2014英语六级翻译真题答案
2014年12月6级真题三套(阅读和翻译部分)含答案
2014年12月6级第一套Part IIIReading comprehensionSection AQuestions 36 to 45 are based on the following passage.His future subjects have not always treated the Prince of Wales with the respect one might expect. They laughed aloud in 1986 when the heir to the British (36) ________ told a TV reporter that he talked to his plants at his country house, Highgrove, to stimulate their growth. The Prince was being humorous—“My sense of humor will get me into trouble one day,”he said to the aides (随从)—but listening to Charles Windsor can indeed prove stimulating. The royal (37)________ that been promoting radical ideas for most of his adult life, some of his (38) _________ which once sounded a hit weird were simply ahead of their time. Now, finally, the world seems to be catching up with him.Take his views on farming. Prince Charles’ Duchy Home Farm went (39) ___________ back to 1996.when most shoppers cared only about the low price tag on suspiciously blemish-free(无瑕疵的)V egetables and (40) __________ large chickens piled high in supermarkets.His warnings on climate change proved farsighted; too Charles began (41) _________ action on global warming in 1990 and says he has been worried about the (42) ____________ of man on the environment since he was a teenager.Although he has gradually gained international (43) __________ as one of the a world’s leading conservationists, many British people still think of him as an (44) ____________ person who talks to plants This year, as it happens, South Korean scientists proved that plants really do (45) __________ to sound. So Charles was ahead of the game there, too.A. conformB. eccentricC. environmentalistD. expeditionsE. impactF. notionsG. organicH. originallyI. recognition J. respond K. subordinate L. suppressingM. throne N. unnaturally O. urgingSection BShould Single-Sex Education Be Eliminated?[A] Why is a neuroscientist here debating single-sex schooling? Honestly, I had no fixed ideas on the topic when I started researching it for my book, Pink Brain, Blue Brain. But any discussion of gender differences in children inevitably leads to this debate, so I felt compelled to dive into the research data on single-sex schooling. I read every study I could, weighed the existing evidence, and ultimately concluded that single-sex education is not the answer to gender gaps in achievement—or the best way forward for today’s young people. After my book was published, I met several developmental and cognitive psychologists whose work was addressing gender and education from different angles, and we published a peer-reviewed Education Forum piece in Science magazine with the provocative title, “The Pseudoscience of Single-Sex Education.”[B] We showed that three lines of research used to justify single-sex schooling—educational, neuroscience, and social psychology—all fail to support its alleged benefits, and so the widely-held view that gender separation is somehow better for boys, girls, or both is nothing more than a myth.The Research on Academic Outcomes[C] First, we reviewed the extensive educational research that has compared academic outcomes in students attending single-sex versus coeducational schools. The overwhelming conclusion when you put this enormous literature together is that there is no clear academic advantage of sitting in all-female or all-male classes, in spite of much popular belief to the contrary. I base this conclusion not on any individual study, but on large-scale and systematic reviews of thousands of studies conducted in every major English-speaking country.[D] Of course, there’re many excellent single-sex schools out there, but as these careful research reviews have demonstrated, it’s not their single-sex composition that makes them excellent. It’s all the other advantages that are typically packed into such schools, such as financial resources, quality of the faculty, and pro-academic culture, along with the family background and pre-selected ability of the students themselves that determine their outcomes.[E] A case in point is the study by Linda Sax at UCLA, who used data from a large national survey of college freshmen to evaluate the effect of single-sex versus coeducational high schools. Commissioned by the National Coalition of Girls’ Schools, the raw findings look pretty good for the funders —higher SAT scores and a stronger academic orientation among women who had attended all girls’ high schools (men weren’t studied). However, once the researchers controlled for both student and school attributes—measures such as family income, parents’ education, and school resources—most of these effects were erased or diminished.[F] When it comes to boys in particular, the data show that single-sex education is distinctly unhelpful for them. Among the minority of studies that have reported advantages of single-sex schooling, virtually all of them were studies of girls. There’re no rigorous studies in the United States that find single-sex schooling is better for boys, and in fact, a separate line of research by economists has shown both boys and girls exhibit greater cognitive growth over the school year based on the “dose” of girls in a classroom. In fact, boys benefit even more than girls from having larger numbers of female classmates. So single-sex schooling is really not the answer to the current “boy crisis” in education.Brain and Cognitive Development[G] The second line of research often used to justify single-sex education falls squarely within my area of expertise: brain and cognitive development. I t’s been more than a decade now since the “brain sex movement ” began infiltrating (渗入) our schools, and there are literally hundreds of schools caught up in the fad (新潮). Public schools in Wisconsin, Indiana, Florida and many other states now proudly declare on their websites that they separate boys and girls because “research solidly indicates that boys and girls learn differently,”due to “hard-wired”differences in their brains, eyes, ears, autonomic nervous systems, and more.[H] All of these statements can be traced to just a few would-be neuroscientists, especially physician Leonard Sax and therapist Michael Gurian. Each gives lectures, runs conferences, and does a lot of professional development on so-called “gender-specific learning.”I analyzed their various claims about sex differences in hearing, vision, language, math, stress responses, and “learning styles”in my book and along peer-reviewed paper. Other neuroscientists and psychologists have similarly exposed their work. In short, the mechanisms by which our brains learn language, math, physics, and every other subject don’t differ between boys and girls. Of course, learning does vary a lot between individual students, but research reliably shows that this variance is far greater within populations of boys or girls than between the two sexes.[I] The equal protection clause of the U.S. Constitution prohibits separation of students by sex in public education that’s based on precisely this kind of “overbroad generalizations about the different talents, capacities, or preferences of males and females.” And the reason it is prohibited is because it leads far too easily to stereotyping and sex discrimination.Social Developmental Psychology[J] That brings me to the third area of research which fails to support single-sex schooling and indeed suggests the practice is actually harmful: social-developmental psychology.[K] It’s a well-proven finding in social psychology that segregation promotes stereotyping and prejudice, whereas intergroup contact reduces them—and the results are the same whether you divide groups by race, age, gender, body mass index, sexual orientation, or any other category. What’s more, children are especially vulnerable to this kind of bias, because they are dependent on adults for learning which social categories are important and why we divide people into different groups.[L] You don’t have to look far to find evidence of stereotyping and sex discrimination in single-sex schools. There was the failed single-sex experiment in California, where six school districts used generous state grants to set up separate boys’ and girls’ academies in the late 1990s. Once boys and girls were segregated, teachers resorted to traditional gender stereotypes to run their classes, and within just three years, five of the six districts had gone back to coeducation. [M] At the same time, researchers are increasingly discovering benefits of gender interaction in youth. A large British study found that children with other-sex older siblings(兄弟姐妹) exhibit less stereotypical play than children with same-sex older siblings, such as girls who like sports and building toys and boys who like art and dramatic play. Another study of high school social networks found less bullying and aggression the higher the density of mixed-sex friendships within a given adolescent network. Then there is the finding we cited in our Science paper of higher divorce and depression rates among a large group of British men who attended single-sex schools as teenagers, which might be explained by the lack of opportunity to learn about relationships during their formative years.