【VIP专享】2011-2015英语六级真题词汇分频统计(2频次)
201512月大学英语六级考试真题与答案解析(第二套)
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 picturebelow. You should focus on the difficulty in acquiring useful information in spite of advancedinformation technology. You are required to write at least 150 words but no more than200 words．________________________________________________________________________________________ ________________________________________________________________________________________ _____________________________________________________________Part II Listening Comprehension(30 minutes)听力音频地址：Section ADirections: In this section, you will hear 8 short conversations and 2 long conversations. At the endof each conversation, one or more questions will be asked about what was said. Both theconversation and the questions will be spoken onlyonce. After each question there will bea 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 AnswerSheet 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 A.She is impatient to learn computer programming.B.She is unaware her operation system is outdated.C.She is unable to use the new computer program.D. She is amazed at the fast change of technology.2.A.He has long been fed up with traveling.B.He prefers to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 T okyo 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 bitterfeelings.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.T ouch 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 hearsome questions. Both the passage and the questions will be spoken only once. After youhear 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 linethrough 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 thefirst time, you should listen carefully for its general idea. When the passage is read forthe second time, you are required to fill in the blanks with the exact words you have justheard. Finally, when the passage is read for the third time, you should check what youhave 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 to26and expand on concepts taken up in the textbecause graphics are yet another way of portraying relationships and27connections.Graphics are used extensively in natural sciences and social sciences. Social scientists work withstatistics 28 data, and the best way to present these statistics is often in graphic form. Graphicsare included- not merely as a means of making the information easier for the student to grasp, but as anintegral part of the way social scientists think. Many textbooks,29those in economics, containappendixes that provide specific information on reading and working with graphic material.Make it a practice to30attentively the titles, captions, headings, and other materialconnected with graphics. These elements31and usually explain what you are looking at. Whenyou are examining graphics, the32questions to ask are (a.)What is this item about? and (b.)Whatkey idea is the author33?One warning: Unless you integrate your reading of graphics with the text, you may make a wrongassumption.34, from a chart indicating that 33 percent of firstborn children in a research sampledid not feel close to their fathers, you might assume that some dreadful influence was at work on thefirstborn children. However, a careful reading of the text35that most of the firstborn children inthe 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 required to select one wordfor each blank from a list of choices given in a word bank following the passage. Read thepassage through carefully before making your choices. Each choice in the bank isidentified 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 thebank 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 behavioraldisorders in children. The developing brain, the report says, is particularly36to the toxic effectsof certain chemicals these products may contain, and the damage they cause can be37.The official policy, however, is still evolving. Health and environmental38have long urgedU.S. government agencies to39the use of some of the 11 chemicals the report cites and called formore studies on their long-term effects. In 2001, for example, the Environmental Protection Agency40the type and amount of lead that could be present in paint and soil in homes and child-care41, after concerns were raised about lead poisoning. The agency is now42the toxic effects ofsome of the chemicals in the latest report.But the threshold for regulation is high. Because children's brain and behavioral disorders, likehyperactivity and lower grades, can also be linked to social and genetic factors, it's tough to pin themon exposure to specific chemicals with solid43evidence, which is what the EPA requires. Eventhe Harvard study did not prove a direct44but noted strong associations between exposure andrisk of behavioral issues.Nonetheless, it's smart to45caution. While it may be impossible to prevent kids from drinkingtap water that may contain trace amounts of chemicals, keeping kids away from lawns recently sprayedwith chemicals and freshly dry-cleaned clothescan't hurt.A.advocatespactC.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 paragraphfrom 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 thecorresponding 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 importedto domestic oil or from coal-powered electricity production to natural-gas power plants, politicianslove to talk big. Unfortunately for them (and often the taxpayers), our energy systems are a bitlike 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 ), andthey have a lot of momentum once they are set in motion. No matter how hard you try, you can'tturn 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 ofenergy systems: inertia and momentum. Inertia is the resistance of objects to efforts to changetheir state of motion. If you try to push a boulder ( 大圆石), it pushes you back. Once you havestarted 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 onlyof 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 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 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 beinglaid 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 unprecedentedmanner. "[ 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 perception was 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 arethought 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. T o 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 to 14 hours a week studying and many were skating through their semesters withoutdoing 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, 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 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 beencoasting 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.。
2011年12月英语6级真题、答案及详解 完整版
2011年12月大学英语六级真题Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write a short essay entitled The Way to Success by commenting on Abraham Lincoln's famousremark, "Give me six hours to chop down a tree, and I will spend, the firstfour sharpening the axe." You should write at least 150 words but no morethan 200 words.The Way to Success注意：此部分试题请在答题卡1上作答。
Part II Reading Comprehension (Skimming and Scanning) (15 minutes) Directions: In this part, you will have 15 minutes to go over the passage quickly and answer thequestions on Answer Sheet 1. For questions 1-7, choose the bestanswer from the four choices marked A), B), C) and D). For questions 8-10,complete the sentences with the information given in the passage.Google's Plan for World's Biggest Online Library: Philanthropy Or Act of Piracy?In recent years, teams of workers dispatched by Google have been working hard to make digital copies of books. So far, Google has scanned more than 10 million titles from libraries in America and Europe - including half a million volumes held by the Bodleian in Oxford. The exact method it uses is unclear; the company does not allow outsiders to observe the process.Why is Google undertaking such a venture? Why is it even interested in all those out-of-print library books, most of which have been gathering dust on forgotten shelves for decades? The company claims its motives are essentially public-spirited. Its overall mission, after all, is to " organize the world's information", so it would be odd if that information did not include books.The company likes to present itself as having lofty aspirations. "This really isn't about making money. We are doing this for the good of society." As Santiago de la Mora, head of Google Books for Europe, puts it: "By making it possible to search the millions of books that exist today, we hope to expand the frontiers of human knowledge."Dan Clancy, the chief architect of Google Books, does seem genuine in his conviction that thisis primarily a philanthropic (慈善的) exercise. "Google's core business is search and find, soobviously what helps improve Google's search engine is good for Google," he says. "But we havenever built a spreadsheet (电子数据表) outlining the financial benefits of this, and I have neverhad to justify the amount I am spending to the company's founders."It is easy, talking to Clancy and his colleagues, to be swept along by their missionary passion. But Google's book-scanning project is proving controversial. Several opponents have recently emerged, ranging from rival tech giants such as Microsoft and Amazon to small bodies representing authors and publishers across the world. In broad terms, these opponents have levelled two sets of criticisms at Google.First, they have questioned whether the primary responsibility for digitally archiving the world's books should be allowed to fall to a commercial company. In a recent essay in the New YorkReview of Books, Robert Darnton, the head of Harvard University's library, argued that because such books are a common resource – the possession of us all – only public, not-for-profit bodiesshould be given the power to control them.The second related criticism is that Google's scanning of books is actually illegal. This allegation has led to Google becoming mired in (陷入) a legal battle whose scope and complexity makes the Jarndyce and Jarndyce case in Charles Dickens' Bleak House look straightforward.At its centre, however, is one simple issue: that of copyright. The inconvenient fact about most books, to which Google has arguably paid insufficient attention, is that they are protected by copyright. Copyright laws differ from country to country, but in general protection extends for the duration of an author's life and for a substantial period afterwards, thus allowing the author's heirs to benefit. (In Britain and America, thispost-death period is 70 years.) This means, of course, that almost all of the books published in the 20th century are still under copyright – and the last century saw more books published than in all previous centuries combined. Of the roughly 40million books in US libraries, for example, an estimated 32 million are in copyright. Of these, some 27 million are out of print.Outside the US, Google has made sure only to scan books that are out of copyright and thus in the "public domain" (works such as the Bodleian's first editionof Middlemarch, which anyone canread for free on Google Books Search).But, within the US, the company has scanned both in-copyright and out-of-copyright works. Inits defence, Google points out that it displays only small segments of books that are in copyright– arguing that such displays are "fair use". But critics allege that by making electronic copies of these books without first seeking the permission of copyright holders, Google has committed piracy."The key principle of copyright law has always been that works can be copied only once authors have expressly given their permission," says Piers Blofeld, of the Sheil Land literary agency in London. "Google has reversed this – it has simply copied all these works without bothering toask."In 2005, the Authors Guild of America, together with a group of US publishers, launched a class action suit (集团诉讼) against Google that, after more than two years of negotiation, endedwith an announcement last October that Google and the claimants had reached an out-of-courtsettlement. The full details are complicated - the text alone runs to 385 pages– and trying tosummarise it is no easy task. "Part of the problem is that it is basically incomprehensible," saysBlofeld, one of the settlement's most vocal British critics.Broadly, the deal provides a mechanism for Google to compensate authors and publishers whose rights it has breached (including giving them a share of any future revenue it generates fromtheir works). In exchange for this, the rights holders agree not to sue Google in future.This settlement hands Google the power - but only with the agreement of individual rights holders – to exploit its database of out-of-print books. It can include them in subscription deals sold to libraries or sell them individually under a consumer licence. It is these commercial provisions that are proving the settlement's most controversial aspect.Critics point out that, by giving Google the right to commercially exploit its database, thesettlement paves the way for a subtle shift in the company's role from provider of information to seller. "Google's business model has always been to provide information for free, and sell advertising on the basis of the traffic this generates," points out James Grimmelmann, associate professor at New York Law School. Now, he says, because of the settlement's provisions, Google could become a significant force in bookselling.Interest in this aspect of the settlement has focused on "orphan" works, where there is noknown copyright holder – these make up an estimated 5-10% of the books Google has scanned. Under the settlement, when no rights holders come forward and register their interest in a work, commercial control automatically reverts to Google. Google will be able to display up to 20% oforphan works for free, include them in its subscription deals to libraries and sell them to individual buyers under the consumer licence.It is by no means certain that the settlement will be enacted (执行) – it is the subject of afairness hearing in the US courts. But if it is enacted, Google will in effect be off the hook as far as copyright violations in the US are concerned. Many people are seriously concerned by this - and the company is likely to face challenges in other courts around the world.No one knows the precise use Google will make of the intellectual property it has gained byscanning the world's library books, and the truth, as Gleick, an American science writer and member of the Authors Guild, points out, is that the company probably doesn't even know itself. But what is certain is that, in some way or other, Google's entrance into digital bookselling will have a significant impact on the book world in the years to come.注意：此部分试题请在答题卡1上作答。
大学英语六级考试真题及答案第二套
