2015年6月SAT真题(北美)section 7
2015SAT阅读练习及答案解析
2015年SAT阅读真题question 11-12 are based on the following passagesome critics believe that the frequent use of repetition in native American ceremonial texts was a result of their oral nature and helped make the works easy to remember. native American scholar paula gunn allen argues that this factor must be peripheral, however, because people in societies without writing traditionally have had more finely developed memories than do people who use writing. native American children learned early to remember complicated instructions and long stories by heart. for a person who couldn't run to a bookshelf to look up information, reliance on memory became very important in everyday life. such a highly developed everyday memory is not likely to fail on ceremonial occasions.1. the primary purpose of the passage is to(a) refute a claim(b) describe a process(c) analyze a discovery(d) advocate a practice(e) reveal a problem2. in context, what does the final sentence suggest about native american ceremonial texts?(a) understanding them requires a highly developed memory.(b) their inclusion of complicated and detailed material is traditional.(c) they are not always oral in nature, nor are they always repetitive.(d) they are important in the everyday lives of many native americans.(e) their use of repetition cannot be explained as an aid to memorization.(1)题答案：a简析：这道题目要求你说出这篇短文的目的，那就不是只看一两句话就可以解决问题的了，这是一道主旨性题目，需要我们从宏观上做全面的把握。
2015年6月托福真题回忆及解析
2015年6月托福真题回忆及解析【导语】人生就像一杯没有加糖的咖啡，喝起来是苦涩的，回味起来却有久久不会退去的余香。
没有人陪你走一辈子，所以你要适应孤独，没有人会帮你一辈子，所以你要奋斗一生。
与其用泪水悔恨昨天，不如用汗水拼搏今天。
当眼泪流尽的时候，留下的应该是坚强。
不求与人相比，但求超越自己!以下是无忧考网为大家搜集整理的2015年6月托福部分真题，希望可以帮到你！2015年6月托福共举行了3场考试，分别是6月13日、6月14日、6月27日6月13&14日托福口语真题回忆：Task 1Research shows that people are supposed to sleep for at least 8 hours a day, but as a matter of fact, some people sleep for only 6.5hours. What do you think is the impact of sleeping to people's lives? Use specific details and examples to explain your answer.Task 2Some people think it's better to take classes in the daytime and have a part-time job in the evening, some people prefer to have a part-time job in the daytime and take classes in theevening. Which do you think is better? Use specific details and examples to explain your answer.Task 3 Reading:The university should offer an online Math tutorial class. Because thereare only a few tutors on campus and the time is not flexible.Listening:The woman agrees with the proposal. She states that many students have to take classes in the day and have a part-time job in the evening, and they don’t have extra time to take the tutor’s class on campus. She also mentions that many postgraduates would be like to work as a volunteertutor online. She furthers explains that they live in a place far away from the university which cost them 15 minutes to drive, so they are unwilling to take the tutor’s class on campus, she thinks the online course would be much better.Enclothed Cognition: A systematic influence that clothes have onthe wearer's psychological processes.Listening:An experiment was carried out to illustrate the concept of the terminology.In the experiment, one group of participants wear a doctor’s coat; and the other two groups of subjects not only wear a doctor’s coat, but also their identity is manipulated, they are physician identification group and patient group respectively. There were no significant differences between participants in the wearing-a-doctor’s-coat condition and participants in the identifying-with-doctors condition in the duration and the degree of attentional blink, while participants in these two conditions had shorter duration and lower degree of attentional blink than participants in the identifying-with-patients condition.Task 5The woman is an art major student, she left her drawing assignment home. The first solution is to drive back home and take it back, but it takes one and a half hours to drive, which is a waste of time and gas money. Another solution is to draw a new one, but she has little time and she’s not sure she is able to paint a better one, because she thinks the old oneis her best performance.Task 6The professor discusses two types of adaption of the plants in the tropical rainforest, which prevents bacteria from growing because of the accumulation of rain. One adaptation is that they have a kind of special coding leave, which enables rain to drop.Another adaptation is that they have a special shape,which also enables rain to drop easily.6月13&14日托福写作真题回忆：独立写作：It's better to spend money on traveling and vacations thansave money for the future.综合写作：美国打算通过一项法律用来限制进口和销售外来物种（nonnative species）Reading：抵制外来物种入侵的法律不好一些人需要把自己的宠物交给当局1.需要花很多钱调查美国国内数以万记的外来物种2.全国都用同一标准，是不公平的，还要考虑地区差异。
2015年6月英语六级真题及答案详解
2015年6月大学英语六级真题及答案详解Part ⅠWriting (30minutes) Directions: For this part, you are allowed 30 minutes to write a short essay entitled The Certificate Craze. You should write at least 150 words following the outline given below.1．现在许多人热衷于各类证书考试2．其目的各不相同3．在我看来……The Certificate Craze注意：此部分试题在答题卡1上。
Part II Reading Comprehension (Skimming and Scanning) (15 minutes)Directions:In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the seen tenses with the information given in the passage.Minority ReportAmerican universities are accepting more minorities than ever. Graduating them is another matter.Barry Mills, the president of Bowdoin College, was justifiably proud of Bowdoin's efforts to recruit minority students. Since 2003 the small, elite liberal arts school in Brunswick, Maine, has boosted the proportion of so-called under-represented minority students in entering freshman classes from 8% to 13%. "It is our responsibility to reach out and attract students to come to our kinds of places," he told a NEWSWEEK reporter. But Bowdoin has not done quite as well when it comes to actually graduating minorities. While 9 out of 10 white students routinely get their diplomas within six years, only 7 out of 10 black students made it to graduation day in several recent classes."If you look at who enters college, it now looks like America," says Hilary Pennington, director of postsecondary programs for the Bill & Melinda Gates Foundation, which has closely studied enrollment patterns in higher education. "But if you look at who walks across the stage for a diploma, it's still largely the white, upper-income population."The United States once had the highest graduation rate of any nation. Now it stands 10th. For the first time in American history, there is the risk that the rising generation will be less well educated than the previous one. The graduation rate among 25- to 34-year-olds is no better than the rate for the 55- to 64-year-olds who were going to college more than 30 years ago. Studies show that more and more poor and non-white students want to graduate from college – but their graduation rates fall far short of their dreams. The graduation rates for blacks, Latinos, and Native Americans lag far behind the graduation rates for whites and Asians. As the minority population grows in the United States, low college graduation rates become