1、大学英语六级（ 2013年 12月考试改革适用）模拟试卷 269及答案与解析 一、 Part I Writing 1 For this part, you are allowed 30 minutes to write an essay entitled The Value of University life. You should write at least 150 words but no more than 200 words. Write your essay on Answer Sheet 1. Section A （ A） To try something different.
2、 （ B） To travel and meet people. （ C） To learn different culture. （ D） To save money. （ A） Its not safe for them. （ B） Everyone respect them. （ C） They are easier to find partners. （ D） They only hitchhike in Britain. （ A） By travelling with a woman. （ B） By waiting in a queue. （ C） By meeting diffe
3、rent people. （ D） By giving others a hand. （ A） Just hold out ones hands. （ B） Put ones thumb upwards. （ C） Have a sign with big letters on it. （ D） Bring no luggage and be alone. （ A） He keeps forgetting the important things he has to do. （ B） He has great difficulty remembering Korean words. （ C）
4、He cant find the most helpful Korean dictionary. （ D） His pronunciation of Korean words confuses others. （ A） His poor memory. （ B） His fatigue. （ C） His lack of diligence. （ D） His method. （ A） Because theyre quite impressive with a strong effect. （ B） Because they are not so frustrating as other e
5、xpressions. （ C） Because they are practiced and repeated once and again. （ D） Because they are most peoples favorite words. （ A） Try to retain as many new words as possible. （ B） Practice words at appropriate intervals. （ C） Learn difficult words with the highest frequencies. （ D） Make complicated w
6、ords simply through repetition. Section B （ A） Children will get absent-minded if they play video games. （ B） Children will get healthier if they change their diet. （ C） Children will improve their grades if they stop watching TV. （ D） Children will lose weight if they spend less time watching TV. （
7、 A） Because they prove the direct effect of reduction in television viewing. （ B） Because they show the great importance of physical activity. （ C） Because they help settle on the best diet small children need. （ D） Because they indicate that children benefit much from TV programs. （ A） Children wil
8、l move more and consume more energy if they dont watch TV. （ B） Children will spend more time studying if they are not allowed to watch TV. （ C） Children will eat more food to their taste if they have special diets. （ D） Children will be indulged in video games if parents dont supervise them. （ A） T
9、hrough his hard work at training. （ B） Through his training as a preacher. （ C） Through his reputation as a preacher. （ D） Through his attention to medicine. （ A） His ability to play the organ. （ B） His interest in medicine. （ C） His doctoral degrees in philosophy and music. （ D） His talents in prea
10、ching. （ A） His generous suggestions and help. （ B） His imprisonment in World War I. （ C） The responsibility of helping others. （ D） His impact on Western civilization. （ A） He was a man full of responsibility for German citizens. （ B） He was a man with little courage to face the threat of war. （ C）
11、 He was an eccentric man who loves hot weather. （ D） He was a man of many talents with a sense of idealism. Section C （ A） It made people happier. （ B） It did more harm than good. （ C） It increased risks. （ D） It made people sick. （ A） They did not believe the harm of stress. （ B） They might die fro
12、m experiencing a lot of stress. （ C） Their risk of dying increased over the years. （ D） They might die from believing stress is bad. （ A） People shall rethink stress response as helpful. （ B） Participants shall prepare for the challenge of stress. （ C） Stress makes your heart pounding. （ D） Your bod
13、y was energized during the stress test. （ A） He turns stress into your enemy. （ B） He is able to get rid of your stress. （ C） He wants to make you better at stress. （ D） He is no longer a health psychologist. （ A） How high the rating is. （ B） How well the running shoes protect your feet. （ C） How fa
14、st you can run in these running shoes. （ D） How much the running shoes will cost you. （ A） They were rated 8.3% higher than the average ones. （ B） They were sold at an average price of $61 per pair. （ C） They were rated 8.1% lower than the 10 cheapest ones. （ D） They were strongly welcomed by the 13
15、5,000 consumers. （ A） Because this brand has good quality. （ B） Because they are consumers favorite. （ C） Because they dont sell high price shoes. （ D） Because many moms buy this brand. （ A） They have thought. （ B） They replace our jobs. （ C） They perform boring tasks. （ D） They create explosions. （
16、 A） Drivers. （ B） Songwriters. （ C） Journalists. （ D） Fast food cooks. （ A） For we can create new robots in the future. （ B） For we can adapt our skills to the tasks at work. （ C） For we can learn a lesson from the unemployment. （ D） For we can work with advantages over machines. Section A 26 Ten ye
17、ars ago, Joe Allen began studying a diverse group of seventh graders near the University of Virginia, where hes a professor. One of Allens main concerns was how these kids dealt with peer pressure, and how deeply they felt the pressure to【 C1】_to what the crowd was doing. According to every pop theo
18、ry of【 C2】 _, peer pressure is danger. Being able to resist it should be considered a sign of character strength. But a funny thing happened as Allen continued to follow these kids every year for the next 10 years: the kids who felt more peer pressure when they were 12 or 13 were turning out better.
