2016年6月英语六级真题及答案解析

2016

年

6

月大 英语六级考试真题及答案解析

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 II Listening Comprehension (30 minutes)

Section A

Directions:

In

this

section,

you

will

hear

two

long

conversations.

At

the

end

of

each

conversation,

you will hear four questions.

Both the conversation and the questions will be

spoken only once. After you hear a question, you must choose the best answer from the four

choices marked A),B),C)and D). Then mark the corresponding letter on Answer Sheet 1 with

a single line through the centre.

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 B

Directions: In this section, you will hear two passages. At the end of each passage, you

will hear three or four questions. Both the passage and the questions will be spoken only once.

After you hear a question, you must choose the best answer from the four choices marked A),

B),

C)

and

D).

Then

mark

the

corresponding

letter

on

Answer

Sheet

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 world.

C) Indications of economic recovery in the United States.

D) The i

mpact 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 C

Directions: In this section, you will hear three recordings of lectures or talks followed by

three or four questions. The recordings will be played only once. After you hear a question,

you must choose the best answer from the four choices marked A),B),C) and D). Then mark

the corresponding letter on Answer Sheet 1 with a single line through the centre.

Questions 16 to 18 are based on the recording you have just heard.

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 A

Directions: In this section, there is a passage with ten blanks. You are required to select

one word for each blank from a list of choices given in a word bank following the passage.

Read the passage through carefully before making your choices. Each choice in the bank is

identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2

with a single line through the centre. You may not use any of the words in the bank more than

once.

Pursuing

a

career

is

an

essential

part

of

adolescent

development.“The

adolescent

becomes

an

adult

when

he_26_a

real

job.”To

cognitive

re

searchers

like

Piaget,

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

_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

s,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)incidentally

B)beneficial J)intolerant

C)capturing K)occupation

D)confused L)promises

E)emphasizing M)recession

F)entrance N)slightly

G)excited O)undertakes

H)existence

Section B

Directions: In this section, you are going to read a passage with ten statements attached

to

it.

Each

statement

contains

information

given

in

one

of

the

paragraphs.

Identify

the

paragraph

from

which

the

information

is

derived.

You

may

choose

a

paragraph

more

than

once.

Each

paragraph

is

marked

with

a

letter.

Answer

the

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 statem

ent comes not, as you might imagine, from

a stereotypical tree- 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 dev

elopment 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 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

< br>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 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

New

found

and.

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

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 industrialized countries, environmental problems are

generally

related

to

industrialization

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 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.

es

show

that

both

rich

and

poor

countries

exploited

the

environment

for

economic progress.

nmental protection and improvement benefit people all over the world.