大學英語六級真題及答案參考

Part I Writing (30 minutes)

Directions: For this part, you are allowed 30 minutes to write an essay on the saying What worthdoing比worthdoing well. You should write at least words but no more than 200 words.

Part Ⅱ

Listening Comprehension(30 minutes )

Section A

Directions: In this section, you will hear t0o long comversations. At the end of each

conversation , you will hear four questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marnked A), B), C) and D).Then mark the corresponding letter on Ansuer Sheet 1 with a single line through the centre.

Questions 1 to 4 are based on the conversation you have just heard.

1. A) She can devote all her life to pursuing her passion.

B) Her accumulated expertise helps her to achieve her goals.

C) She can spread her academic ideas on a weekly TV show.

D) Her research findings are widely acclaimed in the world.

2. A) Provision of guidance for nuclear labs in Europe.

B) Touring the globe to attend science TV shows.

C) Overseeing two research groups at Oxford.

D) Science education and scientific research.

3. A) A better understanding of a subject.

B) A stronger will to meet challenges.

C) A broader knowledge of related felds.

D) A closer relationship with young people.

4. A) By applying the latest research methods.

B) By making full use of the existing data.

C) By building upon previous discoveries.

D) By utilizing more powerful computers.

Questions 5 to 8 are based on the conversation you have just heard.

5. A) They can predict future events.

C) They have cultural connotations.

B) They have no special meanings.

D) They cannot be easily explained.

6. A) It was canceled due to bad weather.

B) She overslept and missed the fight.

C) She dreamed of a plane craash.

D) It was postponed to the following day.

7. A) They can be affected by people's childhood experiences.

B) They may sometimes seem ridiculous to a rational mind.

C) They usually result from people's unpleasant memories.

D) They can have an impact as great as rational thinking.

8. A) They call for scientifc methods to interpret.

B) They mirror their long- cherished wishes.

C) They reflect their complicated emotions.

D) They are often related to irrational feelings.

Section B

Directions: In this section, you will hear tuoo passages. At the end of each passage, you will hear three or four questions. Both the passage and the questions wil 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 Ansuer Sheet 1 with a single line through the centre.

Questions 9 to 11 are based on the pa8sage you have just heard.

9. A) Radio waves.

B) Sound waves.

C) Robots.

D) Satellites.

10. A) It may be freezing fast beneath the glacier.

B) It may have micro-organisms living in it.

C) It may have certain rare minerals in it.

D) It may be as deep as four kilometers.

11. A) Help understand life in freezing conditions.

B) Help find new sources of fresh water

C) Provide information about other planets.

D) Shed light on possible life in outer space.

Questions 12 to 15 are based on the passage you have just heard.

12. A) He found there had been lttle research on their language.

B) He was trying to preserve the languages of the Indian tribes.

C) His contact with a social worker had greatly aroused his interest in the tribe.

D) His meeting with Gonzalez had made him eager to leam more about the tribe.

13. A) He taught Copeland to speak the Tarahumaras language.

B) He persuaded the Tarahumaras to accept Copeland's gifts.

C) He recommended one of his best friends as an interpreter.

D) He acted as an intermediary between Copeland and the villagers.

14. A) Unpredictable.

B) Unjustifhable.

C) Laborious.

D) Tedious.

15. A) Their appreciation of help from the outsiders.

B) Their sense of sharing and caring.

C) Their readiness to adapt to technology.

D) Their belief in creating wealth for themselves.

Section C

Directions : In this section , you will hear three recondings of letures or talks followed by three or four questions. The recordings will be played only once. Afler you hear a question, you must choose the best ansuer from the four choices markedA), B), C) and D). Then markt the corresponding letter on Answer Sheet 1 with a single line through the centre.

Questions 16 to 18 are based on the recording you have just heard.

16. A) They tend to be silenced into submission.

B) They find it hard to defend themselves.

C) They will feel proud of being pioneers.

D) They will feel somewhat encouraged.

17. A) One who advocates violence in effecting change.

B) One who craves for relentless transformations.

C) One who acts in the interests of the oppressed.

D) One who rebels against the existing socal order.

18. A) They tried to effect social change by force.

B) They disrupted the nation's social stability.

C) They served as a driving force for progress.

D) They did more harm than good to humanity.、

Questions 19 to 21 are based on the recording you have just heard.

