2015年12月大学英语六级考试真题(卷一)
2015年6月--12月英语大学英语六级真题及答案详解(共6套)
15年6月大学英语六级考试真题（第1套）Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write an essay commenting on the saying “ Knowledge isa treasure，but practice is the key to it. ” You can give an example or two to illustrate your point ofview. You should write at least 150 words but no more than 200 words.Section ADirections: In this section, you will hear two long conversations. At the end of each conversation, you will hear some questions. Both the conversation and the questions will be spoken only once. After you hear aquestion, you must choose the best answer from the four choices marked A), B), C) and D). Then Part I Listening C ❹mprehensioii 30 minutes' mark the corresponding letter on AnswerSheet 1 with a single line through the centre.Conversation OneQuestions 1 to 4 are based on the conversation you have just heard.1.A) Persuade the man to join her company. C) Export bikes to foreign markets.B)Employ the most up-to-datetechnology. D) Expand their domestic business.2.A) The state subsidizes small and medium enterprises.B)The government has control over bicycle imports.C)They can compete with the best domestic manufacturers.D)They have a cost advantage and can charge higher prices.3.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.4.A) Report to the management. C) Conduct a feasibility study.B)Attract foreign investments. D) Consult financial experts.Conversation TwoQuestions 5 to 8 are based on the conversation you have just heard.5.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 ranning。
2015年12月大学英语六级考试真题(卷三)
2015年12月大学英语六级考试真题(三）2015年12月大学英语六级考试真题(三）Part I Writing (30minutes)Directions ：For this part,you are allowed 30minutes to write a short essay based on the picture below.You should focus on the harm caused by misleading information online.You are required to write at least 150words but no more than 200words.注意：此部分试题请在答题卡1上作答。
Part ⅡListening Comprehension (30minutes)Section A Directions ：In this section,you will hear 8short conversations and 2long conversations.At the end of each conversation,one or more questions will be asked about what was said.Both the conversation and the questions will be spoken only once.After each question there will be a pause.During the pause,you must read the four choices marked A),B),C)and D),and decide which is the best answer.Then mark the corresponding letter on Answer Sheet 1with a single line through the centre.注意：此部分试题请在答题卡1上作答。
2015年12月大学英语六级真题试卷(三)(题后含答案及解析)
2015年12月大学英语六级真题试卷（三）(题后含答案及解析)题型有：1. Writing 2. Listening Comprehension 3. 4. Reading Comprehension 5. TranslationPart I Writing1．For this part, you are allowed 30 minutes to write a short essay based on the picture below. You should focus on the harm caused by misleading information online. You are required to write at least 150 words but no more than 200 words.正确答案：Identifying Misleading Information Online As is revealed in the picture, a man is sitting in front of the computer searching information from the Internet, while a woman is standing by the door, holding a cup of coffee. The most striking feature is the caption under the picture, which reads “I just feel unfortunate to live in a world with so much misleading information!”Simple as it is, what the picture conveys to us is thought-provoking. By no means can we deny that Internet is playing an increasingly important role in our information society and we couldn’t be off it in every way. For instance, we need deal with all kinds of data and information everyday by computer and Internet. Nevertheless, with a large amount of information coming up, the severity of misleading information arises. Sadly, if we lack the ability to distinguish the true information from the misleading one, we will finally fall prey to it, because the misleading information may get people into bad habits, and even make them commit crimes. Numerous network fraud is a living example. From what have been discussed above, it is necessary that some effective measures be taken to prevent ourselves from being misled by junk information. And in my opinion, learning to identify the authenticity of information is the most practical measure.Part II Listening ComprehensionSection A听力原文：W: I was shocked to hear of your wife’s illness. Is she going to be all right?M: At first, the doctors weren’t sure, but she’s really improved. She’ll be home next week. Q: What do we learn about the man’s wife from the conversation?2．A．She has completely recovered.B．She went into shock after an operation.C．She is still in a critical condition.D．She is getting much better.正确答案：D解析：对话中，女士说她对听说男士的妻子生病感到十分震惊，并询问是不是好转了；男士说最初连大夫都没把握，但现在他的妻子已经好多了，下周就会出院。
大学英语六级考试必背作文真题及
大学英语六级考试必背作文真题及2016年大学英语六级考试必背作文真题及范文2016年6月大学英语六级考试在即，店铺为各位考生整理了2015年12月大学英语六级考试的真题以及范文，希望可以帮助到大家备考。
2015年12月英语六级作文范文一六级作文Nowadays,more and more hi-tech tools,such as calculator,computer,etc,appear in our daily life.we use them wherever and whenever we are,so that our life becomes easier and more comfortable than before.However,does anyone think about what problems science and technology have caused to happen in this world?To some degree,it's more serious than that we consider.We human indeed use them to improve our living standard,but on the other hand,we are becoming lazier,more reliable than we used to be.All day long those hi-tech products accompany us,then we have either no space or time to think,as well,communication between each other decreases,and what takes place of it is the huge indifference and gap among human.To solve these problems,we should in no time take measures to do with them.Firstly,communicate with others and think on your own more.Secondly,decrease the times you use hi-tech tools.For the advantages of technology,we should absorb,at the meantime,be independent and abandon the short-comings.Thus,we could combine technology and human progress much closer and not lose ourselves in this modern society.范文二：As is graphically revealed in the cartoon, a few employees are holding a conference in the meeting room equipped with advanced devices. However, the most striking feature of the drawing is that the man in the center, who seems like a manager, says that they have lots of information technology, while useful information is badly needed. Simple as the illustration seems, it discloses a serious problem that it is rather hard to obtain helpful information in the highly modernized society.A multitude of reasons can account for the phenomenon. On the one hand, it can be partially due to the fact that the modern technology has been developing at an incredible speed, which provides a booming amount of information and it is difficult to tell the right from the wrong. On the other hand, it is also because the restriction about spreading information on the Internet is far from perfect, making it difficult to get rid of the problem effectively and fundamentally.From my perspective, it is high time that we transferred our focus from developing technology to searching for something helpful. Only in this way can we acquirewhat we literally need.2015年12月英语六级作文真题及范文：题目一Direction: For this part, you are allowed 30 minutes to write a short eaasy based on the picture below. You should focus on the difficulty in acquiring useful information in spite of advanced information technology. You are required to write at least 150 words but no more than 200 words.范文一Nowadays,more and more hi-tech tools,such as calculator,computer,etc,appear in our daily life.we use them wherever and whenever we are,so that our life becomes easierand more comfortable than before.However,does anyone think about what problems science and technology have caused to happen in this world?To some degree,it's more serious than that we consider.We human indeed use them to improve our living standard,but on the other hand,we are becoming lazier,more reliable than we used to be.All day long those hi-tech products accompany us,then we have either no space or time to think,as well,communication between each other decreases,and what takes place of it is the huge indifference and gap among human.To solve these problems,we should in no time take measures to do with them.Firstly,communicate with others and think on your own more.Secondly,decrease the times you use hi-tech tools.For the advantages of technology,we should absorb,at the meantime,be independent and abandon the short-comings.Thus,we could combine technology and human progress much closer and not lose ourselves in this modern society.。
2015年12月大学英语六级考试真题及答案(第二套).doc
2015年12月大学英语六级考试真题(第2套)Part IWriting(30 minutes)Directions: For this part, you are allowed 30 minutes to write a short essay based on the picture below. You should focus on the difficulty in acquiring useful information in spite of advanced information technology. You are required to write at least 150 words but no more than 200 words．_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Part II Listening Comprehension(30 minutes)听力音频地址：wximg.233./attached/media/20160426/646_2894.mp3Section ADirections: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C.and D., and decide which is the best answer. Then mark the corresponding letter on Answer Sheet I with a single line through the centre.1. A.She is impatient to learn computer programming.B.She is unaware her operation system is outdated.C.She is unable to use the new computer program.D. She is amazed at the fast change of technology.2.A.He has long been fed up with traveling.B.He prefers to stay home for the holiday.C.He is going out of town for a couple of days.D. He is annoyed by the heavy traffic downtown.3.A.The challenges facing East Asia.B.The location for their new office.C.Their expansion into the overseas marketD. The living expenses in Tokyo and Singapore.4. A.A number of cell phones were found after the last show.B.The woman forgot where she had left her cell phone.C.The woman was very pleased to find her cell phone.D. Reserved tickets could be picked up at the ticket counter.5.A.The building materials will be delivered soon.B.The project is being held up by bad weather.C.The construction schedule may not be met.D. Qualified carpenters are not easy to find.6.A.She is getting very forgetful these days.B.She does not hold on to bitter feelings.C.She resents the way she is treated.D. She never intends to hurt anyone.7.A.The man wants to rent a small apartment.B.The woman has trouble getting a mortgage.C.The woman is moving to a foreign country.D.The man is trying to sell the woman a house.8. A.They are writing a story for the Morning News.B.They are facing great challenges to get re-elected.C.They are launching a campaign to attract women voters.D.They are conducting a survey among the women in town.Questions 9 to 11 are based on the conversation you have just heard.9.A.Touch his heart.B.Make him cry.C.Remind him of his life.D.Make him feel young.10. A.He is good at singing operas.B.He enjoys complicated music:C.He can sing any song if he likes it.D.He loves country music in particular.11.A.Go to a bar and drink for hours.B.Go to an isolated place to sing blues.C.Go to see a performance in a concert hall.D.Go to work and wrap himself up in music.Questions 12 to 15 are based on the conversation you have just heard.12.A.How he became an announcer.B.How he writes news stories.C.How he makes his living.D.How he does his job.13.A.They write the first version of news stories.B.They gather news stories on the spot.C.They polish incoming news stories.D.They write comments on major news stories.14. A.Reading through the news stories in a given period of time.B.Having little time to read the news before going on the air.C.Having to change the tone of his voice from time to time.D.Getting all the words and phrases pronounced correctly.15.A.It shows where advertisements come in.B.It gives a signal for him to slow down.C.It alerts him to something important.D.It serves as a reminder of sad news.Section BDirections : In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B),C).and D). Then mark the corresponding letter on Answer Sheet I with a single line through the centre.Passage OneQuestions 16 to 18 are based on the passage you have just heard.16. A.It gives pleasure to both adults and children.B.It is often carried around by small children.C.It can be found in many parts of the world.D.It was invented by an American Indian.17. A.They were made for earning a living.B.They were delicate geometric figures.C.They were small circus figures made of wire.D.They were collected by a number of museums.18.A.In art.B.In geometry.C.In engineering.D.In circus performance.Passage TwoQuestions 19 to 21 are based on the passage you have just heard.19. A.They offer students a wide variety of courses.B.They attract students from all over the world.C.They admit more students than they can handle.D.They have trouble dealing with overseas students.20. A.Everyone will benefit from education sooner or later.B.A good education contributes to the prosperity of a nation.C.A good education is necessary for one to climb the social ladder.D.Everyone has a right to an education appropriate to his potential.21. A.He likes students with high motivation.B.He enjoys teaching intelligent students.C.He tailors his teaching to students' needs.D.He treats all his students in a fair manner.Passage ThreeQuestions 22 to 25 are based on the passage you have just heard.22. A.It is mostly imported from the Middle East.B.It is a sure indicator of its economic activity.C.It has a direct impact on the international oil market.D.It equals more than 30 million barrels of oil each day.23. A.It eventually turns into heat.B.It is used in a variety of forms.C.Its use is chiefly responsible for air pollution.D.Part of it is lost in the process of transmission.24.A.When it is used in rural areas.B.When it is environment-friendly.C.When it operates at near capacity.D.When it operates at regular times.25.A.Traffic jams in cities.B.Inefficient use of energy.C.Fuel shortage.D.Global warming.Section CDirections: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks with the exact words you have just heard. Finally, when the passage is read for the third time, you should check what you have written.Graphics are used in textbooks as part of the language of the discipline, as in math or economics, or as study aids. Authors use graphic aids to 26 and expand on concepts taken up in the text because graphics are yet another way of portraying relationships and 27 connections.Graphics are used extensively in natural sciences and social sciences. Social scientists work with statistics 28 data, and the best way to present these statistics is often in graphic form. Graphics are included- not merely as a means of making the information easier for the student to grasp, but as an integral part of the way social scientists think. Many textbooks, 29 those in economics, contain appendixes that provide specific information on reading and working with graphic material.Make it a practice to 30 attentively the titles, captions, headings, and other material connected with graphics. These elements 31 and usually explain what you are looking at. When you are examining graphics, the 32 questions to ask are (a.)What is this item about? and (b.)Whatkey idea is the author 33 ?One warning: Unless you integrate your reading of graphics with the text, you may make a wrong assumption. 