2020年12月-2020年6月大学英语六级真题
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2014
年
12
月
6
级第一套
Part
Ⅱ
Listening Comprehension
Section A
1.
A) At a grocery
B) In a parking lot
C) In a car
showroom
D) At a fast
food restaurant
2.
A) Have a little nap after lunch
B)
Get up and take a short walk
C) Change her position now
and then
。
D) Stretch her legs before standing up
3.
A) The
students should practice long-distance running.
B
)
He doesn’t quite believe what the woman
says
.
C) The students’ p
hysical
condition is not desirable.
D) He thinks the race is
too hard for the students.
4.
A) They do not want to have
a baby at present.
B) They cannot afford to get married
right now.
C)
They are both pursuing graduate studies.
D) They will
get their degrees in two years.
5.
A) Twins usually have a lot
in common.
B)
He must have been mistaken for Jack.
C) Jack is certainly not as
healthy as he is.
D) He has not seen Jack for quite a few
days.
6.
A) The
man will take the woman to the museum.
B) The man knows where the
museum is located.
C) The woman is asking the way at the
crossroads.
D)
The woman will attend the opening of the museum.
7.
A) They
cannot ask the guy to leave.
B) The guy has been coming
in for years.
C) They should not look down upon the
guy.
D) The guy
must be feeling extremely lonely.
8.
A) Collect timepieces
B) Learn to mend clocks
C) Become time-conscious
D)
Keep track of his daily activities
Questions 9 to 11 are based on the
conversation you have just heard
9.
A) It winds its way to the
sea.
B) It is eating into its banks.
C) It is
quickly rising.
D) It is wide
and deep
10.
A) Get the
trucks over to the other side of the river.
B) Take the
equipment apart before being ferried.
C) Reduce the transport
cost as much as possible.
D) Try to speed up the operation by any
means.
11.
A) Ask the
commander to send a helicopter.
B) Halt the operation until
further orders.
C) Cut trees and build rowing boats.
D) Find as many
boats as possible.
Questions 12 to 15
are based on the conversation you have just heard.
12.
A) Help him join an
Indian expedition
B) Talk
about his climbing experiences
C) Give up mountain
climbing altogether
D) Save money to
buy climbing equipment
13.
A) He was very strict with his children.
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B) He climbed mountains to
earn a living.
C) He had an unusual religious
background.
D)
He was the first to conquer Mt. Qomolangma.
14.
A) They are like
humans.
B) They are sacred places.
C) They are to be
protected.
D) They are to be conquered.
15.
A) It was his
father
’s
training that
pulled him through.
B) It was a milestone in his mountain
climbing career.
C) It was his father who gave him the
strength to succeed.
D) It helped him understand the Sherpa
view of mountains.
Passage One
Questions 16 to 19 are based on the
passage you have just heard.
16.
A) By reviewing what he has said
previously.
B)
By comparing memorandums with letters.
C) By showing a
memorandum’s structure
.
D) By analyzing the
organization of a letter.
17.
A) They spent a lot of time writing
memorandums.
B)
They seldom read a memorandum through to the end.
C) They placed
emphasis on the format of memorandums.
D) They ignored many of the
memorandums they received.
18.
A) Style and wording.
B) Structure
and length.
C)
Directness and clarity.
D) Simplicity and accuracy.
19.
A) Accurate dating.
B)
Professional look.
C) Direct statement of purpose.
D) Inclusion of appropriate
humor.
Passage Two
Questions
20 to 22 are based on the passage you have just
heard.
20.
A) They give top
priority to their work efficiency.
B) They make an effort to
lighten their workload.
C) They never change work habits unless
forced to.
D)
They try hard to make the best use of their time.
21.
A) Self-confidence
B) Sense of duty
C) Work
efficiency
D) Passion for work
22.
A) They are addicted to
playing online games.
B) They try to avoid work whenever
possible.
C)
They find no pleasure in the work they do.
D) They simply
have no sense of responsibility.
Passage Three
Questions 23
to 25 are based on the passage you have just
heard
。
23.
A) He lost all his property.
B)
He was sold to a circus.
C) He was forced into slavery.
D) He ran away
from his family.
24.
A) A
carpenter
B) A businessman
C) A master of his
D) A black drummer
25.
A) It named its town
hall after Solomon Northup.
B) It declared July 24
Solomon Northup Day.
C) It freed all blacks in the town from
slavery.
D) It
hosted a reunion for the Northup family.
Section C
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Intolerance
is the art of ignoring any views that differ from
your own. It (26) ________ itself
a
hatred, stereotypes, prejudice, and (27) _________
. Once it intensifies in people, intolerance is
nearly impossible to overcome. But why
would anyone want to be labeled intolerant? Why
would
people want to be (28)
____________ about the world around them? Why
would one want to be
part of the
problem in America, instead of the solution?
There are many
explanations for intolerant attitudes, some (29)
___________ childhood. It is
likely
that intolerant folks grew up (30) __________
intolerant parents and the cycle of prejudice
has simply continued for (31)
____________. Perhaps intolerant people are so set
in their ways
that they find it easier
to ignore anything that might not (32) ___________
their limited view of
life. Or maybe
intolerant students have simply never been (33)
___________ to anyone different
from
themselves. But none of these reasons is an excuse
for allowing the intolerance to
continue
。
Intolerance should not be
confused with disagreement. It is, of course,
possible to disagree
with an opinion
without being intolerant of it. If you understand
a belief but still don’t believe in
that specific belief, that’s fine. You
are (34)
____________ your opinion. As
a matter of fact, (35)
____________
dissenters
(
持异议者
)
are
important
for
any
belief.
If
we
all
believed
the
same
things,
we would never grow, and we would never learn
about the world around us. Intolerance
does not stem from disagreement. It
stems from fear. And fear stems from ignorance.
Part III
Reading
comprehension
Section A
Questions 36 to 45 are based on the
following passage.
His future subjects have not always
treated the Prince of Wales with the respect one
might
expect. They laughed aloud in
1986 when the heir to the British (36) ________
told a TV reporter
that he talked to
his plants at his country house, Highgrove, to
stimulate their growth. The Prince
was
being
humorous
—
“
My
sense of humor will get me into trouble one
day,
”
he said to the aides
(
随从
)
—
but listening to Charles Windsor can
indeed prove stimulating. The royal (37)________
that been promoting radical ideas for
most of his adult life, some of his (38) _________
which
once sounded a hit weird were
simply ahead of their time. Now, finally, the
world seems to be
catching up with him.
Take his views
on farming. Prince Charles
’
Duchy Home Farm went (39) ___________
back
to most shoppers cared only about
the low price tag on suspiciously blemish-free(
无瑕
疵的
)V
ege
tables and (40) __________ large chickens piled
high in supermarkets.
His warnings on climate change proved
farsighted; too Charles began (41) _________
action
on global warming in 1990 and
says he has been worried about the (42)
____________ of man on
the environment
since he was a teenager.
Although
he
has
gradually
gained
international
(43)
__________
as
one
of
the
a
world
’
s
leading conservationists, many British
people still think of him as an (44) ____________
person
who talks to plants This year,
as it happens, South Korean scientists proved that
plants really do
(45) __________ to
sound. So Charles was ahead of the game there,
too.
A. conform
B. eccentric
C.
environmentalist
D. expeditions
E. impact
F. notions
G
.
organic
H. originally
I. recognition
J. respond
K. subordinate
L. suppressing
M. throne
N. unnaturally
O. urging
Section B
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Should
Single-Sex Education Be Eliminated?
[A]
Why is a neuroscientist here debating single-sex
schooling? Honestly, I had no fixed ideas on
the topic when I started researching it
for my book, Pink Brain, Blue Brain. But any
discussion of
gender differences in
children inevitably leads to this debate, so I
felt compelled to dive into the
research data on single-sex schooling.
I read every study I could, weighed the existing
evidence,
and
ultimately
concluded
that
single-sex
education
is
not
the
answer
to
gender
gaps
in
achievement
—
or
the best way forward for
today’s
young people. After
my book was published, I
met
several
developmental
and
cognitive
psychologists
whose
work
was addressing
gender
and
education
from
different
angles,
and
we
published
a
peer-reviewed
Education
Forum
piece
in
Science
magazine with the provocative title,
“The
Pseudoscience of
Single-Sex
Education.”