19. A) Few of us can ignore changes in our immediate environment.

B) It is impossible for us to be imumune from outside influence.

C) Few of us can remain unaware of what happens around us.

D) It is important for us to keep in touch with our own world.

20. A) Make up his mind to start all over again.

B) Stop making unfair judgements of others.

C) Try to find a more exciting job somewhere else.

D) Recognise the negative impact of his coworkers.

21. A) They are quite susceptible to suicide.

C) They suffer a great deal from ill health.

B) They improve people's quality of life.

D) They help people solve mental problems.

Questions 22 to 25 are based on the recording you have just heard.

22. A) Few people can identify its texture.

C) Its real value is open to interpretation.

B) Few people can describe it precisely.

D) Its importance is often over- estimated.

23. A) It has never seen any change.

C) It is a well-protected govemment secret.

B) It has much如o do with color.

D) It is a subject of study by many forgers.

24. A) People had lttle faith in paper money.

C) It predicted their value would increase.

B) They could last longer in circulation.

D) They were more difficult to counterfeit.

25. A) The stabilzation of the dollar value.

C) A gold standard for American currency.

B) The issuing of govermment securities.

D) A steady appreciation of the U. S. dollar.

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 the passage through carngfully before making your choices.Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Ansuer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.

Overall, men are more likely than women to make excuses. Several studies suggest that men feel the need to appear competent in all 26______，while women worry only about the skills in which they've invested 27______ . Ask a man and a woman to go diving for the first time, and the woman is likely to jump in, while the man is likely to say he's not feeling too well.

Ironically, it is often success that leads people to flirt with failure. Praise won for 28______ a skill suddenly puts one in the position of having everything to lose. Rather than putting their reputation on the line again, many successful people develop a handicap

drinking,29______,depression- -that allows them to keep their status no matter what the future brings. An advertising executive 30______ for depression shortly after winning an award put it this way:“ Without my depression, I'd be a failure now;with it, I'm a success‘on hold’”

In fact, the people most likely to become chronic excuse makers are those 31______ with success.Such people are so afraid of being 32______ a failure at anything that they constantly develop one handicap or another in order to explain away failure.

Though self-handicapping can be an effective way of coping with performance anxiety now and then, in the end, researchers say, it will lead to 33______. In the long run, excuse makers fail to live up to their true 34______ and lose the status they care so much about. And despite their protests to the 35______ they have only themselves to blame.

Section B

Directions: In this section, you are going to read a passage with ten statements attached to it.Each statement contains information given in ome of the paragraphs. Identify the paragraph from xwhich the information is derived. You may choose a paragraph more than once.Fach paragraph is marked with a letter. Answer the questioms by marking thecorresponding letter om Ansuer Sheet 2.

Six Potential Bain Benefits of Bilingual Education

A) Brains, brains, brains. People are fascinated by brain research. And yet it can be hard to point to places where our education system is really making use of the latest neuroscience findings. But there is one happy link where research is meeting practice: bilingual education.“In the last 20 years or so, there's been a virtual explosion of research on bilingualism ,says Judith Kroll, a professor at the University of Califonia, Riverside.

B) Again and again, researchers have found,“bilingualism is an experience that shapes our brain for life," in the words of Gigi Luk, an associate professor at Harvard's Graduate School of Education.At the same time, one of the hottest trends in public schooling is what's often called dual-language or two-way immersion programs.

C) Traditional programs for English-language leamers, or ELLs, focus on assimilating students into English as quickdy as possible. Dual-language classrooms, by contrast, provide instruction across subjects to both English natives and English leamers, in both English and a target language.The goal is functional bilingualism and biliteracy for all students by middle school. New York City ,North Carolina, Delaware, Utah, Oregon and Washington state are among the places expanding dual-language classrooms.

D) The trend fies in the face of some of the culture wars of two decades ago , when advocates insisted on“English first” education. Most famously, Califomnia passed Proposition 227 in 1998. It was intended to sharply reduce the amount of time that English-language leamers spent in bilingual settings. Proposition 58，passed by California voters on November 8, largely reversed that decision,paving the way for a huge expansion of bilingual education in the state that has the largest population of English-language leamers.

E) Some of the insistence on Englih-first was founded on research produced decades ago, in which bilingual students underperformned monolingual English speakers and had lower IQ scores. Today's scholars, like Elen Bialystok at York University in Toronto, say that research was “deeply flawed. ”“ Earlier research looked at socially disadvantaged groups, ”agrees Antonella Sorace at the University of Edinburgh in Scotland.“This has been completely contradicted by recent research'”that compares groups more similar to each other.

