2014年6月六级真题第3套

2014年6月大学英语六级考试真题(三）Part I Writing(30minutes)Directions ：For this part，you are allowed SO minutes to write an essay explaining why it is unwise to judge a person by their appearance• You can give examples to illustrate your point• You should write at least 150 words but no more than 200 words.注意：此部分试题请在答题卡1上作答。

Part II 'Listening Comprehension(30minutes)Section ADirections ：In this section，you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B)，C) and D)，and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.注意：此部分试题请在答题卡1上作答。

2014年6月大学英语六级考试真题(三)In June 2014, the CET-6 (College English Test Level 6) was held across China. As one of the most important English proficiency tests for Chinese college students, it assesses students' abilities in listening, reading, writing, and translation.The test consists of four parts: listening comprehension, reading comprehension, writing, and translation. For listening comprehension, students are required to listen to a recording and answer multiple-choice questions based on what they have heard. The reading comprehension section tests students' ability to understand and analyze English texts, including both articles and passages.In the writing section, students are asked to write an essay on a given topic within a certain time frame. This part aims to test their ability to express their ideas clearly and logically in written English. The final part of the test is translation, where students need to translate a passage from Chinese into English. This tests their understanding of both languages and their ability to transfer meaning accurately.Overall, the CET-6 is considered a challenging test that requires students to have a strong grasp of English grammar,vocabulary, and comprehension skills. Many students spend months preparing for the exam by studying English textbooks, practicing listening and reading exercises, and improving their writing and translation skills.The results of the CET-6 are important for students looking to apply for graduate programs, scholarships, or jobs that require English proficiency. A good score can open up many opportunities for students in their academic and professional careers.In conclusion, the 2014 June CET-6 exam was a significant event for thousands of college students in China. It tested their English language abilities and provided them with an opportunity to demonstrate their proficiency in the language. For many students, passing the CET-6 is a major achievement and a stepping stone towards their future goals.。

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6月大学英语六级真题试卷（三）(题后含答案及解析)题型有：1. Writing 2. Listening Comprehension 3. 4. Reading Comprehension 5. TranslationPart I Writing1．For this part, you are allowed 30 minutes to write an essay explaining why it is unwise to jump to conclusions upon seeing or hearing something. You can give examples to illustrate your point. You should write at least 150 words but no more than 200 words.正确答案：Think Twice Before Reaching a Conclusion As a proverb goes: “To see is to believe”, which indicates that we are always quite sure of what we see, though what we hear is not considered so trustworthy. Few realize the partiality in this viewpoint, especially in an era when youngsters are lack of the necessary guidance and reasonable supervision. There is an old saying in China, “Don’t lace up your shoes near a watermelon patch, and don’t straighten your hat under a plum tree.”Why? Because people at a distance may regard your actions as stealing watermelons or plums. We saw that man put up his hands under the plum tree, but we didn’t continue our watching to see his next motion, and we immediately draw a conclusion that he is immoral. Such are always the case. Therefore, drawing conclusions rashly is not objective enough to make our statements persuasive. In conclusion, it is not advisable to make a judgment by what we assume or imagine at first sight. Only by getting to know the situation in a comprehensive way and thinking calmly can we come up with rational and reasonable conclusions.Part II Listening ComprehensionSection A听力原文：M: Look at the low prices on these fashionable TV sets. Something is fishy, don’t you think so? W: Well, there have been a lot of robberies recently. Some of the stolen goods may have landed here. Q: What does the woman imply about the low-priced television sets?2．A．They might be stolen goods.B．They might be fake products.C．They might be faulty products.D．They might be smuggled goods.正确答案：A解析：男士说这些时尚的电视机价格很低，并表示对此感到怀疑。

2014年6月大学英语六级考试真题Part I Writing(30minutes) Directions:For this part,you are allowed30minutes to write an essay explaining why it is unwise to jump to conclusions upon seeing or hearing something.You can give examples to illustrate your point.You should write at least150words but no more than200words.Write your essay on Answer Sheet1.注意:此部分试题请在答题卡1上作答。

