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Part II Listening Comprehension (30 minutes)
Section A
Directions: In this section, you will hear two long conversations. At the end of each conversation, you will hear some questions. Both the conversation 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 1with a single line through the centre.
Conversation One
Questions 1 to 4 are based on the conversation you have just heard.
1. A) He invented the refrigerator. C) He was admitted to a university.
B) He patented his first invention. D) He got a degree in Mathematics.
2. A) He started to work on refrigeration.
B) He became a professor of Mathematics.
C) He fell in love with Natasha Willoughby.
D) He distinguished himself in low temperature physics.
3. A) Discovering the true nature of subatomic particles.
B) Their explanation of the laws of cause and effect.
C) Their work on very high frequency radio waves.
D) Laying the foundations of modern mathematics.
4. A) To have a three-week holiday. C) To patent his inventions.
B) To spend his remaining years. D) To teach at a university.
Conversation Two
Questions 5 to 8 are based on the conversation you have just heard.
5. A) The injury of some students.
B) A school bus crash on the way.
C) The collapse of a school building.
D) A fire that broke out on a school campus.
6. A) Teaching. C) Having lunch.
B) On vacation. D) Holding a meeting.
7. A) A malfunctioning stove. C) Violation of traffic rules.
B) Cigarettes butts left by workers. D) Negligence in school maintenance.
8. A) Sent a story to the local newspaper.
B) Threw a small Thanksgiving party.
C) Baked some cookies as a present.
D) Wrote a personal letter of thanks.
Section B
Directions: In this section, you will hear two 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 One
Questions 9 to 11 are based on the passage you have just heard.
9. A) It is a trait of a generous character. C) It is an indicator of high intelligence.
B) It is a reflection of self-esteem. D) It is a sign of happiness and confidence.
10. A) It was self-defeating. C) It was the essence of comedy.
B) It was aggressive. D) It was something admirable.
11. A) It is a double-edged sword. C) It is a unique gift of human beings.
B) It is a feature of a given culture. D) It is a result of both nature and nurture.
Passage Two
Questions 12 to 15 are based on the passage you have just heard.
12. A) She is a tourist guide. C) She is a domestic servant.
B) She is an interpreter. D) She is from the royal family.
13. A) It is situated at the foot of a beautiful mountain.
B) It was used by the family to hold dinner parties.
C) It was frequently visited by heads of state.
D) It is furnished like one in a royal palace.
14. A) It is elaborately decorated. C) It is very big, with only six slim legs.
B) It has survived some 2,000 years. D) It is shaped like an ancient Spanish boat.
15. A) They are interesting to look at.
B) They have lost some of their legs.
C) They do not match the oval table at all.
D) They are uncomfortable to sit in for long.
Section C
Directions: In this section, you will hear recordings of lectures or talks followed by some questions. The recordings will be played 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.
Now listen to the following recording and answer questions 16 to 19.
16. A) They investigate the retirement homes in America.
B) They are on issues facing senior citizens in America.
C) They describe the great pleasures of the golden years.
D) They are filled with fond memories of his grandparents.
17. A) The loss of the ability to take care of himself.
B) The feeling of not being important any more.
C) Being unable to find a good retirement home.
D) Leaving the home he had lived in for 60 years.
18. A) The loss of identity and self-worth.
B) Fear of being replaced or discarded.
C) Freedom from pressure and worldly cares.
D) The possession of wealth and high respect.
19. A) The urgency of pension reform.
B) Medical care for senior citizens.
C) Finding meaningful roles for the elderly in society.
D) The development of public facilities for senior citizens.
Now listen to the following recording and answer questions 20 to 22.
20. A) It seriously impacts their physical and mental development.
B) It has become a problem affecting global economic growth.
C) It is a common problem found in underdeveloped countries.
D) It is an issue often overlooked by parents in many countries.
21. A) They will live longer. C) They get along well with people.
B) They get better pay. D) They develop much higher IQs.
22. A) Appropriated funds to promote research of nutrient-rich foods.
B) Encouraged breastfeeding for the first six months of a child’s life.
C) Recruited volunteers to teach rural people about health and nutrition.
D) Targeted hunger-relief programs at pregnant women and young children.
Now listen to the following recording and answer questions 23 to 25.
23. A) The guaranteed quality of its goods.
B) The huge volume of its annual sales.
