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英语六级考试真题仔细阅读和翻译
想要考试取得好成绩，平时就需要按照"循序渐进、阶段侧重、精讲精练"的原则进行练习。下面是小编为大家整理的英语六级考试真题仔细阅读和翻译，欢迎参考！
英语六级考试真题仔细阅读和翻译 篇1
Section C仔细阅读
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 with a single line through the centre.
Passage One
Questions 46 to 50 are based on the following passage.
Manufacturers of products that claim to be environmentally friendly will face tighter rules on how they are advertised to consumers under changes proposed by the Federal Trade Commission.
The commission's revised "Green Guides" warn marketers against using labels that make broad claims, like "eco-friendly". Marketers must qualify their claims on the product packaging and limit them to a specific benefit, such as how much of the product is recycled.
"This is really about trying to cut through the confusion that consumers have when they are buying a product and that businesses have when they are selling a product," said Jon Leibowitz,chairman of the commission.
The revisions come at a time when green marketing is on the rise. According to a new study,the number of advertisements with green messages in mainstream magazines has risen since1987, and peaked in 2008 at 10.4%. In 2009, the number dropped to 9%.
But while the number of advertisements may have dipped, there has been a rapid spread of ecolabeling. There are both good and bad players in the eco-labeling game.
In the last five years or so, there has been an explosion of green claims and environmental claims. It is clear that consumers don't always know what they are getting.
A handful of lawsuits have been filed in recent years against companies accused of using misleading environmental labels. In 2008 and 2009, class-action lawsuits (集体诉讼) were filed against SC Johnson for using "Green list" labels on its cleaning products. The lawsuits said that the label was misleading because it gave the impression that the products had been certified by a third party when the certification was the company's own.
"We are very proud of our accomplishments under the Green list system and we believe that we will prevail in these cases," Christopher Beard, director of public affairs for SC Johnson, said,while acknowledging that "this has been an area that is difficult to navigate."
Companies have also taken it upon themselves to contest each other's green claims.
David Mallen, associate director of the Council of Better Business Bureau, said in the last two years the organization had seen an increase in the number of claims companies were bringing against each other for false or misleading environmental product claims.
"About once a week, I have a client that will bring up a new certification I've never even heard of and I'm in this industry, said Kevin Wilhelm, chief executive officer of Sustainable Business Consulting. "It's kind of a Wild West, anybody can claim themselves to be green." Mr. Wilhelm said the excess of labels made it difficult for businesses and consumers to know which labels they should pay attention to.
46. What do the revised "Green Guides" require businesses to do?
A) Manufacture as many green products as possible.
B) Indicate whether their products are recyclable.
C) Specify in what way their products are green.
D) Attach green labels to all of their products.
47. What does the author say about consumers facing an explosion of green claims?
A) They can easily see through the businesses' tricks.
B) They have to spend lots of time choosing products.
C) They have doubt about current green certification.
D) They are not clear which products are truly green.
48. What was SC Johnson accused of in the class-action lawsuits?
A) It gave consumers the impression that all its products were truly green.
B) It gave a third party the authority to label its products as environmentally friendly.
C) It misled consumers to believe that its products had been certified by a third party.
D) It sold cleaning products that were not included in the official "Green list".
49. How did Christopher Beard defend his company's labeling practice?
A) There were no clear guidelines concerning green labeling.
B) His company's products had been well received by the public.
C) It was in conformity to the prevailing practice in the market.
D) No law required the involvement of a third party in certification.
50. What does Kevin Wilhelm imply by saying "It's kind of a Wild West" (Line 3，Para. 11)?
A) Businesses compete to produce green products.
B) Each business acts its own way in green labeling.
C) Consumers grow wild with products labeled green.
D) Anything produced in the West can be labeled green.
Passage Two
Questions 51 to 55 are based on the following passage.
America's education system has become less a ladder of opportunity than a structure to transmit inequality from one generation to the next.
That's why school reform is so critical. This is an issue of equality, opportunity and national conscience. It's not just about education, but about poverty and justice.
It's true that the main reason inner-city schools do poorly isn't teachers' unions, but poverty.Southern states without strong teachers' ，unions have schools at least as awful as those in union states. Some Chicago teachers seem to think that they shouldn't be held accountable until poverty is solved. There're steps we can take that would make some difference, and Mayor Rahm Emanuel is trying some of them—yet the union is resisting.
I'd be sympathetic if the union focused solely on higher compensation. Teachers need to be much better paid to attract the best college graduates to the nation's worst schools. But,instead, the Chicago union seems to be using its political capital primarily to protect weak performers.
