2011年6月、12月英语六级真题及答案(无听力)

2011 年6月大学英语六级真题及答案详解

Part ⅠWriting (30minutes)

Directions: For this part, you are allowed 30 minutes to write a short essay entitled The Certificate Craze. You should write at least 150 words following the outline given below.

1．现在许多人热衷于各类证书考试

2．其目的各不相同

3．在我看来……

The Certificate Craze

Certificate craze

Recently the phenomenon of certificate craze has become a big concern of the public. It is also a new craze in the university, which seems like a routine activity on campus, for certificates do play a vital role when students look for a decent job.

Admittedly, there are different purposes behind this phenomenon. Some people aim at certificates because of the employment pressure. With the admission expansion of colleges, a great many graduates have to face the fierce competition in the job market. So it is the certificates that can make them more competitive. However, some others consider all the diploma and certificates important standar ds by which a person’s ability can be measured. They spare no effort to get the certificates for the sole purpose of proving that they are qualified in a certain field. Moreover, there are those who just want to enrich their life by preparing for the certificates because they really enjoy their progress.

From my point of view, we should be more rational when it comes to certificates, since certificates do not necessarily prove one’s ability. Being crazy in getting certifications blindly is nothing but wasti ng time. To conclude, we should focus on improving our ability but not merely getting a certificate.

Part II Reading Comprehension (Skimming and Scanning) (15 minutes)

Minority Report

American universities are accepting more minorities than ever. Graduating them is another matter.

Barry Mills, the president of Bowdoin College, was justifiably proud of Bowdoin's efforts to recruit minority students. Since 2003 the small, elite liberal arts school in Brunswick, Maine, has boosted the proportion of

so-called under-represented minority students in entering freshman classes from 8% to 13%. "It is

our responsibility to reach out and attract students to come to our kinds of places," he told

a NEWSWEEK reporter. But Bowdoin has not done quite as well when it comes to actually graduating minorities. While 9 out of 10 white students routinely get their diplomas within six years, only 7 out of

10 black students made it to graduation day in several recent classes.

"If you look at who enters college, it now looks like America," says Hilary Pennington, director of postsecondary programs for the Bill & Melinda Gates Foundation, which has closely studied enrollment patterns in higher education. "But if you look at who walks across the stage for a diploma, it's still largely the white, upper-income population."

The United States once had the highest graduation rate of any nation. Now it stands 10th. For the first time in American history, there is the risk that the rising generation will be less well educated than the previous one. The graduation rate among 25- to 34-year-olds is no better than the rate for the 55- to 64-year-olds who

were going to college more than 30 years ago. Studies show that more and more poor and non-white students want to graduate from college – but their graduation rates fall far short of their dreams. The graduation rates for blacks, Latinos, and Native Americans lag far behind the graduation rates for whites and Asians. As the minority population grows in the United States, low college graduation rates become a threat to national prosperity.

The problem is pronounced at public universities. In 2007 the University of Wisconsin-Madison – one of the top five or so prestigious public universities – graduated 81% of its white students within six years, but only

56% of its blacks. At less-selective state schools, the numbers get worse. During the same time frame, the University of Northern Iowa graduated 67% of its white students, but only 39% of its blacks. Community colleges have low graduation rates generally –but rock-bottom rates for minorities. A recent review of

California community colleges found that while a third of the Asian students picked up their degrees, only 15% of African-Americans did so as well.

Private colleges and universities generally do better, partly because they offer smaller classes and more personal attention. But when it comes to a significant graduation gap, Bowdoin has company. Nearby Colby College logged an 18-point difference between white and black graduates in 2007 and 25 points in 2006. Middlebury College in Vermont, another top school, had a 19-point gap in 2007 and a 22-point gap

in 2006. The most selective private schools – Harvard, Yale, and Princeton – show almost no gap between black and white graduation rates. But that may have more to do with their ability to select the best students. According to data gathered by Harvard Law School professor Lain Gainer, the most selective schools are more likely to choose blacks who have at least one immigrant parent from Africa or the Caribbean than black students who are descendants of American slaves.

"Higher education has been able to duck this issue for years, particularly the more selective schools, by saying the responsibility is on the individual student," says Pennington of the Gates Foundation. "If they fail, it's their fault." Some critics blame affirmative action – students admitted with lower test scores and grades from shaky high schools often struggle at elite schools. But a bigger problem may be that poor high schools often send their students to colleges for which they are "under matched": they could get into more elite, richer schools, but instead go to community colleges and low-rated state schools that lack the resources to help

them. Some schools out for profit cynically increase tuitions and count on student loans and federal aid

to foot the bill – knowing full well that the students won't make it. "The school keeps the money, but the

kid leaves with loads of debt and no degree and no ability to get a better job. Colleges are not holding up their end," says Amy Wilkins of the Education Trust.

A college education is getting ever more expensive. Since 1982 tuitions have been rising at roughly twice the rate of inflation. In 2008 the net cost of attending a four-year public university – after financial aid –equaled

28% of median (中间的)family income, while a four-year private university cost 76% of median family income. More and more scholarships are based on merit, not need. Poorer students are not always the

best-informed consumers. Often they wind up deeply in debt or simply unable to pay after a year or two and must drop out.

