2014年6月英语六级真题及答案解析-第二套

大学英语六级真题2014年6月-（2）大学英语六级真题2014年6月-(2)Part Ⅰ Writing1、Directions: For this part, you are allowed 30 minutes to write an essay explaining why it is unwise to judge a person by their appearance. You can give examples to illustrate your point. You should write at least 150 words but no more than 200 words.Part Ⅱ Listening ComprehensionSection ADirections: 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 markedA.,B.,C. andD., and decide which is the best answer.2、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.3、 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.4、 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.5、 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.6、 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.7、 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.8、 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.9、 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.10、 A. The brilliant product design.B. The unique craftsmanship.C. The new color combinations.D. The texture of the fabrics.11、 A. Fancy products.B. Local handicrafts.C. Traditional Thai silks.D. Unique tourist attractions.12、 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.13、 A. A year of practical training.B. A happy childhood.C. A pleasant neighbourhood.D. A good secondary education.14、 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.15、 A. Donwell School.B. Carlton Abbey.C. Enderby High.D. Enderby Comprehensive.16、 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 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 questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices markedA.,B.,C. andD.. Passage One17、 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.18、 A. Opposite to the library.B. On the same floor as the labs.C. On the first floor.D. On the ground floor.19、 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 Two20、 A. Sell financial software.B. Write financial software.C. Conduct research on financial software.D. Train clients to use financial software.21、 A. Rewarding.B. Unsuccessful.C. Tedious.D. Important.22、 A. He provided individual support.B. He held group discussions.C. He gave the trainees lecture notes.D. He offered online tutorials.23、 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 Three24、 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.25、 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.26、 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 CDirections: 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. T ests may be the most unpopular part of academic life. Students hate them because they produce fear and 27 about being evaluated, and a focus on grades instead of learning for learning's sake.But tests are also valuable. A well-constructed test 28 what you know and what you still need to learn. Tests help you see how yourperformance 29 that of others. And knowing that you'll be testedon 30 material is certainly likely to 31 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 32 your worth as a person. If you do badly on a test, you may be tempted to believe that you've receivedsome 33 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 34 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.35 tests are not a measure of your value as an individual—they area measure only of how well and how much you studied. Tests are tools; they are indirect and 36 measures of what we know.Part Ⅲ Reading ComprehensionSection 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. Fear can be an effective way to change behavior. One study compared the effects of high-fear and low-fear appeals on changes in attitudes and behaviors related to dental hygiene(卫生). One group of subjects was shown awful pictures of 37 teeth and diseased gums; another group was shown less frightening materials such as plastic teeth, charts, and graphs. Subjects who saw the frightening materials reported more anxiety and a greater 38 to change the way they took care of their teeth than the low-fear group did.But were these reactions actually 39 into better dental hygiene practices? To answer this important question, subjects were called back to the laboratory on two 40 (five days and six weeks after the experiment). They chewed disclosing wafers(牙疾诊断片) that give a red stain to any uncleaned areas of the teeth and thus provided a direct 41 of how well they were really taking care of their teeth. The result showed that the high-fear appeal did actually result in greater and more 42 changes in dental hygiene. That is, the subjects 43 to high-fear warnings brushed their teeth more 44 than did those who saw low-fear warnings.However, to be an effective persuasive device it is very important that the message not be too frightening and that people be given 45 guidelines to help them to reduce the cause of the fear. If this isn't done, they may reduce their anxiety by denying the message or the 46 of the communicator. If that happens, it is unlikely that either attitude or behavior change will occur.A. accustomedB. carefullyC. cautiouslyD. concreteE. credibilityF. decayedG. desireH. dimensionsI. eligibleJ. exposedK. indicationL. occasionsM. permanentN. sensitivityO. translatedSection BDirections: In this section, you are going to read a passagewith 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.The Street-Level SolutionA. When I was growing up, one of my father's favorite sayings (borrowed from the humorist Will Rogers) was: "It isn't what we don't know that causes the trouble; it's what we think we know that just ain't so." One of the main insights to be taken from the 100,000 Homes Campaign and its strategy to end chronic homelessness is that, until recently, our society thought it understood the nature of homelessness, but it didn't.B. That led to a series of mistaken assumptions about why people become homeless and what they need. Many of the errors in our homelessness policies have stemmed from the conception that the homeless are a homogeneous group. It's only in the past 15 years that organizations like Common Ground, and others, have taken a street-level view of the problem—distinguishing the "episodically homeless" from the "chronically homeless" in order to understand their needs at an individual level. This is why we can now envisage a different approach—and get better results.C. Most readers expressed supports for the effort, although a number were skeptical, and a few utterly dismissive, about the chances of long-term homeless people adapting well to housing. This is to be expected; it's hard to imagine what we haven't yet seen. As Niccol6 Machiavelli wrote in The Prince, one of the major obstacles in any effort to advance systemic change is the "incredulity of men," which is to say that people "do not readily believe in new things until they have had a long experience ofthem." Most of us have witnessed homeless people on the streets for decades. Few have seen formerly homeless people after they have been housed successfully. We don't have reference points for that story. So we generalize from what we know—or think we know.D. But that can be misleading, even to experts. When I asked Rosanne Haggerty, founder of Common Ground, which currently operates 2,310 units of supportive housing (with 552 more under construction), what had been her biggest surprise in this work, she replied: "Fifteen years ago, I would not have believed that people who had been so broken and stuck in homelessness could thrive to the degree that they do in our buildings." And Becky Kanis, the campaign's director, commented: "There is this sense in our minds that someone who's on the streets is almost in their DNA different from someone who has a house. The campaign is creating a first-hand experience for many people that that is really not the case."E. One of the startling realizations that I had while researching this column is that anybody could become like a homeless person—all it takes is a traumatic(创伤的) brain injury.A bicycle fall, a car accident, a slip onthe ice, or if you're a soldier, a head wound—and your life could become unrecognizable. James O'Connell, a doctor who has been treating the most vulnerable homeless people on the streets of Boston for 25 years, estimates that 40 percent of the long-term homeless people he's met had such a brain injury. "For many it was a head injury prior to the time they became homeless," he said. "They became unpredictable. They'd have mood swings, fits of explosive behavior. They couldn't hold onto their jobs. Drinking made them feel better. They'd end up on thestreets."F. Once homeless people return to housing, they're in a much better position to rebuild their lives. But it's important to note that housing alone is not enough. As with many complex social problems, when you get through the initial crisis, you have another problem to solve which is no less challenging. But it is a better problem.G. Over the past decade, O'Connell has seen this happen. "I spend half my time on the streets or in the hospital and the other half making house calls to people who lived for years on the streets," he said. "So from a doctor's point of view it's a delightful switch, but it's not as if putting someone in housing is the answer to addressing all of their problems. It's the first step."[H] Once in housing, formerly homeless people can become isolated and lonely. If they've lived on the streets for years, they may have acquired a certain standing as well as a sense of pride in their survival skills. Now indoors, those aspects of their identity may be stripped away. Many also experience a profound disorientation at the outset. "If you're homeless for more than six months, you kind of lose your bearings," says Haggerty. "Existence becomes not about overcoming homelessness but about finding food, begging, looking for a job to survive another day. The whole process of how you define stability gets reordered."[I] Many need regular, if not continuous, support with mental health problems, addictions and illnesses—and, equally important, assistance in the day-to-day challenges of life, reacquainting with family, building relationships with neighbors, finding enjoyable activities or work, managing finances, and learning how to eat healthy food.[J] For some people, the best solution is to live in a communal(集体) residence, with special services. This isn't available everywhere, however. In Boston, for example, homeless people tend to be scattered in apartments throughout the city.[K] Common Ground's large residences in New York offer insight into the possibilities for change when homeless people have a rich array of supports. In addition to more traditional social services, residents also make use of communal gardens, classes in things like cooking, yoga, theatre and photography, and job placement. Last year, 188 formerly homeless tenants in four of Common Ground's residences, found jobs.