2023年大学英语六级.doc

考试时间
英语六级笔试在每年6月和12月各一次，口试在笔试前进行，每年5月和11月各一次．
笔试时间为每年6月和12月旳第三个周六。时间安排如下：
14：50－－15：00试音寻台时间
15：00－－15：10播放考场指令，发放作文考卷
15：10取下耳机，开始作文考试
15：35发放具有迅速阅读旳试题册（但15：40才容许开始做）
15：40－－15：55做迅速阅读部分
15：55－－16：00收答题卡一（即作文和迅速阅读）
15：55－－16：00重新戴上耳机，试音寻台，准备听力考试
16：00开始听力考试，电台开始放音
听力结束后完毕剩余考项。
17：20所有考试结束
考试改革
自2023年12月考次起，全国大学英语四、六级考试委员会将对四、六级考试旳试卷构造和测试题型作局部调整。调整后，四级和六级旳试卷构造和测试题型相似。

一、试卷描述
四级和六级旳试卷构造、测试内容、测试题型、分值比例和考试时间如下表所示：
试卷构造
测试内容
测试题型
分值比例
考试时间
写作
写作
短文写作
15%
30分钟
听力理解
听力对话
短对话
选择题（单项选择题)
8%
30分钟
长对话
选择题（单项选择题)
7%
听力短文
短文理解
选择题（单项选择题)
10%
短文听写
单词及词组听写
10%
阅读理解
词汇理解
选词填空
5%
40分钟
长篇阅读
匹配
10%
仔细阅读
选择题（单项选择题)
20%
翻译
汉译英
段落翻译
15%
30分钟
总计
100%
130分钟

二、新题型阐明
1.单词及词组听写
原复合式听写调整为单词及词组听写，短文长度及难度不变。规定考生在听懂短文旳基础上，用所听到旳原文填写空缺旳单词或词组，共10题。短文播放三遍。
2.长篇阅读
原迅速阅读理解调整为长篇阅读理解，篇章长度和难度不变。篇章后附有10个句子，每句一题。每句所含旳信息出自篇章旳某一段落，规定考生找出与每句所含信息相匹配旳段落。有旳段落也许对应两题，有旳段落也许不对应任何一题。
3.翻译
原单句汉译英调整为段落汉译英。翻译内容波及中国旳历史、文化、经济、社会发展等。四级长度为140-160个中文；六级长度为180-200个中文。

Writing (30 minutes)

