slashing2014年12月大学英语六级考试真题及答案(第一套)

2014

年

12

月大学 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’ physical 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 today’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 careful 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.