大学英语三级B级真题2016年6月答案
篇一：大学英语三级B级真题2014年6月答案
大学英语三级B级真题2014年6月
答案:D
[听力原文]
Hello! Is this your manager's office?
本题考查对一般疑问句的回答。问题为“你好!这里是你们经理的办公室吗?”D项Yes, but he's not in(是，但他不在)是肯定回答，故正确。
一般疑问句的肯定回答用Yes，否定回答用No。A项Quite a lot(很多)用于回答how many或how much开头的特殊疑问句。B项My pleasure(是我的荣幸)是对感谢用语的客气回答。C项Thank you very much(非常感谢)表示感谢。 答案:B
[听力原文]
Do you have an appointment with Mr. Brown?
本题考查对一般疑问句的回答。句子意思是“你跟布朗先生约好了吗?”have an appointment with sb.意为“与某人有预约”。本句的助动词是do，故肯定回答是B项Yes, I do(是的)。
A项Wait a minute(等一下)是对请求或要求的回答。C项See you later(待会儿见)是在道别时使用。D项Fine, thanks(很好，谢谢)一般用于回答How are you或How are you doing等问候语。
答案:C
[听力原文]
Do you like your new job in this small town?
本题也是一般疑问句。句子意思是“你喜欢这座小镇上的新工作吗?”C项Very much(非常)为肯定表达，故正确。
A项Take it easy(别紧张，放轻松)用于安抚对方。B项Mind your step(留心脚步；走好，慢走)是让对方注意脚下安全，或作为道别时的客气话，如：Mind your step, Thank you for coming.(慢走，感谢您的光临。)D项So am I(我也是)表明前面所说情况也同样适用于自己。
答案:A
[听力原文]
When is the train leaving for Beijing?
本题考查对when特殊疑问句的回答。题目的意思是“火车什么时候出发去北京?”句子开头的when表示时间，A项At 16:30是具体的时间点，直接回答了该问题。
B项No, thanks(不用，谢谢)是对帮助或给予的否定回答。C项Here we are(我们到了)暗示该下车、船或飞机等。D项can I help you?(我能帮你吗?)用于提出帮助，不能回答when问句。
答案:B
[听力原文]
May I see your driving license, please?
本题是表示请求的一般疑问句。问题意为“请问我可以看一下你的驾照吗?”B项Sure. Here it is(当然。给你)是肯定回答。
A项This way, please(请走这边)是给人指路的常用语。C项It's far away(很远)表示距离远。D项Take care(保重；当心)一般用于跟别人道别。
Section B
6.答案:C
[听力原文]
W: When are you going to take the new job!
M: As soon as possible.
Q: What is the man going to do?
事实细节题。题目问男士将要做什么。对话开头女士问：“你什么时候去接手新工作?”男士回答：“越快越好。”C项Get a new job与女士话语中的take the new job同义，get和take都表示“获取”。
A项Find a new apartment(找新公寓)中的apartment没有在对话中提及。男士用as soon as possible表示会尽快去做，故B项Give up his plan(放弃计划)不对。D项Put forward a suggestion(提出一项建议)与对话无关。
7. 答案:A
[听力原文]
W: Do you know who will give a lecture this afternoon?
M: A professor from New York University.
Q: Who will give the lecture?
事实细节题。题目询问谁会来讲课。对话开头女士也问了这个问题：“你知道今天下午是谁来讲课吗?”男士回答：“纽约大学的一个教授。”A项A professor是男士回答中的原话。故为答案。
B项An engineer(工程师)、C项A student leader(学生领袖)和D项A social worker(社工)在对话中均未提及，故可排除。
8. 答案:B
[听力原文]
W: You don't look well. What's wrong with you?
M: I've got a headache with a slight fever.
Q: What's the problem with the man?
事实细节题。题目问男士有什么问题。这个问题在对话开头女士也问了：“你看起来不太好。怎么啦?”男士回答：“我头痛，而且有点轻烧。”故B项He has a headache(他头痛)为答案。
A项He took the wrong medicine(他吃错了)、C项He has broken his arm(他摔伤了手臂)和D项He got a heart attack(他有心脏病)都与对话中提供的信息不符。
9. 答案:D
[听力原文]
M: I don't know which language I should learn, Japanese, French or German? W: If I were you, I'd learn French.
Q: What language does the woman advise the man to learn?