[N] Whether in nursery school, high school, or the business world, gender segregation narrows our perceptions of each other, facilitating stereotyping and sexist attitudes. It’s very simple: the more we structure children and adolescents’ environment around gender distinctions and separation, the more they will use these categories as the primary basis for understanding themselves and others. [O] Gender is an important issue in education. There are gaps in reading, writing, and science achievement that should be narrower. There are gaps in career choice that should be narrower—if we really want to maximize human potential and American economic growth. But stereotyping boys and girls and separating them in the name of fictitious(虚构的) brain differences is never going to close these gaps.46. Hundreds of schools separate boys from girls in class on the alleged brain and cognitive differences.47. A review of extensive educational research shows no obvious academic advantage of single-sex schooling.48. The author did not have any fixed ideas on single-sex education when she began her research on the subject49. Research found men who attended single-sex schools in their teens were more likely to sufferfrom depression.50. Studies in social psychology have shown segregation in school education has a negative impact on children.51. Reviews of research indicate there are more differences in brain and cognitive development within the same sex than between different sexes.52. The findings of the national survey of college freshmen about the impact of single-sex schooling fail to take into account student and school attributes.53. It wasn’t long before most of the school districts that experimented with single-sex education abandoned the practice.54. Boys from coeducational classes demonstrate greater cognitive abilities according to the economists’ research.55. As careful research reviews show, academic excellence in some single-sex schools is attributed to other factors than single-sex education.Section CInternational governments’ inaction concerning sustainable development is clearly worrying but the proactive(主动出击的) approaches of some leading-edge companies are encouraging. Toyota, Wal-Mart, DuPont, M&S and General Electric have made tackling environmental wastes a key economic driver.DuPont committed itself to a 65% reduction in greenhouse gas emissions in the 10 years prior to 2010. By 2007, DuPont was saving $2.2 billion a year through energy efficiency, the same as its total declared profits that year. General Electric aims to reduce the energy intensity of its operations by 50% by 2015. They have invested heavily in projects designed to change the way of using and conserving energy.Companies like Toyota and Wal-Mart are not committing to environmental goals out of the goodness of their hearts. The reason for their actions is a simple yet powerful realization that the environmental and economic footprints fit well together. When M&S launched its “Plan A”sustainability program in 2007, it was believed that it would cost over £200 million in the first five years. However, the initiative had generated £105 million by 2011/12.When we prevent physical waste, increase energy efficiency or improve resource productivity, we save money, improve profitability and enhance competitiveness. In fact, there are often huge “quick win” opportunities, thanks to years of neglect.However, there is a considerable gap between leading-edge companies and the rest of the pack. There are far too many companies still delaying creating a lean and green business system, arguing that it will cost money or require sizable capital investments. They remain stuck in the “environment is cost” mentality. Being environmentally friendly does not have to cost money. In fact, going beyond compliance saves cost at the same time that it generates cash, provided that management adopts the new lean and green model.Lean means doing more with less. Nonetheless, in most companies, economic and environmental continuous improvement is viewed as being in conflict with each other. This is one of the biggest opportunities missed across most industries. The size of the opportunity is enormous. The 3% Report recently published by World Wildlife Fund and CDP shows that the economic prize for curbing carbon emissions in the US economy is $780 billion between now and 2020. It suggests that one of the biggest levers for delivering this opportunity is “increased efficiencythrough management and behavioral change”—in other words, lean and green management.Some 50 studies show that companies that commit to such aspirational goals as zero waste, zero harmful emissions, and zero use of non-renewable resources are financially outperforming their competitors. Conversely, it was found that climate disruption is already costing $1.2 trillion annually, cutting global GDP by 1.6%. Unaddressed, this will double by 2030.56. What does the author say about some leading-edge companies?A. They operate in accordance with government policies.B. They take initiatives in handling environmental wastes.C. They are key drivers in their nations’ economic growth.D. They are major contributors to environmental problems.57. What motivates Toyota and Wal-Mart to make commitments to environmental protection?A. The goodness of their hearts.B. A strong sense of responsibility.C. The desire to generate profits.D. Pressure from environmentalists.58. Why are so many companies reluctant to create an environment-friendly business system?A. They are bent on making quick money.B. They do not have the capital for the investment.C. They believe building such a system is too costly.D. They lack the incentive to change business practices.59. What is said about the lean and green model of business?A. It helps businesses to save and gain at the same time.B. It is affordable only for a few leading-edge companies.C. It is likely to start a new round of intense competition.D. It will take a long time for all companies to embrace it.60. What is the finding of the studies about companies committed to environmental goals?A. They have greatly enhanced their sense of social responsibility.B. They do much better than their counterparts in terms of revenues.C. They have abandoned all the outdated equipment and technology.D. They make greater contributions to human progress than their rivals.Passage TwoIf you asked me to describe the rising philosophy of the day, I’d say it is data-ism. We now have the ability to gather huge amounts of data. This ability seems to carry with it certain cultural assumptions—that everything that can be measured should be measured; that data is a transparent and reliable lens that allows us to filter out emotionalism and ideology; that data will help us do remarkable things— like foretell the future.Over the next year, I’m hoping to get a better grip on some of the questions raised by the data revolution: In what situations should we rely on intuitive pattern recognition and in which situations should we ignore intuition and follow the data? What kinds of events are predictable using statistical analysis and what sorts of events are not?I confess I enter this in a skeptical frame of mind, believing that we tend to get carried away in our desire to reduce everything to the quantifiable. But at the outset let me celebrate two things data does really well.First, it’s really good at exposing when our intuitive view of reality is wrong. For example, nearly every person who runs for political office has an intuitive sense that they can powerfullyinfluence their odds of winning the election if they can just raise and spend more money. But this is largely wrong.After the 2006 election, Sean Trende constructed a graph comparing the incumbent(在任者的) campaign spending advantages with their eventual margins of victory. There was barely any relationship between more spending and a bigger victory. Likewise, many teachers have an intuitive sense that different students have different learning styles: some are verbal and some are visual; some are linear, some are holistic(整体的). Teachers imagine they will improve outcomes if they tailor their presentations to each student. But there’s no evidence to support this either.Second, data can illuminate patterns of behavior we haven’t yet noticed. For example, I’ve always assumed people who