2014年12月6级真题三套全(包括答案)

2014年12月6级第一套

Part ⅡListening Comprehension

Section A

1. A) At a grocery B) In a parking lot

C) In a car showroom D) At a fast food restaurant

2. A) Have a little nap after lunch B) Get up and take a short walk

C) Change her position now and then。D) Stretch her legs before standing up

3. A) The students should practice long-distance running.

B) He doesn’t quite believe what the woman says.

C) The students’ p hysical condition is not desirable.

D) He thinks the race is too hard for the students.

4. A) They do not want to have a baby at present.

B) They cannot afford to get married right now.

C) They are both pursuing graduate studies.

D) They will get their degrees in two years.

5. A) Twins usually have a lot in common.

B) He must have been mistaken for Jack.

C) Jack is certainly not as healthy as he is.

D) He has not seen Jack for quite a few days.

6. A) The man will take the woman to the museum.

B) The man knows where the museum is located.

C) The woman is asking the way at the crossroads.

D) The woman will attend the opening of the museum.

7. A) They cannot ask the guy to leave.

B) The guy has been coming in for years.

C) They should not look down upon the guy.

D) The guy must be feeling extremely lonely.

8. A) Collect timepieces B) Learn to mend clocks

C) Become time-conscious D) Keep track of his daily activities

Questions 9 to 11 are based on the conversation you have just heard

9. A) It winds its way to the sea. B) It is eating into its banks.

C) It is quickly rising. D) It is wide and deep

10. A) Get the trucks over to the other side of the river.

B) Take the equipment apart before being ferried.

C) Reduce the transport cost as much as possible.

D) Try to speed up the operation by any means.

11. A) Ask the commander to send a helicopter.

B) Halt the operation until further orders.

C) Cut trees and build rowing boats.

D) Find as many boats as possible.

Questions 12 to 15 are based on the conversation you have just heard.

12. A) Help him join an Indian expedition B) Talk about his climbing experiences

C) Give up mountain climbing altogether D) Save money to buy climbing equipment

13. A) He was very strict with his children.

B) He climbed mountains to earn a living.

C) He had an unusual religious background.

D) He was the first to conquer Mt. Qomolangma.

14. A) They are like humans. B) They are sacred places.

C) They are to be protected. D) They are to be conquered.

15. A) It was his father’s training that pulled him through.

B) It was a milestone in his mountain climbing career.

C) It was his father who gave him the strength to succeed.

D) It helped him understand the Sherpa view of mountains.

Passage One

Questions 16 to 19 are based on the passage you have just heard.

16. A) By reviewing what he has said previously.

B) By comparing memorandums with letters.

C) By showing a memorandum’s structure.

D) By analyzing the organization of a letter.

17. A) They spent a lot of time writing memorandums.

B) They seldom read a memorandum through to the end.

C) They placed emphasis on the format of memorandums.

D) They ignored many of the memorandums they received.

18. A) Style and wording. B) Structure and length.

C) Directness and clarity. D) Simplicity and accuracy.

19. A) Accurate dating. B) Professional look.

C) Direct statement of purpose. D) Inclusion of appropriate humor.

Passage Two

Questions 20 to 22 are based on the passage you have just heard.

20. A) They give top priority to their work efficiency.

B) They make an effort to lighten their workload.

C) They never change work habits unless forced to.

D) They try hard to make the best use of their time.

21. A) Self-confidence B) Sense of duty C) Work efficiency D) Passion for work

22. A) They are addicted to playing online games.

B) They try to avoid work whenever possible.

C) They find no pleasure in the work they do.

D) They simply have no sense of responsibility.

Passage Three

Questions 23 to 25 are based on the passage you have just heard。

23. A) He lost all his property. B) He was sold to a circus.

C) He was forced into slavery. D) He ran away from his family.

24. A) A carpenter B) A businessman C) A master of his D) A black drummer

25. A) It named its town hall after Solomon Northup.

B) It declared July 24 Solomon Northup Day.

C) It freed all blacks in the town from slavery.

D) It hosted a reunion for the Northup family.

Section C

Intolerance is the art of ignoring any views that differ from your own. It (26) ________ itself a hatred, stereotypes, prejudice, and (27) _________ . Once it intensifies in people, intolerance is nearly impossible to overcome. But why would anyone want to be labeled intolerant? Why would people want to be (28) ____________ about the world around them? Why would one want to be part of the problem in America, instead of the solution?

There are many explanations for intolerant attitudes, some (29) ___________ childhood. It is likely that intolerant folks grew up (30) __________ intolerant parents and the cycle of prejudice has simply continued for (31) ____________. Perhaps intolerant people are so set in their ways that they find it easier to ignore anything that might not (32) ___________ their limited view of life. Or maybe intolerant students have simply never been (33) ___________ to anyone different from themselves. But none of these reasons is an excuse for allowing the intolerance to continue。

Intolerance should not be confused with disagreement. It is, of course, possible to disagree with an opinion without being intolerant of it. If you understand a belief but still don’t believe in that specific belief, that’s fine. You are (34) ____________ your opinion. As a matter of fact, (35) ____________ dissenters (持异议者) are important for any belief. If we all believed the same things, we would never grow, and we would never learn about the world around us. Intolerance does not stem from disagreement. It stems from fear. And fear stems from ignorance.

Part III

Reading comprehension

Section A

Questions 36 to 45 are based on the following passage.

His future subjects have not always treated the Prince of Wales with the respect one might expect. They laughed aloud in 1986 when the heir to the British (36) ________ told a TV reporter that he talked to his plants at his country house, Highgrove, to stimulate their growth. The Prince was being humorous—“My sense of humor will get me into trouble one day,”he said to the aides (随从)—but listening to Charles Windsor can indeed prove stimulating. The royal (37)________ that been promoting radical ideas for most of his adult life, some of his (38) _________ which once sounded a hit weird were simply ahead of their time. Now, finally, the world seems to be catching up with him.

Take his views on farming. Prince Charles’ Duchy Home Farm went (39) ___________ back to 1996.when most shoppers cared only about the low price tag on suspiciously blemish-free(无瑕疵的)V egetables and (40) __________ large chickens piled high in supermarkets.

His warnings on climate change proved farsighted; too Charles began (41) _________ action on global warming in 1990 and says he has been worried about the (42) ____________ of man on the environment since he was a teenager.

Although he has gradually gained international (43) __________ as one of the a world’s leading conservationists, many British people still think of him as an (44) ____________ person who talks to plants This year, as it happens, South Korean scientists proved that plants really do (45) __________ to sound. So Charles was ahead of the game there, too.

