《2015年大学六级英语试卷》由会员分享，可在线阅读，更多相关《2015年大学六级英语试卷（10页珍藏版）》请在金锄头文库上搜索。
1、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 carefully before making your choices. Ea
2、ch choice in the bank is identified by a letter Please mark the corresponding letter for each item on Answer Sheet 2 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
3、 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 digital revolution has 37_ many of the mid-skill jobs that supported 20th-century middle-class life. Typists, ticket agents, bank tellers and many
4、 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 m a more 39_ society beco
5、mes 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
6、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 produc
7、ts emerge, in the short term income gaps will widen, causing huge social dislocation and perhaps even changing politics. Technologys 44_ will feel like a tornado（旋风）, hitting the rich world first, but 45 sweeping through poorer countries too. No government is prepared for it.注意：此部分试题请在答题卡 2上作答。A) be
8、nefitsB) displacedC) employedD) eventuallyE) impactF) joblessG) primarilyH) productiveI) prosperityJ) responsiveK) rhythmL) sentimentsM) shrunkN) swept .O) withdrawnSection BDirections: In this section, you are going to read a passage with ten statements attached to it. Each statement contains infor
9、mation 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 OutA Have you ev
10、er 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, youve probably pondered the question a psychologist, James Cutting, asked himself: how does a work of art come to be cons
11、idered 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 cant see theyre superio
12、r, thats your problem. Its 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 psych
13、ological 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. Som
14、e 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. Cuttings stu
15、dents 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 points out that the most reproduced works of impressionism today tend to have been bought by five or six wealthy and influential collect
16、ors in the late 19th century. The preferences of these men bestowed（给予）prestige on certain works, which made the works more likely to be hung in galleries and printed in collections. The fame passed down the years, gaining momentum from mere exposure as it did so. The more people were exposed to, the more they liked it, and the more they liked it, the more it appeared in books, on posters and in big exhibitions. Meanwhile, academics and crit
