六级混编真题试卷

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Part I                         Writing                             (30 minutes)

 

Directions: For this part, you are allowed 30 minutes to write an essay that begins with the sentence “Today increasing importance is being attached to cultivating college students’ team spirit.” You can make statements, give reasons, or cite examples to develop your essay. You should 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) Prioritizing happiness over money.

B) Joining the club to get her new book.

C) Managing one’s personal finances wisely.

D) Consuming more only when earning more.

2. A) She was in debt.

B) She was a financial adviser.

C) She earned $30,000 a month.

D) She enjoyed a happy life.

3. A) It reflects one’s earning power.

B) It varies with one’s environment.

C) It mirrors one’s sense of wellbeing.

D) It changes with one’s goals in life.

4. A) It would give him more time to be with his loved ones.

B) It would be good for those who value relationships.

C) It would mean major sacrifices for him.

D) It would deprive him of his individuality.

 

Questions 5 to 8 are based on the conversation you have just heard.

5. A) It was the artist’s first landscape.  

B) It was a painting by Christopher.

C) It was donated by the artist herself.

D) It was displayed at a retirement party.

6. A) It was the painting that instantly made her rich.

B) It has cost him a lot of money to purchase it.

C) It was recently purchased by the gallery.

D) It is owned by an anonymous collector.

7. A) It reflects her emotions.

B) It contains ample details.

C) It appears perfectly symmetrical.

D) It depicts the beauty of desolation.

8. A) She is eccentric like any other artist.

B) She is a very nice and intelligent artist.

C) She is as lucky as any acclaimed artist.

D) She is one of the most productive artists.

 

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) It is vital to one’s mental health.

B) It leads to reconciliation and peace.

C) It promotes interpersonal relationship.

D) It keeps one from traumatic experience.

10. A) When the offender has power over the victim.

B) When the offender is not willing to apologize.

C) When the offender is not duly penalized.

D) When the offender adds insult to injury.

11. A) Talk with the offender calmly.

B) Accept the offender’s apology.

C) Find out why he committed the offense.  

D) Determine how serious the offense was.

 

Questions 12 to 15 are based on the passage you have just heard.

12. A) The number of passengers dropped sharply.

B) It served more and more commuters.

C) The number of stations increased to 50.

D) It became the longest in the United Kingdom.

13. A) To increase capacity to meet growing needs.  

B) To make way for other means of transport.

C) To have its systems modernised.

D) To avoid further financial losses.

14. A) It is generally recognised as a world heritage site.

B) It is the fastest way to reach the city’s south side.

C) It constitutes a source of revenue for the city.

D) It helps reduce traffic jams in the city centre.

 

15. A) They are usually crowded.

B) They use high-tech systems.

C) They accept smartcards only.

D) They are colourfully decorated.

 

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) They are quite friendly to humans.

B) They are shrinking in numbers.

C) They are unafraid of humans.

D) They are especially fond of garbage.

17. A) It is strictly forbidden.

B) It is an uncommon sight.

C) It is a gesture of human generosity.

D) It is allowed only in certain areas.

18. A) Share their food with the bear they see.

B) Be prepared to run into a hungry bear.

C) Try to be friendly with the bear they meet.

D) Refrain from teasing bears with cubs.

 

Questions 19 to 21 are based on the recording you have just heard.

19. A) It refers to opinions that are radical and widespread.

B) It means making judgments without adequate knowledge.

C) It refers to deep-rooted beliefs about someone or something.

D) It means sticking to one’s judgments even when proved wrong.

20. A) They often lead to war between religious groups.

B) They keep certain occupations from thriving.

C) They allow myths and half-truths to persist.

D) They prevent us from getting to the truth.

21. A) When we start to feel superior.

B) When we mix with prejudiced people.

C) When we live in an isolated neighborhood.

D) When we try to keep up with those around us.

 

Questions 22 to 25 are based on the recording you have just heard.

22. A) Motivated.

B) Disappointed.

C) Perplexed.

