2016.06六级真题全3套

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2016 年06 月大学英语六级考试真题（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 II Listening Comprehension (30 minutes)
Section A
Questions 1 to 4 are based on the conversation you have just heard.
1. A) Project organizer. C) Marketing manager.
B) Public relations officer. D) Market research consultant.
2. A) Quantitative advertising research. C) Research methodology.
B) Questionnaire design. 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. C) Designing questionnaires.
B) Checking charts and tables. 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. C) It varies among universities.
B) It is rather inflexible. 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 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 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 jobs 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. C) Balanced diet.
B) Community activity.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
researchers 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 ideal. The
2 8 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 3 0 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 3 1
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 3 5
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 statement 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 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 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 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
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 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 industrialised countries, environmental problems are
摘要：

2016年06月大学英语六级考试真题（第1套）PartIWriting(30minutes)Directions:Forthispart,youareallowed30minutestowriteashortessayonlivinginthevirtualworld.Trytoimaginewhatwillhappenwhenpeoplespendmoreandmoretimeinthevirtualworldinsteadofinteractingintherealworld.Youarerequiredtowriteatleast150wordsbutnomorethan200words...

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