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月英语六级听力真题原文及答案

2018年12月英语六级听力真题原文及答案Conversation 1

A: Hey I just read a great book about physics. I think you’d like it. It’s called the physics of the world. It‘s written by a scientist named Sylvia Mendez.

B: Oh I read that book. It was great. The writer is a warm and competent guide to the mysteries of physics. I think it promises enrichment for any reader from those who know little about science to the career physicist.

A: And it‘s refreshing to see a strong curious clever woman adding her voice to the scientific discourse and a field that has been traditionally dominated by men. I think she has to be commended for making an effort to include anecdotes about little known female scientists. You know they were often victims of a generation firmly convinced that the woman’s place was in the home.

B: I like how the book is clearly written with each chapter brought to life by pieces of fascinating knowledge. For example in one chapter she exposes a myth that I‘ve heard taught by university physics professors. I’ve often heard that medieval glass windows are thicker at the bottom because glass flows

like a fluid. This, she shows, is not true. The distortion is actually thanks to a peculiarity of the glassmakers process.

A: Yeah I like how she cultivates scientific engagement by providing a host of Do It Yourself experiments that bring the same foundational principles of classical physics that govern everything from the solar system to your kitchen table. From using complex laws of physics to test whether a spinning egg is cooked to measuring atmospheric pressure by lifting a piece of cardboard. Her hands-on examples make her book a truly interactive read.

B: Yes, I must say this, a equation-free book is an ideal read for scientists of all stripes, anyone teaching science and even people who dislike physics.

Question 1:What does the woman say about the book the man recommended?

Question 2: What can we find in the book the man recommended?

Question 3:How does the author bring her book to life? Question 4: How does the book cultivate readers interest in physics.

Conversation 2

A:Hi professor. I was hoping I could have a moment of your time if you‘re not too busy. I’m having some problems getting started on my dissertation and I was hoping you could give me some advice on how to begin.

B:Sure. I have quite a few students though.So can you remind me what your topic is?

A:The general topic I chose is aesthetics, but that‘s as far as I’ve got I don‘t really know where to go from there.

B:Yeah, that‘s much too large a topic. You really need to narrow it down in order to make it more accessible. Otherwise you’ll be writing a book.

A:Exactly. That‘s what I wanted to ask you about. I was hoping it would be possible for me to change topics. I’m really more interested in nature than beauty.

B:I‘m afraid you have to adhere to the assigned topic. Still, If you’re interested in nature, then that certainly can be worked into your dissertation. We‘ve talked about Hume before in class right.

A:Oh yeah, he‘s the philosopher who wrote about where our ideas of beauty come from.

B:Exactly. I suggest you go to the library and get a copy of his biography. Start from there. But remember to stick to the parameters of the assignment. This paper is a large part of your cumulative grade. So make sure to follow the instructions. If you take a look at his biography. You can get a good idea of how his life experiences manifest themselves in his theories of beauty, specifically the way he looked towards nature as the origin of what we find beautiful.

A:Great. Thanks for taking the time to answer my questions, Professor. I‘ll let you get back to class now.

B:If there‘s anything else you need, please come see me in my office any time.

Question 5: What is the man‘s problem?

Question 6: What does the professor think of the man‘s topic? Question 7: What’s the man really more interested in? Question 8: What does the professor say the man has to do? Passage 1

During the arctic winter from October to March, the average temperature in the frozen north typically hovers around minus 20 degrees Celsius. But this year the Arctic is experiencing much higher temperatures. On February the 20th the temperature in

Greenland climbed above freezing or zero degrees Celsius and it stayed there for over 24 hours. Then on February the 24th the temperature on Greenland‘s northern tip reached six degrees Celsius. Climate scientists describe the phenomenon as stunning. Weather conditions that drive this bizarre temperature surge have visited the Arctic before. They typically appear about once in a decade. However, the last such increase in temperature took place two years ago. This is troubling as climbing arctic temperatures combined with rapid sea ice loss are creating a new type of climate feedback loop which could accelerate Arctic warming. Indeed, sea ice cover in the Arctic is melting faster than expected. Without those masses of cooling sea ice, warm air brought to the Arctic can penetrate further inland than it ever did before. The air can stay warmer longer too. This drives additional melting. Overall earth is warming at a rapid pace. 2014 through 2017 rank as the hottest years on record and the Arctic is warming twice as fast as any place else on earth. This raises unique challenges for Arctic wildlife and indigenous people who depend on Arctic ecosystems to survive. Previously climate forecasts predicted that Arctic summer ice would disappear entirely by around 2060, but based on what

scientists are seeing now the Arctic may be facing summers without ice within 20 years.