There once was a time when universities took pride in their dropout rates. Professors would begin the year by saying, "Look to the right and look to the left. One of you is not going to be here by the end of the year." But such a Darwinian spirit is beginning to give way as at least a few colleges face up to the graduation gap.

At the University of Wisconsin-Madison, the gap has been roughly halved over the last three years. The university has poured resources into peer counseling to help students from inner-city schools adjust to

the rigor (严格要求)and faster pace of a university classroom –and also to help minority students overcome the stereotype that they are less qualified. Wisconsin has a "laser like focus" on building up student skills in the first three months, according to vice provost (教务长)Damon Williams.

State and federal governments could sharpen that focus everywhere by broadly publishing minority graduation rates. For years private colleges such as Princeton and MIT have had success bringing minorities onto campus in the summer before freshman year to give them some prepare Tory courses. The newer trend is to start recruiting poor and non-white students as early as the seventh grade, using innovative tools to identify kids with sophisticated verbal skills. Such programs can be expensive, of course, but cheap compared with the millions already invested in scholarships and grants for kids who have little chance to graduate without special support.

With effort and money, the graduation gap can be closed. Washington and Lee is a small, selective school in Lexington, Va. Its student body is less than 5% black and less than 2% Latino. While the school usually graduated about 90% of its whites, the graduation rate of its blacks and Latinos had dipped to 63% by 2007. "We went through a dramatic shift," says Dawn Watkins, the vice president for student affairs. The school aggressively pushed mentoring (辅导) of minorities by other students and "partnering" with parents at a special pre-enrollment session. The school had its first-ever black homecoming. Last spring the school graduated the same proportion of minorities as it did whites. If the United States wants to keep up in the global economic race, it will have to pay systematic attention to graduating minorities, not just enrolling them.

1. What is the author's main concern about American higher education?

A) The small proportion of minority students.

B) The low graduation rates of minority students.

C) The growing conflicts among ethnic groups.

D) The poor academic performance of students.

2. What was the pride of President Barry Mills of Bowdoin College?

A) The prestige of its liberal arts programs.

B) Its ranking among universities in Maine.

C) The high graduation rates of its students.

D) Its increased enrollment of minority students.

3. What is the risk facing America?

A) Its schools will be overwhelmed by the growing number of illegal

immigrants. B) The rising generation will be less well educated than the

previous one.

C) More poor and non-white students will be denied access to

college. D) It is going to lose its competitive edge in higher education.

4. How many African-American students earned their degrees in California community colleges according to a recent review?

A) Fifty-six percent. B) Thirty-nine

percent. C) Fifteen percent D) Sixty-

seven percent.

5. Harvard, Yale, and Princeton show almost no gap between black and white graduation rates

mainly because .

A) Their students work harder

B) They recruit the best students

C) Their classes are generally smaller

D) They give students more attention

6. How does Amy Wilkins of the Education Trust view minority students' failure to get a degree?

A) Universities are to blame.

B) Students don't work

hard.

C) The government fails to provide the necessary

support. D) Affirmative action should be held responsible.

7. Why do some students drop out after a year or two according to the author?

A) They have lost confidence in

themselves. B) They cannot afford the

high tuition.

C) They cannot adapt to the rigor of the

school. D) They fail to develop interest in their

studies.

8. To tackle the problem of graduation gap, the University of Wisconsin-Madison helps minority students get over the stereotype that _ that they are less qualified.

9. For years, private colleges such as Princeton and MIT have provided minority students with some preparatory courses during the summer before freshman year.

10. Washington and Lee University is cited as an example to show that the gap of graduation rates between whites and minorities can be closed .

Partial Listening Comprehension (35minutes)

Part IV Reading Comprehension (Reading in Depth) (25 minutes) Questions 47 to 51 are based on the following passage.

How good are you at saying "no"? For many, it's surprisingly difficult. This is especially true of editors, who by nature tend to be eager and engaged participants in everything they do. Consider these scenarios:

It's late in the day. That front-page package you've been working on is nearly complete; one last edit and it's finished. Enter the executive editor, who makes a suggestion requiring a more-than-modest rearrangement of the design and the addition of an information box. You want to scream: "No! It's done!" What do you do? The first rule of saying no to the boss is doing say no. She probably has something in mind when she makes suggestions, and it's up to you to find out what. The second rule is doing raise the stakes by challenging her authority. That issue is already decided. The third rule is to be ready to cite options and consequences. The boss's suggestions might be appropriate, but there are always consequences. She might not know about the pages backing up that need attention, or about the designer who had to go home sick. Tell her she can have what she wants, but explain the consequences. Understand what she's trying to accomplish and propose a Plan B that will make it happen without destroying what you've done so far.

Here's another case. Your least-favorite reporter suggests a dumb story idea. This one should be easy, but it's not. If you say no, even politely, you risk inhibiting further ideas, not just from that reporter, but from others who heard that you turned down the idea. This scenario is common in newsrooms that lack a systematic way to filter story suggestions.