C) The service it provides to its customers.
D) The high value-to-weight ratio of its goods.
24. A) Those having a taste or smell component.
B) Products potentially embarrassing to buy.
C) Those that require very careful handling.
D) Services involving a personal element.
25. A) Those who live in the virtual world.
B) Those who have to work long hours.
C) Those who are used to online transactions.
D) Those who don’t mind paying a little more.
Tape Script of Listening Comprehension
Section A
Directions: In this section, you will hear two long conversations. At the end of each conversation, you will hear some questions. Both the conversation 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 1with a single line through the centre.
Conversation One
W: Hello.
M: Hello, is that the reference library?
W: Yes. Can I help you?
M: I hope so. I rang earlier and asked for some information about Denys Hawtin, the scientist. You asked me to ring back.
W: Oh, yes. I have found something.
M: Good. I’ve got a pencil and paper. Perhaps you could read out what it says.
W: Certainly. Hawtin, Denys. Born: Darlington 1836; died New York 1920.
M: Yes. Got that.
W: Inventor and physicist. The son of a farm worker, he was admitted to the University of London at the age of fifteen.
M: Yes.
W: He graduated at seventeen with a first class degree in Physics and Mathematics. All right?
M: Yes, all right.
W: He made his first notable achievement at the age of eighteen. It was a method of refrigeration which arose from his work in low temperature physics. He became professor of Mathematics at the University of Manchester at twenty-four, where he remained for twelve years. During that time he married one of his students, Natasha Willoughby.
M: Yes. Go on.
W: Later, working together in London, they laid the foundation of modern Physics by showing that normal laws of cause and effect do not apply at the level of subatomic particles. For this he and his wife received the Nobel Prize for Physics in 1910, and did so again in 1912 for their work on very high frequency radio waves. In his lifetime Hawtin patented 244 inventions. Do you want any more?
M: Yes. When did he go to America?
W: Let me see. In 1920 he went to teach in New York, and died there suddenly after only three weeks. Still, he was a good age.
M: Yes. I suppose so. Well, thanks.
Questions 1 to 4 are based on the conversation you have just heard.
1. What do we learn about Denys Hawtin when he was 15?
2. What did Denys Hawtin do at the age of 24?
3. For what were Denys Hawtin and his wife awarded the Nobel Prize a second time?
4. Why did Denys Hawtin go to New York?
Part II Listening Comprehension (30 minutes)
Section A
Directions: 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。
1. A) He is pleased to sit on the committee.
B) He is willing to offer the woman a hand.
C) He will tell the woman his decision later.
D) He would like to become a club member.
2. A) Their planned trip to Vancouver is obviously overpriced.
B) They should borrow a guide book instead of buying one.
C) The guide books in the library have the latest information.
D) The library can help order guide books about Vancouver.
3. A) He regrets having taken the history course.
B) He finds little interest in the history books.
C) He has trouble finishing his reading assignments.
D) He has difficulty writing the weekly book report.
4. A) The man had better choose another restaurant.
B) The new restaurant is a perfect place for dating.
C) The new restaurant caught her fancy immediately.
D) The man has good taste in choosing the restaurant.
5. A) He has been looking forward to spring.
B) He has been waiting for the winter sale.
C) He will clean the woman’s boots for spring.
D) He will help the woman put things away.
6. A) At a tailor’s
B) At Bob’s home.
C) In a clothes store.
D) In a theatre.
7. A) His guests favor Tibetan drinks.
B) His water is quite extraordinary.
C) Mineral water is good for health.
D) Plain water will serve the purpose.
8. A) Report the result of a discussion.
B) Raise some environmental issues.
C) Submit an important document.
D) Revise an environmental report.
Questions 9 to 12 are based on the conversation you have just heard.
9. A) They pollute the soil used to cover them.
B) They are harmful to nearby neighborhoods.
C) The rubbish in them takes long to dissolve.
D) The gas they emit is extremely poisonous.
10. A) Growing population.
B) Packaging materials.
C) Changed eating habits.
D) Lower production cost.