frequently use words like “I,”“me,” and “mine” are probably more self-centered than people who don’t. But as James Pennebaker of the University of Texas notes in his book, The Secret Life of Pronouns, when people are feeling confident, they are focused on the task at hand, not on themselves. High-status, confident people use fewer “I” words, not more.Our brains often don’t notice subtle verbal patterns, but Pennebaker’s computers can. Younger writers use more negative and past-tense words than older writers who use more positive and future-tense words.In sum, the data revolution is giving us wonderful ways to understand the present and the past. Will it transform our ability to predict and make decisions about the future? We’ll see.61. What do data-ists assume they can do?A. Transform people’s cultural identity.B. Change the way future events unfold.C. Get a firm grip on the most important issues.D. Eliminate emotional and ideological bias.62. What do people running for political office think they can do?A. Use data analysis to predict the election result.B. Win the election if they can raise enough funds.C. Manipulate public opinion with favorable data.D. Increase the chances of winning by foul means.63. Why do many teachers favor the idea of tailoring their presentations to different students?A. They think students prefer flexible teaching methods.B. They will be able to try different approaches.C. They believe students’ learning styles vary.D. They can accommodate students with special needs.64. What does James Pennebaker reveal in The Secret Life of Pronouns?A. The importance of using pronouns properly.B. Repeated use of first-person pronouns by self-centered people.C. Frequent use of pronouns and future tense by young people.D. A pattern in confident people’s use of pronouns.65. Why is the author skeptical of the data revolution?A. Data may not be easily accessible.B. Errors may occur with large data samples.C. Data cannot always do what we imagine it can.D. Some data may turn out to be outdated.Part IV Translation中国将努力确保到2015年就业者接受过平均13.3年的教育。
2014年6月英语六级真题(含答案)中文对照
2014 年年英语六级真题A 节方向：在本节中，你将听到8 短对话和 2 长时间谈话。
注意：此部分试题请在答题卡1上作答。
他们可能是赃物的 1.A)B）他们可能是假冒产品C）他们可能是有缺陷的产品D）他们可能好走私2.A) 他们是公务员B）他们是求职者C）他们都是记者D）他们是公众演讲3.A）人已决定辞去他的电脑课B）女人想要获得学位的管理C）计算机学位是一个必须为行政工作D）男人去换他的计算机课的时间4.A）大量的参赛者参加演出B) 第五届的参赛者赢得了最高奖C）那不是如他所预期的一样令人兴奋D）它是由一个汽车制造商赞助5.）阅读报纸专栏B）看着一张火车时刻表C）驾驶从纽约到波士顿D）等待在机场的人6.）他穿着一件外套，在商场里买了B）他在理发店里得到一份新工作C）他了一根手指，昨晚受伤D）他昨天剪了头发7.）他不能欣赏毕加索的画展B）甚至是他的外甥可以抽奖，毕加索C）他不是对现代绘画印象颇深D）一些图纸由幼儿园的小朋友都是优秀8.A）他不应该本末倒置B）他的行为不符合他的话C）他向学生政府的态度已经改变了D）他很久以来参与学生会9 到11 的问题都基于你刚才听到的谈话9.A）她离开她自己的车停在曼彻斯特B）什么地方出毛病用她的车C）她想要在周末去旅行D）她车上拿下，t 是早在一周的时间10.A）安全B）大小C）安慰D）成本11.A）第三方保险B）增值税C）汽油D）车损险问题12 到15 基于你刚才听到的谈话12.A）如何更新基本设施B）怎样做才能提高他们的地位C）在哪里可以找到他们的植物D）如何吸引投资13.A) 他们与其他欧洲国家联系的路是快速B）他们都设在法国南部C）他们都非常靠近彼此D）其基本的设施都很好懂得可真) 尽量避免作出草率的决定B）利用到列车链接C）与地方当局的谈话D）先进行田野调查15.A) 未来产品分布B）本地工人的就业政策C）公路和铁路的链接，为小城镇的D）熟练的员工队伍，丘陵区B 节方向：在这部分中，你会听到 3 短的段落。
2014年6月英语六级真题翻译
2014年6月英语六级真题翻译:卷2Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese into English. You should write your answer on Answer Sheet 2.最近，中国科学院（Chinese Academy of Sciences)出版了关于其最新科学发现与未来一年展望的年度系列报告。
系列报告包括三部分:科学发展报告、高技术发展报告、中国可持续发展战略报告。
第一部分报告包含中国科学家的最新发现，诸如新粒子研究与H7N9病毒研究的突破。
该报告还突出强调了未来几年需要关注的问题。
第二份报告公布了一些应用科学研究的热门领域，如3D打印和人造器官研究。
第三份报告呼吁加强顶层设计，以消除工业升级中的结构性障碍，并促进节能减排。
Recently Chinese Academy of Science published a series of annual reports about its latest scientific findings and the prospect of the next year. The reports consist of three parts: science development, high technologies development and the China sustainable development strategy report. The first part includes the latest findings of Chinese scientists, such as the research of new particles and the breakthrough in the study of H7N9 virus. Furthermore, it highlights some problems we need to focus in the next few years. The second one announces some heated fields in applied science, for instance, the 3-dimension print and the study of artificial human organs. The third one appeals to people to enhance the top design so as to get rid of the structural obstacles in industrial upgrading and to promote the energy-saving and emission-reduction.Directions: For this part, you are allowed 30 minutes to write an essay explaining why it is unwise to put all your eggs in one basket. You can give examples to illustrate your point. You should write at least 150 words but no more than 200 words.【写作提示】本文是一篇议论文，要求对“孤注一掷是不明智的”做出论述。
2014年6月大学英语六级真题及答案真题+听力原文+答案详解.docx
2014 年 6 月英语六级真题及答案Part I WritingDirections: For this part, you are allowed 30 minutes to write a short essay on the topic of Due Attention Should Be Given to the Study of Chinese Yo u should write at Chinese. least 120 words following the outline given belo w:1.近年来在学生中出现了忽视中文学习的现象；2.出现这种现象的原因和后果；3我认为,Given Due Attention Should Be Given to the Study of ChinesePart II Reading Comprehension (Skimming and Scanning) (15 minute s)Directions: In this part, you will have 15 minutes to go over the passage qu ickly and answer the questions on Answer sheet 1. For questions 1-7, choo se the best answer from the four choices marked A), B), C) and D). For qu estions 8-10, complete the sen-tences with the information given in the pas sage. Welcome,Freshmen. Have an iPod.Taking a step that many professors may view as a bit counterproductive, so me colleges and universities are doling out Apple iPhones and Internet-cap able iPods to their students.The always-on Internet devices raise some novel possibilities, like tracking where students gather together. With far less controversy, colleges could s end messages about canceled classes, delayed buses, campus crises or just the cafeteria menu.While schools emphasize its usefulness —online research in class and inst ant polling of students, for example — a big part of the attraction is, undou btedly, that the iPhone is cool and a hit with students. Being equipped with one of the most recent cutting-edge IT products could just help a college o r university foster a cutting-edge reputation.Apple stands to win as well, hooking more young consumers with decadesof technology pur- chases ahead of them. The lone losers, some fear, could be professors.Students already have laptops and cell phones, of course, but the newest de vices can take class distractions to a new level. They practically beg a user to ignore the long-suffering professor strug- gling to pass on accumulated wisdom from the front of the room — a prospect that teachers find most irr itating and students view as, well, inevitable.“ When it gets a little boring, I might pull it out,‖acknowledged Naomi P ugh, a first-year student at Freed-Hardeman University in Henderson, Ter m., referring to her new iPod Touch, which can connect to the Internet ove r a campus wireless network. She speculated that professors might try even harder to make classes interesting if they were to compete with the devices. Experts see a movement toward the use of mobile technology in educati on, though they say it is in its infancy as professors try to come up with us eful applications. Providing powerful hand- held devices is sure to fuel deb ates over the role of technology in higher education.“ We think this is the way the future is going to work,‖said Kyle Dickson, co-director of re- search and the mobile learning initiative at Abilene Chris tian University in Texas, which has bought more than 600 iPhones and 300 iPods for students entering this fall.Although plenty of students take their laptops to class, they don’t take the m everywhere and would prefer something lighter. Abilene Christian settle d on the devices after surveying students and finding that they did not like hauling around their laptops, but that most of them always carried a cell ph one, Dr. Dickson said.It is not clear how many colleges and universities plan to give out iPhones and iPods this fall; officials at Apple were unwilling to talk about the subje ct and said that they would not leak any institution plans’s.“ We can’t announce other people’s news,‖saidGreg Joswiak, vice presid ent of iPod and iPhone marketing at Apple. He also said that he could not d iscuss discounts to universities for bulk purchases.At least four institutions — the University of Maryland, Oklahoma Christi an University, Abilene Christian and Freed-Hardeman — have announced t hat they will give the devices to some or all of their students this fall.Other universities are exploring their options. Stanford University has hire d a student-run com-pany to design applications like a campus map and dir ectory for the iPhone. It is considering whether to issue iPhones but not sur e it, snecessary, noting that more than 700 iPhones were registered on the u niversity network’s last year.At the Massachusetts Institute of Technology, iPhones might alreadyhave been everywhere, if AT&T, the wireless carrier offering the iPhone in the United States,had a more reliable network, said Andrew Yu, mobile devices platform pro ject manager at M.I.T.