34 , from a chart indicating that 33 percent of firstborn children in a research sample did not feel close to their fathers, you might assume that some dreadful influence was at work on the firstborn children. However, a careful reading of the text 35 that most of the firstborn children in the sample were from single-parent homes in which the father was absent.Part III Reading Comprehension (40 minutes)Section ADirections: In this section, there is a passage with ten blanks. You are requiredto select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on AnswerSheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.Questions 36 to 45 are based on the following passage.According to a report from the Harvard School of Public Health, many everyday products, including some bug sprays and cleaning fluids, could lead to an increased risk of brain and behavioral disorders in children. The developing brain, the report says, is particularly 36 to the toxic effects of certain chemicals these products may contain, and the damage they cause can be 37 .The official policy, however, is still evolving. Health and environmental 38 have long urged U.S. government agencies to 39 the use of some of the 11 chemicals the report cites and called for more studies on their long-term effects. In 2001, for example, the Environmental Protection Agency 40 the type and amount of lead that could be present in paint and soil in homes and child-care 41, after concerns were raised about lead poisoning. The agency is now 42 the toxic effects of some of the chemicals in the latest report.But the threshold for regulation is high. Because children's brain and behavioral disorders, like hyperactivity and lower grades, can also be linked to social and genetic factors, it's tough to pin them on exposure to specific chemicals with solid43 evidence, which is what the EPA requires. Even the Harvard study did not provea direct 44 but noted strong associations between exposure and risk of behavioral issues.Nonetheless, it's smart to 45 caution. While it may be impossible to prevent kids from drinking tap water that may contain trace amounts of chemicals, keeping kids away from lawns recently sprayed with chemicals and freshly dry-cleaned clothes can't hurt.A.advocatesB pactC.correlationD.exerciseE. facilitiesF. interactionG. investigatingH. overwhelmedI. particlesJ. permanentK. restrictedL. simulatingM. statisticalN. tightenO. vulnerableSection BDirections : In this section, you are going to read a passage with ten statements attached to it. Eachstatement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter.Answer the questions by marking the corresponding letter on Answer Sheet 2.The Impossibility of Rapid Energy Transitions[ A ] Politicians are fond of promising rapid energy transitions. Whether it is a transition from imported to domestic oil or from coal-powered electricity production to natural-gas power plants, politicians love to talk big. Unfortunately for them (and often the taxpayers), our energy systems are a bit like an aircraft carrier: they are unbelievably expensive, they are built to last for a very long time, they have a huge amount of inertia ( meaning it takes a lot of energy to set them moving ), and they have a lot of momentum once they are set in motion. No matter how hard you try, you can't turn something that large on a dime ( 10美分硬币 ), or even a few thousand dimes.[ B ] In physics, moving objects have two characteristics relevant to understanding the dynamics of energy systems: inertia and momentum. Inertia is the resistance of objects to efforts to change their state of motion. If you try to push a boulder ( 大圆石 ), it pushes you back. Once you have started the boulder rolling, it develops momentum, which is defined by its mass and velocity.Momentum is said to be "conserved," that is, once you build it up, it has to go somewhere. So a heavy object, like a football player moving at a high speed, has a lot of momentum-that is, once he is moving, it is hard to change his state of motion. If you want to change his course, you have only a few choices: you can stop him, transferring ( possibly painfully) some of his kinetic energy (动能) to your own body, or you can approach alongside and slowly apply pressure to gradually alter his course.[ C ] But there are other kinds of momentum as well. After all, we don't speak only of objects or people as having momentum; we speak of entire systems having momentum. Whether it's a sports team or a presidential campaign, everybody relishes having the big momentum, because it makes them harder to stop or change direction. [ D ] One kind of momentum is technological momentum. When a technology is deployed, its impacts reach far beyond itself. Consider the incandescent (白炽灯的) bulb, an object currently hated by many environmentalists and energy-efficiency advocates. The incandescent light bulb, invented by Thomas Edison, which came to be the symbol of inspiration, has been developed into hundreds, if not thousands, of forms. Today, a visit to a lighting store reveals a stunning array of choices. There are standard-shaped bulbs, flame-shaped bulbs, colored globe-shaped bulbs, and more. It is quite easy, with all that choice, to change a light bulb.[ E ] But the momentum of incandescent lighting does not stop there. All of those specialized bulbs ledto the building of specialized light fixtures, from the desk lamp you study by, to the ugly but beloved hand-painted Chinese lamp you inherited from your grandmother, to the ceiling fixture in your closet, to the light in your oven or refrigerator, and to the light that the dentist points at you. It is easyto change a light bulb, sure, but it is harder to change the bulb and its fixture. [ F ] And there is more to the story, because not only are the devices that house incandescent bulbs shaped to their underlying characteristics, but rooms and entire buildings have been designed in accordance with how incandescent lighting reflects off walls and windows.[ G ] As lighting expert Howard Brandston points out, “ Generally, there are no bad light sources, only bad applications. " There are some very commendable characteristics of the CFL [ compact fluorescent (荧光的) light bulb ], yet the selection of any light source remains inseparable from the luminaire (照明装置 ) that houses it, along with the space in which both are installed, and lighting requirements that need to be satisfied. The lamp, the fixture, and the room, all three must work in concert for the true benefits of end-users. If the CFL should be used for lighting a particular space, or an object within that space, the fixture must be designed to work with that lamp, and that fixture with the room. It is a symbiotic (共生的) relationship. A CFL cannot be simply installed in an incandescent fixture and then expected to produce a visual appearance that is more than washed out, foggy, and dim. The whole fixture must be replaced-light source and luminaire-and this is never an inexpensive proposition.[ H ] And Brandston knows a thing or two about lighting, being the man who illuminated the Statue of Liberty.[ I ]Another type of momentum we have to think about when planning for changes in our energy systems is labor-pool momentum. It is one thing to say that we are going to shift 30 percent of our electricity supply from, say, coal to nuclear power in 20 years. But it is another thing to have a supply of trained talent that could let you carry out this promise. That is because the engineers,designers, regulators, operators, and all of the other skilled people needed for the new energy industry are specialists who have to be trained first ( or retrained, if they are the ones being laid off in some related industry), and education, like any other complicated endeavor, takes time.And not only do our prospective new energy workers have to be trained, they have to be trained in the right sequence. One needs the designers, and perhaps the regulators, before the builders and operators, and each group of workers in training has to know there is work waiting beyond graduation. In some cases, colleges and universities might have to change their training programs, adding another layer of difficulty.[ J ] By far the biggest type of momentum that comes into play when it comes to changing our energy systems is economic momentum. The major components of our energy systems, such as fuel production, refining, electrical generation and distribution, are costly installations that have lengthy life spans. They have to operate for long periods of time before the costs of development have been recovered. When investors put up money to build, say, a nuclear power plant, they expect to earn that money back over the planned life of the plant, which is typically between 40and 60 years. Some coal power plants in the United States have operated for more than 70 years! The oldest continuously operated commercial hydro-electric plant in the United States is on New York's Hudson River, and it went into commercial service in 1898.[ K ] As Vaclav Smil points out, "All the forecasts, plans, and anticipations cited above have failed so miserably because their authors and promoters thought the transitions they hoped to implement would proceed unlike all previous energy transitions, and that their progress could be accelerated in an unprecedented manner. "[ L ] When you hear people speaking of making a rapid transition toward any type of energy, whether it is a switch from coal to nuclear power, or a switch from gasoline-powered cars to electric cars, or even a switch.from an incandescent to a fluorescent light, understanding energy system inertia and momentum can help you decide whether their plans are feasible.46. Not only moving objects and people but all systems have momentum.47. Changing the current energy system requires the systematic training of professionals and skilled labor.48. Changing a light bulb is easier than changing the fixture housing it.49. Efforts to accelerate the current energy transitions didn't succeed as expected.50. To change the light source is costly because you have to change the whole fixture.51. Energy systems, like an aircraft carrier set in motion, have huge momentum.52. The problem with lighting, if it arises, often doesn't lie in light sources but in their applications.53. The biggest obstacle to energy transition is that the present energy system is too expensive to replace.54. The application of a technology can impact areas beyond itself.55. Physical characteristics of moving objects help explain the dynamics of energy systems.Section CDirections: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C),and D ). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.Passage OneQuestions 56 to 60 are based on the following passage.One hundred years ago, "Colored" was the typical way of referring to Americans of African descent. Twenty years later, it was purposefully dropped to make way for "Negro. " By the late 1960s,that term was overtaken by "Black. " And then, at a press conference in Chicago in 1988, Jesse Jackson declared that "African American" was the term to embrace. This one was chosen because it echoed the labels of groups, such as "Italian Americans" and "Irish Americans," that had already beenfreed of widespread discrimination.A century's worth of calculated name changes point to the fact that naming any group is a politically freighted exercise. A 2001 study cataloged all the ways in which the term "Black" carried connotations (涵义) that were more negative than those of "African American. "But if it was known that "Black" people were viewed differently from "African Americans,"researchers, until now, hadn't identified what that gap in perceptionwas derived from. A recent study, conducted by Emory University's Erika Hall, found that "Black" people are viewed more negatively.than "African Americans" because of a perceived difference in socioeconomic status. As a result,"Black" people are thought of as less competent and as having colder personalities.The study's most striking findings shed light on the racial biases permeating the professional world.Even seemingly harmless details on a resume, it appears, can tap into recruiters' biases. A job application might mention affiliations with groups such as the "Wisconsin Association of African-American Lawyers" or the "National Black Employees Association," the names of which apparently have consequences, and are also beyond their members' control.In one of the study's experiments, subjects were given a brief description of a man from Chicago with the last name Williams. To one group, he was identified as "African-American," and another was told he was "Black. " With little else to go on, they were asked to estimate Mr. Williams's salary,professional standing, and educational background.The "African-American" group estimated that he earned about $ 37,000 a year and had a two-year college degree. The "Black" group, on the other hand, put his salary at about $ 29,000, and guessed that he had only "some" college experience. Nearly three-quarters of the first group guessed that Mr.Williams worked at a managerial level, while only 38.5 percent of the second group thought so.Hall's findings suggest there's an argument to be made for electing to use "African American,"though one can't help but get the sense that it's a decision that papers over the urgency of continued progress. Perhaps a new phrase is needed, one that can bring everyone one big step closer to realizing Du Bois's original, idealistic hope: "It's not the name-it's the Thing that counts. "56.Why did Jesse Jackson embrace the term "African American" for people of African descent?57. A.It is free from racial biases.B.It represents social progress.C.It is in the interest of common Americans.D.It follows the standard naming practice.57. What does the author say about the naming of an ethnic group ?A.It advances with the times.B.It is based on racial roots.C.It merits intensive study.D.It is politically sensitive.58.What do Erika Hall's findings indicate?A.Racial biases are widespread in the professional world.B.Many applicants don't attend to details on their resumes.C.Job seekers should all be careful- about their affiliations.D.Most recruiters are unable to control their racial biases.59. What does Erika Hall find in her experiment about a man with the last name Williams?A.African Americans fare better than many other ethnic groups.B.Black people's socioeconomic status in America remains low.C.People's conception of a person has much to do with the way he or she is labeled.D.One's professional standing and income are related to their educational background.60. What is Dr. Du Bois's ideal?A.All Americans enjoy equal rights.B.A person is judged by their worth.C.A new term is created to address African Americans.D.All ethnic groups share the nation's continued progress.Passage TwoQuestions 61 to 65 are based on the following passage.Across the board, American colleges and universities are not doing a very good job of preparing their students for the workplace or their post-graduation lives. This was made clear by the work of two sociologists, Richard Arum and Josipa Roksa.In 2011 they released a landmark study titled"Academically Adrift," which documented the lack of intellectual growth experienced by many people enrolled in college. In particular, Arum and Roksa found, college students were not developing the critical thinking, analytic reasoning and other higher-level skills that are necessary to thrive in today's knowledge-based economy and to lead our nation in a time of complex challenges and dynamic change.Arum and Roksa placed the blame for students' lack of learning on a watered-down college curriculum and lowered undergraduate work standards. Although going to college is supposed to be a Full-time job, students spent, on average, only 12 to14 hours a week studying and many were skating through their semesters without doinga significant amount of reading and writing. Students who take more challenging classes and spend more time studying do learn more. But the priorities of many undergraduates are with extracurricular activities, playing sports, and partying and socializing.Laura Hamilton, the author of a study on parents who pay for college, will argue in a forthcoming book that college