[B]
We
showed
that
three
lines
of
research
used
to
justify
single-sex
schooling
< br>—
educational,
neuroscience,
and
social
psychology
—
all
fail
to
support
its
alleged
benefits,
and
so
the
widely-held view that
gender separation is somehow better for boys,
girls, or both is nothing more
than a
myth.
The Research on Academic Outcomes
[C] First, we reviewed the extensive
educational research that has compared academic
outcomes
in students attending single-
sex versus coeducational schools. The overwhelming
conclusion when
you put this enormous
literature together is that there is no clear
academic advantage of sitting in
all-
female
or
all-male
classes,
in
spite
of
much
popular
belief
to
the
contrary.
I
base
this
conclusion not on any
individual study, but on large-scale and
systematic reviews of thousands of
studies conducted in every major
English-speaking country.
[D] Of
course,
there’re
many
excellent single-sex schools out there, but as
these careful research
reviews have
demonstrated,
it’s
not their
single-sex composition that makes them excellent.
It’s
all
the
other
advantages
that
are
typically
packed
into
such
schools,
such
as
financial
resources,
quality
of
the
faculty,
and
pro-
academic
culture,
along
with
the
family
background
and
pre-selected ability of the students
themselves that determine their outcomes.
[E] A case in point is the study by
Linda Sax at UCLA, who used data from a large
national survey
of
college
freshmen
to
evaluate
the
effect
of
single-
sex
versus
coeducational
high
schools.
Commissioned by the National Coalition
of
Girls’
Schools, the raw
findings look pretty good for
the
funders
—
higher
SAT
scores
and
a
stronger
academic
orientation
among
women
who
had
attended all
girls’
high schools (men
weren’t
studied). However,
once the researchers controlled
for
both student and school
attributes
—
measures such as
family income, pa
rents’
education, and
school
resources
—
most of these
effects were erased or diminished.
[F]
When
it
comes
to
boys
in
particular,
the
data
show
that
single-sex
education
is
distinctly
unhelpful
for
them.
Among
the
minority
of
studies
that
have
reported
advantages
of
single-sex
schooling, virtually all of them were
studies of girls.
There’re
no rigorous studies in the United
States that find single-sex schooling
is better for boys, and in fact, a separate line
of research by
economists has shown
both boys and girls exhibit greater cognitive
growth over the school year
based on
the
“dose”
of girls in a
classroom. In fact, boys benefit even more than
girls from having
larger
numbers
of
female
classmates.
So
single-sex
schooling
is
really
not
the
answer
to
the
current
“boy
crisis”
in education.
Brain and Cognitive
Development
[G] The second line of
research often used to justify single-sex
education falls squarely within my
area
of expertise: brain and cognitive development.
I
t’
s been more than a decade
now since the
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“brain
sex movement
”
began infiltrating
(
渗入
) our schools, and there
are literally hundreds of
schools
caught up in the fad (
新潮
).
Public schools in Wisconsin, Indiana, Florida and
many other
states now proudly declare
on their websites that they separate boys and
girls because
“research
solidly
indicates
that
boys
and
girls
learn
differently,”
due
to
“hard
-
< br>wired”
differences
in
their
brains,
eyes, ears, autonomic nervous systems, and more.
[H]
All
of
these
statements
can
be
traced
to
just
a
few
would-be
neuroscientists,
especially
physician Leonard Sax and therapist
Michael Gurian. Each gives lectures, runs
conferences, and
does
a
lot
of
professional
development
on
so-called
“gender
-specific
learning.”
I
analyzed
their
various
claims
about
sex
differences
in
hearing,
vision,
language,
math,
stress
responses,
and
“learning
styles”
in
my
book
and
along
peer-reviewed
paper.
Other
neuroscientists
and
psychologists have similarly exposed
their work. In short, the
mechanisms by
which our brains
learn
language,
math,
physics,
and
every
other
subject
don’t
differ
between
boys
and
girls.
Of
course, learning does
vary a lot between individual students, but
research reliably shows that this
variance is far greater within
populations of boys or girls than between the two
sexes.
[I] The equal protection clause
of the U.S. Constitution prohibits separation of
students by sex in
public
education
that’s
based
on
precisely
this
kind
of
“overbroad
generalizations
about
the
different talents,
capacities, or preferences of males and
females.”
And the reason it
is prohibited
is because it leads far
too easily to stereotyping and sex discrimination.
Social Developmental
Psychology
[J] That brings me to the
third area of research which fails to support
single-sex schooling and
indeed
suggests the practice is actually harmful: social-
developmental psychology.
[K]
It’s
a
well-proven
finding
in
social
psychology
that
segregation
promotes
stereotyping
and
prejudice,
whereas
intergroup
contact
reduces
them
—
and
the
results
are
the
same
whether
you
divide
groups
by
race,
age,
gender,
body
mass
index,
sexual
orientation,
or
any
other
category.
What’s
more, children are especially vulnerable to this
kind of bias, because they are dependent on
adults for learning which social
categories are important and why we divide people
into different
groups.
[L]
You
don’t
have
to
look
far
to
find
evidence
of
stereotyping
and
sex
discrimination
in
single-sex
schools.
There
was
the
failed
single-sex
experiment
in
California,
where
six
school
districts used generous state grants to
set up separate
boys’
and
girls’
academies in the late
1990s.
Once
boys
and
girls
were
segregated,
teachers
resorted
to
traditional
gender
stereotypes
to
run
their classes, and
within just three years, five of the six districts
had gone back to coeducation.
[M] At
the same time, researchers are increasingly
discovering benefits of gender interaction in
youth. A large British study found that
children with other-sex older
siblings(
兄弟姐妹
) exhibit
less stereotypical play than children
with same-sex older siblings, such as girls who
like sports and
building
toys
and
boys
who
like
art
and
dramatic
play.
Another
study
of
high
school
social
networks
found
less
bullying
and
aggression
the
higher
the
density
of
mixed-
sex
friendships
within
a
given
adolescent
network.
Then
there
is
the
finding
we
cited
in
our
Science
paper
of
higher divorce and depression rates
among a large group of British men who attended
single-sex
schools
as
teenagers,
which
might
be
explained
by
the
lack
of
opportunity
to
learn
about
relationships during their formative
years.
[N] Whether in nursery school,
high school, or the business world, gender
segregation narrows our
perceptions of
each other, facilitating stereotyping and sexist
attitudes.
It’s
very simple:
the more
we structure children and
adolescents’
environment
around gender distinctions and separation, the
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more
they will use these categories as the primary
basis for understanding themselves and others.
[O]
Gender
is
an
important
issue
in
education.
There
are
gaps
in
reading,
writing,
and
science
achievement that should be narrower.
There are gaps in career choice that should be
narrower
—
if
we
really
want
to
maximize
human
potential
and
American
economic
growth.
But stereotyping
boys
and
girls
and
separating
them
in
the
name
of
fictitious(
虚构的
)
brain
differences
is
never
going to
close these gaps.
46.
Hundreds
of
schools
separate
boys
from
girls
in
class
on
the
alleged
brain
and
cognitive
differences.
47.
A
review
of
extensive
educational
research
shows
no
obvious
academic
advantage
of
single-sex schooling.
48.
The author did not have any fixed ideas on single-
sex education when she began her research
on the subject
49. Research
found men who attended single-sex schools in their
teens were more likely to suffer
from
depression.
50.
Studies
in
social
psychology
have
shown
segregation
in
school
education
has
a
negative
impact on children.
51. Reviews of research indicate there
are more differences in brain and cognitive
development
within the same sex than
between different sexes.
52.
The
findings
of
the
national
survey
of
college
freshmen
about
the
impact
of
single-sex
schooling fail to
take into account student and school attributes.
53. It
wasn’t
long before most of the school districts that
experimented with single-sex education
abandoned the practice.
54.
Boys
from
coeducational
classes
demonstrate
greater
cognitive
abilities
according
to
the
economists’
research.
55. As careful research reviews show,
academic excellence in some single-sex schools is
attributed
to other factors than
single-sex education.
Section C
International
governments’
inaction
concerning sustainable development is clearly
worrying
but
the
proactive(
主动出击的
)
approaches
of
some
leading-edge
companies
are
encouraging.
Toyota, Wal-
Mart, DuPont, M&S and General Electric have made
tackling environmental wastes a
key
economic driver.