6月21日大学英语六级考试听力题
中文大意：
1、
女：请抬起头，保持笑容，别动，我要按闪光灯了。
男：等一下，我把我的牛仔帽戴上。
问：这两个人在做什么？
2、
男：我在等我妹妹回来帮我打印这个应聘表格。
女：别麻烦，我来教你怎么用电脑。这很容易的。
问：这个女士是什么意思？
3、
男：帮我找一下杂志，我要两本。
女：急什么，琼，就在书架上面。我会用我的卡借两本。
问：女士是什么意思？
4、
男：谢谢你的帮助，否则我还真的要迷路了。这个地方真复杂。
女：很高兴帮助你，再见。
问：男士对女士的反映是什么？
5、
女：通知说我们11点的火车要晚点。
男：为什么火车站的时刻表一直都是那么烦人？
问：从对话里我们知道什么？
6、
男：我要到书店买一本这个工程的说明书，它里面有很多内容介绍。
女：为什么不到图书馆去读一读，这样很省钱的。
问：女士建议男士什么？
7、
男：这个音乐会如果学生用证买票的话会很便宜。
女：我恐怕学生证落在寝室了。
问：女士说话暗示了什么？
8、
男：史密史教授是我们的历史老师，他说该门课程有三次考试和两次报告，其他几门课程也是这样的要求，真不知道这日子如何过。
女：为什么不把其中的一些课程放到下学期再学呢？
问：女士建议男士做什么？
9、
女：到宾馆租会议室花销确实太贵了。我们的帐本已经出现赤字了。
男：就到我们餐厅开会怎么样？
问：女士担心什么？
10、
女：杰瑞，今天你可以接我上下班吗？我的汽车在修理厂。
男：恐怕不行，我约了客户吃晚饭。
问：男士要去做什么？
几个月前，在伦敦的上空几百万人听到拉警报，紧急救卫队，消防队，警察及急救人员都整装待发，人们拿着地图在地铁举行一场抵抗洪水的演习活动，伦敦从来没发生洪水，但这是有可能的总有一天会发生洪水，在1663年12月，1236年伦敦曾两次发生可怕的洪水，在1927年在伦敦的西部也发生了一次水灾，在1956年，在伦敦东部郊区，一百多人在洪水中遇难。最后，伦敦议会决定展开这次活动来防止自然灾害的再次发生。尽管在1990年以来没发生过重大洪灾。但是伦敦一定要为这种自然灾害做好准备。如果真的发生，50多个地铁，车站将会在洪水之下，那么电力，煤气，电话服务都会瘫痪，道路将会被水淹没，通往伦敦南北的.一些大桥也将被淹没。你可以想象，伦敦可以成为世界著名的水城威尼斯。不过，这次他们的演习很认真，伦敦人也没有恐慌，因为他们知道这只是警告而已，一个女士说：这仅仅是洪水警告而已，水位看起来并没有那么高是吗？
11 、的几个月前伦敦发生了什么事？
12 、的在1980年伦敦采取的抗洪措施是什么？
13 、的女士说话的意思是什么？
美国国家的象征：不敌鹰，前在急减速，美国野生保护会把它列到了濒危野生动物之列，曾经5万多只这种不敌鹰在乡村筑巢。但是1960年开始鹰的数量下降到400只，这是因为人类使用了DDT（一种化物），当水里的鱼类接触到DDT而死亡，就会被水冲到浅水地，然后鹰就吃了它们，这种DDT使得这种鹰的抵抗力下降，幸运的是在1972年，通过了一条法例禁用DDT这种药，报道说，这使这种鹰几乎灭绝。从那以后生物学家把这种鹰从加拿大带到了美国，所以现在美国科学家已经证实它们将近有11611只，如果它们被列入到保护野生动物名单内的话，就意味着禁止捕猎，以及对它们的鸟巢不得危害，但是这种鹰仍面临危险的境况，鸟巢遭到破坏，成为DDT一样的第二杀手。
14 、人类使用DDT对鸟有什么影响？
15 、生物学家们采取了什么样的方法来发展鹰的数量？
16 、按作者的意思，这种鸟意味的真正意思是什么？
在新世纪，大气的温室效应使我们的环境温度升高，那么动物及赖以生存的植物将如何生存呢？当人们说到温室效应的时候，通常考虑是否到海滨城市生活，生物学家与科学家在去年12月开了个相当重要的会议，他们认为动物比人类对温
Directions: 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.
