大学生英语六级复习资料

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【备战英语六级】高频词汇复习笔记21-30

【备战英语六级】高频词汇复习笔记21-30

【备战英语六级】高频词汇复习笔记(21) 1. negligible a. 可以忽略不计的词义辨析:negligible, minimal, marginal, minor,negligible: 指数量小,不重要,微不足道或可忽略不计minimal: 指最少、最低或最小marginal: 指处于边缘,幅度、范围小,故价值或重要性不大minor: 多指与别的比较后显得不重要,或指较少、较小the negligible cost 微不足道的花费The damage to my car is negligible.我的汽车的损坏是极轻微的。

The risks were represented as negligible.把这么冒险的事说得微不足道。

2. norm n. 标准reach the norm 达到标准There's a production norm below which each worker must not fall. 每个工人的产量都不得低于生产指标。

3. notable a. 著名的Tsim Sha Tsui is a notable tourist destination.尖沙咀是著名的游客区。

You can also take in some of the notable architectural monuments. 你也可以将一些著名的纪念性建筑包括在参观的项目中。

4. notorious a. 臭名昭著的a matter of notorious fact 众所周知的事He is notorious for his goings-on.他因行为不检点而声名狼藉。

Hitler is a notorious dictator.希特勒是一个臭名昭著的独裁者。

词义辨析:nourish, feed, grazenourish: 指提供生长、健康或维持生存所必需的食物或养料,尤指用营养品促进生长feed: 普通用词,含义广泛,既可指给人或动物提供食物,又可指给植物以养料或为机器等加燃料等graze: 侧重指用正在生长的青草喂养牲畜Most plants are nourished by water drawn up through their roots.多数植物是靠着根吸收水分来维持生命的。

