2025年6月（第一套）大学英语六级考试真题

2025年6月大学英语六级考试试题册（2025年6月第1套）试题册敬告考生一、在答题前，请认真完成以下内容：请检查试题册背面条形码粘贴条、答题卡的印刷质量，如有问题及时向监考员反映，确认无误后完成以下两点要求。请将试题册背面条形码粘贴条揭下后粘贴在答题卡1的条形码粘贴框内，并将姓名和准考证号填写在试题册背面相应位置。请在答题卡1和答题卡2指定位置用黑色签字笔填写准考证号、姓名和学校名称，并用HB-2B铅笔将对应准考证号的信息点涂黑。二、在考试过程中，请注意以下内容：所有题目必须在答题卡上规定位置作答，在试题册上或答题卡上非规定位置的作答一律无效。请在规定时间内在答题卡指定位置依次完成作文、听力、阅读、翻译各部分考试，作答作文期间不得翻阅该试题册。听力录音播放完毕后，请立即停止作答，监考员将立即收回答题卡1，得到监考员指令后方可继续作答。作文题内容印在试题册背面，作文题及其他主观题必须用黑色签字笔在答题卡指定区域内作答。选择题均为单选题，错选、不选或多选将不得分，作答时必须使用HB-2B铅笔在答题卡上相应位置填涂，修改时须用橡皮擦净。三、以下情况按违规处理：未正确填写（涂）个人信息，错贴、不贴、毁损条形码粘贴条。未按规定翻阅试题册、提前阅读试题、提前或在收答题卡期间作答。未用所规定的笔作答、折叠或毁损答题卡导致无法评卷。考试期间在非听力考试时间佩戴耳机。全国大学英语四、六级考试委员会PartIWriting（30minutes）（请于正式开考后半小时内完成该部分，之后将进行听力考试）

Directions:Forthispart,youareallowed30minutestowriteanessaythatbeginswiththesentence"WiththeincreasingapplicationofAItechnology,thereisagrowingconcernthatitmaynegativelyimpacthumancreativity."Youcanmakecomments,citeexamplesoruseyourpersonalexperiencestodeveloptheessay.Youshouldwriteatleast150wordsbutnomorethan200words.Youshouldcopythesentencegiveninquotesatthebeginningofyouressay.请用黑色签字笔在答题卡1指定区域内作答作文题，在试题册上的作答无效！请认真填写以下信息：

准考证号：

姓名：

错填、未填以上信息，按违规处理！PartIIListeningComprehension（30minutes）SectionADirections:Inthissection,youwillheartwolongconversations.Attheendofeachconversation,youwillhearfourquestions.Boththeconversationandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).ThenmarkthecorrespondingletteronAnswerSheet1withasinglelinethroughthecentre.Questions1to4arebasedontheconversationyouhavejustheard.A)Metthecomputertechnician.

B)Toldthemanabouthertrouble.

C)Calltheman'scompany.

D)VisitAlphaMaintenance.A)Consultedsomeoneincharge.

B)Cameassoonaspossible.

C)Informedthecentralofficeatonce.

D)Designatedanengineertothecase.A)Frustration.

B)Intimidation.

C)Desperation.

D)Indignation.A)Whetherthecontenthasbeenbackedup.

B)Whethertheycanfindsomeoneelse.

C)Whetheralldatastoredontheharddrivehasgotlost.

D)Whethertheyneedtowipethesystemdirectoriesclean.Questions5to8arebasedontheconversationyouhavejustheard.

5.A)It'sboring.

B)It'schallenging.

C)It'sabeautifulthing.

D)It'sunlikemostjobs.

6.A)Arbitratingbetweendisagreeingsolicitors.

B)Preventingdisputesfromescalating.

C)Buyingandsellingproperty.

D)Mediatinglanddisputes.

7.A)Courtsareintendedforfixingmajorlegaldisputes.

B)Courtsaregettingtoobureaucratictofunction.

C)Courtscanbefrustratingandexpensive.

D)Courtscanbefrighteningandarbitrary.

8.A)Theabilitytomakeargumentsinauniqueway.

B)Theskillofpreventingconflictsbetweenpartiesconcerned.