“ We would have probably gone ahead with this, maybe just getting a thou sand iPhones and giving them out, ‖Mr. Yusaid.The University of Maryland at College Park is proceeding cautiously, givi ng the iPhone or iPod Touch to 150 students, said Jeffrey Huskamp, vice p resident and chief information officer at the university. ― Wedon’t think tha t we have all the answers, Mr‖. Huskamp said. By observing how students use the gadgets, he said,― We’ retrying to get answers from the students. ‖ At each college, the students who choose to get an iPhone must pay for mo bile phone service. Those service contracts include unlimited data use. Both the iPhones and the iPod Touch devices can connect to the Internet throu gh campus wireless networks. With the iPhone, those networks may provid e faster connections and longer battery life than A T&T’s data network. Many cell phones allow users to surf the Web, but only some newer ones are c apable of wireless connection to the local area computer network. University officials say that they have no plans to track their students (and Apple said it would not be possible unless students give their permission). They say that they are drawn to the prospect of learning applications outsid e the classroom, though such lesson plans have yet to surface.“ My colleagues and I are studying something called augmented reality (a field of computer research dealing with the combination of real-world and virtual reality), said‖ Christopher Dede, professor in learning technologies at Harvard University. ― AlienContact, for‖ example, is an exer- cise develo ped for middle-school students who use hand-held devices that can determi ne their location. As they walk around a playground or other area, text, vid eo or audio pops up at various points to help them try to figure out why ali ens were in the schoolyard.“ You can imagine similar kinds of interactive activities along historical li nes, ‖like following the Freedom Trail in Boston, Professor Dede said.― It’s important that we do research, so that we know how well something like this works. ‖The rush to distribute the devices worries some professors, who say that st udents are less likely to participate in class if they are multi-tasking. ― I ’m n ot someone who’s anti-technology, but I,m always worried that technology becomes an end in and of itself, and it replaces teaching or it replaces analysis,, said’Ellen Millender, associate professor of classics at Reed College in Portland, Ore. (She added that she hoped to buy an iPhone for herself on ce prices fall.)Robert Summers, who has taught at Cornell Law School for about 40 years,announced this week — in a detailed, footnoted memorandum — that he would ban laptop computers from his class on contract law.“ I would ban that too if I knew the students were using it in class, Profes‖sor Summers said of the iPhone, after the device and its capabilities were e xplained to him. ― Whatwe want to encour- age in these students is an activ e intellectual experience, in which they develop the wide range of complex reasoning abilities required of good lawyers. ‖The experience at Duke University may ease some concerns. A few years a go, Duke began giving iPods to students with the idea that they might use t hem to record lectures (these older models could not access the Internet).“ We had assumed that the biggest focus of these devices would be consu ming the content, said‖ Tracy Futhey, vice president for informationtechn ology and chief information officer at Duke.But that is not all that the students did. They began using the iPods to creat e their own ― content, making‖ audio recordings of themselves and presenti ng them. The students turned what could have been a passive interaction in to an active one, Ms. Futhey said. 注意：此部分试题请在答题卡 1 上作答。
2014年12月全国大学英语六级考试真题及答案(第二套)
Section AHis future subjects have not always treated the Prince of Wales with the respect o ne XXXX expect. They laughed aloud in 1986 when the heir to the British(36)_____ t old a TV reporter that he talked to his plants at his country house, Highgrove, to stimu late their growth. The Prince was being humorous- “My sense of humor will get me in to trouble one day”, he said to his aids(随从)-but listening to Charles Windsor can ind eed prove stimulating. The royal(37)_____ has been promoting radical ideas for most of his adult life. Some of his(38)_____, which once sounded a bit weird, were simply ahead of their time. Now, finally, the world seems to be catching up with him. Take hi s views on farming. Prince Charles’ Duchy Home Farm went(39)_____ back in 1986. When most shoppers cared only about the low price tag on suspiciously blemish-free (无瑕疵的) vegetables and(40)_____ large chickens piled high in supermarkets.His warnings on climate change proved farsighted,too.Charles began(41)_____ a ction in warming in 1990 and says he has been worried about the(42)_____ of man on the environment same be was a teenger.Although he was gradually gained international(43)_____ as one of the world's l ending conservationists,many British people still think of him as an(44)_____ person who talks to plants.This year,as it happens,South Korean scientists proved that plants really do(45)_____ to round.So Charles was ahead of the game there,too.A.conformB.eccentricC.environmentalistD.expeditionsE.impactF.notion sanic H.originally I.recognition J.respond K.subordinate L.suppressi ng M.throne N.unnaturally O.urgingSection BDirections: In this section，you are going to read a passage with ten statements a ttached to it. Each statement contains information given in one of the paragraphs. Iden tify the paragraph from which the information is derived. You may choose a paragrap h more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2. High School Sports Aren’t Killing AcademicsA)In this month’s Atlantic cover article, “The Case Against High-School Sports,” Amanda Ripley argues that school-sponsored sports programs should be seriously cut. She writes that, unlike most countries that outperform the United States on internatio nal assessments, American schools put too much of an emphasis on athletics, “ Sports are embedded in American schools in a way they are not almost anywhere e lse,” she writes, “Yet this difference hardly ever comes up in domestic debates about America’s international mediocrity(平庸)in education.”B)American student-athletes reap many benefits from participating in sports, but the costs to the schools could outweigh their benefits, she argues, In particular, Ripley contends that sports crowd out the academic missions of schools: America should lea rn from South Korea and Finland and every other country at the top level of internatio nal test scores, all of whom emph asize athletics far less in school. ”Even in eighth gra de, American kids spend more than twice the time Korean kids spend playing sports,” she writes, citing a 2010 study published in the Journal of Advanced Academics.C)It might well be true that sports are far more rooted in American high schools t han in other countries. But our reading of international test scores finds no support for the argument against school athletics. Indeed, our own research and that of others lea d us to make the opposite case. School-sponsored sports appear to provide benefits tha t seem to increase, not detract(减少)from, academic success.D)Ripley indulges a popular obsession(痴迷)with international test score compar isons, which show wide and frightening gaps between the United States and other cou ntries. She ignores, however, the fact that states vary at least as much in test scores as do developed countries. A 2011 report from Harvard University shows that Massachu setts produces math scores comparable to South Korea and Finland, while Mississippi scores are closer to Trinidad and Tobago. Ripley’s thesis about sports falls apart in li ght of this fact. Schools in Massachusetts provide sports programs while schools in Fi nland do not. Schools in Mississippi may love football while in Tobago interscholastic sports are nowhere near as prominent. Sports cannot explain these similarities in per formance. They can’t explain international differences either.E)If it is true that sports undermine the academic mission of American schools, we would expect to see a negative relationship between the commitment to athletics a nd academic achievement. However, the University of Arkansas’s Daniel Bowen and Jay Greene actually find the opposite. They examine this relationship by analyzing sc hools’ sports wi nning percentages as well as student-athletic participation rates