1、大学英语六级卷二真题 2014 年 6 月及答案解析(总分：710.50，做题时间：120 分钟)一、Part I Writing (3(总题数：1，分数：106.50)1.Directions: For this part, you are allowed 30 minutes to write an explaining why it is unwise to jump to conclusions upon seeing or hearing something. You can give examples to illustrate your point. You should wri
2、te at least 150 words but no more than 200 words. （分数：106.50）_二、Part II Listening Co(总题数：1，分数：56.80)A.College tuition has become a heavy burden for the students.B.College students are in general politically active nowadays.C.He took part in many protests when he was at college.D.He is doubtful about
3、 the effect of the students action.A.The class has kept the party a secret from Jay.B.Jay is organizing a party for the retiring dean.C.Jay is surprised to learn of the party for him.D.The dean will come to Jays birthday party.A.He found his wallet in his briefcase.B.He told the woman to go and pick
4、 up his car.C.He went to the lost-and-found office.D.He left his things with his car in the garage.A.The show he directed turned out to be a success.B.He watches only those comedies by famous directors.C.TV comedies have not improved much since the 1960s.D.New comedies are exciting, just like those
5、in the 1960s.A.The man should stop boiling the vegetables.B.The man should try out some new recipes.C.Overcooked vegetables are often tasteless.D.All vegetables should be cooked fresh.A.Help them tidy up the house.B.Sort out their tax returns.C.Help them to decode a message.D.Figure out a way to avo
6、id taxes.A.The woman remains a total mystery to him.B.The woman is still trying to finish her work.C.He has devoted a whole month to his research.D.He didnt expect to complete his work so soon.A.He has failed to register for the course.B.He would like to major in psychology too.C.There should be mor
7、e time for registration.D.Developmental psychology is newly offered.Questions 9 to 11 are based on the conversation you have just heard.（分数：21.30）A.The brilliant product design.B.The unique craftsmanship.C.The new color combinations.D.The texture of the fabrics.A.Fancy product.B.Local handicrafts.C.
8、Traditional Thai silks.D.Unique tourist attractions.A.It will start tomorrow.B.It will last only one day.C.It will be out into the countryside.D.It will be on the following weekend.Questions 12 to 15 are based on the conversation you have just heard.（分数：28.40）A.A year of practical training.B.A happy
9、 childhood.C.A pleasant neighbourhood.D.A good secondary education.A.He is good at carpentry.B.He is academically gifted.C.He should be sent to a private school.D.He ought to get good vocational training.A.Donwell School.B.Carlton Abbey.C.Enderby High.D.Enderby comprehensive.A.Find out more about th
10、e five schools.B.Send their children to a better private school.C.Talk with their children about their decision.D.Put Keith in a good boarding school.四、Section C(总题数：3，分数：71.00)Passage One Questions 16 to 18 are based on the conversation you have just heard.（分数：21.30）A.It will be well ventilated.B.I
11、t will be brightly lit.C.It will provide casy access to the disabled.D.It will have a large space for storage.A.Opposite to the library.B.On the same floor as the labs.C.On the first floor.D.On the ground floor.A.To make the building appear traditional.B.To cut the construction cose to the minimum.C
12、.To match the style of construction on the site.D.To embody the subcommittees design concepts.Passage Two Questions 19 to 22 are based on the conversation you have just heard.（分数：28.40）A.Sell financial softwareB.Write financial softwareC.Conduct research on financial softwareD.Train clients to use f
13、inancial softwareA.RewardingB.UnsuccessfulC.TediousD.ImportantA.He provided individual supportB.He held group discussionsC.He gave the trainees lecture notesD.He offered online tutorialsA.Nobody is able to solve all the problems in a couple of weeksB.The fault might lie in his style of presenting th
14、e imformationC.The trainees problems had to be dealt with one by oneD.The employees were a bit slow to follow hi sinstructionPassage Three Questions 23 to 25 are based on the conversation you have just heard.（分数：21.30）A.Their teachers meet them only in classB.Their parents tend to overprotect themC.
