电脑为什么老死机-lol封号系统

2021年1月31日发(作者：易经的奥秘4)
















2015
年
6
月大学英语六级考试真题（第一套）

Part II Listening Comprehension (30 minutes)

Section A
1. A) Prepare for his exams.




B) Catch up on his work.
C) Attend the concert.




D) Go on a vacation.
2. A) Three crew members were involved in the incident.
B) None of the hijackers carried any deadly weapons.
C) The plane had been scheduled to fly to Japan.
D) None of the passengers were injured or killed.
3. A) An article about the election.


B) A tedious job to be done.
C) An election campaign.




D) A fascinating topic.
4. A) The restaurant was not up to the speakers' expectations.
B) The restaurant places many ads in popular magazines.
C) The critic thought highly of the Chinese restaurant.
D) Chinatown has got the best restaurant in the city.
5. A) He is going to visit his mother in the hospital.
B) He is going to take on a new job next week.
C) He has many things to deal with right now.
D) He behaves in a way nobody understands.
6. A) A large number of students refused to vote last night.
B) At least twenty students are needed to vote on an issue.
C) Major campus issues had to be discussed at the meeting.

D) More students have to appear to make their voice heard.
7. A) The woman can hardly tell what she likes.
B) The speakers like watching TV very much.
C) The speakers have nothing to do but watch TV.
D) The man seldom watched TV before retirement.
8. A) The woman should have retired earlier. 4
B) He will help the woman solve the problem.
C) He finds it hard to agree with what the woman says.
D) The woman will be able to attend the classes she wants.

Questions 9 to 12 are based on the conversation you have just heard.
9. A) Persuade the man to join her company.
B) Employ the most up-to-date technology.
C) Export bikes to foreign markets.


D) Expand their domestic business.
10. A) The state subsidizes small and medium enterprises.
B) The government has control over bicycle imports.
C) They can compete with the best domestic manufactures.
D) They have a cost advantage and can charge higher prices.

11. A) Extra costs might eat up their profits abroad.
B) More workers will be needed to do packaging.
C) They might lose to foreign bike manufacturers.

D) It is very difficult to find suitable local agents.
12. A) Report to the management.



B) Attract foreign investments.
C) Conduct a feasibility study.


D) Consult financial experts.

Questions 13 to 15 are based on the conversation you have just heard.
13. A) Coal burnt daily for the comfort of our homes.
B) Anything that can be used to produce power.
C) Fuel refined from oil extracted from underground.
D) Electricity that keeps all kinds of machines running.
14. A) Oil will soon be replaced by alternative energy sources.
B) Oil reserves in the world will be exhausted in a decade.
C) Oil consumption has given rise to many global problems.
D) Oil production will begin to decline worldwide by 2015.
15. A) Minimize the use of fossil fuels.

B) Start developing alternative fuels.
C) Find the real cause for global warming.
D) Take steps to reduce the greenhouse effect.

Section B
Passage One
Questions 16 to 18 are based on the passage you have just heard.
16. A) The ability to predict fashion trends.

B) A refined taste for artistic works.
C) Years of practical experience.


D) Strict professional training.
17. A) Promoting all kinds of American hand-made specialities.
B) Strengthening cooperation with foreign governments.
C) Conducting trade in art works with dealers overseas.
D) Purchasing handicrafts from all over the world.
18. A) She has access to fashionable things.

B) She is doing what she enjoys doing.
C) She can enjoy life on a modest salary.
D) She is free to do whatever she wants.

Passage Two
Questions 19 to 22 are based on the passage you have just heard.

19. A) Join in neighborhood patrols.


B) Get involved in his community.
C) V
oice his complaints to the city council.
D) Make suggestions to the local authorities.
20. A) Deterioration in the quality of life.

B) Increase of police patrols at night.
C) Renovation of the vacant buildings.

D) Violation of community regulations.
21. A) They may take a long time to solve.

B) They need assistance form the city.
C) They have to be dealt with one by one.


D) They are too big for individual efforts.
22. A) He had got some groceries at a big discount.
B) He had read a funny poster near his seat.
C) He had done a small deed of kindness.
D) He had caught the bus just in time.


Passage Three
Questions 23 to 25 are based on the passage you have just heard.
23. A) Childhood and family growth.


B) Pressure and disease.
C) Family life and health.




D) Stress and depression.
24. A) It experienced a series of misfortunes.

B) It was in the process of reorganization.
C) His mother died of a sudden heart attack.
D) His wife left him because of his bad temper.
25. A) They would give him a triple bypass surgery.
B) They could remove the block in his artery.
C) They could do nothing to help him.
D) They would try hard to save his life.

