[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96（无答案）.doc

1、大学英语六级（2013 年 12 月考试改革适用）模拟试卷 96（无答案）一、Part I Writing1 For this part, you are allowed 30 minutes to write an essay commenting on the remark “Being happy with a job is more important than having a high salary.“ You can cite examples to illustrate your point. You should write at least 150 words but no

2、 more than 200 words. Write your essay on Answer Sheet 1.Section A（A）The man is offering to pay.（B） The woman is offering to pay.（C） The man paid last time.（D）The woman paid last time.（A）Memorizing the words.（B） Memorizing the texts.（C） Learning the texts by heart.（D）Reading the texts time and again

3、.（A）He cant remember people by sight.（B） He can t remember people by name.（C） He has a terrible memory for football.（D）He has a hard time recognizing names.（A）She doesnt plan to move.（B） She s still looking for an apartment.（C） She was told the dorm was full.（D）She wants to move out of the dorm.（A）T

4、he man should change his mind.（B） She is glad to help.（C） The man is too unreasonable.（D）It s hard for her to make a decision.（A）He is unable to complete his plan.（B） The woman does not agree with him.（C） His plan has been delayed.（D）He has to restart his work from the very beginning.（A）She will dec

5、ide later.（B） She doesn t care for either.（C） She wants the man to decide.（D）She doesnt want to go out.（A）She doesnt like the fishing industry.（B） The fish is not fresh enough.（C） She is very tired.（D）She feels uncomfortable at work.（A）A city named Milton.（B） A town named Milton.（C） Toronto Airport.

6、（D）Milton Airport.（A）Its 147 miles southwest of Land Transport Information.（B） Its 148 miles southwest of Land Transport Information.（C） Its 149 miles southwest of Land Transport Information.（D）Its 150 miles southwest of Land Transport Information.（A）A cab.（B） An Airport Shuttle Service.（C） A Greyho

7、und bus.（D）A subway.（A）Enjoy some snacks.（B） Play basketball with friends from work.（C） Try to get in the company baseball team.（D）Compete in a cycling race.（A）She is worried the man will spend too much time away from home.（B） She is afraid the man will become a fitness freak.（C） She is concerned ab

8、out the man s health.（D）She is worried the man is not a professional player.（A）He should see a doctor.（B） Her husband should start with a light workout.（C） Her husband needs to visit a fitness trainer.（D）Her husband should try cycling to build up his cardiovascular system.（A）He should consume less s

9、alt.（B） He should add more protein to his diet.（C） He should drink more dairy.（D）He should eat less fatty foods.Section B（A）Because he was energetic.（B） Because he was hard-working.（C） Because he wrote an astonishing number of books.（D）Because he thought that mankind would have to create a world sta

10、te.（A）The History of Mr. Polly.（B） The War in the Air.（C） The First Men in the Moon.（D）The Time Machine.（A）Men really were going to live on the moon.（B） Men really were going to walk on the moon.（C） Cities were destroyed by bombs dropped from jetplanes.（D）Cities were destroyed by bombs dropped from

11、aeroplanes.（A）Texas is the largest state in the US.（B） Texas is the second largest state in the US.（C） Texas ranks the forty-ninth in terms of the size.（D）Texas is smaller than Alaska, but it is a little bigger than many other states in the US.（A）Texas has different kinds of weather patterns as it i

12、s a big state.（B） Texas ranks the forty-ninth in terms of the size.（C） Texas has the coldest place in winter in the US.（D）Texas has the warmest place in summer in the US.（A）Visit Laredo in summer and Amarillo in winter.（B） Visit Laredo in winter and Amarillo in summer.（C） Visit Laredo in spring and

13、Amarillo in autumn.（D）Visit Laredo in winter and Amarillo in autumn.（A）Branches.（B） Leaves.（C） Grass.（D）Flowers.（A）Because they wanted to find more food.（B） Because they wanted to build new camps.（C） Because they wanted to escape enemies.（D）Because they wanted to find new spices.（A）Life is a lot eas

14、ier.（B） There are fewer dangers.（C） Most people do not have to hunt for food.（D）There is more excitement.（A）Because they try to find some excitement.（B） Because they try to have fun from hunting.（C） Because they try to get back to nature.（D）Because they try to look for adventure.Section C26 There ar

15、e several hypotheses about the origins of the first Neolithic settlers in Ireland, but most of these contain problems. For instance, there are【 B1】_archaeological difficulties about the theory that they came from England. The evidence doesnt really add up. But there are even greater practical proble

16、ms about the theory that they came directly from continental Europe. For one thing, its not clear just how【B2】_numbers of men and women could have been transported to Ireland to establish a viable population. As you know, the【B3】_economy which existed beforehand was based on small scattered groups.

