2014年12月六级考试真题（二）.docx

2014年12月大学英语六级考试真题(二） Part I Writing (30 minutes) Directions： For this part, you are allowed 30 minutes to write an essay based on the picture below. You should start your essay with a brief description of the picture and then discuss whether there is a shortcut to learning. You should give sound arguments to support your views and write at least 150 words but no more than 200 words. “‘How To Do Well In School Without Studying’ is over there in the fiction section.” 注意：此部分试题请在答题卡1上作答。 PartⅡ Listening Comprehension (30 minutes) Section A Directions： 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) 9 B) 9 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. 注意：此部分试题请在答题卡1上作答。 1. A) In a parking lot. C) At a fast food restaurant. B) At a grocery. D) In a car showroom. 2. A)Change her position now and then. C) Have a little nap after lunch. B) Stretch her legs before standing up. D) Get up and take a short walk. 3. A)The students should practice long-distance running. B) The students’ physical condition is not desirable. C) He doesn’t quite believe what the woman says. D) He thinks the race is too hard for the students. 4. A) They will get their degrees in two years. B) They are both pursuing graduate studies. C) They cannot afford to get married right now. D) They do not want to have a baby at present. 5. A)He must have been mistaken for Jack. C) Jack is certainly not as healthy as he is. B) Twins usually have a lot in common. D) He has not seen Jack for quite a few days. 6. A) The woman will attend the opening of the museum. B) The woman is asking the way at the crossroads. C) The man knows where the museum is located. D) The man will take the woman to the museum. 7. A) They cannot ask the guy to leave. C) The guy must be feeling extremely lonely. B) The guy has been coming in for years. D) They should not look down upon the guy. 8. A) Collect timepieces. C) Learn to mend clocks. B) Become time-conscious. D) Keep track of his daily activities. Questions 9 to 11 are based on the conversation you have just heard. 9. A) It is eating into its banks. C) It is wide and deep. B) It winds its way to the sea. D) It is quickly rising. 10. A) Try to speed up the operation by any means. B) Take the equipment apart before being ferried. C) Reduce the transport cost as much as possible. D) Get the trucks over to the other side of the river. 11. A) Find as many boats as possible. C) Halt the operation until further orders. B) Cut trees and build rowing boats. D) Ask the commander to send a helicopter. Questions 12 to 15 are based on the conversation you have just heard. 12. A) Talk about his climbing experiences. C) Give up mountain climbing altogether. B) Help him join an Indian expedition. D) Save money to buy climbing equipment. 13. A) He was the first to conquer Mt. Qomolangma. B) He had an unusual religious background. C) He climbed mountains to earn a living. D) He was very strict with his children. 14. A) They are to be conquered. C) They are sacred places. B) They are to be protected. D) They are like humans. 15. A) It was his father’s training that pulled him through. B) It was a milestone in his mountain climbing career. C) It helped him understand the Sherpa view of mountains. D) It was his father who gave him the strength to succeed. Section B Directions： 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. 注意：此部分试题请在答题卡1上作答6 Passage One Questions 16 to 19 are based on the passage you have just heard. 16. A) By showing a memorandum’s structure. B) By analyzing the organization of a letter. C) By comparing memorandums with letters. D) By reviewing what he has said previously. 17. A) They ignored many of the memorandums they received. B) They placed emphasis on the format of memorandums. C) They seldom read a memorandum through to the end. D) They spent a lot of time writing memorandums. 18. A) Style and wording. C) Structure and length. B) Directness and clarity. D) Simplicity and accuracy. 19. A) Inclusion of appropriate humor. C) Professional look. B) Direct statement of purpose. D) Accurate dating. Passage Two Questions 20 to 22 are based on the passage you have just heard. 20. A) They give top priority to their work efficiency. B) They make an effort to lighten their workload. C) They try hard to make the best use of their time. D) They never change work habits unless forced to. 21. A) Sense of duty. C) Work efficiency. B) Self-confidence. D) Passion for work. 22. A) They find no pleasure in the work they do. B) They try to avoid work whenever possible. C) They are addicted to playing online games. D) They simply have no sense of responsibility. Passage Three Questions 23 to 25 are based on the passage you have just heard. 23. A) He lost all his property. C) He ran away from his family. B) He was sold to a circus. D)He was forced into slavery. 24. A) A carpenter. C) A businessman. B) A master of his. D) A black drummer. 25. A) It named its town hall after Solomon Northup. B) It freed all blacks in the town from slavery. C) It declared July 24 Solomon Northup Day. D) It hosted a reunion for the Northup family. Section C Directions： 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. 注意：此部分试题请在答题卡1上作答。 Intolerance is the art of ignoring any views that differ from your own. It 26 itself in hatred, stereotypes, prejudice, and 27 Once it intensifies in people, intolerance is nearly impossible to overcome. But why would anyone want to be labeled intolerant? Why would people want to be 28 about the world around them? Why would one want to be part of the problem in America, instead of the solution? There are many explanations for intolerant attitudes, some 29 childhood. It is likely that intolerant folks grew up 30 intolerant parents and the cycle of prejudice has simply continued for 31 . Perhaps intolerant people are so set in their ways that they find it easier to ignore anything that might not 32 their limited view of life. Or maybe intolerant students have simply never been 33 to anyone different from themselves. But none of these reasons is an excuse for allowing the intolerance to continue. Intolerance should not be confused with disagreement. It is, of course, possible to disagree with an opinion without being intolerant of