Half of your brain stays alert and prepared for danger when you sleep in a new place, a study has revealed. This phenomenon is often __26__ to as the “first-night-effect”. Researchers from Brown University found that a network in the left hemisphere of the brain “remained more active” than the network in the right side of the brain. Playing sounds into the right ears (stimulating the left hemisphere) of __27__ was more likely to wake them up than if the noises were played into their left ear.
It was __28__ observed that the left side of the brain was more active during deep sleep. When the researchers repeated the laboratory experiment on the second and third nights they found the left hemisphere could not be stimulated in the same way during deep sleep. The researchers explained that the study demonstrated when we are in a __29__ environment the brain partly remains alert so that humans can defend themselves against any __30__ danger.
The researchers believe this is the first time that the “first-night-effect” of different brain states has been __31__ in humans. It isn’t, however, the first time it has ever been seen. Some animal __32__ also display this phenomenon. For example, dolphins, as well as other __33__ animals, shut down one hemisphere of the brain when they go to sleep. A previous study noted that dolphins always __34__ control their breathing. Without keeping the brain active while sleeping, they would probably drown. But, as the human study suggest, another reason for dolphins keeping their eyes open during sleep is that they can look out for __35__ while asleep. It also keeps their physiological processes working.
A) classified B) consciously C) dramatically D) exotic E) identified
F) inherent G) marine H) novel I) potential J) predators
K) referred L) species M) specifically N) varieties O) volunteers
26.【解析】K。空格前是系动词is和副词often，空格后是不定式to，所以此空应该填入一个形容词或者动词的-ed形式。选项referred符合句意。be referred to as为固定搭配，意为“被称为”。故选K。
27.【解析】O。空格前是名词词组the right ears和介词of ，空格后是系动词was，所以此空应该填入一个表示人的名词，表示所属关系。选项volunteers符合句意。故选O。
28.【解析】M。空格前是系动词was，空格后是动词的-ed形式observed，所以此空应该填入一个副词，修饰observed。选项specifically
符合。故选M。
29.【解析】H。空格前是不定冠词a；空格后是名词environment，所以此空应该填入一个形容词。选项novel符合句意。故选H。
30.【解析】I。空格前是代词any ，空格后是名词danger，所以此空应该填入一个形容词。选项potential符合句意。故选I。
31.【解析】E。空格前是现在完成时的标志词has been ，空格后是介词词组in humans，所以此空应该填入一个动词的-ed形式。选项identified符合句意。故选E。
32.【解析】L。空格前是名词animal，空格后是副词also和动词display,谓语和宾语完整，所以此空应该填入一个名词，与some animal构成名词词组，作主语。选项species符合句意。故选L。
33.【解析】G。空格前是代词other，空格后是名词animals，所以此空应该填入一个形容词。选项marine符合句意。故选G。
34.【解析】B。空格前是宾语从句的主语dolphins和副词always，空格后是谓语动词control，所以此空应该填入一个副词，修饰control。
选项consciously符合句意。故选B。
35.【解析】J。空格前是谓语动词look out for，空格后是时间状语从句while asleep，所以此空应该填入一个名词，作表语从句的谓语。
选项predators符合句意。故选J。
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 and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
Passage One
Questions 46 to 50 are based on the following passage.
We live today indebted to McCardell, Cashin, Hawes, Wilkins, and Maxwell, and other women who liberated American fashion from the confines of Parisian design. Independence came in tying, wrapping, storing, harmonizing, and rationalizing that wardrobe. These designers established the modem dress code, letting playsuits and other active wear outfits suffice for casual clothing, allowing pants to enter the wardrobe, and prizing rationalism and versatility in dress, in contradiction to dressing for an occasion or allotment of the day. Fashion in America was logical and answerable to the will of the women who wore it. Implicitly or explicitly, American fashion addressed a democracy, whereas traditional Paris-based fashion was preive and imposed on women, willing or not.
In an earlier time, American fashion had also followed the dictates of Paris, or even copied and pirated specific French designs. Designer sportswear was not modeled on that of Europe, as “modem art” would later be; it was genuinely invented and developed in America. Its designers were not high-end with supplementary lines. The design objective and the business commitment were to sportswear, and the distinctive traits were problem-solving ingenuity and realistic lifestyle applications. Ease of care was most important: summer dresses and outfits, in particular, were chiefly cotton, readily capable of being washed and pressed at home. Closings were simple, practical, and accessible, as the modem woman depended on no personal maid to dress her. American designers prized resourcefulness and the freedom of women who wore the clothing.
