英语六级考试答题卡
2023年6月英语六级考试真题试卷附答案和解析第1套
2023年6月英语六级考试真题试卷附答案和解析(第1套) Directions:For this part, you are allowed 30 minutes to write a short essay on the use of robots. Try to imagine what will happen when more and more robots take the place of human beings in industry as well as people's daily lives. You are required to write at least 150 words but no more than 200 words.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.注意：此部分试题请在答题卡1上作答。
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 BDirections: 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 thequestions 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.Passage OneQuestions 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 peopled 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.Passage TwoQuestions 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 CDirections: 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.Recording OneQuestions 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.Recording TwoQuestions 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.Recording ThreeQuestions 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.Section ADirections: In this section, there is a passage with ten blanks. You are requir ed to select oneword for each blank from a list of choices given in a word ban k following the passage. Read thepassage through carefully before making yo ur choices. Each choice in the bank is identified bya letter. Please mark the c orresponding letter for each item on ,Answer Street 2 with a singleline throug h the centre. You may not use any of the words in the bank more than once. Questions 26 to 35 are based on the following passage.Let's say you love roller-skating. Just the thought of __26__ on your roller-skates brings asmile to your face. You also know that roller-skating is excellent exercise. You have a __27__attitude toward it.This description of roller-skating __28__ the three components of an attitude: affect,cognition, and be havior. You love the activity; it's great fun. These feelings __29__ the affectiv eor emotional component; they are an important ingredient in attitudes. The knowledge wehave about the object constitutes the cognitive compone nt of an attitude. You understand the health __30__ that the activity can bri ng. Finally, attitudes have a behavioral component.Our attitudes __31__ us to go outside to enjoy roller-skating.Now, we don't want to leave you with the __32__ that these three component s always worktogether __33__ . They don't; sometimes they clash. For exam ple, let's say you love pizza(affective component); however, you have high c holesterol and understand (knowledge component) that eating pizza may b e bad for your health. Which behavior will your attituderesult in, eating pizza or __34__ it? The answer depends on which component happens to bestron ger. If you are walking past a pizza restaurant at lunchtime, your emotions and feelingsprobably will be stronger than your knowledge that pizza may not be the best food for yourhealth. In that instance, you have pizza for lunch. If y ou are at home trying to decide where togo for dinner, however, the knowledge component may __35__ , and you decide to go whereyou can eat a healt hier meal.A.avoidingB.benefitsC.highlightD.illustratesE.impressionF.improvesG.inquiringH.perfectlyI.positiveJ.prevailK.primarilyL.promptM.specificationsN.strappingO.typicalSection B Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in oneof 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.The Changing Generation [A] It turns out today's teenagers aren't so scary after all. Results of USA WEEKEND'S Teens & Parents survey reveal a generation of young people who get along well with their parents and approve of the way they're being raised. They think of their parents with affection and respect. They speak with Mom or Dad when they have a problem. Most feel that their parents understand them, and they believe their family is the No. 1 priority in their parents, lives. Many even think their parents are cool! Although more than a third have an object in their rooms they would like to keep secret from their parents, rarely is it anything more alarming than a diary or off-color (低俗旳) book or CD.[B] Such results may seem surprising against the background of shocking incidents that color the way the mass media portray the young. In October 2023, , the same month the survey was taken, the Washington-based Center for Media and Public Affairs wrote in its publication Media Monitor that, in a recent month of TV news coverage of American youth, just 2% of teens wereshown at home, and just 1% were portrayed in a work setting. In contrast, the criminal justice system accounted for nearly one out of every five visual backgrounds. No wonder parents worry their own kids might spin out of control once they hit the turbulent waters of adolescence.[C] The overall facts ought to reassure us. The survey shows us that today's teens are affectionate, sensible and far happier than the angry and tortured souls that have been painted for us by stereotypes. From other sources, we also know teenage crime, drug abuse and premarital sex are in general decline. We, of course, need to pay attention to youngsters who are filled with discontent and hostility, but we should not allow these extreme cases to distort our view of most young people.