2023年大学英语六级(CET-6)模拟真题试卷及详解.docx

1月8日大学英语六级(CET-6)真题试卷(B卷)
Part I Listening Comprehension (20 minutes)
Section A
Directions: In this section, you will hear 10 short conversations. At the end of each Conversation, a question will be asked about what was said. Both the conversation and the question 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 the Answer Sheet with a single line through the centre.
Example:
You will hear:
You will read:
A) 2 hours.
B) 3 hours.
C) 4 hours.
D) 5 hours.
From the conversation we know that the two are talking about some work they will start at 9 o’clock in the morning and have to finish by 2 in the afternoon. Therefore, D) “5 hours” is the correct answer. You should choose [D] on the Answer Sheet and mark it with a single line through the centre.
Sample Answer [A] [B] [C] [D]
1. A) Furnished apartments will cost more.
B) The apartment can be furnished easily.
C) She can provide the man with the apartment he needs.
D) The apartment is just what the man is looking for.（C）
2. A) He quite agrees with Mr. Johnson’s views.
B) Mr. Johnson’s ideas are nonsense.
C) Mr. Johnson is good at expressing his ideas.
D) He shares the woman’s views on social welfare.（A）
3. A) Avoid distractions while studying in her dorm.
B) Improve her grades gradually.
C) Change the conditions of her dorm.
D) Study in a quiet place.（D）
4. A) It will be held in a different place,
B) It has been put off.
C) It has been cancelled.
D) It will be rescheduled to attract more participants.（B）
5. A) Janet is very much interested in architecture.
B) Janet admires the Sydney Opera House very much.
C) Janet thinks it’s a shame for anyone not to visit Australia.
D) Janet loves the beautiful landscape of Australia very much.（B）
6. A) It falls short of her supervisor’s expectations.
B) It has drawn criticism from lots of people.
C) It can be finished in a few weeks’ time.
D) It is based on a lot of research.（A）
7. A) Karen is sure to pass the interview.
B) He knows Karen better now.
C) Karen is very forgetful.
D) The woman should have reminded Karen earlier.（C）
8. A) Skip the class to prepare for the exam.
B) Tell the professor she’s lost her voice.
C) Attend the lecture with the man.
D) Ask Joe to apologize to the professor for her.（A）
9. A) The woman is working in a kindergarten.
B) The man will go in for business fight after high school.
C) The woman is not happy with the man’s decision.
D) The man wants to be a business manager.（D）
10. A) They are busy all the year round.
B) They stay closed until summer comes.
C) They cater chiefly to tourists.
D) They provide quality service to their customers.（C）
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 the Answer Sheet with a single line through the centre.
Passage One
Questions 11 to 14 are based on the passage you have just heard.
11. A) Boss and secretary.
B) PR representative and client.
C) Classmates.
D) Colleagues.（C）
12. A) He thought the boss was unfair to him.
B) His clients complained about his service.
C) He felt his assignment was tougher than Sue’s.
D) His boss was always finding fault with his work.（A）
13. A) She complains about her bad luck.
B) She always accepts them cheerfully.
C) She is unwilling to undertake them.
D) She takes them on, though reluctantly.（B）
14. A) John had to quit his job.
B) Both John and Sue got a raise.
C) Sue failed to complete her project.
D) Sue got promoted.（D）
Passage Two
Questions 15 to 17 are based on the passage you have just heard.
15. A) By displaying their feelings and emotions.
B) By exchanging their views on public affairs.
C) By asking each other some personal questions.
D) By greeting each other very politely.（C）
16. A) Yell loudly.
B) Argue fiercely.
C) Express his opinion frankly.
D) Refrain from showing his feelings.（D）
17. A) Doing credit to one’s community.
B) Distinguishing oneself.
C) Getting rich quickly.
D) Respecting individual rights.（B）
Passage Three
Questions 18 to 20 are based on the passage you have just heard.
18. A) When tests show that they are relatively safe.
B) If they don’t involve any risks.
C) When the urgent need for them arises.
