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2
0
1
4
年
1
2
月
< br>大
学
英
语
六
级
考
试
真
题
一
Writing (30 minutes)
Directions: 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 discuss what
qualities an employer should look for in job
applicant. You should give sound
arguments to support your views and write at
least 150 words but no more than 200
words.
Listening Comprehension (30
minutes)
Section
A
1. A) In a parking lot.
B) At a grocery.
C) At a
fast food restaurant.
D) In a car
showroom.
2. A) Change her position now
and then.
B) Stretch her legs before
standing up.
C) Have a little nap after
lunch.
D) Get up and take a short walk.
3. A) The students should practice
long-distance running.
B) The students’
physi
cal condition is not desirable.
C) He doesn’t quite believe what the
woman says.
D) He thinks the
race is too hard for the students.
4.
A) They will get their degrees in two years.
B) They are both pursuing graduate
studies.
C) They cannot afford to get
married right now.
D) They do not want
to have a baby at present.
5. A) He
must have been mistaken for Jack.
B)
Twins usually have a lot in common.
C)
Jack is certainly not as healthy as he is.
D) He has not seen Jack for quite a few
days.
6. A) The woman will attend the
opening of the museum.
B) The woman is
asking the way at the crossroads.
C)
The man knows where the museum is located.
D) The man will take the woman to the
museum.
7. A) They cannot ask the guy
to leave. B) The guy has been coming in for
years.
C) The guy must be
feeling extremely lonely. D) They should not look
down
upon the guy.
8. A)
Collect timepieces. B) Become time-conscious.
C) Learn to mend clocks. D) Keep track
of his daily activities.
9. A) It is
eating into its banks. B) It winds its way to the
sea.
C) It is wide and deep. D) It is
quickly rising.
10. A) Try to speed up
the operation by any means.
B) Take the
equipment apart before being ferried.
C) Reduce the transport cost as much as
possible.
D) Get the trucks over to the
other side of the river.
11. A) Find as
many boats as possible.
B) Cut trees
and build rowing boats.
C) Halt the
operation until further orders.
D) Ask
the commander to send a helicopter
12.
A) Talk about his climbing experiences. B) Help
him join an Indian
expedition.
C) Give up mountain climbing
altogether. D) Save money to buy climbing
equipment.
13. A) He was the
first to conquer Mt. Qomolangma.
B) He
had an unusual religious background.
C)
He climbed mountains to earn a living.
D) He was very strict with his
children.
14. A) They are to be
conquered. B) They are to be protected.
C) They are sacred places. D) They are
like humans.
15. A) It was his father’s
training that pulled him through.
B) It was a milestone in his mountain
climbing career.
C) It helped him
understand the Sherpa view of mountains.
D) It was his father who gave him the
strength to succeed.
Section
B
Passage One
16. A) By showing a memorandum’s
structure. B) By analyzing the
organization of a letter.
C)
By comparing memorandums with letters. D) By
reviewing what he has
said previously.
17. A) They ignored many of the
memorandums they received.
B) They
placed emphasis on the format of memorandums.
C) They seldom read a memorandum
through to the end.
D) They spent a lot
of time writing memorandums.
18. A)
Style and wording. B) Directness and clarity.
C) Structure and length. D) Simplicity
and accuracy.
19. A) Inclusion of
appropriate humor. B) Direct statement of purpose.
C) Professional look. D) Accurate
dating.
Passage Two
20. A) They give top priority to their
work efficiency.
B) They make an effort
to lighten their workload.
C) They try
hard to make the best use of their time.
D) They never change work habits unless
forced to.
21. A) Sense of duty. B)
Self-confidence.
C) Work efficiency. D)
Passion for work.
22. A) They find no
pleasure in the work they do. B) They try to avoid
work
whenever possible.
C)
They are addicted to playing online games. D) They
simply have no
sense of responsibility.
Passage Three
23.