A. conform

B. eccentric

C. environmentalist

D. expeditions

E. impact

F. notions

G. organic

H. originally

I. recognition J. respond K. subordinate L. suppressing

M. throne N. unnaturally O. urging

Section B

Should Single-Sex Education Be Eliminated?

[A] Why is a neuroscientist here debating single-sex schooling? Honestly, I had no fixed ideas on the topic when I started researching it for my book, Pink Brain, Blue Brain. But any discussion of gender differences in children inevitably leads to this debate, so I felt compelled to dive into the research data on single-sex schooling. I read every study I could, weighed the existing evidence, and ultimately concluded that single-sex education is not the answer to gender gaps in achievement—or the best way forward for today’s young people. After my book was published, I met several developmental and cognitive psychologists whose work was addressing gender and education from different angles, and we published a peer-reviewed Education Forum piece in Science magazine with the provocative title, “The Pseudoscience of Single-Sex Education.”[B] We showed that three lines of research used to justify single-sex schooling—educational, neuroscience, and social psychology—all fail to support its alleged benefits, and so the widely-held view that gender separation is somehow better for boys, girls, or both is nothing more than a myth.

The Research on Academic Outcomes

[C] First, we reviewed the extensive educational research that has compared academic outcomes in students attending single-sex versus coeducational schools. The overwhelming conclusion when you put this enormous literature together is that there is no clear academic advantage of sitting in all-female or all-male classes, in spite of much popular belief to the contrary. I base this conclusion not on any individual study, but on large-scale and systematic reviews of thousands of studies conducted in every major English-speaking country.

[D] Of course, there’re many excellent single-sex schools out there, but as these careful research reviews have demonstrated, it’s not their single-sex composition that makes them excellent. It’s all the other advantages that are typically packed into such schools, such as financial resources, quality of the faculty, and pro-academic culture, along with the family background and pre-selected ability of the students themselves that determine their outcomes.

[E] A case in point is the study by Linda Sax at UCLA, who used data from a large national survey of college freshmen to evaluate the effect of single-sex versus coeducational high schools. Commissioned by the National Coalition of Girls’ Schools, the raw findings look pretty good for the funders —higher SAT scores and a stronger academic orientation among women who had attended all girls’ high schools (men weren’t studied). However, once the researchers controlled for both student and school attributes—measures such as family income, parents’ education, and school resources—most of these effects were erased or diminished.

[F] When it comes to boys in particular, the data show that single-sex education is distinctly unhelpful for them. Among the minority of studies that have reported advantages of single-sex schooling, virtually all of them were studies of girls. There’re no rigorous studies in the United States that find single-sex schooling is better for boys, and in fact, a separate line of research by

economists has shown both boys and girls exhibit greater cognitive growth over the school year based on the “dose” of girls in a classroom. In fact, boys benefit even more than girls from having larger numbers of female classmates. So single-sex schooling is really not the answer to the current “boy crisis” in education.

Brain and Cognitive Development

[G] The second line of research often used to justify single-sex education falls squarely within my area of expertise: brain and cognitive development. I t’s been more than a decade now since the “brain sex movement ” began infiltrating (渗入) our schools, and there are literally hundreds of schools caught up in the fad (新潮). Public schools in Wisconsin, Indiana, Florida and many other states now proudly declare on their websites that they separate boys and girls because “research solidly indicates that boys and girls learn differently,”due to “hard-wired”differences in their brains, eyes, ears, autonomic nervous systems, and more.

[H] All of these statements can be traced to just a few would-be neuroscientists, especially physician Leonard Sax and therapist Michael Gurian. Each gives lectures, runs conferences, and does a lot of professional development on so-called “gender-specific learning.”I analyzed their various claims about sex differences in hearing, vision, language, math, stress responses, and “learning styles”in my book and along peer-reviewed paper. Other neuroscientists and psychologists have similarly exposed their work. In short, the mechanisms by which our brains learn language, math, physics, and every other subject don’t differ between boys and girls. Of course, learning does vary a lot between individual students, but research reliably shows that this variance is far greater within populations of boys or girls than between the two sexes.

[I] The equal protection clause of the U.S. Constitution prohibits separation of students by sex in public education that’s based on precisely this kind of “overbroad generalizations about the different talents, capacities, or preferences of males and females.” And the reason it is prohibited is because it leads far too easily to stereotyping and sex discrimination.

Social Developmental Psychology

[J] That brings me to the third area of research which fails to support single-sex schooling and indeed suggests the practice is actually harmful: social-developmental psychology.

[K] It’s a well-proven finding in social psychology that segregation promotes stereotyping and prejudice, whereas intergroup contact reduces them—and the results are the same whether you divide groups by race, age, gender, body mass index, sexual orientation, or any other category. What’s more, children are especially vulnerable to this kind of bias, because they are dependent on adults for learning which social categories are important and why we divide people into different groups.

[L] You don’t have to look far to find evidence of stereotyping and sex discrimination in single-sex schools. There was the failed single-sex experiment in California, where six school districts used generous state grants to set up separate boys’ and girls’ academies in the late 1990s. Once boys and girls were segregated, teachers resorted to traditional gender stereotypes to run their classes, and within just three years, five of the six districts had gone back to coeducation. [M] At the same time, researchers are increasingly discovering benefits of gender interaction in youth. A large British study found that children with other-sex older siblings(兄弟姐妹) exhibit less stereotypical play than children with same-sex older siblings, such as girls who like sports and building toys and boys who like art and dramatic play. Another study of high school social networks found less bullying and aggression the higher the density of mixed-sex friendships

within a given adolescent network. Then there is the finding we cited in our Science paper of higher divorce and depression rates among a large group of British men who attended single-sex schools as teenagers, which might be explained by the lack of opportunity to learn about relationships during their formative years.

[N] Whether in nursery school, high school, or the business world, gender segregation narrows our perceptions of each other, facilitating stereotyping and sexist attitudes. It’s very simple: the more we structure children and adolescents’ environment around gender distinctions and separation, the more they will use these categories as the primary basis for understanding themselves and others. [O] Gender is an important issue in education. There are gaps in reading, writing, and science achievement that should be narrower. There are gaps in career choice that should be narrower—if we really want to maximize human potential and American economic growth. But stereotyping boys and girls and separating them in the name of fictitious(虚构的) brain differences is never going to close these gaps.