[L] Because the properties have many services and are well-managed, Haggerty has found post-housing problems to be surprisingly rare. In the past 10 years, there have been only a handful of incidents of quarrels between tenants. There is very little graffiti(涂鸦) or vandalism(破坏). And the turnover is almost negligible. In the Prince George Hotel in New York, which is home to 208 formerly homeless people and 208 low-income tenants, the average length of tenancy is close to seven years. (All residents pay 30 percent of their income for rent; for the formerly homeless, this comes out of their government benefits.) When people move on, it is usually because they've found a preferable apartment.[M] "Tenants also want to participate in shaping the public areas of the buildings," said Haggerty. "They formed a gardening committee. They want a terrace on the roof. Those are things I didn't count on." The most commontenant demand? "People always want more storage space—but that's true of every New Yorker," she adds. "In many ways, we're a lot like a normal apartment building. Our tenants look likeanyone else."[N] As I mentioned, homelessness is a catch-all for a variety of problems.A number of readers asked whether the campaign will address family homelessness, which has different causes and requires a different solution. I've been following some of the promising ideas emerging to address and prevent family homelessness. Later in 2011, I'll explore these ideas in a column. For now, I'll conclude with an update on the 100,000 Homes Campaign. Since Tuesday, New Orleans and a few other communities have reported new results. The current count of people housed is 7,043.47、 Tenants in Common Ground's residences all want more room for storage.48、Homes Campaign provides first-hand proof that the homeless are not what they were once believed to be.49、Common Ground's residences are well-managed and by and large peaceful.50、 Housing the homeless is only the first step to solving all their problems.51、 A large percent of the chronically homeless have suffered from brain injury.52、After being housed many homeless people become confused at first as to how to deal with life off the street.53、 Some people think the best way to help the homeless is to provide them with communal housing.54、The homeless with health problems should be given regular support in their daily lives.55、 Until recently American society has failed to see what homelessness is all about.56、Many formerly homeless tenants in New York's Common Ground's residences got hired.Section CDirections: 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 markedA.,B.,C. andD..Passage OneTechnology can make us smarter or stupider, and we need to develop a set of principles to guide our everyday behaviour and make sure that tech is improving and not hindering our mental processes. One of the big questions being debated today is: What kind of information do we need to have stored in our heads, and what kind can we leave "in the cloud," to be accessed as necessary?An increasing powerful group within education are championing "digital literacy". In their view, skills beat knowledge, developing "digital literacy" is more important than learning mere content, and all facts are now Google-able and therefore unworthy of committing to memory. But even the most sophisticated digital literacy skills won't help students and workers navigate the world if they don't have a broad base of knowledge about how the world actually operates. If you focus on the delivery mechanism and not the content, you are doing kids a disservice.Indeed, evidence from cognitive science challenges the notion that skills can exist independent of factual knowledge. Data from the last thirty years leads to a conclusion that is not scientifically challengeable: thinking wellrequires knowing facts, and that's true not only because you need something to think about. The very processes that teacherscare about most—critical thinking processes—are intimately intertwined(交织) with factual knowledge that is stored in long-term memory.In other words, just because you can Google the date of Black Tuesday doesn't mean you understand why the Great Depression happened or how it compares to our recent economic slump. There is no doubt that the students of today, and the workers of tomorrow, will need to innovate, collaborate and evaluate. But such skills can't be separated from the knowledge that gives rise to them. To innovate, you have to know what came before. To collaborate, you have to contribute knowledge to the joint venture. And to evaluate, you have to compare new information against knowledge you've already mastered. So here is a principle for thinking in a digital world, in two parts. First, acquire a base of factual knowledge in any domain in which you want to perform well. This base supplies the essential foundation for building skills, and it can't be outsourced(外包) to a search engine.Second, take advantage of computers' invariable memory, but also the brain's elaborative memory. Computers are great when you want to store information that shouldn't change. But brains are the superior choice when you want information to change, in interesting and useful ways: to connect up with other facts and ideas, to acquire successive layers of meaning, to steep for a while in your accumulated knowledge and experience and so producea richer mental brew.57、What is the author's concern about the use of technology?A. It may leave knowledge "in the cloud".B. It may misguide our everyday behaviour.C. It may cause a divide in the circles of education.D. It may hinder the development of thinking skills.58、What is the view of educators who advocate digital literacy?A. It helps kids to navigate the virtual world at will.B. It helps kids to broaden their scope of knowledge.C. It increases kids' efficiency of acquiring knowledge.D. It liberates kids from the burden of memorizing facts.59、 What does the evidence from cognitive science show?A. Knowledge is better kept in long-term memory.B. Critical thinking is based on factual knowledge.C. Study skills are essential to knowledge acquisition.D. Critical thinking means challenging existing facts.60、 What does the author think is key to making evaluations?A. Gathering enough evidence before drawing conclusions.B. Mastering the basic rules and principles for evaluation.C. Connecting new information with one's accumulated knowledge.D. Understanding both what has happened and why it has happened.61、 What is the author's purpose in writing the passage?A. To warn against learning through memorizing facts.B. To promote educational reform in the information age.C. To explain human brains' function in storing information.D. To challenge the prevailing overemphasis on digital literacy. Passage TwoAmerica's recent history has been a persistent tilt to the West—of people, ideas, commerce and even political power. California and Texas are the twin poles of the West, but very different ones. For most of the 20th century the home of SiliconValley and Hollywood has been the brainier and trendier of the two. Texas has trailed behind: its stereotype has been a conservative Christian in cowboy boots. But twins can change places. Is it happening now? It is easy to find evidence that California is in a panic. At the start of this month the once golden state started paying creditors in IOUs(欠条). The gap between projected outgoings and income for the current fiscal(财政的) year has leapt to a horrible $26 billion. With no sign of a new budget to close this gulf, one credit agency has already downgraded California's debt. As budgets are cut, universities will let in fewer students, prisoners will be released early and schemes to protect the vulnerable will be rolled back.By contrast, Texas has coped well with the recession, with an unemployment rate two points below the national average and one of the lowest rates of housing repossession. In part this is because T exan banks, hard hit in the last property bust, did not over expand this time. Texas also clearly offers a different model, based on small government. It has no state capital-gains or income tax, and a business-friendly and immigrant-tolerant attitude. It is home to more Fortune 500 companies than any other state.Despite all this, it still seems too early to hand over America's future to Texas. To begin with, that lean Texan model has its own problem. It has not invested enough in education, and many experts rightly worry about a "lost generation" of mostly Hispanic Texans with insufficient skills for the demands of the knowledge economy.Second, it has never paid to bet against a state with as many inventive people as California. Even if Hollywood has gone into depression, it still boasts an unequalled array of sunrise industriesand the most brisk venture-capital on the planet. The state also has an awesome ability to reinvent itself—as it did when its defence industry collapsed at the end of the cold war.The truth is that both states could learn from each other. Texas still lacks California's great universities and lags in terms of culture. California could adopt not just Texas's leaner state, but also its more bipartisan (两党的) approach to politics. There is no perfect model of government: it is America's genius to have 50 public-policy laboratories competing to find out what works best.62、 What does the author say about California and Texas in Paragraph 1?A. They have been competing for the leading position.B. California has been superior to Texas in many ways.C. They are both models of development for other states.D. Texas's cowboy culture is less known than California's.63、 What does the author say about today's California?A. Its debts are pushing it into bankruptcy.B. Its budgets have been cut by $26 billion.C. It is faced with a serious financial crisis.D. It is trying hard to protect the vulnerable.64、 In what ways is Texas different from California?A. It practices small government.B. It is home to traditional industries.C. It has a large Hispanic population.D. It has an enviable welfare system.65、 What problem is Texas confronted with?A. Its Hispanic population is mostly illiterate.B. Its sunrise industries are shrinking rapidly.C. Its education can not meet the needs of the knowledge economy.D. Its immigrants have a hard time adapting to its cowboy culture.66、What do we learn about American politics from the passage?A. Each state has its own way of governing.B. Most states favor a bipartisan approach.C. Parties collaborate in drawing public policies.D. All states believe in government for the people.Part Ⅳ TranslationDirections: For this part, you are allowed 30 minutes to translate a passage from Chinese into English.67、中文热词通常反映社会变化和文化，有些在外国媒体上愈来愈流行。