Many have argued that the women designers of this time were able to project their own clothing values into a new style. Of course, much of this argument in the 1930s-40s was advanced because there was little or no experience in justifying apparel(服装) on the basis of utility. If Paris was cast aside, the tradition of beauty was also to some degree slighted. Designer sportswear would have to be verified by a standard other than that of pure beauty; the emulation of a designer’s life in designer sportswear was a crude version of this relationship. The consumer was ultimately to be mentioned as well, especially by the likes of Dorothy Shaver, who could point to the sales figures at Lord & Taylor.
Could utility alone justify the new ideas of the American designers? Fashion is often regarded as a pursuit of beauty, and some cherished fashion’s trivial relationship to the fine arts. What the designers of the American sportswear proved was that fashion is a genuine design art, answering to the demanding needs of service. Of course these practical, insightful designers have determined the course of late twentieth-century fashion. They were the pioneers of gender equity, in their useful, adaptable clothing, which was both made for the masses and capable of self-expression.
46. What contribution did the women designers make to American fashion?
A) They made some improvements on the traditional Parisian design.
B)They formulated a dress code with distinctive American features.
C)They came up with a brand new set of design procedures.
D)They made originality a top priority in their fashion design.
【答案】B
【解析】B。细节题。根据题目中的关键词women, designers, American fashion可定位至原文的第一段。因此选B。
47. What do we learn about American designer sportswear?
A) It imitated the European model.
B) It laid emphasis on women’s beauty.
C) It represented genuine American art.
D) It was a completely new invention.
【答案】C
【解析】根据题目中的关键词designer sportswear可定位至原文的第二段。因此选C。
48. What characterized American designer sportswear?
A) Pursuit of beauty. B) Decorative closings.
C) Ease of care. D) Fabric quality.
【答案】C
【解析】C。本题定位至原文的第二段。因此选C。
49. What occurred in the design of women’s apparel in America during the 1930s-40s?
A) A shift of emphasis from beauty to utility. B) The emulation of traditional Parisian design.
C)A search for balance between tradition and novelty.
D)The involvement of more women in fashion design.
【答案】A
【解析】A。根据题目中的关键词1930s-40s可定位至第三段。因此选A。
50. What do we learn about designers of American sportswear?
A)They catered to the taste of the younger generation.
B) They radically changed people’s concept of beauty.
C)They advocated equity between men and women.
D) They became rivals of their Parisian counterparts.
【答案】B
【解析】本题定位至最后一段。因此选B。
Passage Two
Questions 51 to 55 are based on the following passage.
Massive rubbish dumps and sprawling landfills constitute one of the more uncomfortable impacts that humans have on wildlife. They have led some birds to give up on migration. Instead of flying thousands of miles in search of food, they make the waste sites their winter feeding grounds.
Researchers in Germany used miniature GPS tags to track the migrations of 70 white storks (鹳) from different sites across Europe and Asia during the first five months of their lives. While many birds travelled along well-known routes to warmer climates, others stopped short and spent the winter on landfills, feeding on food waste, and the multitudes of insects that thrive on the dumps.
In the short-term, the birds seem to benefit from overwintering(过冬) on rubbish dumps. Andrea Flack of the Max Planck Institute found that birds following traditional migration routes were more likely to die than German storks that flew only as far as northern Morocco, and spent the winter there on rubbish dumps. “For the birds it’s a very convenient way to get food. There are huge clusters of organic waste they can feed on,” said Flack. The meals are not particularly appetising, or even safe. Much of the waste is discarded rotten meat, mixed in with other human debris such as plastic bags and old toys.
“It’s very risky. The birds can easily eat pieces of plastic or rubber bands and they can die,” said Flack. “And we don’t know about the long-term consequences. They might eat something toxic and damage their health. We cannot estimate that yet.”
The scientists tracked white storks from different colonies in Europe and Africa. The Russian, Greek and Polish storks flew as far as South Africa, while those from Spain, Tunisia and Germany flew only as far as the Sahel.
Landfill sites on the Iberian peninsula have long attracted local white storks, but all of the Spanish birds tagged in the study flew across the Sahara desert to the western Sahel. Writing in the journal, the scientists describe how the storks from Germany were clearly affected by the presence of waste sites, with four out of six birds that survived for at least five months overwintering on rubbish dumps in northern Morocco, instead of migrating to the Sahel.