compa red to graduation rates and standardized test score achievement over a five-year perio d for all public high schools in Ohio. Controlling for student poverty levels, demograp hics(人口统计状况), and district financial resources, both measures of a school’s com mitment to athletics are significantly and positively related to lower dropout rates as well as higher test scores.F)On-the-field success and high participation in sports is not random-it requires f ocus and dedication to athletics. One might think this would lead schools obsessed wit h winning to deemphasize academics. Bowen and Greene’s results contradict that arg ument. A likely explanation for this seemingly counterintuitive(与直觉相反的)result is that success in sports programs actually facilitates or reflects greater social capital within a school’s community.G)Ripley cites the writings of renowned sociologist James Coleman, whose resea rch in education was groundbreaking. Coleman in his early work held athletics in cont empt, arguing that they crowded out schools’ academic missions. Ripley quotes his 19 61 study, The Adolescent Society, where Coleman writes, “Altogether, the trophy(奖品)case would suggest to the innocent visitor that he was entering an athletic club, not an educational institution.”H)However, in later research Coleman would show how the success of schools is highly dependent on what he termed social capital, “the social networks, and the relat ionships between adults and children th at are of value for the child’s growing up.”I)According to a 2013 evaluation conducted by the Crime Lab at the University o f Chicago, a program called Becoming a Man-Sports Edition creates lasting improvements in the boys’ study habits and grade point ave rages. During the first year of the p rogram, students were founds to be less likely to transfer schools or be engaged in viol ent crime. A year after the program, participants were less likely to have had an encou nter with the juvenile justice system.J)If school-sponsored sports were completely eliminated tomorrow, many Ameri can students would still have opportunities to participate in organized athletics elsewh ere, much like they do in countries such as Finland, Germany, and South Korea. The s ame is not certain when it comes to students from more disadvantaged backgrounds. I n an overview of the research on non-schoolbased after-school programs, researchers find that disadvantaged children partici pate in these programs at significantly lower rates. They find that low-income student s have less access due to challenges with regard to transportation, non-nominal fees, a nd off-campus safety. Therefore, reducing or eliminating these opportunities would m ost likely deprive disadvantaged students of the benefits from athletic participation, no t least of which is the opportunity to interact with positive role models outside of regu lar school hours.K)Another unfounded criticism that Ripley makes is bringing up the stereotype t hat athletic XX are typically lousy(蹩脚的)c lassroom teachers. “American principals, unlike the XX XX of principals around the world, make many hiring decisions with th eir sports teams in mind, which does not always end well for students,” she writes. Ed ucators who seek employment at schools primarily for the purpose of coaching are lik ely to shirk(推卸)teaching responsibilities, the argument goes. Moreover, even in the cases where the employee is a teacher first and athletic coach second, the additional re sponsibilities that come with coaching likely comes at the expense of time otherwise s pent on planning, grading, and communicating with parents and guardians.L)The data, however, do not seem to confirm this stereotype. In the most rigorou s study on the classroom results of high school coaches, the Un iversity of Arkansas’s Anna Egalite finds that athletic coaches in Florida mostly tend to perform just as well as their non-coaching counterparts, with respect to raising student test scores. We do n ot doubt that teachers who also coach face serious tradeoffs that likely come at the expense of time they could dedicate to their academic obligations. However, as with spo rting events, athletic coaches gain additional opportunities for communicating and ser ving as mentors(导师)that potentially help students succeed and make up for the costs of coaching commitments.M)If schools allow student-athletes to regularly miss out on instructional time for the sake of traveling to athletic competitions, that’s bad. However, such issues would be better addressed by changing school and state policies with regard to the schedulin g of sporting events as opposed to total elimination. If the empirical evidence points t o anything, it points towards school sponsored sports providing assets that are well wo rth the costs.N)Despite n egative stereotypes about sports culture and Ripley’s presumption th at academics and athletics are at odds with one another, we believe that the greater bo dy of evidence shows that school-sponsored sports programs appear to benefit student s. Successes on the playing field can carry over to the classroom and vice versa(反之亦然). More importantly, finding ways to increase school communities’ social capital is imperative to the success of the school as whole, not just the athletes.46.Stunets from low-income families have less access to off-campus sports progr ams.47.Amanda Ripley argues that America should learn from other countries that ra nk high in international tests and lay less emphasis on athletics.48.According to the author,Amanda Ripley fails to note that stunents'performance in exams varies from state to state.49.Amanda Ripley thinks that athletic coaches are poor at classroom instruction.50.James Coleman's later resrarch make an argument for a school's social capital.51.Reaearchers find that there is a ppsitive relationship between a school's comm itment toathletics and academic achievements.52.Aa rigorous study finds that athletic coaches also do well in raising students'te st scores.53.According to an evaluation,spograms contribute to students's academic prefor mance and character building.54.Amanda Ripley believes the emphasis on school sports shuold be brought up when trying to understand why Aamerican students are mediocre.55.James Coleman suggests in his earlier writings that school athletics would un dermine a school's image.Section CDirections: There are 2 passages in this section. Each passage is followed by som e 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 let ter on Answer Sheet 2 with a single line through the centre.Passage oneIt is easy to miss amid the day-to-day headlines of global economic recession, bu t there is a less conspicuous kind of social upheaval(剧变)underway that is fast alterin g both the face of the planet and the way human beings live. That change is the rapid acceleration of urbanization. In 2008, for the first time in human history, more than ha lf the world’s population was living in towns and cities. And as a recently published p aper shows, the process of urbanization will only accelerate in the decades to come—with an enormous impact on biodiversity and potentially on climate change.As Karen Seto, the led author of the paper, points out, the wave of urbanization i sn’t just about the migration of people into urban environments, but about the environ ments themselves becoming bigger to accommodate all those people. The rapid expansion of urban areas will have a huge impact on biodiversity hotspots and on carbon e missions in those urban areas.Humans are the ultimate invasive species—when the move into new territory, the often displace the wildlife that was already living there. And as land is cleared for tho se new cities—especially in the dense tropical forests—carbon will be released into th e atmosphere as well. It’s true that as people in developing nations move from the cou ntryside to the city, the shift may reduce the pressure on land, which could in turn be good for the environment. This is especially so in desperately poor countries, where re sidents in the countryside slash and burn forests each growing season to clear space fo r farming. But the real difference is that in developing nations, the move from rural ar eas to cities often leads to an accompanying increase in income — and that increase le ads to an increase in the consumption of food and energy, which in turn causes a rise i n carbon emissions. Getting enough to eat and enjoying the safety and comfort of livi ng fully on the grid is certainly a good thing — but it does carry an environmental pri ce. The urbanization wave can’t be stopped —and it shouldn’t be. But Seto’s paper d oes underscore the importance of managing that transition. If we do it the right way, we can reduce urbanization’s impact