administrations are overly concerned with the social and athletic activities of their students. In Paying for the Party, Hamilton describes what she calls the “arty pathway," which eases many students through college, helped-along by various clubs that send students into the party scene and a host of easier majors.By sanctioning this watered-down version of college, universities are"catering to the social and educational needs of wealthy students at the expense of others" who won't enjoy the financial backing or social connections of richer students once they graduate.These students need to build skills and knowledge during college if they are to use their degrees as a stepping-stone to middle-class mobility. But more privileged students must not waste this opportunity either. As recent graduates can testify, the job market isn't kind to candidates who can't demonstrate genuine competence, along with a well-cultivated willingness to work hard. Nor is the global economy forgiving of an American workforce with increasingly weak literacy, math and science abilities. College graduates will still fare better than those with only a highschool education, of course. But a university degree unaccompanied by a gain in knowledge or skills is an empty achievement indeed. For students who have been coasting through college, and for American universities that have been demanding less work, offering more attractions and charging higher tuition, the party may soon be over.61. What is Arum and Roksa's finding about higher education in America?A.It aims at stimulating the intellectual curiosity of college students.B.It fails to prepare students to face the challenges of modern times.C.It has experienced dramatic changes in recent years.D.It has tried hard to satisfy students' various needs.62. What is responsible for the students' lack of higher-level skills?A.The diluted college curriculum.B.The boring classroom activities.C.The absence of rigorous discipline.D.The outdated educational approach.63. What does Laura Hamilton say about college administrations?A.They fail to give adequate help to the needy students.B.They tend to offer too many less challenging courses.C.They seem to be out of touch with society.D.They prioritize non-academic activities.64. What can be learned about the socially and financially privileged students?A.They tend to have a sense of superiority over their peers.B.They can afford to choose easier majors in order to enjoy themselves.C.They spend a lot of time building strong connections with businesses.D.They can climb the social ladder even without a degree.65. What does the author suggest in the last paragraph?A.American higher education has lost its global competitiveness.B.People should not expect too much from American higher education.C. The current situation in American higher education may not last long.D.It will take a long time to change the current trend in higher education. Part IVTranslation(30 minutes)Directions: For this part, you .are allowed 30,minutes to translate a passage from Chinese into English. You should write your answer on Answer Sheet 2.最近，中国政府决定将其工业升级。
2015年12月英语六级考试真题及答案详解和听力原文第二套
2015年12月英语六级考试真题第二套Part I Writing （30minutes）Directions: For this part, you are allowed 30 minutes to write a short essay based on the picture below. You should focus on the difficulty in acquiring useful information in spite of advanced information technology. You are required to write at least 150 words but no more than 200 words．Part ⅡListening Comprehension (30 minutes)Section ADirections : In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A., B., C. and. D., and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.1. A. The restaurant offers some specials each day.B. The restaurant is known for its food varieties.C. The dressing makes the mixed salad very inviting.D. The woman should mix the ingredients thoroughly.2. A. He took over the firm from Mary. C. He failed to foresee major problems.B. He is running a successful business. D. He is opening a new consulting firm.3. A. Someone should be put in charge of office supplies.B. The man can leave the discs in the office cabinet.C. The man may find the supplies in the cabinet.D. The printer in the office has run out of paper.4. A. He has to use a magnifying glass to see clearly.B. The woman can use his glasses to read.C. He has the dictionary the woman wants.D. The dictionary is not of much help to him.5. A. Redecorating her office.B. Majoring in interior design.C. Seeking professional advice.D. Adding some office furniture.6. A. Problems in port management.B. Improvement of port facilities.C. Delayed shipment of goods.D. Shortage of container ships.7.A. Their boss. B. A colleague. C. Their workload. D. A coffee machine.8. A. Call the hotel manager for help.B. Postpone the event until a later date.C. Hold the banquet at a different place.D. Get an expert to correct the error.Questions 9 to 11 are based on the conversation you have just heard.9 .A. He shares some of the household duties.B. He often goes back home late for dinner.C. He cooks dinner for the family occasionally.D. He dines out from time to time with friends.10. A. To take him to dinner.B. To talk about a budget plan.C. To discuss an urgent problem.D. To pass on an important message.11. A. Foreign investors are losing confidence in India's economy.B. Many multinational enterprises are withdrawing from India.C. There are wild fluctuations in the international money market.D. There is a sharp increase in India's balance of payment deficit. Questions 12 to 15 are based on the conversation you have just heard.12. A. They have unrealistic expectations about the other half.B. They may not be prepared for a lifelong relationship.C. They form a more realistic picture of life.D. They try to adapt to their changing roles.13. A. He is lucky to have visited many exotic places.B. He is able to forget all the troubles in his life.C. He is able to meet many interesting people.D. He is lucky to be able to do what he loves.14.A. It is stressful. B. It is full of time. C. It is all glamour. D. It is challenging15. A. Bothered. B. Amazed. C. Puzzled. D. Excited.Section BDirections : In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A., B.,C. and D . Then mark the corresponding letter on Answer Sheet I with a single line through the centre.Passage OneQuestions 16 to 18 are based on the passage you have just heard.16. A. Maintain the traditional organizational culture.B. Learn new ways of relating and working together.C. Follow closely the fast development of technology.D. Learn to be respectful in a hierarchical organization.17. A. How the team integrates with what it is supposed to serve.B. How the team is built to keep improving its performance.C. What type of personnel the team should be composed of.D. What qualifications team members should be equipped with.18. A. A team manager must set very clear and high objectives.B. Teams must consist of members from different cultures.C. Team members should be knowledgeable and creative.D. A team manager should develop a certain set of skills.Passage TwoQuestions 19 to 22 are based on the passage you have just heard.19. A. It is a platform for sharing ideas on teaching at the University of Illinois.B. It was mainly used by scientists and technical people to exchange text.C. It started off as a successful program but was unable to last long.D. It is a program allowing people to share information on the Web.20. A. He visited a number of famous computer scientists.B. He met with an entrepreneur named Jim Clark.C. He sold a program developed by his friends.D. He invested in a leading computer business.21. A. They had confidence in his new ideas.B. They trusted his computer expertise.C. They were very keen on new technology.D. They believed in his business connections.Passage ThreeQuestions 22 to 25 are based on the passage you have just heard.22. A. Prestige advertising.B. Institutional advertising.C. Word of mouth advertising.D. Distributing free trial products.23. A. To sell a particular product.B. To build up their reputation.C. To promote a specific service.D. To attract high-end consumers.24. A. By using the services of large advertising agencies.B. By hiring their own professional advertising staff.C. By buying media space in leading newspapers.D. By creating their own ads and commercials.25. A. Decide on what specific means of communication to employ.B. Conduct a large-scale survey on customer needs.C. Specify the objectives of the campaign in detail.D. Pretest alternative ads or commercials in certain regions.Section CDirections: In this section, you will hoar a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks withthe exact words you have just hoard. Finally, when the passage is read for the third time, you should chock what you have written.Extinction is difficult concept to grasp. It is an（26）concept. It's not at all like the killing of individual life forms that can be renewed through normal processes of reproduction. Nor is it simply（27）numbers. Nor is it damage that can somehow be remedied or for which some substitute can be found. Nor is it something that simply affects our own generation. Nor is it something that could be remedied by some supernatural power. It is rather an（28）and final act for which there is no remedy on earth or in heaven. A species once extinct is gone forever. However many generations （29)us in coming centuries, none of them will ever see this species that we extinguish. Not only are we bringing about the extinction of life（30）, we are also making the land and the air and the sea so toxic that the very conditions of life are being destroyed.（31）basic natural resources, not only are the nonrenewable resources being（32）in a frenzy ( 疯狂) of processing, consuming, and（33）, but we are also mining much of our renewable resources, such as the very soil itself on which terrestrial (地球上的) life depends.The change that is taking place on the earth and in our minds is one of the greatest changes ever to take place in human affairs, perhaps the greatest, since what we are talking about is not simply another historical change or cultural （34）, but a change of geological and biological as well as psychological order of（35).Part ⅢReading Comprehension (40 minutes)Section ADirections: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.Questions 36 to 45 are based on the following passage.It seems to be a law in the technology industry that leading companies eventually lose their positions, often quickly and brutally. Mobile phone champion Nokia, one of Europe's biggest technology success stories, was no（36）, losing its market share in just a few years.In 2007, Nokia accounted for more than 40% of mobile phone sales（37）But consumers'preferences were already（38）toward touch-screen smart phones. With the introduction of Apple's phone in the middle of that year, Nokia's market share（39）rapidly and revenue plunged. By the end of 2013, Nokia had sold its phone business to Microsoft.What sealed Nokia's fate was a series of decisions made by Stephen Elop in his position as CEO, which he（40）in October 2010. Each day that Elop spent in charge of Nokia, the company's market value declined by $ 23 million, making him, by the numbers, one of the worst CEOs in history. But Elop was not the only person at（41）Nokia's board resisted change, making it impossible for the company to adapt to rapid shifts in the industry. Most（42）, Jorma Ollila, who had led Nokia's transition from an industrial company to a technology giant, was too fascinated by the company's（43）success to recognize the change that was needed to sustain its competitiveness. The company also embarked on a（44）cost-cutting program, which included the elimination of thousands of jobs. This contributed to the(45) of the company’s once-spirited culture.which had motivated employees to take risks and make miracles. Good leaders left the company, taking Nokia's sense of vision and directions with them. Not surprisingly, much of Nokia's most valuable design and programming talent left as well.A. assumedB. biasC. desperateD. deteriorationE. exceptionF. faultG. incidentallyH. notablyI. previousJ. relayedK. shiftingL. shrankM. subtleN. transmittingO. worldwideSection BDirections : In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once.Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.First-Generation College-Goers: Unprepared and Behind Kids who are the first in their families to brave the world of higher education come on campus with little academic know—how and are much more likely than their peers to drop outbefore graduation.[ A] When Nijay Williams entered college last fall as a first—generation student and Jamaican immigrant, he was academically unprepared for the rigors of higher education. Like many first—generation students, he enrolled in a medium-sized state university many of his high school peers were also attending, received a Pell Grant, and took out some small federal loans to cover other costs.Given the high price of room and board and the closeness of the school to his family, he chose to live at home and worked between 30 and 40 hours a week while taking a full class schedule.[ B] What Nijay didn't realize about his school—Tennessee State University—was its frighteningly low graduation rate: a mere 29 percent for its first-generation students. At the end of his first year, Nijay lost his Pell Grant of over $ 5,000 after narrowly missing the 2.0 GPA cut-off, making it impossible for him to continue paying for school.[ C ]Nijay represents a large and growing group of Americans: first—generation college students who enter school unprepared or behind. To make matters worse, these schools are ill-equipped to graduate these students—young adults who face specific challenges and obstacles. They typically carry financial burdens that outweigh those of their peers, are more likely to work while attending school, and often require significant academic remediation (补习).[ D ] Matt Rubinoff directs I'm First, a nonprofit organization launched last October to reach out to this specific population of students. He hopes to distribute this information and help prospective college-goers fad the best post-secondary fit. And while Rubinoff believes there are a good number of four—year schools that truly care about these students and set aside significant resources and programs for them, he says that number isn't high enough.[ E ] "It's not only the selective and elite institutions that provide those opportunities for a small subset of this population," Rubinoff said, adding that a majority of first-generation undergraduates tend toward options such as online programs, two—year colleges, and commuter state schools."Unfortunately, there tends to be a lack of information and support to help students think bigger and broader. "[ F] Despite this problem, many students are still drawn to these institutions--and two-year schools in particular. As a former high school teacher, I saw students choose familiar, cheaper options year after year. Instead of skipping out on higher education altogether, they chose community colleges or state schools with low bars for admittance.[ G]"They underestimate themselves when selecting a university," said Dave Jarrat, a marketing executive for Inside Track, a for—profit organization that specializes in coaching low-income students and supporting colleges in order to help students thrive. "The reality of it is that a lot of low-income kids could be going to elite universities on a full ride scholarship and don't even realize it. "[ H] "Many students are coming from a situation where no one around them has the experience of successfully completing higher education, so they are coming in questioning themselves and their college worthiness," Jarrat continued. That helps explain why, as I'm First's Rubinoff indicated, the schools to which these students end up resorting can end up being some of the poorest matches for them. The University of Tennessee in Knoxville offers one example of this dilemma. A flagship university in the South, the school graduates just 16 percent of its first—generation students, despite its overall graduation rate of 71 percent. Located only a few hours apart, The University of Tennessee and Tennessee State are worth comparing. Tennessee State's overall graduation rate is a tiny 39 percent, but at least it has a smaller gap between the outcomes for first—generation students and those of their peers.