1、大学六级-142 及答案解析(总分：710.00，做题时间：90 分钟)一、Part Writing(总题数：1，分数：106.00)1.Directions: For this part, you are allowed 30 minutes to write an essay commenting on the proverb “Knowledge makes us humble, ignorance makes us proud.“ You can give an example or two to illustrate your point of view. You should wr
2、ite at least 150 words but no more than 200 words. （分数：106.00）_二、Part Listening Com(总题数：0，分数：0.00)三、Section A(总题数：4，分数：49.00)（分数：15.00）A.The man should stay at home to have a rest.B.The man should explain the problem in detail.C.The man should give the speech he promised.D.The man has to go through
3、the file quickly.A.The pants by the seat.B.The following trip.C.The plan for the future.D.The hopeful date.A.Talent isn“t decisive in a video resume.B.A video resume can show job seekers“ outside skills directly.C.Necessary business information should be included in a video resume.D.Putting the inte
4、rests in a video resume is not suitable.A.Helping the man do some of his work.B.Having dinner with the man.C.Holding a meeting this week.D.Going out of the town with her boss.A.The woman doesn“t like the man“s new TV.B.The man“s shopping speed surprises the woman.C.The new TV is more expensive.D.The
5、 woman wants to give the man some advice.（分数：9.00）A.Waiting for her friend.B.Consulting the doctor about her friend“s problem.C.Introducing her friend to the doctor.D.Inviting the doctor to visit her friend.A.He likes to install the window.B.He doesn“t like DIY projects.C.They have eaten too much fo
6、od.D.They can“t install the window themselves.A.The firefighters will arrive soon.B.They need to call the fire station.C.Smoke can spread into their office.D.Fire appears very often recently.Questions 9 to 11 are based on the conversation you have just heard. （分数：9.00）A.New Yorkers like staying in t
7、he restaurants.B.Most New Yorkers like eating fast food.C.There are many great restaurants in New York.D.Most New Yorkers don“t cook at home.A.They can“t relax themselves as a host.B.They are not good at cooking.C.They don“t want to wash up.D.They think it is impolite.A.It is as convenient as eating
8、 at home.B.It is less enjoyable.C.It is more comfortable.D.It is the best choice.Questions 12 to 15 are based on the conversation you have just heard. （分数：16.00）A.Bilingual people scored higher on the tests.B.Bilingual people were smarter.C.Monolingual people were doing better.D.Monolingual people w
9、ere better at making decisions.A.They can master languages quite easily.B.They can control their attention better.C.They can tell apart the colors quickly.D.They have better cognitive system.A.They have to make use of their brain frequently.B.They have to make one language inhibit the other.C.They h
10、ave to remember more new words.D.They have to ignore the unnecessary information attentively.A.Adaptability in different cultures.B.Bilingual communication skills.C.Relating the spelling of a word to its meaning.D.Preventing diseases in terrible environment.四、Section B(总题数：0，分数：0.00)五、Passage One(总题
11、数：1，分数：20.00)Questions 16 to 19 are based on the passage you have just heard. （分数：20.00）A.People set fireworks on that day.B.People cook unskillfully or carelessly.C.People light candles as a tradition.D.People light campfires to celebrate the day.A.Leaving the room immediately.B.Turning off the gas
12、 as soon as possible.C.Trying to put out the fire by oneself.D.Closing the kitchen door and the window.A.By letting our friends remind us constantly.B.By leaving one family member in the kitchen.C.By setting the alarm clock to remind us.D.By taking something used in the kitchen with us.A.The oil wil
13、l be on fire.B.The turkey will be burnt.C.It will cause a serious burn.D.It will make the kitchen dirty.六、Passage Two(总题数：1，分数：18.00)Questions 20 to 22 are based on the passage you have just heard. （分数：18.00）A.They were affected by the bad situation.B.They were devoted to careers.C.They had to work
14、hard to earn more money.D.They married after World War .A.They enjoy staying with their husbands only.B.They want to get promotion.C.They doubt their economic capability.D.They are unsure of their health conditions.A.Not to have children is becoming a trend.B.Not all women want to have a baby.C.Wome
15、n have more working pressure than men.D.Working women can become perfect mothers.七、Passage Three(总题数：1，分数：18.00)Questions 23 to 25 are based on the passage you have just heard. （分数：18.00）A.They don“t have the time.B.They take it as a shame.C.They are too tired.D.They think it“s too early.A.Give thei
16、r children some suggestions for spending money.B.Tell their children how to use money directly.C.Help their children learn about finance.D.Buy their children anything they want.A.By exchanging ideas with their children.B.By expressing discontent at their children“s misconduct.C.By discussing limits
17、and consequences with their children.D.By refusing children“s inappropriate requests.八、Section C(总题数：1，分数：144.00)At a party last week, I met a man who until recently was a government minister. We 1 about this and that, and he said how much he was enjoying his 2 sinecures (闲职) non-executive directors
