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1、溫故而知新，下筆如有神。 近三年英語六級專題考練2試卷（第1套） 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 whether technology is indispensable in educati

2、on. You should give sound arguments to support your views and write at least 150 words but no more than200words. Part II Listening Comprehension (30 minutes) Section A Directions:In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conve

3、rsation, 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

4、 corresponding letter on Answer Sheet 1 with a single line through the centre. 注意：此部分試題請在答題卡1上作答。 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 litt

5、le 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 the

6、ir 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

7、. 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) T

8、he 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. Questions 9 to 11 are based on the conversatio

9、n you have just heard. 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.

10、 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. Questions 12 to 15 are based on the conversation you have just heard.

11、 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 ea

12、rn 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) I

13、t helped him understand the Sherpa view of mountains. D) It was his father who gave him the strength to succeed. 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 o

14、nce. After you hear a question, you mustchoose the best answer from the four choices marked A) , B) , C) and D). Then mark the correspondingletter on Answer Sheet 1 with a single line through the centre. 注意：此部分試題請在答題卡1上作答。 Passage One Questions 16 to 19 are based on the conversation you have just

15、 heard. 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 memor

16、andums. 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) Professional look. C) Dire

17、ct statement of purpose. D) Accurate dating. Passage Two Questions 20 to 22 are based on the passage you have just heard. 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

18、 never change work habits unless forced to. 21. A) Sense of duty. B) Work efficiency. C) Self-confidence. 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 ha

19、ve no sense of responsibility. Passage Three Questions 23 to 25 are based on the passage you have just heard. 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

20、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 Directions: In this section, you will hear a passage

21、 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 arerequired to fill in the blanks with the exact words you have just heard. Finally, when the passage is read forthe third time, you should ch

22、eck what you have written. 注意：此部分試題請在答題卡1上作答。 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 people, intolerance is nearly impossible to overcome. But why would anyone want to be labeled as int

23、olerance? Why would people want to be __28__ about the world around them? Why would one want to be part of the problem in America, instead of the solution? There are many of the explanations for intolerant attitude, some __29__ childhood. It is likely that intolerant forks grew up __30__ intolerant

24、 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__ to their limited view of life. Or maybe intolerant students have simply never been __33__ to anyone different from

25、 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 speci

26、fic belief, that’s fine. You are __34__ your opinion. As a matter of fact, __35__ dissenters (持異議者) 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 fe

27、ar. And fear stems from ignorance. Part III Reading Comprehension (40 minutes) Section A 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 t

28、he 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 Sheet2 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

29、based on the following passage. His future subjects have not always treated the Prince of Wales with the respect one might expect. They laughed in 1986 when the heir to the British __36__ told a TV reporter that he talked to his plants at his country house, Highgrove, to stimulate their growth. The

30、 Prince was being humorous—“My sense of humor will get me into trouble one day,” he has confided to aides (隨從)—but listening to Charles Windsor can indeed prove stimulating. The royal __37__ has been promoting radical ideas for most of his adult life. Some of his __38__ which once sounded a bit weir

31、d, were simply ahead of their time. Now, finally, the world seems to be catching up with him. Take his views on farming. Prince Charles’ Duchy Home Farm went __39__ back in 1986, when most shoppers cared only about the low price tag on suspiciously blemish-free (無瑕疵的) vegetables and __40__ large ch

32、ickens piled high in supermarkets. His warnings on proved farsighted, too. Charles began __41__ action on global warming in 1990 and says he’s been worried about the __42__ of man on the environment since he was a teenager. Although he has gradually gained international __43__ as one of the world

33、’s leading conservationists, many British people still think of him as a __44__ person who talks to plants. This year, as it happens, South Korean scientists proved that plants really do __45__ to sound. So Charles was ahead of the game there, too. 注意：此部分試題請在答題卡2 上作答。 A) conform B) eccentric