[D] My own research at the Stanford Center on Adolescence uses in-depth interviews with small samples of youngsters rather than large-scale surveys. Still, in my studies and others I have read, I find the same patterns as in USA WEEKEND'S survey. Today's teenagers admire their parents and welcome parental guidance about important matters such as career choice—though certainly not Mom and Dad's advice on matters of personal taste, such as music or fashion. When we ask teens to choose a hero，they usually select an older family member rather than a remote public figure. Most teens say they enjoy the company of both parents and friends.[E] Contrary to some stereotypes, most adolescents believe they must be tolerant of differences among individuals (though they do not always find this easy in the cliquish (拉帮结派旳) environment of high school). Many of them volunteer for community service with disadvantaged people. One prevalent quality we have found in teens, statements about themselves, their friends and their families is a strikingly positive emotional tone. By and large, these are very nice kids, and as the band The Who used to sing, "The kids are alright."[F] How much is today's spirit of harmony a change from our more turbulent past? A mere generation ago, parent-child relations were described as "the generation gap". Yet even then reports of widespread youth rebellion were overdone: Most kids in the '60s and 70s shared their parents, basic values. Still, it is true that American families are growing closer at the dawn of this new millennium (千年). Perhaps there is less to fight about, with the country in a period of tranquility and the dangers of drug abuse and other unwholesome behavior well known. Perhaps in the face of impersonal and intimidating globalization, a young person's family feels more like a friendly haven than an oppressive trap. And perhaps parents are acting more like parents than in the recent past. Within just the past five years, I have noticed parents returning to a belief that teenagers need the guidance of eldersrather than the liberal, "anything goes" mode of child-rearing that became popular in the second half of the 20th century.[G] But missing from all these data is the sense that today's young care very much about their country, about the broader civic and political environment, or about the future of their society. They seem to be turning inward—generally in a pro-social manner, certainly with positive benefits for intimate relationships, but too often at the expense of a connection with the present and future world beyond, including the society they will one day inherit.[H] Recently, we examined more than 400 essays on the "laws of life" that teens from two communities had written as part of an educational program initiated by the John Templeton Foundation in Radnor, Pa. In those essays, and in follow-up interviews with a few of the teenagers, we found lots of insight, positive feeling and inspirational thinking. But we also found little interest in civic life beyond the tight circles of their family and immediate friends.[I] For example, only one boy said he would like to be president when he grows up. When I was in high school, dozens in my class alone would have answered differently. In fact, other recent studies have found there has never been a time in American history when so small a proportion of young people have sought or accepted leadership roles in local civic organizations. It is alsotroubling that voting rates among our youngest eligible voters—18- to 24-year-olds—are way down: Little more than one in four now go to the polls, even in national elections, compared with almost twice that many when 18-year-olds were first given the vote. [J] In our interviews, many students viewed politics with suspicion and distaste. " Most politicians are kind of crooked (不诚实旳)" one student declared. Anothe r, discussing national politics, said, “I feel like one person can't do that much, and I get the impression most people don't think a group of people can do that much." Asked what they would like to change in the world, the students mentioned only personal concerns such as slowing down the pace of life, gaining good friends, becoming more spiritual, becoming either more materially successful or less materially oriented (depending on the student's values), and being more respectful of the Earth, animals and other people. One boy said, "I'd rather be concentrating on artistic efforts than saving the world or something." [K] It is fine and healthy for teens to cultivate their personal interests, and it is good news when young people enjoy harmonious relations with their family and friends. But there is also a place in a young life for noble purposes that include a dedication to the broader society, a love of country and an aspiration to make their own leadership contributions.[L] In the past, the young have eagerly participated in national service and civic affairs, often with lots of energy and idealism. If this is not happening today, we should ask why. Our society needs the full participation of its younger citizens if it is to continue to thrive. We know the promise is there—this is a well-grounded, talented, warm-hearted group of youngsters. We have everything to gain by encouraging them to explore the world beyond their immediate experience and to prepare themselves for their turn at shaping that world.注意：此部分试题请在答题卡2上作答。