Part II Listening Comprehension(30minutes) Section ADirections:In this section,you will hear8short conversations and2long conversations.At the end of each conversation,one or more questions will be asked about what was said.Both the conversation and the questions will be spoken only once.After each question there will be a pause.During the pause,you must read the four choices marked A),B),C)and D),and decide which is the best answer.Then mark the corresponding letter on Answer Sheet1with a single line through the centre.注意:此部分试题请在答题卡1上作答。

2014年6月大学英语六级考试真题(三)答案与详解Part ⅠWriting1、审题:这是一篇议论文【考频:★★★】。

本次作文的主题是考生比较熟悉的“不要以貌取人”，理解起来难度不大。

现实生活中，很多人都不可避免地以貌取人，关注长相而不是个人能力，这种做法是不明智的。

2、列提纲：3. 语言:运用过渡词及富有逻辑性的词语为文章增色Don’t Judge People by Their AppearanceAlthough many people acknowledge the old saying that "Never judge people by their appearance’’, they still fall into the trap of “good appearance” easily. In my opinion, for a person, abilities are far more important than the appearance.Firstly, although good appearance can help make an impression, it is always abilities that really matter. Secondly, peopled good appearance is natural, while abilities have to be gained through self- improvement and years of hard work, which speak more of peopled true selves. Last but not least, good appearance fades while abilities can be improved over time. Eventually, it is abilities that help people succeed, so it is safe to say that abilities will always bring more to life than good appearance.In conclusion, it is unwise to judge people by their appearance and it is always abilities that count in the long run. As college students, we should spend more efforts developing our abilities.PartⅡListening Comprehension1.听力原文：W: Jim, you are on the net again! When arc you going to get off? It’s time for the talk show.M: Just a minute, dear! I’m looking at a new jewelry site. I want to make sure I get the right gift for mom’s birthday.Q：What is the man doing right now?1. A) Surfing the net. C) Packing a birthday gift.B) Watching a talk show. D) Shopping at a jewelry store.【预测】四个选项均以动词的-ing形式开头，且从选项内容可以看出，选项是在描述“正在做什么”，所以问题应是问对话中一人或两人正在做什么。

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 Chinese Part 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 partof 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, T er 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 T exas, 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.。

