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大学英语六级考试2015年12月真题(第一套）
Part Ⅰ Writing (30 minutes)
Directions: Forthispart,youareallowed30minutestowriteashortessaybasedonthe
picturebelow.Youshouldfocusontheharmcausedbymisleadinginformationonline.
Youarerequiredtowriteatleast150wordsbutnomorethan200words.
“Ijustfeelunfortunatetoliveinaworldwithsomuchmisleadinginformation!”
Part Ⅱ Listening Comprehension (30 minutes)
SectionA
Directions: In this section, you will hear two long conversations. At the end of each
conversation,youwillhearfourquestions.Boththeconversationandthequestionswillbe
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
Sheet1withasinglelinethroughthecentre.
ConversationOne
Questions1to4arebasedontheconversationyouhavejustheard.
1. A)Touchhisheart. C)Remindhimofhislife.
B)Makehimcry. D)Makehimfeelyoung.
2. A)Heisgoodatsingingoperas. C)Hecansinganysongifhelikesit.
B)Heenjoyscomplicatedmusic. D)Helovescountrymusicinparticular.
3. A)Hecan’tdosuchacomplicatedpieceofmusicastheopera.
B)Hecan’tsingasongthathedoesn’tlike.
C)Hecan’tconcentrateonhissingingsometimes.
D)Hecan’tplaymusicalinstrumentwhilesinging.
4. A)Gotoabaranddrinkforhours.
B)Gotoanisolatedplacetosingblues.
C)Gotoseeaperformanceinaconcerthall.
D)Gotoworkandwraphimselfupinmusic.
ConversationTwo
Questions5to8arebasedontheconversationyouhavejustheard.
5. A)Howhebecameanannouncer. C)Howhemakeshisliving.
B)Howhewritesnewsstories. D)Howhedoeshisjob.
6. A)Theywritethefirstversionofnewsstories. C)Theypolishincomingnewsstories.
B)Theygathernewsstoriesonthespot. D)Theywritecommentsonmajornewsstories.7. A)Readingthroughthenewsstoriesinagivenperiodoftime.
B)Havinglittletimetoreadthenewsbeforegoingontheair.
C)Havingtochangethetoneofhisvoicefromtimetotime.
D)Gettingallthewordsandphrasespronouncedcorrectly.
8. A)Itshowswhereadvertisementscomein. C)Italertshimtosomethingimportant.
B)Itgivesasignalforhimtoslowdown. D)Itservesasareminderofsadnews.
SectionB
Directions: In this section, you will hear two passages.At the end of each passage, you
will hear three or four 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
singlelinethroughthecentre.
PassageOne
Questions9to11arebasedonthepassageyouhavejustheard.
9. A)Theyofferstudentsawidevarietyofcourses.
B)Theyattractstudentsfromallovertheworld.
C)Theyadmitmorestudentsthantheycanhandle.
D)Theyhavetroubledealingwithoverseasstudents.
10.A)Everyonewillbenefitfromeducationsoonerorlater.
B)Agoodeducationcontributestotheprosperityofanation.
C)Agoodeducationisnecessaryforonetoclimbthesocialladder.
D)Everyonehasarighttoaneducationappropriatetohispotential.
11.A)Helikesstudentswithhighmotivation.
B)Heenjoysteachingintelligentstudents.
C)Hetailorshisteachingtostudents’needs.
D)Hetreatsallhisstudentsinafairmanner.
PassageTwo
Questions12to15arebasedonthepassageyouhavejustheard.
12.A)ItismostlyimportedfromtheMiddleEast.
B)Itisasureindicatorofitseconomicactivity.
C)Ithasadirectimpactontheinternationaloilmarket.
D)Itequalsmorethan30millionbarrelsofoileachday.
13.A)Iteventuallyturnsintoheat.
B)Itisusedinavarietyofforms.
C)Itsuseischieflyresponsibleforairpollution.
D)Partofitislostintheprocessoftransmission.
14.A)Whenitisusedinruralareas. C)Whenitoperatesatnearcapacity.
B)Whenitisenvironment-friendly. D)Whenitoperatesatregulartimes.
15.A)Trafficjamsincities. C)Fuelshortage.
B)Inefficientuseofenergy. D)Globalwarming.
SectionC
Directions: In this section, youwill hearthreerecordingsoflectures or talks followed by
threeorfourquestions.Therecordingswillbeplayedonlyonce.Afteryouhearaquestion,
you must choose the best answer from the four choices marked A),B), C) and D). Then
markthecorrespondingletteronAnswerSheet1withasinglelinethroughthecentre.