46. Hundreds of schools separate boys from girls in class on the alleged brain and cognitive differences.

47. A review of extensive educational research shows no obvious academic advantage of single-sex schooling.

48. The author did not have any fixed ideas on single-sex education when she began her research on the subject

49. Research found men who attended single-sex schools in their teens were more likely to suffer from depression.

50. Studies in social psychology have shown segregation in school education has a negative impact on children.

51. Reviews of research indicate there are more differences in brain and cognitive development within the same sex than between different sexes.

52. The findings of the national survey of college freshmen about the impact of single-sex schooling fail to take into account student and school attributes.

53. It wasn’t long before most of the school districts that experimented with single-sex education abandoned the practice.

54. Boys from coeducational classes demonstrate greater cognitive abilities according to the economists’ research.

55. As careful research reviews show, academic excellence in some single-sex schools is attributed to other factors than single-sex education.

Section C

International governments’ inaction concerning sustainable development is clearly worrying but the proactive(主动出击的) approaches of some leading-edge companies are encouraging. Toyota, Wal-Mart, DuPont, M&S and General Electric have made tackling environmental wastes a key economic driver.

DuPont committed itself to a 65% reduction in greenhouse gas emissions in the 10 years prior to 2010. By 2007, DuPont was saving $2.2 billion a year through energy efficiency, the same as its total declared profits that year. General Electric aims to reduce the energy intensity of its operations by 50% by 2015. They have invested heavily in projects designed to change the way of

using and conserving energy.

Companies like Toyota and Wal-Mart are not committing to environmental goals out of the goodness of their hearts. The reason for their actions is a simple yet powerful realization that the environmental and economic footprints fit well together. When M&S launched its “Plan A”sustainability program in 2007, it was believed that it would cost over ￡200 million in the first five years. However, the initiative had generated ￡105 million by 2011/12.

When we prevent physical waste, increase energy efficiency or improve resource productivity, we save money, improve profitability and enhance competitiveness. In fact, there are often huge “quick win” opportunities, thanks to years of neglect.

However, there is a considerable gap between leading-edge companies and the rest of the pack. There are far too many companies still delaying creating a lean and green business system, arguing that it will cost money or require sizable capital investments. They remain stuck in the “environment is cost” mentality. Being environmentally friendly does not have to cost money. In fact, going beyond compliance saves cost at the same time that it generates cash, provided that management adopts the new lean and green model.

Lean means doing more with less. Nonetheless, in most companies, economic and environmental continuous improvement is viewed as being in conflict with each other. This is one of the biggest opportunities missed across most industries. The size of the opportunity is enormous. The 3% Report recently published by World Wildlife Fund and CDP shows that the economic prize for curbing carbon emissions in the US economy is $780 billion between now and 2020. It suggests that one of the biggest levers for delivering this opportunity is “increased efficiency through management and behavioral change”—in other words, lean and green management.

Some 50 studies show that companies that commit to such aspirational goals as zero waste, zero harmful emissions, and zero use of non-renewable resources are financially outperforming their competitors. Conversely, it was found that climate disruption is already costing $1.2 trillion annually, cutting global GDP by 1.6%. Unaddressed, this will double by 2030.

56. What does the author say about some leading-edge companies?

A. They operate in accordance with government policies.

B. They take initiatives in handling environmental wastes.

C. They are key drivers in their nations’ economic growth.

D. They are major contributors to environmental problems.

57. What motivates Toyota and Wal-Mart to make commitments to environmental protection?

A. The goodness of their hearts.

B. A strong sense of responsibility.

C. The desire to generate profits.

D. Pressure from environmentalists.

58. Why are so many companies reluctant to create an environment-friendly business system?

A. They are bent on making quick money.

B. They do not have the capital for the investment.

C. They believe building such a system is too costly.

D. They lack the incentive to change business practices.

59. What is said about the lean and green model of business?

A. It helps businesses to save and gain at the same time.

B. It is affordable only for a few leading-edge companies.

C. It is likely to start a new round of intense competition.

D. It will take a long time for all companies to embrace it.

60. What is the finding of the studies about companies committed to environmental goals?

A. They have greatly enhanced their sense of social responsibility.

B. They do much better than their counterparts in terms of revenues.

C. They have abandoned all the outdated equipment and technology.

D. They make greater contributions to human progress than their rivals.

Passage Two

If you asked me to describe the rising philosophy of the day, I’d say it is data-ism. We now have the ability to gather huge amounts of data. This ability seems to carry with it certain cultural assumptions—that everything that can be measured should be measured; that data is a transparent and reliable lens that allows us to filter out emotionalism and ideology; that data will help us do remarkable things— like foretell the future.

Over the next year, I’m hoping to get a better grip on some of the questions raised by the data revolution: In what situations should we rely on intuitive pattern recognition and in which situations should we ignore intuition and follow the data? What kinds of events are predictable using statistical analysis and what sorts of events are not?

I confess I enter this in a skeptical frame of mind, believing that we tend to get carried away in our desire to reduce everything to the quantifiable. But at the outset let me celebrate two things data does really well.

First, it’s really good at exposing when our intuitive view of reality is wrong. For example, nearly every person who runs for political office has an intuitive sense that they can powerfully influence their odds of winning the election if they can just raise and spend more money. But this is largely wrong.

After the 2006 election, Sean Trende constructed a graph comparing the incumbent(在任者的) campaign spending advantages with their eventual margins of victory. There was barely any relationship between more spending and a bigger victory. Likewise, many teachers have an intuitive sense that different students have different learning styles: some are verbal and some are visual; some are linear, some are holistic(整体的). Teachers imagine they will improve outcomes if they tailor their presentations to each student. But there’s no evidence to support this either.

Second, data can illuminate patterns of behavior we haven’t yet noticed. For example, I’ve always assumed people who frequently use words like “I,”“me,” and “mine” are probably more self-centered than people who don’t. But as James Pennebaker of the University of Texas notes in his book, The Secret Life of Pronouns, when people are feeling confident, they are focused on the task at hand, not on themselves. High-status, confident people use fewer “I” words, not more.

Our brains often don’t notice subtle verbal patterns, but Pennebaker’s computers can. Younger writers use more negative and past-tense words than older writers who use more positive and future-tense words.

In sum, the data revolution is giving us wonderful ways to understand the present and the past. Will it transform our ability to predict and make decisions about the future? We’ll see.

