1、大学英语六级（ 2013年 12月考试改革适用）模拟试卷 189及答案与解析 一、 Part I Writing 1 For this part, you are allowed 30 minutes to write a short essay based on the picture below. You should focus on the impact of social networking websites on students. You are required to write at least 150 words but no more than 200 words. S
2、ection A （ A） Traveling in South Africa to seek 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
3、all. （ C） There were no effective prevention systems. （ D） There was no formal education in Africa at all. （ A） It cannot be prevented. （ B） It has been controlled. （ C） It also spreads in India. （ D） It grows fastest in Africa. （ A） By informing people that its an incurable disease. （ B） By providi
4、ng effective medicine to stop its transmission. （ C） By disciplining young people against contracting and spreading it. （ D） By combining education and prevention with care and treatment （ A） To organize activities for children. （ B） To sell local farm products. （ C） To bring tourists to the town. （
5、 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 the auction. （ C） Sell refreshments. （ D） Collect tickets. （ A） He thinks its mainly for children. （ B） He feels it would be worthwhil
6、e. （ C） He believes it is too complicated. （ D） He thinks it may not be very profitable. Section B （ A） 30. （ B） 42. （ C） 62. （ D） 80. （ A） Potential of human endurance. （ B） Superpower of magicians. （ C） Communication with supernatural forces. （ D） Street magic. （ A） He took advantage of his large
7、circle of friends. （ B） He attempted all sorts of adventures worldwide. （ C） He combined fantastic magic with successful publicity. （ D） He never made any mistake in his performances. （ A） All were concerned about boxes. （ B） All were demonstrated with celebrity. （ C） All were demonstrated longer th
8、an a week. （ D） All were live telecast. （ A） A real book （ B） A computer file. （ C） A handheld device. （ D） A piece of paper. （ A） Government may stop it as abnormal competition. （ B） Writers wont always be happy to gain exposure. （ C） The websites do not make profits in this way. （ D） Some people m
9、ay misuse the websites. （ A） Theyre still searching for effective ways blindly. （ B） Theyre at a loss how to make e-books small enough. （ C） Theyve lowered the price of e-books greatly. （ D） Theyve progressed much in making e-books like real ones. Section C （ A） Poverty. （ B） Diseases. （ C） Broken m
10、arriage. （ D） Failure. （ A） The highest scholarship in the college. （ B） A fear of failure or a desire for success. （ C） A high praise from teachers and parents. （ D） The desire for a good job or a big house. （ A） The most successful days with lots of honor. （ B） Very gloomy days due to a broken mar
11、riage. （ C） A dark period with a lot of failures in her life. （ D） Fancy days with lots of amazing experiences. （ A） There are more male geniuses than female geniuses. （ B） People with better nutrition are much more intelligent. （ C） Females have weaker mathematical ability in some fields. （ D） Male
12、s are not so intelligent as females in literary creation. （ A） Historical difference between sexes has partially vanished. （ B） SAT, EXPLORE, and ACT are substitutes for TIP. （ C） Only gifted male can score in the top 5% in America （ D） TIP is better than SAT in selecting the talented students. （ A）
13、 Boys have the same intelligence as the most intelligent girls. （ B） Boys have a great advantage in the test of verbal reasoning. （ C） IQ difference between the sexes is increasing little by little. （ D） Boys are better at math than girls but the gap is narrowing. （ A） They cant talk so they cant pr
14、oduce any speech. （ B） They can only produce the sound of “R“ at first. （ C） They cant discriminate English and Japanese at all. （ D） They have the amazing sensibility to the statistics. （ A） They can flip between the two sets of statistics in their mind. （ B） They are bom with the capability of mas
15、tering two languages. （ C） They have far better memory than monolingual people. （ D） They can learn two languages well at any period of their life. （ A） Compared the bilinguals with the monolinguals. （ B） Put American babies in Chinese families. （ C） Exposed American babies to a new language. （ D） T
16、aught Taiwanese babies English in Seattle. （ A） To have them draw a graph of the test scores of the testing group. （ B） To confirm only coming to the lab cant improve Mandarin. （ C） To compete with the testing group in learning a new language. （ D） To prove they are not so sensitive to the statistic
17、s on Mandarin. Section A 26 Research on animal intelligence always makes us wonder just how smart humans are. Consider the fruit-fly experiments described by Carl Zimmer in the Science Times. Fruit flies who were taught to be smarter than the average fruit fly【 C1】 _to live shorter lives. This sugge
