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2021年06月英语六级第1套听力原文及题目

Section A
Direction: In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet I with a single line through the centre.

Conversation 1
M: It’s my last day at work tomorrow. I’ll start my new job in 2 weeks. My human resources manager wants to conduct an interview with me before I leave.
W: Ah, an exit interview. Are you looking forward to it?
M: I’m not sure how I feel about it. I resigned because I’ve been unhappy at that company for a long time, but I’m not sure if I should tell them how I really feel.
W: To my way of thinking, there are two main potential benefits that come from unleashing an agitated stream of truth during an exit interview. The first is release. Unburdening yourself of frustration, and perhaps even anger to someone who isn’t a friend or close colleague can be wonderfully free.
M: And let me guess. The second is that the criticism will, theoretically, help the organization I’m leaving to improve, making sure employees of the future are less likely to encounter what I did?
W: That’s right. But the problem with the company improvement part is that very often it doesn’t happen. And exit interview is supposed to be private, but often isn’t. In my company, the information gained from these interviews is often not confidential, and the information is used as dirt against another manager, or can be traded among senior managers.
M: Now you’ve got me rethinking what I’ll disclose in the interview. There is always a chance that it could affect my reputation and my ability to network in the industry. It is a pretty small industry after all.
W: Anything you initially gained from the instant satisfaction of telling it like it is, you might lose down the track by injuring your future career prospects.
M: Right. Perhaps I would be better getting things off my chest by going to one of those rate-your-employer websites.
W: You could. And don’t do the interview at all. Exit interviews are not mandatory.
Questions 1 to 4 are based on the conversation you have just heard.
Question 1: What do we learn about the man from the conversation?
Question 2: What does the woman think of the information gained from an exit interview?
Question 3: Why does the man want to rethink what he will say in the coming exit interview?
Question 4: What does the man think he had better do?

1.
A) He will tell the management how he really feels.
B) He will meet his new manager in two weeks.
C) He is going to attend a job interview.
D) He is going to leave his present job.

2.
A) It should be kept private.
B) It should be carefully analyzed.
C) It can be quite useful to senior managers.
D) It can improve interviewees’ job prospects.

3.
A) It may leave a negative impression on the interviewer.
B) It may adversely affect his future career prospects.
C) It may displease his immediate superiors.
D) It may do harm to his fellow employees.

4.
A) Prepare a comprehensive exit report.
B) Do some practice for the exit interview.
C) Network with his close friends to find a better employer.
D) Pour out his frustrations on a rate-your-employer website.

Conversation 2
M: Today, I’m talking to the renowned botanist, Jane Foster.
W: Thank you for inviting me to join you on the show, Henry.
M: Recently, Jane, you’ve become quite a celebrity, since the release of your latest documentary. Can you tell us a little about it?
W: Well, it follows my expedition to study the vegetation indigenous to the rain forest in equatorial areas of southeast Asia.
M: You certainly get to travel to some very exotic locations.
W: It was far from glamorous, to be honest. The area we visited was accessible only by canoe, and the living conditions in the hut were primitive to say the least. There was no electricity, and our water supply was a nearby stream.
M: How were the weather conditions while you were there?
W: The weather was not conducive to our work at all, since the humidity was almost unbearable. At midday, we stayed in the hut and did nothing. It was too humid to either work or sleep.
M: How long did your team spend in the jungle?
W: Originally, we planned to be there for a month. But in the end, we stayed for only two weeks.
M: Why did you cut the expedition short?
W: Halfway through the trip, we received news that a hurricane was approaching. And we had to evacuate on very short notice.
M: That sounds like a fascinating anecdote.
W: It was frightening. The fastest evacuation route was through river rapids. We had to navigate them carrying all of our equipment.
M: So overall, was the journey unsuccessful?
W: Absolutely not. We gathered a massive amount of data about the local plant life.
M: Why do you put up with such adverse conditions?
W: Botany is an obsession for me. Many of the destinations I visit have a stunning scenery, and I get to meet a variety of people from all over the world.
M: So where will your next destination be?
W: I haven’t decided yet.
M: Then we can leave it for another vacation. Thanks.
Questions 5 to 8 are based on the conversation you have just heard.
Question 5: What does the man want Jane Foster to talk about?
Question 6: Why does the woman describe her experience as far from glamorous?
Question 7: Why did the woman and those who went with her end their trip halfway?
Question 8: What does the woman think of the journey?

5.
A) Her unsuccessful journey.
B) Her month-long expedition.
C) Her latest documentary.
D) Her career as a botanist.

6.
A) She had to live like a vegetarian.
B) She was caught in a hurricane.
C) She had to endure many hardships.
D) She suffered from water shortage.

7.
A) A hurricane was coming.
B) A flood was approaching.
C) They had no more food in the canoe.
D) They could no longer bear the humidity.

8.
A) It was memorable.
B) It was unbearable.
C) It was uneventful.
D) It was fruitful.

Section B
Direction: In this section, you will hear two passages. At the end of each passage, you will hear three or four questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.

Passage 1
Scientists often use specialized jargon terms while communicating with laymen. Most of them don’t realize the harmful effects of this practice. In a new study, people exposed to jargon when reading about subjects like autonomous vehicles and surgical robots later said they were less interested in science than others who read about the same topics, but without the use of specialized terms. They also felt less informed about science and less qualified to discuss science topics. It’s noteworthy that it made no difference if the jargon terms were defined in the text. Even when the terms were defined, readers still felt the same lack of engagement as readers who read jargon that wasn’t explained. The problem is that the mere presence of jargon sends a discouraging message to readers. Hillary Schulman, the author of the study, asserts that specialized words are a signal. Jargon tells people that the message isn’t for them. There’s an even darker side to how people react to jargon. In another study, researchers found that reading scientific articles containing jargon led people to doubt the actual science. They found the opposite when a text is easier to read. Then, people are more persuaded. Thus, it’s important to communicate clearly when talking about complex science subjects. This is especially true with issues related to public health, like the safety of new medications and the benefits of vaccines. Schulman concedes that the use of jargon is appropriate with scientific audiences. But scientists who want to communicate with the general public need to modify their language. They need to eliminate jargon.
Questions 9 to 11 are based on the passage you have just heard.
Question 9: What does the passage say about the use of jargon terms by experts?
Question 10: What do researchers find about people reading scientific articles containing jargon terms?
Question 11: What does Schulman suggest scientists do when communicating with the general public?

9.
A) It diminishes laymen’s interest in science.
B) It ensures the accuracy of their arguments.
C) It makes their expressions more explicit.
D) It hurts laymen’s dignity and self-esteem.

10.
A) They can learn to communicate with scientists.
B) They tend to disbelieve the actual science.
C) They feel great respect towards scientists.
D) They will see the complexity of science.

11.
A) Find appropriate topics.
B) Stimulate their interest.
C) Explain all the jargon terms.
D) Do away with jargon terms.

Passage 2
At the beginning of the 20th century, on the Gulf Coast in the US state of Texas, there was a hill where gas leakage was so noticeable that schoolboys would sometimes set the hill on fire. Patio Higgins, a disreputable local businessman, became convinced that there was oil below the gassy hill. Oil wells weren’t drilled back then, they were essentially dug. The sand under the hill defeated several attempts by Higgins’ workers to make a proper hole. Higgins had forecast oil at 1000 feet, a totally made-up figure. Higgins subsequently hired a mining engineer, captain Anthony Lucas. After encountering several setbacks, captain Lucas decided to use a drill, and his innovations created the modern oil drilling industry. In January 1901, at 1020 feet, almost precisely the depth predicted by Higgins wild guess, the well roared and suddenly ejected mud and six tons of drilling pipe out of the ground, terrifying those present. For the next nine days until the well was capped, the well poured out more oil than all the wells in America combined. In those days, Texas was almost entirely rural, with no large cities and practically no industry. Cotton and beef were the foundation of the economy. Higgins’ well changed that. The boom made some prospectors millionaires, but the sudden surplus of petroleum was not entirely a blessing for Taxas. In the 1930s, prices crashed, to the point that in some parts of the country, oil was cheaper than water. That would become a familiar pattern of the boom or bust Texas economy.
Questions 12 to 15 are based on the passage you have just heard.
Question 12: What did Texas businessmen Patio Higgins believe?
Question 13: What prevented Higgins’ workers from digging a proper hole to get the oil?
Question 14: What does the passage say about Captain Lucas’ drilling method?
Question 15: What do we learn about Texas’s oil industry boom?