Section C
When most people think of the word “education”, they think of a pupil a
s a sort of animate
sausage casing. Into this empty casting, the teachers (26) stuff “education.”

But
genuine
education,
as
Socrates
knew
more
than
two
thousand
years
ago,
is
not
(27)
the
stuffing
of
information
into
a
person,
but
rather
eliciting
knowledge
from
him;
it
is
the
(28)
of
what is in the mind.
“The
most
important
part
of
education,”
once
wrote
William
Ernest
Hocking,
the
(29)
Harvard philosopher, “is this instruction of a man in what he has inside of him.”

And, as Edith Hamilton has reminded us,
Socrates never said, “I know, learn from me
。
” He said,
rather, “Look into your own selves and find the (30)

of
the
truth
that
God
has
put
into
every
heart and that only you can kindle (
点燃
)to a (31)
.
”

In a dialogue, Socrates takes an ignorant slave boy, without a day of (32) , and proves to the
amazed observers that the boy really “knows” geometry
一
because the principles of geometry are
already in his mind, waiting to be called out.
So
many
of
the
discussions
and
(33)
about
the
content
of
education
are
useless
and
inconclusive because they (34) what should “go into” the student rather than with what should be
taken out, and how this can best be done.
The college student who once said to me, after a lecture, “I spend so much time studying that I
don't have a
chance to learn anything,” was clearly expressing his (35) with the sausage casing
view of education.

Part III Reading Comprehension (40 minutes)
Reading comprehension
Section A
Innovation,
the
elixir
(
灵丹妙药
)
of
progress,
has
always
cost
people
their
jobs.
In
the
Industrial Revolution hand weavers were ___36___ aside by the mechanical loom. Over the past
30
years
the
digital
revolution
has
___37___
many
of
the
mid-skill
jobs
that
underpinned
20th-century middle- class life. Typists, ticket agents, bank tellers and many production-line jobs
have been dispensed with, just as the weavers were.


For
those
who believe
that
technological progress has
made
the
world
a better
place,
such
disruption is a natural part of rising ___38___. Although innovation kills some jobs, it creates new
and better ones, as a more ___39___ society becomes richer and its wealthier inhabitants demand
more goods and services. A hundred years ago one in three American workers was ___40___ on a
farm. Today less than 2% of them produce far more food. The millions freed from the land were
not
rendered
___41___,
but
found
better-paid
work
as
the
economy
grew
more
sophisticated.
Today the pool of secretaries has___42___, but there are ever more computer programmers and
web designers.


Optimism
remains
the
right
starting-point,
but
for
workers
the
dislocating
effects
of
technology
may
make
themselves
evident
faster
than
its
___43___.
Even
if
new
jobs
and
wonderful
products
emerge,
in
the
short
term
income
gaps
will
widen,
causing
huge
social
dislocation
and
perhaps
even
changing politics.
Technology's
___44___
will
feel
like
a
tornado
(
旋风
),
hitting
the
rich
world
first,
but
___45___
sweeping
through
poorer
countries
too.
No
government is prepared for it.
A
）
benefits





