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2017年大學(xué)英語六級考前練習(xí)試題
大學(xué)英語六級考試是針對大學(xué)學(xué)過英語四六級的學(xué)生(研究生)的英語考試，畢業(yè)了就不能考了。為了幫助大家備考英語六級考試，下面整理了一些英語六級練習(xí)試題，希望能幫到大家!
Part I Writing (30 minutes)
Directions: For this part, you are allowed 30 minutes to write a short essay based on the picturebelow. You should focus on the impact of social networking websites on reading.You arereauired 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 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 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 tho passage through carefully before making your choices.Each choice in the bank is identified by a letter. Please mark tho corresponding letter for each item on Answer Sheet 2 with a single line through tho centre. You may not use any of tho words in the bank more than once.
Questions 36 to 45 are based on the following passage.
It seems to be a law in the technology industry that leading companies eventually lose their positions, often quickly and brutally.Mobile phone champion Nokia, one of Europe's biggest technology success stories, was no(26), losing its market share in just a few years.
In 2007, Nokia accounted for more than 40% of mobile phone sales(27)But consumers'
preferences were already(28)toward touch-screen smartphones. With the introduction of Apple's iPhone in the middle of that year, Nokia's market share(29)rapidly and revenue plunged. By the end of 2013, Nokia had sold its phone business to Microsoft.
What sealed Nokia's fate was a series of decisions made by Stephen Elop in his position as CEO,which he(30)in October 2010. Each day that Elop spent in charge of Nokia, the company's market value declined by $ 23 million, making him, by the numbers, one of the worst CEOs in history. But Elop was not the only person at(31)Nokia's board resisted change, making it impossiblefor the company to adapt to rapid shifts in the industry. Most(32), Jorma Ollila, who had led Nokia's transition from an industrial company to a technology giant, was too fascinated by the company's(33)success to recognize the change that was needed to sustain its competitiveness. The company also embarked on a(34)cost-cutting program, which included the elimination of which had motivated employees to take risks and make miracles. Good leaders left the company, taking Nokia's sense of vision and directions with them. Not surprisingly, much of Nokia's most valuable design and programming talent left as well.
A. assumed
B. bias
C. desperate
D. deterioration
E. exception
F. fault
G. incidentally
H. notably
I. previous
J. relayed
K. shifting
L. shrank
M. subtle
N. transmitting
O. worldwide
Section B
Directions : In this section, you are going to read a passage with ten statements attached to it. Eachstatement contains information given in one of the paragraphs. Identify the paragraphfrom 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.
First-Generation College-Goers: Unprepared and Behind Kids who are the first in their families to brave the world of higher education come on campus with little academic know—how and are much more likely than their peers to drop out before graduation.
[ A] When Nijay Williams entered college last fall as a first—generation student and Jamaican immigrant,he was academically unprepared for the rigors of higher education. Like many first—generation students, he enrolled in a medium-sized state university many of his high school peers were also attending, received a Pell Grant, and took out some small federal loans to cover other costs.
Given the high price of room and board and the closeness of the school to his family, he chose to live at home and worked between 30 and 40 hours a week while taking a full class schedule.
[ B] What Nijay didn't realize about his school—Tennessee State University—was its frighteningly low graduation rate: a mere 29 percent for its first-generation students. At the end of his first year,Nijay lost his Pell Grant of over $ 5,000 after narrowly missing the 2.0 GPA cut-off, making it impossible for him to continue paying for school.
[ C ]Nijay represents a large and growing group of Americans: first—generation college students who enter school unprepared or behind. To make matters worse, these schools are ill-equipped to graduate these students—young adults who face specific challenges and obstacles. They typically carry financial burdens that outweigh those of their peers, are more likely to work while attending school, and often require significant academic remediation (補(bǔ)習(xí)).
[ D ] Matt Rubinoff directs I'm First, a nonprofit organization launched last October to reach out to this specific population of students. He hopes to distribute this information and help prospective college-goers fmd the best post-secondary fit. And while Rubinoff believes there are a good number of four—year schools that truly care about these students and set aside significant resources and programs for them, he says that number isn't high enough.