CET考试过程时间表
CET考试过程时间表
英语四、六级考试试卷结构为六大部分，考试开始时首先在答题卡1上用黑色字迹的签字笔进行写作、快速阅读部分的考试，完成后监考老师回收答题卡1；之后在答题卡2上完成听力、仔细阅读、完型填空和翻译部分的考试，考试结束后答题卡2和试题册一同回收。
考试时，请将学校代号：32010，校区代码：0 填写在相应位置。
收发考试材料顺序：
四级：
9：00发答题卡2、试题册（考生阅读试题册反面的“敬告考生”，并将条形码揭下贴于答题卡2相应位置，并在试题册反面相应位置填写准考证号和姓名，完成后将试题册放于座位左上角，9：40前不得翻阅试题册）
9：05发答题卡1
9：10开始答题（在答题卡1上写作文）
9：40开始做快速阅读（考试题目在试题册上，答案填在答题卡1上）
9：55收答题卡1
10：00听力开始，35分钟，采取耳机收音方式：明德楼、文德楼：校台＋75MHz；滨江综合楼和滨江楼：F1＋调频FM80MHz
11：20答题卡2和收试题册，考试结束
六级：
15：00发答题卡2、试题册（考生阅读试题册反面的“敬告考生”，并将条形码揭下贴于答题卡2相应位置，并在试题册反面相应位置填写准考证号和姓名，完成后将试题册放于座位左上角，15：40前不得翻阅试题册
15：05发答题卡1
15：10开始答题（在答题卡1上写作文）
15：40开始做快速阅读（考试题目在试题册上，答案填在答题卡1上）
15：55收答题卡1
16：00听力开始，35分钟，采取耳机收音方式：明德楼、文德楼：校台＋75MHz；滨江综合楼和滨江楼：F1＋调频FM80MHz
17：20答题卡2和收试题册，考试结束。
大学英语四级考试流程、试卷分值分配、答题卡样式
一、试卷描述
四级的试卷结构、测试内容、测试题型、分值比例和考试时间如下表所示：
二、新题型说明
1. 单词及词组听写
原复合式听写调整为单词及词组听写，短文长度及难度不变。
要求考生在听懂短文的基础上，用所听到的原文填写空缺的单词或词组，共10题。
短文播放三遍。
2.长篇阅读
原快速阅读理解调整为长篇阅读理解，篇章长度和难度不变。
篇章后附有10个句子，每句一题。
每句所含的信息出自篇章的某一段落，要求考生找出与每句所含信息相匹配的段落。
有的段落可能对应两题，有的段落可能不对应任何一题。
3. 翻译
原单句汉译英调整为段落汉译英。
翻译内容涉及中国的历史、文化、经济、社会发展等。
四级长度为140-160个汉字；六级长度为180-200个汉字。
三、成绩报道
成绩报道分为总分和单项分。
单项分包括：1听力，2）阅读，3）翻译和写作。
（自行了解）
温馨提醒：望大家熟悉考试时间、流程，以及试卷的结构，对做题时间要有所规划，做到有的放矢，切勿因某一题二浪费过多时间。
此外，听力考试时间比较紧，而且一完就收试卷，尽量听完一题就填涂一题（不是勾出答案就OK，而是直接涂至答题卡上）此提醒仅供参考，如有好的建议，望大家积极交流分享。
答题卡样式。
六级英语作文优秀答题卡模板
六级英语作文优秀答题卡模板英文回答：Topic: The Importance of Education in the Modern World。
In the contemporary world, characterized by rapid technological advancements and globalization, the significance of education has escalated to unprecedented heights. Education serves as the bedrock upon which individuals, societies, and nations thrive and progress.Firstly, education empowers individuals with the knowledge, skills, and critical thinking abilitiesnecessary to navigate the complexities of modern life. It equips them with the capacity to understand and solve problems, adapt to changing circumstances, and makeinformed decisions. In the realm of employment, education provides individuals with the qualifications and competencies sought after by employers, enhancing their employability and earning potential.Moreover, education fosters social cohesion and reduces inequalities. By providing individuals from diverse backgrounds with equal access to knowledge, it promotes understanding, tolerance, and mutual respect within societies. Education cultivates a sense of empathy and social responsibility, encouraging individuals tocontribute positively to their communities. It also combats poverty and social exclusion by equipping individuals with the means to improve their livelihoods.Furthermore, education is vital for sustainable development and global progress. It enables individuals to comprehend and address complex global challenges such as climate change, poverty, and inequality. It fosters environmental awareness, promotes responsible consumption and production, and empowers individuals to make informed decisions that safeguard the planet for future generations.Additionally, education plays a pivotal role in promoting cultural diversity and heritage. It preserves and transmits cultural traditions, languages, and arts,ensuring their continuity for future generations. Education allows individuals to appreciate and understand different cultures, fostering cross-cultural dialogue and mutual enrichment.In conclusion, the importance of education in the modern world cannot be overstated. It empowers individuals, fosters social cohesion, promotes sustainable development, preserves cultural heritage, and contributes to global progress. As societies strive to navigate the challenges and capitalize on the opportunities of the 21st century, investing in education remains an indispensable cornerstone for building a brighter and more equitable future.中文回答：主题，现代世界中教育的重要性。
英语四六级考试流程有什么
英语四六级考试流程有什么英语四六级考试流程大学英语四级考试流程8:40 考生入场，核对听力调频并试音9:00 下发考试材料9:10 考试正式开始，考生开始作答作文9:35 监考老师口头提醒5分钟后开始听力考试9:40 听力考试开始，考生注意及时填涂答题卡110:10 听力考试结束，监考老师收回答题卡110:15 考试继续进行，考生完成阅读理解和翻译部分11:15 监考老师口头提示考生10分钟后结束考试11:25 考试结束，监考老师收回试题册及答题卡2大学英语六级考试流程14:40 考生入场，核对听力调频并试音15:00 下发考试材料15:10 考试正式开始，考生开始作答作文15:35 监考老师口头提醒5分钟后开始听力考试15:40 听力考试开始，考生注意及时填涂答题卡116:10 听力考试结束，监考老师收回答题卡116:15 考试继续进行，考生完成阅读理解和翻译部分17:15 监考老师口头提示考生10分钟后结束考试17:25 考试结束，监考老师收回试题册及答题卡2什么叫英语四六级考试英语四六级考试是一项全国性英语考试，该考试由国家教育部主办，由教育部考试中心进行实施，目的是为了公平、准确地检验全国大学生的英语实际能力，进一步提高我国大学英语教学质量。
英语四六级考试分为英语四级考试和英语六级考试，各自都由笔试和口试组成，试卷的总分值和试卷题型都相同。
英语四级笔试和英语六级笔试的试卷题型相同，均含有听力、阅读、写作与阅读，但是题型的分值比例略微有些许不同。
在英语四级笔试和英语六级笔试的听力题中，短篇新闻阅读与长对话两道大题的分值比例恰好相反。
大学为什么要考英语四六级1、方便考研一般的大学本科生，学校都有要求，必须要考过四级的。
这是最低的标准。
如果四级都没过，那大学毕业的学位证就没有了。
毫无悬念的。
如果读一次本科，毕业就一个毕业证，那就很尴尬了不是。
其实这还不算什么，如果你想考研，四级还是远远不够的，需要过英语六级才行。
六级英语作文答题卡书写示范