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：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 thepause, you must read the four choices marked A), B), D., and decide which is the best answer. Then mark the corresponding letter on Answer Sheet I witha single line through the centre.1. is impatient to learn computer programming.is unaware her operation system is outdated.is unable to use the new computer program.D. She is amazed at the fast change of technology.2. has long been fed up with traveling.prefers to stay home for the holiday.is going out of town for a couple of days.D. He is annoyed by the heavy traffic downtown.3. challenges facing East Asia.location for their new office.expansion into the overseas marketD. The living expenses in Tokyo and Singapore.4. number of cell phones were found after the last show.woman forgot where she had left her cell phone.woman was very pleased to find her cell phone.D. Reserved tickets could be picked up at the ticket counter.5. building materials will be delivered soon.project is being held up by bad weather.construction schedule may not be met.D. Qualified carpenters are not easy to find.6. is getting very forgetful these days.does not hold on to bitter feelings.resents the way she is treated.D. She never intends to hurt anyone.7. man wants to rent a small apartment.woman has trouble getting a mortgage.woman is moving to a foreign country.man is trying to sell the woman a house.8. are writing a story for the Morning News.are facing great challenges to get re-elected.are launching a campaign to attract women voters.are conducting a survey among the women in town.Questions 9 to 11 are based on the conversation you have just heard.9. his heart.him cry.him of his life.him feel young.10. is good at singing operas.enjoys complicated music:can sing any song if he likes it.loves country music in particular.to a bar and drink for hours.to an isolated place to sing blues.to see a performance in a concert hall.to work and wrap himself up in music.Questions 12 to 15 are based on the conversation you have just heard.12. he became an announcer.he writes news stories.he makes his living.he does his job.13. write the first version of news stories.gather news stories on the spot.polish incoming news stories.write comments on major news stories.14. through the news stories in a given period of time.little time to read the news before going on the air.to change the tone of his voice from time to time.all the words and phrases pronounced correctly.15. shows where advertisements come in.gives a signal for him to slow down.alerts him to something important.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. gives pleasure to both adults and children.is often carried around by small children.can be found in many parts of the world.was invented by an American Indian.17. were made for earning a living.were delicate geometric figures.were small circus figures made of wire.were collected by a number of museums.18. art.geometry.engineering.circus performance.Passage TwoQuestions 19 to 21 are based on the passage you have just heard.19. offer students a wide variety of courses.attract students from all over the world.admit more students than they can handle.have trouble dealing with overseas students.20. will benefit from education sooner or later.good education contributes to the prosperity of a nation.good education is necessary for one to climb the social ladder. has a right to an education appropriate to his potential.21. likes students with high motivation.enjoys teaching intelligent students.tailors his teaching to students' needs.treats all his students in a fair manner.Passage ThreeQuestions 22 to 25 are based on the passage you have just heard.22. is mostly imported from the Middle East.is a sure indicator of its economic activity.has a direct impact on the international oil market.equals more than 30 million barrels of oil each day.23. eventually turns into heat.is used in a variety of forms.use is chiefly responsible for air pollution.of it is lost in the process of transmission.24. it is used in rural areas.it is environment-friendly.it operates at near capacity.it operates at regular times.25. jams in cities.use of energy.shortage.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 thosein economics, containappendixes 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 required to select one word for each blank from a list of choices given ina 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 . 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 linkedto 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.E. 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 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 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 ThomasEdison, 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 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 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 areinstalled, 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 not only do our prospective new energy workers have to be trained, they haveto 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 acceleratedin 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 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 "IrishAmericans," 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 perception was derived from. A recent study, conducted by Emory University's Erika Hall, found that "Black" people are viewed more "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 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 worked at a managerial level, while only 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. is free from racial biases.represents social progress.is in the interest of common Americans.follows the standard naming practice.57. What does the author say about the naming of an ethnic group ?advances with the times.is based on racial roots.merits intensive study.is politically sensitive.58.What do Erika Hall's findings indicate?biases are widespread in the professional world.applicants don't attend to details on their resumes.seekers should all be careful- about their affiliations.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?Americans fare better than many other ethnic groups.people's socioeconomic status in America remains low.'s conception of a person has much to do with the way he or she is labeled. 's professional standing and income are related to their educational background.60. What is Dr. Du Bois's ideal?Americans enjoy equal rights.person is judged by their worth.new term is created to address African Americans.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 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 thrivein 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, 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 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 areto 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?aims at stimulating the intellectual curiosity of college students.fails to prepare students to face the challenges of modern times.has experienced dramatic changes in recent years.has tried hard to satisfy students' various needs.62. What is responsible for the students' lack of higher-level skills?diluted college curriculum.boring classroom activities.absence of rigorous discipline.outdated educational approach.63. What does Laura Hamilton say about college administrations?fail to give adequate help to the needy students.tend to offer too many less challenging courses.seem to be out of touch with society.prioritize non-academic activities.64. What can be learned about the socially and financially privileged students?tend to have a sense of superiority over their peers.can afford to choose easier majors in order to enjoy themselves.spend a lot of time building strong connections with businesses.can climb the social ladder even without a degree.65. What does the author suggest in the last paragraph?higher education has lost its global competitiveness.should not expect too much from American higher education.C. The current situation in American higher education may not last long. 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6月六级听力真题(第2套)真题原文
2015年6月六级听力真题(第2套)真题原文Part II Listening Comprehension Section A1. W: A clever man hides his virtues within himself. A fool keeps them on his tongue.M: You mean I am saying my own praises. In that case, I am a fool, a thorough fool.Q: What do we learn from the conversation?2. W: What does the paper say about the horrible incident that happened this morning on Flight 870 to Hong Kong?M: It ended with the arrest of the three hijackers. They had forced the plane to fly to Japan,but all the passengers and crew members landed safely.Q: What do we learn from the conversation?3. M: I'd like to transfer money from my checking account to my savings account.W: OK. Give me the numbers of both accounts and some identification, please.Q: Where does the conversation most probably take place?4. W: I'm not going to trust the restaurant critic from that magazine again. The food here doesn't taste anything like what we had in Chinatown.M: It definitely wasn't worth the wait.Q: What do we learn from the conversation?5. W: I can't believe Prof. Lawrence is going to retire.M: He's still going to lead a graduate seminar each semester, though.Q: What does the man mean?M: You just took the words out of my mouth. Let's try to persuade him to see things our way.Q: What do we learn from the conversation?Now you will hear the two long conversations. Conversation OneM: I'd like to go to the States,but if I took the job there,I won't get a very good salary.W: Really? I thought salaries were high there,but there would be some fringe benefits presumably.M: Oh, yes. It would be stimulating and it has some advantages.W: What else do you have in mind? M: Well, this position in Portugal. W: How does it compare?M: It offers greatestsecurity,because it will be on a home-base contract.W: And salary?M: Much better. I get an overseas allowance plus free accommodation from the firm.W: Presumably you will be given moving expenses for the Portugal job?M: Yes, but just to complicate matters,this possibility offers a post in Sao Paulo.W: That's Brazil, isn't it?M: Yes. I'd will get a promotion if I took a post there.W: I'd love to go to Brazil.M: But there are some disadvantages. I'd have to do a five-year term there. W: That's not a problem, surely?M: Well, not at the moment. But if there were a change in family circumstances,I'd be a long way from home.W: But if you are worried about distance,isn't that the same problem with the States?M: Yes, but in the States I will be on an annual contract,so I can leave fairly quickly if I needed to.W: In Portugal?M: Well, that's almost next door, isn't it? I can visit home every a few months if necessary.W: I can see you've got a difficult choice to make.M: Well, fortunately I don't have to make up my mind about any of them yet.In fact, I haven't even been called for an interview.Questions 9 to 12 are based on the conversation you have just heard. 9. What does the man say about the job in the States?10. What benefit will the man get if he took the post in Sao Paulo?11. What does the man say is the disadvantage of working in Brazil? 12. What do we learn from the end of the conversation?Conversation TwoW: Good morning,High Mountain Savings and Loan. How may we help you?M: Well, I am looking for the highest rate possible on a short-term certificate to deposit an account. W: Well, Let's see what we can do for you. High Mountain is currently offering a rate of 6.4% on the thirteen-week account for the minimum deposit of only 12 000 dollars, 6.55% on the minimum deposit of 25,000 dollars and 6.7% on a deposit of 50,000 dollars. Those will have yields of 6.55%,6.71% and 6.87% respectively.M: Rate and yield? I am afraid I don't understand the difference.W: Well, sir. The rate is the percentage of symbol interest paid on your money,and the yield is the total percentage you will receive on your account if you leave your money with us,frankly to say here,as the same interest rate.M: Oh, well...eh... But I am not interested in long-term investing and three months sounds just fine.W: Then perhaps you would like to open one of our high finance money market checking accounts. With the minimum balance of only 50,000 dollars, you'd will get interest of6.1% on any amount over that,for a yearly yield of 6.27%. Of course, there is no penalty for early withdraw.M:Er... No, thank you. I...W: Or, could we persuade you to save with us if we offer you a dinning coupon book that will get you a 25% discount at many of the area's leading restaurantsand cost you only 12 dollars and 95 cents?M: Look, I think I'll just call around for more information. Thank you for your time.Questions 13 to 15 are based on the conversation you have just heard. 13. What is the man's purpose in making the phone call?14. What is the man most interested in?15. What did the woman do to persuade the man to deposit in her bank?Section BPassage OneKaren Smith is a buyer for a department store in New York. Department store buyers purchase the goods that their stores sell. They not only have to know what is fashionable at the moment,but also have to guess what will become fashionable next season or next year. Most buyers work for just one department in a store. But the goods that Karen finds may be displayed and sold in several different sections of the store. Her job involves buying handicrafts from all over the world. Last year, she made a trip to Morocco and returned with rocks, pots, dishes and pans. The year before, she visited Mexico,and bought back handmade table cloths,mirrors with frames of tin and paper flowers. The paper flowers were bright and colorful,so they were used todecorate the whole store. This year Karen is travelling inMalaysia,Thailand and Indonesia. Many of the countries that Karen visits have government offices that promote handicrafts. The officials are glad to cooperate with her by showing her the products that are available. Karen especially likes to visit markets in small towns and villages whenever she can arrange for it. She is always looking for interesting and unusual items. Karen thinks she has the best job she could have found. She loves all the travelling that she has to do,because she often visits markets and small out-of-the-way places. She sees much more of the country she visits than an ordinary tourist would. As soon as she gets back to New Yorkfrom one trip,Karen begins to plan another.Questions 16 to 18 are based on the passage you have just heard.16. What is said to make a good department store buyer?17. What does Karen's job involve?18. Why does Karen think she has got the best job?Passage TwoVaukin de Silva is a Brazilian who lives and works in New York. Brazil's most important product is coffee and coffee is Vaukin's business. He works for an international coffee institute. It represents Brazil and several other countries that export coffee. The institute wants more people to drink more coffee. That hasn't been easy to do for the last few months. A period of freezing weather destroyed a large part of Brazil's coffee crop. As aresult, there has been a shortage of coffee throughout the world. The shortage has caused prices to go very high. Many people are talking about giving up coffee until the prices come down again. All the countries that are represented in the institute want people to continue drinking coffee. They spend a lot of time explaining the recent rise in price to newspaper reporters. They want the public to understand the reason for the shortage. Among the goal,Vaukin was put in charge of an advertising campaign. The campaign will try to encourage people to keep on drinking coffee. Sometimes, Vaukin misses the beaches and tropical weather in Rio de Janeiro,but he likes the life in New York. He is young, only 27 years old,and he is a good-looking bachelor. There are a lot of women tomeet in New York and a lot of places to go with them. When he misses home,there are several Brazilian restaurants where he can go and speak Portuguese,his native language. The last fewweeks,however, he's been too busy to think about anything except coffee prices and his advertising campaign. Questions 19 to 22 are based on the passage you have just heard.19. What does the passage say about the international coffee institute? 20. What cause the recent shortage of coffee throughout the world?21. What do we learn about Vaukin de Silva?22. What has occupied Vaukin's mind for the last few weeks?Passage ThreeLast summer, my wife and I had saved for a year to be able to take aromantic cruise to several Caribbean islands. Because the train was scheduled to arrive in Miami, Floridaseveral hours before the sailing,we didn't think we'd have any reason to worry about getting to the dock on time. We should've known that long distance trains are often many hours late. We should've taken an earlier one to allow extra time. We should have, but we didn't and we missed the boat. Because there wouldn't to be a refund of our cruise fare,if we returned home,we had to pay for a hotel room and meals in the city and an air fare to fly to the first island on the shipped route two days later. We missed half the cruise. This year, we decided to let an experienced travel agent do our vacation planning for us. We had to pay the full price in advance for anescorted tour. We should be joining that relaxing well-planned trip right now. How could we have known there would be a strike against our airline? And why hadn't anyone advised us that the travel agency can't refund your money unless the tour operator can get the passengers 鈥?fees back from the reserved hotels,the tour boat's company and so on?To avoid trouble like this,we ought to get more travel experience.But to tell you the truth,we don't want to go anywhere. We鈥檙e planning to spend our vacations at home for a long time to come.Questions 23 to 25 are based on the passage you have just heard.23. Why did the couple fail to get to the cruise in time?24. What does the speaker say about their trip this year?25. What will the speaker do in the future for a vacation?Section CNow listen to the passage.Why would an animal kill itself? It seems a strange question,and yet it is one that has puzzled some people for a long time. The lemming is one such animal. Lemmings periodically commit mass suicide,and no one knows just why!The small creatures,which inhabit the Scandinavian mountains,sustain themselves on a diet of roots and live in nests they make underground. When their food supply is sufficiently large,the lemmings live anormal,undisturbed life.However, when the lemmings' good supply becomes too low to supportthe population,a singular migration commences. The lemmings leave their nests all together at the same time,forming huge crowds. Great numbers of the lemmings begin a long and hard journey across the Scandinavian plains,a journey that may last weeks. The lemmings eat everything in their path,continuing their destructive march until they reach the sea.The reason for what follows remains a mystery for zoologists and naturalists. Upon reaching the coast,the lemmings do not stop but swim by the thousands into the surf. Most float on water only a short time before they tire, sink, and drown.A common theory for this unusual phenomenon is that the lemmings do not realize that the ocean is such a huge body of water. In their cross-country journey,theanimals must traverse many smaller bodies of water,such as rivers and small lakes. They may assume that the sea is just another such swimmable obstacle. But no final answer has been found to the mystery.。
