1、大学英语六级（ 2013年 12月考试改革适用）模拟试卷 264及答案与解析 一、 Part I Writing 1 For this part, you are allowed 30 minutes to write an essay based on the following drawing. In your essay, you should first describe the drawing and interpret its meanings, and then give your comment on it. You should write at least 150 word
2、s but no more than 200 words. Write your essay on Answer Sheet 1. Section A （ A） It could not receive or make calls. （ B） It receives the signal but always cuts off halfway. （ C） It can make calls but the signal is not clear. （ D） It could only receive incoming calls. （ A） To get a feedback about th
3、e phone. （ B） To find out where the problem lies. （ C） To get the phone fixed immediately. （ D） To apology for his inconvenience. （ A） Damage to the equipment. （ B） The mans wrong operation. （ C） The line upgrading. （ D） It was unclear. （ A） He will buy another cell phone. （ B） He will complain agai
4、n if the problem isnt settled. （ C） He will ask for a refund if the problem isnt solved. （ D） He will complain to the management. （ A） A way to join a bicycle race. （ B） Major British bicycle races. （ C） The contribution of cycling to health. （ D） An annual cycling event. （ A） The length of the cour
5、se. （ B） The route the cyclists take. （ C） The number of participants. （ D） The date when the tour is held. （ A） There is no rush. （ B） The winner becomes the king. （ C） Friendship first, competition second. （ D） Faster and stronger. （ A） Fruit. （ B） Water. （ C） Lunch. （ D） Repair services. Section
6、B （ A） They prefer left hands to right hands. （ B） They use both hands before age three. （ C） They are not allowed to be lefties. （ D） Their hand preference is clear when theyre born. （ A） They have a good sense of space. （ B） They are much cleverer than others. （ C） They are more interested in spor
7、ts. （ D） They have a good imagination. （ A） To advised more people to use left hands. （ B） To draw public attention to lefties. （ C） To help people know more about lefties. （ D） To offer some free objects for lefties. （ A） He looks quite anxious and uneasy. （ B） He appears to be clever and calm. （ C
8、） He has long hair and a moustache. （ D） He pretends to be a teacher. （ A） Well-dressed women and old people. （ B） Travelers from foreign countries. （ C） High school students and rich teachers. （ D） Well-dressed men and slightly drunken men. （ A） He never steals the poor and weak people. （ B） He kno
9、ws where and when to steal the shoppers. （ C） He knows the district very well and run away quickly. （ D） He comes out only on the payday of companies. （ A） Commit more serious crimes. （ B） Go to travel in another country. （ C） Find a new place to steal. （ D） Become a teacher of pickpockets. Section
10、C （ A） Our problems. （ B） Our symptoms. （ C） Our pain. （ D） Our insurance. （ A） Listening. （ B） Caring. （ C） Treating. （ D） Educating. （ A） Physical examination. （ B） Laboratory tests. （ C） Medical history. （ D） Complex technology. （ A） The main result （ B） The chief complaint. （ C） The major treatm
11、ent. （ D） The leading examination. （ A） There is no difference between loving discipline and child abuse. （ B） A little bit of pain is necessary to teach a child what is right and wrong. （ C） Hitting teaches children to fear their parents, not to respect them. （ D） Child abuse is done out of anger w
12、hen the parent loses control. （ A） He learns problems should be solved with violence. （ B） He knows the pain is natures way of teaching children. （ C） He understands parents need to control their children better. （ D） He realizes parents are split about corporal punishment. （ A） A child may start mi
13、sbehaving for the moment. （ B） The corporal punishment teaches parents to be violent. （ C） Many children dont respect their parents and teachers. （ D） Hitting can lead to more violent behavior in children. （ A） Criminal behavior is totally unrelated to the hearts and souls. （ B） Criminals and crimin
14、al behavior are sensitive to environmental cues. （ C） Criminal behavior is not so sensitive to environmental cues. （ D） Criminal behavior is deep and intrinsic within the hearts and souls. （ A） In the late 1990s. （ B） In the late 1980s. （ C） In the early 1980s. （ D） In the early 1990s. （ A） Because
15、they deleted all crimes. （ B） Because they cleaned up the graffiti. （ C） Because they picked up all the litter. （ D） Because they put three changes in place. Section A 26 No one word demonstrated the shift in corporations attention in the mid-1990s from processes to people more vividly than the sing
16、le word “talent“. Behind the word lies the idea that more and more corporate【 C1】 _is going to be created by knowledge and by so-called “knowledge workers“. Manual【 C2】 _is worth less: knowledge is worth more. This has【 C3】 _shifted the balance of power in the recruitment process. Companies used to
17、be relaxed about finding enough【 C4】 _people to run their operations. What they could not find they would train, was the usual attitude. That might take some time, but in a world where people sought jobs for life time was in the companys favour. But talent is not patient, and it is not【 C5】 _. Many