C)Theskillofforeseeinganypotentialstakesintheirwork.

D)Theabilitytoexpressthemselvesclearlyandforcefully.SectionBDirections:Inthissection,youwillheartwopassages.Attheendofeachpassage,youwillhearthreeorfourquestions.Boththepassageandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).ThenmarkthecorrespondingletteronAnswerSheet1withasinglelinethroughthecentre.Questions9to11arebasedonthepassageyouhavejustheard.

9.A)Theylookedintotherelationshipbetweenone'spriorknowledgeandcreativity.

B)Theyofferednovelwaystohelpolderadultstokeeptheirmemoriesfromaging.

C)Theyproposedanexplanationforoldpeople'sdifficultyinretrievingmemories.

D)Theyadvancedanewmodelconcerninghumaninformationstorageandretrieval.

10.A)Youngadultsrelyonmemorywhileolderadultskeepnotesasareminder.

B)Olderadultsoftenretrieveirrelevantmemoriesalongwithwhattheywant.

C)Youngadultsaccumulateknowledgemuchmorequicklythanolderadults.

D)Olderadultsgenerallyperformcognitivetasksmuchslowerthanyoungadults.

11.A)Theyshowpreserved,andsometimesenhanced,creativity.

B)Theyfrequentlysufferfromdisorderlycrowdedmemories.

C)Theycanrelyontheiraccumulatedwisdominanemergency.

D)Theymaywellbeservedbyforgettingtheirpriorknowledge.Questions12to15arebasedonthepassageyouhavejustheard.

12.A)Theyareactuallyproudofthegoodsandservicestheyproduce.

B)Theyareworriedaboutbeingalienatedfromtheoutsideworld.

C)Theyarerarelyincontrolofmanythingsrelatedtotheirwork.

D)Theyarelongingtosharetheprofitmadefromtheirwork.

13.A)Thesteadydecreaseinproductivity.

B)Theadverseeffectonphysicalhealth.

C)Thefeelingofbeingtimepoor.

D)Therisingeconomicinequality.

14.A)Italtersthestructureofwork.

B)Itputsjobsandwagesatrisk.

C)Itliberatespeoplefromtediousandlaboriouswork.

D)ItcreatesnewworkopportunitiesintheITindustry.

15.A)Findingmeaninginwork.

B)Prioritizinglifeoverwork.

C)Improvingrelationshipsinthecommunity.

D)Realizingone'ssocialvalueintheworkplace.SectionCDirections:Inthissection,youwillhearthreerecordingsoflecturesortalksfollowedbythreeorfourquestions.Therecordingswillbeplayedonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).ThenmarkthecorrespondingletteronAnswerSheet1withasinglelinethroughthecentre.Questions16to18arebasedontherecordingyouhavejustheard.

16.A)Affectourattitudetonoveltasks.

B)Distinguishusinthesocialworld.

C)OutweighIQinimportance.

D)Impactacademicachievements.

17.A)Bypressingahiddenbutton.

B)Bypushingabigbuttonontop.

C)Bypressingtwobuttonsatthesametime.

D)Byhelpingthebabiespushtherightbutton.

18.A)Performdifficulttaskssuccessfullyjustbyobservinghowadultsacted.

B)Makegeneralizableinferencesaboutpersistencefromafewexamples.

C)Adaptthemselvestodifferentsocialcontexts.

D)Workhardtointeractwithexperimenters.Questions19to21arebasedontherecordingyouhavejustheard.

19.A)Offeringadviceonovercominghabituallateness.

B)Exemplifyingvariousrecreationalopportunities.

C)Scrutinizingindividuals'definingtraits.

D)Suggestingwaysforsettingpriorities.

20.A)Makethebreakfastsimpler.

B)Takethealarmsseriously.

C)Readyyourselfintheearlydawn.

D)Getpreparedthenightbefore.

21.A)Finishthepriortask30minutesearlier.

B)Keepourselvesfromhittingabump.

C)Leavetimeinbetweenactivities.

D)Trytoavoidpossiblehold-ups.Questions22to25arebasedontherecordingyouhavejustheard.

22.A)Theirlifestylesvary.

B)Theirtraitsvary.

C)Theyhavedifferentcustoms.

