1997年大学英语六级.docx

1、1997年大学英语六级1997年6月大学英语六级(CET-6)真题试卷Part I Listening comprehension (20 minutes)Section ADirections: In this section you will hear 10 short conversations. At the end of each conversation, a question will be asked about what was said. Both the conversation and the question will be spoken only once. Aft

2、er each question there will be a pause. During the pause, you must read the four suggested answers marked A)，B)，C), and D) and decide which is the best answer. Then mark the corresponding letter on the Answer Sheet with a single line through the centre.Example:You will hear:You will read:A) 2 hours.

3、B) 3 hours.C) 4 hours.D) 5 hours.From the conversation we know that the two are talking about some work they will start at 9 oclock in the morning and have to finish at 2 in the afternoon. Therefore, D) “5 hours” is the correct answer. You should choose D on the Answer Sheet and mark it with a singl

4、e line through the centre.Sample Answer A B C D1. A) On Thursday night.B) On Monday night.C) On Friday morning.D) On Thursday morning（A）2. A) Try to help him find rooms in another hotel.B) Check to see if there are any vacancies in her hotel.C) Let him move to a room with two single beds.D) Show him

5、 the way to Imperial Hotel.（A）3. A) Robust.B) Brave.C) Generous.D) Dangerous.（B）4. A) He loves his present job.B) He is going to open a store.C) He is about to retire.D) He works in a repair shop.（C）5. A) She has confidence in him.B) She has also won a scholarship.C) She is surprised at the news.D)

6、She is not interested in the news.（A）6. A) His only son is dying.B) His mother died some time ago.C) He didnt like after his sick wife.D) He hasnt taken good care of his son.（D）7. A) At the airport.B) In a travel agency.C) In a hotel.D) At the reception desk.（B）8. A) He is not equal to the job.B) He

7、 is not well paid for his work.C) He doesnt think the job is challenging enough.D) He cannot keep his mind on his work.（C）9. A) The talks havent started yet.B) The talks havent achieved much.C) The talks have produced a general agreement.D) The talks broke down and could go to further.（B）10. A) Help

8、 him to carry some luggage.B) Get some travel information.C) Tell him the way to the left luggage office.D) Look after something for him.（D）Section BDirections: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questio

9、ns 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 the Answer Sheet with a single line through the centre.Passage OneQuestions 11 to 13 are based on the passage you have just he

10、ard.11. A) Crowded air traffic.B) The large size of airplanes.C) Mistakes by air traffic controllers.D) Bad weather.（C）12. A) They bumped into each other over a swimming pool.B) They avoided each other by turning in different directions.C) They narrowly escaped crashing into each other.D) One plane

11、climbed above the other at the critical moment.（C）13. A) To show the key role played by air traffic controllers.B) To show the great responsibility shouldered by the pilots.C) To give an example of air disasters.D) To show that air travel is far safer than driving a car.（A）Passage TwoQuestions 14 to

12、 17 are based on the passage you have just heard.14. A) Her unique experience.B) Her future prospects.C) Her favorite job.D) Her lonely life.（B）15. A) Authority.B) A good relationship.C) Good luck.D) Independence.（D）16. A) She will live an empty life.B) She will work in a bookstore.C) She will remai

13、n single.D) She will earn a lot of money.（D）17. A) She should find a good job.B) She should open a small restaurant.C) She should have more control over her life.D) She should get married.（D）Passage ThreeQuestions 18 to 20 are based on the passage you have just heard.18. A) In day-care centers where

14、 little children were taken care of.B) In areas in Chicago poor people lived.C) In places where hot lunch was provided for factory workers.D) In schools where free classes were organized for young people.（B）19. A) For young people and adults.B) For immigrants.C) For factory works.D) For poor city ch

15、ildren.（D）20. A) Jane Adams contributions to society.B) Jane Adams struggle for womens liberation.C) Jane Adams life story.D) Jane Adams responsibility for the poor.（A）Part II Reading Comprehension (35 minutes)Directions: There are 4 reading passages in this part. Each passage is following by some q

