1、大学英语六级（2013 年 12 月考试改革适用）模拟试卷 122（无答案）一、Part I Writing1 For this part, you are allowed 30 minutes to write an essay commenting on the remark “When it comes to success, there are no shortcuts. “ You can give examples to illustrate your point. You should write at least 150 words but no more than 200 w
2、ords.Section A（A）The meeting is not on his schedule.（B） He doesnt mind postponing the meeting.（C） The meeting goes against his schedule.（D）He doesnt mind having meeting ahead of schedule.（A）It was just so-so.（B） It was great.（C） It was terrible.（D）It was interesting.（A）He is as fat as a potato.（B） H
3、e is fond of watching TV.（C） He likes potatoes very much.（D）He is a versatile person.（A）It has friendly folks.（B） Its air is clean.（C） It is quiet.（D）It gives him a sense of freshness.（A）A new fitness club.（B） Doing exercise to keep fit.（C） After-work activities.（D）Weekend plans.（A）She likes Mexican
4、 food very much.（B） She likes to go out dancing.（C） She will celebrate his birthday.（D）She accepts the mans invitation.（A）To tell him they are busy.（B） To cancel an appointment.（C） To send him a busy signal.（D）To invite him to go to a film.（A）Studying history.（B） Buying lottery tickets.（C） Registeri
5、ng for courses.（D）Going to an art gallery.（A）An attorney.（B） A health care consultant.（C） A town planner.（D）A beautician.（A）The woman coughed a lot above his head.（B） The woman accidentally hurt his ear.（C） The woman forgot to use styling jell on his hair.（D）The woman got shampoo in his eyes.（A）He i
6、s attending a haircut class.（B） He is on holiday.（C） He will give the man a decent haircut.（D）He has a hot temper.（A）For a business convention in town.（B） For an appointment with clients.（C） For an employment interview.（D）For a date with his girlfriend.（A）To find out what he is interested in.（B） To
7、help him choose an out-of-class activity.（C） To encourage him to try out for a college newsletter.（D）To talk about the articles he wrote in his journalism class.（A）He couldnt write for a newspaper.（B） He would fall behind with his studies.（C） He wouldnt find a good dormitory.（D）He would lose contact
8、 with his old friends.（A）He is not sure whether hell have time to write for the newsletter.（B） He would rather write for a newspaper than the campus newsletter.（C） He doubts whether he is able to write for the campus newsletter.（D）He is worried about what his journalism professor really thinks.Secti
9、on B（A）To invite authors to guide readers.（B） To encourage people to read and share.（C） To involve people in community service.（D）To promote the friendship between cities.（A）They had little interest in reading.（B） They were too busy to read a book.（C） They came from many different backgrounds.（D）The
10、y lacked support from the local government.（A）In large communities with little sense of unity.（B） In large cities where libraries are far from home.（C） In medium-sized cities with a diverse population.（D）In large towns where agreement can be quickly reached.（A）The careful selection of a proper book.
11、（B） The growing popularity of the writers.（C） The number of books that each person reads.（D）The number of people who benefit from reading.（A）By restoring.（B） By burying.（C） By burning.（D）By recycling.（A）To replace landfill sites.（B） To speed up waste recycling.（C） To meet the EU requirements.（D）To r
12、educe the cost of burying waste.（A）It causes people to feel unhappy.（B） It makes people think of their plants.（C） It draws peoples attention to the quality.（D）It helps people to decide the products value.（A）To the area where the goalkeeper cant reach.（B） To the direction out of the goalkeepers expec
13、tation.（C） With great strength so that the goalkeeper cant stop the ball.（D）With some fake movements to mislead the goalkeeper.（A）Their psychological condition.（B） Their fame and reputation.（C） Their willingness of participation.（D）Their strength and technique.（A）He can influence the players thought
14、.（B） The referee will let him stand out a little bit.（C） He can get a good feeling of the ball.（D）The kickers wont be able to focus on the kick.Section C26 New Years resolutions often have to do with eating more healthily, going to the gym more, losing weight all admirable goals aimed at improving o
15、nes physical health. Most people, though, do not realize that they can【B1】_their brains in a similar way.While some areas of the brain are hard-wired from birth or early childhood, other areas especially in the cerebral cortex (大脑皮层), which【B2】_higher cognitive powers like language and thought can b
16、e, to a remarkable extent, rewired as we grow older. In fact, the brain has an【B3】_ability to rebound from damage. As a physician who treats patients with neurological conditions, I see this happen all the time.One does not have to be blind or deaf to tap into the brains mysterious and【B4】_power to