F) So what does recent research say about the potential benefts of bilingual education? It tuns out that, in many ways, the real trick to speaking two languages consists in managing not to speak one of those languages at a given moment- -which is fundametally a feat of paying attention. Saying “Goodbye" to mom and then“Guten tag" to your teacher, or managing to ask for a crayola roja instead of a red crayon, requires skills called “ inhibition”and “task switching.” These skills are subsets of an ability called executive function.

G) People who speak two languages often outperform monolinguals on general measures of executive function.“ Bilinguals can pay focused attention without being distracted and also improve in the ability to switch from one task to another,”says Sorace.

H) Do these same advantages beneft a child who begins learning a second language in kindergarten instead of as a baby? We don't yet know. Patterns of language learning and language. use are complex. But Gigi Luk at Harvard cites at least one brain-imaging study on adolescents that shows similar changes in brain structure when compared with those who are bilingual from bith, even when they didn't begin practicing a second language in eamest before late childhood.

I) Young children being raised bilingual have to follow social cues to fngure out which language to use with which person and in what setting. As a result, says Sorace，bilingual children as young as age 3 have demonstrated a head start on tests of perspective-taking and theory of mind- -both of which are fundamental social and emotional skills.

J) About 10 percent of students in the Portland, Oregon public schools are assigned by lottery to dua]-language classrooms that offer instruction in Spanish, Japanese or Mandarin, alongside English.Jennifer Steele at American University conducted a four-year, randomized trial and found that these dual-language students outperforned their peers in English-reading skills by a full school-year's worth of learning by the end of middle school. Because the effects are found in reading, not in math or science where there were few differences, Steele suggests that learning two languages makes students more aware of how language works in general.

K) The research of Gigi Luk at Harvard offers a slightly different explanation. She has recently done a small study looking at a group of 100 fourth-graders in Massachusetts who had similar reading scores on a standard test, but very different language experiences. Some were foreign-language dominant and others were English natives. Here's what's interesting. The students who were dominant in a foreign language weren't yet comfortably bilingual; they were just starting to leam English.Therefore, by definition, they had a much weaker English vocabulary than the native speakers.Yet they were just as good at interpreting a text. “ This is very surprising," Luk says.“You would expect the reading comprehension performance to mirror the vocabulary- -it's a cormerstone of comprehension._

L) How did the foreign-language dominant speakers manage this feat? Well, Luk found, they also scored higher on tests of executive functioning. So, even though they didn't have huge mental dictionaries to draw on, they may have been great puzzle- solvers, taling into account higher-level concepts such as whether a single sentence made sense within an overall story line. They got to the same results as the monolinguals, by a different path.

M) American public school classrooms as a whole are becoming more segregated by race and class.Dual-language programs can be an exception. Because they are composed of native English speakers deliberately placed together with recent immigrants， they tend to be more ethnically and economically balanced. And there is some evidence that this helps kids of all backgrounds gain comfort with diversity and different cultures.

N) Several of the researchers also pointed out that, in bilingual education, non-English- dominant students and their families tend to feel that their home language is heard and valued,compared with a classroom where the home language is left at the door in favor of English. This can improve students' sense of belonging and increase parents' involvement in their children's education,including behaviors like reading to children. “ Many parents fear their language is an obstacle,a problem, and if they abandon it their child will integrate better," says Antonella Sorace of the University of Edinburgh.“We tell them they're not doing their child a favor by giving up their language.”

O) One theme that was striking in speaking to all these researchers was just how strongly they advocated for dual-language classrooms. Thomas and Collier have advised many school systems on how to expand their dual-language programs, and Sorace runs “ Bilingualism Matters," a intermational network of researchers who promote bilingual education projects. This type 0 advocacy among scientists is unusual; even more so because the“bilingual advantage hypothesis" is being challenged once again.

P) A review of studies published last year found that cognitive advantages failed to appear in 83 percent of published studies , though in a separate analysis , the sum of effects was still signifcantly positive.One potential explanation offered by the researchers is that advantages that are measurable in the very young and very old tend to fade when testing young adults at the peak of their cognitive powers. And, they countered that no negative effects of bilingual education have been found.So,even if the advantages are small, they are still worth it. Not to mention one obvious, outstanding fact:“ Bilingual children can speak two languages! ' '

36. A study found that there are similar changes in brain structure between those who are bilingual from birth and those who start leaming a second language later.