事实细节题。题目询问女士建议男士学什么语言。对话中男士问：“我不知道应该学哪门语言，日语、法语或德语?”女士用虚拟语气回答：“如果我是你，就会学法语。”虚拟语气可表建议，故答案选择D项French(法语)。
A项German(德语)和B项Japanese(日语)处于男士的考虑范围之内，但不是女士的建议。C项Spanish(西班牙语)在对话中没有提到。
10. 答案:A
[听力原文]
M: Tom looks worried. What has happened to him?
W: He has lost his job.
Q: What has happened to Tom?
事实细节题。本题询问Tom发生了什么事。对话中男士说：“Tom看起来很忧心。他发生什么事了?”女士回答：“他失业了。”A项He is out of job 是He has lost his job的同义替换，故为答案。
B项He has been ill for days(他病了几天了)C项He is short of money(他缺钱)和D项He lost his credit card(他丢了信用卡)都没有在对话中提到。 Section C
[听力原文]
Looking for an apartment can be a difficult job. The first thing to think about is how much money you can spend. You cannot rent a home if it's too expensive. Secondly, where the home is located is also important. You don't want a home too far away from work. You might want to spend a little more money to be closer to y6ur office. Anyway, before you look for a place to live in, you should make a list of all the things you want and need. This will be easier for you to make the correct choice.
16.
答案:D
本题考查介词辨析。空格后的advice表明了ask these experts(请求这些专家)的目的，故填入D项介词for“为了”。
ask for advice是习惯搭配，意为“征询意见”。A项on、B项over、C项from都不符合该用法要求。
17.
答案:B
本题考查短语辨析。第一个分句是if引导的条件状语从句，根据get there before dark(天黑前到达)，可知时间紧迫，故填入B项at once“马上”。 A项at times“有时，不时”，C项in person“亲自”，D项in detail“详细地”，代入空格后都不符合上下文逻辑。
18.
答案:A
本题考查从句引导词。空格前有so(如此)，空格后的句子结构完整，“睡着”是“演出无聊”导致的后果。固定结构so...that表示“如此??以至于”，引导结果状语从句。故填入A项that。
除了so...that结构，还有such...that，不同之处是so后面接形容词，such后面接名词。
答案:C
本题考查习惯搭配的用法。take advantage of意为“利用”，所以C项正确。 A项have与have与advantage“优势，好处”的搭配为have an/the
advantage over“胜过，优于”，或have the advantage of“有??的优势”。B项carry“携带”和D项bring“带来”都不与advantage搭配。
20.
答案:B
本题考查从句引导词。主句用了现在完成时has become，从句用了一般过去时took，表明从句“采取措施”的动作发生在主句“变得”之前。B项“自从”符合句意及要求。
A项but“但是”表转折。C项if“如果”表条件或假设；填入空格后语义逻辑都不对。D项while“当??时，这时”表示时间，但主从句的动作不可能是同时发生的，不符合本句语境。
21.
答案:D
本题考查动词辨析。空格前提到绳子不牢，enough to不定式表结果，结果就是支撑不起大箱子的重量。D项support“支撑”与weight搭配正确，为答案。 A项conduct“引导；管理”B项produce“制造，生产”，C项make“使变为??；制造”与weight搭配，语义逻辑都不通。
22.
答案:C
本题考查非限制性定语从句引导词。空格前后都是完整的句子，推测其中一个是从句。从句意逻辑上说，returned home(返回家)的动作应该在attended
school(上学)之后，故可判断空格处填入的词要指代上文。C项which可与介词搭配引导非限制性定语从句。故正确。
A项what引导名词性从句，且一般在从句中充当一定成份。B项that也可以指代上文，但是本句的两个分句间用的是逗号，如果填入that，则没有主从句之分，需要用分号连接两句。D项whom指人，不符合此处语境。
23.
答案:A
本题考查形容词辨析。句子中含有as“因为”引导的原因状语从句，主句中trust out product(信任我们的产品)表明产品质量是好的，故“质量控制”应该是strict“严格的”，故A项正确。
B项limited“有限的”和C项little“几乎没有的”都表示对质量的控制很少，这不能带来让对方信任的结果。D项natural“自然的”，也不能达到让对方信任的程度。
24.
答案:C
本题考查动名词用法。空格前的without是介词，表示“没有，如果没有”，后面应该填入名词。realize“意识到”是动词，故需使用C项动名词realizing。 介词后需要接代词或名词性成分。如果后跟动词，动词则需要变成动名词。 25.
答案:B
本题考查动词词组的辨析。四个选项都用了过去分词形式，与句子主语traffic accidents之间是被动关系，这里是将今年的交通事故情况与去年的作比较，compare with意为“与??相比”，符合句义。
A项relate to“与??有关”，C项concern about“担心”以及D项deal with“处理”填入此处均语义不通。
ord given in the brackets.
