2017年6月六级真题（第2套）听力原文

that that young man was someone who wanted to make a difference in economics and he is today a professor of economics. And his works are more cited as an economist than any other economist in the world.

Questions 16 to 18 are based on the recording you have just heard. 16.What does the speaker say about a university?

17.What do we learn from the speaker?s stories about universities? 18.What does the speaker see in the young man who challenged his paper? Recording Two

[19-1] Psychological research shows we consistently underestimate our mental powers. If you think this does not apply to you, then here is a simple test to show you are wrong. Write down the names of all the American states you can remember. Put the list away and then set yourself the same task a week later. Provided you have not cheated by consulting an atlas, you will notice something rather surprising. [20] The two lists will contain roughly the same number of states, but they will not be identical. Some names will have slipped away, but others will have replaced them. This suggests that somewhere in your mind you may well have a record of virtually every state. [19-2] So it is not really your memory letting you down, just your ability to retrieve information from it.

We would remember a lot more if we had more confidence in our memories and knew how to use them properly. One useful tip is that things are more likely to be remembered if you are in exactly the same state and place as you were when you learned them. So if you are a student who always reviews over black coffee, perhaps it would be sensible to prime yourself with a cup of before the exam. [21] If possible, you should also try to learn information in the room where it is going to be tested. When you learn is also important. Lots of people swear they can absorb new information more efficiently at some times of the day than at others. Research shows this is not just imagination. There is a biological rhythm for learning, though it affects different people in different ways. For most of us, the best plan is to take in new information in the morning and then try to consolidate it into memory during the afternoon. But this does not apply to everyone, [22] so it is essential to establish your own rhythm. You can do this by learning a set number of lines of poetry at different times of the day and seeing when most lines stick. When you have done this, try to organize your life so that the time set aside for learning coincides with the time when your memory is at its best.

Avoid learning marathons—they do not make the best use of your mind. Take plenty of breaks, because they offer a double bonus: the time off gives your mind a chance to do some preliminary consolidation and it also gives a memory boost to the learning. Questions 19 to 22 are based on the recording you have just heard. 19.What does the simple test suggest?

20.What do we learn about the two lists in the test?

21.What does the speaker suggest about preparing for and taking an exam? 22.What tip does the speaker give on learning? Recording Three

Hello! Today I am going to talk about poverty.

[23] Poverty has become a critical issue in today?s world. It concerns not only us sociologists, but also economists, politicians and business people. Poverty has been understood in many different ways. One useful way is to distinguish between three degrees of poverty—extreme poverty, moderate poverty, and relative poverty.

The first type of poverty is extreme poverty. It?s also called absolute poverty. In extreme poverty, households cannot meet basic needs for survival. People are chronically hungry. They are unable to access safe drinking water, let alone health care. They cannot afford education for their children. In short, people who live in extreme poverty do not have even the minimum resources to support themselves and their families. [24] Where does extreme poverty occur? Well, you can find it only in developing countries.

Well, what about moderate poverty? Unlike extreme poverty, moderate poverty generally refers to conditions of life in which basic needs are met, but barely. People living in moderate poverty have the resources to keep themselves alive, but only at a very basic level. For example, they may have access to drinking water but not clean, safe drinking water. They may have a home to shelter themselves but it does not have power supply, a telephone or plumbing.

The third kind of poverty is relative poverty. Relative poverty is generally considered to be a household income level which is below a given proportion of average family income. The relatively poor live in high income countries but they do not have a high income themselves. The method of calculating the poverty line is different from country to country, but we can say that basically a family living in relative poverty has less than a percentage of the average family income. For example, [25] in the United States, a family can be considered poor if their income is less than 50 percent of the national average family income. They can meet their basic needs but they lack access to cultural goods, entertainment, and recreation. They also do not have access to quality health care or other prerequisites for upward social mobility.

Well, I have briefly explained to you how poverty can be distinguished as extreme poverty, moderate poverty, and relative poverty. We should keep these distinctions in mind when we research people?s living conditions either in the developing or the developed world. Questions 23 to 25 are based on the recording you have just heard. 23.What does the speaker do?

24.Where does the speaker say we can find extreme poverty?

25.What do we learn about American people living in relative poverty?