2015年12月大学英语六级考试真题(三套)

第一

[ 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—generationstudents, he enrolled in a medium-sized state university many of his high school peers were alsoattending, 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 tolive 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 lowgraduation 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 itimpossible for him to continue paying for school.

[ C ]Nijay represents a large and growing group of Americans: first—generation college students whoenter school unprepared or behind. To make matters worse, these schools are ill-equipped tograduate these students—young adults who face specific challenges and obstacles. They typicallycarry financial burdens that outweigh those of their peers, are more likely to work while attendingschool, and often require significant academic remediation (补习).

[ D ] Matt Rubinoff directs I'm First, a nonprofit organization launched last October to reach out to thisspecific population of students. He hopes to distribute this information and help prospectivecollege-goers fmd the best post-secondary fit. And while Rubinoff believes there are a goodnumber of four—year schools that truly care about these students and set aside significant resourcesand programs for them, he says that number isn't high enough.

[ E ] "It's not only the selective and elite institutions that provide those opportunities for a small subsetof this population," Rubinoff said, adding that a majority of first-generation undergraduates tendtoward 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 biggerand broader. "

[ F] Despite this problem, many students are still drawn to these institutions--and two-year schools inparticular. As a former high school teacher, I saw students choose familiar, cheaper options yearafter year. Instead of skipping out on higher education altogether, they chose community collegesor state schools with low bars for admittance.

[ G]"They underestimate themselves when selecting a university,"said Dave Jarrat, a marketingexecutive for Inside Track, a for—profit organization that specializes in coaching low-income studentsand supporting colleges in order to help students thrive. "The reality of it is that a lot of low-incomekids 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 ofsuccessfully completing higher education, so they are coming in

questioning themselves and theircollege worthiness," Jarrat continued. That helps explain why, as I'm First's Rubinoff indicated,the schools to which these students end up resorting can end up being some of the poorestmatches for them. The University of Tennessee in Knoxville offers one example of this dilemma. Aflagship university in the South, the school graduates just 16 percent of its first—generationstudents, despite its overall graduation rate of 71 percent. Located only a few hours apart, TheUniversity of Tennessee and Tennessee State are worth comparing. Tennessee State's overallgraduation rate is a tiny 39 percent, but at least it has a smaller gap between the outcomes forfirst—generat.ion students and those of their peers.

[I] Still, the University of Tennessee deserves credit for being transparent. Many large institutionskeep this kind of data secret—or at least make it incredibly difficult to find The University ofNorth Carolina at Chapel Hill, for instance, admits only that the graduation rate for its first—generation pupils is "much lower" than the percentage of all students who graduate within fouryears (81 percent). [J] It is actually quite difficult to fred reliable statistics on the issue for many schools.Highereducation institutions are, under federal law, required to report graduation rates, but thesereports typically only include Pell recipient numbers —not necessarily rates specific to fLrst—generation students. Other initiatives fail to break down the data, too. Imagine how intimidating itcan be for prospecitive students unfamiliar with the complexities of higher education to navigatethis 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 annof its umbrella organization, the Center For Student Opportunity."If we can help to directstudents to more of these types of campuses and help students to understand them to be realisticand accessible places, have them apply to these schools at greater frequency and ultimately get inand enroll, we are going to raise the success rate," Rubinoff said, citing a variety of colleges ranging from large state institutions to smaller private schools.

[ L] Chelsea Jones, who now directs student programming at I'm First, was a first —generation college student at Howard. Like other student new to the intimidating higher—education world, she often struggled on her path to college, "There wasn't really a college—bound cnlture 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 onHoward's campus. Still, Jones represents a small percentage of first-generation students who areable to gain entry into more elite universities, which are often known for robust financial aidpackages 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 settinghim far apart from students such as Nijay. "There is a lot of support at Yale, to an extent, after awhile, there is too much support," he said, half—joking about the countless resources available atthe school. Students are placed in small groups with counselors ( trained seniors on campus) ;they have access to cultural and ethnic affinity (联系) groups, tutoring centers and also have a summer orientation specifically for first—generation students ( the latter being one of the mostcommon programs for students).

[ O]"Our support structure was more like : ' You are going to get through Yale; you are going to dowell,' " he said, hinting at mentors (导师), staff, and professors who all provided significantsupport 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

Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A., B., C. andD . You should decide on the best choice and mark the corresponding letter on Answer

Sheet 2 with a single line through the centre.