Two steps are necessary. First, you need a system for how stories are proposed and reviewed. Reporters can tolerate rejection of their ideas if they believe they were given a fair hearing. Your gut reaction (本能反应) and dismissive rejection, even of a worthless idea, might not qualify as systematic or fair. Second, the people you work with need to negotiate a "What if ...?" agreement covering "What if my idea

is turned down?" How are people expected to react? Is there an appeal process? Can they refine the idea

and resubmit it? By anticipating "What if...?" situations before they happen, you can reach understanding that will help ease you out of confrontations.

47. Instead of directly saying no to your boss, you should find out what is in your boss's mind .

48. The author's second warning is that we should avoid running a greater risk by challenging our boss's authority.

49. one way of responding to your boss's suggestion is to explain the possible consequences to her

and offer an alternative solution.

50. To ensure fairness to reporters, it is important to set up a system for stories to be proposed and reviewed .

51. People who learn to anticipate "What if...?" situations will be able to reach understanding and avoid confrontations.

Section B

Passage One

Questions 52 to 56 are based on the following passage.

At the heart of the debate over illegal immigration lies one key question: are immigrants good or bad for the economy? The American public overwhelmingly thinks they're bad. Yet the consensus among most economists is that immigration, both legal and illegal, provides a small net boost to the economy. Immigrants provide cheap labor, lower the prices of everything from farm produce to new homes, and leave consumers with a little more money in their pockets. So why is there such a discrepancy between the perception of immigrants' impact on the economy and the reality?

There are a number of familiar theories. Some argue that people are anxious and feel threatened by an inflow of new workers. Others highlight the strain that undocumented immigrants place on public services, like schools, hospitals, and jails. Still others emphasize the role of race, arguing that foreigners add to the nation's fears and insecurities. There's some truth to all these explanations, but they aren't quite sufficient. To get a better understanding of what's going on; consider the way immigration's impact is felt. Though

its overall effect may be positive, its costs and benefits are distributed unevenly. David Card, an economist at

UC Berkeley, notes that the ones who profit most directly from immigrants' low-cost labor are businesses and employers – meatpacking plants in Nebraska, for instance, or agricultural businesses in California. Granted, these producers' savings probably translate into lower prices at the grocery store, but how many consumers make that mental connection at the checkout counter? As for the drawbacks of illegal immigration, these, too, are concentrated. Native low-skilled workers suffer most from the competition of foreign labor. According to a study by George Boras, a Harvard economist, immigration reduced the wages of American high-school dropouts by 9% between 1980-2000.

Among high-skilled, better-educated employees, however, opposition was strongest in states with both high numbers of immigrants and relatively generous social services. What worried them most, in other words, was

the fiscal (财政的)burden of immigration. That conclusion was reinforced by another finding: that their

opposition appeared to soften when that fiscal burden decreased, as occurred with welfare reform in the

1990s, which curbed immigrants' access to certain benefits.

The irony is that for all the overexcited debate, the net effect of immigration is minimal. Even for those most acutely affected – say, low-skilled workers, or California residents – the impact isn't all that dramatic. "The unpleasant voices have tended to dominate our perceptions," says Daniel Michener, a political science professor at the University of Oregon. "But when all those factors are put together and the economists calculate the numbers, it ends up being a net positive, but a small one." Too bad most people don't realize it.

注意：此部分试题请在答题卡2上作答。

52. What can we learn from the first paragraph?

A) Whether immigrants are good or bad for the economy has been puzzling economists.

B) The American economy used to thrive on immigration but now it's a different story.

C) The consensus among economists is that immigration should not be encouraged.

D) The general public thinks differently from most economists on the impact of immigration.

53. In what way does the author think ordinary Americans benefit from immigration?

A) They can access all kinds of public services.

B) They can get consumer goods at lower prices.

C) They can mix with people of different cultures.

D) They can avoid doing much of the manual labor.

54. Why do native low-skilled workers suffer most from illegal immigration?

A) They have greater difficulty getting welfare support.

B) They are more likely to encounter interracial conflicts.

C) They have a harder time getting a job with decent pay.

D) They are no match for illegal immigrants in labor skills.

55. What is the chief concern of native high-skilled, better-educated employees about the inflow

of immigrants?

A) It may change the existing social structure.

B) It may pose a threat to their economic status.

C) It may lead to social instability in the country.

D) It may place a great strain on the state budget.

56. What is the irony about the debate over immigration?

A) Even economists can't reach a consensus about its impact.

B) Those who are opposed to it turn out to benefit most from it.

C) People are making too big a fuss about something of small impact.

D) There is no essential difference between seemingly opposite opinions.

Passage Two

Questions 57 to 61 are based on the following passage.

Picture a typical MBA lecture theatre twenty years ago. In it the majority of students will have conformed to the standard model of the time: male, middle class and Western. Walk into a class today, however, and you'll get a completely different impression. For a start, you will now see plenty more women – the University of Pennsylvania's Wharton School, for example, boasts that 40% of its new enrolment is female. You will also see a wide range of ethnic groups and nationals of practically every country.

