2021年6月大學(xué)英語六級真題試卷卷一（網(wǎng)友版）

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2021年6月大學(xué)英語六級真題試卷卷一（網(wǎng)友版）

Part I Writing (30 minutes)

Directions: For this part,you are allowed 30 mimites to write an essay based on the chart below. You should start your essay with a brief description of the chart and comment on China' s achievements in higher education.You should write at least 150 words but no more than 200 words.

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Part II Listening Comprehension (25 minutes)

Section A

Directions: In this section, you will hear three news reports. At the end of each news report, you will hear two or three questions. Both the news report 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 and 2 are based on the news report you have just heard.

NEWS Report 1

And finally in tonight’s news, a nine-year-old boy named Joe told not to draw in class wins a job decorating a restaurant with his drawings rather than shutting down the habit of drawing in his school’s workbook.

Joe’s parents decided to encourage his creativity by sending their son to an after-school art class. His teacher recognized Joe’s talent and posted all his work online, which led to something pretty wonderful. A restaurant named Number 4 in Newcastle contacted Joe’s teachers to ask if the nine-year-old could come and decorated the dining room with his drawings. Every day after school, Joe's dad drives him to the restaurant, so he can put his ideas straight on the wall.

Once he's all done, the work will remain there permanently. Joe’s dad says, Joe is a really talented little boy. He’s excellent at school. He's great at football, but drawing is definitely what he is most passionate about.

Q1.What did Joe’s parents decide to do?

1.B) Send him to an after-school art class.

Q2.What did the restaurant, Number 4, do?

2.A) Contacted Joe to decorate its dining-room.

Questions 3 and 4 are based on the news report you have just heard.

NEWS Report 2

Christine Marshall, a 34-year-old mum of one posted a tearful video on social media, Wednesday, begging for the safe return of her beloved pet dog. After combing through the security video outside a global’s shop, Christine has now posted an image of a man suspected of stealing the dog. The image appears to show a man carrying the dog in his arms.

Christine also believes the video obtained from the shop shows the dog being stolen by a man before driving off in a car, which had been waiting nearby. The family is now offering a 5,000 pound reward for the safe return of the dog after launching a social media campaign to find the thief. The dog is six and a half years old and was last seen wearing a red collar.

Christine said “We will pay that to anyone who brings him home, as long as they are not responsible for his disappearance. Please on investigating the incident”.

Q3.What is Christine Marshall trying to do?

3.A) Get her pet dog back.

Q4.What does the news report say about Christine Marshall’s family?

4.D) It is offering a big reward to anyone who helps.

Questions 5 to 7 are based on the news report you have just heard.

NEWS Report 3

London’s eggs and bread cafe offers boiled eggs, toast, jam, and bacon, as well as tea, coffee, and orange juice. But at the end of the meal, customers don’t have to worry about the bill. Hungry customers can pay whatever amount they can afford to eat at the cafe or nothing at all. Owner Guy Wilson says his cafe aims to build community rather than profits. He wants to provide a bridge for people to connect in an area that has been divided by class and wealth, by providing affordable breakfast. The cafe is open in the mornings every day of the year, and has two members of staff or supervisors on shift every day. The cafe doesn’t use volunteers, but pays its staff to ensure consistency in its service. It doesn't take donations and doesn’t want to be seen as a charity. Mr. Wilson says when people start to know other people around them, they realize they’re not that different and whatever their financial background or their educational background, most people will have something in common with each other. He says it’s important that his cafe can offer his customers security and permanence.

Q5.What does Guy Wilson say his cafe aims to do?

5.B) Help people connect with each other.

Q6.What does the news report say about eggs and bread cafe?

6.C) It does not use volunteers.

Q7.What happens when people start to know each other according to Guy Wilson?

7.D) They will find they have something in common.

Section B

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 8 to 11 are based on the conversation you have just heard.

CONVERSATION 1

M:So what time do you think we should have the party on Saturday?

W:How about inviting people to come at 6:00 PM, then we'll have the afternoon to prepare food and drink and stuff like that?