D)Theyhavedifferentfeels.

23.A)Theyarenotaswillingtohelpstrangers.

B)Theyarenotaspatientwithoneanother.

C)Theyviolatetrafficrulesmorefrequently.

D)Theybecomemoreeasilyirritatedinpublic.

24.A)ItwaspracticedbyBoston'sfoundingfathers.

B)ItisnotdeemedexoticbyProperBostonians.

C)ItwasadoptedbyBoston'supperclass.

D)ItisnotpartofBoston'slocalculture.

25.A)Sticktoitsownwayofshowingcourtesytostrangers.

B)FollowtheexamplessetbyParisandNewYorkCity.

C)Learnfromtheworld'smajorcitiesinpromotingtourism.

D)Takeprideinitshistoryandadheretoitsculturaltradition.PartIIIReadingComprehension（40minutes）SectionADirections:Inthissection,thereisapassagewithtenblanks.Youarerequiredtoselectonewordforeachblankfromalistofchoicesgiveninawordbankfollowingthepassage.Readthepassagethroughcarefullybeforemakingyourchoices.Eachchoiceinthebankisidentifiedbyaletter.PleasemarkthecorrespondingletterforeachitemonAnswerSheet2withasinglelinethroughthecentre.Youmaynotuseanyofthewordsinthebankmorethanonce.Inhersecondyear,CharleneDuonglearnedoftheuseofpoisonous,syntheticpesticidesonhercollegecampus.Shockedbutnotsurprised,sheknewshehadtodosomething.Alongwithacoupleofclassmates,Charlenedidaquickwebsearchanddiscoveredasmallbutgrowingmovementledbytheorganization,Herbicide-FreeCampus(HFC),toridcollegecampusesofartificialherbicides(灭草剂).Theywere_26

Likemany,Charleneexperiencesclimateanxiety—a_27fearofaclimatecatastrophe—andwas,atthetime,lookingforan\28\.WhenshediscoveredtheHFCmovement,shesaidshefeltshe"hadfoundaspecificareatofocusonthatstillfitintothelargerpictureoffightingforahealthier,safer,cleaner_29forall."

Toxicherbicideuseinuniversitylandcareisnotunique.Mostinstitutionsofhighereducationrelyonsyntheticpesticidesandfertilizerstoachieve30goals.Havinga"beautiful"campusmeansgreenandperfectlymaintainedlawnsalongwithflowerbedsandpavedsidewalks.Butthese_31managedcampusescancomeatacost:increasedcancerrisk,_32waterways,poisonedwildlifeandlifelesssoil.

Pesticideuseoncollegecampusesalsocontributestoourglobalclimatecrisis.Theuseofchemicalstogetridofinsectsorunwantedplantlifecanincreaseindirect_33,astheycanincludepetroleum-basedingredients.Pesticideusealsodecreasesthelifeinsoil,_34theabilityofsoilstoabsorbcarbonorretainwaterandthusreducingcampuses'abilitytorecoverquicklyfromclimate-relatedextremeweathereventslikedroughtsandfloods.

Insteadofusingtoxicchemicals,studentsworkingwithHFChelpoutwith35thecampusgrounds.

"ThisworkremindsmetobeinthepresentmomentasIplaymyroleinreducingherbicideuseandkeepingmycampussafeandhealthy,"saysCharlene.A)aestheticB)chronicC)contaminatedD)conventionallyE)emissions

F)environmentG)hamperingH)incidentallyI)infringementJ)intrigued

K)juvenileL)outletM)rotatingN)vibrationsO)weedingSectionBDirections:Inthissection,youaregoingtoreadapassagewithtenstatementsattachedtoit.Eachstatementcontainsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.Youmaychooseaparagraphmorethanonce.Eachparagraphismarkedwithaletter.AnswerthequestionsbymarkingthecorrespondingletteronAnswerSheet2.WhyYourLibraryIstheMostImportantPlaceinTownA)Librariansknowthevalueoftheircommunityservices,andtheirpatronsappreciatetheirimportanceaswell.Butinanincreasinglydigitalworld,weseetheroleoflibrariesascommunityandculturalcentersattimesundervalued.Whenshrinkingmunicipalbudgetscombinewiththenonstoptechnologicalrevolution,publiclibraryservicesthatfocusonbuildingcommunitiesface-to-face,inspiringandeducatingpatronsaboutart,literature,andmusic,andhelpingpatronsengageincivildiscoursecanseemold-fashioned.Butitispreciselythoseshrinkingbudgetsandtheassaultoftechnologicallymediatedlifethatmakepubliclibraries'culturalandcommunityofferingsmoreimportantthanever.