DuPont
committed
itself
to
a
65%
reduction
in
greenhouse
gas
emissions
in
the
10
years
prior to
2010. By 2007, DuPont was saving $$2.2 billion a
year through energy efficiency, the same
as its total declared profits that
year. General Electric aims to reduce
the energy
intensity of its
operations by 50% by 2015. They have
invested heavily in projects designed to change
the way of
using and conserving energy.
Companies like Toyota and Wal-Mart are
not committing to environmental goals out of the
goodness of their hearts. The reason
for their actions is a simple yet powerful
realization that the
environmental
and
economic
footprints
fit
well
together.
When
M&S
launched
its
“Pla
n
A”
sustainability
program in 2007, it was believed that it would
cost over £
200 million in the first
five
years. However, the initiative had
generated £
105 million by 2011/12.
When we prevent physical waste,
increase energy efficiency or improve resource
productivity,
we save money, improve
profitability and enhance competitiveness. In
fact, there are often huge
“quick
win”
opportunities, thanks
to years of neglect.
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However,
there
is
a
considerable
gap
between
leading-edge
companies
and
the
rest
of
the
pack. There are far too many companies
still delaying creating a lean and green business
system,
arguing that it will cost
money or
require sizable
capital investments. They remain stuck in the
“environment
is
cost”
mentality. Being
environmentally friendly does not have to cost
money. In
fact, going beyond compliance
saves cost at the same time
that it
generates cash, provided that
management adopts the new lean and
green model.
Lean
means
doing
more
with
less.
Nonetheless,
in
most
companies,
economic
and
environmental continuous
improvement is viewed as being in conflict with
each other. This is one
of the biggest
opportunities missed across most industries. The
size of the opportunity is enormous.
The
3%
Report
recently
published
by
World
Wildlife
Fund
and
CDP
shows
that
the
economic
prize for curbing
carbon emissions in the US economy is $$780 billion
between now and 2020. It
suggests
that
one
of
the
biggest
levers
for
delivering
this
opportunity
is
“increased
efficiency
through
management and behavioral
ch
ange”
—
in other words, lean and
green management.
Some 50 studies show
that companies that commit to such aspirational
goals as zero waste,
zero
harmful
emissions,
and
zero
use
of
non-renewable
resources
are
financially
outperforming
their competitors. Conversely, it was
found that climate disruption is already costing
$$1.2 trillion
annually, cutting global
GDP by 1.6%. Unaddressed, this will double by
2030.
56. What does the author say
about some leading-edge companies?
A.
They operate in accordance with government
policies.
B. They take initiatives in
handling environmental wastes.
C. They
are key drivers in their
nations’
economic growth.
D. They are major contributors to
environmental problems.
57. What
motivates Toyota and Wal-Mart to make commitments
to environmental protection?
A. The
goodness of their hearts.
B. A strong sense of responsibility.
C. The desire to generate profits.
D. Pressure
from environmentalists.
58. Why are so
many companies reluctant to create an environment-
friendly business system?
A. They are
bent on making quick money.
B. They do
not have the capital for the investment.
C. They believe building such a system
is too costly.
D. They lack the
incentive to change business practices.
59. What is said about the lean and
green model of business?
A. It helps
businesses to save and gain at the same time.
B. It is affordable only for a few
leading-edge companies.
C. It is likely
to start a new round of intense competition.
D. It will take a long time for all
companies to embrace it.
60. What is
the finding of the studies about companies
committed to environmental goals?
A.
They have greatly enhanced their sense of social
responsibility.
B. They do much better
than their counterparts in terms of revenues.
C. They have abandoned all the outdated
equipment and technology.
D. They make
greater contributions to human progress than their
rivals.
Passage Two
If you
asked me to describe the rising philosophy of the
day,
I’d
say it is data-ism.
We now
have the ability to gather huge
amounts of data. This ability seems to carry with
it certain cultural
assumptions
—
that
everything that can be measured should be
measured; that data is a transparent
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and reliable lens
that allows us to filter out emotionalism and
ideology; that data will help us do
remarkable
things
—
like foretell the
future.
Over the next year,
I’m
hoping to get a better
grip on some of the questions raised by the data
revolution:
In
what
situations
should
we
rely
on
intuitive
pattern
recognition
and
in
which
situations should we ignore intuition
and follow the data? What kinds of events are
predictable
using statistical analysis
and what sorts of events are not?
I
confess I enter this in a skeptical frame of mind,
believing that we tend to get carried away
in our desire to reduce everything to
the quantifiable. But at the outset let me
celebrate two things
data does really
well.
First,
it’s
really good at exposing when our intuitive view of
reality is wrong. For example,
nearly
every person who runs for political office has an
intuitive sense that they can powerfully
influence their odds of winning the
election if they can just raise and spend more
money. But this
is largely wrong.
After the 2006 election, Sean Trende
constructed a graph comparing the
incumbent(
在任者
的
)
campaign spending advantages with their eventual
margins of victory. There was barely any
relationship
between
more
spending
and
a
bigger
victory.
Likewise,
many
teachers
have
an
intuitive sense that different students
have different learning styles: some are verbal
and some are
visual; some are linear,
some are holistic(
整体的
).
Teachers imagine they will improve outcomes
if they tailor their presentations to
each student. But
there’s
no
evidence to support this either.
Second, data can illuminate patterns of
behavior we
haven’
t yet
noticed. For example,
I’ve
always assumed people who frequently
use words like
“I,”
“me,”
and
“mine”
are probably more
self-centered than people who
don’t.
But as James
Pennebaker of the University of Texas notes in
his book, The Secret Life of Pronouns,
when people are feeling confident, they are
focused on the
task at hand, not on
themselves. High-status, confident people use
fewer
“I”
words, not more.
Our
brains
often
don’t
notice
subtle
verbal
patterns,
but
Pennebaker’s
computers
can.
Younger writers use more negative and
past-tense words than older writers who use more
positive
and future-tense words.
In
sum,
the
data
revolution
is
giving
us
wonderful
ways
to
understand
the
present and
the
past. Will it transform our ability to
predict and make decisions about the future?
We’ll
see.
61.
What do data-ists assume they can do?
A. Transform
people’s
cultural identity.
B. Change the way future
events unfold.
C. Get a firm grip on
the most important issues.
D. Eliminate
emotional and ideological bias.
62.
What do people running for political office think
they can do?
A. Use data analysis to
predict the election result.
B. Win the
election if they can raise enough funds.
C. Manipulate public opinion with
favorable data.
D. Increase the chances
of winning by foul means.
63. Why do
many teachers favor the idea of tailoring their
presentations to different students?
A.
They think students prefer flexible teaching
methods.
B. They will be able to try
different approaches.
C. They believe
students’
learning styles
vary.
D. They can accommodate students
with special needs.
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64. What does James Pennebaker
reveal in The Secret Life of Pronouns?
A. The importance of using pronouns
properly.
B. Repeated use of first-
person pronouns by self-centered people.
C. Frequent use of pronouns and future
tense by young people.
D. A pattern in
confident
people’s
use of
pronouns.
65. Why is the author
skeptical of the data revolution?
A.
Data may not be easily accessible.
B. Errors may
occur with large data samples.
C. Data
cannot always do what we imagine it can.
D. Some data may turn out
to be outdated.
Part IV
Translation
中国将努力确保到
< br>2015
年就业者接受过平均
13.3
< br>年的教育。如果这一目标得以实现，今后
大部分进入劳动力市场的人都需获得大学
文凭。
在未来几年，
中国将着力增加
职业学院的招生人数：
除了关注高等教育外，
还将寻找新的突<
/p>
破以确保教育制度更加公平。
中国正在努力最佳地利用教育资源，
这样农村和欠发达地区将
获得更多的支持。
教育部还决定改善欠发达地区学生的营养，
并为外来务工
人员的子女提供在城市接受教育的
同等机会。
2014
年
12
月
6
级第二套
Part
Ⅱ
Listening
Comprehension
Section A
1.
A) The man
’s
tennis racket is good enough.
B) The man should get a
pair of new shoes.
C) She can wait for the man for a
little while.
D) Physical exercise helps her stay in
shape.
2.
A)
The woman will skip Dr.
Smith
’
s lecture to help the
man.
B) Kathy
is very pleased to attend the lecture by Dr.
Smith.
C) The
woman is good at doing lab demonstrations.
D) The man will
do all he can to assist the woman.
3.