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 influentialmedical groups in the nation are recommending that doctors weigh the costs, not just the effectivenessof 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 aboutindividual patients to exerting influence on how healthcare dollars are spent. In practical terms, the new guidelines being developed could result in doctors choosing one drugover another for cost reasons or even deciding that a particular treatment—at the end of life, forexample—is too expensive. In the extreme, some critics have said that making treatment decisionsbased on cost is a form of rationing. Traditionally, guidelines have heavily influenced the practice of medicine, and the latest ones areexpected to make doctors more conscious of the economic consequences of their decisions, eventhough there's no obligation to follow them. Medical society guidelines are also used by insurancecomoanies to help determine reimbursement (报销) policies. Some doctors see a potential conflict in trying to be both providers of patient care and fmancial Overseers."There should be forces in society who should be concerned about the budget, but they shouldn'tbe functioning simultaneously as doctors," said Dr. Martin Samuels at a Boston hospital. He saiddoctors risked losing the trust of patients if they told patients, "I'm not going to do what I think is bestfor 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 theother close to $ 2,000. Medicare could save hundreds of millions of dollars a year if everyone used thecheaper 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 itrather than the alternative, Lucentis, might carry an additional, although slight, safety risk. Shoulddoctors 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 nottrying to save money for the insurance industry or society as a whole," said Dr. Donald Jensen. Still, some analysts say that there's a role for doctors to play in cost analysis because not manyothers are doing so. "In some ways," said Dr. Daniel Sulmasy, "it represents a failure of wider society

to take up the issue. "

56. What do some most influential medical groups recommend doctors do?

A. Reflect on the responsibilities they are supposed to take.

B. Pay more attention to the effectiveness of their treatments.

C. Take costs into account when making treatment decisions.

D. Readjust their practice in view of the cuts in health care.

57. What were doctors mainly concerned about in the past?

A. Specific medicines to be used.

B. Effects of medical treatment.

C. Professional advancement.

D. Patients' trust.

58. What may the new guidelines being developed lead to?

A. The redefining of doctors' roles.

B. Overuse of less effective medicines.

C. Conflicts between doctors and patients.

D. The prolonging of patients' suffering.

59. What risk do doctors see in their dual role as patient care providers and financial overseers?

A. They may be involved in a conflict of interest.

B. They may be forced to divide their attention.

C. They may have to use less effective drugs.

D. They may lose the respect of patients.

60. What do some experts say about doctors' involvement in medical cost analysis?

A. It may add to doctors' already heavy workloads.

B. It will help to save money for society as a whole.

C. It results from society's failure to tackle the problem.

D. It raises doctors' awareness of their social responsibilities.

Passage Two

Questions 61 to 65 are based on the following passage.

Economic inequality is the "defining challenge of our time," President Barack Obama declared in aspeech last month to the Center for American Progress. Inequality is dangerous, he argued, not merelybecause it doesn't look good to have a large gap between the rich and the poor, but because inequalityitself destroys upward mobility, making it harder for the poor to escape from poverty. "Increasedinequality and decreasing mobility pose a fundamental threat to the American Dream," he said. Obama is only the most prominent public figure to declare inequality Public Enemy No. 1 and thegreatest threat to reducing poverty in America. A number of prominent economists have also arguedthat it's harder for the poor to climb the economic ladder today because the rungs (横档 ) in that ladderhave grown farther apart.

For all the new attention devoted to the 1 percent, a new damset from the Equality of OpportunityProject at Harvard and Berkeley suggests that, if we care about upward mobility overall, we're vastlyexaggerating the dangers of the rich —poor gap. Inequality itself is not a particularly strong predictor ofeconomic mobility, as sociologist Scott Winship noted in a recent article based on his analysis of this data. So what factors, at the community level, do predict if poor children will move up the economicladder as adtdts? what explains, for instance, why the Salt Lake City metro area is one of the 100largest metropolitan areas most likely to lift the fortunes of the poor and the Atlanta metro area is oneof the least likely?

Harvard economist Raj Cherty has pointed to economic and racial segregation, community density,the size of a community's middle class, the quality of schools, commtmity religiosity, and familystructure, which he calls the "single strongest correlate of upward mobility. " Chetty finds thatcommunities like Salt Lake City, with high levels of two-parent families and religiosity, are much morelikely to see poor children get ahead than communities like Atlanta, with high levels of racial andeconomic segregation. Chetty has not yet issued a comprehensive analysis of the relative predictive power of each of thesefactors. Based on my analyses of the data. of the factors that Chetty has highlighted, the followingthree seem to be most

predictive of upward mobility in a given community:

1. Per-capita (人均) income growth

2. Prevalence of single mothers ( where correlation is strong, but negative)

3. Per-capita local government spending In other words, communities with high levels of per-capita income growth, high percentages oftwo-parent families, and high local government spending-which may stand for good schools-are themost likely to help poor children relive Horatio Alger's rags-to-riches story.