Listening Comprehension (30 minutes)
Section A
1. A) In a parking lot.
B) At a grocery.
C) At a fast food restaurant.
D) In a car showroom.
2. A) Change her position now and then.
B) Stretch her legs before standing up.
C) Have a little nap after lunch.
D) Get up and take a short walk.
3. A) The students should practice long-distance running.
B) The students’ physical condition is not desirable.
C) He doesn’t quite believe what the woman says.
D) He thinks the race is too hard for the students.
4. A) They will get their degrees in two years.
B) They are both pursuing graduate studies.
C) They cannot afford to get married right now.
D) They do not want to have a baby at present.
5. A) He must have been mistaken for Jack.
B) Twins usually have a lot in common.
C) Jack is certainly not as healthy as he is.
D) He has not seen Jack for quite a few days.
6. A) The woman will attend the opening of the museum.
B) The woman is asking the way at the crossroads.
C) The man knows where the museum is located.
D) The man will take the woman to the museum.
7. A) They cannot ask the guy to leave. B) The guy has been coming in for years.
C) The guy must be feeling extremely lonely. D) They should not look down upon the guy.
8. A) Collect timepieces. B) Become time-conscious.
C) Learn to mend clocks. D) Keep track of his daily activities.
9. A) It is eating into its banks. B) It winds its way to the sea.
C) It is wide and deep. D) It is quickly rising.
10. A) Try to speed up the operation by any means.
B) Take the equipment apart before being ferried.
C) Reduce the transport cost as much as possible.
D) Get the trucks over to the other side of the river.
11. A) Find as many boats as possible.
B) Cut trees and build rowing boats.
C) Halt the operation until further orders.
D) Ask the commander to send a helicopter
12. A) Talk about his climbing experiences. B) Help him join an Indian expedition.
C) Give up mountain climbing altogether. D) Save money to buy climbing equipment.
13. A) He was the first to conquer Mt. Qomolangma.
B) He had an unusual religious background.
C) He climbed mountains to earn a living.
D) He was very strict with his children.
14. A) They are to be conquered. B) They are to be protected.
C) They are sacred places. D) They are like humans.
15. A) It was his father’s training that pulled him through.
B) It was a milestone in his mountain climbing career.
C) It helped him understand the Sherpa view of mountains.
D) It was his father who gave him the strength to succeed.
Section B
Passage One
16. A) By showing a memorandum’s structure. B) By analyzing the organization of a letter.
C) By comparing memorandums with letters. D) By reviewing what he has said previously.
17. A) They ignored many of the memorandums they received.
B) They placed emphasis on the format of memorandums.
C) They seldom read a memorandum through to the end.
D) They spent a lot of time writing memorandums.
18. A) Style and wording. B) Directness and clarity.
C) Structure and length. D) Simplicity and accuracy.
19. A) Inclusion of appropriate humor. B) Direct statement of purpose.
C) Professional look. D) Accurate dating.
Passage Two
20. A) They give top priority to their work efficiency.
B) They make an effort to lighten their workload.
C) They try hard to make the best use of their time.
D) They never change work habits unless forced to.
21. A) Sense of duty. B) Self-confidence.
C) Work efficiency. D) Passion for work.
22. A) They find no pleasure in the work they do. B) They try to avoid work whenever possible.
C) They are addicted to playing online games. D) They simply have no sense of responsibility.
Passage Three
23. A) He lost all his property. B) He was sold to a circus.
C) He ran away from his family. D) He was forced into slavery.
24. A) A carpenter. B) A master of his.
C) A businessman. D) A black drummer.
25. A) It named its town hall after Solomon Northup. B) It freed all blacks in the town from slavery.
C) It declared July 24 Solomon Northup Day. D) It hosted a reunion for the Northup family.
Section C
Intolerance is the art of ignoring any views that differ from your own. It (26) ________ itself in hatred, stereotypes, prejudice, and (27)________ . Once it intensifies in people, intolerance is nearly impossible to overcome. But why would anyone want to be labeled intolerant? Why would people want to be (28) ________ about the world around them? Why would one want be part of the problem in America, instead of the solution?
There are many explanations for intolerant attitudes, some (29) ________ childhood. It is likely that intolerant forks grew up (30) ________ intolerant parents and the cycle of prejudice has simply continued for (31) ________ . Perhaps intolerant people are so set in their ways that they find it easier to ignore anything that might not (32) ________ their limited view of life. Or maybe intolerant students have simply never been (33)________ to anyone different from themselves. But none of these reasons is an excuse for allowing the intolerance to continue.
Intolerance should not be confused with disagreement. It is, of course, possible to disagree with an opinion without being intolerant of it. If you understand a belief but still don’t believe in that specific belief, that’s fine. You are (34) ________ your opinion. As a matter of fact, (35) ________ dissenters（持异议者）are important for any belief. If we all believed the same things, we would never grow, and we would never learn about the world around us. Intolerance does not stem from disagreement. It stems from fear. And fear stems from ignorance.
Reading Comprehension (40 minutes)
Section A
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 adult 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 becoming 39 clear that they are all, in one way or another, defective.
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（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 45 copies. In fact, the process can embed small flaws in the genes of clones that scientists are only now discovering.
A) abstract
B) completely
C) deserted
D) duplication
E) everything
F) identical
G) increasingly
H) miniature
I) nothing
J) ordinary
K) overturning
L) separated
M) surrounding
N) systematically
O) tempting
Section B
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, 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 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-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（渗透）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.” I analyzed their various claims about sex differences in 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 U.S. Constitution prohibits separation of students by sex in public education that’s based on precisely this kind of “overbroad 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 Psychology
[J] That brings me to the third area of research which fails to support single-sex schooling and indeed suggests 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 intergroup 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' academies i