2015年12月大学英语六级考试真题(第1套)
Part I Writing(30 minutes)
Directions: For this part, you are allowed 30 minutes to write a short essay based on the picture below. You should focus on the impact of social networking websites on reading. You arereauired to write at least 150 words but no more than 200 words.
_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Part II Listening Comprehension(30 minutes)
听力音频地址：wximg.233.去掉com/attached/media去掉/20160426/20160426去掉163351_9893.mp3
Section A
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 the roughly.
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 challenging
15. A. Bothered. B. Amazed. C. Puzzled. D. Excited.
Section B
Passage One
Questions 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 Two
Questions 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 Three
Questions 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 commericais.
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. Pre-test alternative ads or commercials in certain regions.
Section C
Extinction is difficult concept to grasp. It is an26concept. It's not at all like the killing of individual lifeforms that can be renewed through normal processes of reproduction. Nor is it simply 27numbers. Nor is it damage that can somehow be remedied or for which some substitute can be ound. 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 an28and final act for which there is no
remedy on earth or in heaven. A species once extinct is gone forever. However many generations29us in coming centuries, none of them will ever see this species that we extinguish. Not only are we bringing about the extinction of life30, we are also making the land and the air and the sea so toxic that the very conditions of life are being destroyed.31basic natural resources, not only are the nonrenewable resources being32in a frenzy ( 疯狂) of processing, consuming, and33, 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 cultural34, but a change of geological and biological as well as psychological order of35 Part III Reading Comprehension(40 minutes)
glamourSection A
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 no36, losing its market share in just a few years.
In 2007, Nokia accounted for more than 40% of mobile phone sales37But consumers' preferences were already38toward touch-screen smartphones. With the introduction of Apple's iPhone in the middle of that year, Nokia's market share39rapidly 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, w
hich he40in 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 at41Nokia's board resisted change, making it impossible for the company to adapt to rapid shifts in the industry. Most42, Jorma Ollila, who had led Nokia's transition from an industrial company to a technology giant, was too fascinated by the company's43success to recognize the change that was needed to sustain its competitiveness. The company also embarked on a44cost-cutting program, which included the elimination of 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)assumed B). bias C). desperate D). deterioration E) exception
F) fault G) incidentally H) notably I) previous J) relayed
K) shifting L) shrank M) subtle N) transmitting O) worldwide Section B
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 i
n their families to brave the world of higher education come on campus with little academic know-how and are much more likely than their peers to drop out before graduation. [ A] When Nijay Williams entered college last fall as a 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 these of their peers, are more likely to work while attending sch
ool, and often require significant academic remediation (补习).
[ D ] Matt Rubin off directs I'm First, a nonprofit organization launched last October to reach out
to this specific population of students. He hopes to distribute this information and help prospective college-goers find the best post-secondary fit. And while Rubin off 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 these opportunities for a small subset of this population," Rubin off 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 tufiversities 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 Rubin off 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 these 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 Caro
lina 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 fred 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 annual 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 greater frequency and ultimately get in and enroll, we are going to raise the success rate," Rubin off 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 attributes much of her understanding of college to that: "But once I got to campus, it was a completely different ball game that no one really prepared me for. "
[ M] She was fortunate, though. Howard, a well-regarded historically black college, had an array of resources for its first-generation students, including matching kids with counselors, comecting 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. Stud
ents are placed in small groups with counselors ( trained seniors on campus) ;they have access to cultural and ethnic affinity (联系) groups, tutoring centers and also have a summer orientation specifically for first-generation students ( the latter being one of the most common programs for students).
[ O]"Our support structure was more like : ' You are going to get through Yale; you are going to do well,' " he said, hinting at mentors (导师), staff, and professors who all provided significant support for students who lacked confidence about "belonging" at such a top institution.
46. 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 fn'st-generation students at a higher rate.
Section C
Passage One
Questions 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 of life, 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 insurance companies to help determine reimbursement (报销) policies. Some doctors see a potential conflict in trying to be both providers of patient care and fmancial
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. H
e 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, altheugh 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
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