2014年12月大学英语六级考试真题（三）.pdf

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1、2014 年年 12 月大学英语六级考试真题月大学英语六级考试真题(三三)Directions: For this part, you are allowed 30 minutes to write an essay based on the picture below. You should startyour essay with a brief description of the picture and then discuss what qualities an employer should look for in jobapplicants. You should give so

2、und arguments to support your views and write at least 150 words but no more than200 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

3、 time,you shouldlisten carefully for its general idea.When the passage is read for the second time, you are required to fill in theblanks with the exact words you have just heard. Finally, when the passage is read for the third time, you shouldcheck what you have written.注意：此部分试题请在答题卡 1 上作答。If youre

4、 like most people, youve indulged in fake listening many times. You go to history class, sit in the thirdrow, and look squarely at the instructor as she speaks. But your mind is far away,26inthe clouds of pleasantdaydreams. Occasionally you come back to earth: The instructor writes an important term

5、 on the chalkboard, and you27copy it in your notebook. Every once in a while the instructor makes a28remark, causing others in the class tolaugh. You smile politely, pretending that youve heard the remark and found it mildly humorous. You have a vaguesense of29that you arent paying close attention,

6、but you tell yourself that any material you miss can30from afriends notes. Besides, the instructors talking about road31in ancient Rome, and nothing could be more boring.So back you go into your private little world. Only later do you realize youve missed important information for a test.Fake listen

7、ing may be easily exposed, since many speakers32facial cues and can tell if youre merely- 1 -pretending to listen. Your blank expression and the faraway look in your eyes are the cues that33your inattentiveness.Even if youre not exposed, theres another reason to avoid fakery: Its easy for this34tobe

8、come a habit. For somepeople, the habit is so deeply rooted that they automatically start day dreaming when a speaker begins talking onsomething35or uninteresting.As a result, they miss lots of valuable information.Part ReadingComprehension(40 minutes)SectionADirections: In this section, there is a

9、passage with ten blanks. You are required to select one word for each blankfrom a list of choices given in a word bank following the passage. Read the passage through carefully before makingyour choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each

10、 item onAnswer 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 ou

11、tside, she looked no different from thousands of other sheep born on36farms. But Dolly,as the world soon came to realize, was no37lamb. She was cloned from a single cell of an adult femalesheep,38long-held scientific dogma that had declared such a thing biologically impossible.A decade later, scient

12、ists are starting to come to grips with just how different Dolly was. Dozens of animals havebeen cloned since that first lamb_mice, cats, cows and, most recently, a dog-and its becoming39clear that theyare all, in one way or another, defective.Its40to think of clones as perfect carbon copies of the

13、original. It turns out, though, that there are variousdegrees of genetic41. That may come as a shock to people who have paid thousands of dollars to clone a pet cat onlyto discover that the baby cat looks and behaves42liketheir beloved pet-with a different-color coat of fur, perhaps,or a43different

14、attitude toward its human hosts.And these are just the obvious differences. Not only are clones44from 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 making45copies. In fact, the process can embed small flaws i

15、n the genes of clones that scientists are onlynow discovering注意：此部分试题请在答题卡 2 上作答。AabstractF. identicalKoverturningBcompletely.G. increasinglyL separatedCdesertedHminiatureM surroundingD. duplicationINothingN systematically.E. everythingJ. ordinaryO temptingSection BDirections: In this section, you a

16、re going to read a passage with ten statements attached to it. Each statementcontains 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 bymar

17、king 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 Istarted researching it for my book, Pink Brain, Blue Brain. But any discussion of gender differenc

18、es in childreninevitably leads to this debate, so I felt compelled to dive into the research data on single-sex schooling. I read everystudy I could, weighed the existing evidence, and ultimately concluded that single-sex education is not the answer togender gaps in achievement-or the best way forwa

19、rd for todays young people. After my book was published, I metseveral developmental and cognitive psychologists whose work was addressing gender and education from differentangles, and we published a peer-reviewed Education Forum piece in Science magazine with the provocative title,The Pseudoscience

20、 of Single-Sex Education.B）We showed that three lines of research used to justify single-sex schooling-educational, neuroscience, and socialpsychology-all fail to support its alleged benefits, and so the widely-held view that gender separation is somehowbetter for boys, girls, or both is nothing mor

21、e than a myth.- 2 -The Research onAcademic Outcomes.C）First, we reviewed the extensive educational research that has compared academic outcomes in students attendingsingle-sex versus coeducational schools. The overwhelming conclusion when you put this enormous literaturetogether is that there is no

22、clear academic advantage of sitting in all-female or all-male classes, in spite of muchpopular belief to the contrary. I base this conclusion not on any individual study, but on large-scale and systematicreviews of thousands of studies conducted in every major English-speaking country.D）Of course, t

23、herere many excellent single-sex schools out there, but as these careful research reviews havedemonstrated, its not their single-sex composition that makes them excellent.Its all the other advantages that aretypically packed into such schools, such as financial resources, quality of the faculty, and