a threat to national prosperity.The problem is pronounced at public universities. In 2007 the University of Wisconsin-Madison – one of the top five or so prestigious public universities – graduated 81% of its white students within six years, but only 56% of its blacks. At less-selective state schools, the numbers get worse. During the same time frame, the University of Northern Iowa graduated 67% of its white students, but only 39% of its blacks. Community colleges have low graduation rates generally – but rock-bottom rates for minorities. A recent review of California community colleges found that while a third of the Asian students picked up their degrees, only 15% ofAfrican-Americans did so as well.Private colleges and universities generally do better, partly because they offer smaller classes and more personal attention. But when it comes to a significant graduation gap, Bowdoin has company. Nearby Colby College logged an 18-point difference between white and black graduates in 2007 and 25 points in 2006. Middlebury College in Vermont, another top school, had a 19-point gap in 2007 and a22-point gap in 2006. The most selective private schools – Harvard, Yale, and Princeton – show almost no gap between black and white graduation rates. But that may have more to do with their ability to select the best students. According to data gathered by Harvard Law School professor Lain Gainer, the most selective schools are more likely to choose blacks who have at least one immigrant parent from Africa or the Caribbean than black students who are descendants of American slaves."Higher education has been able to duck this issue for years, particularly the more selective schools, by saying the responsibility is on the individual student," says Pennington of the Gates Foundation. "If they fail, it's their fault." Some critics blame affirmative action –students admitted with lower test scores and grades from shaky high schools often struggle at elite schools. But a bigger problem may be that poor high schools often send their students to colleges for which they are "under matched": they could get into more elite, richer schools, but instead go to community colleges and low-rated state schools that lack the resources to help them. Some schools out for profit cynically increase tuitions and count on student loans and federal aid to foot the bill – knowing full well that the students won't make it. "The school keeps the money, but the kid leaves with loads of debt and no degree and no ability to get a better job. Colleges are not holding up their end," says Amy Wilkins of the Education Trust.A college education is getting ever more expensive. Since 1982 tuitions have been rising at roughly twice the rate of inflation. In 2008 the net cost of attending a four-year public university – after financial aid – equaled 28% of median (中间的)family income, while afour-year private university cost 76% of median family income. More and more scholarships are based on merit, not need. Poorer students are not always the best-informed consumers. Often they wind up deeply in debt or simply unable to pay after a year or two and must drop out.There once was a time when universities took pride in their dropout rates. Professors would begin the year by saying, "Look to the right and look to the left. One of you is not going to be here by the end of the year." But such a Darwinian spirit is beginning to give way as at least a few colleges face up to the graduation gap. At the University of Wisconsin-Madison, the gap has been roughly halved over the last three years. The university has poured resources into peer counseling to help students from inner-city schools adjust to the rigor (严格要求)and faster pace of a university classroom –and also to help minority students overcome the stereotype that they are less qualified. Wisconsin has a "laser like focus" on building up student skills in the first three months, according to vice provost (教务长)Damon Williams.State and federal governments could sharpen that focus everywhere by broadly publishing minority graduation rates. For years private colleges such as Princeton and MIT have had success bringing minorities onto campus in the summer before freshman year to give them some prepare Tory courses. The newer trend is to start recruiting poor and non-white students as early as the seventh grade, using innovative tools to identify kids with sophisticated verbal skills. Such programs can be expensive, of course, but cheap compared with the millions already invested in scholarships and grants for kids who have little chance to graduate without special support.With effort and money, the graduation gap can be closed. Washington and Lee is a small, selective school in Lexington, Va. Its student body is less than 5% black and less than 2% Latino. While the school usually graduated about 90% of its whites, the graduation rate of its blacks and Latinos had dipped to 63% by 2007. "We went through a dramatic shift," says Dawn Watkins, the vice president for student affairs. The school aggressively pushed mentoring (辅导) of minorities by other students and "partnering" with parents at a special pre-enrollment session. The school had its first-ever black homecoming. Last spring the school graduated the same proportion of minorities as it did whites. If the United States wants to keep up in the global economic race, it will have to pay systematic attention to graduating minorities, not just enrolling them.注意：此部分试题请在答题卡1上作答。
2015年SAT阅读理解练习题
在备考SAT阅读的过程中，要进行大量的练习题，这样才能积累更对的考试经验。
为了考生更好的备考SAT阅读考试，今天小马过河的小编为大家推荐2015年SAT阅读理解练习题，希望考生认真备考。
具体内容如下：The extract is taken from a book written sixty years ago by a British scientist in which heconsiders the relationship between science and society.The pioneers of the teaching of science imagined that itsintroduction into education would remove the conventionality,artificiality, and backward-lookingness which were characteristic;of classical studies, but they were gravely disappointed. So, too, in5 their time had the humanists thought that the study of the classical authors in the original would banish at once the dull pedantry and superstition of mediaeval scholasticism.The professional schoolmaster was a match for both of them, and has almost managed to make the understanding of chemical reactions as dull 10 and as dogmatic an affair as the reading of Virgil's Aeneid.The chief claim for the use of science in education is that it teaches a child something about the actual universe in which he is living, in making him acquainted with the results of scientific 15 discovery, and at the same time teaches him how to think logically and inductively by studying scientific method.A certain limited success has been reached in the first of these aims, but practically none at all in the second. Those privileged members of the community who have been through a secondary or public school 20 education may be expected to know something about the elementary physics and chemistry of a hundred years ago, but they probably know hardly more than any bright boy can pick up from an interest in wireless or