1、2011年 6月大学英语六级真题试卷及答案与解析 一、 Part I Writing (30 minutes) 1 For this part, you are allowed 30 minutes to write a short essay entitled 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 二、 Part II Reading Comprehension (Skimming a
2、nd Scanning) (15 minutes) Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions attached to the passage. For questions 1-4, mark： Y (for YES) if the statement agrees with the information given in the passage; N (for NO) if the statement contradict
3、s the information given in the passage; NG (for NOT GIVEN) if the information is not given in the passage. 1 Minority Report American universities are accepting more minorities than ever. Graduating them is another matter. Barry Mills, the president of Bowdoin College, was justifiably proud of Bowdo
4、ins 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
5、 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 c
6、lasses. “If you look at who eithers college, it now looks like America,“ says Hilary Pennington, director of postsecondary programs for the Bill -tise to make capital investments. （ A） Lower their prices 1o attract more customers. （ B） Introduce travel packages for young travelers. （ C） Design progr
7、ams targeted at retired couples. （ D） Launch a new program of adventure trips. （ A） The role of travel agents. （ B） The way people travel. （ C） The number of last-minute bookings. （ D） The prices of polar expeditions. （ A） The old stereotypes about men and women. （ B） The changing roles played by me
8、n and women. （ C） The division of labor between men and women （ D） The widespread prejudice against women. （ A） Offer more creative and practical ideas than men. （ B） Ask questions that often lead to controversy. （ C） Speak loudly enough to attract attention. （ D） Raise issues on behalf of women. （
9、A） To prove that she could earn her living as a gardener. （ B） To show that women are more hardworking than men. （ C） To show that women are capable of doing what men do. （ D） To prove that she was really irritated with her husband. （ A） Covering major events of the day in the city. （ B） Reporting c
10、riminal offenses in Greenville. （ C） Hunting news for the daily headlines. （ D） Writing articles on family violence. （ A） It is a much safer place than it used to be. （ B） Rapes rarely occur in the downtown areas. （ C） Assaults often happen on school campuses. （ D） It has fewer violent crimes than b
11、ig cities. （ A） There are a wide range of cases. （ B） They are very destructive. （ C） There has been a rise in such crimes. （ D） They have aroused fear among the residents. （ A） Write about something pleasant. （ B） Do some research on local politics. （ C） Offer help to crime victims. （ D） Work as a
12、newspaper editor. Section C Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to 43 wit
13、h the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the 36 In America, people are faced with more and more decisions every day, whether its
14、 picking one of 31 ice cream【 B1】 _or deciding whether and when to get married. That sounds like a great thing. But as a recent study has shown, too many choices can make us【 B2】 _, unhappy even paralyzed with indecision. Thats【 B3】 _true when it comes to the workplace, says Barry Schwartz, an autho
15、r of six books about human【 B4】 _. Students are graduating with a【 B5】_of skills and interests, but often find themselves【 B6】 _when it comes to choosing an ultimate career goal. In a study, Schwartz observed decision-making among college students during their【 B7】 _year. Based on the answers to que
16、stions regarding their job-hunting【 B8】 _and career decisions, he divided the students into two groups; “maximizers“ who consider every possible option, and “satisficers“ who look until they find an option that is good enough. You might expect that the students 【 B9】 _. But it turns out thats not tr
17、ue. Schwartz found that while maximizers ended up with better paying jobs than satisficers on average, they werent as happy with their decision. The reason【 B10】 _. When you look at every possible option, you tend to focus more on what was given up than what was gained. After surveying every option,
18、【 B11】_. 37 【 B1】 38 【 B2】 39 【 B3】 40 【 B4】 41 【 B5】 42 【 B6】 43 【 B7】 44 【 B8】 45 【 B9】 46 【 B10】 47 【 B11】 Section A Directions: In this section, there is a short passage with 5 questions or incomplete statements. Read the passage carefully. Then answer the questions or complete the statements in
19、 the fewest possible words. 47 How good are you at saying “no“? For many, its surprisingly difficult. This is especially true of editors, who by nature tend to be eager and engaged participants in everything they do. Consider these scenarios: Its late in the day. That front-page package youve been w
20、orking on is nearly complete; one last edit and its finished. Enter the executive editor, who makes a suggestion requiring a more-than-modest rearrangement of the design and the addition of an information box. You want to scream: “ No Its done!“ What do you do? The first rule of saying no to the bos
21、s is dont say no. She probably has something in mind when she makes suggestions, and its up to you to find out what. The second rule is dont raise the stakes by challenging her authority. That issue is already decided. The third rule is to be ready to cite options and consequences. The bosss suggest
22、ions might be appropriate, but there are always consequences. She might not know about the pages backing up that need attention, or about the designer who had to go home sick. Tell her she can have what she wants, but explain the consequences. Understand what shes trying to accomplish and propose a
23、Plan B that will make it happen without destroying what youve done so far. Heres another case. Your least-favorite reporter suggests a dumb story idea. This one should be easy, but its not. If you say no, even politely, you risk inhibiting further ideas, not just from that reporter, but from others
24、who heard that you turned down the idea. This scenario is common in newsrooms that lack a systematic way to filter story suggestions. Two steps are necessary. First, you need a system for how stories are proposed and reviewed. Reporters can tolerate rejection of their ideas if they believe they were
25、 given a fair hearing. Your gut reaction (本能反应 ) and dismissive rejection, even of a worthless idea, might not qualify as systematic or fair. Second, the people you work with need to negotiate a “What if . . . ?“ agreement covering “What if my idea is turned down?“ How are people expected to react?
