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6月大學(xué)英語(yǔ)六級(jí)考試真題
無(wú)論是在學(xué)校還是在社會(huì)中，我們經(jīng)常接觸到考試真題，考試真題是用于考試的題目，要求按照標(biāo)準(zhǔn)回答。什么類(lèi)型的考試真題才能有效幫助到我們呢？以下是小編為大家收集的6月大學(xué)英語(yǔ)六級(jí)考試真題，歡迎閱讀與收藏。
6月大學(xué)英語(yǔ)六級(jí)考試真題 1
Part Ⅰ Writing (30 minutes)
Directions: For this part, you are allowed 30 minutes to write a short essay entitled The Certificate Craze. You should write at least 150 words following the outline given below.
1.現(xiàn)在許多人熱衷于各類(lèi)證書(shū)考試
2.其目的各不相同
3.在我看來(lái)……
The Certificate Craze
注意：此部分試題在答題卡1上。
Part II Reading Comprehension (Skimming and Scanning) (15 minutes)
Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sen tences with the information given in the passage.
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 Bowdoins 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 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 classes.
"If you look at who enters college, it now looks like America," says Hilary Pennington, director of postsecondary programs for the Bill & Melinda Gates Foundation, which has closely studied enrollment patterns in higher education. "But if you look at who walks across the stage for a diploma, its still largely the white, upper-income population."
The United States once had the highest graduation rate of any nation. Now it stands 10th. For the first time in American history, there is the risk that the rising generation will be less well educated than the previous one. The graduation rate among 25- to 34-year-olds is no better than the rate for the 55- to 64-year-olds who were going to college more than 30 years ago. Studies show that more and more poor and non-white students want to graduate from college – but their graduation rates fall far short of their dreams. The graduation rates for blacks, Latinos, and Native Americans lag far behind the graduation rates for whites and Asians. As the minority population grows in the United States, low college graduation rates become a threat to national prosperity.
The problem is pronounced at public universities. In 2007 the University of Wisconsin-Madison – one of the top five or so prestigious public universities – graduated 81% of its white students within six years, but only 56% of its blacks. At less-selective state schools, the numbers get worse. During the same time frame, the University of Northern Iowa graduated 67% of its white students, but only 39% of its blacks. Community colleges have low graduation rates generally – but rock-bottom rates for minorities. A recent review of California community colleges found that while a third of the Asian students picked up their degrees, only 15% of African-Americans did so as well.
Private colleges and universities generally do better, partly because they offer smaller classes and more personal attention. But when it comes to a significant graduation gap, Bowdoin has company. Nearby Colby College logged an 18-point difference between white and black graduates in 2007 and 25 points in 2006. Middlebury College in Vermont, another top school, had a 19-point gap in 2007 and a 22-point gap in 2006. The most selective private schools – Harvard, Yale, and Princeton – show almost no gap between black and white graduation rates. But that may have more to do with their ability to select the best students. According to data gathered by Harvard Law School professor Lani Guinier, the most selective schools are more likely to choose blacks who have at least one immigrant parent from Africa or the Caribbean than black students who are descendants of American slaves.
"Higher education has been able to duck this issue for years, particularly the more selective schools, by saying the responsibility is on the individual student," says Pennington of the Gates Foundation. "If they fail, its their fault." Some critics blame affirmative action – students admitted with lower test scores and grades from shaky high schools often struggle at elite schools. But a bigger problem may be that poor high schools often send their students to colleges for which they are "undermatched": they could get into more elite, richer schools, but instead go to community colleges and low-rated state schools that lack the resources to help them. Some schools out for profit cynically increase tuitions and count on student loans and federal aid to foot the bill – knowing full well that the students wont make it. "The school keeps the money, but the kid leaves with loads of debt and no degree and no ability to get a better job. Colleges are not holding up their end," says Amy Wilkins of the Education Trust.
A college education is getting ever more expensive. Since 1982 tuitions have been rising at roughly twice the rate of inflation. In 2008 the net cost of attending a four-year public university – after financial aid – equaled 28% of median (中間的)family income, while a four-year private university cost 76% of median family income. More and more scholarships are based on merit, not need. Poorer students are not always the best-informed consumers. Often they wind up deeply in debt or simply unable to pay after a year or two and must drop out.