12.
A) The local gassy hill might start a huge fire.
B) There was oil leakage along the Gulf Coast.
C) The erupting gas might endanger local children.
D) There were oil deposits below a local gassy hill.

13.
A) The massive gas underground.
B) Their lack of the needed skill.
C) The sand under the hill.
D) Their lack of suitable tools.

14.
A) It rendered many oil workers jobless.
B) It was not as effective as he claimed.
C) It gave birth to the oil drilling industry.
D) It was not popularized until years later.

15.
A) It radically transformed the state’s economy.
B) It resulted in an oil surplus all over the world.
C) It totally destroyed the state’s rural landscape.
D) It ruined the state’s cotton and beef industries.

Section C
Direction: In this section, you will hear three recordings of lectures or talks followed by three or four questions. The recordings will be played only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.

Recording 1
Most people dislike their jobs. It’s an astonishing but statistical fact. A primary cause of employed dissatisfaction, according to fresh research, is that many believe they have terrible managers. Few describe their managers as malicious or manipulative, while those types certainly exist, they are minority. The majority of managers seemingly just don’t know any better. They’re often emulating bad managers they’ve had in the past, it’s likely they’ve never read a management book or attended a management course. They might not have even reflected on what good management looks like and how it would influence their own management style. The researchers interviewed employees about their managers, beginning with a question about the worst manager they had ever had. From this, the researchers came up with four main causes of why some managers are perceived as being simply awful at their jobs. The first cause was company culture, which was seen by employees as enabling poor management practices. It was specifically stressful work environments, minimal training, and a lack of accountability that were found to be the most blameworthy. Often a manager superiors can effectively encourage a manager’s distasteful behavior when they fail to discipline the person’s wrongdoings. Such workplaces are sometimes described as toxic. The second cause was attributed to the managers characteristics. Those deemed to be most destructive were odd people, those without drive, those allow personal problems into the workplace, and those with an unpleasant temperament or personality in general. The third cause of poor management was associated with their deficiency of qualifications. Not so much the formal variety one obtains from a university, but the informal variety that comes from credible work experience and professional accomplishments. The fourth cause concerned managers who’ve been promoted for reasons other than potential. One reason in particular why these people had been promoted was that they had been around the longest. It wasn’t their skillset, or other merits that got them the job, it was their tenure. A point worth making is that the study was based only on the perspective of employees. The researchers didn’t ask senior leaders what they thought of their front-line managers. It’s quite possible they’re content with how the individuals they promoted are now performing, merrily ignorant of the damage they’re actually causing, which might explain why, as the researchers conclude, those same middle managers are usually unaware that they are a bad manager.
Questions 16 to 18 are based on the recording you have just heard.
Question 16: What is a primary cause of employee dissatisfaction according to recent research?
Question 17: What is one of the causes for poor management practices?
Question 18: What do we learn about the study on job dissatisfaction?

16.
A) Unsuitable jobs.
B) Bad managers.
C) Insufficient motivation.
D) Tough regulations.

17.
A) Ineffective training.
B) Toxic company culture.
C) Lack of regular evaluation.
D) Overburdening of managers.

18.
A) It collected feedback from both employers and employees.
B) It was conducted from frontline managers’ point of view.
C) It provided meaningful clues to solving the problem.
D) It was based only on the perspective of employees.

Recording 2
With the use of driverless vehicles seemingly inevitable, mining companies in the vast Australian desert state of Western Australia are definitely taking the lead. Iron ore is a key ingredient in steel making. The mining companies here produce almost 300 million tons of iron ore a year. The 240 giant autonomous trucks in use, in the Western Australian mines, can weigh 400 tons fully loaded, and travel at speeds of up to sixty kilometers per hour. They are a technological leap, transporting iron ore along routes which run for hundreds of kilometers from mines to their destinations. Here, when the truck arrives at its destination, staff in the operation center direct it precisely where to unload. Vast quantities of iron ore are then transported by autonomous trains to ocean ports. Advocates argue these automated vehicles will change mining forever. It may only be five years before the use of automation technology leads to a fully robotic mine. A range of factors has pushed Western Australia’s desert region to the lead of this automation revolution. These include the huge size of the mines, the scale of equipment, and the repetitive nature of some of the work. Then there’s the area’s remoteness, at 502,000 square kilometers, it can sometimes make recruiting staff a challenge. Another consideration is the risks when humans interact with large machinery. There are also the financial imperatives. The ongoing push by the mining corporations to be more productive and more efficient is another powerful driver in embracing automation technology. The concept of a fully autonomous mind is a bit of a misleading term, however. This is because the more technology is put into the field, the more people are needed to deploy, maintain and improve it. The automation and digitization of the industry is creating a need for different jobs. These include data scientists and engineers in automation and artificial intelligence. The mining companies claim automation and robotics present opportunities to make mining more sustainable and safer. Employees will be offered a career that is even more fulfilling and more rewarding. Workers’ union have accepted the inevitability of the introduction of new technology, but they still have reservations about the rise of automation technology. Their main concern is the potential impact on remote communities. As automation spreads further, the question is how these remote communities will survive when the old jobs are eliminated? And this may well prove to be the most significant impact of robotic technology in many places around the world.
Questions 19 to 21 are based on the recording you have just heard.
Question 19: What does the passage say about the mining industry in Western Australia?
Question 20: What is the impact of the digitization of the mining industry?
Question 21: What is the attitude of workers’ union towards the introduction of new technology?

19.
A) It is seeing an automation revolution.
B) It is bringing prosperity to the region.
C) It is yielding an unprecedented profit.
D) It is expanding at an accelerating speed.

20.
A) It exhausts resources sooner.
B) It creates a lot of new jobs.
C) It causes conflicts between employers and employees.
D) It calls for the retraining of unskilled mining workers.

21.
A) They welcome it with open arms.
B) They will wait to see its effect.
C) They are strongly opposed to it.
D) They accept it with reservations.

Recording 3
According to official statistics, Thailand’s annual road death rate is almost double the global average. Thai people know that their roads are dangerous, but they don’t know this could easily be changed. Globally, road accidents kill more people every year than any infectious disease. Researchers at the Institute for Health Metrics and Evaluation in America, put the death toll in 2017 at 1.24 million. According to the institute, the overall number of deaths has been more or less static since the turn of the century. But that disguises a lot of changes in individual countries. In many poor countries, road accidents are killing more people than ever before. Those countries have swelling, young populations are fast-growing fleet of cars and motorbikes and a limited supply of surgeons. It is impossible to know for sure, because official statistics are so inadequate. But deaths are thought to have risen by 40% since 1990 in many low income countries. In many rich countries, by contrast, roads are becoming even safer. In Estonia and Ireland, for example, the number of deaths has fallen by about two thirds since the late 1990s. But the most important and intriguing changes are taking place in middle income countries, which contain most of the world’s people and have some of the most dangerous roads. According to researchers, in China and South Africa, traffic deaths have been falling since 2000, and in India since 2012, and the Philippines reached its peak four years ago. The question is whether Thailand can soon follow suit. Rob Mckinney, head of the International Road Assessment Program, says that all countries tend to go through three phases. They begin with poor, slow roads. In the second phase, as they grow wealthier, they pave the roads, allowing traffic to move faster and pushing up the death rate. Lastly, in the third phase, countries act to make their roads safer. The trick, then, is to reach the third stage sooner by focusing earlier and more closely on fatal accidents. How to do that? The solution lies not just in better infrastructure, but in better social incentives. Safe driving habits are practices which people know they should follow that often don’t. Dangerous driving is not a fixed cultural trait as some imagine. People respond to incentives such as traffic laws that are actually enforced.
Questions 22 to 25 are based on the recording you have just heard.
Question 22: What does the speaker say about traffic accidents in Thailand?
Question 23: What do we learn from an American institutes statistics regarding road deaths?
Question 24: What is said about middle income countries?
Question 25: What else could be done to reduce fatal road accidents in addition to safer roads?

22.
A) Their cost to the nation’s economy is incalculable.
B) They kill more people than any infectious disease.
C) Their annual death rate is about twice that of the global average.
D) They have experienced a gradual decline since the year of 2017.

23.
A) They show a difference between rich and poor nations.
B) They don’t reflect the changes in individual countries.
C) They rise and fall from year to year.
D) They are not as reliable as claimed.