B)Manypeoplepointoutthevaluepubliclibrariesbringtotheircommunities.Morethanjustbooksandbanksofcomputers,librariesarestillplaceswhereindividualsgathertoexplore,interact,andimagine.Someofthespecificwaysinwhichlibrariesaddvaluetoourcommunitiesandserveasculturalcentersforourpatronsarecommunitybuilders,centersforthearts,andchampionsofyouth.Librariesserveinthesecapacitiesandaremorethanjustaboutinformation.

C)Ascommunitybuilderslibrariesareengagedinincrediblework.Fromtinypubliclibrariestohugecityinstitutionswithmultiplebranches,librariesacrosstheUnitedStatesarebuildingcommunityandsupportinglocalcultureinexcitingways.Theseareinspiringandhopefullywillencouragelibrariansinterestedincommunityservicesandculturaloutreachtomakeconnectionswitheachother,shareideas,andbuildpartnerships.Supportersoflibrariesascommunitybuildersclaimthatunlessyouareouttherechangingneighborhoods,youarenotcompletingtheworkyouaretodo.Strengtheningneighborhoodsandchampioningtheculturallivesofcommunitiesarebigresponsibilities.

D)Place-basedeconomicdevelopmentstressestheimportanceofofferingattractive,functional,andcommunity-basedplaces,suchaslibraries,intownsquaresanddepressedneighborhoods.Likeamajordepartmentstoreinamall,librariesattractlargenumbersofpeople,creatingeconomicopportunitiesfornumerousbusinessesandorganizationsinthesurroundingarea.Largecities,medium-sizedones,andevensmalltownshavesuccessfullytransformedtheirlibrariesintothehubs(枢纽)ofvibrantneighborhoods.

E)Askeymunicipalagencies,andfocalpointsforcommunityeducation,librariesaremajorplayersincreatinglivable,environmentallyfriendlycitiesandtowns.TheUrbanLibrariesCouncilreleasedareportdetailingtheuniquewaysinwhichlibrariescanfurthersustainabilityatthelocallevel.Beyondensuringthatlibraryconstructionprojectsconsiderenvironmentalimpact,librariescantakealeadinsupportinglocalfoodsandcraftsmen,likethePeabodyInstituteLibrary'spartneringwithlocalbusinessestopioneerafarmers'marketintheircourtyard,ortheRichmondPublicLibrary'sseedlendinglibrarywhich"nurtureslocally-adaptedplantvarieties,andfosterscommunityresilience(韧性),self-relianceandacultureofsharing."

F)Archivespreservehistoricartifacts,oralhistories,digitalhistoryprojects,andscholarlywritingsrelevanttothecommunity,includingminoritygroups.Communitiesluckyenoughtohavearchivistshaveagreatadvantagewhenitcomestoorganizinghistoricalrecordsandartifacts.Anorganizedarchiveisaplacewherepeoplecanresearchtheirancestryandimmigrationhistory,doenvironmentalresearch,andmore.Anarchivistisanadvocateforpreservationwho,amongotherthings,coordinatestherestorationofmapsandpaintings,thedigitizationofvitalrecords,andthecreationoforalhistoryprojects.WithprojectsliketheMassachussetsMemoriesRoadShowandtheVeteransHistoryProject,evidenceoftheimportanceofarchivesiseverywhere.

G)InthewordsofRoberPutnam,"Peoplemaygotothelibrarylookingmainlyforinformation,buttheyfindeachotherthere."Newmomsconnectatbabystory-times;elderlypeople,oftenfacingdifficultlifetransitions,attendeventsandfindthattheymakenewfriends;teenagersmeetupinlibraries'teenspacesafterschool;andreadersdiscusscurrenteventsintheperiodicalsroom.Inlibraries,community-buildingconnectionsarehappeningallthetime.