Flack said it was too early to know whether the benefits of plentiful food outweighed the risks of feeding on landfills. But that’s not the only uncertainty. Migrating birds affect ecosystems both at home and at their winter destinations, and disrupting the traditional routes could have unexpected side effects. White storks feed on locusts (蝗虫) and other insects that can become pests if their numbers get out of hand. “They provide a useful service,” said Flack.
51. What is the impact of rubbish dumps on wildlife?
A) They have forced white storks to search for safer winter shelters.
B)They have seriously polluted the places where birds spend winter.
C)They have accelerated the reproduction of some harmful insects.
D)They have changed the previous migration habits of certain birds.
【答案】D
【解析】根据题干关键词rubbish dumps和wild life ,以及题目顺序定位至文章第一段。因此选D。
52. What do we learn about birds following the traditional migration routes?
A) They can multiply at an accelerating rate.
B) They can better pull through the winter.
C) They help humans kill harmful insects.
D) They are more likely to be at risk of dying.
【答案】D
【解析】根据题干关键词birds following the traditional migration routes 定位至 文章第三段第二句。因此选D。
53. What does Andrea Flack say about the birds overwintering on rubbish dumps?
A) They may end up staying there permanently.
B) They may eat something harmful.
C) They may evolve new feeding habits.
D) They may have trouble getting adequate food.
【答案】B
【解析】本题定位在文章第三、四段。A、C 项原文未提及，D 项与文中意思相反，故选B。
54. What can be inferred about the Spanish birds tagged in the study?
A) They gradually lose the habit of migrating in winter.
B)They prefer rubbish dumps far away to those at home.
C)They are not attracted to the rubbish dumps on their migration routes.
D)They join the storks from Germany on rubbish dumps in Morocco.
【答案】C
【解析】根据题干关键词Spanish birds和tagged定位至文章第六段。
故选C。
55. What is scientists’ other concern about white storks feeding on landfills?
A) The potential harm to the ecosystem.
B) The genetic change in the stork species.
C) The spread of epidemics to their homeland.
D) The damaging effect on bio-diversity.
【答案】A
【解析】根据题干关键词scientists’ other concern和做题顺序定位至文章最后一段。故选A。
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.
明朝统治中国276年，被人们描绘成人类历史上治理有序、社会稳定的最伟大的时代之一。这一时期，手工业的发展促进了市场经济和城市化。大量商品，包括酒和丝绸，都在市场销售。同时，还进口许多外国商品，如时钟和烟草。北京、南京/扬州、苏州这样的大商业中心相继形成。也是在明代，由郑和率领的船队曾到印度洋进行了七次大规模探险航行。还值得一提的是，中国文学的四大经典名著中有三部写于明代。
【答案】The Ming Dynasty, which ruled China for 276 years, was depicted as one of the greatest eras characterized by good governance and stable society in human history. During this period, the blossom of handicraft industry accelerated the process of market economy and urbanization. A great deal of commodities, wine and silk included, were available on the market. In the meantime, clocks and tobacco products, among many other foreign goods, were imported. Major commercial centers like Beijing, Nanjing, Yangzhou and Suzhou took shape successively. It was also in the Ming Dynasty that the fleets headed by navigator Zheng He had made seven large-scale expeditions to the Indian Ocean. What’s also noteworthy is that three of the Four Great Classical Novels of Chinese Literature were written in the Ming Dynasty.
Directions: 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.
Elite Math Competitions Struggle to Diversify Their Talent Pool
[A] Interest in elite high school math competitions has grown in recent years, and in light of last summer’s U.S. win at the International Math Olympiad (IMO)---the first for an American team in more than two decades―the trend is likely to continue.
[B] But will such contests, which are overwhelmingly dominated by Asian and white students from middle-class and affluent families, become any more diverse? Many social and cultural factors play roles in determining which promising students get on the path toward international math recognition. But efforts are in place to expose more black, Hispanic, and low-income students to advanced math, in the hope that the demographic pool of high-level contenders will eventually begin to shift and become less exclusive.
[C] “The challenge is if certain types of people are doing something, it’s difficult for other people to break into it,” said Po-Shen Loh, the head coach of last year’s winning U.S. Math Olympiad team. Participation grows through friends and networks and if “you realize that’s how they’re growing, you can start to take action” and bring in other students, he said.