37. Unlike traditional monolingual prograns, bilingual classrooms aim at developing students' ability to use two languages by middle school.

38. A study showed that dual-language students did significantly better than their peers in reading English texts.

39. About twenty years ago, bilingual practice was strongly discouraged, especially in California.

10. Ethnically and economically balanced bilingual classooms are found to be helpful for kids to get used to social and cultural diversity.

41. Researchers now claim that earlier research on bilingual education was seriously flawed.

42. According to a researcher , dual-language experiences exert a lifelong influence on one's brain.

43. Advocates of bilingual education argued that it produces positive effects though they may be limited.

44. Bilingual speakers often do better than monolinguals in completing certain tasks because they can concentrate better on what they are doing.

45. When their native language is used, parents can become more involved in their children's education.

Passage One

Questions 46 to 50 are based on the following passage.

It is not controversial to say that an unhealthy diet causes bad health. Nor are the basic elements of healthy eating disputed. Obesity raises susceptibility to cancer, and Britain is the sixth most obese country on Earth. That is a public health emergency. But naming the problem is the easy part. No one disputes the costs in quality of life and depleted health budgets of an obese population, but the quest for solutions gets diverted by ideological arguments around responsibility and choice. And the water is muddied by lobbying from the industries that profit from consumption of obesity-inducing products.

Historical precedent suggests that science and politics can overcome resistance from businesses that pollute and poison but it takes time, and success often starts small. So it is heartening to note that a programme in Leeds has achieved a reduction in childhood obesity, becoming the first UK city to reverse a fattening trend. The best results were among younger children and in more deprived areas.When 28% of English children aged two to 15 are obese, a national shift on the scale achieved by Leeds would lengthen hundreds of thousands of lives. A significant factor in the Leeds experience appears to be a scheme called HENRY,which helps parents reward behaviours that preyent obesity in children.

Many members of parliament are uncomfortable even with their own govemment's anti-obesity strategy,since it involves a“sugar tax" and a ban on the sale of energy drinks to under-16s. Bans and taxes can be blunt instruments, but their harshest critics can rarely suggest better methods.These critics just oppose regulation itself.

The relationship between poor health and inequality is too pronounced for govermments to be passive about large-scale intervention. People living in the most deprived areas are four times more prone to die from avoidable causes than counterparts in more affluent places. As the structural nature of public health problems becomes harder to ignore,the complaint about overprotective govenment loses potency.

In fact, the polarised debate over public health interventions should have been abandoned long ago.Govemment action works when individuals are motivated to respond. Individuals need govemments that expand access to good choices. The HENRY programme was delivered in part through children's centres. Closing such centres and cutting council budgets doesn't magically increase reserves of individual self-reliance. The function of a well-designed state intervention is not to deprive people of liberty but to build social capacity and infrastructure that helps people take responsibility for their wellbeing. The obesity crisis will not have a solution devised by leit or right ideology- -but experience indicates that the private sector needs the incentive of regulation before it starls taling public health emergencies seriously.

46. Why is the obesity problem in Britain so difficult to solve?

A) Goverment health budgets are depleted.

B) People disagree as to who should do what.

C) Individuals are not ready to take their responsibilties.

D) Industry lobbying makes it hard to get healthy foods.

47. What can we learmn from the past experience in tacking public health emergencies?

A) Govemments have a role to play.

B) Public health is a scientifc issue.

C) Priority should be given to deprived regions.

D) Businesses' responsility should be stressed.

48. What does the author imply about some critics of bans and taxes concerning unhealthy drinks?

A) They are not aware of the consequences of obesity.

B) They have not come up with anything more constructive.

C) They are uncomfortable with parliament's anti obesity debate.

D) They have their own motives in opposing govermment regulation.

49. Why does the author stress the relationship between poor health and inequality?

A) To demonstrate the dilemma of people living in deprived areas.

B) To bring to light the root cause of widespread obesity in Britain.

C) To highlight the area deserving the most attention from the public.

D) To justify govermment intervention in solving the obesity problem.

50. When will govermment action be effective?

A) When the polarised debate is abandoned.

B) When ideological differences are resolved.

