2022六月大學(xué)英語(yǔ)六級(jí)真題及答案詳解

1、 6月大學(xué)英語(yǔ)六級(jí)真題預(yù)測(cè)及答案詳解一、真題預(yù)測(cè)部分Part IwrittingDirections: For this part, you are allowed 30 minutes to write a short essay on the topic of Certificate Craze. You should write at least 150 words following the outline given below:1. 目前許多人熱衷于各類證書考試2. 其目旳各不相似3. 在我看來(lái)Part II Reading Comprehension (Skimming and

2、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 sentences with the informatio

3、n given in the passage.Minority ReportAmerican 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 the small, elite liberal arts school in

4、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 wh

5、en 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, dir

6、ector 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 graduat

7、ion 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 co

8、llege 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.

9、 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 the University of Wisconsin-Madison one of the top five or so prestigious public universities graduated 81% of its white st

10、udents 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-bo

11、ttom 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 p

12、ersonal 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 and 25 points in . Middlebury College in Vermont, another top school, had a 19-point gap in and a 22-point gap in . The m

13、ost selective private schools Harvard, Yale, and Princeton show almost no gap between black and white graduation rates. But that may have more descendants of American slaves.end, says Amy Wilkins of the Education Trust.after financial aid equaled 28% of median (中間旳) family income, while a four-year

14、private debt or simply unable to pay after a year or two and must drop out.according to vice provost (教務(wù)長(zhǎng)) Damon Williams.What is the authors main concern about American higher education?The small proportion of minority students.The low graduation rates of minority students.The growing conflicts amo

15、ng ethnic groups.The poor academic performance of students.What was the pride of President Barry Mills of Bowdoin College?The prestige of its liberal arts programs.Its ranking among universities in Maine.The high graduation rates of its students.Its increased enrollment of minority students.What is

16、the risk facing America?Its schools will be overwhelmed by the growing number of illegal immigrants.The rising generation will be less well educated than the previous one.More poor and non-white students will be denied access to college.It is going to lose its competitive edge in higher education.Ho

17、w many African-American students earned their degrees in California community colleges according to a recent review?Fifty-six percent.C) Fifteen percent.Thirty-nine percent.D) Sixty-seven percent.Harvard, Yale, and Princeton show almost no gap between black and white graduation rates mainly because.

18、their students work harderC) their classes are generally smallerthey recruit the best studentsD) they give students more attentionHow does Amy Wilkins of the Education Trust view minority students failure to get a degree?Universities are to blame.Students dont work hard.The government fails to provi

19、de the necessary support.Affirmative action should be held responsible.Why do some students drop out after a year or two according to the author?They have lost confidence in themselves.They cannot afford the high tuition.They cannot adapt to the rigor of the school.They fail to develop interest in t

20、heir studies.To tackle the problem of graduation gap, the University of Wisconsin-Madison helps minority students get over the stereotype that _.For years, private colleges such as Princeton and MIT have provided minority students with _ during the summer before freshman year.Washington and Lee Univ

21、ersity is cited as an example to show that the gap of graduation rates between whites and minorities can _.Part IV Reading Comprehension (Reading in Depth)(25 minutes)Section ADirections: In this section, there is a short passage with 5 questions or incomplete statements. Read the passage carefully.

22、 Then answer the questions or complete the statements in the fewest possible words. Please write your answers on Answer Sheet 2.Questions 47 to 51 are based on the following passage.How good are you at saying no? For many, its surprisingly difficult. This is especially true of editors, who by nature

23、 tend to be eager and engaged participants in everything they do. Consider these scenarios:Its late in the day. That frontpackage youve been working on is nearly complete; one last edit and its finished. Enter the executive editor, who makes a suggestion requiring a more-than-modest rearrangement of

24、 the design and the addition of an information box. You want to scream: No! Its done! What do you do?The first rule of saying no to the boss is dont say no. She probably has something in mind when she makes suggestions, and its up to you to find out what. The second rule is dont raise the stakes by

25、challenging her authority. That issue is already decided. The third rule is to be ready to cite options and consequences. The bosss suggestions might be appropriate, but there are always consequences. She might not know about the pages backing up that need attention, or about the designer who had to