16、uestions 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 and mark the corresponding letter on the Answer Sheet with a single line through the centre.Questions 21 to 25 are based on the following passage:It i

17、s said that the public and Congressional concern about deceptive packaging rumpus started because Senator Hart discovered that the boxes of cereals consumed by him, Mrs. Hart, and their children were becoming higher and narrower, with a decline of net weight from 12 to 10.5 ounces, without any reduc

18、tion in price. There were still twelve biscuits, but they had been reduced in size. Later, the Senator rightly complained of a store-bought pie in a handsomely illustrated box that pictured, in a single slice, almost as many cherries as there were in the whole pie.The manufacturer who increases the

19、unit price of his product by changing his package size to lower the quantity delivered can, without undue hardship, put his product into boxes, bags, and tins that will contain even 4-ounce, 8-ounce, one-pound,Two-pound quantities of breakfast foods, cake mixes, etc. A study of drugstore and superma

20、rket shelves will convince any observer that all possible size and shapes of boxes, jars, bottles, and tins are in use at the same time and, as the package journals show, week by week, there is never any hesitation in introducing a new size, and shape of box or bottle when it aids in product differe

21、ntiation. The producers of packaged products argue strongly against changing sizes of packages to contain even weights and volumes, but no one in the trade comments unfavorably on the huge costs incurred by endless changes of package sizes, materials, shape, art work, and net weights that are used f

22、or improving a products market position.When a packaging expert explained that he was able to multiply the price of hard sweets by 2.5, from I dollar to 2.50 dollars by changing to a fancy jar, or that he had made a 5-ounce bottle look as though it held 8 ounces, he was in effect telling the public

23、that packaging can be a very expensive luxury. It evidently does come high, when an average family pays about 200 dollars a year for bottles, cans, boxes, jars and other containers, most of which cant be used anything but stuffing the garbage can.21. What started the public and Congressional concern

24、 about deceptive packaging rumpus?A) Consumers complaints about the changes in the package size.B) Expensive packaging for poor quality products.C) A senators discovery of the tricks in packaging.D) The rise in the unit price for many products.（C）22. The word “undue” (Para. 2) means “_”.A) improperB

25、) adequateC) unexpectedD) excessive（D）23. Consumers are concerned about the changes in the package size, mainly because _.A) they hate to see any changes in things they are familiar withB) they unit price for a product often rises as a resultC) they have to pay for the cost of changing package sizes

26、D) this entails an increase in the cost of packaging（B）24. According to this passage, various types of packaging come into existence to _.A) meet the needs of consumersB) suit all kinds of productsC) enhance the market position of productsD) introduce new products（C）25. The author is critical mainly

27、 of _.A) dishonest packagingB) inferior packagingC) the changes in package sizeD) exaggerated illustrations on packages（A）Questions 26 to 30 are based on the following passage.If sustainable competitive advantage depends on work-force skills, American firms have a problem. Human-resource management

28、is not traditionally seen as central to the competitive survival of the firm in United States. Skill acquisition is considered an individual responsibility. Labour is simply another factor of production to be hired-rented at the lowest possible cost-much as one buys raw materials or equipment.The la

29、ck of importance attached to human-resource management can be seen in the corporate hierarchy. In an American firm the chief financial officer is almost always second in command. The post of head of human-resource management is usually a specialized job, off at the edge of the corporate hierarchy. T

30、he executive who holds it is never consulted on major strategic decisions and has no chance to move up to Chief Executive Officer (CEO). By way of contrast, in Japan the head of human-resource management is central-usually the second most important executive, after the CEO, in the firms hierarchy.Wh

31、ile American firms often talk about the vast amounts spent on training their work forces, in fact they invest less in the skills of their employees than do either Japanese or German firms. The money they do invest is also more highly concentrated on professional and managerial employees. And the lim

32、ited investments that are made in training workers are also much more narrowly focused on the specific skills necessary to do the next job rather than on the basic background skills that make it possible to absorb new technologies.As a result, problems emerge when new breakthrough technologies arrive. If American workers, for example, take much longer to learn how to