[ I] Still, the University of Tennessee deserves credit for being transparent. Many large institutions keep this kind of data secret—or at least make it incredibly difficult to find The University of North Carolina at Chapel Hill, for instance, admits only that the graduation rate for its first—generation pupils is "much lower" than the percentage of all students who graduate within four years (81 percent).[ J] It is actually quite difficult to freed reliable statistics on the issue for many schools. Higher education institutions are, under federal law, required to report graduation rates, but these reports typically only include Pell recipient numbers —not necessarily rates specific to first—generation students. Other initiatives fail to break down the data, too. Imagine how intimidating it can be for prospective students unfamiliar with the complexities of higher education to navigate this kind of information and then identify which schools are the best fit.[ K] It was this lack of information that prompted the launch of I'm First in 2013, originally as an ann. of its umbrella organization, the Center For Student Opportunity."If we can help to direct students to more of these types of campuses and help students to understand them to be realistic and accessible places, have them apply to these schools at greaterfrequency and ultimately get in and enroll, we are going to raise the success rate," Rubinoff said, citing a variety of colleges ranging from large state institutions to smaller private schools.[ L] Chelsea Jones, who now directs student programming at I'm First, was a first—generation college student at Howard. Like other student new to the intimidating higher—education world, she often struggled on her path to college, "There wasn't really a college—bound culture at my high school," she said. "I wanted to go to college but I didn't really know the process. " Jones became involved with a college—access program through Princeton University in high school. Now, she attributesmuch of her understanding of college to that: "But once I got to campus, it was a completely different ball game that no one really prepared me for. "[ M] She was fortunate, though. Howard, a well—regarded historically black college, had an array of resources for its first—generation students, including matching kids with counselors, commenting first—generation students to one another, and TRIO, a national program that supported 200 students on Howard's campus. Still, Jones represents a small percentage of first-generation students who are able to gain entry into more elite universities, which are often known for robust financial aid packages and remarkably high graduation rates for first—generation students.(Harvard, for example, boasts a six—year graduation rate for underrepresented minority groups of 98 percent. ) [ N]Christian Vazquez, a first—generation Yale graduate, is another exception, his success story setting him far apart from students such as Nijay. "There is a lot of support at Yale, to an extent, after a while, there is too much support," he said, half—joking about the countless resources available at the school. Students are placed in small groups with counselors ( trained seniors on campus) ;they have access to cultural and ethnic affinity (联系) groups, tutoring centers and also have asummer orientation specifically for first—generation students ( the latter being one of the most common programs for students).[ O]"Our support structure was more like : ' You are going to get through Yale; you are going to do well,' " he said, hinting at mentors (导师), staff, and professors who all provided significant support for students who lacked confidence about "belonging" at such a top institution.46. Many first—generation college—goers have doubts about their abilities to get a college degree.47. First—generation college students tend to have much heavier financial burdens than their peers.48. The graduation rate of first—generation students at Nijay's university was incredibly low.49. Some top institutions like Yale seem to provide first—generation students with more support than they actually need.50. On entering college, Nijay Williams had no idea how challenging college education was.51. Many universities simply refuse to release their exact graduation rates for first-generation students.52. According to a marketing executive, many students from low-income families don't know they could have a chance of going to an elite university.53. Some elite universities attach great importance to building up the first—generation students' serf—confidence.54. I'm First distributes information to help first-generation college-goers find schools that are most suitable for them.55. Elite universities tend to graduate fan’s-generation students at a higher rate.Section CDirections: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A., B., C. and D . You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.Passage OneQuestions 56 to 60 are based on the following passage.Saying they can no longer ignore the rising prices of health care, some of the most influential medical groups in the nation are recommending that doctors weigh the costs, not just the effectiveness of treatments, as they make decisions about patient care. The shift, little noticed outside the medical establishment but already controversial inside it, suggests that doctors are starting to redefine their roles, from being concerned exclusively about individual patients to exerting influence on how healthcare dollars are spent. In practical terms, the new guidelines being developed could result in doctors choosing one drug over another for cost reasons or even deciding that a particular treatment—at the end oflife, for example—is too expensive. In the extreme, some critics have said that making treatment decisions based on cost is a form of rationing. Traditionally, guidelines have heavily influenced the practice of medicine, and the latest ones are expected to make doctors more conscious of the economic consequences of their decisions, even though there's no obligation to follow them. Medical society guidelines are also used by insurancecomoanies to help determine reimbursement (报销) policies. Some doctors see a potential conflict in trying to be both providers of patient care and facial.Overseers. "There should be forces in society who should be concerned about the budget, but they shouldn't be functioning simultaneously as doctors," said Dr. Martin Samuels at a Boston hospital. He said doctors risked losing the trust of patients if they told patients, "I'm not going to do what I think is best for you because I think it's bad for the healthcare budget in Massachusetts. " Doctors can face some grim trade—offs. Studies have shown, for example, that two drugs are about equally effective in treating macular degeneration, and eye disease. But one costs $ 50 a dose and the other close to $ 2,000. Medicare could save hundreds of millions of dollars a year if everyone used the cheaper drug, Avastin, instead of the costlier one, Lucentis. But the Food and Drug Administration has not approved Avastin for use in the eye. and using it rather than the alternative, Lucentis, might carry an additional, although slight, safety risk. Should doctors consider Medicare's budget in deciding what to use?"I think ethically (在道德层面上) we are just worried about the patient in front of us and not trying to save money for the insurance industry or society as a whole," said Dr. Donald Jensen. Still, some analysts say that there's a role for doctors to play in cost analysis because not many others are doing so. "In some ways," said Dr. Daniel Sulmasy, "it represents a failure of wider society to take up the issue. "56. What do some most influential medical groups recommend doctors do?A. Reflect on the responsibilities they are supposed to take.B. Pay more attention to the effectiveness of their treatments.C. Take costs into account when making treatment decisions.D. Readjust their practice in view of the cuts in health care.57. What were doctors mainly concerned about in the past?A. Specific medicines to be used.B. Effects of medical treatment.C. Professional advancement.D. Patients' trust.58. What may the new guidelines being developed lead to?A. The redefining of doctors' roles.B. Overuse of less effective medicines.C. Conflicts between doctors and patients.D. The prolonging of patients' suffering.59. What risk do doctors see in their dual role as patient care providers and financial overseers?A. They may be involved in a conflict of interest.B. They may be forced to divide their attention.C. They may have to use less effective drugs.D. They may lose the respect of patients.60. What do some experts say about doctors' involvement in medical cost analysis?A. It may add to doctors' already heavy workloads.B. It will help to save money for society as a whole.C. It results from society's failure to tackle the problem.D. It raises doctors' awareness of their social responsibilities.Passage TwoQuestions 61 to 65 are based on the following passage.Economic inequality is the "defining challenge of our time," President Barack Obama declared in a speech last month to the Center for American Progress. Inequality is dangerous, he argued, not merely because it doesn't look good to have a large gap between the rich and the poor, but because inequality itself destroys upward mobility, making it harder for the poor to escape from poverty. "Increased inequality and decreasing mobility pose a fundamental threat to the American Dream," he said. Obama is only the most prominent public figure to declare inequality Public Enemy No. 1 and the greatest threat to reducing poverty in America. A number of prominent economists have also argued that it's harder for the poor to climb the economic ladder today because the rungs (横档) in that ladder have grown farther apart.For all the new attention devoted to the 1 percent, a new dam set from the Equality of Opportunity Project at Harvard and Berkeley suggests that, if we care about upward mobility overall, we're vastly exaggerating the dangers of the rich—poor gap. Inequality itself is not a particularly strong predictor of economic mobility, as sociologist Scott Winship noted in arecent article based on his analysis of this data. So what factors, at the community level, do predict if poor children will move up the economic ladder as adtdts? what explains, for instance, why the Salt Lake City metro area is one of the 100 largest metropolitan areas most likely to lift the fortunes of the poor and the Atlanta metro area is one of the least likely?Harvard economist Raj Cherty has pointed to economic and racial segregation, community density, the size of a community's middle class, the quality of schools, commitments religiosity, and family structure, which he calls the "single strongest correlate of upward mobility. " Chetty finds that communities like Salt Lake City, with high levels of two-parent families and religiosity, are much more likely to see poor children get ahead than communities like Atlanta, with high levels of racial and economic segregation. Chetty has not yet issued a comprehensive analysis of the relative predictive power of each of these factors. Based on my analyses of the data. of the factors that Chetty has highlighted, the following three seem to be most predictive of upward mobility in a given community.1. Per-capita (人均) income growth2. Prevalence of single mothers ( where correlation is strong, but negative)3. Per-capita local government spending In other words, communities with high levels of per-capita income growth, high percentages of two-parent families, and high local government spending-which may stand for good schools-are the most likely to help poor children relive Horatio Alger's rags-to-riches story.61. How does Obama view economic inequality?A. It is the biggest obstacle to social mobility.B. It is the greatest threat to social stability.C. It is the No. 1 enemy of income growth.D. It is the most malicious social evil of our time.62. What do we learn about the inequality gap from Scott Winship's data analysis?A. It is fast widening across most parts of America.B. It is not a reliable indicator of economic mobility.C. It is not correctly interpreted.D. It is overwhelmingly ignored.63. Compared with Atlanta, metropolitan Salt Lake City is said toA. have placed religious beliefs above party politics.B. have bridged the gap between the rich and the poor.C. offer poor children more chances to climb the social ladder.D. suffer from higher levels of racial and economic segregation.64. What is strongly correlated with social mobility according to economist Raj Cherty?A. Family structure.B. Racial equality.C. School education.D. Community density.65. What does the author seem to suggest?A. It is important to increase the size of the middle class.B. It is highly important to expand the metropolitan areas.C. It is most imperative to focus our efforts on the elimination of income inequality.D. It is better to start from the community to help poor children move up the social ladder.Part ⅣTranslation (30 minutes)Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese into English. You should write your answer on Answer Sheet 2.在中国，父母总是竭力帮助孩子，甚至为孩子做重要决定，而不管孩子想要什么，因为他们相信这样做是为孩子好。
2015年6月--12月英语大学英语六级真题及答案详解(共6套)
15年6月大学英语六级考试真题（第1套）Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write an essay commenting on the saying “ Knowledge isa treasure，but practice is the key to it. ” You can give an example or two to illustrate your point ofview. You should write at least 150 words but no more than 200 words.Section ADirections: In this section, you will hear two long conversations. At the end of each conversation, you will hear some questions. Both the conversation and the questions will be spoken only once. After you hear aquestion, you must choose the best answer from the four choices marked A), B), C) and D). Then Part I Listening C ❹mprehensioii 30 minutes' mark the corresponding letter on AnswerSheet 1 with a single line through the centre.Conversation OneQuestions 1 to 4 are based on the conversation you have just heard.1.A) Persuade the man to join her company. C) Export bikes to foreign markets.B)Employ the most up-to-datetechnology. D) Expand their domestic business.2.A) The state subsidizes small and medium enterprises.B)The government has control over bicycle imports.C)They can compete with the best domestic manufacturers.D)They have a cost advantage and can charge higher prices.3.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.4.A) Report to the management. C) Conduct a feasibility study.B)Attract foreign investments. D) Consult financial experts.Conversation TwoQuestions 5 to 8 are based on the conversation you have just heard.5.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 ranning。
201512月大学英语六级考试真题
