目录
    2009年12月大学英语六级考试真题
    2010年6月大学英语六级考试真题
    2010年12月大学英语六级考试真题
    2011年6月大学英语六级考试真题
    2011年12月大学英语六级考试真题
    2012年6月大学英语六级考试真题
    2012年12月大学英语六级考试真题
    2013年6月大学英语六级考试真题
    2013年12月大学英语六级考试真题
    2014年6月大学英语六级考试真题
 

文摘
 

2014年6月大学英语六级考试真题

    Part I         Writing （30 minutes）
    Directions: For this part, you are allowed 30 minutes to write an essay explaining why it is unwise to jump to conclusions upon seeing or hearing something. You can give examples to illustrate your point. You should write at least 150 words but no more than 200 words. Write your essay on Answer Sheet 1.
    注意：此部分试题请在答题卡1上作答。
    Part II                          Listening Comprehension                （30 minutes）
    Section A
    Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A）, B）, C） and D）, and decide which is the best answer. 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。
    1. A） College tuition has become a heavy burden for the students.
    B） College students are in general politically active nowadays.
    C） He took part in many protests when he was at college.
    D） He is doubtful about the effect of the students’ action.
    2. A） The class has kept the party a secret from Jay.
    B） Jay is organizing a party for the retiring dean.
    C） Jay is surprised to learn of the party for him.
    D） The dean will come to Jay’s birthday party.
    3. A） He found his wallet in his briefcase.
    B） He went to the lost-and-found office.
    C） He told the woman to go and pick up his car.
    D） He left his things with his car in the garage.
    4. A） The show he directed turned out to be a success.
    B） He watches only those comedies by famous directors.
    C） TV comedies have not improved much since the 1960s.
    D） New comedies are exciting, just like those in the 1960s.
    5. A） The man should stop boiling the vegetables.
    B） The man should try out some new recipes.
    C） Overcooked vegetables are often tasteless.
    D） All vegetables should be cooked fresh.
    6. A） Help them tidy up the house.   B） Sort out their tax returns.
    C） Help them to decode a message.  D） Figure out a way to avoid taxes.
    7. A） The woman remains a total mystery to him.
    B） The woman is still trying to finish her work.
    C） He has devoted a whole month to his research.
    D） He didn’t expect to complete his work so soon.
    8. A） He has failed to register for the course.
    B） He would like to major in psychology too.
    C） There should be more time for registration.
    D） Developmental psychology is newly offered.
    Questions 9 to 11 are based on the conversation you have just heard.
    9. A） The brilliant product design.  
    B） The unique craftsmanship.
    C） The new colour combinations. 
    D） The texture of the fabrics.
    10. A） Fancy products.     B） Local handicrafts.
    C） Traditional Thai silks.    D） Unique tourist attractions.
    11. A） It will start tomorrow.
    B） It will last only one day.
    C） It will be out into the countryside.
    D） It will be on the following weekend.
    Questions 12 to 15 are based on the conversation you have just heard.
    12. A） A year of practical training.
    B） A happy childhood.
    C） A pleasant neighbourhood.
    D） A good secondary education.
    13. A） He is good at carpentry.
    B） He is academically gifted.
    C） He should be sent to a private school.
    D） He ought to get good vocational training.
    14. A） Donwell School.
    B） Carlton Abbey.
    C） Enderby High.
    D） Enderby Comprehensive.
    15. A） Find out more about the five schools.
    B） Send their children to a better private school.
    C） Talk with their children about their decision.
    D） Put Keith in a good boarding school.
    Section B
    Directions: 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 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。
    Passage One
    Questions 16 to 18 are based on the passage you have just heard.
    16. A） It will be well ventilated.
    B） It will be brightly lit.
    C） It will provide easy access to the disabled.
    D） It will have a large space for storage.
    17. A） Opposite to the library.   B） On the same floor as the labs.
    C） On the first floor.     D） On the ground floor.
    18. A） To make the building appear traditional.
    B） To cut the construction cost to the minimum.
    C） To match the style of construction on the site.
    D） To embody the subcommittee’s design concepts.
    Passage Two
    Questions 19 to 22 are based on the passage you have just heard.
    19. A） Sell financial software.
    B） Write financial software.
    C） Conduct research on financial software.
    D） Train clients to use financial software.
    20. A） Rewarding.      B） Unsuccessful.
    C） Tedious.      D） Important.
    21. A） He provided individual support.
    B） He held group discussions.
    C） He gave the trainees lecture notes.
    D） He offered online tutorials.
    22. A） Nobody is able to solve all the problems in a couple of weeks.
    B） The fault might lie in his style of presenting the information.
    C） The trainees’ problems had to be dealt with one by one.
    D） The employees were a bit slow to follow his instruction.
    Passage Three
    Questions 23 to 25 are based on the passage you have just heard.
    23. A） Their teachers meet them only in class.
    B） Their parents tend to overprotect them.
    C） They have little close contact with adults.
    D） They rarely read any books about adults.
    24. A） Writers and lawyers are brought in to talk to students.
    B） Real-life cases are simulated for students to learn law.