大学英语六级考试真题及答案 第二套
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：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 thepause, you must read the four choices marked A), B), D., and decide which is the best answer. Then mark the corresponding letter on Answer Sheet I witha single line through the centre.1. is impatient to learn computer programming.is unaware her operation system is outdated.is unable to use the new computer program.D. She is amazed at the fast change of technology.2. has long been fed up with traveling.prefers to stay home for the holiday.is going out of town for a couple of days.D. He is annoyed by the heavy traffic downtown.3. challenges facing East Asia.location for their new office.expansion into the overseas marketD. The living expenses in Tokyo and Singapore.4. number of cell phones were found after the last show.woman forgot where she had left her cell phone.woman was very pleased to find her cell phone.D. Reserved tickets could be picked up at the ticket counter.5. building materials will be delivered soon.project is being held up by bad weather.construction schedule may not be met.D. Qualified carpenters are not easy to find.6. is getting very forgetful these days.does not hold on to bitter feelings.resents the way she is treated.D. She never intends to hurt anyone.7. man wants to rent a small apartment.woman has trouble getting a mortgage.woman is moving to a foreign country.man is trying to sell the woman a house.8. are writing a story for the Morning News.are facing great challenges to get re-elected.are launching a campaign to attract women voters.are conducting a survey among the women in town.Questions 9 to 11 are based on the conversation you have just heard.9. his heart.him cry.him of his life.him feel young.10. is good at singing operas.enjoys complicated music:can sing any song if he likes it.loves country music in particular.to a bar and drink for hours.to an isolated place to sing blues.to see a performance in a concert hall.to work and wrap himself up in music.Questions 12 to 15 are based on the conversation you have just heard.12. he became an announcer.he writes news stories.he makes his living.he does his job.13. write the first version of news stories.gather news stories on the spot.polish incoming news stories.write comments on major news stories.14. through the news stories in a given period of time.little time to read the news before going on the air.to change the tone of his voice from time to time.all the words and phrases pronounced correctly.15. shows where advertisements come in.gives a signal for him to slow down.alerts him to something important.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. gives pleasure to both adults and children.is often carried around by small children.can be found in many parts of the world.was invented by an American Indian.17. were made for earning a living.were delicate geometric figures.were small circus figures made of wire.were collected by a number of museums.18. art.geometry.engineering.circus performance.Passage TwoQuestions 19 to 21 are based on the passage you have just heard.19. offer students a wide variety of courses.attract students from all over the world.admit more students than they can handle.have trouble dealing with overseas students.20. will benefit from education sooner or later.good education contributes to the prosperity of a nation.good education is necessary for one to climb the social ladder. has a right to an education appropriate to his potential.21. likes students with high motivation.enjoys teaching intelligent students.tailors his teaching to students' needs.treats all his students in a fair manner.Passage ThreeQuestions 22 to 25 are based on the passage you have just heard.22. is mostly imported from the Middle East.is a sure indicator of its economic activity.has a direct impact on the international oil market.equals more than 30 million barrels of oil each day.23. eventually turns into heat.is used in a variety of forms.use is chiefly responsible for air pollution.of it is lost in the process of transmission.24. it is used in rural areas.it is environment-friendly.it operates at near capacity.it operates at regular times.25. jams in cities.use of energy.shortage.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 thosein economics, containappendixes 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 required to select one word for each blank from a list of choices given ina 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 . 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 linkedto 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.E. 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 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 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 ThomasEdison, 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 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 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 areinstalled, 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 not only do our prospective new energy workers have to be trained, they haveto 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 acceleratedin 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 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 "IrishAmericans," 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 perception was derived from. A recent study, conducted by Emory University's Erika Hall, found that "Black" people are viewed more "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 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 worked at a managerial level, while only 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. is free from racial biases.represents social progress.is in the interest of common Americans.follows the standard naming practice.57. What does the author say about the naming of an ethnic group ?advances with the times.is based on racial roots.merits intensive study.is politically sensitive.58.What do Erika Hall's findings indicate?biases are widespread in the professional world.applicants don't attend to details on their resumes.seekers should all be careful- about their affiliations.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?Americans fare better than many other ethnic groups.people's socioeconomic status in America remains low.'s conception of a person has much to do with the way he or she is labeled. 's professional standing and income are related to their educational background.60. What is Dr. Du Bois's ideal?Americans enjoy equal rights.person is judged by their worth.new term is created to address African Americans.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 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 thrivein 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, 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 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 areto 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?aims at stimulating the intellectual curiosity of college students.fails to prepare students to face the challenges of modern times.has experienced dramatic changes in recent years.has tried hard to satisfy students' various needs.62. What is responsible for the students' lack of higher-level skills?diluted college curriculum.boring classroom activities.absence of rigorous discipline.outdated educational approach.63. What does Laura Hamilton say about college administrations?fail to give adequate help to the needy students.tend to offer too many less challenging courses.seem to be out of touch with society.prioritize non-academic activities.64. What can be learned about the socially and financially privileged students?tend to have a sense of superiority over their peers.can afford to choose easier majors in order to enjoy themselves.spend a lot of time building strong connections with businesses.can climb the social ladder even without a degree.65. What does the author suggest in the last paragraph?higher education has lost its global competitiveness.should not expect too much from American higher education.C. The current situation in American higher education may not last long. 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。
2011年12月英语六级真题及答案详解
2011年12月大学英语六级真题及答案Part I Writing (30 minutes)Directions:For this part, you are allowed 30 minutes to write a short essay entitled The Way to Success by commenting on Abraham Lincoln's famousremark, "Give me six hours to chop down a tree, and I will spend, the firstfour sharpening the axe." You should write at least150words but no morethan200words.The Way to Success注意：此部分试题请在答题卡1上作答。
Part II Reading Comprehension (Skimming and Scanning) (15 minutes) Directions:In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1.For questions 1-7, choose the bestanswer from the four choices marked A), B), C) and D). For questions 8-10,complete the sentences with the information given in the passage.Google's Plan for World's Biggest Online Library: Philanthropy Or Act of Piracy?In recent years, teams of workers dispatched by Google have been working hard tomake digital copies of books. So far, Google has scanned more than 10 million titles from librariesin America and Europe - including half a million volumes held by the Bodleian in Oxford. Theexact method it uses is unclear; the company does not allow outsiders to observe the process.Why is Google undertaking such a venture? Why is it even interested in all thoseout-of-printlibrary books, most of which have been gathering dust on forgotten shelves for decades? Thecompany claims its motives are essentially public-spirited. Its overall mission, after all, is to "organise the world's information", so it would be odd if that information did not include books.The company likes to present itself as having lofty aspirations. "This really isn't about making money. We are doing this for the good of society." As Santiago de la Mora, head of Google Books for Europe, puts it: "By making it possible to search the millions of books that exist today, we hope to expand the frontiers of human knowledge."Dan Clancy, the chief architect of Google Books, does seem genuine in his conviction that thisis primarily a philanthropic (慈善的) exercise. "Google's core business is search and find, soobviously what helps improve Google's search engine is good for Google," he says. "But we havenever builta spreadsheet (电子数据表) outlining the financial benefits of this, and I have neverhad to justify the amount I am spending to the company's founders."It is easy, talking to Clancy and his colleagues, to be swept along by their missionary passion. But Google's book-scanning project is proving controversial. Several opponents have recently emerged, ranging from rival tech giants such as Microsoft and Amazon to small bodies representing authors and publishers across the world. In broad terms, these opponents have levelled two sets of criticisms at Google.First, they have questioned whether the primary responsibility for digitally archiving theworld's books should be allowed to fall to a commercial company. In a recent essay in the New YorkReview of Books, Robert Darnton, the head of Harvard University's library, argued that becausesuch books are a common resource – the possession of us all – only public, not-for-profit bodiesshould be given the power to control them.The second related criticism is that Google's scanning of books is actually illegal. This allegation has led to Google becoming mired in (陷入) a legal battle whose scope and complexity makes the Jarndyce and Jarndyce case in Charles Dickens' Bleak House look straightforward.At its centre, however, is one simple issue: that of copyright. The inconvenient fact aboutmost books, to which Google has arguably paid insufficient attention, is that they are protectedby copyright. Copyright laws differ from country to country, but in general protection extends forthe duration of an author's life and for a substantial period afterwards, thus allowing the author's heirs to benefit. (In Britain and America, this post-death period is 70 years.) This means, of course,that almost all of the books published in the 20th century are still under copyright – and the last century saw more books published than in all previous centuries combined. Of the roughly 40 million books in US libraries, for example, an estimated 32 million are in copyright. Of these, some 27 million are out of print.Outside the US, Google has made sure only to scan books that are out of copyright and thus in the "public domain" (works such as the Bodleian's first edition of Middlemarch, which anyone canread for free on Google Books Search).But, within the US, the company has scanned both in-copyright and out-of-copyright works. Inits defence, Google points out that it displays only small segments of books that are in copyright– arguing that such displays are "fair use". But critics allege that by making electronic copies of these books without first seeking the permission of copyright holders, Google has committed piracy."The key principle of copyright law has always been that works can be copied onlyonce authors have expressly given their permission," says Piers Blofeld, of the Sheil Land literary agency in London. "Google has reversed this – it has simply copied all these works without bothering toask."In 2005, the Authors Guild of America, together with a group of US publishers, launched a class action suit (集团诉讼) against Google that, after more than two years of negotiation, endedwith an announcement last October that Google and the claimants had reached an out-of-courtsettlement. The full details are complicated - the text alone runs to 385 pages– and trying tosummarise it is no easy task. "Part of the problem is that it is basically incomprehensible," saysBlofeld, one of the settlement's most vocal British critics.Broadly, the deal provides a mechanism for Google to compensate authors andpublishers whose rights it has breached (including giving them a share of any future revenue it generates fromtheir works). In exchange for this, the rights holders agree not to sue Google in future.This settlement hands Google the power - but only with the agreement of individual rights holders – to exploit its database of out-of-print books. It can include them in subscription deals sold to libraries or sell them individually under a consumer licence. It is these commercial provisions that are proving the settlement's most controversial aspect.Critics point out that, by giving Google the right to commercially exploit its database, thesettlement paves the way for a subtle shift in the company's role from provider of information to seller. "Google's business model has always been to provide information for free, and sell advertising on the basis of the traffic this generates," points out James Grimmelmann, associate professor at NewYork Law School. Now, he says, because of the settlement's provisions, Google could become a significant force in bookselling.Interest in this aspect of the settlement has focused on "orphan" works, where there is noknown copyright holder – these make up an estimated 5-10% of the books Google has scanned. Under the settlement, when no rights holders come forward and register their interest in a work, commercial control automatically reverts to Google. Google will be able to display up to 20% oforphan works for free, include them in its subscription deals to libraries and sell them to individual buyers under the consumer licence.It is by no means certain that the settlement will be enacted (执行) – it is the subject of afairness hearing in the US courts. But if it is enacted, Google will in effect be off the hook as faras copyright violations in the US are concerned. Many people are seriously concerned by this - and the company is likely to face challenges in other courts around the world.No one knows the precise use Google will make of the intellectual property it has gained byscanning the world's library books, and the truth, as Gleick, an American science writer and member of the Authors Guild, points out, is that the company probably doesn't even know itself. But what is certain is that, in some way or other, Google's entrance into digital bookselling will have a significant impact on the book world in the years to come.注意：此部分试题请在答题卡1上作答。