M:Yes. I was thinking that around six would be good too. What food should we provide?

W:Well, I had thought about baking a cake and some biscuits, and now I think we should prepare some sandwiches and snacks and some other kinds of food so that people can just help themselves rather than getting everyone to sit down at the table to eat a meal. I think that’s a bit too formal. It's better to let people walk around and talk to each other or sit where they like.

M:Yes, that sounds good. I’ll go to the supermarket to get some drinks. I think I might try that big new supermarket on the other side of town, see what they have. I’ve not been there before. I think we should get some beer and wine and some fruit juice and other soft drinks. What do you think?

W:Sounds great. I think those drinks will be enough. And I heard that the new supermarket offers some big discounts to attract customers, so going there should be a great idea. What should we do about music?

M：Maybe we should also ask Pual to bring his computer and speakers so that we can play some music. He has a great collection of different stuff. Yes. All right.

Q8.What are the speakers mainly talking about?

8.C) Preparations for Saturday’s get-together.

Q9.Why does the woman say it is a good idea to serve foods that guests can help themselves too?

9.B) It enables guests to walk around and chat freely.

Q10.What does the woman say about the new supermarket?

10.A) It offers some big discounts.

11.D) Bring his computer and speakers.

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

CONVERSATION 2

W:I’m thinking of buying a car. I wouldn’t need to use it every day, but I think it would be very convenient to have one for the weekends.

M:That's exciting. Would this be your first car?

W:Nope.

M:I actually owned a car for a little while when I lived in Miami. You see, in America, many cities don't have good public transport. So most people need their own car to get around.

W:I see.

M:So have you got your mindset on a specific model?

W:No, not really. I've heard that German cars are very reliable, but I haven’t decided on a specific model yet. I’d also like it to be small so that it's easy to drive in the city.

M:I have a friend who sells second-hand cars. In fact, I think his family owns the business. He’s a really nice guy and he knows a lot about cars. I could give you his phone number if you want, and you could call him and ask him questions.

W:Hmm. That’s nice of you, but I don’t want to feel obliged to buy one of his car.

M:Oh no. He’s not like that. He’s a good friend of mine and he would never try to pressure you.

W:Well, if you trust him, then I guess it should be okay. To be honest, I could use some help in deciding what type of vehicle would best suit my needs. Speaking to an expert would be a good idea.

M:Exactly. You have nothing to worry about. He’s a lovely guy and he'll be happy to help.

12.D) For convenience at weekends.

Q13.What does the woman say about German cars?

13. A) They are reliable.

Q14.What does the man recommend the woman do?

14.C) Seek advice from his friend.

Q15.What do we learn about the Loinbo's friend from the conversation?

15.B) He can be trusted.

Section C

Directions: In this section, you will hear three 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 16 to 18 are based on the passage you have just heard.

PASSAGE 1

Pigs are not native to North America. They were first introduced to California by Spanish and Russian explorers and settlers many centuries ago. In the early times, pigs were allowed to wander freely and search of food. This practice also allowed many pigs to escape from farms and live in the wild, which became a problem.

In fact, as one of the most damaging invasive species on the continent, wild pigs caused millions of dollars in crop damage yearly. They also harbored dozens of diseases that threaten both humans and farm animals. Forest patches with wild pigs have been found to have considerably reduced plant and animal diversity.

In addition to either eating other animals or their food supply, wild pigs damaged native habitats by reaching up crosses and rubbing on trees. Their activities may also create opportunities for invasive plants to colonize these areas. Wild pigs will eat almost anything containing calories. Mice, deer, birds, snakes and frogs are among their victims.

They can also harm other wild species through indirect competition rather than eating them or shrinking their food supply. On one particular United States island, wild pigs themselves became an attractive food source for a species of mainland eagle. Eagles began breeding on the island and also feeding on a species of native fox. The foxes were almost wiped out completely.

Q16.What do we learn about early pigs in North America?

16.A) Many escaped from farms and became wild.

Q17.Why are wild pigs a threat to humans?

17.D) They carry a great many diseases.