19、 Notably, they had much higher-quality relationships with friends, parents, and【 C3】_partners. Their need to fit in, in the early teens, later【 C4】 _itself as a willingness to accommodatea necessary【 C5】 _of all reciprocal relationships. The self-conscious kid who spent seventh grade convinced that
20、everyone was watching her and learned to be attuned(与 合拍 )to【 C6】 _changes in others moods. Years down the road, that【 C7】 _sensitivity lead to empathy(移情 )and social adeptness. Meanwhile, those kids who did not feel much peer pressure to smoke, drink, and【 C8】 _in seventh grade didnt turn out to be
21、 the independent-minded stars wed imagine. Instead, what was notable about them was that within five years they had a much lower GPA(grade point average). The kid who could say no to his peers turned out to be less engaged, all around, socially and【 C9】 _ Basically, if he was so detached that he did
22、nt care what his peers thought, he probably wasnt【 C10】 _by what his parents or society expected of him, either. A)adolescence E)morally I)smuggle M)motivated B)trivial F)conform J)academically N)romantic C)component G)subtle K)manifested O)heightened D)shoplift H)ignited L)nutrient 27 【 C1】 28 【 C2
23、】 29 【 C3】 30 【 C4】 31 【 C5】 32 【 C6】 33 【 C7】 34 【 C8】 35 【 C9】 36 【 C10】 Section B 36 Why We Need Good Teachers AThe relative decline of American education at the elementary- and high-school levels has long been a national embarrassment as well as a threat to the nations future. Once upon a time,
24、American students tested better than any other students in the world. Now, ranked against European schoolchildren, America does about as well as Lithuania, behind at least 10 other nations. Within the United States, the achievement gap between white students and poor and minority students stubbornly
25、 persistsand as the population of disadvantaged students grows, overall scores continue to fall. BFor much of this timeroughly the last half centuryprofessional educators believed that if they could only find the right teaching method, all would be well. They tried New Math, open classrooms, Whole L
26、anguagebut nothing seemed to achieve significant or lasting improvements. CYet in recent years researchers have discovered something that may seem obvious, but for many reasons was overlooked or denied. What really makes a difference, what matters more than the class size or the textbook, the teachi
27、ng method or the technology, or even the curriculum, is the quality of the teacher. Much of the ability to teach is innate(天生的 )an ability to inspire young minds as well as control unruly classrooms that some people instinctively possess. Teaching can be taught, to some degree, but not the way many
28、graduate schools of education do it, with a lot of boring or marginally relevant theorizing and teaching method. In any case the research shows that within about five years, you can generally tell who is a good teacher and who is not. DIt is also true and unfortunate that often the weakest teachers
29、are degraded to teaching the neediest students, poor minority kids in inner-city schools. For these children, teachers can be make or break. “The research shows that kids who have two, three, four strong teachers in a row will eventually excel, no matter what their background, while kids who have ev
30、en two weak teachers in a row will never recover,“ says Kati Haycock of the Education Trust and coauthor of the 2006 study “Teaching Inequality: How Poor and Minority Students Are Shortchanged on Teacher Quality.“ ENothing, then, is more important than hiring good teachers and firing bad ones. But h
31、ere is the rub. Although many teachers are caring and selfless, teaching in public schools has not always attracted the best and the brightest. There once was a time when teaching was one of the few jobs not denied to women and minorities. But with social progress, many talented women and minorities
32、 chose other and more highly compensated fields. One recent review of the evidence by McKinsey & Co., the management consulting firm, showed that most schoolteachers are recruited from the bottom third of college-bound high-school students. FAt the same time, the teachers unions have become more and
33、 more powerful. In most states, after two or three years, teachers are given lifetime tenure(长期聘用 ). It is almost impossible to fire them. In New York City in 2008, three out of 30,000 tenured teachers were dismissed for cause. The statistics are just as eye-popping in other cities. The percentage o
34、f teachers dismissed for poor performance in Chicago between 2005 and 2008 was 0.1 percent. In Akron, Ohio, zero percent. In Toledo, 0.01 percent. In Denver, zero percent. In no other socially significant profession are the workers so insulated from responsibility. The responsibility does not just f