大学生英语六级词汇

大学生英语六级词汇

abnormal/æbˈnɔ:məl/a.不正常的;变态的abolish/əˈbɔliʃ/vt.废除,取消abr upt/əˈbrΛpt/a.突然的,意外的,唐突的absurd/əbˈsə:d/a.不合理的,荒唐的abundance/əˈbΛndəns/n.丰富,充裕academy/əˈkædəmi/n.私立中学;专科院校accessory/ækˈsesəri/n.同谋a.附属的accommodate/əˈkɔmədeit/vt. 容纳;供应,供给accord/əˈkɔ:d/vt.一致(~with);给予acknowledge/əkˈnɔl i dʒ/v t.承认;告知收到acquaint/əˈkweint/vt.使认识,使了解acquisition/获得,添加的物品a c t i v a t e/ˈæk t i v e i t/v t.刺激,使活动acute/əˈkju:t/a.敏锐的a d h e r e/ədˈhiə/vi.(fml)粘附;追随;坚持adjacent/əˈdʒeisənt/a.毗连的;紧接着的a d j o i n/əˈdʒɔi n/v t.贴近,毗连;靠近administer/ədˈministə/vt.执行,管理,治理,a d o l e s c en t/ædəˈl e sən t/a.青春期的,青年的n.青少年advent/ˈædvənt/n.来到,来临adverse/ˈædvə:s/a.不利的,敌对的,相反的,逆的a d ve rt i s e/ˈæd vəta i z/v t.通知vi.登广告a d v o c a t e/ˈæd vək i t/n.辩护者vt.拥护aerial/ˈɛəriəl/a.空气的;航空的aesthetic/i:s ˈθe tik /a.美学的,审美的, 有美感affiliate/əˈfilieit/vt.附属,接纳vi.有关affirm/əˈfə:m/vt.断言,批准;证实afflict/əˈflikt/vt.使痛苦,折磨a g e n d a/əˈdʒendə/n.议程,应办事项a g g r a v a t e/ˈæg rəv e i t/v t.使恶化,使更加重agitation/ædʒiˈteiʃən/n.鼓动,煸动;搅动agony/ˈægəni/n.极度痛苦agreeable/əˈg riəb l/a.惬意的;同意的alert/əˈlə:t/a.警惕的;活跃的alien/ˈeiljən/a.外国的n.外国人a l l e g e/əˈl e dʒ/v t.宣称,申述,主张,断言a l l e v i a t e/əˈl i:v i e i t/v t.减轻,使缓和alliance/əˈlaiəns/n.联盟,联合a l l o c a t e/ˈælək e i t/v t.分派,分配allowance/əˈlauəns/n津贴,补助费ally/əˈlai/n.盟国,同盟者,伙伴alongside/əˈlɔŋˈsaid/prep.在…旁边a l t e r n a t e/ɔ:lˈtə:n i t/v t.使交替a.交替的a m a t e u r/ˈæmətə:/a.业余的n.业余爱好者a mb a s s a d o r/æmˈbæsədə/n.大使,使节ambiguous/æmˈbigjuəs/a.模棱两可的;分歧的a mb i t i o u s/æmˈb iʃəs/a.有雄心的;热望的a m e n d/əˈm en d/ vt.修正,改善,vi. 改过自新amends/əˈmendz/n.赔偿ample/ˈæmpl/a.足够的;宽敞的a mp li f y/ˈæmpl if ai/vt.放大,增强;扩大analogy/əˈnælədʒi/n.相似,类似;比拟analytic/ænəˈlitik/a.分析的,解析的a n a l yt i c a l/ænəˈl i t i k l/a.分析的,解析的angel/ˈeindʒəl/n.天使,神差,安琪儿anniversary/ˈæniˈvə:səri/n.周年纪念日anonymous/əˈnɔniməs/a.匿名的antarctic/æntˈa:ktik/a.南极的n.南极区antique/ænˈti:k/a.古代的n.古物appendix/əˈpendiks/n.附录,附属物;阑尾applaud/əˈp lɔ:d/v t.喝彩;欢呼vi.欢呼appraisal/əˈpreizl/n.评价,估价,鉴定appreciable/əˈpri:ʃəbl/a.可估价的;可察觉的apprehension/æpriˈhenʃən/n.理解,忧惧,逮捕apt/æpt/a.恰当的;聪明的arc/a:k/n.弧,弓形物;弧光arch/a:tʃ/n.拱门vt.用拱连接architect/ˈa:kitekt/n.建筑师;创造者arctic/ˈa:ktik/a.北极的n.北极array/əˈrei/vt.装扮n.队列;排列articulate/a:ˈtikjulit/a.发音清晰的,听得懂的ascend/əˈsend/vi.攀登,登高;追溯a s c e r ta i n/æsəˈt e i n/v t.查明,确定,弄清ascribe/əsˈkraib/vt.把…归于assault/əˈsɔ:lt/vt.袭击;殴打n.攻击assert/əˈsə:t/vt.断言,宣称;维护asset/ˈæset/n.资产,有用的东西assimilate/əˈsimileit/vt.使同化,吸收,比较assumption/əˈsΛmpʃən/n.采取;假定;傲慢assurance/əˈʃuərəns/n.保证;财产转让书astronomy/əsˈtrɔnəmi/n.天文学athlete/ˈæθli:t/n.运动员;田径运动员attendance/əˈt e n dən s/n.到场;出席人数attendant/əˈtendənt/n.侍者;护理人员attorney/əˈtə:ni/n.代理人;辩护律师augment/ɔ:gˈm en t,ˈɔ:gmənt/vt.v i.n.增加,增大authentic/ɔ:ˈθentik/a.真实的, 可靠的,可信的authoritative/ɔ:ˈθɔritətiv/a.权威的,有权威的,命令式的authorize/ˈɔ:θəraiz/vt.授权与,批准,委托代替automation/ɔ:təˈmeiʃən/n.自动,自动化autonomy/ɔ:ˈtɔnəmi/n.自治a v a i l/əˈv e i l/v t.有益于n.效用a v e r t/əˈvə:t/v t.转开,避免,防止aviation/eiviˈeiʃən/n.飞行axis/ˈæksis/n.轴,轴线;第二颈椎Bbachelor/ˈbætʃələ/n.未婚男子;学士badge/bædʒ/n.徽章,像章;标志b a f f l e/ˈbæf l/v t.使挫折n.迷惑bald/bɔ:ld/a.秃头的;无毛的ballet/ˈbælei,bæˈlei/n.芭蕾舞;舞剧b a n/bæn/n.禁令vt.禁止,取缔b a n d a g e/ˈbæn d i dʒ/n.绷带,包带bankrupt/ˈbæŋkrəpt/a.破产的vt.使破产barely/ˈbɛəli/ad.仅仅,勉强b a r r e n/ˈbærən/a.贫瘠的;不妊的basement/ˈbeismənt/n.地下室;地窖;底层batch/bætʃ/n.一组,分批,成批,批bear ing/ˈbɛər iŋ/n.支承;忍受;方位beforehand/biˈfɔ:hænd/ad.预先;提前地betray/biˈtrei/vt.背叛;辜负;泄漏bewilder/biˈw i l də/v t.迷惑,把…弄糊涂b i a s/ˈb a iəs/n.偏见,偏袒,斜线vt.使有偏见bibliography/bibli ˈɔgrəfi/n.参考书目bid/bid/n.出价v t.v i.命令,吩咐,投标biography/baiˈɔgrəfi/n.传记bizarre/biˈz a:/a.奇异的b l a ze/bleiz/n.火;闪光vi.燃烧bleak/bli:k/a.萧瑟的,苍白的,荒凉的bless/bles/vt.为…祝福,祈祷blossom/ˈblɔsəm/n.花,开花vi.开花blunder/ˈblΛndə/vi.犯大错n.大错blunt/blΛnt/a.钝的,坦率的,麻痹的b l u s h/b lΛʃ/v i.脸红,害臊n.脸红bonus/ˈbəunəs/n.奖金,红利boom/bu:m/vi.n.急速发展,繁荣,隆隆响boost/bu:st/vt.n.推进,支援,吹捧boycott/ˈbɔikət/vt.&n.联合抵制brace/breis/n.支柱vt.拉紧,撑牢b r ac k e t/ˈb ræk i t/n.支架,括弧,托架b re a k d o wn/ˈb re i k d a u n/n.崩溃,倒塌;失败bribe/braib/n.贿赂vt.向…行贿brisk/brisk/a.活泼的;清新的brittle/ˈbritl/a.脆的;易损坏的bronze/brɔn z/n.青铜色brood/bru:d/n.同窝幼鸟vt.孵(蛋)bruise/bru:z/n.青肿,伤痕;擦伤brutal/ˈbru:tl/a.残忍的,野蛮的,不讲理的bud/bΛd/n.芽,萌芽;蓓蕾budget/ˈbΛdʒit/n.预算,预算案b u f f e r/ˈbΛfə/n.缓冲,缓冲区vt.缓冲bug/bΛg/n.虫子;臭虫bull/bul/n.买空的,证券投机商bulletin/ˈbulitin/告示,公告,公报bump/bΛm p/vt.撞击vi.撞n.肿块bunch/bΛntʃ/n.束,球,串;一群b u r e a uc r a c y/b j uəˈrɔk rəs i/n.官僚主义;官僚机构burial/ˈberiəl/n.安葬,埋葬,埋藏b u z z/bΛz/vi.(蜂等)嗡嗡叫bypass/ˈbai-pa:s/n.旁通管vt.绕过Cc a f e t e r i a/kæf iˈt iər iə/n.自助食堂c a n v a s/ˈkæn vəs/n.粗帆布;一块油画布capsule/ˈkæpsju:l/n.胶囊, 瓶帽,太空舱c a p t i v e/ˈkæp t i v/n.俘虏,被监禁的人cartoon/ka:ˈtu:n/n.漫画,动画片carve/ka:v/vt.刻,雕刻;切开c a s u a l t y/ˈkæʒj uəl t i/n.伤亡,受害者category/ˈkætigəri/n.种类,类目;范畴cater/ˈkeitə/vi.迎合,投合cathedral/kəˈθi:d rəl/n.总教堂;大教堂catholic/ˈkæθəlik/a.天主教的n.天主教徒c a u t i o n/ˈkɔ:ʃən/n.小心;告诫vt.警告c a u t i o u s/ˈkɔ:ʃəs/a.小心的,谨慎的c a v i t y/ˈkæv i t i/n.洞,穴,空腔cellar/ˈselə/n.地窑,地下室census/ˈsensəs/n.户口普查vt.统计调查c e r a m i c/s iˈræm i k/a.陶器的n.陶瓷制品c erea l/ˈsiəriəl/n.谷类,五谷,禾谷certainty/ˈsə:tnti/n.确实性,确信,确实certify/ˈsə:tifai/vt.vi.证明,保证c ha os/ˈke iɔs/n.大混乱,混沌characterize/ˈkæriktəraiz/vt.表示…的特性charity/ˈtʃæriti/n.施舍;慈善事业charm/tʃa:m/n.魅力;妩媚vi.迷人charter/ˈtʃa:tə/v t.租n.宪章;契据chat/tʃæt/n.闲谈vi.闲谈,聊天cherish/ˈtʃeriʃ/vt.珍爱;怀有(感情)chip/tʃip/n.薄片,碎片chord/kɔ:d/n.(乐器的)弦vi.协调chorus/ˈkɔ:rəs/vt.&vi.合唱chronic/ˈkrɔnik/a.慢性的,习惯性的n.慢性病患者circulation/sə:kjuˈleiʃən//n. 循环;(货币等)流通circus/ˈsə:kəs/n.马戏;马戏团cite/sait/vt.引用,引证;举例c i vi l i a n/s iˈvi l jən/n.平民a.平民的c l a m p/klæm p/n.夹子vt.夹住,夹紧clarity/ˈklæriti/n.清楚,透明c l a s h/k læʃ/n.碰撞声;抵触,冲突clasp/kla:sp/n.扣子,钩子;别针classic/ˈklæsik/n.名著a.不朽的clause/klɔ:z/n.子句,条款clearance/ˈkliərəns/n.清除,解除,间隙c l i e n t/ˈk l a iən t/n.顾客;诉讼委托人climax/ˈklaimæks/n.顶点,高潮c l i n g/k l iŋ/v i.粘住;依附;坚持c l i n i c/k l i n i k/n.诊所,医务室;会诊c l i p/k l i p/v t.剪;剪辑报刊clockwise/ˈklɔkwaiz/a.&ad.顺时针方向转的closet/ˈklɔzit/n.小房间;壁碗橱cluster/ˈklΛstə/n.一串vt.使成群clutch/klΛtʃ/vt.抓住vi.掌握,攫coherent/kəuˈhiərənt/a.粘着的;紧凑的coincide/kəuinˈsaid/vi.相符合;相巧合c o i n c ide n c e/kəu i nˈs i dən s/n.巧合,同时发生collaboration/kəlæbəˈreiʃən/n.合作,通敌collide/kəˈlaid/vi.碰撞;冲突,抵触colonial/kəˈləuniəl/a.殖民地的,殖民的c o m b a t/ˈkɔm bæt/v t.跟…战斗vi.格斗comedy/ˈkɔmidi/n.喜剧;喜剧场面comet/ˈkɔmit/n.慧星commemorate/kəˈmeməreit/vt.纪念commence/kəˈmens/vt.开始vi.获得学位commend/kəˈmend/vt.称赞,表扬;推荐commentary/ˈkɔməntəri/n.注释,评论,批评commitment/kəˈmitmənt/n.委托,承担义务,赞助commodity/kəˈmɔditi/n.日用品,商品,物品commonplace/ˈkɔmənpleis/a.平凡的n.平常话commonwealth/ˈkɔmənwelθ/n.共和国;联邦commute/kəˈmju:t/vt.交换,兑换,经常来往c o m p a c t/ˈkɔm pæk t,kəmˈpæk t/a.紧密的vt.使紧凑comparable/ˈkɔmpərəbl/a.可比较的;类似的compartment/kəmˈpa:tmənt/n.间隔,个别室,车厢c o m p a t i b l e/kəmˈpætəb l /a.一致的;兼容制的compensate/ˈkɔmpenseit/vt. &vi.补偿,赔偿competence/ˈkɔmpitəns/n.胜任,资格,能力competitive/kəmˈpetitiv/a.竞争的,比赛的compile/kəmˈpail/vt.编辑,编制,搜集complement/ˈkəmplimənt/vt.补充n.补足(物)complication/kɔmpliˈkeiʃən/n.复杂,混乱;并发症compliment/ˈkɔmplimənt/n.问候vt.赞美,祝贺comply/kəmˈplai/vi.