Q18.What does the passage say about the native foxes on a U.S. island?

18.C) They fell victim to eagles.

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

PASSAGE 2

A pair of entrepreneurs are planning to build and launch a spacecraft that would carry and roast coffee beans in outer space. The craft will use the heat of re-entry to roast coffee beans, as they float inside it in a pressurized tank. The effect would be to roast the beans all over and produce perfect coffee. The businessmen say that on earth, beans can easily break apart and get burned in the roaster. But if gravity is removed, the beans float around and in a heated oven, receiving 360 degrees of evenly distributed heat and roasting to near perfection. The spacecraft will reach a height of around 200 kilometers. The beans would then be roasted and the heat generated by the crafts 20 minute re-entry into earth's atmosphere. Temperatures and the pressurized tank will be kept to around 200 degrees Celsius. Once back on earth, the planet’s first space roasted beans would be used to make coffee that would be sold for the first time in Dubai. This is where the pair’s company is based. It is not clear how much they would charge for a cup. Surprisingly, the Space Roaster concept-should it go ahead-will not be the first attempt to take coffee into space. In 2015, two Italian companies collaborated on the construction of a similar type of spacecraft, which was the first coffee machine designed for use in space.

Q19.What are a pair of entrepreneurs planning to do?

19.B) Roast coffee beans in outer space.

Q20.What does the passage say about coffee beans roasted on earth?

20.A) They can easily get burned.

Q21.What did the two Italian companies do in 2015?

21.C) They collaborated on building the first space coffee machine.

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

PASSAGE 3

In cold and snowy Alaska, there’s a village called Takotna. It has a population of mere 49 adults. Each March, this tiny village swells up in numbers because it is located in the middle of a race that takes place every year. It is a seven-day race called “The Iditarod Trail”. And participants stop at Takotna for the obligatory 24 hour rest.

Lucky for them, Takotna is famous for its delicious fruit pies. Weeks before the competitors arrive, the residents of Takotna start preparing what is without question their biggest event of the year. The whole village chips in to help, including the kids, who end up developing their baking skills at an early age. Exhausted and hungry racers are greeted with delightful pies of all kinds, such as apple, orange, lemon, or banana.

They consume the pies and a stomach warming race fuel. The toughness of the race allows for racers to eat pretty much whatever they want. The more calories, the better. Takotna has gained a reputation for its dessert-based hospitality since the 1970s. It started with one person, Jane Newton. Jane moved from Iditarod with her husband in 1972 and opened a restaurant. A rich and filling fruit pies quickly got the races attention, and the village gained some fame as a result. Proud residents then started to refer to Jane as queen of Takotna.

Q22.Why do a lot of people come to the village of Takotna every March?

22.B) A race passes through it annually.

Q23.What is the village of Takotna famous for?

23.C) Its tasty fruit pies.

Q24.Who comes to help with the event of the year?

24.B) The entire village.

Q25.What does the passage say about Jane Newton?

25.D) She helped the village to become famous.

Part III Reading Comprehension (40 minutes)

Section A

Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.

Most animals seek shade when temperatures in the Sahara soar to 120 degrees Fahrenheit. Saharan silver ants seek lunch, skittering from underground lairs into the sun’s brutal rays to scavenge animal carcasses. In 2015 they were joined by scientists from two Belgian universities, who spent a sweltering month tracking the ants and digging out their nests. The goal: to discover how the species adapted to the kind of heat that can melt shoes.

Back in Belgium, the scientists looked at the ants under an electron microscope and found that their dense, triangular hair reflects light like a prism, giving them a metallic glint and shielding them from the sun’s heat. When Ph.D. student Quentin Willot shaved an ant with a tiny scalpel and put it under a heat lamp, its temperature jumped. He says the ants’ method of staying cool is unique among animals. Could this reflective type of hair protect people? Willot says companies are interested in reproducing it.

A) adaptingE) extremeI) M) thick

B) F) huntJ) removedN) tiny

C) crawlingG) literallyK) speciesO) unique

D) H) L)

Section B

Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.