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月大学英语六级答案解析(二)
2015年12月大学英语六级考试真题(二)答案与详解Part ⅠWriting结构框图：一、第1段描述图片，提出主题——难以获取有用的信息。
二、第2段分析难以获取有用信息的原因。
三、第3段提出建议：由不加甄别地索取信息转向仔细地挑选信息。
The Difficulty in Acquiring Useful InformationAs the picture given depicts, several employees are having a meeting while one of them complains, “We have lots of information technology. We just don’t have much useful information.” What the picture presents is that even though equipped with advanced devices and information technology, we can hardly obtain useful information that we need.A multitude of reasons can account for the phenomenon. First of all, as we are increasingly, dependent on various advanced devices, they have brought us much information. However, faced with so much information, we’re actually not competent enough to tell the useful information from the useless information. What’s more, the fact that the network management regulations are not perfect cannot be ignored, which makes it difficult to prevent our life being lumbered with useless bits of information.From my point of view, as we are now in a great new era of information, we cannot say no to the benefits that information technology has brought us. However, it’s high time we transferred our focus from acquiring information indiscriminately to selecting information. Only in this way can we acquire the exact information that we need.PartⅡListening Comprehension1.听力原文：W：I’m so frustrated with this new computer program. I just can’t figure it out.M：I know what you mean. It can be overwhelming, especially since the technology is always changing. By the time you learn one program, it’s outdated.Q：What do we learn about the woman from the conversation?【精析】C)。
2015年6月大学英语六级考试真题 附六级考试听力原文
2015年6月大学英语六级考试真题Part ⅠWritingDirections:For this part, you are allowed 30 minutes to write a short essay entitled How to Improve Psychological Health? You should write at least 150 words following the outline given below.1. 掌心生理健康的重要性2. 学校应该怎样做3. 学生自己应该怎样做How to Improve Psychological Health?Part ⅡReading Comprehension (Skimming and Scanning)Directions:In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked [A], [B], [C] and [D]. For questions 8-10 complete the sentences with the information given in the passage.Supersize SurpriseAsk anyone why there is an obesity epidemic and they will tell you that it's all down to eating too much and burning too few calories. That explanation appeals to common sense and has dominated efforts to get to the root of the obesity epidemic and reverse it. Yet obesity researchers are increasingly dissatisfied with it. Many now believe that something else must have changed in our environment to precipitate (促成) such dramatic rises in obesity over the past 40 years or so. Nobody is saying that the "big two"--reduced physical activity and increased availability of food--are not important contributors to the epidemic, but they cannot explain it all.Earlier this year a review paper by 20 obesity experts set out the 7 most plausible alternative explanations for the epidemic. Here they are.1. Not enough sleepIt is widely believed that sleep is for the brain, not the body. Could a shortage of shut-eye also be helping to make us fat?Several large-scale studies suggest there may be a link. People who sleep less than 7 hours a night tend to have a higher body mass index than people who sleep more, according to data gathered by the US National Health and Nutrition Examination Survey. Similarly, the US Nurses' Health Study, which tracked 68,000 women for 16 years, found that those who slept an average of 5 hours a night gained more weight during the study period than women who slept 6 hours, who in turn gained more than those who slept 7.It's well known that obesity impairs sleep, so perhaps people get fat first and sleep less afterwards. But the nurses' study suggests that it can work in the other direction too: sleep loss may precipitate weight gain.Although getting figures is difficult, it appears that we really are sleeping less. In 1960 people in the US slept an average of 8.5 hours per night. A 2002 poll by the National Sleep Foundation suggests that the average has fallen to under 7 hours, and the decline is mirrored by the increase in obesity.2. Climate controlWe humans, like all warm-blooded animals, can keep our core body temperatures pretty much constant regardless of what's going on in the world around us. We do this by altering our metabolic (新陈代谢) rate, shivering or sweating. Keeping warm and staying cool take energy unless we are in the "thermo-neutral zone", which is increasingly where we choose to live and work.There is no denying that ambient temperatures (环境法度) have change in the past few decades. Between 1970 and 2000, the average British home warmed from a chilly 13℃to 18℃. In the US, the changes have been at the other end of the thermometer as the proportion of homes with air conditioning rose from 23% to 47% between 1978 and 1997. In the southern states--where obesity rates tend to be highest--the number of houses with air conditioning has shot up to 70% from 37% in 1978.Could air conditioning in summer and heating in winter really make a difference to our weight? Sadly, there is some evidence that it does--at least with regard to heating. Studies show that in comfortable temperatures weuse less energy.3. Less smokingBad news: smokers really do tend to be thinner than the rest of us, and quitting really does pack on the pounds, though no one is sure why. It probably has something to do with the fact that nicotine (尼古本) is an appetite suppressant and appears to up your metabolic rate.Katherine Flegal and colleagues at the US National Center for Health Statistics in Hyattsville, Maryland, have calculated that people kicking the habit have been responsible for a small but significant portion of the US epidemic of fatness. From data collected around 1991 by the US National Health and Nutrition Examination Survey, they worked out that people who had quit in the previous decade were much more likely to be overweight than smokers and people who had never smoked. Among men, for example, nearly half of quitters were overweight compared with 37% of non-smokers and only 28% of smokers.4. Genetic effectsYour chances of becoming fat may be set, at least in part, before you were even born. Children of obese mothers are much more likely to become obese themselves later in life. Offspring of mice fed a high-fat diet during pregnancy are much more likely to become fat than the offspring of identical mice fed a normal diet. Intriguingly, the effect persists for two or three generations. Grand-children of mice fed a high-fat diet grow up fat even if their own mother is fed normally--so your fate may have been sealed even before you were conceived.5. A little older...Some groups of people just happen to be fatter than others. Surveys carried out by the US National Center for Health Statistics found that adults aged 40 to 79 were around three times as likely to be obese as younger people. Non-white females also tend to fall at the fatter end of the spectrum: Mexican-American women are 30% more likely than white women to be obsess, and black women have twice the risk.In the US, these groups account for an increasing percentage of the population. Between 1970 and 2000 the US population aged 35 to 44 grew by 43%. The proportion of Hispanic-Americans also grew, from under 5% to 12.5% of the population, while the proportion of black Americans increased from 11% to 12.3%. These changes may account in part for the increased prevalence of obesity.6. Mature mumsMothers around the world are getting older. In the UK, the mean age for having a first child is 27.3, compared with 23.7 in 1970. Mean age at first birth in the US has also increased, rising from 21.4 in 1970 to 24.9 in 2000.This would be neither here nor there if it weren't for the observation that having an older mother seems to be an independent risk factor for obesity. Results from the US National Heart, Lung and Blood Institute's study found that the odds of a child being obese increase about 14% for every five extra years of their mother's age, though why this should be so is not entirely clear.Michael Symonds at the University of Nottingham, UK, found that first-born children have more fat than younger ones. As family size decreases, firstborns account for a greater share of the population. In 1964, British women gave birth to an average of 2.95 children; by 2005 that figure had fallen to 1.79. In the US in 1976, 9.6% of woman in their 40s had only one child; in 2004 it was 17.4%. This combination of older mothers and more single children could be contributing to the obesity epidemic.7. Like marrying likeJust as people pair off according to looks, so they do for size. Lean people are more likely to marry lean and fat more likely to marry fat. On its own, like marrying like cannot account for any increase in obesity. But combined with others-- particularly the fact that obesity is partly genetic, and that heavier people have more children--it amplifies the increase from other causes.1. What is the passage mainly about?[A] Effects of obesity on people's health.[B] The link between lifestyle and obesity.[C] New explanations for the obesity epidemic.[D] Possible ways to combat the obesity epidemic.2. In the US Nurses' Health Study, women who slept an average of 7 hours a night ______ .[A] gained the least weight[B] were inclined to eat less[C] found their vigor enhanced[D] were less susceptible to illness3. The popular belief about obesity is that ______ .[A] it makes us sleepy[B] it causes sleep loss[C] it increases our appetite[D] it results from lack of sleep4. How does indoor heating affect our life?[A] It makes us stay indoors more.[B] It accelerates our metabolic rate.[C] It makes us feel more energetic.[D] It contributes to our weight gain.5. What does the author say about the effect of nicotine on smokers?[A] It threatens their health.[B] It heightens their spirits.[C] It suppresses their appetite.[D] It slows down their metabolism.6. Who are most likely to be overweight according to Katherine Flegal's study?[A] Heavy smokers.[B] Passive smokers.[C] Those who never smoked.[D] Those who quit smoking.7. According to the US National Center for Health Statistics, the increased obesity in the US is a result of ______ .[A] the growing number of smokers among young people[B] the rising proportion of minorities in its population[C] the increasing consumption of high-calorie foods[D] the improving living standards of the poor people8. According to the US National Heart, Lung and Blood Institute, the reason why older mothers' children tend to be obese remains ______ .9. According to Michael Symonds, one factor contributing to the obesity epidemic is decrease of ______ .10. When two heavy people get married, chances of their children getting fat increase, because obesity is ______ . Part ⅢListening 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 2 with a single line through the centre.Questions 11 to 18 are based on the conversation you have just heard.11. [A] He is quite easy to recognize.[B] He is an outstanding speaker.[C] He looks like a movie star.[D] He looks young for his age.12. [A] Consult her dancing teacher.[B] Take a more interesting class.[C] Continue her dancing class.[D] Improve her dancing skills.13. [A] The man did not believe what the woman said.[B] The man accompanied the woman to the hospital.[C] The woman may be suffering from repetitive strain injury.[D] The woman may not have followed the doctor's instructions.14. [A] They are not in style any more.[B] They have cost him far too much.[C] They no longer suit his eyesight.[D] They should be cleaned regularly.15. [A] He spilled his drink onto the floor.[B] He has just finished wiping the floor.[C] He was caught in a shower on his way home.[D] He rushed out of the bath to answer the phone.16. [A] Fixing some furniture.[B] Repairing the toy train.[C] Reading the instructions.[D] Assembling the bookcase.17. [A] Urge Jenny to spend more time on study.[B] Help Jenny to prepare for the coming exams.[C] Act towards Jenny in a more sensible way.[D] Send Jenny to a volleyball training center.18. [A] The building of the dam needs a large budget.[B] The proposed site is near the residential area.[C] The local people feel insecure about the dam.[D] The dam poses a threat to the local environment. Questions 19 to 21 are based on the conversation you have just heard.19. [A] It saw the end of its booming years worldwide.[B] Its production and sales reached record levels.[C] It became popular in some foreign countries.[D] Its domestic market started to shrink rapidly.20. [A] They cost less.[B] They tasted better.[C] They were in fashion.[D] They were widely advertised.21. [A] It is sure to fluctuate.[B] It is bound to revive.[C] It will remain basically stable.[D] It will see no more monopoly.Questions 22 to 25 are based on the conversation you have just heard.22. [A] Organising protests.[B] Recruiting members.[C] Acting as its spokesman.[D] Saving endangered animals.23. [A] Anti-animal-abuse demonstrations.[B] Surveying the Atlantic Ocean floor.[C] Anti-nuclear campaigns.[D] Removing industrial waste.24. [A] By harassing them.[B] By appealing to the public.[C] By taking legal action.[D] By resorting to force.25. [A] Doubtful.[B] Reserved.[C] Indifferent.[D] Supportive.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 2 with a single line through the centre.Passage OneQuestions 26 to 28 are based on the passage you have just heard.26. [A] The air becomes still.[B] The air pressure is low.[C] The clouds block the sun.[D] The sky appears brighter.27. [A] Ancient people were better at foretelling the weather.[B] Sailors' sayings about the weather are unreliable.[C] People knew long ago how to predict the weather.[D] It was easier to forecast the weather in the old days.28. [A] Weather forecast is getting more accurate today.[B] People can predict the weather by their senses.[C] Who are the real experts in weather forecast.[D] Weather changes affect people's life remarkably.Passage TwoQuestions 29 to 31 are based on the passage you have just heard.29. [A] They often feel insecure about their jobs.[B] They are unable to decide what to do first.[C] They are incompetent to fulfill their responsibilities.[D] They feel burdened with numerous tasks every day.30. [A] Analyze them rationally.[B] Draw a detailed to-do list.[C] Tm to others for help.[D] Handle them one by one.31. [A] They have accomplished little.[B] They feel utterly exhausted.[C] They have worked out a way to relax.[D] They no longer feel any sense of guilt.Passage ThreeQuestions 32 to 35 are based on the passage you have just heard.32. [A] Their performance may improve.[B] Their immune system may be reinforced[C] Their blood pressure may rise all of a sudden.[D] Their physical development may be enhanced.33. [A] Improved mental functioning.[B] Increased susceptibility to disease.[C] Speeding up of blood circulation.[D] Reduction of stress-related hormones.34. [A] Pretend to be in better shape.[B] Have more physical exercise.[C] Turn more often to friends for help.[D] Pay more attention to bodily sensations.35. [A] Different approaches to coping with stress.[B] Various causes for serious health problems.[C] The relationship between stress and illness.[D] New finding of medical research on stress.