It might be tempting, therefore, to think that the old barriers have been broken down and equal opportunity achieved. But, increasingly, this apparent diversity is becoming a mask for a new type of conformity. Behind the differences in sex, skin tones and mother tongues, there are common attitudes, expectations and ambitions which risk creating a set of clones among the business leaders of the future.

Diversity, it seems, has not helped to address fundamental weaknesses in business leadership. So what can be done to create more effective managers of the commercial world? According to Valerie Gauthier, associate dean at HEC Paris, the key lies in the process by which MBA programmers recruit their students. At the moment candidates are selected on a fairly narrow set of criteria such as prior academic and career performance, and analytical and problem solving abilities. This is then coupled to a school's picture of what a diverse class should look like, with the result that passport, ethnic origin and sex can all become

influencing factors. But schools rarely dig down to find out what really makes an applicant succeed, to create a class

which also contains diversity of attitude and approach – arguably the only diversity that, in a business context, really matters.

Professor Gauthier believes schools should not just be selecting candidates from traditional sectors such

as banking, consultancy and industry. They should also be seeking individuals who have backgrounds in areas such as political science, the creative arts, history or philosophy, which will allow them to put business decisions into a wider context.

Indeed, there does seem to be a demand for the more rounded leaders such diversity might create. A study by Manna, a leadership development company, suggests that, while the bully-boy chief executive of old may not have been eradicated completely, there is a definite shift in emphasis towards less tough styles of management – at least in America and Europe. Perhaps most significant, according to Manna, is the increasing interest large companies have in more collaborative management models, such as those prevalent

in Scandinavia, which seek to integrate the hard and soft aspects of leadership and encourage delegated responsibility and accountability.

57. What characterizes the business school student population of today?

A) Greater diversity. B) Intellectual maturity.

C) Exceptional diligence. D) Higher ambition.

58. What is the author's concern about current business school education?

A) It will arouse students' unrealistic expectations.

B) It will produce business leaders of a uniform style.

C) It focuses on theory rather than on practical skills.

D) It stresses competition rather than cooperation.

59. What aspect of diversity does Valerie Gauthier think is most important?

A) Age and educational background.

B) Social and professional experience.

C) Attitude and approach to business.

D) Ethnic origin and gender.

60. What applicants does the author think MBA programmers should consider recruiting?

A) Applicants with prior experience in business companies.

B) Applicants with sound knowledge in math and statistics.

C) Applicants from outside the traditional sectors.

D) Applicants from less developed regions and areas.

61. What does Manna say about the current management style?

A) It is eradicating the tough aspects of management.

B) It encourages male and female executives to work side by side.

C) It adopts the bully-boy chief executive model.

D) It is shifting towards more collaborative models.

Part Cloze (15 minutes)

Organized volunteering and work experience has long been a vital companion to university degree courses. Usually it is left to 62 to deduce the potential from a list of extracurricular adventures on a graduate's resume, 63 now the University of Bristol has launched an award to formalize the achievements of students who 64 time to activities outside their courses. Bristol Plus aims to boost students in an increasingly 65 job market by helping them acquire work and life skills alongside 66

qualifications. "Our students are a pretty active bunch, but we found that they didn't 67 appreciate the value of what they did 68 the lecture hall," says Jeff Goodman, director of careers and employability at the university. "Employers are much more 69 than they used to be. They used to look for 70 and saw it as part of their job to extract the value of an applicant's skills. Now they want students to be able to explain why those skills are 71 to the job."

Students who sign 72 for the award will be expected to complete 50 hours of work experience or 73 work, attend four workshops on employ-ability skills, take part in an intensive skills-related activity 74 , crucially, write a summary of the skills they have gained. 75 efforts will gain an Outstanding Achievement Award. Those who 76 best on the sports field can take the Sporting plus Award which fosters employer-friendly sports accomplishments.

The experience does not have to be 77 organized. "We're not just interested in easily identifiable skills," says Goodman. “ 78 , one student took the lead in dealing with a difficult landlord and so 79 negotiation skills. We try to make the experience relevant to individual lives."

Goodman hopes the 80 will enable active students to fill in any gaps in their experience and encourage their less-active 81 to take up activities outside their academic area of work.

62. A) advisors B) specialists C) critics D) employers

63. A) which B) but C) unless D) since

64. A) divide B) devote C) deliver D) donate

65. A) harmonious B) competitive

C) Resourceful D) prosperous

66. A) artistic B) technical C) academic D) interactive

67. A) dominantly B) earnestly C) necessarily D) gracefully

68. A) outside B) along C) over D) through

69. A) generous B) considerate C) enlightening D) demanding

70. A) origin B) initial C) popularity D) potential

71. A) relevant B) responsive C) reluctant D) respective

72. A) out B) off C) away D) up

73. A) casual B) elective C) domestic D) voluntary

74. A) or B) thus C) so D) and

75. A) Occasional B) Exceptional C) Informative D) Relative

76. A) perform B) convey C) circulate D) formulate

77. A) roughly B) randomly C) formally D) fortunately

78. A) for instance B) In essence C) In contrast D) Of course

79. A) demonstrated B) determined C) operated D) involved

80. A) device B) section C) scheme D) distraction

81. A) attendants B) agents C) members D) peers

Pactiv Translation (5 minutes)

82. Even though they were already late, they would rather stop for the beautiful view (宁愿停下来欣赏美丽的景色) than just go on.

83. No agreement was reached in the discussion between the two parties, as either side refuses to soften their positions (任何一方都不肯放弃自己的立场).