it/If you understand a belief but still don’t believe in that specific belief, that’s fine. You are 34 your opinion. As a matter of fact, 35 dissenters(持异议者) are important for any belief. If we all believed the same things, we would never grow? and we would never learn about the world around us. Intolerance does not stem from disagreement. It stems from fear. And fear stems from ignorance. PartⅢ Reading Comprehension (40 minutes) Section A Directions： In this section 9 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. His future subjects have not always treated the Prince of Wales with the respect one might expect. They laughed aloud in 1986 when the heir to the British 36 told a TV reporter that he talked to his plants at his country house, Highgrove, to stimulate their growth. The Prince was being humorous —“My sense of humor will get me into trouble one day,“ he said to his aids（随从）—but listening to Charles Windsor can indeed prove stimulating. The royal 37 has been promoting radical ideas for most of his adult life. Some of his 38 ，which once sounded a bit weird, were simply ahead of their time. Now, finally, the world seems to be catching up with him. Take his views on farming. Prince Charles’ Duchy Home Farm went 39 back in 1986, when most shoppers cared only about the low price tag on suspiciously blemish-free(无瑕戚的）vegetables and 40 large chickens piled high in supermarkets. His warnings on climate change proved farsighted, too. Charles began 41 action on global warming in 1990 and says he has been worried about the 42 of man on the environment since he was a teenager. Although he has gradually gained international 43 as one of the world’s leading conservationists, many British people still think of him as an 44 person who talks to plants. This year, as it happens, South Korean scientists proved that plants really do 45 to sound. So Charles was ahead of the game there, too. 注意：此部分试题请在答题卡2上作答。 A) conform F) notions K) subordinate B) eccentric G) organic L) suppressing C) environmentalist H) originally M) throne D) expeditions I) recognition N) unnaturally E) impact J) respond O) urging Section B Directions： 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. High School Sports Aren’t Killing Academics [A] In this months Atlantic cover article, “The Case Against High-School Sports,” Amanda Ripley argues that school-sponsored sports programs should be seriously cut. She writes that, unlike most countries that outperform the United States on international assessments, American schools put too much of an emphasis on athletics. “Sports are embedded in American schools in a way they are not almost anywhere else，” she writes. “Yet this difference hardly ever comes up in domestic debates about America’s international mediocrity (平庸) in education.” [B] American student-athletes reap many benefits from participating in sports, but the costs to the schools could outweigh their benefits, she argues. In particular, Ripley contends that sports crowd out the academic missions of schools： America should learn from South Korea and Finland and every other country at the top level of international test scores, all of whom emphasize athletics far less in school. “Even in eighth grade, American kids spend more than twice the time Korean kids spend playing sports，” she writes, citing a 2010 study published in the Journal of Advanced Academics. [C] It might well be true that sports are far more rooted in American high schools than in other countries. But our reading of international test scores finds no support for the argument against school athletics. Indeed, our own research and that of others lead us to make the opposite case. School-sponsored sports appear to provide benefits that seem to increase, not detract (减少)from, academic success. [D] Ripley indulges a popular obsession (痴迷) with international test score comparisons,which show wide and frightening gaps between the United States and other countries. She ignores, however, the fact that states vary at least as much in test scores as do developed countries. A 2011 report from Harvard University shows that Massachusetts produces math scores comparable to South Korea and Finland, while Mississippi scores are closer to Trinidad and Tobago. Ripley’s thesis about sports falls apart in light of this fact. Schools in Massachusetts provide sports programs while schools in Finland do not. Schools in Mississippi may love football while in Tobago interscholastic sports are nowhere near as prominent. Sports cannot explain these similarities in performance. They can’t explain international differences either. [E] If it is true that sports undermine the academic mission of American schools, we would expect to see a negative relationship between the commitment to athletics and academic achievement. However, the University of Arkansas’s Daniel Bowen and Jay Greene actually find the opposite. They examine this relationship by analyzing schools’ sports winning percentages as well as student-athletic participation rates compared to graduation rates and standardized test score achievement over a five-year period for all public high schools in Ohio. Controlling for student poverty levels, demographics(人口统计4大况）， and district financial resources, both measures of a school’s commitment to athletics are significantly and positively related to lower dropout rates as well as higher test scores. [F] On-the-field success and high participation in sports is not random —it requires focus and dedication to athletics. One might think this would lead schools obsessed with winning to deemphasize academics. Bowen and Greene’s results contradict that argument. A likely explanation for this seemingly counterintuitive (与直觉相反的）result is that success in sports programs actually facilitates or rejects greater social capital within a school’s community. [G] Ripley cites the writings of renowned sociologist James Coleman, whose research in education was groundbreaking. Coleman in his early work held athletics in contempt, arguing that they crowded out schools’ academic missions. Ripley quotes his 1961 study, The Adolescent Society, where Coleman writes, “Altogether, the trophy（奖品）case would suggest to the innocent visitor that he was entering an athleti