18、hips, speaking 3 and so on. He had both more money and more 4 time than he used to have; in all, life was good. I asked him if he was missing the power. He looked at me as if I were a fool. Government ministers don“t have any power, he said. As a writer, I am used to people telling me that their job
19、s are meaningless. In fact, this is the most popular problem that readers 5 . Lawyers, bankers, fund managers and all sorts of people with grand jobs write to me with the same 6 : The money may be good but where is the meaning? How can I make a difference? I always tell them to stop looking for mean
20、ing at once. If they go out looking, they are most 7 to find anything. It is the same thing with happiness: The more you search, the less you find. No one 8 this excellent advice. The search for meaning at work not only goes on rising but it also seems to be getting more urgent all the time. When go
21、vernment ministers join some professionals in complaining that their work doesn“t 9 a row of beans, we are really in trouble. This crisis of meaninglessness is a relatively new thing. But now, as a joint result of prosperity and our general 10 self-reflection, it has become the normal thing. （分数：144
22、.00）填空项 1:_九、Part Reading Compr(总题数：0，分数：0.00)十、Section A(总题数：1，分数：35.00)The industrial age has been the only period of human history in which most people“s work has taken the form of jobs. The industrial age may now be coming to an end, and some of the changes in work 1 which it brought may have to
23、 be reversed. This seems a 2 thought. But, in fact, it could offer the 3 of a better future for work. Universal employment, as its history shows, has not meant economic freedom. Employment became 4 when the enclosures of the 17th and 18th centuries made many people dependent on paid work by deprivin
24、g them of the use of the land, and thus of the means to provide a living for themselves. Then the factory system destroyed the cottage industries and 5 work from people“s homes. Later, as transport improved, first by rail and then by road, people commuted longer distances to their places of employme
25、nt until, 6 , many people“s work lost all connection with their home lives and the places in which they lived. Meanwhile, employment put women at a disadvantage. It became 7 for the husband to go out to paid employment, leaving the unpaid work of the home and families to his wife. It was not only wo
26、men whose work status 8 . As employment became the dominant form of work, young people and old people were 9 All this may now have to change. The time has certainly come to switch some effort and resources away from the idealist goal of creating jobs for all, to the urgent practical task of 10 many
27、people to manage without full-time jobs. A. amazing F. discouraging K. prospect B. concepts G. eventually L. removed C. customary H. excluded M. suffered D. definitely I. helping N. vision E. deprived J. patterns O. widespread（分数：35.00）十一、Section B(总题数：1，分数：70.00)How Girls Can Win in Math and Scienc
28、eA. Math is a cumulative subject, unlike say history, which can be learned in discrete units. College algebra (代数) is basically a course in the language of mathematics. Some might say that algebra is the mechanics of mathematics. The examples included at this level are simple, designed to reinforce
29、that the student has learned the “how“. The next laycr of courses teaches how to use this language, or this set of tools, to describe and model the real world. Being able to do this should leave no doubt in the student“s mind that they are mathematically competent. B. For years, feminists have lamen
30、ted (悲叹) the sorry state of girls in math and science, as they lag behind their male peers in test scores and shy away from careers in engineering and technology. Yet perhaps the most frustrating recent development on the topic is that some of the very programs designed to help girls get ahead may b
31、e holding them backor are simply misguided. Take single-sex math and science classes. While they seem like a logical way to give girls a jump-start in these subjects, new research suggests this initiativechampioned over the past two decades as a possible solutionmay backfire. C. In a study published
32、 last year, psychologist Howard Glasser at Bryn Mawr College examined teacher-student interaction in sex-segregated science classes. As it turned out, teachers behaved differently toward boys and girls in a way that gave boys an advantage in scientific thinking. While boys were encouraged to engage
33、in back-and-forth questioning with the teacher and fellow students, girls had many fewer such experiences. Glasser suggests they didn“t learn to argue in the same way as boys, and argument is the key to scientific thinking. Glasser points out that sex-segregated classrooms can construct differences