There once was a time when universities took pride in their dropout rates. Professors would begin the year by saying, "Look to the right and look to the left. One of you is not going to be here by the end of the year." But such a Darwinian spirit is beginning to give way as at least a few colleges face up to the graduation gap. At the University of Wisconsin-Madison, the gap has been roughly halved over the last three years. The university has poured resources into peer counseling to help students from inner-city schools adjust to the rigor (嚴(yán)格要求)and faster pace of a university classroom –and also to help minority students overcome the stereotype that they are less qualified. Wisconsin has a "laserlike focus" on building up student skills in the first three months, according to viceprovost (教務(wù)長(zhǎng))Damon Williams.
State and federal governments could sharpen that focus everywhere by broadly publishing minority graduation rates. For years private colleges such as Princeton and MIT have had success bringing minorities onto campus in the summer before freshman year to give them some prepara tory courses. The newer trend is to start recruiting poor and non-white students as early as the seventh grade, using innovative tools to identify kids with sophisticated verbal skills. Such pro grams can be expensive, of course, but cheap compared with the millions already invested in scholarships and grants for kids who have little chance to graduate without special support.
With effort and money, the graduation gap can be closed. Washington and Lee is a small, selective school in Lexington, Va. Its student body is less than 5% black and less than 2% Latino. While the school usually graduated about 90% of its whites, the graduation rate of its blacks and Latinos had dipped to 63% by 2007. "We went through a dramatic shift," says Dawn Watkins, the vice president for student affairs. The school aggressively pushed mentoring (輔導(dǎo)) of minorities by other students and "partnering" with parents at a special pre-enrollment session. The school had its first-ever black homecoming. Last spring the school graduated the same proportion of minorities as it did whites. If the United States wants to keep up in the global economic race, it will have to pay systematic attention to graduating minorities, not just enrolling them.
注意：此部分試題請(qǐng)?jiān)诖痤}卡1上作答。
1. What is the authors main concern about American higher education?
A) The small proportion of minority students.
B) The low graduation rates of minority students.
C) The growing conflicts among ethnic groups.
D) The poor academic performance of students.
2. What was the pride of President Barry Mills of Bowdoin College?
A) The prestige of its liberal arts programs.
B) Its ranking among universities in Maine.
C) The high graduation rates of its students.
D) Its increased enrollment of minority students.
6月大學(xué)英語(yǔ)六級(jí)考試真題 2
Section A
Tapescripts:
1. W: Raise your hat a little bit and hold the saddle and smile a little. You look wonderful posing like that. Shall I press the shutter?
M: Wait a minute. Let me put on a cowboy hat.
Q: What are the speakers doing?
2. M: I’m still waiting for my sister to come back and type the application letter for me.
W: Why bother her? I’ll show you how to use the computer. It’s quite easy?
Q: What does the woman mean?
3. M: Hey, where did you find the journal? I need it, too.
W: Right here on the shelf. Don’t worry, John. I’ll take it out on my card for both of us.
Q: What does the woman mean?
4. M: Thank you for your helpful assistance. Otherwise, I’d surely have missed it. The place is so out of the way.
W: It was a pleasure meeting you. Good-bye.
Q: Why does the man thank the woman?
5. W: We are informed that the 11:30 train is late again.
M: Why did the railway company even bother to print a schedule?
Q: What do we learn from the conversation?
6. M: Maybe I ought to subscribe to the Engineering Quarterly. It contains a lot of useful information.
W: Why not read it in the library and save the money?
Q: What is the woman advice to the man?
7. M: I’ve been waiting all week for this concert. The performance is said to be excellent. And with our student discount, the tickets will be real cheap.
W: Ah ah…I’m afraid I left my student ID card in the dorm.
Q: What does the woman imply?
8. M: Mr. Smith, our history professor, announced that we would be doing two papers and three exams this semester. I wonder how I’m going to pour through when other courses have similar requirements.
W: Well, can’t you drop one course and pick it up the next semester?
Q: What does the woman suggest the man do?
9. W: Renting the conference room at the hotel will cost us too much. We’re already running in the red.
M: How about using our dining room for the meeting?