D) If they produce predictable side effects.（A）
19. A) Because they are less sensitive to it than those who have been tested for it.
B) Because they are not accustomed to it.
C) Because their genes differ from those who have been tested for it.
D) Because they are not psychologically prepared for it.（D）
20. A) They will become physically impaired.
B) They will suffer from minor discomfort.
C) They will have to take ever larger doses.
D) They will experience a very painful process.（C）
Part II Reading Comprehension (35 minutes)
Directions: There are 4 passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on the Answer Sheet with a single line through the centre.
Passage One
Questions 21 to 25 are based on the following passage.
Throughout the nation’s more than 15,000 school districts, widely differing approaches to teaching science and math have emerged. Though there can be strength in diversity, a new international analysis suggests that this variability has instead contributed to lackluster (平淡旳) achievement scores by U.S. children relative to their peers in other developed countries.
Indeed, concludes William H. Schmidt of Michigan State University, who led the new analysis, “no single intellectually coherent vision dominates U.S. educational practice in math or science.” The reason, he said, “is because the system is deeply and fundamentally flawed.”
The new analysis, released this week by the National Science Foundation in Arlington, Va., is based on data collected from about 50 nations as part of the Third International Mathematics and Science Study.
Not only do approaches to teaching science and math vary among individual U.S. communities, the report finds, but there appears to be little strategic focus within a school district’s curricula, its textbooks, or its teachers’ activities. This contrasts sharply with the coordinated national programs of most other countries.
On average, U.S. students study more topics within science and math than their international counterparts do. This creates an educational environment that “is a mile wide and an inch deep,” Schmidt notes.
For instance, eighth graders in the United States cover about 33 topics in math versus just 19 in Japan. Among science courses, the international gap is even wider. U.S. curricula for this age level resemble those of a small group of countries including Australia, Thailand, Iceland, and Bulgaria. Schmidt asks whether the United States wants to be classed with these nations, whose educational systems “share our pattern of splintered (支离破碎旳) visions” but which are not economic leaders.
The new report “couldn’t come at a better time,” says Gerald Wheeler, executive director of the National Science Teachers Association in Arlington. “The new National Science Education Standards provide that focused vision,” including the call “to do less, but in greater depth.”
Implementing the new science standards and their math counterparts will be the challenge, he and Schmidt agree, because the decentralized responsibility for education in the United States requires that any reforms be tailored and instituted one community at a time.
In fact, Schmidt argues, reforms such as these proposed national standards “face an almost impossible task, because even though they are intellectually coherent, each becomes only one more voice in the babble (嘈杂声).”
21. According to the passage, the teaching of science and math in America is ________.
A) losing its vitality gradually
B) characterized by its diversity
C) going downhill in recent years
D) focused on tapping students’ potential（B）
22. The fundamental flaw of American school education is that ________.
A) it attaches too much importance to intensive study of school subjects
B) it relies heavily on the initiative of individual teachers
C) it sets a very low academic standard for students
D) it lacks a coordinated national program（D）
23. By saying that the U.S. educational environment is “a mile wide and an inch deep” (Line 2, Para. 5), the author means U.S. educational practice ________.
A) scratches the surface of a wide range of topics
B) lays stress on quality at the expense of quantity
C) encourages learning both in depth and in scope
D) offers an environment for comprehensive education（A）
24. The new National Science Education Standards are good news in that they will ________.
A) solve most of the problems in school teaching
B) provide depth to school science education
C) quickly dominate U.S. educational practice
D) be able to meet the demands of the community（B）
25. Putting the new science and math standards into practice will prove difficult because ________.
A) many schoolteachers challenge the acceptability of these standards
B) there is always controversy in educational circles
C) not enough educators have realized the necessity for doing so
D) school districts are responsible for making their own decisions（D）
Passage Two
Questions 26 to 30 are based on the following passage.
