[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61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 61及答案与解析 一、 Part I Writing 1 For this part, you are allowed 30 minutes to write a short essay entitled The Importance of Information Security. You should write at least 150 words but no more than 200 words. Write your essay on Answer Sheet 1. 1很多人认为信息安全很重要 2有的人认为信息不是实物所以

2、信息安全无关紧要 3我认为 Section A （ A） The woman is a nurse. （ B） The woman is a doctor. （ C） The man will attend the weight reduction program. （ D） The man is interested in one of the programs. （ A） Choose the mail-in registration. （ B） Choose the walk-through registration. （ C） Ask her some other questions.

3、 （ D） Spend hours standing in long lines. （ A） They should wait until Jacks families come here. （ B） The man should send for a doctor. （ C） They should inform Jacks family of his illness. （ D） The man should call Jacks parents first. （ A） Deliver a lecture. （ B） Go to the rain forest, （ C） Visit the

4、 lecturer. （ D） Attend the lecture. （ A） Tenant and landlord. （ B） Student and dorm keeper. （ C） Student and teacher. （ D） Buyer and house-owner. （ A） The woman will be promoted soon. （ B） The woman will leave the company anyway. （ C） The woman can easily find another job. （ D） The woman is still he

5、sitant about changing her job. （ A） He does not like the block he lives. （ B） He will start running a company next month. （ C） He has to buy a car for convenience. （ D） He will work for a company far from his present house. （ A） He likes to argue with people. （ B） The woman is not suitable to become

6、 a lawyer. （ C） He is very interested in law. （ D） The woman should drop out of the law school. （ A） They often take risks. （ B） Theyre too conservative. （ C） They have no sense of security. （ D） They have no self-discipline. （ A） Financial security matters a lot to them. （ B） They chase every mark

7、of the stock market. （ C） Theyre not so concerned with money. （ D） They make decisions based on short-term matters. （ A） Theyre willing to take risks. （ B） They have long-term financial plans. （ C） They seldom go on instinct. （ D） They buy few stocks. （ A） The goals of the employees. （ B） The object

8、ives of the organization. （ C） The structure of the organization. （ D） The personal prospect of the leader. （ A） The rewards for the leader. （ B） The reputation of a leader. （ C） The approach to achieving goals. （ D） The payment of employees. （ A） Find something you are passionate about. （ B） Learn

9、how to run a business. （ C） Make a business out of something. （ D） Learn how to manage and lead people. （ A） Avoid the difficult part in the job. （ B） Ask the company for help. （ C） Learn hard by working extra hours. （ D） Find a more experienced counselor. Section B （ A） More than 400. （ B） More tha

10、n 4,000. （ C） About 200. （ D） About 50. （ A） Eating less salt will help decrease blood pressure. （ B） Many people in America have high blood pressure. （ C） Some patients dont follow the doctors suggestion. （ D） Eating unhealthy foods has effects on ones health. （ A） The decrease in blood pressure. （

11、 B） Continued high-blood pressure. （ C） Taking too much medicine. （ D） Excessive intake of vitamins. （ A） Cooked meat products are safe to eat. （ B） People should eat less popular prepared foods. （ C） To decrease salt, popular prepared foods need to be improved. （ D） High blood pressure patients sho

12、uld see a doctor. （ A） All the transportation is free. （ B） Every one can get medical treatment and job training. （ C） Free health care and social services. （ D） The state offers affordable housing. （ A） The universities are all free for students. （ B） The state pays the bill for its students study

13、overseas. （ C） People can choose any school they like. （ D） People can go to universities without tests. （ A） They can also get free education. （ B） They all work in oil companies. （ C） They mostly come from Arab countries. （ D） They live in the poor districts. （ A） They found the mother. （ B） Someo

14、ne wanted to adopt the baby. （ C） The baby was healthy. （ D） They knew the name of the baby. （ A） From the investigation by detectives. （ B） From the words of some witnesses. （ C） From the head of Hope Foundation. （ D） From the amount of blood on the rock. （ A） She had not enough money. （ B） She did

15、 not know how to get there. （ C） She was afraid to be recognized. （ D） She could manage the delivery herself. Section C 26 A punctual person is in the habit of doing everything at the proper time and is never late in keeping an appointment. The unpunctual man, on the other hand, never does what he h