61. What do data-ists assume they can do?

A. Transform people’s cultural identity.

B. Change the way future events unfold.

C. Get a firm grip on the most important issues.

D. Eliminate emotional and ideological bias.

62. What do people running for political office think they can do?

A. Use data analysis to predict the election result.

B. Win the election if they can raise enough funds.

C. Manipulate public opinion with favorable data.

D. Increase the chances of winning by foul means.

63. Why do many teachers favor the idea of tailoring their presentations to different students?

A. They think students prefer flexible teaching methods.

B. They will be able to try different approaches.

C. They believe students’ learning styles vary.

D. They can accommodate students with special needs.

64. What does James Pennebaker reveal in The Secret Life of Pronouns?

A. The importance of using pronouns properly.

B. Repeated use of first-person pronouns by self-centered people.

C. Frequent use of pronouns and future tense by young people.

D. A pattern in confident people’s use of pronouns.

65. Why is the author skeptical of the data revolution?

A. Data may not be easily accessible.

B. Errors may occur with large data samples.

C. Data cannot always do what we imagine it can.

D. Some data may turn out to be outdated.

Part IV Translation

中国将努力确保到2015年就业者接受过平均13.3年的教育。如果这一目标得以实现，今后大部分进入劳动力市场的人都需获得大学文凭。

在未来几年，中国将着力增加职业学院的招生人数：除了关注高等教育外，还将寻找新的突破以确保教育制度更加公平。中国正在努力最佳地利用教育资源，这样农村和欠发达地区将获得更多的支持。

教育部还决定改善欠发达地区学生的营养，并为外来务工人员的子女提供在城市接受教育的同等机会。

2014年12月6级第二套

Part ⅡListening Comprehension

Section A

1. A) The man’s tennis racket is good enough.

B) The man should get a pair of new shoes.

C) She can wait for the man for a little while.

D) Physical exercise helps her stay in shape.

2. A) The woman will skip Dr. Smith’s lecture to help the man.

B) Kathy is very pleased to attend the lecture by Dr. Smith.

C) The woman is good at doing lab demonstrations.

D) The man will do all he can to assist the woman.

3. A) The woman asked the man to accompany her to the party.

B) Steve became rich soon after graduation from college.

C) Steve invited his classmates to visit his big cottage.

D) The speakers and Steve used to be classmates.

4. A) In a bus. B) In a clinic. C) In a boat. D) In a plane.

5. A) 10:10. B) 9:50. C) 9:40. D) 9:10.

6. A) She does not like John at all. B) John has got many admirers.

C) She does not think John is handsome. D) John has just got a bachelor’s degree.

7. A) He has been bumping along for hours. B) He has got a sharp pain in the neck.

C) He is involved in a serious accident. D) He is trapped in a terrible traffic jam.

8. A) She is good at repairing things.

B) She is a professional mechanic.

C) She should improve her physical condition.

D) She cannot go without washing machine.

Question 9 to 11 are based on the conversation you have just heard.

9. A) Some witnesses failed to appear in court.

B) The case caused debate among the public.

C) The accused was found guilty of stealing.

D) The accused refused to plead guilty in court.

10. A) He was out of his mind. B) He was unemployed.

C) His wife deserted him. D) His children were sick.

11. A) He had been in jail before. B) He was unworthy of sympathy.

C) He was unlikely to get employed. D) He had committed the same sort of crime.

Questions 12 to 15 are based on the conversation you have just heard.

12. A) Irresponsible. B) Unsatisfactory. C) Aggressive. D) conservative.

13. A) Internal communication. B) Distribution of brochures.

C) Public relations. D) Product design.

14. A) Placing advertisement in the trade press. B) Drawing sketches for advertisements.

C) Advertising in the national press. D) Making television commercials.

15. A) She has the motivation to do the job. B) She knows the tricks of advertising.

C) She is not so easy to get along with. D) She is not suitable for the position.

Passage One

16. A) The cozy communal life. B) The cultural diversity.

C) Innovative academic programs. D) Imperative school buildings.

17. A) It is very beneficial to their academic progress.

B) It helps them soak up the surrounding culture.

C) It is as important as their learning experience.

D) It ensures their physical and mental heal.

18. A) It offers the most challenging academic programs.

B) It has the world’s best-known military academics.

C) It provides numerous options for students.

D) It draws faculty from all around the world.

19. A) They try to give students opportunities for experiment.

B) They are responsible merely to their Ministry of education.

C) They strive to develop every student’s academic potential.

D) They ensure that all students get roughly equal attention.

Passage Two

20. A) It will arrive at Boulogne at half past two.

B) It crosses the English Channel twice a day.

C) It is now about half way to the French coast.

D) It is leaving Folkestone in about five minutes.

21. A) Opposite the ship’s office. B) Next to the duty-free shop.

C) At the rear of B deck. D) In the front of A deck.

22. A) It is for the sole use of passengers traveling with cars.

B) It is much more spacious than the lounge on C deck.

C) It is for the use of passengers traveling with children.

D) It is for senior passengers and people with VIP cards.

Passage Three

23. A) It was named a after its location. B) It was named after its discoverer.

C) It was named after a cave art expert. D) It was named after one of its painters.

24. A) Animal painting was part of the spiritual life of the time.

B) Deer were worshiped by the ancient Cro-Magnon people.

C) Cro-Magnon people painted animals they hunted and ate.

D) They were believed to keep evils away from cave dwellers.

25. A) They know little about why the paintings were created.

B) They have difficulty telling when the paintings were done.

C) They are unable to draw such interesting and fine paintings.

D) They have misinterpreted the meaning of the cave paintings.

Section C

If you are attending a local college, especially one without residence halls, you’ll probably live at home and commute to classes. This arrangement has a lot of (26) _____. It’s cheaper. It provides a comfortable and familiar setting, and it means you’ll g et the kind of home cooking you’re used to instead of the monotony (单调) that (27)_____ even the best institutional food.

However, commuting students need to (28) _____ to become involved in the life of their college and to take special steps to meet their fellow students. Often, this means a certain amount of initiative on your part in (29)_____ and talking to people in your classes whom you think you might like.

One problem that commuting students sometimes face is their parents’ unwillingness to recognize that they’re adults. The (30)_____ from high school to college is a big one, and if you live at home you need to develop the same kind of independence you’d have if you were living away. Home rules that might have been (31)_____ when you were in high school don’t apply. If your parents are (32)_____ to renegotiate, you can speed the process along by letting your behavior show that you have the responsibility that goes with maturity. Parents are more willing to (33)_____ their children as adults when they behave like adults. If, however，there’s so much friction at home that it (34)_____ your academic work, you might want to consider sharing an apartment with one or more friends. Sometimes this is a happy solution when family (35)_____ make everyone miserable.

Part III

Reading comprehension

Section A

Children are natural-born scientists. They have (36)_____minds, and they aren’t afraid to admit they don’t know something. Most of them,(37)_____ lose this as they get older. They become self-confidence and don’t want to appear stupid. Instead of finding things out for themselves they make (38)_____ that often turn out to be wrong.