D) Shocked.

23. A) They would change with the passage of time.

B) They would benefit young people’s adult life.

C) They would help kids grow.

D) They would last a lifetime.

24. A) He had become mature.

B) He suffered poor health.

C) He had lots of stories to tell.

D) He regretted leaving Vietnam.

25. A) Make friends with his students.

B) Show his students how to do their best.

C) Help his students get through the growing pains.

D) Share his personal experience with his students.

 

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．

 

A new study has drawn a bleak picture of cultural inclusiveness reflected in the children’s literature available in Australia. Dr. Helen Adam from Edith Cowan University’s School of Education    26    the cultural diversity of children’s books. She examined the books       27      in the kindergarten rooms of four day-care centers in Western Australia. Just 18 percent of 2,413 books in the total collection contained any 28 of non-white people. Minority cultures were often featured in stereotypical or tokenistic ways, for example, by 29 Asian culture with chopsticks and traditional dress. Characters that did represent a minority culture usually had    30    roles in the books. The main characters were mostly Caucasian. This causes concern as it can lead to an impression that whiteness is of greater value.

Dr. Adam said children formed impressions about ‘difference’ and identity from a very young age. Evidence has shown they develop own-race  31 from as young as three months of age. The books we share with young children can be a valuable opportunity to develop children’s understanding of themselves and others. Books can also allow children to see diversity. They discover both similarities and differences between themselves and others. This can help develop understanding, acceptance and     32   of diversity.

Census data has shown Australians come from more than 200 countries. They speak over 300 languages at home. Additionally, Australians belong to more than 100 different religious groups. They also work in more than 1,000 different occupations. “Australia is a multicultural society. The current    33     promotion  of white middle-class ideas and lifestyles risks   34    children from minority groups. This can give white middle-class 

children a sense of   35   or privilege,” Dr. Adam said.

 

 

 

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. 

How Marconi Gave Us the Wireless World

A) A hundred years before iconic figures like Bill Gates and Steve Jobs permeated our lives, an Irish-Italian inventor laid the foundation of the communication explosion of the 21st century. Guglielmo Marconi was arguably the first truly global figure in modern communication. Not only was he the first to communicate globally, he was the first to think globally about communication. Marconi may not have been the greatest inventor of his time, but more than anyone else, he brought about a fundamental shift in the way we communicate.

B) Today’s globally networked media and communication system has its origins in the 19th century, when, for the first time, messages were sent electronically across great distances. The telegraph, the telephone, and radio were the obvious predecessors of the Internet, iPods, and mobile phones. What made the link from then to now was the development of wireless communication. Marconi was the first to develop and perfect this system, using the recently-discovered “air waves” that make up the electromagnetic spectrum.

C) Between 1896, when he applied for his first patent in England at the age of 22, and his death in Italy in 1937, Marconi was at the center of every major innovation in electronic communication. He was also a skilled and sophisticated organizer, an entrepreneurial innovator, who mastered the use of corporate strategy, media relations, government lobbying, international diplomacy, patents, and prosecution. Marconi was really interested in only one thing: the extension of mobile, personal, long-distance communication to the ends of the earth (and beyond, if we can believe some reports). Some like to refer to him as a genius, but if there was any genius to Marconi it was this vision.

D) In 1901 he succeeded in signaling across the Atlantic, from the west coast of England to Newfoundland in the USA, despite the claims of science that it could not be done. In 1924 he convinced the British government to encircle the world with a chain of wireless stations using the latest technology that he had devised, shortwave radio. There are some who say Marconi lost his edge when commercial broadcasting came along; he didn’t see that radio could or should be used to frivolous (无聊的) ends. In one of his last public speeches, a radio broadcast to the United States in March 1937, he deplored that broadcasting had become a one-way means of communication and foresaw it moving in another direction, toward communication as a means of exchange. That was visionary genius.