scientific hobbies out of school hours.As to the learning of scientific method, the whole thing is palpably 25 a farce. Actually, for the convenience of teachers and the requirements of the examination system, it is necessary that the pupils not only do not learn scientific method but learn precisely the reverse, that is, to believe exactly what they are told and to reproduce it when asked, whether it seems nonsense to them or 30 not.The way in which educated people respond to such quackeries as spiritualism or astrology, not to say more dangerous ones such as racial theories or currency myths, shows that fifty years of education in the method of science in Britain or Germany has produced no visible effect whatever. The only way of learning the 35 method of science is the long and bitter way of personal experience, and, until the educational or social systems are altered to make this possible, the best we can expect is the production of a minority of people who are able to acquire some of the techniques of science and a still smaller minority who are able to use and 40 develop them.1. The author implies that the 'professional schoolmaster' (line 7) hasA. no interest in teaching scienceB. thwarted attempts to enliven educationC. aided true learningD. supported the humanistsE. been a pioneer in both science and humanities.2. The author’s attitude to secondary and public school education in the scie nces isA. ambivalentB. neutralC. supportiveD. satiricalE. contemptuous3. The word ‘palpably’ (line 24) most nearly meansA. empiricallyB. obviouslyC. tentativelyD. markedlyE. ridiculously4. The author blames all of the following for the failure to impart scientific method through the education system exceptA. poor teachingB. examination methodsC. lack of direct experienceD. the social and education systemsE. lack of interest on the part of students5. If the author were to study current education in science to see how things have changed since he wrote the piece, he would probably be most interested in the answer to which of the following questions?A. Do students know more about the world about them?B. Do students spend more time in laboratories?C. Can students apply their knowledge logically?D. Have textbooks improved?E. Do they respect their teachers?6. Astrology (line 31) is mentioned as an example ofA. a science that needs to be better understoodB. a belief which no educated people holdC. something unsupportable to those who have absorbed the methods of scienceD. the gravest danger to societyE. an acknowledged failure of science7. All of the following can be inferred from the text exceptA. at the time of writing, not all children received a secondary school educationB. the author finds chemical reactions interestingC. science teaching has imparted some knowledge of facts to some childrenD. the author believes that many teachers are authoritarianE. it is relatively easy to learn scientific method.2015年SAT阅读理解练习题答案解析1.Correct Answer: BExplanation:When we look back to line 7, we read, "The professional schoolmaster was a match for both of them, and has almost managed to make the understanding of chemical reactions as dull and as dogmatic an affair as the reading of Virgil's Aeneid."This tells us that the schoolmaster has made learning dull. And so we eliminate answers C and Ewhich imply he has done something good.But to be sure of the answer we should also read the previous sentences. We learn that, "The pioneers of the teaching of science imagined that its introduction into education would remove the conventionality, artificiality, and backward-lookingness which were characteristic of classicalstudies......" This section tells us that other people tried to alter the nature of education, but the"professional schoolmaster was a match for both of them". He therefore prevented (thwarted) these attempts, and the answer is B.2.Correct Answer: EExplanation:To find the attitude, try asking yourself whether the author is positive, negative or neutral to the subject. Then look for the evidence. Here, it is obvious that he thinks that nothing very valuable is learned in school about science and scientific method. He is therefore negative. Eliminate the neutral (A and B) words, and the positive (C), and then decide between D and E. He seems to be expressing contempt rather than mocking. And so E is the best choice.3.Correct Answer: BExplanation:Go back to the text and find a word of your own to replace ‘palpably’ before you even look at the choices. We read, "As to the learning of scientific method, the whole thing is palpably a farce."Here, I could substitute‘obviously’ or ‘clearly’. As it happens, one of the words is there in the choices. (B). If it had not been there, there would have been something sufficiently similar to make a choice.4.Correct Answer: EExplanation:Be caref ul on ‘except’ questions. You are looking for something the author does not do.He does blame poor teaching, (lines 7-10), exams (line 26), social and education systems (line 36),lack of direct experience (lines34-38), but he never blames the students. Hence answer E.5.Correct Answer: CExplanation:This is an ‘inference’ question. We need to find out what the author’s main complaint is. This concern of the author will tells us what he would like to see. From lines 11 to 18 in particular we learn that he is especially interested in whether a student can apply his or her knowledge. So, we conclude that answer C is best.6.Correct Answer: CExplanation:Astrology is mentioned as a ‘quackery’. Quackery is something that claims to be true but is act ually based on falsity. He implies that people are fooled by astrology, but he also implies that there are other more ‘dangerous’ideas. So we eliminate A, B and D. It is not likely that astrology is a ‘failure of science’, but it is something that scientists would not approve of. Hence answer C.7.Correct Answer: EExplanation:This is an ‘except’ question. Be careful! You are looking for something that cannot be inferred from the text. We can find evidence that the author finds reactions interesting (line 9), and that children have learnt some facts (beginning of the second paragraph), and that he thinks teachers are strict (line 10 and part of paragraph 2). We can also infer from the use of the phrase ‘privileged members’ (line 18) that he believes that not all received secondary education. But we find that he thinks it is hard to learn scientific method- ‘The only way of learning the method of science is the long and bitter way of personal experience". And so we choose E.。
2015年6月6日SAT真题回忆
2015年6月6日SAT真题回忆2015年6月6日SAT真题回忆下载地址：/20150608/satzh-lwj-060801.html?seo=wenku6.1072015年6月6日SAT真题回忆已经在小马过河免费更新了，考生可以进入下载地址免费索取2015年6月6日SAT真题回忆参考使用。