on the environment. “There’s an enormous oppo rtunity here, and a lot of pressure and responsibility to think about how we urbanize,” says Seto. “One thing that’s clear is that we can’t build cities the way we have over th e last couple of hundred years. The s cale of this transition won’t allow that.” We’re he aded towards an urban planet no matter what, but whether it becomes heaven or hell is up to us.56. What issue does the author try to draw people’s attention to?A. The shrinking biodiversity worldwide.B. The rapid increase of world population.C. The ongoing global economic recession.D. The impact of accelerating urbanization.57. In what sense are humans the ultimate invasive species?A. They are much greedier than other species.B. They are a unique species born to conquer.C. They force other species out of their territories.D. They have an urge to expand their living space.58. In what way is urbanization in poor countries good for the environment?A. More land will be preserved for wildlife.B. The pressure on farmland will be lessened.C. Carbon emissions will be considerably reduced.D. Natural resources will be used more effectively.59. What does the author say about living comfortably in the city?A. It incurs a high environmental price.B. It brings poverty and insecurity to an end.C. It causes a big change in people’s lifestyle.D. It narrows the gap between city and country.60. What can be done to minimize the negative impact of urbanization according to Seto?A. Slowing down the speed of transition.B. Innovative use of advanced technology.C. Appropriate management of the process.D. Enhancing people’s sense of responsibility.Passage TwoWhen Harvard student Mark Zuckerberg launched in Feb. 2004, even he could not imagine the forces it would let loose. His intent was to connect coll ege students. Facebook, which is what this website rapidly evolved into, ended up con necting the world.To the children of this connected era, the world is one giant social network. They are not bound — as were previous generations of humans — by what they were taugh t. They are only limited by their curiosity and ambition. During my childhood, all kno wledge was local. You learned everything you knew from your parents, teachers, prea chers, and friends.With the high-quality and timely information at their fingertips, today’s children are rising normally tame middle class is speaking up against social ills. Silicon Valley executives are being shamed into adding women to their boards. Political leaders are marshalling the energy of millions for elections and political causes. All of this is bein g done with social media technologies that Facebook and its competitors set free.As does every advancing technology, social media has created many new proble ms. It is commonly addictive and creates risks for younger users. Social media is used by extremists in the Middle East and elsewhere to seek and brainwash recruits. And it exposes us and our friends to disagreeable spying. We may leave our lights on in the house when we are on vacation, but through social media we tell criminals exactly wh ere we are, when we plan to return home, and howtoblackmail(敲诈)us.；Governmen tsdon’tneedinfo；Themarketersarealsoseein；Regardlessofwhatsocialme；61.Whatw asthepurposeofFa；A.Tohelpstudentsconnectw；B.Tobringuniversitystude；C.Tohel phow to blackmail(敲诈)us.Governments don’t need informers any more. Social media allows government a gencies to spy on their own citizens. We record our thoughts, emotions, likes and dislikes on Facebook; we share our political views, social preferences, and plans. We post intimate photographs of ourselves. No spy agency or criminal organization could activ ely gather the type of data that we voluntarily post for them.The marketers are also seeing big opportunities. Amazon is trying to predict wha t we will order. Google is trying to judge our needs and wants based on our social-me dia profiles. We need to be aware of the risks and keep working to alleviate the dange rs.Regardless of what social media people use, one thing is certain: we are in a peri od of accelerating change. The next decade will be even more amazing and unpredicta ble than the last. Just as no one could predict what would happen with social media in the last decade, no one can accurately predict where this technology will take us. I am optimistic, however, that a connected humanity will find a way to uplift itself.61. What was the purpose of Facebook when it was first created?A. To help students connect with the outside world.B. To bring university students into closer contact.C. To help students learn to live in a connected era.D. To combine the world into an integral whole.62. What difference does social media make to learning?A. Local knowledge and global knowledge will merge.B. Student will become more curious and ambitious.C. People are able to learn wherever they travel.D. Sources of information are greatly expanded.63. What is the author’s greatest concern with social media technology?A. Individuals and organizations may use it for evil purposes.B. Government will find it hard to protect classified information.C. People may disclose their friends’ information unintentionally.D. People’s attention will be easily distractedfrom their work in hand.64. What do businesses use social media for?A. Creating a good corporate image.B. Conducting large-scale market surveys.C. Anticipating the needs of customers.D. Minimizing possible risks and dangers.65. What does the author think of social media as a whole?A. It will enable human society to advance at a faster pace.B. It will pose a grave threat to our traditional ways of life.C. It is bound to bring about another information revolution.D. It breaks down the final barriers in human communication.Part IV Translation (30 minutes)Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese into English. You should write your answer on Answer Sheet 2.翻译题一：自从1978年启动改革以来，中国已从计划经济转为以市场为基础的经济，经历了经济和社会的快速发展。
2014年6月六级真题及答案-精心整理版
2014年6月英语六级真题及答案（精心整理版）Part I WritingDirections: For this part, you are allowed 30 minutes to write a short essay on the topic of Due Attention Should Be Given to the Study of Chinese Yo u should write at Chinese. least 120 words following the outline given belo w:1.近年来在学生中出现了忽视中文学习的现象；2.出现这种现象的原因和后果；3我认为…Given Due Attention Should Be Given to the Study of ChinesePart II Reading Comprehension (Skimming and Scanning) (15 minute s)Directions: In this part, you will have 15 minutes to go over the passage qu ickly and answer the questions on Answer sheet 1. For questions 1-7, choo se the best answer from the four choices marked A), B), C) and D). For qu estions 8-10, complete the sen-tences with the information given in the pas sage. Welcome,Freshmen. Have an iPod.Taking a step that many professors may view as a bit counterproductive, so me colleges and universities are doling out Apple iPhones and Internet-cap able iPods to their students.The always-on Internet devices raise some novel possibilities, like tracking where students gather together. With far less controversy, colleges could s end messages about canceled classes, delayed buses, campus crises or just the cafeteria menu.While schools emphasize its usefulness —online research in class and inst ant polling of students, for example — a big part of the attraction is, undou btedly, that the iPhone is cool and a hit with students. Being equipped with one of the most recent cutting-edge IT products could just help a college o r university foster a cutting-edge reputation.Apple stands to win as well, hooking more young consumers with decades of technology pur-chases ahead of them. The lone losers, some fear, could be professors.Students already have laptops and cell phones, of course, but the newest de vices can take class distractions to a new level. They practically beg a user to ignore the long-suffering professor strug-gling to pass on accumulated wisdom from the front of the room — a prospect that teachers find most irr itating and students view as, well, inevitable.“When it gets a little boring, I might pull it out,‖ acknowledged Naomi P ugh, a first-year student at Freed-Hardeman University in Henderson, Ter m., referring to her new iPod Touch, which can connect to the Internet ove r a campus wireless network. She speculated that professors might try even harder to make classes interesting if they were to compete with the devices. Experts see a movement toward the use of mobile technology in educati on, though they say it is in its infancy as professors try to come up with us eful applications. Providing powerful hand-held devices is sure to fuel deb ates over the role of technology in higher education.