1、大学英语六级（ 2013年 12月考试改革适用）模拟试卷 205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 the remark “Adversity Leads to Prosperity“. You can cite examples to illustrate your point and then explain what you will do to overcome adversity. You should write at
2、 least 150 words but no more than 200 words. Write your essay on Answer Sheet 1. Section A （ A） A city named Milton. （ B） A town named Milton. （ C） Toronto Airport. （ D） Milton Airport. （ A） Its 147 miles southwest of Land Transport Information. （ B） It s 148 miles southwest of Land Transport Inform
3、ation. （ C） Its 149 miles southwest of Land Transport Information. （ D） Its 150 miles southwest of Land Transport Information. （ A） 1. （ B） 2. （ C） 3. （ D） 4. （ A） A cab. （ B） An Airport Shuttle Service. （ C） A Greyhound bus. （ D） A subway. （ A） Enjoy some snacks. （ B） Play basketball with friends f
4、rom 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 about the mans health. （ D） She is worried the man is not a profe
5、ssional 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 salt. （ B） He should add more protein to his diet
6、. （ C） He should drink more dairy. （ D） He should eat less fatty foods. Section B （ A） A theatre. （ B） A cinema. （ C） A barbecue restaurant. （ D） A drive-in restaurant. （ A） French fries, hamburgers, and sparkling water. （ B） Italy fries, hamburgers, and sodas. （ C） French fries, hamburgers, and sod
7、as. （ D） Italy fries, cakes, and coca cola. （ A） 4 cents. （ B） 15 cents. （ C） 19 cents. （ D） 25 cents. （ A） How to order a meal at McDonald. （ B） The history of restaurant. （ C） Two brothers-Mac and Dick McDonald. （ D） The development of McDonald. （ A） Colombia. （ B） Peru. （ C） Bolivia. （ D） Vietnam
8、. （ A） Pay farmers to plant other crops. （ B） Forbid farmers to grow coca. （ C） Punish those farmers who run drug business. （ D） Tell farmers the harmful effect. （ A） Because the U.S. government encourages them to do so. （ B） Because they are driven by others. （ C） Coca is popular in Colombia. （ D）
9、Because they can make more money from growing coca. Section C （ A） Eliminating the original vegetation from the building site. （ B） Making the houses in an area similar to one another. （ C） Deciding where on a site a house will be built. （ D） Surrounding a building with wildflowers and plants. （ A）
10、They are changed to make the site more interesting. （ B） They are expanded to limit the amount of construction. （ C） They are integrated into the design of the building. （ D） They are removed for construction. （ A） Because many architects studied with Wright. （ B） Because Wright started the practice
11、 of “land-scraping“. （ C） Because Wright used elements of envelope building. （ D） Because most of the houses Wright built were made of stone. （ A） Protecting buyers of paintings. （ B） Why copies of famous paintings are made. （ C） How paintings are sold in the United States. （ D） Protecting artists f
12、rom illegal use of their work. （ A） After the artwork is reviewed by lawyers. （ B） After all documents are filed. （ C） When the artist first gets an idea. （ D） The moment the work of art is finished. （ A） The buyer has the right to reprint it. （ B） The buyer is allowed to change it. （ C） The artist
13、continues to hold the copyright for it. （ D） The artist must report the sale to the United States Copyright Office. （ A） The United States Copyright Office created it. （ B） It does not protect artists techniques and procedures. （ C） It has not been changed since its creation. （ D） It is applied only
14、 to copies of the original work. （ A） Remembering word definitions. （ B） Recognizing repeated numbers. （ C） Distinguishing between similar colors. （ D） Tasting sounds. （ A） To explain the causes of synesthesia. （ B） To prove that sound and color can affect a person s mood. （ C） To determine whether
15、or not synesthesia exists. （ D） To show how creativity can be stimulated. （ A） Consistently associate words with certain colors. （ B） Memorize long lists of words. （ C） Use colored printing to learn pronunciation. （ D） Use words creatively in art objects. Section A 26 Of all the【 C1】 _of a good nigh
16、ts sleep, dreams seem to be least within our control. In dreams, a window opens into a world where logic is suspended and dead people speak. A century ago, Freud formulated his revolutionary theory that dreams were the【 C2】 _shadows of our unconscious desires and fears: by the late 1970s, neurologis
17、ts had【 C3】 _to thinking of them as just “mental noise“ the random byproducts of the neural-repair work that goes on during sleep. Now researchers suspect that dreams are part of the minds emotional thermostat,【 C4】 _moods while the brain is “off-line“. And one leading authority says that these【 C5】