2015年6月6日SAT真题回忆部分内容：2. Tadpoles hatch and metamorphose into small replicas of adult frogs although remaining in their aquatic birthplace.A. although remainingB. while remainingC. in spite of it remainingD. due to their remainingE. in the course of which they remainCorrect Answer: BExplanation:Explanation for Correct Answer B:Choice (B) is correct. It avoids the error of the original by replacing the adverb "although," which indicates contrast, with the adverb "while," which indicates the time during which tadpoles change.Explanation for Incorrect Answer A:Choice (A) involves improper modification. The adverb "although" illogically indicates a contrast between the two parts of the sentence, which are not contrasting ideas.Explanation for Incorrect Answer C:Choice (C) involves the use of a vague pronoun. It is not clear what the pronoun "it" refers to.2015年6月6日SAT真题回忆下载地址：/20150608/satzh-lwj-060801.html?seo=wenku6.107。
2015年6月六级真题三套全(带答案去听力)
2015年6月大学英语六级考试真题（第一套）Part III Reading Comprehension (40 minutes)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 marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.Passage OneQuestions 56 to 60 are based on the following passage.I'll admit I've never quite understood the obsession（难以破除的成见）surrounding genetically modified (GM) crops. To environmentalist opponents, GM foods are simply evil, an understudied, possibly harmful tool used by big agricultural businesses to control global seed markets and crush local farmers. They argue that GM foods have never delivered on their supposed promise, that money spent on GM crops would be better channeled to organic farming and that consumers should be protected with warning labels on any products that contain genetically modified ingredients. To supporters, GM crops are a key part of the effort to sustainably provide food to meet a growing global population. But more than that, supporters see the GM opposition of many environmentalists as fundamentally anti-science, no different than those who question the basics of man-made climate change.For both sides, GM foods seem to act as a symbol: you're pro-agricultural business or anti-science. But science is exactly what we need more of when it comes to GM foods, which is why I was happy to see Nature devote a special series of articles to the GM food controversy. The conclusion: while GM crops haven't yet realized their initial promise and have been dominated by agricultural businesses, there is reason to continue to use and develop them to help meet the enormous challenge of sustainably feeding a growing planet.That doesn't mean GM crops are perfect, or a one-size-fits-all solution to global agriculture problems. But anything that can increase farming efficiency 一the amount of crops we can produce per acre of land一will be extremely useful. GM crops can and almost certainly will be part of that suite of tools' but so will traditional plant breeding, improved soil and crop management一and perhaps most important of all, better storage and transport infrastructure（基础设施）, especially in the developing world. (It doesn't do much good for farmers in places like sub-Saharan Africa to produce more food if they can't get it to hungry consumers.)I'd like to see more non-industry research done on GM crops—not just because we'd worry less about bias, but also because seed companies like Monsanto and Pioneer shouldn't be the only entities working to harness genetic modification. I'd like to see GM research on less commercial crops, like com. I don't think it's vital to label GM ingredients in food, but I also wouldn't be against it一and industry would be smart to go along with labeling, just as a way of removing fears about the technology.Most of all, though, I wish a tenth of the energy that's spent endlessly debating GM crops was focused on those more pressing challenges for global agriculture. There are much bigger battles to fight.注意：此部分试题请在答题卡2上作答。
2015年6月大学英语6级真题(三套全)
2015年6月大学英语六级考试真题（第一套）When the right person is holding the right job at the right moment, that person's influence is greatly expanded. That is the position in which Janet Yellen, who is expected to be confirmed as the next chair of the Federal Reserve Bank (Fed) in January, now finds herself. If you believe, as many do, that unemployment is the major economic and social concern of our day, then it is no stretch to think Yellen is the most powerful person in the world right now.Throughout the 2008 financial crisis and the recession and recovery that followed, central banks have taken on the role of stimulators of last resort, holding up the global economy with vast amounts of money in the form of asset buying. Yellen, previously a Fed vice chair, was one of the principal architects of the Fed's $3.8 trillion money dump. A star economist known for her groundbreaking work on labor markets, Yeilen was a kind of prophetess early on in the crisis for her warnings about the subprime（次级债）meltdown. Now it will be her job to get the Fed and the markets out of the biggest and most unconventional monetary program in history without derailing the fragile recovery.The good news is that Yellen, 67, is particularly well suited to meet these challenges. She has a keen understanding of financial markets, an appreciation for their imperfections and a strong belief that human suffering was more related to unemployment than anything else.Some experts worry that Yellen will be inclined to chase unemployment to the neglect of inflation. But with wages still relatively flat and the economy increasingly divided between the well-off and the long-term unemployed' more people worry about the opposite, deflation（通货紧缩）that would aggravate the economy's problems.Either way, the incoming Fed chief will have to walk a fine line in slowly ending the stimulus. It must be steady enough to deflate bubbles（去泡沫）and bring markets back down to earth but not so quick that it creates another credit crisis.Unlike many past Fed leaders, Yellen is not one to buy into the finance industry's argument that it should be left alone to regulate itself. She knows all along the Fed has been too slack on regulation of finance.Yellen is likely to address right after she pushes unemployment below 6%, stabilizes markets and makes sure that the recovery is more inclusive and robust. As Princeton Professor Alan Blinder says' "She's smart as a whip, deeply logical, willing to argue but also a good listener. She can persuade without creating hostility." AH those traits will be useful as the global economy's new power player takes on its most annoying problems.56. What do many people think is the biggest problem facing Janet Yellen?A) Lack of money. B) Subprime crisis. C) Unemployment. D) Social instability.57. What did Yellen help the Fed do to tackle the 2008 financial crisis?A) Take effective measures to curb inflation.B) Deflate the bubbles in the American economy.C) Formulate policies to help financial institutions.D) Pour money into the market through asset buying.58. What is a greater concern of the general public?A) Recession. B) Deflation. C) Inequality. D) Income.59. What is Yellen likely to do in her position as the Fed chief?A) Develop a new monetary program. B) Restore public confidence.C) Tighten financial regulation. D) Reform the credit system.60. How does Alan Blinder portray Yellen?A) She possesses strong persuasive power.B) She has confidence in what she is doing.C) She is one of the world's greatest economists.D) She is the most powerful Fed chief in