24.
A) Many of them have increasing numbers of cars on the road.
B) Many of them are following the example set by Thailand.
C) Many of them have seen a decline in road-death rates.
D) Many of them are investing heavily in infrastructure.

25.
A) Foster better driving behavior.
B) Provide better training for drivers.
C) Abolish all outdated traffic rules.
D) Impose heavier penalties on speeding.

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2021年06月英语六级第2套听力原文及题目

Section A
Direction: In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet I with a single line through the centre.

Conversation 1
M: How are you enjoying your new job?
W: So far, so good. I don’t miss having managers who deliver blunt, harsh feedback in the name of efficiency.
M: From the way you described your last company, no wonder they had a problem with high staff turnover.
W: Yeah. I couldn’t wait to get out of there once my contract expired. The problem with a company culture that prizes directness above all else is that it creates a toxic culture of brilliant jerks that drives people out and erodes itself from within.
M: My company’s managers tend to be accommodating and kind, overlooking mistakes or issues so as not to hurt feelings. Issues often get ignored there until they build up and reach a crisis point.
W: That’s not surprising. My new company seems to employ a feedback policy that combines compassion and directness. Employees have the power to speak up, give feedback, disagree and discuss problems in real time. It seems to help us to course correct, improve and meet challenges while also building teams that collaborate and care for one another.
M: But that would be based on an atmosphere of mutual trust, wouldn’t it? Otherwise people might interpret feedback as some kind of personal attack.
W: True, without an atmosphere of trust, feedback can create stress and self-doubt. But I think when we get feedback from someone we trust, we understand that the feedback isn’t some kind of personal attack. It’s actually a kind of support because it’s offered in the spirit of helping us improve. I think sometimes people need to shift their mindsets around how they receive feedback.
M: Yes, constructive feedback, after all, is how we learn and grow. It’s the basis for healthy parenting, lasting friendships, career development, and so much more. If we shelter our children, friends and colleagues from information that might enrich and enhance their lives, we’re not being caring, we’re actually doing harm to them.
W: That’s exactly right.
Questions 1 to 4 are based on the conversation you have just heard.
Question 1: How does the woman describe her previous company’s culture?
Question 2: What does the man say about his company’s managers?
Question 3: What does the woman say the employees in her new company can do?
Question 4: What does the man say about constructive feedback?

1.
A) Weird.
B) Efficient.
C) Tolerant.
D) Toxic.

2.
A) They are arrogant.
B) They are ignorant.
C) They are ambitious.
D) They are accommodating.

3.
A) They can think big.
B) They can air their views.
C) They can break conventions.
D) They can work flexible hours.

4.
A) It can alter people’s mindsets.
B) It can lead to new discoveries.
C) It enables people to learn and grow.
D) It is conducive to critical thinking.

Conversation 2
W: How was your holiday? Not too many other tourists around, were there?
M: No, very few, relatively. But I found myself moving from one accommodation to another, trying to find the perfect place. It made me realize that indecision is a big problem for me. Instead of relaxing, I was looking for the best spot.
W: It seems you suffer from “Fear of Better Options.” I’ve read about it. It describes this loop of indecision as part of our programming. Essentially, we have this tendency to keep stretching out the decision-making process. Because as human beings, we are hard-wired to optimize. We have always looked to get the best things we can as a sort of survival of the fittest. Optimizing isn’t the problem, but rather the process that we go through.
M: Well, that makes me feel better. But I think thanks to technology, we can make comparisons more easily and have more access to choice and customization. We can now see what we could have, how we might get it and what others have that we might want. We keep looking over and return to the same options, again and again.
W: Yes. Fear of better options offers little benefit. It’s an ailment of abundance. You must have choices to have that fear of missing out on better options.
M: Yes, I need to note when I’m worrying about inconsequential things, I guess. If I’m spending too much time worrying over what to have for lunch, I’m robbing myself of the energy to focus on the things that matter.
W: Exactly. But for more important matters, I think gut instinct might be overrated. When you have 30 odd options, trusting your gut is not practical. What you need to do is research — have a process, invest time exploring your options, and eliminate as many things as you can. The most toxic part of decision making is going over the same options time and time again.
Questions 5 to 8 are based on the conversation you have just heard.
Question 5: What does the man say about his holiday?
Question 6: What does the woman say people tend to do when making decisions?
Question 7: What has made decision making increasingly difficult?
Question 8: According to the woman, what should people do when making important decisions?

5.
A) He kept looking for the best place to stay.
B) He met many tourists from other counties.
C) He had a great time sightseeing and relaxing.
D) He managed to visit a different city each day.

6.
A) Prioritize what is essential to their best advantage.
B) Stretch out the process in search of the optimal.
C) Deliberate the consequences that may occur.
D) Take all relevant factors into consideration.

7.
A) Time pressure.
B) Tight budget.
C) Modern technology.
D) Fierce competition.

8.
A) Research as many different options as possible.
B) Avoid going over the same options repeatedly.
C) Focus on what is practical.
D) Trust their gut instinct.

Section B
Direction: In this section, you will hear two passages. At the end of each passage, you will hear three or four questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.

Passage 1
The role of homework in classrooms is not a new debate. Many parents and teachers are ardent supporters of homework. But do all students benefit from homework? A 2006 research paper suggested some correlation between the amount of homework done by a student and future academic achievement for middle and high school students. But not so much for younger kids. A Stanford study in 2014 suggested the same was true for students in California’s affluent communities. The findings challenged the idea that homework was inherently good. The researchers concluded that there was an upper limit to the correlation between homework and achievement, suggesting that high school students shouldn’t be doing more than two hours of homework a night. And the most valuable kind of homework for elementary level children was simply assigned free reading. The topic gets more complicated when we talk about the divide between rural and urban communities. Studies found that in remote areas, the poor quality or lack of Internet access can put students at a disadvantage, because 70% of teachers in these areas assign homework that requires Internet access. But one in three households doesn’t have Internet. Experts assert homework requiring the Internet isn’t fair. While the debate continues about the effect of homework on academic achievements, there are studies focusing on other benefits of homework. A study in Germany found that homework could have an effect on students’ personalities, suggesting that doing homework might help kids to become more conscientious and independent learners.
Questions 9 and 11 are based on the passage you have just heard.
Question 9: What did the 2006 research find about homework?
Question 10: What do experts think of homework requiring Internet access?
Question 11: What conclusion could be drawn from the study in Germany?

9.
A) It is beneficial to poor as well as rich communities.
B) It is conducive to children’s future development.
C) It is welcome to parents but not to children.
D) It is not of much help to younger children.

10.
A) It may put some students in remote areas at a disadvantage.
B) It gives the majority of students ready access to their teachers.
C) It effectively improves the learning quality of students in rural areas.
D) It can bridge the learning gap between kids of different backgrounds.

11.
A) Diligent students tend to do their homework independently.
B) The focus of homework should always be on school subjects.
C) Doing homework exerts a positive effect on kids’ personality development.
D) The benefits of doing home work vary widely from individual to individual.

Passage 2
Robert Goddard, an American born in 1882, is widely regarded as the world’s first rocket scientist. At age 27, Goddard published his first book, in which he hypothesized that a rocket launched from Earth could reach the moon. Like many visionaries, the young scientist encountered numerous skeptics. In January 1920, the New York Times ridiculed Goddard’s theory that rockets could be utilized for space exploration. 49 years later, Apollo 11 reached the moon, and the famed newspaper published an apology to Goddard. Goddard launched his first rocket from an aunt’s farm in his native Massachusetts in March 1926. His maiden rocket voyage lasted a mere three seconds. It scaled an altitude of only 12 meters. Nonetheless, it was a milestone in rocket science. Goddard later consulted with a weather expert and determined that the climate of New Mexico was ideal for year-round rocket launches. In 1930, Goddard and his family relocated there to a remote valley in the southwest of the country. There he established a laboratory and test range. However, the ambitious scientist received negligible support from the government. For four years, wealthy businessman Daniel Guggenheim provided Goddard with an annual $25,000 grant to pursue his dreams. Other rocket enthusiasts also raised funds for him. Over time, Goddard’s rockets grew more sophisticated and included the installation of instruments. In spite of his many successes, Goddard was never able to interest the US military in rocket-propelled weapons. He was granted over 200 patents and continued to pioneer rocket technology until his death in 1945.
Questions 12 to 15 are based on the passage you have just heard.
Question 12: What do we learn about Goddard’s idea of using rockets for space exploration?
Question 13: What does the passage say about Goddard’s first rocket launch?
Question 14: Why did Goddard move to New Mexico?
Question 15: What does the passage say about Goddard’s achievements?