What happens when a language has no words for numbers?

Numbers do not exist in all cultures. There are numberless hunter-gatherers embedded deep in Amazonia, living along branches of the world’s largest river tree. Instead of using words for precise quantities, these people rely exclusively on terms analogous to “a few” or “some.”

In contrast, our own lives are governed by numbers. As you read this, you are likely aware of what time it is, how old you are, your checking account balance, your weight and so on. The exact (and exacting) numbers we think with impact everything from our schedules to our self-esteem.

But, in a historical sense, numerically fixated people like us are the unusual ones. For the bulk of our species’ approximately 200,000-year lifespan, we had no means of precisely representing quantities. What’s more, the 7,000 or so languages that exist today vary dramatically in how they utilize numbers.

Speakers of anumeric, or numberless, languages offer a window into how the invention of numbers reshaped the human experience. In a new book, I explored the ways in which humans invented numbers, and how numbers subsequently played a critical role in other milestones, from the advent of agriculture to the genesis of writing.

Cultures without numbers, or with only one or two precise numbers, include the Munduruku and Pirahã in Amazonia. Researchers have also studied some adults in Nicaragua who were never taught number words.

Without numbers, healthy human adults struggle to precisely differentiate and recall quantities as low as four. In an experiment, a researcher will place nuts into a can one at a time, then remove them one by one. The person watching is asked to signal when all the nuts have been removed. Responses suggest that anumeric people have some trouble keeping track of how many nuts remain in the can, even if there are only four or five in total.

This and many other experiments have converged upon a simple conclusion: When people do not have number words, they struggle to make quantitative distinctions that probably seem natural to someone like you or me. While only a small portion of the world’s languages are anumeric or nearly anumeric, they demonstrate that number words are not a human universal.

It is worth stressing that these anumeric people are cognitively normal, well-adapted to the environs they have dominated for centuries. As the child of missionaries, I spent some of my youth living with anumeric indigenous people, the aforementioned Pirahã who live along the sinuous banks of the black Maici River. Like other outsiders, I was continually impressed by their superior understanding of the riverine ecology we shared.

Yet numberless people struggle with tasks that require precise discrimination between quantities. Perhaps this should be unsurprising. After all, without counting, how can someone tell whether there are, say, seven or eight coconuts in a tree? Such seemingly straightforward distinctions become blurry through numberless eyes.

This conclusion is echoed by work with anumeric children in industrialized societies.

Prior to being spoon-fed number words, children can only approximately discriminate quantities beyond three. We must be handed the cognitive tools of numbers before we can consistently and easily recognize higher quantities.

In fact, acquiring the exact meaning of number words is a painstaking process that takes children years. Initially, kids learn numbers much like they learn letters. They recognize that numbers are organized sequentially, but have little awareness of what each individual number means. With time, they start to understand that a given number represents a quantity greater by one than the preceding number. This "successor principle" is part of the foundation of our numerical cognition, but requires extensive practice to understand.

None of us, then, is really a “numbers person.” We are not predisposed to handle quantitative distinctions adroitly. In the absence of the cultural traditions that infuse our lives with numbers from infancy, we would all struggle with even basic quantitative distinctions.

Number words and written numerals transform our quantitative reasoning as they are coaxed into our cognitive experience by our parents, peers and school teachers. The process seems so normal that we sometimes think of it as a natural part of growing up, but it is not. Human brains come equipped with certain quantitative instincts that are refined with age, but these instincts are very limited. For instance, even at birth we are capable of distinguishing between two markedly different quantities — for instance, eight from 16 things.

But we are not the only species capable of such abstractions. Compared to chimps and other primates, our numerical instincts are not as remarkable as many presume. We even share some basic instinctual quantitative reasoning with distant nonmammalian relatives like birds. Indeed, work with some other species, including parrots, suggests they too can refine their quantitative thought if they are introduced to the cognitive power tools we call numbers.

So, how did we ever invent "unnatural" numbers in the first place?