16、as to do at the proper time. He is always【 B1】 _and in the end loses both time and his good name. There is a【 B2】 _that says, “Time flies never to be recalled“. This is very true. A lost thing may be found again, but lost time can never be【 B3】 _. Time is more valuable than material things. In fact

17、time is life itself, and the unpunctual man is always【 B4】 _that he finds no time to answer letters, or to return calls, or to keep appointments promptly. But the man who really has a great deal to do is very careful of his time and seldom complains of want of it. He knows that he can not【 B5】 _his

18、immense amount of work unless he【 B6】 _keeps every appointment promptly and deal with every piece of work when it has to【 B7】 _. Failure to be punctual is a sign of【 B8】 _towards others. If a person is invited to a dinner and arrives later than expected, he keeps all the other guests and the host wa

19、iting for him alone. This is great impoliteness. Unpunctuality is very【 B9】 _when it comes to doing ones duty, whether private or public. Imagine how it would be if those who are put in charge of important tasks failed to be at their proper place at the appointed time. A man who is known to be habit

20、ually unpunctual is never trusted by his friends or【 B10】 _men. And the unpunctual man is a source of annoyance both to others and to himself. 27 【 B1】 28 【 B2】 29 【 B3】 30 【 B4】 31 【 B5】 32 【 B6】 33 【 B7】 34 【 B8】 35 【 B9】 36 【 B10】 Section A 36 Our bodies experience an ebb and flow of energy throu

21、ghout the day. This is called a circadian rhythm, and it has been studied【 C1】 _by scientists. Our energy level builds gradually to a peak, then【 C2】 _, reaching a trough about 12 hours later. The exact nature of this cycle varies from person to person, and so do our【 C3】_for activity versus rest Ou

22、r natural rhythms are【 C4】 _by internal drives and external stimulation. Typically, external stimulation wins out over what our internal guide tells us. For example, when we fly across six time zones, we have to fit into a different time frame whether we like it or not. The same is true when we work

23、 the night shift. These are【 C5】 _examples of what most of us experience every day on the job. So here we are, many of us working hours that are【 C6】 _to what our internal rhythms would prefer. Too bad. Or is it? Some forward-looking companies are looking at internal rhythms as they【 C7】_to producti

24、vity and are finding that a mid-afternoon nap increases work output and【 C8】 _. But can naptime really fit into the American workday? While experts seem to agree that napping is a good idea, the reality of napping is probably a long shot at best. There are lots of reasons for this. One is the need f

25、or predictability and standardization in the workplace,【 C9】 _in companies that do business around the world. Another is the longstanding American work ethic that【 C10】 _total commitment from beginning to end of the workday. Napping is viewed as slacking, a real no-no for the go-getter who wants to

26、get ahead. A)contrary B)exclaimed C)extensively D)affected E)prior F)demands G)preferences H)impact I)especially J)relate K)specifically L)accuracy M)extreme N)declines O)appropriate 37 【 C1】 38 【 C2】 39 【 C3】 40 【 C4】 41 【 C5】 42 【 C6】 43 【 C7】 44 【 C8】 45 【 C9】 46 【 C10】 Section B 46 Why We Need G

27、ood Teachers AThe relative decline of American education at the elementary- and high-school levels has long been a national embarrassment as well as a threat to the nations future. Once upon a time, American students tested better than any other students in the world. Now, ranked against European sc

28、hoolchildren, America does about as well as Lithuania, behind at least 10 other nations. Within the United States, the achievement gap between white students and poor and minority students stubbornly persists and as the population of disadvantaged students grows, overall scores continue to fall. BFo

29、r much of this time roughly the last half century professional educators believed that if they could Only find the right teaching method, all would be well. They tried New Math, open classrooms, Whole Language but nothing seemed to achieve significant or lasting improvements. CYet in recent years re

30、searchers have discovered something that may seem obvious, but for many reasons was overlooked or denied. What really makes a difference, what matters more than the class size or the textbook, the teaching method or the technology, or even the curriculum, is the quality of the teacher. Much of the a

31、bility to teach is innate(天生的 ) an ability to inspire young minds as well as control unruly classrooms that some people instinctively possess. Teaching can be taught, to some degree, but not the way many graduate schools of education do it, with a lot of boring or marginally relevant theorizing and

32、teaching method. In any case the research shows that within about five years, you can generally tell who is a good teacher and who is not. DIt is also true and unfortunate that often the weakest teachers are degraded to teaching the neediest students, poor minority kids in inner-city schools. For th

