1、大学英语六级模拟试卷 737及答案与解析 一、 Part I Writing (30 minutes) 1 Directions: For this part, you are allowed 30 minutes to write a composition on the topic Economic Development and Mol- al Decline. You should write at least 150 words and you should base your composition on the outline (given in Chinese) below:
2、1. 近年来我国经济建设取得了很大成就； 2但与此同时，社会风气随着经济的发展也日益下降； 3. 我的观点 二、 Part II Reading Comprehension (Skimming and Scanning) (15 minutes) Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions attached to the passage. For questions 1-4, mark： Y (for YES) if the
3、statement agrees with the information given in the passage; N (for NO) if the statement contradicts the information given in the passage; NG (for NOT GIVEN) if the information is not given in the passage. 2 Economizing of the Poor Comprehending Economizing of the Poor Walking down the aisles of a su
4、permarket, low-income shoppers must consider a number of factors including quantity, price, quality and nutritional differences when selecting food products. Food-purchase decisions by the poor often entail balances among taste, preference and quality factors either real or perceived to meet spendin
5、g constraints. Within broad product categories such as cereal, cheese, meat and poultry, and fruits and vegetables, shoppers can choose among many substitutable products. Low-income shoppers can extend their food dollars in a number of ways. They may shop in discount food stores; they may purchase a
6、nd consume less food than higher-income shoppers; they may purchase low-priced (and possibly lower quality) food products; or they may rely on some combination of all three. A better understanding of how the poor economize in food spending addresses important policy questions raised by researchers,
7、nutrition educators, and food-assistance program managers. The Correlation between the Location and Price Whether the poor face significantly different food prices due to where they shop for food remains an unresolved empirical question. Extensive research over the years has tried to answer the ques
8、tion Do the poor pay less for food? The Economic Research Service (ERS) in 1997 received the results of studies comparing price differences in grocery stores across different income levels and combined these with current census data on the distribution of low-income households by urbanization type.
9、The ERS study concluded that, in general, the poor face higher prices due to their greater representation in urban and rural areas (as opposed to suburban areas), where food prices tend to be higher. Higher Prices but Less Spending Based on results from household surveys, ERS also found that despite
10、 facing higher prices, low-income shoppers spend less than higher-income shoppers for food purchased in food stores. Due to their level of aggregation and lack of in-store sales and promotion information, such surveys shed little light on the economizing practices of households. To learn more about
11、how low-income shoppers spend less for food despite facing higher prices, we obtained food-store purchase data that incorporate per-capita quantity and expenditure-measure equivalents (household measures adjusted for household size) across income levels. The Main Economizing Practices The resulting
12、comparisons describe how individuals with different levels of income vary in their food-spending patterns. By using actual transaction data, detailed information about the product purchased (for example, price, product description, package size, and brand name) as well as the condition of purchase (
13、promotion, coupon, or sale item) was obtained. From these, the average unit cost (per ounce, per pound) for each item was calculated. Low-income shoppers may use four primary economizing practices to reduce their food spending. First, they may purchase a greater proportion of discounted products. Se
14、cond, they may purchase more private-label products (generic or store brand) versus brand products than higher-income shoppers buy. Third, they may take advantage of volume discounts by purchasing larger package sizes. Fourth, they may purchase a less-expensive food product within a product class. A
15、lthough quality differences such as freshness, convenience and taste often contribute to prices differences, differences in nutritional quality are also evident. More Spending on Promotional Items The use of promotions is measured by comparing the percentage of expenditures and quantities of each pr
16、oduct purchased on promotion (manufacturers coupons, store coupons, store sales, and other promotions). For random-weight cheese, fruit, vegetables and meat in 1998, low-income households (less than 25,000 per year) spent a greater share of expenditures for products on promotion than other household
17、s. (This is also true for quantities purchased on promotion.) For poultry, however, middle-income households spent about the same percentage on promotion as low-income households (36% versus 35%, respectively). For both groups, spending for promotion items was at least five percentage points more th
18、an spending by the high-income group. Among fixed-weight products, promotion-spending patterns differed. Low-income shoppers purchased the lowest share of total ready-to-eat (RTE) cereal on promotion. This result may be explained by other economizing practices in this product category such as purcha
19、sing a larger percentage of private-label products, which are on promotion less often, but have lower non-sale prices than the brand-name alternatives. Low-income households spent 11.5% of their RTE cereal expenditures on private-label cereals, while the higher-income households spent lower shares,
20、with those shares decreasing with increasing income levels. A similar pattern is found for the quantities of private-label RTE cereal purchased. Choice of Package Size Choice of package size also enables those in low-income households to economize by purchasing larger packages, which often have lowe
21、r per-unit prices than smaller packages. However, data on expenditure shares for RTE cereal and packaged cheese show that low-income households purchases of large packages of RTE cereal were less than such purchases by other households in 1998. In 1998, households earning 50,000 or more spent 23.1%
22、of cereal purchases on large packages, compared with 15.8% by the low-income group. A similar pattern was found for fixed-weight cheese products. In fact, low-income households had the lowest proportion of large-package purchase of all income groups. This behavior has three possible explanations: Lo
23、w-income shoppers do not have access to stores that sell large packages; they cannot afford to store staple products, and they perceive that the cost of storing large packages is higher than the savings from the volume discount. A combination of these constraints likely accounts for much of the obse