So it’s not a case of getting kids interested in science. You just have to avoid ki lling the (39)_____ for learning that they were born with. It’s no coincidence that kids start deserting science once it becomes formalized. Child naturally have a blurred approach to (40)_____ knowledge. They see learning about science or biology or cooking as all part of the same act-it’s all learning. It’s only become of the practicalities of education that you have to start breaking down. The curriculum into specialize subjects. You need to have specialist teachers who (41)_____ what they know. Thus once they enter school, children begin to define subject and erect boundaries that needn’t otherwise exist.

Dividing subject into science math, English, etc, is something we do for (42)_____. In the end it’s all learning. But many children today(43)_____themselves from a scientific form a scientific education. They think science is for scientists, not for them.

Of course we need to specialize (44)_____. Each of us has only so much time on Earth, so we can’t study everything. At 5 years old, our filed of k nowledge and (45)_____ is broad, covering anything from learning to walk to learning to count. Gradually it narrows down so that by the time we are 45, it might be one tiny little corner within science.

A. accidentally

B. acquiring

C. assumptions

D. convenience

E. eventually

F. exclude

G. exertion

H. exploration

I. formulas J. ignite K. impart L. inquiring

M. passion N. provoking O. unfortunately

Section B

Meaning Is Healthier Than Happiness

[A] For at least the last decade, the happiness craze has been building. In the last three months alone, over 1,000 books on happiness were released on Amazon, including Happy Money, Happy-People-Pills For All, and, for those just starting out, Happiness for Beginners.

[B] One of the consistent claims of books like these is that happiness is associated with all sorts of good life outcomes, including - most promisingly - good health. Many studies have noted the connection between a happy mind and a healthy body - the happier you are, the better health outcomes we seem to have. In a meta-analysis (overview) of 150 studies on this topic, researchers put it like this: “Inductions of well-being lead to healthy functioning, and inductions of ill-being lead to compromised health.”

[C] But a new study, just published in the Proceedings of the National Academy of Sciences (PNAS) challenges the rosy picture. Happiness may not be as good for the body as researchers thought. It might even be bad.

[D] Of course, it’s important to firs t define happiness. A few months ago, I wrote a piece

called “There’s More to Life Than Being Happy” about a psychology study that dug into what happiness really means to people. It specifically explored the difference between a meaningful life and a happy life.

[E] It seems strange that there would be a difference at all. But the researchers, who looked at a large sample of people over a month-long period, found that happiness is associated with selfish “taking” behavior and that having a sense of meaning in life is associated with selfless “giving” behavior.

[F] "Happiness without meaning characterizes a relatively shallow, self-absorbed or even selfish life, in which things go well, needs and desire are easily satisfied, and difficult or taxing entanglements are avoided," the authors of the study wrote. "If anything, pure happiness is linked to not helping others in need.” While being happy is about feeling good, meaning is derived from contributing to others or to society in a bigger way. As Roy Baumeister, one of the researchers, told me, "Partly what we do as human beings is to take care of others and contribute to others. This makes life meaningful but it does not necessarily make us happy.”

[G] The new PNAS study also sheds light on the difference between meaning and happiness, but on the biological level. Barbara Fredrickson, a psychological researcher who specializes in positive emotions at the University of North Carolina-Chapel Hill, and Steve Cole, a genetics and psychiatric researcher at UCLA, examined the self-reported levels of happiness and meaning in 80 research subjects.

[H] Happiness was defined, as in the earlier study, by feeling good. The researchers measured happiness by as king subjects questions like “How often did you feel happy?” “How often did you feel interested in life?” and “How often did you feel satisfied?” The more strongly people endorsed these measures of “hedonic well-being,” or pleasure, the higher they scored on happiness.

[I] Meaning was defined as an orientation to something bigger than the self. They measured meaning by asking questions like “How often did you feel that your life has a sense of direction or meaning to it?”, “How often did you feel that you had something to contribute to society?”, and “How often did you feel that you belonged to a community social group?” The more people endorsed these measures of “eudaimonic well-being” - or, simply put, virtue - the more meaning they felt in life.

[J] After noting the sense of meaning and happiness that each subject had, Fredrickson and Cole, with their research colleagues, looked at the ways certain genes expressed themselves in each of the participants. Like neuroscientists who use fMRI scanning to determine how regions in the brain respond to different stimuli, Cole and Fredrickson are interested in how the body, at the genetic level, responds to feelings of happiness and meaning.

[K] Cole’s past work has linked various kinds of chronic adversity to a particular gen e expression pattern. When people feel lonely, are grieving the loss of a loved one, or are struggling to make ends meet, their bodies go into threat mode. This triggers the activation of a stress-related gene pattern that has two features: an increase in the activity of prion flammatory genes and a decrease in the activity of genes involved in anti-viral responses.

[L] Cole and Fredrickson found that people who are happy but have little to no sense of meaning in their lives - proverbially, simply here for the party - have the same gene expression patterns as people who are responding to and enduring chronic adversity. That is, the bodies of these happy people are preparing them for bacterial threats by activating the pro-inflammatory

response. Chronic inflammation is, of course, associated with major illnesses like heart disease and various cancers.

[M] “Empty positive emotions” - like the kind people experience during manic episodes or artificially induced euphoria from alcohol and drugs - ”are about as good for you for as adversity,” says Fredrickson.

[N] It’s important to understand that for many people, a sen se of meaning and happiness in life overlap; many people score jointly high (or jointly low) on the happiness and meaning measures in the study. But for many others, there is a dissonance - they feel that they are low on happiness and high on meaning or that their lives are very high in happiness, but low in meaning. This last group, which has the gene expression pattern associated with adversity, formed a whopping 75 percent of study participants. Only one quarter of the study participants had what the res earchers call “eudaimonic predominance” - that is, their sense of meaning outpaced their feelings of happiness.

[O] This is too bad given the more beneficial gene expression pattern associated with meaningfulness. People whose levels of happiness and meaning line up, and people who have a strong sense of meaning but are not necessarily happy, showed a deactivation of the adversity stress response. Their bodies were not preparing them for the bacterial infections that we get when we are alone or in trouble, but for the viral infections we get when surrounded by a lot of other people.

[P] Fredrickson’s past research, described in her two books, Positivity and Love 2.0, has mapped the benefits of positive emotions in individuals. She has found that positive emotions broaden a person’s perspective and buffers people against adversity. S o it was surprising to her that hedonistic well-being, which is associated with positive emotions and pleasure, did so badly in this study compared with eudaimonic well-being.