61. How does Obama view economic inequality?

A. It is the biggest obstacle to social mobility.

B. It is the greatest threat to social stability.

C. It is the No. 1 enemy of income growth.

D. It is the most malicious social evil of our time.

62. What do we learn about the inequality gap from Scott Winship's data analysis?

A. It is fast widening across most parts of America.

B. It is not a reliable indicator of economic mobility.

C. It is not correctly interpreted.

D. It is overwhelmingly ignored.

63. Compared with Atlanta, metropolitan Salt Lake City is said to

A. have placed religious beliefs above party politics

B. have bridged the gap between the rich and the poor

C. offer poor children more chances to climb the social ladder

D. suffer from higher levels of racial and economic segregation

64. What is strongly correlated with social mobility according to economist Raj Cherty?

A. Family structure.

B. Racial equality.

C. School education.

D. Community density.

65. What does the author seem to suggest?

A. It is important to increase the size of the middle class.

B. It is highly important to expand the metropolitan areas.

C. It is most imperative to focus our efforts on the elimination of income inequality.

D. It is better to start from the community to help poor children move up the social ladder.

The Impossibility of Rapid Energy Transitions（第二）

[ A ] Politicians are fond of promising rapid energy transitions. Whether it is a transition from importedto domestic oil or from coal-powered electricity production to natural-gas power plants, politicianslove to talk big. Unfortunately for them (and often the taxpayers), our energy systems are a bitlike an aircraft carrier: they are unbelievably expensive, they are built to last for a very long time,they have a huge amount of inertia ( meaning it takes a lot of energy to set them moving ), andthey have a lot of momentum once they are set in motion. No matter how hard you try, you can'tturn something that large on a dime ( 10美分硬币 ), or even a few

thousand dimes.

[ B ] In physics, moving objects have two characteristics relevant to understanding the dynamics ofenergy systems: inertia and momentum. Inertia is the resistance of objects to efforts to changetheir state of motion. If you try to push a boulder ( 大圆石 ), it pushes you back. Once you havestarted the boulder rolling, it develops momentum, which is defined by its mass and velocity.Momentum is said to be "conserved," that is, once you build it up, it has to go somewhere. So a heavy object, like a football player moving at a high speed, has a lot of momentum-that is, once he is moving, it is hard to change his state of motion. If you want to change his course, you have only a few choices: you can stop him, transferring ( possibly painfully) some of his kinetic energy (动能) to your own body, or you can approach alongside and slowly apply pressure to gradually alter his course.

[ C ] But there are other kinds of momentum as well. After all, we don't speak only of objects or people as having momentum; we speak of entire systems having momentum. Whether it's a sports team or a presidential campaign, everybody relishes having the big momentum, because it makes them harder to stop or change direction. [ D ] One kind of momentum is technological momentum. When a technology is deployed, its impacts reach far beyond itself. Consider the incandescent (白炽灯的) bulb, an object currently hated by many environmentalists and energy-efficiency advocates. The incandescent light bulb, invented by Thomas Edison, which came to be the symbol of inspiration, has been developed into hundreds, if not thousands, of forms. Today, a visit to a lighting store reveals a stunning array of choices. There are standard-shaped bulbs, flame-shaped bulbs, colored globe-shaped bulbs, and more. It is quite easy, with all that choice, to change a light bulb.

[ E ] But the momentum of incandescent lighting does not stop there. All of those specialized bulbs ledto the building of specialized light fixtures, from the desk lamp you study by, to the ugly but beloved hand-painted Chinese lamp you inherited from your grandmother, to the ceiling fixture in your closet, to the light in your oven or refrigerator, and to the light that the dentist points at you. It is easy to change a light bulb, sure, but it is harder to change the bulb and its fixture. [ F ] And there is more to the story, because not only are the devices that house incandescent bulbs shaped to their underlying characteristics, but rooms and entire buildings have been designed in accordance with how incandescent lighting reflects off walls and windows.

[ G ] As lighting expert Howard Brandston points out, “ Generally, there are no bad light sources, only bad applications. " There are some very commendable characteristics of the CFL [ compact fluorescent (荧光的) light bulb ], yet the selection of any light source remains inseparable from the luminaire (照明装置 ) that houses it, along with the space in which both are installed, and lighting requirements that need to be satisfied. The lamp, the fixture, and the room, all three must work in concert for the true benefits of end-users. If the CFL should be used for lighting a particular space, or an object within that space, the fixture must be designed to work with that lamp, and that fixture with the room. It is a symbiotic (共生的) relationship. A CFL cannot be simply installed in an

incandescent fixture and then expected to produce a visual appearance that is more than washed out, foggy, and dim. The whole fixture must be replaced-light source and luminaire-and this is never an inexpensive proposition.

[ H ] And Brandston knows a thing or two about lighting, being the man who illuminated the Statue of Liberty.

[ I ]Another type of momentum we have to think about when planning for changes in our energy systems is labor-pool momentum. It is one thing to say that we are going to shift 30 percent of our electricity supply from, say, coal to nuclear power in 20 years. But it is another thing to have a supply of trained talent that could let you carry out this promise. That is because the engineers,designers, regulators, operators, and all of the other skilled people needed for the new energy industry are specialists who have to be trained first ( or retrained, if they are the ones 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 might have to change their training programs, adding another layer of difficulty.