A) He lost all his property. B) He was sold to a
circus.
C) He ran away from his family.
D) He was forced into slavery.
24. A) A
carpenter. B) A master of his.
C) A
businessman. D) A black drummer.
25. A)
It named its town hall after Solomon Northup. B)
It freed all blacks in
the town from
slavery.
C) It declared July 24 Solomon
Northup Day. D) It hosted a reunion for the
Northup family.
Section
C
Intolerance is the art of
ignoring any views that differ from your own. It
(26)
________ itself in hatred,
stereotypes, prejudice, and (27)________ . Once it
intensifies in people, intolerance is
nearly impossible to overcome. But why
would anyone want to be labeled
intolerant? Why would people want to be (28)
________ about the world around them?
Why would one want be part of the
problem in America, instead of the
solution?
There are many explanations
for intolerant attitudes, some (29) ________
childhood. It is likely that intolerant
forks grew up (30) ________ intolerant
parents and the cycle of prejudice has
simply continued for (31) ________ .
Perhaps intolerant people are so set in
their ways that they find it easier to
ignore anything that might not (32)
________ their limited view of life. Or
maybe intolerant students have simply
never been (33)________ to anyone
different from themselves. But none of
these reasons is an excuse for allowing
the intolerance to continue.
Intolerance should not be confused with
disagreement. It is, of course,
possible to disagree with an opinion
without being intolerant of it. If you
understand a belief
but
still don’t believe in that specific belief,
that’s fine. You
are (34) ________ your
opinion. As a matter of fact, (35) ________
dissenters
(持异议者)
are
important for any belief. If we all believed the
same things, we
would never grow, and
we would never learn about the world around us.
Intolerance does not stem from
disagreement. It stems from fear. And fear
stems from ignorance.
Reading Comprehension (40
minutes)
Section
A
It was 10 years ago, on a
warm July night, that a newborn lamb took her
first breath in a small shed in
Scotland. From the outside, she looked no
different from thousands of other sheep
born on 36 farms. But Dolly, as the
world soon came to realize, was no 37
lamb. She was cloned from a single cell
of an adult female sheep, 38 long-held
scientific dogma that had declared such
a thing biologically impossible.
A decade later, scientists are starting
to come to grips with just how
different Dolly was. Dozens of animals
have been cloned since that first
lamb
—
mice, cats,
cows and, most recently, a dog
—and it’s
becoming 39 clear
that they are all, in
one way or another, defective.
It’s 40
to think of clones as perfect carbon copies of the
original. It turns out,
though, that
there are various degrees of genetic 41. That may
come as a
shock to people who have paid
thousands of dollars to clone a pet cat only to
discover that the baby cat looks and
behaves 42 like their beloved
pet
—
with a
different- color coat of fur, perhaps,
or a 43 different attitude toward its human
hosts.
And these are just
the obvious differences. Not only are clones 44
from the
original
template
(模板)
by time, but
they are also the product of an unnatural
molecular mechanism that turns out not
to be very good at making 45 copies.
In
fact, the process can embed small flaws in the
genes of clones that scientists
are
only now discovering.
A) abstract
B) completely
C) deserted
D) duplication
E) everything
F) identical
G) increasingly
H) miniature
I) nothing
J) ordinary
K) overturning
L) separated
M) surrounding
N) systematically
O)
tempting
参考答案:
36-M-surrounding
37-J-ordinary
38-K-overturning
39-G-increasingly
40-O-tempting
41-D-duplication
42-I-nothing
43-B-completely
44-L-separated
45-F-identica
l
Section B
Should
Single-Sex Education Be Eliminated?