2015年12月大学英语六级考试真题Part ⅡListening ComprehensionSection ADirections:In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer . Then mark the corresponding letter on Answer Sheet I with a single line through the center1. A) She is amazed at the fast change of technology.B) She is unable to use the new computer program.C) She is unaware her operation system is outdated.D) She is impatient to learn computer programming.2. A) He prefers to stay home for the holiday. C) He is going out of town for a couple of days.B) He has long been fed up with traveling. D) He is annoyed by the heavy traffic downtown3. A) The location for their new office. C) Their expansion into the overseas market.B) The challenges facing East Asia. D) The living expenses in Tokyo andSingapore.4. A) The woman forgot where she had left her cell phone.B) The woman was very pleased to find her cell phone.C) A number of cell phones were found after the last show.D) Reserved tickets could be picked up at the ticket counter.5. A) Qualified carpenters are not easy to find.B) The construction schedule may not be met.C) The project is being held up by bad weather.D) The building materials will be delivered soon,6. A) She resents the way she is treated.B) She never intends to hurt anyone.C) She is getting very forgetful these daysD) She does not hold on to bitter feelings.7. A) The man is trying to sell the woman a houseB) The woman has trouble getting a mortgage.C) The woman is moving to a foreign country.D) The man wants to rent a small apartment.8. A) They are writing a story for the Morning News.B) They are facing great challenges to get re-elected.C) They are launching a campaign to attract women voters.D) They are conducting a survey among the women in town.Questions 9 to 11 are based on the conversation you have just heard.9. A) Make him cry. C) Make him feel young.B) Touch his heart. D) Remind him of his life.10. A) He is good at singing operas. C) He loves country music in particularB) He enjoys complicated music. D) He can sing any song if he likes it11. A) Go to a bar and drink for hours. C) Go to work and wrap himself up in music.B) Go to an isolated place to sing blues. D) Go to see a performance in a concert hall.Questions 12 to 15 are based on the conversation you have just heard.12. A) How he does his job C) How he writes news stories.B) How he makes his living. D) How he became an announcer.13. A) They polish incoming news stories.B) They gather news stories on the spot.C) They write the first version of news stories.D) They write comments on major news stories.14. A) Reading through the news stories in a given period of time,B) Having little time to read the news before going on the air.C) Having to change the tone of his voice from time to time.D) Getting all the words and phrases pronounced correctly.15. A) It serves as a reminder of sad news C) It alerts him to somethingimportantB) It gives a signal for him to slow down D) It shows where advertisements come in.Section BDirections: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B). C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.Passage OneQuestions 16 to 18 are based on the passage you have just heard.16. A) It was invented by an American Indian.B) It can be found in many parts of the world.C) It is often carried around by small children.D) It gives pleasure to both adults and children.17. A) They were collected by a number of museums.B) They were small circus figures made of wire.C) They were delicate geometric figures.D) They were made for earning a living.18. A) In engineering. C) In artB) In circus performance. D) In geometry. Passage TwoQuestions 19 to 21 are based on the passage you have just heard.19. A) They have trouble dealing with overseas students.B) They admit more students than they can handle.C) They offer students a wide variety of courses.D) They attract students from all over the world.20. A) Everyone has a right to an education to an appropriate to his potential.B) A good education is necessary for one to climb the social ladder.C) A good education contributes to the prosperity of a nation.D) Everyone will benefit from education sooner or later.21. A) He treats all his students in a fair manner.B) He tailors his teaching to students' needs.C) He enjoys teaching intelligent students.D) He likes students with high motivation.Passage ThreeQuestions 22 to 25 are based on the passage you have just heard.22. A) It equals more than 30 million barrels of oil each day.B) It has a direct impact on the international oil market.C) It is a sure indicator of its economic activity.D) It is mostly imported from the Middle East.23. A) Part of it is lost in the process of transmission.B) Its use is chiefly responsible for air pollution.C) It is used in a variety of forms.D) It eventually turns into heat.24. A) When it is used in rural areas.B) When it operates at near capacity.C) When it is environment-friendly.D) When it operates at regular times,25. A) Global warming.B) Fuel shortage.C) Inefficient use of energy,D) Traffic jams in cities.Part III Reading ComprehensionSection ADirections: In this section. there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passagethrough carefully before making your choices. Each choice in the bank is identified by a letter.Please mark the corresponding letter for each item on Answer Sheet 2with a single line throughthe center. You may not use any of the words in the bank more than once. Questions 36 to 45 are based on the following passage.According to a report from the Harvard School of Public Health, many everyday products, including some bug sprays and cleaning fluids, could lead to an increased risk of brain and behavioral disorders in children. The developing brain, the report says. is particularly 36 to the toxic effects of certain chemicals these products may contain, and the damage they cause can be 37 .The official policy, however, is still evolving. Health and environmental 38 have long urged U.S .government agencies to 39 the use of some of the 11 chemicals the report cites and called for more studies on their long-term effects. In 2001, for example, the Environmental Protection Agency 40 the type and amount of lead that could be present in paint and soil in homes and child-care 41 after concerns were raised about lead poisoning. The agency is now 42 the toxic effects of some of the chemicals in the latest report.But the threshold for regulation is high. Because children's brain and behavioral disorders, like hyperactivity and lower grades, can also be linked to social and genetic factors, it's tough to pin them on exposure to specific chemicals with solid 43 evidence, which is what the EPA requires. Even the Harvard study did not prove a direct 44 but noted strong associations between exposure and risk of behavioral issues.Nonetheless, it's smart to 45 caution. While it may be impossible to prevent kids from drinking tap water that may contain trace amounts of chemicals, keeping kids away from lawns recently sprayed with chemicals and freshly dry-cleaned clothes can't hurt.Section BDirections: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.The Impossibility of Rapid Energy Transitions[A]Politicians arc fond of promising rapid energy transitions. Whether it is a transition from imported to domestic oil or from coal-powered electricity production to natural-gas power plants, politicians love to talk big. Unfortunately for them (and often the taxpayers), our energy systems are a bit like an aircraftcarrier: they arc unbelievably expensive, they are built to last for a very long time, they have a huge amount of inertia (meaning it takes a lot of energy to set them moving), and they have a lot of momentum once they are set in motion. No matter how hard you try, you can't turn something that target on a dime (10美分硬币), or even a few thousand dimes.[B] in physics, moving objects have two characteristics relevant to understanding the dynamics of energy systems: inertia and momentum. Inertia is the resistance of objects to efforts to change their state of motion. If you try to push a boulder (大圆石), it pushes you back. Once you have started the boulder rolling, it develops momentum, which is defined by its mass and velocity. Momentum is said to be "conserved," that is, once you build it up, it has to go somewhere. So a heavy object, like a football player moving at a high speed, has a lot of momentum-that is, once he is moving, it is hard to change his state of motion. If you want to change his course, you have only a few choices: you can stop him, transferring (possibly painfully) some of his kinetic energy (动能) to your own body, or you can approach alongside and slowly apply pressure to gradually alter his course.[C] But there are other kinds of momentum as well. After all, we don't speak only of objects or people as having momentum; we speak of entire systems having momentum. Whether it's a sports team or a presidential campaign, everybody relishes having the big momentum, because it makes them harder to stop or change direction.[D]One kind of momentum is technological momentum. When a technology isdeployed, its impacts reach far beyond itself. Consider the incandescent (白炽灯的) bulb, an object currently hated by many environmentalists and energy-efficiency advocates. The incandescent light bulb, invented by Thomas Edison, which came to be the symbol of inspiration, has been developed into hundreds, if not thousands, of forms. Today, a visit to a lighting store reveals a stunning array of choices. There are standard-shaped bulbs, flame-shaped bulbs, colored globe-shared bulbs, and more. It is suite easy with all that choice. T o change a light bulb and its fixture. [E] But the momentum of incandescent lighting does not stop there. All of those specialized bulbs led to the building of specialized light fixtures, from the desk lamp you study by, to the ugly but beloved hand-painted Chinese lamp you inherited from your grandmother, to the ceiling fixture in your closet, to the light in your oven or refrigerator, and to the light that the dentist points at you. It is easy to change a light bulb, sure, but it is harder to change the bulb and its fixture.[F] And there is more to the story, because not only arc the devices that house incandescent bulbs shaped to their underlying characteristics, but rooms and entire buildings have been designed in accordance with how incandescent lighting reflects off walls and windows.[G] As lighting expert Howard Braadston points out, "Generally, there are no bad light sources, only bad applications." There are some very commendable characteristics of the CFL [compact fluorescent (荧光的) light bulb], yet the selection of any light source remains inseparable from the luminaire (照明装置) that houses it, along with the space in which both are installed, and lighting requirements thatneed to be satisfied. The lamp, the fixture, and the room, all three must work in concert for the true benefits of end-users. If the CFL should be used for lighting a particular space, or an object within that space, the fixture must be designed to work with that lamp, and that fixture with the room. It is a symbiotic (共生的)relationship. A CFL cannot be simply installed in an incandescent fixture and then expected to produce a visual appearance that is more than washed out, foggy, and dim. The whole fixture must be replaced-light source and luminaire-and this is never an inexpensive proposition.[H] And Brandston knows a thing or two about lighting, being the man who illuminated the Statue of Liberty.[I]Another type of momentum weave have to think about when planning for changes in our energy systems is labor-pool momentum. It is one thing to say that we are going to shift 30 percent of our electricity supply from, say, coal to nuclear power in 20 years. But it is another thing to have a supply of trained talent that could let you carry out this promise. That is because the engineers, designers, regulators, operators, and all of the other skilled people needed for the new energy industry are specialists who have to be trained first (or retrained, if they are the ones being laid off in some related industry), and education, like any other complicated endeavor, takes time. And not only do our prospective new energy workers have to be trained, they have to be trained in the right sequence. One needs the designers, and perhaps the regulators, before the builders and operators, and each group of workers in training has to know there is work waiting beyondgraduation. In some cases, colleges and universities might have to change their training programs, adding another layer of difficulty.[J] By far the biggest type of momentum that comes into play when it comes to changing our energy systems is economic momentum. The major components of our energy systems, such as fuel production, refining, electrical generation and distribution, are costly installations that have lengthy life spans. They have to operate for long periods of time before the costs of development have been recovered. When investors put up money to build, say, a nuclear power plant, they expect to cam that money back over the planned life of the plant, which is typically between 40 and 60 years. Some coal power plants in the United States have operated for more than 70 years! The oldest continuously operated commercial hydro-electric plant in the United States is on New York's Hudson River, and it went into commercial service in 1898.[k] As Vaclav Smil points out, "All the forecasts, plans, and anticipations cited above have failed so miserably because their authors and promoters thought the transitions they hoped to implement would proceed unlike all previous energy transitions, and that their progress could be accelerated in an unprecedented manner."[L] When you hear people speaking of making a rapid transition toward any type of energy, whether it is a switch from coal to nuclear power, or a switch from gasoline-powered cars to electric cars, or even a switch from an incandescent to a fluorescent light, understanding energy system inertia and momentum can helpyou decide whether their plans are feasible.46. Not only moving objects and people but all systems have momentum.47. Changing the current energy system requires the systematic training of professionals and skilled labor.48. Changing a light bulb is easier than changing the fixture housing it.49. Efforts to accelerate the current energy transitions didn't succeed as expected.50. To change the light source is costly because you have to change the whole fixture.51. Energy systems, like an aircraft carrier set in motion, have huge momentum.52. The problem with lighting, if it arises, often doesn't lie in light sources but in their applications.53. The biggest obstacle to energy transition is that the present energy system is too expensive to replace.54. The application of a technology can impact areas beyond itself.55. Physical characteristics of moving objects help explain the dynamics of energy systems.Section CDirections: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B). C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the center. Passage OneQuestions 56 to 60 are based on the following passage.One hundred years ago, "Colored" was the typical way of referring to Americans of African descent. Twenty years later, it was purposefully dropped to make way for "Negro." By the late 1960s, that term was overtaken by "Black." And then, at a press conference in Chicago in 1988, Jesse Jackson declared that "Africa American" was the term to embrace. This one was chosen because it echoed the labels of groups, such as "Italian Americans" and "Irish Americans," that had already been (recd of widespread discrimination.A century's worth of calculated name changes point to the fact that naming any group is a politically freighted exercise. A 2001 study cataloged all the ways in which the term "Black" carried connotations (涵义) that were more negative than those of "African American."But if it was known that "Black" people were viewed differently from "African Americans;' researchers,until now, hadn't identified what that gap in perception was derived from. A