The answer is, literally, at your fingertips. The bulk of the world’s languages use base-10, base-20 or base-5 number systems. That is, these smaller numbers are the basis of larger numbers. English is a base-10 or decimal language, as evidenced by words like 14 (“four” + “10”) and 31 (“three” x “10” + “one”).

We speak a decimal language because an ancestral tongue, proto-Indo-European, was decimally based. Proto-Indo-European was decimally oriented because, as in so many cultures, our linguistic ancestors’ hands served as the gateway to realizations like “five fingers on this hand is the same as five fingers on that hand.” Such transient thoughts were manifested into words and passed down across generations. This is why the word “five” in many languages is derived from the word for “hand.”

Most number systems, then, are the by-product of two key factors: the human capacity for language and our propensity for focusing on our hands and fingers. This manual fixation — an indirect by-product of walking upright on two legs — has helped yield numbers in most cultures, but not all.

Cultures without numbers also offer insight into the cognitive influence of particular numeric traditions. Consider what time it is. Your day is ruled by minutes and seconds, but these entities are not real in any physical sense and are nonexistent to numberless people. Minutes and seconds are the verbal and written vestiges of an uncommon base-60 number system used in Mesopotamia millennia ago. They reside in our minds, numerical artifacts that not all humans inherit conceptually.

Research on the language of numbers shows, more and more, that one of our species’ key characteristics is tremendous linguistic and cognitive diversity. While there are undoubtedly cognitive commonalities across all human populations, our radically varied cultures foster profoundly different cognitive experiences. If we are to truly understand how much our cognitive lives differ cross-culturally, we must continually sound the depths of our species’ linguistic diversity.

36.[E] It is worth stressing that these anumeric people are cognitively (在認(rèn)知方面)normal, well-adapted to the surroundings they have dominated for centuries.

37.[H] Compared with other mammals, our numerical instincts are not as remarkable as many assume.

38.[E] It is worth stressing that these anumeric people are cognitively(在認(rèn)知方面)normal, well-adapted to the surroundings they have dominated for centuries.

39.[B] But, in a historical sense, number-conscious people like us are the unusual ones.

40. [K] Research on the language of numbers shows, more and more, that one of our species’ key characteristics is tremendous linguistic(語言的) and cognitive diversity.

41.[D] This and many other experiments have led to a simple conclusion: When people do not have number words, they struggle to make quantitative distinctions that probably seem natural to someone like you or me.

42.[G] None of us, then, is really a “numbers person.” We are not born to handle quantitative distinctions skillfully.

43.[A] Numbers do not exist in all cultures.

44.[I] So, how did we ever invent “unnatural” numbers in the first place? The answer is, literally, at your fingertips.

45.[F] This conclusion is echoed by work with anumeric children in industrialized societies.

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.

Educators and business leaders have more in common than it may seem. Teachers want to prepare students for a successful future. Technology companies, like AT&T, have a vested interest in developing a workforce with the STEM skills needed to grow the company and advance the industry. How can they work together to achieve these goals? Play may the answer.

We’ve assumed that focusing on STEM skills, like robotics or coding, are important, but the reality is that STEM skills are enhanced and more relevant when combined with traditional, hands-on creative activities. This combination is proving to be the best way to prepare today’s children to be the makers and builders of tomorrow. That is why technology companies are partnering with educators to bring back good, old fashion play. Some examples include Google’s new Making & Science initiative, Time Warner Cable’s Earth Day Cardboard Challenge, and AT&T’s and Imagination Foundation’s Inventors Challenge.

In fact many experts argue that the most important 21st century skills aren’t related to specific technologies or subject matter, but to creativity; skills like imagination, problem-finding and problem-solving, teamwork, optimism, patience and the ability to experiment and take risks. These are skills acquired when kids tinker. According to Dr. Stuart Brown, founder of National Institute for Play, “High-tech industries such as NASA’s Jet Propulsion Laboratory have found that their best overall problem solvers were master tinkerers in their youth.”

