[外语类试卷]大学英语六级（2013年12月考试改革适用）模拟试卷125及答案与解析.doc

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1、大学英语六级（ 2013年 12月考试改革适用）模拟试卷 125及答案与解析 一、 Part I Writing 1 For this part you are allowed 30 minutes to write an essay commenting on the remark “Those who have the ability to be grateful are the ones who have the ability to achieve greatness. “ You can give examples to illustrate your point. You shou

2、ld write at least 150 words but no more than 200 words. Section A （ A） The man is not suitable for the position. （ B） The job has been given to someone else. （ C） Theres no vacancy for teaching assistant. （ D） She hasnt received the mans application. （ A） He left it at the airport. （ B） He enjoyed u

3、sing it. （ C） He lost it on his trip. （ D） He left it in his friends car. （ A） She has bread every morning. （ B） She has eggs and milk every morning. （ C） She has a lot to eat for breakfast. （ D） She does not know what to eat for breakfast. （ A） The tickets will sell out quickly. （ B） There will be

4、extra tickets at the rock concert. （ C） The rock concert will probably be rescheduled. （ D） Each person will be allowed to buy only one ticket. （ A） At a bookstore. （ B） At the dentists. （ C） In a restaurant. （ D） In the library. （ A） Tom isnt good at singing. （ B） Tom is advised not to talk much. （

5、 C） Tom just had a surgery on his throat. （ D） Tom has lost his tongue. （ A） To cancel the meeting. （ B） To meet her in the auditorium. （ C） To reserve a large room for the meeting. （ D） To schedule the meeting for a different time. （ A） To change the shoes for another size. （ B） To change the shoes

6、 for another style. （ C） To return the shoes and get the refund. （ D） To change the shoes for a different color. （ A） An attorney. （ B） A health care consultant. （ C） A town planner. （ D） A beautician. （ A） The woman coughed a lot above his head. （ B） The woman accidentally hurt his ear. （ C） The wo

7、man forgot to use styling jell on his hair. （ D） The woman got shampoo in his eyes. （ A） He is attending a haircut class. （ B） He is on holiday. （ C） He will give the man a decent haircut. （ D） He has a hot temper. （ A） For a business convention in town. （ B） For an appointment with clients. （ C） Fo

8、r an employment interview. （ D） For a date with his girlfriend. （ A） To find out what he is interested in. （ B） To help him choose an out-of-class activity. （ C） To encourage him to try out for a college newsletter. （ D） To talk about the articles he wrote in his journalism class. （ A） He couldnt wr

9、ite for a newspaper. （ B） He would fall behind with his studies. （ C） He wouldnt find a good dormitory. （ D） He would lose contact with his old friends. （ A） He is not sure whether hell have time to write for the newsletter. （ B） He would rather write for a newspaper than the campus newsletter. （ C）

10、 He doubts whether he is able to write for the campus newsletter. （ D） He is worried about what his journalism professor really thinks. Section B （ A） Give out brochures. （ B） Do something similar. （ C） Write books for children. （ D） Retire from being a teacher. （ A） A well-known surgeon. （ B） A mot

11、her of a four-year-old. （ C） A singer born in Tennessee. （ D） A computer programmer. （ A） To avoid signing up online. （ B） To meet Dollywood board members. （ C） To make sure the books were the newest. （ D） To see if the books were of good quality. （ A） It is given at birth only. （ B） It is given thr

12、ough education only. （ C） It is given both at birth and through education. （ D） It is given neither at birth nor through education. （ A） Become a genius. （ B） Not reach his intelligence limits in his life. （ C） Reach his intelligence limits in rich surroundings. （ D） Still become a genius if he shou

13、ld be given special education. （ A） The part that birth plays. （ B） The importance of their positions. （ C） The importance of their intelligence. （ D） The role of environment on intelligence. （ A） The teachers did lots of writing on the board. （ B） The students were professors from a university. （ C

14、） The teachers were invited to attend several lectures. （ D） The students were studying science and humanities. （ A） What to be taught in the humanities class. （ B） How to teach the students in the science class. （ C） Whether poetry is difficult for science students. （ D） Why many humanities student

15、s find science hard. （ A） Its easy for undergraduate students in science. （ B） Its difficult for graduate students in humanities. （ C） Its important for graduate students in humanities. （ D） Its common for undergraduate students in science. （ A） They should change the way they teach. （ B） A poetry c

16、lass could be more informative. （ C） Their teaching was an enjoyable experience. （ D） A poem could be explained in clear definitions. Section C 26 Individuals differ greatly in the degree in which culture shock affects them. Although it is not common, there are individuals who cannot live in foreign

17、 countries. However, those who have seen people go through shock and on to a satisfactory adjustment can【 B1】 _steps in the process. During the first stage, most individuals are【 B2】 _by the new. They stay in hotels and【 B3】_nationals who speak their language and are polite and【 B4】 _to foreigners.