A) The woman asked the man
to accompany her to the party.
B) Steve became rich soon
after graduation from college.
C) Steve invited his
classmates to visit his big cottage.
D) The speakers and Steve
used to be classmates.
4.
A) In a bus.
B)
In a clinic.
C)
In a boat.
D) In a plane.
5.
A) 10:10.
B) 9:50.
C) 9:40.
D) 9:10.
6.
A) She does
not like John at all.
B) John has got many admirers.
C) She does not
think John is handsome.
D) John has
just got a bachelor
’
s
degree.
7.
A) He
has been bumping along for hours.
B) He
has got a sharp pain in the neck.
C) He is involved in a
serious accident.
D) He is trapped in
a terrible traffic jam.
8.
A) She is good at repairing things.
B) She is a
professional mechanic.
C) She should improve her physical
condition.
D)
She cannot go without washing machine.
Question 9 to 11 are based on the
conversation you have just heard.
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9.
A) Some witnesses failed to appear in
court.
B) The
case caused debate among the public.
C) The accused was found
guilty of stealing.
D) The accused refused to plead guilty
in court.
10.
A) He was out
of his mind.
B)
He was unemployed.
C) His wife deserted him.
D) His children were sick.
11.
A) He had been in jail
before.
B) He
was unworthy of sympathy.
C) He was unlikely to get employed.
D) He had committed the same sort of
crime.
Questions 12 to 15 are based on
the conversation you have just heard.
12.
A) Irresponsible.
B) Unsatisfactory.
C) Aggressive.
D) conservative.
13.
A) Internal communication.
B)
Distribution of brochures.
C) Public relations.
D) Product design.
14.
A) Placing advertisement in the trade
press.
B) Drawing sketches
for advertisements.
C) Advertising in the national press.
D) Making
television commercials.
15.
A) She has the motivation to do the job.
B) She knows
the tricks of advertising.
C) She is
not so easy to get along with.
D) She is not suitable for
the position.
Passage One
16.
A) The cozy communal
life.
B) The cultural diversity.
C) Innovative
academic programs.
D) Imperative school buildings.
17.
A) It is
very beneficial to their academic progress.
B) It helps
them soak up the surrounding culture.
C) It is as important as
their learning experience.
D) It ensures their physical and mental
heal.
18.
A) It offers the
most challenging academic programs.
B) It has the
world
’
s best-known military
academics.
C)
It provides numerous options for students.
D) It draws
faculty from all around the world.
19.
A) They try to give students
opportunities for experiment.
B) They are responsible
merely to their Ministry of education.
C) They strive to develop
every student
’
s academic
potential.
D)
They ensure that all students get roughly equal
attention.
Passage Two
20.
A) It will arrive at Boulogne at half
past two.
B) It
crosses the English Channel twice a day.
C) It is now
about half way to the French coast.
D) It is leaving Folkestone
in about five minutes.
21.
A) Opposite the ship
’
s
office.
B) Next to the duty-free shop.
C) At the rear
of B deck.
D) In the front of A deck.
22.
A) It is for the sole
use of passengers traveling with cars.
B) It is much more spacious
than the lounge on C deck.
C) It is for the use of passengers
traveling with children.
D) It is for senior passengers and
people with VIP cards.
Passage Three
23.
A) It was named a after
its location.
B) It was named after its discoverer.
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C) It was named after a
cave art expert.
D) It was
named after one of its painters.
24.
A) Animal painting was part of the
spiritual life of the time.
B) Deer were worshiped by
the ancient Cro-Magnon people.
C) Cro-Magnon people
painted animals they hunted and ate.
D) They were believed to
keep evils away from cave dwellers.
25.
A) They know little about why the
paintings were created.
B) They have difficulty telling when
the paintings were done.
C) They are unable to draw such
interesting and fine paintings.
D) They have misinterpreted
the meaning of the cave paintings.
Section C
If you are
attending a local college, especially one without
residence halls, you’ll probably
live
at home and commute to classes. This arrangement
has a lot of (26)
_____. It’s cheaper.
It
provides
a
comfortable
and
familiar
setting,
and
it
means
you’ll
get
the
kind
of
home
cooking
you’re used to
instead of the monotony
(
单调
) that (27)_____ even the
best institutional food.
However,
commuting
students
need
to
(28)
_____
to
become
involved
in
the
life
of
their
college
and to take special steps to meet their fellow
students. Often, this means a certain amount
of initiative on your part in (29)_____
and talking to people in your classes whom you
think you
might like.
One
problem
that
commuting
students
sometimes
face
is
their
parents’
unwillingness
to
recognize that they’re
adults. The
(30)_____ from high school
to college is a big one, and if you
live at home you need to develop the
same kind of independence you’d have if you were
living
away. Home rules that might have
been (31)_____ when you were
in high
school don’t apply. If
your
parents
are
(32)_____
to
renegotiate,
you
can
speed
the
process
along
by
letting
your
behavior show that you have the
responsibility that goes with maturity. Parents
are more willing to
(33)_____
their
children
as
adults
when
they
behave
like
adults.
If,
however
，
there’s
so
much
friction
at
home
that
it
(34)_____
your
academic
work,
you
might
want
to
consider
sharing
an
apartment with one or more friends.
Sometimes this is a happy solution when family
(35)_____
make everyone miserable.
Part III
Reading
comprehension
Section A
Children
are
natural-born
scientists.
They
have
(36)_____minds,
and
they
aren’t
afraid
to
admit
they
don’t
know
something.
Most
of
them,
(37)_____
lose
this
as
they
get
older.
They
become
self-
confid
ence
and
don’t
want
to
appear
stupid.
Instead
of
finding
things
out
for
themselves they make (38)_____ that
often turn out to be wrong.
So
it’s
not
a
case
of
getting
kids
interested
in
science.
You
just
have
to
avoid
killing
the
(39)_____
for
learning
th
at
they
were
born
with.
It’s
no
coincidence
that
kids
start
deserting
science
once
it
becomes
formalized.
Child
naturally
have
a
blurred
approach
to
(40)_____
knowledge. They see learning about
science or biology or cooking as all part of the
same act-
it’s
all
learning.
It’s
only
become
of
the
practicalities
of
education
that
you
have
to
start
breaking
down.
The
curriculum
into
specialize
subjects.
You
need
to
have
specialist
teachers
who
(41)_____ what they know. Thus once
they enter school, children begin to define
subject and erect
boundaries that
needn’t otherwise exist.
Dividing subject into
science math, English, etc, is something we do for
(42)_____. In the
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end
it’s
all
learning.
But
many
children
today
(43)_____themselves
from
a
scientific
form
a
scientific education. They
think science is for scientists, not for them.
Of course we
need to specialize (44)_____. Each of us has only
so much time on Earth, so we
can’t
study everything. At 5 years old, our filed of
knowledge and
(45)_____ is broad,
covering
anything from learning to walk
to learning to count. Gradually it narrows down so
that by the time
we are 45, it might be
one tiny little corner within science.
A. accidentally
B. acquiring
C.
assumptions
D. convenience
E. eventually
F. exclude
G
. exertion
H. exploration
I. formulas
J. ignite
K. impart
L. inquiring
M. passion
N. provoking
O. unfortunately
Section B
Meaning Is
Healthier Than Happiness
[A]
For
at
least
the
last
decade,
the
happiness
craze
has
been
building.
In
the
last
three
months
alone, over 1,000 books on happiness were released
on Amazon, including Happy Money,
Happy-People-Pills For All, and, for
those just starting out, Happiness for Beginners.
[B] One of the
consistent claims of books like these is that
happiness is associated with all
sorts
of good life outcomes, including - most
promisingly - good health. Many studies have noted
the connection between a happy mind and
a healthy body - the happier you are, the better
health
outcomes we seem to have. In a
meta-analysis (overview) of 150 studies on this
topic, researchers
put it like this:
“Inductions of well
-being lead to
healthy functioning, and inductions of ill-being
lead to compromised health.”
[C] But a new
study, just published in the Proceedings of the
National Academy of Sciences
(PNAS)
challenges the rosy picture. Happiness may not be
as good for the body as researchers
thought. It might even be bad.
[D]
Of
course,
it’s
important
to
first
define
happiness.
A
few
months
ago,
I
wrote
a
piece
called
“There’s More
to
Life
Than
Being Happy”
about
a
psychology
study
that
dug
into
what
happiness really means to people. It
specifically explored the difference between a
meaningful life
and a happy life.