[ J ] By far the biggest type of momentum that comes into play when it comes to changing our energy systems is economic momentum. The major components of our energy systems, such as fuel production, refining, electrical generation and distribution, are costly installations that have lengthy life spans. They have to operate for long periods of time before the costs of development have been recovered. When investors put up money to build, say, a nuclear power plant, they expect to earn that money back over the planned life of the plant, which is typically between 40and 60 years. Some coal power plants in the United States have operated for more than 70 years! The oldest continuously operated commercial hydro-electric plant in the United States is on New York's Hudson River, and it went into commercial service in 1898. [ K ] As Vaclav Smil points out, "All the forecasts, plans, and anticipations cited above have failed so miserably because their authors and promoters thought the transitions they hoped to implement would proceed unlike all previous energy transitions, and that their progress could be accelerated in an unprecedented manner. "

[ L ] When you hear people speaking of making a rapid transition toward any type of energy, whether it is a switch from coal to nuclear power, or a switch from gasoline-powered cars to electric cars, or even a switch.from an incandescent to a fluorescent light, understanding energy system inertia and momentum can help you decide whether their plans are feasible.

46. Not only moving objects and people but all systems have momentum.

47. Changing the current energy system requires the systematic training of professionals and skilled labor.

48. Changing a light bulb is easier than changing the fixture housing it.

49. Efforts to accelerate the current energy transitions didn't succeed as expected.

50. To change the light source is costly because you have to change the whole fixture.

51. Energy systems, like an aircraft carrier set in motion, have huge momentum.

52. The problem with lighting, if it arises, often doesn't lie in light sources but in their applications.

53. The biggest obstacle to energy transition is that the present energy system is too expensive to replace.

54. The application of a technology can impact areas beyond itself.

55. Physical characteristics of moving objects help explain the dynamics of energy systems.

Section C

Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C),and D ). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.

Passage One

Questions 56 to 60 are based on the following passage.

One hundred years ago, "Colored" was the typical way of referring to Americans of African descent. Twenty years later, it was purposefully dropped to make way for "Negro. " By the late 1960s,that term was overtaken by "Black. " And then, at a press conference in Chicago in 1988, Jesse Jackson declared that "African American" was the term to embrace. This one was chosen because it echoed the labels of groups, such as "Italian Americans" and "Irish Americans," that had already beenfreed of widespread discrimination.

A century's worth of calculated name changes point to the fact that naming any group is a politically freighted exercise. A 2001 study cataloged all the ways in which the term "Black" carried connotations (涵义) that were more negative than those of "African American. "

But if it was known that "Black" people were viewed differently from "African Americans,"researchers, until now, hadn't identified what that gap in perception was derived from. A recent study, conducted by Emory University's Erika Hall, found that "Black" people are viewed more negatively.than "African Americans" because of a perceived difference in socioeconomic status. As a result,"Black" people are thought of as less competent and as having colder personalities.

The study's most striking findings shed light on the racial biases permeating the professional world.Even seemingly harmless details on a resume, it appears, can tap into recruiters' biases. A job application might mention affiliations with groups such as the "Wisconsin Association of African-American Lawyers" or the "National Black Employees Association," the names of which apparently have consequences, and are also beyond their members' control.

In one of the study's experiments, subjects were given a brief description of a man from Chicago with the last name Williams. To one group, he was identified as "African-American," and another was told he was "Black. " With little else to go on, they were asked to estimate Mr. Williams's salary,professional standing, and educational background.

The "African-American" group estimated that he earned about $ 37,000 a year and had a two-year college degree. The "Black" group, on the other hand, put his salary at about $ 29,000, and guessed that he had only "some" college experience. Nearly three-quarters of the first group guessed that Mr.Williams worked at a managerial level, while only 38.5 percent of the second group thought so.

Hall's findings suggest there's an argument to be made for electing to use "African American,"though one can't help but get the sense that it's a decision that papers over the urgency of continued progress. Perhaps a new phrase is needed, one that can bring everyone one big step closer to realizing Du Bois's original, idealistic hope: "It's not the name-it's the Thing that counts. "

56.Why did Jesse Jackson embrace the term "African American" for people of African descent?

57. A.It is free from racial biases.

B.It represents social progress.

C.It is in the interest of common Americans.

D.It follows the standard naming practice.

57. What does the author say about the naming of an ethnic group ?

A.It advances with the times.

B.It is based on racial roots.

C.It merits intensive study.

D.It is politically sensitive.

58.What do Erika Hall's findings indicate?

A.Racial biases are widespread in the professional world.

B.Many applicants don't attend to details on their resumes.

C.Job seekers should all be careful- about their affiliations.

D.Most recruiters are unable to control their racial biases.

59. What does Erika Hall find in her experiment about a man with the last name Williams?

A.African Americans fare better than many other ethnic groups.

B.Black people's socioeconomic status in America remains low.

C.People's conception of a person has much to do with the way he or she is labeled.

D.One's professional standing and income are related to their educational background.

60. What is Dr. Du Bois's ideal?

A.All Americans enjoy equal rights.

B.A person is judged by their worth.

C.A new term is created to address African Americans.

D.All ethnic groups share the nation's continued progress.