18、 _powerful mental events can be not only harnessed but actually brought under conscious control, to help us sleep and feel better, “Its your dream,“ says Rosalind Cartwright, chair of【 C6】_at Chicagos Medical Centre. “If you dont like it, change it.“ The【 C7】 _between dreams and emotions show up amo
19、ng the patients in Cartwrights clinic. Most people seem to have more bad dreams early in the night, progressing toward happier ones before【 C8】 _, suggesting that they are working through【 C9】 _feelings generated during the day. Because our conscious mind is【 C10】 _with daily life we dont always thi
20、nk about the emotional significance of the day s events until, it appears, we begin to dream. A)intensely B)psychology C)link D)disguised E)unconscious F)positive G)recurring H)nightmares I)components J)occupied K)regulating L)negative M)awakening N)persistent O)switched 27 【 C1】 28 【 C2】 29 【 C3】 3
21、0 【 C4】 31 【 C5】 32 【 C6】 33 【 C7】 34 【 C8】 35 【 C9】 36 【 C10】 Section B 36 Why I Became a Teacher: to Pass on My Love of Literature A)Like lots of people, I never thought Id be a teacher when I was at school. To be honest 1 only did my training because my husband was on a four-year course and 1 was
22、 on a three-year course at Cardiff University so I wanted to do something for one year. I thought doing a teaching qualification would be interesting and might be quite usefull. Im convinced that nothing else I might have done would have given me so much pleasure and satisfaction, or fitted in so we
23、ll with family life. B)When I retire, in just a few years time, I can look back on a career which made a positive difference to the lives of thousands of children. Few other career choices can be so rewarding, so if you have a love of your subject and want the opportunity to pass that on then teachi
24、ng can be a great career. C)Anyone going into teaching now will be used to teaching to formal work schemes and observation. I think it has raised standards in the profession but personally I feel the loss in the classroom. Ive got the confidence of 30 years experience. Ive seen new approaches come a
25、nd go(and sometimes even identical “new ideas“ come and go more than once). D)For me, its the passion for your subject and interest in the success of your students that matters more than how all the acronyms(首字母缩略词 )add up. This is what will make you a good teacher. There s still room for individual
26、s but you have to have the confidence and passion for your subject to make it work. E)The major challenge in teaching is time. Theres not enough of it. Its hard if youre working full time to cope with the marking and feel that you have enough time to do your job properly. I ve worked part time ever
27、since I had children. I officially work three days a week trot on my two days off I always work, it probably all adds up to what counts as a full weeks work in most other jobs but the pay isn t bad so you can work part time and then the job really does fit in with family life. There are shortcuts to
28、 save time, and if had to work part time I d have to use them. But working part time gives me the luxury to be a critical marker. It can take two hours to mark a 3,000 word A level essay, so if you have 16 pupils thats 32 hours of marking in one week for just one class. F)One of the benefits of bein
29、g a part-time teacher is that I do have time to mark properly. Sometimes my feedback is almost as long as their essay but 1 really want the kids to do well. One of the best things about teaching is you get to raise children s aspirations, and to make a difference in their lives. You get visits and e
30、mails from your old students to prove it! Its great to make the difference, and, as they say, it does make it all worthwhile. G)The core of teaching is the subject and the pupils. We have a lot of NQTs and PGCE students coming to our school and sometimes I must admit to being disappointed when stude
31、nts dont know their subjects that well. I had an NQT who was teaching Animal Farm and asked me “Whats Marxism?“ and shed got a first in her degree so it just goes to show that government initiatives to try and attract those with firsts aren t necessarily going work. H)However, lots of people drop ou
32、t of teaching after a couple of years, it is an exhausting job. So my advice to those just starting out is: I)Dont lose your sense of proportion over things that happen in the classroom or in an observation that doesnt go well. As long as in the bigger picture of things you are connecting with kids
33、and the subject then dont get frustrated. Even after 30 years of teaching everyone has fearful days in teaching, when you think: “Can I really do this?“ Youve got to keep positive: its only a problem if you get more bad days than good days. J)Make sure teaching doesnt overwhelm you. You have to deve