    C） More Teacher and Writer Collaboratives are being set up.
    D） Opportunities are created for children to become writers.
    25. A） Children like to form partnerships with each other.
    B） Children are often the best teachers of other children.
    C） Paired learning cultivates the spirit of cooperation.
    D） Sixth-graders can teach first-graders as well as teachers.
    Section C
    Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks with the exact words you have just heard. Finally, when the passage is read for the third time, you should check what you have written.
    注意：此部分试题请在答题卡1上作答。
    Tests may be the most unpopular part of academic life. Students hate them because they produce fear and （26）              about being evaluated, and a focus on grades instead of learning for learning’s sake.
    But tests are also valuable. A well-constructed test （27）              what you know and what you still need to learn. Tests help you see how your performance （28）              that of others. And knowing that you’ll test on （29）              material is certainly likely to （30）              you to learn the material more thoroughly.
    However, there’s another reason you might dislike tests: You may assume that tests have the power to （31）              your worth as a person. If you do badly on a test, you may be tempted to believe that you’ve received some （32）              information about yourself from the professor, information that says you’re a failure in some significant way.
    This is a dangerous—and wrong-headed—assumption. If you do badly on a test, it doesn’t mean you’re a bad person or stupid. Or that you’ll never do better again, and that your life is
    （33）             . If you don’t do well on a test, you’re the same person you were before you took the test—no better, no worse. You just did badly on a test. That’s it.
    （34）             , tests are not a measure of your value as an individual—they are a measure only of how well and how much you studied. Tests are tools; they are indirect and （35）          
    measures of what we know.
    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.
    Questions 36 to 45 are based on the following passage.
    Millions of Americans are entering their 60s and are more concerned than ever about retirement. They know they need to save, but how much? And what exactly are they saving for—to spend more time   36   the grandkids, go travelling, or start another career? It turns out that husbands and wives may have   37   different ideas about the subject.
    The deepest divide is in the way spouses envisage their lifestyle in their later years. Fidelity Investments Inc. found 41 percent of the 500 couples it surveyed   38   on whether both or at least one spouse will work in retirement. Wives are generally right regarding their husbands’ retirement age, but men   39   the age their wives will be when they stop working. And husbands are slightly more
      40   about their standard of living than wives are.
    Busy juggling （穷于应付） careers and families, most couples don’t take the time to sit down,
      41   or together, and think about what they would like to do 5, 10, or 20 years from now. They
      42   they are on the same page, but the   43   is they have avoided even talking about it.
    If you are self-employed or in a job that doesn’t have a standard retirement age, you may be more apt to delay thinking about these issues. It is often a   44   retirement date that provides the catalyst （催化剂） to start planning. Getting laid off or accepting an early-retirement   45   can force your hand. But don’t wait until you get a severance （遣散费） check to begin planning.
    注意：此部分试题请在答题卡2上作答。
    A） assume  B） confidential C） disagree  D） formula
    E） forthcoming F） illustrating  G） mysteriously H） observe
    I） optimistic  J） package  K） radically  L） reality
    M） separately  N） spoiling  O） underestimate
    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 If Middle-Class Jobs Disappear?
    A） The most recent recession in the United States began in December of 2007 and ended in June of 2009, according to the National Bureau of Economic Research. However, two years after the official end of the recession, few Americans would say that economic troubles are behind us. The unemployment rate, in particular, remains above 9%. Some labour market indicators, such as the proportion of long-term unemployed, are worse now than for any post-war recession.
    B） There are two widely circulated narratives to explain what’s going on. The Keynesian narrative is that there has been a major drop in aggregate demand. According to this narrative, the slump can be largely cured by using monetary and fiscal（财政的） stimulus. The main anti-Keynesian narrative is that businesses are suffering from uncertainty and over-regulation. According to this narrative, the slump can be cured by having the government commit to and follow a more hands-off approach.
    C） I want to suggest a third interpretation. Without ruling out a role for aggregate demand or for the regulatory environment, I wish to suggest that structural change is an important factor in the current rate of high unemployment. The economy is in a state of transition, in which the middle-class jobs that emerged after World War II have begun to decline. As Erik Brynjolfsson and Andrew McAfee put it in a recent e-book Race Against the Machine: “The root of our problems is not that we’re in a great recession, or a great stagnation（停滞）, but rather that we are in the early throes （阵痛） of a great restructuring.”
    D） In fact, I believe that the Great Depression of the 1930s can also be interpreted in part as an economic transition. The impact of the internal combustionengine（内燃机） and the small electric motor on farming and manufacturing reduced the value of uneducated labourers. Instead, by the 1950s, a middle class of largely clerical （从事文秘工作的） workers was the most significant part of the labour force. Between 1930 and 1950, the United States economy underwent a Great Transition. Demand fell for human effort such as lifting, squeezing, and hammering. Demand increased for workers who could read and follow directions. The evolutionary process eventually changed us from a nation of labourers to a nation of clerks.