六级英语作文答题卡书写示范全文共6篇示例，供读者参考篇1Hey guys! Today I'm gonna show you how to fill in the answer sheet for the CET-6 exam. You know, the CET-6 is super important for us because we need to pass it to graduate. So let's make sure we do it right!First, make sure you bring a pen with black or blue ink. You can't use pencil or any other color ink. Then, write your name, candidate number, and all that stuff in the correct boxes at the top of the answer sheet. Make sure you write neatly so the examiners can read it.Next, there are four sections on the answer sheet - Listening, Reading, Writing, and Translation. For the Listening section, listen carefully to the recordings and fill in the answers on the sheet. Don't forget to write your answers in the right order!In the Reading section, read the passages carefully and answer the questions. Remember to write the answers clearly and in complete sentences. Don't leave anything blank!For the Writing and Translation sections, take your time to write neatly and make sure your ideas are clear. Check your grammar and spelling before moving on to the next question. And remember, the key to a good score is practice, practice, and more practice!So there you have it, guys! Just follow these steps and you'll be on your way to acing the CET-6 exam. Good luck, everyone!篇2Yo! Yo! What's up guys! Today I'm gonna show you how to fill out a Six-level English Test Writing Answer Sheet like a boss! It's gonna be super easy, so don't stress out!First things first, make sure you have a sharp pencil or a black pen ready. You can't use a pencil that's too low or a colored pen, 'cause the examiners won't be able to read your answers. Got it? Good!Now, let's take a look at the answer sheet. You'll see there are a bunch of boxes and lines for you to write in. Each part of the test has its own section, so don't get confused. Make sure you write your answers in the correct spaces!When you're writing your answers, make sure you write neatly and legibly. If the examiners can't read your handwriting, you might lose points. So take your time and write clearly!Remember to stay focused and answer the questions to the best of your ability. Don't stress out if you don't know the answer to a question, just do your best and move on to the next one.And that's it! You're ready to rock that Six-level English Test Writing Answer Sheet! Good luck, guys! You got this! Peace out!篇3Hey guys, do you ever wonder how to fill out the answer sheet for the College English Test Band Six? Don't worry, I'm here to help you with some tips and tricks!First things first, make sure you read the instructions carefully before you start writing your answers. You don't want to make any silly mistakes, right?When you write your answers, make sure to write neatly and legibly. The examiners need to be able to read what you've written, so take your time and write as nicely as you can.Also, remember to write in complete sentences and use proper grammar and punctuation. Don't forget to check yourspelling too! You don't want to lose points for making simple mistakes.When you're filling out the answer sheet, be sure to fill in each bubble completely and darken it properly. You don't want the machine to misread your answers, do you?And last but not least, don't panic! Take a deep breath, stay focused, and do your best. You've prepared for this moment, so believe in yourself and you'll do great!Good luck on your College English Test Band Six, guys! Go rock that exam!篇4Hey guys, have you ever written a six-level English exam before? It's super cool because you get to show off all your English skills and impress everyone! But sometimes, filling out the answer sheet can be a bit tricky, so I'm here to show you how to do it like a pro!First up, make sure you write your name and ID number at the top of the answer sheet. This is super important so they know who you are and can give you the right score. I usually write my name in big, bold letters so it stands out.Next, read the instructions carefully. Sometimes they ask you to fill in the bubbles with a pencil, and other times they want you to use a pen. Make sure you follow the instructions closely so you don't make any mistakes.When you're ready to start answering the questions, make sure you fill in the bubbles completely and neatly. Use a straight edge like a ruler to keep your answers in a straight line – it looks much nicer that way.And remember, don't leave any questions blank! Even if you're not sure of the answer, take your best guess and fill in the bubble. You never know – you might just get it right!So there you have it, guys! That's how you fill out a six-level English exam answer sheet like a boss. Good luck on your next exam, and keep practicing your English skills – you're going to do great!篇5Hey guys! Today we're gonna talk about how to fill out a Cet-6 Answer Sheet!First, make sure you fill in your personal information correctly. Write your name, candidate number, and exam centernumber on the top of the answer sheet. Don't forget to put the date too!Then, start answering the questions! Read the questions carefully and make sure you understand what they're asking. It's important to write clearly, so the examiners can read your answers easily.Don't leave any questions blank! Even if you're not sure of the answer, just give it your best shot. It's better to have a guess than to leave it blank.Remember to manage your time wisely. Each question has a specific point value, so make sure you spend enough time on each question to earn maximum points.Lastly, review your answers before the exam is over. Check for any mistakes or missing information. Make sure you have filled in all the bubbles completely.And that's it! Good luck on your Cet-6 exam and remember to stay calm and focused. You got this!