26.
You'd better make a phone call (check) ______ whether the email has been received.
答案:to check
考查不定式的用法。空格前make a phone call是句子谓语动词及宾语，主干已完整；空格后是whether引导的从句，从意义上可判断是动词check的宾语，故此处的check应用非谓语动词形式。“打电话”是为了“核实是否收到电子邮件”，故填入表目的的不定式结构to check。
不定式表目的通常是指发生在谓语动作之后的动作，也就是说，若以谓语动作发生的时间为标准，用作目的状语的不定式是一个尚未发生的动作。如本句中check的动作发生在make a phone call这个动作之后。
27.
We had been working for almost 16 hours, and we (final) ______ finished the task.
答案:finally
考查形容词和副词的转换。空格在主语we和谓语动词finished之间，故应该填入副词。final“最终的”变成副词是finally“终于，最终”。
形容词转变成副词的规则：①一般情况下直接加-ly，如traditional(传统的)—traditionally(传统地)，wide(宽的)—widely(宽地)．②以y结尾的，先将y改成i，再加-ly，如happy(幸福的)—happily(幸福地)；③少数以e结尾的形容词，要去掉e再加-ly，如true(真实的)—truly(真实地)。
28.
The Prize in Economics (establish) ______ in 1968, that is, more than half a century ago.
答案:was established
考查被动语态的用法。空格前的主语中心词是Prize，空格后是表时间的介词短语，以及插入语that is，用于引出1968的同位语，进一步解释这个年份。因此句子缺少谓语动词，establish“建立，设立”的动作是由某人或某机构发出的，主语“经济学奖”是这个动作的承受者，故应该使用被动语态。由于1968是表过去的时间，本句时态用一般过去时；由于主语The Prize是第三人称单数，因此填入was established。
当句子的主语是谓语动作的承受者时，谓语应用被动语态“be动词+过去分词”。
29.
He is thinking of (leave) ______ his job and going to Germany for further study.
答案:leaving
考查介词的用法。空格前的is thinking of是句子谓语部分，其中介词of后必须跟代词或名词性成分。故需把动词leave转换成动名词leaving。
本题考查的是“介词+动名词”的结构。一般来说，介词后面接动词时，动词采用-ing形式。
篇二：2015年6月大学英语6级真题及答案三套全
2015年6月大学英语六级考试真题1
Part II Listening Comprehension (30 minutes)
Section A
1. A) Prepare for his exams. B) Catch up on his work.
C) Attend the concert.D) Go on a vacation.
2. A) Three crew members were involved in the incident.
B) None of the hijackers carried any deadly weapons.
C) The plane had been scheduled to fly to Japan.
D) None of the passengers were injured or killed.
3. A) An article about the election. B) A tedious job to be done.
C) An election campaign. D) A fascinating topic.
4. A) The restaurant was not up to the speakers' expectations.
B) The restaurant places many ads in popular magazines.
C) The critic thought highly of the Chinese restaurant.
D) Chinatown has got the best restaurant in the city.
5. A) He is going to visit his mother in the hospital.
B) He is going to take on a new job next week.
C) He has many things to deal with right now.
D) He behaves in a way nobody understands.
6. A) A large number of students refused to vote last night.
B) At least twenty students are needed to vote on an issue.
C) Major campus issues had to be discussed at the meeting.
D) More students have to appear to make their voice heard.
7. A) The woman can hardly tell what she likes.
B) The speakers like watching TV very much.
C) The speakers have nothing to do but watch TV.
D) The man seldom watched TV before retirement.
8. A) The woman should have retired earlier. 4
B) He will help the woman solve the problem.
C) He finds it hard to agree with what the woman says.
D) The woman will be able to attend the classes she wants.
Questions 9 to 12 are based on the conversation you have just heard.
9. A) Persuade the man to join her company. B) Employ the most up-to-date technology.
C) Export bikes to foreign markets.D) Expand their domestic business.
10. A) The state subsidizes small and medium enterprises.
B) The government has control over bicycle imports.
C) They can compete with the best domestic manufactures.
D) They have a cost advantage and can charge higher prices.
11. A) Extra costs might eat up their profits abroad.
B) More workers will be needed to do packaging.
C) They might lose to foreign bike manufacturers.
D) It is very difficult to find suitable local agents.
12. A) Report to the management. B) Attract foreign investments.
C) Conduct a feasibility study. D) Consult financial experts.
Questions 13 to 15 are based on the conversation you have just heard.
13. A) Coal burnt daily for the comfort of our homes.
B) Anything that can be used to produce power.
C) Fuel refined from oil extracted from underground.