H)AsKeithRichardssaid,"Thepubliclibraryisthegreatequalizer."Despitetherisingcostsofconcertandtheatertickets,publiclibraryevents(includingconcerts,authorvisits,andgallerydisplays)areoftenofferedfreeofcharge,enablingpeopleofanyincomeleveltoattend.Inaddition,librarybookgroupsallowpeopletoexploreanddiscusstheliteraryarts,andtheGreatStoriesClubintroducesat-riskyouthtoliterature.Thebestpart:it'sallfreeandopentothepublic.

I)Inatimewheneducationisincreasinglyexpensive,publiclibrariesprovideinformationandeducationalopportunitiesfreeforallpeople,regardlessoftheirsocio-economicstatus.Offeredbylibrariesacrossthecountry,AmericanLibraryAssociation'sLet'sTalkaboutItprogramsarewonderfulexamplesofscholar-facilitatedlearningopportunitiesinlibraries.Inaddition,manylibrariespresentclassesanddiscussionprograms,andsomeevenprovideonlinecontinuingeducationcoursessuchastheUniversalClassdatabase.

J)Librariansknowthatpatronsaren'tjustinformationconsumers,they'reinformationproducers.Patronsusethelibrarytogainknowledgeinordertocreatetheirownnewandindependentworks.IncreasingnumbersoflibrariesprovidespacesandservicesthatmeettheneedsofpeoplewhowanttolearnhowtoeditWikipedia,setupblogsorpodcasts,createtheirownmagazines,andsomuchmore.Manylibrariesofferartorwritingworkshopsandgroups,andsomeprovidemusicpracticeroomsforpatrons.ProgramslikeImaginOninCharlotte,NorthCarolina,provideexcitingmodelsthattakecommunitypartnership,creativity,andcreationtoanewlevel.

K)Thedeclineofcivildiscoursestemsinpartfromthefactthatitissoeasyforpeopletowatchnewsabout,buyproductsfrom,andengage-inboththevirtualandrealworlds-onlywiththoseofsimilarbackgroundsandideologies.Publiclibraries,throughsuchprogramsasTheHumanLibraryandSocratesCafe,canhelpbuildsmallcommunitiesofdifferencethatencouragepeopletointeractwithandlearnfromeachotherthroughdialogue.Bybothactivelypromotingcivildiscoursethroughtheseprograms,andmodelingandupholdingtheprinciplesoffreeinquiryandexpressionforall,librarieshelpindividualsrediscovertheimportanceofandincreasedneedforcivildiscourseinAmericanlife.

L)Freetutoring,homeworkhelpprograms,andsummerreadingprogramsforkidsandteenshelpbridgetheeconomicdividethatimpactsstudents'academicperformance.Thecostofhiringaprivatetutoriswellbeyondwhatmanylibrarypatronscanafford,solibrariesofferhomeworkhelpandtutoringonline,byphone,inperson,andeventhroughsocialmediaandhomeworkapps.Annualsummerreadingprogramsalsohaveapositiveimpactonstudentperformanceand,accordingtoa2010studyconductedbyDominicanUniversity'sGraduateSchoolofLibraryandInformationScience,students'readingskillsgetaboostfromthesepopularnationwideevents.

M)Throughlibrarycollections,programs,andphysicalspaces,childrenlearntoshare,tobeengagedintheircommunities,toparticipateinthearts,andtoexploretheirimmediateworldandtheworldatlarge.Therearesurelyendlessexamplesofinnovativelibraryservicesforchildren,includingtheMiddleCountryPublicLibrary'sNatureExplorium,whichengageschildreninlearningaboutthenaturalworld.