C) When individuals have the incentive to act accordingly.

D) When the private sector realises the severity of the crisis.

Passage Two

Questions 51 to 55 are based on the following passage.

Home to virgin reefs, rare sharks and vast numbers of exotic fish, the Coral Sea is a unique haven of biodiversity off the northeastem coast of Australia. If a proposal by the Australian govemment goes ahead, the region will also become the world's largest marine protected area, with restrictions or bans on fishing, mining and marine farming.

The Coral Sea reserve would cover almost 990 000 square kilometres and stretch as far as 1100 kilometres from the coast. Unveiled recently by environment minister Tony Burke，the proposal would be the last in a series of proposed marine reserves around Australia's coast.

But the scheme is attracting criticism from scientists and conservation groups, who argue that the govemment hasn't gone far enough in protecting the Coral Sea, or in other marine reserves in the coastal network.Hugh Possingham,director of the Centre of Excellence for Environmental Decisions at the University of Queensland, points out that little more than half of the Coral Sea reserve is proposed as“no take" area, in which all fishing would be banned. The world's largest existing marine reserve,established last year by the British govemment in the Indian Ocean, spans 554 000 km2 and is a no-take zone throughout. An alliance of campaigning conversation groups argues that more of the Coral Sea should receive this level of protection.

“I would like to have seen more protection for coral reefs," says Tery Hughes, director of the Centre of Excellence for Coral Reef Studies at James Cook University in Queensland.“More than 20 of them would be outside the no-take area and vulnerable to catch- and-release fshing” .

As Nature went to press, the Australian govemment had not responded to specifc criticisms of the plan. But Robin Beaman, a marine geologist at James Cook University, says that the reserve does“broadly protect the range of habitats”in the sea.“I can testify to the huge effort that govemment agencies and other organisations have put into trying to understand the ecological values of this vast area," he says. .

Reserves proposed earlier this year for Australia's southwester and northwesterm coastal regions have also been criticised for failing to give habitats adequate protection. In August,173 marine scientists signed an open letter to the govemment saying they were“greatly concemed" that the proposals for the southwestem region had not been based on the“ core science principles”of reserves-the protected regions were not, for instance , representative of all the habitats in the region, they said.

Critics say that the southwestem reserve offers the greatest protection to the offishore areas where commercial opportunities are fewest and where there is lttle threat to the environment,a contention also levelled at the Coral Sea plan.

51. What do we learn from the passage about the Coral Sea?

A) It is exceptionally rich in marine life.

B) It is the biggest marine protected area.

C) It remains largely undisturbed by humans.

D) It is a unique haven of endangered species.

52. What does the Australian govemment plan to do according to Tony Burke?

A) Make a new proposal to protect the Coral Sea.

B) Revise its conservation plan owing to criticisms.

C) Upgrade the established reserves to protect marine life.

D) Complete the series of marine reserves around its coast.

53. What is scientists' argument about the Coral Sea proposal?

A) The govemment has not done enough for marine protection.

B) It will not improve the marine reserves along Australia's coast.

C) The govemment has not consulted them in drawing up the proposal.

D) It is not based on suffcient investigations into the ecological system.

54. What does marine geologist Robin Beaman say about the Coral Sea plan?

A) It can compare with the British govemment's effort in the Indian Ocean.

B) It will result in the establishment of the world's largest marine reserve.

C) It will ensure the sustainability of the fishing industry around the coast.

D) It is a tremendous joint effort to protect the range of marine habitats.

55. What do critics think of the Coral Sea plan?

A) It will do more harm than good to the environment.

B) It will adversely affect Australia's fishing industry.

C) It will protect regions that actually require lttle protection.

D) It will win lttle support from environmental organisations.

Part IV Translation(30 minutes)

Directions: For this part, you are allonwed 30 minutes to translate a passage from Chinese into English. You should wrrite your answer on Ansuer Sheet 2.