17、learn, adapt and grow. I have seen hundreds of patients with various【B5】_learn to do things in new ways, whether consciously or unconsciously, to work around those deficits. That the brain is capable of such【 B6】_adaptation raises deep questions. To what extent are we shaped by, and to what degree d
18、o we shape, our own brains? And can the brains ability to change【B7】_give us greater cognitive powers? The【B8】_of many people suggest that it canWhether it is by learning a new language or simply thinking about an old problem in a new way, all of us can find ways to stimulate our brains to grow, in
19、the coming year and those to follow. Just as physical activity【B9】_maintaining a healthy body, a healthy brain is also essential to【B10】_fitness.27 【B1 】28 【B2 】29 【B3 】30 【B4 】31 【B5 】32 【B6 】33 【B7 】34 【B8 】35 【B9 】36 【B10 】Section A36 Tough new rules for pubs and clubs including a ban on drinking
20、 games like the in-famous “dentists chair“ will be introduced in Britain this year in order to【C1 】_the heavy drinking culture that costs the country billions of pounds a year.Other【C2】_like “all you can drink for 10 pounds“ , speed drinking competitions and “women drink free“ nights will also be pr
21、ohibited.But,【C3 】 _, bulk offers of cheap alcohol in supermarkets widely regarded as one of the main sources of Britains problems with under-age and【C4】_drinking will not be affected.Doctors and health lobbyists (游说者) argue that the government has failed to use its most effective weapon, the【C5】_of
22、 minimum price controls on alcohol.Home Secretary Theresa May said she did not want to target【C6】_drinkers on low incomes, but that the government and the industry had a duty to act on booze-fueled (助长豪饮风气的) promotions.These【C7】_have a real impact on society, not to mention the lives of those who ju
23、st want to enjoy a good night out,“ he said.The dentists chair, where drinks are poured directly into the mouth by others, was made famous by the celebrations of footballer Paul Gascoigne at Euro 96. That game and others that promote mass【C8】_ will be banned from April and bosses of pubs and clubs w
24、ill have to ensure free tap water is made【C9】_to revelers (饮酒狂欢者).A second set of rules【C10】_compulsory ID checks and making sure smaller alcoholic measures are on sale come into effect in October.A) additional I) impositionB) ambiguously J) intensifyingC) available K) manipulateD) consumption L) pr
25、acticesE) controversially M) promotionsF) curb N) responsibleG) enforcing O) temptationsH) excessive37 【C1 】38 【C2 】39 【C3 】40 【C4 】41 【C5 】42 【C6 】43 【C7 】44 【C8 】45 【C9 】46 【C10 】Section B46 Preschoolers Innate Knowledge Means They Can Probably Do AlgebraChild development specialists are uncoverin
26、g evidence that toddlers may understand much more than we think.A Give a three-year old a smart phone and shell likely figure out how to turn it on and operate a few simple functions. But confront her with an algebra problem and ask her to solve for x? Not likely.B For decades, child developmental p
27、sychologist Jean Piaget convinced us that young, undeveloped minds couldnt handle complex concepts because they simply werent experienced or mature enough yet. Piaget, in fact, believed that toddlers could not understand cause and effect, that they couldnt think logically, and that they also couldnt
28、 handle abstract ideas.C Thats because, he argued, children learn to develop these higher skills through trial and error. But child development specialists are finding out that preschoolers without any formal education may have the capacity to understand more complex concepts than we give them credi
29、t for, such as complicated rules for operating a toy or even solving for an unknown in algebra. Some of this is due to their ability to be more open and flexible about their world than adults. But beyond that, toddlers may have the innate ability to understand abstract concepts like quantities and c
30、ausality, and thats fueling an exciting stream of experiments that reveal just how sophisticated preschoolers brains might be.D Alison Gopnik, professor of psychology at University of California Berkeley and her team devised a way to test how well young kids understand the abstract concept of multip
31、le causality the idea that there may be more than one cause for a single effect. They pitted 32 preschoolers around 4 years old against 143 un-dergrads. The study centered around a toy that could be turned on by placing a single blue-colored block on the toys tray, but could also be activated if two
32、 blocks of different colors orange and purple were placed on the tray. Both the kids and the undergraduates were shown how the toy worked and then asked which blocks activated the toy.E The preschoolers were adept at figuring out that the blue blocks turned on the toy, as did the purple and orange o
33、nes. The Berkeley undergraduates, however, had a harder time accepting the scenario.Their previous experience in the world, which tends to work in a single-cause-equals-single-effect way, hampered their ability to accept the unusual rules that activated they toy; they wanted to believe that it was a
