1、大学英语六级-49 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：106.50)1.1. 现在有毕业生为了找到工作而整容2. 有人赞成，有人反对3. 我的观点（分数：106.50）_二、Part Listening Com(总题数：0，分数：0.00)三、Section A(总题数：4，分数：106.50)(1).A. Sue looks older in the picture than she really is.B. Sue should wear makeup when taking photos.C. Sue is the ol
2、dest among the people in the picture.D. Sue should remove this picture from her photo album.（分数：7.10）A.B.C.D.(2).A. The woman doesnt believe the weather forecast.B. The woman feels its at least 5 degrees below zero.C. The man doesnt like the slippery roads in cold weather.D. The man hates everything
3、 about the cold weather.（分数：7.10）A.B.C.D.(3).A. The woman doesnt like any fragrant cleaning milk.B. The cleaning milk is designed for sensitive skin.C. The woman prefers any fragrance but this kind.D. The man thinks the price is reasonable.（分数：7.10）A.B.C.D.(4).A. The woman doesnt like classical musi
4、c.B. The woman is a musician playing in an orchestra.C. The man thinks classical music has no beat at all.D. The man prefers jazz to classical music.（分数：7.10）A.B.C.D.(5).A. Peter is not available.B. Peter is not welcome.C. Peter has been invited.D. Peter has been ill.（分数：7.10）A.B.C.D.(1).A. He lent
5、the calculator to someone else.B. He needed to use the calculator for more days.C. He forgot to bring the calculator to school.D. He dropped the calculator and broke it.（分数：7.10）A.B.C.D.(2).A. Complaining.B. Apologizing.C. Inquiring.D. Reporting.（分数：7.10）A.B.C.D.(3).A. Lucy had a row with Jim.B. Luc
6、y broke up with Jim.C. Lucy had a crush on Jim.D. Lucy distanced herself from Jim.（分数：7.10）A.B.C.D.(1).A. They became more excited.B. They became bad-tempered.C. They didnt know what to do.D. They shifted their attention.（分数：7.10）A.B.C.D.(2).A. She did the study all by herself.B. She organized a tea
7、m to do the study.C. She finished the study under her tutors instruction.D. She divided the team into different groups.（分数：7.10）A.B.C.D.(3).A. Go to study in university.B. Work in a cell phone company.C. Conduct the cell phone research in University.D. Take part in another competition.（分数：7.10）A.B.C
8、.D.(1).A. It lasted for four weeks.B. It started from Pittsburg.C. It ended in Mongolia.D. It took different transportation means.（分数：7.10）A.B.C.D.(2).A. There were cows and sheep everywhere.B. There were many trees in Siberia.C. He saw a large area of desert.D. He saw nothing except wild camels in
9、Mongolia.（分数：7.10）A.B.C.D.(3).A. He brought food with him when he got on the train.B. He bought food from the local people on the train.C. He bought food sold on the platform.D. He ate in the dining cart of the train.（分数：7.10）A.B.C.D.(4).A. He will visit Russia next year.B. He will take a luxurious
10、train next time.C. He wont go to Russia in future.D. He will wait a few years to visit Russia.（分数：7.10）A.B.C.D.四、Section B(总题数：0，分数：0.00)五、Passage One(总题数：1，分数：28.40)(1).A. It has been held for 10 years.B. It is held in New York every year.C. It is classified into 8 categories.D. It is a competition
11、 about technology.（分数：7.10）A.B.C.D.(2).A. They put forward with some challenges for students to solve.B. They provide students with opportunity to work in field.C. They sponsor students for their research and creation.D. They give instructions on the solutions to challenges.（分数：7.10）A.B.C.D.(3).A. I
12、t is inspired by an earthquake.B. It is used for computers.C. It is a self-rescue application.D. It is a social networking website.（分数：7.10）A.B.C.D.(4).A. Saving energy.B. Collecting information.C. Increasing speed.D. Improving performance.（分数：7.10）A.B.C.D.六、Passage Two(总题数：1，分数：21.30)(1).A. She is
13、a historian and philosopher.B. She is the first woman president in America.C. She is the 28th president of Harvard University.D. She has been teaching in Harvard for years.（分数：7.10）A.B.C.D.(2).A. She never imagined a woman could become the president.B. She came to realize her nomination did inspire
14、many women.C. She wished people took an unbiased view toward her nomination.D. She attributed her nomination to the support of women.（分数：7.10）A.B.C.D.(3).A. She managed to get more organizational sponsorship.B. She increased the level of tuition for undergraduates.C. She reduced financial burden of
15、most talented students.D. She ensured a more liberal academic environment.（分数：7.10）A.B.C.D.七、Passage Three(总题数：1，分数：21.30)(1).A. Because communication becomes more difficult.B. Because the staff in call center are under-qualified.C. Because the staff are unable to answer questions.D. Because the sta
16、ff are not 24 hours available.（分数：7.10）A.B.C.D.(2).A. People with proficient computer skills.B. People with pleasing smile and voice.C. People with good communication skills.D. People with varied work experience.（分数：7.10）A.B.C.D.(3).A. It is run entirely through the telephone.B. It puts customer sat
17、isfaction on priority.C. It has a few outlets in central business districts.D. It has a standardized script for the staff to use.（分数：7.10）A.B.C.D.八、Section C(总题数：1，分数：71.00)Cheating scandals have rocked a number of school districts across the country this year. What happened in Atlanta is hard to im
18、agine. Dozens of administrators and teachers changed answers on (26) tests. When those tests showed big gains, school leaders (27) . But they were caught, in part, because Georgia have been looking for (28) of changing answers for years.Kathleen Mathers, who runs Georgias Office of Student Achieveme
19、nt, says her state is in its third year of using erasure analysis of all elementary and middle school tests. She says the scanners can (29) “between an answer choice that is definitely made and intended to be the answer choice, and answer choices that were (30) made and then erased. “ Mathers says t
20、hat analysis costs the state about $ 27,000a small fraction of its testing budget. The data established that in many schools there were just too many (31) from wrong to right.Prof. Gary“ Miron of Western Michigan University says this problem is part of the (32) result of No Child Left Behind. The la