“We think this is the way the future is going to work,‖ said Kyle Dickson, co-director of re-search and the mobile learning initiative at Abilene Chris tian University in Texas, which has bought more than 600 iPhones and 300 iPods for students entering this fall.Although plenty of students take their laptops to class, they don’t take the m everywhere and would prefer something lighter. Abilene Christian settle d on the devices after surveying students and finding that they did not like hauling around their laptops, but that most of them always carried a cell ph one, Dr. Dickson said.It is not clear how many colleges and universities plan to give out iPhones and iPods this fall; officials at Apple were unwilling to talk about the subje ct and said that they would not leak any institution’s plans.“We can’t announce other people’s news,‖said Greg Joswiak, vice presid ent of iPod and iPhone marketing at Apple. He also said that he could not d iscuss discounts to universities for bulk purchases.At least four institutions — the University of Maryland, Oklahoma Christi an University, Abilene Christian and Freed-Hardeman — have announced t hat they will give the devices to some or all of their students this fall.Other universities are exploring their options. Stanford University has hire d a student-run com-pany to design applications like a campus map and dir ectory for the iPhone. It is considering whether to issue iPhones but not sur e it, snecessary, noting that more than 700 iPhones were registered on the u niversity’s network last year.At the Massachusetts Institute of Technology, iPhones might already have been everywhere, if AT&T, the wireless carrier offering the iPhone in the United States,had a more reliable network, said Andrew Yu, mobile devices platform pro ject manager at M.I.T.“We would have probably gone ahead with this, maybe just getting a thou sand iPhones and giving them out,‖ Mr. Yusaid.The University of Maryland at College Park is proceeding cautiously, givi ng the iPhone or iPod Touch to 150 students, said Jeffrey Huskamp, vice p resident and chief information officer at the university. ―We don’t think tha t we have all the answers,‖ Mr. Huskamp said. By observing how students use the gadgets, he said, ―We’re trying to get answers from the students.‖At each college, the students who choose to get an iPhone must pay for mo bile phone service. Those service contracts include unlimited data use. Bot h the iPhones and the iPod Touch devices can connect to the Internet throu gh campus wireless networks. With the iPhone, those networks may provid e faster connections and longer battery life than AT&T’s data network. Many cell phones allow users to surf the Web, but only some newer ones are c apable of wireless connection to the local area computer network. University officials say that they have no plans to track their students (and Apple said it would not be possible unless students give their permission). They say that they are drawn to the prospect of learning applications outsid e the classroom, though such lesson plans have yet to surface.“My colleagues and I are studying something called augmented reality (a field of computer research dealing with the combination of real-world and virtual reality),‖ said Christopher Dede, professor in learning technologies at Harvard University. ―Alien Contact,‖ for example, is an exer-cise develo ped for middle-school students who use hand-held devices that can determi ne their location. As they walk around a playground or other area, text, vid eo or audio pops up at various points to help them try to figure out why ali ens were in the schoolyard.“You can imagine similar kinds of interactive activities along historical li nes,‖ like following the Freedom Trail in Boston, Professor Dede said. ―It’s important that we do research, so that we know how well something like this works.‖The rush to distribute the devices worries some professors, who say that st udents are less likely to participate in class if they are multi-tasking. ―I’m n ot someone who’s anti-technology, but I,m always worried that technology becomes an end in and of itself, and it replaces teaching or it replaces analysis,,’ said Ellen Millender, associate professor of classics at Reed College in Portland, Ore. (She added that she hoped to buy an iPhone for herself on ce prices fall.)Robert Summers, who has taught at Cornell Law School for about 40 years , announced this week — in a detailed, footnoted memorandum —that he would ban laptop computers from his class on contract law.“I would ban that too if I knew the students were using it in class,‖ Profes sor Summers said of the iPhone, after the device and its capabilities were e xplained to him. ―What we want to encour-age in these students is an activ e intellectual experience, in which they develop the wide range of complex reasoning abilities required of good lawyers.‖The experience at Duke University may ease some concerns. A few years a go, Duke began giving iPods to students with the idea that they might use t hem to record lectures (these older models could not access the Internet). “We had assumed that the biggest focus of these devices would be consu ming the content,‖ said Tracy Futhey, vice president for information techn ology and chief information officer at Duke.But that is not all that the students did. They began using the iPods to creat e their own ―content,‖ making audio recordings of themselves and presenti ng them. The students turned what could have been a passive interaction in to an active one, Ms. Futhey said. 注意：此部分试题请在答题卡1上作答。
2014年12月大学英语6级考试真题及答案范文
2014年12月大学英语6级考试真题及答案（整理总结版）（一）听力部分真题和答案：短对话：1.M: Before we play again, I’m going to buy a good tennis racket.W: Your shoes aren’t in a very good shape either.Q: What does the woman mean?2.M: Barbara, I’d like you could assist me in the lab demonstration. But aren’t you supposed to go to Dr. Smith’s lecture today?W: I ask Cathy to take notes for me.Q: What do we learn from the conversation?3.W: Steve invi ted me to the dinner party on Sunday evening. Have you received your invitation yet? M: Yes, he found me this morning and told me he wanted all his old classmates to come to the reunion.Q: What do we learn from the conversation?4.W: I’m afraid I’m a little bit s easick. I feel dizzy.M: Close your eyes and relax. You’ll be all right as soon as we come at shore.Q: Where does the conversation most probably take place?5.W: I wonder what’s happened to our train. It should have been here twenty minutes ago according to the timetable. But it’s already 9:30.M: There’s no need to get nervous. The announcement says it’s forty minutes late.Q: When is the train arriving?6.M: John is handsome and wealthy. Believe it or not, he is still a bachelor.W: He is a notorious g uy in many girls’ eyes. I’m sick of hearing his name.Q: What does the woman mean?7.M: Cars had lined up bumper to bumper. And I’ve been held up on the express way for the entire hour.W: Really? It must be a pain in the neck. But be patient, anyway, you can do nothing but wait. Q: What do we learn about the man?8.W: Yesterday I was surprised to see Mary using that washing machine you’re going to throw away. M: Yes, it’s quite old and in a very poor condition. Frankly speaking, that she got it working amazes me a lot.Q: What does the man imply about Mary?答案：1. B. The man should get a pair of new shoes.2. A. The woman will skip Dr. Smith’s lecture to help the man.3. D. The speakers and Steve used to be classmates.4. C. In a boat.5. B. 9:50.6. A. She does not like John at all.7. D. He is trapped in a terrible traffic jam.8. A. She is good at repairing things.