recent study, conducted by Emory University's Erika Hall, found that "Black" people arc viewed more negatively than "African Americans" because of a perceived difference in socioeconomic status. As a result, "Black" people are thought of as less competent and as having colder personalities.The study's most striking findings shed light on the racial biases permeating the professional world Even seemingly harmless details on a r6sum6, it appears, can tap into recruiters' biases. A job application might mention affiliations with groups suchas the "Wisconsin Association of African-American Lawyers" or the "National Black Employees Association," the names of which apparently have consequences, and are also beyond their members' control.In one of the study's experiments, subjects were given a brief description of a man from Chicago with the last name Williams. To one group, he was identified as "African-American," and another was told he was "Black." With little else to go on, they were asked to estimate Mr. Williams's salary, professional standing, and educational background.The "African-American" group estimated that he earned about $37,000 a year and had a two-year college degree. The "Black" group, on the other hand, put his salary at about $29,000, and guessed that be had only "some" college experience. Nearly three-quarters of the first group guessed that Mr. Williams worked at a managerial level, while only 38.5 percent of the second group thought so.Hall's findings suggest there's an argument to be made for electing to use "African American," though one can't help but get the sense that it's a decision that papers over the urgency of continued progress. Perhaps a new phrase is needed, one that can bring everyone one big step closer to realizing Du Bois' s original, idealistic hope: "It's not the name-it's the Thing that counts."56. Why did Jesse Jackson embrace the term "African American “for people of African descent?A) It is free from racial biases. C) It is in the interest of common Americans.B) It represents social progress. D) It follows the standard naming practice.57. What does the author say about the naming of an ethnic group?A) It advances with the times. C) It merits intensive study.B) It is based on racial roots. D) It is politically sensitive.58. What do Erika Hall's findings indicate?A) Racial biases arc widespread in the professional world.B) Many applicants don't attend to details on their resumesC) Job seekers should all be careful about their affiliations.D) Most recruiters are unable to control their racial biases.59. What does Erika Hall find in her experiment about a man with the last name Williams?A) African Americans fare better than many other ethnic groups.B) Black people's socioeconomic status in America remains low.C) People's conception of a person has much to do with the way he or she is labeled.D) One's professional standing and income arc related to their educational background.60. What is Dr. Du Bois's ideal?A) All Americans enjoy equal rights. C) A new term is created to address African Americans.B) A person is judged by their worth. D) All ethnic groups share the nation's continued progress.Passage TwoQuestions 61 to 65 are based on the following passage.Across the board, American colleges and universities are not doing a very good job of preparing their students for the workplace or their post-graduation lives. This was made clear by the work of two sociologist , Richard Arum and Josipa Roksa. In 2011 they released a landmark study titled "Academically Adrift, "which documented the lack of intellectual growth experienced by many people enrolled in college. In particular, Arum and Roksa found, college students were not developing the critical thinking, analytic reasoning and other higher-level skills that are necessary to thrive in today's knowledge-based economy and to lead our nation in a time of complex challenges and dynamic change.Arum and Roksa placed the blame for students' lack of learning on a watered-down college curriculum and lowered undergraduate work standards, Although going to college is supposed to be a full-time job, students spent, on average. only 12 to 14 hours a week studying and many were skating through their semesters without doing a significant amount of reading and writing. Students who take more challenging classes and spend more time studying do learn more. But the priorities of many undergraduates are with extracurricular activities, playing sports, and partying and socializing.Laura Hamilton, the author of a study on parents who pay for college, will argue in a forthcoming book that college administrations are overly concerned with the social and athletic activities of their students. In Paying for the Party. Hamiltondescribes what she calls the "party pathway." which eases many students through college, helped along by various clubs that send students into the party scene and a host of easier majors. By sanctioning this watered-down version of college, universities are "catering to the social and educational needs of wealthy students at the expense of others" who won't enjoy the financial backing or social connections of richer students once they graduate.These students need to build skills and knowledge during college if they arc to use their degrees as a stepping-stone to middle-class mobility. But more privileged students must not waste this opportunity either.As recent graduates can testify, the job market isn't kind to candidates who can't demonstrate genuine competence, along with a well-cultivated willingness to work hard. Nor is the global economy forgiving of an American workforce with increasingly weak literacy, math and science abilities. College graduates will still fare better than those with only a high school education, of course. But a university degree unaccompanied by a gain in knowledge or skills is an empty achievement indeed. For students who have been coasting through college, and for American universities that have been demanding less work, offering more attractions and charging higher tuition, the party may soon be over.61. What is Arum and Roksa's finding about higher education in America?A) It aims at stimulating the intellectual curiosity of college students.B) It fails to prepare students to face the challenges of modern times.C) It has experienced dramatic changes in recent years.D) It has tried hard to satisfy students' various needs.62. What is responsible for the students' lack of higher-level skills?A) The diluted college curriculum. C) The absence of rigorous discipline.B) The boring classroom activities. D) The outdated educational approach.63. What does Laura Hamilton say about college administrations?A) They fail to give adequate help to the needy students.B) They tend to offer too many less challenging courses.C) They seem to be out of touch with society.D) They prioritize non-academic activities.64. What can be learned about the socially and financially privileged students?A) They tend to have a sense of superiority over their peers.B) They can afford to choose easier majors in order to enjoy themselves.C) They spend a lot of time building strong connections with businesses.D) They can climb the social ladder even without a degree.65. What does the author suggest in the last paragraph?A) American higher education has lost its global competitiveness.B) People should not expect too much from American higher education.C) The current situation in American higher education may not last long.D) It will take a long time to change the current trend in higher education. Part IVTranslationDirections: For this part you are allowed 30 minutes to translate a passage from Chinese into English. You should write your answer on Answer Sheet 2.在帮助国际社会于2030年前消除极端贫困过程中，中国正扮演着越来越重要的角色。
2015年12月大学英语六级考试模考卷及答案(一)
2015年12月大学英语六级考试模考卷一Part I Writing （30 minutes）Directions: For this part, you are allowed 30 minutes to write a short essay entitled Man and Environment following the outline given below. You should write at least 150 words but no more than 200 words.1. 我们的生存环境面临威胁；2. 人与环境的关系；3. 保护环境的办法。
Man and Environment_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________Part II Listening Comprehension （30 minutes）Section ADirections: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A）, B）, C）and D）, and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.1. A）Keep looking for his wallet. C）Put his wallet in his jacket pocket.B）Report the theft of the wallet right away. D）Be more careful with his wallet.2. A）She is on a special diet. C）She thinks the cafeteria is too expensive.B）She doesn’t like to walk to the cafeteria. D）She doesn’t eat lunch any more.3. A）The man should buy a new car. C）The man should fly to Florida.B）The car looks better than it used to. D）The man should get his car checked.4. A）Tickets are available for future performances. C）She wants to see the show tomorrow.B）The performance has been canceled. D）The performance has already started.5. A）She didn’t require any papers last semester. C）She grades papers very quickly.B）She was more flexible last semester. D）She isn’t teaching this semester.6. A）The women don’t want to go to any more barbecues.B）The guests are late because of the weather.C）Everybody should help with the cooking.D）The weather wasn’t good on last barbecue.7. A）Find out when the new job begins. C）Ask for an extension to apply for the job.B）Make more copies of the letter. D）Get a more recent reference letter.8. A）He has been asked to join the committee.B）There are several new people on the committee.C）He’d like to take the woman’s place on the committee.D）The woman should try to join the committee.Questions 9 to 11 are based on the conversation you have just heard.9. A）To apply for a student loan. C）To ask for a letter of recommendation.B）To discuss a decision he has to make. D）To find out which colleges accepted him.10. A）The laboratories are not well equipped. C）It’s too expensive.B）The classes are too large. D）It’s too far away from home.11. A）It has a beautiful campus. C）It’s in an urban setting.B）Professors regularly publish their academic results. D）Faculty members interact with students.Questions 12 to 15 are based on the conversation you have just heard.12. A）Because she is Professor Bill’s daughter.B）Because she works part-time as Professor Bill’s secretary.C）Because she used to do the job herself.D）Because she just came out of an interview for the job.13. A）It should be higher. C）It’s the same as that of school post office.B）It’s very good. D）It varies according to the person’s experience.14. A）Make up homework problem sets. C）Teach an economics course.B）Do research in the laboratory. D）Grade homework sets.15. A）He wonders if he’ll have enough time to do the job.B）He is afraid he doesn’t know enough to do the job well.C）He fears that the job may be too boring.D）He thinks Professor Bill has someone else in mind.Section BDirections: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A）, B）, C）and D）. Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.Passage OneQuestions 16 to 18 are based on the passage you have just heard.16. A）Florida. C）Nevada.B）California. D）Hannibal.17. A）Because he wanted to be a journalist. C）Because he wanted to get away from the army.B）Because he liked the climate there. D）Because he was sent there by his father. 18. A）His stories were inspired by his travels.B）His travels prevented him from writing.C）He traveled in order to relax from the pressures of writing.D）He traveled around to promote his books.Passage TwoQuestions 19 to 21 are based on the passage you have just heard.19. A）He was not interested in political reform. C）He had no political experience.B）He had an unusual military career. D）He expressed many controversial ideas.20. A）Because he was well known on the West Coast. C）Because he supported financial aid to farmers.B）Because he served as James Polk’s Vice President. D）Because he was a popular war hero.21. A）He lost the support of farmers. C）He died early in his term.B）He was opposed by the Whig party. D）He came into conflict with railroad owners.Passage ThreeQuestions 22 to 25 are based on the passage you have just heard.22. A）All the wasps. C）The female wasp.B）The male wasp. D）The new offspring.23. A）To protect the nest. C）To gather food.B）To lay eggs. D）To replace nest cells.24. A）Because female wasps transmit diseases. C）Because female wasps are bigger than males.B）Because male wasps do not leave the nest. D）Because female wasps have stingers.25. A）Paper. C）Mud.B）Stone. D）Grass.Section CDirections: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks with the exact words you have just heard. Finally, when the passage is read for the third time, you should check what you have written.A research has revealed that the majority of the British were so （26）__________ when it came to accepting a genuine offer of goodwill that they（27）__________ free money.Cash was offered by five women to commuters at busy bus stations up and down the UK but an average of only eight people at each station, out of thousands of bus travelers, （28）__________ the offer.Women wearing a sandwich board that read “Ask me to pay your bus fare and I will”were positioned at bus stations in Newcastle, Medway, Manchester, Perth and Leicester, but were mostly just （29）__________.The experiment ran during morning （30）__________ each day for a week and just 38 people in total across the country accepted the offer.When questioned, the minority who did （31）__________ accept the free cash admitted they were reluctant at first because they thought the offer was too good to be true.Those who did accept were generally teenagers, suggesting that the older we get, the more cynical of （32）__________ gestures we become.Results showed that 69 percent of the British were too（33）__________ to accept offers of goodwill and also felt rewards and free gifts are often too good to be true, while only 23 percent of people thought that it is possible to get something for nothing.The research was conducted by Ice, a loyalty scheme which （34）__________ customers with Ice points for spending on eco-friendly goods and services. Jude Thorne, Chief Executive Officer of Ice, said, “Our experiment shows that as a nation, we simply don’t accept the notion of genuine bargains, discounts and offers with no catch, （35）__________ admitting that difficult times are forcing us to seek them out actively. ”Part III Reading Comprehension （40 minutes）Section ADirections: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.Questions 36 to 45 are based on the following passage.It’s normal to think of a conversation as taking place between people who are in the same room, surrounded by the same set of physical objects and influences, and aware of each other’s facial and bodily gestures. When this is not so, the difference is 36 by using another term for what is going on “telephone conversation”for instance. As a consequence of their situation, conversationalists（交谈者）are able to place a great deal of 37 on the immediately surrounding bit of the world—what may be called the “extra-linguistic context”in their 38 to communicate with each other: a raised eyebrow, a 39 movement, a glance towards some person or thing, may “say”a great deal without the need for any words at all. Thus, to anyone listening at a keyhole, and so 40 of the contextual cues, the language being used may well sound 41 , incomplete, and probably difficult to hear at times, because of the great changes of speed and loudness that can so easily be used by people sitting or standing 42 close to each other.Conversationalists will also, as a rule, be relaxed and not unduly worried about the 43 they are creating unlike the lecturer, or the person 44 an interview. Slips and errors of grammar will be frequent, and will bother no-one: they certainly form an expected part