Passage Two

Questions 61 to 65 are based on the following passage.

Across the board, American colleges and universities are not doing a very good job of preparing their students for the workplace or their post-graduation lives. This was made clear by the work of two sociologists, Richard Arum and Josipa Roksa.In 2011 they released a landmark study titled"Academically Adrift," which documented

the lack of intellectual growth experienced by many people enrolled in college. In particular, Arum and Roksa found, college students were not developing the critical thinking, analytic reasoning and other higher-level skills that are necessary to thrive in today's knowledge-based economy and to lead our nation in a time of complex challenges and dynamic change.

Arum and Roksa placed the blame for students' lack of learning on a watered-down college curriculum and lowered undergraduate work standards. Although going to college is supposed to be a Full-time job, students spent, on average, only 12 to 14 hours a week studying and many were skating through their semesters without doing a significant amount of reading and writing. Students who take more challenging classes and spend more time studying do learn more. But the priorities of many undergraduates are with extracurricular activities, playing sports, and partying and socializing.

Laura Hamilton, the author of a study on parents who pay for college, will argue in a forthcoming book that college administrations are overly concerned with the social and athletic activities of their students. In Paying for the Party, Hamilton describes what she calls the “arty pathway," which eases many students through college, helped-along by various clubs that send students into the party scene and a host of easier majors.By sanctioning this watered-down version of college, universities are"catering to the social and educational needs of wealthy students at the expense of others" who won't enjoy the financial backing or social connections of richer students once they graduate.

These students need to build skills and knowledge during college if they are to use their degrees as a stepping-stone to middle-class mobility. But more privileged students must not waste this opportunity either. As recent graduates can testify, the job market isn't kind to candidates who can't demonstrate genuine competence, along with a well-cultivated willingness to work hard. Nor is the global economy forgiving of an American workforce with increasingly weak literacy, math and science abilities. College graduates will still fare better than those with only a high school education, of course. But a university degree unaccompanied by a gain in knowledge or skills is an empty achievement indeed. For students who have been coasting through college, and for American universities that have been demanding less work, offering more attractions and charging higher tuition, the party may soon be over.

61. What is Arum and Roksa's finding about higher education in America?

A.It aims at stimulating the intellectual curiosity of college students.

B.It fails to prepare students to face the challenges of modern times.

C.It has experienced dramatic changes in recent years.

D.It has tried hard to satisfy students' various needs.

62. What is responsible for the students' lack of higher-level skills?

A.The diluted college curriculum.

B.The boring classroom activities.

C.The absence of rigorous discipline.

D.The outdated educational approach.

63. What does Laura Hamilton say about college administrations?

A.They fail to give adequate help to the needy students.

B.They tend to offer too many less challenging courses.

C.They seem to be out of touch with society.

D.They prioritize non-academic activities.

64. What can be learned about the socially and financially privileged students?

A.They tend to have a sense of superiority over their peers.

B.They can afford to choose easier majors in order to enjoy themselves.

C.They spend a lot of time building strong connections with businesses.

D.They can climb the social ladder even without a degree.

65. What does the author suggest in the last paragraph?

A.American higher education has lost its global competitiveness.

B.People should not expect too much from American higher education.

C. The current situation in American higher education may not last long.

D.It will take a long time to change the current trend in higher education.

第三

[A] The road to climate hell is paved with our good intentions.Politicians may tackle polluters whilescientists do battle with carbon emissions.But the most pervasive problem is less obvious: ourown behaviour.We get distracted before we can turn down the heating.We break our promise notto fly after hearing about a neighbour's trip to India.Ultimately, we can't be bothered to changeour attitude.Fortunately for the planet, social science and behavioural economics may be able todo that for us.

[B] Despite mournful polar beats and charts showing carbon emissions soaring, most people find ithard to believe that global warming will affect them personally.Recent polls by the Pew ResearchCentre in Washington, DC, found that 75-80 per cent of participants regarded climate change as animportant issue.But respondents ranked it last on a list of priorities.

[C] This inconsistency largely stems from a feeling of powerlessness."When we can't actually removethe source of our fear, we tend to adapt psychologically by adopting a range of defencemechanisms," says Tom Crompton, change strategist for the environmental organisation WorldWide Fund for Nature.

[ D] Part of the fault lies with our inner caveman.Evolution has programmed humans to pay mostattention to issues that will have an immediate impact."We worry most about now because if wedon't survive for the next minute, we're not going to be around in ten years' time," says ProfessorElke Weber of the Centre for Research on Environmental Decisions at Columbia University in NewYork.If the Thames were lapping around Big Ben, Londoners would face up to the problem ofemissions pretty quickly.But in practice, our brain discounts the risks--and benefits--associatedwith issues that lie some way ahead.

[E] Matthew Rushworth, of the Department of Experimental Psychology at the University of Oxford,sees this in his lab every day."One of the ways in which all

agents seem to make decisions is thatthey assign a lower weighting to outcomes that are going to be further away in the future," hesays."This is a very sensible way for an animal to make decisions in the wild and would have

been very helpful for humans for thousands of years."