21、w said test scores would determine the fate of entire schools. Schools that fail can (33) , and bad test scores can also harm funding. And now a growing number of states are planning to (34) teachers based in part on test scores.Miron also says before No Child Left Behind, schools tested less often
22、and more carefully. “No Child Left Behind required testing to be (35) at each of the grades between grades three and eight,“ he says. But with this it meant that we had to distribute the resources for testing across more grades.（分数：71.00）填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:
23、_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：35.50)The industrial age has been the only period of human history in which most peoples work has taken the form of jobs. The industrial age may now be coming to an end, and some of the changes in work (36) which it brought may have to
24、be reversed. This seems a (37) thought. But, in fact, it could offer the (38) of a better future for work. Universal employment, as its history shows, has not meant economic freedom.Employment became (39) when the enclosures of the 17th and 18th centuries made many people dependent on paid work by d
25、epriving 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 (40) work from peoples homes. Later, as transport improved, first by rail and then by road. people commuted longer distances to their places of
26、 employment until, (41) , many peoples work lost all connection with their home lives and the places in which they lived.Meanwhile, employment put women at a disadvantage. It became (42) for the husband to go out to paid employment, leaving the unpaid work of the home and families to his wife.It was
27、 not only women whose work status (43) . As employment became the dominant form of work, young people and old people were (44) .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 practic
28、al task of (45) many people to manage without full-time jobs.A. amazing D. helpingB. concepts J. patternsC. customary K. prospectD. definitely L. removedE. deprived M. sufferedF. discouraging N. visionG. eventually O. widespreadH. excluded（分数：35.50）填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空
29、项 1:_填空项 1:_填空项 1:_十一、Section B(总题数：1，分数：71.00)How Girls Can Win in Math and ScienceA 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 m
30、athematics. The examples included at this level are simple, designed to reinforce that the student has learned the “how“. The next layer 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
31、s mind that they are mathematically competent.B For years, feminists have lamented (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
32、 topic is that some of the very programs designed to help girls get ahead may be 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 t
33、he past two decades as a possible solutionmay backfire.C In a study published 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 bo
34、ys an advantage in scientific thinking. While boys were encouraged to engage in back-and-forth questioning with the teacher and fellow students, girls had many fewer such experiences. Glasser suggests they didnt learn to argue in the same way as boys, and argument is the key to scientific thinking.
35、Glasser points out that sex-segregated classrooms can construct differences between the sexes by giving them unequal experiences. Unfortunately, such differences can impact kids choices about future courses and careers. Its worth noting that the girls and boys in these science classes had similar gr
36、ades, which masked the uneven dynamic. It was only when researchers reviewed videotapes of the lessons that they got a deeper analysis of what was actually going on, and what the kids were really learning.D Glassers research got a boost last September when the journal Science published a scathing (尖
37、刻的) report on the larger issue of single-sex education, titled “The Pseudoscience of Single-Sex Schooling“. In the article, eight leading psychologists and neuroscientists debunked (揭真相) research supporting single-sex education, and argued that sex segregation “increases gender stereotyping and legi
38、timizes institutional sexism“.E Another misguidedor, mistimedeffort 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, “stere
39、otype threat“when negative cultural stereotypes affect a groups behaviorhas a dampening effect on their actual performance.F In a 2009 study, psychologist Pascal Huguet of Frances Aix-Marseille University found that middle-school girls scored highest on tests measuring visual-spatial abilitieswhich
40、are key to success in engineering, chemistry, medicine, and architecture, 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 di
41、d poorly. But curiously, when they were given no information, allowing cultural stereotypes to operate, they also did poorly. The stereotypes were already firmly established. The authors discovered: By middle school its too little, too late.G To disarm stereotypes, we must actively arm girls against
42、 themstarting at a very young age. By first or second grade, 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 theres a window of opportunity during these early years in which, while girls do
43、see math largely as a male preserve, they havent yet made 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 t
44、eaching about occupations. Rather than saying “girls can 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
45、 Lynn Liben at Penn State say that when girls are encouraged to think this way, theyre much more likely to retain what theyre 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, a
46、cting as role models, parents should be on the lookout 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 teache
47、rs who lack confidence in their own math skills could 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, ele
48、mentary-education majors at the college level have 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 daughter has a teacher with high math anxiety, its not inevitable