2014年6月大学英语六级考试真题(二)答案与详解Part ⅠWriting1、审题:本次作文仍旧是六级考试中常见的体裁:议论文【考频:★★★】。

此次作文话题告诉我们，在做事情时不应孤注一掷，而要作多手准备，很具哲理意味。

该作文不仅考查考生描述一个社会现象或分析一个社会问题的能力，同时还考查考生的思辨能力和论证能力。

考生应该将重点放在阐释作多手准备的益处上，如作多手准备可以降低风险，同时有助于保持平衡的生活。

2、列提纲：3. 语言:注意用词的准确性，适当使用表示衔接的过渡词及高分句式。

Do Not Put Everything on a Single VentureAs an English saying goes, “Do not put all your eggs in one basket. ” What it reveals is that it is unwise to be totally dependent on one resource.This proverb is applicable in our daily life. To begin with, having a plan B can reduce the risk of unexpected and disastrous results especially when it comes to important events. For example, if you want the admission to college, you should fill in application forms of several colleges apart from the one you desire. In this way, there is a big chance for you to be admitted. What is more, paying attention to all the aspects at the same time contributes to a more balanced life. If a student only focuses on sports or other extracurricular activities and neglects his school study, he is more likely to lag behind in terms of academic performance.Therefore, it is unadvisable to put everything on a single venture. Having a backup plan, though costly sometimes, could save a lot of headaches and even be a lifesaver.PartⅡListening Comprehension1.听力原文：M：Look at the low pr ices on these fashionable TV sets. Something is fishy. Don’t you think so? W：Well, there have been a lot of robberies recently.Some of the stolen goods may have landed here.Q：What does the woman imply about the low-priced television sets?1. A) They might be stolen goods. C) They might be faulty products.B) They might be fake products. D) They might be smuggled goods. 【预测】四个选项都包含might，表示一种猜测。

(第2套)Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write a short essay on the following question.You should write at least 120 words but no more than 180 words.Suppose a foreign friend of yours is coming to visit your campus, what is the most interesting place you would like to take him/her to see and why?注意：此部分试题请在答题卡1上作答。

Part II Listening Comprehension (30 minutes)Section ADirections: 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., D., and decide which is the best answer. Then mark the corresponding letter on Answer Sheet Ｉwith a single line through the centre. 注意：此部分试题请在答题卡1上作答。