篇6Hey guys, today I want to show you how to fill in the answer sheet for the English 6 exam. It's super easy, so don't worry!First, make sure to read the instructions carefully. You don't want to make any mistakes, right? Then, neatly write your personal information at the top of the answer sheet. Make sure your name, candidate number, and other details are all correct.Next, let's move on to the listening section. Listen carefully to the audio and write down your answers neatly. Make sure to fill in the correct circle completely. Don't scribble or make any stray marks on the answer sheet.Now, let's tackle the reading and writing sections. Read the questions carefully and underline the key words. This will help you focus on what the question is asking for. When writing your answers, make sure your handwriting is neat and easy to read. You don't want the examiner to have trouble understanding your answers, right?Finally, double-check your answers before time is up. Make sure you have filled in all the circles completely and that your answers are clear and correct. And that's it! You're done with the English 6 exam.I hope this guide helps you fill in the answer sheet for the English 6 exam. Good luck, everyone!。
六级简介介绍
04
六级备考策略与技巧
六级备考策略与技巧
• 大学英语六级考试（CET-6），是由国家统一命题和组织 的一项测试，旨在检验考生的英语综合能力。该考试主要 包括听力、阅读、翻译、写作四个部分。
05
六级考试答题卡填涂规范与注意 事项
六级考试答题卡填涂规范与注意事项
• 六级考试是中国大学英语水平测试，其难度相当于CET-6水平 。六级考试主要测试考生的英语综合运用能力，包括听力、 阅读、翻译和写作四个部分。
日期:
六级简介介绍
汇报人：
目 录
• 六级考试背景 • 六级考试内容 • 六级考试难度与要求 • 六级备考策略与技巧 • 六级考试答题卡填涂规范与注意事项 • 六级考试常见问题解答
01
六级考试背景
什么是六级考试
• 六级考试（CET-6）全称为全国大学英语六级考试，是由中国 教育部高等教育司主办的全国性英语能力测试。这项考试主要 评估考生在大学期间学习英语水平，以及对英语的综合运用 能力。
03
六级考试难度与要求
六级考试难度与要求
• 大学英语六级考试（CET-6）是由中国教育部高等教育司主 办的全国性英语能力测试，主要面向中国高等院校在校生及 所有社会人士。六级考试作为一项全国性的标准化考试，旨 在全面检测和评估学生的英语综合应用能力，特别是听说能 力，以适应我国高等教育发展的需要。
六级考试的重要性
• 六级考试的重要性主要体现在以下几个方面 • 学术要求：在许多本科和研究生课程中，六级成绩被视为衡量学生英语
水平的重要标准，一些课程甚至要求考生必须通过六级才能获得相应的 学位。 • 求职优势：六级证书是许多用人单位在招聘时的重要衡量标准，尤其是 对于那些需要高度英语能力的职位。因此，拥有良好的六级成绩可以帮 助学生在求职市场上增加竞争力。 • 语言能力提升：通过六级考试，学生可以更全面地提升自己的英语能力 ，包括听力、阅读、写作和口语等方面。这不仅有助于他们在学术上的 表现，也有助于他们在日常生活中更好地运用英语。
2019年12月全国大学英语四六级考试过程及考试材料说明
3.多题多卷。
答题卡1
写作与听力理解
答题区域
1.印有条形码粘贴框。
2.作文作答时间为半小时，之后将立即进行听力考试。
3.听力考试时间四级为25分钟，六级为30分钟。
4.听力录音播放完成后，监考员回收答题卡1。
答题卡2
阅读和翻译答题区域
监考员回收完毕答题卡1后，方可允许考生开始作答。
2019年12月全国大学英语四六级考试过程及考试材料说明
一、CET过程时间表
ห้องสมุดไป่ตู้日期
（12月14日）
语种级别
考试全过程时间
关键时间点
上午
英语四级
（CET4）
9:00----11:20
（140分钟）
9:00发放答题卡1和试题册，监考老师指导学生正确填涂信息并将条形码粘贴至答题卡1；
9:05发放答题卡2；
9:10考试正式开始；
15:05发放答题卡2；
15:10考试正式开始；
15:40听力考试开始；（FM84.2）
16:10要求考生停止作答，回收答题卡1，期间考生不得作答，否则按违规处理；
16:15 答题卡1回收完毕，命令考生继续作答。
17:25收答题卡2和试题册。
二、考试材料说明
材料名称
内容
其他说明
试题册
所有题目内容
1.试题册正面印有“敬告考生”。
（请考生拿到试题册和答题卡后，务必认真检查试题册背面条形码粘贴条及答题卡的印刷质量，如有问题及时向监考员反映）
9:40听力考试开始；（FM84.2）
10:05要求考生停止作答，回收答题卡1，期间考生不得作答，否则按违规处理。
下半年英语六级考试真题及答案
下半年英语六级考试真题及答案下半年英语六级考试真题及答案一、写作Directions:For this part, you are allowed 30 minutes to write a short essay on the use ofrobots. Try to imagine what will happen when more and more robots take the place of humanbeings in industry as well as people's daily lives. You are required to write at least 150 wordsbut no more than 200 words.二、听力场对话Section ADirections: In this section, you will hear two long conversations. At the end of eachconversation, you will hear four questions. Both the conversation and the questions will bespoken only once. 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 Answer Sheet 1 with asingle line through the centre.注意：此部分试题请在答题卡1上作答。
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.三、听力短文Section BDirections: In this section, you will hear two passages. At the end of each passage, you willhear three or four questions. Both the passage and the questions will be spoken only once. Afteryou 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 thecentre.Passage OneQuestions 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 peopled 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.Passage TwoQuestions 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.四、听力录音Section CDirections: In this section, you will hear three recordings of lectures or talks followed by threeor four questions. The recordings will be played only once. After you hear a question, you mustchoose the best answer from the four choices marked A),B),C) and D). Then mark thecorresponding letter on Answer Sheet 1 with a single line through the centre.Recording OneQuestions 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 studiesnatural 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.Recording TwoQuestions 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.Recording ThreeQuestions 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.五、Section A选词填空Section ADirections: In this section, there is a passage with ten blanks. You are required to select oneword for each blank from a list of choices given in a word bank following the passage. Read thepassage through carefully before making your choices. Each choice in the bank is identified bya letter. Please mark the corresponding letter for each item on ,Answer Street 2 with a singleline through the centre. You may not use any of the words in the bank more than once.Questions 26 to 35 are based on the following passage.Let's say you love roller-skating. Just the thought of __26__ on your roller-skates brings a smileto your face. You also knowthat roller-skating is excellent exercise. You have a __27__ attitudetoward it.This description of roller-skating __28__ the three components of an attitude: affect, cognition, and behavior. You love the activity; it's great fun. These feelings __29__ the affectiveor emotional component; they are an important ingredient in attitudes. The knowledge wehave about the object constitutes the cognitive component of an attitude. You understandthe health __30__ that the activity can bring. Finally, attitudes have a behavioral component. Our attitudes __31__ us to go outside to enjoy roller-skating.Now, we don't want to leave you with the __32__ that these three components always worktogether __33__ . They don't; sometimes they clash. For example, let's say you love pizza(affective component); however, you have high cholesterol and understand (knowledgecomponent) that eating pizza may be bad for your health. Which behavior will your attituderesult in, eating pizza or __34__ it? The answer depends on which component happens to bestronger. If you are walking past a pizza restaurant at lunchtime, your emotions and feelingsprobably will be stronger than your knowledge that pizza may not be the best food for yourhealth. In that instance, you have pizza for lunch. If you are at home trying to decide where togo for dinner, however, the knowledge component may __35__ , and you decide to go whereyou can eat a healthier meal.A.avoidingB.benefitsC.highlightD.illustratesE.impressionF.improvesG.inquiringH.perfectlyI.positiveJ.prevailK.primarilyL.promptM.specificationsN.strappingO.typical六、Section B段乱匹配Section BDirections: 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 paragraphfrom which the information is derived. You may choose a paragraph more than once. Eachparagraph is marked with a letter. Answer the questions by marking the corresponding letter onAnswer Sheet 2.The Changing Generation[A] It turns out today's teenagers aren't so scary after all. Results of USA WEEKEND'S Teens& Parents survey reveal a generation of young people who get along well with theirparents and approve of the way they're being raised. They think of their parents withaffection and respect. They speak with Mom or Dad when they have a problem. Most feel thattheir parents understand them, and they believe their family is the No. 1 priority in theirparents, lives. Many even think their parents are cool! Although more than a third have anobject in their rooms they would like to keep secret from their parents, rarely is itanythingmore alarming than a diary or off-color (低俗的) book or CD.[B] Such results may seem surprising against the background of shocking incidents that colorthe way the mass media portray the young. In October 2000, , the same month the surveywas taken, the Washington-based Center for Media and Public Affairs wrote in its publicationMedia Monitor that, in a recent month of TV news coverage of American youth, just 2% of teenswere shown at home, and just 1% were portrayed in a work setting. In contrast, the criminaljustice system accounted for nearly one out of every five visual backgrounds. No wonder parentsworry their own kids might spin out of control once they hit the turbulent waters ofadolescence.[C] The overall facts ought to reassure us. The survey shows us that today's teens areaffectionate, sensible and far happier than the angry and tortured souls that have beenpainted for us by stereotypes. From other sources, we also know teenage crime, drug abuseand premarital sex are in general decline. We, of course, need to pay attention to youngsterswho are filled with discontent and hostility, but we should not allow these extreme cases todistort our view of most young people.[D] My own research at the Stanford Center on Adolescence uses in-depth interviews with smallsamples of youngsters rather than large-scale surveys. Still, in my studies and others I haveread, I find the same patterns as in USA WEEKEND'S survey. Today's teenagers admire theirparents and welcome parental guidance about important matters such as career choice—though certainly not Mom and Dad's advice on matters of personal taste, such as music orfashion. When we ask teens to choose a hero，they usually select an older family member ratherthan a remote publicfigure. Most teens say they enjoy the company of both parents andfriends.[E] Contrary to some stereotypes, most adolescents believe they must be tolerant ofdifferences among individuals (though they do not always find this easy in the cliquish (拉帮结派的) environment of high school). Many of them volunteer for community service withdisadvantaged people. One prevalent quality we have found in teens, statements aboutthemselves, their friends and their families is a strikingly positive emotional tone. By andlarge, these are very nice kids, and as the band The Who used to sing, "The kids are alright."[F] How much is today's spirit of harmony a change from our more turbulent past? A meregeneration ago, parent-child relations were described as "the generation gap". Yet even thenreports of widespread youth rebellion were overdone: Most kids in the '60s and 70s sharedtheir parents, basic values. Still, it is true that American families are growing closer at the dawnof this new millennium (千年). Perhaps there is less to fight about, with the country in a periodof tranquility and the dangers of drug abuse and other unwholesome behavior well known. Perhaps in the face of impersonal and intimidating globalization, a young person's familyfeels more like a friendly haven than an oppressive trap. And perhaps parents are actingmore like parents than in the recent past. Within just the past five years, I have noticed parentsreturning to a belief that teenagers need the guidance of elders rather than the liberal, "anything goes" mode of child-rearing that became popular in the second half of the 20thcentury.