E) Marconi’s career was devoted to making wireless communication happen cheaply, efficiently, smoothly, and with an elegance that would appear to be intuitive and uncomplicated to the user—user-friendly, if you will. There is a direct connection from Marconi to today’s social media, search engines, and program streaming that can best be summed up by an admittedly provocative exclamation: the 20th century did not exist. In a sense, Marconi’s vision jumped from his time to our own.

F) Marconi invented the idea of global communication—or, more straightforwardly, globally networked, mobile, wireless communication. Initially, this was wireless Morse code telegraphy (电报通讯)，the principal communication technology of his day. Marconi was the first to develop a practical method for wireless telegraphy using radio waves. He borrowed technical details from many sources, but what set him apart was a self-confident vision of the power of communication technology on the one hand, and, on the other, of the steps that needed to be taken to consolidate his own position as a player in that field. Tracing Marconi’s lifeline leads us into the story of modern communication itself. There were other important figures, but Marconi towered over them all in reach, power, and influence, as well as in the grip he had on the popular imagination of his time. Marconi was quite simply the central figure in the emergence of a modern understanding of communication.

G) In his lifetime, Marconi foresaw the development of television and the fax machine, GPS, radar, and the portable hand-held telephone. Two months before he died, newspapers were reporting that he was working on a “death ray,” and that he had “killed a rat with an intricate device at a distance of three feet.” By then, anything Marconi said or did was newsworthy. Stock prices rose or sank according to his pronouncements. If Marconi said he thought it might rain, there was likely to be a run on umbrellas.

H) Marconi’s biography is also a story about choices and the motivations behind them. At one level, Marconi could be fiercely autonomous and independent of the constraints of his own social class. On another scale, he was a perpetual outsider. Wherever he went, he was never “of ” the group; he was always the “other,” considered foreign in Britain, British in Italy, and “not American” in the United States. At the same time, he also suffered tremendously from a need for acceptance that drove, and sometimes stained, every one of his relationships.

I) Marconi placed a permanent stamp on the way we live. He was the first person to imagine a practical application for the wireless spectrum, and to develop it successfully into a global communication system—in both terms of the word; that is, worldwide and all-inclusive. He was able to do this because of a combination of factors—most important, timing and opportunity—but the single-mindedness and determination with which he carried out his self-imposed mission was fundamentally character-based; millions of Marconi’s contemporaries had the same class, gender, race, and colonial privilege as he, but only a handful did anything with it. Marconi needed to achieve the goal that was set in his mind as an adolescent; by the time he reached adulthood, he understood, intuitively, that in order to have an impact he had to both develop an independent economic base and align himself with political power. Disciplined, uncritical loyalty to political power became his compass for the choices he had to make.

J) At the same time, Marconi was uncompromisingly independent intellectually. Shortly after Marconi’s death, the nuclear physicist Enrico Fermi—soon to be the developer of the Manhattan Project—wrote that Marconi proved that theory and experimentation were complementary features of progress. “Experience can rarely, unless guided by a theoretical concept, arrive at results of any great significance... on the other hand, an excessive trust in theoretical conviction would have prevented Marconi from persisting in experiments which were destined to bring about a revolution in the technique of radio-communications.” In other words, Marconi had the advantage of not being burdened by preconceived assumptions.

K) The most controversial aspect of Marconi’s life—and the reason why there has been no satisfying biography of Marconi until now—was his uncritical embrace of Benito Mussolini. At first this was not problematic for him. But as the regressive (倒退的) nature of Mussolini’s regime became clear, he began to suffer a crisis of conscience. However, after a lifetime of moving within the circles of power, he was unable to break with authority, and served Mussolini faithfully (as president of Italy’s national research council and royal academy, as well as a member of the Fascist Grand Council) until the day he died—conveniently—in 1937, shortly before he would have had to take a stand in the conflict that consumed a world that he had, in part, created.

 

36. Marconi was central to our present-day understanding of communication.

37. As an adult, Marconi had an intuition that he had to be loyal to politicians in order to be influential.

38. Marconi disapproved of the use of wireless communication for commercial broadcasting.

39. Marconi’s example demonstrates that theoretical concepts and experiments complement each other in making progress in science and technology.