B
）
displaced





C
）
employed





D
）
eventually
E
）
impact






F
）
jobless








G
）
primarily






H
）
productive
I
）
prosperity





J
）
responsive





K
）
rhythm







L
）
sentiments
M
）
shrunk






N
）
swept









O
）
withdrawn
Section B
Why the Mona Lisa Stands Out
[A] Have you ever fallen for a novel and been amazed not to find it on lists of great books? Or
walked around a sculpture renowned as a classic, struggling to see what the fuss is about? If so,
you‟ve probably pondered the question Cutting asked himself that d
ay: how does a work of art
come to be considered great?
[B] The intuitive answer is that some works of art are just great: of intrinsically superior quality.
The paintings that win prime spots in galleries, get taught in classes and reproduced in books are
the ones that have proved their artistic value over
time. If
you can‟t see they‟re superior, that‟s
your problem. It‟s an intimidatingly neat explanation. But some social scientists have been asking
awkward questions of it, raising the possibility that artistic canons are little more than fossilised
historical accidents.
[C] Cutting, a professor at Cornell University, wondered if a psychological mechanism known as
the “mere
-
exposure effect” played a role in deciding which paintings rise to the top of the c
ultural
league.
Cutting
designed
an
experiment
to
test
his
hunch.
Over
a
lecture
course
he
regularly
showed undergraduates works of impressionism for two seconds at a time. Some of the paintings
were canonical, included in art-history books. Others were lesser known but of comparable quality.
These were exposed four times as often. Afterwards, the students preferred them to the canonical
works,
while
a
control
group
of
students
liked
the
canonical
ones
best.
Cutting‟s
students
had
grown to like those paintings more simply because they had seen them more.
[D] Cutting believes his experiment offers a clue as to how canons are formed. He points out that
the
most
reproduced
works
of
impressionism
today
tend
to
have
been
bought
by
five
or
six
wealthy and influential collectors in the late 19th century. The preferences of these men bestowed
prestige on certain works, which made the works more likely to be hung in galleries and printed in
anthologies. The fame passed down the years, gaining momentum from mere exposure as it did so.
The more people were exposed to, the more they liked it, and the more they liked it, the more it
appeared
in books,
on
posters
and
in
big
exhibitions.
Meanwhile,
academics
and
critics
created
sophisticated justifications for its pre-eminen
ce. After all, it‟s not just the masses who tend to rate
what they see more often more highly. As contemporary artists like Warhol and Damien Hirst have
grasped,
critical
acclaim
is
deeply
entwined
with
publicity.
“Scholars”,
Cutting
argues,
“are
no
differ
ent from the public in the effects of mere exposure.”

[E] The process described by Cutting evokes a principle that the sociologist Duncan Watts calls
“cumulative advantage”: once a thing becomes popular, it will tend to become more popular still.
A few years ago, Watts, who is employed by Microsoft to study the dynamics of social networks,
had
a
similar
experience
to
Cutting
in
another
Paris
museum.
After
queuing
to
see
the
“Mona
Lisa” in its climate
-controlled bulletproof box at the Louvre, he came away puzzled: why was it
considered
so
superior
to
the
three
other
Leonardos
in
the
previous
chamber,
to
which
nobody
seemed to be paying the slightest attention?
[F]
When Watts looked into the history of “the greatest painting of all time”, he discovered that,
f
or
most
of
its
life,
the
“Mona
Lisa”
remained
in
relative
obscurity.
In
the
1850s,
Leonardo
da
Vinci was considered no match for giants of Renaissance art like Titian and Raphael, whose works
were
worth
almost
ten
times
as
much
as
the
“Mona
Lisa”.
It
was
o
nly
in
the
20th
century
that
Leonardo‟s portrait of his patron‟s wife rocketed to the number
-one spot. What propelled it there
wasn‟t a scholarly re
-evaluation, but a theft.
[G]
In 1911 a maintenance worker at the Louvre walked out of the museum with the “Mona Lisa”
hidden under his smock. Parisians were aghast at the theft of a painting to which, until then, they
had
paid
little
attention.
When
the
museum
reopened,
people
queued
to
see
the
gap
where
the
“Mona Lisa” had once hung in a way they had never don
e for the painting itself. From then on, the
“Mona Lisa” came to represent Western culture itself.

[H]
Although many have tried, it does seem improbable that the painting‟s unique status can be
attributed entirely to the quality of its brushstrokes. It ha
s been said that the subject‟s eyes follow
the viewer around the room. But as the painting‟s biographer, Donald Sassoon, dr
y
ly notes, “In
reality the effect can be obtained from any portrait.” Duncan Watts proposes that the “Mona Lisa”
is merely an extreme example of a general rule. Paintings, poems and pop songs are buoyed or
sunk
by
random
events
or
preferences
that
turn
into
waves
of
influence,
rippling
down
the
generations.
[I]
“Saying that cultural objects have value,” Brian Eno once wrote, “is like sa
ying that telephones
have
conversations.”
Nearly
all
the
cultural
objects
we
consume
arrive
wrapped
in
inherited
opinion; our preferences are always, to some extent, someone else‟s. Visitors to the “Mona Lisa”
know
they
are
about
to
visit
the
greatest
work
of
art
ever
and
come
away
appropriately
impressed
—or let down. An audience at a performance of “Hamlet” know it is regarded as a work
of
genius,
so
that
is
what
they
mostly
see.
Watts
even
calls
the
pre-eminence
of
Shakespeare
a
“historical
accident
”.