[A] Why is a neuroscientist here
debating single-sex schooling? Honestly, I
had no fixed ideas on the topic when I
started researching it for my book, Pink
Brain, Blue Brain. But any discussion
of gender differences in children
inevitably leads to this debate, so I
felt compelled to dive into the research data
on single-sex schooling. I read every
study I could, weighed the existing
evidence, and ultimately concluded that
single-?sex education is not the
answer
to gender gaps in
achievement
—
or the best way
forward for t
oday’s
young
people. After my book was published, I met several
developmental and
cognitive
psychologists whose work was addressing gender and
education
from different angles, and we
published a peer-reviewed Education Forum
piece in Science magazine with
the provocative title, “The
Pseudoscience of
Single-
Sex
Education.”
[B] We showed
that three lines of research used to justify
single-sex
schooling
—
educational, neuroscience, and social
psychology
—
all fail to
support its alleged benefits, and so
the widely-held view that gender separation
is somehow better for boys, girls, or
both is nothing more than a myth.
The
Research on Academic Outcomes
[C]
First, we reviewed the extensive educational
research that has
compared academic
outcomes in students attending single-sex versus
coeducational schools. The overwhelming
conclusion when you put this
enormous
literature together is that there is no clear
academic advantage of
sitting in all-
female or all-male classes, in spite of much
popular belief to the
contrary. I base
this conclusion not on any individual study, but
on large- scale
and systematic reviews
of thousands of studies conducted in every major
English-speaking country.
[D] Of course, there’re many excellent
single
-sex schools out there, but as
these care
ful research
reviews have demonstrated, it’s not their
single
-sex
composition that
makes them excellent. It’s all the other
advantages that are
typically packed
into such schools, such as financial resources,
quality of the
faculty, and
pro-?academic culture, along with the family
background and
pre-selected ability of
the students themselves that determine their
outcomes.
[E] A case in point is the
study by Linda Sax at UCLA, who used data from
a large national survey of college
freshmen to evaluate the effect of single-sex
versus coeducational high schools.
Commissioned by the National Coalition of
Girls’ Schools, the raw findings look
pretty good for the funders—
higher SAT
scores and a stronger academic
orientation among women who had attended
all girls'
high schools (men
weren’t studied). However, once the researchers
controlled for both student and school
attributes
—
measures such as
family
income, parents’ education, and
school resources—
most of these effects
were
erased or diminished.
[F] When it comes to boys in
particular, the data show that single-sex
education is distinctly unhelpful for
them. Among the minority of studies that
have reported advantages of single-sex
schooling, virtually all of them were
studies of girls. There’re no rigorous
studies
in the United States that find
single-sex schooling is better for
boys, and in fact, a separate line of research
by economists has shown both boys and
girls exhibit greater cognitive growth
over the school year based on the
“dose” of girls in a classroom.
In
fact, boys
benefit even more than girls
from having larger numbers of female classmates.
So single-
sex schooling is
really not the answer to the current “boy crisis”
in
education.
Brain and
Cognitive Development
[G] The second
line of research often used to justify single-sex
education
falls squarely within my area
of expertise: brain and cognitive development.
It's
been more than a decade now since
the “brain sex movement” began
infiltra
ting
(渗入)
our schools, and
there are literally hundreds of schools caught
up in the
fad
(新潮)
. Public schools in
Wisconsin, Indiana, Florida and many
other states now proudly declare on
their websites that they separate boys and
girls because “research solidly
indicates that boys and girls learn differently,”
due to
“hard
-
wired” differences in
their brains, eyes, ears, autonomic nervous
systems, and more.
[H] All
of these statements can be traced to just a few
would-be
neuroscientists, especially
physician Leonard Sax and therapist Michael
Gurian. Each gives lectures, runs
conferences, and does a lot of professional
development on so-
called
“gender
-
specific learning.”
I analyzed their various
claims about
sex differences in hearing, vision, language,
math, stress
responses, and “learning
styles” in my book and a long
peer
-reviewed paper.
Other
neuroscientists and psychologists have similarly
exposed their work. In
short, the
mechanisms by which our brains learn language,
math, physics, and
every other subject
don’t differ between boys and girls. Of course,
learning
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