history.Passage TwoAir pollution is deteriorating in many places around the world. The fact that public parks in cities become crowded as soon as the sun shines proves that people long to breathe in green, open spaces. They do not all know what they are seeking but they flock there, nevertheless. And, in these surroundings, they are generally both peaceful and peaceable. It is rare to see people fighting in a garden. Perhaps struggle unfolds first, not at an economic or social level, but over the appropriation of air, essential to life itself. If human beings can breathe and share air, they don't need to struggle with one another.Unfortunately, in our western tradition, neither materialist nor idealist theoreticians give enough consideration to this basic condition for life. As for politicians, despite proposing curbs on environmental pollution, they have not yet called for it to be made a crime. Wealthy countries are even allowed to pollute if they pay for it.But is our life worth anything other than money? The plant world shows us in silence what faithfulness to life consists of. It also helps us to a new beginning, urging us to care for our breath, not only at a vital but also at a spiritual level. The interdependence to which we must pay the closest attention is that which exists between ourselves and the plant world. Often described as "the lungs of the planet", the woods that cover the earth offer us the gift of breathable air by releasing oxygen. But their capacity to renew the air polluted by industry has long reached its limit. If we lack the air necessary for a healthy life, it is because we have filled it with chemicals and undercut the ability of plants to regenerate it. As we know, rapid deforestation combined with the massive burning of fossil fuels is an explosive recipe for an irreversible disaster.The fight over the appropriation of resources will lead the entire planet to hell unless humans learn to share life, both with each other and with plants. This task is simultaneously ethical and political because it can be discharged only when each takes it upon herself or himself and only when it is accomplished together with others. The lesson taught by plants is that sharing life expands and enhances the sphere of the living, while dividing life into so-called natural or human resources diminishes it. We must come to view the air, the plants and ourselves as the contributors to the preservation of life and growth, rather than a web of quantifiable objects or productive potentialities at our disposal. Perhaps then we would finally begin to live, rather than being concerned with bare survival.61. What does the author assume might be the primary reason that people would struggle with each other?A) To get their share of clean air. B) To pursue a comfortable life.C) To gain a higher social status. D) To seek economic benefits.62. What does the author accuse western politicians of?A) Depriving common people of the right to clean air.B) Giving priority to theory rather than practical action.C) Offering preferential treatment to wealthy countries.D) Failing to pass laws to curb environmental pollution.63. What does the author try to draw our closest attention to?A) The massive burning of fossil fuels.B) Our relationship to the plant world.C) The capacity of plants to renew polluted air.D) Large-scale deforestation across the world.64. How can human beings accomplish the goal of protecting the planet according to the author?A) By showing respect for plants. B) By preserving all forms of life.C) By tapping all natural resources. D) By pooling their efforts together.65. What does the author suggest we do in order not just to survive?A) Expand the sphere of living. B) Develop nature's potentials.C) Share life with nature. D) Allocate the resources.Part III Reading Comprehension (40 minutes)Questions 56 to 60 are based on the following passage.I'll admit I've never quite understood the obsession（难以破除的成见）surrounding genetically modified (GM) crops. To environmentalist opponents, GM foods are simply evil, an understudied, possibly harmful tool used by big agricultural businesses to control global seed markets and crush local farmers. They argue that GM foods have never delivered on their supposed promise, that money spent on GM crops would be better channeled to organic farming and that consumers should be protected with warning labels on any products that contain genetically modified ingredients. To supporters, GM crops are a key part of the effort to sustainably provide food to meet a growing global population. But more than that, supporters see the GM opposition of many environmentalists as fundamentally anti-science, no different than those who question the basics of man-made climate change.For both sides, GM foods seem to act as a symbol: you're pro-agricultural business or anti-science. But science is exactly what we need more of when it comes to GM foods, which is why I was happy to see Nature devote a special series of articles to the GM food controversy. The conclusion: while GM crops haven't yet realized their initial promise and have been dominated by agricultural businesses, there is reason to continue to use and develop them to help meet the enormous challenge of sustainably feeding a growing planet.That doesn't mean GM crops are perfect, or a one-size-fits-all solution to global agriculture problems. But anything that can increase farming efficiency一the amount of crops we can produce per acre of land一will be extremely useful. GM crops can and almost certainly will be part of thatsuite of tools' but so will traditional plant breeding, improved soil and crop management一and perhaps most important of all, better storage and transport infrastructure（基础设施）, especially in the developing world. (It doesn't do much good for farmers in places like sub-Saharan Africa to produce more food if they can't get it to hungry consumers.) I'd like to see more non-industry research done on GM crops—not just because we'd worry less about bias, but also because seed companies like Monsanto and Pioneer shouldn't be the only entities working to harness genetic modification. I'd like to see GM research on less commercial crops, like com. I don't think it's vital to label GM ingredients in food, but I also wouldn't be against it一and industry would be smart to go along with labeling, just as a way of removing fears about the technology.Most of all, though, I wish a tenth of the energy that's spent endlessly debating GM crops was focused on those more pressing challenges for global agriculture. There are much bigger battles to fight.56. How do environmentalist opponents view GM foods according to the passage?A) They will eventually ruin agriculture and the environment.B) They are used by big businesses to monopolize agriculture.C) They have proved potentially harmful to consumers' health.D) They pose a tremendous threat to current farming practice.57. What does the author say is vital to solving the controversy between the two sides of the debate?A) Breaking the GM food monopoly. B) More friendly exchange of ideas.C) Regulating GM