12.
A) It was something he apologized for later.
B) It was ridiculed by the New York Times.
C) It was a forty-nine-year plan.
D) It was considered visionary.

13.
A) It was of great significance to rocket science.
B) It was completed in the state of New Mexico.
C) It was somehow delayed about 12 minutes.
D) It failed due to a sudden change of weather.

14.
A) A laboratory and test range was already set up there.
B) Its climate was ideal for year-round rocket launching.
C) A weather expert invited him to go there for his mission.
D) Its remote valleys were appealing to him and his family.

15.
A) He won an award from the US government for his work.
B) He gained recognition from rocket scientists worldwide.
C) He was granted over 200 patents in rocket technology.
D) He boosted the military strength of the United States.

Section C
Direction: In this section, you will hear three recordings of lectures or talks followed by three or four questions. The recordings will be played only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.

Recording 1
Working for a new venture comes with a lot of risks — that is, instability, unclear responsibilities and the need to be a master of all trades. But the primary benefit is usually the passion and excitement associated with playing a role in a promising new company. The person to thank for that passion and excitement is almost always the entrepreneur. There’s something about the founder’s energy and enthusiasm that infects the rest of the team. The willingness to take risks may inspire others to be more courageous. The optimism and positivity may motivate people to focus less on trivial and unimportant matters. The celebration of milestones may prompt staff to be more grateful about their own accomplishments and privileges. What becomes set in the firm’s culture is a contagious collection of affirmative and positive emotions which are usually shared among the team. Science has already done a good job of proving the results that follow. These include better processes, greater team cohesion, reduced conflict and sharper alertness. But what is yet to be demonstrated is whether the founder’s passion leads to increased team performance. This was recently tested in research, which analyzed the teams of 73 new companies across a range of industries such as IT, medicine and energy. The CEOs were consulted once again, years after the initial analysis, and most shared their firm’s performance reports, so that their success could be more objectively measured. Entrepreneurial teams generally progress through three phases. The first is inventing a product or service, the second is founding the venture to sell that product or service, and the third is developing the firm so it continues to grow. The researchers discovered that when the team is passionate about the third phase — developing a firm — there’s a clear link to performance. But the first phase — a passion for invention — is not a reliable indicator that the firm will still be open for business a few years later. Likewise, the second — a passion for founding the venture — doesn’t necessarily translate into great success. The solution to great team performance stems from a willingness to recruit others who could direct their passion towards the third phase of entrepreneurialism — developing the business. Employing more staff can in itself be a risk for an entrepreneur, as is paying them big dollars to attract them. On many occasions, the entrepreneurs reported not paying themselves a wage at all initially in order to cover salaries and expenses.
Questions 16 to 18 are based on the recording you have just heard.
Question 16: What does the speaker say about working for a new venture?
Question 17: What has science demonstrated regarding the positive culture of a new venture?
Question 18: What does the speaker say about entrepreneurs at the initial stage of a new venture?

16.
A) It requires entrepreneurial experience.
B) It is usually financially rewarding.
C) It can be quite frustrating.
D) It can be rather risky.

17.
A) It contributes to rapid business expansion.
B) It inspires willingness to make sacrifices.
C) It reduces conflict among team members.
D) It encourages creation and innovation.

18.
A) They have unrealistic expectations.
B) They often work without any pay.
C) Few can find willing investors.
D) Many are idealistic dreamers.

Recording 2
Ageing is a curious thing, and people’s desire to beat it, and death has become an industry worth hundreds of billions of dollars. Despite the huge investment into research, ageing remains somewhat obscure, although there are certain things researchers do understand. They know that women tend to have longer life spans, living on average six years longer than men. No one is really certain of the reason for this, although the speculation centers around the idea that women are more capable of surviving or handling disease than men. For virtually every disease, the effects are greater on men than they are on women. Some suggest that women’s immune systems benefit from their tendency to prioritize and nurture social connections. But for me, this explanation is hardly convincing. Researchers also know to an extent what causes ageing. For 60 years, it was believed that cells would continue to divide forever. It was only uncovered in relatively recent times that older people’s cells divide a smaller number of times than younger people’s. Only cancer cells, in fact, are capable of dividing forever. Human cells have a limited reproductive ability. To an extent, we can postpone the eventual stop of cells’ dividing through nutrition, exercise, good sleep and even relaxation techniques, but we cannot stop the ageing process. And researchers are yet to answer the ultimate question of ageing: why does the body ultimately fall to pieces? In the opinion of some of the world’s best scientific minds on the subject, part of the reason we don’t yet have any answer is because many researchers are looking in the wrong direction. Many public health policymakers believe that the resolution of age-associated disease will tell us something fundamental about the ageing process, but, say some top scientists, “that’s completely erroneous.” The point to win the diseases of childhood were eliminated, but this did not provide any insight into childhood development. In the same way, the idea that the resolution of age-associated diseases like heart disease and stroke will inform us about ageing is not based on sound science or logic. At best, if the major causes of death in developed countries were eliminated, this would only add a decade to average life expectancy. But while there is money available to be spent on it, the search to understand the secrets of ageing will be ongoing.
Questions 19 to 21 are based on the recording you have just heard.
Question 19: What do we learn about the possible reason why women tend to live longer?
Question 20: What is the recent discovery about human cells?
Question 21: What do many public health policymakers believe?

19.
A) They have better dietary habits.
B) They bear fewer social responsibilities.
C) They are born with a stronger ability to socialize.
D) They are better able to survive or handle disease.

20.
A) They have a limited reproductive ability.
B) They depend on adequate sleep to thrive.
C) They keep dividing throughout one’s life.
D) They strengthen with regular exercise.

21.
A) The process of ageing can ultimately be brought under control.
B) Improved health care for the elderly will contribute to longevity.
C) Prevention of heart disease and stroke will increase life expectancy.
D) The resolution of age-related diseases will solve the mystery of ageing.

Recording 3
Good afternoon. In today’s talk, we’ll discuss how managers can get their staff to do what they are asked. Much to their frustration, managers often struggle to get their staff to comply with even simple instructions. Often they blame their employees: “They don’t read emails, they don’t listen, they don’t care” — that kind of thing. But according to recent research conducted in Australia, it looks like it’s not the employees’ fault, but the managers’. It’s easy to understand why people sometimes disobey procedures intentionally. Occasionally, it’s because they’re pressured to finish in a short time. At other times, they may disagree with the spirit of the procedure — the effort demanded, the time consumed, the lack of potential effectiveness. And every now and then, they just don’t want to, maybe deliberately or out of stubbornness. So apart from that, what else gets in the way of procedural compliance? The research scholars surveyed 152 blue-collar workers from two separate sites in the mining industry. They asked the workers a range of procedure-related questions, such as whether they found the procedures useful, how confident they felt in their job, how comfortable they were to speak up in the workplace, and how closely they followed any new procedures set by their managers. They were also asked to rate the extent to which they perceived their supervisors to be helpful. That last statement was the most instructive because, as the researchers found, there was a remarkably strong correlation between how helpful supervisors were perceived to be and how likely their employees were to follow their directors. Supervisors’ helping behavior was found to be motivational in nature. It increased employees’ perception of the likelihood of success in the attainment of job goals, and therefore fostered a willingness to dedicate their effort and ability to their work. In short, managers should be ongoing role models for the change. As the saying goes: Do as I do, not as I say. To affect behavioral change, what’s most required is interaction and involvement — the human touch — and naturally, processes that add value. Although procedures are designed to guide and support employees’ work, employees, it seems, can’t always be expected to comply with procedures that are not seen as useful. And of course, managers shouldn’t keep resending emails. They are an effective tool for the sharing of data reports, but they are a hopeless tool if what a manager’s desiring is a change in behavior.
Questions 22 to 25 are based on the recording you have just heard.
Question 22: Why are managers often frustrated with their employees?
Question 23: Why do employees sometimes disobey procedures intentionally?
Question 24: When are employees more likely to follow instructions according to the researchers?
Question 25: What does the speaker say about emails?

22.
A) They are reluctant to follow instructions.
B) They fail to answer emails promptly.
C) They cannot understand directives.
D) They do not show due respect.

23.
A) They have not been trained to follow the rules.
B) They are not satisfied with the management.
C) They want to avoid unnecessary losses.
D) They find their voice go unheeded.