[F] Not any longer.By the time we wake up to the threat posed by climate change, it could well betoo late.And ff we're not going to make rational decisions about the future, others may have tohelp us to do so.

[G] Few political libraries are without a copy of Nudge: Improving Decisions About Health, Wealthand Happiness, by Richard Thaler and Cass Sunstein.They argue that governments shouldpersuade us into making better decisions--such as saving more in our pension plans--by changingthe default options.Professor Weber believes that environmental policy can make use of similartactics.If, for example, building codes included green construction guidelines, most developerswould be too lazy to challenge them.

[H] Defaults are certainly part of the solution.But social scientists are most concerned about craftingmessages that exploit our group mentality (,~, ~ )."We need to understand what motivatespeople, what it is that allows them to make change," says Professor Neil Adger, of the TyndallCentre for Climate Change Research in Norwich."It is actually about what their peers think ofthem, what their social norms are, what is seen as desirable in society." In other words, ourinner caveman is continually looking over his shoulder to see what the rest of the tribe are up to.[ I ] The passive attitude we have to climate change as individuals can be altered by counting us in--and measuring us against--our peer group."Social norms are primitive and elemental," says Dr.Robert Cialdini, author of Influence: The Psychology of Persuasion."Birds flock together, fishschool together, cattle herd together...just perceiving norms is enough to cause people to adjusttheir behaviour in the direction of the crowd."

[J] These norms can take us beyond good intentions.Cialdini conducted a study in San Diego inwhich coat hangers bearing messages about saving energy were hung on people's doors.Some ofthe messages mentioned the environment, some financial savings, others social responsibility.Butit was the ones that mentioned the actions of neighbours that drove down power use.

[K] Other studies show that simply providing the facility for people to compare their energy use withthe local average is enough to cause them to modify their behaviour.The Conservatives plan toadopt this strategy by making utility companies print the average local electricity and gas usage onpeople's bills.

[L] Social science can also teach politicians how to avoid our collective capacity for serf-destructivebehaviour.Environmental campaigns that tell us how many people drive SUVs unwittingly (不经意的) imply that this behaviour is widespread and thus permissible.Cialdini recommends somecareful framing of the message."Instead of normalising the undesirable behaviour, the messageneeds to marginalise it, for example, by stating that if even one person buys yet another SUV, itreduces our ability to be energy-independent."

[M] Tapping into how we already see ourselves is crucial.The most successful

environmental strategywill marry the green message to our own sense of identity.Take your average trade unionmember, chances are they will be politically motivated and be used to collective action--muchlike Erica Gregory.A retired member of the Public and Commercial Services Union, she is settingup one of 1,i00 action groups with the support of Climate Solidarity, a two-year environmentalcampaign aimed at trade unionists.

[N] Erica is proof that a great-grandmother can help to lead the revolution if you get the psychologyright--in this case, by matching her enthusiasm for the environment with a fondness for organisinggroups."I think it's a terrific idea," she says of the campaign."The union backing it makesmembers think there must be something in it." She is expecting up to 20 people at the firstmeeting she has called, at her local pub in the Cornish village of Polperro.

[O] Nick Perks, project director for Climate Solidarity, believes this sort of activity is where the futureof environmental action lies. "Using existing civil society structures or networks is a moreeffective way of creating change.., and obviously trade unions are one of the biggest civil societynetworks in the UK," he says. The " Love Food, Hate Waste" campaign entered into acollaboration last year with another such network--the Women's Institute.Londoner Rachel Taylor

joined the campaign with the aim of making new friends.A year on, the meetings have madelasting changes to what she throws away in her kitchen."It's always more of an incentive if you'redoing it with other people," she says."It motivates you more if you know that you've got toprovide feedback to a group."

[P]The power of such simple psychology in fighting climate change is attracting attention across thepolitical establishment.In the US, the House of Representatives Science Committee has approveda bill allocating $10 million a year to studying energy-related behaviour.In the UK, new studiesare in development and social scientists are regularly spotted in British government offices.Withthe help of psychologists, there is fresh hope that we might go green after all.

46.When people find they are powerless to change a situation, they tend to live with it.

47.To be effective, environmental messages should be carefully framed.

48.It is the government's responsibility to persuade people into making environment-friendly decisions.

49.Politicians are beginning to realise the importance of enlisting psychologists' help in fighting climatechange.

50.To find effective solutions to climate change, it is necessary to understand what motivates people tomake change.

51.In their evolution, humans have learned to pay attention to the most urgent issues instead of long-term concerns.

52.One study shows that our neighbours' actions are influential in changing our behaviour.

53.Despite clear signs of global warming, it is not easy for most people to believe climate change willaffect their own lives.

54.We should take our future into consideration in making decisions concerning

climate change beforeit is too late.

