2014年12月大学英语六级考试真题（三）.doc

2014年12月大学英语六级考试真题(三)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 applicants. You should give sound arguments to support your views and write at least 150 words but no more than 200 words.注意：此部分试题请在答题卡1上作答。说明：2014年12月大学英语六级真题全国共考了两套听力。本套（即第三套）的听力材料与第一套完全一样，只是选项的顺序不同而已，故本套不再重复给出。Section CDirections: In this section, you will hear a passage three times. When the passage is read for the first time,you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks with the exact words you have just heard. Finally, when the passage is read for the third time, you should check what you have written.注意：此部分试题请在答题卡1上作答。 If you're like most people, you've indulged in fake listening many times. You go to history class, sit in the third row, and look squarely at the instructor as she speaks. But your mind is far away,26inthe clouds of pleasant daydreams. Occasionally you come back to earth: The instructor writes an important term on the chalkboard, and you 27copy it in your notebook. Every once in a while the instructor makes a 28remark, causing others in the class to laugh. You smile politely, pretending that you've heard the remark and found it mildly humorous. You have a vague sense of 29that you aren't paying close attention, but you tell yourself that any material you miss can 30from a friend's notes. Besides, the instructor's talking about road 31in ancient Rome, and nothing could be more boring. So back you go into your private little world. Only later do you realize you've missed important information for a test. Fake listening may be easily exposed, since many speakers 32facial cues and can tell if you're merely pretending to listen. Your blank expression and the faraway look in your eyes are the cues that33your inattentiveness. Even if you're not exposed, there's another reason to avoid fakery: It's easy for this34tobecome a habit. For some people, the habit is so deeply rooted that they automatically start day dreaming when a speaker begins talking on something35or uninteresting. As a result, they miss lots of valuable information.Part Reading Comprehension (40 minutes)Section ADirections: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the center. You may not use any of the words in the bank more than once.Questions 36 to 45 are based on the following passage. It was 10 years ago, on a warm July night, that a newborn lamb took her first breath in a small shedin Scotland. From the outside, she looked no different from thousands of other sheep born on 36farms. But Dolly, as the world soon came to realize, was no 37lamb. She was cloned from a single cell of an adult female sheep,38long-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 39clear that they are all, in one way or another, defective. It's 40to think of clones as perfect carbon copies of the original. It turns out, though, that there are various degrees of genetic41. 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 42liketheir beloved pet-with a different-color coat of fur, perhaps, or a 43different attitude toward its human hosts. And these are just the obvious differences. Not only are clones 44from 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 45copies. In fact, the process can embed small flaws in the genes of clones that scientists are only now discovering注意：此部分试题请在答题卡2上作答。Aabstract F. identical Koverturning Bcompletely.G. increasinglyL separatedCdeserted HminiatureM surroundingD. duplicationINothingN systematically.E. everythingJ. ordinary O temptingSection BDirections: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2. 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, therere 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-sexschooling 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 DevelopmentG）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 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." analyzed their various claims about sex difference sin 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 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 US Constitution prohibits separation of students by sex in public education that's based on precisely this kind of "over broad 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 PsychologyJ）That brings me to the third area of research which fails to support single-sex schooling and indeedsuggests the practice is actually harmful: social developmental psychology.K）It's a well-proven finding in social psychology that segregation promotes stereotyping and prejudice, whereas inter group contact reduces them-and the results are the same whether you divide groups by race, age, gender, body mass index, sexual orientation, or any other category. What's 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 don't 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' academics 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. It's 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 narrower-if we really want to maximize human potential and American economic growth. But stereotyping boys and girls them in the name of fictitious (虚拟的) brain differences is never going to close these gaps.注意：此部分试题请在答题卡2上作答。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 thesame 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 wasn't 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-sex education.Section CDirections: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A,B, C, and D. You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the center.Passage OneQuestions 56 to 60 are based on the following passage. International governments' inaction concerning sustainable development is cle