24.
A) When they are on good terms with their managers.
B) When they find their job goals easily attainable.
C) When they find their supervisors helpful.
D) When they are financially motivated.

25.
A) They are a useless tool for managers to change employee behavior.
B) They prove to be a good means for managers to give instructions.
C) They should be reserved for urgent communication.
D) They are seldom used for sharing confidential data.

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2021年12月英语六级第1套听力原文及题目

Section A
Direction: In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet I with a single line through the centre.

Conversation 1
W: Hi, David. I haven’t seen you in class for almost two weeks. We thought you had disappeared on holiday early or something.
M: Hi, Sarah. Well, it’s a bit of a long story, I’m afraid. I got a throat infection last week and had to go to the hospital to get some antibiotics as I really wasn’t getting any better.
W: Oh, yeah. There’ve been so many viruses going around this winter. The weather’s been so awful for the last few weeks.
M: And, on the way back from the hospital, I slipped on some ice and fell, and then had to go to the hospital to get an X-ray because I basically thought I broke my wrist. Although thankfully it’s not broken. But I need to be careful with it for the next few weeks.
W: Oh, that’s too bad. How unfortunate!
M: To make things worse, I managed to fall right in front of four girls from the ninth grade. So I was utterly humiliated. Plus, the laptop in my bag was broken too.
W: No, what a complete catastrophe! Is the laptop still under warranty? If it is, then you can easily send it back to the manufacturer, and they’ll send you a brand new one for free, surely.
M: The warranty ran out three days before I broke it. And all my essays are in there, and I need to hand them in before we break for the Christmas holidays.
W: Listen, I have the number of the really good affordable computer repair shop at home. My dad has used this guy before and he can work miracles. Let’s go back to my house and we can call the repair shop, and you could have some tea and cookies too.
M: Wow, thanks, Sarah. That would be great. Let me just call my mom and let her know I’ll be home a little bit later.
Questions 1 to 4 are based on the conversation you have just heard.
Question 1: What did Sarah think David was doing for the last two weeks?
Question 2: What happened to David on his way back from the hospital?
Question 3: What does Sarah say they should do with the damaged computer?
Question 4: What does Sarah say she is going to do?

1.
A) He was enjoying his holiday.
B) He was recovering in hospital.
C) He was busy writing his essays.
D) He was fighting a throat infection.

2.
A) He broke his wrist.
B) He lost his antibiotics.
C) He slipped on ice and fell.
D) He was laughed at by some girls.

3.
A) Turn to her father for help.
B) Call the repair shop to fix it.
C) Ask the manufacturer for repairs.
D) Replace it with a brand-new one.

4.
A) Help David retrieve his essays.
B) Introduce David to her parents.
C) Offer David some refreshments.
D) Accompany David to his home.

Conversation 2
M: Welcome to this week’s episode of Book Talk. With me today is Heidi Brown, a historian who has written five critically acclaimed books about military history.
W: Thanks for having me, John. I’m so excited to talk about my latest book, which was published last month.
M: So, this book is a novel, your first attempt at that genre. I thought it’s a bit of a departure for you.
W: I’d say it’s a major departure as it’s not just a work of fiction. It’s set 200 years in the future.
M: Right. So how did that happen? You spent three decades writing about the past and focusing on the 18th and 19th centuries. And now you’re speculating about the future.
W: Well, after years of researching soldiers and chronicling their lives during battle, I just started wondering about other facets of their lives, especially their personal lives.
M: I can see that. Your novel is about soldiers, but it focuses on their relationships, especially the bonds between sons and mothers, and men and their wives.
W: Yes. That focus came about when I still intended to write another book of history. I started by researching soldiers’ actual personal lives, studying their letters home.
M: So how did that history book become a novel?
W: Well, I realized that the historical record was incomplete. So I’d either have to leave a lot of gaps or make a lot more assumptions than a historian should.
M: But why write a novel set in the future, when your credentials are perfect for a historical novel? As a historian, any historical novel you write would have a lot of credibility.
W: I felt too constrained working with the past, like what I wrote needed to be fact as opposed to fiction, but writing about the future gave me more freedom to imagine, to invent.
M: Well, having read your book, I’m glad you made that choice to move into fiction.
Questions 5 to 8 are based on the conversation you have just heard.
Question 5: What does the man say about the woman?
Question 6: What does the woman say about her newly published book?
Question 7: What did the woman do before writing her new book?
Question 8: What does the woman say about her writing history books?

5.
A) She is a critic of works on military affairs.
B) She is an acclaimed hostess of Book Talk.
C) She is a researcher of literary genres.
D) She is a historian of military history.

6.
A) It is about the military history of Europe.
B) It is set in the 18th and 19th centuries.
C) It is her fifth book of military history.
D) It is a war novel set in the future.

7.
A) She visited soldiers’ wives and mothers.
B) She conducted surveys of many soldiers.
C) She met a large number of soldiers in person.
D) She looked into the personal lives of soldiers.

8.
A) She doesn’t have much freedom for imagination.
B) It is not easy to make her readers believe in her.
C) It is difficult to attract young readers.
D) She has to combine fact with fiction.

Section B
Direction: In this section, you will hear two passages. At the end of each passage, you will hear three or four questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.

Passage 1
Whether it’s in the hands of animated polar bears or Santa Claus, there’s one thing you’ll find in nearly all ads for Coca-Cola: the characteristic glass bottle. Most Americans don’t drink soda out of the glass bottles seen in Coke’s ads anymore. But this week, the company is celebrating a century of the bottle that’s been sold in more than 200 countries. Flash back to 1915, when a bottle of Coca-Cola cost just a nickel. As the soft drink gained in popularity, it faced a growing number of competitors — counterfeits even trying to copy Coke’s logo. So according to Coca-Cola historian Ted Ryan, the company decided to come up with packaging that couldn’t be duplicated. A product request was sent to eight different glass makers. Workers at the Root Glass Company got the request and began flipping through the encyclopedia at the local library, landing on cocoa seed. Though cocoa seed is not an ingredient of the soda, they designed their bottle based on the seed’s shape and large middle. It won over Coke executives in Atlanta and would go on to receive its own trademark, spur collections and earn Coca-Cola an iconic image that made it part of American culture for a century. It was 100 years ago this week that the bottle earned a patent. By World War Ⅱ, Coke bottle sales had ballooned into billions. Americans mostly consume Coke out of aluminum or plastic today, but the glass bottle remains a symbol of America that’s readily recognized around the world.
Questions 9 to 11 are based on the passage you have just heard.
Question 9: What does the passage say appears in almost all ads for Coca-Cola?
Question 10: Why did the Coca-Cola company decide to have special packaging designed?
Question 11: What do we learn about the Coca-Cola bottle designed by the Root Glass Company?

9.
A) Santa Claus.
B) A polar bear.
C) Cocoa seeds.
D) A glass bottle.

10.
A) To attract customers’ attention.
B) To keep up with the times.
C) To combat counterfeits.
D) To promote its sales.

11.
A) It resembles a picture in the encyclopedia.
B) It appears in the shape of a cocoa seed.
C) It has the drink’s logo in the middle.
D) It displays the images of Santa Claus.

Passage 2
Research shows that a few moments of conversation with a stranger create a measurable improvement in mood. But most of us are reluctant to start these conversations because we presume the opposite. In an experiment, commuters who talked to nearby strangers found their commute more enjoyable than those who didn’t. They were asked to predict whether they’d enjoy the commute more if they conversed with other people. Intriguingly, most expected the more solitary experience to be more pleasurable. Why is this? Social anxiety appears to be the problem. People’s reluctance to start conversations with nearby strangers comes partly from underestimating others’ interest in connecting. The sad thing is that people presume that a nearby stranger doesn’t want to converse and don’t start a conversation. Only those who forced themselves to chat because it was required by the experiment found out what a pleasant experience it could be. Human beings are social animals. Those who misunderstand the impact of social interactions may not, in some contexts, be social enough for their own well-being. You should be chatting with the strangers you encounter. You may occasionally have a negative encounter that might stick in your memory. This is because the human brain is biased to dwell on negative events. But starting conversations with strangers is still well worth the risk of rejection. It may surprise you that conversing with strangers will make them happier too. The pleasure of connection seems contagious. People who were talked to had equally positive experiences as those who initiate a conversation.
Questions 12 to 15 are based on the passage you have just heard.
Question 12: What does research show about a conversation between strangers?
Question 13: What prevents people from starting a conversation with strangers?
Question 14: Why does a negative encounter with strangers stick in one’s memory?
Question 15: What does the passage say the pleasure of connection seems to be?