[G] But missing from all these data is the sense that today's young care very much about theircountry, about the broadercivic and political environment, or about the future of their society. They seem to be turning inward—generally in a pro-social manner, certainly with positivebenefits for intimate relationships, but too often at the expense of a connection with thepresent and future world beyond, including the society they will one day inherit.[H] Recently, we examined more than 400 essays on the "laws of life" that teens from twocommunities had written as part of an educational program initiated by the John TempletonFoundation in Radnor, Pa. In those essays, and in follow-up interviews with a few of theteenagers, we found lots of insight, positive feeling and inspirational thinking. But we alsofound little interest in civic life beyond the tight circles of their family and immediate friends.[I] For example, only one boy said he would like to be president when he grows up. When I wasin high school, dozens in my class alone would have answered differently. In fact, other recentstudies have found there has never been a time in American history when so small aproportion of young people have sought or accepted leadership roles in local civicorganizations. It is also troubling that voting rates among our youngest eligible voters—18- to24-year-olds—are way down: Little more than one in four now go to the polls, even in nationalelections, compared with almost twice that many when 18-year-olds were first given the vote.[J] In our interviews, many students viewed politics with suspicion and distaste. " Mostpoliticians are kind of crooked (不诚实的)" one student declared. Another, discussing nationalpolitics, said, “I feel like one person can't do that much, and I get the impression most peopledon't think a group of people can do that much." Asked what they would like to changein theworld, the students mentioned only personal concerns such as slowing down the pace of life, gaining good friends, becoming more spiritual, becoming either more materially successful orless materially oriented (depending on the student's values), and being more respectful of theEarth, animals and other people. One boy said, "I'd rather be concentrating on artistic effortsthan saving the world or something."[K] It is fine and healthy for teens to cultivate their personal interests, and it is good newswhen young people enjoy harmonious relations with their family and friends. But there is alsoa place in a young life for noble purposes that include a dedication to the broader society, alove of country and an aspiration to make their own leadership contributions.[L] In the past, the young have eagerly participated in national service and civic affairs, oftenwith lots of energy and idealism. If this is not happening today, we should ask why. Oursociety needs the full participation of its younger citizens if it is to continue to thrive. Weknow the promise is there—this is a well-grounded, talented, warm-hearted group ofyoungsters. We have everything to gain by encouraging them to explore the world beyondtheir immediate experience and to prepare themselves for their turn at shaping that world.注意：此部分试题请在答题卡2上作答。
2016年6月英语六级考试真题答案和解析(第3套)
Directions: For this part, you are allowed 30 minutes to write a short essay on e-learning. Try to imagine what will happen when more and more study online instead of attending school. You are required to write at least 150 words but no more than 200 words.注意：此部分试题请在答题卡1上作答。
Section ADirections: 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. 注意：此部分试题请在答题卡1上作答。
Questions 1 to 4 are based on the conversation you have just heard.1. A) It is advertising electronic products.B) It is planning to tour East Asia.C) It is sponsoring a TV programme.D) It is giving performances in town.2. A) 20,000 pounds.B) 12,000 pounds.C) Less than 20,000 pounds.D) Less than 12,000 pounds.3. A) A lot of good publicity.B) Talented artists to work for it.C) Long-term investments.D) A decrease in production costs.4. A) Promise long-term cooperation with the Company.B) Explain frankly their own current financial situation.C) Pay for the printing of the performance programme.D) Bear the cost of publicising the Company's performance.Questions 5 to 8 are based on the conversation you have just heard.5. A) He has been seeing doctors and counsellors.B) He has found a new way to train his voice.C) He was caught abusing drugs.D) He might give up concert tours.6. A) Singers may become addicted to it.B) It helps singers warm themselves up.C) Singers use it to stay away from colds.D) It can do harm to singers' vocal chords.7. A) They are eager to become famous.B) Many lack professional training.C) Few will become successful.D) They live a glamorous life.8. A) Harm to singers done by smoky atmospheres.B) Side effects of some common drugs.C) Voice problems among pop singers.D) Hardships experienced by many