N)TheseexamplesarejustafewofthemanyamazingthingsthatpubliclibrariesaroundtheUnitedStates(andtheworld)aredoingtobuildandmaintainstrongcommunityconnections.Weencourageyoutotrysomeoftheseideasinyourownlibraries,andwehopethattheseideaswillhelpyoubebetterabletoconvinceyourcommunityleadersoftheimportantrolethatpubliclibrariesplayincommunitieslargeandsmall.Peoplegoingtothelibraryinsearchofinformationcanbuildconnectionswitheachotherthere.Accordingtoadvocatesoflibrariesascommunitybuilders,librariansarenotdoingtheirjobwelliftheydonotchangetheircommunities.Withthecostsofeducationcontinuallyrising,publiclibrariesremainplaceswhereallpeoplecanhaveaccesstoeducation.Librariesdrawlargecrowds,thuscreatinglotsofbusinessopportunitiesinneighboringareas.Withtheworldmoreandmoredigitalized,peoplesometimesunderestimatetheroleoflibrariesascommunityandculturalcenters.Variousprogramsorganizedbypubliclibrariesforchildrenandadolescentshelpnarrowthegapbetweenstudentsfromvaryingeconomicbackgrounds.Inanorganizedarchive,peoplecandoresearchontheirfamilyhistoryandfindouthowtheirancestorscametosettleinthenewland.Publiclibrariesorganizeculturalevents,oftenallowingpeopleofdifferentincomelevelstoattendfreeofcharge.Besidesbeinganinformationprovider,thelibraryperformsmanyotherimportantservicesforthecommunity.Publiclibrariescanhelpbuildsmallcommunitiesofpeoplewithdifferentbackgroundsandideologies.SectionCDirections:Thereare2passagesinthissection.Eachpassageisfollowedbysomequestionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA),B),C)andD).YoushoulddecideonthebestchoiceandmarkthecorrespondingletteronAnswerSheet2withasinglelinethroughthecentre.PassageOneQuestions46to50arebasedonthefollowingpassage.

Nationally,oneinsixchildrenmiss15ormoredaysofschoolinayear.Educationofficialshavedeploredallthismissedinstruction.

Thesechronicallyabsentstudentssufferacademicallybecauseofalltheclassroominstructiontheymissouton.In2015,theU.S.secretaryofeducationrespondedtothiscrisis,urgingcommunitiestosupporteverystudenttoattendeverydayandbesuccessfulinschool.Hisopenletterstatedthatmissing10%ofschooldaysinayearforanyreason—excusedorunexcused—isaprimarycauseoflowacademicachievement.

Worryingaboutwhetherchildrenattendschoolmakessense.Afterall,ifstudentsdon'tshowup,teacherscan'tteachthem.

ButwhatifAmerica'sattendancecrisisisaboutmuchmorethanstudentsmissingclass?Whatif,instead,itisareflectionoffamilyandcommunitycrisesthesestudentsface—suchasbeingejectedfromthefamilyapartment,fearingfortheirsafetyintheirneighborhoodorsufferinganillness?

Associalscientistsweinvestigatedhowexcusedandunexcusedabsencesrelatetochildren'sacademicachievement.

Wefindthatabsencesexcusedbyaparentdolittletoharmchildren'slearning.Infact,childrenwithnounexcusedabsences—but15to18excusedabsences—havetestscoresequaltotheirpeerswhohavenoabsences.

Meanwhile,theaveragechildwithevenjustoneunexcusedabsencedoesmuchworseacademicallythanpeerswithnone.

Webelieveunexcusedabsenceisastrongsignalofthemanychallengeschildrenandfamiliesface,includingeconomicandmedicalhardships.Unexcusedabsencescanbeapowerfulsignalofhowthoseout-of-schoolchallengesaffectchildren'sacademicprogress.

Ourevidencesuggestsunexcusedabsencesareproblematic,butforadifferentreasonthanpeopleoftenthink.Absencefromschool,andespeciallyunexcusedabsence,mattersmainlyasasignalofmanycriseschildrenandtheirfamiliesmaybefacing.Itmatterslessasacauseoflowerstudentachievementduetomissedinstruction.

Howwechoosetothinkofschoolabsencesmattersforeducationalpolicy.Schoolattendancepoliciestypicallyholdschoolsandfamiliesaccountableforthedayschildrenmiss,regardlessofwhethertheywereexcusedorunexcusedabsences.

Thesepoliciesassumethatmissingschoolforanyreasonharmschildrenacademicallybecausetheyaremissingclassroominstruction.Theyalsoassumethatschoolswillbeabletoeffectivelyintervenebyreducingstudentabsences.Wefindneithertobethecase.

