1、大学英语六级（ 2013年 12月考试改革适用）模拟试卷 18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 Ancient Greek philosopher Aristotles famous remark “Plato is dear to me, but dearer still is truth.“ You can cite examples to illustrate you point. You should write at
2、least 150 words but no more than 200 words. Write your essay on Answer Sheet 1. Section A （ A） The mans children will like the car. （ B） The man should buy two extra cars. （ C） There isnt an appropriate car for the man. （ D） There are eleven cars for the man to choose. （ A） His friends always stay a
3、t home recently. （ B） His friends have helped him a lot. （ C） One of the doctors is his friend. （ D） He has to help his friends solve the problems. （ A） Call the companies and cancel the credit cards. （ B） Complain to the customers association. （ C） Express his attitude clearly. （ D） Refuse to answe
4、r the phone from the companies. （ A） James French is beyond all his imagination. （ B） James should speak French with the woman. （ C） James will make another French presentation. （ D） James French is at a primary level. （ A） The mans disease. （ B） The new instrument. （ C） Dr. Slope. （ D） The surgery.
5、 （ A） She is more beautiful than her sister. （ B） She has dark skin as her sister. （ C） Her sister is like her cousin. （ D） She has blonde hair as her cousin. （ A） She has to work in Puerto Rico alone. （ B） Her boyfriend has got a job in his hometown. （ C） The man will go to work with her. （ D） She
6、will go to Puerto Rico with her boyfriend. （ A） To borrow an introductory book. （ B） To discuss his term paper. （ C） To ask for permission to have a class. （ D） To discuss his grade of last term. （ A） Reduce product prices. （ B） Spend more on advertisements. （ C） Concentrate on their products. （ D）
7、Meet the needs of all the consumers. （ A） They always contain useless information. （ B） They can not be ignored. （ C） They waste a lot of time. （ D） They are always so boring. （ A） Billboard advertisements. （ B） Useful advertisements. （ C） Colorful advertisements. （ D） Humorous advertisements. （ A）
8、Negative. （ B） Objective. （ C） Affirmative. （ D） Indifferent. （ A） Foods. （ B） Clothes. （ C） Books. （ D） Household goods. （ A） It is not fashionable any more. （ B） It is old and not working normally. （ C） Its noise makes them unhappy. （ D） It cant be used any more. （ A） Producers know that consumers
9、 will buy their new appliances. （ B） The quality of products is always not good. （ C） People dont want to use one appliance for a long time. （ D） New products are better than old ones. Section B （ A） Communicate with others about black culture. （ B） Get their hair cut in a special manner. （ C） Share
10、 topics without being overheard by women. （ D） Learn how to enjoy good health and long life. （ A） By offering free service next time. （ B） By recommending qualified doctors to them. （ C） By providing financial help for them. （ D） By telling them the seriousness of their problems. （ A） Most customers
11、 got their blood pressure down. （ B） Barbers intervention did help those customers. （ C） Most customers didnt follow barbers advice. （ D） Barbers were qualified to work as doctors. （ A） Barbers may achieve a degree in medicine. （ B） Barbers can become medical workers. （ C） Barbers may change their p
12、rofessions to doctors. （ D） Barbers may contribute to the health of people. （ A） Monkeys have a shorter life than other animals. （ B） People who eat less may enjoy a longer life. （ C） Humans are more likely to fall ill. （ D） Eating habit is decisive to ones health. （ A） To prove the relation between
13、 calorie and life span. （ B） To keep closer observation on both groups in the study. （ C） To make their conclusion in a convincing way. （ D） To show more calories are good for health. （ A） There is not enough financial support. （ B） It is difficult to measure calories in humans. （ C） It is harder to
14、 control humans diets. （ D） The rules for monkeys dont apply to humans. （ A） The girl was disgusted with his poverty. （ B） The girls family were opposed to their marriage. （ C） He felt sorry for his terrible situation. （ D） He was not a famous writer then. （ A） His own life experiences. （ B） Peoples
15、 pursuit of happiness in America. （ C） The life of the upper class. （ D） The real life of people at that time. （ A） He was unhappy with the critics. （ B） He got addicted to drinking and was in debt. （ C） His life was much the same as before. （ D） He earned a lot from his best novel. Section C 26 Sel
16、f-image is the picture you have of yourself, the sort of person you believe you are.【 B1】 _in your self-image are the categories in which you place yourself, the roles you play, and other【 B2】 _descriptors you use to identify yourself. If you tell an acquaintance you are a grandfather who recently l
17、ost his wife and who does【 B3】 _work on weekends, several elements of your self-image are【 B4】_the roles of grandparent, widower, and conscientious citizen. But self-image is more than how you picture yourself; it also involves how others see you. Three types of feedback from others are【 B5】 _how th