of conversation, and perhaps even a welcome one, because to talk too smoothly and correctly is to run the risk of sounding like a book and no-one likes to talk to a book. Similarly, slight carelessness of pronunciation will be common, and few people will bother to go in for the “tidying up” of speech, or the adoption of an unusually “posh” accent that is sometimes 45 in circumstances where it is thought necessary to “create impression”.A) straightforward I) illustratingB) noticeable J) slightC) deprived K) attemptD) reference L) undergoingE) relatively M) relianceF) recognized N) consequentlyG) accused O) inexplicitH) impressionSection BHow the Shutdown Hammered the U.S. EconomyA）How much have the government shutdown and the default threat cost us? Before the latest congressional fierce debate over government spending, the U.S. federal deficit was shrinking and seemed to shrivel even more in the near future. As a percentage of the nation’s gross domestic product, the cash shortfall had dropped by half in the past two years, according to Standard&Poor’s senior credit analyst Marie Cavanaugh, who heads the ratings team in charge of assessing the U.S. credit rating.B）In other words, the United States was on track to slash its deficit and enjoy the spoils of its growing financial recovery—until the shutdown, which has socked（重击）the economy in the nose and soured investors’ confidence everywhere. “Earlier this year, we raised our outlook for the U.S. from negative to stable based on the ability of Congress to negotiate its way out of the fiscal cliff, the nation’s strengthening economic recovery and the fact that the nation’s deficit had fallen by half of the 2011 level,”Cavanaugh told Newsweek just before Congress cobbled together （胡乱拼凑）a last-minute deal.C）Now the same ratings agency estimates that the government shutdown knocked $24 billion out of the U.S. economy in just two weeks. That is more than $1.5 billion a day. Essentially, the fighting over spending leaves America with less to spend. “The bottom line is the government shutdown hurt the U.S. economy,”stated S&P’s chief economist Beth Ann Bovino, on the heels of an eleventh-hour budget compromise that effectively delays key fiscal decisions until next year. D）“In September, we expected 3 percent annualized growth in the fourth quarter, because we thought politicians would have learned from 2011 and taken steps to avoid things like a government shutdown and the possibility of a sovereign default.”（In 2011, consumer confidence hit a 31-year low; just this week a Gallup poll similarly showed investor confidence dropping to its lowest level in almost two years. This is probably not a coincidence, as both polls took place during congressional standoffs.）E）S&P, which has been the only ratings agency to slash the nation’s top-flight credit rating （also in 2011）, now expects this year’s fourth quarter GDP to be closer to 2 percent. That is, if the U.S. is lucky. “With full expectations that consumer confidence will continue to decline suddenly amid the‘short turnaround for politicians to negotiate some sort of lasting deal’,”Bovino predicts, “if people are afraid that the government policy brinkmanship （边缘政策）will resurface and, with it, the risk of another shutdown or worse, they’ll remain afraid to open up their checkbooks.”F）Cavanaugh says the agency estimates that for every week the government was shut down, roughly 0.3 percent of the nation’s GDP was destroyed. Not really a good thing for a country that, until recently, “was running one of the highest deficits the world has seen since World War II,”according to Nikola Swann, Cavanaugh’s predecessor and the credit analyst who led the team that voted the U.S. credit rating down in 2011.G）Swann, who tracked U.S. fiscal health for some time, traces much of the trouble back to 2001,when the September 11 attacks led to a downturn in the nation’s economic growth and soaring spending in the lead-up to the war on terror. “The U.S. did begin to recover by 2007”, he says, “but then it was hit by the financial crisis. By 2009, the nation’s cash deficit—the annual gap between spending and revenue as a percentage of its GDP—had swelled to 11 percent.”H）“Compare that to a surplus of 3 percent of GDP in 2000, at present, the cash deficit has eased to under 5 percent,”Cavanaugh says, “but remains at the high end.”“Remember, the Clinton administration benefitted from very high rates of economic growth, real rates that were around 3 percent to 5 percent of GDP,” Swann says. “We increased spending but never got back to the high growth rates.”I）Bovino warns the U.S. still has much to lose if its fiscal game of chicken doesn’t end. As the debt ceiling deadline neared, S&P was minutes away from automatically demoting（使降级）America’s credit rating and tipping it into “selective default”. （The only other country to have “SD”status is Grenada.）Fitch, a ratings-agency competitor of S&P, already announced it was putting the U.S. on “credit rating watch negative”, citing a lack of “timely”action by Congress to pass a budget.J）Like a troubled teenager, America is repeatedly self-harming. “It is simply not a characteristic of the most highly rated sovereigns that you have to worry about them not paying their debts,”said John Chambers, global head of S&P’s sovereign ratings committee and a member of the team that marked down America’s debt rating in 2011, from AAA to AA+. He notes that no nation has ever defaulted for such a ridiculous reason—political games of mutually assured destruction. “It is unheard of in a cohesive civil society, making it all the more puzzling and pathetic that we have these tricks over spending that has already been approved by Congress.”K）When Standard&Poor’s, which monitors and ranks the credit of 127 countries, slashed the sovereign debt rating of the United States during the 2011 debt-ceiling war, cries of “unpatriotic”and “anti-American”echoed up Wall Street. “We knew what we were doing, that it was a historic decision,” says Swann. “The volume of calls coming in was more than we could sort through on our own. We were there until late Friday, doing interviews, investor calls, and teleconferences, all through the weekend and the rest of the following week.”L）The hue and cry was no surprise. After all, nothing less than the world’s global reserve currency was at stake. The U.S. rating—alongside that of France, Austria and the Isle of Man—put it behind Sweden, Denmark, Finland, Norway, Germany, the Netherlands, Hong Kong, Singapore, the United Kingdom, and Canada. By losing its gold-star rating, the world’s superpower became and remains second best.M）“The political brinksmanship of recent months highlights what we see as America’s governance and policymaking becoming less stable, less effective and less predictable than what we previously believed,”S&P stated to justify its lone decision in 2011. “The statutory（法定的）debt ceiling and the threat of default have become political bargaining chips in the debate over fiscal policy.”N）Now there are three months for Congress to complete its bargaining, pass a budget, and lift the debt ceiling again. If it fails—and everything suggests a return to the deadlock we just escaped from—America will be back in default territory. Politicians in Washington will put on the motley （小丑装束）, the default circus will resume and the damage to America’s economy will start over.O）Whatever was said on either side in the latest showdown about reneging（违约）on the nationaldebts, defaulting will not be pretty. According to Bovino, if America defaulted it “would be devastating for markets and the economy and worse than the collapse of Lehman Brothers in 2008” and “put the economy in a recession and wipe out much of the economic progress made by the recovery from the Great Recession.”46. For countries with the highest credit rating, people should not have to worry that money lent to these countries won’t be paid back.47. In Bovino’s opinion, the default will do much more harm to America than the shutdown of Lehman Brothers.48. The issues like debt ceiling and the default have been exploited by politicians for their own benefits to make fiscal policies.49. The shutdown of the government has hindered America’s economic recovery and set back people’s confidence in investment.50. Swann regards the September 11 attacks as a turning point for the development of American economy.51. S&P is not quite confident about American’s GDP getting near two percent in the last quarter of the year.52. With the debt ceiling deadline approaching, S&P would soon attributes America to a worse rate alongside of Grenada.53. In Nikola Swann’s opinion, America has had more deficits than any other countries in the world since World War II.54. According to the rating agency, the United States has had a huge loss after the shut down for half a month.55. Three months later, if the Congress cannot pass a budget and lift the debt ceiling, America will be on the old track of default.Section CDirections: There are 2 passages in this section. Each is followed by some questions or unfinished statements. For each of them there are four choices marked A）, B）, C）and D）. You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.Passage OneQuestions 56 to 60 are based on the following passage.For most of us, work is the central, dominating fact of life. We spend more than half our conscious hours at work, preparing for work, traveling to and from work. What we do there largely determines our standard of living and to a considerable extent the status we are accorded by our fellow citizens as well. It is sometimes said that because leisure has become more important the indignities and injustices of work can be pushed into a corner, that because most work is pretty intolerable, the people who do it should compensate for its boredom, frustrations and humiliations （羞耻）by concentrating their hopes on the other parts of their lives.I reject that as a counsel of despair. For the foreseeable future the material and psychological rewards which work can provide, and the conditions in which work is done, will continue to play a vital part in determining the satisfaction that life can offer. Yet only small minority can control thepace at which they work or the conditions in which their work is done; only for a small minority does work offer scope for creativity, imagination, or initiative.Inequality （不平等）at work and in work is still one of the cruelest and most glaring forms of inequality in our society. We cannot hope to solve the more obvious problems of industrial life, many of which arise directly or indirectly from the frustrations created by inequality at work, unless we tackle it head-on（迎面地）. Still less can we hope to create a decent and humane society.The most glaring inequality is that between managers and the rest. For most managers, work is an opportunity and a challenge. Their jobs engage their interest and allow them develop their abilities. They are constantly learning; they are able to exercise responsibility; they have a considerable degree of control over their own—and others’—working lives. Most important of all, they have opportunity to initiate. By contrast, for most manual workers, and for a growing number of white-collar workers, work is a boring, dull even painful experience. They spend all their working lives in conditions which would be regarded as intolerable for themselves—by those who make the decisions which let such conditions continue. The majority has little control over their work; it provides them with no opportunity for personal development. Often production is so designed that workers are simply part of the technology. In offices, many jobs are so routine that workers justifiably feel themselves to be mere cogs in the bureaucratic （官僚的）machine. As a direct consequence of their work experience, many workers feel alienated from their work and their firm, whether it is in public or in private ownership.56. The importance of work lies in the fact that ______.A）it becomes a measurement of people’s living standardB）the pay from work satisfies our need for materialsC）it is a typical life style in an industrial societyD）it is the only way for others to judge our social status57. How does the author think of the value of work?A）The psychological reward is less important than before.B）The material reward is greater than that of psychological one.C）It is no longer important to people’s life.D）It’s still of great importance to people’s life.58. According to the passage, only a small number of people ______.A）dominate all the important positions of a company or an organizationB）allocate the psychological reward to most employees in a companyC）have access to a higher position and a satisfying salary in a companyD）have the right to enjoy the creative and other positive aspects of work59. It can be inferred that to solve problems in an industrial society, we ______.A）should create more working opportunities for the poorB）have to eliminate the unequal aspects in workC）had better cancel all managing positions in a companyD）should turn to individual employment and work at home60. Compared with a manager, workers ______.A）don’t have any right to criticize the managementB）lack the equal chances of satisfaction from the workC）do too much routine work without any rewardD）can make a better living in a governmental organizationPassage TwoQuestions 61 to 65 are based on the following passage.The factor which influences human life more than any other is that man lives in groups. He is the product of a group （mother and father）; he is nurtured by a group （family or family substitute）; and he spends all his life, unless he chooses to be a hermit （隐士）, interacting with and within groups of various kinds.The type of group most important to man is one in which the members are personally involved with each other on both an emotional and physical level, in which relations are characterized by informality, and in which these relations are stable and durable. Such a group is known in sociological terms as a primary group, and its foremost example is the family.In small, non-technological, homogeneous societies, with members ranked on a more or less equal footing as to wealth, status, and privilege, the type of relations prevalent within a primary group exist at the level of the entire society. Such a society is referred to as a communal （共同的）society.In large, heterogeneous （混杂的）, technologically advanced, competitive societies, where division of labor is practiced, and where consequent inequalities exist in wealth, status, and privilege, it becomes necessary for individuals to expand their interaction to secondary groups. Members of a secondary group do not tend to be emotionally involved with each other. Relations are mostly formal and partial since the members come together for a definite and temporary reason. Teacher and student, merchant and customer, doctor and patient are examples of secondary groups. A society in which these relationships prevail is termed an associational society.Man’s physical and emotional needs are best satisfied within societies, and the individual develops a sense of well-being, of belonging and fitting in. But, if they are not satisfied, the individual’s normal development is hampered, and he tends to suffer feelings of not belonging.Because of the nature of life in technologically advanced societies, man has had to rely increasingly on secondary group relationships. In the meantime, some facets of his primary group life have been gradually disintegrating（瓦解）. The extended family, which was still very much a feature of American life at the turn of the century, consisted of grandparents, unmarried aunts and uncles, and various other relatives who lived either under the same roof or in the same community, and gave mutual aid and comfort to each other （along with occasional conflict）.Today’s family, however, is reduced to the nuclear father, mother, and children, and with increased mobility access to grandparents and relatives is something impossible. The physically and emotionally supportive role which the extended family played has not been replaced by relationships within the secondary group.61. In a primary group, members tend to ______.A）be quite formal to each other on certain occasionsB）pass religious belief to other generationsC）communicate with each other in informal waysD）keep a casual relationship with other people62. In a communal society, members ______.A）usually show no interest in new technologyB）enjoy relatively equal relations between othersC）adapt the standard of a family to the whole societyD）value their family status rather than the social one63. Compared with a communal society, an associational one ______.A）is marked by a highly advanced social systemB）gives high social status to people with skillsC）stresses formal relations within a temporary groupD）expands primary relations to even strangers64. When a person’s sense of well-being is not satisfied, ______.A）the feeling of alienation will dominate his or her heartB）the individual has to confine the emotional needsC）the individual is likely to revenge on the societyD）an effort of developing the sense will be made65. According to the author, in a nuclear family, ______.A）family members are indifferent to each otherB）the primary family relation is between father and sonC）grandparents no longer love their grandchildrenD）a close tie between family members breaks upPart IV Translation （30 minutes）Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese into English. You should write your answer on Answer Sheet 2.孟子（Mencius）是战国时期（the Warring States Period）一位伟大的思想家、教育家。