[E] It seems
strange that there would be a difference at all.
But the researchers, who looked at
a
large sample of people over a month-long period,
found that happiness is associated with selfish
“taking” behavior and that having a
sense of meaning in life is associated with
selfless “giving”
behavior.
[F]
without
meaning
characterizes
a
relatively
shallow,
self-absorbed
or
even
selfish life, in which
things go well, needs and desire are easily
satisfied, and difficult or taxing
entanglements are avoided,
to
not helping others in need.” While being happy is
about feeling good, meaning is derived from
contributing to others or to society in
a bigger way. As Roy Baumeister, one of the
researchers,
told me,
This
makes life meaningful but it does not necessarily
make us happy.”
[G] The new PNAS study also sheds light
on the difference between meaning and happiness,
but
on
the
biological
level.
Barbara
Fredrickson,
a
psychological
researcher
who
specializes
in
positive emotions at the University of
North Carolina-Chapel Hill, and Steve Cole, a
genetics and
psychiatric researcher at
UCLA, examined the self-reported levels of
happiness and meaning in 80
research
subjects.
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[H] Happiness
was defined, as in the earlier study, by feeling
good. The researchers measured
happiness by asking subjects questions
like “How often did you feel happy?” “How often
did you
feel
interested
in
life?”
and
“How
often
did
you
feel
satisfied?”
The
more
strongly
people
endorsed
these
measures
of
“hedonic
well
-
being,”
or
pleasure,
the
higher
they
scored
on
happiness.
[I] Meaning was defined as an
orientation to something bigger than the self.
They measured
meaning by
as
king questions like “How often did
you feel that your life has a sense of direction
or
meaning to it?”, “How often did you
feel that you had something to contribute to
society?”, and
“How
often
did
you
feel
that
you
belonged
to
a
community
social
group?”
T
he
more
people
endorsed these
measures of “eudaimonic
well
-
being”
- or,
simply put, virtue - the more meaning
they felt in life.
[J] After noting the sense
of meaning and happiness that each subject had,
Fredrickson and
Cole,
with
their
research
colleagues,
looked
at
the
ways
certain
genes
expressed
themselves
in
each of the participants.
Like neuroscientists who use fMRI scanning to
determine how regions in
the brain
respond to different stimuli, Cole and Fredrickson
are interested in how the body, at the
genetic level, responds to feelings of
happiness and meaning.
[K]
Cole’s
past
work
has
linked
various
kinds
of
chronic
adversity
to
a
particular
gene
expression pattern.
When people feel lonely, are grieving the loss of
a loved one, or are struggling
to make
ends meet, their bodies go into threat mode. This
triggers the activation of a stress-related
gene
pattern
that
has
two
features:
an
increase
in
the
activity
of
prion
flammatory
genes
and a
decrease in the activity of genes
involved in anti-viral responses.
[L]
Cole
and
Fredrickson
found
that
people
who
are
happy
but
have
little
to
no
sense
of
meaning in their lives -
proverbially, simply here for the party
- have the same gene expression
patterns as people who are responding
to and enduring chronic
adversity. That
is, the bodies of
these
happy
people
are
preparing
them
for
bacterial
threats
by
activating
the
pro-inflammatory
response.
Chronic
inflammation
is,
of
course,
associated
with
major
illnesses
like
heart
disease
and various cancers.
[M]
“Empty positive emotions”
-
like the kind people experience during manic
episodes or
artificially induced
euphoria from alcohol and drugs -
”are
about as good for you for as adversity,”
says Fredrickson.
[N]
It’s
important to understand that for many
people
, a sense of meaning and
happiness in
life
overlap;
many
people
score
jointly
high
(or
jointly
low)
on
the
happiness
and
meaning
measures in the
study. But for many others, there is a dissonance
- they feel that they are low on
happiness and high on meaning or that
their lives are very high in happiness, but low in
meaning.
This
last
group,
which
has
the
gene
expression
pattern
associated
with
adversity,
formed
a
whopping 75 percent of
study participants. Only one quarter of the study
participants had what the
researchers
call
“eudaimonic
predominance”
-
that
is,
their
sense
of
meaning
outpaced
their
feelings of happiness.
[O]
This
is
too
bad
given
the
more
beneficial
gene
expression
pattern
associated
with
meaningfulness. People whose levels of
happiness and meaning line up, and people who have
a
strong
sense
of
meaning
but
are
not
necessarily
happy,
showed
a
deactivation
of
the
adversity
stress response. Their bodies were not
preparing them for the bacterial infections that
we get when
we are alone or in trouble,
but for the viral infections we get when
surrounded by a lot of other
people.
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[P]
Fredrickson’s
past
research,
described
in
her
two
books,
Positivity
and
Love
2.0,
has
mapped
the
benefits
of
positive
emotions
in
individuals.
She
has
found
that
positive
emotions
broaden a person’s
perspective and buffers people against adversity.
So it
was surprising to her
that hedonistic well-being, which is
associated with positive emotions and pleasure,
did so badly
in this study compared
with eudaimonic well-being.
[Q]
“It’s not
the amount of hedonic happiness that’s a problem,”
Fredrickson tells me, “It’s
that it’s
not matched by eudaimonic
well
-
being. It’s great when
both are in step. But if you have
more
hedonic
well-
being
than
would
be
expected,
that’s
when
this
[gene]
pattern
that’s
akin
to
adversity
emerged.”
[R]
The
terms
hedonism
and
eudemonism
bring
to
mind
the
great
philosophical
debate,
which has shaped
Western civilization for over 2,000 years, about
the nature of the good life. Does
happiness lie in feeling good, as
hedonists think, or in doing and being good, as
Aristotle and his
intellectual
descendants, the virtue ethicists, think? From the
evidence of this study, it seems that
feeling good is not enough. People need
meaning to thrive. In the
words of Carl
Jung, “The least
of
things
with
a
meaning
is
worth
more
in
life
than
the
greatest
of
things
without
it.”
Jung’s
wisdom certainly seems to apply to our
bodies, if not also to our hearts and our minds.
46. The author’s recent article
examined
how a meaningful life is
different from a happy life.
47. It
should be noted that many people feel their life
is both happy and meaningful.
48.
According to one survey, there is a close
relationship between hedonic well-being measures
and high scores on happy.
49. According to one of the authors of
a new study, what makes life meaningful may not
make
people happy.
50.
Experiments
were
carried
out
to
determine
our
body’s
genetic
expression
of
feelings
of
happiness and meaning.
51. A
new study claims happiness may not contribute to
health.
52. According to researchers,
taking makes for happiness while giving adds
meaning to life.
53. Evidence from
research shows that it takes meaning for people to
thrive.
54. With regard to gene
expression patterns, happy people with little or
no sense of meaning in life
are found
to be similar to those suffering from chronic
adversity.
55. Most books on happiness
today assert that happiness is beneficial to
health.
Section C
Passage
One
Nothing
succeeds
in
business
books
like
the
study
of
success.
The
current
business-book
boom was launched in 1982 by Tom Peters
and Robert Waterman with
“
In
Search of Excellence
”
.
It has been kept going ever since by a
succession of gurus and would-be gurus who promise
to
distil the essence of excellence
into three (or five or seven) simple rules.
The Three Rules
is a self-conscious contribution to this type; it
even includes a bibliography
of
“
success
studies
”
. Messrs Raynor and
Mumtaz Ahmed work for a consultancy, Deloitte,
that is
determined
to
turn
itself
into
more
of
a
thought-leader
and
less
a
corporate
repairman.
They
employ all the tricks of the success
genre. They insist that their conclusions are
“measurable and
actionable”
-guide to
behavior rather than analysis for its own sake.
Success authors usually serve
up vivid
stories about how exceptional business-people
stamped their personalities on a company
or
rescued
it
from
a
life-
threatening
crisis.
Messrs
Raynor
and Ahmed
are happier
chewing
the
numbers:
they
provide
detailed
appendic
es
on
“calculating
the
elements
of
advantage”
and
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“detailed
analysis”.
The authors spent five years studying
the behavior of their 344
“
exceptional
companies
”
,
only
to come up at first with nothing. Every
hunch(
直觉
)led to a blind
alley and every hypothesis
to a dead
end. It was only when they shifted their attention
from how companies behave to how
they
think that they began to make sense of their
voluminous material.