18、ey see us: confirmation, rejection, and disconfirmation. Confirmation occurs when others treat you in a manner【 B6】 _with who you believe you are. You believe you have leadership abilities and your boss puts you【 B7】 _a new work team. On the other hand, rejection occurs when others treat you in a ma
19、nner that is inconsistent with your self-definition. Pierre Salinger was appointed senator from California but【 B8】_lost his first election. He thought he was a good public official, but the voters obviously thought otherwise their vote was inconsistent with his self-concept. The third type of feedb
20、ack is disconfirmation, which occurs when others fail to【 B9】 _to your notion of self by responding neutrally. A student writes what he thinks is an excellent composition, but the teacher writes no encouraging remarks. Rather than relying on how others【 B10】 _ you, consider how you identify yourself
21、. The way in which you identify yourself is the best reflection of your self-image. 27 【 B1】 28 【 B2】 29 【 B3】 30 【 B4】 31 【 B5】 32 【 B6】 33 【 B7】 34 【 B8】 35 【 B9】 36 【 B10】 Section A 36 Why do we invest so much hope in new technology and why are we so disappointed when the Next Big Thing turns out
22、 to be just a new computer? This is what Im asking myself after Apples latest overhyped(过度宣传的 )product introduction. This time around the Next Big Thing is called an iPad. Its【 C1】 _an oversize iPod Touch, and it will be great for watching movies, reading books, and browsing the Web. Yet for some of
23、 us who sat in the audience watching Steve Jobs introduce the device, the whole thing felt like a letdown. The iPad is a perfectly good product. Its reasonably【 C2】 _, and after spending a few minutes with one, Im pretty sure Ill buy one for myself and probably a second one for my kids to watch movi
24、es on road trips. Then why are we so【 C3】 _? The case is that at the very least, we had hoped a tablet from Apple would do something new. Steve Jobs and his team kept using words like “breakthrough“ and “magical,“ but the iPad is neither. It might turn out to be magical for Apple, because what Jobs
25、is really doing here is trying to【 C4】 _the personal computer with a closed appliance that runs software only from Apples online App Store. So instead of selling you a laptop and never hearing from you again, Apple gets a(n) 【 C5】 _revenue stream with iPad as you keep【 C6】 _more apps. That really is
26、 “magical“ for Apples bottom line, anyway. And thats【 C7】 _Whats wrong, or at least interesting, is why some of us【 C8】 _so much more from a new gadget. I suspect this is because for some people, myself【 C9】 _, technology has become a kind of religion. We may not believe in God anymore, but we still
27、 need mystery and wonder. We need the magic【 C10】 _. A)expect F)violent K)downloading B)basically G)desire L)behavior C)replace H)ongoing M)illusion D)act I)fine N)priced E)hardly J)included O)disappointed 37 【 C1】 38 【 C2】 39 【 C3】 40 【 C4】 41 【 C5】 42 【 C6】 43 【 C7】 44 【 C8】 45 【 C9】 46 【 C10】 Sec
28、tion B 46 Welcome, Freshmen. Have an iPod. A)Taking a step that many professors may view as a bit counterproductive, some colleges and universities are doling out Apple iPhones and Internet-capable iPods to their students. B)The always-on Internet devices raise some novel possibilities, like trackin
29、g where students gather together. With far less controversy, colleges could send messages about canceled classes, delayed buses, campus crises or just the cafeteria menu. C)While schools emphasize its usefulness online research in class and instant polling of students, for example a big part of the
30、attraction is, undoubtedly, that the iPhone is cool and a hit with students. Being equipped with one of the most recent cutting-edge IT products could just help a college or university foster a cutting-edge reputation. Apple stands to win as well, hooking more young consumers with decades of technol
31、ogy purchases ahead of them. The lone losers, some fear, could be professors. D)Students already have laptops and cell phones, of course, but the newest devices can take class distractions to a new level. They practically beg a user to ignore the long-suffering professor struggling to pass on accumu
32、lated wisdom from the front of the room a prospect that teachers find most irritating and students view as, well, inevitable. “When it gets a little boring, I might pull it out,“ acknowledged Naomi Pugh, a first-year student at Freed-Hardeman University in Henderson, Tenn. , referring to her new iPo
33、d Touch, which can connect to the Internet over a campus wireless network. She speculated that professors might try even harder to make classes interesting if they were to compete with the devices. E)Experts see a movement toward the use of mobile technology in education, though they say it is in it