D) Electricity that keeps all kinds of machines running.
14. A) Oil will soon be replaced by alternative energy sources.
B) Oil reserves in the world will be exhausted in a decade.
C) Oil consumption has given rise to many global problems.
D) Oil production will begin to decline worldwide by 2015.
15. A) Minimize the use of fossil fuels.B) Start developing alternative fuels.
C) Find the real cause for global warming. D) Take steps to reduce the greenhouse effect.
Section B
Passage One
Questions 16 to 18 are based on the passage you have just heard.
16. A) The ability to predict fashion trends. B) A refined taste for artistic works.
C) Years of practical experience.D) Strict professional training.
17. A) Promoting all kinds of American hand-made specialities.
B) Strengthening cooperation with foreign governments.
C) Conducting trade in art works with dealers overseas.
D) Purchasing handicrafts from all over the world.
18. A) She has access to fashionable things. B) She is doing what she enjoys doing.
C) She can enjoy life on a modest salary. D) She is free to do whatever she wants.
Passage Two
Questions 19 to 22 are based on the passage you have just heard.
19. A) Join in neighborhood patrols.B) Get involved in his community.
C) Voice his complaints to the city council. D) Make suggestions to the local authorities.
20. A) Deterioration in the quality of life. B) Increase of police patrols at night.
C) Renovation of the vacant buildings. D) Violation of community regulations.
21. A) They may take a long time to solve. B) They need assistance form the city.
C) They have to be dealt with one by one.D) They are too big for individual efforts.
22. A) He had got some groceries at a big discount.
B) He had read a funny poster near his seat.
C) He had done a small deed of kindness.
D) He had caught the bus just in time.
Passage Three
Questions 23 to 25 are based on the passage you have just heard.
23. A) Childhood and family growth.B) Pressure and disease.
C) Family life and health. D) Stress and depression.
24. A) It experienced a series of misfortunes. B) It was in the process of reorganization.
C) His mother died of a sudden heart attack. D) His wife left him because of his bad temper.
25. A) They would give him a triple bypass surgery.
B) They could remove the block in his artery.
C) They could do nothing to help him.
D) They would try hard to save his life.
Section C
When most people think of the word “education”, they think of a pupil as a sort of animate sausage casing. Into this empty casting, the teachers (26) stuff “education.”
But genuine education, as Socrates knew more than two thousand years ago, is not (27) the stuffing of information into a person, but rather eliciting knowledge from him; it is the (28) of what is in the mind.
“The most important part of education,” once wrote William Ernest Hocking, the (29) Harvard philosopher, “is this instruction of a man in what he has inside of him.”
And, as Edith Hamilton has reminded us, Socrates never said, “I know, learn from me。” He said, rather, “Look into your own selves and find the (30) of the truth that God has put into every heart and that only you can kindle (点燃)to a (31) .”
In a dialogue, Socrates takes an ignorant slave boy, without a day of (32) , and proves to the amazed observers that the boy really “knows” geometry一because the principles of geometry are already in his mind, waiting to be called out.
So many of the discussions and (33) about the content of education are useless and inconclusive because they (34) what should “go into” the student rather than with what should be taken out, and how this can best be done.
The college student who once said to me, after a lecture, “I spend so much time studying that I don't have a chance to learn anything,” was clearly expressing his (35) with the sausage casing view of education.
Part III Reading Comprehension (40 minutes)
Reading comprehension
Section A
Innovation, the elixir (灵丹妙药) of progress, has always cost people their jobs. In the Industrial Revolution hand weavers were ___36___ aside by the mechanical loom. Over the past 30 years the digital revolution has ___37___ many of the mid-skill jobs that underpinned 20th-century middle-class life. Typists, ticket agents, bank tellers and many production-line jobs have been dispensed with, just as the weavers were.
For those who believe that technological progress has made the world a better place, such disruption is a natural part of rising ___38___. Although innovation kills some jobs, it creates new and better ones, as a more ___39___ society becomes richer and its wealthier inhabitants demand more goods and services. A hundred years ago one in three American workers was ___40___ on a farm. Today less than 2% of them produce far more food. The millions freed from the land were not rendered ___41___, but found better-paid work as the economy grew more sophisticated. Today the pool of secretaries has___42___, but there are ever more computer programmers and web designers.