12.
A) It often occurs among commuters.
B) It promotes mutual understanding.
C) It improves their mood considerably.
D) It takes a great deal of effort to sustain.

13.
A) Social anxiety.
B) Excessive caution.
C) Lack of social skills.
D) Preference for solitude.

14.
A) People usually regard it as an unforgettable lesson.
B) Human brains tend to dwell on negative events.
C) Negative events often hurt people deeply.
D) People generally resent being rejected.

15.
A) Contagious.
B) Temporary.
C) Unpredictable.
D) Measurable.

Section C
Direction: In this section, you will hear three recordings of lectures or talks followed by three or four questions. The recordings will be played only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.

Recording 1
The Caribbean islands are divided into two worlds, a rich one and a poor one. This tropical region’s economy is based mainly on farming. Farmers are of two types. One is the plantation owner who may have hundreds of thousands of acres. In contrast, the small cultivator is working only a few acres of land. Most visitors to the Caribbean are rich, like the plantation owner. They do not realize or do not want to realize that many farm families barely manage to get by on what they grow. The Caribbean produces many things. Sugar is the main product. Other export crops are tobacco, coffee, bananas, spices and citrus fruits, such as orange, lemon or grapefruit. From the West Indies also come oil, mineral pitch and many forest products. Jamaica’s aluminum ore supplies are the world’s largest. Oil comes from Trinidad, Aruba and Curacao. But for many of the smaller islands, sugar is the only export. Rum, a strong alcoholic drink, which is distilled from sugar cane, is also an export. The world’s best rum comes from this area. Local kinds vary from the light rums of Puerto Rico to the heavier, darker rums of Barbados and Jamaica. American tourists enjoy stocking up on inexpensive high quality Caribbean rum while they’re on vacation. In Curacao, the well-known liquor of that name is made from the thick outer skin of a native orange. Ever since America’s colonial days, the Caribbean islands have been favorite places to visit. Since World War Ⅱ, tourism has increased rapidly. Because great numbers of people go there, the islanders have built elaborate resorts, developed harbors and airfields, improved beaches and have expanded sea and air routes. Everything is at the resort — hotel, beach, shopping and recreation. The vacationer never has any reason to explore the island. As in most places, those who have money live well indeed. Those who don’t have money live at various levels of poverty. But here the poor greatly outnumber the wealthy. A visitor will find rich people living in apartments or Spanish houses at the seaside or in the countryside. Their service might include a cook, a maid and a nurse for the children. Most of the people live well below the poverty level. In towns, they live crowded together in tiny houses. Islanders make the best they can of what they have. Their homes are quite shabby. Sadly, most tourists never see this side of the Caribbean.
Questions 16 to 18 are based on the recording you have just heard.
Question 16: What does the speaker say about the economy of the Caribbean islands?
Question 17: What is the main product of the Caribbean islands?
Question 18: What do we learn about the majority of people in the Caribbean islands?

16.
A) It depends heavily on tourism.
B) It is flourishing in foreign trade.
C) It is mainly based on agriculture.
D) It relies chiefly on mineral export.

17.
A) Tobacco.
B) Bananas.
C) Coffee.
D) Sugar.

18.
A) They toil on farms.
B) They live a poor life.
C) They live in Spanish-style houses.
D) They hire people to do housework.

Recording 2
Talk to anyone who is a generation or two older, and they would most likely comment that children are more spoiled these days. No one wants to have or be around demanding, selfish and spoiled children, those who get bad-tempered or silently brute when they’re not given everything they want immediately. Paradoxically, the parents of such children encourage this demanding behavior in the mistaken belief that by giving their children everything they can, their children will be happy. In the short term, perhaps they are right. But in the longer term, such children end up lonely, dependent, chronically dissatisfied and resentful of the parents who try so hard to please them. Undoubtedly parents want to raise happy children who are confident, capable and likable rather than spoiled and miserable. One factor hindering this is that parents can’t or don’t spend enough quality time with their kids and substitute this deficit with toys, games, gadgets and the like. Rather than getting material things, children need parents’ devoted attention. The quantity of time spent together is less important than the content of that time. Instead of instantly satisfying their wishes, parents should help them work out a plan to earn things they’d like to have. This teaches them to value the effort as well as what it achieves. Allow them to enjoy anticipation. Numerous psychological studies have demonstrated that children who learn to wait for things they desire are more likely to succeed in a number of ways later in life. One famous experiment in the 1960s involved 3- to 6-year-old children. They were given a choice between receiving a small reward, such as a cookie, immediately, or if they waited 15 minutes, they could have two. Follow-up studies have found that those who chose to delay satisfaction are now more academically successful, have greater self-worth, and even tend to be healthier. If they fail, children should be encouraged to keep trying rather than to give up, if they really want the desired result. This teaches them how to handle and recover from disappointment, which is associated with greater success and satisfaction academically, financially, and in personal relationships. And lastly, parents should encourage their children to look at life from other points of view as well as their own. This teaches them to be understanding of and sympathetic towards others — qualities sure to take them a long way in life.
Questions 19 to 21 are based on the recording you have just heard.
Question 19: What will happen to children if they always get immediate satisfaction?
Question 20: What may prevent parents from raising confident and capable children?
Question 21: Why should children be encouraged to keep trying when they fail?

19.
A) They will be more demanding of their next generation.
B) They will end up lonely, dependent and dissatisfied.
C) They will experience more setbacks than successes.
D) They will find it difficult to get along with others.

20.
A) Failure to pay due attention to their behavior.
B) Unwillingness to allow them to play with toys.
C) Unwillingness to satisfy their wishes immediately.
D) Failure to spend sufficient quality time with them.

21.
A) It will enable them to learn from mistakes.
B) It will help them to handle disappointment.
C) It will do much good to their mental health.
D) It will build their ability to endure hardships.

Recording 3
It’s not hard to mess up an interview. Most people feel nervous sting across from a hiring manager, answering questions that effectively open themselves up for judgment. And your chances of being more carefully considered for the job can quickly go downhill just by saying the wrong thing at the wrong time. The most obvious thing not to do is complain. Employers want to hire positive people. Talking about a previous job negatively raises concerns that you might be difficult to manage, or you might be someone that blames management for your own poor performance. Don’t say that you’ve moved around in jobs because you haven’t found the right fit or feel that you were not challenged enough. Statements like these will make you sound aimless and lost. And interviewer may well think why would this role be any different for you. You will probably leave here in six months. It also begs the question of what type of relationship you had with your manager. It doesn’t sound like you had open communication with him or her. Managers usually love people who can self-sustain and enable growth through taking initiative, who are strong at following through their work, and who bring ideas and solutions to the table. If you were in a management or leadership position when discussing your current role, never take all the credit for accomplishments or achievements. Emphasize your team and how through their talents, your vision was realized. Most successful leaders know that they are only as good as their team. And acknowledging this in an interview will go a long way towards suggesting that you might be the right person for the position you are applying for. Lastly, have a good idea of what your role would be. And try and convey the idea that you’re flexible. Asking what your role would be suggests you will limit yourself purely to what is expected of you. In reality, your role is whatever you make of it. This is especially true in small companies, where the ability to adapt and take on new responsibilities is highly valued. And this is equally important, if you’re just starting out. Entry-level interviewees would do well to demonstrate a broad set of skills in most interviews. It’s important to have a wide skill set, as many startups and small companies are moving really fast. Employers are looking for candidates that are intelligent and can quickly adapt and excel in a growing company.
Questions 22 to 25 are based on the recording you have just heard.
Question 22: What does the speaker say can easily prevent an interviewee from getting a job?
Question 23: What should the interviewee avoid doing in an interview?
Question 24: What kind of employees do companies like to recruit?
Question 25: What is especially important for those working in a small company?

22.
A) Failure to make sufficient preparations.
B) Looking away from the hiring manager.
C) Saying the wrong thing at the wrong time.
D) Making a wrong judgment of the interview.

23.
A) Complaining about their previous job.
B) Inquiring about their salary to be paid.
C) Exaggerating their academic background.
D) Understanding their previous achievements.

24.
A) Those who have both skills and experience.
B) Those who get along well with colleagues.
C) Those who take initiative in their work.
D) Those who are loyal to their managers.