18、sts that dimmer bulbs burn longer, that there is a(n) 【 C2】 _in not being too bright. Intelligence, it turns out, is a high-priced【 C3】 _. It takes more upkeep, burns more fuel and is slow off the starting line because it depends on learninga(n) 【 C4】_processinstead of instinct. Plenty of other spec
19、ies are able to learn, and one of the things theyve apparently learned is when to stop. Is there an adaptive value to limited intelligence? Thats the question behind this new research. Instead of casting a wistful glance【 C5】 _at all the species weve left in the dust I.Q.-wise, it implicitly asks wh
20、at the real costs of our own intelligence might be. This is on the【 C6】_of every animal weve ever met. Research on animal intelligence also makes us wonder what experiments animals would【 C7】 _on humans if they had the chance. Every cat with an owner, for instance, is running a small-scale study in
21、operant conditioning. We believe that if animals ran the labs, they would test us to【 C8】 _the limits of our patience, our faithfulness, our memory for locations. They would try to decide what intelligence in humans is really for, not【 C9】 _how much of it there is. Above all, they would hope to stud
22、y a【 C10】 _question: Are humans actually aware of the world they live in? So far the results are inconclusive. A)mind E)advantage I)aptly M)tended B)fundamental F)happened J)overcome N)inclination C)gradual G)spontaneous K)option O)perform D)determine H)backward L)merely 27 【 C1】 28 【 C2】 29 【 C3】 3
23、0 【 C4】 31 【 C5】 32 【 C6】 33 【 C7】 34 【 C8】 35 【 C9】 36 【 C10】 Section B 36 Eating Our Young AAt Feltonville School of Arts and Sciences, a middle school in a poor neighborhood of Philadelphia, the school year began chaotically as budget cuts took effect. With the cuts meaning no school nurse or cou
24、nselor, teachers fill the gaps, disrupting lessons to help students in distress. And the problems are not small: A boy was stabbed in the head with a pencil by a fellow student: a girl reported sexual assault by an uncle: another refused to speak after the brutal murder of a parent. And that was jus
25、t the start of the school year. To make matters worse, budget cuts are hurting essential academic programs. BAcross the United States, whether its schools, food stamps, health care or entry-level jobs, the young are feeling the force of government cutbacks. This year, the young and vulnerable especi
26、ally have been hit hard through automatic federal spending cuts to programs like Head Start, nutrition assistance, and child welfare. Financial crises in cities like Philadelphia and Detroit have meant another wave of school budget cutbacks. And the weak job market is hurting the youngest workers mo
27、st, with youth unemployment more than double the national jobless rate. CThis is not just an American problem. In Europe, too, rigid budgets are squeezing even basic education and health needs. As governments strain to cover budget shortfalls and appease(缓解 )debt fears, the young are losing out. “We
28、re underinvesting in our children,“ said Julia Isaacs, a senior fellow at the Urban Institute and a child policy expert. “Looking at future budget trends and the fact that Congress doesnt want to raise taxes, I can see childrens programs continuing to be squeezed.“ DThat has implications for long-te
29、rm economic growth. Cutting back on the young is like eating the seed corn: satisfying a momentary need but leaving no way to grow a prosperous future. EIs America overspending on its young? Public spending in the U.S. on children came to $12,164 per child in 2008, in current dollars, according to K
30、ids Share, an annual report published by the Urban Institute. Of that total, about a third came from the federal government and two thirds from state and local governments. Compare that to what we spend on the elderly, which primarily comes from the federal government. According to the Urban Institu
31、te, public spending on the elderly, in current dollars, was $27,117 per person in 2008, more than double the spending on children. FThe trend is the same across the developed world. Julia Lynch, a political science professor at the University of Pennsylvania, studied 20 countries in the Organisation
32、 for Economic Cooperation and Development between 1985 and 2000 and found each spent more public funds on the elderly than on the young. But there were large differences among them. She found the most youth-oriented welfare states were the Netherlands, Canada, Australia, and in Scandinavia, while th
33、e most elderly-oriented were Japan, Italy, Greece, the U.S., Spain, and Austria. Somewhere in the middle were Germany, France, Belgium, Luxembourg, and Portugal. GSince the 1960s, federal spending on kids in the U.S. had been rising. That trend ended in 2011, when it dropped by $2 billion to $377 bi