35、all on the unions. Many principals dont even try to weed out the poor performers. Year after year, about 99 percent of all teachers in the United States are rated “satisfactory“ by their school systems: firing a teacher invites a costly court battle with the local union. GOver time, inner-city schoo
36、ls, in particular, surrendered to a defeatist mindset. The problem is not the teachers, went the thinkingits the parents(or absence of parents): its society with all its distractions and pathologies(病态 ): its the kids themselves. Not much can be done, really, except to keep the assembly line moving
37、through “social promotion,“ regardless of academic performance, and hope the students graduate. Or so went the conventional wisdom in school superintendents offices from Newark to L.A. By 1992, “there was such a dramatic achievement gap in the United States, far larger than in other countries, betwe
38、en socioeconomic classes and races,“ says Kate Walsh, president of the National Council on Teacher Quality. “It was a scandal of monumental proportions, that there were two distinct school systems in the U.S., one for the middle class and one for the poor.“ HIn the past two decades, some schools hav
39、e sprung up that defy and refute what former president George W. Bush memorably called “the soft bigotry(偏执成见 )of low expectations.“ Generally operating outside of school bureaucracies as charter schools, programs like KIPP(Knowledge Is Power Program)have produced inner-city schools with high gradua
40、tion rates(85 percent). KIPP schools dont cherry-pickthey take anyone who will sign a contract to play by the rules, which require some parental involvement. And they are not one-shot wonders. There are now 82 KIPP schools in 19 states and the District of Columbia, and, routinely, they far outperfor
41、m the local public schools. KIPP schools are mercifully free of red tape and bureaucratic rules. KIPP schools require longer school days and a longer school year, but their greatest advantage is better teaching. IIt takes a certain kind of teacher to succeed at a KIPP school or at other successful c
42、harter programs, like YES Prep. KIPP teachers carry cell phones so students can call them at any time. The dedication required makes for high burnout rates. It may be that teaching in an inner-city school is a little like going into the Special Forces in the military, a calling for only the chosen f
43、ew. JYet those few are multiplying. About 20 years ago, a Princeton senior named Wendy Kopp wrote her senior thesis proposing an organization to draw graduates from elite schools into teaching poor kids. Her idea was to hire them for just a couple of years, and then let them move on to Wall Street o
44、r wherever. Today, Teach for America(TFA)sends about 4,100 graduates, many from Ivy League colleges, into inner-city schools every year. Some(about 8 percent)cant cope with it, but most(about 61 percent)stay in teaching after their demanding two-year tours. Two thirds of TFAs 17,000 graduates are st
45、ill involved in education and have become the core of a reform movement that is having real impact. The founders of KIPP, Mike Feinberg and Dave Levin, are TFA products. So is the most aggressive reformer in education today, Michelle Rhee, the education chancellor of the District of Columbia, who is
46、 trying to loosen the hold of the teachers union on a school system that for years had the highest costs and worst results in the nation. KIt is difficult to remove the educational establishment. In New Orleans, a hurricane was required: since Katrina, New Orleans has made more educational progress
47、than any other city, largely because the public-school system was wiped out. Using nonunion charter schools, New Orleans has been able to measure teacher performance in ways that the teachers unions have long and bitterly resisted. Under a new Louisiana law, New Orleans can track which schools produ
48、ce the best teachers, forcing long-needed changes in school curricula. 37 In terms of test scores, American students used to be at the top of the world. 38 There was a large achievement gap in America between different classes and races. 39 One recent review found that most schoolteachers didnt perf
49、orm well in their school life. 40 Unfortunately, the neediest students often receive the poorest teaching. 41 The new teaching methods, like open classrooms the professional educators tried, were all in vain. 42 According to a research in recent years, teacher quality is regarded as the dominant factor for students performance. 43 The percentage of dismissed teacher was so low in many states due to the power of teachers unions. 44 Only a few people are qualified for