Question 9: What did climate scientists describe as stunning? Question 10: What does the passage say about that temperature surge in the Arctic?

Question 11: What may occur in 20 years according to scientists’recent observations?

Passage 2

A good dose of willpower is often necessary to see any task through whether it‘s sticking to a spending plan or finishing a great novel. And if you want to increase that willpower. A new study suggests you just simply have to believe you have it. According to this study, what matters most is what we think about our willpower. If we believe it’s a finite resource, we act that way, we feel exhausted and need breaks between demanding mental tasks. However, people who view their willpower as a limitless resource get energized instead. The researchers used a psychological assessment tool to test the validity of the study. They asked 1100 Americans and 1600 Europeans to grade different statements such as after a challenging mental activity, my energy is depleted and I must

rest to get it refueled again or I can focus on a mental task for long periods without feeling tired.

Although there was little difference between men and women overall. Americans were more likely to admit to needing breaks after completing mentally challenging tasks European participants on the other hand claimed they were able to keep going. Based on the findings, the researchers suggest that the key to boosting your willpower is to believe that you have an abundant supply of it. Your feelings about your willpower affect the way you behave. But these feelings are changeable, they said. Changing your beliefs about the nature of your self-control can have positive effects on character development. This leads to healthier behaviors and perceptions of other people.

Question 12: What is often necessary for carrying through a task?

Question 13: What is the finding of the new study?

Question 14: What do we learn about European participants as compared with their American counterparts?

Question 15: What do the research say concerning people‘s feelings about willpower?

Lecture 1

Here is my baby niece Sarah. Her mum is a doctor and her dad is a lawyer. By the time Sarah goes to college the jobs her parents do are going to look dramatically different. In 2013, researchers at Oxford University did a study on the future of work.They concluded that almost one in every two jobs has a high risk of being automated by machines. Machine learning is the technology that‘s responsible for most of this disruption. It’s the most powerful branch of artificial intelligence. It allows machines to learn from data and copy some of the things that humans can do. My company, Kaggle, operates on the cutting edge of machine learning. We bring together hundreds of thousands of experts to solve important problems for industry and academia. This gives us an unique perspective on what machines can do, what they can‘t do and what jobs they might automate or threaten. Machine learning started making its way into industry in the early 90s. It started with relatively simple tasks. It started with things like assessing credit risk from loan applications, sorting the mail by reading handwritten zip codes. Over the past few years, we have made dramatic breakthroughs. Machine learning is now capable of far, far more complex tasks. In 2012, Kaggle challenged its community to build a program

that could grade high school essays. The winning programs were able to match the grades given by human teachers. Now given the right data, machines are going to outperform humans at tasks like this. A teacher might read 10000 essays over a 40-year career. A machine can read millions of essays within minutes. We have no chance of competing against machines on frequent high-volume tasks, but there are things we can do that machines cannot. Where machines have made very little progress is in tackling novel situations. Machines can’t handle things they haven‘t seen many times before. The fundamental limitation of machine learning is that it needs to learn from large volumes of past data. But humans don’t. We have the ability to connect seemingly different threads to solve problems we‘ve never seen before.

Question 16. What did the researchers at Oxford University conclude?

Question 17. What do we learn about Kaggle companies winning programs?

Question 18. What is the fundamental limitation on machine learning?

Lecture 2

we‘ve talked recently about the importance of sustainable energy. We’ve also talked about the different theories on how that can be done. So far, our discussions have all been theoretical. Now I have a practical question for you all. Can you run a 140,000 kilogram train on just the steam generated by solar power? Well, one engineer, Tim Casselman, believes it‘s possible. And his home city of Sacramento, California should see the technology’s first test as part of the upgrading of its rail yard. Casselman, who is an inventor and self-proclaimed steam visionary, is campaigning for a new steam train that runs without any fire and could run on an existing 10 kilometer line drawing tourists and perhaps offering city commuters a green alternative to their cars. Casselman wants to build an array of solar magnifying mirrors at one end of the line to collect and focus heat onto water filled tubes. This would generate steam that could be used to fill tanks on a small steam train without the use of fire. Supplying power to trains in this way would offer the shortest distance from well to wheels he says with the least amount of energy lost. According to Harry Valentijn, a Canadian engineer who is researching modern steam technology, a special tank measuring 2 by 10 metres could store over 750 kilowatt hours of energy as high pressure steam enough to pull