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 numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the main points in your own words. Finally, when the passage is read for the third time, you should check what you have written.One of the most common images of an advanced, Western-style culture is that of a busy, traffic-filled city. Since their first (36) on American roadways, automobiles have become a (37) of progress, a source of thousands of jobs, and an almost inalienable right for citizens' personal freedom of movement. In recent (38) our "love affair" with the car is being (39) directly to the developing world and it is increasingly (40) that this transfer is leading to disaster.America's almost complete dependence on automobiles has been a terrible mistake. As late as the 1950s, a large (41) of the American public used mass transit. A (42) of public policy decisions and corporate scheming saw to it that countless (43) and efficient urban streetcar and intra-city rail systems were dismantled (拆除). (44) . Our lives have been planned along a road grid--homes far from work, shopping far from everything, with ugly stretches of concrete and blacktop in between.Developing countries are copying Western-style transportation systems down to the last detail. (45) . Pollution-control measures are either not strict or nonexistent, leading to choking clouds of smog. Gasoline still contains lead, which is extremely poisonous to humans. (46) . In addition to pollution and traffic jams, auto safety is a critical issue in developing nations.Part ⅣReading Comprehension (Reading in Depth)Section ADirections:In this section, there is a short passage with 5 questions or incomplete statements. Read the passage carefully. Then answer the questions or complete the statements in the fewest possible words. Please write your answers on Answer Sheet 2.One of the major producers of athletic footwear, with 2002 sales of over $10 billion, is a company called Nike, with corporate headquarters in Beaverton, Oregon. Forbes magazine identified Nike's president, Philip Knight, as the 53rd-richest man in the world in 2004. But Nike has not always been a large multimillion-dollar organization. In fact, Knight started the company by selling shoes from the back of his car at track meets.In the late 1950s Philip Knight was a middle-distance runner on the University of Oregon track team, coached by Bill Bowerman. One of the top track coaches in the U.S., Bowerman was also known for experimenting with the design of running shoes in an attempt to make them lighter and more shock-absorbent. After attending Oregon, Knight moved on to do graduate work at Stanford University; his MBA thesis was on marketing athletic shoes. Once he received his degree, Knight traveled to Japan to contact the Onitsuka Tiger Company, a manufacturer of athletic shoes. Knight convinced the company's officials of the potential for its product in the U.S. In 1963 he received his first shipment of Tiger shoes, 200 pairs in total.In 1964, Knight and Bowerman contributed $500 each to form Blue Ribbon Sports, the predecessor of Nike. In the first few years, Knight distributed shoes out of his car at local track meets. The first employees hired by Knight were former college athletes. The company did not have the money to hire "experts", and there was no established athletic footwear industry in North America from which to recruit those knowledgeable in the field. In its early years the organization operated in an unconventional manner that characterized its innovative and entrepreneurial approach to the industry. Communication was informal; people discussed ideas and issues in the hallways, on a run, or over a beer. There was little task differentiation. There were no job descriptions, rigid reporting systems, or detailed rules and regulations. The team spirit and shared values of the athletes on Bowerman's teams carried over and provided the basis for the collegial style of management that characterized the early years of Nikes.47. While serving as a track coach, Bowerman tried to design running shoes that were ____________ .48. During his visit to Japan, Knight convinced the officials of the Onitsuka Tiger Company that its product would have ____________ .49. Blue Ribbon Sports was unable to hire experts due to the absence of ____________ in North America.50. In the early years of Nike, communication within the company was usually carded out ____________ .51. What qualities of Bowerman's teams formed the basis of Nike's early management style?____________ .Section BDirections: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 OneSustainable development is applied to just about everything from energy to clean water and economic growth, and as a result it has become difficult to question either the basic assumptions behind it or the way the concept is put to use. This is especially true in agriculture, where sustainable development is often taken as the sole measure of progress without a proper appreciation of historical and cultural perspectives.To start with, it is important to remember that the nature of agriculture has changed markedly throughout history, and will continue to do so. Medieval agriculture in northern Europe fed, clothed and sheltered a predominantly rural society with a much lower population density than it is today. It had minimal effect on biodiversity, and any pollution it caused was typically localised. In terms of energy use and the nutrients (营养成分) captured in the product it was relatively inefficient.Contrast this with farming since the start of the industrial revolution. Competition from overseas led farmers to specialise and increase yields. Throughout this period food became cheaper, safer and more reliable. However, these changes have also led to habitat (栖息地) loss and to diminishing biodiversity.What's more, demand for animal products in developing countries is growing so fast that meeting it willrequire an extra 300 million tons of grain a year by 2050. Yet the growth of cities and industry is reducing the amount of water available for agriculture in many regions.All this means that agriculture in the 21st century will have to be very different from how it was in the 20th. This will require radical thinking. For example, we need to move away from the idea that traditional practices are inevitably more sustainable than new ones. We also need to abandon the notion that agriculture can be "zero impact". The key will be to abandon the rather simple and static measures of sustainability, which centre on the need to maintain production without increasing damage.Instead we need a more dynamic interpretation, one that looks at the pros and cons (两方面) of all the various ways land is used. There are many different ways to measure agricultural performance besides food yield: energy use, environmental costs, water purity, carbon footprint and biodiversity. It is clear, for example, that the carbon of transporting tomatoes from Spain to the UK is less than that of producing them in the UK with additional heating and lighting. But we do not know whether lower carbon footprints will always be better for biodiversity.What is crucial is recognising that sustainable agriculture is not just about sustainable food production.52. How do people often measure progress in agriculture?[A] By its productivity.[B] By its sustainability.[C] By its impact on the environment.[D] By its contribution to economic growth.53. Specialisation and the effort to increase yields have resulted in ______ .[A] localised pollution[B] the shrinking of farmland[C] competition from overseas[D] the decrease of biodiversity54. What does the author think of traditional farming practices?[A] They have remained the same over the centuries.[B] They have not kept pace with population growth.[C] They are not necessarily sustainable.[D] They are environmentally friendly.55. What will agriculture be like in the 21st century?[A] It will go through radical changes.[B] It will supply more animal products.[C] It will abandon traditional farming practices.[D] It will cause zero damage to the environment.56. What is the author's purpose in writing this passage?[A] To remind people of the need of sustainable development.[B] To suggest ways of ensuring sustainable food production.[C] To advance new criteria for measuring farming progress.[D] To .urge people to rethink what sustainable agriculture is.Passage TwoThe percentage of immigrants (including those unlawfully present) in the United States has been creeping upward for years. At 12.6 percent, it is now higher than at any point since the mid-1920s.We are not about to go back to the days when Congress openly worried about inferior races polluting America's bloodstream. But once again we are wondering whether we have too many of the wrong sort of newcomers. Their loudest critics argue that the new wave of immigrants cannot, and indeed do not want to, fit in as previous generations did.We now know that these racist views were wrong. In time, Italians, Romanians and members of other so-called inferior races became exemplary Americans and contributed greatly, in ways too numerous to detail, to the building of this magnificent nation. There is no reason why these new immigrants should not have the same success.Although children of Mexican immigrants do better, in terms of educational and professional attainment, than their parents, UCLA sociologist Edward Telles has found that the gains don't continue. Indeed, the fourth generation is marginally worse off than the third. James Jackson, of the University of Michigan, has found a similar trend among black Caribbean immigrants. Telles fears that Mexican-Americans may be fated to follow in the footsteps of American blacks--that large parts of the community may become mired (陷入) in a seemingly permanent state of poverty and underachievement. Like African- Americans, Mexican-Americans are increasingly relegated to (降入) segregated, substandard schools, and their dropout rate is the highest for any ethnic group in the country.We have learned much about the foolish idea of excluding people on the presumption of ethnic/racial inferiority. But what we have not yet learned is how to make the process of Americanization work for all. I am not talking about requiring people to learn English or to adopt American ways; those things happen pretty much on their own. But as arguments about immigration heat up the campaign trail, we also ought to ask some broader questions about assimilation, about how to ensure that people, once outsiders, don't forever remain marginalized within these shores.That is a much larger question than what should happen with undocumented workers, or how best to secure the border, and it is one that affects not only newcomers but groups that have been here for generations. It will have more impact on our future than where we decide to set the admissions bar for the latest wave of would-be Americans. And it would be nice if we finally got the answer right.57. How were immigrants viewed by U.S. Congress in early days?[A] They were of inferior races.[B] They were a source of political corruption.[C] They were a threat to the nation's security.[D] They were part of the nation's bloodstream.58. What does the author think of the new immigrants?[A] They will be a dynamic workforce in the U.S.[B] They can do just as well as their predecessors.[C] They will be very disappointed on the new land.[D] They may find it hard to fit into the mainstream.59. What does Edward Telles' research say about Mexican-Americans?[A] They may slowly improve from generation to generation.[B] They will do better in terms of educational attainment.[C] They will melt into the African-American community.[D] They may forever remain poor and underachieving.60. What should be done to help the new immigrants?[A] Rid them of their inferiority complex.[B] Urge them to adopt American customs.[C] Prevent them from being marginalized.[D] Teach them standard American English.61. According to the author, the burning issue concerning immigration is ______ .[A] how to deal with people entering the U.S. without documents[B] how to help immigrants to better fit into American society[C] how to stop illegal immigrants from crossing the border。
2011年12月英语六级(CET6)真题
历年考研英语的高频单词（3～13次）历年考研英语的高频单词（2次）2011年考研大纲词汇AA,an art.一(个);任何一个;每,每一件Abandon v.放弃;抛弃Abide v.(by)坚持,遵守Ability n.能力,智能;才能,才干able a.有能力的,能干的,显示出才华的able to inf. 能,会abnormal a.反常的,不正常的aboard ad.在船(飞机,车)上,上船（飞机,车）prep.在（船,飞机,车）上,上（船,飞机,车）abolish v.废除,取消about ad.在周围,附近,到处;大约,差不多prep.关于,对于;在…周围,在…附近a.准备 be about to+inf.即将above prep.在…上面,超过,高于a.上面的,上述的ad.在上面,以上above all首要,尤其abroad ad.到国外,在国外;到处abrupt a.突然的,意外的;(举止,言谈等)唐突的,鲁莽的absence n.缺席,不在场;缺乏,没有absent a.(from)缺席,不在场;缺乏的漫不经心的absolute a.绝对的,完全的absorb v.吸收;吸收,使专心 be absorbed in专心于absorption n.吸收abstract a.抽象的 n.摘要,提要 v.提(抽取) absurd a.荒唐的abundance n.丰富,充裕abundant a.(in)丰富的,充分的,充裕的abuse v./n.滥用;虐待;谩骂academic a.学院的;学术的academy n.学院accelerate v.加快,促进acceleration n.加速(度)accent n.腔调,口音;重音(符号)accept v.接受,认可;同意,认可acceptable a.可接受的acceptance n.接受,验收;承认,认可access n.接近,进入;入口,通道,入口;接近（或进入）的方法 have/gain access to可以获得accessory n.附件,配件 a.附属的accident n.事故;意外的事,偶然的事by accident偶然accidental a. 偶然的,意外的accommodate v.留宿,收容;供应,供给accommodation(s) n.住宿,留宿;膳宿供应accompany v.陪同,伴随;为…伴奏accomplish v.完成accordance n.一致 in accordance with与…一致according to按照,根据accordingly ad.因此,从而,相应地,照着（办）account n.账（目,户）;叙述,说明 v.说明,解释account for说明（原因等）on account of因为,由于take …into account考虑accumulate v.积累,积蓄,堆积accuracy n.准确,准确度accurate a.精确的,准确的accuse v.（of）控告,谴责accustom v.（to）使习惯accustomed a.惯常的,习惯的be accustomed to习惯于ache v.痛 n.疼痛,酸痛achieve v.完成;达到,达成,获得acid n.酸 a.酸的acknowledge v.承认;致谢acquaint v.(sb.with)使认识,使了解acquaintance n.熟人,相识acquire v.取得,获得;学到acquisition n.获得,获得物acre n.英亩across prep.横过,穿过;在...对面,与...交叉ad.横过,穿过,横断;宽,阔act v.行动,做事;(on)起作用;表演n.行为,动作;(一)幕;法令,条例action n.行动,行为;动作,活动;(on)作用activate v.使活动,起动active a.有活力的,活跃的,敏捷的,在活动中的activity n.活动;活性,活力actor n.男演员actress n.女演员actual a.实际的,现实的acute a.敏锐的,尖锐的;(疾病)急性的AD/A.D. n.公元ad=advertisement n.广告adapt v.(to)(使)适应,适合;改编,改写adaptation n.改编;适应add v.(to)加,增加;补充说,又说add up to合计,总计addition n.(增)加,加法;附加(物)in addition另外in addition to除...之外additional a.附加的,另外的,额外的address n.地址,通讯处,致词 v.致函,写姓名地址;讲话adequate a.足够的,充分的,恰当的adhere v.(to)粘附,胶着;坚持adjacent a.(to)邻近的,毗连的adjective n./a.形容词(的)adjoin v.毗连,靠近adjust v.调节,调整,校正administrate/administer v.掌管,料理...的事务;实施,执行;给予,投(药)administration n.管理,经营;行政(机关,部门);政府admiration n.钦佩,赞美admire v.钦佩,赞赏,羡慕admission n.允许进入,接纳,收容;承认admit v.让...进入,接纳;承认adolescentn.青少年 a.青春期的,青少年的adopt v.采用,采纳,通过;收养adoption n.采用,采纳,通过;收养adult n.成(年)人 a.成年人的,已成熟的advance v.前进,进展;推进,促进;提出(建议等);提前n.前进,进展;预付,预支in advance提前,预先advanced a. 高级的,先进的,前进的advantage n.优点长处有利条件;利益好处gain/have an advantage over胜过,优于take advantage of利用advantageous a.有利的adventure n.冒险,冒险活动;奇遇adverb n.副词advertise v.做广告advice n.劝告,忠告,(医生等的)意见advisable n.可取的,适当的advise v.劝告,忠告;建议;通知advocate n.提倡者,鼓吹v.提倡,鼓吹aerial a.空中的,航空的n.天线aeroplane/airplane n.飞机aerospace n.太空,宇宙空间aesthetic/esthetic a.美学的,艺术的;审美的affair n.事,事情,事件affect v.影响;感动affection n.爱,慈爱,感情;影响affiliate v.使隶属(或附属)于n.附属机构,分公司affirm v.断言,肯定affirmative a.肯定的afford v.担负得起,买得起,花得起(时间);供给,给予afraid a.(of)怕,害怕的;恐怕,担心的Africa n.非洲African a.非洲(人)的 n.非洲人After prep.在以后,在..后面conj.在.后ad.以后,后来afternoon n.下午,午后afterward(s) ad.后来,以后again ad.又,再(次),重新against prep.对(着),逆;反对;违反;靠近,倚在;对比age n.年龄;时期,时代v.变老,老化agency n.代理(处),代办处agenda n.议事日程agent n.代理商(人),代表aggravate v.恶化,加重,加剧aggressive a.侵略的,好斗的;敢作敢为的,有进取心的agitate v.鼓动,搅动;搅拌ago ad.以前,...前agony n.苦恼,痛苦agree v.(to,with)同意,赞成;一致,适合agreeable a.惬意的,令人愉快的;易相处的;同意的agreement n.同意,一致;协定,协议agricultural a.农业的agriculture n.农业ahead ad.在前,向前,提前,前头ahead of在前面,先于aid v.援助救援帮助n.援助,救护;助手辅助物,辅助设备aim v.(at)目的在于,旨在;瞄准,针对n.目标,目的air n.空气,大气,天空;神气,架子v.使通风in the air在流行中,在传播中aircraft n.航空器,飞机airline n.航线;航空公司airmail n.航空邮件,航空邮政airplane/aeroplane n.飞机airport n.机场,航空站alarm n.警报;惊恐,惊慌 v.使惊恐,惊动,惊吓;向...报警alcohol n.酒精,乙醇alert a.警惕的;机灵的alien n外侨外星人a.外国的(from)相异的(to)不相容的alike a.相同的,想像的alive a.活着着;活跃的,热闹的all a.所有的,全部的pron.一切,全部ad.完全,都,十分above all首要,尤其after all终于,毕竟;虽然这样all but几乎,差一点;除...之外其余都all out全力以赴,竭尽全力all over遍及,到处all right行,可以;顺利,良好at all完全,根本in all总共,共计not at all一点也不allege v.断言,宣称alleviate v.减轻,缓解,缓和alliance n.结盟,联盟;联姻in alliance with与..联盟allied a.联合的,同盟的allocate v.分配,分派,把...拨给allow v.允许,准许;承认;让...得到allow for考虑到allowance n.津贴,补助(费)make allowance(s) for考虑到,顾及;体谅,原谅alloy n.合金ally n.同盟国,同盟者;支持者v.(with)使结盟almost ad.几乎,差不多alone a.单独,独立,独一无二的ad.仅仅,只;单独地,独自leave/let...alone听其自然,不要去管let alone更不用说along prep.沿着ad.向前along with与...一起alongside prep在…旁边横靠与...并肩ad并排地并肩地aloud ad.出声地,大声地alphabet n.字母表already ad.已,已经also ad也,同样;而且,还not only...but also不但而且alter v.改变,变更alteration n.改变,变更alternate a.交替的,轮流的v.交替,轮流alternative a.两者挑一的n.可供选择的事物,替换物, although conj.尽管,虽然,即使altitude n.高度,海拔altogether ad.完全,全部地;总共;总之aluminum/aluminium n.铝always ad.永远,始终;总是,一直AM/A.M./a.m. 上午amateur a.业余的n.业余(活动)爱好者amaze v.使惊奇,使惊愕,使惊叹ambassador n.大使ambiguous a.模棱两可的ambition n.雄心,野心ambitious a.有雄心的,野心勃勃的ambulancen.救护车amend v.修改,修正America n.美洲;美国American a.美洲(人)的;美国(人)的n.美国人;美国人among(st) prep.在…之中,在...中间amount n.数量,总额v.(to)合计,总共达,等于ampere n.安培ample a.充分的,富裕的;宽敞的,宽大的amplifier n.放大器,扩音机amplify v.放大,增强amuse v.逗...笑,给...以娱乐(消遣)amusement n.娱乐,消遣;娱乐活动analog/analogue n.类似物;模拟analogy n.比拟,类比by analogy用类推的方法analysis n.分析,分解analytic(al) a.分析的,分解的analyze/analyse v.分析,分解ancestor n.祖宗,祖先anchor n.锚v.抛锚,停泊ancient a.古代的,古老的and conj.和,与,而且;那么;接连,又angel n.天使anger n.(愤)怒,气愤v.使发怒,激怒angle n.角;角度,方面,观点angry a.愤怒的;生气的;(风雨等)狂暴的animal n.动物,野兽,牲畜a.动物的,野兽的ankle n.踝anniversary n.周年(纪念日)announce v.宣布,发表,通行;报告...的来到announcer n.播音员,报幕员annoy v.使恼怒,使生气,打搅annual a.每年的,年度的n.年刊,年鉴anonymous a.匿名的;无名的;无特色的another a.另一,再一;别的,不同的pron.另一个,类似的一个one after another一个接一个one another互相answer v.回答,答复,响应;(for)负责,保证;(to)符合,适合n.回答,答复,答案ant n.蚂蚁Antarctic a.南极(区)的nthe Antarctic南极洲,南极antenna n.天线anticipate v.预期,预料,预感,期望anxiety n.挂念,焦虑,焦急,忧虑;渴望,热望anxious a.(about)忧虑的,担心的,焦急的;渴望的any a.[否定,疑问,条件句中]什么,一些;任何的,任一的pron.无论哪个,无论哪些;一个,一些ad.稍,丝毫anybody pron.任何人,无论谁;重要人物anyhow ad.不管怎样,无论如何;不论用何种办法anyone=anybody pron.任何人,无论谁anything pron.无论什么事,一切;什么事,任何事(物) anything but除...以外任何事(物),根本不anyway=anyhow ad.无论如何anywhere ad.在什么地方,无论哪里apart ad.撇开;分开,分离;相距,相隔apart from除去apartment n.[英]房间,套间;[美]公寓apologize/apologise v.