15、They have little close contact with adultsD.They rarely read any books about adultsA.Writers and lawyers are brought in to talk to studentsB.Real-life cases are simulated for students to learn lawC.More Teacher and Writer Collaboratives are being set upD.Opportunities are created for children to bec
16、ome writersA.Children like to form partnerships with each otherB.Children are often the best teachers of ohter childC.Paired Learning cltivates the spirit of cooperationD.Sixth-graders can teach first-graders as well as teachers五、Section D(总题数：1，分数：71.50)Tests may be the most unpopular part of acade
17、mic life. Students hate them because they produce fear and (26) 1 about being evaluated, and focus on grades instead of learning for learnings sake. But tests are also valuable. A well-constructed test (27) 2 what you know and what you still need to learn. Tests help you see how your performance (28
18、) 3 that of others. And knowing that youll be tested on (29) 4 material is certainly likely to (30) 5 you to learn the material more thoroughly. However, theres another reason you might dislike tests. You may assume that tests have the power to (31) 6 your worth as a person. If you do badly on a tes
19、t, you may be tempted to believe that you received some (32) 7 information about yourself from the professor - information that says you are a failure in some significant way. This is a dangerous and wrong-headed assumption. If you do badly on a test, it doesnt mean you are a bad person or stupid or
20、 that youll never do better again and that your life is (33) 8 . If you dont do well on a test, youre the same person you were before you took the test. No better, no worse. You just did badly on a test. Thats it! (34) 9 , tests are not a measure of your value as an individual. Theyre a measure only
21、 of how well and how much you studied. Tests are tools. Theyre indirect and (35) 10 measures of what we know. （分数：71.50）填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_六、Part III Reading Com(总题数：1，分数：35.50)Fear can be an effective way to change behavior. One study compared the
22、effects of high-fear and low-fear appeals on changes in attitudes and behaviors related to dental hygiene(卫生). One group of subjects was shown awful pictures of (36) teeth and diseased gums; another group was shown less frightening materials such as plastic teeth, charts, and graphs. Subjects who sa
23、w the frightening materials reported more anxiety and a greater (37) to change the way they took care of their teeth than the low-fear group did. But were these reactions actually (38) into better dental hygiene practices? To answer this important question, subjects were called back to the laborator
24、y on two (39) (five days and six weeks after the experiment). They chewed disclosing wafers(牙疾诊断片) that give a red stain to any uncleaned areas of the teeth and thus provided a direct (40) of how well they were really taking care of their teeth. The result showed that the high-fear appeal did actual
25、ly result in greater and more (41) changes in dental hygiene. That is, the subjects (42) to high-fear warnings brushed their teeth more (43) than did those who saw low-fear warnings. However, to be an effective persuasive device it is very important that the message not be too frightening and that p
26、eople be given (44) guidelines to help them to reduce the cause of the fear. If this isnt done, they may reduce their anxiety by denying the message or the (45) of the communicator. If that happens, it is unlikely that either attitude or behavior change will occur. A. accustomed B. carefully C. caut
27、iously D. concrete E. credibility F. decayed G. desire H. dimensions I. eligible J. exposed K. indication L. occasions M. permanent N. sensitivity O. translated （分数：35.50）A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E
28、.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.七、Section B(总题数：1，分数：71.00)What If Middle-Class Jobs Disappear? AThe most recent recession in the United States began in December
29、 of 2007 and ended in June of 2009, according to the official arbiter of recession dating, the National Bureau of Economic Research. However, two years after the official end of the recession, few Americans would say that economic troubles are behind us. The unemployment rate, in particular, remains
30、 above 9 percent. Some labor market indicators, such as the proportion of long-term unemployed, are worse now than for any postwar recession. BThere are two widely circulated narratives to explain what is going on. The Keynesian narrative is that there has been a major drop in aggregate demand. Acco
31、rding to this narrative, the slump can be largely cured by using monetary and fiscal stimulus.The main anti-Keynesian narrative is that businesses are suffering from uncertainty and over-regulation. According to this narrative, the slump can be cured by having the government commit to and follow a m
32、ore hands-off approach. CI want to suggest a third interpretation. Without ruling out a role for aggregate demand or for the regulatory environment, I wish to suggest that structural change is an important factor in the current rate of high unemployment. The economy is in a state of transition, in w