a two car train for an hour or so. Energy to drive a steam locomotive can be stored in other materials besides water, for example, a team at Tohoku University in Japan has studied materials that can store large amounts of heat when heated. These materials turn from a solid into a liquid absorbing energy as they change phase. The liquid is maintained above its melting point until steam is required at which point the liquid is allowed to turn back into a solid releasing its stored energy. Another team at Nagoya University in Japan has tested calcium compound as an energy storage material. Heating this chemical compound drives off carbon dioxide gas, leaving calcium oxide. The gas can be stored under pressure and attain to recover the energy. The gas is fed back over the calcium oxide. In theory, says Valentijn, this can create a high enough temperature to generate superheated steam.

Question 19: What has the speaker previously talked about? Question 20: What is Tim Casselman trying to do in Sacramento? Question 21: What has a Japanese research team tried to do? Lecture 3

Today‘s crisis in care for older people in England has two main causes.

First,people are living longer with a lot more complex needs. Second, they rely on a system that has long been marked by a poor relation between national health and social-care services. Current services originate in two key measures. They are the National Health Service and the 1948 National Assistance Act. This required local government to provide residential accommodation for older people and supervise care homes run by independent organizations.

They also provided home and community services including meals, day centers and home helpers and other subsidized services. The National Health Service was free and wholly publicly provided. It delivered the best health-care for all. No such vision guided residential and community care though. The care was substantially provided by voluntary services which worked together with local authorities as they long had with eligibility based on income. Today, life expectancy has risen from 66 for a male at birth in 1948 to around 80 now. In addition, there is better overall health and improved medical knowledge and care. This means an unprecedented number of people are surviving longer in conditions requiring expert support. Families provide at least as much care as they ever did. Even so,

they can rarely without subsidised support address serious personal needs. Care for older people faced persistent criticism as these trends became apparent. From the early 1960s, local authorities were required to plan health and welfare services. The aim was to enable older people to remain in their own homes for as long as possible, but this increased concern about the lack of coordination between free health and paid-for social care. Through the 1970s, a number of measures sought to improve matter. However, at a time of financial crisis, funding diminished and little changed. In the 1980s, the government cut spending. Meanwhile, preference for private over public services made management even more difficult. Simultaneously, the number of sick older people grew. Governments emphasized the need to improve services. They did so though while doing little to stop the erosion of available aid. Services were irregular across authorities. Unless you were prepared to pay, they were increasingly difficult to obtain for any but the most severely disabled. Why has 60 years of criticism produced so little change? Discrimination against older people has a long history. Additionally, those affected by inadequate health and social care are too vulnerable to launch the protests that have addressed other forms of discrimination.

Question 22: What is one cause of the current crisis in care for the elderly in England?

Question 23: What does the speaker say about residential and community care?

Question 24: What made management of care for the elderly more difficult in the 1980s?

Question 25: What does the speaker say about older people in England?

【听力真题答案】

1-5：ABCDD

6-10 :ABCAC

11-15：BCDAB

16-20：ADCDA

21-25：BDACB

1. A) It can benefit professionals and non-professionals alike.

2. B) Stories about some female physicists.

3. C) By including lots of fascinating knowledge.

4. D) It provides experiments they can do themselves.

5. D)He has not idea how to proceed with his dissertation.

6. A) It is too broad.

7. B) Nature.

8. C) List the parameters first.

9. A) The unprecedented high temperature in Greenland.

10. C) It typically appears about once every ten years.

11. B) Iceless summers in the Arctic.

12. C) A strong determination.

13. D) It is most important to have confidence in one`s willpower.

14. A) They could keep on working longer.

15. B) They are subject to change.

16. A) About half of current jobs might be automated.

17. D) They could grade high-school essays just like human teachers.

18. C) It has to rely on huge amounts of previous data.

19. D) The theoretical aspects of sustainable energy.

20. A) Drive trains with solar energy.

21. B) Find a new material for storing energy.

22. D) The poor relation between national health and social care services.

23. A) It was mainly provided by voluntary services.

24. C) Their preference for private services.

25. B) They have long been discriminated against.

英语六级听力真题及答案

英语六级听力真题及答案【篇一：2006-2014历年大学英语六级听力真题及答案 (完整版)】 s=txt>答案集合在全部真题之后（复合式听写中的长句无答案） 200606 1. a) she met with thomas just a few days ago. b) she can help with orientation program. c) she is not sure she can pass on the message. d) she will certainly try to contact thomas. 2. a) set the dinner table.b) change the light bulb. c) clean the dining room. d) hold the ladder for him. 3. a) he’d like a piece of pie.b) he’d like some coffee. c) he’d rather stay in the warm room. d) he’d just had dinner with his friends. 4. a) he has managed to sell a number of cars. b) he is contented with his current position. c) he might get fired. d) he has lost his job. 5. a) tony’s secretary. b) paul’s girlfriend. c) paul’s colleague. d) tony’s wife. 6. a) he was fined for running a red light. b) he was caught speeding on a fast lane. c) he had to run quickly to get the ticket.