Optimism remains the right starting-point, but for workers the dislocating effects of
technology may make themselves evident faster than its ___43___. Even if new jobs and wonderful products emerge, in the short term income gaps will widen, causing huge social dislocation and perhaps even changing politics. Technology's ___44___ will feel like a tornado (旋风), hitting the rich world first, but ___45___ sweeping through poorer countries too. No
Why the Mona Lisa Stands Out
[A] Have you ever fallen for a novel and been amazed not to find it on lists of great books? Or walked around a sculpture renowned as a classic, struggling to see what the fuss is about? If so, you?ve probably pondered the question Cutting asked himself that day: how does a work of art come to be considered great?
[B] The intuitive answer is that some works of art are just great: of intrinsically superior quality. The paintings that win prime spots in galleries, get taught in classes and reproduced in books are the ones that have proved their artistic value over time. If you can?t see they?re superior, that?s your problem. It?s an intimidatingly neat explanation. But some social scientists have been asking awkward questions of it, raising the possibility that artistic canons are little more than fossilised historical accidents.
[C] Cutting, a professor at Cornell University, wondered if a psychological mechanism known as the “mere-exposure effect” played a role in deciding which paintings rise to the top of the cultural league. Cutting designed an experiment to test his hunch. Over a lecture course he regularly showed undergraduates works of impressionism for two seconds at a time. Some of the paintings were canonical, included in art-history books. Others were lesser known but of comparable quality. These were exposed four times as often. Afterwards, the students preferred them to the canonical works, while a control group of students liked the canonical ones best. Cutting?s students had grown to like those paintings more simply because they had seen them more.
[D] Cutting believes his experiment offers a clue as to how canons are formed. He points out that the most reproduced works of impressionism today tend to have been bought by five or six wealthy and influential collectors in the late 19th century. The preferences of these men bestowed prestige on certain works, which made the works more likely to be hung in galleries and printed in anthologies. The fame passed down the years, gaining momentum from mere exposure as it did so. The more people were exposed to, the more they liked it, and the more they liked it, the more it appeared in books, on posters and in big exhibitions. Meanwhile, academics and critics created sophisticated justifications for its pre-eminence. After all, it?s not just the masses who tend to rate what they see more often more highly. As contemporary artists like Warhol and Damien Hirst have grasped, critical acclaim is deeply entwined with publicity. “Scholars”, Cutting argues, “are no different from the public in the effects of mere exposure.”
[E] The process described by Cutting evokes a principle that the sociologist Duncan Watts calls “cumulative advantage”: once a thing becomes popular, it will tend to become more popular still.
A few years ago, Watts, who is employed by Microsoft to study the dynamics of social networks, had a similar experience to Cutting in another Paris museum. After queuing to see the “Mona
Lisa” in its climate-controlled bulletproof box at the Louvre, he came away puzzled: why was it considered so superior to the three other Leonardos in the previous chamber, to which nobody seemed to be paying the slightest attention?
[F] When Watts looked into the history of “the greatest painting of all time”, he discovered that, for most of its life, the “Mona Lisa” remained in relative obscurity. In the 1850s, Leonardo da Vinci was considered no match for giants of Renaissance art like Titian and Raphael, whose works were worth almost ten times as much as the “Mona Lisa”. It was only in the 20th century that Leonardo?s portrait of his patron?s wife rocketed to the number-one spot. What propelled it there wasn?t a scholarly re-evaluation, but a theft.
[G] In 1911 a maintenance worker at the Louvre walked out of the museum with the “Mona Lisa” hidden under his smock. Parisians were aghast at the theft of a painting to which, until then, they had paid little attention. When the museum reopened, people queued to see the gap where the “Mona Lisa” had once hung in a way they had never done for the painting itself. From then on, the “Mona Lisa” came to represent Western culture itself.
[H] Although many have tried, it does seem improbable that the painting?s unique status can be attributed entirely to the quality of its brushstrokes. It has been said that the subject?s eyes follow the viewer around the room. But as the painting?s biographer, Donald Sassoon, dryly notes, “In reality the effect can be obtained from any portrait.” Duncan Watts proposes that the “Mona Lisa” is merely an extreme example of a general rule. Paintings, poems and pop songs are buoyed or sunk by random events or preferences that turn into waves of influence, rippling down the generations.
[I] “Saying that cultural objects have value,” Brian Eno once wrote, “is like saying that telephones have conversations.” Nearly all the cultural objects we consume arrive wrapped in inherited opinion; our preferences are always, to some extent, someone else?s. Visitors to the “Mona Lisa” know they are about to visit the greatest work of art ever and come away appropriately impressed—or let down. An audience at a performance of “Hamlet” know it is regarded as a work of genius, so that is what they mostly see. Watts even calls the pre-eminence of Shakespeare a “historical accident”.