26、 go home sick. Tell her she can have what she wants, but explain the consequences. Understand what shes trying to accomplish and propose a Plan B that will make it happen without destroying what youve done so far.Heres another case. Your least-favorite reporter suggests a dumb story idea. This one s

27、hould be easy, but its not. If you say no, even politely, you risk inhibiting further ideas, not just from that reporter, but from others who heard that you turned down the idea. This scenario is common in newsrooms that lack a systematic way to filter story suggestions.Two steps are necessary. Firs

28、t, you need a system for how stories are proposed and reviewed. Reporters can tolerate rejection of their ideas if they believe they were given a fair hearing. Your gut reaction (本能反映) and dismissive rejection, even of a worthless idea, might not qualify as systematic or fair.Second, the people you

29、work with need to negotiate a What if .? agreement covering What if my idea is turned down? How are people expected to react? Is there an appeal process? Can they refine the idea and resubmit it? By anticipating What if.? situations before they happen, you can reach understanding that will help ease

30、 you out of confrontations.47. Instead of directly saying no to your boss, you should find out _.48. The authors second warning is that we should avoid running a greater risk by _.49. One way of responding to your bosss suggestion is to explain the _ to her and offer an alternative solution.50. To e

31、nsure fairness to reporters, it is important to set up a system for stories to _.51. People who learn to anticipate What if.? situations will be able to reach understanding and avoid _.Section BDirections: There are 2 passages in this section. Each passage is followed by some questions or unfinished

32、 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 52 to 56 are based on the following passage.At the heart of the debate ov

33、er illegal immigration lies one key question: are immigrants good or bad for the economy? The American public overwhelmingly thinks theyre bad. Yet the consensus among most economists is that immigration, both legal and illegal, provides a small net boost to the economy. Immigrants provide cheap lab

34、or, lower the prices of everything from farm produce to new homes, and leave consumers with a little more money in their pockets. So why is there such a discrepancy between the perception of immigrants impact on the economy and the reality?There are a number of familiar theories. Some argue that peo

35、ple are anxious and feel threatened by an inflow of new workers. Others highlight the strain that undocumented immigrants place on public services, like schools, hospitals, and jails. Still others emphasize the role of race, arguing that foreigners add to the nations fears and insecurities. Theres s

36、ome truth to all these explanations, but they arent quite sufficient.To get a better understanding of whats going on, consider the way immigrations impact is felt. Though its overall effect may be positive, its costs and benefits are distributed unevenly. David Card, an economist at UC Berkeley, not

37、es that the ones who profit most directly from immigrants low-cost labor are businesses and employers meatpacking plants in Nebraska, for instance, or agricultural businesses in California. Granted, these producers savings probably translate into lower prices at the grocery store, but how many consu

38、mers make that mental connection at the checkout counter? As for the drawbacks of illegal immigration, these, too, are concentrated. Native low-skilled workers suffer most from the competition of foreign labor. According to a study by George Borjas, a Harvard economist, immigration reduced the wages

39、 of American high-school dropouts by 9% between 1980-.Among high-skilled, better-educated employees, however, opposition was strongest in states with both high numbers of immigrants and relatively generous social services. What worried them most, in other words, was the fiscal (財(cái)政旳) burden of immigr

40、ation. That conclusion was reinforced by another finding: that their opposition appeared to soften when that fiscal burden decreased, as occurred with welfare reform in the 1990s, which curbed immigrants access to certain benefits.The irony is that for all the overexcited debate, the net effect of i

41、mmigration is minimal. Even for those most acutely affected say, low-skilled workers, or California residents the impact isnt all that dramatic. The unpleasant voices have tended to dominate our perceptions, says Daniel Tichenor, a political science professor at the University of Oregon. But when al

42、l those factors are put together and the economists calculate the numbers, it ends up being a net positive, but a small one. Too bad most people dont realize it.注意：此部分試題請(qǐng)?jiān)诖痤}卡2上作答。What can we learn from the first paragraph?Whether immigrants are good or bad for the economy has been puzzling economist