40. Marconi’s real interest lay in the development of worldwide wireless communication.

41. Marconi spent his whole life making wireless communication simple to use.

42. Because of his long-time connection with people in power, Marconi was unable to cut himself off from the fascist regime in Italy.

43. In his later years, Marconi exerted a tremendous influence on all aspects of people’s life.

44. What connected the 19th century and our present time was the development of wireless communication.

45. Despite his autonomy, Marconi felt alienated and suffered from a lack of acceptance.

 

Section C

Directions: 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 One

Questions 46 to 50 are based on the following passage.

Humans are fascinated by the source of their failings and virtues. This preoccupation inevitably leads to an old debate: whether nature or nurture moulds us more. A revolution in genetics has poised this as a modern political question about the character of our society: if personalities are hard-wired into our genes, what can governments do to help us? It feels morally questionable, yet claims of genetic selection by intelligence are making headlines.

This is down to “hereditarian” (遗传论的) science and a recent paper claimed “differences in exam performance between pupils attending selective and non-selective schools mirror the genetic differences between them”. With such an assertion, the work was predictably greeted by a lot of absurd claims about “genetics determining academic success”. What the research revealed was the rather less surprising result: the educational benefits of selective schools largely disappear once pupils’ inborn ability and socio-economic background were taken into account. It is a glimpse of the blindingly obvious—and there’s nothing to back strongly either a hereditary or environmental argument.

Yet the paper does say children are “unintentionally genetically selected” by the school system. Central to hereditarian science is a tall claim: that identifiable variations in genetic sequences can predict an individual’s aptness to learn, reason and solve problems. This is problematic on many levels. A teacher could not seriously tell a parent their child has a low genetic tendency to study when external factors clearly exist. Unlike-minded academics say the inheritability of human traits is scientifically unsound. At best there is a weak statistical association and not a causal link between DNA and intelligence. Yet sophisticated statistics are used to create an intimidatory atmosphere of scientific certainty.

While there’s an undoubted genetic basis to individual difference, it is wrong to think that socially defined groups can be genetically accounted for. The fixation on genes as destiny is surely false too. Medical predictability can rarely be based on DNA alone; the environment matters too. Something as complex as intellect is likely to be affected by many factors beyond genes. If hereditarians want to advance their cause it will require more balanced interpretation and not just acts of advocacy.

Genetic selection is a way of exerting influence over others, “the ultimate collective control of human destinies,” as writer H. G. Wells put it. Knowledge becomes power and power requires a sense of responsibility. In understanding cognitive ability, we must not elevate discrimination to a science: allowing people to climb the ladder of life only as far as their cells might suggest. This will need a more sceptical eye on the science. As technology progresses, we all have a duty to make sure that we shape a future that we would want to find ourselves in.

 

46.What did a recent research paper claim?

A)The type of school students attend makes a difference to their future.

B)Genetic differences between students are far greater than supposed.

C)The advantages of selective schools are too obvious to ignore.

D)Students’ academic performance is determined by their genes.

47.What does the author think of the recent research?

A)Its result was questionable.C) Its influence was rather negligible.

B)Its implication was positive.D) Its conclusions were enlightening.

48.What does the author say about the relationship between DNA and intelligence?

A)It is one of scientific certainty.C) It is subject to interpretation of statistics.

B)It is not one of cause and effect.D) It is not fully examined by gene scientists.

49.What do hereditarians need to do to make their claims convincing?

A)Take all relevant factors into account in interpreting their data.

B)Conduct their research using more sophisticated technology.

C)Gather gene data from people of all social classes.

D)Cooperate with social scientists in their research.

50.What does the author warn against in the passage?

A)Exaggerating the power of technology in shaping the world.

B)Losing sight of professional ethics in conducting research.

C)Misunderstanding the findings of human cognition research.

D)Promoting discrimination in the name of science.