2014年6月大学英语六级考试真题（第三套）Part I Writing （30 minutes）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.Part II Listening Comprehension （30 minutes）Section ADirections: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A）, B）, C）and D）, and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.1. A）The man is the manager of the apartment building.B）The woman is very good at bargaining.C）The woman will get the apartment refurnished.D）The man is looking for an apartment.2. A）How the pictures will turn out. C）What the man thinks of the shots.B）Where the botanical garden is. D）Why the pictures are not ready.3. A）There is no replacement for the handle. C）The suitcase is not worth fixing.B）There is no match for the suitcase. D）The suitcase can be fixed in time.4. A）He needs a vehicle to be used in harsh weather.B）He has a fairly large collection of quality trucks.C）He has had his truck adapted for cold temperatures.D）He does routine truck maintenance for the woman.5. A）She cannot stand her boss’s bad temper.B）She has often been criticized by her boss.C）She has made up her mind to resign.D）She never regrets any decisions she makes.6. A）Look for a shirt of a more suitable color and size.B）Replace the shirt with one of some other material.C）Visit a different store for a silk or cotton shirt.D）Get a discount on the shirt she is going to buy.7. A）At a “Lost and Found”. C）At a trade fair.B）At a reception desk. D）At an exhibition.8. A）Repair it and move in. C）Convert it into a hotel.B）Pass it on to his grandson. D）Sell it for a good price.Questions 9 to 11 are based on the conversation you have just heard.9. A）Unique descriptive skills. C）Colourful world experiences.B）Good knowledge of readers’ tastes. D）Careful plotting and clueing.10. A）A peaceful setting. C）To be in the right mood.B）A spacious room. D）To be entirely alone.11. A）They rely heavily on their own imagination.B）They have experiences similar to the characters’.C）They look at the world in a detached manner.D）They are overwhelmed by their own prejudices.Questions 12 to 15 are based on the conversation you have just heard.12. A）Good or bad, they are there to stay. C）Believe it or not, they have survived.B）Like it or not, you have to use them. D）Gain or lose, they should be modernised.13. A）The frequent train delays. C）The food sold on the trains.B）The high train ticket fares. D）The monopoly of British Railways.14. A）The low efficiency of their operation.B）Competition from other modes of transport.C）Constant complaints from passengers.D）The passing of the new transport act.15. A）They will be de-nationalised. C）They are fast disappearing.B）They provide worse service. D）They lose a lot of money.Section BDirections: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A）, B）, C）and D）. Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.Passage OneQuestions 16 to 19 are based on the passage you have just heard.16. A）The whole Antarctic region will be submerged.B）Some polar animals will soon become extinct.C）Many coastal cities will be covered with water.D）The earth will experience extreme weathers.17. A）How humans are to cope with global warming.B）How unstable the West Antarctic ice sheet is.C）How vulnerable the coastal cities are.D）How polar ice impacts global weather.18. A）It collapsed at least once in the past 1.3 million years.B）It sits firmly on solid rock at the bottom of the ocean.C）It melted at temperatures a bit higher than those of today.D）It will have little impact on sea level when it breaks up.19. A）The West Antarctic region was once an open ocean.B）The West Antarctic ice sheet was about 7,000 feet thick.C）The West Antarctic ice sheet was once floating ice.D）The West Antarctic region used to be warmer than today.Passage TwoQuestions 20 to 22 are based on the passage you have just heard.20. A）Whether we can develop social ties on the Internet.B）Whether a deleted photo is immediately removed from the web.C）Whether our blogs can be renewed daily.D）Whether we can set up our own websites.21. A）The number of visits they receive. C）The files they have collected.B）The way they store data. D）The means they use to get information. 22. A）When the system is down. C）When the URL is reused.B）When new links are set up. D）When the server is restarted.Passage ThreeQuestions 23 to 25 are based on the passage you have just heard.23. A）Some iced coffees have as many calories as a hot dinner.B）Iced coffees sold by some popular chains are contaminated.C）Drinking coffee after a meal is more likely to cause obesity.D）Some brand-name coffees contain harmful substances.24. A）Have some fresh fruit. C）Take a hot shower.B）Exercise at the gym. D）Eat a hot dinner.25. A）They could enjoy a happier family life.B）They could greatly improve their work efficiency.C）Many cancer cases could be prevented.D）Many embarrassing situations could be avoided.Section CDirections: 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 with the exact words you have just heard. Finally, when the passage is read for the third time, you should check what you have written.Psychologists are finding that hope plays a surprisingly vital role in giving people a measurable advantage in realms （26）__________ academic achievement, bearing up in tough jobs and coping with （27）___________ illness. And, by contrast, the loss of hope is turning out to be a stronger sign that a person may （28）___________ suicide than other factors long thought to be more likely risks.“Hope has proven a powerful predictor of（29）__________ in every study we’ve done so far,”said Dr. Charles R. Snyder, a psychologist who has devised a （30）__________ to assess how much hope a person has.For example, in research with 3,920 college students, Dr. Snyder and his （31）__________ found that the level of hope among freshmen at the beginning of their first semester was a more （32）__________ predictor of their college grades than were their S.A.T. scores or their gradepoint （33）__________ in high school, the two measures most commonly used to predict college performance.