34、C) environmentalist D) expeditions E) impact F) notions G) organic H) originally I) recognition J) respond K) subordinate L) suppressing M) throne N) unnaturally O) urging Section B Directions:In this section, you are going to read a passage with ten statements attached to it

35、. Eachstatement 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 S

36、ingle-Sex Education Be Eliminated? [A] Why is a neuroscientist here debating single-sex schooling? Honestly, I had no fixed ideas on the topic when 1 started researching it for my book, Pink Brain, Blue Brain. But any discussion of gender differences in children inevitably leads to this debate, so

37、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 p

38、ublished, 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

39、 that three lines of research used to justify single-sex schooling—educational, neuroscience, and social psychology—all fail to support its purported 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 o

40、n 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

41、 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 are many excel

42、lent single-sex schools out there, but as these careful research reviews have demonstrated, it is not their single-sex composition that makes them excellent. It is all the other advantages that are typically packed into such schools, such as financial resources, quality of the faculty, and pro-acade

43、mic 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 coeduc

44、ational high schools. Commissioned by the National Coalition of Girls’ Schools, the raw findings look pretty good for the flinders—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 controlle

45、d 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 o

46、f 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 that both boys and girls

47、 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 Cogn

48、itive 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 hundre

49、ds of schools caught up in the fad 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,

50、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-

51、specific learning.” I analyzed their various claims about hearing, vision, language, math, stress responses, and “l(fā)earning 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

52、 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 prote

53、ction 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 t

54、oo easily to stereotyping and sex discrimination. Social Developmental Psychology [J] Which brings me to the third area of research that fails to support single-sex schooling and indeed suggests the practice is actually harmful: social-developmental psychology. [K] It is a well-proven findin

55、g 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 vulnera

56、ble 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 sing

57、le-sex experiment in California, where six school districts used generous state grants to set up separate boys’ and girls’ academies in the late 1990s. Once boys and girls were segregated, teachers resorted to traditional gender stereotypes to run their classes, and within just three years, five of

58、the six districts had gone back to coeducation. [M] At the same time, researchers are increasingly discovering benefits of gender interaction in youth. A large British study found that children with other-sex older siblings (兄弟姐妹) exhibit less stereotypical play than children with same-sex older

59、siblings, such as girls who like sports and building toys and boys who like art and dramatic play. Another study of high school social networks found less bullying and aggression the higher the density of mixed-sex friendships within a given adolescent network. Then there is the finding we cited in

60、our Science paper of higher divorce and depression rates among a large group of British men who attended single-sex schools as teenagers, which might be explained by the lack of opportunity to learn about relationships during their formative years. [N] Whether in nursery school, high school, or t

61、he business world, gender segregation narrows our perceptions of each other, facilitating stereotyping and sexist attitudes. It’s very simple: the more we structure children and adolescents’ environment around gender distinctions and separation, the more they will use these categories as the primary

62、 basis for understanding themselves and others. [O] Gender is an important issue in education. There are gaps in reading, writing, and science achievement that should be narrower. There are gaps in career choice that should be narrower—if we really want to maximize human potential and American ec

63、onomic growth. But stereotyping boys and girls and separating them in the name of fictitious (虛構的) brain differences is never going to close these gaps. 注意：此部分試題請在答題卡2 上作答。 46. Hundreds of schools separate boys from girls in class on the alleged brain and cognitive differences. 47. A review o

64、f extensive educational research shows no obvious academic advantage of single-sex schooling. 48. The author did not have any fixed ideas on single-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 su

65、ffer from depression. 50. Studied in social psychology have shown segregation in school education has a negative impact on children. 51. Reviews of research indicate there are more differences in brain and cognitive development within the same sex than between different sexes. 52. The findings of

66、 the national survey of college freshmen about the impact of single-sex schooling fail to take into account student and school attributes. 53. It wasn’t long before most of the school districts that experimented with single-sex education abandoned the practice. 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 schools is attributed to