 

Passage Two

Questions 51 to 55 are based on the following passage.

Nicola Sturgeon’s speech last Tuesday setting out the Scottish government’s legislative programme for the year ahead confirmed what was already pretty clear. Scottish councils are set to be the first in the UK with the power to levy charges on visitors, with Edinburgh likely to lead the way.

Tourist taxes are not new. The Himalayan kingdom of Bhutan has a longstanding policy of charging visitors a daily fee. France’s tax on overnight stays was introduced to assist thermal spa ( 温泉 ) towns to develop, and around half of French local authorities use it today.

But such levies are on the rise. Moves by Barcelona and Venice to deal with the phenomenon of “over- tourism” through the use of charges have recently gained prominence. Japan and Greece are among the countries to have recently introduced tourist taxes.

That the UK lags behind is due to our weak, by international standards, local government, as well as the opposition to taxes and regulation of our aggressively pro-market ruling party. Some UK cities have lobbied without success for the power to levy a charge on visitors. Such levies are no universal remedy as the amounts raised would be tiny compared with what has been taken away by central government since 2010. Still, it is to be hoped that the Scottish government’s bold move will prompt others to act. There is no reason why visitors to the UK, or domestic tourists on holiday in hotspots such as Cornwall, should be exempt from taxation—particularly when vital local services including waste collection, park maintenance and arts and culture spending are under unprecedented strain.

On the contrary, compelling tourists to make a financial contribution to the places they visit beyond their personal consumption should be part of a wider cultural shift. Westerners with disposable incomes have often behaved as if they have a right to go wherever they choose with little regard for the consequences. Just as the environmental harm caused by aviation and other transport must come under far greater scrutiny, the social cost of tourism must also be confronted. This includes the impact of short-term lets on housing costs and quality of life for residents. Several European capitals, including Paris and Berlin, are leading a campaign for tougher regulation by the European Union. It also includes the impact of overcrowding, litter and the kinds of behaviour associated with noisy parties.

There is no “one size fits all” solution to this problem. The existence of new revenue streams for some but not all councils is complicated, and businesses are often opposed, fearing higher costs will make them uncompetitive. But those places that want them must be given the chance to make tourist taxes work.

51.What do we learn from Nicola Sturgeon’s speech?

A)The UK is set to adjust its policy on taxation.

B)Tourists will have to pay a tax to visit Scotland.

C)The UK will take new measures to boost tourism.

D)Edinburgh contributes most to Scotland’s tourism.

52.How come the UK has been slow in imposing the tourist tax?

A)Its government wants to attract more tourists.

B)The tax is unlikely to add much to its revenue.

C)Its ruling party is opposed to taxes and regulation.

D)It takes time for local governments to reach consensus.

53.Both international and domestic visitors in the UK should pay tourist tax so as to.

A)elevate its tourism to international standards

B)improve the welfare of its maintenance workers

C)promote its cultural exchange with other nations

D)ease its financial burden of providing local services

54.What does the author say about Western tourists?

A)They don’t seem to care about the social cost of tourism.

B)They don’t seem to mind paying for additional services.

C)They deem travel an important part of their life.

D)They subject the effects of tourism to scrutiny.

55.What are UK people’s opinions about the levy of tourist tax?

A)Supportive.C) Divided.

B)Skeptical.D) Unclear.

 

 

Part IV                        Translation                       (30 minutes)

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.

 

云贵高原(the Yunnan-Guizhou Plateau)大部分位于云南、贵州省境内，总面积约 50万平方公里， 平均海拔 2000-4000 米，是中国第四大高原。云贵高原西高东低，河流众多，形成了许多又深又陡的峡 谷(canyon)。峡谷中许多地方土壤肥沃，非常有利于多种农作物生长。

 

云贵高原独特的自然环境造就了生物和文化的多样性。它是中国森林和矿产资源类型十分丰富的地区，也是古人类起源的重要地区。云贵高原是中国少数民族数量最多的地区，各民族都保留了自己丰富 多彩的文化传统。