应允,遵照,照做composite/ˈkɔmpəzit/a.合成的n.合成物compulsory/kəmˈpΛlsəri/a.强迫的,义务的concede/kənˈsi:d/vt.承认,退让vi.让步conceive/kənˈsi:v/vt.设想,以为;怀孕conception/kənˈsepʃən/n.概念,观念,想法concession/kənˈseʃən/n.让步,迁就concise/kənˈsais/a.简洁的,简明的confer/kənˈfə:/vt.赠予,协议vi.协商confidential/kɔnfiˈdenʃəl/a.秘密的;亲信的configuration/kənfigjuˈreiʃən/n.结构,配置,形态c o n f o r m/kənˈfɔ:m/v t.使遵守vi.一致confront/kənˈfrΛnt/vt.使面对;使对证confusion/kənˈfju:ʒən/n.混乱;骚乱;混淆c o n s c i e n t i o u s/kɔnʃiˈenʃəs/a.本着良心的,负责的consecutive/kənˈsekjutiv/a.连续/联贯的,始的consensus/kənˈsensəs/n.一致consequent/ˈkɔnsikwənt/a.作为结果的;必然的c o n s e r v e/kənˈsə:v/v t.保存,保全n.蜜饯,果酱consolidate/kənˈsɔlideit/vt.巩固vi.合并conspicuous/kənˈspikjuəs/a.显著的,显眼的,出众的c o n s t i t u e n t/kənˈs t i t j uən t/a.形成的n.选民c o n s t r a i n/kənˈs t r e i n/v t.强迫,勉强,驱使consultant/kənˈsΛltənt/n.顾问,商议者c o n s u m e r/kənˈs j u:mə/ n.消费者,用户c o n t a m i n a t e/kənˈtæm i n e i t/v t.弄脏,毒害,传染contemplate/ˈkɔntempleit/vt. 注视,沉思,打算vi.冥思苦想contempt/kənˈtempt/n. 轻蔑;藐视c on te nd/kənˈt en d/vi.竞争vt.坚决主张context/ˈkɔntekst/n.上下文;来龙去脉contradict/kɔntrəˈdikt/vt.反驳,否认contribution/kɔntriˈbju:ʃən/n.捐助,捐助之物,贡献contrive/kənˈtraiv/vt.vi.发明,设计,图谋controversial/kɔntrəˈvə:ʃəl/a.争论的,有争议的,被议论的c o n t r o v e r s y/ˈkɔn t rəvə:s i/n.争论,辩论,争吵converge/kənˈvə:dʒ/vi.聚合,集中于一点convict/kənˈvikt,ˈkɔnvikt/n.囚犯,罪犯vt.宣告有罪4c on vic ti on/kənˈvikʃən/n.确信,信服,深信c o o p e r a t i v e/kəuˈɔpərət i v/a.合作的n.合作社cordial/ˈkɔ:djəl/a.真诚的,诚恳的corporate/ˈkɔ:pərit/n.组织corps/kɔ:ps/n.军团,队,团,兵种correlate/ˈkɔrileit/n.互相关联的事物correspondence/kɔr i sˈpɔn dən s/n.通信;符合;对应correspondent/kɔrisˈpɔndənt/n.通信者;通讯员corrode/kəˈrəud/vt.vi腐蚀,侵蚀,破坏corrupt/kəˈrΛpt/vt.贿赂a.腐败的cosmic/ˈkɔzmik/a.宇宙的;广大无边的costume/ˈkɔstju:m/n.装束,服装c ouc h/ka utʃ/n.睡椅,长沙发椅counsel/ˈkaunsəl/n.商议;忠告;律师c ou nt erpa rt/ˈkau n təpa:t/ n.副/复本,配对物,相应物c o u r t e s y/ˈkə:t i s i/n.礼貌,谦恭,请安coward/ˈkauəd/a.懦怯的,胆小的cradle/ˈkreidl/n.摇篮,发源地c re a t i o n/k r iˈe iʃən/n.创造,创作物,发明cripple/ˈkripl/n.跛子;残废的人crisp/krisp/a.脆的;卷曲的criterion/kraiˈtiəriən/n.标准,准则,尺度crucial/ˈkru:ʃiəl/a.决定性的,重要的,严厉的cruise/kru:z/vi.巡航vt.巡航于…cue/kju:/n.开端,线索,发辫,长队culminate/ˈkΛlmineit/vi.到绝顶,达于极点/高潮cumulative/ˈkjumjuleitiv/a.累积的curb/kə:b/n.抑制,勒马绳vt.抑制,束缚curt/kə:t/a.简略的,简短的,生硬的c u r r e n c y/ˈkΛrən s i/n.通货;通用;市价curriculum/kəˈrikjuləm/n.课程c u s t o m a r y/ˈkΛs təmər i/a.通常的;照惯例的c y l i nde r/ˈs i l i n də/n.圆筒;柱(面);汽缸c yn i c a l/ˈs i n i kəl/a.愤世嫉俗的,讽刺的,冷嘲的Ddamn/dæm/vt.诅咒n.诅咒;丝毫d a z z l e/ˈdæzl/vt.&vi.炫耀;迷惑deadly/ˈdedli/a.致命的,死一般的decent/ˈdi:snt/a.正派的;体面的decimal/ˈdesiməl/a.小数的,十进制的decisive/diˈsaisiv/a.决定性的;果断的declaration/dekləˈreiʃən/n. 宣布,宣言;申诉d e c l i n e/d iˈk la i n/vt.下倾;偏斜;衰退dedicate/ˈdedikeit/vt.奉献;献身deem/di:m/vt.认为,相信v i.想d e f i c i e n c y/d iˈf iʃən s i/n.缺乏;不足之数deficit/ˈdefisit/n.赤字,不足额d e f y/d iˈf a i/v t.向…挑战;蔑视degenerate/diˈdʒenəreit/a.堕落的vi.vt.(使)变质,(使)退化degrade/diˈgreid/vt.使降给;使堕落delegate/ˈdeligeit/n.代表,委员,特派员deliberate/diˈlibərit/a.深思熟虑的;审慎的denial/diˈnaiəl/n.否定;拒绝相信denote/diˈnəu t/v t.指示,意味着denounce/diˈnauns/vt.谴责,声讨;告发dentist/ˈdentist/n.牙科医生d e p i c t/d iˈp i k t/v t.描述,描写depression/diˈp r eʃən/n.消沉;不景气萧条期deprive/diˈpraiv/vt.夺去;使(人)失去depute/diˈpju:t/vt.指定代理人,委任d e s c e n d a n t/d iˈs e n dən t/n.子孙,后裔;弟子descent/diˈsent/n.下降;出身;斜坡designate/ˈdezigneit/vt.指出,指示;指定despatch/disˈpætʃ/vt.vi.n.派遣despise/disˈpaiz/vt.鄙视,蔑视destined/ˈdestind/a.(由神、命运)预定的,注定的destiny/ˈdestini/n.命运,定数destructive/disˈtrΛktiv/a.破坏(性)的,危害的d e t a c h/d iˈtætʃ/v t.分开;派遣(军队)detective/diˈtektiv/n.侦探,密探deteriorate/diˈtiəriəreit/vt.vi.(使)恶化deviate/ˈdi:vieit/vt.(使)背离,偏离diagnose/ˈdaiəgnəuz/vt.诊断(疾病)d ie t/ˈd a iət/n.饮食,食物differentiate/difəˈrenʃieit/vt.vi.区别,区分diffuse/diˈfju:z/vt.vi.散播,传播a.散开的,弥漫的dignity/ˈdigniti/a.尊贵;(举止)庄严dilemma/diˈlemə/n.困境,进退两难的局面dilute/daiˈlut/vt.冲淡,稀释a.淡的,稀释的d i m i n i s h/d iˈm i n iʃ/v t.减少,减小,递减dine/dain/vi.吃饭vt.宴请diploma/diˈpləumə/n.毕业文凭,学位证书diplomatic/dipləˈmætik/a.外交的;有策略的directory/diˈrektəri/n.姓名地址录;董事会disable/disˈeibl/vt.使无能,使伤残disastrous/diˈza:strəs/a.灾难性的;悲惨的d i s ce r n/d iˈsə:n/v t.看出,辨出;辨别disclose/disˈkləuz/vt.揭开,揭发;透露discount/ˈdiskaunt/n.折扣;打折扣卖discrepancy/disˈkrepənsi/n.相差,差异,差别5discrete/diˈskrit/a.不连续的,离散的discriminate/disˈkrimineit/vt.vi.区别对待,歧视disguise/disˈgaiz/vi.隐瞒,掩埋n.假装dismay/disˈmei/n.惊慌,沮丧,灰心dispatch/disˈpætʃ/vt.派遣;调度n.急件disperse/disˈpə:s/vt.(使)分散;驱散displace/disˈpleis/vt.移置;取代;置换d i s p o s i t i o n/d i s pəˈziʃən/n.性情,处置,处理,布置disregard/ˈdisriˈga:d/vt.不管,不顾n.不管disrupt/disˈrΛpt/a.分裂的,分散的vt.使分裂/瓦解dissipate/ˈdisipeit/vt.驱散;浪费vi.消散d i s t i l/d i sˈt i l/v.蒸馏,提取....的精华d i s t o r t/d i sˈtɔ:t/v t.歪曲,曲解,扭曲d i s t r a c t/d i sˈt ræk t/v t.分散(心思);打扰disturbance/disˈtə:bən s/n.动乱;干扰;侵犯diversion/daiˈvə:ʃən/n.转移;改道;娱乐divert/daiˈvə:t/vt.使转向vi.转移divine/diˈvain/a.神的;敬神的dizzy/ˈdizi/a.头晕眼花的,眩晕的dock/dɔk/n.船坞;码头;船厂doctrine/ˈdɔktrin/n.教义,主义;学说domain/dəˈmein/n.领域,领土,产业,范围dome/dəum/n.圆屋顶,拱顶dominant/ˈdɔminənt/a.统治的n.主因dominate/ˈdɔmineit/vt.统治,支配,控制donate/dəuˈneit/vt.vi.捐赠doom/du:m/n.命运,毁灭vt.注定doubtless/ˈdautlis/ad.无疑地;很可能dr a in age/ˈd r e i n i dʒ/n.排水;下水道drastic/ˈdræstik/a.激烈的;严厉的drawback/ˈdrɔ:bæk/n.退款;妨碍;弊端d re a d ful/ˈdredful/a.可怕的;令人敬畏的drought/draut/n.旱灾,干旱dual/ˈdju:əl/a.双重的,双的n.双数dubious/ˈdju:bjəs/a.可疑的,不确定的duplicate/ˈdju:plikit/n.复制品vt.复制dwell/dwel/n.居住vi.凝思,细想Eearnings/ˈə:niŋz/n.工资,收入;收益E a s t e r/ˈi:s tə/n.复活节eccentric/ikˈsentrik/n.怪人,偏心圆a.古怪的,不同圆心的eclipse/iˈklips/n.(日,月)食e c o l o g y/i(:)ˈkɔlədʒi/n.生态学;个体生态学e c o n o m i c s/i:kəˈnɔm i k s/n.经济学;经济edible/ˈedibl/a.可食用的n.食品,食物edit/ˈedit/vt.编辑,编纂;校订editorial/ediˈtɔ:riəl/n.社论,期刊的社论ego/ˈegəu/n.自我e j e c t/i:ˈdʒe k t/vt.逐出,排斥;喷射elapse/iˈlæps/vi.(时间)过去,消逝elbow/ˈelbəu/n.肘,肘部;弯管e l d e r l y/ˈe l dəl i/a.过了中年的,稍老的electrician/ilekˈtriʃən/n.电工,电气技师e l e c t r o n i c s/i l e kˈt rɔn i k s /n.电子学elegant/ˈeligənt/a.(举止、服饰)雅致的e l e v a t e/ˈe l i v e i t/v t.提高(思想);抬高e li ci t/iˈli si t/vt.引出, 抽出,引起e l i g i b l e/ˈe l i dʒəb l/n.有资格者,合格者a.有资格的elite/eiˈli:t/n.精华,精锐,中坚分子eloquent/ˈeləkwənt/a.雄辩的,有口才的,动人的embark/imˈba:k/vi.乘船,着手,从事,上飞机embassy/ˈembəsi/n.大使馆;大使的职务embed/imˈbed/vt.使插入,使嵌入embody/imˈbɔdi/vt.体现;包含,收录empirical/imˈpirikəl/a.经验主义的enclosure/inˈkləuʒə/n.围绕;围场,围栏endeavor/inˈdɛvə/vi.&n.努力,尽力endow/inˈdau/vt.资助;赋予,授予endurance/inˈd j uərən s/n.耐久力,持久力energetic/enəˈdʒetik/a.积极的;精力旺盛的engagement/inˈg e i dʒmən t/n.婚约;约会,债务enhance/inˈha:ns/vt.提高,增加;夸张enlighten/inˈlaitn/vt.启发,开导;启蒙e n ri c h/i nˈri tʃ/vt.使富裕;使丰富enroll/inˈrəul/vt.登记,招收vi.参军ensue/inˈsju:/vt.追求vi.跟着发生,继起e n ta i l/i nˈt e i l/v t.使必需,使承担enterprise/ˈentəpraiz/n.企业,事业心entertainment/entəˈteinmənt/n.娱乐,款待,娱乐表演enthusiastic/inθju:ziˈæstik/a.热情的,热心的e n ti t y/ˈen ti ti/n.实体,实存物,存在entrepreneur/ˈɔn t rəp rəˈnə:/n.企业家,主办人e n v i s a g e/i nˈv i zi dʒ/v t.面对,正视,想象episode/ˈepisəud/n.一段情节;插曲e p o c h/ˈi:pɔk/n.(新)时代;历元equator/iˈkweitə/n.赤道,天球赤道equilibrium/i:kwiˈlibriəm/n.平衡,均衡;均衡论e r o s i o n/iˈrəuʒən/n.腐蚀,侵蚀;糜烂erroneous/iˈrəunjəs/a.错误的,不正确的erupt/iˈrΛpt/vi. 爆发vt.喷出。