(to,for)道歉,认错apology n.道歉,歉意,认错apparatus n.器械,设备,仪器,装置apparent a.(to)明显的,显而易见的;表面的,貌似的appeal v.(to)呼吁,要求;对...有吸引力;申述,上诉n.(to)呼吁,要求;吸引力;申诉,上诉appear v.出现,显露;出场,问世;来到;好像是,仿佛appearance n.出现,出场,露面;外表,外貌,外观appendix n.附录,附属物appetite n.食欲,胃口;欲望,爱好,要求applaud v.喝彩,欢呼,鼓掌,称赞applause n.鼓掌欢迎,欢呼apple n.苹果(树)appliance n.用具,器具applicable a.(to)能应用的,适用的application n请求,申请(书,表);应用,运用;施用,敷用apply v.(for)申请,请求;(to)适用,应用,运用appoint v.任命,委任;约定,指定appointment n.任命,委任;约定,指定appraisal n.估计,估量;评价appreciable a.可以察觉的,可估计的appreciate v.感谢,感激;正确评价,欣赏,赏识apprehension n.忧虑,担心,疑惧;理解,领悟approach v.靠近,接近,邻近n.方法,途径;探讨appropriate a.(to)适当的,恰如其分的approval n.赞成,同意;认可,批准approve v.(of)赞成,满意,同意;批准,审定,通过approximately ad.近似地,大约April n.四月apt a.恰当的,适宜的;(习性)易于...的,有...倾向的Arabian n.阿拉伯人a.阿拉伯(人)的arbitrary a.任意的,专断的arch n.拱门,弓形结构,桥拱洞v.拱起,(使)变成弓形architect n.建筑师architecture n.建筑(式样,风格);建筑学arctic a.北极(区)的n.[the Arctic]北极,北极圈area n.面积;地区,区域;范围,领域argue v.争论,辩论;主张,论证;说服argument n.争论,辨认;论据,论点arise v.出现,发生;(from)由…引起,由...产生arithmetic n.算术arm n.(手)臂,臂状物;扶手,衣袖;[pl.总称武器,武装v.武装,装备army n.军(队),陆军;大群around ad.各处,到处;周围,在附近;大约 prep.在...周围,在...附近,在...各地arouse v.唤醒,唤起;激起,引起arrange v.整理,排列,布置;安排,筹备array n.一系列,大量;排列v.排列arrest v./n.逮捕,拘留arrival n.到来,到达;到达的人或物arrive v.到达,来到arrive at达到,得出arrow n.箭;箭头(符号),箭状物art n.艺术,美术;技术,技艺;[pl.]文科,人文学科article n.文章,论文;物品,商品;项目,条款;冠词articulate a.善于表达的口齿清晰的v明确有力地表达artificial a.人工的,人造的;人为的,娇揉造作的artist n.艺术家,美术家artistic a.艺术(家)的,美术(家)的as ad.一样,同样conj.像...一样;由于;正当;以致;虽然,尽管prep.作为,如同as...as像...一样as for至于,就...方面说as if好像,仿佛as though好像,仿佛as to 至于,关于as well也,又as well as(除...之外)也,既...又not as/so...as不如...那样ascend v.攀登,上升ascertain v.查明,弄清,确定ash n.灰(烬)ashamed a.(of)羞耻,惭愧,害臊ashore ad.在岸上,上岸Asia n.亚洲Asian a.亚洲(人)的 n.亚洲人Aside ad.在旁边,到旁边aside from除...以外Ask v.(询)问;请求,要求;(邀)请,约请ask after询问,问候ask for请求,要求asleep a.睡着的aspect n.样子,外表,面貌;(问题等的)方面assault v./n.袭击,攻击assemble v.集合,集会,会议;装配assembly n.集合,集会,会议;装配assert v.断言,宣称assess v.估价,评价assign v.分配,委派;指定(时间,地点等) assignment n.分配,委派;任务,(课外)作业assimilate v.(被)吸收,(被)消化;(使或被)同化assist v.帮助,援助,协助assistance n.帮助,援助assistant n.助手,助教a.辅助的,助理的associate v.(with)使联系,使联合;交往,结合n.合作人,伙伴,同事,同行a.副的association n.协会,团体;联合,联系,交往;联想assume v.假装;假定,设想;采取,承担;呈现assumption n.假定,设想;采取;承担assurance n.确保,断言;保证,担保assure v.使确信,使放心;保证,担保astonish v.使惊讶,使吃惊astronaut n.宇航员astronomy n.天文学at prep.[表示地点,位置,场合]在,于,到...处;[表示时刻,时节,年龄]在...时,当;[表示目标,方向]对着,向;[表示速度,价格等]以,在...方面athlete n.运动员Atlantic a.大西洋的n.[the Atlantic]大西洋atmosphere n.大气空气;气氛,环境;大气压(压力单位) atmospheric a.大气的,空气的atom n.原子;微粒,微量attach v.(to)缚上,系上,贴上;使依附,使隶属,使依恋attached to附属于,隶属于attack v./n.攻击,进攻,抨击;着手,开始n.(病)发作attain v.达到,获得attempt v.尝试,试图n.(at)企图,努力attend v.出席,参加;(to)照顾,护理attendance n.到场,出席attendant n.服务员,值班员;护理人员attention n.注意(力),留心;立正pay attentin to注意attentive a.注意的,留神的attitude n.(to,towards)态度,看法;姿势attorney n.律师attract v.吸引,招引,引诱,引起(注意等)attractive a.有吸引力的,引起兴趣的,动人的attribute n.属性,品质,特征v.(to)把…归于;认为...是...所为audience n.听众,观众,读者;谒见,会见augment v.扩大,增加,提高August n.八月aunt n.伯母,婶母,姑母,舅母,姨母aural a.听觉的Australia n.澳大利亚,澳洲Australian a.澳洲的;澳大利亚(人)的n.澳大利亚人author n.作者;创始人authority n.权力,威信,权威;权威者,有权威性的典籍;[pl.]当局,官方auto n.汽车automatic n.自动机构a.自动的,无意识的,机械的automation n.自动(化)automobile n.汽车autumn n.秋(季)auxiliary a.辅助的,补助的avail n.[一般用于否定句或疑问句中]效用,利益,帮助v.有用于,有助于avail (oneself) of利用of/to no avail不起作用,没有用available a.可用的,可得到的;可以见到的,随时可来的avenue n.林荫道,大街;途径,手段average n平均(数)a.平均的;通常的,一般的v平均均分on (the/an) average平均,一般说来avert v.防止,避免;转移(目光,注意力等)aviation n.航空,飞行avoid v.避免,回避,逃避await v.等候,期待awake a.醒着的警觉的v.唤醒唤起;醒,觉醒,醒悟到award n.奖(品)v.授予,奖给aware a.(of)知道的,意识到的away ad.离开,远离;…去,...掉;不断...下去right away立即,马上awful a.极度的,极坏的,糟糕的;威严的ad十分,极度地awfully ad.非常,很awkward a.笨拙的,不灵活的;棘手的,尴尬的;使用不便ax/axe n.斧(子)axis n.轴(线);构图中心线Bbaby n.婴儿,孩子bachelor n.单身汉;[亦作B-]学士(学位)back n.背(面),后面a.后面的ad.在后,向后;回,回复;以前v.后退;支持back and forth来回,往返,来来往往地back down/off放弃,让步,退却back of在...后部,在...背部back up支持,援助;倒退,后退background n.背景,经历backward a.向后的,倒行的,落后的;迟钝的ad.(also backwards)向后,朝反方向bacon n.咸肉,熏肉bacterium([pl.]bacteria) n.细菌bad a.坏的,恶的;低劣的,拙劣的;病的;腐败的;严重的badge n.徽章badly ad.坏,恶劣地;严重地,非常,厉害地badminton n.羽毛球bag n.袋,包baggage n.行李bake v.烤,烘,焙;烧硬,焙干bakery n.面包房balance v.称,使)平衡n.天平,称;均衡;差额,结余,余款bald a.秃的,秃头的ball n.球,球状物;舞会balloon n.气球ban v.取缔,查禁;(from)禁止 n.禁止,禁令banana n.香蕉band n.条,带;乐队;波段;一群,一伙v.缚,绑扎bandage n.绷带v.用绷带扎缚bang n.砰砰的声音;猛击,猛撞 v.砰地关上,猛撞,猛击bank n.岸,堤;银行,库 v.存入银行bankrupt a.破产的bankruptcy n.破产v.使破产banner n.旗(帜)bar n.条,杆,棒,棍,闩;酒吧,餐柜;栅,栏,障碍(物) v.闩上,阻拦,拦住,妨碍barber n.理发师bare a.赤裸的,光秃的,空的;稀少的,仅有的v露出暴露barely ad.赤裸裸地,无遮蔽地;仅仅,勉强,几乎没有bargain n.廉价货;交易,契约,合同v.议价,成交bark v.吠叫,咆哮n.吠声,狗叫声barn n.谷仓,仓库barrel n.桶;枪管,炮管barrier n.栅栏,屏障;障碍(物)base n.基础,底部;基地,根据地 v.(on)把...基于,以...为根据baseball n.棒球basement n.建筑物的底部,地下室,地窖basic a.基本的,基础的basin n.盆,脸盆;内海,盆地basis n.基础,根据on the basis of根据,在.的基础上basket n.篮(子),篓basketball n.篮球bat n.球拍,球棒,短棒;蝙蝠batch n.一批,一组,一群bath n.沐浴,洗澡;浴室(池,盆)v.(给...)洗澡bathe v.游泳,洗澡,浸,弄湿bathroom n.浴室;盥洗室,卫生间battery n.电池(组);炮兵连,炮组battle n.战役,战斗;斗争v.战斗,斗争,搏斗bay n.海湾,(港)湾BC/B.C. 公元前be v.(就)是,等于;(存)在;到达,来到,发生beach n.海滩,湖滩,河滩beam n.(横)梁,桁条;(光线的)束,柱v.微笑;发光bean n.豆;菜豆,蚕豆bear n.熊 v.忍受,容忍;负担,负荷;结果实,生子女beard n.胡须beast n.兽,牲畜;凶残的人,举止粗鲁的人beat n.敲打,敲击声,节拍;(心脏等)跳动,搏动v.打,敲;打败,战胜;(心脏等)跳动,搏动beautiful a.美(好)的beauty n.美(丽);美人,美丽的东西because conj.因为because of由于,因为become v.成为,变得;适宜,同...相称bed n.床(位);苗床,圃,花坛;河床,矿床,海底bedroom n.卧室bee n.(蜜)蜂beef n.牛肉beer n.啤酒before prep.在…以前;在...前面,当着...的面conj.在...之前 ad.前面,从前,早些时候beforehand ad.预先,事先beg v.乞求,乞讨;请求,恳求begin v.开始begin with从...开始beginner n.初学者beginning n.开始,开端behalf n.利益on behalf of代表,为了behave v.举止,举动,表现;运转,开动behavior/behaviour n.行为,举止;(机器的)特性behind prep.在…后面,落后于ad.在后,向后,落后being n.生物,人;存在,生存belief n.信仰,信条;相信,信念believe v.(in)相信,信仰;认为make believe假装bell n.钟,铃belong v.(to)属于,附属,隶属;应归入(类别,范畴等) beloved a./n.受爱戴的,敬爱的;爱人,被心爱的人below prep.在...下面,在...以下ad.在下面,向下belt n.(皮)带,腰带;地带bench n.长凳,条凳;(工作)台,座bend v.(使)弯曲;屈从,屈服n.弯曲(处),曲折处beneath prep.在…下边,在...之下ad.在下方beneficial a.(to)有利的,有益的benefit n.利益,好处,恩惠v.有益于;(from,by)受益bent a.弯曲的berry n.浆果beside prep.在…旁边,在...附近;与...相比besides prep.除...之外ad.而且,还有best a.最好的ad.最,最好(地)at (the) best充其量,至多do/try one’s best (to+inf.)尽力,努力get the best of胜过make the best of充分利用,妥善处理bet v.赌,打赌n.打赌,赌注betray v.背叛,出卖;暴露,流露,泄露better a.较好的,更好的ad.更好(地)v.改良,改善n.较佳者,较优for the better好转,改善get the betterr of占上风,胜过had better最好还是,应该between prep.在(两者)之间ad.当中,中间beware v.当心,谨防bewilder v.使迷惑,难住beyond prep.在(或向)...的那边,远于;迟于;超出ad.在那边,在远处bias n./v.(使有)偏见,偏心,偏袒Bible n.圣经bicycle n.自行车bid v.祝愿;命令,吩咐;报价,投标n.出众,投标big a.大的,巨大的;重大的,重要的bike n.自行车bill n.账单;招贴,广告;单子,清单,(人员表;钞票billion num./n.[美]十亿,[英]万亿bind v.捆,绑,包括,束缚biography n.传记biology n.生物学bird n.鸟,禽birth n.出生,分娩;出身,血统biscuit n.饼干,点心bit n.一点,一片,一些bite v./n.咬,叮n.一口bitter a.(有)苦(味)的;痛苦的,厉害的black a.黑(色)的,黑暗的n.黑人,黑色blackboard n.黑板blame v.责备;怪,怨,把…归咎于n.责任,过错;责备blank a.空白的,空着的;失色的,无表情的n.空白;表格blanket n.毛毯,毯子blast n.一阵风一股气流爆炸冲击波管乐器v.爆炸爆破blaze n.火焰;火光;闪光,光辉v.燃烧,冒火焰bleak a.荒凉的;冷酷的;没有希望的bleed v.出血,流血blend n.混合(物)v.混和,混杂bless v.祝福,保佑blessing n.祈祷,祝福blind a.瞎的;盲目的v.使失明;蒙蔽n.百叶窗block n.大块木料;一排房屋,街区;v.阻塞,拦阻,封锁blood n.血(液);血统,宗族,门第;血气,气质bloody a.流血的,血腥的bloom n.花(朵);开花(期)v.开花blossom n.花v.开花blowv.吹,充气,打气;吹响,吹风;爆炸,爆裂n殴打,一击, blue a.(天)蓝色的,青的;伤心的,沮丧的,忧郁的n.蓝色blunder v因无知,粗心等犯大错;踉踉跄跄地走n.大错blunt a.率直的;钝的v.(使)钝;(使)迟钝blush v./n.脸红board n.板,木板,纸板;全体委员,委员会,部门;伙食;船舷v.上船(车,飞机)on board在船(车,飞机)上boast v.(of,about)自夸,夸耀n.自夸,大话boat n.小船,艇body n.身体,躯体,本体;主体;尸体;物体;群,批,堆boil v.(使)沸腾,煮(沸)boiler n.锅炉;煮器(壶,锅等)bold a.大胆的,勇敢的;冒失的;黑体的,粗体的boltn.螺栓,(门,窗的)插销v.闩(门),关窗,拴住bomb n.炸弹 v.投弹于,轰炸bond n.结合(物),粘结(剂),联结;公债,债券,契约bone n.骨(骼)bonus n.奖金,红利book n.书(籍);卷,篇,册v.预定,订(票,房间等)boom v.迅速发展,兴旺;发出隆隆声boot n.(长统)靴booth n.电话亭,货摊border n.边界,国界;边(沿)v.交界,与...接壤;接近bore v.钻(孔),挖,打眼,钻探;烦扰.讨厌的人,麻烦事born a.出身于...的,天生的,生来的borrow v.借(用) bosom n.(心)胸boss n.工头,老板,上司v.指挥,支配,发号施令both pron二者,双方a.两,双both...and既..又.两个都bother v.打扰,烦扰;烦恼,操心n.麻烦bottle n.瓶(子) v.装瓶bottom n.底(部);基础,根基;海底,湖底,河床bough n.大树枝,主枝bounce v.跳起,弹起n.(球)跳起,弹回bound v./n.跳(跃)a.被束缚的,理应...的,必定的,一定的;准备(或正在)到...去的,开往...的boundary n.分界线,边界bow v./n.鞠躬,点头 n.弓(形);蝴蝶结bowl n.碗(状物),钵box n.箱(子),盒(子);包厢v.拳击,打耳光boy n.男孩;男服务员,男仆boycott n./v.(联合)抵制,拒绝参与brace v.使防备,使受锻炼;支撑;使绷紧n.托架,支架bracket n.(方)括号brain n.(大)脑,骨髓;[pl.]脑力,智能brake v./n.制动(器),闸,刹车branch n.分支;分店;分科,部门;支流,支脉,支线brand n.商标,标记,牌子v.使铭记;打火印,打烙印brandy n.白兰地酒brass n.黄铜,铜器brave a.勇敢的bravery n.大胆,勇敢bread n.面包breadth n.宽度,幅break v.打破,折断,破碎;使中止,打断;破坏,违反n.打断,中止;休息时间break away(from)脱离,逃跑break down损坏,分解,瓦解break in强行进入,闯入;打断,插嘴break into闯入break off断绝,结束break out突然发生,爆发;(of)逃出break through突破break up中止,结束;打碎,拆散breakdown n.垮,衰竭;损坏,故障,倒塌breakfast n.早饭,早餐 v.吃早饭breast n.胸膛,乳房breath n.呼吸,气息 catch one’s breath屏息,歇口气out of breath喘不过气来,上气不接下气breathe v.呼吸,吸入breed v繁殖,生殖;引起;教养,抚养,饲养n.品种,种类breeze n.微风,和风bribe n.贿赂v.向...行贿,买通brick n.砖(状物)bride n.新娘bridge n.桥(梁)v.架桥,建桥brief a.简短的,简洁的v.简短介绍,简要汇报in brief简单地说,简言之bright a.明亮的,辉煌的;聪明的,伶俐的;欢快的,美好brilliant a.光辉的,灿烂的;卓越的,有才华的brim n.边缘,帽沿bring v.带来,拿来;引起,导致bring about带来,造成bring down打倒,挫伤;降低bring forth产生,提出bring forward提出bring out使出现,使显明;公布,出版bring to使恢复知觉bring up教育,培养,使成长brisk a.轻快的;生气勃勃的;兴隆的Britain n.不列颠,英国British a.不列颠的;英国(人)的brittle a.易碎的,脆(弱)的broad a.宽的,广阔的;广大的,广泛的;宽宏的豁达的broadcast v./n.广播(节目)brochure n.小册子broken a.破碎(了)的bronze n.青铜(色),青铜制品brook n.小河,溪broom n.扫帚brother n.兄弟;同胞;教友brow n.眉(毛);额brown n./a.褐色(的),棕色(的)brush n.刷(子),毛刷;画笔v.刷,擦,掸,拂;擦过,掠过brutal a.残忍的;严峻的;严酷的bubble n.泡,水泡,气泡 v.冒泡,起泡,沸腾bucket n.水桶,吊桶bud n.芽,花苞 v.发芽,含苞欲放budget n.预算 v.做预算buffet n.自助餐bug n.臭虫;小毛病;窃听器v.窃听build v.造,建筑,建设,建立build up积累,堵塞;树立,逐步建立;增进,锻炼building n.建筑(物),房屋,大楼bulb n.灯泡,球状物bulk n体积,容积;主体,大批大块in bulk散装;大批bull n.公牛bullet n.子弹,枪弹bulletin n.公报,公告,告示bump v.against,into碰,撞;颠簸着前进n.碰撞;隆起物bunch n.(一)簇,束,捆,串bundle n.捆,包,束burden n.担子,负担,重担bureau n.署,局,司,处burn v.燃烧,烧毁,烧伤n.烧伤,灼伤burn out烧掉burn up烧起来,旺起来;烧完,烧尽burst v.爆裂,炸破;突然发生,突然发作n.突然破裂, bury v.埋(葬),安葬;埋藏,遮盖bus n.公共汽车trolley bus无轨电车bush n.灌木(从) business n.商业,生意;事务,业务,职责on business因公,因事busy a.忙的,繁忙的;(with)忙于...的v.使忙于but conj.可是,但是,而;除...外prep.除...外ad.只,仅仅,不过but for除...以外,倘没有,除非butcher n.屠夫,卖肉者butter n.黄油,奶油v.涂黄油于...上butterfly n.蝴蝶button n.纽扣,按钮(开关)v.扣紧;扣上纽扣buy v.(购)买n.购买,买卖by prep.在...旁,靠近;被,由;经,沿,通过;不迟于,到...时为止;根据,按照;[表示方法,手段]靠,用,通过ad.在近旁,经过bypass/by-pass n.旁路,迂回的旁道by-product n.副产品Ccabbage n.洋白菜,卷心菜cabin n.客舱,机舱;小(木)屋cabinet n.橱柜;内阁cable n.电报;电缆;缆,索,钢丝绳v.拍电报cafe n.咖啡馆,(小)餐馆cafeteria n.自助食堂cage n.鸟笼cake n.饼,(蛋)糕calculate v.计算,推算;计划,打算calendar n.日历,月历call n.叫喊,呼声;(电话)通话v.叫(喊),招呼;把...叫做,称...为;(on,at)访问,拜访;打电话call for邀请;要求,需要call forth唤起,引起;振作起,鼓起call off 放弃,取消call on/upon访问,拜访;号召,呼吁call up召集,动员;打电话;使人想起calm a.(天气,海洋等)静的,平静的;镇静的,沉着的n.平静,风平浪静v.(使)平静;(使)镇定camel n.骆驼camera n.照相机,摄影机camp n.野营,营地;帐篷,阵营v.设营,宿营campaign n.战役;运动campus n.(大学)校园can aux.v.能,会;可以;可能n.罐头v.装罐头Canada n.加拿大Canadian a.加拿大的n.加拿大人canal n.运河;(沟)渠cancel v.取消,把...作废;删去,划掉cancer n.癌candidate n.候选人,候补者;报考者candle n.蜡烛candy n.糖果cannon n.大炮,火炮canoe n.独木舟,小游艇canteen n.食堂canvas n.帆布;油画布,油画cap n.便帽,军帽;盖,罩,套v.覆盖于...顶端capable a.有本领的,有能力的;(of)可以...的,能..的capacity n.容量,容积;能量,能力;接受力capital n.首都,首府;大写字母;资本,资金a.首位的,最重要的,基本的capitalism n.资本主义capsule n.胶囊;太空舱captain n.首领,队长;船长;上尉v.做...的首领,指挥captive n.俘虏a.被俘虏的,被监禁的capture v./n.捕获,俘虏v.夺得,攻占car n.车(辆),汽车;(火车)车厢carbon n.碳 carbon dioxide二氧化碳card n.卡片,名片;纸牌;纸片 ID card身份证credit card信用卡care n.小心,谨慎,注意;关怀,操心,照料v.(about)关心,介意,计较care for照管,关心;喜欢,意欲take care 小心,当心take care of照顾,照料;承担,处理,负责career n.生涯,经历;专业,职业careful a.小心的,仔细的;细致的,精心的cargo n.船货,货物carpenter n.木工,木匠carpet n.地毯carriage n.(四轮)马车;(火车)客车厢carrier n.搬运人;载体carrot n.胡罗卜carry v运送搬运;传送,传播;领,带carry off夺去carry on继续下去坚持下去;从事经营carry out贯彻执行,实现cart n.(二轮货运)马车,手推车cartoon n.漫画,幽默画;动画片carve v.(雕)刻case n.箱,盒,容器;情况,事实;病例;案件in any case 无论如何,总之in case假如,以防(万一),免得in case of 假使,万一in no case决不cash n.现金,现款v.兑现,付(或收)现款cashier n.收银员,出纳员cassette n.盒子;盒式磁带cast v.投,扔,掷,抛;铸造n.演员表castle n.城堡casual a.偶然的,碰巧的;临时的,非正式的casualty n.伤亡人员;受害人cat n.猫catalog/catalogue n.目录(册)v.编目(录)catch v.捕捉,捕获;赶上;感染;理解,听到catch on理解,明白catch up with追上,赶上category n.种类,类目cathedral n.大教堂Catholic a.天主教的n.天主教徒cattle n.牛;牲口,家畜cause n.原因,理由;事业,事件奋斗目标v.使产生引起caution n.小心,谨慎;警告,告诫 v.警告cautious a.(of)小心的,谨慎的cave n.洞,穴cease v./n.停止,中止ceiling n.天花板celebrate v.庆祝cell n.细胞;小房间;蜂房;电池cellar n.地窑,地下室cement n.水泥;胶泥,胶接剂v.胶合;巩固,加强census n.人口普查(调查)cent n.分(币);百percent百分之center/centre n.中心(区),中央v.集中centigrade n./a.摄氏温度计(的);百分度(的) centimetre/centimetre n.厘米central a.中心的,中央的,中枢的;主要的century n.世纪,(一)百年ceremony n.典礼,仪式;礼节,礼仪certain a.某,某些;(of)一定的,确信的,可靠的certainly ad.一定,必定,无疑;当然,行certainty n.必然,肯定;必然的事certificate n.证(明)书,执照chain n.链[pl.]镣铐一连串,一系列,连锁v用链条拴住chair n.椅子;主席(职位)chairman n.主席,议长,会长,董事长chalk n.粉笔,白垩challenge n.挑战(书);艰巨任务,难题v.向...挑战chamber n.房间,室champion n.冠军,得胜者;拥护者,斗士chance n.机会;可能性,或然性;偶然性,运气v.碰巧,偶然发生by chance偶然,碰巧take a chance冒险一试change n.改变,变化;零钱,找头v.更换交换;改变,变化channel n.海峡,水道;信道,波道;路线,途径chaos n.混乱,紊乱chapter n.章(节),回character n.性格,品质,特征;人物角色;字符,(汉)字characteristic a.(of)特有的,独特的 n.特征,特性characterize/characterise v表示的特性;描述.特性charge v.索(价),要(人)支付,收费;控告,指控;充电n.[pl.]费用,代价;电荷,负荷in charge (of)负责,主管take charge of担任,负责charity n.慈善(团体),仁慈,施舍charm n.吸引力,魅力;美貌v.迷人,(使)陶醉;施魔法于charming a.迷人的,可爱的chart n.图,图表charter v.租船,租车n.宪章chase v./n.追逐,追求chat v./n.闲谈,聊天cheap a.便宜的;低劣的,不值钱的cheat v.欺骗;作弊n.骗子;欺诈,欺骗行为check v.检查,核对;制止,控制;(凭票)托运或寄存n.(=cheque)检查,核对;方格图案,格子织物check in办理登记手续check out结帐后离开;检验,核查check up/(up)on校对,检查,检验check/cheque n.支票cheek n.面颊,脸cheer v(使)高兴v./n.欢呼cheerup使振奋:振作起来cheerful a.愉快的,高兴的cheese n.干酪,乳酪chemical a.化学的n.[pl.]化学制品,化学药品chemist n.化学家;药剂师chemistry n.化学cheque/check n.支票,空白支票;总收入cherish v.珍爱;怀有。
六级词汇词频统计表Top100
torment
2.0
n.苦痛,拷问|v.使苦恼,拷问
92
transplant
2.0
v.移居,移植
93
cherish
2.0
v.珍爱,抚育
94
generosity
2.0
n.慷慨,大方
95
proficient
2.0
a.熟练的,精通的|n.能手,专家
96
observe
2.0
v.观察,遵守,注意到
97
challenge
注：Fq值为主动查询次数与单词在教材中出现次数的比值，值越高说明单位出现频次的查询量越多，更难记忆或用法易混淆，可简单理解为是单词的“难度系数”。
Rank
CET-6Word
Fq
Chinese
1
concern
12.5
n.关心,关切的事|v.涉及,与...有关
2
insight
10.5
n.洞察力
3
absent
2.0
n.挑战|v.向...挑战
98
confidence
2.0
n.信任,信心
99
revenue
2.0
n.财政收入,税收
100
entertainment
2.0
n.娱乐
2.0
n.扰乱,骚动
72
enrich
2.0
v.使富足,使肥沃
73
wrath
2.0
n.愤怒,猛烈的力量
74
contrary
2.0
a.相反的|ad.相反地|n.反面
75
otherwise
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2011年6月大学英语六级真题卷+听力原文+答案详解
2011年6月大学英语六级真题Part Ⅰ Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write a short essay entitled The Certificate Craze. You should write at least 150 words following the outline given below.1．现在许多人热衷于各类证书考试2．其目的各不相同3．在我看来……The Certificate Craze注意：此部分试题在答题卡1上。
Part II Reading Comprehension (Skimming and Scanning) (15 minutes) Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sen tences with the information given in the passage.Minority ReportAmerican universities are accepting more minorities than ever. Graduating them is another matter.Barry Mills, the president of Bowdoin College, was justifiably proud of Bowdoin's efforts to recruit minority students. Since 2003 the small, elite liberal arts school in Brunswick, Maine, has boosted the proportion of so-called under-represented minority students in entering freshman classes from 8% to 13%. "It is our responsibility to reach out and attract students to come to our kinds of places," he told a NEWSWEEK reporter. But Bowdoin has not done quite as well when it comes to actually graduating minorities. While 9 out of 10 white students routinely get their diplomas within six years, only 7 out of 10 black students made it to graduation day in several recent classes."If you look at who enters college, it now looks like America," says Hilary Pennington, director of postsecondary programs for the Bill & Melinda Gates Foundation, which has closely studied enrollment patterns in higher education. "But if you look at who walks across the stage for a diploma, it's still largely the white, upper-income population."The United States once had the highest graduation rate of any nation. Now it stands 10th. For the first time in American history, there is the risk that the rising generation will be less well educated than the previous one. The graduation rate among 25- to 34-year-olds is no better than the rate for the 55- to 64-year-olds who were going to college more than 30 years ago. Studies show that more and more poor and non-white students want to graduate from college – but their graduation rates fall far short of their dreams. The graduation rates for blacks, Latinos, and Native Americans lag far behind the graduation rates for whites and Asians. As the minority population grows in the United States, low college graduation rates become a threat to national prosperity.The problem is pronounced at public universities. In 2007 the University of Wisconsin-Madison – one of the top five or so prestigious public universities – graduated 81% of its white students within six years, but only 56% of its blacks. At less-selective state schools, the numbers getworse. During the same time frame, the University of Northern Iowa graduated 67% of its white students, but only 39% of its blacks. Community colleges have low graduation rates generally –but rock-bottom rates for minorities. A recent review of California community colleges found that while a third of the Asian students picked up their degrees, only 15% of African-Americans did so as well.Private colleges and universities generally do better, partly because they offer smaller classes and more personal