2014 年 6 月英语六级真题及答案Part I WritingDirections: For this part, you are allowed 30 minutes to write a short essay on the topic of Due Attention Should Be Given to the Study of Chinese Yo u should write at Chinese. least 120 words following the outline given belo w:1.近年来在学生中出现了忽视中文学习的现象；2.出现这种现象的原因和后果；3我认为,Given Due Attention Should Be Given to the Study of ChinesePart II Reading Comprehension (Skimming and Scanning) (15 minute s)Directions: In this part, you will have 15 minutes to go over the passage qu ickly and answer the questions on Answer sheet 1. For questions 1-7, choo se the best answer from the four choices marked A), B), C) and D). For qu estions 8-10, complete the sen-tences with the information given in the pas sage. Welcome,Freshmen. Have an iPod.Taking a step that many professors may view as a bit counterproductive, so me colleges and universities are doling out Apple iPhones and Internet-cap able iPods to their students.The always-on Internet devices raise some novel possibilities, like tracking where students gather together. With far less controversy, colleges could s end messages about canceled classes, delayed buses, campus crises or just the cafeteria menu.While schools emphasize its usefulness —online research in class and inst ant polling of students, for example — a big part of the attraction is, undou btedly, that the iPhone is cool and a hit with students. Being equipped with one of the most recent cutting-edge IT products could just help a college o r university foster a cutting-edge reputation.Apple stands to win as well, hooking more young consumers with decadesof technology pur- chases ahead of them. The lone losers, some fear, could be professors.Students already have laptops and cell phones, of course, but the newest de vices can take class distractions to a new level. They practically beg a user to ignore the long-suffering professor strug- gling to pass on accumulated wisdom from the front of the room — a prospect that teachers find most irr itating and students view as, well, inevitable.“ When it gets a little boring, I might pull it out,‖acknowledged Naomi P ugh, a first-year student at Freed-Hardeman University in Henderson, Ter m., referring to her new iPod Touch, which can connect to the Internet ove r a campus wireless network. She speculated that professors might try even harder to make classes interesting if they were to compete with the devices. Experts see a movement toward the use of mobile technology in educati on, though they say it is in its infancy as professors try to come up with us eful applications. Providing powerful hand- held devices is sure to fuel deb ates over the role of technology in higher education.“ We think this is the way the future is going to work,‖said Kyle Dickson, co-director of re- search and the mobile learning initiative at Abilene Chris tian University in Texas, which has bought more than 600 iPhones and 300 iPods for students entering this fall.Although plenty of students take their laptops to class, they don’t take the m everywhere and would prefer something lighter. Abilene Christian settle d on the devices after surveying students and finding that they did not like hauling around their laptops, but that most of them always carried a cell ph one, Dr. Dickson said.It is not clear how many colleges and universities plan to give out iPhones and iPods this fall; officials at Apple were unwilling to talk about the subje ct and said that they would not leak any institution plans’s.“ We can’t announce other people’s news,‖saidGreg Joswiak, vice presid ent of iPod and iPhone marketing at Apple. He also said that he could not d iscuss discounts to universities for bulk purchases.At least four institutions — the University of Maryland, Oklahoma Christi an University, Abilene Christian and Freed-Hardeman — have announced t hat they will give the devices to some or all of their students this fall.Other universities are exploring their options. Stanford University has hire d a student-run com-pany to design applications like a campus map and dir ectory for the iPhone. It is considering whether to issue iPhones but not sur e it, snecessary, noting that more than 700 iPhones were registered on the u niversity network’s last year.At the Massachusetts Institute of Technology, iPhones might alreadyhave been everywhere, if AT&T, the wireless carrier offering the iPhone in the United States,had a more reliable network, said Andrew Yu, mobile devices platform pro ject manager at M.I.T.“ We would have probably gone ahead with this, maybe just getting a thou sand iPhones and giving them out, ‖Mr. Yusaid.The University of Maryland at College Park is proceeding cautiously, givi ng the iPhone or iPod Touch to 150 students, said Jeffrey Huskamp, vice p resident and chief information officer at the university. ― Wedon’t think tha t we have all the answers, Mr‖. Huskamp said. By observing how students use the gadgets, he said,― We’ retrying to get answers from the students. ‖ At each college, the students who choose to get an iPhone must pay for mo bile phone service. Those service contracts include unlimited data use. Both the iPhones and the iPod Touch devices can connect to the Internet throu gh campus wireless networks. With the iPhone, those networks may provid e faster connections and longer battery life than A T&T’s data network. Many cell phones allow users to surf the Web, but only some newer ones are c apable of wireless connection to the local area computer network. University officials say that they have no plans to track their students (and Apple said it would not be possible unless students give their permission). They say that they are drawn to the prospect of learning applications outsid e the classroom, though such lesson plans have yet to surface.“ My colleagues and I are studying something called augmented reality (a field of computer research dealing with the combination of real-world and virtual reality), said‖ Christopher Dede, professor in learning technologies at Harvard University. ― AlienContact, for‖ example, is an exer- cise develo ped for middle-school students who use hand-held devices that can determi ne their location. As they walk around a playground or other area, text, vid eo or audio pops up at various points to help them try to figure out why ali ens were in the schoolyard.“ You can imagine similar kinds of interactive activities along historical li nes, ‖like following the Freedom Trail in Boston, Professor Dede said.― It’s important that we do research, so that we know how well something like this works. ‖The rush to distribute the devices worries some professors, who say that st udents are less likely to participate in class if they are multi-tasking. ― I ’m n ot someone who’s anti-technology, but I,m always worried that technology becomes an end in and of itself, and it replaces teaching or it replaces analysis,, said’Ellen Millender, associate professor of classics at Reed College in Portland, Ore. (She added that she hoped to buy an iPhone for herself on ce prices fall.)Robert Summers, who has taught at Cornell Law School for about 40 years,announced this week — in a detailed, footnoted memorandum — that he would ban laptop computers from his class on contract law.“ I would ban that too if I knew the students were using it in class, Profes‖sor Summers said of the iPhone, after the device and its capabilities were e xplained to him. ― Whatwe want to encour- age in these students is an activ e intellectual experience, in which they develop the wide range of complex reasoning abilities required of good lawyers. ‖The experience at Duke University may ease some concerns. A few years a go, Duke began giving iPods to students with the idea that they might use t hem to record lectures (these older models could not access the Internet).“ We had assumed that the biggest focus of these devices would be consu ming the content, said‖ Tracy Futhey, vice president for informationtechn ology and chief information officer at Duke.But that is not all that the students did. They began using the iPods to creat e their own ― content, making‖ audio recordings of themselves and presenti ng them. The students turned what could have been a passive interaction in to an active one, Ms. Futhey said. 注意：此部分试题请在答题卡 1 上作答。

2014年6月大学英语六级考试真题(二)答案与详解Part ⅠWriting审题思路这是一篇描述性作文，主要是向外国朋友推荐一个校园里最有趣的地方（the most interesting place)。

考生应将重点放在第二段阐释推荐的理由上。

写作提纲一、对朋友来访表示欢迎并概述要推荐的地方:文化广场(Culture Square)二、具体阐述推荐的理由：1、活动丰富多彩(colorful activities)2、可以与其他学生交流和互动（communicate and interact with other students)3、可以借此更好地了解校园文化（an opportunity to know better the campus culture)三、总结推荐的理由并表达对朋友来访的期待：1、它是一个充满生机与活力的世界（a world full of vigor and vitality)2、它是了解校园文化的一个窗口（a window through which you can get a big picture of the campus)范文点评高分范文精彩点评Culture Square① I am excited to .hear that you are coming to visit my cam-pus and cannot wait to express my welcome. Hereby I’d like to recommend the Culture Square on the campus to you, ② which is of great interest and enjoyment to give it a try.The Culture Square is the heaven for students where ③ you can see colorful activities organized to add extra pleasure to students’ monotonous routine.④ Besides, you are always free to engage yourself in any of these activities that fascinate you. I am quite confident that you’ll find it beneficial to communicate and interact with other students. ⑤Moreover, as a major part of the campus culture, the Culture Square offers whoever wants to get an insight into the campus an opportimity to know better the campus culture.⑥In a word, the Culture Square, ⑦ a world fall of vigor and vitality, ⑧ a window through which you can get a big picture of the campus, is definitely a place worth visiting. I’m sure you’ll have fun. ⑨ Look forward to seeing you soon in the Culture Square. ①开门见山，点明文章主题:对朋友来访表示欢迎并向朋友推荐文化广场。