There's solid evidence that there are huge differences in the effectiveness of teachers. The gold standard study by Harvard and Columbia University scholars found that even in high-poverty schools, teachers consistently had a huge positive or negative impact.
Get a bottom 1% teacher, and the effect is the same as if a child misses 40% of the school year. Get a teacher from the top 20%, and it's as if a child has gone to school for an extra month or two.
The study found that strong teachers in the fourth through eighth grades raised the skills of their students in ways that would last for decades. Just having a strong teacher for one elementary year left pupils a bit less likely to become mothers as teenagers, a bit more likely to go to college and earning more money at age 28.
How does one figure out who is a weak teacher? Yes, that's a challenge. But researchers are improving systems to measure a teacher's performance throughout the year, and, with three years of data, ifs usually possible to tell which teachers are failing.
Unfortunately, the union in Chicago is insisting that teachers who are laid off—often for being ineffective—should get priority in new hiring. That's an insult to students.
Teaching is so important that it should be like other professions, with high pay and good working conditions but few job protections for bottom performers.
This isn't a battle between garment workers and greedy bosses. The central figures in the Chicago schools strike are neither strikers nor managers but 350,000 children. Protecting the union demand sacrifices those students, in effect turning a blind eye to the injustice in the education system.
51. What do we learn about America's education system?
A) It provides a ladder of opportunity for the wealthy.
B) It contributes little to the elimination of inequality.
C) It has remained basically unchanged for generations.
D) It has brought up generations of responsible citizens.
52. What is chiefly responsible for the undesirable performance of inner-city schools?
A) Unqualified teachers. C) Unfavorable learning environment.
B) Lack of financial resources. D) Subconscious racial discrimination.
53. What does the author think the union should do to win popular support?
A) Assist the city government in reforming schools. C) Demand higher pay for teachers.
B) Give constructive advice to inner-city schools. D) Help teachers improve teaching.
54. What is the finding of the gold standard study by Harvard and Columbia University scholars?
A) Many inner-city school teachers are not equal to their jobs.
B) A large proportion of inner-city children often miss classes.
C) Many students are dissatisfied with their teachers.
D) Student performance has a lot to do with teachers.
55. Why does the author say the Chicago unions demand is an insult to students?
A) It protects incompetent teachers at the expense of students.
B) It underestimates students, ability to tell good teachers from poor ones.
C) It makes students feel that they are discriminated against in many ways.
D) It totally ignores students，initiative in the learning process.
翻译Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese into English. You should write your answer on Answer Sheet 2.
旗袍(qipao)是一种雅致的中国服装，源于中国的满族(Manchu Nationality)。在清代，旗袍是王室女性穿着的.宽松长袍。上世纪 20 年代，受西方服饰影响，旗袍发生了一些变化。袖口(cuffs)变窄，袍身变短。这些变化使女性美得以充分展现。
如今，旗袍经常出现在世界级的时装秀上。中国女性出席重要社交聚会时，旗袍往往是她们的首选。很多中国新 也会选择旗袍作为结婚礼服。一些有影响的人士甚至建议将旗袍作为中国女性的民族服饰。
英语六级考试真题仔细阅读和翻译 篇2
Section A
1. M: Mary, could you please tell Thomas to contact me? I was hoping he would be able to help me out with the freshmen orientation program next week.
W: I would certainly tell him if I saw him, but I haven't seen him around for quite a few days.
Q: What does the woman mean?
2. M: Susan, I am going to change the light bulb above the dining room table. Will you hold the ladder for me?
W: No problem. But be careful while you're up there.
Q: What does the man want the woman to do?
3. W: It's freezing cold. Let me make some coffee to warm us up. Do you want a piece of pie as well?
M: Coffee sounds great. But I'm going to have dinner with some friends in a while, so I'd better skip the pie.
Q: What does the man mean?
4. W: How come Jim lost his job?
M: I didn't say he had lost it. All I said was if he didn't get out and start selling a few cars instead of idling around all day, he might find himself looking for a new job.
Q: What does the man say about Jim?
5. M: Hello, Mary. This is Paul at the bank. Is Tony home?
W: Not yet. Paul. I don't think you can reach him at the office now, either. He phoned me five minutes ago to say he was stopping for a hair-cut on his way home.
Q: Who do you think the woman probably is?
6. W: Oh! Boy! I don't understand how you got a ticket today. I always thought you were slow even driving on the less crowded fast lane.
M: I'm usually careful. But this time I thought I could get through the intersection before the light turned.
Q: What do we learn about the man?
7. W: Your dog certainly seems to know you are his master. Did you have to punish him very often when you trained him?
M: I found it's much better to praise him when he obeys and not to be so fussy when he makes mistakes.
