2023八省联考英语试题及答案
    为了让大家更好的模拟真实考试场景，完全按照真题卷面顺序排版了本套测试题，part i 写作部分被放在了试卷的最后一页，与听力部分完全隔开，请大家在备考过程中提早适应卷面顺序，熟悉题型
    part ii  listening comprehension (30 minutes)
    特别表明
    六级考试每次仅考两套听力
    第三套听力试题同第一套或第二套试题一致
    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 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 sheet 2with a single line through the centre. you may not use any of the words in the bank more than once.
    social distancing is putting people out of work, canceling school and tanking the stock market. it has been 26by fear, and it is creating even more fear as money problems and uncertainty grow. however, at its core is love, and a sacrifice to protect those most 27to the coronavirus(冠状病毒) effects—the elderly, people with compromised immune systems, and those whose life-saving resources would be used up by a 28 epidemic.
    americans make life-saving decisions every day as a matter of course. we cut food into bite-sized pieces, we wear seatbelts, and we take care not to exceed the speed limit. but social distancing is 29in that it is completely self- sacrificing. those who will benefit may be the elderly relatives of the 30 person we didn’t pass in starbucks, on the subway, or in the elevator.
    social distancing is millions of people making hundreds of sacrifices to keep the elderly alive. it doesn’t include the 31to run from society or make an excuse to avoid one’s obligations—such as life-saving medical work or the parental obligation to buy groceries. what it does include is applying love through caution. and in doing so, it offers an 32opportunity for those who care about the elderly to find new ways to love the
    if we’re not 33as much in our normal work or school, we have extra time to call parents and grandparents. we can also ask elderly relatives how to best support them 34and use our sacrifices as an opportunity to bring us, our community and the world 35.
    a) amazing
    b) closer
    c) driven
    d) engaged
    e) malignant
    f) oppressing
    g) premises
    h) random
    i) sentimentally
    j) spiritually
    k) temptations
    l) thriftier
    m) tickled
    n) unique
    o) vulnerable
    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 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.
    why lifelong learning is the international passport to success
    a) picture yourself at a college graduation day, with a fresh cohort(一) of students about to set sail for new horizons. what are they thinking while they throw their caps in the air? what is it with this thin sheet of paper that makes it so precious? it’s not only the proof of acquired knowledge but plays into the reputation game of where you were trained. being a graduate from harvard law school carries that extra glamour, doesn’t it? yet take a closer look, and the diploma is the perfect ending to the modern tragedy of education.
glamour    b) why? because universities and curricula are designed along the three unities of french classical tragedy: time, action, and place. students meet at the university campus (
unity of place) for classes (unity of action) during their 20s (unity of time). this classical model has traditionally produced prestigious universities, but it is now challenged by the digitalisation of society—which allows everybody who is connected to the internet to access learning—and by the need to acquire skills in step with a fast-changing world. universities must realise that learning in your 20s won’t be enough. if technological diffusion and implementation develop faster, workers will have to constantly refresh their skills.
    c) the university model needs to evolve. it must equip students with the right skills and knowledge to compete in a world ‘where value will be derived largely from human interaction and the ability to invent and interpret things that machines cannot’, as the english futurist richard watson puts it. by teaching foundational knowledge and up-to-date skills, universities will provide students with the future-proof skills of lifelong learning, not just get them ‘job-ready’.
    d) some universities already play a critical role in lifelong learning as they want to keep
the value of their diplomas. this new role comes with a huge set of challenges, and needs largely to be invented. one way to start this transformation process could be to go beyond the ‘five-year diploma model’to adapt curricula to lifelong learning. we call this model the lifelong passport.

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