26、Is there an appeal process? Can they refine the idea and resubmit it? By anticipating “What if. . . ?“ situations before they happen, you can reach understanding that will help ease you out of confrontations. 48 Instead of directly saying no to your boss, you should find out_. 49 The authors second
27、warning is that we should avoid running a greater risk by_. 50 One way of responding to your bosss suggestion is to explain the _ to her and offer an alternative solution. 51 To ensure fairness to reporters, it is important to set up a system for stories to_. 52 People who learn to anticipate “ What
28、 if. . . ?“ situations will be able to reach understanding and avoid_. Section B Directions: 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.
29、52 At the heart of the debate over illegal immigration lies one key question: are immigrants good or bad for the economy? The American public overwhelmingly thinks theyre bad. Yet the consensus among most economists is that immigration, both legal and illegal, provides a small net boost to the econo
30、my. Immigrants provide cheap labor, lower the prices of everything from farm produce to new homes, and leave consumers with a little more money in their pockets. So why is there such a discrepancy between the perception of immigrants impact on the economy and the reality? There are a number of famil
31、iar theories. Some argue that people are anxious and feel threatened by an inflow of new workers. Others highlight the strain that undocumented immigrants place on public services, like schools, hospitals, and jails. Still others emphasize the role of race, arguing that foreigners add to the nations
32、 fears and insecurities. Theres some truth to all these explanations, but they arent quite sufficient. To get a better understanding of whats going on, consider the way immigrations impact is felt. Though its overall effect may be positive, its costs and benefits are distributed unevenly. David Card
33、, an economist at UC Berkeley, notes that the ones who profit most directly from immigrants low-cost labor are businesses and employersmeatpacking plants in Nebraska, for instance, or agricultural businesses in California. Granted, these producers savings probably translate into lower prices at the
34、grocery store, but how many consumers make that mental connection at the checkout counter? As for the drawbacks of illegal immigration, these, too, are concentrated. Native low-skilled workers suffer most from the competition of foreign labor. According to a study by George Boreas, a Harvard economi
35、st, immigration reduced the wages of American high-school dropouts by 9% between 1980 -2000. Among high-skilled, better-educated employees, however, opposition was strongest in states with both high numbers of immigrants and relatively generous social services. What worried them most, in other words
36、, was the fiscal (财政的 ) burden of immigration. That conclusion was reinforced by another finding; that their opposition appeared to soften when that fiscal burden decreased, as occurred with welfare reform in the 1990s, which curbed immigrants access to certain benefits. The irony is that for all th
37、e overexcited debate, the net effect of immigration is minimal. Even for those most acutely affected say, low-skilled workers, or California residentsthe impact isnt all that dramatic. “The unpleasant voices have tended to dominate our perceptions,“ says Daniel Tichenor, a political science professo
38、r at the University of Oregon, “ But when all those factors are put together and the economists calculate the numbers, it ends up being a net positive, but a small one. “ Too bad most people dont realize it. 53 What can we learn from the first paragraph? （ A） Whether immigrants are good or bad for t
39、he economy has been puzzling economists. （ B） The American economy used to thrive on immigration but now its a different story. （ C） The consensus among economists is that immigration should not be encouraged. （ D） The general public thinks differently from most economists on the impact of immigrati
40、on. 54 In what way does the author think ordinary Americans benefit from immigration? （ A） They can access all kinds of public services. （ B） They can get consumer goods at lower prices. （ C） They can mix with people of different cultures. （ D） They can avoid doing much of the manual labor. 55 Why d
41、o native low-skilled workers suffer most from illegal immigration? （ A） They have greater difficulty getting welfare support. （ B） They are more likely to encounter interracial conflicts. （ C） They have a harder time getting a job with decent pay. （ D） They are no match for illegal immigrants in lab
42、or skills. 56 What is the chief concern of native high-skilled, better-educated employees about the inflow of immigrants? （ A） It may change the existing social structure. （ B） It may pose a threat to their economic status. （ C） It may lead to social instability in the country. （ D） It may place a g
43、reat strain on the state budget. 57 What is the irony about the debate over immigration? （ A） Even economists cant reach a consensus about its impact. （ B） Those who are opposed to it turn out to benefit most from it. （ C） People are making too big a fuss about something of small impact. （ D） There
44、is no essential difference between seemingly opposite opinions. 57 Picture a typical MBA lecture theatre twenty years ago. In it the majority of students will have conformed to the standard model of the time; male, middle class and Western. Walk into a class today, however, and youll get a completel
45、y different impression. For a start, you will now see plenty more women the University of Pennsylvanias Wharton School, for example, boasts that 40% of its new enrolment is female. You will also see a wide range of ethnic groups and nationals of practically every country. It might be tempting, there
46、fore, to think that the old barriers have been broken down and equal opportunity achieved. But, increasingly, this apparent diversity is becoming a mask for a new type of conformity. Behind the differences in sex, skin tones and mother tongues, there are common attitudes, expectations and ambitions
47、which risk creating a set of clones among the business leaders of the future. Diversity, it seems, has not helped to address fundamental weaknesses in business leadership. So what can be done to create more effective managers of the commercial world? According to Valerie Gauthier, associate dean at
48、HEC Paris, the key lies in the process by which MBA programmes recruit their students. At the moment candidates are selected on a fairly narrow set of criteria such as prior academic and career performance, and analytical and problem solving abilities. This is then coupled to a schools picture of wh
49、at a diverse class should look like, with the result that passport, ethnic origin and sex can all become influencing factors. But schools rarely dig down to find out what really makes an applicant succeed, to create a class which also contains diversity of attitude and approach-arguably the only diversity that, in a business context, really matters. Professor Gauthier believes schools should not just be selecting candida