55.Existing social networks can be more effective in creating change in people's behaviour.Section C

Directions: There are 2 passages in this section.Each passage is followed by some questions orunfinished statements.For each of them there are four choices marked A), B), C.andD ).You should decide on the best choice and mark the corresponding letter on AnswerSheet 2 with a single line through the centre.

Passage One

Questions 56 to 60 are based on the following passage.

More than a decade ago, cognitive scientists John Bransford and Daniel Schwartz, both then atVanderbilt University, found that what distinguished young adults from children was not the ability toretain facts or apply prior knowledge to a new situation but a quality they called "preparation for futurelearning." The researchers asked fifth graders and college students to create a recovery plan to protectbald eagles from extinction. Shockingly, the two groups came up with plans of similar quality(although the college students had better spelling skills ). From the standpoint of a traditionaleducator, this outcome indicated that schooling had failed to help students think about ecosystems andextinction, major scientific ideas.

The researchers decided to go deeper, however.They asked both groups to generate questionsabout important issues needed to create recovery plans.On this task, they found large differences.College students focused on critical issues of interdependence between eagles and their hab/tats (栖息地).Fifth graders tended to focus on features of individual eagles ( "How big are they?" and "What dothey eat?" ).The college students had cultivated the ability to ask questions, the cornerstone of criticalthinking.They had learned how to learn.

Museums and other institutions of informal learning may be better suited to teach this skill thanelementary and secondary schools.At the Exploratorium in San Francisco, we recently studied howlearning to ask good questions can affect the quality of people's scientific inquiry.We found that when

we taught participants to ask "What if?" and "How can?" questions that nobody present would knowthe answer to and that would spark exploration, they engaged in better inquiry at the next exhibit--asking more questions, performing more experiments and making better interpretations of their results.Specifically, their questions became more comprehensive at the new exhibit.Rather than merely askingabout something they wanted to try, they tended to include both cause and effect in their question.Asking juicy questions appears to be a transferable skill for deepening collaborative inquiry into thescience content found in exhibits.

This type of learning is not confined to museums or institutional https://www.wendangku.net/doc/5f6946331.html,rmal learningenvironments tolerate failure better than schools.Perhaps many teachers have too little time to allowstudents to form and pursue their own questions and too much ground to cover in the curriculum.Butpeople must acquire this skill somewhere.Our society depends on them being able to make criticaldecisions about their own medical treatment, say, or what we must do about

global energy needs anddemands.For that, we have a robust informal learning system that gives no grades, takes all comers,and is available even on holidays and weekends.

56.What is traditional educators' interpretation of the research outcome mentioned in the firstparagraph ?

A.Students are not able to apply prior knowledge to new problems.

B.College students are no better than fifth graders in memorizing facts.

https://www.wendangku.net/doc/5f6946331.html,cation has not paid enough attention to major environmental issues.

https://www.wendangku.net/doc/5f6946331.html,cation has failed to lead students to think about major scientific ideas.

57.In what way are college students different from children?

A.They have learned to think critically.

B.They are concerned about social issues.

C.They are curious about specific features.

D.They have learned to work independently.

58.What is the benefit of asking questions with no ready answers?

A.It arouses students' interest in things around them.

B.It cultivates students' ability to make scientific inquiries.

C.It trains students' ability to design scientific experiments.

D.It helps students realize not every question has an answer.

59.What is said to be the advantage of informal learning?

A.It allows for failures.

B.It is entertaining.

C.It charges no tuition.

D.It meets practical needs.

60.What does the author seem to encourage educators to do at the end of the passage?

A.Train students to think about global issues.

B.Design more interactive classroom activities.

C.Make full use of informal learning resources.

D.Include collaborative inquiry in the curriculum.Passage Two

Questions 61 to 65 are based on the following passage.

"There's an old saying in the space world: amateurs talk about technology, professionals talkabout insurance." In an interview last year with The Economist, George Whitesides, chief executive ofspace-tourism fu'm Virgin Galactic, was placing his company in the latter category.But insurance willbe cold comfort following the failure on October 31st of VSS Enterprise, resulting in the death of onepilot and the severe injury to another.

On top of the tragic loss of life, the accident in California will cast a long shadow over the future ofspace tourism, even before it has properly begun. The notion of space tourism took hold in 2001 with a $ 20 million flight aboard a Russianspacecraft by Dennis Tito, a millionaire engineer with an adventurous streak.Just haft a dozen holiday-makers have reached orbit since then, for similarly astronomical price tags. But more recently,companies have begun to plan more affordable "suborbital" flights--briefer ventures just to the edge ofspace's vast darkness.Virgin Galactic had, prior to this week's accident, seemed closest to

startingregular flights.The company has already taken deposits from around 800 would-be space tourists,including Stephen Hawking.

After being dogged by technical delays for years, Sir Richard Branson, Virgin Galactic's founder,had recently suggested that a SpaceShipTwo craft would carry its first paying customers as soon asFebruary 2015. That now seems an impossible timeline. In July, a sister craft of the crashedspaceplane was reported to be about half-finished.The other half will have to walt, as authorities ofAmerica's Federal Aviation Administration (FAA.and National Transportation Safety Board work out:what went wrong.