《西遊記》(Joumey to the West)也許是中國文學四大經典小說中最具影響力的一部,當然也是在國

外最廣為人知的一部小說。這部小說描繪了著名僧侶玄奘在三個隨從的陪同下穿越中國西部地區前往印度取經( Buddhist scripture)的艱難歷程。雖然故事的主題基于佛教,但這部小說采用了大量中國民間故事和神話的素材,創造了各種栩栩如生的人物和動物形象。其中最著名的是孫悟空,他與各種各樣妖魔作斗爭的故事幾乎為每個中國孩子所熟知。

如何分配英語六級答題時間

下午15:00進考場，老師會讓大家檢查裝備，同時提醒還有十分鐘就發試卷。

15:10分，考試正式開始準備答題。

首先要解決的就是寫作題。寫作一共30分鐘，只能提前不能推后。大概用2分鐘時間審題，立意，確定不要讓文章跑題，另外用3分鐘時間大概構思，寫出文章框架。剩25分鐘，動筆答題，注意自己一定工整，不要拼錯單詞。

15:40-16:10這段時間是聽力考試，六級的聽力相比四級難得多。聽力開始前一定要先瀏覽題目或者對話選項，短文要先閱讀和了解問題，以免聽的時候沒有主次，答聽力題時重要的是一邊做題就要一邊把選項涂在答題卡上，因為沒有另外的時間讓你專門填涂。

16:15-17:25答題卡2上的東西就要在這70分種內做完。具體是15選10.信息匹配，兩篇精細閱讀和一段翻譯。總的來說時間還是有些緊，答題時要抓緊時間，要先選自己拿手的做，或者按照平時訓練的順序來做。

小編建議15選10用5分鐘的時間， 信息匹配題15分鐘，精細閱讀30分鐘(每篇15分鐘)，翻譯20分鐘。

英語六級答題技巧有哪些

把握時間，避免時間的偏移

試卷中的每一部分都有其固定的作答時間，如果你把這一部分的時間用到了另一部分上，那么另一部分可能就無法正常完成答題。答題技巧是比如聽力和作文就在一張答題卡上，如果你作文的時間占用了聽力的時間，就有可能影響聽力答題，最后得不償失。

臨場應試，避免較真

有很多成績還不錯的學生都會養成一種較真的習慣，遇到難題就非要解決了，否則可以不吃飯睡覺。答題時這樣的習慣如果是在平時的學習和復習中當然好，但如果是在考試中，那就不好了。技巧是畢竟考試的時間是有限的，如果你糾結于一道題，就有可能將后面簡單的題放過，失去輕松拿分的機會，這就得不償失了。

做好標記，提示自己

在按順序答題的過程中，一定會遇到一些難以決定的答案，這時候就要用鉛筆在試卷上把自己的疑惑標記出來，技巧是重點畫出來，然后跳過，做后面稍微簡單一點的問題。

后面解決好以后，就可以回過頭來根據自己的標記繼續解決這個問題，避免重新審題，重新思考的過程，節省時間。

閱讀理解不要耗費太多時間

閱讀理解是英語6級考試中比較難且分值較大的部分，答題時很多學生都會在閱讀理解中糾結老半天，最后不但題目沒做出來，還影響了后面完形填空等題目的作答時間，造成不必要的失分。

所以，閱讀理解中答題技巧是，如果是比較難的問題，大可以放下，并在文中把涉及的部分標記出來，然后做其他的。等到其他題目都做完了，有剩余時間的時候，在回過頭來做標記出來的難題。

英語四六級分數對考研有多重要

自從有一部分高等院校取消了英語六級與畢業掛鉤后，有些同學認為六級過與不過無所謂，每次報名后，抱著“裸考”碰運氣的心理去參加考試，所以四年來都沒有通過。但是，如果想繼續考研深造，那么必須重視英語六級。就要合理分配時間學習，就能考過。

有些同學可能會說：“即使過不了六級，考研英語一樣考”，但面試呢，碩士研究生復試時，好的大學的一些導師都會問六級的分數，特別是英語六級分數高的，面試會得到加分。

因為讀研看的參考文獻基本都是英文，如果英語六級沒過，說明你英語基礎差，一般導師不愿意收英語太差的學生。只要英語掌握了答題技巧，通過是沒問題的。

英語六級作文多少分

2023英語六級作文的分值占總分的15%，作文的答題時間為30分鐘，大學英語六級寫作部分對考生的語言組織以及書面表達能力考察的程度又上升到了一個新的等級，考生要在日常生活中做好積累，以此來更好的準備考試。

2023英語六級考試所包含的四大類內容以及所占的分數如下：寫作占15%，聽力理解占35%，閱讀理解占35%，翻譯占15%，英語六級作為一項級別較高的考試，對于一些專業知識的考察要求還是非常高的。