Questions16to18arebasedontherecordingyouhavejustheard.
16.A)Smellingscentedcandles. C)Talkingwithyourparentsoften.
B)Settinganalarmforwakingup. D)Listeningtoanupsettingsong.17.A)Handletheoverwhelmingunopenedmailandtinytaskswithinoneminute.
B)Doanythingthatcanbedoneinlessthanoneminutewithoutdelay.
C)Doeverythingthatcan’tbedoneinaminutewithinoneminute.
D)Documentsmustbeprintedoutandfiledwithinoneminute.
18.A)Stricthabits. C)Hardrules.
B)Positiveattitude. D)Decision-makingmethods.
Questions19to22arebasedontherecordingyouhavejustheard.
19.A)Ittakesgreatpainsforapersontobeveryrich.
B)NotEveryonewantstobetoorich.
C)Apersonwillneverbesatisfiedwithhiswealth.
D)Apersonwillneverhavethefeelingofbeingwealthy.
20.A)Introducingatopic. C)Makingacomplaint.
B)Tellingajoke. D)Makingadecision.
21.A)TheywerewellpaidbytheGermangovernment.
B)TheygatheredmostlyinLondonduringthewar.
C)Theydidn’tprovideanyvaluableinformationforGermany.
D)Theyworkedforboththeirowncountryandtheirenemies.
22.A)SomecommonchickenfoodinAmerica.
B)ThelivingandworkingconditionsofAmericans.
C)TheGermanandBritishspiesinWorldWarTwo.
D)Someexpressionsrelatedtomoney.
Questions23to25arebasedontherecordingyouhavejustheard.
23.A)Thehusbandistheheadofthehousehold.
B)Thehusbandusuallymakesbigdecisions.
C)Thewifeliveswithinherhusband’sincome.
D)Thewifeworksanddoestwokindsofjobs.
24.A)Theirmotherwouldhelpthemtogetreadyforschoolandtomaketheirbreakfast.
B)Theyhadtohelptheirmotherandfathertotakecareoftheiryoungersistersandbrothers.
C)Theirmotherhadtogetupearlyinthemorningtodrivethemtoschool.
D)Theywerespoiledbytheirparentsanddidn’twanttogotoschool.
25.A)Therolesofthefather,mother,andchildrenhavechanged.
B)Anincreasingnumberofwomenworkoutsidethehome.
C)ChangeshavetakenplaceinthestructureofanAmericanfamily.
D)Theincreasinglyrapidpaceoflifemakespeopleundergreaterpressure.
Part Ⅲ Reading Comprehension (40 minutes)
SectionA
Directions: In this section, there is a passage with ten blanks. You are required to select
onewordforeachblankfromalistofchoicesgiveninawordbankfollowingthepassage.
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
bankmorethanonce.
Questions26to35arebasedonthefollowingpassage.
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 __26__ to the toxic effects of certain chemicals these products may contain,andthedamagetheycausecanbe__27__.
The official policy, however, is still evolving. Health and environmental __28__
havelongurgedU.S.governmentagenciesto__29__theuseofsomeofthe11chemicals
the report cites and called for more studies on their long-term effects. In 2001, for
example,theEnvironmentalProtectionAgency 30 thetype andamountofleadthat
could be present in paint and soil in homes and child-care 31 , after concerns were
raised about lead poisoning. The agency is now _32__ the toxic effects of some of the
chemicalsinthelatestreport.
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 __33__
evidence, which is what the EPA requires. Even the Harvard study did not prove a direct
34 butnotedstrongassociationsbetweenexposureandriskofbehavioralissues.
Nonetheless, it’s smart to __35__ caution. While it may be impossible to prevent
kids from drinking tap water that may contain trace amounts of chemicals, keeping kids
away from lawns recently sprayed with chemicals and freshly dry-cleaned clothes can’t
hurt.
A) advocates K) restricted
B) compact L) simulating
C) correlation M) statistical
D) exercise N) tighten
E) facilities O)vulnerable
F) interaction
G) investigating
H)overwhelmed
I) particles
J) permanent
SectionB K) equals
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
correspondingletteronAnswerSheet2.
TheImpossibilityofRapidEnergyTransitions
[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’rebuilttolastforaverylongtime,theyhaveahugeamountofinertia
(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
somethingthatlargeonadime(10美分硬币),orevenafewthousanddimes.
