[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206及答案与解析.doc

1、大学英语六级（ 2013年 12月考试改革适用）模拟试卷 206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 “Academic Dishonesty on Campus“. You should write at least 150 words but no more than 200 words. Write your essay on Answer Sheet 1. Section A （ A） Which co

2、mpany the man has worked for. （ B） What the mans advantage and disadvantage are. （ C） Whether the man has any experience as a security guard. （ D） Whether the man has worked for any alarm system manufacturer. （ A） He prefers to sleep late in the morning. （ B） He writes for the local paper in the mor

3、ning. （ C） He has classes during the day. （ D） He wants a higher-paying evening job. （ A） 8.75 dollars per hour. （ B） 18.75 dollars per hour. （ C） 80.57 dollars per hour. （ D） 8.57 dollars per hour. （ A） Complete his resume as soon as possible. （ B） Wait a few minutes for the result. （ C） Go back ho

4、me and wait for the result. （ D） Complete an application form. （ A） Workers who are open to new ideas. （ B） Workers who are good at teamwork. （ C） Workers who are hard-working. （ D） Workers who are potential leaders. （ A） To form successful groups. （ B） To balance conflicting needs. （ C） To deal wit

5、h uncooperative workers. （ D） To create harmonious environment. （ A） People who can think independently. （ B） People who will obey the system. （ C） People who can solve problems. （ D） People who are diligent. （ A） Managers should demonstrate good behaviour. （ B） Managers should increase financial in

6、centives. （ C） Managers should encourage co-operation early on. （ D） Managers should call for innovation. Section B （ A） He thought he might rent it. （ B） He decided he would buy it. （ C） He felt it was too expensive for him. （ D） He was unsure whether to buy it. （ A） He had experienced severe famil

7、y problems. （ B） He struggled to become a successful author. （ C） He suffered a serious illness. （ D） He underwent his career flop. （ A） He viewed it as a rich source of material for his books. （ B） He viewed it as a typical building of the region. （ C） He viewed it as way to escape from his work. （

8、 D） He viewed it as a way to recapture his childhood happiness. （ A） It is the time when students are doing part-time jobs. （ B） It is the time before students graduate from college. （ C） It is the time when students just graduate from college. （ D） It is the time when students work in the kinds of

9、jobs they might want to have some day. （ A） Because they want to increase their working experience. （ B） Because they do not yet know what kind of permanent job they want. （ C） Because they want to get more income. （ D） Because they do not yet know what kind of working environment they want. （ A） St

10、udents can learn about different kinds of jobs. （ B） They can learn skills and gain valuable experience. （ C） They can meet important people. （ D） They can get well paid. （ A） It was established in George Washington University in 1937. （ B） It was established in the National Museum of American Histo

11、ry in 1937. （ C） It was established in the National Air and Space Museum in 1937. （ D） It was established in the National Building Museum in 1937. Section C （ A） Their mothers taught them. （ B） They traveled to Africa. （ C） They learned in school. （ D） They taught themselves. （ A） Fruit baskets. （ B

12、） Work baskets. （ C） Baby cradles. （ D） Clothes baskets. （ A） They sell them as a hobby. （ B） They make them as a hobby. （ C） They use them on their farms. （ D） They make and sell them to make a living. （ A） How insects breed in extreme desert temperatures. （ B） Different types of beetles. （ C） Pois

13、onous plant in desert. （ D） How beetles can defeat a plants defense system. （ A） Its resin(树脂 )isnt poisonous. （ B） It can shoot its resin a great distance. （ C） Its leaves have no veins. （ D） It doesn t need much water to grow well. （ A） By cutting a path all the way across the leave. （ B） By eatin

14、g only the stem of the plant. （ C） By changing the plant s chemistry. （ D） By eating only at night. （ A） Their literary value. （ B） The debate over who wrote them. （ C） The time period in which they were written. （ D） Why they are still popular today. （ A） The Iliad was written after the Odyssey. （

15、B） The first European poems werent writtenin Greek. （ C） The poet called Homer wrote the Iliad but not the Odyssey. （ D） The poet called Homer never existed. （ A） The portrayal of the characters in the poems. （ B） Archaeological findings in Greece. （ C） Research conducted by Milman Parry. （ D） Claim