attention. But when it comes to a significant graduation gap, Bowdoin has company. Nearby Colby College logged an 18-point difference between white and black graduates in 2007 and 25 points in 2006. Middlebury College in Vermont, another top school, had a 19-point gap in 2007 and a 22-point gap in 2006. The most selective private schools –Harvard, Yale, and Princeton – show almost no gap between black and white graduation rates. But that may have more to do with their ability to select the best students. According to data gathered by Harvard Law School professor Lani Guinier, the most selective schools are more likely to choose blacks who have at least one immigrant parent from Africa or the Caribbean than black students who are descendants of American slaves."Higher education has been able to duck this issue for years, particularly the more selective schools, by saying the responsibility is on the individual student," says Pennington of the Gates Foundation. "If they fail, it's their fault." Some critics blame affirmative action –students admitted with lower test scores and grades from shaky high schools often struggle at elite schools. But a bigger problem may be that poor high schools often send their students to colleges for which they are "undermatched": they could get into more elite, richer schools, but instead go to community colleges and low-rated state schools that lack the resources to help them. Some schools out for profit cynically increase tuitions and count on student loans and federal aid to foot the bill – knowing full well that the students won't make it. "The school keeps the money, but the kid leaves with loads of debt and no degree and no ability to get a better job. Colleges are not holding up their end," says Amy Wilkins of the Education Trust.A college education is getting ever more expensive. Since 1982 tuitions have been rising at roughly twice the rate of inflation. In 2008 the net cost of attending a four-year public university – after financial aid – equaled 28% of median (中间的)family income, while a four-year private university cost 76% of median family income. More and more scholarships are based on merit, not need. Poorer students are not always the best-informed consumers. Often they wind up deeply in debt or simply unable to pay after a year or two and must drop out.There once was a time when universities took pride in their dropout rates. Professors would begin the year by saying, "Look to the right and look to the left. One of you is not going to be here by the end of the year." But such a Darwinian spirit is beginning to give way as at least a few colleges face up to the graduation gap. At the University of Wisconsin-Madison, the gap has been roughly halved over the last three years. The university has poured resources into peer counseling to help students from inner-city schools adjust to the rigor (严格要求)and faster pace of a university classroom –and also to help minority students overcome the stereotype that they are less qualified. Wisconsin has a "laserlike focus" on building up student skills in the first three months, according to vice provost (教务长)Damon Williams.State and federal governments could sharpen that focus everywhere by broadly publishing minority graduation rates. For years private colleges such as Princeton and MIT have had success bringing minorities onto campus in the summer before freshman year to give themsome prepara tory courses. The newer trend is to start recruiting poor and non-white students as early as the seventh grade, using innovative tools to identify kids with sophisticated verbal skills. Such pro grams can be expensive, of course, but cheap compared with the millions already invested in scholarships and grants for kids who have little chance to graduate without special support.With effort and money, the graduation gap can be closed. Washington and Lee is a small, selective school in Lexington, Va. Its student body is less than 5% black and less than 2% Latino. While the school usually graduated about 90% of its whites, the graduation rate of its blacks and Latinos had dipped to 63% by 2007. "We went through a dramatic shift," says Dawn Watkins, the vice president for student affairs. The school aggressively pushed mentoring (辅导) of minorities by other students and "partnering" with parents at a special pre-enrollment session. The school had its first-ever black homecoming. Last spring the school graduated the same proportion of minorities as it did whites. If the United States wants to keep up in the global economic race, it will have to pay systematic attention to graduating minorities, not just enrolling them.注意：此部分试题请在答题卡1上作答。
六级英语词汇分频周计划 伍其乐2015版
六级英语词汇分频周计划伍其乐2015版全文共10篇示例，供读者参考篇1Hey guys! I’m here to tell you about my super-duper awesome plan to ace the College English Test Band 6 (CET-6) in 2015. This plan is gonna help us learn like pros and get that high score we’ve been dreaming of. So listen up and get ready to rock CET-6!First off, we need to set some goals for ourselves. We should aim to study for at least 2 hours every day, focusing on all four sections of the test: listening, reading, writing, and translating. We’ll take practice tests regularly to track our progr ess and see where we need to improve. And of course, we’ll aim for that magic score of 550 or above!Next, let’s talk about study materials. We’ll need textbooks, workbooks, online resources, and maybe even a study group to keep us motivated. Let’s mak e flashcards for vocabulary, practice grammar exercises, and read lots of English articles to improve our reading skills. And don’t forget to watch English movies and TV shows for some fun listening practice!Now, onto study habits. We should create a study schedule and stick to it. Find a quiet place to study, free from distractions, and stay focused. Take breaks when needed, but don’t procrastinate. Remember, practice makes perfect, so keep reviewing and practicing until we feel confident in our abilities.Lastly, let’s stay positive and motivated. Believe in ourselves and our ability to succeed. Encourage each other and celebrate our progress along the way. And most importantly, don’t give up! With hard work, dedication, and a positive attitude, we can totally crush CET-6 in 2015.So there you have it, guys – my epic plan to conquer CET-6 in 2015. Let’s work together, support each other, and make our English skills shine. I know we can do it! Let’s go, team CET-6! Yay!篇2Title: My Happy Study Plan for CET-6Hi everyone, I'm super excited to share with you my study plan for CET-6! My name is Qile, and I'm in the fifth grade. I love English, so I'm determined to pass the CET-6 exam with flying colors next year. Here's my plan to make it happen:First of all, I'm going to make a study schedule and stick to it. I'll study for at least one hour every day after school. I'll focus on improving my vocabulary, grammar, reading, listening, and writing skills. I'll also watch English movies and listen to English songs to help improve my listening skills.Secondly, I'll practice speaking English as much as possible. I'll speak English with my friends and teachers at school. I'll also join an English club or study group to practice speaking in a fun and interactive way.Next, I'll read English books and articles every day to improve my reading skills. I'll also write essays and journal entries in English to practice my writing skills. I'll ask my English teacher to check my writing and give me feedback so I can improve.Lastly, I'll take practice tests regularly to track my progress. I'll review my mistakes and work on improving in those areas. I'll also set small goals for myself and celebrate when I achieve them.I know that with hard work and determination, I can pass the CET-6 exam!I'm so excited to start my CET-6 study plan and see how much I can improve over the next year. I believe that with my positive attitude and strong work ethic, I can achieve my goal ofpassing the CET-6 exam. I can't wait to make my parents and teachers proud! Let's do this, everyone! Let's study hard and succeed together! Thank you for listening to my study plan. Bye-bye!篇3Hi guys! Today I want to share with you my plan to improve my English skills using the "Six-Level English Vocabulary Frequency Weekly Plan" by Wu Qile in 2015. I hope you can learn something from my plan and maybe even use it yourself!So, the first thing I do is to set a goal for each week. I decide on a specific number of new words I want to learn and how many times I want to review them. This helps me stay focused and motivated throughout the week.Next, I use the vocabulary list provided by Wu Qile to choose the words I want to learn. I make sure to pick words that are at my level and will be useful for me in daily conversations or reading.Then, I create flashcards with the new words on one side and the definitions on the other. I carry these flashcards with me wherever I go so I can review them during idle moments like waiting for the bus or in line at the store.I also make sure to practice using the new words in sentences. This helps me understand the words better and remember them more easily.Finally, at the end of each week, I review all the words I've learned and make a list of any words that I need to work on more. This helps me stay organized and focused on my progress.By following this plan, I've been able to improve my English vocabulary and become more confident in using new words. I hope you guys find this plan helpful and can use it to improve your own English skills too! Let's work hard together and build our English skills step by step!篇4Hello everyone! Today I want to share with you the study plan for preparing for the CET-6 exam. As we all know, CET-6 is a really important English exam for us, so we need to plan ahead and study hard to pass it with flying colors.First of all, we need to set a goal for ourselves. Think about why you want to pass the CET-6 exam and what you need to do to achieve that goal. It could be to improve your English skills, get a better job, or study abroad. Whatever your reason is, make sure it motivates you to work hard.Next, let’s talk about the study plan. It’s important to study a little bit every day instead of cramming everything in at the last minute. Make a timetable and stick to it. You can set aside some time each day to review vocabulary, practice listening and reading, and work on your writing and speaking skills.One tip is to use English as much as possible in your daily life. Talk to your friends in English, watch English movies and TV shows, listen to English songs, and read English books and news articles. The more exposure you have to the language, the better you will become at it.Don’t forget to practice past exam papers as well. This will help you get familiar with the format of the exam and know what to expect on the day. Set aside some time each week to do practice tests and review your mistakes.Lastly, don’t be afraid to ask for help if you need it. Join a study group, hire a tutor, or ask your teachers for guidance. Remember, it’s okay to struggle sometimes, as long as you keep trying and never give up.So there you have it, a simple and effective study plan for preparing for the CET-6 exam. Good luck to everyone and I hope we all pass with flying colors!篇5Title: My Study Plan for CET-6 by JohnnyHi everyone! My name is Johnny, and I'm a primary school student. Today I want to share with you guys my study plan for the CET-6 exam. I know it sounds like a big deal, but trust me, as long as we work hard and have fun while studying, we can totally ace it!First of all, I think it's important to set a specific goal for ourselves. For me, I want to score at least 550 on the CET-6 exam. So I made a study schedule to help me achieve that. I'm going to study for at least one hour every day, focusing on different skills like reading, listening, speaking, and writing. And I'll make sure to review what I've learned every weekend.Secondly, I believe that practice makes perfect. So besides studying the materials in the textbook, I'll also do a lot of practice tests and exercises. I'll try to find some fun games and activities that can help me improve my English skills without feeling bored. And I'll ask my friends to study together with me, so we can motivate each other.Lastly, I think it's important to stay positive and stay motivated. I know studying for the CET-6 exam can be tough, butwe shouldn't give up easily. Instead, we should be proud of ourselves for trying our best and making progress every day. And remember, it's not just about passing the exam, it's about improving our English skills and becoming more confident in speaking and writing.So, that's my study plan for the CET-6 exam. I hope you guys find it helpful and inspiring. Let's work hard together and have fun learning English! Thank you for listening!篇6Hello everyone! I'm here to tell you about my super cool plan to improve my English skills using the "Six Levels English Vocabulary Frequency Weekly Plan" by Wu Qile, 2015 edition.So, basically, this plan is all about learning and memorizing the most common English words in six levels of frequency. Each week, I will focus on a specific level and try to use those words in my daily conversations, writing, and activities. By doing this, I hope to expand my vocabulary, improve my language skills, and become a better English speaker.Here's how I plan to follow this awesome plan:Week 1: Level 1 - I will start by learning the most basic and commonly used words in English. This will help me build a strong foundation for my vocabulary.Week 2: Level 2 - In the second week, I will move on to slightly more advanced words and phrases. I will practice using them in sentences and conversations.Week 3: Level 3 - This week, I will focus on words that are frequently used in academic and professional settings. I will study hard to master these words.Week 4: Level 4 - Moving on to more complex and specialized vocabulary. I will dedicate this week to learning words related to specific topics and fields of study.Week 5: Level 5 - In this week, I will focus on words that are less common but still important for advanced English learners. I will challenge myself to use these words in my writing and speaking.Week 6: Level 6 - Finally, I will conquer the highest level of frequency words. By the end of this week, I hope to have awell-rounded and diverse vocabulary that will make me a fluent and confident English speaker.With dedication, consistency, and lots of practice, I believe I can make great progress in my English language learning journey. I'm excited to embark on this adventure and see how much I can improve. Wish me luck! Let's go, English learning!篇7Title: My Fun Weekly Plan to Improve My English - by LucyHi everyone! I'm Lucy and I want to share my super fun plan to improve my English skills with all of you. I'm using the "Six Levels English Weekly Plan" by Wu Qile (2015 version). Let's get started!Monday: Reading DayOn Mondays, I will read a few pages from my favorite English storybook. I'll try to understand the story and learn some new words. Reading is a great way to improve my vocabulary and comprehension skills.Tuesday: Listening DayFor listening practice, I will watch an English cartoon or listen to English songs and try to understand the lyrics. It's importantto train my ears to understand different accents and pronunciations.Wednesday: Speaking DayOn Wednesdays, I will practice speaking English with my friends or family members. We can have conversations in English or play games like charades to practice speaking skills. It's so much fun!Thursday: Writing DayI will write a short essay or diary entry in English on Thursdays. This will help me improve my writing skills and practice using grammar and vocabulary in context. I can also ask my teacher to check my writing for mistakes.Friday: Review DayOn Fridays, I will review everything I've learned during the week. I will go over my notes, review new words, and practice any skills that I need more practice in. It's important to reinforce what I've learned.Saturday and Sunday: Fun English ActivitiesOn the weekends, I will do fun English activities like watching English movies, playing English games, or even cooking Englishrecipes. It's important to make learning English enjoyable and engaging.I hope you guys enjoyed reading about my English weekly plan. Remember, practice makes perfect! Let's all work hard together to improve our English skills. See you next time!Bye-bye!