food production. D) More scientific research on GM crops.58. What is the main point of the Nature articles?A) Feeding the growing population makes it imperative to develop GM crops.B) Popularizing GM technology will help it to live up to its initial promises.C) Measures should be taken to ensure the safety of GM foods.D) Both supporters and opponents should make compromises.59. What is the author's view on the solution to agricultural problems?A) It has to depend more and more on GM technology.B) It is vital to the sustainable development of human society.C) GM crops should be allowed until better alternatives are found.D) Whatever is useful to boost farming efficiency should be encouraged.60. What does the author think of the ongoing debate around GM crops?A) It arises out of ignorance of and prejudice against new science.B) It distracts the public attention from other key issues of the world.C) Efforts spent on it should be turned to more urgent issues of agriculture.D) Neither side is likely to give in until more convincing evidence is found.Passage TwoQuestions 61 to 65 are based on the following passage.Early decision —you apply to one school, and admission is binding —seems like a great choice for nervous applicants. Schools let in a higher percentage of early-decision applicants, which arguably means that you have a better chance of getting in. And if you do, you're done with thewhole agonizing process by December. But what most students and parents don't realize is that schools have hidden motives for offering early decision.Early decision, since it's binding, allows schools to fill their classes with qualified students; it allows ad-missions committees to select the students that are in particular demand for their college and know those students will come. It also gives schools a higher yield rate, which is often used as one of the ways to measure college selectivity and popularity.The problem is that this process effectively shortens the window of time students have to make one of the most important decisions of their lives up to that point. Under regular admissions, seniors have until May 1 to choose which school to attend; early decision effectively steals six months from them, months that could be used to visit more schools, do more research, speak to current students and alumni（校友）and arguably make a more informed decision.There are, frankly, an astonishing number of exceptional colleges in America, and for any given student, there are a number of schools that are a great fit. When students become too fixated（专注）on a particular school early in the admissions process, that fixation can lead to severe disappointment if they don't get in or, if they do, the possibility that they are now bound to go to a school that, given time for further reflection, may not actually be right for them.Insofar as early decision offers a genuine admissions edge, that advantage goes largely to students who already have numerous advantage. The students who use early decision tend to be those who have received higher-quality college guidance, usually a result of coming from a more privileged background. In this regard, there's an argument against early decision, as students from lower-income families are far less likely to have the admissions know-how to navigate the often confusing early deadlines.Students who have done their research and are confident that there's one school they would be thrilled to get into should, under the current system, probably apply under early decision. But for students who haven't yet done enough research, or who are still constantly changing their minds on favorite schools, the early-decision system needlessly and prematurely narrows the field of possibility just at a time when students should be opening themselves to a whole range of thrilling options.61. What are students obliged to do under early decision?A) Look into a lot of schools before they apply. B) Attend the school once they are admitted.C) Think twice before they accept the offer. D) Consult the current students and alumni.62. Why do schools offer early decision?A) To make sure they get qualified students.B) To avoid competition with other colleges.C) To provide more opportunities for applicants.D) To save students the agony of choosing a school.63. What is said to be the problem with early decision for students?A) It makes their application process more complicated.B) It places too high a demand on their research ability.C) It allows them little time to make informed decisions.D) It exerts much more psychological pressure on them.64. Why are some people opposed to early decision?A) It interferes with students' learning in high school.B) It is biased against students at ordinary high schools.C) It causes unnecessary confusion among college applicants.D) It places students from lower-income families at a disadvantage.65. What does the author advise college applicants to do?A) Refrain from competing with students from privileged families.B) Avoid choosing early decision unless they are fully prepared.C) Find sufficient information about their favorite schools.D) Look beyond the few supposedly thrilling options.。
20156月大学英语六级真题和答案解析(完整版)
2014年6月大学英语六级真题及答案完整版PartI Writing ( 30minutes)Directions: For this part, you areallowed 30 minutes to write an essay explaining why it is unwise to put allyour eggs in one basket. You can give examples to illustrate your point .Youshould write at least 150 words but no more than 200 words.Directions: For this part, you areallowed 30 minutes to write an essay explaining why it is unwise a person bytheir appearance. You can give examples to illustrate your point .You shouldwrite at least 150 words but no more than 200 words.Directions: For this part, you areallowed 30 minutes to write an essay explaining why it is unwise to jump toconclusions upon seeing or hearing something. You can give examples toillustrate your point .You should write at least 150 words but no more than 200words.Part Ⅱ Listening Comprehension (30 minutes)Section ADirections:In this section,youwill hear 8 short conversations and 2 long conversations.At the end of eachconversation, one or more questions will be asked about what was said.Both theconversation and the questions will be spoken only once.After each questionthere will be a pause.During the pause,you must read the four choices markedA),B),C)and D),and decide which is the best answer.Then mark the correspondingletter on Answer Sheet1 with a single line through the centre.注意：此部分试题请在答题卡1上作答。