[ E ] "It's not only the selective and elite institutions that provide those opportunities for a small subsetof this population," Rubinoff said, adding that a majority of first-generation undergraduates tend toward options such as online programs, two—year colleges, and commuter state schools.
"Unfortunately, there tends to be a lack of information and support to help students think bigger and broader. "
[ F] Despite this problem, many students are still drawn to these institutions--and two-year schools in particular. As a former high school teacher, I saw students choose familiar, cheaper options year after year. Instead of skipping out on higher education altogether, they chose community colleges or state schools with low bars for admittance.
[ G]"They underestimate themselves when selecting a university,"said Dave Jarrat, a marketing executive for Inside Track, a for—profit organization that specializes in coaching low-income students and supporting colleges in order to help students thrive. "The reality of it is that a lot of low-income kids could be going to elite tufiversities on a full ride scholarship and don't even realize it. "
[ H] "Many students are coming from a situation where no one around them has the experience of successfully completing higher education, so they are coming in questioning themselves and their college worthiness," Jarrat continued. That helps explain why, as I'm First's Rubinoff indicated,the schools to which these students end up resorting can end up being some of the poorest matches for them. The University of Tennessee in Knoxville offers one example of this dilemma. A flagship university in the South, the school graduates just 16 percent of its first—generation students, despite its overall graduation rate of 71 percent. Located only a few hours apart, The University of Tennessee and Tennessee State are worth comparing. Tennessee State's overall graduation rate is a tiny 39 percent, but at least it has a smaller gap between the outcomes for first—generat.ion students and those of their peers.
[ I] Still, the University of Tennessee deserves credit for being transparent. Many large institutions keep this kind of data secret—or at least make it incredibly difficult to find The University of North Carolina at Chapel Hill, for instance, admits only that the graduation rate for its first—generation pupils is "much lower" than the percentage of all students who graduate within four years (81 percent).
[ J] It is actually quite difficult to fred reliable statistics on the issue for many schools.Higher education institutions are, under federal law, required to report graduation rates, but these reports typically only include Pell recipient numbers—not necessarily rates specific to fLrst—generation students. Other initiatives fail to break down the data, too. Imagine how intimidating it can be for prospecitive students unfamiliar with the complexities of higher education to navigate this kind of information and then identify which schools are the best fit.
[ K] It was this lack of information that prompted the launch of I'm First in 2013, originally as an ann of its umbrella organization, the Center For Student Opportunity."If we can help to direct students to more of these types of campuses and help students to understand them to be realistic and accessible places, have them apply to these schools at greater frequency and ultimately get in and enroll, we are going to raise the success rate," Rubinoff said, citing a variety of colleges
ranging from large state institutions to smaller private schools.
[ L] Chelsea Jones, who now directs student programming at I'm First, was a first—generation college student at Howard. Like other student new to the intimidating higher—education world, she often struggled on her path to college, "There wasn't really a college—bound cnlture at my high school," she said. "I wanted to go to college but I didn't really know the process. " Jones became involved with a college—access program through Princeton University in high school. Now, she attributes
much of her understanding of college to that: "But once I got to campus, it was a completely different ball game that no one really prepared me for. "
[ M] She was fortunate, though. Howard, a well—regarded historically black college, had an array of resources for its first—generation students, including matching kids with counselors, comecting first— generation students to one another, and TRIO, a national program that supported 200 students on Howard's campus. Still, Jones represents a small percentage of first-generation students who are able to gain entry into more elite universities, which are often known for robust financial aid packages and remarkably high graduation rates for first—generation students.(Harvard, for
example, boasts a six—year graduation rate for underrepresented minority groups of 98 percent. )
[ N]Christian Vazquez, a first—generation Yale graduate, is another exception, his success story setting him far apart from students such as Nijay. "There is a lot of support at Yale, to an extent, after a while, there is too much support," he said, half—joking about the countless resources available at the school. Students are placed in small groups with counselors ( trained seniors on campus) ;they have access to cultural and ethnic affinity (聯(lián)系) groups, tutoring centers and also have a
summer orientation specifically for first—generation students ( the latter being one of the most common programs for students).