[Q] “It’s not the amount of hedonic happiness that’s a problem,” Fredrickson tells me, “It’s that it’s not matched by eudaimonic well-being. It’s great when both are in step. But if you have more hedonic well-being than would be expected, that’s when this [gene] pattern that’s akin to adversity emerged.”

[R] The terms hedonism and eudemonism bring to mind the great philosophical debate, which has shaped Western civilization for over 2,000 years, about the nature of the good life. Does happiness lie in feeling good, as hedonists think, or in doing and being good, as Aristotle and his intellectual descendants, the virtue ethicists, think? From the evidence of this study, it seems that feeling good is not enough. People need meaning to thrive. In the words of Carl Jung, “The least of things with a meaning is worth more in life than the greatest of things without it.” Jung’s wisdom certainly seems to apply to our bodies, if not also to our hearts and our minds.

46. The author’s recent article examined how a meaningful life is different from a happy life.

47. It should be noted that many people feel their life is both happy and meaningful.

48. According to one survey, there is a close relationship between hedonic well-being measures and high scores on happy.

49. According to one of the authors of a new study, what makes life meaningful may not make people happy.

50. Experiments were carried out to determine our body’s genetic expression of feelings of happiness and meaning.

51. A new study claims happiness may not contribute to health.

52. According to researchers, taking makes for happiness while giving adds meaning to life.

53. Evidence from research shows that it takes meaning for people to thrive.

54. With regard to gene expression patterns, happy people with little or no sense of meaning in life are found to be similar to those suffering from chronic adversity.

55. Most books on happiness today assert that happiness is beneficial to health.

Section C

Passage One

Nothing succeeds in business books like the study of success. The current business-book boom was launched in 1982 by Tom Peters and Robert Waterman with “In Search of Excellence”. It has been kept going ever since by a succession of gurus and would-be gurus who promise to distil the essence of excellence into three (or five or seven) simple rules.

The Three Rules is a self-conscious contribution to this type; it even includes a bibliography of “success studies”. Messrs Raynor and Mumtaz Ahmed work for a consultancy, Deloitte, that is determined to turn itself into more of a thought-leader and less a corporate repairman. They employ all the tricks of the success genre. They insist that their conclusions are “measurable and actionable”-guide to behavior rather than analysis for its own sake. Success authors usually serve up vivid stories about how exceptional business-people stamped their personalities on a company or rescued it from a life-threatening crisis. Messrs Raynor and Ahmed are happier chewing the numbers: they provide detailed appendices on “calculating the elements of advantage” and “detailed analysis”.

The authors spent five years studying the behavior of their 344 “exceptional companies”, only to come up at first with nothing. Every hunch(直觉)led to a blind alley and every hypothesis to a dead end. It was only when they shifted their attention from how companies behave to how they think that they began to make sense of their voluminous material.

Management is all about making difficult tradeoffs in conditions that are always uncertain and ever-changing. But exceptional companies approach these trade-offs with two simple rules in mind, sometimes consciously, sometimes unconsciously. First: better before cheaper. Companies are more likely to succeed in the long run if they compete on quality or performance than on price. Second: revenue before cost. Companies have more to gain in the long run from driving up revenue than by driving down costs.

Most success studies suffer from two faults. There is “the halo (光环) effect”, whereby good performance leads commentators to attribute all manner of virtues to anything and everything the company does. These virtues then suddenly become vices when the company fails. Messrs Raynor and Ahmed work hard to avoid these mistakes by studying large bodies of data over several decades. But they end up embracing a different error: stating the obvious. Most businesspeople will not be surprised to learn that it is better to find a profitable niche (缝隙市场) and focus on boosting your revenues than to compete on price and cut your way to success. The difficult question is how to find that profitable niche and protect it. There, The Three Rules is less useful.

56. What kind of business books are most likely to sell well?

A) Books on excellence. B) Guides to management.

C) Books on business rules. D) Analyses of market trends.

57. What does the author imply about books on success so far?

A) They help businessmen on way or another.

B) They are written by well-recognized experts.

C) They more or less fall into the same stereotype.

D) They are based on analyses of corporate leaders.

58. How does The Three Rules different from other success books according to the passage?

A) It focuses on the behavior of exceptional businessmen.

B) It bases its detailed analysis on large amount of data.

C) It offers practicable advice to businessmen.

D) It draws conclusion from vivid examples.

59. What does the passage say contributes to the success of exceptional companies?

A) Focus on quality and revenue.

B) Management and sales promotion.

C) Lower production costs and competitive prices.

D) Emphasis on after-sale service and maintenance.

60. What is the author’s comment on The Three Rules?

A) It can help to locate profitable niches. B) It has little to offer to businesspeople.

C) It is noted for its detailed data analysis. D) It fails to identify the keys to success.

Passage Two

Until recently, the University of Kent prided itself on its friendly image. Not any more. Over the past few months it has been working hard. With the help of media consultants, to play down its cosy reputation in favour of something more academic and serious.

Kent is not alone in considering an image revamp (翻新). Changes to next year’s funding regime are forcing universities to justify charging students up to? 9,000 in fees.

Nowadays universities are putting much more of a focus on their brands and what their value propositions are. While in the past universities have often focused on student social life and attractions of the university town in recruitment campaigns, they are now concentrating on more tangible(实在的)attractions, such as employment prospects, engagement with industry, and lecturer contact hours, making clear exactly what students are going to get for their money.

The problem for universities is that if those benefits fail to materialize, students notice. That worries Rob Behrens, who deals with student complaints. “Universities need to be ext remely careful in describing what’s going to happen to students” he says. “As competition is going to get greater for attracting gifted students, there is a danger that universities will go the extra mile.”

One university told prospective engineering students they would be able to design a car and race it at Brands Hatch, which never happened, he says. Others have promised use of sophisticated equipment that turned out to be broken or unavailable. “If universities spent as much money on handling complaints and appeals appropriately as they spend on marketing, they would do better at keeping students, and in the National Student Survey returns,” he says.

Ongoing research tracking prospective 2012 students suggests that they are not only becoming more time researching evidence to back up institutional claims.

Hence the growing importance of the student survey. From next September. All institutions will also be expected to publish on their websites key information sets, allowing easier comparison between institution, between promises and reality, and the types of jobs and salaries

graduates go on to.

As a result, it is hardly surprising that universities are beginning to change the way they market themselves. While the best form of marketing for institutions is to be good at what they do, they also need to be clear about how they are different from others.

And it is vital that once an institution claims to be particularly good at something, it must live up to it, the moment you position yourself, you become exposed, and if you fail in that you are in trouble.