Management
is
all
about
making
difficult
tradeoffs
in
conditions
that
are
always
uncertain
and ever-changing.
But exceptional companies approach these trade-
offs with two simple rules in
mind,
sometimes consciously, sometimes unconsciously.
First: better before cheaper. Companies
are more likely to succeed in the long
run if they compete on quality or performance than
on price.
Second:
revenue
before
cost.
Companies
have
more
to
gain
in
the
long
run
from
driving
up
revenue than by driving
down costs.
Most success studies suffer from two
faults. There is
“
the halo
(
光环
)
effect
”
, whereby good
performance leads commentators to
attribute all manner of virtues to anything and
everything the
company does. These
virtues then suddenly become vices when the
company fails. Messrs Raynor
and
Ahmed
work
hard
to
avoid
these
mistakes
by
studying
large
bodies
of
data
over
several
decades. But they end up embracing a
different error:
stating the obvious.
Most businesspeople
will not be
surprised to learn that it is better to find a
profitable niche (
缝隙市场
) and
focus on
boosting
your
revenues
than
to
compete
on
price
and
cut
your
way
to
success.
The
difficult
question is how to find that profitable
niche and protect it. There, The Three Rules is
less useful.
56. What kind of business
books are most likely to sell well?
A) Books on excellence.
B)
Guides to management.
C) Books on business rules.
D) Analyses of
market trends.
57. What does the author
imply about books on success so far?
A) They help businessmen on
way or another.
B) They are written by well-recognized
experts.
C)
They more or less fall into the same stereotype.
D) They are
based on analyses of corporate leaders.
58. How does The Three Rules different
from other success books according to the passage?
A) It focuses
on the behavior of exceptional businessmen.
B) It bases its
detailed analysis on large amount of data.
C) It offers
practicable advice to businessmen.
D) It draws conclusion from
vivid examples.
59. What does the
passage say contributes to the success of
exceptional companies?
A) Focus on quality and revenue.
B) Management
and sales promotion.
C) Lower production costs and
competitive prices.
D) Emphasis on after-sale service and
maintenance.
60.
What is the
author’s
comment on The Three Rules?
A) It can help
to locate profitable niches.
B) It has little to offer to
businesspeople.
C) It is noted for its detailed data
analysis.
D) It fails to
identify the keys to success.
Passage
Two
Until
recently, the University of Kent prided itself on
its friendly image. Not any more. Over
the past few months it has been working
hard. With the help of media consultants, to play
down its
cosy reputation in favour of
something more academic and serious.
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Kent
is
not
alone
in
considering
an
image
revamp
(
翻新
).
Changes
to
next
year’s
funding
regime are forcing universities to
justify charging students up to? 9,000 in fees.
Nowadays
universities are putting much more of a focus on
their brands and what their value
propositions
are.
While
in
the
past
universities
have
often
focused
on
student
social
life
and
attractions of the university town in
recruitment campaigns, they are now concentrating
on more
tangible(
实在的
< br>)attractions,
such
as
employment
prospects,
engagement
with
industry,
and
lecturer contact hours, making clear
exactly what students are going to get for their
money.
The
problem for universities is that if those benefits
fail to materialize, students notice. That
worries
Rob
Behrens,
who
deals
with
student
complaints.
“Universities
need
to
be
extremely
careful in describing what’s going to
happen to students” he says. “As competition is
going to get
greater for attracting
gifted students, there is a danger that
universities will go the extra mile.”
One university
told prospective engineering students they would
be able to design a car and
race it at
Brands Hatch, which never happened, he says.
Others have promised use of sophisticated
equipment that turned out to be broken
or unavailable. “If universities spent as much
money on
handling complaints and
appeals appropriately as they spend on marketing,
they would do better
at keeping
students, and in the National Student Survey
returns,” he says.
Ongoing
research
tracking
prospective
2012
students
suggests
that
they
are
not
only
becoming more time
researching evidence to back up institutional
claims.
Hence
the growing importance of the student survey. From
next September. All institutions
will
also
be
expected
to
publish
on
their
websites
key
information
sets,
allowing
easier
comparison between
institution, between promises and reality, and the
types of jobs and salaries
graduates go
on to.
As
a
result,
it
is
hardly
surprising
that
universities
are
beginning
to
change
the
way
they
market themselves.
While the best form of marketing for institutions
is to be good at what they do,
they
also need to be clear about how they are different
from others.
And it is vital that once an
institution claims to be particularly good at
something, it must live
up to it, the
moment you position yourself, you become exposed,
and if you fail in that you are in
trouble.
61. What was the
University of Kent famous for?
A) Its comfortable campus
life.
B) Its up-to-date course offerings.
C) Its
distinguished teaching staff.
D) Its diverse academic
programs.
62. What are universities
trying to do to attract students?
A) Improve their learning
environment.
B) Upgrade
their campus facilities
C) Offer more scholarships to the
gifted.
D) Present a better
academic image.
63. What does Rob
Behrens suggest universities do in marketing
themselves?
A)
Publicize the achievements of their graduates.
B) Go to extra
lengths to cater to students needs.
C) Refrain from making
promises they cannot honor.
D) Survey the expectations
of their prospective students.
64. What
is students’ chief consideration in choosing a
universit
y?
A) Whether it promises the best job
prospects.
B)
Whether it is able to deliver what they want.
C) Whether it
ranks high among similar institutions.
D) Whether it offers
opportunities for practical training.
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65.
What must universities show to win recruitment
campaigns?
A)
They are positioned to meet the future needs of
society.
B)
They are responsible to students for their growth.
C) They are
ever ready to improve themselves.
D)
They are unique one way or another.
Part IV
Translation
反应在艺术和文学中的乡村生活理想
是中国文明的重要特征。
这在很大程度上归功于道
家对自然地感
情。
传统中国画有两个最受青睐的主题，
一是家庭生活的各种幸
福场景，
画中
往往有老人在下棋饮茶，
男人在耕耘收割，妇女在织布缝衣，
小孩在户外玩耍。另一个则是
乡村生活的种种乐趣，
画有渔夫在湖上打渔，
农夫在山上砍柴
采药，
或是书生坐在松树下吟
诗作画。这两个主题可以分别代表
儒家和道家的生活理想。
2014
年
12
月
6
级第
三套
Part III
Reading comprehension
Section A
It was ten
years ago, on a warm July night, that a
newborn lamb took her first breath in a
small shed in Scotland. From the
outside, she looked no different from thousands of
other sheep
born on ___36__ farms. But
Dolly, as the world soon came to realize, was no
__37__ lamb. She
was cloned from one
cell of an adult female sheep, ___38___ long-held
scientific dogma that had
declared such
a thing biologically impossible.
A
decade
later,
scientists
are
starting
to
come
to
grips
with
just
how
different
Dolly
was.
Dozens of animals have
been cloned since the first
lamb
—
mice, cats, cows and
most recently, a
dog
—and
it’s becoming ___39___ clear that they are all, in
one way or another, defective.
It’s __40__ to think of clones as
perfect carbon copies of the original. It turns
out,
though,
that there are
various degree of genetic ____41___. That may come
as a shock to people who have
paid
thousands
of
dollars
to
clone
a
pet
only
to
discover
that
the
baby
cat
looks
and
behaves
___42___ like their beloved
pet
—
with different color
coat of fur, perhaps, or a __43___ different
attitude toward its human hosts.
And these are just the obvious
differences. Not only are clones ___44___ from the
original
template
(
模板
) by time, but they are
also the product of an unnatural molecular
mechanism that
turns out not to be very
good at making ___45___ copies. In fact, the
process can embed small
flaws in the
genes of clones that scientists are only now
discovering.
A. abstract
B. completely
C. deserted
D.
duplication
E. everything
F. identical
G. increasingly
H. miniature
I. nothing
J.
ordinary
K. overturning
L. separated
M.
surrounding
N.
systematically
O. tempting
Section B
High School Sports
Aren't Killing Academics
A
）
In this month's
Atlantic cover article,
argues that
school-sponsored sports programs should be
seriously cut. She writes that, unlike most
countries
that
outperform
the
United
States
on
international
assessments,
American
schools
put
too much of an emphasis
on athletics,
are not almost anywhere
else,
debates about America's
international
mediocrity
（平庸）
in
education.