18、companies found themselves training employees only for them to go on and sell their acquired skills to their【 C6】 _. So now they look for talent that is ready-made. In their eagerness to please this talent, companies have gone to【 C7】 _lengths to appear especially attractive. They have, for instance
19、, devoted a great deal of effort to the design of their websites, often the first port of call these days for bright young potential recruits. They have in many cases【 C8】 _their HR departments, in part so that they can【 C9】 _their remuneration(报酬 )packages more finely for the individuals that they
20、really require. And they have altered their approach to issues such as governance and environmental responsibility because they know that many of the talented people they are seeking want to work for【 C10】 _and responsible employers. A)subordinates E)rivals I)reconciled M)compromise B)tailor F)recon
21、structed J)ethical N)faithful C)significantly G)subjectively K)labour O)value D)vigorous H)qualified L)considerable 27 【 C1】 28 【 C2】 29 【 C3】 30 【 C4】 31 【 C5】 32 【 C6】 33 【 C7】 34 【 C8】 35 【 C9】 36 【 C10】 Section B 36 States Experiment with Out-of-Classroom Learning AAt the end of August, most of
22、Ohios teenagers will shake off their summertime blues, dust off their book bags, and head back to school. But others might be heading to an internship at a local newspaper or hitting the books for independent study. Some might even stay planted in front of the computer screen. BThats thanks to the s
23、tates new credit flexibility program, which Ohio is launching for the upcoming academic year. The plan puts Ohio on the front lines of a transition away from a century-old pattern of equating classroom time with learning. But while theres a broad consensus that that measure, the Carnegie Unit, is du
24、e for replacement, no such unanimity(全体一致 )exists about the design and prospects for plans like Ohios. While most stakeholders agree that its theoretically preferable to give students the chance to personalize their education, it remains unclear how effective the alternatives are, how best to assess
25、 them, and whether todays teachers are equipped to administer them. C“Certainly the Carnegie Unit needs undermining,“ says Chester E. Finn Jr., president of the Thomas B. Fordham Institute, a Washington-based education think tank that also runs charter schools in Ohio. “Its far better to have a comp
26、etency-based system in which some kind of an objective measure of whether you know anything or have learned anything is better. But by what standard will Ohio know thats been met?“ DThe Ohios program will be among the most sweeping, but nearly half of the states now offer similar alternatives althou
27、gh in many cases thats nothing more than allowing students to test out of classes by demonstrating proficiency. A smaller but growing number of states, from Florida to New Jersey to Kentucky, have begun allowing students to earn credit through internships, independent studies, and the like. Its a lo
28、gical extension of the realization that simply being in a seat from bell to bell doesnt guarantee intellectual development. Students and their parents-are at least theoretically attracted to the idea of studying what they want, at the pace they want. ETeachers are on board, too. “It really will allo
29、w more meaningful experiences for students,“ says Sue Taylor, president of the Ohio Federation of Teachers, a teachers union that participated in designing the program. “Any time a student is able to take the lead or take some charge of some aspect, that student is going to be more motivated and lea
30、rn something at a deeper level.“ The motivation will extend to educators, she says: many teachers complain that the controversial No Child Left Behind law forced them to “teach to tests,“ preparing students to pass inflexible multiple-choice assessments, but the new rules should make room for more c
31、reativity. FOf course, creativity cant preclude quality. “The concern is that the advocates of personalization dont necessarily advocate between good personalization and bad personalization,“ says Rick Hess, director of education policy studies at the conservative American Enterprise Institute. “A l
32、ot of these internships end up being time wasters, being silly, being trivial.“ While individual schools have found success with flexible systems, its unclear how they will work when scaled up to apply to entire districts or states. Many states with provisions for internships and independent-study p
33、rograms are “local control“ states, meaning that while the states Department of Education may allow high schools to give students options, the decision about what qualifies as a valid educational experience is left to local authorities. The bar could be set differently from city to city, school to s