2014年6月英语六级真题及答案（第二套）1. A．【精析】推理判断题。

男士说这些时尚的电视机价格很低，fishy在此处意为“可疑的”；女士说，最近有很多起抢劫，一些被偷的商品可能在这里。

据此可推测出女士的意思是这些电视机可能是贼赃。

2. C．【精析】推理判断题。

男士提到，自己今天要报道女州长的演讲，cover在此处意为“报道”；女士说自己要做晚间新闻的采访。

两人的工作都与新闻报道有关，可见他们的职业为新闻记者。

3. D．【精析】事实细节题。

对话中女士问男士是否在今天下午去了行政管理大楼，男士陈述他去的目的是要把电脑课的时间调至9：50。

switch sth．t0…意为“将某物转换(调换)为……”。

4. B．【精析】事实细节题。

对话中的女士问男士看了昨晚的智力问答后感觉怎么样，男士说节目很棒，前四个参赛者都获得了小奖品而第五个带走了一辆崭新的豪华汽车。

a new luxury car在B．选项中被替换为the biggest prize。

5. B．【精析】语义理解题。

女士对男士说在时刻表上找不到从纽约到波士顿的快车(Express)的到达时间，男士让她在左边一栏里找到纽约，然后沿着它横向寻找，直到找到波士顿一栏里的到达时间：由此可见，两位说话者在看列车时刻表。

6. D．【精析】事实细节题。

对话中女士表示男士今天看士说昨天终于去了那家在商场里的新理发店．享受了理发店的服务。

由此可见，男士昨天理发了。

7. A．【精析】弦外之音题。

对话中女士问男士感觉城市博物馆展出的毕加索的画怎么样，男士说看不出毕加索的现代派画作表达的意义，这些画让他想起他侄子从幼儿园拿回来的那些画。

言外之意，男士欣赏不了毕加索的画展。

8. B．【精析】弦外之音题。

对话中女士对男士说Rod想参加学生会，男士说Rod从来没有参加过会议，以此提出质疑。

由此可以推断，Rod的言行不一致。

9. B．【精析】细节辨认题。

对话一开头女士说她的车坏了，并询问有没有车(可以租)。

2014年6月英语六级真题及答案（精心整理版）Part I WritingDirections: For this part, you are allowed 30 minutes to write a short essay on the topic of Due Attention Should Be Given to the Study of Chinese Yo u should write at Chinese. least 120 words following the outline given belo w:1.近年来在学生中出现了忽视中文学习的现象；2.出现这种现象的原因和后果；3我认为…Given Due Attention Should Be Given to the Study of ChinesePart II Reading Comprehension (Skimming and Scanning) (15 minute s)Directions: In this part, you will have 15 minutes to go over the passage qu ickly and answer the questions on Answer sheet 1. For questions 1-7, choo se the best answer from the four choices marked A), B), C) and D). For qu estions 8-10, complete the sen-tences with the information given in the pas sage. Welcome,Freshmen. Have an iPod.Taking a step that many professors may view as a bit counterproductive, so me colleges and universities are doling out Apple iPhones and Internet-cap able iPods to their students.The always-on Internet devices raise some novel possibilities, like tracking where students gather together. With far less controversy, colleges could s end messages about canceled classes, delayed buses, campus crises or just the cafeteria menu.While schools emphasize its usefulness —online research in class and inst ant polling of students, for example — a big part of the attraction is, undou btedly, that the iPhone is cool and a hit with students. Being equipped with one of the most recent cutting-edge IT products could just help a college o r university foster a cutting-edge reputation.Apple stands to win as well, hooking more young consumers with decades of technology pur-chases ahead of them. The lone losers, some fear, could be professors.Students already have laptops and cell phones, of course, but the newest de vices can take class distractions to a new level. They practically beg a user to ignore the long-suffering professor strug-gling to pass on accumulated wisdom from the front of the room — a prospect that teachers find most irr itating and students view as, well, inevitable.“When it gets a little boring, I might pull it out,‖ acknowledged Naomi P ugh, a first-year student at Freed-Hardeman University in Henderson, Ter m., referring to her new iPod Touch, which can connect to the Internet ove r a campus wireless network. She speculated that professors might try even harder to make classes interesting if they were to compete with the devices. Experts see a movement toward the use of mobile technology in educati on, though they say it is in its infancy as professors try to come up with us eful applications. Providing powerful hand-held devices is sure to fuel deb ates over the role of technology in higher education.“We think this is the way the future is going to work,‖ said Kyle Dickson, co-director of re-search and the mobile learning initiative at Abilene Chris tian University in Texas, which has bought more than 600 iPhones and 300 iPods for students entering this fall.Although plenty of students take their laptops to class, they don’t take the m everywhere and would prefer something lighter. Abilene Christian settle d on the devices after surveying students and finding that they did not like hauling around their laptops, but that most of them always carried a cell ph one, Dr. Dickson said.It is not clear how many colleges and universities plan to give out iPhones and iPods this fall; officials at Apple were unwilling to talk about the subje ct and said that they would not leak any institution’s plans.“We can’t announce other people’s news,‖said Greg Joswiak, vice presid ent of iPod and iPhone marketing at Apple. He also said that he could not d iscuss discounts to universities for bulk purchases.At least four institutions — the University of Maryland, Oklahoma Christi an University, Abilene Christian and Freed-Hardeman — have announced t hat they will give the devices to some or all of their students this fall.Other universities are exploring their options. Stanford University has hire d a student-run com-pany to design applications like a campus map and dir ectory for the iPhone. It is considering whether to issue iPhones but not sur e it, snecessary, noting that more than 700 iPhones were registered on the u niversity’s network last year.At the Massachusetts Institute of Technology, iPhones might already have been everywhere, if AT&T, the wireless carrier offering the iPhone in the United States,had a more reliable network, said Andrew Yu, mobile devices platform pro ject manager at M.I.T.“We would have probably gone ahead with this, maybe just getting a thou sand iPhones and giving them out,‖ Mr. Yusaid.The University of Maryland at College Park is proceeding cautiously, givi ng the iPhone or iPod Touch to 150 students, said Jeffrey Huskamp, vice p resident and chief information officer at the university. ―We don’t think tha t we have all the answers,‖ Mr. Huskamp said. By observing how students use the gadgets, he said, ―We’re trying to get answers from the students.‖At each college, the students who choose to get an iPhone must pay for mo bile phone service. Those service contracts include unlimited data use. Bot h the iPhones and the iPod Touch devices can connect to the Internet throu gh campus wireless networks. With the iPhone, those networks may provid e faster connections and longer battery life than AT&T’s data network. Many cell phones allow users to surf the Web, but only some newer ones are c apable of wireless connection to the local area computer network. University officials say that they have no plans to track their students (and Apple said it would not be possible unless students give their permission). They say that they are drawn to the prospect of learning applications outsid e the classroom, though such lesson plans have yet to surface.“My colleagues and I are studying something called augmented reality (a field of computer research dealing with the combination of real-world and virtual reality),‖ said Christopher Dede, professor in learning technologies at Harvard University. ―Alien Contact,‖ for example, is an exer-cise develo ped for middle-school students who use hand-held devices that can determi ne their location. As they walk around a playground or other area, text, vid eo or audio pops up at various points to help them try to figure out why ali ens were in the schoolyard.“You can imagine similar kinds of interactive activities along historical li nes,‖ like following the Freedom Trail in Boston, Professor Dede said. ―It’s important that we do research, so that we know how well something like this works.‖The rush to distribute the devices worries some professors, who say that st udents are less likely to participate in class if they are multi-tasking. ―I’m n ot someone who’s anti-technology, but I,m always worried that technology becomes an end in and of itself, and it replaces teaching or it replaces analysis,,’ said Ellen Millender, associate professor of classics at Reed College in Portland, Ore. (She added that she hoped to buy an iPhone for herself on ce prices fall.)Robert Summers, who has taught at Cornell Law School for about 40 years , announced this week — in a detailed, footnoted memorandum —that he would ban laptop computers from his class on contract law.“I would ban that too if I knew the students were using it in class,‖ Profes sor Summers said of the iPhone, after the device and its capabilities were e xplained to him. ―What we want to encour-age in these students is an activ e intellectual experience, in which they develop the wide range of complex reasoning abilities required of good lawyers.‖The experience at Duke University may ease some concerns. A few years a go, Duke began giving iPods to students with the idea that they might use t hem to record lectures (these older models could not access the Internet). “We had assumed that the biggest focus of these devices would be consu ming the content,‖ said Tracy Futhey, vice president for information techn ology and chief information officer at Duke.But that is not all that the students did. They began using the iPods to creat e their own ―content,‖ making audio recordings of themselves and presenti ng them. The students turned what could have been a passive interaction in to an active one, Ms. Futhey said. 注意：此部分试题请在答题卡1上作答。