I had an experience some years ago which taught me something about the ways in which people make a bad situation worse by blaming themselves. One January, I had to officiate at two funerals on successive days for two elderly women in my community. Both had died “full of years,” as the Bible would say; both yielded to the normal wearing out of the body after a long and full life. Their homes happened to be near each other, so I paid condolence (吊唁) calls on the two families on the same afternoon.
At the first home, the son of the deceased (已故旳) woman said to me, “If only I had sent my mother to Florida and gotten her out of this cold and snow, she would be alive today. It’s my fault that she died.” At the second home, the son of the other deceased woman said, “If only I hadn’t insisted on my mother’s going to Florida, she would be alive today. That long airplane ride, the abrupt change of climate, was more than she could take. It’s my fault that she’s dead.”
When things don’t turn out as we would like them to, it is very tempting to assume that had we done things differently, the story would have had a happier ending. Priests know that any time there is a death, the survivors will feel guilty. Because the course of action they took turned out badly, they believe that the opposite course-keeping Mother at home, postponing the operation—would have turned out better. After all, how could it have turned out any worse?
There seem to be two elements involved in our readiness to feel guilt. The first is our pressing need to believe that the world makes sense, that there is a cause for every effect and a reason for everything that happens. That leads us to find patterns and connections both where they really exist and where they exist only in our minds.
The second element is the notion that we are the cause of what happens, especially the bad things that happen. It seems to be a short step from believing that every event has a cause to believing that every disaster is our fault. The roots of this feeling may lie in our childhood. Psychologists speak of the infantile myth of omnipotence (万能). A baby comes to think that the world exists to meet his needs, and that he makes everything happen in it. He wakes up in the morning and summons the rest of the world to its tasks. He cries, and someone comes to attend to him. When he is hungry, people feed him, and when he is wet, people change him. Very often, we do not completely outgrow that infantile notion that our wishes cause things to happen.
26. What is said about the two deceased elderly women?
A) They lived out a natural life.
B) They died due to lack of care by family members.
C) They died of exhaustion after the long plane ride.
D) They weren’t accustomed to the change in weather.（A）
27. The author had to conduct the two women’s funerals probably because ________.
A) he had great sympathy for the deceased
B) he wanted to console the two families
C) he was priest of the local church
D) he was an official from the community（C）
28. People feel guilty for the deaths of their loved ones because ________.
A) they believe that they were responsible
B) they had neglected the natural course of events
C) they couldn’t find a better way to express their grief
D) they didn’t know things often turn out in the opposite direction（A）
29. In the context of the passage, “... the world makes sense” (Line 2, Para, 4) probably means that ________.
A) we have to be sensible in order to understand the world
B) everything in the world is predetermined
C) there’s an explanation for everything in the world
D) the world can be interpreted in different ways（C）
30. People have been made to believe since infancy that ________.
A) every story should have a happy ending
B) their wishes are the cause of everything that happens
C) life and death is an unsolved mystery
D) everybody is at their command（B）
Passage Three
Questions 31 to 35 are based on the following passage.
“I’ve never met a human worth cloning,” says cloning expert Mark Westhusin from his lab at Texas A&M University. “It’s a stupid endeavor.” That’s an interesting choice of adjective, coming from a man who has spent millions of dollars trying to clone a 13-year-old dog named Missy. So far, he and his team have not succeeded, though they have cloned two cows and expect to clone a cat soon. They just might succeed in cloning Missy this spring—or perhaps not for another 5 years. It seems the reproductive system of man’s best friend is one of the mysteries of modern science.
Westhusin’s experience with cloning animals leaves him upset by all this talk of human cloning. In three years of work on the Missy project, using hundreds upon hundreds of dog’s eggs, the A&M team has produced only a dozen or so embryos (胚胎) carrying Missy’s DNA. None have survived the transfer to a surrogate (代孕旳) mother. The wastage of eggs and the many spontaneously aborted fetuses (胎) may be acceptable when you’re dealing with cats or bulls, he argues, but not with humans. “Cloning is incredibly inefficient, and also dangerous,” he says.
Even so, dog cloning is a commercial opportunity, wit