Q: What’s worrying the woman?
10.W: Jerry, can you pick me up after work today? I left my car at the garage.
M: I’m afraid I can’t. I’ve scheduled an appointment with a client at dinner time.
Q: What is the man going to do?
Section B
Passage One
A few months ago, millions of people in London heard alarms all over the town. The Emergency Emergency services, the Fire Departments, the Police, hospitals, and ambulances stood by, ready to go into action. In railway underground stations, people read notices and maps which told them where to go and what to do in the emergency. This was Exercise Flood Call, to prepare people for a flood emergency. London wasnt flooded yet, but it is possible that it would be. In 1236 and in 1663, London was badly flooded. In 1928, people living in Westminster, the heart of London, drowned in floods. And in 1953, one hundred people, living on the eastern edge of the London suburbs were killed, again, in the floods. At last, Greater London Council took actions to prevent this disaster from happening again. Though a flood wall was built in the 1960s, Londoners still must be prepared for the possible disaster. If it happens, 50 underground stations will be under water. Electricity, gas and phone services will be out of action. Roads will be drowned. It will be impossible to cross any of the bridges between north and south London. Imagine: London will look like the famous Italian city, Venice. But this Exercise Flood Call didnt cause panic among Londoners. Most people knew it was just a warning. One lady said, "Its a flood warning, isnt it? The water doesnt look high to me."
Question 11: What happened in London a few months ago?
Question 12: What measure was taken against floods in London in the 1960s?
Question 13: What can we learnt from the ladys comment?
Passage Two
Americas national symbol, the bald eagle, almost went extinct twenty years ago, but it has made a comeback. In fact, the U.S. Fish and Wild Life Service is considering the possibility of taking it off the Endangered Species List. Once, more than fifty hundred pairs of bald eagles nested across the country, but by 1960 that number had fallen below four hundred. The chief killer was the widely used DDT. Fish, soaked up DDT, died, and were washed up on shores, where bald eagles feasted on them.DDT prevented eagle egg shells from thickening. The shells became so thin that they shattered before the babies hatched. Fortunately, in 1972, a law was passed to ban DDT, which saved the bald eagle from total wipeout. And since then wild life biologists had reintroduced bald eagles from Canada to America. The result was that last year U.S. bird watchers counted eleven thousand six hundred and ten bald eagles in the country.If it were dropped from the Endangered Species List, the bald eagle would still be a threatened species. That means the bird would continue to get the same protection. No hunting allowed, and no disturbing of nests. But bald eagles still face tough times. The destruction of their natural homes could be the next DDT causing eagle numbers to drop quickly.
Question 14: What was the main harmful effect of the pests killer DDT on bald eagles?
Question 15: What measure did the wild life biologist take to increase the number of bald eagles?
Question 16: According to the speaker, what is the possible danger facing bald eagles?
Passage Three
If the earth gets hotter in the new century, what will happen to animals and the plants which animals depend on for survival? The question offers another way of looking at the "Greenhouse Effect".People have talked about the general problem of "Global Warming" for some time. But they were usually worried about things like whether to buy a home on the coast. Biologists and other scientists turn their attention to plants and animals at an important meeting that took place last October. They were reviewed evidence that plants and animals are sensitive to climate. Since the Ice Age ended ten thousand years ago and warmer temperatures returned to the northern latitudes, many species have migrated north. If the predictions about the Greenhouse are correct, temperatures will rise by the same amount in the next one hundred years as they did in the past ten thousand. Will animals and plants be able to adapt that quickly to change in the environment? Many wont. Certain species will probably become very rare. Experts say plants under climate stress will be very open to disease and fire. Forest fires may become more common. That, in turn, man harm animals that depend on the trees for food will for shelter. Any preserves we set up to protect endangered species may become useless as the species are forced to migrate along with their natural homes. Change is a part of life, but rapid change, says scientist George Woodwell, is the enemy of life.
Question 17: What is the concern of ordinary people about the "Greenhouse Effect"?
Question 18: What has happened since the end of the ICE AGE?
Question 19: What will be a possible threat to plants in the future?
Question 20: According to the passage, what will probably happen to the endangered species?
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