1、大学英语六级（ 2013年 12月考试改革适用）模拟试卷 151及答案与解析 一、 Part I Writing 1 For this part, you are allowed 30 minutes to write an essay on judgment by referring to the saying “Dont judge a book by its cover until youve read the book.“ You can give examples to illustrate your point and then explain how you can make r
2、ational judgments. You should write at least 150 words but no more than 200 words. Section A （ A） They should eat other kinds of food. （ B） There are more hamburgers to eat. （ C） He needs to rest before eating another hamburger. （ D） He wont eat any more hamburgers during the game. （ A） He doesnt ha
3、ve time to read. （ B） He has no reading preferences. （ C） He likes to write essays on social topics. （ D） His reading hobby is different from the woman. （ A） Finish checking her references. （ B） Complete the research. （ C） Put the material in order. （ D） Finish typing the essay. （ A） He likes French
4、 food. （ B） He expected a better dinner. （ C） The dinner was expensive. （ D） The food is not good. （ A） She hasnt worn the dress for a long time. （ B） She doesnt like the dress very much. （ C） She intends to give the dress to her aunt. （ D） She doesnt remember where her aunt put it. （ A） He should s
5、ee his eye doctor at once. （ B） He should relax for a while. （ C） He should wrap up his books quickly. （ D） It shouldnt take long to finish the work. （ A） A final exam they are going to take. （ B） A tough problem that they cannot solve. （ C） A journey they are about to take. （ D） Something they forg
6、ot to tell their friends. （ A） He thinks it doesnt matter to keep other people waiting. （ B） He wanted the woman to help him with his assignment. （ C） Hes upset that the woman didnt tell him she would be late. （ D） Hes glad that the woman phoned him for her delay. （ A） Traveling in South Africa to s
7、eek medical help. （ B） Promoting awareness and prevention of AIDS. （ C） Visiting clients and signing contracts. （ D） Collecting fund for the new business. （ A） Africans are not very brave and resourceful. （ B） There is no treatment or healthcare center at all. （ C） There were no effective prevention
8、 systems. （ D） There was no formal education in Africa at all. （ A） By informing people that its an incurable disease. （ B） By providing effective medicine to stop its transmission. （ C） By disciplining young people against contracting and spreading it. （ D） By combining education and prevention wit
9、h care and treatment. （ A） To organize activities for children. （ B） To sell local farm products. （ C） To bring tourists to the town. （ D） To raise fund for the hospital. （ A） In various tents. （ B） In university buildings. （ C） In a hospital. （ D） In an auditorium. （ A） Play in a band. （ B） Work at
10、 the auction. （ C） Sell refreshments. （ D） Collect tickets. （ A） He thinks its mainly for children. （ B） He feels it would be worthwhile. （ C） He believes it is too complicated. （ D） He thinks it may not be very profitable. Section B （ A） Immediately. （ B） The following week. （ C） In two weeks. （ D）
11、 At the end of the semester. （ A） With a thesis statement. （ B） With a list of references. （ C） With a summary of the conference. （ D） With a conclusion of the paper. （ A） Finish a textbook assignment. （ B） Review for the final examination. （ C） Choose proper research topics. （ D） Prepare an outline
12、 for a paper. （ A） Releasing less and less carbon dioxide. （ B） Continuing to burn fuels at the present rate. （ C） Melting of ice caps in the poles. （ D） Raising sea level several meters. （ A） The Arctic. （ B） The West Antarctic. （ C） The northern hemisphere. （ D） The southern hemisphere. （ A） Natur
13、e has equal influence compared with human beings. （ B） Nature has less influence than human beings. （ C） Nature has more influence than human beings. （ D） Nature doesnt have influence on the whole. （ A） Less than 68%. （ B） About 50%. （ C） Over 70%. （ D） Around 45%. （ A） Whether it is necessary to pu
14、t labels on prepared foods. （ B） What ingredient should a nutrition label list. （ C） How to get consumers to read labels more carefully. （ D） What food information should be provided to consumers. （ A） Doubtful. （ B） Supportive. （ C） Opposing. （ D） Neutral. （ A） More detailed labeling. （ B） Simple l
15、abeling. （ C） Precise labeling. （ D） Basic labeling. Section C 26 Although one might not think so from some of the criticism of it, advertising is essential to our life. Advertising is necessary【 B1】 _ communicating with others, of telling them about the goods and services that are offered. And adve
16、rtising helps a great deal to【 B2】 _a rising standard of living. In talking about advertising, one should not think only【 B3】 _ a commercial on television, or an advertisement in the newspapers. In its widest sense, advertising includes a host of activities such as 【 B4】 _ , shop displays and even t