34、chool, or even teacher to teacher. Ohio, for example, hasnt offered solid guidelines to districts, although a spokesman says the state will collect data each year on how many students participated and what program they chose in order to “inform Credit Flex statewide going forward.“ It wont conduct a
35、 formal audit(审计 ), though. GStarting alternatives wont be easy in a difficult fiscal(财政的 )environment. With states across the country desperately broke, even basic public services like schools and police have been put on the chopping block. Hawaii, for instance, cut some school weeks to four days,
36、giving students 17 Fridays off, in the last school year: the plan was massively unpopular. Even though Congress held a special session this week to pass a bill giving states $10 billion to keep teachers on the job, school districts are looking at lean times for years to come. The solution for superi
37、ntendents and school boards will be to find ways to cut costs without slashing school days. HFloridas Credit Acceleration Program which expands previous options for accelerated graduation was passed this year with the primary goal of allowing students who are ready to move to tougher courses to do s
38、o. But its also a handy way to save money, says Mary Jane Tappen, the states deputy chancellor of curriculum, instruction, and student services. Fewer students in desks mean cost savings. Virtual learning which an ever-larger number of states allow as an alternative to learning in bricks-and-mortar
39、schools provides even greater economies of scale. The Florida Virtual School, an industry leader, has seen continuously increasing enrollment for both in-state and out-of-state students. Its Global School the division that offers virtual classes to students outside of Florida on a fee model does alm
40、ost all of its business with districts and states rather than on an individual student basis, says Andy Ross, the schools chief sales and marketing officer. Its helped to subsidize the taxpayer-supported in-state division of the Virtual School as well, covering its own costs and contributing some $2
41、.5 million per year for research and development of software and teaching methods. IWhile educators say blends of traditional and virtual learning are ideal, all-virtual classes could create an opening for strapped states to save money by slashing the ranks of teachers they employ in traditional cla
42、ssrooms. “If the same virtual lesson recorded in Seattle can educate 8,000 kids in Ohio, how many teachers might not be needed that Ohio has historically employed?“ Finn asks. JTaylor, of the teachers union, is concerned about budget cuts with the coming changes in Ohio. “There may be a few district
43、s that are financially strapped in this climate who may see credit flexibility as a chance to see budget slashing, but if they do, obviously its going to be done at the cost of effective student learning,“ she warns. On the contrary, she thinks districts should hire more teachers, with some taking o
44、n more supervisory and advisory roles in overseeing credit-flexibility experiences. “If a teacher has 125 students in a day, its not going to be feasible for him to help to design and work with each and every student,“ she says. KOf course, this may be irrelevant. In launching its plan, the Ohio Dep
45、artment of Education said a major reason for allowing districts to develop flexibility plans was that while many states provide flexibility, not many districts take advantage of it. Data collection nationwide is hit or miss, so its tough to tell how many students use existing programs. Meanwhile, al
46、though anecdotal(轶事的 )evidence suggests parent and student interest in the new alternatives, no one is offering predictions about how many Ohio students might sign up for Credit Flex. If the nationwide example holds, the vast majority of students will decide that bricks-and-mortar schools are still
47、the best way to get their mortarboards. 37 Its theoretically helpful to let students personalize their education. 38 Some states have allowed students to earn credit through internships. 39 Offering different ways of learning in schools wont be easy in a difficult fiscal environment. 40 Educators ag
48、ree that the ideal way to teach is to combine traditional and virtual learning. 41 After the summer vacation, some Ohio students will join an internship at a local newspaper. 42 Students can be more motivated and more effective in learning if they take the lead of some aspect. 43 All-virtual classes
49、 could help states to save money by drastically reducing the number of teachers they employ. 44 A school in Florida, mostly doing business with districts and states, contributes money every year for research. 45 If the states providing alternative study programs are local control, it means the local authorities can decide specific programs. 46 In order to keep effective student learning, more teachers should be hired to play a role in overseeing credit-flexibility