[J] Although the rigid high-low distinction fell apart in the 1960s, we still use culture as a badge of
identity. Today‟s fashion for eclecticism—“I love Bach, Abba and Jay Z”—
is, Shamus Khan , a
Columbia
University
psychologist,
argues,
a
new
way
for
the
middle
class
to
distinguish
themselves from what they perceive to be the narrow tastes of those beneath them in the social
hierarchy.
[K] The intrinsic quality of a work of art is starting to seem like its least important attribute. But
perhaps it‟s more sign
ificant than our social scientists allow. First of all, a work needs a certain
quality to be eligible to be swept to the top of the pile. The “Mona Lisa” may not be a worthy
world champion, but it was in the Louvre in the first place, and not by accident. Secondly, some
stuff
is
simply
better
than
other
stuff.
Read
“Hamlet”
after
reading
even
the
greatest
of
Shakespeare‟s contemporaries, and the difference may strike you as unarguable.

[L] A study in the British Journal of Aesthetics suggests that the expos
ure effect doesn‟t work the
same way on everything, and points to a different conclusion about how canons are formed. The
social
scientists
are
right
to
say
that
we
should
be
a
little
skeptical
of
greatness,
and
that
we
should always look in the next room. Great art and mediocrity can get confused, even by experts.
But that‟s why we need to see, and read, as much as we can. The more we‟re exposed to the good
and the bad, the better we are at telling the difference. The eclecticists have it.

46.
According
to
Duncan
Watts,
the
superiority
of
the

Lisa
to
Leonardo's
other
works
resulted from the cumulative advantage.
47. Some social scientists have raised doubts about the intrinsic value of certain works of art.
48. It is often random events or preferences that determine the fate of a piece of art.
49.
In
his
experiment,
Cutting
found
that
his
subjects
liked
lesser
known
works
better
than
canonical works because of more exposure.
50. The author thinks the greatness of an art work still lies in its intrinsic value.
51. It is true of critics as well as ordinary people that the popularity of artistic works is closely
associated with publicity.
52. We need to expose ourselves to more art and literature in order to tell the superior from the
inferior.
53.
A
study
of
the
history
of
the
greatest
paintings
suggests
even
a
great
work
of
art
could
experience years of neglect.
54. Culture is still used as a mark to distinguish one social class from another.
55. Opinions about and preferences for cultural objects are often inheritable.


Section C
Passage One

Questions 56 to 60 are based on the following passage.
When the right person is holding the right job at the right moment, that person's influence is
greatly expanded. That is the position in which Janet Yellen, who is expected to be confirmed as
the next chair of the Federal Reserve Bank (Fed) in January, now finds herself. If you believe, as
many do, that unemployment is the major economic and social concern of our day, then it is no
stretch to think Yellen is the most powerful person in the world right now.
Throughout
the
2008
financial
crisis
and
the
recession
and
recovery
that
followed,
central
banks have taken on the role of stimulators of last resort, holding up the global economy with vast
amounts of money in the form of asset buying. Yellen, previously a Fed vice chair, was one of the
principal
architects
of
the
Fed's
$$3.8
trillion
money
dump.
A
star
economist
known
for
her
groundbreaking work on labor markets, Yeilen was a kind of prophetess early on in the crisis for
her warnings about the subprime
（
次级债）
meltdown. Now it will be her job to get the Fed and the
markets out of the biggest and most unconventional monetary program in history without derailing
the fragile recovery.
The good news is that Yellen, 67, is particularly well suited to meet these challenges. She has
a
keen
understanding
of
financial
markets,
an
appreciation
for
their
imperfections
and
a
strong
belief that human suffering was more related to unemployment than anything else.
Some experts worry that Yellen will be inclined to chase unemployment to the neglect of inflation.
But with wages still relatively flat and the economy increasingly divided between the well-off and
the long-term unemployed' more people worry about the opposite, deflation
（
通货紧缩）
that would
aggravate the economy's problems.
Either way, the incoming Fed chief will have to walk a fine line in slowly ending the stimulus.
It must be steady enough to deflate bubbles
（去泡沫）
and bring markets back down to earth but not
so quick that it creates another credit crisis.
Unlike many past Fed leaders, Yellen is not one to buy into the finance industry's argument
that it should be left alone to regulate itself. She knows all along the Fed has been too slack on
regulation of finance.
Yellen is likely to address right after she pushes unemployment below 6%, stabilizes markets
and
makes
sure
that
the
recovery
is
more
inclusive
and
robust.
As
Princeton
Professor
Alan
Blinder says'
can persuade without creating hostility.
the global economy's
new power player takes on its most annoying problems.
56. What do many people think is the biggest problem facing Janet Yellen?
A) Lack of money.

B) Subprime crisis.

C) Unemployment.

