2015年6月英语六级真题第3套.doc

2015年6月英语六级真题（第3套）Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write an essay commenting on the saying“If you cannot do great things, do small things in a great way.’’You can cite examples to illustrate your point of view. You should write at least l50 words but no more than200words．Part II Listening Comprehension (30 minutes)说明：六级真题全国共考了两套听力本套（即第三套）的听力内容与第二套的完全一样，只是选项的顺序不一样而已，故在本套中不再重复给出Part III Reading Comprehension (40 minutes)Section ADirections:In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through care fully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet2 with a single line through the centre. You may not use any of the words in the bank more than once.Questions 36 to 45 are based on the following passage.Innovation, the elixir (灵丹妙药) of progress, has always cost people their jobs. In the Industrial Revolution hand weavers were 36 aside by the mechanical loom. Over the past 30 years the digitalrevolution has 37 many of the mid-skill jobs that supported 20th-century middle-class life. Typists,ticket agents, bank tellers and many production-line jobs have been dispensed with, just as the weavers were.For those who believe that technological progress has made the world a better place, such disruption is a natural part of rising 38. Although innovation kills some jobs, it creates new and better ones, as a more 39 society becomes richer and its wealthier inhabitants demand more goods and services. A hundred years ago one in three American workers was 40 on a farm. Today less than 2% of them produce far more food. The millions freed from the land were not rendered 41, but found better-paid work as the economy grew more sophisticated. Today the pool of secretaries has 42, but there are ever more computer programmers and web designers.Optimism remains the right starting-point, but for workers the dislocating effects of technology may make themselves evident faster than its 43. Even if new jobs and wonderful products emerge, in the short term income gaps will widen, causing huge social dislocation and perhaps even changing politics.Technology’s 44 will feel like a tornado (旋风), hitting the rich world first, but 45sweeping through poorer countries too. No government is prepared for it.A. benefits I) prosperityB. displaced J) responsiveC. employed K) rhythmD. eventually L) sentimentsE) impact M) shrunkF) jobless N) sweptG) primarily O) withdrawnH) productiveSection BDirections:In this section, you are going to read a passage with ten statements attached to it. Eachstatement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.Why the Mona Lisa Stands Out[A] Have you ever fallen for a novel and been amazed not to find it on lists of great books? Or walked around a sculpture renowned as a classic, struggling to see what the fuss is about? If so, you’ve probably pondered the question a psychologist, James Cutting, asked himself: How does a work of art come to be considered great?[B] The intuitive answer is that some works of art are just great: of intrinsically superior quality. The paintings that win prime spots in galleries, get taught in classes and reproduced in books are the ones that have proved their artistic value over time. If you can’t see they’re superior, that’s your problem.It’s an intimidatingly neat explanation. But some social scientists have been asking awkward questions of it, raising the possibility that artistic canons (名作目录) are little more than fossilised historical accidents.[C] Cutting, a professor at Cornell University, wondered if a psychological mechanism known as the “mere-exposure effect” played a role in deciding which paintings rise to the top of the cultural league. Cutting designed an experiment to test his hunch (直觉). Over a lecture course he regularly showed undergraduates works of impressionism for two seconds at a time. Some of the paintings were canonical, included in art-history books. Others were lesser known but of comparable quality. These were exposed four times as often. Afterwards, the students preferred them to the canonical works, while a control group of students liked the canonical ones best. Cutting’s students had grown to like those paintings more simply because they had seen them more.[D] Cutting believes his experiment offers a clue as to how canons are formed. He reproduced works of impres。