17、he spoken word of the salesman. After all, the【 B5】 _ of advertising are to be found in the market place. Many people【 B6】 _ thought that it was enough to produce goods and supply services. It is only more recently that they have increasingly realized that the production of goods is a waste of resou
18、rces unless those goods can be sold at a【 B7】 _ price within a reasonable time 【 B8】 _ . In the competitive society, it is essential that we go out and sell what we have to offer. And advertising plays an important role in this respect, whether selling at home or in export markets. Approximately 2 p
19、ercent of the UK gross national product is spent on advertising. But it must not be thought that this advertising tries to sell goods to consumers who do not want them. Of course, advertising does try to attract the interest of the【 B9】 _ consumer, but if the article does not【 B10】 _ its advertising
20、, it is obvious exceedingly unlikely that the article will sell well. 27 【 B1】 28 【 B2】 29 【 B3】 30 【 B4】 31 【 B5】 32 【 B6】 33 【 B7】 34 【 B8】 35 【 B9】 36 【 B10】 Section A 36 It seems logical: College graduates have lower unemployment and earn more than less educated workers, so, the thinking goes, t
21、he fix for todays weak growth in jobs and wages is to make sure that more people earn college degrees. But thats a common misperception,【 C1】 _attention from the serious work that has to be done to create jobs and improve incomes. A college education remains a【 C2】 _to more stable, higher-paying emp
22、loyment. The recent jobless rate for college graduates ages 25 and older was 3.2 percent. That is a far lower rate of joblessness than for high school graduates and people without high school【 C3】 _. But that doesnt mean that enough good jobs are, or will be,【 C4】 _for college graduates. The jobless
23、 rate for those under 25 averaged 8.2 percent this year. Recent graduates also face【 C5】 _underemployment, meaning that they work in jobs that typically do not require bachelors degrees. Pay,【 C6】 _, has not changed for college-educated workers over the past 12 years. Thats better than【 C7】 _, as ha
24、s been the case for less-educated workers. But it also shows that a college education, in and of itself, does not create good jobs at good pay. For that, a【 C8】 _economy is essential including consistent pro-employment policies and investments by business and government. Right now, the【 C9】 _for mor
25、e good jobs at good pay is not good. According to recent data from the Bureau of Labor Statistics, of the 20 occupations expected to add the most new jobs from 2012 to 2022, only one general and operations managementrequires a bachelors degree. It also pays well. Most of the other big-growth occupat
26、ions offered very low or【 C10】 _pay. A)declining B)diplomats C)meanwhile D)outlook E)qualitative F)available G)evacuated H)thriving I)moderate J)hence K)diverting L)path M)eligible N)diplomas O)rising 37 【 C1】 38 【 C2】 39 【 C3】 40 【 C4】 41 【 C5】 42 【 C6】 43 【 C7】 44 【 C8】 45 【 C9】 46 【 C10】 Section
27、B 46 The Industrial Revolution AThe Industrial Revolution is the name given to the massive social, economic, and technological change in 18th century and 19th century Great Britain. It commenced with the introduction of steam power(fuelled primarily by coal)and powered, automated machinery(primarily
28、 in textile manufacturing). BThe technological and economic progress of the Industrial Revolution gained driving force with the introduction of steam-powered ships, boats and railways. In the 19th Century it spread throughout Western Europe and North America, eventually impacting the rest of the wor
29、ld. Causes CThe causes of the Industrial Revolution were complex and remain a topic for debate, with some historians seeing the Revolution as an outgrowth of social and institutional changes brought forth by the final end of feudalism in Great Britain following the English Civil War in the 17th cent
30、ury. The Enclosure movement and the British Agricultural Revolution made food production more efficient and less labor-intensive, forcing the surplus population who could no longer find employment in agriculture into the cities to seek work in the newly developed factories. The colonial expansion of
31、 the 17th century with the accompanying development of international trade, creation of financial markets and accumulation of capital is also cited as a set of factors, as is the scientific revolution of the 17th century. The importance of a large domestic market should also be considered an importa
32、nt cause catalyst(催化剂 )of the Industrial Revolution, particularly explaining why it occurred in Britain. In other nations(e.g. France), markets were split up by local regions often imposing tolls and tariffs on goods traded among them. The restructuring of the American domestic market would trigger
33、the second Industrial Revolution over 100 years later. Effects DThe application of steam power to the industrial processes of printing supported a massive expansion of newspaper and popular book publishing, which reinforced rising literacy and demands for mass political participation. Universal whit