大学生英语六级高频词汇表

大学生英语六级高频词汇表

resultant 必然发生的retail 零售,零卖(←→wholesale)retell 再讲,复述reunification 重新统一reunite (使)再结合,(使)重聚revert 恢复(原状);回到(原话题或思路);(指财产等)复归或归属于revolt 反抗,起义;使厌恶revolve (使)旋转rim (圆物的)边,轮缘;边界rotate (使)旋转;(使)轮流做royalty 皇族,皇家;版税sabotage 阴谋破坏sack麻袋,袋;解雇;解雇(=dismiss);洗劫,抢掠sacred 神圣的;宗教的;庄严的safeguard 保护,维护,捍卫;安全措施,安全装置salute 敬礼,鸣礼炮;迎接,欢迎sanction 批准,认可;(pl.)制裁;约束力;同意,认可satisfactory 令人满意的savage 野蛮的;凶恶的;野蛮人,野人;(狗等)乱咬;猛烈抨击scar 疤,疤痕;(精神上的)创伤;给…留下伤痕(或创伤) scent 香味;香水;臭迹;线索;嗅到;察觉scorn 轻蔑,藐视scout 侦查员,侦察机(舰);搜索,侦查scrap 碎片,废料;废弃,抛弃scrape 刮,擦去;(sing.)刮削声;擦伤,擦痕scratch 抓,搔,扒;抓痕;起跑线screw 螺丝(钉),螺旋;拧,拧紧script 剧本,讲稿;笔迹;字母体系scrub 用力擦洗,擦净;取消,剔除sculpture 雕刻(品),雕塑(品)homogeneous 同种类的,同性质的,有相同特征的honorary 荣誉的,名誉职位的hound 猎(狐)犬;烦扰,纠缠hurl 丢,投,猛掷;发射;****,压倒;大声叫骂illicit 违禁的,违法的,不正当的illuminate 照明,照亮imitation 仿效,模仿;仿造品immunize 使免疫imperial帝国的,帝王的implicit 含蓄的,不明确的;无疑问的imprison 关押,监禁,束缚impromptu 即席的(地),即兴的(地)impulse 冲动;推动(力);(电)脉冲inborn 天生的,天赋的,与生俱来的inclusive 范围广的;(首末日期或页码等)包括在内的incompatible 合不来的,不能和谐相处的;不相符的,不相配的,不相容的incorporate 与…合并,纳入,结合incredible 不可信的,极好的index 指示;编入索引;索引(pl. indexes);标志;指数,指标(pl. indices) indifferent 不关心的;一般的indignant (对不义,卑劣等)愤慨的,愤怒的induce 引起,导致;引诱,劝使;(用特殊药物)为(产妇)引产induction 就职,入门,接纳会员;归纳(法)inductive 归纳法的,归纳的infect 传染,感染;(情绪等)感染别人,使受影响infectious 传染(性)的;有感染力的inferior 下等的,下级的;差的,次的;下级,下属(←→superior 上级) ingredient (混合物的)组成部分,成分;(构成)要素,因素inlet (液体或气体的)进口,入口;水湾,小港inner 内部的;内心的(←→outer)innumerable 无数的,数不清的insane精神失常的inspect 检查,视察instrumental [根义]仪器的,(音乐)乐器的;[多义]有帮助的intact 完整无缺的intellect智力,理解力;才智非凡的人interact 互相作用,互相影响interactive 互相作用的,互相影响的;(人和计算机)交互式的interfere 干涉,干预;妨碍,打扰interim 间歇,过渡期间;临时的,过渡期间的intermediate 中间的,中级的internal 内部的;国内的(←→foreign);内政的(←→domestic)intimate①亲密的,个人的intimate②暗示,提示intimidate 恐吓,威胁intrinsic 固有的,本质的,内在的invalid (尤指法律上)无效的,作废的;(理由,观点等)站不住脚的;有病的,伤残的;病弱者,伤残者invariable 不变的,始终如一的invisible 看不见的,无形的irrespective 不顾的,不考虑的irrigate 灌溉;冲洗(伤口)jealous (of)羡慕的;妒忌的jerk 猛地摇晃,急拉,急抽jog 慢跑;(无意地)碰,推,轻撞judicial 司法的;法庭的,审判的;公正的,明断的kidnap 绑架[hijack 劫持飞机等]knit (knitted/knit; knitted/ knit)编织,编结;(together)结合,粘合;使严密,使紧凑;皱紧,皱(眉)knot (绳等的)结;(树)节;节[航速和流速的单位(=海里、小时)];群;打结lace 花边;带子,鞋带;系带,扎带;把酒掺入lash 抽打,鞭打;猛击;抨击;鞭梢;鞭打;眼睫毛senate (常S~)参议院[the House of Representatives]sequence 连续;先后,次序;数列serial连续的,顺序排列的;连续剧,连载故事session 一届(会议);(从事某项活动的)集会(或一段时间)sexual 性别的,性的sharpen 使尖锐;使敏锐;加剧shrug 耸(肩)(表示困惑、惊异或无可奈何的举止)shutter (照相机)快门;百叶窗;关闭装置sidewalk (AmE)(pl.)人行道[=(BrE)pavement][roadway 车道]siege 围攻,围困sieve 漏勺,筛子;筛,筛分sip 小口喝,一小口的量;小口地喝,抿situate 使…建于或坐落在某处skeleton 骨骼;骨架,框架;梗概,提要slam 使劲关;猛投,猛击;(sing,)砰(如关门声)slap 拍,掌击,掴slaughter 屠杀,杀戮;屠宰slice 薄片;部分;(切)片;切开,割破slot 窄口,狭缝;位置,空位;把…放入狭长开口中;把…纳入其中,使有位置smuggle 走私;偷运sneak 溜,偷偷地走,潜行;偷偷地做(或拿、吃)sniff 以鼻吸气(有声音地);嗅,闻sober 清醒的,未醉的;持重的,冷静的;未加装饰的,朴素的;(使)酒醒,(使)清醒socialize 使社会化,使社会主义化;使适合社会需要;参与社交,交际solitary (人)独自的,单独的;(物)单个的;孤独的,隐居的soluble 可溶的;(问题)可以解决的,可以解释的sovereign 君主,元首;拥有最高统治权的,至高无上的;具有独立自主权的span 时距,期间;跨距,跨度,范围;(生命、注意力等)持续的时间;持续,贯穿;横跨,跨越speciality 专业,专长;特产,名产spectacle (pl.)眼镜[较glasses 正式];壮观,奇观;场面,景象diffuse 扩散;散布,传播;四散的,弥漫的;不简洁的,冗长的dilemma (进退两难的)窘境,困境dimension (常pl.)尺寸,尺度;维(数),量度disapprove 认为...不好,不赞成discern 辨别,识别;(依稀)看出,分辨出,听出disclose 揭示,泄露discreet (言行)谨慎的,慎重的discrepancy 差异,不符合(之处)discriminate 区别,辨别;有差异地对待,歧视disgust 厌恶,反感;使厌恶dispatch 派遣,调遣,发送;(公文)急件,快信;新闻报道dispense 分配,分发;施予,提供;配(药)disposal 处理,处置distil(l) 蒸馏;提炼,浓缩distinct 截然不同的;清楚的,明显的diversion 转移,转向;(正常道路不能使用时)临时支路divine 神的,上帝的;极好是,极美的;(凭直觉)发现,猜到dizzy 头晕目眩的,眩晕的;(可能)使人头晕的dodge 躲闪,躲避;托词,伎俩dole 失业救济金(物);分发draft 草图,草案;汇票;应征入伍者;起草,草拟;征召入伍drought 旱灾,干旱dub (为影片等)配音;起绰号dwarf 矮子,矮小的动物(giant n.巨人);使矮小(显得渺小) dynamic(al) 又生气的;力的,动力的;动力学eclipse 日食,月食;(地位,声誉等的)消失,黯然失色elapse (时间)过去,消逝elegant 优美的,优雅的eloquent 有口才的,雄辩的;富于表情的,明白显示出的emancipate 解放,使不受束缚innumerable 无数的,数不清的insane精神失常的inspect 检查,视察instrumental [根义]仪器的,(音乐)乐器的;[多义]有帮助的intact 完整无缺的intellect智力,理解力;才智非凡的人interact 互相作用,互相影响interactive 互相作用的,互相影响的;(人和计算机)交互式的interfere 干涉,干预;妨碍,打扰interim 间歇,过渡期间;临时的,过渡期间的intermediate 中间的,中级的internal 内部的;国内的(←→foreign);内政的(←→domestic)intimate①亲密的,个人的intimate②暗示,提示intimidate 恐吓,威胁intrinsic 固有的,本质的,内在的invalid (尤指法律上)无效的,作废的;(理由,观点等)站不住脚的;有病的,伤残的;病弱者,伤残者invariable 不变的,始终如一的invisible 看不见的,无形的irrespective 不顾的,不考虑的irrigate 灌溉;冲洗(伤口)jealous (of)羡慕的;妒忌的jerk 猛地摇晃,急拉,急抽jog 慢跑;(无意地)碰,推,轻撞judicial 司法的;法庭的,审判的;公正的,明断的kidnap 绑架[hijack 劫持飞机等]knit (knitted/knit; knitted/ knit)编织,编结;(together)结合,粘合;使严密,使紧凑;皱紧,皱(眉)knot (绳等的)结;(树)节;节[航速和流速的单位(=海里、小时)];群;打结lace 花边;带子,鞋带;系带,扎带;把酒掺入lash 抽打,鞭打;猛击;抨击;鞭梢;鞭打;眼睫毛constituent 组成的;成分,要素constitute 组成,构成;建立;任命constrict 束紧,压缩,约束consultative 商议的,咨询的contaminate 弄脏,污染contemporary 同时代的;当代的;同代人;当代人contempt 藐视,轻蔑continuity 连续性,持续性,连贯性convene 召集(人);召开(会议等)converge 聚集,集中一点,汇合convert 变换,转化convict (经审讯)证明...有罪,宣判...有罪cord (细)绳cordial 诚恳的,亲切的,热诚的corps (sing. 同pl.)(医务、通信等兵种名称的)队,部队;(从事同类专业工作的)一组correlate (使)互相关联correspond 对应,相当于;相符,一致;通信corrode (受)腐蚀,侵蚀corrupt 腐化的,贪污的;贿赂,收买;(使)****,(使)败坏costume (一个时期或一个国家中流行的)服装;戏装,(特定场合穿的)成套服装counsel 劝告,建议,辅导;辩护律师counterclockwise 逆时针方向的(地)[clockwise 顺时针方向的(地)] courageous 勇敢的,无畏的coward 胆怯者,懦夫crackdown 严厉取缔,严厉制裁cradle 摇篮;发源地;轻轻地抱,捧craft 工艺,技巧;(sing. 