43、s.The American economy used to thrive on immigration but now its a different story.The consensus among economists is that immigration should not be encouraged.The general public thinks differently from most economists on the impact of immigration.In what way does the author think ordinary Americans

44、benefit from immigration?They can access all kinds of public services.They can get consumer goods at lower prices.They can mix with people of different cultures.They can avoid doing much of the manual labor.Why do native low-skilled workers suffer most from illegal immigration?A) They have greater d

45、ifficulty getting welfare support.B) They are more likely to encounter interracial conflicts.C) They have a harder time getting a job with decent pay.They are no match for illegal immigrants in labor skills.What is the chief concern of native high-skilled, better-educated employees about the inflow

46、of immigrants?A) It may change the existing social structure.It may pose a threat to their economic status.It may lead to social instability in the country.It may place a great strain on the state budget.What is the irony about the debate over immigration?A) Even economists cant reach a consensus ab

47、out its impact.Those who are opposed to it turn out to benefit most from it.People are making too big a fuss about something of small impact.There is no essential difference between seemingly opposite opinions.Passage TwoQuestions 57 to 61 are based on the following passage.Picture a typical MBA lec

48、ture theatre twenty years ago. In it the majority of students will have conformed to the standard model of the time: male, middle class and Western. Walk into a class today, however, and youll get a completely different impression. For a start, you will now see plenty more women the University of Pe

49、nnsylvanias Wharton School, for example, boasts that 40% of its new enrolment is female. You will also see a wide range of ethnic groups and nationals of practically every country.It might be tempting, therefore, to think that the old barriers have been broken down and equal opportunity achieved. Bu

50、t, increasingly, this apparent diversity is becoming a mask for a new type of conformity. Behind the differences in sex, skin tones and mother tongues, there are common attitudes, expectations and ambitions which risk creating a set of clones among the business leaders of the future.Diversity, it se

51、ems, has not helped to address fundamental weaknesses in business leadership. So what can be done to create more effective managers of the commercial world? According to recruit their students. At the moment candidates are selected on a fairly narrow set of criteria such as prior academic and career

52、 performance, and analytical and problem solving abilities. This is then coupled to a schools picture of what a diverse class should look like, with the result that passport, ethnic origin and sex can all become influencing factors. But schools rarely dig down to find out what really makes an applic

53、ant succeed, to create a class which also contains diversity of attitude and approach arguably the only diversity that, in a business context, really matters.Professor Gauthier believes schools should not just be selecting candidates from traditional sectors such as banking, consultancy and industry

54、. They should also be seeking individuals who have backgrounds in areas such as political science, the creative arts, history or philosophy, which will allow them to put business decisions into a wider context.Indeed, there does seem to be a demand for the more rounded leaders such diversity might c

55、reate. A study by Mannaz, a leadership development company, suggests that, while the bully-boy chief executive of old may not have been eradicated completely, there is a definite shift in emphasis towards less tough styles of management at least in America and Europe. Perhaps most significant, accor

56、ding to Mannaz, is the increasing interest large companies have in more collaborative management models, such as those prevalent in Scandinavia, which seek to integrate the hard and soft aspects of leadership and encourage delegated responsibility and accountability.What characterises the business s

57、chool student population of today?Greater diversity.C) Exceptional diligence.Intellectual maturity.D) Higher ambition.What is the authors concern about current business school education?A) It will arouse students unrealistic expectations.It will produce business leaders of a uniform style.It focuses

58、 on theory rather than on practical skills.It stresses competition rather than cooperation.What aspect of diversity does Valerie Gauthier think is most important?Age and educational background.C) Attitude and approach to business.Social and professional experience.D) Ethnic origin and gender.What ap

59、plicants does the author think MBA programmes should consider recruiting?Applicants with prior experience in business companies.Applicants with sound knowledge in math and statistics.Applicants from outside the traditional sectors.Applicants from less developed regions and areas.What does Mannaz say

60、 about the current management style?A) It is eradicating the tough aspects of management.It encourages male and female executives to work side by side.It adopts the bully-boy chief executive model.It is shifting towards more collaborative models.Students who sign _72_ for the award will be expected