2016年6英语六级真题及答案解析.pdf

2016 年 6 月大英语六级考试真题及答案解析Part I Writing(30 minutes)Part I Writing(30 minutes)Directions:For this part,you are allowed 30 minutes to write a short essayon living in the virtual world.Try to imagine what will happen when people spendmore 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)Part II Listening Comprehension(30 minutes)Section ADirections:In this section,you will hear two long conversations.At theend of each conversation,you will hear four questions.Both the conversationand the questions willbe spoken onlyonce.After you hear a question,you mustchoose the best answer from the four choices marked A),B),C)and D).Then markthe 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.Quantitative advertising research.B)Questionnaire design.C)Research methodology.D)Interviewer training.They are intensive studies of peoples 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.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.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.It is well designed.B)It is rather inflexible.C)It varies among universities.D)It has undergone great changes.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.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.Are actually large bureaucracies.Section BDirections:In this section,you will hear two passages.At the end of eachpassage,you will hear three or four questions.Both the passage and the questionswill be spoken only once.After you hear a question,you must choose the bestanswer from the four choices marked A),B),C)and D).Then mark the correspondingletter on Answer Sheet 1 with a single line through the centre.Questions 9 to 11 are based on the passage you have just heard.Governments 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 peoples life.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.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.Whether memory supplements work.B)Whether herbal medicine works wonders.C)Whether exercise enhances ones memory.D)Whether a magic memory promises success.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.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.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 ortalks followed by three or four questions.The recordings will be played onlyonce.After you hear a question,you must choose the best answer from the fourchoices marked A),B),C)and D).Then mark the corresponding letter on AnswerSheet 1 with a single line through the centre.Questions 16 to 18 are based on the recording you have just heard.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.By training rescue teams for emergencies.B)By taking steps to prepare people for them.C)By changing peoples views of nature.D)By relocating people to safer places.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.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.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.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.It wont help the American economy to turn around.B)It wont 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.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.Cognitive stimulation.B)Community activity.C)Balanced diet.D)Fresh air.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)Part III Reading Comprehension(40 minutes)Section ADirections:In this section,there is a passage with ten blanks.You arerequired to select one word for each blank from a list of choices given in aword bank following the passage.Read the passage through carefully before makingyour choices.Each choice in the bank is identified by a letter.Please markthe corresponding letter for each item on Answer Sheet 2 with a single linethrough 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.“Theadolescent becomes an adult when he_26_a real job.”To cognitive researcherslike Piaget,adulthood meant the beginning of an_27_.Piaget argued that once adolescents enter the world of work,their newlyacquired ability to form hypothesesallows them to create representationsthatare too 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 pressforreforminacharacteristicallyadolescentway.Piagetsaid:“Trueadaptation to society comes_30_when the adolescent reformer attempts to put hisideas to work.”Of course,youthful idealism is often courageous,and no one likes to giveup,taken_31_out of context,Piagets statement seems harsh.What he was_32_，however,is the way reality can modify idealistic views.Some people refer tosuch modification as maturity.Piaget argued that attaining and accepting avocation is one of the best ways to modify idealized views and to mature.Ascareersandvocationsbecomelessavailableduringtimesof_33_,adolescents may be especially hardhit.Such difficult economic timesmayleave many adolescents_34_about their roles in society.For this reason,community interventions and government job programs that offer summer andvacation work are not only economically_35_but also help to stimulate theadolescents sense of worth.A)automatically I)incidentallyB)beneficial J)intolerantC)capturing K)occupationD)confused L)promisesE)emphasizing M)recessionF)entrance N)slightlyG)excited O)undertakesH)existenceSection BDirections:In this section,you are going to read a passage with tenstatements attached to it.Each statement contains information given in one ofthe 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 