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B
）
American
student-athletes reap many benefits from
participating in sports, but the costs to the
schools could outweigh their benefits,
she argues, In particular, Ripley contends that
sports crowd
out the academic missions
of schools: America should learn from South Korea
and Finland and
every other country at
the top level of international test scores, all of
whom emphasize athletics far
less in
school.
spend
playing
sports,
she
writes,
citing
a
2010
study
published
in
the
Journal
of
Advanced
Academics.
C
）
It might well
be true that sports are far more rooted in
American high schools than in other
countries. But our reading of
international test scores finds no support for the
argument against
school athletics.
Indeed, our own research and that of others lead
us to make the opposite case.
School-
sponsored sports appear to provide benefits that
seem to increase, not
detract
（
减少）
from,
academic success.
D
）
Ripley indulges
a popular obsession
（痴迷）
with
international test score comparisons, which
show
wide
and
frightening
gaps
between
the
United
States
and
other
countries.
She
ignores,
however, the fact that states vary at
least as much in test scores as do developed
countries. A 2011
report
from
Harvard
University
shows
that
Massachusetts
produces
math
scores
comparable
to
South
Korea
and
Finland,
while
Mississippi
scores
are
closer
to
Trinidad
and
Tobago.
Ripley's
thesis
about
sports
falls
apart
in
light
of
this
fact.
Schools
in
Massachusetts
provide
sports
programs
while
schools
in
Finland
do
not.
Schools
in
Mississippi
may
love
football
while
in
Tobago
interscholastic
sports
are
nowhere
near
as
prominent.
Sports
cannot
explain
these
similarities in performance. They can't
explain international differences either.
E
）
If it is true
that sports undermine the academic mission of
American schools, we would expect
to
see
a
negative
relationship
between
the
commitment
to
athletics
and
academic
achievement.
However, the University of Arkansas's
Daniel Bowen and Jay Greene actually find the
opposite.
They
examine
this
relationship
by
analyzing
schools'
sports
winning
percentages
as
well
as
student-athletic
participation
rates
compared
to
graduation
rates
and
standardized
test
score
achievement over a five-year period for
all public high schools in Ohio. Controlling for
student
poverty levels,
demographics
（人口统计状况）
, and
district financial resources, both measures of
a school's commitment to athletics are
significantly and positively related to lower
dropout rates as
well as higher test
scores.
F
）
On-the-
field
success
and
high
participation
in
sports
is
not
random-it
requires
focus
and
dedication
to
athletics.
One
might
think
this
would
lead
schools
obsessed
with
winning
to
deemphasize
academics.
Bowen
and
Greene's
results
contradict
that
argument.
A
likely
explanation for this
seemingly counterintuitive
（与直觉相反的）
result is that success in sports
programs actually facilitates or
reflects greater social capital within a school's
community.
G
）
Ripley cites
the writings of renowned sociologist James
Coleman, whose research in education
was
groundbreaking.
Coleman
in
his
early
work
held
athletics
in
contempt,
arguing
that
they
crowded
out schools' academic missions. Ripley quotes his
1961 study, The Adolescent Society,
where Coleman writes,
（奖品）
case would suggest to
the innocent visitor
that he was
entering an athletic club, not an educational inst
itution.
H
）
However
,
in
later
research
Coleman
would
show
how
the
success
of
schools
is
highly
dependent on what he termed social
capital,
adults and children that are
of value for the child
’
s
growing
up.
I
）
According to
a 2013 evaluation conducted by the Crime Lab at
the University of Chicago, a
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program called Becoming a
Man-Sports Edition creates lasting improvements in
the boys' study
habits and grade point
averages. During the first year of the program,
students were founds to be
less likely
to transfer schools or be engaged in violent
crime. A year after the program, participants
were less likely to have had an
encounter with the juvenile justice system.
J
）
If
school-sponsored
sports
were
completely
eliminated
tomorrow,
many
American
students
would still have
opportunities to participate in organized
athletics elsewhere, much like they do in
countries such as Finland, Germany, and
South Korea. The same is not certain when it comes
to
students
from
more
disadvantaged
backgrounds.
In
an
overview
of
the
research
on
non-school
based
after-school
programs,
researchers
find
that
disadvantaged
children
participate
in
these
programs
at significantly lower rates. They find that low-
income students have less access due to
challenges
with
regard
to
transportation,
non-nominal
fees,
and
off-
campus
safety.
Therefore,
reducing or eliminating these
opportunities would most likely deprive
disadvantaged students of
the
benefits
from
athletic
participation,
not
least
of
which
is
the
opportunity
to
interact
with
positive role models outside of regular
school hours.
K
）
Another
unfounded
criticism
that
Ripley
makes
is
bringing
up
the
stereotype
that
athletic
coaches are typically
lousy
（蹩脚的）
classroom
teachers.
majority
of
principals
around
the
world,
make
many
hiring
decisions
with
their
sports
teams
in
mind,
which does not always end well for
students,
at schools primarily for the
purpose of coaching are likely to
shirk
（
推卸）
teaching
responsibilities,
the argument goes.
Moreover, even in the cases where the employee is
a teacher first and athletic
coach
second, the additional responsibilities that come
with coaching likely comes at the expense
of time otherwise spent on planning,
grading, and communicating with parents and
guardians.
L
）
The
data, however, do not seem to confirm this
stereotype. In the most rigorous study on the
classroom
results
of
high
school
coaches,
the
University
of
Arkansas's
Anna
Egalite
finds
that
athletic coaches in
Florida mostly tend to perform just as well as
their non-coaching counterparts,
with
respect
to
raising
student
test
scores.
We
do
not
doubt
that
teachers
who
also
coach
face
serious
tradeoffs
that
likely
come
at
the
expense
of
time
they
could
dedicate
to
their
academic
obligations. However, as with sporting
events, athletic
coaches gain
additional opportunities for
communicating and serving as
mentors
（导师）
that potentially
help students succeed and make up
for
the costs of coaching commitments.
M
）
If
schools
allow
student-athletes
to
regularly
miss
out
on
instructional
time
for
the
sake of
traveling to athletic competitions,
that's bad. However, such issues would be better
addressed by
changing school and state
policies with regard to the scheduling of sporting
events as opposed to
total elimination.
If the empirical evidence points to anything, it
points towards school sponsored
sports
providing assets that are well worth the costs.
N
）
Despite
negative stereotypes about sports culture and
Ripley's presumption that academics and
athletics
are
at
odds
with
one
another,
we
believe
that
the
greater
body
of
evidence
shows
that
school-sponsored sports
programs appear to benefit students. Successes on
the playing field can
carry
over
to
the
classroom
and
vice
versa
（反之亦然）
.
More
importantly,
finding
ways
to
increase school communities' social
capital is imperative to the success of the school
as whole, not
just the athletes.
46. Students from low-income families
have less access to off-campus sports programs
47.
Amanda
Ripley
argues
that
America
should
learn
from
other
countries
that
rank
high
in
international tests and lay less
emphasis on athletics.
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48.
According
to
the
author,
Amanda
Ripley
fails
to
note
that
students’
performance
in
exams
varies from state to
state.
49. Amanda Ripley thinks that
athletic coaches are poor at classroom
instruction.
50. James
Coleman
’s later research makes an
argument for a school’s social capital.
51.
Researchers
find
that
there
is
a
positive
relationship
between
a
school’s
commitment
to
athletics and academic achievements.
52. A rigorous study finds that
athletic coaches also do wel
l in
raising students’ test scores.
53.
According to an
evaluation, sports programs contribute to
students’ academic performance and
character building.
54.
Amanda Ripley believes the emphasis on school
sports should be brought up when trying to
understand why American students are
mediocre.
55.
James
Coleman
suggests
in
his
earlier
writings
that
school
athletics
would
undermine
a
school’s image.
Section C
Passage one
It is easy to
miss amid the day-to-day headlines of global
economic recession, but there is a
less
conspicuous kind of social upheaval
(
剧变
) underway that is fast
altering both the face of the
planet
and the way human beings live. That change is the
rapid acceleration of urbanization. In
2008,
for
the
first
time
in
human
history,
more
than
hal
f
the
world’s
population
was
living
in
towns and cities. And as a recently
published paper shows, the process of urbanization
will only
accelerate in the decades to
come
—
with an enormous impact
on biodiversity and potentially on
climate change.