[J] Although the rigid high-low distinction fell apart in the 1960s, we still use culture as a badge of identity. Today?s fashion for eclecticism—“I love Bach, Abba and Jay Z”—is, Shamus Khan , a Columbia University psychologist, argues, a new way for the middle class to distinguish themselves from what they perceive to be the narrow tastes of those beneath them in the social hierarchy.
[K] The intrinsic quality of a work of art is starting to seem like its least important attribute. But perhaps it?s more significant than our social scientists allow. First of all, a work needs a certain quality to be eligible to be swept to the top of the pile. The “Mona Lisa” may not be a worthy world champion, but it was in the Louvre in the first place, and not by accident. Secondly, some stuff is simply better than other stuff. Read “Hamlet” after reading even the greatest of Shakespeare?s contemporaries, and the difference may strike you as unarguable.
[L] A study in the British Journal of Aesthetics suggests that the exposure effect doesn?t work the same way on everything, and points to a different conclusion about how canons are formed. The social scientists are right to say that we should be a little skeptical of greatness, and that we should always look in the next room. Great art and mediocrity can get confused, even by experts. But that?s why we need to see, and read, as much as we can. The more we?re exposed to the good
篇三：2015年6月英语6级考试真题(三套全)及答案
2015年6月大学英语六级考试真题（第一套） Part II Listening Comprehension (30 minutes)
Section A
1. A) Prepare for his exams. B) Catch up on his work.
C) Attend the concert.D) Go on a vacation.
2. A) Three crew members were involved in the incident.
B) None of the hijackers carried any deadly weapons.
C) The plane had been scheduled to fly to Japan.
D) None of the passengers were injured or killed.
3. A) An article about the election. B) A tedious job to be done.
C) An election campaign. D) A fascinating topic.
4. A) The restaurant was not up to the speakers' expectations.
B) The restaurant places many ads in popular magazines.
C) The critic thought highly of the Chinese restaurant.
D) Chinatown has got the best restaurant in the city.
5. A) He is going to visit his mother in the hospital.
B) He is going to take on a new job next week.
C) He has many things to deal with right now.
D) He behaves in a way nobody understands.
6. A) A large number of students refused to vote last night.
B) At least twenty students are needed to vote on an issue.
C) Major campus issues had to be discussed at the meeting.
D) More students have to appear to make their voice heard.
7. A) The woman can hardly tell what she likes.
B) The speakers like watching TV very much.
C) The speakers have nothing to do but watch TV.
D) The man seldom watched TV before retirement.
8. A) The woman should have retired earlier. 4
B) He will help the woman solve the problem.
C) He finds it hard to agree with what the woman says.
D) The woman will be able to attend the classes she wants.
Questions 9 to 12 are based on the conversation you have just heard.
9. A) Persuade the man to join her company. B) Employ the most up-to-date technology.
C) Export bikes to foreign markets.D) Expand their domestic business.
10. A) The state subsidizes small and medium enterprises.
B) The government has control over bicycle imports.
C) They can compete with the best domestic manufactures.
D) They have a cost advantage and can charge higher prices.
11. A) Extra costs might eat up their profits abroad.
B) More workers will be needed to do packaging.
C) They might lose to foreign bike manufacturers.
D) It is very difficult to find suitable local agents.
12. A) Report to the management. B) Attract foreign investments.
C) Conduct a feasibility study. D) Consult financial experts.
Questions 13 to 15 are based on the conversation you have just heard.
13. A) Coal burnt daily for the comfort of our homes.
B) Anything that can be used to produce power.
C) Fuel refined from oil extracted from underground.
D) Electricity that keeps all kinds of machines running.
14. A) Oil will soon be replaced by alternative energy sources.
B) Oil reserves in the world will be exhausted in a decade.
C) Oil consumption has given rise to many global problems.
D) Oil production will begin to decline worldwide by 2015.
15. A) Minimize the use of fossil fuels.B) Start developing alternative fuels.
C) Find the real cause for global warming. D) Take steps to reduce the greenhouse effect.
Section B
Passage One
Questions 16 to 18 are based on the passage you have just heard.
16. A) The ability to predict fashion trends. B) A refined taste for artistic works.
C) Years of practical experience.D) Strict professional training.
17. A) Promoting all kinds of American hand-made specialities.
B) Strengthening cooperation with foreign governments.
C) Conducting trade in art works with dealers overseas.
D) Purchasing handicrafts from all over the world.
18. A) She has access to fashionable things. B) She is doing what she enjoys doing.
C) She can enjoy life on a modest salary. D) She is free to do whatever she wants.
Passage Two
Questions 19 to 22 are based on the passage you have just heard.