[ O]"Our support structure was more like : ' You are going to get through Yale; you are going to do well,' " he said, hinting at mentors (導(dǎo)師), staff, and professors who all provided significant support for students who lacked confidence about "belonging" at such a top institution.
36. Many first—generation college—goers have doubts about their abilities to get a college degree.
37. First—generation college students tend to have much heavier financial burdens than their peers.
38. The graduation rate of first—generation students at Nijay's university was incredibly low.
39. Some top institutions like Yale seem to provide first—generation students with more support than they actually need.
40. On entering college, Nijay Williams had no idea how challenging college education was.
41. Many universities simply refuse to release their exact graduation rates for first-generation students.
42. According to a marketing executive, many students from low-income families don't know they could have a chance of going to an elite university.
43. Some elite universities attach great importance to building up the first—generation students' serf—confidence.
44. I'm First distributes information to help first-generation college-goers find schools that are most suitable for them.
45. Elite universities tend to graduate fn'st-generation students at a higher rate.
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.
Interactive television advertising, which allows viewers to use their remote controls to click on advertisements, has been pushed for years. Nearly a decade ago it was predicted that viewers of “Friends”, a popular situation comedy, would soon be able to purchase a sweater like Jennifer Aniston’s with a few taps on their remote control.“It’s been the year of interactive television advertising for the last ten or twelve years,”says Colin Dixon of a digital-media consultancy.
So the news that Cablevision, and American cable company, was rolling out interactive advertisements to all its customers on October 6th was greeted with some skepticism. During commercials, an overlay will appear at the bottom of the screen, prompting viewers to press a button to request a free sample or order a catalogue. Cablevision hopes to allow customers to buy things with their remote controls early next year.
Television advertising could do with a boost. Spending fell by 10% in the first half of the year. The popularization of digital video recorders has caused advertisers to worry that their commercials will be skipped. Some are turning to the Internet, which is cheaper and offers concrete measurements like click-through rates—especially important at a time when marketing budgets are tight. With the launch of interactive advertising,“many of the dollars that went to the Internet will come back to the TV,”says David Kline of Cablevision. Or so the industry hopes.
In theory, interactive advertising can engage viewers in a way that 30-second spots do not. Unilever recently ran an interactive campaign for its Axe deodorant(除臭劑)，which kept viewers engaged for more than three minutes on average.
The amount spent on interactive advertising on television is still small. Magna, an advertising agency, reckons it will be worth about $138 million this year. That falls far short of the billions of dollars people once expected it to generate. But DirecTV, Comcast and Time Warner Cable have all invested in it. A new effort led by Canoe Ventures, a coalition of leading cable providers, aims to make interactive advertising available across America later this year. BrightLine iTV, Which designs and sells interactive ads, says interest has surged: it expects its revenues almost to triple this year. BSkyB, Britain’s biggest satellite-television service, already provides 9 million customers with interactive ads.
Yet there are doubts whether people watching television, a“lean back”medium, crave interaction. Click-through rates have been high so far(around 3-4%, compared with less than 0.3% online), but that may be a result of the novelty. Interactive ads and viewers might not go well together.
46.What does Colin Dixon mean by saying“It’s been the year of interactive television advertising for the last ten or twelve years”(Lines 4-5, Para.1)?
A)Interactive television advertising will become popular in 10-12 years.
B)Interactive television advertising has been under debate for the last decade or so.
C)Interactive television advertising is successful when incorporated into situation comedies.
D)Interactive television advertising has not achieved the anticipated results.
47.What is the public’s response to Cablevision’s planned interactive TV advertising program?
A)Pretty positive.
B)Totally indifferent.
C)Somewhat doubtful.
D)Rather critical.
48.What is the impact of the wide use of digital video recorders on TV advertising?
A)It has made TV advertising easily accessible to viewers.
B)It helps advertisers to measure the click-through rates.
C)It has placed TV advertising at a great disadvantage.
D)It enables viewers to check the sales items with ease.
49.What do we learn about Unilever’s interactive campaign?
A)It proves the advantage of TV advertising.
B)It has done well in engaging the viewers.
C)It helps attract investments in the company.
D)it has boosted the TV advertising industry.
50.How does the author view the hitherto high click-through rates?
A)They may be due to the novel way of advertising.