18、This honeymoon stage may last from a few days or weeks to six months, depending on circumstances. If one is very important, he or she will be shown the places, will be【 B5】 _and petted, and in a press interview will speak glowingly about goodwill and international friendship. But this mentality does

19、 not【 B6】 _last if the foreign visitor remains abroad and has seriously to cope with real conditions of life. It is then that the second stage begins,【 B7】 _by a hostile and aggressive attitude towards the host country. This hostility evidently grows out of the host country. This hostility evidently

20、 grows out of the【 B8】 _difficulty which the visitor experiences in the process of adjustment. There are house troubles, transportation troubles, shopping troubles, and the fact that people in the host country are largely【 B9】 _all these troubles. They help, but they dont understand your great conce

21、rn over these difficulties. Therefore, they must be unsympathetic and【 B10】 _you and your worries .The result, you just dont like them. You become aggressive; you band together with others from your country and criticize the host country. But this criticism is not an objective appraisal. 27 【 B1】 28

22、 【 B2】 29 【 B3】 30 【 B4】 31 【 B5】 32 【 B6】 33 【 B7】 34 【 B8】 35 【 B9】 36 【 B10】 Section A 36 Organised volunteering and work experience has long been a vital companion to university degree courses. Usually it is left to employers to【 C1】 _the potential from a list of extracurricular adventures on a

23、graduates resume, but now the University of Bristol has launched an award to formalize the achievements of students who devote time to activities outside their courses. Bristol Plus aims to boost students in an increasingly【 C2】 _job market by helping them acquire work and life skills alongside acad

24、emic qualifications. “Our students are a pretty active bunch, but we found that they didnt【 C3】_appreciate the value of what they did outside the lecture hall,“ says Jeff Goodman, director of careers and employability at the university. “Employers are much more【 C4】 _than they used to be. They used

25、to look for【 C5】 _and saw it as part of their job to extract the value of an applicants skills. Now they want students to be able to explain why those skills are【 C6】 _to the job.“ Students who sign up for the award will be expected to complete 50 hours of work experience or voluntary work, attend f

26、our workshops on employability skills, take part in an intensive skills-related activity and,【 C7】 _, write a summary of the skills they have gained. Exceptional efforts will gain an Outstanding Achievement Award. For instance, those who【 C8】 _best on the sports field can take the Sporting Plus Awar

27、d which fosters employer-friendly sports accomplishments. Goodman hopes the【 C9】 _will enable active students to fill in any gaps in their experience and encourage their less-active【 C10】 _to take up activities outside their academic area of work. A) attendants I) peers B) competitive J) perform C)

28、convey K) popularity D) crucially L) potential E) deduce M) prosperous F) demanding N) relevant G) necessarily O) scheme H) negatively 37 【 C1】 38 【 C2】 39 【 C3】 40 【 C4】 41 【 C5】 42 【 C6】 43 【 C7】 44 【 C8】 45 【 C9】 46 【 C10】 Section B 46 Getting into the Ivies A Ask just about any high school senio

29、r or junior or their parents and theyll tell you that getting into a selective college is harder than it used to be. Theyre right about that. But the reasons for the newfound difficulty are not well understood. B Population growth plays a role, but the number of teenagers is not too much higher than

30、 it was 30 years ago, when the youngest baby boomers were still applying to college. And while many more Americans attend college than in the past, most of the growth has occurred at colleges with relatively few resources and high dropout rates, which bear little resemblance to the elites. C So what

31、 else is going on? One overlooked factor is that top colleges are admitting fewer American students than they did a generation ago. Colleges have globalized over that time, deliberately increasing the share of their student bodies that come from overseas and leaving fewer slots for applicants from t