篇8Hello everyone, I'm going to tell you about my plan for studying the CET-6 exam. It's really important for me to pass this exam and I want to share my study plan with you guys.First of all, I'm going to make a study schedule for myself. I will set aside some time every day to study English. I will review the vocabulary, grammar rules, and practice listening and speaking. I will also try to read more English books and watch English movies to improve my language skills.Secondly, I will join an English study group. I think studying with friends is more fun and motivating. We can help each other, share tips and resources, and practice speaking together. It will also help me stay on track with my study plan.Next, I will take regular mock exams to assess my progress. This will help me identify my strengths and weaknesses and focus on areas that need improvement. I will also try to solve past exam papers to get familiar with the exam format and types of questions.Lastly, I will stay positive and motivated throughout my study journey. I know it's not easy to pass the CET-6 exam, but with hard work and determination, I believe I can do it. I will set small goals for myself and celebrate my achievements along the way.In conclusion, I'm excited to start my CET-6 study plan and I hope it will help me achieve my goal. I know it's going to be challenging, but I'm ready to put in the effort and make it happen. Wish me luck, guys! Let's study together and ace the CET-6 exam!篇9Hello everyone, I'm here to share with you my study plan for the CET-6 exam. I hope this will help you prepare for the exam too!First of all, I make sure to study every day. I spend around two hours each day reading, listening, writing, and speaking inEnglish. It's important to practice all aspects of the language to improve your skills.In the mornings, I like to start my day by reading English newspapers or listening to English podcasts. This helps me improve my reading and listening skills, and it also helps me learn new vocabulary.In the afternoons, I usually work on my writing skills. I like to write essays on different topics or practice writing formal letters and emails. I also try to do some grammar exercises to improve my sentence structure and punctuation.In the evenings, I like to practice speaking with my friends or family members. We have conversations in English and try to correct each other's mistakes. It's a fun way to practice speaking and improve our fluency.On weekends, I like to review everything I've learned during the week and take practice tests. This helps me track my progress and identify areas where I need to improve.Overall, consistency is key when preparing for the CET-6 exam. By studying a little bit every day and practicing all aspects of the language, you can improve your English skills and ace theexam. Good luck to everyone preparing for the exam! Let's work hard together and achieve our goals!篇10Hello everyone, I'm going to share with you guys the "Sixth Grade English Vocabulary Frequency Week Plan" in the 2015 version by Wu Qile. It's super fun and helpful, so let's dive right in!First of all, let's talk about why it's important to learn English vocabulary. Vocabulary is like the building blocks of a language, and the more words you know, the better you can express yourself. So, it's super important to keep learning new words and practicing them every day.Now, let's get into the plan. The plan is divided into weeks, with each week focusing on a different set of words. For example, Week 1 might focus on words related to food, Week 2 on words related to animals, and so on. Each week, you'll have a list of words to learn and fun activities to help you remember them.One of the activities you can do is to make flashcards with the words and their meanings. You can also play games like word search or crossword puzzles to practice the words. And don'tforget to use the words in sentences to make sure you understand how to use them correctly.By following this plan and practicing regularly, you'll be able to improve your English vocabulary quickly and easily. So, let's get started and have fun learning new words together!That's all for now, hope you guys find this plan helpful and start using it to improve your English vocabulary. Good luck and happy learning!。
最新 2015年6月英语六级真题中的高频词汇复习(3)-精品
2015年6月英语六级真题中的高频词汇复习(3)List 31.perspiration [.p.:sp..rei..n]n.出汗2.maturation [.m.tju'rei..n] n.化脓, 成熟mentation [.l.men.tei..n]n.悲痛，哀悼，痛哭4.humiliation [hju:.mili.ei..n]n.羞辱，屈辱5.assimilation [.'simi'lei..n] n. 同化, 同化作用, 消化6.petition [pi.ti..n]n.请愿书，，诉状 v.请愿，正式请求7.contamination [k.n.t.mi'nei..n] n.污染, 污染物8.fragmentation [.fr.gm.n'tei..n] n. 分裂, 破碎9.obligation [..bli.gei..n]n.义务，责任10.coalition [.k.u..li..n]n.结合体，同盟;结合，联合11.perception [p..sep..n]n.感知(能力)，觉察(力);观念，看法12.conviction [k.n.vik..n]n.确信，坚定的信仰;说服，信服;定罪13.allegation [..li'gei..n] n.断言, 主张, 辩解, 指控14.duration [dju..rei..n]n.持续，持续期间15.violation [.vai..lei..n]n.破坏;冒犯;侵害pensation [.k.mpen.sei..n]n.补偿(或赔偿)的款物;补偿，赔偿17.exploitation [.ekspl.i'tei..n] n.开发, 开采, 剥削18.legislation [.led.is.lei..n]n.法律(规);立法，法律的制定(或通过)19.innovation [.in..vei..n]n.新方法，新事物;革新，创新20.variation [.ve.ri.ei..n]n.变化，变动;变体，变种;变奏(曲)。
2015年6月六级听力真题(第2套)真题原文
P a r t I I L i s t e n i n g C o m p r e h e n s i o n Section A1. W: A clever man hides his virtues within himself. A fool keeps them on his tongue.M: You mean I am saying my own praises. In that case, I am a fool, a thorough fool.Q: What do we learn from the conversation?2. W: What does the paper say about the horrible incident that happened this morning on Flight 870 to Hong Kong?M: It ended with the arrest of the three hijackers. They had forced the plane to fly to Japan,but all the passengers and crew members landed safely.Q: What do we learn from the conversation?3. M: I'd like to transfer money from my checking account to my savings account.W: OK. Give me the numbers of both accounts and some identification, please.Q: Where does the conversation most probably take place?4. W: I'm not going to trust the restaurant critic from that magazine again. The food here doesn't taste anything like what we had in Chinatown.M: It definitely wasn't worth the wait.Q: What do we learn from the conversation?5. W: I can't believe Prof. Lawrence is going to retire.M: He's still going to lead a graduate seminar each semester, though.Q: What does the man mean?6. W: Bob, I really think we should meet to figure out what to do about replacing Leon. We have to find someone soon.M: I can't come right now. I've got a meeting with Rodney. It might take all day. Can we meet tomorrow?Q: What does the woman want to discuss with the man?7. W: Helen won't be coming to work tomorrow. She's finally going to the photography exhibition. M: Oh, so she managed to get a ticket after all.Q: What do we learn from the conversation?8. W: Steve has listed a few ways of motivating the employees.I think these are out of touch of the real world.M: You just took the words out of my mouth. Let's try to persuade him to see things our way. Q: What do we learn from the conversation?Now you will hear the two long conversations. Conversation OneM: I'd like to go to the States,but if I took the job there,I won't get a very good salary.W: Really? I thought salaries were high there,but there would be some fringe benefits presumably. M: Oh, yes. It would be stimulating and it has some advantages.W: What else do you have in mind?M: Well, this position in Portugal.W: How does it compare?M: It offers greatest security,because it will be on a home-base contract.W: And salary?M: Much better. I get an overseas allowance plus free accommodation from the firm.W: Presumably you will be given moving expenses for the Portugal job?M: Yes, but just to complicate matters,this possibility offers a post in Sao Paulo.W: That's Brazil, isn't it?M: Yes. I'd will get a promotion if I took a post there.W: I'd love to go to Brazil.M: But there are some disadvantages. I'd have to do a five-year term there.W: That's not a problem, surely?M: Well, not at the moment. But if there were a change in family circumstances,I'd be a long way from home.W: But if you are worried about distance,isn't that the same problem with the States?M: Yes, but in the States I will be on an annual contract,so I can leave fairly quickly if I needed to. W: In Portugal?M: Well, that's almost next door, isn't it? I can visit home every a few months if necessary. W: I can see you've got a difficult choice to make.M: Well, fortunately I don't have to make up my mind about any of them yet.In fact, I haven't even been called for an interview.Questions 9 to 12 are based on the conversation you have just heard.9. What does the man say about the job in the States?10. What benefit will the man get if he took the post in Sao Paulo?11. What does the man say is the disadvantage of working in Brazil?12. What do we learn from the end of the conversation?Conversation TwoW: Good morning,High Mountain Savings and Loan. How may we help you?M: Well, I am looking for the highest rate possible on a short-term certificate to deposit an account.W: Well, Let's see what we can do for you. High Mountain is currently offering a rate of 6.4% on the thirteen-week account for the minimum deposit of only 12 000 dollars, 6.55% on the minimum deposit of 25,000 dollars and 6.7% on a deposit of 50,000 dollars. Those will have yields of 6.55%,6.71% and 6.87% respectively.M: Rate and yield? I am afraid I don't understand the difference.W: Well, sir. The rate is the percentage of symbol interest paid on your money,and the yield is the total percentage you will receive on your account if you leave your money with us,frankly to say here,as the same interest rate.M: Oh, well...eh... But I am not interested in long-term investing and three months sounds just fine.W: Then perhaps you would like to open one of our high finance money market checking accounts. With the minimum balance of only 50,000 dollars, you'd will get interest of 6.1% on any amount over that,for a yearly yield of 6.27%. Of course, there is no penalty for early withdraw.M:Er... No, thank you. I...W: Or, could we persuade you to save with us if we offer you a dinning coupon book that will get you a 25% discount at many of the area's leading restaurantsand cost you only 12 dollars and 95 cents?M: Look, I think I'll just call around for more information. Thank you for your time.Questions 13 to 15 are based on the conversation you have just heard.13. What is the man's purpose in making the phone call?14. What is the man most interested in?15. What did the woman do to persuade the man to deposit in her bank?Section BPassage OneKaren Smith is a buyer for a department store in New York. Department store buyers purchase the goods that their stores sell. They not only have to know what is fashionable at the moment,but also have to guess what will become fashionable next season or next year. Most buyers work for just one department in a store. But the goods that Karen finds may be displayed and sold in several different sections of the store. Her job involves buying handicrafts from all over the world. Last year, she made a trip to Morocco and returned with rocks, pots, dishes and pans. The year before, she visited Mexico,and bought back handmade table cloths,mirrors with frames of tin and paper flowers. The paper flowers were bright and colorful,so they were used to decorate the whole store. This year Karen is travelling in Malaysia,Thailand and Indonesia. Many of the countries that Karen visits have government offices that promote handicrafts. The officials are glad to cooperate with her by showing her the products that are available. Karen especially likes to visit markets in small towns and villages whenever she can arrange for it. She is always looking for interesting and unusual items. Karen thinks she has the best job she could have found. She loves all the travelling that she has to do,because she often visits markets and small out-of-the-way places. She sees much more of the country she visits than an ordinary tourist would. As soon as she gets back to New York from one trip,Karen begins to plan another.Questions 16 to 18 are based on the passage you have just heard.16. What is said to make a good department store buyer?17. What does Karen's job involve?18. Why does Karen think she has got the best job?Passage TwoVaukin de Silva is a Brazilian who lives and works in New York. Brazil's most important product is coffee and coffee is Vaukin's business. He works for an international coffee institute. It represents Brazil and several other countries that export coffee. The institute wants more people to drink more coffee. That hasn't been easy to do for the last few months. A period of freezing weather destroyed a large part of Brazil's coffee crop. As a result, there has been a shortage of coffee throughout the world. The shortage has caused prices to go very high. Many people are talking about giving up coffee until the prices come down again. All the countries that are represented in the institute want people to continue drinking coffee. They spend a lot of time explaining the recent rise in price to newspaper reporters. They want the public to understand the reason for the shortage. Among the goal,Vaukin was put in charge of an advertising campaign. The campaign will try to encourage people to keep on drinking coffee. Sometimes, Vaukin misses the beaches and tropical weather in Rio de Janeiro,but he likes the life in New York. He is young, only 27 years old,and he is a good-looking bachelor. There are a lot of women to meet in New York and a lot of places to go with them. When he misses home,there are several Brazilian restaurants where he can go and speak Portuguese,his native language. The last few weeks,however, he's been too busy to think about anything except coffee prices and his advertising campaign.Questions 19 to 22 are based on the passage you have just heard.19. What does the passage say about the international coffee institute?20. What cause the recent shortage of coffee throughout the world?21. What do we learn about Vaukin de Silva?22. What has occupied Vaukin's mind for the last few weeks?Passage ThreeLast summer, my wife and I had saved for a year to be able to take a romantic cruise to several Caribbean islands. Because the train was scheduled to arrive in Miami, Floridaseveral hours before the sailing,we didn't think we'd have any reason to worry about getting to the dock on time. Weshould've known that long distance trains are often many hours late. We should've taken an earlier one to allow extra time. We should have, but we didn't and we missed the boat. Because there wouldn't to be a refund of our cruise fare,if we returned home,we had to pay for a hotel room and meals in the city and an air fare to fly to the first island on the shipped route two days later. We missed half the cruise. This year, we decided to let an experienced travel agent do our vacation planning for us. We had to pay the full price in advance for an escorted tour. We should be joining that relaxing well-planned trip right now. How could we have known there would be a strike against our airline? And why hadn't anyone advised us that the travel agency can't refund your money unless the tour operator can get the passengers钬?fees back from the reserved hotels,the tour boat's company and so on?To avoid trouble like this,we ought to get more travel experience.But to tell you the truth,we don't want to go anywhere. We钬檙e planning to spend our vacations at home for a long time to come.Questions 23 to 25 are based on the passage you have just heard.23. Why did the couple fail to get to the cruise in time?24. What does the speaker say about their trip this year?25. What will the speaker do in the future for a vacation?Section CNow listen to the passage.Why would an animal kill itself? It seems a strange question,and yet it is one that has puzzled some people for a long time. The lemming is one such animal. Lemmings periodically commit mass suicide,and no one knows just why!The small creatures,which inhabit the Scandinavian mountains,sustain themselves on a diet of roots and live in nests they make underground. When their food supply is sufficiently large,the lemmings live a normal,undisturbed life.However, when the lemmings' good supply becomes too low to support the population,a singular migration commences. The lemmings leave their nests all together at the same time,forming huge crowds. Great numbers of the lemmings begin a long and hard journey across the Scandinavian plains,a journey that may last weeks. The lemmings eat everything in their path,continuing their destructive march until they reach the sea.The reason for what follows remains a mystery for zoologists and naturalists. Upon reaching the coast,the lemmings do not stop but swim by the thousands into the surf. Most float on water only a short time before they tire, sink, and drown.A common theory for this unusual phenomenon is that the lemmings do not realize that the ocean is such a huge body of water. In their cross-country journey,the animals must traverse many smaller bodies of water,such as rivers and small lakes. They may assume that the sea is just another such swimmable obstacle. But no final answer has been found to the mystery.。
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