As
Karen
Seto,
the
led
author
of
the
paper,
points
out,
the
wave
of
urbanization
isn’t
just
about
the
migration
of
people
into
urban
environments,
but
about
the
environments
themselves
becoming bigger to accommodate all
those people. The rapid expansion of urban areas
will have a
huge impact on biodiversity
hotspots and on carbon emissions in those urban
areas.
Humans
are
the
ultimate
invasive
species
—
when
the
move
into
new
territory,
the
often
displace
the
wildlife
that
was
already
living
there.
And
as
land
is
cleared
for
those
new
cities
—
especially
in
the
dense
tropical
forests
—
carbon
will
be
released
into
the
atmosphere
as
well. It’s true that as people in
developing nations move from the countryside to
the city, the shift
may
reduce
the
pressure
on
land,
which
could
in
turn
be
good
for
the
environment.
This
is
especially
so
in
desperately
poor
countries,
where
residents
in
the
countryside
slash
and
burn
forests
each
growing
season
to
clear
space
for
farming.
But
the
real
difference
is
that
in
developing nations, the move from rural
areas to cities often leads to an accompanying
increase in
income
—
and that increase leads to
an increase in the consumption of food and energy,
which in
turn causes a rise in carbon
emissions. Getting enough to eat and enjoying the
safety and comfort
of living fully on
the grid is certainly a good thing
—
but it does carry an
environmental price.
The
urbanization
wave
can’t
be
stopped
—
and
it
shouldn’t
be.
But
Seto’s
paper
does
underscore the importance of managing
that transition. If we do it the right way, we can
reduce
urbanization’s
impact
on
the
environment.
“There’s
an
enormous
opportunity
here,
and
a
lot
of
pressure and
responsibility to think about how we urbanize,”
says Seto. “One thing that’s clear is
that we can’t build c
ities
the way we have over the last couple of hundred
years. The scale of this
transition
won’t allow that.” We’re headed towards an urban
planet no matter what, but whether it
becomes heaven or hell is up to us.
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56.
What issue does the author try to draw
people’s attention to?
A) The
shrinking biodiversity worldwide.
B) The rapid increase of
world population.
C) The ongoing global economic
recession.
D)
The impact of accelerating urbanization.
57. In what sense are humans the
ultimate invasive species?
A) They are much greedier than other
species.
B)
They are a unique species born to conquer.
C) They force
other species out of their territories.
D) They have an
urge to expand their living space.
58.
In what way is urbanization in poor countries good
for the environment?
A) More land will
be preserved for wildlife.
B) The pressure on farmland will be
lessened.
C)
Carbon emissions will be considerably reduced.
D) Natural
resources will be used more effectively.
59. What does the author say about
living comfortably in the city?
A) It incurs a high
environmental price.
B) It brings poverty and insecurity to
an end.
C) It
causes a big change in
people
’
s lifestyle.
D) It narrows
the gap between city and country.
60.
What can be done to minimize the negative impact
of urbanization according to Seto?
A) Slowing down the speed
of transition.
B) Innovative use of advanced
technology.
C)
Appropriate management of the process.
D) Enhancing
people
’
s sense of
responsibility.
Passage Two
When Harvard
student
Mark
Zuckerberg
launched
in
Feb.
2004,
even
he
could
not
imagine
the
forces
it
would
let
loose.
His
intent
was
to
connect
college
students.
Facebook, which is what this website
rapidly evolved into, ended up connecting the
world.
To
the
children
of
this
connected
era,
the
world
is
one
giant
social
network.
They
are
not
bound
—
as were
previous generations of humans
—
by what they were taught.
They are only
limited
by
their
curiosity
and
ambition.
During
my
childhood,
all
knowledge
was
local.
You
learned everything you knew from your
parents, teachers, preachers, and friends.
With
the
high-
quality
and
timely
information
at
their
fingertips,
today’s
children
are
rising
normally tame middle class is speaking
up against social ills. Silicon Valley executives
are being
shamed into adding women to
their boards. Political leaders are marshalling
the energy of millions
for
elections
and
political
causes.
All
of
this
is
being
done
with
social
media
technologies
that
Facebook and its competitors set free.
As
does
every
advancing
technology,
social
media
has
created
many
new
problems.
It
is
commonly addictive and creates risks
for younger users. Social media is used by
extremists in the
Middle East and
elsewhere to seek and brainwash recruits. And it
exposes us and our friends to
disagreeable
spying.
We
may
leave
our
lights
on
in
the
house
when
we
are
on
vacation,
but
through social media we tell criminals
exactly where we are, when we plan to return home,
and
how to blackmail
(
敲诈
) us.
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Governments don’t need informers any
more. Social media allows government
agencies to
spy on their own citizens.
We record our thoughts, emotions, likes and
dislikes on Facebook; we
share our
political views, social preferences, and plans. We
post intimate photographs of ourselves.
No spy agency or criminal organization
could actively gather the type of data that we
voluntarily
post for them.
The
marketers
are
also
seeing
big
opportunities. Amazon
is
trying
to
predict
what
we
will
order. Google is trying to judge our
needs and wants based on our social-media
profiles. We need
to be aware of the
risks and keep working to alleviate the dangers.
Regardless
of
what
social
media
people
use,
one
thing
is
certain:
we
are
in
a
period
of
accelerating change. The next decade
will be even more amazing and unpredictable than
the last.
Just as no one could predict
what would happen with social media in the last
decade, no one can
accurately predict
where this technology will take us. I am
optimistic, however, that a connected
humanity will find a way to uplift
itself.
61. What was the purpose of
Facebook when it was first created?
A) To help students connect
with the outside world.
B) To bring university students into
closer contact.
C) To help students learn to live in a
connected era.
D) To combine the world into an
integral whole.
62. What difference
does social media make to learning?
A) Local knowledge and
global knowledge will merge.
B) Student will become more
curious and ambitious.
C) People are able to learn wherever
they travel.
D)
Sources of information are greatly expanded.
63. What is the
author
’
s greatest concern
with social media technology?
A) Individuals and
organizations may use it for evil purposes.
B) Government
will find it hard to protect classified
information.
C)
People may disclose their friends
’
information unintentionally.
D)
People
’
s attention will be
easily distracted from their work in hand.
64. What do businesses use social media
for?
A)
Creating a good corporate image.
B) Conducting large-scale market
surveys.
C)
Anticipating the needs of customers.
D) Minimizing possible risks and
dangers.
65. What does the author think
of social media as a whole?
A) It will enable human
society to advance at a faster pace.
B) It will pose a grave
threat to our traditional ways of life.
C) It is bound
to bring about another information revolution.
D) It breaks
down the final barriers in human communication.
Part IV
Translation
自从
1978
年启动改革以来，中国已从计划
经济转为以市场为基础的经济，经历了经济
和社会的快速发展。平均
10%
的
GDP
增长已使五亿多人
脱贫。联合国的“千年
(millennium)
发展目标”<
/p>
在中国均已达到或即将达到。
目前，
中国
的第十二个五年规划强调发展服务业和
解决环境及社会不平衡的问题。
< br>政府已设定目标减少污染，
提高能源效率，
改善得到教育
和
医保的机会，并扩大社会保障。中国现在
7%
的经济年增长目标表明政府是在重视生活质量
而不是增长速度。
第一套
22
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听力：
1-8: DDCAB BAC
9-11: DAD
12-15: ACDC
16-19: BACD
20-22: CAB
23-25: CAB
26. manifests
mination
rmed
back to
ing
31.
generations
m to
d
ed
to
dgeable
阅读：
36-40: MCFGN
41-45: OEIBJ
46-50: GCAMK
51-55: HELFD
56-60: BCCAB
61-65: DBCDC
第二套：
听力：
1-8: BADCB
ADA
9-11: CBA
12-15: BCDD
16-19: ACCB
20-22: DDA
23-25: BCA
26.
advantages
27. characterize
28. go out of their way
29. seeking out
30.
transition
31. appropriate
32. reluctant
33. acknowledge
34. interferes with
35.
Tensions
阅读
:
36-40: LOCMB
41-45: KDFEH
46-50: DNHFJ
51-55: CERLB
56-60: ACBAD
61-65: ADCBD
第三套：
阅读：
36-40: MJKGO
41-45: DIBLF
46-50: JBDKH
51-55: ELIAG
56-60: DCBAC
61-65: BDABA
2015
年
6
月大
学英语六级考试真题
1
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.
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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.
24