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 Writing

Directions: 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.

1

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 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, 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 device

2

s. 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’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.

3

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’s

network last year.

At the Massachusetts Institute of Technology, iPhones might already have

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.

―We

don’t

think tha

t we have all the

answers,‖

Mr. Huskamp said. By observing how students

use the gadgets, he said,

―We’re

trying 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. Bot

h 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. Ma

4

ny 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.

―Alien

Contact,‖

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 anal

5

ysis,,’

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.

―What

we 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 information techn

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。

6

1. Many professors think that giving out Apple iPhones or Internet-capable

iPods to students

A) updates teaching facilities in universities

B) has started a revolution in higher education

C) can facilitate teacher-student interaction

D) may not benefit education as intended

2. In the

author’s

view, being equipped with IT products may help colleges

and universities

A) build an innovative image

B) raise their teaching efficiency

C) track

students’

activities

D) excite student interest in hi-tech

3. The distribution of iPhones among students has raised concerns that the

y will_________ .

A) induce students to buy more similar products

B) increase tension between professors and students

C) further distract students from class participation

D) prevent students from accumulating knowledge

4. Naomi Pugh at Freed-Hardeman University speculated that professors w

ould_________ .

A) find new applications for iPod Touch devices

B) have to work harder to enliven their classes

7

C) have difficulty learning to handle the devices

D) find iPhones and iPods in class very helpful

5. Experts like Dr. Kyle Dickson at Abilene Christian University think that

________ .

A) mobile technology will be more widely used in education B) the role

of technology in education cannot be overestimated C) mobile technolog

y can upgrade profes

sors’

teaching tool- kit D) iPhones and iPods will rep

lace laptops sooner or later

6. What do we learn about the University of Maryland at College Park con

cerning the use of iPhones and iPods?

A) It has sought

professors’

opinions.

B) It has benefited from their use.

C) It is trying to follow the trend.

D) It is proceeding with caution.

7. University officials claim that they dole out iPhones and iPods so as to_

________ .

A) encourage professors to design newer lesson plans

B) help improve professor-student relationships

C) facilitate

students’

learning outside of class

D) stimulate

students’

interest in updating technology

8. Ellen Millender at Reed College in Portland is concerned that technolog

y will take the place of

8

sor Robert Summers at Cornell Law School banned laptop comput

ers from his class because he thinks qualified lawyers need to possess a br

oad array of_____.

experience at Duke University may ease some concerns because th

e students have used iPods for active_____.

Part III

Listening Comprehension

(35 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

conversations

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 2 with a single line through the centre.

注意：此部分试题请在答题卡

2

上作答。