In the meantime, the entire space tourism industry will be on tenterhooks (坐立不安 ).The 2004Commercial Space Launch Amendments Act, intended to encourage private space vehicles andservices, prohibits the transportation secretary (and thereby the FAA.from regulating the design oroperation of private spacecraft, unless they have resulted in a serious or fatal injury to crew or.passengers.That means that the FAA could suspend Virgin Galactic's licence to fly.It could also insiston checking private manned spacecraft as thoroughly as it does commercial aircraft.While that may:make suborbital travel safer, it would add significant cost and complexity to an emerging industry thathas until now operated largely as the playground of billionaires and dreamy engineers.

How Virgin Galactic, regulators and the public respond to this most recent tragedy will determinewhether and how soon private space travel can transcend that playground.There is no doubt thatspaceflight entails risks, and to pioneer a new mode of travel is to face those risks, and to reduce them.with the benefit of hard-won experience.

61.What is said about the failure of VSS Enterprise?

A.It may lead to the bankruptcy of Virgin Galactic.

B.It has a strong negative impact on space tourism.

C.It may discourage rich people from space travel.

D.It has aroused public attention to safety issues.

62.What do we learn about the space-tourism firm Virgin Galactic?

A.It has just built a craft for commercial flights.

B.It has sent half a dozen passengers into space.

C.It was about ready to start regular business.

D.It is the first to launch "suborbital" flights.

63.What is the purpose of the 2004 Commercial Space Launch Amendments Act?

A.To ensure space travel safety.

B.To limit the FAA's functions.

C.To legalize private space explorations.

D.To promote the space tourism industry.64.What might the FAA do after the recent accident in California?

A.Impose more rigid safety standards.

B.Stop certifying new space-tourist agencies.

C.Amend its 2004 Commercial Space Launch Amendments Act.

D.Suspend Virgin Galactic's licence to take passengers into space.

65.What does the author think of private space travel?

A.It is worth promoting despite the risks involved.

B.It should not be confined to the rich only.

C.It should be strictly regulated.

D.It is too risky to carry on.

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学习-----好资料 2006年12月英语六级真题(B卷) Part l Listening Comprehension (20 minutes) Section A 1. A) The foggy weather has affected Mary's mood. B) They are puzzled about Mary's tow spirits. C) Mary is dissatisfied with her promotion. D) Mary cares too much about her looks. 2. A) Go to an art exhibition. B) Dine out with an old friend. C) Attend the opening night of a play. D) See his paintings on display. 3. A) Her mother was quite outstanding in academic work. B) She was not particularly interested in going to school. C) Her parents laid great emphasis on academic excellence. D) She helped upgrade the educational level of immigrants. 4. A) The machines there were ill maintained. B) Tickets for its members were cheaper. C) It was filled with people all the time. D) It had a reputation for good service. 5. A) Both Sarah and Tom have been awarded doctoral degrees. B) Tom has arranged to meet his bride Sarah in Hawaii. C) Tom was more excited than Sarah at the wedding. D) A double blessing has descended upon Tom. 6. A) There were too many questions in the examination. B) The examination was well beyond the course content. C) The examination questions were somewhat too difficult. D) The course prepared him adequately for the examination. 7. A) It's less time-consuming. B) His wife is tired of cooking. C) It's part of his job. D) He is sick of home-cooked meals. 8. A) He has just started to teach piano lessons. B) He seldom takes things seriously.

2015年12月英语六级真题及答案解析

P a r tⅢR e a d i n g C o m p r e h e n s i o n Section A As it is, sleep is so undervalued that getting by on fewer hours has become a badge of honor. Plus, we live in a culture that_____(37)to the late-nighter, from 24-hour grocery stores to online shopping sites that never close. It's no surprise, then, that more than half of American adults don't get the 7 to 9 hours of shut-eye every night as_____(38)by sleep experts. Whether or not we can catch up on sleep-on the weekend, say-is a hotly_____(39)topic among sleep researches. The latest evidence suggests that while it isn't_____(40), it might help. When Liu, the UCLA sleep researcher and professor of medicine, brought_____(41)sleep-restricted people into the lab for a weekend of sleep during which they logged about 10 hours per night, they showed_____(42)in the ability of insulin(胰岛素)to process blood sugar. That suggests that catchup sleep may undo some but not all of the damage that sleep_____(43)causes, which is encouraging given how many adults don't get the hours they need each night. Still, Liu isn't_____(44)to endorse the habit of sleeping less and making up for it later. Sleeping pills, while helpful for some, are not_____(45)an effective remedy either. “A sleeping pill will_____(46)one area of the brain, but there's never going to be a perfect sleeping pill, because you couldn't really replicates(复制)the different chemicals moving in and out of different parts of the brain to go through the different stages of sleep," says Collop, director of the Emory University Sleep Center. 37.【题干】_____ 【选项】