2014年12月六级3

2014年12月六级3

Part I 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 wha t 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. Part 1I Section A Listening Comprehension ( 30 minutes) Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause . During the pause, you must read the four choices marked A) , B ) , C) and D) , and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre . i.i ;f; : Jl:t ~ ~ #::. ;R! it ,ff.1U~ -t 1 J:. ft $ o 1. A) Proceed in his own way. C) Compromise with his colleague. B) Stick to the original plan. D) Try to change his colleague's mind . 2. A) Mary has a keen eye for style. B) Nancy regrets buying the dress. C) Nancy and Mary went shopping together in Rome. D) Nancy and Mary like to follow the latest fashion. 3. A) Wash the dishes. C) Pick up George and Martha. B) Go to the theatre. D) Take her daughter to hospital. 4. A) She enjoys making up stories about other people. B) She can never keep anything to herself for long. C) She is eager to share news with the woman . D) She is the best informed woman in town. 5. A) A car dealer. C) A driving examiner . B) A mechanic. D) A technical consultant. 6. A) The shopping mall has been deserted recently. B) Shoppers can only find good stores in the mall. C) Lots of people moved out of the downtown area. D) There isn't much business downtown nowadays. 7. A) He witt help the woman with her reading. C) He feels sleepy whenever he tries to study. B) The lounge is not a place for him to study in. D) A cozy place is rather hard to find on campus. :1\~1{:/mC .::: ) 2014- 12- 1 C) To prevent mosquito bites . 8. A) To protect her from getting scratches. B) To help relieve her of the pain. D) To avoid getting sunburnt. Questions 9 to 12 are based on the conversation you have just heard. B) In a clothing store. C) At a beach resort. D) At a fashion show. 9. A) In a studio. 10 . A ) To live there permanently. C) To find a better job to support herself. D) To sell leather goods for a British company. B) To stay there for half a year. 11 . A) Designing fashion items for several companies. B) Modeling for a world-famous Italian company. C) Working as an employee for Ferragamo. D) Serving as a sales agent for Burberrys . 12 . A) It has seen a steady decline in its profits. B) It has become much more competitive. C) It has lost many customers to foreign companies. D) It has attracted a lot more designers from abroad. Questions 13 to

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15 are based on the conversation you have just heard. 13. A ) It helps her to attract more public attention. C) It strengthens her relationship with students. B) It improves her chance of getting promoted. D) It enables her to understand people better . 14. A) Passively . B) Positively . C) Skeptically. D) Sensitively . C) It vanishes the moment she steps into her role. 15. A ) It keeps haunting her day and night. B) Her teaching was somewhat affected by it. D) Her mind goes blank once she gets on the stage. Section B Directions In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question , you must choose the best answer from the four choices marked A), B ) , C) and D ). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre. ~i. ~ : Jl:. ~ 51'- 1;\ ~ i1l ,tf_ ~llli -t 1 J:_ tf $. Passage One Questions 16 to 19 are based on the passage you have just heard. 16. A) To win over the majority of passengers from airlines in twenty years. B) To reform railroad management in western European countries. C) To electrify the railway lines between major European cities. D) To set up an express train network throughout Europe. 17. A ) Major European airlines will go bankrupt. B) Europeans will pay much less for traveling. C) Traveling time by train between major European cities will be cut by half. D) Trains will become the safest and most efficient means of travel in Europe. 18. A ) Train travel will prove much more comfortable than air travel. B) Passengers will feel much safer on board a train than on a plane. C) Rail transport will be environmentally friendlier than air transport. D) Traveling by train may be as quick as, or even quicker than, by air. 19. A ) In 1981. B) In 1989. C) In 1990. D) In 2000. Passage Two Questions 20 to 22 are based on the passage you have just heard. 20. A) There can be no speedy recovery for mental patients. B) Approaches to healing patients are essentially the same. C) The mind and body should be taken as an integral whole. D) There is no clear division of labor in the medical profession. 21 . A) A doctor's fame strengthens the patients' faith in them. B) Abuse of medicines is widespread in many urban hospitals. C) One third of the patients depend on harmless substances for cure. D ) A patient's expectations of a drug have· an effect on their recovery. 0 7\ ~lU11C-=:> 2014- 12- 2 22. A) Expensive drugs may not prove the most effective. B) The workings of the mind may help patients recover. C) Doctors often exaggerate the effect of their remedies. D) Most illnesses can be cured without medication. Passage Three Questions 23 to 25 are based on the passage you have just heard. C) Being fond of making sensational news . 23. A) Enjoying strong feelings and emotions. B) Defying all dangers when they have to. 0) Dreaming of becoming famous one day . C) Liste

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ning to rock music. 24. A) Working in an emergency room. B) Watching horror movies. 0) Doing daily routines. 25. A) A rock climber. B) A psychologist. C) A resident doctor. D) A career consultant. Section C Directions: 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. )i. ~ :lit~ 71--itzil! *;/f.~~ -t 1 J:_ 11$0 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, 26 in the clouds of pleasant daydreams. Occasionally you come back to earth: The instructor writes an important term on the chalkboard, and you 27 copy it in your notebook . Every once in a while the instructor makes a 28 remark, 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 29 that you aren't paying close attention, but you tell yourself that any material you miss can 30 from a friend's 31 in ancient Rome, and nothing could be more notes. Besides, the instructor's talking about road 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 32 facial cues and can tell if you're merely pretending to listen. Your blank expression and the faraway look in your eyes are the cues that 33 your inattentiveness. 34 to Even if you're not exposed, there's another reason to avoid fakery: It's easy for this become a habit. For some people, the habit is so deeply rooted that they automatically start daydreaming when a speaker begins talking on something 35 or uninteresting. As a result, they miss lots of valuable information. ' I Part ][ Section A Reading Comprehension ( 40 minutes) Directions: 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 centre . 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 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 adu

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lt 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 clear that they are all, in one way or another, defective. becoming 39 7\f!IU~.:~mc.=:· ) 2014-12-3 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 C :fl;fJU 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 ~act, the process can embed small flaws in the genes of clones that scientists are only now discovering. ~i. ;t: , ;J;l:,~7}-i;\,¥!-iff,(f.~~-t 2 J:tf$- o A) abstract completely C) deserted D) duplication E) everything B) F) G) H) D J) identical increasingly miniature nothing ordinary K ) overturning U separated M) surrounding N) systematically 0 ) tempting Section B Directions: 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

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. 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 sch'ools. The overwhelming conclusion when you put this enormous literature together is that there is no clear academic advantage of sitting in all-female or allmale 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 Englishspeaking 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 attributesmeasures such as family income, parents' education, and school resources- most of these effects were 7\m.JI{JmC.:::J 2014- 12- 4 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 infiltrating (~A) our schools, and there are literally hundreds of schools caught up in the fad ( ilf)fJJ). 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