In the United States (as well as in numerous other countries), schools struggle to teach these skills and may often contradict them. In fact, researchers often point to the “fourth grade slump,” a time when children are expected to go from “learning to read” to “reading to learn,” as the time to observe a child’s creative decline. And we face another challenge; it's the flip side to the benefits of the digital age — an overreliance on technology and a shift away from old-fashioned play.

There are cognitive benefits of doing things the way we did as children — building something, tearing it down, then building it up again. According to research, nothing activates a child's brain like play. And, if given the opportunity, children will gravitate toward play that builds STEM skills. Research shows that given 15 minutes of free play, four- and five-year-olds will spend a third of this time engaged in spatial, mathematical, and architectural activities. This type of play — especially with building blocks — helps children discover and develop key principles in math and geometry.

A recent study in the Journal of Play concluded that “children’s individual play experiences with Euclidean play objects [e.g. blocks] is at the forefront of what is important to both STEM education, professional expertise in the sciences, and applied science fields like architecture and engineering.”

If play and building are critical to 21st century skill development, then that’s really good news for two reasons: Children are born builders, makers, and creators, so fostering 21st century skills may be as simple as giving kids room to play, tinker and try things out, even as they grow older; and the second piece of good news is that it doesn’t take 21st century technology to foster 21st century skills. This is especially important for under-resourced schools and communities. Taking whatever materials are handy and tinkering with them is a simple way to engage those important “maker” skills. And anyone, anywhere, can do it.

So,how can educators make sure children are getting that critical hands-on, tinkering that 21st century jobs require? Here are a few ideas:

1. Build with whatever you have, from Popsicle sticks, to cardboard, to recyclables. Remember, it doesn’t require future tech to get kids future ready. 3D printers are awesome tools, but if your school doesn’t have one, don’t let that hold you back.

2. Let student interest lead the way. Be careful not to overly script build activities; children will fill the gap with their own creativity. This should be a relief to parents and teachers! Sometimes the best thing adults can do is get out of the way. Look to the Genius Hour movement as inspiration here.

Want to turbo charge your activity? Assign constraints and make it a challenge: a paper airplane that stays in the air the longest, a house or cards that supports the weight of a shoe, build a collection of games out of cardboard, recyclables and imagination and have kids run their own arcade!

To ensure the future success of our students and our workforce, we must start by understanding that old fashioned play and modern technology can be intricately connected. Understanding how the most advanced technologies and machinery work by literally tinkering with them, taking them apart and putting them back together again.

46.B)They turned public attention away from the health risks of sugar to fat.

47.D) Nearly all of them serve the purpose of the funders.

48.A) Exercise is more important to good health than diet.

49.C) It rarely results in objective findings.

50.D)Think twice about new nutrition research findings.

Passage Two

Questions 51 to 55 are based on the following passage.

A recent study revealed the sugar industry’s efforts 50 years ago to shape medical opinion on how sugar affects health. But today, scores of companies continue to fund food and nutrition studies.

That describes the reaction of many Americans this week following revelations that, 50 years ago, the sugar industry paid Harvard scientists for research that shifted the focus away from sugar’s role in heart disease — and put the spotlight squarely on dietary fat.

What might surprise consumers is just how many present-day nutrition studies are still funded by the food industry.

Nutrition scholar Marion Nestle of New York University spent a year informally tracking industry-funded studies on food. “Roughly 90% of nearly 170 studies favored the sponsor’s interest,” Nestle tells us via email. Other, systematic reviews support her conclusions.

For instance, studies funded by Welch Foods — the brand behind Welch’s 100% Grape Juice — found that drinking Concord grape juice daily may boost brain function. Another, funded by Quaker Oats, concluded, as a Daily Mail story put it, that “hot oatmeal breakfast keeps you full for longer.”

While these examples might induce chuckles, the past year has seen several exposes that have raised serious concerns about the extent of industry’s influence on food and nutrition research outcomes.

Last year, The New York Times revealed how Coca-Cola was funding high-profile scientists and organizations promoting a message that, in the battle against weight gain, people should pay more attention to exercise and less to what they eat and drink. In the aftermath of that investigation, Coca-Cola released data detailing its funding of several medical institutions and associations between 2010 and 2015, from the Academy of Family Physicians to the American Academy of Pediatrics. All told, Coca-Cola says it gave $132.8 million toward scientific research and partnerships.