Asaresult,theseattendancepoliciesendupdisproportionatelypunishingfamiliesdealingwithout-of-schoolcrisesintheirlivesandpressuringschoolswhoservethemtogetstudentstoschoolmoreoften.

Weinsteadsuggestusingunexcusedabsencefromschoolasasignaltochannelresourcestothechildrenandfamilieswhoneedthemmost.WhatdoestheU.S.secretaryofeducationsayinhisopenletter?

A)Itisofvitalimportancetorespondpromptlytotheschoolabsencecrisis.

B)Theacademicperformanceofchronicallyabsentstudentsisdeplorable.

C)Lowacademicachievementismainlyattributedtoschoolabsences.

D)TheeffectofschoolabsencesonAmericaneducationisworrisome.Whatdotheauthorsfindaboutschoolabsences?

A)Excusedschoolabsenceshavelittleimpactonchildren'slearning.

B)Thereislittledifferencebetweenunexcusedandexcusedabsences.

C)Excusedabsencesleadtocomparativelybetterschoolperformance.

D)Unexcusedabsencesareabigchallengetobothschoolsandfamilies.Whatdotheauthorsbelieveconcerningunexeusedschoolabsences?

A)Theyarelikelytocauseadecreaseinstudents'academicachievementsduetomissedinstruction.

B)Theypointdirectlytomanyoftheout-of-schoolchallengesconfrontingchildrenandtheirfamilies.

C)TheyarematterstheAmericangovernmenttypicallyignoreswhenformulatingeducationalpolicies.

D)Theygiveaclearsignaltochildrenandtheirfamiliesofthecrisestheyarelikelytofaceinthefuture.WhatistheassumptionunderlyingeducationpoliciesintheU.S.?

A)Children'sacademicperformancedependsonreducingthenumberofabsences.

B)Schoolscanboostchildren'sacademicperformancebyeffectiveintervention.

C)Schoolsaswellasfamiliesshouldbeheldresponsibleforout-of-schoolcrises.

D)Children'sacademicperformanceiscloselyrelatedtothequalityofinstruction.Whatdotheauthorssuggestdoingregardingschoolabsences?

A)Identifyingtheirunderlyingcauses.

B)Reframingschoolattendancepolicies.

C)Directingresourcestohelpingneedychildren.

D)Pressuringschoolstoreduceunexcusedones.PassageTwoQuestions51to55arebasedonthefollowingpassage.

Afterearningabachelor'sdegree,IwasdeterminedtodowhatIlove.Iheadedstraighttograduateschooltoinvestigatethesocialproblemsthatfascinatedme.

Foralmostadecade,ItoldeveryoneIencounteredthattheyshoulddothesame."Followyourpassion,"Icounseled."Youcanfigureouttheemploymentstufflater."

Itwasn'tuntilIbegantoresearchthiswidelyacceptedcareeradvicethatIunderstoodhowproblematicitreallywas.

Asasociologist,Iinterviewedcollegestudentsandprofessionalworkerstolearnwhatitreallymeanttopursuetheirdreams,whichIwillrefertohereasthepassionprinciple.IwasstunnedbywhatIfoundoutaboutthisprincipleintheresearchformynewbook.

SurveysshowtheAmericanpublichaslongheldthepassionprincipleinhighregardasacareerdecision-makingpriority.Anditspopularityisevenstrongeramongthosefacingjobinstability.

Advocatesofthepassionprinciplefounditcompellingbecausetheybelievedthatfollowingone'spassioncanprovideworkerswithboththemotivationnecessarytoworkhardandaplacetofindfulfillment.

Yet,whatIfoundisthatfollowingone'spassiondoesnotnecessarilyleadtofulfillment,butisoneofthemostpowerfulculturalforcesperpetuatingoverwork.Ialsofoundthatpromotingthepursuitofone'spassionhelpsperpetuatesocialinequalitiesduetothefactthatnoteveryonehasthesameeconomicresourcestoallowthemtopursuetheirpassionwithease.

Whilethepassionprincipleisbroadlypopular,noteveryonehasthenecessaryresourcestoturntheirpassionintoastable,good-payingjob.Passion-seekers