young singers.Section BDirections:聽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. Passage OneQuestions 9 to 12 are based on the passage you have just heard.9. A) It has not been very successful.B) It has long become a new trend.C) It has met with strong resistance.D) It has attracted a lot of users.10. A) It saves time.B) It increases parking capacity.C) It ensures drivers' safety.D) It reduces car damage.11. A) Collect money and help new users.B) Maintain the automated system.C) Stay alert to any emergency.D) Walk around and guard against car theft.12. A) They will vary with the size of vehicles.B) They will be discountable to regular customers.C) They will be lower than conventional parking.D) They will be reduced if paid in cash.Passage TwoQuestions 13 to 15 are based on the passage you have just heard.13. A) They do not know any solution.B) They do not give up drunk driving.C) They do not behave in public places.D) They do not admit being alcohol addicts.14. A) To stop them from fighting back.B) To thank them for their hospitality.C) To teach them the European lifestyle.D) To relieve their pains and sufferings.15. A) Without intervention they will be a headache to the nation.B) With support they can be brought back to a normal life.C) They readily respond to medical treatment.D) They pose a serious threat to social stability.Section CDirections:聽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.Recording OneQuestions 16 to 19 are based on the recording you have just heard.16. A) To award them for their hard work.B) To build common views.C) To bring in business projects.D) To vote for action.17. A) Recovering from the Great Recession.B) Creating jobs and boosting the economy.C) Rewarding innovative businesses.D) Launching economic campaigns.18. A) T alking over paying off deficit.B) Increasing the number of middle class.C) Controlling the impact on education.D) Planning to reduce energy consumption.19. A) Shorten America's way to prosperity.B) Be cautious about reducing the deficit.C) Increase deficit to cover the revenue.D) Require the richest to pay more taxes.Recording TwoQuestions 20 to 22 are based on the recording you have just heard.20. A) They can be redeemed for cash.B) They can be used to reduce meal costs.C) They can be used as membership certificate.D) They can be used to make reservations.21. A) It is free for us to download the app.B) It helps you to be a professional cook.C) It provides advice about making recipes.D) It only rates recipes by popularity.22. A) By showing the weight of 200 kinds of food.B) By providing the price of 200 calories of food.C) By picturing the food of 200 calories with weights.D) By telling people 200 kinds of healthy food.Recording ThreeQuestions 23 to 25 are based on the recording you have just heard.23. A) About 43 percent of American adults.B) About 18 percent of the whole population.C) About 40 million American adults.D) About a half million people in America.24. A) To set a series of bans on public smoking.B) To set the price of cigarettes properly.C) To package the cigarettes with tips of warning.D) To reduce the production and supply of cigarettes.25. A) The office of the Surgeon General.B) The Food and Drug Administration.C) The Center for Tobacco Products.D) The Center for Disease Control and Prevention.Section ADirections: 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 thecorresponding letter for each item on ,Answer Street 2 with a single line through the centre. You may not use any of the words in the bank more than once. Questions 26 to 35 are based on the following passage.Pursuing a career is an essential part of adolescent development. "The adolescent becomes an adult when he26__________ a real job." To cognitive researchers like Piaget, adulthood meant the beginning of an27__________ . 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. The28__________ of such ideals, without the tempering of the reality of a job or profession, rapidly leads adolescents to become29__________ of the non-idealistic world and to press for reform in a characteristically adolescent way. Piaget said: "True adaptation to society comes30__________ 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, taken31__________ out of context, Piaget's statement seems harsh. What he was32__________ , 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 of33__________ , adolescents may be especially hard hit. Such difficult economic times may leave many adolescents34__________ 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. automaticallyB. beneficialC. capturingD. confusedE. emphasizingF. entranceG. excitedH. existenceI. incidentallyJ. intolerantK. occupationL. promisesM. recessionN. slightlyO. undertakesSection BDirections: 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] 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 againstit—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 modem humans are inevitably sowing the seeds 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 notunited 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; "Inthe industrialized countries, environmental problems are generally related to industrialisation 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 released 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.注意：此部分试题请在答题卡2上作答。