同pl.)飞船,飞机;行业crane 鹤;起重机;伸长(脖子)credible 可信的,可靠的crossroads (pl. 同sing.)十字路口visualize/-ise 想象,设想vocational 职业的void 空虚,空隙;空虚感;空的,空虚的;没有的,缺乏的;无效的ward 病房;行政区(受政府监护);受监护人;保护,守卫warfare 战争(状态);斗争,冲突watertight 不漏水的;无纰漏的,无可指责的weary 疲倦的;(令人)厌烦的;使烦恼;对…不满wedge 楔入,挤进;楔子,楔状物whatsoever [用于否定句中以加强语气]任何(语气比whatsoever强) whip 鞭子鞭打;搅打wholesale 批发[retail 零售]withhold (withheld; withheld)使停止,阻挡;抑制,隐瞒worthwhile [定语]值得(做)的,有用的wreck 破坏,拆毁;(船等)失事,遇难;失事船(或飞机)残骸;(精神、健康)收到严重损害的人wrench 猛拧,猛扭;使扭伤;扳手;(离别等)痛苦,悲伤wrinkle 皱纹;好主意;(起)起皱纹,皱眉zigzag 之字形(的);曲折,曲折盘旋lean①(leant/ leaned; leant/ leaned)倾斜,屈身;靠,倚,依赖lean②瘦的,无脂肪的legislative 立法的;由立法权的[judicial a.司法的;executive a. 执法的]legitimate 合法,法律认可的;正当的,合情合理的;使合法liability责任,义务;(常pl.)债务;不利条件,妨碍的人(或物)lick 舔;舔吃;打败,克服;(波浪)轻拍,(火焰)吞卷likewise 同样地;也,又limb 肢,翼;大树枝literal 字母的;文字的,字面的;确实的,不夸张的;呆板的,乏味的litter 废弃物;(一堆)杂乱的东西;一窝(仔崽);乱扔东西于locality 地点,位置locomotive 机车,火车头;移动的,运动的log 原木,圆木;(航海)日志,日记[blog(web log)博客] lubricate 润滑,加润滑油于lump 团,块;把…归并一起(或合并考虑)machinery [总称]机器,机械;体系,机构magistrate 地方行政官;治安官;地方法官majesty [M-]陛下(对帝王、王后的尊称);雄伟,壮丽,庄严;王权make-up 化妆品;(人或物的)构成,组成;(人的)性格;(AmE)补考malicious 有恶意的,心怀恶意的margin 也变空白;边缘;余地;幅度;差额massacre 大屠杀;(比赛等)惨败;大规模屠杀;彻底击败massive 大块的,大而重的;大量的mastermind 聪明人,智多星;(巧妙地)策划melody 旋律,曲调;悦耳的音乐melt (使)融化,(使)溶化;(使)消散,(使)逐渐消失memorial 纪念的;纪念碑,纪念堂,纪念物memorize 熟记,记住menace 威胁,威吓;具有危险性的人(或物);威胁,威吓migrate (from, to)移居(国外),迁移;(鸟或兽)迁徙caption 给...加标题,为...配字幕;标题,解说词,字幕cardinal 主要的,基本的;深红色的;基数;深红色;红衣主教carve 雕刻,刻;切(片),切碎cast (cast; cast) 投射(光,视线等);投,扔;浇铸,铸造;演员表,全体演员;投,抛;铸型,铸件catalog(ue) 目录(册);一系列;将..编入目录,将(书籍,资料等)编目caution 小心,谨慎;告诫,警告cautious (of)小心的,谨慎的cavity 洞,穴,凹处;龋洞cease 停止,终止certificate 证(明)书,执照champion 冠军,得胜者;拥护者,斗士chaos 混乱,紊乱charitable 慈善的;宽厚的,慷慨的charity (常pl.)慈善(团体);仁慈,施舍;救济金,施舍物charter 宪章;契约;租船,租车;租用的,包租的choke 窒息,噎住;堵塞,阻塞;克制,抑制,忍住chop 砍,劈,斩;排骨,肉块chord 和弦,和音;(几何里的)弦Christ [the ~]基督,救世主clamp 夹具,夹钳;(用夹具等)夹紧,夹住,固定clasp 扣子,钩子;握手,拥抱;扣住,钩住;紧握,紧抱classified 分类的,被归入类别的;(政府情报等)机密的,保密的climax 顶点,高潮cling (clung; clung) 粘着,缠着;依附;紧紧抓住(或抱住)clip 夹子,回形针;剪报,电影(或电视)片段;(用夹子,回形针等)夹住;剪,修剪closet 橱柜;私室,小房间;厕所coil (一)卷,(一)圈;线圈,绕组;卷,盘卷coincide 同时发生;相同,相符,和…一致;位置重合,重叠collapse 倒塌,垮台;崩溃commemorate 纪念,庆祝underscore 画底线,强调undo 解开,松开;取消,撤销undutiful 未尽职的,不恭敬顺从的uneasy 不安的,忧虑的;不舒服的unfold 展开,打开;展现,显露unilateral 单方面的,单边的[bilateral双边的;multilateral多边的] unsettle 使人不安,扰乱upcoming 即将来临的uphold (upheld; uphold)举起,支撑;支持,赞成upright 垂直的,直立的;正直的,诚实的;竖立着,挺直着upside 上侧,上面,上部vacancy 空(白),空处;空缺,空位vaccinate 给...种牛痘,给...接种疫苗validate 使生效,证实vanish 消失,消散;绝迹,不复存在variable 易变的,多变的;可变的,变量的;变量;(常pl.)可变因素veil 面纱;遮蔽物;用面纱掩盖,掩饰vein 静脉,血管;叶脉,纹理,纹路;(sing.)方式,风格venerable 德高望重的,令人景仰的vent 通风孔,排气管;排放,发泄;发泄(感情)ventilate 使通风,换气;把...公开,公开讨论verdict (陪审团的)裁决,裁定;判断,意见veto 否决vibrate (使)振动,(使)摇摆vicinity 附近,临近vicious 恶毒的,凶残的,邪恶的vigorous 有力的;精力旺盛的virtue 美德,德行;优点,长处virtuous 有道德的,善良的;自命清高的,自以为是的visionary 有远见的;空想的,不切实际的recede 退(去),渐渐远去;向后倾斜,缩进recipe 烹饪法,食谱;诀窍,方法reckless 鲁莽的,不考虑后果的recognition 认出;承认;表彰reconcile 使和解,调解,使调和;使一致recount①重数,复核recount②详述,描述recycle 回收(废物等),循环利用redundant 多余的,过剩的;(人员过剩而)被解雇的refresh (使)精神振作,(使)精力恢复regime 制度,政体regiment (军队的)团;(pl.)一大群,大量rehearse 排练,排演;讲述,(尤指)自述,背诵;(通过排演)指导或训练rein (常pl.)缰绳;(用缰绳)勒住(马)(使之放慢或止住脚步)rejoice (使)高兴,(使)欣喜relish (美食等的)滋味,享受;调味品;享受,从…中获得乐趣remainder [the ~]剩余物,剩下的;余数,余项reminiscence 回忆,怀旧;(~s)旧事,回忆录;令人联想的东西remnant 残留部分;剩余的removal 除去;移动,迁居renew (使)更新;重新开始,继续;延长(…的)有效期renowned 闻名的,有声望的repay 付还,偿还;报答reproduce 复制,繁殖resent 对…表示愤恨,怨恨resort 求助,凭借;常去之处,胜地;手段resourceful 善于随机应变的,机智的responsive 反应快的,灵敏的;积极回应的restrict 限制,约束restructure 重新组织,调整,改组thermal 热的,由热造成的;保暖的threshold 门槛;入门,开端tick 勾号;[拟声词]滴答声;打勾号于…;滴答响timely 及时的,适时的timid 胆怯的,怯弱的tone 腔调,语气;音调,声调;格调,气氛;色调;使(皮肤,肌肉等)更强健trail (乡间)小道;痕迹,踪迹;跟踪,追踪;拖,拉transaction 交易,事物;办理,处理;会报,学报traverse 横越,穿过;横越,贯穿;横断物,横杆,横线tremendous 极大的,巨大是;极好的tribute 贡品;颂词,称赞,(表示敬意的)礼物trigger (枪等的)扳机;引起反应的行动;导致,引起trivial 琐碎的,无足轻重的tuck 把…夹入,把…藏入turbulent 吵闹的,狂暴的;无秩序的,混乱的turnover (sing.)[a ~]人员调整;营业额,成交量;翻倒(物),翻转(物);(资金等的)周转underestimate 低估undertake (undertook, undertaken)承担,担任;许诺,保证underway 在进行中的;(船、火车)字进行中的update 更新,使现代化;更新utilize/-ise 利用vacant 未占用的;空虚的vain 徒劳的,无效的;自负的;徒劳,白费valid (法律)有效力的;(理由,言论)合理的venture 冒险事业,拼,闯;冒险,拼;敢于,大胆表示;冒…的险,拿…冒险verbal 用言辞的,用文字的;口头的;动词的verify 证明,证实;核实,查清versatile 多才多艺的,多方面的;通用的,万能的versus 对抗violate 违犯,违背;侵犯,妨碍;亵渎spectator 观众,旁观者speculate 投机;(about, on)预测,推断;推测推断sphere 球,球体;[圈→]范围,领域spill (spilt/ spilled; spilt/ spilled)溢出,溅出;摔下,跌下spin (spun; spun)旋转;纺纱;织网,吐丝;使旋转;(用洗衣机等)甩干spiral 螺旋(线);螺旋式的过程;螺旋的;盘旋上升(或下降);(物价等)不断急剧地上升(或下降)splash 溅,泼;飞溅声,洒落声;引人注目的事物sponge 海绵;用湿布(或海绵)擦;用…擦掉,揩去;(off)揩油,蹭(饭等) sponsor 主办者,发起人;发起,主办;资助,赞助;支持sprinkle 洒,喷,淋stabilize/-ise (使)稳定,(使)稳固stack 整齐的一叠(或一堆);堆积,堆起stagger 摇晃,蹒跚;使吃惊,使摇晃;使错开,使交错stake 桩,标桩;利害关系;赌注stalk①茎,梗,柄stalk②悄悄地跟踪(猎物等);昂首阔步地走standby 备用物,预备人员standoff 平局,和局startle 使惊吓,使吃惊static 静力的,静态的;静电stern①船尾,舟尾stern②严厉的,苛刻的;严峻的sting (stung; stung)刺,叮;刺痛;剧痛stipulate 讲明,规定(某要求)stitch 一针,针脚;缝,缝合stock 库存,现货;股票,公债;[总称]家畜,库存stoop 弯腰,俯身;(sing.)弯腰straightforward 正直的,坦率的;简单的,易懂的stray 走失,迷路;离题;(动物)流浪的,迷路的;离散的,零落的streamline 流线型的;使成流线型;使精简。