[D] Most of the training for advanced-math competitions happens outside the confines of the normal school day. Students attend after-school clubs, summer camps, online forums and classes, and university-based “math circles”, to prepare for the competitions.
[E] One of the largest feeders for high school math competitions―including those that eventually lead to the IMO―is a middle school program called Math Counts. About 100,000 students around the country participate in the program’s competition series, which culminates in a national game-show-style contest held each May. The most recent one took place last week in Washington, D.C. Students join a team through their schools, which provide a volunteer coach and pay a nominal fee to send students to regional and state competitions. The 224 students who make it to the national competition get an all-expenses- paid trip.
[F] Nearly all members of last year’s winning U.S. IMO team took part in Math Counts as middle school students, as did Loh, the coach. “Middle school is an important age because students have enough math capability to solve advanced problems, but they haven’t really decided what they want to do with their lives,” said Loh. “They often get hooked then.”
[G] Another influential feeder for advanced-math students is an online school called Art of Problem Solving, which began about 13 years ago and now has 15,000 users. Students use forums to chat, play games, and solve problems together at no cost, or they can pay a few hundred dollars to take courses with trained teachers. According to Richard Rusczyk, the company founder, the six U.S. team members who competed at the IMO last year collectively took more than 40 courses on the site. Parents of advanced- math students and Math Counts coaches say the children are on the website constantly.
[H] There are also dozens of summer camps―many attached to universities―that aim to prepare elite math students. Some are pricey---a three-week intensive program can cost $4,500 or more―but most offer scholarships. The Math Olympiad Summer Training Program is a three-week math camp held by the Mathematical Association of America that leads straight to the international championship and is free for those who make it. Only about 50 students are invited based on their performance on written tests and at the USA Math Olympiad.
[I] Students in university towns may also have access to another lever for involvement in accelerated math: math circles. In these groups, which came out of an Eastern European tradition of developing young talent, professors teach promising K-12 students advanced mathematics for several hours after school or on weekends. The Los Angeles Math Circle, held at the University of California, Los Angeles, began in with 20 students and now has more than 250. “These math circles cost nothing, or they’re very cheap for students to get involved in, but you have to know about them,” said Rusczyk. “Most people would love to get students from more underserved populations, but they just can’t get them in the door. Part of it is communication; part of it is transportation.”
[J] It’s no secret in the advanced-math community that diversity is a problem. According to Mark Saul, the director of competitions for the Mathematical Association of America, not a single African-American or Hispanic student---and only a handful of girls---has ever made it to the Math Olympiad team in its 50 years of existence. Many schools simply don’t prioritize academic competitions. “Do you know who we have to beat?” asked Saul. “The football team, the basketball team---that’s our competition for resources, student time, attention, school dollars, parent efforts, school enthusiasm.”
[K] Teachers in low-income urban and rural areas with no history of participating in math competitions may not know about advanced-math opportunities like Math Counts―and those who do may not have support or feel trained to lead them.
[L] But there are initiatives in place to try to get more underrepresented students involved in accelerated math. A New York City-based nonprofit called Bridge to Enter Mathematics runs a residential summer program aimed at getting underserved students，mostly black and Hispanic, working toward math and science careers. The summer after 7th grade, students spend three weeks on a college campus studying advanced math for seven hours a day. Over the next five years, the group helps the students get into other elite summer math programs, high-performing high schools, and eventually college. About 250 students so far have gone through the program, which receives funding from the Jack Kent Cooke Foundation.
[M] “If you look at a lot of low-income communities in the United States, there are programs that are serving them, but they’ re primarily centered around ‘Let’s get these kids’ grades up’, and not around ‘Let’s get these kids access to the same kinds of opportunities as more-affluent kids,’” said Daniel Zaharopol, the founder and executive director of the program. “We’re trying to create that pathway.” Students apply to the program directly through their schools. “We want to reach parents who are not plugged into the system,” said Zaharopol.
[N] In the past few years, Math Counts added two new middle school programs to try to diversify its participant pool---the National Math Club and the Math Video Challenge. Schools or teachers who sign up for the National Math Club receive a kit full of activities and resources, but there’s no special teacher training and no competition attached.