24、 pro-academic culture, alongwith 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 collegefreshmen to evaluate the effect of single-sex versus coed

25、ucational high schools. Commissioned by the NationalCoalition of Girls Schools, the raw findings look pretty good for the funders-higher SAT scores and a strongeracademic orientation among women who had attended all girls high schools (men werent studied). However, oncethe researchers controlled for

26、 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 tha

27、t have reported advantages of single-sex schooling, virtually all of them werestudies of girls. Therere no rigorous studies in the United States that find single-sexschooling is better for boys, andin fact, a separate line of research by economists has shown both boys and girls exhibit greater cogni

28、tive growth overthe school year based on the dose of girls in a classroom. In fact, boys benefit even more than girls from havinglarger numbers of female classmates. So single-sex schooling is really not the answer to the current boy crisis ineducation.Brain and Cognitive DevelopmentG）The second lin

29、e 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).

30、 Public schools inWisconsin, Indiana, Florida and many other states now proudly declare on their websites that they separate boys andgirls because research solidly indicates that boys and girls learn differently, due to hard-wired differences in theirbrains, eyes, ears, autonomic nervous systems, an

31、d more.H）All of these statements can be traced to just a few would-be neuroscientists, especially physician Leonard Sax andtherapist Michael Gurian. Each gives lectures, runs conferences, and does a lot of professional development onso-called gender-specific learning. analyzed their various claims a

32、bout sex difference sin hearing, vision, language,math, stress responses, and learning styles in my book and a long peer-reviewed paper. Other neuroscientists andpsychologists have similarly exposed their work. In short, the mechanisms by which our brains learn language, math,physics, and every othe

33、r subject dont differ between boys and girls. Of course, learning does vary a lot betweenindividual students, but research reliably shows that this variance is far greater within populations of boys or girlsthan between the two sexes.I） The equal protection clause of the US Constitution prohibits se

34、paration of students by sex in public education thatsbased on precisely this kind of over broad generalizations about the different talents, capacities, or preferences ofmales and females. And the reason it is prohibited is because it leads far too easily to stereotyping and sexdiscrimination.Social

35、 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） Its a well-proven finding in social psychology that segregation promotes stereotyping and prejud

36、ice, whereas intergroup contact reduces them-and the results are the same whether you divide groups by race, age, gender, body massindex, 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 w

37、hich social categories are important and why we divide people- 3 -into different groups.L） You dont have to look far to find evidence of stereotyping and sex discrimination in single-sex schools. There wasthe failed single-sex experiment in California, where six school districts used generous state

38、grants to set up separateboys and girls academics in the late 1990s. Once boys and girls were segregated, teachers resorted to traditionalgender stereotypes to run their classes, and within just three years, five of the six districts had gone back tocoeducation.M）At the same time, researchers are in

39、creasingly discovering benefits of gender interaction in youth. A large Britishstudy found that children with other-sex older siblings (兄弟姐妹) exhibit less stereotypical play than children withsame-sex older siblings, such as girls who like sports and building toys and boys who like art and dramatic

40、play.Another study of high school social networks found less bullying and aggression the higher the density of mixed-sexfriendships within a given adolescent network. Then there is the finding we cited in our Science paper of higherdivorce and depression rates among a large group of British men who

41、attended single-sex schools as teenagers, whichmight 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 eachother, facilitating stereotyping

42、and sexist attitudes. Its very simple: the more we structure children and adolescentsenvironment around gender distinctions and separation, the more they will use these categories as the primary basisfor understanding themselves and others.O） Gender is an important issue in education. There are gaps

43、 in reading, writing, and science achievement that shouldbe narrower. There are gaps in career choice that should be narrower-if we really want to maximize human potentialand American economic growth. But stereotyping boys and girls them in the name of fictitious (虚拟的) braindifferences is never goin

44、g 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.Areview of extensive educational research shows no obvious academic advantage of single-sex schooling.48. The author did not have any fixed ideas on s

45、ingle-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

46、 research indicate there are more differences in brain and cognitive development within thesame sexthan between different sexes.52. The findings of the national survey of college freshmen about the impact of single-sex schooling fail to take intoaccount student and school attributes.53. It wasnt lon

47、g before most of the school districts that experimented with single-sex education abandoned thepractice.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 school

48、s is attributed to other factorsthan single-sex education.Section CDirections: There are 2 passages in this section. Each passage is followed by some questions or unfinishedstatements. For each of them there are four choices marked A,B, C, and D. You should decide on the best choice andmark the corr

49、esponding 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 clearly worrying but the proactive(主动出击的) approaches of some leading-edge companies are e

50、ncouraging. Toyota, Wal-Mart, DuPont, M&S andGeneral Electric have made tackling environmental wastes a key economic driver.DuPont committed itself to a 65% reduction in greenhouse gas emissions in the 10 years prior to 2010.By 2007,DuPont was saving $2.2 billion a year through energy efficiency, th