大学英语六级翻译试题汇总

大学英语六级翻译试题汇总

大学英语六级翻译试题汇总总分:90分题量:16题一、问答题(共16题,共80分)1.翻译:Cultureshockiscausedbytheanxietythatresultsfromlosingallfamiliarsign sandsymbolsofsocialintercourse.(PassageFour)答:文化震撼是由于社会交往过程中失去了所有本来熟悉的标记和符号引起焦虑而产生的。

2.翻译:Asthesourceofaluminumisalmostinexhaustible,wecanexpectthatmoreandmor euseswillbefoundforthisversatilemetal.(PassageTwo)答:由于铝的资源几乎是无止境的,我们可预计对这种多用途的金属将会发挥越来越多的用途。

3.翻译:Bymakingvehicleslighterinweightaluminumhasgreatlyreducedtheamountoff uelneededtomovethem,(PassageTwo)答:由于能够减轻运输工具本身的重量,铝材能大大地减少驱动它们本身所需的燃料。

4.翻译:Thecaptainrealizedthatthementriedtodeceivehimsohemadethemworkveryhar dfortherestofthevoyage.(PassageOne)答:船长意识到这些船员是要欺骗他,因此,在余下的航程里他让他们干更累的活。

5.翻译:最近,一些地方大学开始将方言列为某些学生的必修课程,学生们要学习当地方言,然后被评分以作为毕业的依据之一。

一方面,支持此种做法的人认为,将方言列为必修课可防止其消失,从而使当地传统文化和文化多样性得以弘扬,同时城市独特的个性得以保留。

另一方面,反对此种做法的人争论说,当地学生与外地学生相比有很多绝对优势,因此将方言列为必修课会引起教育不公平的问题。

2023年12月英语六级真题及答案第一套

2023年12月英语六级真题及答案第一套

2023年12月英语六级真题及答案第一套阅读理解部分Passage 1题目:What does the passage mainly discuss?选项:A. The benefits of exercise for mental health.B. The relationship between physical and mental health.C. The role of exercise in preventing mental illness.D. The negative effects of sedentary lifestyle on mental health.答案:BPassage 2题目:What are the problems caused by excessive screen time? 选项:A. Increased risk of obesity and diabetes.B. Negative impact on academic performance.C. Sleep disturbances and mental health issues.D. All of the above.答案:DPassage 3题目:What does the passage suggest about financial status and mental health?选项:A. Financial stress can lead to mental health problems.B. Wealthy individuals are more likely to experience mental illness.C. There is no correlation between financial status and mental health.答案:A完形填空部分题目:It is important to __________ our daily routines in order to maintain good mental health.选项:A. interruptB. evaluateC. abandonD. establish答案:D翻译部分根据提供的题目和选项,选择正确答案。

2023年6月六级真题 (3)

2023年6月六级真题 (3)

2023年6月六级真题一、听力部分本次六级考试中的听力部分共分为四个部分,每个部分都包含有若干道题目。

在这里,我们将针对每个部分的内容进行分析和解答。

第一部分第一部分主要是针对日常生活中的对话进行考察。

在这部分中,考生需要根据所听到的对话内容,回答相关的问题。

这部分的题目通常要求考生了解对话的主题、内容和意图,同时能够理解对话中的具体信息和细节。

这个部分通常比较简短,通常有3-4道题目。

第二部分第二部分是针对新闻报道的听力理解。

在这部分中,考生需要通过听力材料,回答与新闻报道相关的问题。

这部分的题目通常要求考生能够理解新闻报道所传递的信息和观点,并能够从中获取关键信息。

这个部分通常有3-4道题目。

第三部分第三部分是针对学术讲座的听力理解。

在这部分中,考生需要通过听力材料,回答与学术讲座相关的问题。

这部分的题目通常要求考生能够理解讲座中的主题、主要观点和论据,并能够从中获取关键信息。

这个部分通常有3-4道题目。

第四部分第四部分是针对公共演讲的听力理解。

在这部分中,考生需要通过听力材料,回答与公共演讲相关的问题。

这部分的题目通常要求考生能够理解演讲者的观点和论证,并能够从中获取关键信息。

这个部分通常有3-4道题目。

二、阅读部分本次六级考试中的阅读部分共分为三个部分,每个部分都包含有若干道题目。

在这里,我们将针对每个部分的内容进行分析和解答。

第一部分第一部分主要是针对短文阅读进行考察。

在这部分中,考生需要根据所给的短文内容,回答相关的问题。

这部分的题目通常要求考生能够理解短文的主要观点、论据和结构,并能够从中获取关键信息。

这个部分通常有4-5道题目。

第二部分第二部分是针对长篇阅读理解。

在这部分中,考生需要根据所给的长篇阅读材料,回答相关的问题。

这部分的题目通常要求考生能够理解文章的主题、结构和论据,并能够从中获取关键信息。

这个部分通常有3-4道题目。

第三部分第三部分是针对英语写作的阅读理解。

在这部分中,考生需要根据所给的英语写作材料,回答相关的问题。

六级英语知识点归纳

六级英语知识点归纳
六级英语考试主要考察学生的英语综合能力,包括听力、阅读、翻译和写作等。

以下是一些六级英语知识点归纳:
1. 阅读理解:阅读理解部分主要考察学生的词汇量和阅读技巧,学生需要理解文章的主旨和细节,并且能够通过推理和判断得出正确答案。

2. 听力理解:听力理解部分主要考察学生的听力技巧和理解能力,学生需要能够听懂不同口音和语速的英语,并且能够根据听力材料做出判断和选择。

3. 翻译:翻译部分主要考察学生的语言转换能力,学生需要能够将英文句子或段落翻译成中文,并且表达准确、流畅。

4. 写作:写作部分主要考察学生的写作能力,学生需要能够写出一篇结构清晰、语言流畅、表达准确的英文短文。

5. 词汇和语法:词汇和语法部分主要考察学生的词汇量和语法知识,学生需要掌握一定数量的英语单词和短语,并且能够正确运用语法结构。

总的来说,六级英语知识点涵盖了英语听、说、读、写、译各个方面,学生需要通过大量的练习和实践来提高自己的英语综合能力。

同时,学生还需要注意掌握一些应试技巧,例如时间管理、答题顺序等,以提高考试成绩。

大学英语四级资料


目的:
大学英语四、六级考试是教育部主管的一项全国性的 教学考试,其目的是对大学生的实际英语能力进行客 观、准确的测量,为大学英语教学提供服务。

意பைடு நூலகம்:
1) 大学英语四、六级考试从命题、审题、考务组织、 统计分析到成绩发布已形成一套完整的制度,是一项 组织得较好的、严格按照标准化考试质量要求进行的 大规模标准化考试,在设计上满足教育测量理论对大 规模标准化考试的质量要求,是一个“标准关联的常 模 参 照 测 验 ( criterion-related norm-referenced test)”。
2)已得到全国各高等院校及有关教育领导部门对大学英
语教学的重视; 3)已经得到社会的承认,目前已经成为各级人事部门录 用大学毕业生的标准之一,产生了一定的社会效益。
随着多数高校的英语四级考试不再与毕业证、学位证挂钩,而且
成绩公布方式由发放“合格证”变为发放“成绩单”,看似让 在校学生松了一口气,但事实上,用人单位对成绩的关注点从 “是否通过英语四级”,转变为“英语四级具体分数”,这就意 味着自己的英语水平更加透明和直观地展示在用人单位面前,进 而更加促使在校学生必须尽力提高分数,从而获得更高评价。
从2008年开始,国家公 务员的报考条件上,不 少部委(邮政系统、财 政部驻各地办事处、知 识产权局、中央办公厅、 交通部等部门)明确标 明了英语水平的限制条 件 ( 四 级 成 绩 425 分 以 上)。除此之外,智联 招聘、前程无忧等招聘 网站上也看到大多数企 业均在招聘条件栏目注 明“英语水平四级以上” 的条件。
机考:
据全国四六级考委会成员石坚透露,机考将逐步 取代每年两次的纸制考试,采用随到随考的方式,在 考试时间上对考生适当分流。 据介绍,采用机考后,题型将发生很大变化,英 语作文也将探索“听力+作文”的模式,考生需要 听一段听力材料,根据材料的要求进行写作。听力材 料将主要来源于媒体新闻和信息。另外,为了增加对 学生说的能力的考察,机考还有可能给一段语音材料, 让学生复述,从而考察学生的发音和英语表达能力。

大学生英语六级Quiz


Quiz
Patients also participate in a body image party, where they are instructed to come up with a word that describes their body. A woman may say she's fat. The group then gives her the feedback that that is not the way they see her. This helps the woman see how the world really views her. During body image parties, patients are also challenged to come up with positive words to describe their body.
2. their body image
3.What does cognitive-behavioral therapy of the program deal with? 3. Thought-distortion in eating disorders
4. In a body image party, patients are asked to think up a word to____.
is the most vital step to take.
Quiz
Dr. Thereas Fassihi and mental health counselor Deborah Henderson design a 12-week course that focuses on helping people with eating disorders improve their body image. Their program combines cognitive-behavioral therapy and “experiential” therapy. Questions 2.The program designed by Fassihi and Henderson is to help people with eating disorders improve____.

大学生英语六级考试真题及答案(2020年9月第1套)