“Students with high hope set themselves higher goals and know how to work to attain them,”Dr. Snyder said.“When you compare students of equivalent intelligence and past academic achievements, what （34）__________ is hope.”In devising a way to assess hope scientifically, Dr. Snyder went beyond the simple notion that hope is merely the sense that everything will（35）__________ all right. “That notion is not concrete enough and it blurs two key components of hope,”Dr. Sn yder said. “Having hope means believing you have both the will and the way to accom plish your goals, whatever they may be.”Part III Reading Comprehension （40 minutes）Section ADirections: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.Questions 36 to 45 are based on the following passage.Millions of Americans are entering their 60s and are more concerned than ever about retirement. They know they need to save, but how much? And what exactly are they saving for—to spend more time ___36___ the grandkids, go traveling, or start another career? It turns out that husbands and wives may have ___37___ different ideas about the subject.The deepest divide is in the way spouses envisage their lifestyle in their later years. Fidelity Investments Inc. found 41 percent of the 500 couples it surveyed ___38___ on whether both or at least one spouse will work in retirement. Wives are generally right regarding their husbands’retirement age, but men ___39___ the age their wives will be when they stop working. And husbands are slightly more ___40___ about their standard of living than wives are.Busy juggling （穷于应对）careers and families, most couples don’t take the time to sit down, ___41___ or together, and think about what they would like to do 5, 10 or 20 years from now. They ___42___ they are on the same page, but the ___43___ is they have avoided even talking about it.If you are self-employed or in a job that doesn’t have a standard retirement age, you may be more apt to delay thinking about these issues. It is often a ___44___ retirement date that provides the catalyst （催化剂）to start planning. Getting laid off or accepting an early-retirement ___45___ can force your hand. But don’t wait until you get a severance （遣散费）check to begin planning.A）assume I）optimisticB）confidential J）packageC）disagree K）radicallyD）formula L）realityE）forthcoming M）separatelyF）illustrating N ）spoilingG）mysteriously O）underestimateH）observeSection BDirections: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.What If Middle-Class Jobs Disappear?A） The most recent recession in the United States began in December 2007 and ended in June 2009, according to 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 above 9%. Some labor market indicators, such as the proportion of long-term unemployed, are worse now than for any postwar recession.B） There are two widely circulated narratives to explain what’s going on. The Keynesian narrative is that there has been a major drop in aggregate demand. According to this narrative, the slump can be largely cured by using monetary and fiscal （财政的）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 more hands-off approach.C） I 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 which the middle-class jobs that emerged after World War Ⅱhave 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 we’re in a great recession, or a great stagnation （停滞）, but rather that we are in the early throes （阵痛）of a great restructuring. ”D） In fact, I believe the Great Depression of the 1930s can also be interpreted in part as an economic transition. The impact of the internal combustion engine（内燃机）and the small electric motor on farming and manufacturing reduced the value of uneducated laborers. Instead, by the 1950s, a middle class of largely clerical（从事文秘工作的）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 and follow directions. The evolutionary process eventually changed us from a nation of laborers to a nation of clerks.E）The proportion of employment classified as “clerical workers”grew from 5.2% in 1910 to a peak of 19.3% in 1980. （However, by 2000 this proportion had edged down to 17.4%.）Overall, workers classified as clerical workers, technical workers, managers and officials exceeded 50% of the labor force by 2000. Corresponding declines took place in the manual occupations. Workers classified as laborers, other than farm hands or miners, peaked at 11.4% of the labor force in 1920but were barely 6% by 1950 and less than 4% by 2000. Farmers and farm laborers fell from 33% of the labor force in 1910 to less than 15% by 1950 and only 1.2% in 2000.F）The introduction of the tractor and 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（可行的）. Meanwhile, machines were replacing manufacturing occupations like cigar rolling and glass blowing for light bulbs.G） The 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 only 8.8% in 1912 and still just 29% in 1931. By 1950, it had reached 59%. With a new generation of workers who had completed high school, the mismatch between skills and jobs had been greatly reduced.H） What took place after World WarⅡwas not the revival of a 1920s economy, 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（基础设施）, businesses needed telephone operators, shipping 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.I）The trend away from manual labor has continued. Even within the manufacturing sector, the share of production and non-supervisory workers in manufacturing employment went from over 