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1.The entertainer was know for his------: he gave essentially the same solid performance night after night for twenty years.(A)Bluntness(B)Arrogance(C)Obedience(D)Generosity(E)Consistency2.Transoceanic navigation is so------coastal navigation that the development of the former from the latter required------new instruments rather than modifying older ones.(A)contingent on .. perfecting(B)different from .. inventing(C)divorced from .. rejecting(D)separate from .. repairing(E)inferior to .. exploiting3.It is widely------,almost to the point of being conventional wisdom, that movies have experienced and overall------in quality; exceptions are generally regarded as happy accidents.(A)assumed .. decline(B)denied .. drop(C)known .. improvement(D)overlooked .. lapse(E)hoped .. rise4.Once regarded as an accurate, or------, representation of reality, the well-known painting is now consideration to be an entirely------creation.(A)faithful .. imaginative(B)distorted .. confusing(C)outdated .. fictional(D)precise .. practical(E)artificial .. sufficient5.Many teachers------jargon: they avoid specialize terminology, explaining difficult concepts in term that students understand.(A)manifest(B)divulge(C)propagate(D)invoke(E)eschewQuestions 6-9 are based on the following passage.Passage 1The destruction and excision of novelist Jane Austen’sletters by her sister Cassandra leaves the impression,according to Austen biographer Claire Tomalin, that Janewas dedicated to trivia. As Tomalin says of the surviving5letters, they “rattle on, sometimes almost like a comedian’spatter. Not much feeling, warmth or sorrow has beenallowed through.” A more recent counterargument is thatthe letters, rather than being disparaged by comparison withthe novels, should be attended to for what they do reveal.10Or, perhaps, as Professor Kathryn Sutherland suggests,there “was never a confiding correspondence to hold back.”It’s just that biographers are suspicious of gaps andsilences.Passage 215What is a biographer to make of the strange silencescreated by the Austen family policy of censorship: blankyears, for which no letters exist? In her novel MansfieldPark, Jane Austen herself comments on the joy with whichher character Fanny Price seizes upon a “scrap of paper”20containing a brief message from Edmund Bertram. “Twolines more prized had never fallen from the pen of the mostdistinguished author--never more completely blessed theresearches of the fondest biographer.” The distinguishedauthor of these lines would understand the frustrations of25a biographer who well knows that so many of his subject’smost revealing letters have been deliberately destroyed.6.Which best describes the relationship between the two passages?(A)Passage 1 exposes a ruthless tactic that Passage 2 argues is a common trend.(B)Passage 1 introduces several generalizations that Passage 2 explains in detail(C)Passage 1 describes a hypothetical scenario that Passage 2 represents as unlikely(D)Passage 1 presents background information for a revelation described in Passage 2(E)Passage 1 provides alternative perspectives on the sentiment expressed in Passage 27.Claire Tomalin (line 3, Passage 1) would most likely claim that the “strange silences”(line 14,Passage 2)(A)strengthen the notion that fiction is a more worthy pursuit than biography(B)heighten readers’ curiosity about the motives of Jane Austen’s family(C)prevent people from knowing what Jane Austen truly felt(D)perpetuate the idea that Cassandra dominated her sister Jane(E)justify a biographer’s need to interpret information liberally8.Which best describes the strategies used in lines 5-7, Passage 1 (“they rattle...through”), and lines19-22, Passage 2(“Two...biographer”)?(A)The first is a simile,the second hyperbole.(B)The first is a paradox, the second wordplay(C)The first is a metaphor, the second melodrama(D)The first is anecdotal, the second factual(E)The first is direct citation, the second paraphrase9.According to the “counterargument” (line 7, Passage 1), the surviving Austen letters(A)make light of serious issues(B)reveal Austen’s affectionate side(C)are inferior to Austen’s novels(D)may contain useful insights(E)reflect elements of Austen’s worksQuestions 10-16 are based on the following passage.In this passage from a 2007 book, the author discussesUnited States history textbooks.Steadfast reader, we are about to do something no highschool American history class has ever accomplished inthe annals of American education: reach the end of thetextbook. What final words do American history courses5impart to their students? The American Tradition assuresstudents “that the American tradition remains strong--strong enough to meet the many challenges that lie ahead.”“If these values are those on which most Americans canagree,” says The American Adventure, “The American10Adventure will surely continue.””Most Americansremained optimistic about the nation’s future. They wereconvinced that their free institutions, their great naturalwealth, and the genius of the American people wouldenable the U.S. To continue to be--as it always has been--15THE LAND OF PROMISE,” L and of promise concludes.Even most textbooks that don’t end with their titlesclose with the same vapid cheer. “The American spiritsurged with vitality as the nation headed toward the closeof the twentieth century,” the authors of The American20Pageant assured us in 1991, ignoring opinion polls thatsuggested the opposite. Fifteen years later, “The Americanspirit pulse with vitality in the early twenty-first century,”they write, but now “grave problems continued to plaguethe Republic.”Life and Liberty climbs farther out on this25hollow limb:”America will have a great role to play inthese future events. What this nation does depends on thepeople in it.” Can’t argue with that! “Problems lie ahead,certainly,” predicts American Adventures. “But so doopportunities.” In short, all we must do to prepare for the30morrow is keep our collective chin up. Or as Holt AmericanNation put it in 2003, “Americans faced the future withhope and determination.”Well, why not end happily? Might be one response.We don’t want to depress high school students. After all,35it’s not really history anyway--we cannot know for surewhat’s going to come next. So let’s end on an upbeat.Indeed, just as we don’t know with precision what wenton thousands of years ago, we cannot know with precisionwhat will happen next. Precisely for this reason, the40endings of these books provide another site where authorsmight appropriately provoke intellectual curiosity. Canstudents apply ideas they have learned from these hugeAmerican history textbooks? After all, as Shakespeare said,the “past is prologue.” If we understand what has caused45what in the past, we may be able to predict what willhappen next and even adopt national policies informed byour knowledge. Surely helping students learn to do so is thekey reason for teaching history in the first place. If historytextbooks supplied tools for projection or examples of50causation in the past that might (or might not) continue intothe future, they would encourage students to think aboutwhat they have just spent a year learning. What a thrillingway to end a history textbook!But no, the lack of intellectual excitement in these books55is most pronounced at their ends. All is well, the authorssoothe us. No need to ponder whether the nation or allhumankind is on the right path. No need to think at all. Notonly is this boring pedagogy, it’s had history.10.The primary purpose of the passage is to(A)explain to readers the importance of studying history(B)warn readers of the consequences of using certain