[O] The Math Video Challenge is a competition, but a collaborative one. Teams of four students make a video illustrating a math problem and its real-world application. After the high-pressure Countdown round at this year’s national Math Counts competition, in which the top 12 students went head to head solving complex problems in rapid fire, the finalists for the Math Video Challenge took the stage to show their videos. The demographics of that group looked quite different from those in the competition round---of the 16 video finalists, 13 were girls and eight were African-American students. The video challenge does not put individual students on the hot seat---so it’s less intimidating by design. It also adds the element of artistic creativity to attract a new pool of students who may not see themselves as “math people”.
36. Middle school is a crucial period when students may become keenly interested in advanced mathematics.
36.【解析】 F。根据题干中的关键词middle school, crucial period, keenly interested in 可定位至原文的F)段。
37. Elite high school math competitions are attracting more interest throughout the United States.
37.【解析】A根据题干中的关键词elite high school math competitions, more interest 可定位至A)段。
38. Math circles provide students with access to advanced-math training by university professors.
38.【解析】I。根据题干中的'关键词math circles, professors可定位至I)段。
39. Students may take advantage of online resources to learn to solve math problems.
39.【解析】G。根据题干中的关键词online resources 和 solve math problems 可定位至 G)段前两句。
40. The summer program run by a nonprofit organization has helped many underserved students learn advanced math.
40.【解析】L。根据题干中的关键词nonprofit organization, underserved students 可定位至L)段。
41. Winners of local contests will participate in the national math competition for free.
41.【解析】E。根据题干中的关键词national math competition, free 可定位至 E)段。
42. Many schools don’t place academic competitions at the top of their priority list.
42.【解析】J。根据题干中的关键词academic competitions, priority 可定位至 J)段。
43. Contestants of elite high school math competitions are mostly Asian and white students from well-off families.
43.【解析】B。根据题干中的关键词Asian and white students from well-off families可定位至B段。
44. Some math training programs primarily focus on raising students’ math scores.
44.【解析】M。根据题干中的关键词 focus on raising...math scores 可定位至 M)段。
45. Some intensive summer programs are very expensive but most of them provide scholarships.
45.【解析】H。根据题干中的关键词expensive, scholarships可定位至H)段。
对于听力部分，个人认为,你把前面年份的听力都听懂、摸熟了，等到的分数，基本就是你今年能拿的分数了。
考试复习时间所剩无几，基于复习时间已经很有限，目前的重点应该是8套左右的真题，年代太久远了也没用。争取每做一套，提高2-3分左右。这个提高是基于技巧和对阵题的感觉的把握上的，基本上，到了这个阶段，听力是不大可能有很大的提高。因此不要奢望最后两周忽然爆发式的得分。需要注意的仅仅是是技巧，以及中间部分对出题者思路的把握。
对于听力部分，个人认为,你把前面年份的听力都听懂、摸熟了，等到的分数，基本就是你今年能拿的分数了。所以，每天花半个小时自测或者自测后晚上自己再听几遍，基本就不需要再花什么功夫了。如果真的需要，请注意如下几方面：
做题技巧：做完快速阅读离听力开始还有五分钟，在这五分钟内老师会把你的答题卡1收上去，然后我们要做的就是浏览听力的所有选项。这段时间是充分发挥你记忆力的时候，记住的选项越多越好。加了长对话和复合式听写之后听力时间变长了，很容易让人觉得疲惫，所以听力的时候一定要保持最佳状态。
一、卷子发下来后快速的浏览一遍，包括题干和答案。这样会大大提高你对听力的理解--知道它是讲什么内容，大概是怎么回事。这个时候不要去写考号什么的。尽管留到交卷时写好了。
二、没听懂的题目，就放弃它，千万不要听下道题的时候还在想上道题。这样会引起头脑里面的混乱。如果引起连锁反应那你的复习就全白费了。
三、相信第一感觉，听力部分不是非常确凿的感觉的话不要改动开始的答案。人的脑袋有时候会混淆的。因此很多情况下不是你选错了，而是改错了。因此轻易别选，但是选了之后轻易别改。
四、赴考之前先检查耳机工作否。试音的时候把音量什么的调好就行了。其它的时间用来看卷子内容。
五、复合式听写的句子部分是得分大户，也是丢分大户，一定注意听懂再写，以句子为单位而不是以单词为单位去写。写出主要意思即可，不会写的单词要用同义词来替换。
★ 英语六级作文考试