19. A) Join in neighborhood patrols.B) Get involved in his community.
C) Voice his complaints to the city council. D) Make suggestions to the local authorities.
20. A) Deterioration in the quality of life. B) Increase of police patrols at night.
C) Renovation of the vacant buildings. D) Violation of community regulations.
21. A) They may take a long time to solve. B) They need assistance form the city.
C) They have to be dealt with one by one.D) They are too big for individual efforts.
22. A) He had got some groceries at a big discount.
B) He had read a funny poster near his seat.
C) He had done a small deed of kindness.
D) He had caught the bus just in time.
Passage Three
Questions 23 to 25 are based on the passage you have just heard.
23. A) Childhood and family growth.B) Pressure and disease.
C) Family life and health. D) Stress and depression.
24. A) It experienced a series of misfortunes. B) It was in the process of reorganization.
C) His mother died of a sudden heart attack. D) His wife left him because of his bad temper.
25. A) They would give him a triple bypass surgery.
B) They could remove the block in his artery.
C) They could do nothing to help him.
D) They would try hard to save his life.
Section C
When most people think of the word “education”, they think of a pupil as a sort of animate sausage casing. Into this empty casting, the teachers (26) stuff “education.”
But genuine education, as Socrates knew more than two thousand years ago, is not (27) the stuffing of information into a person, but rather eliciting knowledge from him; it is the (28) of what is in the mind.
“The most important part of education,” once wrote William Ernest Hocking, the (29) Harvard philosopher, “is this instruction of a man in what he has inside of him.”
And, as Edith Hamilton has reminded us, Socrates never said, “I know, learn from me。” He said, rather, “Look into your own selves and find the (30) of the truth that God has put into every heart and that only you can kindle (点燃)to a (31) .”
In a dialogue, Socrates takes an ignorant slave boy, without a day of (32) , and proves to the amazed observers that the boy really “knows” geometry一because the principles of geometry are already in his mind, waiting to be called out.
So many of the discussions and (33) about the content of education are useless and inconclusive because they (34) what should “go into” the student rather than with what should be taken out, and how this can best be done.
The college student who once said to me, after a lecture, “I spend so much time studying that I don't have a chance to learn anything,” was clearly expressing his (35) with the sausage casing view of education.
Part III Reading Comprehension (40 minutes)
Reading comprehension
Section A
Innovation, the elixir (灵丹妙药) of progress, has always cost people their jobs. In the Industrial Revolution hand weavers were ___36___ aside by the mechanical loom. Over the past 30 years the digital revolution has ___37___ many of the mid-skill jobs that underpinned 20th-century middle-class life. Typists, ticket agents, bank tellers and many production-line jobs have been dispensed with, just as the weavers were.
For those who believe that technological progress has made the world a better place, such disruption is a natural part of rising ___38___. Although innovation kills some jobs, it creates new and better ones, as a more ___39___ society becomes richer and its wealthier inhabitants demand more goods and services. A hundred years ago one in three American workers was ___40___ on a farm. Today less than 2% of them produce far more food. The millions freed from the land were not rendered ___41___, but found better-paid work as the economy grew more sophisticated. Today the pool of secretaries has___42___, but there are ever more computer programmers and web designers.
Optimism remains the right starting-point, but for workers the dislocating effects of
technology may make themselves evident faster than its ___43___. Even if new jobs and wonderful products emerge, in the short term income gaps will widen, causing huge social dislocation and perhaps even changing politics. Technology's ___44___ will feel like a tornado (旋风), hitting the rich world first, but ___45___ sweeping through poorer countries too. No
Why the Mona Lisa Stands Out
[A] Have you ever fallen for a novel and been amazed not to find it on lists of great books? Or walked around a sculpture renowned as a classic, struggling to see what the fuss is about? If so, you?ve probably pondered the question Cutting asked himself that day: how does a work of art come to be considered great?
[B] The intuitive answer is that some works of art are just great: of intrinsically superior quality. The paintings that win prime spots in galleries, get taught in classes and reproduced in books are the ones that have proved their artistic value over time. If you can?t see they?re superior, that?s your problem. It?s an intimidatingly neat explanation. But some social scientists have been asking awkward questions of it, raising the possibility that artistic canons are little more than fossilised historical accidents.
[C] Cutting, a professor at Cornell University, wondered if a psychological mechanism known as the “mere-exposure effect” played a role in deciding which paintings rise to the top of the cultural league. Cutting designed an experiment to test his hunch. Over a lecture course he regularly showed undergraduates works of impressionism for two seconds at a time. Some of the paintings were canonical, included in art-history books. Others were lesser known but of comparable quality. These were exposed four times as often. Afterwards, the students preferred them to the canonical works, while a control group of students liked the canonical ones best. Cutting?s students had grown to like those paintings more simply because they had seen them more.