84. The pills could have cured the cancer patient (本来可以治愈那位癌症病人的), but he didn't follow the doctor's advice and take them regularly.

85. It is really kind of you to give me so much help (你真好，给了我那么多帮助); I really feel obliged to you.

86. The war left the family scattered all over the world, and it was thirty years before they were able to reunite (他们才得以重聚).

2011 年12 月大学英语六级真题及答案

Part I Writing (30 minutes)

The Way to Success

What is success? In fact, success is a positive feeling, it is a state of confidence after we achieve our ideals So all of us will try our best to get success."If A is a success in life, then A equals x plus y plus z..Hardworking is x; y is good methods and z is stop talking and get down to work."It is said by Einstein, who is used to be a

winner of the Nobel Prize. According to this Wisdom, we known that if we want to do everything successful, we must follow these ways.

When we begin to study, our parents and teachers always told us to study hard. Hardworking, which is an useful way to success, is necessary for us. Hardworking, which means we should try our best to do the things. Besides, if you want to get success, we not only need hardworking, but also have some useful methods. If you have some useful methods, you will feel that it is easier to achieve your goals. What ' s more, we must stop talking and get down to work. Success is base on the actions. Actions, may not let we get success. But if we not action, it can never be successful.

Regardless of the dream is big or small, the goal is high or low, from now on, swing it into action.

In my opinion, if you follow these important ways to do every things, you will get success at last.

Part II Reading Comprehension (Skimming and Scanning) (15 minutes)

Directions: In this part, you will have 15 minutes to go over the passage quickly and answer thequestions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sentences with the information given in the passage.

Google's Plan for World's Biggest Online Library: Philanthropy Or Act of

Piracy?

In recent years, teams of workers dispatched by Google have been working hard to make digital copies of books. So far, Google has scanned more than 10 million titles from libraries in America and Europe - including half a million volumes held by the Bodleian in Oxford. The exact method it uses is unclear; the company does not allow outsiders to observe the process.

Why is Google undertaking such a venture? Why is it even interested in all those

out-of-printlibrary books, most of which have been gathering dust on forgotten shelves for decades? Thecompany claims its motives are essentially public-spirited. Its overall mission, after all, is to "organise the world's information", so it would be odd if that information did not include books.

The company likes to present itself as having lofty aspirations. "This really isn't about making money. We are doing this for the good of society." As Santiago de la Mora, head of Google Books for Europe, puts it: "By making it possible to search the millions of books that exist today, we hope to expand the frontiers of human knowledge."

Dan Clancy, the chief architect of Google Books, does seem genuine in his conviction that thisis primarily a philanthropic (慈善的) exercise. "Google's core business is search

and find, soobviously what helps improve Google's search engine is good for Google," he says. "But we havenever built a spreadsheet (电子数据表) outlining the financial

benefits of this, and I have neverhad to justify the amount I am spending to the company's founders."It is easy, talking to Clancy and his colleagues, to be swept along by their missionary passion. But Google's book-scanning project is proving controversial. Several opponents have recently emerged, ranging from rival tech giants such as Microsoft and Amazon to small bodies representing authors and publishers across the world. In broad terms, these opponents have levelled two sets of criticisms at Google.

First, they have questioned whether the primary responsibility for digitally archiving the world's books should be allowed to fall to a commercial company. In a recent essay in the New YorkReview of Books, Robert Darnton, the head of Harvard University's library, argued that because such books are a common resource – the possession of us all

– only public, not-for-profit bodiesshould be given the power to control them.

The second related criticism is that Google's scanning of books is actually illegal. This allegation has led to Google becoming mired in (陷入) a legal battle whose scope and

complexity makes the Jarndyce and Jarndyce case in Charles Dickens' Bleak House look straightforward.

At its centre, however, is one simple issue: that of copyright. The inconvenient fact about most books, to which Google has arguably paid insufficient attention, is that they are protected by copyright. Copyright laws differ from country to country, but in general protection extends for the duration of an author's life and for a substantial period afterwards, thus allowing the author's heirs to benefit. (In Britain and America, this post-death period is 70 years.) This means, of course, that almost all of the books published in the 20th century are still under copyright –and the last century saw more books published than in all previous centuries combined. Of the roughly 40

million books in US libraries, for example, an estimated 32 million are in copyright. Of these, some 27 million are out of print.

Outside the US, Google has made sure only to scan books that are out of copyright and thus in the "public domain" (works such as the Bodleian's first edition

of Middlemarch, which anyone canread for free on Google Books Search).

But, within the US, the company has scanned both in-copyright and out-of-copyright works. Inits defence, Google points out that it displays only small segments of books that are in copyright– arguing that such displays are "fair use". But critics allege that by making electronic copies of these books without first seeking the permission of copyright holders, Google has committed piracy.