33、ese children, teachers can be make or break. “The research shows that kids who have two, three, four strong teachers in a row will eventually excel, no matter what their background, while kids who have even two weak teachers in a row will never recover,“ says Kati Haycock of the Education Trust and

34、coauthor of the 2006 study “Teaching Inequality: How Poor and Minority Students Are Shortchanged on Teacher Quality.“ ENothing, then, is more important than hiring good teachers and firing bad ones. But here is the rub. Although many teachers are caring and selfless, teaching in public schools has n

35、ot always attracted the best and the brightest. There once was a time when teaching was one of the few jobs not denied to women and minorities. But with social progress, many talented women and minorities chose other and more highly compensated fields. One recent review of the evidence by McKinsey f

36、iring a teacher invites a costly court battle with the local union. GOver time, inner-city schools, in particular, surrendered to a defeatist mindset. The problem is not the teachers, went the thinking its the parents(or absence of parents); its society with all its distractions and pathologies(病态 )

37、; its the kids themselves. Not much can be done, really, except to keep the assembly line moving through “social promotion,“ regardless of academic performance, and hope the students graduate. Or so went the conventional wisdom in school superintendents offices from Newark to L.A. By 1992, “there wa

38、s such a dramatic achievement gap in the United States, far larger than in other countries, between socioeconomic classes and races,“ says Kate Walsh, president of the National Council on Teacher Quality. “It was a scandal of monumental proportions, that there were two distinct school systems in the

39、 U.S., one for the middle class and one for the poor.“ HIn the past two decades, some schools have sprung up that defy and refute what former president George W. Bush memorably called “the soft bigotry(偏执成见 )of low expectations.“ Generally operating outside of school bureaucracies as charter schools

40、, programs like KIPP(Knowledge Is Power Program)have produced inner-city schools with high graduation rates(85 percent). KIPP schools dont cherry-pick they take anyone who will sign a contract to play by the rules, which require some parental involvement. And they are not one-shot wonders. There are

41、 now 82 KIPP schools in 19 states and the District of Columbia, and, routinely, they far outperform the local public schools. KIPP schools are mercifully free of red tape and bureaucratic rules. KIPP schools require longer school days and a longer school year, but their greatest advantage is better

42、teaching. IIt takes a certain kind of teacher to succeed at a KIPP school or at other successful charter programs, like YES Prep. KIPP teachers carry cell phones so students can call them at any time. The dedication required makes for high burnout rates. It may be that teaching in an inner-city scho

43、ol is a little like going into the Special Forces in the military, a calling for only the chosen few. JYet those few are multiplying. About 20 years ago, a Princeton senior named Wendy Kopp wrote her senior thesis proposing an organization to draw graduates from elite schools into teaching poor kids

44、. Her idea was to hire them for just a couple of years, and then let them move on to Wall Street or wherever. Today, Teach for America(TFA)sends about 4,100 graduates, many from Ivy League colleges, into inner-city schools every year. Some(about 8 percent)cant cope with it, but most(about 61 percent

45、)stay in teaching after their demanding two-year tours. Two thirds of TFAs 17,000 graduates are still involved in education and have become the core of a reform movement that is having real impact. The founders of KIPP, Mike Feinberg and Dave Levin, are TFA products. So is the most aggressive reform

46、er in education today, Michelle Rhee, the education chancellor of the District of Columbia, who is trying to loosen the hold of the teachers union on a school system that for years had the highest costs and worst results in the nation. KIt is difficult to remove the educational establishment. In New

47、 Orleans, a hurricane was required: since Katrina, New Orleans has made more educational progress than any other city, largely because the public-school system was wiped out. Using nonunion charter schools, New Orleans has been able to measure teacher performance in ways that the teachers unions hav

48、e long and bitterly resisted. Under a new Louisiana law, New Orleans can track which schools produce the best teachers, forcing long-needed changes in school curricula. 47 In terms of test scores, American students used to be at the top of the world. 48 There was a large achievement gap in America b

49、etween different classes and races. 49 One recent review found that most schoolteachers didnt perform well in their school life. 50 Unfortunately, the neediest students often receive the poorest teaching. 51 The new teaching methods, like open classrooms the professional educators tried, were all in vain. 52 According to a research in recent years, teacher quality is regarded as the dominant factor for students performance.