2014年6月大学英语六级真题及答案真题+听力原文+答案详解2014年6月英语六级真题及答案Part I WritingDirections: For this part, you are allowed 30 minutes to write a short essay on the topic of Due Attention Should Be Given to the Study of Chinese Yo u should write at Chinese. least 120 words following the outline given belo w:1.近年来在学生中出现了忽视中文学习的现象；2.出现这种现象的原因和后果；3我认为…Given Due Attention Should Be Given to the Study of Chinese Part II Reading Comprehension (Skimming and Scanning) (15 minute s)Directions: In this part, you will have 15 minutes to go over the passage qu ickly and answer the questions on Answer sheet 1. For questions 1-7, choo se the best answer from the four choices marked A), B), C) and D). For qu estions 8-10, complete the sen-tences with the information given in the pas sage. Welcome,Freshmen. Have an iPod.Taking a step that many professors may view as a bit counterproductive, so me colleges and universities are doling out Apple iPhones and Internet-cap able iPods to their students.The always-on Internet devices raise some novel possibilities, like tracking where students gather together. With far less controversy, colleges could s end messages about canceled classes, delayed buses, campus crises or just the cafeteria menu.While schools emphasize its usefulness —online research in class and inst ant polling of students, for example — a big partof the attraction is, undou btedly, that the iPhone is cool and a hit with students. Being equipped with one of the most recent cutting-edge IT products could just help a college o r university foster a cutting-edge reputation.Apple stands to win as well, hooking more young consumers with decades of technology pur-chases ahead of them. The lone losers, some fear, could be professors.Students already have laptops and cell phones, of course, but the newest de vices can take class distractions to a new level. They practically beg a user to ignore the long-suffering professor strug-gling to pass on accumulated wisdom from the front of the room —a prospect that teachers find most irr itating and students view as, well, inevitable.“When it gets a little boring, I might pull it out,‖ acknowledged Naomi P ugh, a first-year student at Freed-Hardeman University in Henderson, T er m., referring to her new iPod Touch, which can connect to the Internet ove r a campus wireless network. She speculated that professors might try even harder to make classes interesting if they were to compete with the devices. Experts see a movement toward the use of mobile technology in educati on, though they say it is in its infancy as professors try to come up with us eful applications. Providing powerful hand-held devices is sure to fuel deb ates over the role of technology in higher education.“We think this is the way the future is going to work,‖ said Kyle Dickson, co-director of re-search and the mobile learning initiative at Abilene Chris tian University in T exas, which has bought more than 600 iPhones and 300 iPods for students entering this fall.Although plenty of students take their laptops to class, they don’t take the m everywhere and would prefer something lighter. Abilene Christian settle d on the devices after surveying students and finding that they did not like hauling around their laptops, but that most of them always carried a cell ph one, Dr. Dickson said.It is not clear how many colleges and universities plan to give out iPhones and iPods this fall; officials at Apple were unwilling to talk about the subje ct and said that they would not leak any institution’s plans.“We can’t announce other people’s news,‖said Greg Joswiak, vice presid ent of iPod and iPhone marketing at Apple. He also said that he could not d iscuss discounts to universities for bulk purchases.At least four institutions —the University of Maryland, Oklahoma Christi an University, Abilene Christian and Freed-Hardeman — have announced t hat they will give the devices to some or all of their students this fall.。

2014年6月大学英语六级考试真题(二)Part I Writing (30 minutes)题目一:Directions: For this part, you are allowed 30 minutes to write an essay explaining why it is unwise to put all eggs in one basket.You can give examples to illustrate your point.You should write at least 150 words and no more than 200words.题目二: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.注意:此部分试题请在答题卡1上作答。