33、hich the middle-class jobs that emerged after World War II have begun to decline.As Erik Brynjolfsson and Andrew McAfee put it in a recent e-book Race Against the Machine:The root of our problems is not that were in a Great Recession, or a Great Stagnation, but rather that we are in the early throes
34、 of a Great Restructuring. DIn fact, I believe that the Great Depression of the 1930s can also be interpreted in part as an economic transition. The impact of the internal combustion engine and the small electric motor on farming and manufacturing reduced the value of uneducated laborers. Instead, b
35、y the 1950s, a middle class of largely clerical workers was the most significant part of the labor force.Between 1930 and 1950, the United States economy underwent a Great Transition. Demand fell for human effort such as lifting, squeezing, and hammering. Demand increased for workers who could read
36、and follow directions. The evolutionary process eventually changed us from a nation of laborers to a nation of clerks. EThe proportion of employment classified as “clerical and kindred workers” grew from 5.2 percent in 1910 to a peak of 19.3 percent in 1980. (However, by 2000 this proportion had edg
37、ed down to 17.4 percent.) Overall, workers classified as clerical, professional workers, technical workers, managers, officials, and proprietors exceeded 50 percent of the labor force by 2000.Corresponding declines took place in the manual occupations. Workers classified as laborers, other than farm
38、 or mine, peaked at 11.4 percent of the labor force in 1920 but were barely 6 percent by 1950 and less than 4 percent by 2000. Farmers and farm laborers fell from 33 percent of the labor force in 1910 to less than 15 percent by 1950 and only 1.2 percent in 2000. FThe introduction of the tractor and
39、improvements in the factory rapidly reduced the demand for uneducated workers. By the 1930s, a marginal farm hand could not produce enough to justify his employment. Sharecropping, never much better than a subsistence occupation, was no longer viable. Meanwhile, machines were replacing manufacturing
40、 occupations like cigar rolling and glass blowing for light bulbs. GThe structural-transition interpretation of the unemployment problem of the 1930s would be that the demand for uneducated workers in the United States had fallen, but the supply remained high. The high school graduation rate was onl
41、y 8.8 percent in 1912 and still just 29 percent in 1931. By 1950, it had reached 59 percent.3 With a new generation of workers who had completed high school, the mismatch between skills and jobs had been greatly reduced. HWhat took place after the Second World War was not the revival of a 1920s econ
42、omy, with its small farming units, urban manufacturing, and plurality of laborers. Instead, the 1950s saw the creation of a new suburban economy, with a plurality of white-collar workers. With an expanded transportation and communications infrastructure, businesses needed telephone operators, shippi
43、ng clerks, and similar occupations. If you could read, follow simple instructions, and settle into a routine, you could find a job in the post-war economy. IThe trend away from manual labor has continued. Even within the manufacturing sector, the share of production and non-supervisory workers in ma
44、nufacturing employment went from over 85 percent just after the Second World War to less than 70 percent in more recent years. To put this another way, the proportion of white-collar work in manufacturing has doubled over the past 50 years. On the factory floor itself, work has become less physicall
45、y demanding. Instead, it requires more cognitive skills and the ability to understand and carry out well-defined procedures. JAs noted earlier, the proportion of clerical workers in the economy peaked in 1980. By that date, computers and advanced communications equipment had already begun to affect
46、telephone operations and banking. The rise of the personal computer and the Internet has widened the impact of these technologies to include nearly every business and industry. KThe economy today differs from that of a generation ago. Mortgage and consumer loan underwriters have been replaced by cre
47、dit scoring. Record stores have been replaced by music downloads. Book stores are closing, while sales of books on electronic readers have increased. Data entry has been moved off shore. Routine customer support also has been outsourced overseas. LThese trends serve to limit the availability of well
48、-defined jobs. If a job can be characterized by a precise set of instructions, then that job is a candidate to be automated or outsourced to modestly educated workers in developing countries.The result is what David Autor calls the polarization of the American job market. MUsing the latest Census Bureau data, Matthew Slaughter found that from 2000 to 2010 the real earnings of college graduates (with no advanced degree) fell by more in percentage terms than the earnings of high school graduates. In fact, over this period the only education category to show an increase in earnings wa
