下面是小编为大家整理的2015年6月英语四级考试真题及答案(卷三完整版),供大家参考。
2015 年 6 月大学英语四级考试真题(第 3 套) Part I Writing(30 minutes) Direction.s: For this part, you are allowed 30 minutes to write an essay based on the picture below.You should start your essay with a brief description of the picture and then comment on parents" role in their children"s growth. You should write at least 120 words but no more than 180 words.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Directions: In this section, you will hoar a passage three times. When tho passage is read for tho first time, you should listen carefully for its general idea. When tho passage is read for tho second time, you are required to fill in tho blanks with tho exact words you have just hoard. Finally, when tho passage is read for tho third time, you should chock what you have written. My favorite TV. show? "The Twilight Zone. " I26like the episode called "The Printer"sDevil. " It"s about a newspaper editor who"s being27 out of business by a big newspapersyndicate--you know, a group of papers28by the same people.He"s about to29when he"s interrupted by an old man who says his name is Smith. The editor is not only offered $ 5,000 to pay off his newspaper"s30, but this Smith character also offers hisservices for free. It turns out that the guy operates the printing machine with amazing speed, and soon he"s turning out newspapers with31 The small paper is successful again. The editor is32athow quickly Smith gets his stories--only minutes after they happen--but soon he"s presented with acontract to sign. Mr. Smith, it seems, is really the devil! The editor is frightened by this news, but he is more frightened by the idea of losing his newspaper, so he agrees to sign. But soon Smith is33the news even before it happens--and it"s all terrible--one disaster after another. Anyway, there is a little more to tell, but I don"t want to34the story for you. I really like these old episodes of "The Twilight Zone" because the stories are fascinating. They are not realistic. But then again, in a way they are, because they deal with35Part ill Reading Comprehension(40 minutes} Section A Directions: In this sectinm, 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.Each 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. As a teacher, you could bring the community into your classroom in many ways. The parents and grandparents of your students are resources and36for their children. They can be37teachers of their own traditions and histories. Immigrant parents could talk about their country of38and why they emigrated to the United States. Parents can be invited to talk about their jobs or a community project. Parents, of course, are not the only community resources. Employees at local businesses and staff at community agencies have39information to share in classrooms. Field trips provide another opportunity to know the community. Many students don"t have the opporttmity to40concerts or visit museums or historical sites except through field trips. A school district should have41for selecting and conducting field trips. Families must be made42of field trips and give permission for their children to participate. Through school projects, students can learn to be43in community projects ranging from planting trees to cleaning up a park to assisting elderly people. Students,44older ones, might conduct research on a community need that could lead to action by a city council or state government. Some schools require students to provide community service by45in a nursing home, child care center or government agency. These projects help students understand their responsibility to the larger community. A. Assets
I. joining B. Attend
J. naturally C. Aware
K. observe D. especially
L. origin E. Excellent
M. recruited F. Expensive
N. up-to-date G. guidelines
O. volunteering H. involved Section B Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement 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. Reaping the Rewards of Risk-Taking A. Since Steve Jobs resigned as chief executive of Apple, much has been said about him as a peerless business leader who has created immense wealth for shareholders, and guided the design of hit products that are transforming entire industries, like music and mobile communications. B. All true, but let"s think different, to borrow the Apple marketing slogan of years back. Let"s look at Mr. Jobs as a role model.
C. Above all, he is an innovator (创新者). His creative force is seen in products such as the iPod, iPhone, and iPad, and in new business models for pricing and distributing music and mobile software online. Studies of innovation come to the same conclusion: you can"t engineer innovation, but you can increase the odds of it occurring. And Mr. Jobs" career can be viewed as a consistent pursuit of improving those odds, both for himself and the companies he has led. Mr. Jobs, of course, has enjoyed singular success. But innovation, broadly defined, is the crucial ingredient in all economic progress--higher growth for nations, more competitive products for companies, and more prosperous careem for individuals. And Mr. Jobs, many experts say, exemplifies what works in the innovation game. D. "We can look at and learn from Steve Jobs what the essence of American innovation is," says John Kao, an innovation consultant to corporations and governments. Many other nations, Mr. John Kao notes, axe now ahead of the United States in producing what are considered the raw materials of innovation. These include government financing for scientific research, national policies to support emerging industries, educational achievement, engineers and scientists graduated, even the speeds of Internet broadband service. E. Yet what other nations typically lack, Mr. Kao adds, is a social environment that encourages diversity, experimentation, risk-taking, and combining skills from many fields into products that he calls "recombinant mash-ups (打碎重组)," like the iPhone, which redefined the smartphone category. "The culture of other countries doesn"t support the kind of innovation that Steve Jobs exemplifies, as America does," Mr. John Kao says. F. Workers of every rank are told these days that wide-ranging curiosity and continuous learning are vital to tturiving in the modern economy. Formal education matters, career counselors say, but real- life experience is often even more valuable. G. An adopted child, growing up in Silicon Valley, Mr. Jobs displayed those traits early on. He wasfascinated by electronics as a child, building Heathkit do-it-yourself projects, like radios. Mr. Jobs dropped out of Reed College after only a semester and traveled around India in search of spiritual enlightenment, before returning to Silicon Valley to found Apple with his friend, Stephen Wozniak, an engineering wizard (奇才). Mr. Jobs was forced out of Apple in 1985, went off and founded two other companies, Next and Pixar, before returning to Apple in 1996 and becoming chiefexecutive in 1997. H. His path was unique, but innovation experts say the pattern of exploration is not unusual. "It"s often people like Steve Jobs who can draw from a deep reservoir of diverse experiences that often generate breakthrough ideas and insights," says Hal Gregersen, a professor at the European Institute of Business Administration. I. Mr. Gregersen is a co-author of a new book, The Innovator"s DNA, which is based on an eight-year study of 5,000 entrepreneurs (创业者. and executives worldwide. His two collaborators and co- authors are Jeff Dyer, a professor at Brigham Young University, and Clayton Christensen, a professor at the Harvard Business School, whose 1997 book The Innovator"s Dilemma popularized the concept of "disruptive ( 颠
覆性的. innovation. " J. The academics identify five traits that are common to the disruptive innovators: questioning, experimenting, observing, associating and networking. Their bundle of characteristics echoes the ceaseless curiosity and willingness to take risks noted by other experts. Networking, Mr. Hal Gregersen explains, is less about career-building relationships than a consistent search for new ideas. Associating, he adds, is the ability to make idea-producing connections by linking concepts from different disciplines. K. "Innovators engage in these mental activities regularly," Mr. Gregersen says. "It"s a habit for them. " Innovative companies, according to the authors, typically enjoy higher valuations in thestock market, which they call an "innovation premium (溢价). " It is calculated by estimating the share of a company"s value that cannot be accounted for by its current products and cash flow. The innovation premium tries to quantify ( 量化. investors" bets that a company will do even better in the future because of innovation. L. Apple, by their calculations, had a 37 percent innovation premium during Mr. Jobs" first term withthe company. His years in exile resulted in a 31 percent innovation discount. After his return, Applee"s fortunes inmroved gradv at first, and imp)roved markedly starting in 2005, yielding a 52percent innovation premium since then. M. There is no conclusive proof, but Mr. Hal Gregersen says it is unlikely that Mr. Jobs could havereshaped industries beyond computing, as he has done in his second term at Apple, without theexperience outside the company, especially at Pix...
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