Part ⅡListening Comprehension (30 minutes)Section ADirections: 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 thecorresponding 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。

2014,6月大学六级考试真题第二套讲解一、大学英语六级考试（CET6）是中国高等教育体系中一项重要的英语能力测试，旨在评估大学生的英语综合运用能力。

2014年6月的六级考试试题涵盖了听力、阅读、写作和翻译等多个方面。

第二套试题的讲解将帮助考生深入理解试题的考查内容和解题技巧，从而提升考试成绩。

本文将对2014年6月大学六级考试第二套试题进行详细分析和讲解，以助于考生掌握考试重点和提高应试能力。

二、听力部分对话部分对话部分通常包含两个人之间的交流，考生需要根据对话内容选择正确答案。

建议考生在听对话时，注意对话的主要信息和细节，包括人物的态度、意图以及重要的时间和地点等。

对于一些常见的问题，如人物的关系、事件的发生时间、对话的主题等，考生需要能够快速准确地从对话中提取信息。

短文部分短文部分一般包含一段较长的听力材料，考生需要听懂短文的主要意思和细节。

这部分的题目通常会询问短文的主题、作者的观点以及一些具体的信息。

考生可以通过对短文结构的理解，掌握段落之间的逻辑关系，帮助自己更好地理解内容。

建议在听短文时，注意关键词和过渡词，这有助于把握文章的脉络和重点。

听新闻部分听新闻部分测试考生对新闻报道的理解能力。

新闻听力材料通常较短，内容涉及当前事件或重要新闻。

考生需要把握新闻的核心信息，包括事件的背景、主要人物、事件的经过以及结果等。

考生可以通过积累时事新闻的背景知识，提升对新闻内容的理解能力。

注意新闻报道中的数字和时间等具体信息也是解题的关键。

三、阅读部分阅读部分是考试的核心部分，主要考查考生的阅读理解能力。

2014年6月大学六级考试第二套试题阅读部分的讲解如下：选词填空选词填空题测试考生对文章语境的理解和词汇的掌握。

考生需要根据上下文选择合适的词汇填入空白处。

建议考生在做这类题目时，先快速阅读全文，把握文章的整体意思，然后根据上下文的语境选择最符合的词汇。

在选择时，注意词汇的搭配和语法结构，以确保填入的词汇既符合语义又符合语法。

2014年6月大学英语六级考试真题(二)答案与详解Part ⅠWriting审题思路这是一篇描述性作文，主要是向外国朋友推荐一个校园里最有趣的地方（the most interesting place)。

考生应将重点放在第二段阐释推荐的理由上。

写作提纲一、对朋友来访表示欢迎并概述要推荐的地方:文化广场(Culture Square)二、具体阐述推荐的理由：1、活动丰富多彩(colorful activities)2、可以与其他学生交流和互动（communicate and interact with other students)3、可以借此更好地了解校园文化（an opportunity to know better the campus culture)三、总结推荐的理由并表达对朋友来访的期待：1、它是一个充满生机与活力的世界（a world full of vigor and vitality)2、它是了解校园文化的一个窗口（a window through which you can get a big picture of the campus)范文点评高分范文精彩点评Culture Square① I am excited to .hear that you are coming to visit my cam-pus and cannot wait to express my welcome. Hereby I’d like to recommend the Culture Square on the campus to you, ② which is of great interest and enjoyment to give it a try.The Culture Square is the heaven for students where ③ you can see colorful activities organized to add extra pleasure to students’ monotonous routine.④ Besides, you are always free to engage yourself in any of these activities that fascinate you. I am quite confident that you’ll find it beneficial to communicate and interact with other students. ⑤Moreover, as a major part of the campus culture, the Culture Square offers whoever wants to get an insight into the campus an opportimity to know better the campus culture.⑥In a word, the Culture Square, ⑦ a world fall of vigor and vitality, ⑧ a window through which you can get a big picture of the campus, is definitely a place worth visiting. I’m sure you’ll have fun. ⑨ Look forward to seeing you soon in the Culture Square. ①开门见山，点明文章主题:对朋友来访表示欢迎并向朋友推荐文化广场。