长对话：Conversation 1M: A recent case I heard was of a man accused and found guilty of breaking into a house and stealing some money.W: Well, was he really guilty, judge?M: He admit ted that he’d done it, and there were several witnesses saying that he had indeed done it. So I can only assume that he was guilty.W: Why did he do it?M: Well, the reasons were little muddied, probably at least it seemed in a trial that he did it to get some money to feed his family. You see, he’d been out of work for some time.W: Well, he’d been out of work and he chose to break into a ho use to get money for his family and apparently in front of people that, err... could see him do it.M: His attorney presented testimony that he had indeed applied for jobs and was listed with several employment agencies, including the state employment agency, but they weren’t any jobs.W: And he had no luck!M: He had no luck and it’d been some time. He had two children and both of them were needing food and clothing.W: So he was in desperate circumstances. Did you sentence him?M: Yes.W: But what good do es it do to put the man into jail when he’s obviously in such need?M: This particular fellow has been in prison before.W: For the same thing?M: No, for a different sort of crime.W: Huh?M: But he did know about crime, so I suppose there are folks that just have to go back to prison several times.9. What did the judge say about the case he recently heard?10. What do we learn about the man at the time of crime?11. What did the judge say about the accused?Conversation 2M: Ah, how do you do, Ms. Wezmore?W: How do you do?M: Do sit down.W: Thank you.M: I’m glad you’re interes ted in our job. Now, let me explain it. We plan to increase our advertising considerably. At present, an advertising agency handles our account, but we haven’t been too pleased with the results lately and we may give our account to another agency.W: What would my work entail?M: You’d be responsible to me for all advertising and to Mr. Grunt for public rel ations.You’d brief the agency whoever it is on the kind of advertising campaign we want. You’d also be responsible for getting our leaflets, brochures and catalogs designed.W: I presume you advertise in the national press as well as the trade press.M: Yes, we do.W: Have you thought about advertising on television?M: We don’t think it’s a suitable medium for us. And it’s much too expensive.W: I can just imagine a scene with a typist sitting on an old-fashioned typing chair, her back aching, exhaus ted, then we show her in one of your chairs. Her back properly supported filling full of energy, typing twice as quickly.M: Before you get carried away with your little scene, Ms. Wezmore, I regret to have to tell you again that we are not planning to go into television.W: That’s a shame. I’ve been doing a lot of television work lately and it interests me enormously.M: Then I really don’t think that this is quite the right job for you here, Ms. Wezmore.12. What does the man think of their present advertising agency?13. What would the woman be responsible for to Mr. Grunt?14. What is the woman most interested in doing?15. What does the man think of the woman applicant?答案：Conversation 19. C. The accused was found guilty of stealing.10. B. He was unemployed.11. A. He had been in jail before.Conversation 212. B. Unsatisfactory.13. C. Public relations.14. D. Making television commercials.15. D. She is not suitable for the position.短文1Many foreign students are attrac ted not only to the academic programs at a particular U.S. college but also to the larger community, which affords the chance to soak up the surrounding culture. Few foreign universities put much emphasis on the cozy communal life that characterizes American campuses from clubs and sports teams to student publications and drama societies. “The campus and the American university have bec ome identical in people’s minds,” says Brown University President Vartan Gregorian. “In America it is assumed that a student’s daily life is as important as his learning experience.”F oreign students also come in search of choices. America’s menu of options—research universities, state institutions, private liberal-arts schools, community colleges, religious institutions, military academies—is unrivaled. “In Europe,” says history profes sor Jonathan Steinberg, who has taught at both Harvard and Cambridge, “there is one system, and that is it.” While students overseas usually must demonstrate expertise in a specific field, whether law or philosophy or chemistry, most American universities insist that students sample natural and social sciences, languages and literature before choosing a field of concentration.Such opposing philosophies grow out of different traditions and power structures. In Europe and Japan, universities are answerable only to a ministry of education, which sets academic standards and distributes money.While centralization ensures that all students are equipped with roughly the same resources and perform at roughly the same level, it also discourages experimentation. “When they make mistakes, they make big ones,” says Robert Rosenzweig, president of the Association of American Universities. “They set a system in wrong directions, and it’s like steering a supertanker.”问题：16. What does the speaker say characterizes American campuses?17. What does Brown University president Vartan Gregorian say about students' daily life?18. In what way is the Uni ted States unrivaled according to the speaker?19. What does the speaker say about universities in Europe and Japan?答案：16. What does the speaker say characterizes American campuses?答案：(A) The cozy communal life.【点评】：细节题。
cet 6 2014年12月6级翻译
2014年12月CET6真题翻译1：反应在艺术和文学中的乡村生活理想是中国文明的重要特征。
这在很大程度上归功于道家对自然的感情。
传统中国画有两个最受青睐的主题，一是家庭生活的各种幸福场景，画中往往有老人在下棋饮茶，男人在耕耘收割，妇女在织布缝衣，小孩在户外玩耍。
另一个则是乡村生活的种种乐趣，画有渔夫在湖上打渔，农夫在山上砍柴采药，或是书生坐在松树下吟诗作画。
这两个主题可以分别代表儒家和道家的生活理想。
参考译文：The ideal rural lifestyle reflected in the art and literature is a great characteristic in Chinese civilization. It is largely attributed to the Taoism affection to nature. There are two most preferred topics in traditional Chinese paintings. One kind depicts various happy scenes of family life in which the elderly play chess and drink tea, young men farm and harvest in the field, women weave or sew clothes and kids play in the outside. The other depicts the recreations of rural life. In these paintings, fishermen fish on the lake, famers hew or collect herbs on the hills and scholars compose poems or paintings under pine trees. These two themes respectively represent the ideal life of Confucianism and Taoism.翻译2：中国将努力确保到2015年就业者接受过平均13.3年的教育。
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2014年6月英语六级真题翻译答案
翻译一：2014年6月英语六级翻译答案（中文热词）
中文热词通常反映社会变化和文化，有些在外国媒体上愈来愈流行。
例如，土豪和大妈都是老词，但已获取了新的意义。
土豪以前指欺压佃户和仆人的乡村地主，现在用于指花钱如流水或喜欢炫耀财富的人，也就是说，土豪有钱，但是没有品位。
大妈是对中年妇女的称呼，但是现在特指不久前金价大跌时大量购买黄金的中国妇女。
土豪和大妈可能会被收入新版的牛津(OXford)英语词典，至今约有120中文加进了牛津英语词典，成了英语语言的一部分。
【点评】
本篇翻译内容为“热词”反映社会现象，可见汉译英的选材范围包括中国文化、社会、经济、政治、科技等等各个方面，在备考时要注重全面，而且要注重平时的积累。
相信对社会热点有所关注的话都能够准确理解原文内容，但是其中一些俗语的表达，比如“花钱如流水”等，要学会“意译”，表达出词语内涵而不是字对字翻译。
【参考译文】
Chinese buzzwords usually mirror changes and culture in the society, and some of them are increasingly used by foreign media. For example, though old word they are, tuhao and dama have taken on new meanings now。
The word "tuhao" originally means urban lords who bully tenants and servants, but now it refers to rich people who enjoy squandering and flaunting their fortune. In other words, tuhao has much money but little taste. Meanwhile, originally meaning middle-aged women, the word "dama" is used to refer in particular to those Chinese women who snapped up gold when the price of gold plunged not long ago。
It is likely that the two words will be included in the newest edition of the Oxford English Dictionary. Up to now, about 120 Chinese words have been listed in it and became part of the English language。
翻译二：2014年6月英语六级翻译答案（中国科学院）
最近中国科学院(Chinese Academy of Science)出版了关于其最新科学发现与未来一年展望的年度系列报告。
系列报告包括三部分：科学发展报告，高技术发展报告，中国可持续战略报告。
第一份报告包含中国科学家的最新发现，诸如新粒子研究与H7N9病毒研究的突破。
该报告还突出强调了未来几年需要关注的问题。
第二份报告公布了一些应用科学研究的热门领域，如3D打印和人造器官研究。
第三份报告呼吁加强顶层设计，以消除工业升级中的结构性障碍，并促进节能减排。
【参考译文】
Chinese Academy of Science recently published an annual report about its latest scientific findings and the prospect of the next year. The report consists of three parts: science development, more advanced technology development and the sustainable strategy of China. The first one includes the latest findings of Chinese scientists, such as the research of new particle and the breakthrough in the study of H7N9 virus. Furthermore, it highlights some problems we need to focus in next few years. The second one announces some heated fields in applied science. For example, the 3－dimension print and the study of human organs. The third one suggests people enhance the top design in order to get rid of the structural obstacles in industrial upgrading and to promote the energy-saving and emission-reduction。
翻译二：2014年6月英语六级翻译答案（治理污染）
北京计划未来三年投资7600亿元治理污染，从减少pm2.5排放入手。
这一新公布的计划旨在减少四种主要污染源，包括500万辆机动车的尾气排放、周边地区燃煤、来自北方的沙尘暴和本地的建筑灰尘，另外850亿元用于新建或升级城市垃圾处理和污水处理设施，加上300亿元投资未来三年的植树造林。
市政府还计划建造一批水循环利用工厂，并制止违章建筑，以改善环境。
另外，北京还将更严厉地处罚违反减排规定的行为。
【参考译文】
Beijing is going to invest 760 billion yuan in next three years to control pollution, beginning with cutting down the emission of PM 2.5 . This newly announced project aims to reduce four major sources of pollution, including exhaust from 5000 thousand motor vehicles, coal-burning in surrounding areas, sandstorms from the north and local construction dust. Another 85 billion yuan is used to build or upgrade the facilities of disposing garbage and sewage of the city. In addition, 30 billion to support afforestation programs in next three years.
The municipal government also plans to construct some plants to use cycle water, banning illegal constructions to modify the environment. Furthermore, Beijing will punish those who violate the rules of emission-reduction more severely.。