你好,大学英语六级考试真题电子版更新中,希望大家予以支持,编辑不易,感谢支持~大学英语六级考试(2020年9月第1套)Part Ⅱ Listening Comprehension (30 minutes)Section ADirections: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 question will be spokenonly once. After you hear a question, you must choose the best answer from the fourchoices.marked(A),(B),(C)and(D).ThenmarkthecorrespondingletteronAnswerSheet1withasingle line through the centre.Questions 1 to 4 are based on the conversation you have just heard.1. (A) She can devote all her life to pursuing her passion.(B) Her accumulated expertise helps her to achieve her goals.(C) She can spread her academic ideas on a weekly TV show.(D) Her research findings are widely acclaimed in the world.2. (A) Provision of guidance for nuclear labs in Europe.(B)Touring the globe to attend science TV shows.(C)Overseeing two research groups at Oxford.(D) Science education and scientific research.3. (A) A better understanding of a subject.(B) A stronger will to meet challenges.(C) A broader knowledge of related fields.(D) A closer relationship with young people.4. (A)By applying the latest research methods.(B) By making full use of the existing data.(C) By building upon previous discoveries.(D) By utilizing more powerful computers.Questions 5 to 8 are based on the conversation you have just heard.5. (A)They can predict future events. (B)They have no special meanings.(C)They have cultural connotations. (D)They cannot be easily explained6. (A) It was canceled due to bad weather.(B) She overslept and missed the flight.(C) She dreamed of a plane crash.(D) It was postponed to the following day.7. (A)They can be affected by people's childhood experiences(B)They may sometimes seem ridiculous to a rational mind.(C) They usually result from people's unpleasant memories.(D) They can have an impact as great as rational thinking.8. (A) They call for scientific methods to interpret.(B) They mirror their long-cherished wishes.(C) They reflect their complicated emotions.(D) They are often related to irrational feelings.Section BDirections:In this section, you will hear two passages. At the end of each passage, you will hear. three or four questions. Both the passage and the questions willbe spoken only once. After you hear a question. you must choose the bestanswer from the four choices marked (A),( B),(C) and (D).Then mark thecorresponding letter on Answer Sheet 1with a single line through thecentre.Questions 9 to 11 are based on the passage you have just heard.9. (A)Radio waves. (C) Robots.(B)Sound waves (D) Satellites.10. (A) It may be freezing fast beneath the glacier(B) It may have micro-organisms living in it.(C) It may have certain rare minerals in it.(D) It may be as deep as four kilometers.11. (A) Help understand life in freezing conditions.(B) Help find new sources of fresh water.(C) Provide information about other planets.(D) Shed light on possible life in outer space.Questions 12 to 15 are based on the passage you have just heard.12. (A) He found there had been little research on their language.(B) He was trying to preserve the languages of the Indian tribes.(C) His contact with a social worker had greatly aroused his interest in the tribe.(D) His meeting with Gonzalez had made him eager to learn more about the tribe.13. (A) He taught Copeland to speak the Tarahumaras language(B) He persuaded the Tarahumaras to accept Copeland's gifts.(C) He recommended one of his best friends as an interpreter.(D)He acted as an intermediary between Copeland and the villagers.14. (A) Unpredictable. (B) Unjustifiable.(C) Laborious. (D) Tedious.15. (A) Their appreciation of help from the outsiders.(B) Their sense of sharing and caring.(C) Their readiness to adapt to technology.(D) Their belief in creating wealth for themselves.Section CDirections: In this section, you will hear three recordings of lectures or talks followed by three or. four questions. The recordings will be played only once. Afteryou hear a question, you must choose the best answer from the four choicesmarked (A), (B), (C) and (D). Then mark the corresponding letter onAnswer Sheet 1 with a single line through the centre.Questions 16 to 18 are based on the recording you have just heard.16. (A) They tend to be silenced into submission.(B) They find it hard to defend themselves.(C) They will feel proud of being pioneers.(D) They will feel somewhat encouraged.17. (A) One who advocates violence in effecting change.(B) One who craves for relentless transformations.(C)One who acts in the interests of the oppressed.(D)One who rebels against the existing social order.18. (A) They tried to effect social change by force.(B) They disrupted the nation's social stability.(C)They served as a driving force for progress.(D) They did more harm than good to humanity.Questions 19 to 21 are based on the recording you have just heard.19. (A) Few of us can ignore changes in our immediate environment.(B) It is impossible for us to be immune from outside influence.(C) Few of us can remain unaware of what happens around us.(D)It is important for us to keep in touch with our own world.20. (A) Make up his mind to start all over again.(B)Stop making unfair judgments of others.(C) Try to find a more exciting job somewhere else.(D)Recognize the negative impact of his coworkers.21. (A) They are quite susceptible to suicide.(B) They improve people's quality of life.(C) They sutler a great deal from ill health.(D) They help people solve mental problems.Questions 22 to 25 are based on the recording you have just heard.22. (A) Few people can identify its texture.(B) Few people can describe it precisely.(C) Its real value is open to interpretation.(D) Its importance is often over-estimated.23. (A) It has never seen any change.(B) It has much to do with color.(C) It is a well-protected government secret.(D) It is a subject of study by many forgers.24. (A) People had little faith in paper money.(B) They could last longer in circulation.(C) It predicted their value would increase.(D) They were more difficult to counterfeit.25. (A) The stabilization of the dollar value.(B) The issuing of government securities.(C) A gold standard for American currency.(D) A steady appreciation of the U.S. dollar.Part III Reading Comprehension (40 min)Section 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 followingthe passage. Read the passage through carefully before making your choices.Each choice in the bank is identified by a letter, Please mark thecorresponding letter for each item on Answer Sheet 2 with a single linethrough the centre. You may not use any of the words in the bank more thanonce.Overall, men are more likely than women to make excuses. Several studies suggestthat men feel the need to appear competent in all 26 , while women worry only about the skills in which they’ve invested 27 ,Ask a man and a woman to go diving for the first time, and the woman is likely to jump in, while the man is likely to say he’s not feeling too well.Ironically, it is often success that leads people to flirt with failure. Praise won for 28 a skill suddenly puts one in the position of having everything to lose. Rather than putting their reputation on the line again, many successful people develop a handicap-drinking, 29 depression—that allows them to keep their status no matter what the future brings. An advertising executive 30 for depression shortly after winning an award put it this way: “Without my depression, I’d be a failure now; with it, I’m a success ‘on hold. ’ ”In fact, the people most likely to become chronic excuse makers are those 31 with success. Such people are so afraid of being 32 a failure at anything that they constantly develop one handicap or another in order to explain away failure.Though self-handicapping can be an effective way of coping with performance anxiety now and then, in the end, researchers say, it will lead to 33 . In the long run, excuse makers fail to live up to their true 34 and lose the status they care so much about. And despite their protests to the 35 , they have only themselves to blame.(A)contrary (B) fatigue (C) heavily (D) heaving (E) hospitalized (F) labeled. (G) legacies (H) mastering (I) momentum (J) obsessed (K) potential (L) realms (M) reciprocal (N) ruin (O) viciouslySection BDirections:In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of theparagraphs. Identify the paragraph from which the information is derived.You may choose a paragraph more than once. Each paragraph is markedwith a letter. Answer the questions by marking the corresponding letter onAnswer Sheet 2.Six Potential Brain Benefits of Bilingual Education(A)Brains, brains, brains. People are fascinated by brain research. And yet it can behard to point to places where our education system is really making use of the latest neuroscience (神经科学) findings. But there is one happy link where research is meeting practice: bilingual (双语的) education. “ In the last 20 years or so, there’s been a virtual explosion of research on bilingualism, " says Judith Kroll, a professor at the University of California, Riverside.(B) Again and again, researchers have found, " bilingualism is an experience that shapesour brain for life." in the words of Gigi Luke, an associate professor at Harvard's Graduate School of Education. At the same time, one of the hottest trends in public schooling is what's often called dual-language or two-way immersion programs. (C) Traditional programs for English-language learners, or ELLS, focus on assimilatingstudents into English as quickly as possible. Dual-language classrooms, by contrast, provide instruction across subjects to both English natives and English learners, in both English and a target language. The goal is functional bilingualism and biliteracy for all students by middle school. New York City, North Carolina, Delaware, Utah, Oregon and Washington state are among the places expanding dual—language classrooms.(D) The trend flies in the face of some of the culture wars of two decades ago, whenadvocates insisted on "English first" education. Most famously, California passed Proposition 227 in 1998. It was intended to sharply reduce the amount of time that English-language learners spent in bilingual settings. Proposition 58, passed by California voters on November 8, largely reversed that decision, paving the way fora huge expansion of bilingual education in the state that has the largest populationof English-language learners.(E) Some of the insistence on English- first was founded on research produced decadesago, in which bilingual students, underperformed monolingual(单语的) English speakers and had lower IO scores. Today's scholars, like Ellen Bialystok at York University in Toronto, say that research was “deeply flawed." "Earlier research looked at socially disadvantaged groups," agrees Antonella Sorace at the University of Edinburgh in Scotland. "This has been completely contradicted by recent research" that compares groups more similar to each other.(F) So what does recent research say about the potential benefits of bilingual education?It turns our that, in many ways, the real trick to speaking two languages consists in managing not to speak one of those languages at a given moment --- which is fundamentally a feat of paying attention. Saying "Goodbye" to mom and then "Guten tag " to your teacher, or managing to ask for a Crayola roja instead of a red crayon(蜡笔), requires skills called“ inhibition” and “task switching ." These skills are subsets of an ability called executive function.(G) People who speak two languages often outperform monolinguals on generalmeasures of executive function. "Bilinguals can pay focused attention without being distracted and also improve in the ability to switch from one task to another," says Sorace.(H) Do these same advantages benefit a child who begins learning a second language.in kindergarten instead of as a baby? We don't yet know. Patterns of language learning and language use are complex. But Gigi Luk at Harvard cites at least one brain-imaging study on adolescents that shows similar changes in brain structure when compared with those who are bilingual from birth, even when they didn't begin practicing a second language in earnest before late childhood.(I) Young children being raised bilingual have to follow social cues to figure outwhich language to use with which person and in what setting. As a result, says Sorace , bilingual children as young as age 3 have demonstrated a head start on tests of perspective-taking and theory of mind --- both of which are fundamental social and emotional skills.(J) About 10 percent of students in the Portland, Oregon public schools are assigned by lottery to dual--language classrooms that offer instruction in Spanish, Japanese or Mandarin, alongside English. Jennifer Steele at American University conducted a four-year, randomized trial and found that these dual—language students outperformed their peers in English—reading skills by a full school-year’s worth of learning by the end of middle school. Because the effects are found in reading, not in math or science where there were few differences, Steele suggests that leaning two languages makes students more aware of how language works in general. (K)The research of Gigi Luk at Harvard offers a slightly different explanation. She has recently done a small study looking at a group of 100 fourth-graders in Massachusetts who had similar reading scores on a standard test, but very differentlanguage experiences. Some were foreign-language dominant and others were English natives. Here's what's interesting. The students who were dominant in a foreign language weren't yet comfortably bilingual; they were just starting to learn English. Therefore, by definition, they had a much weaker English vocabulary than the native speakers. Yet they were just as good at interpreting a text. “This is very surprising,” Luk says. “ You would expect the reading comprehension performance to mirror the vocabulary—it’s a cornerstone of comprehension.”(L) How did the foreign-language dominant speakers manage this feat? Well, Luk found, they also scored higher on tests of executive functioning. So, even though they didn't have huge mental dictionaries to draw on, they may have been great puzzle-solvers, taking into account higher-level concepts such as whether a single sentence made sense within an overall story line. They got to the same results as the monolinguals, by a different path.(M) American public school classrooms as a whole are becoming more segregated by race and class. Dual-language programs can be an exception. Because they are composed of native English speakers deliberately placed together with recent immigrants, they tend to be more ethnically and economically balanced. And there is some evidence that this helps kids of all backgrounds gain comfort with diversity and different culture.(N) Several of the researchers also pointed out that, in bilingual education, non-English-dominant students and their families tend to feel that their home language is heard and valued, compared with a classroom where the home language is left at the door in favor of English. This can improve students' sense of belonging and increase parents' involvement in their children 's education, including behaviors like reading to children. "Many parents fear their language is an obstacle, a problem, and if they abandon it their child will integrate better,” says Antonella Sorace of the University of Edinburgh. “ We tell them they're not doing their child a favor by giving up their language.”(O) One theme that was striking in speaking to all these researchers was just how strongly they advocated for dual-language classrooms. Thomas and Collier haveadvised many school systems on how to expand their dual-language programs, and Sorace runs "Bilingualism Matters," an international network of researchers who promote bilingual education projects. This type of advocacy among scientists is unusual; even more so because the "bilingual advantage hypothesis” is being challenged once again.(P) A review of studies published last year found that cognitive advantages failed to appear in 83percent of published studies, though in a separate analysis, the sum of effects was still significantly positive. One potential explanation offered by the researchers is that advantages that are measurable in the very young and very old tend to fade when testing young adults at the peak of their cognitive powers. And, they countered that no negative effects of bilingual education have been found. So, even if the advantages are small, they are still worth it. Not to mention one obvious, outstanding fact: " Bilingual children can speak two languages!”36. A study found that there are similar changes in brain structure between those who are bilingualfrom birth and those who start learning a second language later.37. Unlike traditional monolingual programs, bilingual classrooms aim at developing students'ability to use two languages by middle school.38. A study showed that dual-language students did significantly better than their peers in readingEnglish texts.39. About twenty years ago, bilingual practice was strongly discouraged, especially inCalifornia.40. Ethically and economically balanced bilingual classrooms are found to be helpful for kids to getused to social and cultural diversity.41. Researchers now claim that earlier research on bilingual education was seriously flawed.42. According to a researcher, dual-language experiences exert a lifelong influence on one’s brain.43. Advocates of bilingual education argued that it produces positive effects though they may belimited.44. Bilingual speakers often do better than monolinguals in completing certain tasks. because theycan concentrate better on what they are doing.45. When their native language is used, parents can become more involved in their children'seducation,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 choicesmarked (A), (B), (C) and(D). You should decide on the best choice andmark the corresponding letter on Answer Sheet 2 with a single line throughthe centre.Passage OneQuestions 46 to 50 are based on the following passage.It is not controversial to say that an unhealthy diet causes bad health. Nor are the basic elements of healthy eating disputed. Obesity raises susceptibility to cancer, and Britain is the sixth most obese country on Earth. That is a public health emergency. But naming the problem is the easy part. No one disputes the costs in quality of life and depleted health budgets of an obese population, but the quest for solutions gets diverted by ideological arguments around responsibility and choice.And the water is muddied by lobbying from the industries that profit from consumption of obesity-inducing products.Historical precedent suggests that science and politics can overcome resistance from businesses that pollute and poison but it takes time, and success often starts small. So it is heartening to note that a program in Leeds has achieved a reduction in childhood obesity, becoming the first UK city to reverse a fattening trend. The best results were among younger children and in more deprived areas. When28% of English children aged two to 15 are obese, a national shift on the scale achieved by Leeds would lengthen hundreds of thousands of lives. A significant factor in the Leeds experience appears to be a scheme called HENRY, which helps parents reward behaviors that prevent obesity in children.Many members of parliament are uncomfortable even with their own government's anti-obesity strategy, since it involves a “sugar tax" and a ban on thesale of energy drinks to under-16s. Bans and taxes can be blunt instruments, but their harshest critics can rarely suggest better methods. These critics just oppose regulation itself.The relationship between poor health and inequality is too pronounced for.governments to be passive about large-scale intervention. People living in the most deprived areas are four times more prone to die from avoidable causes than counterparts in more affluent places. As the structural nature of public health problems becomes harder to ignore, the complaint about overprotective government loses potency.In fact, the polarized debate over public health interventions should have been.abandoned long ago. Government action works when individuals are motivated to respond. Individuals need governments that expand access to good choices. The HENRY programme was delivered in part through children's centres. Closing such centres and cutting council budgets doesn't magically increase reserves of individual self-reliance. The function of a well-designed state intervention is not to deprive people of liberty but to build social capacity and infrastructure that helps people take responsibility for their wellbeing. The obesity crisis will not have a solution devised by left or right ideology—but experience indicates that the private sector needs the incentive of regulation before it starts taking public health emergencies seriously.46. Why is the obesity problem in Britain so difficult to solve?(A) Government health budgets are depleted.(B)People disagree as to who should do what.(C) Individuals are not ready to take their responsibilities.(D) Industry lobbying makes it hard to get healthy foods .47. What can we learn from the past experience in tackling public health emergencies?(A) Government have a role to play.(B) Public health is a scientific issue.(C) Priority should be given to deprived regions.(D) Businesses’ responsibility should be stressed.48. What does the author imply about some critics of bans and taxes concerning unhealthydrinks?(A) They are not aware of the consequences of obesity.(B) They have not come up with anything more constructive.(C) They are uncomfortable with parliament's anti-obesity debate.(D) They have their own motives in opposing government regulation.49. Why does the author stress the relationship between poor health and inequality?(A) To demonstrate the dilemma of people living in deprived areas.(B) To bring to light the root cause of widespread obesity in Britain.(C) To highlight the area deserving the most attention from the public.(D) To justify government intervention in solving the obesity problem.50. When will government action be effective(A) When the polarized debate is abandoned.(B) When ideological differences are resolved.(C) When individuals have the incentive to act accordingly.(D) When the private sector realizes the severity of the crisis.Passage TwoQuestions 51 to 55 are based on the following passage.Home to virgin reefs, rare sharks and vast numbers of exotic fish, the Coral Sea is a unique haven of biodiversity off the northeastern coast of Australia. If a proposal by the Australian government goes ahead, the region will also become the world's largest marine protected area, with restrictions or bans on fishing, mining and marine farming.The Coral Sea reserve would cover almost 990,000 square kilometers andstretch as far as 1,100kilometres from the coast. Unveiled recently by environment minister Tony Burke, the proposal would be the last in a series of proposed marine reserves around Australia's coast.But the scheme is attracting criticism from scientists and conservation groups, who argue that the government hasn't gone far enough in protecting the Coral Sea, or in other marine reserves in the coastal network.Hugh Passingham , director of the Centre of Excellence for Environmental Decisions at the University of Queensland, points out that little more than half of the Coral Sea reserve is proposed as a ' no take' area, in which all fishing would be banned. The world's largest existing marine reserve, established last year by the British government in the Indian Ocean, spans 544,000 km2 and is a no-take zone throughout. An alliance of campaigning conservation groups argues that more of the Coral Sea should receive this level of protection.“I would like to have seen more protection for coral reefs," says Terry Hughes, director of the Centre of Excellence for Coral Reef Studies at James Cook University in Queensland. "More than 20of them would be outside the no-take area and vulnerable to catch-and-release fishing”.As Nature went to press, the Australian government had not responded to specific criticisms of the plan. But Robin Beaman, a marine geologist at James Cook University, says that the reserve does “broadly protect the range of habitats " in the sea. "I can testify to the huge effort that government agencies and other organizations have put into trying to understand the ecological values of this vast area, " he says.Reserves proposed earlier this year for Australia's southwestern and northwestern coastal regions have also been criticized for failing to give habitats adequate protection. In August, 173 marine scientists signed an open letter to the government saying they were "greatly concerned" that the proposals for the southwestern region had not been based on the " core science principles" of reserves--the protected regions were not, for instance, representative of all the habitats in the region, they said.Critics say that the southwestern reserve offers the greatest protection to the offshore areas where commercial opportunities are fewest and where there is little threat to the environment, a contention also levelled at the Coral Sea plan.51.What do we learn from the passage about the Coral Sea?(A) It is exceptionally rich in marine life.(B) It is the biggest marine protected area.(C)It remains largely undisturbed by humans.(D) It is a unique haven of endangered species.52. What does the Australian government plan to do according to Tony Burke?(A)Make a new proposal to protect the Coral Sea.(B) Revise its conservation plan owing to criticisms.(C)Upgrade the' established reserves to protect marine life.(D) Complete the series of marine reserves around its coast.53. What is scientists' argument about the Coral Sea proposal?(A) The government has not done enough for marine protection.(B) It will not improve the marine reserves along Australia's coast.(C) The government has not consulted them in drawing up the proposal.(D) It is not based on sufficient investigations into the ecological system.54. What does marine geologist Robin Beaman say about the Coral Sea plan?(A) It can compare with the British government's effort in the Indian Ocean.(B)It will result in the establishment of the world's largest marine reserve.(C)It will ensure the sustainability of the fishing industry around the coast.(D)It is a tremendous joint effort to protect the range of marine habitats.55. What do critics think of the Coral Sea plan?(A) It will do more harm than good to the environment.(B) It will adversely affect Australia's fishing industry.(C) It will protect regions that actually require little protection.。