16、s made by ancient Greece authors about the poems. （ A） Other poems written by Homer. （ B） A comparison of modern versus ancient Creekpoetry. （ C） A twentieth-century scholars conclusions about Homer. （ D） Poetry by Milman Parry. Section A 26 Nearly two-thirds of businesses in the UK want to【 C1】 _st

17、aff with foreign language skills. French is still the most highly prized language, but Spanish and Mandarin speakers are more in【 C2】 _than in the past. Katja Hall, deputy director-general of Confederation of British Industry(CBI), said that, given the EU was the UKs largest export market, it was no

18、 surprise to see European languages so【 C3】 _valued. “But with China and Latin America seeing solid growth, ambitious firms want the language skills that can【 C4】 _the path into new markets,“ she said. The 2014 annual education and skills survey by the CBI and Pearson, the educational publisher that

19、 owns the Financial Times, found that 41 percent of the 291 companies surveyed across the UK believed knowledge of a foreign language was【 C5】 _to their business. European languages French, German and Spanish still topped the list in【 C6】 _of desirability, but these were closely followed by Mandarin

20、 and Arabic. However, the number of students studying foreign languages has【 C7】 _in the past decade. Ms Hall said it was unclear whether recent government【 C8】 _to encourage language learning in schools would have any impact. “It has been a worry to see foreign language study in our schools under p

21、ressure with one in five schools having a【 C9】 _low take-up of languages,“ she said. “Young people considering their future subject choices should be made more【 C10】 _of the benefits to their careers that can come from studying a foreign language.“ A)slumped B)risen C)initiatives D)highly E)agencies

22、 F)demand G)pressure H)accidentally I)aware J)persistently K)harmful L)beneficial M)recruit N)smooth O)terms 27 【 C1】 28 【 C2】 29 【 C3】 30 【 C4】 31 【 C5】 32 【 C6】 33 【 C7】 34 【 C8】 35 【 C9】 36 【 C10】 Section B 36 Parents Homework: Find Perfect Teachers for Kids A)Tomi Hall did what she could to lobb

23、y for the best teachers for her two children, making her case this spring in letters to the principal. Then all she could do was waiting for news of their classroom assignments and it s been torturing. The Aurora mom knows her efforts carry no guarantees. One year her son didnt get the teacher Hall

24、had hoped for, and he struggled for months with one whose relaxed style came across to him as uncaring. “Granted, I know it s just kindergarten,“ said Hall, 39. “But. a teacher can make or break you.“ B)In the next few weeks, many families will rip open notification letters or go to school to see cl

25、ass lists posted on the front door. For parents accustomed to directing nearly every aspect of their child s early learning it can be difficult to have little voice in teacher selection a decision they view as critical. Some spend hours crafting the perfect letter or meet with the principal to make

26、an argument. For their childs early learning, parents regard that teacher is critical. C)Principals, meanwhile, struggle to create balanced classrooms while juggling(同时应付 )individual requests. They say they want input but find it increasingly necessary to discourage parents from asking for a specifi

27、c teacher. Administrators don t want the selection process to be a popularity contest in part because what makes a teacher popular may have nothing to do with a particular child s educational needs. D)“Im bright enough to realize parents talk at soccer fields and baseball fields, but you have to rea

28、lize your experience with Teacher A may be very different than someone else s Teacher A,“ said Scott Meek, the new principal at Northbrook Junior High School who is making classroom assignments this summer for 600 students with the help of an office display board. He asks parents to focus their inpu

29、t on the student and his or her learning style and trust the school to make the right match. E)Some students also recognize that certain teachers bring out the best in them. “I need one of those strict kinds of teachers,“ said Halls daughter Tori, 12, who is entering 7th grade. “When I get a not-so-

30、strict teacher, I think they dont really care about me. I really dont want a bad teacher. Ill get lower grades.“ F)When Chaya Fish, 30, of West Rogers Park taught at a private school in New York, she said, it was obvious who the “in“ teachers were. She said she automatically joined them after the pr

31、incipal s son landed in her classroom. “It was ridiculous,“ said Fish. “The other teacher was probably better than me. It was how you dressed, how you talked“ that often determined parental favor. G)Teachers said the most vocal parents often get their way so that all parties involved can avoid a dif

32、ficult school year. But educators warn that parents who get what they wish for may be sorry afterward. “A lot of times when people orchestrate(精心安排 )who they think their child is best suited for, they find they made a mistake,“ said Mark Friedman, superintendent(督学 )for Libertyville Elementary Schoo

