大学英语六级.doc

考试时间英语六级笔试在每年6月和12月各一次，口试在笔试前进行，每年5月和11月各一次笔试时间为每年6月和12月的第三个周六。时间安排如下：14：5015：00试音寻台时间15：0015：10播放考场指令，发放作文考卷15：10取下耳机，开始作文考试15：35发放含有快速阅读的试题册（但15：40才允许开始做）15：4015：55做快速阅读部分15：5516：00收答题卡一（即作文和快速阅读）15：5516：00重新戴上耳机，试音寻台，准备听力考试16：00开始听力考试，电台开始放音听力结束后完成剩余考项。17：20全部考试结束考试改革自2013年12月考次起，全国大学英语四、六级考试委员会将对四、六级考试的试卷结构和测试题型作局部调整。调整后，四级和六级的试卷结构和测试题型相同。一、试卷描述四级和六级的试卷结构、测试内容、测试题型、分值比例和考试时间如下表所示：试卷结构测试内容测试题型分值比例考试时间写作写作短文写作15%30分钟听力理解听力对话短对话选择题（单选题)8%30分钟长对话选择题（单选题)7%听力短文短文理解选择题（单选题)10%短文听写单词及词组听写10%阅读理解词汇理解选词填空5%40分钟长篇阅读匹配10%仔细阅读选择题（单选题)20%翻译汉译英段落翻译15%30分钟总计100%130分钟二、新题型说明1.单词及词组听写原复合式听写调整为单词及词组听写，短文长度及难度不变。要求考生在听懂短文的基础上，用所听到的原文填写空缺的单词或词组，共10题。短文播放三遍。2.长篇阅读原快速阅读理解调整为长篇阅读理解，篇章长度和难度不变。篇章后附有10个句子，每句一题。每句所含的信息出自篇章的某一段落，要求考生找出与每句所含信息相匹配的段落。有的段落可能对应两题，有的段落可能不对应任何一题。3.翻译原单句汉译英调整为段落汉译英。翻译内容涉及中国的历史、文化、经济、社会发展等。四级长度为140-160个汉字；六级长度为180-200个汉字。Writing (30 minutes) 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 doesnt 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 fathers 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 memorandums 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 dont believe in that specific belief, thats 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 lambmice, cats, cows and, most recently, a dogand its becoming 39 clear that they are all, in one way or another, defective. Its 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 petwith 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 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 achievementor the best way forward for todays 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 schoolingeducational, neuroscience, and social psychologyall 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, therere many excellent single-sex schools out there, but as these careful research reviews have demonstrated, its not their single-sex composition that makes them excellent. Its 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 fundershigher SAT scores and a stronger academic orientation among women who had attended all girls high schools (men werent studied). However, once the researchers controlled for both student and school attributesmeasures such as family income, parents education, and school resourcesmost 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. Therere 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. Its been more than a decade now since the “brain sex movement” began infiltrating（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 dont differ between boys and girls. Of course, learning does vary a lot between individual students, but research reliably shows that this variance is far greater within populations of boys or girls than between the two sexes. I The equal protection clause of the U.S. Constitution prohibits separation of students by sex in public education thats based on precisely this kind of “overbroad generalizations about the different talents, capacities, or preferences of males and females.” And the reason it is prohibited is because it leads far too easily to stereotyping and sex discrimination. Social Developmental Psychology J That brings me to the third area of research which fails to support single-sex schooling and indeed suggests the practice is actually harmful: social-developmental psychology. K Its a well-proven finding in social psychology that segregation promotes stereotyping and prejudice, whereas intergroup contact reduces themand the results are the same whether you divide groups by race, age, gender, body mass index, sexual orientation, or any other category. Whats more, children are especially vulnerable to this kind of bias, because they are dependent on adults for learning which social categories are important and why we divide people into different groups. L You dont have to look far to find evidence of stereotyping and sex discrimination in single-sex schools. There was the failed single-sex experiment in California, where six school districts used generous state grants to set up separate boys and girls academies in the late 1990s. Once boys and girls were segregated, teachers resorted to traditional gender stereotypes to run their classes, and within just three years, five of the six districts had gone back to coeducation. M At the same time, researchers are increasingly discovering benefits of gender interaction in youth. A large British study found that children with other-sex older siblings（兄弟姐妹）exhibit less stereotypical play than children with same-sex older siblings, such as girls who like sports and building toys and boys who like art and dramatic play. Another study of high school social networks found less bullying and aggression the higher the density of mixed-sex friendships within a given adolescent network. Then there is the finding we cited in our Science paper of higher divorce and depression rates among a large group of British men who attended single-sex schools as teenagers, which might be explained by the lack of opportunity to learn about relationships during their formative years. N Whether in nursery school, high school, or the business world, gender segregation narrows our perceptions of each other, facilitating stereotyping and sexist attitudes. Its very simple: the more we structure children and adolescents environment around gender distinctions and separation, the more they will use these categories as the primary basis for understanding themselves and others. O Gender is an important issue in education. There are gaps in reading, writing, and science achievement that should be narrower. There are gaps in career choice that should be narrowerif we really want to maximize human potential and American economic growth. But stereotyping boys and girls and separating them in the name of fictitious（虚构的）brain differences is never going to close these gaps. 46. Hundreds of schools separate boys from girls in class on the alleged brain and cognitive differences. 47. A review of extensive educational research shows no obvious academic advantage of single-sex schooling. 48. The author did not have any fixed ideas on single-sex education when she began her research on the subject. 49. Research found men who attended single-sex schools in their teens were more likely to suffer from depression. 50. Studies in social psychology have shown segregation in school education has a negative impact on children. 51. Reviews of research indicate there are more differences in brain and cognitive development within the same sex than between different sexes. 52. The findings of the national survey of college freshmen about the impact of single-sex schooling fail to take into account student and school attributes. 53. It wasnt long before most of the school districts that experimented with single-sex education abandoned the practice. 54. Boys from coeducational classes demonstrate greater cognitive abilities according to the economists research. 55. As careful research reviews show, academic excellence in some single-sex schools is attributed to other factors than single-s