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首先,听力。

一般而言,听力都是大问题。

六级听力总分是249分,
算一大头,抓住了听力,其他的失常了也跑不了。

首先,阅读理解我们要看历年真题的,因为6级的词汇量都是在真题
中体现的,大概20~30篇的样子,可以涵盖6级词汇量,单纯的背单
词本是没有意义的,要在阅读中加以理解记忆。

我当时看了13篇,
花了5天时间,每天大概能看3、4篇样子。

第一轮:
(4月15日至5月20日,每日复习时间:2.5小时~3小时)
谁都知道备考四六级的最佳资料就是历年真题,但如果你做真题时出现以下情况,真题基本没有发挥作用:
1. 完成一套,对答案,一段时间后再做下一套;
2. 把阅读和听力选择题作为重点,一般不写作文,不做听写;
3. 只有一本真题集。

我们推荐的方法是:
1. 买两套真题,按照约三天一套题目的速度练习;
2. 按照考试时间,完成所有题目(包括作文和听写,写不下去也要撑30分钟);
3. 确认答案,估计分数,标记在题目之前,作为记录;
4. 分析所有错题和不确定的题目(此环节可能需要看真题解析或询问高手或者老),并且总结记录出现在准确选项,你选错的选项,答案对应原文等位置的生词;
5. 尝试翻译所有题目的准确答案项以及对应原文;
6. 听力至少再听两遍;
7. 努力记住第四步记录的单词或短语。

如此说来,完成一套真题的时间,至少在四个小时以上,1-4步和5-7步可以在两至三日内分别完成。

特别提醒,作文最好找老师或高手批改,否则自己写下去几乎没有提高。

练习2006年6月至2011年12月的题目,12年的两套题目可以留到模拟考试之时训练。

第二轮:
(5月21日至6月10日,每日复习时间:2.5小时~3小时)
这段时间,拿出第二套真题集,抽取大约四套左右原来做过的题目重新做。

如果准确率极高,说明之前真题练习不错,反之则证明效果不佳。

要特别注意重复做错的题目。

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