eliminatedand if the well-being of the worlds people enhancednot just in thisgeneration but in succeeding generationswe must make sure we take care of thenatural environment and resources on which our economic activity depends.”Thatstatement 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 areputation for rigour,thoroughness and above all,caution.BA surprising thing for the man who runs one of the worlds most powerfuleconomies to say?Perhaps;though in the run-up to the five-year review of theMillennium(千年的)Goals,he is far from alone.The roots of his speech,givenin March at the roundtable meeting of environment and energy ministers from theG20 group of nations,stretch back to 1972,and the United Nations Conferenceon the Human Environment in Stockholm.C“The protection and improvement of the human environment is a major issuewhich affects the well-being of peoples and economic development throughout theworld,”read the final declaration from this gathering,the first of a sequencewhich would lead to the Rio de Janeiro Earth Summit in 1992 and the WorldDevelopment Summit in Johannesburg three years ago.DHunt through the reports prepared by UN agencies and developmentgroupsmany for conferences such as this years Millennium Goals reviewandyou will find that the linkage between environmental protection and economicprogress is a common thread.EManaging ecosystems sustainably is more profitable than exploiting them,according to the Millennium EcosystemAssessment.But finding hard evidencetosupport the thesis is not so easy.Thoughts turn first to some sort of globalstatistic,some indicator which would rate the wealth of nations in both economicand environmental terms and show a relationship between the two.FIf such an indicator exists,it is well hidden.And on reflection,thisis not surprising;the single word“environment”has so many dimensions,andthere are so many other factors affecting wealthsuch as the oil depositsthatteasingoutasimpleeconomy-environmentrelationshipwouldbealmostimpossible.GThe Millennium Ecosystem Assessment,a vast four-year global study whichreported its initial conclusions earlier this year,found reasons to believethat managing ecosystems sustainably working with nature rather than againstitmight be less profitable in the short term,but certainly brings long-termrewards.HAnd 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 thatenvironmental degradation affectsthe poor morethanthe rich,as poorer people derive a much higher proportion of their incomedirectly from the natural resources around them.IBut there are also many examples of growing wealth by trashing theenvironment,in rich and poor parts of the world alike,whether throughunregulatedmineralextraction,drasticwateruseforagriculture,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 theStockholm declaration were both attempting to point out.Perhaps the best exampleof boom growth and bust decline is the Grand Banks fishery.For almost fivecenturies a very large supply of cod(鳕鱼)provided abundant raw material foran industry which at its peak employed about 40,000 people,sustaining entirecommunities in New found and.Then,abruptly,the cod population collapsed.Therewere 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 ecosystemre-building itself.It had,apparently,been fished out of existence;and theonce mighty Newfoundland fleet now gropes about frantically for crab on the seafloor.JThere is a view that modern humans are inevitably sowing the seed of aglobal Grand Banks-style disaster.The idea is that we are taking more out ofwhat you might call the planets environmental bank balance than it can sustain;we are living beyond our ecological means.One recent study attempted tocalculate the extent of this“ecological overshoot of the human economy”,andfound that we are using Earths-worth of environmental goods and servicestheimplication being that at some point the debt will be called in,and all thoseservicesthe things which the planet does for us for freewill grind to a halt.KWhether this is right,and if so where and when the ecological axe willfall,is hard to determine with any precisionwhich is why governments andfinancial institutions are only beginning to bring such risks into their economiccalculations.It is also the reason why development agencies are not united intheir view of environmental issues;while some,like the WRI,maintain thatenvironmental progress needs to go hand-in-hand with economic development,others argue that thepriority is tobuild a thriving economy,and then use thewealth created to tackle environmental degradation.LThis 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 theStockholm declaration is ambiguous.“In the developing countries,”it says,”most of the environmental problems are caused by under-development.”So it issayingthateconomicdevelopmentshouldmakeforacleanerworld?Notnecessarily;”In the industrialized countries,environmental problems aregenerally related to industrialization and technologicaldevelopment,”itcontinues.In other words,poor and rich both over-exploit the natural world,but for different reasons.Its simply not true that economic growth will surelymake our world cleaner.MClearly,richer societies are able to provide environmental improvementswhich lie well beyond the reach of poorer communities.Citizens of wealthynations demand national parks,clean rivers,clean air and poison-free food.