34、between the sexes by giving them unequal experiences. Unfortunately, such differences can impact kids“ choices about future courses and careers. It“s worth noting that the girls and boys in these science classes had similar grades, which masked the uneven dynamic. It was only when researchers review
35、ed videotapes of the lessons that they got a deeper analysis of what was actually going on, and what the kids were really learning. D. Glasser“s research got a boost last September when the journal Science published a scathing (严厉批评的) report on the larger issue of single-sex education, titled “The P
36、seudoscience of Single-Sex Schooling“. In the article, eight leading psychologists and neuroscientists debunked (揭穿的真相) research supporting single-sex education, and argued that sex segregation “increases gender stereotyping and legitimizes institutional sexism“. E. Another misguidedor, mistimedeffo
37、rt to improve girls“ performance is the “you can do it“ messaging directed toward girls in middle school, the period when their scores start lagging. New research shows that even when preteen girls say they believe this message, “stereotype threat“when negative cultural stereotypes affect a group“s
38、behaviorhas a dampening effect on their actual performance. F. In a 2009 study, psychologist Pascal Huguet of France“s Aix-Marseille University found that middle-school girls scored highest on tests measuring visual-spatial abilitieswhich are key to success in engineering, chemistry, medicine, and a
39、rchitecture, fields that promise high-paying, prestigious jobs down the roadwhen they were led to believe that there were no gender differences on the tasks. Not surprisingly, when they were told that boys do better on these tasks, they did poorly. But curiously, when they were given no information,
40、 allowing cultural stereotypes to operate, they also did poorly. The stereotypes were already firmly established. The authors discovered: By middle school it“s too little, too late. G. To disarm stereotypes, we must actively arm girls against themstarting at a very young age. By first or second grad
41、e, both girls and boys have the notion that math is a “boy thing“. But a 2011 study by psychologist Anthony Greenwald of the University of Washington found that there“s a window of opportunity during these early years in which, while girls do see math largely as a male preserve, they haven“t yet mad
42、e the connection that “because I am a girl, math is not for me“. During this short period, girls are relatively open to the idea that they can enjoy and do well at math. H. One strategy? Researchers suggest we take gender out of the equation in teaching about occupations. Rather than saying “girls c
43、an be scientists“, we should talk about what scientists do. For example, kids may be especially interested to know that scientists study how the world around them really works. Psychologists Rebecca Bigler of the University of Texas at Austin and Lynn Liben at Penn State say that when girls are enco
44、uraged to think this way, they“re much more likely to retain what they“re taught than they would be if they were just given the generic “girls can do science“ message. I. Finally, while women teachers can lead the way for girls in math and science, acting as role models, parents should be on the loo
45、kout for teachers“ math anxiety. A 2010 study of first- and second-graders led by psychologist Sian L. Beilock at the University of Chicago found that girls may learn to fear math from their earliest instructorsand that female elementary-school teachers who lack confidence in their own math skills c
46、ould be passing their anxiety along to their students. The more anxious teachers were about their own skills, the more likely their female students were to agree that “boys are good at math and girls are good at reading“. And according to Beilock, elementary-education majors at the college level hav
47、e the highest math anxiety level of any major, and may be unwittingly passing along a virus of underachievement to girls. J. Parents can “vaccinate“ girls against their teachers“ math anxiety, according to new research. But there may be a silver lining to this story for parents. Even if your daughte
48、r has a teacher with high math anxiety, it“s not inevitable that she“s going to experience problems with mathit turns out that parents (or others) can “vaccinate“ girls against their teachers“ qualms (疑虑). Beilock found that teachers“ anxiety alone didn“t do the damage. If girls already had a belief
49、 that “girls aren“t good at math“, their achievement suffered. But the girls who didn“t buy into that stereotype, who thought, of course I can be good at math, didn“t tumble into an achievement gulf. K. Now that we have reason to believe that gender stereotyping starts much earlier than previously thought, we also need to accept that countering it requires more sophisticated approaches than those we now use. If girls continue to lag behind in math areas, our future ec