33、l District 70. “I have many parents say later, I don t know why I did this. It isnt working out this year.“ Friedman said he assures parents their comments will be considered but never guarantees a specific teacher. In fact, he tells them that if they do request a teacher and later regret that choic

34、e, “you have no one to blame but yourself.“ H)Some parents said theyve learned their lesson about trying to guess which teacher would be best. Jamie Thompson said she was initially concerned when her daughter was assigned to a strict lst-grade teacher. She was aware other parents had lobbied for a d

35、ifferent person, who had a more casual style. “At the end, it turned out that the other class was asking, Why isnt my child learning that?“ said Thompson, 36, of Arlington Heights. “That s why I dont want to interfere too much.“ I)Yet parents have different reasons for requesting classes, and some h

36、ave nothing to do with the teacher, said Michelle Van Every, 36, of Deerfield. She and other mothers once requested that their children not be placed in a classroom with a specific boy not because of him, but to avoid his mother, who had created problems in the past, she said. “We didn t want to cro

37、ss paths with her,“ said Van Every, who added that the school complied with their request. “We didnt want to have to volunteer with her at a class party.“ J)Each district follows its own procedure for teacher selection. Some begin as early as April or May, officials said. Many ask parents to complet

38、e a form about their childs strengths and weaknesses. Typically, teachers have some say in the process by deciding early on which students should be separated or kept together, on the basis of academics, personalities and learning styles. The principal draws up the final class lists, often after mee

39、ting with parents or reviewing special requests, officials said. K)Many school districts wait until the last minute to announce class assignments, usually about two weeks before the start-up of school. Thats because they have come to expect a flood of phone calls within hours from parents who beg or

40、 demand to switch teachers. L)Other schools handle it differently. At Sawyer Elementary School on Chicagos Southwest Side, the fall class assignments are handed out with the last report card the previous spring, said teacher Maureen “Moe“ Forte. Forte said she is aware of colleagues and members of t

41、he Local School Council who have asked that their children be moved from one class into another. “Its not fair,“ Forte said. “I was very upset that one of the LSC parents moved her daughter to my classroom.The parent just felt my personality fit better with her child. And it s not a personality cont

42、est.“ M)Denita Ricci of Lake Villa said she knows parents who request certain classes but tries to stay out of the process. Her son, Mason Wubs, 12, hopes to be placed in the same class as his best friend, easing the transition to 7th grade at a new school. “I trust the schools judgment,“ she said,

43、though she secretly hopes Mason will share a class with his friend. “I think they need to learn to deal with people who are different from them, just like an employer.“ 37 Forte said, teaching at school is not a personality contest. 38 Teachers will decide early in the process of students separation

44、 or keeping together. 39 Denita Ricci tries to stay out of the process when her son hoped to stay in the same class with his best friend. 40 Chaya Fish said, sometimes the way to decide the popular teacher was ridiculous. 41 Michelle Van Every said, some parents reasons for requesting classes have n

45、othing to do with the teachers. 42 Many school districts dont announce class assignments until the last minute. 43 Scott Meek said, different people have different ideas about who is the best teacher. 44 Jamie Thompson was initially concerned with her daughter, but she didnt want to interfere too mu

46、ch. 45 Administrators say, what makes a teacher popular may have nothing to do with a particular childs educational needs. 46 Mark Friedman said, many times people will make mistakes in choosing teacher and class for their children. Section C 46 Once it was possible to define male and female roles e

47、asily by the division of labour. Men worked outside the home and earned the income to support their families, while women cooked the meals and took care of the home and the children. These roles were firmly fixed for most people, and there was not much opportunity for women to exchange their roles.

48、But by the middle of this century, men s and women s roles were becoming less firmly fixed. In the 1950s, economic and social success was the goal of the typical American. But in the 1960s a new force developed called the counterculture. The people involved in this movement did not value the middle-

49、class goals. The counterculture presented men and women with new role choices. Taking more interest in childcare, men began to share child-raising tasks with their wives. In fact, some young men and women moved to communal homes or farms where the economic and childcare responsibilities were shared equally by both sexes. In addition, many Americans did not value the traditional male role of soldier. Some young men refused to be drafted as soldiers to fight in the war in Vietnam