2014年6月大学英语四级考试真题及答案（第2套）2014年6月英语四级考试真题试卷（2）Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write a short essay on the following question .You should write at least 120 words but no more than 180 words.Suppose a foreign friend of yours is coming to visit your campus, what is the most interesting place you would like to take him/her to see and why?注意：此部分试题在答题卡1上________________________________________________________________ ___________________________________________________________________________________ _______________________________________________________________________________ ___________Part ⅡListening Comprehension (30 minutes)Section ADirections: In this section, you will hear 8 short conversations and 2 long conversations.At the end ofeach conversation, one or more questions will be asked about what was said.Both theconversation and the questions will be spoken only once.After each question there will be apause.During the pause, you must read the four choices marked A, B, C and D, anddecide which is the best answer.Then mark the corresponding letter on Answer Sheet 1with a single line through the centre.注意：此部分试题请在答题卡1上作答.1. A) They came in five different colors.B) They were good value for money.C) They were a very good design.D) They were sold out very quickly.2. A) Ask her roommate not to speak loudly on the phone.B) Ask her roommate to make her phone calls outside.C) Go and find a quieter place to review her lessons.D) Report her problem to the dorm management.3. A) The washing machine is totally beyond repair.B) He will help Wendy prepare her annual report.C) Wendy should give priority to writing her report.D) The washing machine should be checked annually.4. A) The man fell down when removing the painting.B) The wall will be decorated with a new painting.C) The woman likes the painting on the wall.D) The painting is now being reframed.5. A) It must be missing.B) It was left in the room.C) The man took it to the market.D) She placed it on the dressing table.6. A) Go to a play.B) Meet Janet.C) Book some tickets.D) Have a get-together.7. A) One box of books is found missing.B) Some of the boxes arrived too late.C) Replacements have to be ordered.D) Some of the books are damaged.8. A) The man will pick up Professor Johnson at her office.B) The man did not expect his paper to be graded so soon.C) Professor Johnson has given the man a very high grade.D) Professor Johnson will talk to each student in her office.Questions 9 to 11 are based on the conversation you have just heard.9. A) To buy a present for his friend who is getting married.B) To find out the cost, for a complete set of cookware.C) To see what he could ask his friends to buy for him.D) To make inquiries about the price of an electric cooker.10. A) To teach him how to use the kitchen ware.B) To discuss cooking experiences with him.C) To tell him how to prepare delicious dishes.D) To recommend suitable kitchenware to him.11. A) There are so many different sorts of knives.B) Cooking devices are such practical presents.C) A mixer can save so much time in making cakes.D) Saucepans and frying pans are a must in the kitchen.Questions 12 to 15 are based on the conversation you have just heard.12. A) Some new problems in her work.B) Cooperation with an international bank.C) Her chance for promotion in the bank.D) Her intention to leave her present job.13. A) The World Bank.B) Bank of Washington.C) A US finance corporation.D) An investment bank in New York.14. A) Supervising financial transactions.B) Taking charge of public relations.C) Making loans to private companies in developing countries.D) Offering service to international companies in the United States.15. A) It is a first, major step to realizing the woman's dream.B) It is an honor for the woman and her present employer.C) It is a loss for her current company.D) It is really beyond his expectation.Section BDirections: In this section, you will hear 3 short passages.At the end of each passage, you will hearsome questions.Both the passage and the questions will be spoken only once.After youhear a question, you must choose the best answer from the four choices marked A, B, Cand D.Then mark the corresponding letter on Answer Sheet 1 with a single line throughthe centre.注意：此部分试题请在答题卡1上作答.Passage OneQuestions 16 to 18 are based on the conversation you have just heard.16. A) Carry out a thorough checkup.B) Try to keep the gas tank full.C) Keep extra gas in reserve.D) Fill up the water tank.17. A) Attempting to leave your car to seek help.B) Opening a window a bit to let in fresh air.C) Running the engine every now and then.D) Keeping the heater on for a long time.18. A) It exhausts you physically.B) It makes you fall asleep easily.C) It causes you to lose body heat.D) It consumes too much oxygen.Passage TwoQuestions 19 to 21 are based on the passage you have just heard.19. A) They are very generous in giving gifts.B) They refuse gifts when doing business.C) They regard gifts as a token of friendship.D) They give gifts only on special occasions.20. A) They enjoy giving gifts to other people.B) They spend a lot of time choosing gifts.C) They have to follow many specific rules.D) They pay attention to the quality of gifts.21. A) Gift-giving plays an important role in human relationships.B) We must be aware of cultural differences in giving gifts.C) We must learn how to give gifts before going abroad.D) Reading extensively makes one a better gift-giver.Passage ThreeQuestions 22 to 25 are based on the passage you have just heard.22. A) It reflects American people's view of French politics.B) It is first published in Washington and then in Paris.C) It explains American politics to the French public.D) It is popular among French government officials.23. A) Work on her column.B) Do housework at home.C) Entertain her guests.D) Go shopping downtown.24. A) To report to her newspaper.B) To refresh her French.C) To visit her parents.D) To meet her friends.25. A) She might be recalled to France.B) She might change her profession.C) She might close her Monday column.D) She might be assigned to a new post.Section CDirections: In this section, you will hear a passage three times.When the passage is read for the firsttime, you should listen carefully for its general idea.When the passage is read for thesecond time, you are required to fill in the blanks with the exact words you have justheard.Finally, when the passage is read for the third time, you should check what youhave written.注意：此部分试题请在答题卡1上作答.According to American law, if someone is accused of a crime, he is considered __26__ until the court proves the person is guilty.To arrest a person, the police have to be reasonably sure that a crime has been __27__. Thepolice must give the suspect the reasons why they are arresting him and tell him his rights under the law. Then the police take the suspect to the police station, where the name of the person and the __28__ against him art; formally listed.The next; step is for the suspect to go before a judge. The judge decides whether the suspect should be kept in jail or __29__. If the suspect has no previous criminal record and the judge feels that he will return to court __30__ run away, he can go free. Otherwise, the suspect must put up bail (保释金). At this time, too, the judge will __31__ a court lawyer to defend the suspect if he can't afford one.The suspect returns to court a week or two later. A lawyer from the district, attorney's office presents a case against the suspect. The attorney may present __32__ as well as witnesses. The judge then decides whether there is enough reason to __33__.The American justice system is very complex and sometimesoperates slowly. However, every step is __34__ to protect the rights of the people. These individual rights are the __35__ of the American government.Part Ⅲ Reading Comprehension (40 minutes)Section ADirections: In this section, there is a passage with ten blanks.You are required to select one word foreach 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 identifiedby a letter.Please mark the corresponding letter for each item on Answer Sheet 2 with asingle 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.Global warming is a trend toward warmer conditions around the world. Part of the warming is natural; we have experienced a 20,000-year-long warming as the last ice age ended and the ice __36__ away. However, we have already reached temperatures that are in __37__ with other minimum-ice periods, so continued warming is likely not natural. We are __38__ to a predicted worldwide increase in temperatures __39__ between and 6*C over the next, 100 years. The warming will be more __40__ in some areas, less in others, and some places may even cool off. Likewise, the __41__ of this warming will be very different depending on where you are-coastal areas must worry about rising sea levels, while Siberia and northern Canada may become more habitable (宜居的) and __42__ for humans than these areas are now.The fact remains, however, that it will likely get warmer, on __43__ , everywhere. Scientists are in general agreement that the warmer conditions we have been experiencing are at least in partthe result of a human-induced global warming trend. Some scientists __44__ that the changes we are seeing fall within the range of random (无规律的) variation-some years are cold, others warm, and we have just had an unremarkable string of warm years __45__ -but that is becoming an increasingly rare interpretation in the face of continued and increasing warm conditions.注意：此部分试题请在答题卡2上作答。

2014年6月大学英语六级考试真题(二)Part I Writing (30 minutes)题目一：Directions: For this part, you are allowed 30 minutes to write an essay explaining why it is unwise to put all eggs in one basket．You can give examples to illustrate your point．You should write at least 150 words and no more than 200words．题目二：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．注意：此部分试题请在答题卡1上作答。

Part ⅡListening Comprehension (30 minutes)Section ADirections: 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。

2014年6月四级真题(第2套)Part I Writing (30 minutes)Directions:For this part, you are allowed 30 minutes to write a short essay on the following question. You should write at least 120 words but no more than words. Suppose a foreign friend of yours is coming to visit your campus, what is the most interesting place you would like to take him/her to see and why?注意：此部分试题请在答题卡1上作答。

Part II Listening Comprehension (30 minutes)Section ADirections: 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 SheetＩwith a single line through the centre. 注意：此部分试题请在答题卡1上作答。

2014年6月大学英语四级真题（第2套）及答案PartⅠWriting (30 minutes）Direction：For this part, you are allowed 30 minutes to write a short essay on the following topic. You should write at least 120 words but no more than 180 words.Suppose a foreign friend of yours is coming to visit your hometown，what is the most interesting place you would like to take him/her to see and why?注意：此部分试题请在答题卡1上作答。

注意：此部分试题请在答题卡1上作答。

Part II Listening Comprehension （35 minutes）Section ADirections：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。