textbooks(C)object to the quality of discussions in high school history classes(D)analyze the history textbooks currently used in United States high schools(E)criticize a particular aspect of United States history textbooks11.The tone of the opening sentence (lines 1-4) is best described as(A)brazenly belligerent(B)tactfully incredulous(C)falsely dramatic(D)quietly apprehensive(E)openly admiring12.In lines 6-15, the author quotes from textbooks primarily to show that the quoted statements often(A)warn of the dangers to democracy(B)obscure the importance of past events(C)challenge readers to action(D)share a common sentiment(E)critique a pattern of events13.The author refers to “opinion polls” (line 20) in order to point out(A)a correlation between practice and belief(B)a similarity between past and present(C)an opposition between convention and inclination(D)a confusion between method and result(E)an inconsistency between claim and evidence14.The interjection in line 27 (“Can’t...that!”) indicates that the author regards the assertion in lines 26-27 (“What...in it”) as(A)erroneous(B)misguided(C)self-evident(D)perceptive(E)prophetic15.In context, the author uses the quotation in line 44 to suggest that the past(A)must be continually reinterpreted(B)can never be altered(C)serves as a guide to the future(D)cannot be fully understood(E)always exhibits a sentimental attraction16.In lines 48-52 (“If history...learning”), the author implies that history textbooks should do which of the following?(A)Concentrate on contemporary(B)Provide the means to evaluate events(C)Discuss the past in isolation(D)Supply bibliographies of suggested readings(E)Offer analyses from multiple viewpointsQuestions 17-24 are based on the following passage.The author of this excerpt was adopted from an orphanagein Eritrea, Africa, and raised in England. As a youngwoman, she returns to Eritrea after having been contactedby her Eritrea brother.Some ten-year-old girls plan their wedding day, butI planned the day I’d meet my birth family: what I’d wear,what the weather would be like, whether I’d have a friendwith me. And for the last ten years, it hasn’t been a5complete fantasy. Ever since I got the letter from mybrother, I’ve known the question of a reunion was up to me,it was where if I wanted it, they were waiting--all I had todo was go to Eritrea. And ever since then, the scenes of memeeting whatever family I have left have been playing on10a loop in my head. Other than myself, the main players arefaceless, but it doesn’t matter because I know they all looklike me. I guess they’re faceless because before I met mycousin I had no idea what a man who is related to melooked like, nor a woman. Sure, I’ve seen Eritreans on the 15street who look a bit like me, but that’s only in a relativesense, rather than a full on, bona fide, related one.The opening scene is always the same. I am standingin front of a door. Someone else’s arm (it’s black, I think)reaches in front of the door and turns the round handle.20Sometimes it’s a round brass handle that turns clockwise,like the ones in my apartment; other times it’s a properhandle, I’m not sure what color or material. But it doesn’tmatter, because whichever it is, the person opening thedoor always seems to know. Once they turn the handle,25they push the door open and as my eyes follow the sweepof their arm it opens fully and there, as if in a lineup,aremy family, faceless but there, like shadows. Sometimes theroom is packed; at others, there is no one behind the door.It doesn’t take Freud* to figure out what’s going on. On30good days, everyone shakes hands (how English), kisseson the cheek three times Eritrean-style, and then sits down.The atmosphere is emotional, but not overwhelming-it’salmost chaste. I instantly know who is who, and everyone,not least myself, is amazed by our physical likeness,. We 35laugh the same raucous laughter, despite the fact we havenever previously met.On less good days, people start shouting at me prettymuch as soon as I enter the room. They are speakinga mixture of English and Tigrinya, but I know they are40all saying the same thing: “Why didn’t you write back?””Why didn’t you come sooner?” and so on, while I juststand there, unable to answer their questions. And on reallybad days? Well, on really bad days when the mystery handopens the door, there are a group of people standing around45an old man in a bed. The youngest of the group, a man inhis early thirties,turns around and tells me that my fatherhas just died.If I stay in this hotel room forever I well never learnwhich version, if any, is the right one, but right now that’s50preferable to taking the risk either way. As soon as I leavethis room, a chain of events that are way beyond my controlwill start. My life will never be the same again: I will havemet my birth family. In half an hour, I will have come fullcircle. The story of my life will be completely different.55I will no longer have to dodge the simplest of questions,questions like “What does your father look like?” or “Whodo you get your eyes from?” In half an hour I will know theanswer.* Sigmund Freud (1856-1939), a pioneering psychoanalyst17.The author’s overall attitude toward the “reunion” (line 6) is best described as a mixture of(A)excitement and anger(B)dread and humility(C)anxiety and caution(D)anticipation and trepidation(E)apathy and confusion18.In line 9, “playing” most nearly means(A)frolicking(B)jesting(C)feigning(D)maneuvering(E)running19.Why does the door handle (lines 18-22) vary in appearance?(A)Having entered the room so long ago, the author cannot recall the handle’s details.(B)With no experience of the actual object, the author can only imagine what the handle might looklike.(C)Because of her excitement on entering the room, the author did not note the handle’s design.(D)The author’s creative mind allows her to visualize strikingly different versions of the handle shehad seen.(E)The handle is very ornate, and the author notices something different about it each time she opensthe door.20.In describing the members of her family as “faceless” in line 27, the author means that they are(A)indistinct(B)impassive(C)insincere(D)ordinary(E)cowardly21.Which pair of words best describes the mood in the room on “good days” (line 30) and “less good days” (line 37), respectively?(A)Festive, mournful(B)Mysterious; disconcerting(C)Inspirational; volatile(D)Congenial; confrontational(E)Humorless; conspiratorial22.The author represents the “raucous laughter”(line 35) primarily as(A)a form of greeting(B)a personal quirk(C)a familial trait(D)an acquired behavior(E)a friendly gesture23.The situation in lines 43-47 (“Well...died”) is best understood to be the author’s(A)most vivid dream(B)most baffling challenge(C)most poignant experience(D)starkest recollection(E)greatest dread24.The passage as a whole suggests that the most likely result of learning “the answer” (lines 57-58) is that the author will(A)strive to be more open-minded(B)acquire a new set of talents(C)write about the lives of Eritreans(D)become more independent of her family(E)arrive at some emotional resolution。