    E） The proportion of employment classified as “clerical workers” grew from 5.2% in 1910 to a peak of 19.3 percent in 1980. （However, by 2000 this proportion had edged down to 17.4 %.） Overall, workers classified as clerical workers, technical workers, managers, officials exceeded 50% of the labour force by 2000. Corresponding declines took place in the manual occupations. Workers classified as labourers, other than farm hands or miners, peaked at 11.4% of the labour force in 1920 but were barely 6% by 1950 and less than 4% by 2000. Farmers and farm labourers fell from 33% of the labour force in 1910 to less than 15% by 1950 and only 1.2% in 2000.
    F） The introduction of the tractor and improvements in the factory rapidly reduced the demand for uneducated workers. By the 1930s, a marginal farm hand could not produce enough to justify his employment. Sharecropping, never much better than a subsistence occupation, was no longer viable（可行的）. Meanwhile, machines were replacing manufacturing occupations like cigar rolling and glass blowing for light bulbs.
    G） The structural-transition interpretation of the unemployment problem of the 1930s would be that the demand for uneducated workers in the United States had fallen, but the supply remained high. The high school graduation rate was only 8.8% in 1912 and still just 29% in 1931. By 1950, it had reached 59%. With a new generation of workers who had completed high school, the mismatch between skills and jobs had been greatly reduced.
    H） What took place after the Second World War was not the revival of a 1920s economy, with its small farming units, urban manufacturing, and plurality of labourers. Instead, the 1950s saw the creation of a new suburban economy, with a plurality of white-collar workers. With an expanded transportation and communications infrastructure （基础设施）, businesses needed telephone operators, shipping clerks, and similar occupations. If you could read, follow simple instructions, and settle into a routine, you could find a job in the post-war economy.
    I）  The trend away from manual labour has continued. Even within the manufacturing sector, the share of production and non-supervisory workers in manufacturing employment went from over 85% just after the Second World War to less than 70% in more recent years. To put this another way, the proportion of white-collar work in manufacturing has doubled over the past 50 years. On the factory floor itself, work has become less physically demanding. Instead, it requires more cognitive skills and the ability to understand and carry out well-defined procedures.
    J）  As noted earlier, the proportion of clerical workers in the economy peaked in 1980. By that date, computers and advanced communications equipment had already begun to affect telephone operations and banking. The rise of the personal computer and the Internet has widened the impact of these technologies to include nearly every business and industry.
    K） The economy today differs from that of a generation ago. Mortgage and consumer loan underwriters （风险评估人） have been replaced by credit scoring. Record stores have been replaced by music downloads. Book stores are closing, while sales of books on electronic readers have increased. Data entry has been moved off shore. Routine customer support also has been outsourced （外包） overseas.
    L） These trends serve to limit the availability of well-defined jobs. If a job can be characterized by a precise set of instructions, then that job is a candidate to be automated or outsourced to modestly educated workers in developing countries. The result is what David Autor calls the polarization of the American job market.
    M） Using the latest Census Bureau data, Matthew Slaughter found that from 2000 to 2010 the real earnings of college graduates （with no advanced degree） fell by more in percentage terms than the earnings of high school graduates. In fact, over this period the only education category to show an increase in earnings was those with advanced degrees.
    N） The outlook for mid-skill jobs would not appear to be bright. Communication technology and computer intelligence continue to improve, putting more occupations at risk. For example, many people earn a living as drivers, including trucks and taxicabs. However, the age of driver-less vehicles appears to be moving closer. Another example is in the field of education. In the fall of 2011, an experiment with an online course in artificial intelligence conducted by two Stanford professors drew tens of thousands of registrants （报名者）. This increases the student-teacher ratio by a factor of close to a thousand. Imagine the number of teaching jobs that might be eliminated if this could be done for math, economics, chemistry, and so on.
    O） It’s important to bear in mind that when we offer a structural interpretation of unemployment, a “loss of jobs” means an increase in productivity. Traditionally, economists have argued that productivity increases are a good thing, even though they may cause unemployment for some workers in the short run. In the long run, the economy does not run out of jobs. Rather, new jobs emerge as old jobs disappear. The story we tell is that average well-being rises, and the more that people are able to adapt, the more widespread the improvement becomes.
    注意：此部分试题请在答题卡2上作答。
    46. Even factory floor work today has become intellectually challenging rather than physically demanding.
    47. Increases in productivity prove beneficial though some people may lose their jobs temporarily.
    48. The unemployment rate remained high even two years after the government declared the recent recession was over.
    49. The author suggests that the recent high unemployment rate is mainly caused by a decrease of middle-class jobs.
    50. The creation of a suburban economy in the 1950s created lots of office jobs.
    51. In the first decade of the 21st century, only people with postgraduate degrees experienced an increase in earnings.
    52. One economics theory suggests using monetary and fiscal stimulus to cope with an economic recession.
    53. The popularity of online courses may eliminate many teaching jobs.
    54. Computer technology has brought about revolutionary changes in the record and book business.
    55. White-collar workers accounted for more than half of the labour force by the end of  the 20th century.

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