85% just after World War II to less than 70% 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 physically demanding. Instead, it requires more cognitive skills and the ability to understand and carry out well-defined procedures.J）As 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 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.K） The economy today differs from that of a generation ago. Mortgage and consumer loan underwriters （风险评估人）have been replaced by credit 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 （外包）overseas.L）These trends serve to limit the availability of well-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.M）Using 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 was those with advanced degrees.N） The outlook for mid-skill jobs would not appear to be bright. Communications technology and computer intelligence continue to improve, putting more occupations at risk. For example,many people earn a living as drivers, including trucks and taxicabs. However, the age of driverless vehicles appears to be moving closer. Another example is in the field of education. In the fall of 2011, an experiment with an online course in artificial intelligence conducted by two Stanford professors drew tens of thousands of registrants（报名者）. This increases the student-teacherratio by a factor of close to a thousand. Imagine the number of teaching jobs that might be eliminated if this could be done for math, economics, chemistry, and so on.O） It’s important to bear in mind that when we offer a structural interpretation of unemployment, a “loss of jobs”means an increase in productivity. Traditionally, economists have argued that productivity increases are a good thing, even though they may cause unemployment for some workers in the short run. In the long run, the economy does not run out of jobs. Rather, new jobs emerge as old jobs disappear. The story we tell is that average well-being rises, and the more people are able to adapt, the more widespread the improvement becomes.46. Even factory floor work today has become intellectually challenging rather than physically demanding.47. Increases in productivity prove beneficial though some people may lose their jobs temporarily.48. The unemployment rate remained high even two years after the government declared the recent recession was over.49. The author suggests that the recent high unemployment rate is mainly caused by a decrease of middle-class jobs.50. The creation of a suburban economy in the 1950s created lots of office jobs.51. In the first decade of the 21st century, only people with postgraduate degrees experienced an increase in earnings.52. One economics theory suggests using monetary and fiscal stimulus to cope with an economic recession.53. The popularity of online courses may eliminate many teaching jobs.54. Computer technology has brought about revolutionary changes in the record and book business.55. White-collar workers accounted for more than half of the labor force by the end of the 20th century.Section CDirections: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A）, B）, C）and D）. You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.Passage OneQuestions 56 to 60 are based on the following passage.“Deep reading” —as opposed to the often superficial reading we do on the Web—is an endangered practice, one we ought to take steps to preserve as we would a historic building or a significant work of art. Its disappearance would jeopardize the intellectual and emotionaldevelopment of generations growing up online, as well as the preservation of a critical part of our culture：the novels, poems and other kinds of literature that can be appreciated only by readers whose brains, quite literally, have been trained to understand them.Recent research in cognitive science and psychology has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words. Although deep reading does not, strictly speaking, require a conventional book, the built-in limits of the printed page are uniquely helpful to the deep reading experience. A book’s lack of hyperlinks （超链接）, for example, frees the reader from making decisions—Should I click on this link or not? —allowing her to remain fully immersed in the narrative.That immersion is supported by the way the brain handles language rich in detail, indirect reference and figures of speech: by creating a mental representation that draws on the same brain regions that would be active if the scene were unfolding in real life. The emotional situations and moral dilemmas that are the stuff of literature are also vigorous exercise for the brain, propelling us inside the heads of fictional characters and even, studies suggest, increasing our real-life capacity for empathy （认同）.None of this is likely to happen when we’re browsing through a website. Although we call the activity by the same name, the deep reading of books and the information-driven reading we do on the Web are very different, both in the experience they produce and in the capacities they develop. A growing body of evidence suggests that online reading may be less engaging and less satisfying, even for the “digital natives”to whom it is so familiar. Last month, for example, Britain’s National Literacy Trust released the results of a study of 34,910 young people aged 8 to 16. Researchers reported that 39% of children and teens read daily using electronic devices, but only 28% read printed materials every day. Those who read only onscreen were three times less likely to say they enjoy reading very much and a third less likely to have a favorite book. The study also found that young people who read daily only onscreen were nearly two times less likely to be above-average readers than those who read