25.
A) Ability to shoulder new responsibilities.
B) Experience of performing multiple roles.
C) Readiness to work to flexible schedules.
D) Skills to communicate with colleagues.

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2021年12月英语六级第2套听力原文及题目

Section A
Direction: In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet I with a single line through the centre.

Conversation 1
M: Good morning and welcome to People in the News! With me today is Megan Brown, an environmental activist whose controversial new book Beyond Recycling is making headlines.
W: Hi, Bryan! Thanks for having me today. I’m excited to explain to the audience what my book is really about.
M: Critics of your book assert that you’re trying to force radical changes on the entire country. Some claim that you want to force everyone to eat a vegetarian diet and make private transport illegal.
W: I’m aware of those claims, but they simply aren’t true. People who haven’t read the book are making assumptions about my arguments. They know I am a vegetarian, that I don’t wear leather or fur, and that I always use public transportation. So, they are depicting me as a radical animal rights activist and an environmentalist determined to force my beliefs on others.
M: But don’t you want others to adopt your practices? You’ve campaigned for animal rights and environment for decades.
W: I’d love it if people chose to live as I do. But my life choices are based on my personal convictions. They aren’t my recommendations for others who don’t share those convictions.
M: Well, in this excerpt from your book, you argue that meat consumption and private transport are devastating the environment, and that the best choices for the planet are vegetarian diets and public transport.
W: I did write that. But those are examples of what I call best practices, not what I’m actually suggesting. In my guidelines for saving the environment, I suggest modest changes, like eating vegetarian meals two days a week.
M: You also endorse high taxes on meat and other animal products, and increase taxes on gasoline. Those taxes could force poor people to adopt your life choices.
W: But the taxes I suggest aren’t that high, less than 3% only. Plus, the money generated would be allocated to environmental protection which benefits everyone.
Questions 1 to 4 are based on the conversation you have just heard.
Question 1: What do we learn about the woman’s new book?
Question 2: What do some critics say about the author of the book?
Question 3: What does the woman claim about the diet changes she suggested?
Question 4: What does the woman say about her suggested tax increase?

1.
A) It has given rise to much controversy.
B) It has been very favorably received.
C) It was primarily written for vegetarians.
D) It offends many environmentalists.

2.
A) She neglects people’s efforts in animal protection.
B) She tries to force people to accept her radical ideas.
C) She ignores the various benefits of public transport.
D) She insists vegetarians are harming the environment.

3.
A) They are significant.
B) They are revolutionary.
C) They are rational.
D) They are modest.

4.
A) It would help to protect the environment.
B) It would generate money for public health.
C) It would need support from the general public.
D) It would force poor people to change their diet.

Conversation 2
M: With me in the studio today is Ms. Jane Logan, author of a new book Secrets to Success. She claims to have uncovered how people achieve success. So Ms. Logan, in your book, you claim that successful people have many things in common. For instance, they know their strengths when pursuing a goal.
W: That’s right. They also tend to be motivated by a negative or positive life event. They credit their success to having someone in their life who believes in them.
M: You also write that there are a number of different factors related to success. And while successful people are driven to achieve their goals, the ultra successful have even greater ambition.
W: Yes, greater ambition, as well as a burning desire to be the best of the best, is also a common characteristic.
M: Right. So those who are determined don’t see obstacles as something that prevents success, but mere inconveniences that need to be overcome.
W: Absolutely. Successful people are also optimistic, as it is important to stay positive while being aware of obstacles that can deter us from achieving our goals.
M: That’s a good point. All too often, people give up at the first hurdle. Would you say then that most successful people make it all by themselves?
W: Not exactly. They are usually good at cooperating with people and understanding the needs of others.
M: So people would be willing to help them, I guess.
W: That’s correct. And this often leads to a great deal of mutual respect, whether it’s with a colleague, an assistant or even a receptionist.
M: Most successful people, I know, are very passionate about their work. Would you say that passion is the single biggest key to success?
W: Not entirely. There’s a prerequisite, that is, you have to work in an environment that nurtures passion. If that exists, success will follow.
Questions 5 to 8 are based on the conversation you have just heard.
Question 5: What has the woman revealed in her book?
Question 6: What do successful people attribute their achievements to?
Question 7: What do successful people do when faced with difficulties?
Question 8: What is one prerequisite for passionate work according to the woman?

5.
A) Where successful people’s strengths come from.
B) Why many people fight so hard for success.
C) How she achieved her life’s goal.
D) What makes people successful.

6.
A) Having someone who has confidence in them.
B) Having someone who is ready to help them.
C) Having a firm belief in their own ability.
D) Having a realistic attitude towards life.

7.
A) They adjust their goals accordingly.
B) They try hard to appear optimistic.
C) They stay positive.
D) They remain calm.

8.
A) An understanding leadership.
B) A nurturing environment.
C) Mutual respect among colleagues.
D) Highly cooperative teammates.

Section B
Direction: In this section, you will hear two passages. At the end of each passage, you will hear three or four questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.

Passage 1
The saying “blind as a bat” simply isn’t correct. The truth is that all 1,100 bat species can see and often their vision is pretty good, although not as excellent as other night-hunting animals. There are two main groups of bats, which are believed to have evolved independently of each other, but both from a common ancestor. The first group, known as “mega bats”, are mostly medium-sized or large bats who eat fruits, flowers, and sometimes small animals or fish. These species have distinctive visual centers and big eyes. They use senses of vision and smell to capture their prey. For example, Flying Foxes not only see well during daylight, but can also distinguish colors. They actually rely on their daylight vision and cannot fly during the night with no moonlight. The second group, called “micro bats”, are smaller in size and mostly eat insets. These species use echo location to find their way and identify food. Scientists have proven that despite their poorly developed small eyes, these bats still can see during the day. When we consider the nightly lifestyle of these bats, we will see they have to be sensitive to the changing light levels because this is how they sense when to start hunting. Moreover, vision is used by micro bats to travel over long distances beyond the range of echo location. So the truth is, there are no bats which are naturally blind. Some species use their sense of hearing more than their eyes as a matter of adaptation to a particular lifestyle, but their eyes are still functional.
Questions 9 to 11 are based on the passage you have just heard.
Question 9: What do we learn about mega bats?
Question 10: How do micro bats find their way and identify food?
Question 11: Why do some species of bats use their sense of hearing more than their eyes?

9.
A) They use their sense of hearing to capture their prey.
B) Their food mainly consists of small animals and fish.
C) They have big eyes and distinctive visual centers.
D) Their ancestor is different from that of micro bats.

10.
A) With the help of moonlight.
B) By means of echolocation.
C) With the aid of daylight vision.
D) By means of vision and smell.

11.
A) To make up for their natural absence of vision.
B) To adapt themselves to a particular lifestyle.
C) To facilitate their travel over long distances.
D) To survive in the ever-changing weather.

Passage 2
A study has found that educational TV shows come with an added lesson that influences a child’s behavior. Children spending more time watching educational programs increase their emotional aggression toward other children. This shows that children can learn the educational lesson that was intended. However, they’re also learning other things along the way. This unintended impact has to do with the portrayal of conflict in media and how preschool-age children comprehend that conflict. TV and movie producers often incorporate an element of bad behavior. This is to teach children a lesson at the end of the program. Educational shows have pro-education and pro-social goals. However, conflict between characters is often depicted with characters being unkind to each other, or they may use emotionally aggressive tactics with each other. Preschool children really don’t get the moral of the story. That’s because it requires that they understand how all the parts of the show fit together. You need pretty complicated cognitive sills and memory sills to be able to do that. These are still developing in young children. However, parents shouldn’t completely constrain children’s viewing. Parents should instead watch with their kids and help them to understand the plot. Parents can comment along the way and then explain the message in the end. They should explain how certain types of behavior were not appropriate. This will help children interpret and get the message and help them learn to watch the show for those messages.
Questions 12 to 15 are based on the passage you have just heard.
Question 12: What does the passage say about children watching educational programs?
Question 13: Why can’t preschool children get the moral conveyed in the TV programs?
Question 14: What does the passage suggest parents do?
Question 15: What should parents do right after watching the TV program?

12.
A) They acquire knowledge not found in books.
B) They learn how to interact with their peers.
C) They become more emotionally aggressive.
D) They get much better prepared for school.

13.
A) They are far from emotionally prepared.
B) They tend to be more attracted by images.
C) They can’t follow the conflicts in the show.
D) They lack the cognitive and memory skills.