D) Social instability.
57. What did Yellen help the Fed do to tackle the 2008 financial crisis?
A) Take effective measures to curb inflation.
B) Deflate the bubbles in the American economy.
C) Formulate policies to help financial institutions.
D) Pour money into the market through asset buying.
58. What is a greater concern of the general public?
A) Recession.


B) Deflation.


C) Inequality.


D) Income.
59. What is Yellen likely to do in her position as the Fed chief?
A) Develop a new monetary program.


B) Restore public confidence.
C) Tighten financial regulation.



D) Reform the credit system.
60. How does Alan Blinder portray Yellen?
A) She possesses strong persuasive power.


B) She has confidence in what she is doing.
C) She is one of the world's greatest economists.

D) She is the most powerful Fed chief in history.


Passage Two
Questions 61 to 65 are based on the following passage.
Air pollution is deteriorating in many places around the world. The fact that public parks in
cities become crowded as soon as the sun shines proves that people long to breathe in green, open
spaces. They
do
not all
know
what
they
are
seeking
but
they
flock
there,
nevertheless.
And,
in
these surroundings, they are generally both peaceful and peaceable. It is rare to see people fighting
in
a
garden.
Perhaps
struggle
unfolds
first,
not
at
an
economic
or
social
level,
but
over
the
appropriation of air, essential to life itself. If human beings can breathe and share air, they don't
need to struggle with one another.

Unfortunately,
in
our
western
tradition,
neither
materialist
nor
idealist
theoreticians
give
enough consideration to this basic condition for life. As for politicians, despite proposing curbs on
environmental pollution, they have not yet called for it to be made a crime. Wealthy countries are
even allowed to pollute if they pay for it.

But is our life worth anything other than money? The plant world shows us in silence what
faithfulness to life consists of. It also helps us to a new beginning, urging us to care for our breath,
not
only
at
a
vital
but
also
at
a
spiritual
level.
The
interdependence
to
which
we
must
pay
the
closest attention is
that which exists between ourselves and the plant world. Often described as

lungs
of
the
planet
the
woods
that
cover
the
earth
offer
us
the
gift
of
breathable
air
by
releasing oxygen. But their capacity to renew the air polluted by industry has long reached its limit.
If we lack the air necessary for a healthy life, it is because we have filled it with chemicals and
undercut the ability of plants to regenerate it. As we know, rapid deforestation combined with the
massive burning of fossil fuels is an explosive recipe for an irreversible disaster.

The fight over the appropriation of resources will lead the entire planet to hell unless humans
learn to share life, both with each other and with plants. This task is simultaneously ethical and
political because it can be discharged only when each takes it upon herself or himself and only
when
it
is
accomplished
together
with
others.
The
lesson
taught
by
plants
is
that
sharing
life
expands and enhances the sphere of the living, while dividing life into so-called natural or human
resources diminishes it. We must come to view the air, the plants and ourselves as the contributors
to
the
preservation
of
life
and
growth,
rather
than
a
web
of
quantifiable
objects
or
productive
potentialities
at
our
disposal.
Perhaps
then
we
would
finally
begin
to
live,
rather
than
being
concerned with bare survival.


61.
What
does
the
author
assume
might
be
the
primary
reason
that
people
would
struggle
with
each other?

A) To get their share of clean air.



B) To pursue a comfortable life.

C) To gain a higher social status.



D) To seek economic benefits.

62. What does the author accuse western politicians of?

A) Depriving common people of the right to clean air.

B) Giving priority to theory rather than practical action.

C) Offering preferential treatment to wealthy countries.

D) Failing to pass laws to curb environmental pollution.

63. What does the author try to draw our closest attention to?

A) The massive burning of fossil fuels.

B) Our relationship to the plant world.

C) The capacity of plants to renew polluted air.

D) Large-scale deforestation across the world.

64. How can human beings accomplish the goal of protecting the planet according to the author?

A) By showing respect for plants.



B) By preserving all forms of life.

C) By tapping all natural resources.


D) By pooling their efforts together.

65. What does the author suggest we do in order not just to survive?

A) Expand the sphere of living.



B) Develop nature's potentials.

C) Share life with nature.




D) Allocate the resources.