32、he United States. For American teenagers, it is really harder to get into Harvard or Yale, Stanford, Brown, Boston College or many other elite colleges than it was when todays 40-year-olds or 50-year-olds were applying. The number of spots filled by American students at Harvard, after adjusting for

33、the size of the teenage population nationwide, has dropped 27 percent since 1994. At Yale and Dartmouth, the decline has been 24 percent. At Carleton, its 22 percent. At Notre Dame and Princeton, it is 14 percent. D The frenzy (狂热 ) over admissions at top colleges can seem nonstop: the last-minute f

34、lurry (忙乱 ) as accepted students decide by May 1 where to attend, the Supreme Court battles over affirmative action (反歧视运动 ), the applications that some high school juniors have already begun writing. Yet the globalization of these colleges has been largely missing from the discussion. E This global

35、ization obviously brings some big benefits. It has exposed American students to perspectives that our proudly parochial (狭隘的 ) country often does not provide in childhood. “It would be a lesser education for them if they didnt get a chance to interact with some international students,“ as William Fi

36、tzsimmons, the dean of admissions at Harvard since 1986, told me. The trend also fits with the long American tradition of luring some of the worlds most talented people here. Many international students who come for college never leave. Some of them found companies or make other contributions to soc

37、iety. F Yet the way in which American colleges have globalized comes with costs, too. For one thing, the rise in foreign students has complicated the colleges stated efforts to make their classes more economically diverse. Foreign students often receive very little financial aid and tend to be from

38、well-off families. For another thing, the countrys most selective colleges have effectively shrunk as far as American students are concerned, during the same span that many students and their parents are spending more time obsessing over getting into one. G Many numbers for individual colleges here

39、come from Noodle, a company that provides advice on education decisions. I combined the numbers with census data on the number of 18- to 21-year-olds in the United States to examine what share of college-age Americans in four different years 1984, 1994, 2004 and 2012 were attending various elite col

40、leges. The share for any individual college is extremely small, of course. In 2012, about 33 out of every 100,000 American 18- to 21-year-olds were attending Harvard, down from 45 per 100,000 in 1994. These changes in the share tell you how much harder, or easier, admission has become for American t

41、eenagers on average. Between 1984 and 1994, it became easier at many colleges. The college-age population in this country fell during that time to 14.1 million in 1994 from 16.5 million in 1984, and the number of foreign students was relatively stable. H I attended college in the early 1990s, and th

42、ese numbers made me realize how easy the application process was for me and my peers, relative to almost any other time over the past half century. By the 2000s, the so-called echo boom in births had increased the number of college-age Americans. It reached 17.9 million in 2012. The number of foreig

43、n students was growing at the same time. They now constitute close to 10 percent of the student body at many selective colleges, nearly double the level of the early 1990s. I The result is those big declines in the number of available seats for any given American teenager. Only colleges that have ra

44、pidly expanded their student bodies, like Columbia and the University of Chicago, have avoided the pattern. Obviously, the averages do not apply equally across the board. For students from the Northeast applying to elite colleges in the region, college admissions have probably become even more diffi

45、cult in recent decades than these statistics suggest. Not only have colleges globalized, they have also become less regional, admitting more students from states like North Carolina, Texas and Washington. J To many individual students, the newfound difficulty probably doesnt cause much harm (even if

46、 it does cause anxiety). Over the last 20 years, several large colleges, like N.Y.U. and the University of Southern California, have improved markedly, effectively increasing the number of seats on elite campuses, Noodle has noted. And there is still scant (不足的 ) evidence that the selectivity of the

47、 college one attends matters much. Students with similar SAT scores who attended colleges of different selectivity say, Penn and Penn State had statistically identical incomes in later years, according to research by the economists Stacy Dale and Alan Krueger. K There was one exception, though: low-

48、income students, who did seem to benefit from attending an elite college. Maybe they benefited more from the social contacts they made there or were more likely to drop out if they did not attend a top college. Either way, the research stresses a problem with the way colleges have globalized. With o

49、nly a handful of exceptions (including Harvard, Amherst, M.I.T. and Yale), colleges have not tried hard to recruit an economically diverse group of foreign students. The students instead have become a revenue source. Sarah Turner and Kelli Bird, University of Virginia economists, have found that the enrollment of undergraduate foreign students fluctuates with the economic growth and exchange rates of those stud