"The key principle of copyright law has always been that works can be copied only once authors have expressly given their permission," says Piers Blofeld, of the Sheil Land literary agency in London. "Google has reversed this – it has simply copied all these works without bothering toask."

In 2005, the Authors Guild of America, together with a group of US publishers, launched aclass action suit (集团诉讼) against Google that, after more than two years of

negotiation, endedwith an announcement last October that Google and the claimants had reached an out-of-courtsettlement. The full details are complicated - the text alone runs to 385 pages–and trying tosummarise it is no easy task. "Part of the problem is

that it is basically incomprehensible," saysBlofeld, one of the settlement's most vocal

British critics.

Broadly, the deal provides a mechanism for Google to compensate authors and publishers whose rights it has breached (including giving them a share of any future revenue it generates fromtheir works). In exchange for this, the rights holders agree not to sue Google in future.

This settlement hands Google the power - but only with the agreement of individual rights holders – to exploit its database of out-of-print books. It can include them in subscription deals sold to libraries or sell them individually under a consumer licence. It is these commercial provisions that are proving the settlement's most controversial aspect.

Critics point out that, by giving Google the right to commercially exploit its database, thesettlement paves the way for a subtle shift in the company's role from provider of information to seller. "Google's

business model has always been to provide information for free, and sell advertising on the basis of the traffic this generates," points out James Grimmelmann, associate professor at New York Law School. Now, he says, because of the settlement's provisions, Google could become a significant force in bookselling.

Interest in this aspect of the settlement has focused on "orphan" works, where there is noknown copyright holder –these make up an estimated 5-10% of the books Google has scanned. Under the settlement, when no rights holders come forward and register their interest in a work, commercial control automatically reverts to Google. Google will be able to display up to 20% oforphan works for free, include them in its subscription deals to libraries and sell them to individual buyers under the consumer licence.

It is by no means certain that the settlement will be enacted (执行) – it is the subject of afairness hearing in the US courts. But if it is enacted, Google will in effect be

off the hook as far as copyright violations in the US are concerned. Many people are seriously concerned by this - and the company is likely to face challenges in other courts around the world.

No one knows the precise use Google will make of the intellectual property it has gained byscanning the world's library books, and the truth, as Gleick, an American science writer and member of the Authors Guild, points out, is that the company probably

doesn't even know itself. But what is certain is that, in some way or other, Google's entrance into digital bookselling will have a significant impact on the book world in the years to come.

注意：此部分试题请在答题卡1上作答。

1. Google claims its plan for the world's biggest online library is .

A) to serve the interest of the general public

B) to encourage reading around the world

C) to save out-of-print books in libraries

D) to promote its core business of searching

2. According to Santiago de la Mora, Google's book-scanning project will .

A) broaden humanity's intellectual horizons

B) help the broad masses of readers

C) revolutionise the entire book industry

D) make full use of the power of its search engine

3. Opponents of Google Books believe that digitally archiving the world's books should be controlled by _ .

A) non-profit organisations C) multinational companies

B) the world's leading libraries D) the world's tech giants

4. Google has involved itself in a legal battle as it ignored _ .

A) the copyright of authors of out-of-print books

B) the copyright of the books it scanned

C) the interest of traditional booksellers

D) the differences of in-print and out-of-print books

5. Google defends its scanning in-copyright books by saying that . A) it displays only a small part of their content

B) it is willing to compensate the copyright holders

C) making electronic copies of books is not a violation of copyright

D) the online display of in-copyright books is not for commercial use

6. What do we learn about the class action suit against Google?

A) It ended in a victory for the Authors Guild of America.

B) It was settled after more than two years of negotiation.

C) It failed to protect the interests of American publishers.

D) It could lead to more out-of-court settlements of such disputes.

7. What remained controversial after the class action suit ended?

A) The compensation for copyright holders.

B) The change in Google's business model.

C) Google's further exploitation of its database.

D) The commercial provisions of the settlement.

8. While Providing information for free, Google makes money by selling advertising.

9. Books whose copyright holders are not known are called orphan works .

10. Google's entrance into digital bookselling will tremendously change the world’s book market in the future.

Part III Listening Comprehension (35 minutes)

Part IV Reading Comprehension (Reading in Depth) (25 minutes) Section A

Leadership is the most significant word in today's competitive business environment because it directs the manager of a business to focus inward on their personal capabilities and style. Experts on leadership will quickly point out that "how things get done" influences the success of the outcomes and indicates a right way and a wrong way to do things. When a noted leader on the art of management, Peter Drucker, coined the phrase "Management is doing things right; leadership is doing the right things," he was seeking to clarify the distinctions he associates with the terms.