Part IV

Translation (30 minutes)


中国传统的待客之道要求饭菜丰富多样，
让客人吃不完。
中国宴席上典型的 菜单包括开
席的一套凉菜及其后的热菜，例如：肉类，鸡鸭，蔬菜等。大多数宴席上，全鱼被认为是必< br>不可少的，
除非已经上过各式海鲜。
如今，
中国人喜欢把西方特色菜与传统中式 菜肴溶于一
席，
因此牛排上桌也不少见。
沙拉也已流行起来，
尽管传统上中国 人一般不吃任何未经烹饪
的菜肴。宴席通常至少有一道汤，可以最先或最后上桌。甜点和水果通常标志宴 席的结束。

2015
年
6
月大学英语六级考试真题（第二套）

Part II Listening Comprehension (30 minutes)

Section A

1. A) The woman seldom speaks highly of herself.

B) The man is unhappy with the woman's remark.

C) The man behaves as if he were a thorough fool.

D) The woman thinks she is cleverer than the man.

2. A) Three crew members were involved in the incident.

B) None of the hijackers carried any deadly weapons.

C) The plane had been scheduled to fly to Japan.

D) None of the passengers were injured or killed.

3. A) At a checkout counter.




B) At a commercial bank.

C) At a travel agency.





D) At a hotel front desk.

4. A) The restaurant was not up to the speakers' expectations.

B) The restaurant places many ads in popular magazines.

C) The critic thought highly of the Chinese restaurant.

D) Chinatown has got the best restaurants in the city.

5. A) Prof. Laurence has stopped conducting seminars.

B) Prof. Laurence is going into an active retirement.

C) The professor's graduate seminar is well received.

D) The professor will lead a quiet life after retirement.

6. A) Finding a replacement for Leon.


B) Assigning Leon to a new position.

C) Arranging for Rodney's visit tomorrow.

D) Finding a solution to Rodney's problem.

7. A) Helen has been looking forward to the exhibition.

B) The photography exhibition will close tomorrow.

C) Helen asked the man to book a ticket for her.

D) Photography is one of Helen's many hobbies.

8. A) The speakers share the same opinion.


B) Steve knows how to motivate employees.

C) The woman is out of touch with the real world.

D) The man has a better understanding of Steve.


Questions 9 to 12 are based on the conversation you have just heard.

9.

A) It is well paid.



B) It is demanding.

C) It is stimulating.

D) It is fairly secure.

10.
A) A lighter workload.





B) Free accommodation.

C) Moving expenses.





D) A quick promotion.

11.
A) He has to sign a long-term contract.

B) He has trouble adapting to the local weather.

C) He has to spend a lot more traveling back and forth.

D) He has difficulty communicating with local people.

12.
A) The woman sympathizes with the man.

B) The man is in the process of job hunting.

C) The man is going to attend a job interview.

D) The woman will help the man make a choice.


Questions 13 to 15 are based on the conversation you have just heard.

13.
A) To see if he can get a loan from the woman's bank.


B) To see if he can find a job in the woman's company.


C) To inquire about the current financial market situation.

D) To inquire about the interest rates at the woman's bank.

14.
A) Long-term investment.




B) Any high-interest deposit.

C) A three-month deposit.




D) Any high-yield investment.

15.
A) She treated him to a meal.



B) She raised interest rates for him.

C) She offered him dining coupons.


D) She gave him loans at low rates.


Section B

Passage One

Questions 16 to 18 are based on the passage you have just heard.

16.
A) The ability to predict fashion trends.

B) A refined taste for artistic works.

C) Years of practical experience.



D) Strict professional training.

17.
A) Promoting all kinds of American hand-made specialties.

B) Strengthening cooperation with foreign governments.

C) Conducting trade in art works with dealers overseas.

D) Purchasing handicrafts from all over the world.

18.
A) She has access to fashionable things.

B) She is doing what she enjoys doing.

C) She can enjoy life on a modest salary.

D) She is free to do whatever she wants.


Passage Two

Questions 19 to 22 are based on the passage you have just heard.

19.
A) Its role is to regulate international coffee prices.


B) It represents several countries that export coffee.

C) Its most important task is to conduct coffee studies.

D) It is a Portuguese company selling coffee in New York.

20.
A) The increased coffee consumption.

B) The fluctuation of coffee prices.

C) The freezing weather in Brazil.


D) The impact of global warming.

21.
A) He is a heavy coffee drinker.



B) He is tall, rich and intelligent.

C) He is doing a bachelor's degree.


D) He is young, handsome and single.

22.
A) A visit to several coffee-growing plantations.

B) A vacation on some beautiful tropical beach.

C) Coffee prices and his advertising campaign.

D) A quick promotion and a handsome income.


Passage Three

Questions 23 to 25 are based on the passage you have just heard.

23.
A) They were delayed by the train for hours.

B) They were late for the first morning bus.

C) They boarded a wrong coach in a hurry.

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