[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,
likeafootballplayermovingatahighspeed,hasalotofmomentum—thatis,oncehe
is moving, it is hard to change his state of motion. If you want to change his course,
youhave onlya few choices:you canstop him, transferring (possiblypainfully) some
of his kinetic energy（动能）to your own body, or you can approach alongside and
slowlyapplypressuretograduallyalterhiscourse.
[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 presidentialcampaign, everybody relishes
havingthebigmomentum,becauseitmakesthemhardertostoporchangedirection.
[D] Onekindofmomentum is technologicalmomentum. Whenatechnologyis 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
isquiteeasy,withallthatchoice,tochangealightbulb.
[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,butitishardertochangethebulbanditsfixture.
[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
offwallsandwindows.
[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
sourceremainsinseparablefromtheluminaire（照明装置）thathousesit,alongwith
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 and for
thetruebenefitsofend-users.IftheCFLshouldbeusedforlightingaparticularspace,
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
theStatueofLiberty.
[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. Thatis becausethe engineers, designers, regulators, operators, andall of
the other skilled people needed for the new energy industry are specialists who haveto be trained first (or retrained, if they are the ones being laid off in some related
industry), and education, like any other complicated endeavor, takes time. And not
only do our prospective new energy workers have to be trained, they have to be
trained in the right sequence. One needs the designers, and perhaps the regulators,
before the builders and operators, and each group of workers in training has to know
there is work waiting beyond graduation. In some cases, colleges and universities
mighthavetochangetheirtrainingprograms,addinganotherlayerofdifficulty.
[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 40 and 60 years. Some coal
power plants in the United States have operated for more than 70 years! The oldest
continuously operatedcommercial hydro-electric plantin the United States is on New
York’sHudsonRiver,anditwentintocommercialservicein1898.
[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
thattheirprogresscouldbeacceleratedinanunprecedentedmanner.”
[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
whethertheirplansarefeasible.
36.Notonlymovingobjectsandpeoplebutallsystemshavemomentum.
37. Changing the current energy system requires the systematic training of professionals
andskilledlabor.
38.Changingalightbulbiseasierthanchangingthefixturehousingit.
39.Effortstoacceleratethecurrentenergytransitionsdidn’tsucceedasexpected.
40.Tochangethelightsourceiscostlybecauseyouhavetochangethewholefixture.
41.Energysystems,likeanaircraftcarriersetinmotion,havehugemomentum.
42. The problem with lighting, if it arises, often doesn’t lie in light sources but in their
applications.
43. The biggest obstacle to energy transition is that the present energy system is too
expensivetoreplace.
54.Theapplicationofatechnologycanimpactareasbeyonditself.
55. Physical characteristics of moving objects help explain the dynamics of energy
systems.
SectionC
Directions: There are 2 passages in this section. Each passage is followed by some
questionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA),B),
C) and D). You should decide on the best choice and mark the corresponding letter on
AnswerSheet2withasinglelinethroughthecentre.PassageOne
Questions46to50arebasedonthefollowingpassage.
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 been freed of widespread
discrimination.
A century’s worth of calculated name changes point to the fact that naming any
group is apolitically freightedexercise. A 2001studycataloged allthe ways inwhich the
term “Black” carried connotations（涵义）that were more negative than those of
“AfricanAmerican.”
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 are thought of
aslesscompetentandashavingcolderpersonalities.
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
beyondtheirmembers’control.
In one of the study’s experiments, subjects were given a brief description of a man
from Chicago with the last name Williams. To one group, he was identified as “African-
American,” and another was told he was “Black.” With little else to go on, they were
asked to estimate Mr. Williams’s salary, professional standing, and educational
background.
The “African-American” group estimated that he earned about $37,000 a year and
had a two-year college degree. The “Black” group, on the other hand, put his salary at
about $29,000, and guessed that he had only “some” college experience. Nearly three-
quarters of the first group guessed that Mr. Williams worked at a managerial level, while
only38.5percentofthesecondgroupthoughtso.
Hall’s findings suggest there’s an argument to be made for electing to use “African
American,”thoughonecan’thelpbutgetthesensethatit’sadecisionthatpapersoverthe
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’stheThingthatcounts.”
46. Why did Jesse Jackson embrace the term “African American” for people of African
descent?
A)Itisfreefromracialbiases.
B)Itrepresentssocialprogress.
C)ItisintheinterestofcommonAmericans.
D)Itfollowsthestandardnamingpractice.