12月英语六级真题及答案长篇阅读
12月英语六级真题及答案长篇阅读2015年12月英语六级真题及答案（长篇阅读）Section BFirst-Generation College-Goers: Unprepared and BehindKids who are the first in their families to brave the world of higher education come on campus with little academic know-how and are much more likely than their peers to drop out before graduation.A) When Nijay Williams entered college last fall as a fires-generation student and Jamaican immigrant, he was academically unprepared for the rigors of higher education. Like many first-generation student, he enrolled in a medium-sized state university many of his high school peers were also attending, received a Pell Grant, and board and the closeness of the school to his family, he chose to live at home and worded between 30 and 40 hours a week while taking a full class schedule.B) What Nijay didn't realize about his school—Tennessee State University—was its frighteningly low graduation rate: a mere 29 percent for its first-generation students. At the end of his first year, Nijay lost his Pell Grant of over $5,000 after narrowly missing the 2.0 GPA cut-off, making it impossible for him to continue paying for school.C) Nijay represents a large and growing group of Americans: first-generation college students who enter school unprepared or behind. To make matters worse, these schools are ill-equipped to graduate these students—young adults who face specific challenges and obstacles. They typically carry financial burdens that outweigh those of their peers, are more likely to work while attending school, and often require significant academicremediation(补习).D) Matt Rubinoff directs I'm First, a nonprofit organization launched last October to reach out to this specific population of students. He hopes to distribute this information and help prospective college-goers find the best post-secondary fit. And while Rubinoff believes there are a good number of four-year schools that truly care about these students and set aside significant resources and programs for them, he says that number isn't high enough.E) "It's not only the selective and elite institutions that provide those opportunities for a small subset of this population," Rubinoff said, adding that a majority of first-generation under graduates tend toward options such as online programs, two-year colleges, and commuter stand schools. "Unfortunately, there tends to be a lack of information and support to help students think bigger and broader."F) Despite this problem, many students are still drawn to these institutions—and two-year schools in particular. As a former high school teacher, I saw students choose familiar, cheaper options year after year. Instead of skipping out on higher education altogether, they chose community colleges or state schools with low bars for admittance.G) "They underestimate themselves when selecting a university," said Dave Jarrat, a marketing executive for Inside Track, a for-profit organization that specializes in coaching low-income students and supporting colleges in order to help students thrive. "The reality of it is that a lot of low-income kids could be going to elite universities on a full ride scholarship and don't even realize it."H) "Many students are coming from a situation where no onearound them has the experience of successfully completing higher education, so they are coming in questioning themselves and their college worthiness," Jarrat continued. That helps explain why, as I'm First's Rubinoff indicated, the schools to which these students end up resorting can end up being some of the poorest matches for them. The University of Tennessee and Tennessee State are worth comparing. Tennessee State's overall graduation rate is a tiny 39 percent, but at least it has a smaller gap between the outcomes for first-generation students and those of their peers.I) Still, the University of Tennessee deserves credit for being transparent. Many large institutions keep this kind of data secret—or at least make it incredibly difficult to find. The University of North Carolina at Chapel Hill, for instance, admits only that the graduation rate for its first-generation pupils is "much lower" than the percentage of all students who graduate within four years (81 percent).J) It is actually quite difficult to find reliable statisties on the issue for many schools. Higher education institutions are, under federal law, required to report graduation rates, but these reports typically only include Pell recipient numbers—not necessarily rates specific to first-generation students. Other initiatives fail to break down the data, too. Imagine how intimidating it can be for prospective students unfamiliar with the complexities of higher education to navigate this kind of information and then identify which schools are the best fit.K) It was this lack of information that prompted the launch of I'm First in 2013, originally as an arm of its umbrella organization, the Center For Student Opportunity. "If we can help to direct students to more of these types of campuses and helpstudents to understand them to be realistic and accessible places, have them apply to these schools at greater frequency and ultimately get in and enroll, we are going to raise the success rate,"Rubinoff said, citing a variety of colleges ranging from large state institutions to smaller private schools.L) Chelsea Jones, who now directs student programming at I'm First, was a first-generation college student at Howard. Like other student new to the intimidating higher-education world, she often struggled on her path to college. "There wasn't really a college-bound culture at my high school," she said. "I want to go to college but I didn't really know the process." Jones became involved with a college-access program through Princeton University in high school. Now she attributes much of her understanding of college to that:" But once I got to campus, it was a completely different ball game that no one really prepared me for."M) She was fortunate, though. Howard, a well-regarded historically black college, had an array of resources for its first-generation students, including matching kids with counselors, connecting first-generation students to one another, and TRIO, a national program that supported 200 students on Howard's campus. Still, Jones represents a small percentage of first-generation students who are able to gain entry into more elite universities, which are often known for robust financial aid packages and remarkably high graduation rates for first-generation students. (Harvard, for example, boasts a six-year graduation rate for underrepresented minority groups of 98 percent.)N) Christian Vazquez, a first-generation Tale graduate, is another exception, his success story setting him far apart fromstudents such as Nijay. "There is a lot of support at Yale, to an extent, after a while, there is too much support." he said, half-joking about the countless resources available at the school. Students are placed in small groups with counselors (trained seniors on campus); they have access to cultural and ethnic affinity(联系)groups, tutoring centers and also have a summer orientation specifically for first-generation students (the latter being one of the most common programs for students).O) "Our support structure was more like:' You are going to get through Yale; you are going to do well.'" he said, hinting at mentors(导师),staff, and professors who all provided significant support for students who lacked confidence about "belonging" at such a top institution.46.【题干】Many first-generation college-goers have doubts about their abilities to get a college degree.【答案】H【解析】H段第一句"Many students are coming from a situation where no one around them has the experience of successfully completing higher education, so they are coming in questioning themselves and their college worthiness,"47.【题干】First-generation college students tend to have much heavier financial burdens than their peers.【答案】C【解析】C段最后一句话They typically carry financial burdens that outweigh those of their peers, are more likely to work while attending school, and often require significant academic remediation(补习).48.【题干】The graduation rate of first-generation students at Nijay's university was incredibly low.【答案】B【解析】B段第一句What Nijay didn't realize about his school—Tennessee State University—was its frighteningly low graduation rate.49.【题干】Some top institutions like Yale seem to provide first-generation students with more support than they actually need.【答案】N【解析】"There is a lot of support at Yale, to an extent, after a while, there is too much support." he said, half-joking about the countless resources available at the school.50.【题干】On entering college, Nijay Williams had no idea how challenging college education was.【答案】A【解析】A段第一句When Nijay Williams entered college last fall as a fires-generation student and Jamaican immigrant, he was academically unprepared for the rigors of higher education.51.【题干】Many universities simply refuse to release their exact graduation rates for first-generation students.【答案】J【解析】J段第一句It is actually quite difficult to find reliable statistics on the issue for many schools.52.【题干】According to a marketing executive, many students from low-income families dot's know they could have a chance of going to an elite university.【答案】G【解析】G段最后一句"The reality of it is that a lot of low-income kids could be going to elite universities on a full ride scholarship and don't even realize it."53.【题干】Some elite university attach great importance to building up the first-generation students' self-confidence.【答案】O【解析】O段最后一句hinting at mentors(导师),staff, and professors who all provided significant support for students who lacked confidence about "belonging" at such a top institution.54.【题干】I'm First distributes information to help first-generation college-goers find schools that are most suitable for them.【答案】D【解析】D段第一句提到了First，随后He hopes to distribute this information and help prospective college-goers find the best post-secondary fit.也可以看出和题干匹配。
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2015年12月大学英语六级考试真题(一)2015年12月大学英语六级考试真题(一)PartIWriting(30minutes)Directions：Forthispart,youareallowed30minutestowriteashortessaybasedonthepicturebelow.Youshouldfocusontheimpactofsocialnetworkingwebsitesonreading.Youarerequiredtowriteatleast150wordsbutnomorethan200words.
MyfavoritebookisFacebook*.”Facebookisthenameofasocialnetworkingwebsite.注意：此部分试题请在答题卡1上作答。PartⅡListeningComprehension(30minutes)
SectionA
Directions：Inthissection,youwillhear8shortconversationsand2longconversations.Attheendofeachconversation,oneormorequestionswillbeaskedaboutwhatwassaid.Boththeconversationandthequestionswillbespokenonlyonce.Aftereachquestiontherewillbeapause.Duringthepause,youmustreadthefourchoicesmarkedA),B),C)andD),anddecidewhichisthebestanswer.ThenmarkthecorrespondingletteronAnswerSheet1withasinglelinethroughthecentre.注意：此部分试题请在答题卡1上作答。A)Therestaurantofferssomespecialseachday.B)Therestaurantisknownforitsfoodvarieties.C)Thedressingmakesthemixedsaladveryinviting.D)Thewomanshouldmixtheingredientsthoroughly.A)HetookoverthefirmfromMary.C)Hefailedtoforeseemajorproblems.B)Heisrunningasuccessfulbusiness.D)Heisopeninganewconsultingfirm.A)Someoneshouldbeputinchargeofofficesupplies.B)Themancanleavethediscsintheofficecabinet.C)Themanmayfindthesuppliesinthecabinet.D)Theprinterintheofficehasrunoutofpaper.A)Hehastouseamagnifyingglasstoseeclearly.C)Hehasthedictionarythewomanwants.B)Thewomancanusehisglassestoread.D)Thedictionaryisnotofmuchhelptohim.A)Redecoratingheroffice.C)Seekingprofessionaladvice.B)Majoringininteriordesign.D)Addingsomeofficefurniture.A)Problemsinportmanagement.C)Delayedshipmentofgoods.B)Improvementofportfacilities.D)Shortageofcontainerships.A)Theirboss.C)Theirworkload.B)Acolleague.D)Acoffeemachine.A)Callthehotelmanagerforhelp.C)Holdthebanquetatadifferentplace.B)Postponetheeventuntilalaterdate.D)Getanexperttocorrecttheerror.
梦想不会辜负每一个努力的人Questions9to11arebasedontheconversationyouhavejustheard.A)Hesharessomeofthehouseholdduties.C)Hecooksdinnerforthefamilyoccasionally.B)Heoftengoesbackhomelatefordinner.D)Hedinesoutfromtimetotimewithfriends.0.A)Totakehimtodinner.C)Todiscussanurgentproblem.B)Totalkaboutabudgetplan.D)Topassonanimportantmessage.1.A)ForeigninvestorsarelosingconfidenceinIndia’seconomy.B)ManymultinationalenterprisesarewithdrawingfromIndia.C)Therearewildfluctuationsintheinternationalmoneymarket.D)ThereisasharpincreaseinIndia’sbalanceofpaymentdeficit.Questions12to15arebasedontheconversationyouhavejustheard.2.A)Theyhaveunrealisticexpectationsabouttheotherhalf.B)Theymaynotbepreparedforalifelongrelationship.C)Theyformamorerealisticpictureoflife.D)Theytrytoadapttotheirchangingroles.3.A)Heisluckytohavevisitedmanyexoticplaces.B)Heisabletoforgetallthetroublesinhislife.C)Heisabletomeetmanyinterestingpeople.D)Heisluckytobeabletodowhatheloves.14.A)Itisstressful.B)Itisfulloffun.C)Itisallglamour.D)Itischallenging.15.A)Bothered.B)Amazed.C)Puzzled.D)Excited.SectionB
Directions：Inthissection,youwillhear3shortpassages.Attheendofeachpassage,youwillhearsomequestions.Boththepassageandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).ThenmarkthecorrespondingletteronAnswerSheet1withasinglelinethroughthecentre.注意：此部分试题请在答题卡1上作答。PassageOneQuestions16to18arebasedonthepassageyouhavejustheard.16.A)Maintainthetraditionalorganizationalculture.
B)Learnnewwaysofrelatingandworkingtogether.C)Followcloselythefastdevelopmentoftechnology.D)Learntoberespectfulinahierarchicalorganization.17.A)Howtheteamintegrateswithwhatitissupposedtoserve.B)Howtheteamisbuilttokeepimprovingitsperformance.C)Whattypeofpersonneltheteamshouldbecomposedof.D)Whatqualificationsteammembersshouldbeequippedwith.18.A)Ateammanagermustsetveryclearandhighobjectives.B)Teamsmustconsistofmembersfromdifferentcultures.C)Teammembersshouldbeknowledgeableandcreative.D)Ateammanagershoulddevelopacertainsetofskills.PassageTwoQuestions19to21arebasedonthepassageyouhavejustheard.19.A)ItisaplatformforsharingideasonteachingattheUniversityofIllinois.B)Itwasmainlyusedbyscientistsandtechnicalpeopletoexchangetext.
梦想不会辜负每一个努力的人