daily in print or both in print and onscreen.56. What does the author say about “deep reading”?A）It serves as a complement to online reading.B）It should be preserved before it is too late.C）It is mainly suitable for reading literature.D）It is an indispensable part of education.57. Why does the author advocate the reading of literature?A）It helps promote readers’ intellectual and emotional growth.B）It enables readers to appreciate the complexity of language.C）It helps readers build up immersive reading habits.D）It is quickly becoming an endangered practice.58. In what way does printed-page reading differ from online reading?A）It ensures the reader’s cognitive growth.B）It enables the reader to be fully engaged.C）It activates a different region of the brain.D）It helps the reader learn rhetorical devices.59. What do the studies show about online reading?A）It gradually impairs one’s eyesight. C）It provides up-to-date information.B）It keeps arousing readers’ curiosity. D）It renders reading less enjoyable.60. What do we learn from the study released by Britain’s National Literacy Trust?A）Onscreen readers may be less competent readers.B）Those who do reading in print are less informed.C）Young people find reading onscreen more enjoyable.D）It is now easier to find a favorite book online to read.Passage TwoQuestions 61 to 65 are based on the following passage.Many current discussions of immigration issues talk about immigrants in general, as if they were abstract people in an abstract world. But the concrete differences between immigrants from different countries affect whether their coming here is good or bad for the American people.The very thought of formulating immigration laws from the standpoint of what is best for the American people seems to have been forgotten by many who focus on how to solve the problems of illegal immigration.It is hard to look for “the ideal outcome” on immigration in the abstract. Economics professor Milton Friedman once said, “The best is the enemy of the good,” which to me meant that attempts to achieve an unattainable ideal can prevent us from reaching good outcomes that are possible in practice.Too much of our current immigration controversy is conducted in terms of abstract ideals, such as “We are a nation of immigrants.” Of course we are a nation of immigrants. But we are also a nation of people who wear shoes. Does it follow that we should admit anybody who wears shoes?The immigrants of today are very different from those who arrived here a hundred years ago. Moreover, the society in which they arrive is different. To me, it is better to build a wall around the welfare state than the country.But the welfare state is already here—and, far from having a wall built around it, the welfare state is expanding in all directions. We do not have a choice between the welfare state and open borders. Anything we try to do as regards immigration laws has to be done in the context of a huge welfare state that is already a major, inescapable fact of life.Among other facts of life utterly ignored by many advocates of de facto amnesty（事实上的大赦）is that the free international movement of people is different from free international trade in goods.Buying cars or cameras from other countries is not the same as admitting people from those countries or any other countries. Unlike inanimate objects, people have cultures and not all cultures are compatible with the culture in this country that has produced such benefits for the American people for so long.Not only the United States, but the Western world in general, has been discovering the hard way that admitting people with incompatible cultures is an irreversible decision with incalculable consequences. If we do not see that after recent terrorist attacks on the streets of Boston and London, when will we see it?“Comprehensive immigration reform” means doing everything all together in a rush, without time to look before we leap, and basing ourselves on abstract notions about abstract people.61. What does the author say about immigrants in America?A）They all hope to gain citizenship and enjoy the welfare.B）They come to America with different dreams and purposes.C）Their background may determine whether they benefit the American people.D）Their cultures affect the extent to which they will achieve success in America.62. What does the author try to say by citing Milton Friedman’s remark?A）It is hardly practical to find an ideal solution to America’s immigration problem.B）Ideal outcomes could be produced only by comprehensive immigration reform.C）As for immigration, good results cannot be achieved without good intentions.D）The proper solution of immigration issues is an ideal of the American public.63. What is the author’s view regarding America’s immigration policy?A）America should open its borders to immigrants from different countries.B）Immigrants have contributed greatly to the welfare of American people.C）Unrestricted immigration will undermine the American welfare state.D）There is no point building a wall around the American welfare state.64. What is the author’s purpose in citing the recent terrorist attacks on the streets of Boston and London?A）To show that America should join hands with Europe in fighting terrorists.B）To prove that it is high time America made comprehensive immigration reforms.C）To prove that terrorism is the most dangerous threat to America and the world in general.D）To show that immigrants’cultural incompatibility with the host country has consequences.65. What is the author’s attitude towards “comprehensive immigration reform”?A）Supportive. C）Wait-and-see.B）Negative. D）Indifferent.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.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。