47.Whatdoestheauthorsayaboutthenamingofanethnicgroup?
A)Itadvanceswiththetimes. C)Itmeritsintensivestudy.
B)Itisbasedonracialroots. D)Itispoliticallysensitive.48.WhatdoErikaHall’sfindingsindicate?
A)Racialbiasesarewidespreadintheprofessionalworld.
B)Manyapplicantsdon’tattendtodetailsontheirresumes.
C)Jobseekersshouldallbecarefulabouttheiraffiliations.
D)Mostrecruitersareunabletocontroltheirracialbiases.
49.WhatdoesErikaHallfindinherexperimentaboutamanwiththelastnameWilliams?
A)AfricanAmericansfarebetterthanmanyotherethnicgroups.
B)Blackpeople’ssocioeconomicstatusinAmericaremainslow.
C)People’sconceptionofapersonhasmuchtodowiththewayheorsheislabeled.
D)One’sprofessionalstandingandincomearerelatedtotheireducationalbackground.
50.WhatisDr.DuBois’sideal?
A)AllAmericansenjoyequalrights.
B)Apersonisjudgedbytheirworth.
C)AnewtermiscreatedtoaddressAfricanAmericans.
D)Allethnicgroupssharethenation’scontinuedprogress.
PassageTwo
Questions51to55arebasedonthefollowingpassage.
Across the board, American colleges and universities are not doing a very good job
ofpreparingtheirstudentsfortheworkplaceortheirpost-graduationlives.Thiswasmade
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 andlowered 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
extracurricularactivities,playingsports,andpartyingandsocializing.
LauraHamilton, theauthorof astudyonparentswhopayforcollege,willargueina
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 “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
sanctioningthis water-downversionofcollege,universities are“cateringtothesocialand
educational needs of wealthy students at the expense of others” who won’t enjoy the
financialbackingorsocialconnectionsofricherstudentsoncetheygraduate.
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 candidate 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 emptyachievement indeed. For students who have been coasting through college, and for
American universities that have been demanding less work, offering more attractions and
charginghighertuition,thepartymaysoonbeover.
61.WhatisArumandRoksa’sfindingabouthighereducationinAmerica?
A)Itaimsatstimulatingtheintellectualcuriosityofcollegestudents.
B)Itfailstopreparestudentstofacethechallengesofmoderntimes.
C)Ithasexperienceddramaticchangesinrecentyears.
D)Ithastriedhardtosatisfystudents’variousneeds.
62.Whatisresponsibleforthestudents’lackofhigher-levelskills?
A)Thedilutedcollegecurriculum. C)Theabsenceofrigorousdiscipline.
B)Theboringclassroomactivities. D)Theoutdatededucationalapproach.
63.WhatdoesLauraHamiltonsayaboutcollegeadministrations?
A)Theyfailtogiveadequatehelptotheneedystudents.
B)Theytendtooffertoomanylesschallengingcourses.
C)Theyseemtobeoutoftouchwithsociety.
D)Theyprioritizenon-academicactivities.
64.Whatcanbelearnedaboutthesociallyandfinanciallyprivilegedstudents?
A)Theytendtohaveasenseofsuperiorityovertheirpeers.
B)Theycanaffordtochooseeasiermajorsinordertoenjoythemselves.
C)Theyspendalotoftimebuildingstrongconnectionswithbusinesses.
D)Theycanclimbthesocialladderevenwithoutadegree.
65.Whatdoestheauthorsuggestinthelastparagraph?
A)Americanhighereducationhaslostitsglobalcompetitiveness.
B)PeopleshouldnotexpecttoomuchfromAmericanhighereducation.
C)ThecurrentsituationinAmericanhighereducationmaynotlastlong.
D)Itwilltakealongtimetochangethecurrenttrendinhighereducation.
Part Ⅳ Translation (30 minutes)
Directions: For this part, you are allowed 30 minutes to translate a passage from
ChineseintoEnglish.YoushouldwriteyouransweronAnswerSheet2.
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。结果,孩子的成长和教育往往屈从于父母的意愿。
如果父母决定为孩子报名参加一个课外班,以增加其被重点学校录取的机会，他
们会坚持自己的决定，即使孩子根本不感兴趣。
然而在美国,父母很可能会尊重孩子的意见，并在决策时更注重他们的意见。
中国父母十分重视教育或许值得称赞。然而，他们应向美国父母学习在涉及教
育时如何平衡父母与子女间的关系。