英语六级真题听力原文

英语六级真题听力原文 Document serial number【UU89WT-UU98YT-UU8CB-UUUT-UUT108】

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2014年12月全国大学英语六级考试真题及答案及听力原文(第一套)

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2017年6月大学英语六级第1套听力真题及答案

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【六级英语】2019年6月英语六级听力真题原文解析

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全国大学英语四、六级考试改革方案(试行)

全国大学英语四、六级考试改革方案（试行）教高厅［2005］1号大学英语教学改革是“高等学校教学质量与教学改革工程”的一项重要内容，2004年，教育部组织制定了《大学英语课程教学要求（试行）》。大学英语四、六级考试（以下简称四、六级考试）改革是大学英语教学改革的重要组成部分。全国大学英语四、六级考试委员会（以下简称考委会）和大学英语四、六级考试改革项目组在广泛听取多方意见的基础上，经过近一年的研究和论证，根据《大学英语课程教学要求（试行）》，制定本方案。一、四、六级考试改革的指导思想、目标和原则四、六级考试是为教学服务的标准化考试。考试改革的指导思想是在保持科学性、客观性和公正性的同时，使考试最大限度地对大学英语教学产生正面的导向作用，即：通过改革，引导师生正确处理教学与考试的关系，更合理地使用四、六级考试，使考试更好地为教学服务。考试改革的目标是更准确地测量我国在校大学生的英语综合应用能力，尤其是英语听说能力，以体现社会改革开放对我国大学生英语综合应用能力的要求。改革要按照前瞻性与可行性相结合、分步实施的原则进行，既有近期改革目标，又有中长期规划。二、四、六级考试改革的措施（一）全面改革计分体制和成绩报导方式自2005年6月起，面向所有考生，四、六级考试成绩将采用满分为710分的计分体制，不设及格线；成绩报导方式由考试合格证书改为成绩报告单，即考后向每位考生发放成绩报告单，报导内容包括：总分、单项分等；为使学校理解考试分数的含义并根据各校的实际情况合理使用考试测量的结果，四、六级考试委员会将向学校提供四、六级考试分数的解释。（二）考试内容改革按照《大学英语课程教学要求（试行）》修订考试大纲，开发新题型，加大听力理解部分的题量和分值比例，增加快速阅读理解测试，增加非选择性试题的题量和分值比例。试行阶段的四、六级考试内容由四部分构成：听力理解、阅读理解、综合测试和写作测试。听力理解部分的比例提高到35%，其中听力对话占15%，听力短文占20%。听力对话部分包括短对话和长对话的听力理解；听力短文部分包括短文听写和选择题型的短文理解；听力题材选用对话、讲座、广播电视节目等更具真实性的材料。阅读理解部分比例调整为35%，其中仔细阅读部分（Careful Reading）占25%，快速阅读部分（Fast Reading）占10%。仔细阅读部分除测试篇章阅读理解外，还包括对篇章语境中的词汇理解的测试；快速阅读部分测试各种快速阅读技能。综合测试比例为15%，由两部分构成。第一部分为完型填空或改错，占10%；第二部分为短句问答或翻译，占5%。写作能力测试部分比例为15%，体裁包括议论文、说明文、应用文等。试行阶段四、六级考试各部分测试内容、题型和所占分值比例如下表所示：近期内，四、六级考试口语考试仍将与笔试分开实施，继续采用已经实施了五年的面试型的四、六级口语考试（CET-SET）。同时，考委会将积极研究开发计算机化口语测试，以进一步扩大口语考试规模，推动大学英语口语教学。（三）考务管理体制改革 2005年6月起，教育部考试中心将启用新的四、六级考试报名和考务管理系统，严格认定考生报名资格，加强对考场组织和考风考纪的管理，切实做好考试保密工作。从2006

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英语六级听力试题答案原文 Document serial number【UU89WT-UU98YT-UU8CB-UUUT-UUT108】

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