34、ctivated either by a single color or by a combination of colors, but not both.F The preschoolers lack of bias about causality likely contributed to their ability to learn the multiple ways to activate the toy, but the results also suggest that preschoolers really can think logically and in more comp
35、licated ways. Just because they cant express themselves or arent as adept at demonstrating such knowledge, doesnt mean they dont have it.G Researchers from Johns Hopkins University, for example, found a similar effect among preschoolers when it came to math. Previous studies showed that if you prese
36、nt infants with eight objects over and over until they got bored, and then showed them 16, they suddenly regained interest and sensed that things changed. “All the evidence so far leads us to believe that this is something that babies come into the world with,“ says Melissa Kibbe, co-author of that
37、study.H She and her colleague Lisa Feigenson wondered if that innate sense of quantity might translate into an understanding of numbers and higher math functions, including solving for unknowns one of the foundations of algebra which often isnt taught until seventh or eighth grades. So they conducte
38、d a series of experiments using a cup with a fixed amount of objects that substituted for x in the equation 5 + x=17.I To divert the four- and six-year olds attention away from Arabic numerals to quantities instead, the researchers used a puppet and a “magic“ cup that contained 12 buttons. In one of
39、 the experiments, the children saw five buttons on the table. After watching the researchers add the 12 buttons from the cup, they were told there were 17 buttons on the table. In another test, the youngsters saw three piles of objects buttons, coins or small toys in varying amounts, and observed th
40、e researchers adding the fixed number of contents of the puppets cup to each.J After training the kids on how the cup worked, the researchers tried to confuse them with another cup containing fewer (such as four) or more (such as 24) objects. However, the kids understood intuitively that the decoy c
41、up contained the wrong amount of items and that a specific amount x, the “magic“ cup amount had to be added to reach the sum. That suggested that the preschoolers had some concept of quantity. What surprised Kibbe was not just that preschoolers understood the concept of adding “more,“ but that they
42、could also calibrate how much more was needed to fill in the unknown quantity.K “These kids had very little formal schooling so far, but what we are finding is that when we tap into their gut sense, something we call the Approximate Number Sense (ANS), kids are able to do much more complex calculati
43、ons than if we gave them numbers and letters,“ says Kibbe of her results. And there doesnt seem to be any gender differences in this innate ability, at least not among the girls and boys Kibbe studied.L Theres also precedent for such innate pre-learning in reading, says Jon Star, at the Harvard Univ
44、ersity Graduate School of Education. To improve reading skills, some teachers have tapped into childrens memorization skills to make the connection between words and meaning more efficient.M Kibbes and Gopniks recent work may have broader implications for education, since current math curricula in s
45、chools, which focuses on teaching Arabic numerals and on solving equations, may not be ideal for nurturing the number sense that kids are born with. “Theres an exciting movement in psychology over the past decade, as we learn that students bring certain capabilities, or innate knowledge that we hadn
46、t thought they had before,“ says Star.N Though it may be too early to translate such findings to the classroom, the results lay the groundwork for studying similar innate skills and how they might be better understood. ANS, for example, is one of many constructs that young children may have that cou
47、ld enhance their learning but that current curricula arent exploiting. Developmental experts are still trying to figure out how malleable these constructs are, and how much of an impact they can have on future learning. For instance, do kids who hone their ANS skills become better at algebra and cal
48、culus in high school? “We still need to figure out which constructs matter most, and which are most amenable to interventions to help children improve their learning,“ says Star.O “The hard part is, educationally, how do you build up and upon this intuitive knowledge in a way that allows a child to
49、capture the complexity but not hold them back,“ says Tina Grotzer, associate professor of education at Harvard. Tapping into a childs still developing sense of numbers and quantities is one thing, but overloading it with too many new constructs about algebra, unknowns, and problem solving may just gum up the working memory and end up adversely aff