[D] Cutting believes his experiment offers a clue as to how canons are formed. He points out that the most reproduced works of impressionism today tend to have been bought by five or six wealthy and influential collectors in the late 19th century. The preferences of these men bestowed prestige on certain works, which made the works more likely to be hung in galleries and printed in anthologies. The fame passed down the years, gaining momentum from mere exposure as it did so. The more people were exposed to, the more they liked it, and the more they liked it, the more it appeared in books, on posters and in big exhibitions. Meanwhile, academics and critics created sophisticated justifications for its pre-eminence. After all, it?s not just the masses who tend to rate what they see more often more highly. As contemporary artists like Warhol and Damien Hirst have grasped, critical acclaim is deeply entwined with publicity. “Scholars”, Cutting argues, “are no different from the public in the effects of mere exposure.”
[E] The process described by Cutting evokes a principle that the sociologist Duncan Watts calls “cumulative advantage”: once a thing becomes popular, it will tend to become more popular still.
A few years ago, Watts, who is employed by Microsoft to study the dynamics of social networks, had a similar experience to Cutting in another Paris museum. After queuing to see the “Mona
Lisa” in its climate-controlled bulletproof box at the Louvre, he came away puzzled: why was it considered so superior to the three other Leonardos in the previous chamber, to which nobody seemed to be paying the slightest attention?
[F] When Watts looked into the history of “the greatest painting of all time”, he discovered that, for most of its life, the “Mona Lisa” remained in relative obscurity. In the 1850s, Leonardo da Vinci was considered no match for giants of Renaissance art like Titian and Raphael, whose works were worth almost ten times as much as the “Mona Lisa”. It was only in the 20th century that Leonardo?s portrait of his patron?s wife rocketed to the number-one spot. What propelled it there wasn?t a scholarly re-evaluation, but a theft.
[G] In 1911 a maintenance worker at the Louvre walked out of the museum with the “Mona Lisa” hidden under his smock. Parisians were aghast at the theft of a painting to which, until then, they had paid little attention. When the museum reopened, people queued to see the gap where the “Mona Lisa” had once hung in a way they had never done for the painting itself. From then on, the “Mona Lisa” came to represent Western culture itself.
[H] Although many have tried, it does seem improbable that the painting?s unique status can be attributed entirely to the quality of its brushstrokes. It has been said that the subject?s eyes follow the viewer around the room. But as the painting?s biographer, Donald Sassoon, dryly notes, “In reality the effect can be obtained from any portrait.” Duncan Watts proposes that the “Mona Lisa” is merely an extreme example of a general rule. Paintings, poems and pop songs are buoyed or sunk by random events or preferences that turn into waves of influence, rippling down the generations.
[I] “Saying that cultural objects have value,” Brian Eno once wrote, “is like saying that telephones have conversations.” Nearly all the cultural objects we consume arrive wrapped in inherited opinion; our preferences are always, to some extent, someone else?s. Visitors to the “Mona Lisa” know they are about to visit the greatest work of art ever and come away appropriately impressed—or let down. An audience at a performance of “Hamlet” know it is regarded as a work of genius, so that is what they mostly see. Watts even calls the pre-eminence of Shakespeare a “historical accident”.
[J] Although the rigid high-low distinction fell apart in the 1960s, we still use culture as a badge of identity. Today?s fashion for eclecticism—“I love Bach, Abba and Jay Z”—is, Shamus Khan , a Columbia University psychologist, argues, a new way for the middle class to distinguish themselves from what they perceive to be the narrow tastes of those beneath them in the social hierarchy.
[K] The intrinsic quality of a work of art is starting to seem like its least important attribute. But perhaps it?s more significant than our social scientists allow. First of all, a work needs a certain quality to be eligible to be swept to the top of the pile. The “Mona Lisa” may not be a worthy world champion, but it was in the Louvre in the first place, and not by accident. Secondly, some stuff is simply better than other stuff. Read “Hamlet” after reading even the greatest of Shakespeare?s contemporaries, and the difference may strike you as unarguable.
[L] A study in the British Journal of Aesthetics suggests that the exposure effect doesn?t work the same way on everything, and points to a different conclusion about how canons are formed. The social scientists are right to say that we should be a little skeptical of greatness, and that we should always look in the next room. Great art and mediocrity can get confused, even by experts. But that?s why we need to see, and read, as much as we can. The more we?re exposed to the good
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