public

education

may

have

to

be

much

the

same,

and

properly so. If there is one thing in which the citizens of all parts of the country have an

interest, it is in the decent education of the citizens of all parts of the country. Our income

tax now goes

in

part to keep our neighbors alive.

It

may have to

go in

part as

well to

make our neighbors intelligent. We are now attempting to preserve the present generation

through Federal relief of the

destitute

(

贫民

). Only a people determined to ruin the next

generation will refuse such Federal funds as public education may require.

31.

What is the passage mainly about?

A) How to persuade local communities to provide more funds.

9 / 19

B) How to cope with the shortage of funds for public education.

C) How to solve the rising unemployment problem.

D) How to improve the public education system.

32.

What is the reason for the increase in the number of students?

A) The requirement of educated workers by business.

B) Raising of the legal age for going to work.

C) The trend toward a shorter workday.

D) People

?

s concern for the future of the next generation.

33.

The public agencies for adult education will be little better off because ________.

A) the unemployed are too poor to continue their education

B) a new leisure class has developed

C) they are still suffering from the depression

D) an increase in taxes could be a problem

34.

According to the author, the answer to the problem of public education is that the

Federal government ________.

A) should allocate Federal funds for public education

B) should demand that local communities provide support

C) should raise taxes to meet the needs of public education

D) should first of all solve the problem of unemployment

35.

Why does the author say “Only a people determined to ruin the next generation will

refuse such Federal funds as public education may require” (Lines 10

-11, Para. 3)?

A)

Only

by

appropriating

adequate

Federal

funds

for

education

can

the

next

generation have a bright future.

B) Citizens of all parts of the country agree that the best way to support education is

to use Federal funds.

C) People all over the country should make contributions to education in the interest

of the next generation.

D) Educated people are determined to use part of the Federal funds to help the poor.

Passage Four

Questions 36 to 40 are based on the following passage.

A

new

high-performance

contact

lens

under

development

at

the

department

for

applied

physics

at

the

University

of

Heidelberg

will

not

only

correct

ordinary

vision

defects

but

will

enhance

normal

night

vision

as

much

as

five

times,

making

people

?

s

vision sharper than that of cats.