14.
A) Choose appropriate programs for their children.
B) Help their children understand the program’s plot.
C) Outline the program’s plot for their children first.
D) Monitor their children’s watching of TV programs.

15.
A) Explain its message to their children.
B) Check if their children have enjoyed it.
C) Encourage their children to retell the story.
D) Ask their children to describe its characters.

Section C
Direction: In this section, you will hear three recordings of lectures or talks followed by three or four questions. The recordings will be played only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.

Recording 1
While it has long been a practice in Asian countries, many people in Western countries have yet to embrace that no shoes in the house rule. For many in those countries, wiping their shoes before going inside is recorded as sufficient. After all, they may think a little dirt doesn’t hurt anyone. But I can give you several good reasons why people should remove their shoes before going inside their homes. Bacteria are everywhere. They collect on your shoes when you walk along sidewalks, public toilet floors and even office carpets. In one study conducted at an American university, researchers collected microscopic germs from footwear. They found that up to 421,000 units of bacteria can collect on the outside of a single shoe. And it only takes a little bit of dirt to damage your timber floors. The more dirt you track in, the more it scratches and the more often you have to clean. The extra scrubbing will harm your floors over time. Shoes can also leave marks and scratches on floors, especially high heels or shoes with pointy or hard parts. These can dent and scratch your floor. And if you live in an apartment building, removing your noisy shoes is the polite thing to do out of consideration for your downstairs neighbors. Walking around with bare feet is actually better for your feet. It strengthens the muscles in your feet. Though many people are accustomed to wearing shoes during all their waking hours, the more time you spend wearing shoes, the more likely you are to incur foot injuries as a result. And if people aren’t yet convinced by my arguments, I can give one final reason. The dust and toxic chemicals you bring into your house via your shoes can deteriorate the air quality in your home. Toxic chemicals are everywhere in our lives — insect killing chemicals used on public grass areas, cleaning chemicals on the floors of public areas. By kicking off your shoes before you enter the home, you are denying entry to these harmful chemicals. Given the amount of time we spend in classrooms and the number of shoes that pass through them every day, you may well understand me if I were to propose a NO SHOES in the classroom rule.
Questions 16 to 18 are based on the recording you have just heard.
Question 16: Why don’t many westerners take off shoes before entering a house?
Question 17: What is the finding of one study by researchers at an American university?
Question 18: What is the final reason the speaker gives for removing shoes before entering a house?

16.
A) They are afraid of injuring their feet.
B) They have never developed the habit.
C) They believe a little dirt harms no one.
D) They find it rather troublesome to do so.

17.
A) Different types of bacteria existed on public-toilet floors.
B) There were more bacteria on sidewalks than in the home.
C) Office carpets collected more bacteria than elsewhere.
D) A large number of bacteria collected on a single shoe.

l8.
A) The chemicals on shoes can deteriorate air quality.
B) Shoes can upset family members with their noise.
C) The marks left by shoes are hard to erase.
D) Shoes can leave scratches on the floor.

Recording 2
Emotions are an essential and inseparable part of our consciousness. They are part of a built-in mechanism which allows us to cope with the ups and downs of our lives both physically and mentally. When we hide our emotions and our true feelings, we stop being genuine, spontaneous and authentic in our relationships. When we put on cultivated and polished faces in the company of others, we stop being true to ourselves. Socially, it may be a good tactic to hide our true emotions, but morally, it is also a breach of faith and trust. Although humans are more advanced and intelligent, animals are more genuine and authentic in their behavior and responses than human beings. The more educated we are, the less transparent and reliable we become. We are drawn to our pets because pets do not lie. One of the first steps in dealing with emotions such as anger or fear is to acknowledge them as normal and human. There is nothing sinful or immoral about being emotional unless your emotions make you inhuman, insensitive, and cruel to others. Feelings of guilt associated with emotions are more devastating and damaging than the experience of emotion itself. So when you deal with the problem of emotions, you should learn not only how to control them, but also how to accept them and manage the guilt and anguish arising from them. Our brains are made up of a primitive inner core and a more evolved and rational outer core. Most of the time, the rational part of the mind controls the information coming from the primitive core and makes its own decisions as to what to do and how to respond. However, during critical situations, especially when a threat is perceived, the outer core loses control and fails to regulate the impulses and instinctive responses coming from the primitive brain. As a result, we let disturbing thoughts and emotions arise in our consciousness and surrender to our primitive behavior. In times of emotional turmoil, remember that emotions arise because your senses are wired to the primitive part of your mind, which is self-regulated, autonomous and spontaneous. Your rational mind does not always deal with the messages coming from it effectively. These messages are part of your survival mechanism and should not be stifled simply because emotions are unhealthy and betray your weaknesses. When emotions arise, instead of stifling them, pay attention to them and try to understand the messages they are trying to deliver. This way you make use of your emotions without losing your balance and inner stability.
Questions 19 to 21 are based on the recording you have just heard.
Question 19: What does the speaker say about hiding one’s emotions?
Question 20: What should we do first in dealing with emotions?
Question 21: What are we advised to do when emotions arise?

19.
A) It is sinful and immoral.
B) lt is deemed uncivilized.
C) lt is an uncontrollable behavior.
D) lt is a violation of faith and trust.

20.
A) Assess their consequences.
B) Guard against their harm.
C) Accept them as normal.
D) Find out their causes.

21.
A) Try to understand what messages they convey.
B) Pay attention to their possible consequences.
C) Consider them from different perspectives.
D) Make sure they are brought under control.

Recording 3
Good morning, class. My topic today is how to feed a hungry world. The world’s population is expected to grow from 6.8 billion today to 9.1 billion by 2050. Meanwhile, the world’s population more than doubled from 3 billion between 1961 and 2007. Simultaneously, food production has been constrained by a lack of scientific research. Still, the task of feeding the world’s population in 2050 seems “easily possible”. What is needed is a second green revolution. This is an approach that is described as the sustainable growth of global agriculture. Such a revolution will require a wholesale shift of priorities in agricultural research. There is an urgent need for new crop varieties. They must offer higher yields, but use less water, nitrogen-rich fertilizers or other inputs. These new crops must also be more resistant to drought, heat and pests. Equally crucial is lower-tech research into basics such as crop rotation and mixed farming of animals and plants on small farms. Developing nations could score substantial gains in productivity by making better use of modern technologies and practices. But that requires money. It is estimated that to meet the 2050 challenge, investment must double to 83 billion US dollars a year. Most of that money needs to go towards improving agricultural infrastructure. Everything from production to storage and processing must improve. However, research agendas need to be focused on the needs of the poorest and most resource-limited countries. It is there that most of the world’s population lives, and it is there that population growth over the next decades will be the greatest. To their credit, the world’s agricultural scientist are embracing such a broad view. In March, for example, they came together at the first Global Conference on Agricultural Research to begin working out how to change research agendas to help meet the needs of farmers in poorer nations. But these plans will not bear fruit unless they get considerably more support from policy makers. The growth in public agricultural research spending peaked in the 1970s and has been shrinking ever since. The big exception is China, where spending has far surpassed other countries over the past decade. China seems set to transition to become the key supplier of relevant science and technology to poorer countries. But developed countries have a humanitarian responsibility, too. Calls by scientists for large increases in the appropriation of funds for public spending on agricultural research are more than justified.
Questions 22 to 25 are based on the recording you have just heard.
Question 22: What is an urgent need for feeding the world’s population in 2050 according to the speaker?
Question 23: Where should most of the money be invested to feed the ever-growing population?
Question 24: Why does the speaker give credit to the world’s agricultural scientists?
Question 25: What makes China exceptional in comparison with the rest of the world?

22.
A) Cultivation of new varieties of crops.
B) Measures to cope with climate change.
C) Development of more effective pesticides.
D) Application of more nitrogen-rich fertilizers.

23.
A) The expansion of farmland in developing countries.
B) The research on crop rotation in developing countries.
C) The cooperation of the world’s agricultural scientists.
D) The improvement of agricultural infrastructure.

24.
A) For encouraging farmers to embrace new farming techniques.
B) For aligning their research with advances in farming technology.
C) For turning their focus to the needs of farmers in poorer countries.
D) For cooperating closely with policymakers in developing countries.

25.
A) Rapid transition to become a food exporter.
B) Substantial funding in agricultural research.
C) Quick rise to become a leading grain producer.
D) Assumption of humanitarian responsibilities.

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