When Stephen Covey, founder and director of the Leadership Institute, explored leadership styles in the past decade, he focused on the habits of a great number of highly effective individuals. His Seven Habits of Highly Effective People became a popular bestseller very quickly. His ideas forced a reexamination of the early

leadership paradigm (范例), which he observed centered on traits found in the

character ethic and the personality ethic. The former ethic suggested success was founded on integrity, modesty, loyalty, courage, patience, and so forth. The personality ethic suggested it was one's attitude, not behavior, that inspired success, and this ethic was founded on a belief of positive mental attitude. In contrast to each

of these ideas, Covey advocates that leaders need to understand universal principles of effectiveness, and he highlights how vital it is for leaders to first personally manage themselves if they are to enjoy any hope of outstanding success in their work environments. To achieve a desired vision for your business, it is vital that you have a personal vision of where you are headed and what you value. Business leadership means that managers need to "put first things first," which implies that before leading others, you need to be clear on your own values, abilities, and strengths and be seen as trustworthy.

注意：此部分试题请在答题卡2上作答。

47. To be good leaders, managers must pay close attention to their own values, abilities and strengths.

49. The personality ethic suggests that people are likely to succeed if they have

51. Good leadership requires one to know one's own strengths and be able to win people's trust .

Section B

Passage One

Questions 52 to 56 are based on the following passage.

What's the one word of advice a well-meaning professional would give to a recent college graduate? China"} India! Brazil! How about trade!

When the Commerce Department reported last week that the trade deficit in June approached $50 billion, it set off a new round of economic doomsaying. Imports, which soared to $200.3 billion in the month, are subtracted in the calculation of gross domestic product. The larger the trade deficit, the smaller the GDP. Should such imbalances continue, pessimists say, they could contribute to slower growth.

But there's another way of looking at the trade data. Over the past two years, the figures on imports and exports seem not to signal a double-dip recession – a renewed decline in the broad level of economic activity in the United States – but an economic expansion.

The rising volume of trade – more goods and services shuttling in and out of the United States – is good news for many sectors. Companies engaged in shipping, trucking, rail freight, delivery, and logistics (物流) have all been reporting better than expected results. The rising numbers signify growing vitality in foreign markets – when we import more stuff, it

puts more cash in the hands of people around the world, and U.S. exports are rising because more foreigners have the ability to buy the things we produce and market. The rising tide of trade is also good news for people who work in trade-sensitive businesses, especially those that produce commodities for which global demand sets the price – agricultural goods, mining, metals, oil.

And while exports always seem to lag, U.S. companies are becoming more involved in the global economy with each passing month. General Motors sells as many cars in China as in America each month. While that may not do much for imports, it does help GM's balance sheet – and hence makes the jobs of U.S.-based executives more stable.

One great challenge for the U.S. economy is slack domestic consumer demand. Americans are

paying down debt, saving more, and spending more carefully. That's to be expected, given what we've been through. But there's a bigger challenge. Can U.S.-based businesses, large and small, figure out how to get a piece of growing global demand? Unless you want to pick up and move to India, or Brazil, or China, the best way to do that is through trade. It may seem obvious, but it's no longer enough simply to do business with our friends and neighbors here at home.

Companies and individuals who don't have a strategy to export more, or to get more involved in foreign markets, or to play a role in global trade, are shutting themselves out of the lion's share of economic opportunity in our world.

注意：此部分试题请在答题卡2上作答。

52. How do pessimists interpret the U.S. trade deficit in June?

A) It reflects Americans' preference for imported goods.

B) It signifies a change in American economic structure.

C) It is the result of America's growing focus on domestic market.

D) It could lead to slower growth of the national economy.

53. What does the author say about the trade data of the past two years?

A) It indicates that economic activities in the U.S. have increased.

B) It shows that U.S. economy is slipping further into recession.

C) It signals decreasing domestic demand for goods and services.

D) It reflects the fluctuations in the international market.

54. Who particularly benefit from the rising volume of trade?

A) People who have expertise in international trade.

B) Consumers who favor imported goods and services.

C) Producers of agricultural goods and raw materials.

D) Retailers dealing in foreign goods and services.

55. What is one of the challenges facing the American economy?

A) Competition from overseas. C) Slack trade activities.

B) People's reluctance to spend.D) Decreasing productivity.

56. What is the author's advice to U.S. companies and individuals?

A) To import more cheap goods from developing countries.

B) To move their companies to where labor is cheaper.

C) To increase their market share overseas.

D) To be alert to fluctuations in foreign markets.

Passage Two

Questions 57 to 61 are based on the following passage.

A recurring criticism of the UK's university sector is its perceived weakness in translating new knowledge into new products and services.

Recently, the UK National Stem Cell Network warned the UK could lose its place among the world leaders in stem cell research unless adequate funding and legislation could be assured. We should take this concern seriously as universities are key in the national innovation system.

However, we do have to challenge the unthinking complaint that the sector does not do enough in taking ideas to market. The most recent comparative data on the performance of universities and research institutions in Australia, Canada, USA and UK shows that, from a relatively weak startingposition, the UK now leads on many indicators of commercialisation activity.

When viewed at the national level, the policy interventions of the past decade have helpedtransform the performance of UK universities. Evidence suggests the UK's position is much stronger than in the recent past and is still showing improvement. But national data masks the very largevariation in the performance of individual universities. The evidence shows that a large number ofuniversities have fallen off the back of the pack, a few perform strongly and the rest chase theleaders.