17、The farming economy would almost certainly have required much larger communities to do all the work needed to plant and tend sufficient crops to【B4 】_them through the year.The early farmers kept various animals, including cattle and sheep. Theres also evidence of pigs, but it is possible that these

18、could have been【B5】_the native wild species. Now, we know from modern farming that if the level of breeding stock falls【B6】_about three hundred females, the future of the species locally is【B7】_. So we must assume that from the beginnings of Neolithic farming the number of breeding sheep would have

19、considerably【 B8】_three hundred, and the national cattle herd must have been of a similar size. The question is how these were brought to the area and where they came from.It s usually suggested that the Neolithic settlers used skin-covered boats to transport livestock. But this method would have se

20、verely restricted the range of the colonising【B9】_. The sheer volume of animal transport necessary means it s【B10】_that this livestock could have been brought from anywhere further than England.27 【B1 】28 【B2 】29 【B3 】30 【B4 】31 【B5 】32 【B6 】33 【B7 】34 【B8 】35 【B9 】36 【B10 】Section A36 Home schoolin

21、g is a joint effort. Even the working father needs to be【C1】_with the teaching of children. I ve discovered one way that a father can【C2】_his time with his children by using the simple technology of a tape recorder.Fathers can tell stories to their children on tape. Children between the ages of 2-10

22、 love to listen to cassette tapes. At this time, the market is【C3】_with tapes of stories and songs for children. Also, the message on many tapes available in the marketplace is【C4】_. However, the most important aspect of a father making his own taped stories is that the content of the tape can be tr

23、usted. Some of the “Family“ or “Christian“ story tapes available leave much to be【C5】_.The influence of cassette tapes is easily understood when you take time to watch your children. Children will turn on a tape and listen to it over and over again. They will know the【C6】_in the story inside and out

24、, and they seem to never【C7】_of listening to the tape one more time.This provides an ideal opportunity for the father to have tremendous【C8】_on his children. He can simply tell stories on tape. At first, the【C9】_may seem a little frightening to some fathers. However, you will find that not only will

25、 you do a good job, but your children will love to listen to their daddy s stories on tape, which gives you an opportunity to help【C10】_their characters and give them instruction in many areas. At the same time, dad, you will be helping your wife in an important way in the training of your children.

26、A)expand B)maximize C)involved D)floodedE)mould F)impact G)redundant H)desiredI)refreshing J)characters K)tire L)figuresM)concept N)proposal O)convert37 【C1 】38 【C2 】39 【C3 】40 【C4 】41 【C5 】42 【C6 】43 【C7 】44 【C8 】45 【C9 】46 【C10 】Section B46 Children s ideas about the rainforests and the implicatio

27、n for course designA)Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one th

28、ousand football fields every forty minutesabout the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforestswhat and where they are, why they are important, what endangers themindependent of

29、 any formal tuition. It is also possible that some of these ideas will be mistaken.B)Many studies have shown that children harbour misconceptions about pure, curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organized, conceptual framewo

30、rk, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification.C)These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity

31、for children to re-express their ideas and so have them tested and refined by teachers and their peers.D)Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children s ideas in this area, the aim of the present study is

32、to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programs in environmental studies in their schools.E)The study surveys childrens scientific knowledge and attitudes to rainforests. Second

33、ary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term “rainforest“. Some children described them as damp, wet or hot.F)The second question concerned the

34、geographical location of rainforests. The commonest responses were continents or countries: Africa(given by 43% of children), South America(30%), Brazil(25%). Some children also gave more general locations, such as being near the Equator.G)Responses to question three concerned the importance of rain

35、forests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls(70%)than boys(60%)raised the idea of rainfores

36、t as animal habitats.H)Similarly, but at a lower level, more girls(13%)than boys(5%)said that rainforests provided human habitats. These observations are generally consistent with our previous studied of pupils views about the use and conservation of rainforests, in which girls were shown to be more

37、 sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.I)The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupil(59%)identified that it is human activities which are destroying

38、 rainforests, some personalizing the responsibility by the use of terms such as “we are“. About 18% of the pupils referred specifically to logging activity.J)One misconception, expressed by some 10% of the pupils, was that acid rain is responsible for rainforest destruction; a similar proportion sai

39、d that pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the

40、misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.K)In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a f

41、ew of the pupils(6%)mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.L)The results of this study suggest that c

42、ertain ideas predominate in the thinking of children about rainforests. Pupils responses indicate some misconceptions in basic scientific knowledge of rainforests ecosystems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change

43、and destruction of rainforests.M)Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the rage of ways in which rainforests are important or the complex social, eco

44、nomic and political factors which drive the activities which are destroying the rainforests.N)One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate value and evaluate conflicting views. Environm

45、ental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.47 Lacking chance to re-express their ideas in schools, children fail to communicate with their teachers and peers to exchange views.48 Middle school students were

46、required to fill in a questionnaire consisting of five open questions.49 Concerning the significant existence of rainforests, sixty-four percent of students considered rainforests as animal habitats.50 About 40% pupils assume the rainforests create oxygen, but this was not true that rainforest destr

47、uction would decrease atmospheric oxygen, which caused the environment pollution.51 Namely, pupils did not realize the significance of rainforests or the reasons why rainforests had been destroyed in the perspective of social, economic and political elements.52 Confronted with the frequent and vivid

48、 media information, children are more likely to be formed some misconception about location, significant existence and damage of rainforest.53 The purpose of current study is to provide teachers with some ideas on how to plan educational strategies to enable students to acquire correct conception an

49、d to organize programs about environmental studies at schools.54 Among students ideas about rainforests, girls were likely to express more sympathy to animals and their views seemed to be placed an intrinsic value on non-human animal life.55 From students responses, some misconceptions about rainforests ecosystems are shown such as habitats and relationship between global warming and rainforests.56 One good news is that other environmental studies indic