And earlier this summer, the Associated Press released an investigation that looked at research funded by the National Confectioners Association, a trade group whose members include the makers of Tootsie Rolls, Hershey’s kisses and Snickers bars. One study the group funded concluded that kids who eat candy tend to weigh less than those who don’t. In an email to her co-author, the AP reported, one of the scientists behind that study wrote that the finding was “thin and clearly padded.” Nonetheless, the paper was published in a journal called Food & Nutrition Research.

“It’s definitely a problem that so much research in nutrition and health is funded by industry,” says Bonnie Liebman, director of nutrition at the Center for Science in the Public Interest, a nonprofit advocacy group. “When the food industry pays for research, it often gets what it pays for.” And what it pays for is often a pro-industry finding.

Michael Moss is an investigative journalist who focuses on the food industry and author of the expose Salt, Sugar, Fat: How The Food Giants Hooked Us. He says a lot of times, food firms are funding research that they know is going to go their way — a finding they can tout on their packaging to sway consumers to buy their products. The problem is, the findings that get published may be incomplete, highlighting positive outcomes while leaving out negative ones. And then, there are studies that are simply poorly designed.

As a researcher, notes Moss, one can tweak the experimental design “in subtle ways that can lead to a desired conclusion — whether you’re taking money from industry or you yourself have a passion or conclusion you want” to see, he says. “There’s just a lot of bad research out there.”

And yet, as we’ve reported before, this junk nutrition science frequently gets touted in press releases written to drum up interest, then picked up and disseminated by journalists who lack the wherewithal to spot the bad research methodology. In May 2015, science journalist John Bohannon highlighted exactly how this process plays out: He conducted a real — but really poorly designed — study that concluded eating chocolate can help you lose weight, then watched as media outlets ran with the study.

While Bohannon’s study was a deliberate hoax designed to expose the flaws in nutrition science journalism, similarly bad studies get reported on all the time. As Gary Schwitzer of Health News Review, a watchdog group for the media’s coverage of health, told us last year, the problem is extensive. “We have examples of journalists reporting on a study that was never done,” he told us in 2015. “We have news releases from medical journals, academic institutions and industry that mislead journalists, who then mislead the public.”

Given this environment, where bad science on what to eat or drink is pervasive, what’s a consumer to do? Be skeptical when reading about the latest finding in nutrition science, says Moss.

Ignore the latest study that pops up on your news feed, adds Liebman. “Rely on health experts who’ve reviewed all the evidence,” she says. She points to the official government Dietary Guidelines, which are based on reviews of dozens or hundreds of studies. “Experts are able to sift through the evidence and separate the good from bad,” she says.

And that expert advice remains pretty simple, says Nestle. “We know what healthy diets are — lots of vegetables, not too much junk food, balanced calories. Everything else is really difficult to do experimentally.”

51.C) How people viewed success in his father's time.

52.B) It was a way to advance in their career.

53.A) They are often regarded as most treasured talents.

54.C)What kind of people can contribute more to them.

55.D) It will bring about radical economic and social changes.

Part IV Translation (30 minutes)

Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese into English. You should write your answer on Answer Sheet 2.

海南是僅次于臺灣的中國第二大島，是位于中國最南端的省份。海南島風(fēng)景秀麗，氣候宜人，陽光充足，生物多樣，溫泉密布，海水清澈,大部分海灘幾乎全年都是游泳和日光浴的理想場所，因而被譽(yù)為中國的四季花園和度假勝地,每年都吸引了大批中外游客。

海南1988年建省以來,旅游業(yè)、服務(wù)業(yè)、高新技術(shù)產(chǎn)業(yè)飛速發(fā)展，是中國唯一的省級經(jīng)濟(jì)特區(qū)。在中央政府和全國人民的大力支持下，海南將建成中國最大的自由貿(mào)易試驗(yàn)區(qū)。

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