This type of uneven distribution is not peculiar to the UK and is mirrored across other economies. In the UK, research is concentrated: less than 25% of universities receive 75% of the research funding. These same universities are also the institutions

producing the greatest share of PhD graduates, science citations, patents and licence income. The effect of policies generating long-term resource concentration has also created a distinctive set of universities which are research-led and commercially active. It seems clear that the concentration of research and commercialisation work creates differences between universities.

The core objective for universities which are research-led must be to maximise the impact oftheir research efforts. These universities should be generating the widest range of social, economic and environmental benefits. In return for the scale of investment, they should share their expertise in order to build greater confidence in the sector.

Part of the economic recovery of the UK will be driven by the next generation of research commercialisation spilling out of our universities. There are three dozen universities in the UKwhich are actively engaged in advanced research training and commercialisation work.

If there was a greater coordination of technology transfer offices within regions and a simultaneous investment in the scale and functions of our graduate schools, universities could, and should, play a key role in positioning the UK for the next growth cycle.

57. What does the author think of UK universities in terms of commercialisation?

A) They fail to convert knowledge into money.

B) They do not regard it as their responsibility.

C) They still have a place among the world leaders.

D) They have lost their leading position in many ways.

58. What does the author say about the national data on UK universities' performance in commercialisation?

A) It masks the fatal weaknesses of government policy.

B) It does not rank UK universities in a scientific way.

C) It does not reflect the differences among universities.

D) It indicates their ineffective use of government resources.

59. We can infer from Paragraph 5 that "policy interventions" (Line 1, Para. 4) refers to.

A) government aid to non-research-oriented universities

B) compulsory cooperation between universities and industries

C) fair distribution of funding for universities and research institutions

D) concentration of resources in a limited number of universities

60. What does the author suggest research-led universities do?

A) Publicise their research to win international recognition.

B) Fully utilise their research to benefit all sectors of society.

C) Generously share their facilities with those short of funds.

D) Spread their influence among top research institutions.

61. How can the university sector play a key role in the UK's economic growth?

A) By establishing more regional technology transfer offices.

B) By asking the government to invest in technology transfer research.

C) By promoting technology transfer and graduate school education.

D) By increasing the efficiency of technology transfer agencies.

Part V Cloze (15 minutes)

If you know where to find a good plastic-free shampoo, can you tell Jeanne Haegele? Last September, the 28-year-old Chicago resident 62 to cut plastics out of her life. The marketing coordinator was concerned about 63 the chemicals coming out of some common types of plastic might be doing to her body. She was also worried about the damage all the plastic 64 was doing to the environment. So she 65 on her bike and rode to the nearest grocery store to see what she could find that didn't 66 plastic. "I went in and 67 bought anything," Haegele says.

She did 68 some canned food and a carton (纸盒) of milk –to discover later that both containers were 70 with plastic resin (树脂). "Plastic," she says, "just seemed like it was in everything."

She's right. Back in the 1960s, plastic was well 71 its way to becoming a staple of American life. The U.S. produced 28 million tons of plastic waste in 2005 –27 million tons of which 72 in landfills (垃圾填埋场). Our food and water come 73 in plastic. It's used in our phones and our computers, the cars we drive and the planes we ride in. But the 74 adaptable substance has its dark side. Environmentalists feel worried about the petroleum needed to make it. Parents worry about the possibility of __75 chemicals making their way from 76plastic into children's bloodstreams. Which means Haegele isn't the only person trying to cut plastic out of her life – she isn't 77 the only one blogging about this kind of 78 . Butthose who've tried know it's 79 from easy to go plastic-free. "These things seem to be so common 80 it is practically impossible to avoid coming into 81 with them," says Frederick vom Saal, a biologist at the University of Missouri.

62. A) resolved B) recovered C) removed D) retreated

63. A) when B) what C) who D) why

64. A) essence B) unit C) crust D) rubbish

65. A) hinged B) hopped C) stretched D) dipped

66. A) include B) induce C) compose D) consist

67. A) slightly B) nearly C) roughly D) barely

68. A) pursue B) prescribe C) preserve D) purchase

69. A) rather B) ever C) merely D) only

70. A) probed B) coupled C) lined D) combined

71. A) by B) over C) on D) under

72. A) ended up B) pulled up C) put up D) set up

73. A) trapped B) adapted C) wrapped D) adopted

74. A) interactively B) remotely C) infinitely D) resolutely

75. A) sensible B) toxic C) attractive D) absurd

76. A) household B) family C) internal D) civil

77. A) hardly B) largely C) even D) still

78. A) endeavor B) recreation C) accomplishment D) diligence

79. A) well B) little C) far D) much

80. A) while B) which C) but D) that

81. A) fashion B) approach C) contact D) agreement

Part VI Translation (5 minutes)

82. You shouldn't have run across the road without looking. You

33. By no means does he take himself to be an expert(他把自己当成专家) although he knows a lot aboutthe field.

84. He doesn't appreciate the sacrifice his friends have made for

him, and take it for granted(把他们所做的视作理所当然).

85. Janet told me that she would rather her mother not interfere her marriage (不干涉她的婚姻).

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