34、s infancy as professors try to come up with useful applications. Providing powerful hand-held devices is sure to fuel debates over the role of technology in higher education. “We think this is the way the future is going to work,“ said Kyle Dickson, co-director of research and the mobile learning in
35、itiative at Abilene Christian University in Texas, which has bought more than 600 iPhones and 300 iPods for students entering this fall. F)Although plenty of students take their laptops to class, they dont take them everywhere and would prefer something lighter. Abilene Christian settled on the devi
36、ces after surveying students and finding that they did not like hauling around their laptops, but that most of them always carried a cell phone, Dr. Dickson said. G)It is not clear how many colleges and universities plan to give out iPhones and iPods this fall; officials at Apple were unwilling to t
37、alk about the subject and said that they would not leak any institutions plans. “We cant announce other peoples news,“ said Greg Joswiak, vice president of iPod and iPhone marketing at Apple. He also said that he could not discuss discounts to universities for bulk purchases. At least four instituti
38、onsthe University of Maryland, Oklahoma Christian University, Abilene Christian and Freed-Hardeman have announced that they will give the devices to some or all of their students this fall. H)Other universities are exploring their options. Standford University has hired a student-run company to desi
39、gn applications like a campus map and directory for the iPhone. It is considering whether to issue iPhones but not sure its necessary, noting that more than 700 iPhones were registered on the universitys network last year. I)At the Massachusetts Institute of Technology, iPhones might already have be
40、en everywhere, if AT it certainly wouldnt be 8.9%. That benefited all Americans. TARP, says Douglas Elliott of the Brookings Institution, “is the best large federal program to be despised by the public.“ The source of outrage is no secret. Bankers are blamed for the crisis and reviled. The bank bail
41、out TARPs first and most important purpose- was unpopular. Most Americans, says Elliott, “believe that taxpayers spent $ 700 billion and got nothing in return.“ What this ignores is that an alternative being promoted at the time was widespread nationalization of banks. The cost would have been many
42、times higher; the practical problems would have been enormous. As it was, TARP invested $245 billion in banks. The extra capital helped restore trust. Meanwhile, the Federal Reserve increased its lending; the Federal Deposit Insurance Corp. guaranteed $ 350 billion of bank borrowings. Banks resumed
43、dealing with each other because they regained confidence that commitments would be honored. Of the $245 billion invested in banks, the Treasury has already recovered about $244 billion, including interest payments, dividends(红利 ), and cash from sold bank stock warrants. So the bank rescue has roughl
44、y broken even. When TARPs remaining bank investments are closed, the Treasury expects an overall profit of about $ 20 billion. Almost all of TARPs activities have been distasteful. This was surely true of the rescue of General Motors and Chrysler. But the automakers collapse would clearly have worse
45、ned already gloomy unemployment. Did we really want these companies to shut down, with some plants sold to foreign automakers? We need to remember that TARP was a desperate program for desperate times. But some criticisms are broad generalities that, on inspection, are highly suspect. One common ass
46、ertion is that TARP will encourage more reckless risk-taking because big financial firms know theyll be bailed out if their gambles backfire. Bankers keep profits but are protected against losses, which are assumed by the public. This is a serious issue, but TARPs legacy is actually the opposite. Du
47、ring the crisis, investors in banks and financial institutions suffered huge losses. It wasnt predictable which institutions would survive and which wouldnt or on what terms. The same would be true in the future. Indeed, TARPs extreme unpopularity compounds uncertainty, because it suggests that poli
48、ticians will recoil(退缩 )from more bailouts. The moral hazard is more imagined than real. 62 What do we learn about TARP from the first paragraph? （ A） It played an important role in combating fear in the financial crisis. （ B） It was considered as the last resort used by the federal government. （ C）
49、 It made more people lose their jobs and more firms go bankrupt. （ D） It caused great panic and confusion among the US citizens. 63 The primary purpose of launching TARP is to_. （ A） ease the employment pressure （ B） help banks survive the crisis （ C） improve peoples living standards （ D） remove taxpayers anxiety 64 What did TARPs $ 245 billion investment in banks bring about? （ A） Numerous practical problems remained unsol