61. What was the University of Kent famous for?

A) Its comfortable campus life. B) Its up-to-date course offerings.

C) Its distinguished teaching staff. D) Its diverse academic programs.

62. What are universities trying to do to attract students?

A) Improve their learning environment. B) Upgrade their campus facilities

C) Offer more scholarships to the gifted. D) Present a better academic image.

63. What does Rob Behrens suggest universities do in marketing themselves?

A) Publicize the achievements of their graduates.

B) Go to extra lengths to cater to students needs.

C) Refrain from making promises they cannot honor.

D) Survey the expectations of their prospective students.

64. What is students’ chief consideration in choosing a university?

A) Whether it promises the best job prospects.

B) Whether it is able to deliver what they want.

C) Whether it ranks high among similar institutions.

D) Whether it offers opportunities for practical training.

65. What must universities show to win recruitment campaigns?

A) They are positioned to meet the future needs of society.

B) They are responsible to students for their growth.

C) They are ever ready to improve themselves.

D) They are unique one way or another.

Part IV Translation

反应在艺术和文学中的乡村生活理想是中国文明的重要特征。这在很大程度上归功于道家对自然地感情。传统中国画有两个最受青睐的主题，一是家庭生活的各种幸福场景，画中往往有老人在下棋饮茶，男人在耕耘收割，妇女在织布缝衣，小孩在户外玩耍。另一个则是乡村生活的种种乐趣，画有渔夫在湖上打渔，农夫在山上砍柴采药，或是书生坐在松树下吟诗作画。这两个主题可以分别代表儒家和道家的生活理想。

2014年12月6级第三套

Part III

Reading comprehension

Section A

It was ten years ago, on a warm July night, that a newborn lamb took her first breath in a small shed in Scotland. From the outside, she looked no different from thousands of other sheep born on ___36__ farms. But Dolly, as the world soon came to realize, was no __37__ lamb. She

was cloned from one cell of an adult female sheep, ___38___ long-held scientific dogma that had declared such a thing biologically impossible.

A decade later, scientists are starting to come to grips with just how different Dolly was. Dozens of animals have been cloned since the first lamb—mice, cats, cows and most recently, a dog—and it’s becoming ___39___ clear that they are all, in one way or another, defective.

It’s __40__ to think of clones as perfect carbon copies of the original. It turns out, though, that there are various degree of genetic ____41___. That may come as a shock to people who have paid thousands of dollars to clone a pet only to discover that the baby cat looks and behaves ___42___ like their beloved pet—with different color coat of fur, perhaps, or a __43___ different attitude toward its human hosts.

And these are just the obvious differences. Not only are clones ___44___ from the original template (模板) by time, but they are also the product of an unnatural molecular mechanism that turns out not to be very good at making ___45___ copies. In fact, the process can embed small flaws in the genes of clones that scientists are only now discovering.

A. abstract

B. completely

C. deserted

D. duplication

E. everything

F. identical

G. increasingly

H. miniature

I. nothing J. ordinary K. overturning L. separated

M. surrounding N. systematically O. tempting

Section B

High School Sports Aren't Killing Academics

A）In this month's Atlantic cover article, "The Case Against High-School Sports," Amanda Ripley argues that school-sponsored sports programs should be seriously cut. She writes that, unlike most countries that outperform the United States on international assessments, American schools put too much of an emphasis on athletics, "Sports are embedded in American schools in a way they are not almost anywhere else," she writes, "Yet this difference hardly ever comes up in domestic debates about America's international mediocrity（平庸）in education."

B）American student-athletes reap many benefits from participating in sports, but the costs to the schools could outweigh their benefits, she argues, In particular, Ripley contends that sports crowd out the academic missions of schools: America should learn from South Korea and Finland and every other country at the top level of international test scores, all of whom emphasize athletics far less in school. "Even in eighth grade, American kids spend more than twice the time Korean kids spend playing sports," she writes, citing a 2010 study published in the Journal of Advanced Academics.

C）It might well be true that sports are far more rooted in American high schools than in other countries. But our reading of international test scores finds no support for the argument against school athletics. Indeed, our own research and that of others lead us to make the opposite case. School-sponsored sports appear to provide benefits that seem to increase, not detract（减少）from, academic success.

D）Ripley indulges a popular obsession（痴迷）with international test score comparisons, which show wide and frightening gaps between the United States and other countries. She ignores, however, the fact that states vary at least as much in test scores as do developed countries. A 2011 report from Harvard University shows that Massachusetts produces math scores comparable to

South Korea and Finland, while Mississippi scores are closer to Trinidad and Tobago. Ripley's thesis about sports falls apart in light of this fact. Schools in Massachusetts provide sports programs while schools in Finland do not. Schools in Mississippi may love football while in Tobago interscholastic sports are nowhere near as prominent. Sports cannot explain these similarities in performance. They can't explain international differences either.

E）If it is true that sports undermine the academic mission of American schools, we would expect to see a negative relationship between the commitment to athletics and academic achievement. However, the University of Arkansas's Daniel Bowen and Jay Greene actually find the opposite. They examine this relationship by analyzing schools' sports winning percentages as well as student-athletic participation rates compared to graduation rates and standardized test score achievement over a five-year period for all public high schools in Ohio. Controlling for student poverty levels, demographics（人口统计状况）, and district financial resources, both measures of a school's commitment to athletics are significantly and positively related to lower dropout rates as well as higher test scores.

F）On-the-field success and high participation in sports is not random-it requires focus and dedication to athletics. One might think this would lead schools obsessed with winning to deemphasize academics. Bowen and Greene's results contradict that argument. A likely explanation for this seemingly counterintuitive（与直觉相反的）result is that success in sports programs actually facilitates or reflects greater social capital within a school's community.

G）Ripley cites the writings of renowned sociologist James Coleman, whose research in education was groundbreaking. Coleman in his early work held athletics in contempt, arguing that they crowded out schools' academic missions. Ripley quotes his 1961 study, The Adolescent Society, where Coleman writes, "Altogether, the trophy（奖品）case would suggest to the innocent visitor that he was entering an athletic club, not an educational institution."

H）However, in later research Coleman would show how the success of schools is highly dependent on what he termed social capital, "the social networks, and the relationships between adults and children that are of value for the child’s growing up."

I）According to a 2013 evaluation conducted by the Crime Lab at the University of Chicago, a program called Becoming a Man-Sports Edition creates lasting improvements in the boys' study habits and grade point averages. During the first year of the program, students were founds to be less likely to transfer schools or be engaged in violent crime. A year after the program, participants were less likely to have had an encounter with the juvenile justice system.