34、llion. A year later the figure plunged even moreby $28 billion. And spending on kids is planned to shrink further over the next decade. The Urban Institute has forecast that federal spending on kids will decrease from 10 percent of the federal budget today to 8 percent by 2023. That decline will occ
35、ur even as federal spending is expected to increase by $1 trillion over the same period. HSo, what is the federal government spending on? The budget can be roughly divided in the following way: 41 percent goes to the elderly and disabled portions of Social Security, Medicare, and Medicaid: 20 percen
36、t to defense: 10 percent to children: 6 percent to interest payments on the debt: and 23 percent to all other government functions. So if spending on kids does fall to 8 percent of the federal budget, and if interest payments rise along with higher interest rates over the same period, the federal go
37、vernment soon will be spending more on interest payments on the debt than on children. IWhats driving government cutbacks? Much can be tied to fears of rising national debt. Paradoxically, advocates of debt reduction claim they are acting in the interest of the young: our debts seem be too heavy for
38、 the next generation. But in a supercompetitive global economy, nations investing today in the well-being and education of the young are writing the success stories of tomorrow. JOf course, the U.S. is investing in education. Roughly 65 percent of all public spending on kids is on education, and tha
39、ts done primarily through state and local governments. But whether its early childhood education, elementary, middle, or high schools, or universities and colleges, fewer resources are going into public education. According to the Bureau of Labor Statistics, the number of teachers employed in kinder
40、garten through year 12th grade, principals, superintendents and support staff, fell 2 percent between 2009 and 2011 while enrollment was steady. KThe trend of putting fewer resources into public education is even more striking at the college level. Take the University of California for example: The
41、average annual student charges for resident undergraduates have increased 275 percent in inflation-adjusted dollars since 1990 to 1991, while the universitys average per-student expenditures have decreased 25 percent in inflation-adjusted dollars over the same period. So as California students pay m
42、uch more for their education than their parents did, theyre getting less. LThroughout the current downturn, unemployment has tailed the workforce. The hardest hit has been the young. According to the Bureau of Labor Statistics, unemployment for 16-to-24-year-olds in July was 16.3 percent. That compa
43、res with our national jobless rate of 7.3 percent. And there are also large numbers of the young who are underemployed. Gallup recently found that only 43.6 percent of Americans between the ages of 18 to 29 had a full-time job in June 2013. MHigh youth unemployment has implications for future earnin
44、gs power. Economists who study the labor market have found that people who graduate from school without a job are likely to have lower wages in their career. NEven when the young land a job, investment in young workers isnt what it used to be. Training and education used to be part of any full-time
45、job. Now, while global companies like Google advertise staff training, they tend to be the exception. Most companies have cut back over the years as corporate budgets are reduced and companies believe they can buy talent rather than grow it. OWhether because of government cutbacks or falling busines
46、s investment, the young are facing tougher prospects than did their parents. And that raises irritating questions about the future. Starting with the youngest, without solid nutrition and basic health care, children cant become engaged and active students. Without resources to teach and a secure sup
47、port system, public schools cant turn out educated, smart kids. With the costs of college rising beyond the reach of many, large groups are being left behind. And with entry-level jobs and training scarcer than ever, the human capital necessary to grow Americas huge economy isnt being developed. The
48、 burden on todays young to support an aging society will groweven as the resources they are provided dont. 37 Not only America but also European countries are experiencing the budget-cutting trend. 38 The federal spending on the young has been decreasing since 2011. 39 Nowadays, many companies spend
49、 less on staff training because of corporate budget reduction and their belief that talent can be bought. 40 Federal spending approximately consists of five principle parts and forty-one percent of it goes to the elderly and the disabled. 41 A research indicated that countries like Netherlands spent more public funds on the young while countries like the U.S. spent more on the elderly. 42 Fears of increasing national debt contribute to government cutbacks. 43 Da