34、lop strategies especially if you are teaching a subject which requires a lot of marking. So plan things well. Get your pupils to do peer marking, which really can work. If you know you just cant handle any more marking in a particular week, get pupils to write a speech and then perform it in the nex
35、t class. Youve got to think ahead about times of maximum workload and plan accordingly ask your more experienced colleagues for advice. K)Youve got to keep your sense of humour, which is a great way of relieving a situation. I know I became a better teacher when I became a parent. I realised that ki
36、ds can be so unpleasant sometimes, even your own kids. They dont mean it: theyre just being kids. It doesnt mean they hate you or hate your lessons. When youre a new teacher coming into teaching, especially if you are young, you think of the students as almost your adversaries(对手 ), until you ve got
37、 to defeat them. But youve got to be careful what you say. You cant belittle them too much or you can really harm them. L)Love your subject. If you are going to succeed in secondary school teaching, you must love your subject. The kids really know if you do or don t. M)You have to know your students
38、 are individuals, they learn in different ways. You have to be sensitive to that. N)You cant just teach a formula. I do worry about the difference between lip service to what the government say its supposed to be like and what its really like. I do hate the untruthfulness of that and the gulf seems
39、to widen more and more. It feels like what matters most is whats tested. The trouble is nothing that is really worthwhile, the love of learning, connection with literature, having empathy these are the things that really make a difference to someones life but of course they cant be tested. Young tea
40、chers have to be careful not to get lost in formulas and initiatives. A more experienced teacher will have confidence to respond to kids and to talk about an issue thats raised in class thats not on the plan. The children will learn so much from that but there s no box to tick. 37 Keeping sense of h
41、umor rather than belittling your students can help relieve a situation. 38 Teachers should not teach to a formula because what cannot be tested may really matter to a students life. 39 For the author, the main challenge in teaching is that there s no enough time. 40 For teachers faced with a lot of
42、marking, one strategy is to get pupils involved in peer marking. 41 When dealing with things that happen in the classroom, teachers are advised to decide priorities. 42 Working part time enables the author to mark students assignments properly. 43 The author believes she has received most satisfacti
43、on from teaching as a career. 44 Students can tell whether a teacher loves his subject or not. 45 The author thinks that teaching to formal work schemes and observation can make a loss in the classroom. 46 According to the author, passion for a subject and interest in students success will make a go
44、od teacher. Section C 46 Using Facebook makes people sadder, at least according to some research. But just what is it about the social network that takes a hit on our mood? A study of the different ways of interacting with the site now offers an answer: Grazing on the content of other people s ideal
45、ized lives may make reality painful. Scientists have long debated Facebooks impact on users in-the-moment mood as well as their deeper satisfaction with life. Some studies have found that the site makes us happier: others, sadder. One of the problems is that most studies were cross-sectional, taking
46、 a snapshot of people at one point of time. But that makes it difficult to separate our use of Facebook from the many other factors known to affect well-being, from overwork to romantic meltdowns. A 2013 study led by Ethan Kross, a psychologist at the University of Michigan, sidestepped this problem
47、 by studying people s use of Facebook over time, surveying them about their well-being five times per day for 2 weeks. The conclusion was that the more you use Facebook, the sadder you get. That study generated an enormous amount of attention. But the results offered no clue to what it is about the
48、social network, or how people are using it, that might have this negative effect. Since then, a collaboration of labs including Kross s has tried to tease apart the mechanisms. The researchers performed an “intervention,“ using subjects personal Facebook accounts in specific ways. After all, interac
49、tion with Facebook consists of a whole set of activities, from browsing photos and “liking“ websites to directly interacting with others through messages and comments. Last week, Kross shared a sneak preview of his teams results. Their findings suggest that there is no effect on well-being if one “actively“ uses Facebook. When subjects directly interacted with the social network by posting status updates, sharing content, and messaging others, their mood