24、rved difference in package size quantities purchased and expenditures on those packages by the different income groups. Low-income shoppers may also be economizing by purchasing a less costly combination of fruit and vegetable product types. On average, low-income households paid 11.5% less per poun
25、d for vegetables than high-income households, and 9.6% less per pound for fruit. This price measurement is a function of the quality and expenditures that each household type devotes to fruits and vegetables. Overall, low-income households purchased 3.3% less fruits and vegetables (by weight) per pe
26、rson than high-income households, but they paid 13% less. This implies that these households are choosing less expensive fruits and vegetables, which saves a lot for them. (1,005 words) 2 The surveys of ERS help low-income households develop economizing practices. 3 Promotions are usually used to at
27、tract low-income shoppers. 4 Brand-name products are promoted more frequently. 5 Large-package purchase can benefit low-income households in theory, but it seldom works in reality. 6 In order to meet _ , low-income shoppers must consider a lot of factors when selecting food products. 7 Comparing the
28、 results of household surveys, we can conclude that people with different levels of income have different _ . 8 The nutritional quality of food product varies in accordance with _ . 9 Higher-income households purchased less _ RTE cereal than low-income house-holds. 10 There are three possible explan
29、ations for the contradiction of the assumption of large-package purchase: transportation, _ limitations. 11 Low-income shoppers may gain _ on fruit and vegetable products. Section A Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversa
30、tion, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A, B, C and D, and decide which is the best answer. （ A） Be hostile to N
31、ancy. （ B） Ask Nancy to come out. （ C） Talk to Nancy herself. （ D） Write Nancy a letter. （ A） The man can have his pants at the end of the day. （ B） Cleaning the pants will take longer than usual. （ C） She doesnt think the stain can be removed. （ D） The man should go to a different location. （ A） Th
32、e man should start running daily. （ B） She also prefers to exercise in the afternoon. （ C） Its important to warm up before exercising. （ D） The man should continue his exercise program. （ A） Everyone enjoyed himself at Johns parties. （ B） The woman didnt enjoy Johns parties at all. （ C） It will be t
33、he first time for the man to attend Johns party. （ D） The woman is glad to be invited to Johns house-warming party. （ A） They should wait patiently. （ B） They should ask that man to leave. （ C） They should serve that man immediately. （ D） That man is old enough to order things he likes. （ A） The pro
34、fessor postponed the exam and will inform everyone later. （ B） The professor phoned him about the postponing of the exam. （ C） The professor canceled the exam. （ D） The professor put off the exam. （ A） The location of the session has been changed. （ B） She will definitely go to the session this even
35、ing. （ C） Shell probably be too tired to walk to the session. （ D） The session might be canceled because of a heavy snow. （ A） He thinks it is difficult to get fuel for the car. （ B） He can manage to get the gasoline they need. （ C） He doesnt think it necessary to refuel the car. （ D） He hopes the w
36、oman will help him select a fuel. （ A） It plans to send a probe to explore the moon. （ B） Its NASAs most expensive project so far. （ C） Its an ambitious project. （ D） Its involved in the construction of the American space station. （ A） The construction of the American space station. （ B） Budget prob
37、lems. （ C） Delays. （ D） Technical difficulties. （ A） Building relationship with outer space. （ B） Making profits. （ C） Creating a stepping-stone to scientific research. （ D） Fostering international scientific cooperation. （ A） Being outdoors. （ B） The bad weather. （ C） The danger of driving at night
38、. （ D） Dealing with different people. （ A） Driving in unsettled weather. （ B） Taking long drives outside the city. （ C） Meeting interesting people in the city. （ D） Being able to enjoy the world of nature. （ A） Different in personality. （ B） Rude to women drivers. （ C） Rather difficult to please. （
39、D） Talkative and generous with tips. （ A） She complains a lot. （ B） She plans to quit her job. （ C） She is very familiar with the city. （ D） She is often criticized by her customers. Section B Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some
40、 questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D. （ A） Light darkens silver salt. （ B） Light darkens natural salt. （ C） Light darkens silver. （ D） Light darkens self- develop
41、ing film. （ A） 1727. （ B） 1839. （ C） 1823. （ D） 1860. （ A） An automatic printer. （ B） A cheap process of developing film at home. （ C） A new kind of film. （ D） An “instant“ camera that develops its own film. （ A） Because men are seldom seen in the forest. （ B） Because tigers are afraid of something.
42、 （ C） Because men are not edible. （ D） Because men shout aloud. （ A） The man seems to have no back and from the side can barely be seen. （ B） The man is smaller than the tiger itself. （ C） The man smells bad. （ D） The man looks very much like a deer. （ A） Because men are less likely to be well armed
43、 when they bend. （ B） Because men seem more obedient when they bend. （ C） Because men more closely resembles a medium-sized deer when they bend. （ D） Because men are cutting grass when they bend. （ A） A Prince and His Dog （ B） A Profit-making Lie （ C） A Magnificent Hotel （ D） A Faithful but Unlucky
44、Dog Section C Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to 43 with the exact wo
45、rds you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the 33 Reading experts have been interested for a long time in discovering what makes reading materia
46、l difficult. A great deal of 【 B1】 _ has been done on the topic. And now most experts 【 B2】 _ that there are two major 【 B3】 _ in reading difficulty. One is the 【 B4】 _ of the words found in the 【 B5】 _ If they are long, 【 B6】 _ or technical words, the material is more difficult. The other major fac
47、tor is the 【 B7】 _ of the sentence. 【 B8】 _ Some experts have developed ways of measuring the readability or difficulty of material. 【 B9】 _ These two factors are effective to measure word difficulty and sentence complexity. The usualy purpose of measuring difficulty or readability is to be able to
48、provide suitable reading material to children at a certain level. 【 B10】 _ In this way, the material provided can match their reading ability. 34 【 B1】 _ 35 【 B2】 _ 36 【 B3】 _ 37 【 B4】 _ 38 【 B5】 _ 39 【 B6】 _ 40 【 B7】 _ 41 【 B8】 _ 42 【 B9】 _ 43 【 B10】 _ Section A Directions: In this section, there i
49、s a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item with a single line through the center. You may not use any of the words in the ban