Q: What does the man say about training dogs?
8. M: I am afraid there won't be time to do another tooth today. Make sure you don't eat anything like stakes for the next few hours, and we'll fill the other cavity tomorrow.
W: All right. Actually, I must hurry to the library to return some books.
Q: Where does the conversation most probably take place?
9. W: I am worried about Jenny going to college. College students are so wild nowadays.
M: Actually, only a few are like that. Most students are too busy studying to have time to cause trouble.
Q: What does the man imply?
10. W: You didn't seem to be terribly enthusiastic about the performance.
M: You must be kidding. I couldn't have clapped any harder. My hands are still hurting.
Q: What does the man think of the performance?
Section B
Passage 1
Born and raised in central Ohio, I'm a country girl through and through. I'm currently studying to become a physical therapist, a career path that marks a great achievement for me. At Ohio State University, admission into the physical therapy program is intensely competitive. I made it pass the first cut the first year I applied, but was turned down for admission. I was crushed, because for years I have been determined to become a physical therapist. I received advice from friends and relatives about changing my major and finding another course for my life. I just couldn't do it. I knew I could not be as happy in another profession. So I stilled myself, began to work seriously for another year and reapplied. Happily I received notice of my admission. Later, I found out that less than 15% of the applicant had been offered positions that year. Now in the first two years of professional training, I couldn't be happier with my decision not to give up on my dream. My father told me that if I wanted it badly enough, I would get in. Well, Daddy, I wanted it. So there. After graduation, I would like to travel to another country, possibly a Latin American country and work in a children's hospital for a year or two. So many of the children there are physically handicapped but most hospitals don't have the funding to hire trained staff to care for them properly. I would like to change that somehow.
11. What is the speaker's field of study?
12. According to the speaker, what contributed to her admission to Ohio State University?
13. Why does the speaker want to go to a Latin American country?
Passage 2
Gabriela Mistral was once an ordinary teacher in a small village school in Northern Chile. Towering mountains separate her village from the world outside. Gabriela Mistral was only fifteen when she began teaching, but she was a good teacher. She helped the minds of her students' scale the mountain walls and reached out to the world beyond. For eighteen years, Gabriela devoted her life to the poor farm children of Chile's Northern valleys. During part of this time, she was director of schools in all of Chile. Before long, many countries recognized her as a great friend of children and the leader in education. In 1922, she was invited to Mexico to help organize the rural school system. Two years later, Gabriela Mistral came to the United States where she served as a visiting professor in several colleges. In New York City, a group of teachers helped to finance the publication of her first book of poetry. Some of her books have been translated into six different languages. She gave the income from some of her books to help poor and neglected children. Beginning in the 1920's, her interests reached out to broader fields. Statesmen asked her advice on international problems. She tried to break through the national barriers that hindered the exchange of ideas among the Spanish speaking peoples of South America. She tried to develop a better understanding between the United States and countries of Latin America. In 1945, she gained worldwide recognition by winning the Nobel Prize in literature, the first Southern American to win the prize.
14. Where did Gabriela Mistral start her teaching career?
15. How did Gabriela Mistral help the poor children of her hometown?
16. Why did many countries think highly of Gabriela Mistral?
17. How did Gabriela Mistral become famous all over the world?
Passage 3
Over time animals have developed many ways to stay away from predators. A predator is an animal that hunts and eats other animals. Hiding is one of the best ways to stay alive. Some animals hide by looking like the places where they live. To see how this works, let's look at the sea dragon. It is a master of disguise. The sea dragon is covered with skin that looks like leaves. The skin helps the dragon look like a piece of seaweed. A hungry meat eater would stay away from anything that looks like seaweed. Other animals stay safe by showing their colors. They want other animals to see them. Scientists call these bright colors--warning colors. You have probably seen animals that have warning colors. Some grasshoppers show off their own bright colors. Those colors don't just look attractive; they tell their enemies to stay away. Of course, hungry predators sometimes ignore the warning. They still go after the grasshopper. If that happens, the grasshopper has a backup defense. It makes lots of foam. The foam tastes so bad that the predator won't do it again. Color doesn't offer enough protection for some other animals. They have different defenses that help them survive in the wild. Many fish live in groups or schools. That's because there is safety in numbers. At the first sign of trouble, schooling fish swim as close together as they can get. Then the school of fish makes lots of twists and turns. All that movement makes it hard for predators to see individuals in a large group.
18. What is the speaker mainly talking about?
19. What protects the sea dragon from the meat eater's attack?
20. According to the passage, why do many fish stay in groups?
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