J）If school-sponsored sports were completely eliminated tomorrow, many American students would still have opportunities to participate in organized athletics elsewhere, much like they do in countries such as Finland, Germany, and South Korea. The same is not certain when it comes to students from more disadvantaged backgrounds. In an overview of the research on non-school based after-school programs, researchers find that disadvantaged children participate in these programs at significantly lower rates. They find that low-income students have less access due to challenges with regard to transportation, non-nominal fees, and off-campus safety. Therefore, reducing or eliminating these opportunities would most likely deprive disadvantaged students of the benefits from athletic participation, not least of which is the opportunity to interact with positive role models outside of regular school hours.

K）Another unfounded criticism that Ripley makes is bringing up the stereotype that athletic coaches are typically lousy（蹩脚的）classroom teachers. "American principals, unlike the vast

majority of principals around the world, make many hiring decisions with their sports teams in mind, which does not always end well for students," she writes. Educators who seek employment at schools primarily for the purpose of coaching are likely to shirk（推卸）teaching responsibilities, the argument goes. Moreover, even in the cases where the employee is a teacher first and athletic coach second, the additional responsibilities that come with coaching likely comes at the expense of time otherwise spent on planning, grading, and communicating with parents and guardians.

L）The data, however, do not seem to confirm this stereotype. In the most rigorous study on the classroom results of high school coaches, the University of Arkansas's Anna Egalite finds that athletic coaches in Florida mostly tend to perform just as well as their non-coaching counterparts, with respect to raising student test scores. We do not doubt that teachers who also coach face serious tradeoffs that likely come at the expense of time they could dedicate to their academic obligations. However, as with sporting events, athletic coaches gain additional opportunities for communicating and serving as mentors（导师）that potentially help students succeed and make up for the costs of coaching commitments.

M）If schools allow student-athletes to regularly miss out on instructional time for the sake of traveling to athletic competitions, that's bad. However, such issues would be better addressed by changing school and state policies with regard to the scheduling of sporting events as opposed to total elimination. If the empirical evidence points to anything, it points towards school sponsored sports providing assets that are well worth the costs.

N）Despite negative stereotypes about sports culture and Ripley's presumption that academics and athletics are at odds with one another, we believe that the greater body of evidence shows that school-sponsored sports programs appear to benefit students. Successes on the playing field can carry over to the classroom and vice versa（反之亦然）. More importantly, finding ways to increase school communities' social capital is imperative to the success of the school as whole, not just the athletes.

46. Students from low-income families have less access to off-campus sports programs

47. Amanda Ripley argues that America should learn from other countries that rank high in international tests and lay less emphasis on athletics.

48. According to the author, Amanda Ripley fails to note that students’ performance in exams varies from state to state.

49. Amanda Ripley thinks that athletic coaches are poor at classroom instruction.

50. James Coleman’s later research makes an argument for a school’s social capital.

51. R esearchers find that there is a positive relationship between a school’s commitment to athletics and academic achievements.

52. A rigorous study finds that athletic coaches also do well in raising students’ test scores.

53. According to an evaluation, spor ts programs contribute to students’ academic performance and character building.

54. Amanda Ripley believes the emphasis on school sports should be brought up when trying to understand why American students are mediocre.

55. James Coleman suggests in his earlier writings that school athletics would undermine a school’s image.

Section C

2014年6月英语六级真题及答案(第一套)

2014年6月英语六级真题及答案（第一套） .C.【精析】语义理解题。女士向男士提到了学生们正在因为学费上涨而进行抗 议，男士说他也听说了这一事件，但他却不认为学生们的行为会起到什么好的 效果。由此可知，男士对学生们抗议行为的效果有所怀疑。 2.D.【精析】综合理解题。女士说Jay就要21岁了，他到底知不知道班里正在 为他的生日聚会做准备；男士说Jay并不知情，一直以为班里是为即将退休的 系主任准备聚会。由此可知，班里都瞒着Jay，没让他知道聚会的真实目的。 3.C.【精析】推理判断题。对话中男士打电话告诉女士说，White先生上午去修 车的时候，把车留在了修车厂，而他把公文包和钱包也一并落在了那里；女士 说她会转告White先生，当天下午就去取回来。由此可知，White先生把汽车、 公文包和钱包都留在了修车厂。 4.D. 【精析】综合理解题。对话中女士对男士说电视台在重播一些二十世纪六 十年代的喜剧，问男士对这些喜剧的看法；男士说他并不怎么喜欢这些喜剧， 同时，他也说，新出的喜剧，即使是由著名导演执导，娱乐效果也不怎么样。 由此可知，男士认为从二十世纪六十年代起，喜剧并没有什么发展。 5.D.【精析】弦外之音题。男士向女士求助，说他的菜谱说烹饪时间为l0分钟，不知道是否应该把这些蔬菜再多煮一会儿；女士说在她看来，这些蔬菜已经可 以了，不用再煮了。由此可见，女士认为男士不应该再继续煮这些蔬菜了。 6. A.【精析】事实细节题。对话中女士问男士他是不是要去父母家，男士说是 的，他答应父母帮他们整理纳税申报单，免税代码对于他的父母来说太难懂了。由此可知，男士会帮助父母整理纳税申报单。 7. A.【精析】推理判断题。对话中女士说听说男士提前一个月就完成了项目， 她十分吃惊；而男士说他自己也没弄明白怎么就能提前这么长时间完成项目。 由此可知，男士自己也没想到能这么快完成工作。 8. B.【精析】事实细节题。对话中女士对男士说她希望能和男士一起上发展心 理学课，男士说他也是这么 想的，但是等他去注册的时候，该课程名额已经报满。由此可知，男士没能成 功注册该课程。 9. B.【精析】事实细节题。对话中男士一开头就说泰国丝绸的色彩让他惊叹， 并说从没有见过这样的色彩组合，还提出要看一下这些新色彩组合的样品。由 此可知，是泰国丝绸新的色彩组合让男士着迷。 10.C.【精析】细节辨认题。对话中男士说他也不确定究竟在找些什么，但可以 确定的是，他不喜欢在景点出售的东西。女士由此猜测男士应该是喜欢去乡村 转一转，男士表示同意。女士猜测男士应该对 尚未商业化的手工艺品更感兴趣，男士则强调说对当地人自己使用的东西很感 兴趣，这与选项中的“地方手工艺品”意思一致。 11.B【精析】细节推断题。对话中女士对男士说她可以为他安排一次去乡村的

2014年12月英语六级真题及答案(全套)

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