B)They signify the popularity of interactive advertising.
C)They point to the growing curiosity ofTV viewers.
D)They indicate the future direction of media reform.
Passage Two
Questions 51 to 55 are based on the following passage.
What can be done about mass unemployment? All the wise heads agree: there’re no quick or easy answers. There’s work to be done, but workers aren’t ready to do it—they’re in the wrong places, or they have the wrong skills, Our problems are“structural,”and will take many years to solve.
But don’t bother asking for evidence that justifies this bleak view. There isn’t any. On the contrary, all the facts suggest that high unemployment in America is the result of inadequate demand. saying that there’re no easy answers sounds wise. But it’s actually foolish: our unemployment crisis could be cured very quickly if we had the intellectual clarity and political will to act. In other words, structural unemployment is a fake problem, which mainly serves as an excuse for not pursing real solutions.
The fact is job openings have plunged in every major sector, while the number of workers forced into part-time employment in almost all industries has soared. Unemployment has surged in every major occupational category. Only three states. With a combined population not much larger than that of Brooklyn, have unemployment rates below 5%. So the evidence contradicts the claim that we’re mainly suffering from structural unemployment. Why, then, has this claim become so popular?
Part of the answer is that this is what always happens during periods of high unemployment—in part because experts and analysts believe that declaring the problem deeply rooted, with no easy answers, makes them sound serious.
I’ve been looking at what self-proclaimed experts were saying about unemployment during the Great Depression; it was almost identical to what Very Serious People are saying now. Unemployment cannot be brought down rapidly, declared one 1935 analysis, because the workforce is“unadaptable and untrained. It cannot respond to the opportunities which industry may offer.”A few years later, a large defense buildup finally provided a fiscal stimulus adequate to the economy’s needs—and suddenly industry was eager to employ those“unadaptable and untrained”workers.
But now, as then, powerful forces are ideologically opposed to the whole idea of government action on a sufficient scale to jump-start the economy. And that, fundamentally, is why claims that we face huge structural problems have been multiplying: they offer a reason to do nothing about the mass unemployment that is crippling out economy and our society.
So what you need to know is that there’s no evidence whatsoever to back these claims. We aren’t suffering from a shortage of needed skills, We’re suffering from a lack of policy resolve. As I said, structural unemployment isn’t a real problem, it’s an excuse—a reason not to act on America’s problems at a time when action is desperately needed.
51.What does the author think is the root cause of mass unemployment in America?
A)Corporate mismanagement.
B)Insufficient demand.
C)Technological advances.
D)Workers’ slow adaptation.
52.What does the author think of the experts’ claim concerning unemployment?
A)Self-evident.
B)Thought-provoking.
C)Irrational.
D)Groundless.
53.What does the author say helped bring down unemployment during the Great Depression?
A)The booming defense industry.
B)The wise heads’ benefit package.
C)Nationwide training of workers.
D)Thorough restructuring of industries.
54.What has caused claims of huge structural problems to multiply?
A)Powerful opposition to government’s stimulus efforts.
B)Very Serious People’s attempt to cripple the economy.
C)Evidence gathered from many sectors of the industries.
D)Economists’ failure to detect the problems in time.
55.What is the author’s purpose in writing the passage?
A)To testify to the experts’ analysis of America’s problems.
B)To offer a feasible solution to the structural unemployment.
C)To show the urgent need for the government to take action.
D)To alert American workers to the urgency for adaptation.
Part IV Translation (30minutes)
Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese into English. You shou write your answer on Answer Sheet 2.
在中國，父母總是竭力幫助孩子，甚至為孩子做重要決定，而不管孩子想要什么，因為他們相信這樣做是為孩子好。結(jié)果，孩子的成長和教育往往屈從于父母的意愿如果父母決定為孩子報名參加一個課外班，以增加其被重點學(xué)校錄取的機(jī)會，他們會堅持自己的決定。即使孩子根本不感興趣。
然而在美國，父母很可能會尊重孩子的意見，并在決策時更注重他們的意見。中國父母十分重視教育或許值得稱贊、、然而，他們應(yīng)向美國父母學(xué)習(xí)在涉及教育時如何平衡父母與子女間的關(guān)系。
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