34、e male suffrage(参政权 )was adopted in the United States, resulting in the election of the popular General Andrew Jackson in 1828 and the creation of political parties organized for mass participation in elections. In the United Kingdom, the Reform Act 1832 addressed the concentration of population in
35、districts with almost no representation in Parliament, expanding the electorate(选区 ), leading to the founding of modern political parties and initiating a series of reforms which would continue into the 20th century. In France, the July Revolution widened the franchise(公民权 )and established a constit
36、utional monarchy. Belgium established its independence from the Netherlands, as a constitutional monarchy, in 1830. Struggles for liberal reforms in Switzerlands various cantons(州 )in the 1830s had mixed results. A further series of attempts at political reform or revolution would sweep Europe in 18
37、48, with mixed results, and initiated massive migration to North America, as well as parts of South America, South Africa, and Australia. Textile Manufacture EIn the early 18th century, British textile manufacture was based on wool which was processed by individual artisans(工匠 ), doing the spinning
38、and weaving on their own premises. This system is called a cottage industry. Flax(亚麻 )and cotton were also used for fine materials, but the processing was difficult because of the pre-processing needed, and thus goods in these materials made only a small proportion of the output. Use of the spinning
39、 wheel and hand loom restricted the production capacity of the industry, but a number of advances increased productivity to the extent that manufactured cotton goods became the dominant British export by the early decades of the 19th century. India was displaced as the premier supplier of cotton goo
40、ds. Step by step, individual inventors increased the efficiency of the individual steps of spinning(carding, twisting and spinning, and subsequently rolling)so that the supply of yarn fed a weaving industry that itself was advancing with improvements to shuttles and the loom or “frame“. The output o
41、f an individual labourer increased dramatically, with the effect that these new machines were seen as a threat to employment, and early innovators were attacked and their inventions wrecked. The inventors often failed to exploit their inventions, and fell on hard times. FTo capitalize upon these adv
42、ances, it took a class of entrepreneurs, of which the most famous is Richard Arkwright. He is credited with a list of inventions, but these were actually the products of such as Thomas Highs and John Kay; Arkwright nurtured the inventors, patented the ideas, financed the initiatives, and protected t
43、he machines. He created the cotton mill which brought the production processes together in a factory, and he developed the use of power first horse power, then water power and finally steam power which made cotton manufacture a mechanised industry. Why Europe? GOne question that has been of active i
44、nterest to historians is why the Industrial Revolution occurred in Europe and not in other parts of the world, particularly China. Numerous factors have been suggested including ecology, government, and culture. Benjamin Elman argues that China was in a high level e-quilibrium(平衡 )trap in which the
45、non-industrial methods were efficient enough to prevent use of industrial methods with high capital costs. HKenneth Pommeranz, in The Great Divergence, argues that Europe and China were remarkably similar in 1700, and that the crucial differences which created the Industrial Revolution in Europe wer
46、e sources of coal near manufacturing centres and raw materials such as food and wood from the New World which allowed Europe to economically expand in a way that China could not. Indeed, a combination of all these factors is possible. Why Great Britain? IThe debate around the concept of the initial
47、startup of the Industrial Revolution also concerns the thirty-to-hundred-year lead the British had over the continental European countries and America. Some have stressed the importance of natural or financial resources the United Kingdom received from its many overseas colonies or that profits from
48、 the British slave trade between Africa and the Caribbean helped fuel industrial investment. Alternatively, the greater liberalization of trade from a large merchant base may have been able to utilize scientific and technological developments emerging in the UK and elsewhere more effectively than ot
49、her states with stronger monarchies, such as Russias Tzars. The UKs extensive exporting cottage industries also ensured markets were already open for many forms of early manufactured goods. The nature of conflict in the period resulted in most British warfare being conducted overseas, reducing the devastating effects of territorial conquest impacting much of the rest of Europe. JAnother theory believes that Great Britain was able
